Chapter 8 Resources APPLICATION AND ENRICHMENT. Linking Past and Present Activity 8. Name Date Class

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1 Copyright by The McGraw-Hill Companies, Inc. Copyright by The McGraw-Hill Companies, Inc The Liberator is 1845 Frederick Douglass 1852 First mandatory published for the first publishes his autobiography. school attendance law 1837 Mt. Holyoke time. Seminary opens Amelia Bloomer begins women s dress reform American Temperance Union is founded Horace Mann begins education reforms Dorothea Dix reports on prison conditions Maine and Illinois prohibit liquor sales and distribution A juvenile reformatory is founded. Marshall has made his decision now let him enforce it was President Jackson s rebuff to the Chief Justice s strongly worded majority opinion in the 1832 Worcester v. Georgia case. Marshall s opinion went far beyond freeing the plaintiff, Samuel Worcester, a white missionary and United State postmaster who openly sympathized with the Cherokees and who was jailed for not getting permission from the state of Georgia to stay in Cherokee territory. Marshall: The Cherokee nation... is a distinct community, occupying its own territory, with boundaries accurately described, in which the laws of Georgia can have no force, and which the citizens of Georgia have no right to enter but with the assent of the Cherokee themselves or in conformity with treaties and with the acts of Congress.... The acts of Georgia are repugnant to the Constitution, laws, and treaties of the United States. From Bill Severn s John Marshall The Man Who Made the Court Supreme, David McKay, Jackson: I have long viewed treaties with the Indians an absurdity, not to be reconciled to the principles of our Government.... The Indians live within the Territory of the United States and are subject to its sovereignty.... Remini: Jackson s commitment to the principle of removal resulted primarily from his concern for the integrity and safety of the American nation. It was not greed or racism that motivated him. He was not intent on genocide. He was not involved in a gigantic land grab for the benefit of his Tennessee cronies or anyone else.... He [had come] to the unshakable conclusion that the only policy that benefited both peoples,... was removal. The extinction of the Indian, in his mind, was inevitable unless removal was officially adopted by the American government. From Robert V. Remini s The Life of Andrew Jackson, Harper & Row, (continued) interrogatories: questions pall: a covering that darkens tendril: thread-like growth that certain plants, such as grapes, use for support wantonness: cruel or immoral behavior (continued) Chapter 8 Resources Timesaving Tools Interactive Teacher Edition Access your Teacher Wraparound Edition and your classroom resources with a few easy clicks. Interactive Lesson Planner Planning has never been easier! Organize your week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. Use Glencoe s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your students. Using Microsoft PowerPoint you can customize the presentations to create your own personalized lessons. TEACHING TRANSPARENCIES Graphic Organizer 8 Why It Matters Chapter Transparency 8 Linking Past and Present Activity 8 APPLICATION AND ENRICHMENT Enrichment Activity 8 Primary Source Reading 8 Graphic Organizer 8: Table: Pyramid W hy It Matters A Nation of Helpers Chapter 8 Linking Past and Present Activity 8 The Five Civilized Tribes By the 1830s, the Cherokee, Chickasaw, Choctaw, Creek, and Seminole Native Americans had lived in close contact with white settlers for more than a hundred years. They had adopted many aspects of white culture. Because whites considered their own ways more civilized, they referred to these groups as the five civilized tribes. Yet adopting white culture did not save these Native Americans from the land-hungry settlers. White encroachment had been forcing Native Americans from their lands since the early 1800s. The Indian Removal Act of 1830, however, gave it a push. This law required Native Americans to give up their lands and move west. At the time, the five groups occupied rich lands in the Southeast. They were forced to move beyond the Mississippi River to Indian Territory, in what is now Oklahoma. Through the winter of , soldiers forced 13,000 to 17,000 Cherokee on a western march through freezing temperatures with inadequate food. Thousands of Cherokee died. The Cherokee called the journey the Trail of Tears. The other groups experienced similar suffering in their journeys. In Oklahoma, each of the five groups formed a nation. They cleared land for farms, built schools, and set up governments. In exchange for giving up their land for a fraction of its worth, the federal government pledged to uphold their rights to Indian Territory. Yet this protection broke down after the Civil War. The groups had fought for the Confederacy. Partly as punishment, Congress took away much of their land. T H E N Many descendents of these five groups still live in Oklahoma. Some members, however, had escaped the forced move and fled to other areas of the Southeast. Their descendents now live in Florida, North Carolina, and Mississippi. Government policy toward Native Americans has varied greatly over the years. At times, it treats Native American nations as separate and independent cultures. At other times, it passes laws to pressure Native Americans into assimilating into the mainstream culture. Since 1975, the general policy has been to allow Native American groups to govern themselves. Today Native Americans continue to work for the right to control their own affairs and to preserve their cultures. They are seeking to control the extraction of resources from their lands. They are trying to guard their hunting and fishing rights. Some are suing to regain lost lands or payment for them. Another goal of many Native Americans is to throw off popular stereotypes of them. For some, the use of Native American names and mascots for sports teams is offensive. Headdresses and face paints are part of Native American religious rituals, and Native Americans consider the mimicry of them by sports teams as disrespectful. N O W CRITICAL THINKING Directions: Answer the questions below on a separate sheet of paper. 1. Determining Cause and Effect In what ways might assimilation harm Native Americans? 2. Drawing Conclusions Many Native Americans are calling for the return of ancestral remains and artifacts currently on display in museums. Why do you think this is so? 3. Analyzing Information White settlers forced Native Americans onto small, remote lands. How do you think this affected the Native Americans ability to thrive? Copyright by The McGraw-Hill Companies, Inc. Copyright by The McGraw-Hill Companies, Inc. Enrichment Activity 8 Removal of Native Americans American democracy in the Age of In 1830 Jackson passed the Indian Removal Jackson did not extend to Native Americans. Act. This act provided government money The conquest of their lands and their near and support for the states to relocate Native expulsion from the eastern United States to Americans. The Cherokee of Georgia make room for white settlement went on resisted relocation. They hired lawyers and unabated during the 1820s and 1830s. Not sued the state of Georgia. In 1832 their case, all Americans agreed with Jackson s treatment of Native Americans, but most did. Court. Worcester v. Georgia went to the Supreme DIRECTIONS: Read the following description of President Andrew Jackson s clash with Chief Justice John Marshall over the forced removal of the Cherokees from Georgia in the 1830s. Then read Andrew Jackson s viewpoint and historian Robert Remini s defense of Jackson. Answer the questions that follow. Copyright by The McGraw-Hill Companies, Inc. Primary Source Reading 8-1 Northern Oppression About the Selection Because of the institution of slavery, the oppression of African Americans is mostly associated with the pre-civil War South. However, African Americans also experienced oppression and racism in the North, especially during periodic riots in which whites terrorized blacks. One riot occurred in Philadelphia in August Several people were killed, many more injured, and numerous buildings leveled. State troops finally restored order. Such riots often occurred during hard times, and 1842 was a year of severe economic depression. The letter below, written by an anonymous African American to the white abolitionist Henry C. Wright and published in The Liberator, emphasizes Reader s Dictionary the psychological effects on the African Americans who suffered during the riot. GUIDED READING As you read, identify the author s moods and feelings caused by the riot. Then answer the questions that follow. am every way disqualified for making proper answers to your interrogatories Iin reference to one of the most ferocious and bloody-spirited mobs that ever cursed a Christian community. I know not where to begin, nor where nor how to end, in a detail of the wantonness, brutality and murderous spirit of the actors in the late riots; nor of the apathy and inhumanity of the whole community, in regard to the matter. Press, church, magistrates, clergymen and devils are against us. The measure of our suffering is full. Man s inhumanity to man, indeed makes countless millions mourn. From the most painful and minute investigation into the feelings, views and acts of this community, in regard to us, I am convinced of our utter and complete nothingness in public estimation. I feel that my life, and those tendrils of my heart, dearer than life to me, would find no change in death, but a glorious riddance of life, weighed down and crushed by a despotism whose sway makes hell of earth we the tormented, our persecutors the tormentors. But I must stop. I am sick, miserably sick. Every thing around me is as dark as the grave. Here and there, the bright countenance of a true friend is to be seen. Save that, nothing redeeming, nothing hopeful. Despair, as black as the pall of death, hangs over us, and the bloody will is in the heart of the community to destroy us. REVIEW AND REINFORCEMENT Reteaching Activity 8 Vocabulary Activity 8 Time Line Activity 8 Critical Thinking Skills Activity 8 Reteaching Activity 8 Vocabulary Activity 8 Time Line Activity 8 Critical Thinking Skills Activity 8 Determining Cause-and-Effect Relationships Copyright by The McGraw-Hill Companies, Inc. The Spirit of Reform, Reform was the watchword of the Jacksonian era. Andrew Jackson sought to reform politics by reaching out to the ordinary citizen. Ordinary Americans responded by seeking to apply the truths stated in the Declaration of Independence to all aspects of national life. This generation of reformers left its stamp on religion, philosophy, literature, education, and civil rights. Later generations adopted this spirit of reform, which continues to this day. DIRECTIONS: Each individual or group listed below represents a reform movement. Identify each individual or group, and then indicate the nature of the reform they promoted and/or the goal they sought to achieve. 1. Ralph Waldo Emerson: 2. The Shakers: 3. Dorothea Dix: 4. American Temperance Union: 5. Horace Mann: 6. Emma Willard: 7. Elizabeth Cady Stanton: 8. William Lloyd Garrison: 9. Frederick Douglass: 10. Critical Thinking Name at least one specific reform currently being sought on a national, state, or local level. Briefly explain its stated goal(s). Consider the areas of education, civil rights, the environment, religion, substance abuse, mental health, and government. The Spirit of Reform, DIRECTIONS: Circle the term that best completes each sentence. Then answer the question at the bottom of the page. 1. A (benevolent, utopian) society is focused on spreading the word of God and combating social problems. 2. In the 1830s, the idea of (emancipation, abolition) called for the immediate ending of slavery. 3. (Transcendentalism, Romanticism) is a philosophy emphasizing imagination and emotions. 4. Those who advocated (temperance, penitence) called for moderation in or abstinence from the consumption of alcohol. 5. William Lloyd Garrison believed the only solution to slavery was immediate (emancipation, liberation), or the freeing of enslaved persons. 6. Many reformers in the mid-1800s desired to create a perfect society known as a (benevolent society, utopia). 7. (Transcendentalism, Romanticism) emphasized the relationship between humans and nature. 8. In the 1800s, states that did not support the federal government would threaten to (nullify, secede from) the union. 9. New immigrants to America often faced hostility and hatred known as (racism, nativism). 10. Many early antislavery groups supported the theory of (gradualism, legalism), which called for a slow, measured approach to ending slavery. 11. (Nullification, Abolition) is the theory that states have the right to declare a federal law invalid. 12. A (reformatory, penitentiary) was a prison whose purpose was to reform prisoners. 13. Use the following terms to explain how Andrew Jackson, the people s president, worked to involve more ordinary citizens in government and make the political system more democratic: spoils system, caucus system, national nominating convention. Copyright by The McGraw-Hill Companies, Inc. Copyright by The McGraw-Hill Companies, Inc. Reforming Society DIRECTIONS: Use the information on the time line to fill in the blanks below. One of the first influential abolitionist leaders was William Lloyd Garrison, who began publishing the abolitionist paper (1) in Boston in Many African Americans also used their influence to fight slavery. Frederick Douglass was one such leader. In (2) he published his autobiography, including details about his life as a slave. Women s rights expanded during this time. In 1837 Mary Lyon opened the doors to (3), the first institution of higher education for women. In (4) Amelia Bloomer began crusading for women s dress reform because many styles of the day were restrictive and cumbersome. The term bloomers originated with her. Women also promoted social changes. Dorothea Dix was so appalled after seeing a prisoner s living conditions that she began speaking out for better treatment in prisons and asylums. In (5) she presented a report on these conditions to the Massachusetts legislature. Mary Carpenter fought to reform juveniles, rather than imprison them. In 1851 she founded the first (6). Other moral reforms included the fight for the prohibition of liquor, or temperance. The American Temperance Union was founded in (7). And in 1851 (8) and (9) passed laws prohibiting the sale or distribution of liquor. LEARNING THE SKILL Much of history is the explanation of the causes and results of events. Any person, condition, or event that makes something happen is called a cause. What happens as a result is an effect. Cause-and-effect relationships explain why things happen and how actions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimes several different causes produce a single effect. At other times, one cause can produce several effects. Use the following guidelines to help you determine cause and effect: Identify two or more events. Ask questions about why the events occurred. Look for vocabulary cues to help decide whether one event caused the other. Words or phrases such as because, as a result of, for this reason, therefore, thus, as a consequence, brought about, led to, produced, and if... then indicate cause-andeffect relationships. Look for relationships between the events, such as He overslept, and then he was late for work. Identify the outcomes of the events. PRACTICING THE SKILL DIRECTIONS: For each statement that follows, identify the cause and the effect. If the statement does not illustrate a cause-and-effect relationship, write None. 1. Because Shakers did not believe in marriage or having children, their communities could grow only by making converts. Cause: Effect: 2. The Shakers insistence on total equality between the sexes was a consequence of their belief that God was both male and female. Cause: Effect: 3. As a result of the Shakers desire to live simply, the furniture and other products they made lacked ornamentation. Cause: Effect: 4. Shaker men and women were not allowed to shake hands with one another or even pass on the stairs. Cause: Effect: Copyright by The McGraw-Hill Companies, Inc. Meeting NCSS Standards Local Standards The following standards are highlighted in Chapter 8: Section 1 V Individuals, Groups, and Institutions: A, B, C, F Section 2 V Individuals, Groups, and Institutions: B, D, G Section 3 II Time, Continuity, and Change: B, C, E Section 4 IV Individual Development and Identity: A, F, G 264A

