COMING TO TERMS WITH THE NEW AGE, 1820s 1850s

Transcription

1 CHAPTER THIRTEEN COMING TO TERMS WITH THE NEW AGE, 1820s 1850s CHAPTER OVERVIEW This chapter covers the effects the Market Revolution had on American society as well as the responses of people to those effects. The most fundamental effects were in immigration and resulting ethnic makeup, in the growth of cities and resulting social and political unrest, and in changing working conditions that brought labor unrest. Responses to all of these changes were particularly manifested in new types of community groups that also became politicized: labor unions, big-city machines, social reform organizations, utopian settlements, antislavery societies, and the women s rights movement. In this energetic search for continuity, social connection, and social order, Americans tried to come to terms with the new age. CHAPTER OBJECTIVES After reading the chapter and applying the study methods recommended, students should be able to: 1. List the changing patterns of immigration and ethnic composition that resulted from these changes. 2. Outline the changes in American cities and the resulting effects on living patterns, class structure, politics and popular culture. 3. Trace the development of labor unions and resulting structure of big-city machines. 4. Explain the connection between religion, reform, and social control and illustrate how these were manifested in different reform organizations. 5. Explain the connections between reform and utopianism and illustrate how these were manifested in a variety of utopian communities. 6. Trace the development of the sentiments of antislavery and abolitionism and illustrate how these were manifested in numerous groups. 7. Demonstrate with examples including Seneca Falls how reform ideas and groups helped to encourage the women s rights movement. 8. Making Connections: Connect the wider social changes and responses to them with the Market Revolution explained in Chapters Eleven and Twelve. CRITICAL THINKING/READING SKILLS AMERICAN COMMUNITIES: Women Reformers Respond to the Market Revolution. How did the dislocations brought on by the Market Revolution connect to Seneca Falls women s rights convention? What rights were demanded and which ones had the greatest support? What did Lucretia Mott mean when she said, Why Lizzie, thee will make us ridiculous.? Which religious groups were the most numerous? 185

2 IMMIGRATION: What changes in ethnic composition of the American people occurred at this time? Patterns of Immigration: What were the statistical and ethnic patterns of immigration? How did these patterns connect to the Market Revolution as well as to changes in Europe? What were the highest demands for immigrants and their labor? How was immigration regulated? What social problems were created? Irish Immigration: What caused the major immigration of Irish people? Where did many of the Irish settle? What was the difference between New York City and Boston in absorbing the Irish immigrants? The Irish Community: What type of community support did the Irish build? What were their work and political patterns? German Immigration: Where were earlier Germans in America and why was there an increase at this time? What was the difference between their settlement and that of the Irish? Where did many of them settle and how did they create community? What particular occupation did they follow and how is that evident even today? Little Germanies : What were Little Germanies and how did they enrich American culture? What effect did they have on education? URBAN AMERICAN: How did the Market Revolution affect life in the cities? What kinds of responses were there to these changes? The Preindustrial City: What was the Preindustrial City like? What was a walking city and how did rapid urban growth change this? What were the resulting problems? The Growth of Cities: What were the statistics of growth and which five cities were the largest? What was the new triangular Trade of Boston at this point? What were instant cities and what were they connected to? How is Chicago an example of an instant city? Class Structure in the Cities: How did the class structure in the city change? How was this connected to the Market Revolution? Sanitation and Living Problems: What sanitation problems were there and how did this affect living patterns? How did Gramercy Park and Five Points in New York City embody issues of class? Urban Popular Culture: What were the major elements of the new urban popular culture? What encouraged its development? What were the most typical working class amusements? In what ways did the working class flaunt middle class respectability? What was the opinion of some observers about readers and urban violence? Civic Order: What were the different types of urban violence that happened in cities? What social class issues were involved? How did cities try to cope? What success did they have? What ethnic groups were often the targets of violence? Urban Life of Free African Americans: Where were most free African Americans located? What occupations did they hold? How did their employment prospects deteriorate from 1820 to 1850? How did free African Americans try to help slaves? What patterns of urban violence were against blacks? 186