2 Score (continued) R R Score A B C D (continued) Social Studies Objective: The student will analyze information by identifying cause-and-effect relationships. Chapter 8 Resources ASSESSMENT AND EVALUATION Chapter 8 Test Form A Chapter 8 Test Form B Standardized Test Skills Practice Workbook Activity 8 Performance Assessment Activities and Rubrics 8 ExamView Pro Testmaker CD-ROM Copyright by The McGraw-Hill Companies, Inc. Chapter 8 Test, Form A The Spirit of Reform DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) Column A Column B 1. practice of selecting presidential candidates at a meeting of A. national the party s congressional members nominating 2. practice of appointing people to government jobs on the convention basis of party loyalty and support B. caucus system 3. withdrawing from the union C. nullification 4. practice of selecting presidential candidates at a meeting of D. spoils system state delegates E. secession 5. declaring a federal law invalid DIRECTIONS: Matching Match each item in Column A with the religions in Column B. Write the correct letters in the blanks. Answers may be used more than once. (4 points each) Column A Column B 6. Church of Jesus Christ of Latter-Day Saints A. Universalists 7. believe God intends to save everyone B. Mormons 8. founded by John Smith C. Unitarians 9. reject the idea that Jesus was the son of God 10. believe that God is a unity, not a trinity DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each) 11. Supporters believed that national nominating conventions would give more political power to the A. political parties. C. political bosses. B. smaller states. D. people. 12. In the case Worcester v. Georgia, the Supreme Court ruled that A. the national bank was unconstitutional. B. the national bank was constitutional. C. state officials must honor Cherokee property rights. D. state officials need not honor Cherokee property rights. 13. The Whig party advocated A. expanding the federal government. C. limiting commercial development. B. preserving states rights. D. lowering tariffs. 1 Copyright by The McGraw-Hill Companies, Inc. Chapter 8 Test, Form B The Spirit of Reform DIRECTIONS: Matching Match each president in Column A with the date he took office on the time line. Write the correct letters in the blanks. (4 points each) Column A 1. John Tyler 2. Martin Van Buren 3. William Henry Harrison 4. Andrew Jackson DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) Column A Column B 5. founded the American Antislavery Society A. David Walker 6. founded a girls boarding school in Vermont B. William Lloyd 7. first woman to earn a medical degree in the United States Garrison 8. African American abolitionist who was a brilliant thinker and C. Lucretia Mott and electrifying speaker; published an antislavery newspaper Elizabeth Cady Stanton 9. published a pamphlet that advocated violence and rebellion as the only way for African Americans to end slavery D. Frederick Douglass 10. organized the Seneca Falls Convention, which marked the E. Emma Willard beginning of an organized women s movement F. Elizabeth Blackwell DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each) 11. Andrew Jackson supported the spoils system because he believed it A. brought into government the country s most educated people. B. opened up government to more ordinary people. C. encouraged good workers to stay in their government jobs. D. attracted young thinkers into public service. 12. The Second Bank of the United States played an important role in A. lending money to poor farmers, C. supplying the gold and silver that especially Western settlers. supported state bank notes. B. keeping the money supply stable. D. promoting inflation. 13. Large numbers of Irish immigrants began leaving their homeland in 1845 because A. they were seeking religious freedom. C. they were fleeing famine in Ireland. B. they were fleeing political turmoil. D. they were seeking better-paying jobs. 1 Copyright by The McGraw-Hill Companies, Inc. Name Date Class Standardized Test Practice A CTIVITY Perceiving 8 Cause-and-Effect Relationships Any condition or event that makes something happen is known as a cause. What happens as a result is an effect. Cause-and-effect relationships explain why things happen and how actions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimes several different causes produce a single effect. At other times, one cause can produce several effects. Learning to Perceive Cause and Effect Use the following guidelines to help you in perceiving cause-and-effect relationships. Select an event. resulted in, when, and therefore indicate Compare the situation at the time of the cause-and-effect relationships. event with conditions before it happened Describe the causes and effects of the event. (causes) and after it happened (effects). Look for other relationships between the Look for vocabulary clues to help decide events. Check for other, more complex, whether one event caused another. Words or connections beyond the immediate cause and phrases such as brought about, produced, effect. Practicing the Skill Read the selection below and complete the activity that follows. Indian Removal Act of 1830 While the United States had expanded Congress responded by passing the Indian westward by the 1830s, large numbers of Native Removal Act of The law allowed the federal Americans still lived in the eastern part of the government to pay Native Americans to move country. In Georgia, Alabama, Mississippi, and west. Jackson then sent federal officials to Florida, the Cherokee, Creek, Choctaw, negotiate treaties with Native Americans of the Chickasaw, and Seminole held valuable land. Southeast. Most accepted payment for their lands Many white Americans wanted to obtain this land and agreed to move. In 1834 Congress created for themselves. the Indian Territory, an area in present-day Because the area west of the Mississippi Oklahoma, for Native Americans of the Southeast. River was dry and seemed unsuitable for farming, The Cherokee Nation, however, refused to few white Americans lived there. Many settlers give up its land. In 1835 the federal government wanted the United States government to persuaded a few Cherokee to sign a treaty giving relocate Native Americans living in the Southeast, and to force them to leave their lands and Cherokee refused to honor the treaty and stayed up their people s land. Yet most of the 17,000 move west of the Mississippi River. President on their land. In 1838 President Martin Van Buren Andrew Jackson, a man of the frontier himself, ordered General Winfield Scott to use troops to supported the settlers demands for Native remove the Cherokee from their homes and move American land. them west. Copyright by The McGraw-Hill Companies, Inc. Name Date Class Performance Assessment Activity 8 Use with Chapter 8 Andrew Jackson for President! BACKGROUND Beginning in the 1800s, the nation witnessed a growth of democracy. Government became more inclusive, and ordinary citizens became a greater force in the political arena. After many states lowered or eliminated property ownership as a voting qualification, many new voters were able to cast ballots in presidential elections. Some of the citizens who voted for the first time in the 1828 presidential election helped Andrew Jackson win his first term as president. Jackson believed that the majority should rule in a democracy and that ordinary citizens should play a prominent role in government. He made the electoral system more open by replacing the caucus system with a nominating convention. He also used the spoils system the practice of appointing people to government jobs on the basis of party loyalty and support. During Jackson s first term in office, he defended the Union when the Nullification Crisis threatened to divide the nation further. However, Jackson s wish to expand democracy did not extend to everyone. Jackson did not believe that women, African Americans, or Native Americans should be given the right to vote. In fact, in 1830 Jackson signed the Indian Removal Act, which gave money and support to states to relocate Native Americans. Most Native Americans eventually decided to give in to state pressure and resettled in the West, but the army was called in to move the Cherokee out of Georgia. Because of the hardships the Native Americans suffered, this journey became known as the Trail of Tears. Jackson, who was a slaveholder, ignored the slavery issue. He did, however, oppose the National Bank. When Congress passed a bill to extend the Bank s charter for an additional 20 years, Jackson vetoed the bill. In 1832 the Democrats held a convention to renominate Andrew Jackson for president. TASK You are Andrew Jackson s campaign manager for the 1832 presidential election. You are going to compose a memorandum to Jackson to offer suggestions on running his political campaign. Your memo will offer details on strategies that could be used to win the election. It will include personal details about Jackson that you believe will appeal to voters. The memo will include points that the candidate should make about issues of the day, such as the National Bank and slavery, and how to refute the opponent s positions. Your memo may also suggest how Jackson might characterize himself in order to win the continued confidence of the voters. AUDIENCE Although the memo is intended for Andrew Jackson, the members of your class are your audience. MULTIMEDIA Vocabulary PuzzleMaker CD-ROM Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Audio Program American History Primary Source Documents Library CD-ROM MindJogger Videoquiz Presentation Plus! CD-ROM TeacherWorks CD-ROM Interactive Student Edition CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 The American Vision Video Program American Music: Hits Through History American Music: Cultural Traditions SPANISH RESOURCES The following Spanish language materials are available in the Spanish Resources Binder: Spanish Guided Reading Activities Spanish Reteaching Activities Spanish Quizzes and Tests Spanish Vocabulary Activities Spanish Summaries The Declaration of Independence and United States Constitution Spanish Translation HISTORY The following videotape program is available from Glencoe as a supplement to Chapter 8: Andrew Jackson: A Man for the People (ISBN ) To order, call Glencoe at To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: The History Channel: Use our Web site for additional resources. All essential content is covered in the Student Edition. You and your students can visit tav.glencoe.com, the Web site companion to the American Vision. This innovative integration of electronic and print media offers your students a wealth of opportunities. The student text directs students to the Web site for the following options: Chapter Overviews Student Web Activities Self-Check Quizzes Textbook Updates Answers to the student Web activities are provided for you in the Web Activity Lesson Plans. Additional Web resources and Interactive Tutor Puzzles are also available. 264B

3 Chapter 8 Resources SECTION 1 Jacksonian Era 1. Explain how Jackson s background influenced his ideas of democratic government. 2. Describe how the nullification crisis sparked debate over states rights. SECTION RESOURCES Daily Objectives Reproducible Resources Multimedia Resources Reproducible Lesson Plan 8 1 Daily Lecture and Discussion Notes 8 1 Guided Reading Activity 8 1* Section Quiz 8 1* Reading Essentials and Study Guide 8 1 Performance Assessment Activities and Rubrics Interpreting Political Cartoons Daily Focus Skills Transparency 8 1 Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program SECTION 2 A Changing Culture 1. Explain the goals of the different groups active in the Second Great Awakening. 2. Identify the key ideas of romanticism and two important romantic thinkers or writers. SECTION 3 Reforming Society 1. Analyze the connection between religious and social reform. 2. List major areas of society that reformers set out to improve. SECTION 4 The Abolitionist Movement 1. List groups involved in the early abolitionist movement. 2. Analyze how Northerners and Southerners viewed abolitionism. Reproducible Lesson Plan 8 2 Daily Lecture and Discussion Notes 8 2 Guided Reading Activity 8 2* Section Quiz 8 2* Reading Essentials and Study Guide 8 2 Performance Assessment Activities and Rubrics Reproducible Lesson Plan 8 3 Daily Lecture and Discussion Notes 8 3 Guided Reading Activity 8 3* Section Quiz 8 3* Reading Essentials and Study Guide 8 3 Performance Assessment Activities and Rubrics Reproducible Lesson Plan 8 4 Daily Lecture and Discussion Notes 8 4 Guided Reading Activity 8 4* Section Quiz 8 4* Reading Essentials and Study Guide 8 4 Performance Assessment Activities and Rubrics Daily Focus Skills Transparency 8 2 American Art & Architecture Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program American Music: Hits Through History American Music: Cultural Traditions Daily Focus Skills Transparency 8 3 Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program ABCNews Interactive Historic America Electronic Field Trips Daily Focus Skills Transparency 8 4 Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM Skillbuilder Interactive Workbook, Level 2 TeacherWorks CD-ROM Vocabulary PuzzleMaker CD-ROM Audio Program Assign the Chapter 8 Reading Essentials and Study Guide. Blackline Master Poster Transparency Music Program CD-ROM Audio Program DVD Videocassette *Also Available in Spanish 264C

4 Chapter 8 Resources Teacher s Corner INDEX TO NATIONAL GEOGRAPHIC MAGAZINE The following articles relate to this chapter. The Cherokee, May 1995 The Cruelest Commerce: African Slave Trade, September 1992 Erie Canal: Living Link to Our Past, November 1990 NATIONAL GEOGRAPHIC SOCIETY PRODUCTS AVAILABLE FROM GLENCOE To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at : NGS PicturePack: Native Americans 1 (Transparencies) NGS PictureShow: Story of America, Part 1 PictureShow: Native Americans, 1 (CD-ROM) PictureShow: The Westward Movement (CD-ROM, Transparencies) ADDITIONAL NATIONAL GEOGRAPHIC SOCIETY PRODUCTS To order the following, call National Geographic at : Mark Twain: When I was a Boy (Video) Access National Geographic s Web site for current events, atlas updates, activities, links, interactive features, and archives. KEY TO ABILITY LEVELS Teaching strategies have been coded. L1 BASIC activities for all students L2 AVERAGE activities for average to above-average students L3 CHALLENGING activities for above-average students ELL ENGLISH LANGUAGE LEARNER activities From the Classroom of John C. Horton Covington Catholic High School Covington, KY Immigration: The Numbers Speak Volumes This activity helps students understand why over 3.5 million Germans and Irish left their countries and immigrated to the U.S. between 1815 and We analyze the reasons they immigrated and where they settled once they arrived. Organize the class into two groups and label them the German Study Group and the Irish Study Group. Give them a day to research what political, economic, religious, or social conditions caused these mass emigrations from these two countries, then ask each group to boil their research down into three basic causes. Next give students two days to create two types of visuals. The first is a bar graph that shows immigration numbers every 10 years from 1820 to 1860 for Germans and Irish. The second is a map that shows general settlement patterns. (rural/urban) End the unit by having each group give a ten-minute presentation and using a question-and-answer format to open up discussion. ADDITIONAL RESOURCES FROM GLENCOE American Music: Cultural Traditions American Art & Architecture Outline Map Resource Book U.S. Desk Map Building Geography Skills for Life Inclusion for the High School Social Studies Classroom Strategies and Activities Teaching Strategies for the American History Classroom (Including Block Scheduling Pacing Guides) Activities that are suited to use within the block scheduling framework are identified by: 264D

5 Introducing CHAPTER 8 Refer to Activity 8 in the Performance Assessment Activities and Rubrics booklet. Why It Matters Activity Ask students why they think sectional rivalries grew between 1828 and Students should evaluate their answers after they have completed the chapter. MJ Performance Assessment The American Vision Video Program To learn more about America between 1828 and 1845, have students view the Chapter 8 video, The Spirit of Reform, from the American Vision Video Program. Available in DVD and VHS MindJogger Videoquiz Use the MindJogger Videoquiz to preview Chapter 8 content. Available in VHS 1828 North-South rift develops over tariff The Spirit of Reform Why It Matters Reform was a key theme of the 1830s and 1840s. Political reform came with the growth of popular democracy. President Jackson s election symbolized the new power of common citizens. For many Americans, social or religious reform was a goal. Some wanted to end slavery. Others wanted to expand education or women s rights. Throughout this period, sectional rivalries grew more bitter. The Impact Today Social and political ideals born in this period became important American values. Many Americans value education highly and believe that anyone, regardless of background, might rise to a high political office if they have a good education. The desire to help others inspires many Americans. The American Vision Video The Chapter 8 video, The Spirit of Reform, chronicles important reform campaigns of this era Mormon religion officially organizes Jackson Democrats hold their first presidential nominating convention 1833 American Antislavery Society founded by William Lloyd Garrison Slavery abolished in Mexico Fairy tales of Hans Christian Andersen published 1836 First botany textbook published 264 TWO-MINUTE LESSON LAUNCHER Ask students if they know of any groups or persons that are currently calling for reform. Write the issues on the board and invite volunteers to offer a brief explanation of each issue. Ask students if they believe any of the issues will be resolved in their lifetime. 264

6 Introducing CHAPTER 8 HISTORY Introduce students to chapter content and key terms by having them access the Chapter 8 Overview at tav.glencoe.com. More About the Art George Caleb Bingham focused on two subjects in his best-known works: activity along the Mississippi River and frontier politics. During the mid-1800s, Bingham also became involved in politics. He ran for office several times and was elected to the Missouri state legislature in The Verdict of the People by George Caleb Bingham, 1855 Van Buren Queen Victoria ascends to English throne 1838 Cherokee are driven from Georgia and embark on the Trail of Tears W. Harrison 1841 Tyler China opened by force to foreign trade 1848 Women s rights convention held at Seneca Falls, New York Irish potato famine begins HISTORY Chapter Overview Visit the American Vision Web site at tav.glencoe.com and click on Chapter Overviews Chapter 8 to preview chapter information. Ask students to choose an event on the world time line and write a short report on the impact of the event on the United States. Encourage students to use library and Internet resources for their research. 265 GRAPHIC ORGANIZER ACTIVITY Organizing Information Have students take notes on Chapter 8 by completing a table similar to the one shown. Social Movement Religious Revival Prison Reform Education Reform Women s Education Women s Rights Abolitionism Important Figures Charles G. Finney Dorothea Dix Horace Mann, Calvin Wiley Emma Willard, Mary Lyon Lucretia Mott, Elizabeth Cady Stanton William Lloyd Garrison, Frederick Douglass 265

7 Copyright by The McGraw-Hill Companies, Inc. CHAPTER 8 Section 1, Jacksonian America 1 FOCUS Section Overview This section describes the changes in politics that occurred during Andrew Jackson s two administrations. Main Idea The election of Andrew Jackson ushered in a new era of American politics. Key Terms and Names spoils system, caucus system, Tariff of Abominations, secede, John C. Calhoun, nullification, Daniel Webster, Force Bill, Indian Removal Act, Trail of Tears, Panic of 1837 Reading Strategy Organizing As you read about Andrew Jackson s administration, complete a graphic organizer similar to the one below by listing the positions of Jackson and Calhoun during the nullification crisis. Jackson s Position United Nullification Nations Calhoun s Position Reading Objectives Explain how Jackson s background influenced his ideas of democratic government. Describe how the nullification crisis sparked debate over states rights. Section Theme Groups and Institutions The American political system became more democratic during the Jacksonian era. BELLRINGER Skillbuilder Activity Project transparency and have students answer the question Andrew Jackson elected president Webster-Hayne debate held in Senate Martin Van Buren elected president United States drives the Cherokee out of Georgia Available as a blackline master. Daily Focus Skills Transparency 8 1 UNIT 3 Chapter 8 DAILY FOCUS SKILLS TRANSPARENCY 8-1 Identifying Points of View POLITICAL VIEWS OF THE WHIG AND DEMOCRAT PARTIES IN THE MID -1830S WHIGS: Encouraged industrial and commercial development Supported creation of a centralized economy Advocated for expansion of the federal government DEMOCRATS: Distrusted unchecked business growth Favored a limited federal government ANSWER: C Teacher Tip: Students should determine each party s viewpoint regarding the federal government and then decide if these viewpoints are similar. Directions: Answer the following question based on the information provided. Which of the following statements best summarizes the views of Whigs and Democrats? A Both the Whigs and the Democrats wanted to limit the role of the federal government. B Both the Whigs and the Democrats wanted to expand the role of the federal government. C The Whigs wanted to expand the role of the federal government, whereas the Democrats wanted to limit the role of the federal government. D The Democrats wanted to expand the role of the federal government, whereas the Whigs wanted to limit the role of the federal government. Guide to Reading Answers to Graphic: Calhoun s position: states had right to declare a federal law invalid; Jackson s position: states cannot nullify federal laws if the Union is to hold together Preteaching Vocabulary Have students use a standard dictionary to look up the words abomination, caucus, nullification, secede, and spoil to gain a better understanding of the Key Terms used in this section. Hair comb worn at Jackson s Inaugural 266 CHAPTER 8 The Spirit of Reform Margaret Bayard Smith was one of the thousands of Americans who attended the presidential inauguration of Andrew Jackson in She later wrote to a friend about how much the atmosphere in Washington, D.C., impressed her. Thousands and thousands of people, without distinction of rank, collected in an immense mass around the Capitol, silent, orderly and tranquil, she explained. On that day, President Jackson broke a long tradition by inviting the public to his reception. When Smith later attended the White House gala, however, she quickly formed a different opinion about the crowd she had so admired just hours before. The majesty of the people had disappeared, and a rabble, a mob, of boys,...women, children [were] scrambling, fighting romping, she wrote. The President, after having been literally nearly pressed to death and almost suffocated and torn to pieces by the people in their eagerness to shake hands with Old Hickory, had retreated through the back way.... Cut glass and china to the amount of several thousand dollars had been broken in the struggle to get refreshments.... Ladies and gentlemen only had been expected at this levee, not the people en masse. But it was the people s day, and the people s President, and the people would rule. adapted from First Forty Years of Washington Society A New Era in Politics The citizens who had turned the normally dignified inauguration reception into a boisterous affair represented a new class of American voters and a new era in American politics. Beginning in the early 1800s and continuing through the presidency of SECTION RESOURCES 266 Reproducible Masters Reproducible Lesson Plan 8 1 Daily Lecture and Discussion Notes 8 1 Guided Reading Activity 8 1 Section Quiz 8 1 Reading Essentials and Study Guide 8 1 Interpreting Political Cartoons Transparencies Daily Focus Skills Transparency 8 1 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program

8 Andrew Jackson, the nation s political system became more democratic. During this time, government became more inclusive and ordinary citizens became a greater political force. States Expand Voting Rights In the early 1800s, hundreds of thousands of Americans, mostly white men, gained the right to vote. This was largely because many states lowered or eliminated property ownership as a voting qualification. In addition, as cities and towns grew, the percentage of working people who did not own property increased. These people paid taxes and had an interest in the political affairs of their communities and they too wanted a greater voice in electing those who represented them. The expansion of voting rights was very much in evidence in the presidential election of In 1824 about 355,000 Americans had voted for president. Four years later, more than 1.1 million citizens cast a ballot in the presidential election. The expansion of suffrage continued, and by 1840, more than 2.4 million Americans voted in the presidential election. The People s President In 1828, it was Andrew Jackson who won the support of these new voters, many of whom resided on the frontiers of the West and South. Many of the citizens who voted for the first time in 1828 saw in Jackson a man they truly could admire. Orphaned at the age of 14, Jackson received little formal education. His achievements were due to his diligence, hard work, and innate intelligence. Jackson was elected Tennessee s first representative to Congress before the age of 30. In the War of 1812, he won fame leading his troops to victory at the Battle of New Orleans. In 1818, forces under his command invaded and captured Spanish Florida. Jackson s most obvious trait was his force of will, a characteristic that became evident when someone tried to defy him. Jackson s early life was notable for violent personal quarrels. He took part in five History Through Art duels, once killing his opponent. As Jackson grew older, his temper and actions became milder. By the time he entered the White House, he had become a person of dignity and courtesy. The Spoils System As president, Andrew Jackson returned the common people s admiration of him. He had a great belief in the capability and intelligence of average Americans. More than earlier presidents, Jackson felt that the majority should rule in a democracy and that ordinary citizens should play a more prominent role in government. Toward that end, Jackson strongly supported the spoils system, the practice of appointing people to government jobs on the basis of party loyalty and support. Rewarding supporters with government jobs had long been part of American politics, but Jackson was the first president to force out large numbers of government employees in order to appoint his own followers. A shocked John Quincy Adams charged that the president s actions made government a perpetual...scramble for office. Jackson considered the spoils system to be democratic. By getting rid of a permanent office-holding class, he opened up government to more ordinary citizens. He felt that since government jobs were so plain and simple, they should be rotated at will and given to supporters. Jackson s Popularity Andrew Jackson attracted large crowds on his trip to Washington, D.C., in 1829 to take office. His determined character can be seen in the portrait on the right by famous painter Asher Durand. In what ways was Jackson different from previous presidents? CHAPTER 8 Section 1, TEACH Daily Lecture and Discussion Notes 8 1 Copyright by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 8, Section 1 Did You Know? The Cherokee of Georgia experienced great economic success. The nation owned 22,000 head of cattle, 2,000 spinning wheels, 700 looms, 31 gristmills, 10 sawmills, and 18 schools. Sequoya, a Cherokee, invented an alphabet based on the nation s spoken language, and many Cherokee learned to read. In addition, the Cherokee were the first Native Americans to publish a newspaper. I. A New Era in Politics (pages ) A. In the early 1800s, many states eliminated property ownership as a qualification for voting. As a result, many more men gained the right to vote. At the same time, the number of urban workers who did not own property increased. As taxpayers, they Discussing a Topic Ask students if they think that the spoils system still exists. Then discuss the advantages and disadvantages of such a system. L1 History Through Art Background: Andrew Jackson s determined character made him a man not to be crossed. He once killed a man in a duel, a way to settle disputes in his day. When he considered something a matter of honor, there was no compromising. Answer: He was not well educated. Ask: What is Jackson standing on to give his speech? (a stagecoach) COOPERATIVE LEARNING ACTIVITY Creating a Diorama Have students work in small groups to create a diorama for the Trail of Tears. The diorama should depict the route traveled as well as the geographic and weather conditions that were encountered by the Cherokee as they traveled from Georgia to what is today Oklahoma. Use the rubric for a cooperative group management plan on pages in the Performance Assessment Activities and Rubrics. 267

9 CHAPTER 8 Section 1, Guided Reading Activity 8 1 Guided Reading Activity 8-1 DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to supply the details that support or explain each main idea. Main Idea: Beginning in the early 1800s, the nation witnessed a growth of democracy as government became more inclusive and ordinary citizens became a greater political force. 1. Detail: In 1828 it was who won the support of these new voters, many of whom resided on the frontiers of the and. 2. Detail: More than earlier presidents, Andrew Jackson felt that the should rule in a democracy. Main Idea: Jackson had not been in office long when he had to focus on a crisis with South Carolina and the growing rift between the nation s Northern and Southern regions. 3. Detail: John C. Calhoun put forth the idea of, which argued that states had the right to declare a federal law not valid. 4 Detail: In 1833 Congress passed the authorizing the president to The 1828 Election The election of 1828, which put Andrew Jackson in office, was one of the most significant in American history. It showed the increasing strength of the West, the power of sectionalism, and the impact of a more democratic process. Did not Vote 73.1% Voted 26.9% Did not Vote 42.4% Voted 57.6% Source: Historical Statistics of the United States: Colonial Times to 1970 The percentage of eligible voters who actually cast a ballot increased dramatically in the election of So did the absolute number: three times as many people voted for president in 1828 than in This was mainly because many states had lowered or eliminated property ownership as a voting qualification. In Jacksonian terms, it was a new era, the era of the common man. At nominating conventions the delegates would select the person to run for president. Because the delegates were chosen by party leaders in each state, this system, like the caucus system, was subject to manipulation by a few powerful political bosses. Today most states hold primaries in which all registered voters are eligible to cast votes for their particular party s candidates. The candidate who wins the most support in the state primaries generally becomes the party s candidate for president. Answer: More people had the right to vote, ordinary citizens held government jobs, and Democrats held a national convention to choose the party s presidential nominee. A More Open Electoral System In addition to these measures aimed at strengthening democracy, Jackson s supporters moved to make the political system specifically, the way in which presidential candidates were chosen more democratic. At that time, political parties used the caucus system to select presidential candidates. The members of the party who served in Congress, known as the party caucus, would meet to choose the nominee for president. Jackson s supporters believed that such a method restricted access to office mainly to the elite and well connected. The Jacksonians replaced the caucus with the national nominating convention. At nominating conventions, delegates from the states gathered to decide on the party s presidential nominee. Through the convention, proponents believed, political power would come from the people rather than from elite political institutions. In 1832 the Democrats held a nominating convention to renominate Andrew Jackson for president. Reading Check Examining In what ways did the United States become more democratic in the early 1800s? At a public reception open to all, crowds flocked to the White House to celebrate Jackson s inauguration. In the confusion, people trampled over one another, soiling the carpets and ruining furniture as they rushed to meet the president. It was a proud day for the people, wrote a friend of the president. General Jackson is their own President. Other observers were horrified. Joseph Story, a Supreme Court justice, remarked with disgust, The reign of King Mob seems triumphant. The Nullification Crisis Jackson had not been in office long before he had to focus on a national crisis. It centered on South Carolina, but it also highlighted the growing rift between the nation s Northern and Southern regions. The Debate Over Nullification Throughout the early 1800s, South Carolina s economy had been weakening. Many of the state s residents blamed this situation on the nation s tariffs. Because it had few industries, South Carolina purchased many of its manufactured goods, such as cooking utensils and tools, from England, but tariffs made them extremely expensive. When Congress levied yet another new tariff in 1828 which critics called the Tariff of Abominations many South Carolinians threatened to secede, or withdraw, from the Union. The growing turmoil troubled one politician in particular: John C. Calhoun, the nation s vice president and a resident of South Carolina. Calhoun felt torn between upholding the country s policies and helping his fellow South Carolinians. Rather than support secession, Calhoun put forth the idea of nullification 268 CHAPTER 8 The Spirit of Reform MEETING SPECIAL NEEDS Interpersonal Have students work in small groups to research voting requirements at different times in American history. Encourage the groups to present their findings in either a short written report or in visual form. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 268

10 Candidate Jackson Adams UNORG. TERR. MICH. TERR. MO. 3 ARK. TERR. LA. 5 ILL. 3 MISS. 3 Election of 1828 IND. 5 KY. 14 TENN. 11 ALA. 5 OHIO 16 GA. 9 FLA. TERR. Presidential Election, 1828 VT. 7 N.Y PA VA. 24 N.C. 15 S.C. 11 N.H. 8 Popular Vote Electoral Vote Political Party 647, Democrat 509, Republican The growing political influence of what was then the West is evident in the number of electoral votes delivered by western states. ME. 1 8 MASS. 15 N.J. 8 R.I. 4 CONN. 8 DEL. 3 MD. to defuse the situation. He explained this idea in an anonymously published work, The South Carolina Exposition and Protest, which argued that states had the right to declare a federal law null, or not valid. Calhoun theorized that the states had this right since they had created the federal Union. The issue continued to simmer beneath the surface until January 1830, when Robert Hayne of South Carolina and Daniel Webster of Massachusetts confronted each other on the floor of the Senate. Webster, perhaps the greatest orator of his day, was a ferocious defender of the Union. Hayne was an eloquent champion of the right of states to chart their own course. Hayne asserted that the Union was no more than a voluntary association of states and advocated the motto, Liberty first and Union afterward. Webster countered that neither liberty nor the Union could survive without binding federal laws: I have not allowed myself, sir, to look beyond the Union, to see what might lie hidden in the dark recess behind. I have not coolly weighed the chances of preserving liberty when the bonds that unite us together shall be broken asunder. I have not accustomed myself to hang over the precipice of disunion, to see whether, with my short sight, I can fathom the depth of the abyss below.... Liberty and Union, now and for ever, one and inseparable! quoted in The Writings and Speeches of Daniel Webster Jackson Defends the Union Several months after the Webster-Hayne debate, President Jackson let everyone know where he stood on the issue. During a political dinner, Jackson stood to make a toast. Looking directly at John Calhoun, he said, Our federal Union it must be preserved. Calhoun s hand shook, and he spilled wine as he rose to counter Jackson with, The Union next to our liberty, most dear. The war of words erupted into a full confrontation in 1832, when Congress passed yet another tariff law. At President Jackson s request, the new law cut tariffs significantly, but South Carolinians were not satisfied. The state legislature asked South Carolina voters to elect a special state convention. In November 1832, the convention adopted an ordinance of nullification declaring the tariffs of 1828 and 1832 to be unconstitutional. Jackson considered the nullification an act of treason, and he sent a warship to Charleston. In 1833 Congress passed the Force Bill, authorizing the president to use the military to enforce acts of Congress. As tensions rose, Senator Henry Clay pushed through Congress a bill that would lower the nation s tariffs gradually until In response, South Carolina repealed its nullification of the tariff law. Both sides claimed victory, and the issue was laid to rest at least temporarily. Reading Check nullification crisis? Summarizing What caused the Policies Toward Native Americans Andrew Jackson s commitment to extending democracy did not benefit everyone. His attitude toward Native Americans reflected the views of many westerners at that time. Jackson had fought the Creek and Seminole people in Georgia and Florida, and in his inaugural address he declared his intention to move all Native Americans to the Great Plains. This idea had been gaining support in the United States since the Louisiana Purchase. John C. Calhoun had formally proposed it in 1823 when he was secretary of war. Many Americans believed that the CHAPTER 8 The Spirit of Reform 269 CHAPTER 8 Section 1, Use Interpreting Political Cartoons, Cartoon 7. Creating a Graph Have students use the data below to graph the change in the number of voters in the presidential elections between 1824 and L2 Approximate Number of Votes Cast , ,152, ,278, ,502, ,409, ,672, ,878,000 Use the rubric for creating a map, display, or chart on pages in the Performance Assessment Activities and Rubrics. Answer: the imposition of tariffs that hurt an already struggling South Carolina economy INTERDISCIPLINARY CONNECTIONS ACTIVITY Government Have students use the data below to create a pair of circle graphs: one showing the popular vote and the other showing the electoral vote in the 1836 presidential election. L2 Popular Vote Electoral Vote Van Buren (Dem.) 765, Harrison (Whig) } 73 White (Whig) 739, Webster (Whig)