3 THE LABOR MOVEMENT AND URBAN POLITICS: What changes and dislocations affected the lives of the workers? How did they respond and how did their response change the nature of urban politics? The Tradition of Artisanal Politics: What was the tradition of artisanal politics and how was it changed by the Market Revolution? The Union Movement: How and where did the union movement form? What ideology was it based on and what were the specific demands union made? Who were the workies and what effect did they have? How did political parties respond? What was the lesson of the New York riots? What was the GTU and its experience in organizing? What caused the GTU to collapse? What limitations of class, color, and sex were there in the union movement? Big-City Machines: How did workers affect the development of big-city machines? What was America s uniqueness in terms of the vote? What types of techniques of mass appeal and organization did these groups use? How did this new ward politics reflect the search for community and how was it different from the old neighborhood systems? SOCIAL REFORM MOVEMENTS: How did urban reform and middle-class thinking connect to social reform movements? What were the beliefs that dominated middle-class reform groups? How did social reform movements go from local and voluntary to national networks? How active was social reform and what was de Tocqueville s observation on it? Evangelism, Reform, and Social Control: How were the three elements of evangelism, reform, and social control connected? What were the characteristics common to the reform groups? What aspects were harmful? What was the extent of these efforts? Education and Women Teachers: What social reforms were proposed in education and how were women connected to these? Who was Horace Mann and what reforms did he propose? What areas of the country had the best system? What role did Catherine Beecher play in educational reform? Temperance: Why did many people support temperance? What differences were there over this issue? How heavy was the drinking rate compared to today? What effect did the Panic of 1837 have? What overall success did temperance groups have? Moral Reform, Asylums, and Prisons: What other types of reforms took place and what were the underlying beliefs of the groups? Utopianism and Mormonism: What were the major elements of Utopianism and Mormonism? How were these groups signs of social change? How successful were they? Where was the Burned-over district and how did it get that name? When are apocalyptic religions more popular? Who were the Millerites and why were they popular at this time? What was the outcome of the early group? How were the Mormons founded? How did others treat them? ANTISLAVERY AND ABOLITIONISM: What were the roots of the antislavery movement and what three groups played the major leadership roles? What significant antislavery measures had been taken earlier? The American Colonization Society: What was the American Colonization Society and how successful was it? African Americans Fight Against Slavery: How did free blacks view the colonizing scheme? What was the commitment? 187

4 Abolitionists: What was the basis of abolition and what was the role of William Lloyd Garrison? What were his views and leadership ability? How was religion connected to abolitionist writing and oratory? How did southerners respond to these attacks? What was the general response to abolitionists in the North? Identify: The liberator, Theodore Weld, American Anti-Slavery Society, Oberlin College, American Slavery as It Is, Uncle Tom s Cabin, Grimke sisters, Harriet Beecher Stowe. Abolitionism and Politics: What political methods did the abolitionists use? What was the gag rule and what effect did it have? Why did Garrison and Douglass split? What political issue and social aim did this split demonstrate? What was the general response to abolitionism? THE WOMEN S RIGHTS MOVEMENT: How did the women s rights movement connect to the abolitionist movement and other reform movements? The Grimke Sisters: Who were the Grimke sisters and how do they illustrate the connection between reform and women s rights? How popular were they and what happened as a result? Women s Rights: What was the significance of the Seneca Falls Convention of 1848? What changes did women gain over the years? How does the so-called Age of the Common Man owe to the work of the common woman? What was the intent of the separate spheres argument? KEY TERMS/VOCABULARY: Identify the following terms: 1. Seneca Falls 2. Declaration of Sentiments, 3. Oberlin College 4. Mt. Holyoke Female Seminary 5. Lucretia Mott 6. Elizabeth Cady Stanton, Wesleyans 7. Temperance Reformation 8. Susan B. Anthony 9. walking cities 10. urban growth 11. Baltimore and Ohio Railroad 12. instant cities 13. market revolution 14. new triangular trade 15. immigration 16. potato famine 17. city sanitation 18. Gramercy Park 19. Streetcar suburbs 20. Five Points 21. rookeries 22. Little Germanies 23. turnvereins 24. working class amusement 25. Astor Place Riot 26. blackface minstrel show 27. Bowery b hoys 28. penny paper 29. dime novels 30. Walt Whitman 31. Edgar Allen Poe 32. Alexis de Tocqueville 33. the dangerous classes 34. segregation 35. AME 36. master craftsmen 37. urban workers 38. Workingmen s Party 39. Workies 40. Equal Rights Party 41. General Trades Union Ogden Edwards 43. National Trades Union 44. Tammany Society 45. ward leaders 46. machine Politics 47. the boss 48. social reform 49. evangelical religion 50. perfectionism 51. prison reform 52. moralistic dogmatism 53. temperance movement 54. Lyman Beecher 55. educational reformers 56. Horace Mann 57. compulsory education 58. Catharine Beecher 59. schoolmarms 60. American Society for the Promotion of Temperance 61. patent medicines 62. Panic of 1837