11 CHAPTER 8 Section 1, Answer: the name given to the forced relocation route of the Cherokee from Georgia to the Indian Territory Discussing a Topic Ask students to discuss the administration of Martin Van Buren. Ask the following questions: How did the Whigs help Van Buren s election campaign? What crisis did Van Buren face and how did he respond? (The Whigs had three candidates running against Van Buren. Van Buren, who believed in limited federal government, did little to ease the economic crisis called the Panic of 1837.) Answers: 1. Sauk, Fox 2. in the new Indian Territory north of the Republic of Texas (modernday Arkansas and Oklahoma) Geography Skills Practice Ask: What Native American groups in the southern half of the United States were forced to move? (Chickasaw, Cherokee, Choctaw, Creek, Seminole) Great Plains was a wasteland that would never be settled. They thought that if they moved Native Americans to that region, the nation s conflict with them would be over. In 1830, Jackson pushed through Congress the Indian Removal Act, which provided money for relocating Native Americans. Most Native Americans eventually gave in and resettled in the West, but not the Cherokee of Georgia. Over the years, this Native American group had adopted aspects of white culture, and they hired lawyers to sue the state of Georgia. Their case, Worcester v. Georgia, eventually reached the Supreme Court. In 1832 Chief Justice John Marshall ordered state officials to honor Cherokee property rights. Jackson refused to support the decision. Marshall has made his opinion, the president reportedly said, now let him enforce it. ; (See page 1083 for information on Worcester v. Georgia.) Missouri UNORG. TERR. R. IOWA TERR. Fox WIS. TERR. Sauk ILL. MO. Springfield KY. Paducah INDIAN TERR. Batesville Nashville Ft. Gibson TENN. Ft. Smith Memphis Ft. Coffee Little Chickasaw Rock Cherokee ARK. Montgomery's Washington Point Camden ALA. MISS. Creek GA. Vicksburg REPUBLIC Choctaw OF LA. TEXAS Mississippi R. New Orleans Gulf of Mexico Ceded by Native Americans Ceded 95 W to Native Americans 90 W Multi-Group Removal Route Single Group Removal Route Trail of Tears Fort 1840 border Native American Removal, In 1832 Sauk and Fox warriors led by Chief Black Hawk fought to reclaim territory east of the Mississippi River, but were defeated. IND. OHIO 200 miles kilometers Albers Conic Equal-Area projection 85 W Ohio R. The Cherokee took their refusal to move to the Supreme Court and won. Federal troops forced them to leave in Huntsville S.C. VA. FLA. TERR. N.Y. N.C. Seminole Until 1838 most of the Cherokee resisted the government s offers of western land. Jackson s successor, Martin Van Buren, eventually sent in the army to resolve the conflict. The army forced the remaining people out of their homes and marched them to what is now Oklahoma. About 2,000 Cherokee died in camps while waiting for the migration to begin. Approximately 2,000 more died of starvation, disease, and exposure on the journey, which became known as the Trail of Tears. By 1838, the government had moved most Native Americans still living east of the Mississippi, except for the Seminole of Florida, to reservations. Most people supported these removal policies. Only a few denounced the harsh treatment of Native Americans. Non-supporters included some of the National Republicans and a few religious denominations, especially the Quakers and Methodists. PA. 80 W MD. W N S E Atlantic Ocean Chief Osceola led the Seminole in rebellion. MASS. 40 N N.J. DEL. 35 N 30 N R.I. CONN. 25 N 1. Interpreting Maps Name two Native American groups in the northern half of the United States that were forced to move. 2. Applying Geography Skills Where did the Trail of Tears end? Reading Check Interpreting What was the Trail of Tears? ECONOMICS Jackson Battles the National Bank One of the most contentious developments of Jackson s presidency was his campaign against the Second Bank of the United States. Like most Westerners and many working people, President Jackson was suspicious of the Bank. He regarded it as a monopoly that benefited the wealthy elite. Despite its reputation, the Bank played an important role in keeping the money supply of the United States stable. At the time, most American paper money consisted of bank notes issued by private state banks. State banks issued bank notes with the promise that the notes could always be turned in for hard money gold or silver coins. CRITICAL THINKING ACTIVITY Analyzing Ask students to create cause-and-effect diagrams for the following decisions that Jackson made during his presidency. L2 Use spoils system Replace caucus with national nominating convention Support tariffs and oppose nullification Support relocation of Native Americans 270

12 The state banks, however, would often issue more paper money than they could redeem in gold or silver. This let them make more loans at lower interest rates, but it created the danger of inflation. To prevent the state banks from loaning too much money, the Bank of the United States regularly collected bank notes and asked state banks to redeem them for gold and silver. This action forced state banks to be careful about how much money they loaned, and it also limited inflation. The Bank had done a good job stabilizing the money supply and interest rates, but many western settlers, who needed easy credit to run their farms, were unhappy with the Bank s lending policies. President Jackson also believed the Bank was unconstitutional, despite the Supreme Court s ruling in McCulloch v. Maryland. He did not believe that as president he had to accept this Supreme Court ruling. To make the Bank an issue in the 1832 presidential campaign, Jackson s congressional opponents introduced a bill extending the Bank s charter for another 20 years. Congress passed the bill, but Jackson vetoed it. When the election was over, it was clear that most Americans supported Jackson. He easily won a second term. Jackson took his re-election as a directive from the people to destroy the Bank at once, even though its charter did not run out until He removed the government s deposits from the Bank and placed them in state banks. The removal of the deposits forced the Bank to call in its loans and stop lending. By putting an end to the Bank of the United States, Jackson had won a considerable political victory. Later, however, critics would charge that the end of the Bank contributed significantly to the financial woes that plagued the country in the years ahead. Reading Check Examining Why was President Jackson against the Second Bank of the United States? A New Party Emerges Andrew Jackson s forceful style had earned him plenty of detractors, and by the mid-1830s a new party emerged to oppose him. The group named itself the Whigs after the party in England that had worked to limit the king s power. The Whigs advocated a larger federal government, industrial and commercial development, and a centralized economy. Jackson s Democrats, on the other hand, favored a limited federal government, and they distrusted eastern merchants and business leaders. Analyzing Political Cartoons Kingly Rule? Jackson s strong-willed leadership attracted many critics. Here the cartoonist portrays Jackson as an absolute monarch. What does Jackson appear to be trampling underfoot? The Presidency of Martin Van Buren The Whigs were united in opposing Jackson, but they were unable to settle on a leader. During the 1836 presidential election, Jackson s popularity and the nation s continuing prosperity helped Democrat Martin Van Buren defeat the Whigs, who had three candidates for president. The new president had little time to savor his victory. Shortly after Van Buren took office, a crippling economic crisis hit the nation. During this Panic of 1837, as the crisis was called, many banks and businesses failed. Thousands of farmers lost their land, and unemployment soared among eastern factory workers. Van Buren, a firm believer in his party s philosophy of a limited federal government, did little to ease the crisis. Tippecanoe and Tyler Too With the nation experiencing hard times, the Whigs looked forward to ousting the Democrats in the presidential election of They nominated General William Henry Harrison, who was regarded as a hero for his role in CHAPTER 8 The Spirit of Reform 271 CHAPTER 8 Section 1, Analyzing Political Cartoons Background: Critics denounced Andrew Jackson as a would-be tyrant and called him King Andrew the First. His first biographer, James Parton, described him as follows: He was one of the greatest of generals and wholly ignorant of the art of war. A writer, brilliant, elegant, eloquent, without being able to compose a correct sentence or spell words of four syllables... A democratic autocrat. An urbane savage. An atrocious saint. Answer: the Constitution Ask: What is Andrew Jackson holding in his left hand? (a veto) 3 ASSESS Assign Section 1 Assessment as homework or as an in-class activity. Have students use the Interactive Tutor Self- Assessment CD-ROM. Reading Essentials and Study Guide 8 1 Study Guide Chapter 8, Section 1 For use with textbook pages JACKSONIAN AMERICA KEY TERMS AND NAMES spoils system the practice of appointing people to government jobs on the basis of party loyalty and support (page 267) caucus system a system of selecting presidential candidates in which members of a political party chose the nominee for president (page 268) Tariff of Abominations tariff of 1828 that made imports extremely expensive (page 268) secede to withdraw (page 268) John C. Calhoun vice president of the United States and proponent of the idea of nullification (page 268) nullification the idea that states have the right to declare a federal law null, or not valid (page 268) Daniel Webster senator from Massachusetts and opponent of nullification (page 269) EXTENDING THE CONTENT Relative and Absolute Dates The South Carolina Ordinance of Nullification was passed on November 24, The last paragraph of the ordinance recorded the date of the ordinance in two ways. First, it gave the actual date, the twenty-fourth day of November, in the year of our Lord one thousand eight hundred and thirty-two. Then it gave a relative date, the fifty-seventh year of the Declaration of the Independence of the United States of America. Answer: He suspiciously believed that the Bank was a financial monopoly controlled by the wealthy elite. 271

13 CHAPTER 8 Section 1, Section Quiz 8 1 Chapter 8 Section Quiz 8-1 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. authorized the president to use the military to enforce acts A. caucus system of Congress B. Force Bill 2. a crippling economic crisis C. nullification 3. the vice president under Andrew Jackson and a resident of D. John C. Calhoun South Carolina E. Panic of idea that states had the right to declare a federal law null, or not valid 5. the nominee for president would be chosen by members of a party who served in Congress DIR CTIONS M lti l Ch i I th bl k t th l ft it th l tt f th h i th t Answers: 1. National Republican 2. since the mid-1850s Graph Skills Practice Ask: In what year did the Whig Party run candidates for president? (1836) Answer: The Whigs won the 1840 election. Score Major American Political Parties Since 1789 Democratic Federalist Democratic-Republican National Republican Whig Republican Source: Governing by Consent. 1. Interpreting Graphs What party shown had the shortest life span? 2. Comparing How long have Republicans and Democrats been major political rivals? the Battle of Tippecanoe and in the War of John Tyler, a Southerner and former Democrat who had left his party in protest over the nullification issue, joined the ticket as the vice presidential candidate. Adopting the campaign slogan Tippecanoe and Tyler too, the Whigs blamed Van Buren for the economic depression. To attract western voters, they presented Harrison, a man born to wealth and privilege, as a simple frontiersman. The strategy worked. Harrison won a decisive victory 234 electoral votes to 60, although the popular vote was much closer. On March 4, 1841, Harrison delivered his inauguration speech. The weather that day was bitterly cold, but Harrison insisted on delivering his nearly twohour address without a hat or coat. He came down with pneumonia and died 32 days later, thereby serving the shortest term of any American president. Vice President John Tyler then succeeded to the presidency. The Tyler Years Tyler s rise to the presidency shocked Whig leaders. Tyler actually opposed many Whig policies, and party leaders had placed him on the ticket mainly to attract Southern voters. Congress and the press mockingly called Tyler, His Accidency. The Whigs in Congress tried to push through their agenda anyway, including a Third Bank of the United States and a higher tariff, but Tyler sided with the Democrats on these key issues. Foreign relations occupied the country s attention during much of Tyler s administration, especially relations with Great Britain. Disputes over the Maine-Canadian border and other issues resulted in the 1842 Webster-Ashburton Treaty, which established a firm boundary between the United States and Canada from Maine to Minnesota. By the middle of the 1800s, a wave of social change was sweeping across the nation. Americans began examining numerous aspects of their culture, from religion to literature. A social transformation soon began, which eventually led to the shaping of a uniquely American society. Reading Check Identifying What new political party won the presidential election of 1840? Reteach Have students write a onesentence description of each of these presidents: Jackson, Van Buren, Harrison, and Tyler. Enrich Invite students to prepare a presentation on one aspect of the Jackson presidency. Encourage students to use library and Internet resources for their research. Checking for Understanding 1. Define: spoils system, caucus system, secede, nullification. 2. Identify: Tariff of Abominations, John C. Calhoun, Daniel Webster, Force Bill, Indian Removal Act, Trail of Tears, Panic of Reviewing Themes 3. Groups and Institutions In what ways did the United States become more democratic during Jackson s presidency? 272 CHAPTER 8 The Spirit of Reform Critical Thinking 4. Determining Cause and Effect What effect did the Panic of 1837 have on the presidential election of 1840? 5. Categorizing Use a graphic organizer similar to the one below to list the policies of the Whigs and Jackson s Democrats. Party Whigs Democrats Policies Analyzing Visuals 6. Examining Art Study the artwork on page 267. Some wealthy Americans claimed that President Jackson s supporters were a mob element in the nation. How does the artist portray Jackson s supporters? Why do you think so? Writing About History 7. Persuasive Writing Imagine you are a Native American living in the United States during Andrew Jackson s presidency. Write a letter to President Jackson giving your opinion of the Indian Removal Act. 4 CLOSE Ask students to explain the significance of Andrew Jackson s election to the presidency Terms are in blue. 2. Tariff of Abominations (p. 268), John C. Calhoun (p. 268), Daniel Webster (p. 269), Force Bill (p. 269), Indian Removal Act (p. 270), Trail of Tears (p. 270), Panic of 1837 (p. 271) 3. More white males participated in government through voting and government jobs. 4. President Van Buren was not reelected. 5. Whigs advocated expanding federal government, encouraging industrial and commercial development, and creating a central economy. Democrats favored limited federal government. 6. He portrays them as well-dressed, respectable citizens. The painter likely supports Jackson and wants to convey an impression that Jackson was accepted by all types of citizens. 7. Students letters will vary. Letters should reflect the situation before the forced relocation began.

14 Copyright by The McGraw-Hill Companies, Inc. A Changing Culture CHAPTER 8 Section 2, Main Idea The United States underwent dramatic social and cultural changes during the early and mid-1800s. Key Terms and Names nativism, Know-Nothings, Second Great Awakening, Charles Grandison Finney, Joseph Smith, romanticism, transcendentalism, utopia Reading Strategy Categorizing Complete a graphic organizer similar to the one below by listing beliefs of various religious groups of the Second Great Awakening. Religious Groups Beliefs Reading Objectives Explain the goals of the different groups active in the Second Great Awakening. Identify the key ideas of romanticism and two important romantic thinkers or writers. Section Theme Groups and Institutions The Second Great Awakening increased support for many religious groups in the United States. 1 FOCUS Section Overview This section describes the social and cultural changes that occurred during the early and mid-1800s, including the Second Great Awakening Mormon religion officially organizes Potato famine strikes Ireland Hawthorne s Scarlet Letter published American Party forms BELLRINGER Skillbuilder Activity Project transparency and have students answer the question. Available as a blackline master. Immigrant s trunk Reproducible Masters Reproducible Lesson Plan 8 2 Daily Lecture and Discussion Notes 8 2 Guided Reading Activity 8 2 Section Quiz 8 2 Reading Essentials and Study Guide 8 2 Transparencies Daily Focus Skills Transparency 8 2 By June of 1850, Daniel Guiney had made up his mind. He was going to leave his impoverished town in Ireland and move to the United States. The enthusiastic letters he had received from friends convinced him that life had to be better in the United States. Ireland was suffering a devastating famine. Tens of thousands of citizens were dying of starvation, while many more were fleeing the country. By August 1850, Guiney and a group from his neighborhood had moved to Buffalo, New York. After settling in, Guiney wrote back home about the wondrous new land where they now resided. We mean to let you know our situation at present....we arrived here about five o clock in the afternoon of yesterday, fourteen of us together, where we were received with the greatest kindness of respectability....when we came to the house we could not state to you how we were treated. We had potatoes, meat, butter, bread, and tea for dinner.... If you were to see Denis Reen when Daniel Danihy dressed him with clothes suitable for this country, you would think him to be a boss or steward, so that we have scarcely words to state to you how happy we felt at present. quoted in Out of Ireland The New Wave of Immigrants Daniel Guiney was just one of the millions of immigrants who came to the United States in search of a better life in the mid-1800s. The arrival of these newcomers coincided with a time when Americans were blazing new paths in a host of cultural SECTION RESOURCES CHAPTER 8 The Spirit of Reform 273 American Art & Architecture Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program American Music: Hits Through History American Music: Cultural Traditions Daily Focus Skills Transparency 8 2 UNIT 3 Chapter 8 DAILY FOCUS SKILLS TRANSPARENCY 8-2 Interpreting Circle Graphs IMMIGRANTS ACCORDING TO ETHNIC BACKGROUND ( ) Each section of the circle represents 1 million immigrants ANSWER: G Teacher Tip: Have students identify the relationships among parts of the circle graph. German Irish Other Directions: Answer the following question based on the circle graph. Between 1815 and 1860, more than 5 million foreigners immigrated to the United States. The largest wave of immigrants came from which country? F Great Britain G Ireland H Germany J Other Guide to Reading Answers to Graphic: Unitarians: Believe Jesus was a great teacher, not the Son of God. Believe God is a unity, not a trinity; Universalists: Believe in universal salvation and reject the idea of hell; Mormons: Followers of Joseph Smith believe that God is coming and they need to build a kingdom on Earth to receive him; Shakers: Believe in communal life. Because they did not marry or have children, their church could grow only through converts. Preteaching Vocabulary Have students group Key Terms with Key Names associated with the terms. 273

15 CHAPTER 8 Section 2, TEACH Daily Lecture and Discussion Notes 8 2 Copyright by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 8, Section 2 Did You Know? Before the early 1800s, American painters looked to Europe for their inspiration and models. In the early 1800s, American artists developed their own style and explored American themes. American painters began choosing subjects that were distinctly American. The Hudson River School was a group of painters who painted landscapes of the Hudson River valley in New York. George Catlin painted portraits of Native American life in the West. George Caleb Bingham painted scenes of frontier life. I. The New Wave of Immigrants (pages ) A. The United States experienced a massive influx of immigrants between 1815 and They arrived for political and religious reasons. History Answer: Irish and German Ask: What was the main force behind Irish immigration during this period? (the Irish potato famine) Explaining a Quote Have students explain the portion of August Blümmer s letter that is quoted on this page. Suggest that students refer to a dictionary to clarify the meanings of any unfamiliar words. (Students answers will vary. Answers should reflect an understanding of the meanings of the words despotism and folly. Despotism refers to a government where the ruler has absolute power. In this passage, it is likely that folly means evil, although that meaning is now considered obsolete.) L1 History and the Humanities American Music: Hits Through History: Welcome Gospel Kindred, Nabucca s Quick Step American Music: Cultural Traditions: Kneebone Bend, Come Life, Shaker Life, The Handcart Song American Art & Architecture: Shaker Retiring Room areas, including religion, art, and literature. Together, these events helped bring great changes to American society in the years before the Civil War. Between 1815 and 1860, the United States experienced a massive influx of immigrants. Over 5 million foreigners arrived on its shores. Many had fled violence and political turmoil at home, while others sought to escape starvation and poverty. Most of these newcomers found opportunity and a fresh start, but some also found discrimination and prejudice. Newcomers From Ireland and Germany The largest wave of immigrants, almost 2 million, came from Ireland. The driving force behind the massive exodus was the onset of widespread famine in 1845, when a fungus destroyed much of the nation s crop of potatoes, a mainstay of the Irish diet. Most Irish immigrants arrived in the United States with no money and few marketable skills. They generally settled in the industrialized cities of the Northeast, where many worked as unskilled laborers and servants. Between 1815 and 1860, Germans represented the second largest group of immigrants. By 1860 over 1.5 million Germans had arrived in the United States. Most had enough money to move beyond the large 274 CHAPTER 8 The Spirit of Reform History The Bay and Harbor of New York Immigrants arrive in New York City. Castle Garden, the building in the distant left, served as a processing facility for immigrants beginning in Many immigrants saw posters such as this one (left) advertising passage between Liverpool and Boston. What two nationalities made up the majority of immigrants to America during the mid-1800s? eastern cities and settle in the Midwest. There they became farmers or went into business. Like most other immigrants, Germans reveled in their newfound sense of freedom and liberty. German immigrant August Blümmer expressed this sentiment in a letter he wrote in 1838: Over there [Germany] common sense and free speech lie in shackles....i invite you to come over here, should you want to obtain a clear notion of genuine public life, freedom of people and a sense of being a nation....i have never regretted that I came here, and never! never! again shall I bow my head under the yoke of despotism and folly. quoted in News from the Land of Freedom Nativism While immigrants often found a new sense of freedom in the United States, some encountered discrimination. The presence of people from different cultures, with different languages and different religions, produced feelings of nativism, or hostility toward foreigners. In the 1800s, many Americans were strongly anti-catholic. Many prominent ministers preached COOPERATIVE LEARNING ACTIVITY Making an Oral Presentation Organize the class into small groups. Have each group select one of the authors mentioned in this section. Tell the groups that they are to create an oral biography of their chosen writer. The biography should give an overview of the writer s life and include samples of his or her writing. Have the groups present their oral biographies to the class. Use the rubric for a cooperative group management plan on pages in the Performance Assessment Activities and Rubrics. 274

16 anti-catholic sermons. Occasionally, anti-catholic riots erupted. The arrival of millions of predominantly Catholic Irish and German immigrants led to the rise of several nativist groups, such as the Supreme Order of the Star Spangled Banner, founded in These groups pledged never to vote for a Catholic and pushed for laws banning immigrants and Catholics from holding public office. In July 1854, delegates from these groups formed the American Party. Membership in the party was secret, and those questioned were obliged to answer, I know nothing. The Know-Nothings, as the party was nicknamed, built a large following in the 1850s. Reading Check Analyzing Why did nativism become so strong in the mid-1800s? A Religious Revival As immigrants added to the diversity of society, Americans were transforming the society in which they lived. One important change came in American religious life, where traditional Protestantism experienced a dramatic revival, and new forms of worship became prominent. The Second Great Awakening By the end of the 1700s, many church leaders sensed that Americans commitment to organized religion was weakening. This deterioration was due in large part to the growth of scientific knowledge and rationalism, notions that challenged the doctrine of faith. In the early 1800s, religious leaders organized to revive Americans commitment to religion. The resulting movement came to be called the Second Great Awakening. It began in Kentucky, among frontier farmers, and quickly spread to the rest of the country. Leaders of the various Protestant denominations most often Methodists, Baptists, and Presbyterians held camp meetings that attracted thousands of followers for days of song, prayer, and emotional outpourings of faith. The basic message of the Second Great Awakening was that individuals must readmit God and Christ into their daily lives. The new revivalism rejected the traditional Calvinist idea that only a chosen few were predestined for salvation. Instead, ministers preached that all people could attain grace through faith. One of the most prominent advocates of this new message was a Presbyterian minister named Charles Grandison Finney. Finney preached that each person contained within himself or herself the capacity for spiritual rebirth and salvation. Finney helped found modern revivalism. His camp meetings were carefully planned and rehearsed to create as much emotion as possible. He compared his methods to those used by politicians and salespeople, and he used emotion to focus people s attention on his message. Finney began preaching in upstate New York, where he launched a series of revivals in towns along the Erie Canal. He then took his message to the cities of the Northeast. Finney also served as president of Oberlin College in Ohio, the first college in the United States to admit women and African Americans. Although Oberlin became a center for social reform movements in the United States, Finney warned against using politics to change society. He believed that if Christian ideas reformed people from within, society would become better, but if people remained selfish and immoral, political reforms would not make any difference. New Religious Groups Emerge A number of other religious groups also flourished during this period. The Unitarians and Universalists broke away from the New England Congregational Church. Unitarians reject the idea that Jesus was the son of God, arguing instead that he was a great teacher. Their name comes from the belief that God is a unity, not a trinity of Father, Son, and Holy Spirit. Universalists believe in the universal salvation of souls. They reject the idea of hell and believe God intends to save everyone. History Through Art Religious Zeal J. Maze Burban s Religious Camp Meeting dramatizes religious revivalism, showing a charismatic preacher reaching many in the audience. From studying the image, can you suggest other reasons people might want to attend? MEETING SPECIAL NEEDS Logical/Mathematical Encourage interested students to locate an example of a political speech and a sermon from the early 1800s. Have students identify ways in which emotion was used to focus attention on the point being made. Have students list the specific phrases that indicate an emotional appeal from each sample. Then have students select one of the items on the list and write a paragraph explaining what likely effect the phrase had on people who heard the message. L3 CHAPTER 8 Section 2, Guided Reading Activity 8 2 Guided Reading Activity 8-2 DIRECTIONS: Using Headings and Subheadings Locate each heading below in your textbook. Then use the information under the correct subheading to help you write each answer. I. The New Wave of Immigrants A. How many immigrants came to the U.S. between 1815 and 1860? B. What was the nationality of the largest wave of immigrants? C. What is nativism? D. Who made up the membership of the American Party? II. A Religious Revival A. What contributed to the deterioration of religion in America in the late 1700s? B. What was the basic message of the Second Great Awakening? Answer: The influx of immigrants with different religions, languages, and cultural backgrounds led to hostility toward foreigners. Creating a Line Graph Have students use the information below to create a line graph showing the regional population increase between 1800 and L1 ELL North Northeast Central South ,636,000 51,000 2,622, ,487, ,000 3,461, ,360, ,000 4,419, ,542,000 1,610,000 5,708, ,761,000 3,352,000 6,951, ,627,000 5,404,000 8,983, ,594,000 9,097,000 11,133,000 Use the rubric for creating a map, display, or chart on pages in the Performance Assessment Activities and Rubrics. History Through Art Background: Camp meetings such as the one pictured were known as revivals because they revived people s religious zeal. Answer: For some it was a social gathering and others wanted to observe. Ask: What is seen in the background that helps you understand the name of these meetings? (tents) Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 275