5 63. Washington Temperance Societies 64. Martha Washington 65. social evil 66. Female Moral Reform Society 67. Dorothea Dix 68. the burned over district 69. utopian movements 70. the Millerites 71. Shakers 72. Oneida Community 73. New Harmony 74. Charles Fourier 75. Fruitlands 76. Joseph Smith 77. Mormonism 78. American Colonization Society 79. Freedom s Journal 80. David Walker 81. William Lloyd Garrison 82. American Anti-Slavery Society 83. Sojourner Truth 84. Frederick Douglass 85. Harriet Tubman 86. the Grimke sisters 87. Theodore Weld 88. Harriet Beecher Stowe 89. Elija Lovejoy 90. abolitionist 91. John Quincy Adams 92. Amistad 93. Liberty Party 94. James Birney 95. parlor meetings STUDY SKILLS ACTIVITIES 1. Reading Reinforcement: Remind students the need for efficient studying. Students should review the previous day s lecture notes prior to each class period. This activity takes ten to fifteen minutes. As students read the textbook, remind them to be active in their reading. Ask questions such as, What is the author trying to say? Take notes on the reading. Use a graphic organizer or T-note to aid in speedier note-taking. An example of T-noting appears on p Making Connections: Have students investigate the significance of the potato in United States history. Assist students in analytical and critical thinking by considering the proposition that: If the potato had not been taken back to the Old World the Irish would not have suffered the potato famine which caused the influx of Irish immigrants to the United States. 3. Market Revolution: Graphic Organizer: Draw the diagram on p. 190 on the board or make a transparency. Have students copy and complete the graphic organizer. Students should understand that each graphic organizer will be different. Compare student responses and share with the class. 189

6 T-NOTES This method of note-taking speeds the process. Specially-lined notebook paper can be found in local college bookstores or you can create your own. Social Reform Movements Evangelism Education and Women Teachers Philosophy and Accomplishments Religion important to social reform Charles Finney leader Belief in goodness of human nature Moralistic dogmatism Horace Mann education reformer Labor Movement GRAPHIC ORGANIZER MARKET REVOLUTION List three economic changes of the Market Revolution and indicate how each was revolutionary. 190