17 CHAPTER 8 Section 2, in History Background: In addition to arguing that women deserved equal political rights, Margaret Fuller s Women in the Nineteenth Century dealt with other issues facing contemporary women. She advocated education as a way for women to seek independence from home and family. She suggested that women should have career options and advocated for the reform of property laws to eliminate bias against women. Ask: Why might Margaret Fuller have been a controversial figure during her lifetime? (Her professional activities were unusual for a woman in the early 1800s and some of the ideas she wrote about were contrary to what was generally accepted at the time.) Answer: Individuals must readmit God and Christ into their daily lives. 3 ASSESS Assign Section 2 Assessment as homework or as an in-class activity. Have students use the Interactive Tutor Self- Assessment CD-ROM. Reading Essentials and Study Guide 8 2 Margaret Fuller As a young woman, Margaret Fuller was a member of a group of prominent New England writers and philosophers who developed transcendentalism. In 1840, with the help of Ralph Waldo Emerson, she founded the magazine The Dial, which published poetry and essays of the transcendentalist movement. Fuller also organized groups of Boston women to promote their education and intellectual development. These meetings convinced her to write the book Women in the Nineteenth Century, in which she argued that women deserved equal political rights. Another religious group that emerged during this period was the Church of Jesus Christ of Latter-day Saints, whose followers are commonly known as Mormons. Joseph Smith, a New Englander living in western New York, began preaching Mormon ideas in 1830 after claiming to have been called to restore the Christian church to its original form. Smith published The Book of Mormon that year, saying it was a translation of words inscribed on golden plates that he had received from an angel. The text told of the coming of God and the need to build a kingdom on Earth to receive him. After enduring continuous harassment in Ohio, Missouri, and elsewhere, Mormons from around the Midwest moved to Commerce, Illinois, in the spring of They bought the town, renamed it Nauvoo, and began building a self-contained community. The group prospered in the Midwest, with Nauvoo numbering about 15,000 in Persecution continued, however, and that same year local residents murdered Smith. After Smith s death, Brigham Young became the leader of the Church. The Mormons then left Illinois and trekked westward to the Utah territory, where they put down permanant roots. Reading Check Summarizing What was the basic message of the Second Great Awakening? 276 CHAPTER 8 The Spirit of Reform in History Fuller s success in editing The Dial caught the eye of Horace Greeley, the famous editor of the New York Tribune. In 1844 Greeley hired Fuller to be the Tribune s literary critic. In 1846 he sent Fuller to Europe to cover European reform efforts. While visiting Italy, Fuller met and married Giovanni Angelo Ossoli, a revolutionary fighting to unite Italy into one country. Fuller sent home reports about the Italian revolution of 1848, becoming the first American woman foreign war correspondent. In 1850, as the revolution fell apart, Fuller, Ossoli, and their young son set sail for the United States. Tragedy struck when their ship sank near Long Island, New York, and all three drowned. A Literary Renaissance The optimism about human nature that influenced the Second Great Awakening also influenced philosophers and writers. Many leading thinkers of the day adopted the tenets of romanticism, a movement that began in Europe in the 1800s. Romanticism advocated feeling over reason, inner spirituality over external rules, the individual above society, and nature over environments created by humans. One notable expression of American romanticism came from New England writers and philosophers who were known as the transcendentalists. Transcendentalism urged people to transcend, or overcome, the limits of their minds and let their souls reach out to embrace the beauty of the universe. American Writers Emerge The most influential transcendentalist was Ralph Waldo Emerson. In his 1836 essay Nature, Emerson wrote that those who wanted fulfillment should work for communion with the natural world. Emerson influenced other writers, including Margaret Fuller and Henry David Thoreau. Thoreau believed that individuals must fight the pressure to conform. If a man does not keep pace with his companions, perhaps it is because he hears a different drummer, he wrote. Let him step to the music which he hears, however measured or far away. Emerson and Thoreau were only two of many writers who set out to create uniquely American works that celebrated the people, history, and natural beauty of the United States. One writer, James Fenimore Cooper, romanticized Native Americans and frontier explorers in his Leatherstocking Tales, the most famous being The Last of the Mohicans (1826). Nathaniel Hawthorne, a New England customs official, wrote over 100 tales and novels. His novel The Scarlet Letter (1850), with its Puritan setting, explored the persecution and psychological suffering that results from sin. Herman Melville, another New Englander, wrote the great Moby Dick (1851). Edgar Allan Poe, a poet and short story writer, achieved fame as a writer of terror and mystery. Perhaps the most important poet of the era was Walt Whitman, who published a volume of poetry in 1855 called Leaves of Grass. Whitman loved nature, Study Guide Chapter 8, Section 2 For use with textbook pages A CHANGING CULTURE KEY TERMS AND NAMES nativism feelings of hostility toward foreigners (page 274) Know-Nothings a nativist political party (page 275) Second Great Awakening a movement in the early 1800s to revive Americans commitment to religion (page 275) Charles Grandison Finney a preacher of the Second Great Awakening (page 275) Joseph Smith founder of the Church of Jesus Christ of Latter-day Saints (page 276) romanticism a movement that advocated feeling over reason and the individual above society (page 276) INTERDISCIPLINARY CONNECTIONS ACTIVITY Literature Invite an English teacher, librarian, or literary critic to address your class. Ask the guest to speak about the literary renaissance of the 1800s in the United States. Request that the speaker share specific examples from literature that highlight the influence of transcendentalists. As a class discuss how these examples demonstrate the influence of transcendentalists. L2 transcendentalism a philosophy that urged people to overcome the limits of their minds and to 276

18 the common people, and American democracy, and his famous work reflects these passions. The best-remembered female poet of the era was Emily Dickinson, who wrote simple, personal, deeply emotional poetry. The Penny Press Another important development of the early 1800s was the rise of the mass newspaper. Before the 1800s, most newspapers catered to welleducated readers. They were typically published once a week and cost around six cents, which was far beyond the reach of the average worker. As more Americans learned to read and gained the right to vote, publishers began producing inexpensive newspapers, known as penny papers, which provided the kind of news most people liked. Reports of fires, crimes, marriages, gossip, politics, and local news made the papers an instant success. General interest magazines that catered to a more specialized readership also emerged around this time. In 1830 Louis A. Godey founded Godey s Lady s Book, the first American magazine for women. The poet James Russell Lowell launched Atlantic Monthly, another magazine for the well-educated, in 1857, while Harper s Weekly covered everything from book reviews to news reports. Reading Check Evaluating What were the main themes of American writers in the early 1800s? Utopian Communities The ideas that drove the religious and artistic movements of the United States in the mid-1800s optimism about human nature and a belief in people s ability to redefine their lives also spurred the establishment of new communities. The people who formed these communities believed that society tended to corrupt human nature. They thought that the way to a better life was to separate themselves from society and form their own utopia, or ideal society. Cooperative living and the absence of private property characterized these communities, and dozens of them sprang up and flourished during the Jacksonian Era. In New England, near West Roxbury, Massachusetts, transcendentalist George Ripley established a utopian community known as Brook Farm in The farm offered its members the chance to engage in intellectual activity while cooperatively running a farm. Ultimately, Brook Farm collapsed after a large fire left the group with huge debts. The religious group known as the Shakers established small utopian communities from Maine to Kentucky. The group got its name from a ritual shaking dance that members performed. The Shakers reached their peak in the mid-1800s with some 6,000 members. Since they did not believe in marrying or having children, the group could only expand by making converts. In the end, the number of Americans who chose to live in utopian communities was relatively small. Many more, inspired by a strong faith in human goodness, attempted not to escape society but to reform it. Reading Check Interpreting What spurred the establishment of utopian societies? CHAPTER 8 Section 2, Section Quiz 8 2 Chapter 8 Section Quiz 8-2 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. inexpensive newspapers that provided the kind of news A. Joseph Smith most people liked B. penny papers 2. founded the church commonly known as the Mormon C. utopia Church D. nativism 3. urged people to overcome the limits of their minds and let their souls reach out to embrace the beauty of the universe E. transcendentalism 4. hostility toward foreigners 5. ideal society DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that best completes the statement or answers the question (10 points each) Answer: Romantic writers advocated feelings over reason, inner spirituality over external rules, the individual over society, and nature over an environment created by humans. Transcendentalist writers focused on overcoming the limits of the human mind and embracing the beauty of the universe. Reteach Have students identify the goals of the different groups active in the Second Great Awakening. Score Checking for Understanding 1. Define: nativism, romanticism, transcendentalism, utopia. 2. Identify: Know-Nothings, Second Great Awakening, Charles Grandison Finney, Joseph Smith. 3. Summarize the goals of the Know- Nothings. Critical Thinking 5. Interpreting How did the writers of the early to mid-1800s reflect American life? 6. Organizing Use a graphic organizer similar to the one below to list American cultural movements in the mid-1800s. Analyzing Visuals 7. Examining Art Study the painting on page 275 of the camp meeting. What elements of the image suggest that the revival attracted many working-class people? Enrich Have students choose a work by one of the authors mentioned in this section and write a report about the selection. Reviewing Themes 4. Groups and Institutions What religious denominations increased their influence in the United States during the Second Great Awakening? 1. Terms are in blue. 2. Know-Nothings (p. 275), Second Great Awakening (p. 275), Charles Grandison Finney (p. 275), Joseph Smith (p. 276) 3. The Know-Nothings worked to prevent Catholics from holding public office. Movements in American Culture in the Mid-1800s 4. Methodists, Baptists, and Presbyterians 5. They romanticized American life. 6. nativism, revivalism, romanticism, transcendentalism, and utopian communities 7. the style of clothing worn by most people in the painting Writing About History 8. Expository Writing Imagine you are an Irish or German immigrant in the mid-1800s. Write an essay contrasting the United States with your homeland. Describe your new life in the United States and how you are treated. CHAPTER 8 The Spirit of Reform Students essays will vary. Essays should focus on the differences between life in the United States and life in either Ireland or Germany. Answer: optimism about human nature and a belief in people s ability to redefine their lives 4 CLOSE Ask students to identify the key ideas of romanticism and name some of the important romantic thinkers and writers who were mentioned in this section. 277

19 Copyright by The McGraw-Hill Companies, Inc. CHAPTER 8 Section 3, Reforming Society 1 FOCUS Section Overview This section explores the reform movements that occurred during the early and mid-1800s. BELLRINGER Skillbuilder Activity Project transparency and have students answer the question. Available as a blackline master. Daily Focus Skills Transparency 8 3 Main Idea Spurred on by a revival of religion and a heightened belief in the power of individuals, Americans engaged in reform efforts in the early and mid-1800s. Key Terms and Names Dorothea Dix, Lyman Beecher, benevolent society, temperance, penitentiary, Horace Mann, Elizabeth Cady Stanton Dorothea Dix calls for reforming care of mentally ill Reading Strategy Taking Notes As you read about American reform efforts in the early and mid-1800s, use the section s major headings to create an outline like the one below. Reforming Society I. The Reform Spirit A. B. C. D. II Seneca Falls Convention Maine passes first state law prohibiting alcohol Reading Objectives Analyze the connection between religious and social reform. List major areas of society that reformers set out to improve. Section Theme Continuity and Change Reform movements sought to change American society, but in ways that upheld American values and ideals Massachusetts passes first mandatory school attendance law 278 UNIT 3 Chapter 8 DAILY FOCUS SKILLS TRANSPARENCY 8-3 Interpreting Information on Time Lines THE TEMPERANCE MOVEMENT 1800 The abstinence pledge is introduced by churches One of the earliest temperance organizations is founded in Saratoga, New York. ANSWER: D Teacher Tip: Have students check to see if there is any information given on the time line that is not needed to answer the question ,000 local societies exist in several states Maine passes first state prohibition law Prohibition laws pass in twelve more states. Directions: Answer the following question based on the time line. The temperance movement was dedicated to promoting moderation and complete abstinence in the use of intoxicating liquor. According to the time line, all of the following statements are true EXCEPT: A By 1855, more than a dozen states had passed C Maine passed the first state prohibition law. state prohibition laws. B The abstinence pledge was introduced before D By 1833, there were 600 local societies in several temperance organizations were formed. states. Guide to Reading Answers to Graphic: I. The Reform Spirit A. The Temperance Movement B. Prison Reform C. Educational Reform D. Women s Education II. The Early Women s Movement A. True Womanhood B. Women Seek Greater Rights Preteaching Vocabulary Have students pair each Key Term with a name from the section and pair each Key Name with a term from the section. Dorothea Dix 278 CHAPTER 8 The Spirit of Reform Reproducible Masters Reproducible Lesson Plan 8 3 Daily Lecture and Discussion Notes 8 3 Guided Reading Activity 8 3 Section Quiz 8 3 Reading Essentials and Study Guide 8 3 Performance Assessment Activities and Rubrics By 1841 Dorothea Dix had been a schoolteacher in Massachusetts for many years. That year, a clergyman asked her to lead a Sunday school class at a local prison. What Dix saw there appalled her. Mentally ill persons lay neglected in dirty, unheated rooms. Putting aside her teaching career, she began a crusade to improve prison conditions for the mentally ill and to provide them with the treatment they needed. In 1843 Dix composed a letter to the Massachusetts legislature calling for such reforms. She pointed to the example of one local woman as evidence that more humane treatment might help many of the mentally ill. Some may say these things cannot be remedied, she wrote. I know they can....a young woman, a pauper...was for years a raging maniac. A cage, chains, and the whip were the agents for controlling her, united with harsh tones and profane language. Dix explained that a local couple took the woman in and treated her with care and respect. They are careful of her diet. They keep her very clean. She calls them father and mother. Go there now, and you will find her clothed, and though not perfectly in her right mind, so far restored as to be a safe and comfortable inmate. adapted from Old South Leaflets The Reform Spirit Largely through the efforts of Dorothea Dix, more than a dozen states enacted sweeping prison reforms and created special institutions for the mentally ill. As influential as she was, Dix was just one of many citizens who worked to reform various aspects of American society in the mid 1800s. SECTION RESOURCES Transparencies Daily Focus Skills Transparency 8 3 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program

20 The reform movements of the mid-1800s stemmed in large part from the revival of religious fervor. Revivalists preached the power of individuals to improve themselves and the world. Lyman Beecher, a prominent minister, insisted that it was the nation s citizenry more than its government that should take charge of building a better society. True reform, he said, could take place only through the voluntary energies of the nation itself. Under the guidance of Beecher and other religious leaders, associations known as benevolent societies sprang up in cities and towns across the country. At first, they focused on spreading the word of God and attempting to convert nonbelievers. Soon, however, they sought to combat a number of social problems. One striking feature of the reform effort was the overwhelming presence of women. Young women in particular had joined the revivalist movement in much larger numbers than men. One reason was that many unmarried women with uncertain futures discovered in religion a foundation on which to build their lives. As more women turned to the church, many also joined religious-based reform groups. These reform groups targeted aspects of American society they considered in dire need of change. Among these issues were excessive drinking, prisons, and education. The Temperance Movement A number of reformers argued that no social vice caused more crime, disorder, and poverty than the excessive use of alcohol. Men who drank excessively, they argued, spent their money on liquor rather than food and other family necessities, and they sometimes abused their wives and children. While some may have disagreed with this assessment, no one could dispute the fact that alcoholism was widespread during the early 1800s. In small towns throughout the West, citizens drank to ease the isolation and loneliness of rural life, while in the pubs and saloons in eastern cities, drinking was the main leisure activity for many workers. Although advocates of temperance, or moderation in the consumption of alcohol, had been active since the late 1700s, the new reformers energized the campaign and greatly increased its influence. Temperance groups formed across the country, preaching the evils of alcohol and persuading heavy drinkers to give up liquor. In 1833 several of these groups joined together to form the American Temperance Union. Temperance societies also pushed for laws to prohibit the sale of liquor. In 1851 Maine passed the first state prohibition law, an example followed by a dozen other states by Other states passed local option laws, which allowed towns and villages to prohibit liquor sales within their boundaries. Prison Reform The spirit of reform also prompted Americans to consider ways to improve the prison system. Inmates of all kinds, from violent offenders to debtors and the mentally ill, often were indiscriminately crowded together in jails and prisons, which were literally holes in the ground in some cases. One jail in Connecticut, for example, was an abandoned mineshaft. Beginning around 1816, many states began building new facilities to provide a better environment for inmates. CHAPTER 8 Section 3, TEACH Daily Lecture and Discussion Notes 8 3 Copyright by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 8, Section 3 Did You Know? In the early 1800s, a group of reformers focused their attention on a problem affecting the world the abolition of war. In 1828 William Ladd, who abandoned successful careers to devote his entire energy to the cause of peace, became one of the principal founders of the American Peace Society. Its objective was to promote international understanding. Ladd also pushed for a Congress of Nations with a court to settle international disputes. I. The Reform Spirit (pages ) A. In the mid-1800s, many Americans worked to reform various aspects of society. Dorothea Dix worked for improved treatment of the mentally ill. Lyman Beecher was instrumental in establishing associations known as benevolent societies. Although first Creating a Poster Have students work in pairs to create a poster advocating reform in one of the areas mentioned in this section. Encourage students to use library and Internet resources to learn more about the reform issue. L1 ELL Use the rubric for creating a map, display, or chart on pages in the Performance Assessment Activities and Rubrics. History Through Art Drunkard s Progress In 1846 Nathaniel Currier made this lithograph (left), or print made by engraving on stone. It clearly lays out the path to degradation that begins in Step 1, a glass of alcohol with a friend. Some innkeepers advertised their temperance principles with a sign such as the one above. From looking at the lithograph, how can you tell that women were often temperance supporters? CHAPTER 8 The Spirit of Reform 279 History Through Art Background: Nathaniel Currier s brother Charles introduced him to Jim Ives. Nathaniel Currier and Jim Ives became close friends and eventually formed their well-known partnership, Currier & Ives. Answer: A woman and child are seen weeping as the house burns. Ask: Why did reformers consider alcohol so much of a problem? (They argued that no other social vice caused as many problems.) COOPERATIVE LEARNING ACTIVITY Creating a Display Have students work in groups to create displays similar to the What Life Was Like illustration on pages Displays should feature some aspect of life in the early to mid- 1800s such as school, work, home, or church. Have students contact organizations such as historical societies and public libraries for help in locating artifacts for their displays. Use the rubric for a cooperative group management plan on pages in the Performance Assessment Activities and Rubrics. 279

21 CHAPTER 8 Section 3, Guided Reading Activity 8 3 Guided Reading Activity 8-3 DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best complete the sentence. Refer to your textbook to fill in the blanks. 1. The of the mid-1800s stemmed in large part from the revival of religious fervor. 2., a prominent minister, insisted that it was the nation s citizenry more than its government that should take charge of building a better society. 3. One striking feature of the reform movement was the overwhelming presence of. 4. A number of reformers argued that no social vice caused more crime, disorder, and poverty than the. 5. New reformers energized the campaign and greatly increased its influence. 6. Underlying the prison reform movement was a belief in prisoners Old-Fashioned School Days Public schools in the early to mid-1800s were rough-and-ready affairs. Students came in all ages and sizes, teachers often had little training, and books and supplies were hard to obtain. School ink jar One-Room Schoolhouse The painting New England School by Charles Frederick Bosworth tells the tale of teachers challenges in early public schools. With a mixed-aged class, the teacher had to teach a few students at a time, leaving the others to their own education or entertainment. School lunch pail Ask students to compare their own educational experiences with what is depicted in the illustration and the text of the What Life Was Like box. Invite two students to record the comparisons on the board or on flip charts. On the Wagon The phrase on the wagon, referring to a recovering alcoholic, originated during the temperance movement. To publicize their cause, reformers pulled a water wagon through the streets and urged people to climb on. Over time going on the wagon came to mean accepting the temperance cause and staying sober. Underlying the prison reform movement was a belief in rehabilitating prisoners rather than merely locking them up. Officials designed forms of rigid discipline to rid criminals of the laxness that had led them astray. Solitary confinement and the imposition of silence on work crews were meant to give prisoners the chance to meditate and think about their wrongdoing. Even the name of these new prisons, penitentiaries, highlighted the notion that they were places where individuals would work to achieve penitence, or remorse. Educational Reform In the early 1800s, many reformers began to push for a system of public education government-funded schools open to all citizens. The increase in the number of voters in the 1820s and 1830s and the arrival of millions of new immigrants convinced many people of the need for public education. Most American leaders and social reformers believed that a democratic republic could only survive if the electorate was well educated and informed. One of the leaders of the public education movement was Massachusetts legislator Horace Mann. As president of the Massachusetts Senate, Mann pressed for more public education and backed a bill in 1837 creating a state board of education in Massachusetts. He then stepped down from his elective office to serve as secretary of the new board. During his 12 years in that post he doubled teachers salaries, opened 50 new high schools, and established schools for teacher training called normal schools. Massachusetts quickly became the model for all other northern states. Mann s driving conviction was that a nation without an educated populace would have to struggle just to survive, much less prosper: The establishment of a republican government, without well-appointed and efficient means for the universal education of the people, is the most rash and foolhardy experiment ever tried by man....it may be an easy thing to make a republic, but it is a very laborious thing to make republicans; and woe to the republic that rests upon no better foundations than ignorance, selfishness and passion! from Report of the Massachusetts Board of Education, 1848 In 1852 Massachusetts passed the first mandatory school attendance law; New York passed a similar measure the next year. In the years before the Civil War, reformers campaigned for district, or common, Horace Mann carried his ideas on education from Massachusetts to Ohio, where he became the first president of Antioch College. There he fought for equal educational opportunities for women. 280 CHAPTER 8 The Spirit of Reform MEETING SPECIAL NEEDS Verbal/Linguistic Have students select a reform movement mentioned in the section. Then have them create a pamphlet similar to those distributed in the early to mid-1800s encouraging people to join the cause. Tell students that they may need to research the movement in order to create the pamphlet. L2 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 280

22 First Readers Generations of students used McGuffey s Readers, first produced in the 1830s by William McGuffey. His readers the first Eclectic Reader is pictured here ranged from simple to advanced and aimed to give students a happy, positive feeling. A college president at the end of his life, McGuffey began teaching in frontier Ohio schools when he was only 13. School desk schools at the primary level. Reformers believed that such schools could teach all children the basics of reading, writing, and arithmetic, as well as instill a work ethic. District schools were open to all and were supported by district taxes, state funds, and tuition paid by parents. By the 1850s, tax-supported elementary schools had gained widespread support in the northeastern states and had begun to spread to the rest of the country. Rural areas responded more slowly because children were needed to help with planting and harvesting. In the South, a reformer named Calvin Wiley played a similar role in North Carolina to that of Horace Mann in Massachusetts. In 1839 North Carolina began providing support to local communities that established taxpayer-funded schools. Wiley traveled throughout the state, building support for public education. By 1860, about two-thirds of North Carolina s white children attended school part of the year. The South as a whole responded less quickly, and only about one-third of southern white children were enrolled in public schools by African American children were excluded almost entirely. Women s Education When officials talked about educating voters, they had men in mind women were still not allowed to cast a ballot in the 1800s. Nonetheless, a number of women took advantage of the reform movement to create more educational opportunities for girls and women. Emma Willard, who founded a girls boarding school in Vermont in 1814, was an early educational pioneer. Her school covered the usual subjects for young women, such as cooking and etiquette, but it also included academic subjects like history, math, and literature, which were rarely taught to women. In 1837 another educator, Mary Lyon, opened the Mount Holyoke Female Seminary in South Hadley, Massachusetts, the first institution of higher education for women only. Also in the 1800s, Elizabeth Blackwell became the first woman to earn a medical degree in the United States or Europe. In 1857 she founded the New York Infirmary for Women and Children, which was staffed entirely by women. Reading Check Identifying What three areas of social reform did reformers target? The Early Women s Movement In the early 1800s, the Industrial Revolution began to change the economic roles of men and women. In the 1700s, most economic activity took place in or near the home because most Americans lived and worked in a rural farm setting. Although husbands and wives had distinct chores, maintaining the farm was the focus of their efforts. By the mid-1800s, these circumstances had started to change, especially in the northeastern states. The development of factories and other work centers separated the home from the workplace. Men now often left home to go to work, while women tended the house and children. In time, this development led to the emergence of the first women s movement. True Womanhood As the nature of work changed, many Americans began to divide life into two HISTORY spheres of activity the home and the workplace. Many believed the home to be the proper sphere for women, partly because the outside world was seen as corrupt and dangerous, and partly because of popular ideas about the family. The Christian revivalism of the 1820s and 1830s greatly influenced the American family. For many Student Web Activity Visit the American Vision Web site at tav.glencoe.com and click on Student Web Activities Chapter 8 for an activity on reform movements. CHAPTER 8 The Spirit of Reform 281 CHAPTER 8 Section 3, ASSESS Assign Section 3 Assessment as homework or as an in-class activity. Have students use the Interactive Tutor Self- Assessment CD-ROM. Reading Essentials and Study Guide 8 3 Study Guide Chapter 8, Section 3 For use with textbook pages REFORMING SOCIETY KEY TERMS AND NAMES Dorothea Dix a reformer who worked to improve conditions for the mentally ill (page 278) Lyman Beecher a minister who preached the power of individuals to improve themselves and society (page 279) benevolent society organization that focused on spreading God s word and solving social problems (page 279) temperance moderation in the consumption of alcohol (page 279) penitentiary name given to prisons during the prison reform movement (page 280) Horace Mann a leader of the public education movement (page 280) Elizabeth Cady Stanton woman reformer in the antislavery movement who organized the first women s rights convention (page 282) Answer: temperance, prison reform, and education reform Oberlin College was the first coeducational college and one of the first to admit African American students. Among Oberlin s first African American graduates was Fannie Jackson Coppin, who had been born enslaved. She went on to have a distinguished career as a teacher and school administrator. HISTORY INTERDISCIPLINARY CONNECTIONS ACTIVITY Sociology Invite a professor or women s activist to speak to your class about issues that face women in today s society in the United States and in other countries. The presentation should include social and economic issues. Ask the speaker to address topics that are appropriate for the young adult audience. Have the speaker work with the students to compare today s reform movements to those in the early and mid-1800s. L2 Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at tav.glencoe.com. 281

23 CHAPTER 8 Section 3, Section Quiz 8 3 Chapter 8 Section Quiz 8-3 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. opened the first institution of higher education for A. Mary Lyon women only B. temperance 2. one of the leaders of the public education movement C. Elizabeth Cady 3. active in the antislavery and women s movements Stanton 4. gathering of women reformers that marked the beginning D. Horace Mann of an organized women s movement E. Seneca Falls 5. abstinence from alcohol Convention DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that best completes the statement or answers the question. (10 points each) VIDEOCASSETTE Historic America Electronic Field Trips View Tape 2, Chapter 6: Seneca Falls. Answer: Industrial Revolution, Christian revivalism, publication of Margaret Fuller s book, and Seneca Falls Score parents, raising children was treated as a solemn responsibility because it prepared young people for a disciplined Christian life. Women often were viewed as more moral and charitable than men, and they were expected to be models of piety and virtue to their children and husbands. The idea that women should be homemakers and should take responsibility for developing their children s characters evolved into a set of ideas known as true womanhood. Magazine articles and novels aimed at women reinforced the value of their role at home. In 1841 Catherine Beecher, a daughter of minister and reformer Lyman Beecher, wrote a book called A Treatise on Domestic Economy. The popular volume argued that women could find fulfillment at home and gave instruction on childcare, cooking, and health matters. Women Seek Greater Rights Many women did not feel the ideas of true womanhood were limiting. Instead, the new ideas implied that wives were now partners with their husbands and in some ways were morally superior to them. Women were held up as the conscience of the home and society. The idea that women had an important role to play in building a virtuous home was soon extended to making society more virtuous. As women became involved in the great moral crusades of the era, some began to argue that they needed greater political rights to promote their ideas. An advocate of this idea was Margaret Fuller. Fuller argued that every woman had her own relationship with God and needed as a soul to live freely and unimpeded. She declared, We would have every arbitrary barrier thrown down and every path laid open to women as freely as to men. Fuller believed that if men and women, whom she called the two sides of human nature, were treated equally, it would end injustice in society. In 1848 Lucretia Mott and Elizabeth Cady Stanton, two women active in the antislavery movement, organized the Seneca Falls Convention. This gathering of women reformers marked the beginning of an organized women s movement. The convention issued a Declaration of Sentiments and Resolutions that began with words expanding the Declaration of Independence: We hold these truths to be self-evident: that all men and women are created equal.... Stanton shocked many of the women present by proposing that they focus on gaining the right to vote. Nevertheless, the Seneca Falls Convention is considered by many to be the unofficial beginning of the struggle for women s voting rights. ; (See page 1070 for more information on the Declaration of Sentiments and Resolutions. ) Throughout the 1850s, women continued to organize conventions to gain greater rights for themselves. The conventions did meet with some success. By 1860, for example, reformers had convinced 15 states to pass laws permitting married women to retain their property if their husbands died. Above all, these conventions drew attention to their cause and paved the way for a stronger movement to emerge after the Civil War. Reading Check Examining What events of the mid- 1800s sparked the first women s movement? Reteach Ask students to identify the areas of society that were targeted for reform in the early to mid-1800s. Enrich Invite students to make a presentation or create a display about one of the women mentioned in this section. Checking for Understanding 1. Define: benevolent society, temperance, penitentiary. 2. Identify: Dorothea Dix, Lyman Beecher, Horace Mann, Elizabeth Cady Stanton. 3. State the main goal of the early women s movement. Reviewing Themes 4. Continuity and Change How did the Second Great Awakening affect the reform movements of the mid-1800s? Critical Thinking 5. Evaluating In what ways did the new penitentiaries change the prison system? 6. Organizing Use a graphic organizer similar to the one below to list the major reform areas. Areas of Reform Analyzing Visuals 7. Examining Art Study the painting of the New England school on page 280. How was the room heated? What kinds of supplies did the students have? Writing About History 8. Expository Writing Think of reforms you believe are needed today in the United States. Write a letter to your legislator expressing why you believe the reforms are needed. Give examples of problems in your community as evidence. 4 CLOSE Ask students to explain the connection between religious and social reform. 282 CHAPTER 8 The Spirit of Reform 1. Terms are in blue. 2. Dorothea Dix (p. 278), Lyman Beecher (p. 279), Horace Mann (p. 280), Elizabeth Cady Stanton (p. 282) 3. Women wanted greater political rights. 4. It encouraged people to work for reform and brought many women into the reform movement. 5. better facilities and opportunities for rehabilitation 6. temperance movement, prison reform, education reform, women s rights 7. A fireplace provided heat. There are no individual desks, but each student has a book. 8. Students letters will vary. Letters should focus on problems that are major issues today. 282