7 4. Cooperative Learning: Separate students into random groups. There are various methods to aid in grouping. The teacher can save time by making mandatory group assignments or numbering students as they enter the classroom or handing out slips of colored paper to each student. Blue paper is group one, green paper is group two, etc. The task for each group is to design a T-shirt (front only) that summarizes a social reform movement. Students should select from the list below: a. Utopian communities. This topic can be divided into several groups or T-shirts including the Shakers, the Millerites, Oneida, New Harmony, Fruitland, and Mormons. b. Women s movement c. Temperance movement d. Moral reform, asylums, and prisons e. Education reform f. Labor movement g. Abolitionism h. Evangelism One group member is to present the T-shirt to the class and describe the representation on the shirt. This will provide closure for the topic. A small prize would be rewarded to the winner. 5. Making Connections: Notice the connections between Chapters Ten, Eleven, Twelve, and Thirteen in terms of community. The North and the South were developing distinctive regional cultures and those distinctions were appearing in political parties, religious groups, and reform movements. What potential problems could occur at this point? Was there any reasonable way these problems could have been avoided? 6. Document Analysis: Separate students into five groups. Assign each group a document from the Documents Set. The selections by Elizabeth Cady Stanton, Horace Mann, David Walker, William Lloyd Garrison, and Angelina Grimke represent the reform groups of the period. Help students critically read the documents. If needed use the Written Document Analysis Worksheet to aid in student analysis. 7. Writing Skills: Use the prompt at the end of Chapter Thirteen. NOTE TO TEACHERS: Remind students that in this question they must evaluate the question not just describe elements of the question. The internal structure of the question suggests that a good student start with identifying in the essay the reform movements that attracted the participation of women, then proceed to discuss how women influenced the development of those reform movements, finally, offer a theory as to how involvement in those movements changed the image and status of women. Remind students to keep the focus on a strong thesis statement, use of both kinds of facts, outside and document-based, and to keep the development of their ideas at the evaluation level. 8. Free Response Essays: Other possible prompt a. Assess the emergence of utopian communities from the mid-1840s and evaluate their success or failure. MAP SKILLS/CRITICAL VIEWING ACTIVITIES 1. The Growth of Cities, a. How rapidly did cities grow in this period? b. Where were the largest cities located in both 1820 and 1860? c. Which city was the largest; second largest? d. Why did New York City grow so rapidly? e. What other locations were significant? f. What combination of location did Chicago have? g. Which cities increased in importance from ? 191

8 2. Reform Movements in the Burned-Over District a. Where was the Burned-Over District? b. What event had affected that area? c. What variety of reform movements began there? 3. Per Capita Consumption of Alcohol, a. Between 1800 and 1860, in what year did alcohol consumption peak? b. Between 1800 and 1860, in what year was alcohol consumption the lowest? c. What was the amount of alcohol consummated in 1860? 4. The Mormon Migration, Locate in Chapter Thirteen the Mormon Migration Map. After reading the textbook and the caption answer the following questions: a. Where did the Mormon Church and community begin under Joseph Smith? b. Where did they move and why? c. Why did the Mormon leave Nauvoo to Winter Quarters in Utah? 5. Evaluate the graph titled Participation of Irish and German Immigrants in the New York City Workforce for Selected Occupations, 1855 Then answer the following: a. Which jobs did German immigrants dominate? b. Which jobs did Irish immigrants dominate? c. Which of the two groups of immigrants dominated all occupations? 6. Locate the antislavery engravings by Thomas Branagan and Patrick Reason in Chapter Thirteen. Evaluate the engravings and answer the following? a. What symbols are used in the engravings? b. How are the symbols memorable or dramatic? c. What is the purpose of the engraving? d. Would you consider this an effective engraving? Why or why not? READING QUIZ MULTIPLE CHOICE: 1. Most of the immigrants who came to the United States before the Civil War were from a. Ireland and Germany. c. Italy and Poland. b. England and Scotland. d. Africa and West Indies. 2. You would be LEAST likely to find a German immigrant settling in or near a. Cincinnati. c. Pittsburgh. b. St. Louis. d. New Orleans. 3. The nation s five largest cities in 1850 were a. New York, Philadelphia, St. Louis, Boston, Charleston. b. New York, Philadelphia, Cincinnati, Pittsburgh, New Orleans. c. New York, Philadelphia, Baltimore, Boston, New Orleans. d. New York, Philadelphia, Chicago, Boston, New Orleans. 4. Which one of the following was the LEAST likely thing that an 1820s-to-1850s union would demand? a. ten-hour day c. public school system b. health benefits d. cheap western land 192

9 5. If you belonged to a Martha Washington Society in 1840, you would have been trying to promote: a. women s rights. c. public education. b. abolition. d. temperance. 6. If you were a particularly liberal reformer in the 1840s, you would probably send your sons and daughters to this college: a. Mount Holyoke c. Auburn b. Seneca Falls d. Oberlin 7. Lucretia Mott s comment to Elizabeth Cady Stanton, Why Lizzie, thee will make us ridiculous, is good illustration of the differences among women reformers over a. demanding the right to vote. b. shifting from moral reform to women s rights. c. wanting to wear clothing like bloomers. d. demanding property, custody, and education rights. 8. Which one of the following is NOT a reason why William Lloyd Garrison and Frederick Douglass split, indicating problems among abolitionists? a. Garrison s unyielding personality b. differences in tactics to gain abolition c. desire of many blacks to return to Africa d. white reformers patronizing blacks 9. Which one of the following is NOT a reason that Seneca Falls was a city that was a microcosm typical of the period and effects of the Market Revolution? a. its location on the Erie Canal b. being swamped by immigrants c. having many active reform groups d. having a utopian community 10. Which one of the following is the RESULT of the others? a. Angelina Grimke addresses Massachusetts legislature on abolition b. Lydia Finney founds the Female Moral Reform Society c. Women s Rights Convention held at Seneca Falls d. the formation of friendships and connections among reforming women 11. Which one of the following is the RESULT of the others? a. big-city machines c. unprecedented growth of cities b. Tammany Society groups d. high immigration rates 12. Gramercy park was to the New York wealthy as THIS was to the poor: a. Battery Park c. Brooklyn b. Five Points d. Harlem 13. Which one of the following persons is incorrectly paired with a group he or she founded or made the core of a later group? a. William Miller/Seventh-Day Adventists b. Joseph Smith/Latter Day Saints c. Mother Ann Lee/Shakers d. John Humphrey Noyes/New Harmony 193

10 14. The subject that congressmen were trying to gag with their gag rule was a. women s suffrage. c. labor union rights. b. abolitionism. d. prohibition. CHRONOLOGY AND MAP QUESTIONS: 15. Which one of the following gives the correct chronological order of the founding of these societies? (1) Female Moral Reform Society (2) American Colonization Society (3) Workingman s Party (4) American Society for the Promotion of Temperance a. 1,3,4,2 c. 2,4,3,1 b. 2,3,4,1 d. 4,3,2,1 16. The American Anti-Slavery Society was founded by Garrison and Weld in a c b d The time span from Joseph Smith s founding of the Mormon Church to his death is a c b d Dorothea Dix spearheaded asylum reform movement in a c b d Both in 1820 and 1860, the largest cities in the United States were a. Mississippi ports. c. eastern seaports. b. western ones. d. located on canals. 20. The Burned-Over District was located in a. Southern Ohio near Cincinnati. b. Salt Lake area of Utah. c. the Bowery section of New York. d. western New York along the Erie Canal. SHORT ESSAY: 21. Why did the market revolution lead to urbanization? 22. Why did ethnic neighborhoods develop during this period? 23. What role did black churches play for African Americans during this period? 24. What role did religion play in the reform movements of the era? EXTENDED ESSAY: 25. What factors led to the new political landscape which emerged during this period? 26. Describe the development of U.S. public education. 27. What forces provided the impetus for the growth of the abolition movement? 28. Making Connections: (Chapters Ten, Eleven, and Twelve) Illustrate how the Market Revolution helped increase the likelihood of problems between the North and South. 194