24 from Walden by Henry David Thoreau Team Teaching This selection from Walden can be presented in a team teaching context, in conjunction with English or Language Arts. Henry David Thoreau was part of the Transcendentalist movement that started as a reform movement within the Unitarian Church. Transcendentalism stressed the connection of the soul of the individual to the soul of the world. Simply put, the Transcendentalists believed that God resided in each person. None of the works of poetry and prose during this period more fully embodied Transcendental ideals than Thoreau s Walden. Part journal, part social commentary, and part sermon, the work summarizes and expands Thoreau s experiences at Walden Pond, near Concord, Massachusetts, where he built a cabin and lived in relative solitude for two years. Read to Discover What does Thoreau say we must do to live in society? Reader s Dictionary swath: path sublime: supreme; awesome perturbation: annoyance; irritation I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience....for most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have somewhat hastily concluded that it is the chief end of man here to glorify God and enjoy him forever. Still we live meanly, like ants.... Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers.... Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumbnail.... Let us spend one day as deliberately as Nature, and not be thrown off the track by every nutshell and mosquito s wing that falls on the rails....why should we knock under and go with the stream? Analyzing Literature 1. Recall What motivated Thoreau to go and live alone in the wilderness? 2. Interpret What do you think the phrase every nutshell and mosquito s wing means? 3. Evaluate and Connect Do you think you could live alone in the woods for two years as Thoreau did? Why or why not? Interdisciplinary Activity Language Arts Imagine you are Thoreau at the end of your first year at Walden. Write a diary entry describing your feelings looking back on the first year and ahead to the year to come. Read to Discover Answer: Thoreau advocated simplifying one s life. Reinforcing Vocabulary Have students use the words swath, sublime, and perturbation in sentences. Instruct students to use a standard dictionary to look up the meaning of the word rout as it is used in the excerpt and then use it properly in a sentence. (to drive out) Ask students what Spartan-like means. (having great courage or discipline) Historical Connection During his stay at Walden, Thoreau refused to pay his taxes as a protest against the war with Mexico and slavery. Although he spent only one night in jail, he became a proponent of nonviolent protests of unfair laws. In 1849 he published the essay Civil Disobedience. Ask students if they can think of any other famous advocates of civil disobedience. (Mahatma Gandhi and Martin Luther King, Jr., are two examples.) CHAPTER 8 The Spirit of Reform 283 HISTORY 1. He wanted to experience the essence of life with no unnecessary interference. 2. the details, every little thing 3. Students answers will vary. Encourage students to think of the positive and negative aspects of living alone in the woods. Answers to Analyzing Literature Interdisciplinary Activity Diary entries will vary. Entries should express feelings about what has already happened and what is yet to come. Refer to tav.glencoe.com for additional Glencoe Literature titles, lesson plans, and study guides related to this unit. 283

25 Copyright by The McGraw-Hill Companies, Inc. CHAPTER 8 Section 4, FOCUS Section Overview This section describes the abolitionist movement that sought to bring an end to slavery. BELLRINGER Skillbuilder Activity Project transparency and have students answer the question. Available as a blackline master. Daily Focus Skills Transparency 8 4 Main Idea In the midst of the nation s reform movement, a number of citizens embarked on a crusade known as abolitionism to end slavery in the United States. Key Terms and Names gradualism, American Colonization Society, abolition, William Lloyd Garrison, emancipation, American Antislavery Society, Frederick Douglass William Lloyd Garrison begins publishing the Liberator The Abolitionist Movement Reading Strategy Sequencing As you read about the beginning of the abolitionist movement, complete a time line similar to the one below to record early events of this movement. 1790s Prudence Crandall arrested; American Antislavery Society founded s Mob attacks William Lloyd Garrison Reading Objectives List groups involved in the early abolitionist movement. Analyze how Northerners and Southerners viewed abolitionism. Section Theme Individual Action Abolitionist reformers challenged the morality and legality of slavery in the United States House of Representatives adopts gag rule on abolionist petitions UNIT 3 Chapter 8 DAILY FOCUS SKILLS TRANSPARENCY 8-4 ANSWER: F Teacher Tip: Make sure students recognize the definition of the abolitionist movement provided in the question. Identifying Points of View Directions: Answer the following question based on the photograph. 284 This handbill [flyer] urged opponents of the abolitionist movement the movement to end slavery to obstruct an antislavery meeting. All of the following words or phrases are used in the handbill to describe abolitionists EXCEPT: F fellow citizens. G tool of evil and fanaticism. H most revolting character. J outrage. Guide to Reading Answers to Graphic: 1790s First antislavery societies 1816 American Colonization Society (ACS) is founded ACS acquires land in West Africa William Lloyd Garrison begins publishing The Liberator Britain abolishes slavery; New England Antislavery Society is founded American Antislavery Society is founded; Prudence Crandall is arrested. 1840s Sojourner Truth s eloquent speeches draw huge crowds. Preteaching Vocabulary Have students use the glossary to look up the meanings of gradualism, abolition, and emancipation. William Lloyd Garrison 284 CHAPTER 8 The Spirit of Reform Reproducible Masters Reproducible Lesson Plan 8 4 Daily Lecture and Discussion Notes 8 4 Guided Reading Activity 8 4 Section Quiz 8 4 Reading Essentials and Study Guide 8 4 Performance Assessment Activities and Rubrics In 1831 William Lloyd Garrison began publishing a fiery antislavery newspaper in Boston. One day in 1834, a large group gathered outside Garrison s office to express its disapproval of his views. An onlooker, Thomas Low Nichols, described what followed: I was in the editorial office of Mr. Garrison when the crowd began to gather in the street below.... There were hundreds then thousands. It was a mob of people dressed in black broadcloth, a mob of gentlemen capitalists, merchants, bankers, a mob of the Stock Exchange and of the first people in Boston, which considered itself the nicest of cities, and intellectually the hub of the universe.... There was a great howl of rage; but, a moment after, it became a yell of triumph. Garrison had been seen to go from the building into a narrow lane behind it. Pursued, he took refuge in a carpenter s shop, only to be dragged out and carried into the midst of the mob.... I saw him, his hat off, his bald head shining, his scanty locks flying, his face pale.... quoted in Witness to America Early Opposition to Slavery By the 1830s, a growing number of Americans had begun to demand an immediate end to slavery in the South. Of all the reform movements that began in the early 1800s, the movement to end slavery was the most divisive. By pitting North against South, it polarized the nation and helped bring about the Civil War. SECTION RESOURCES Transparencies Daily Focus Skills Transparency 8 4 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM TeacherWorks CD-ROM Audio Program

26 Gradualism From the earliest days of the Republic, many Americans had opposed slavery. Many of the country s founders knew that a nation based on the principles of liberty and equality would have difficulty remaining true to its ideals if it continued to enslave human beings. Quakers and Baptists in both the North and South had long argued that slavery was a sin. After the Revolution, Baptists in Virginia called for every legal measure to [wipe out] this horrid evil from the land. Early antislavery societies generally supported an approach known as gradualism, or the belief that slavery had to be ended gradually. First they would stop new slaves from being brought into the country. Then they would phase out slavery in the North and the Upper South before finally ending slavery in the Lower South. Slaveholders would also be compensated for their loss. Supporters of gradualism believed it would give the South s economy time to adjust to the loss of enslaved labor. Colonization The first antislavery societies also believed that ending slavery would not end racism in the United States. Many thought that the best solution was to send African Americans back to their ancestral homelands in Africa. In December 1816, antislavery reformers founded the American Colonization Society (ACS) to move African Americans to Africa. The society had the support of many prominent Americans, including James Madison, James Monroe, Henry Clay, Daniel Webster, and John Marshall. By 1821 the ACS had acquired land in West Africa. The following year, free African Americans began boarding ships chartered by the society to take them to Africa. There they established a colony that eventually became the country of Liberia. It declared its independence as a republic in 1847 and adopted a constitution designed after the U.S. Constitution. The capital, Monrovia, was named for President Monroe. Colonization was never a realistic solution to slavery and racism, however. The cost of transporting African Americans was high, and the ACS had to depend on donations. Moving the roughly 1.5 million African Americans who lived in the United States in 1820 to Africa was nearly impossible. Furthermore, most African Americans regarded the United States as their home and were not prepared to migrate to another continent. Only an estimated 12,000 African Americans moved to Africa between 1821 and Reading Check Identifying What two religious groups were among the first to oppose slavery? Abolitionist Songs Abolitionists used songs to stir up enthusiasm for their cause. To make songs easier to learn, they often wrote new words for old tunes. Here is a stanza William Lloyd Garrison wrote to the tune of Auld Lang Syne : I am an abolitionist! I glory in the name; Though now by Slavery s minions hiss d, And covered o er with shame; It is a spell of light and power The watchword of the free: Who spurns it in this trial-hour, A craven soul is he! Banner celebrating Garrison s abolitionist newspaper, the Liberator The New Abolitionists Gradualism and colonization remained the main goals of antislavery groups until the 1830s, when a new idea, abolition, began to gain ground. Abolitionists argued that enslaved African Americans should be freed immediately, without gradual measures or compensation to former slaveholders. TURNING POINT Garrison Stirs a New Movement Abolitionism began to gain support in the 1830s for several reasons. As with other reform movements of the era, it drew its strength from the Second Great Awakening, with its focus on sin and repentance. In the eyes of abolitionists, slavery was an enormous evil of which the country needed to repent. The first well-known advocate of abolition was a free African American from North Carolina named David Walker, who published Appeal to the Colored Citizens of the World. In this pamphlet, Walker advocated violence and rebellion as the only way to end slavery. Although Walker s ideas were influential, the rapid development of a large national abolitionist movement in the 1830s was largely due to the efforts of William Lloyd Garrison. In 1829 Garrison became assistant to Benjamin Lundy, the Quaker publisher of the Baltimore antislavery newspaper, Genius of Universal Emancipation. Garrison admired Lundy but grew impatient with his gradualist approach. In 1831 Garrison left his mentor and, with fellow abolitionist Isaac Knapp, founded Boston s antislavery newspaper, the Liberator. COOPERATIVE LEARNING ACTIVITY CHAPTER 8 The Spirit of Reform 285 Creating Charts Organize the class into groups of three. In each group, one person will research gradualism; one, colonization; and one, abolition. Have each student report to the group the reasons that the other group members should support his or her point of view. Have the other two students respond with reasons opposing each point of view. Based on the research and discussion, have the groups prepare a pro/con chart for each of the three proposed methods for ending slavery. Use the rubric for a cooperative group management plan on pages in the Performance Assessment Activities and Rubrics. CHAPTER 8 Section 4, TEACH Daily Lecture and Discussion Notes 8 4 Copyright by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 8, Section 4 Did You Know? In 1840 a group of abolitionists who believed political action was necessary to abolish slavery met in New York to organize the Liberty Party. They nominated James G. Birney, a former slaveholder, for president. Although Birney received only 7,000 votes in the 1840 election, the number reached 62,000 in the 1844 presidential election, when he was nominated again. Members of the Liberty Party did not actually believe they would win the election, but they hoped to bring the antislavery issue into focus by pressuring legislators to take a firmer antislavery stand. I. Early Opposition to Slavery (pages ) A. The movement to end slavery polarized the nation and contributed to the Civil War. Abolitionists used a wide variety of media to generate enthusiasm for their cause. Examples were included in a 1994 exhibit at the Library of Congress The African-American Mosaic. At the library s Web site, you can find electronic images of abolitionists publications including an advertisement for an antislavery fair, a page of sheet music, and a poem. The address for the Library of Congress Web site is Giving an Oral Presentation Have students prepare a short oral presentation about one of the abolitionists mentioned in this section. Encourage students to use library and Internet resources to learn more about their subjects. L1 Use the rubric for oral presentation, monologue, song, or skit on pages in the Performance Assessment Activities and Rubrics. Answer: Quakers and Baptists 285

27 CHAPTER 8 Section 4, Guided Reading Activity 8 4 Guided Reading Activity 8-4 DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your textbook to fill in the blanks. I. Early Opposition to Slavery A. Of all the reform movements that began in the early 1800s, the movement was the most divisive. B. included three steps: stopping new slaves from being brought into the country; phasing out slavery in the North and Upper South; ending slavery in the Lower South. C. In December 1816, antislavery reformers founded the to move African Americans to Africa. II. The New Abolitionists A. argued that enslaved African Americans should be freed immediately, without gradual measures or compensation to former slaveholders. in History Ask students what other event in history seems remarkably similar to the incident described in the profile of Prudence Crandall. (desegregation of schools during the 1950s and 1960s) Drawing Conclusions Point out to students that the Constitution allowed slavery, that it was against the law to help enslaved African Americans escape, and that the law required runaway enslaved persons to be returned to their masters. Yet many abolitionists broke the law. Give students five minutes to write their thoughts about the following: Are there some situations in which breaking the law is an acceptable protest? Then have students use the thoughts they have written to participate in a class discussion about whether abolitionists should have broken the law to help enslaved persons escape. You should extend the discussion to include other situations in which it might be acceptable to break the law as a form of protest. L2 Prudence Crandall In 1831 Prudence Crandall was running a successful school for girls in Canterbury, Connecticut, when Sarah Harris, the daughter of a prominent African American farmer, sought admission. When Crandall agreed to let her in, local parents objected, and many withdrew their children from the school. Rather than reverse her decision, Crandall announced that she was reorganizing her school as a teachertraining institution for African American women. The citizens of Canterbury erupted in protest. To combat Crandall s effort, the state legislature passed the Black Law, which forbade Connecticut schools from admitting out-of-state African The paper s style was anything but moderate, as Garrison wrote caustic attacks on slavery and called for an immediate end to it. To those who objected to his fiery language, he responded that the time for moderation was over: I am aware that many object to the severity of my language; but is there not cause for severity? I will be as harsh as truth and as uncompromising as justice. On this subject I do not wish to think, or speak, or write with moderation. No! No! Tell a man whose house is on fire to give a moderate alarm; tell him to moderately rescue his wife from the hands of the ravisher; tell the mother to gradually [remove] her babe from the fire into which it has fallen but urge me not to use moderation in a cause like the present. I am in earnest; I will not equivocate; I will not excuse; I will not retreat a single inch AND I WILL BE HEARD. from the Liberator With his balding head, his steel-rimmed glasses, and his plain black suits, Garrison was as mild-looking as his words were strong. Inside this soft-spoken man, however, an intense passion burned. In his 286 CHAPTER 8 The Spirit of Reform in History American students and severely limited the type of schools that in-state African Americans could attend. Crandall ignored the law and was arrested in August In a highly publicized case, prosecutors convicted her, but her conviction was overturned on appeal. In the wake of the trial, residents terrorized the school, dirtying its well, refusing it supplies, and creating other hardships. In 1834, Crandall closed her school. Upon her death nearly 60 years later, a friend recalled her willingness to fight for what she believed in. She had deep convictions of right.... Neither death, life, angels, principalities, things present, things to come, heights, depths, nor any other creature could keep her from following her convictions. MEETING SPECIAL NEEDS mind, the situation was very clear: Slavery was immoral and slaveholders were evil. The only option was immediate and complete emancipation, or the freeing of all enslaved people. Garrison soon attracted enough followers in the North to enable him to found the New England Antislavery Society in 1832 and the American Antislavery Society in Membership in both organizations grew quickly. By the mid-1830s, there were hundreds of society chapters, and in 1838, there were more than 1,350 chapters with over 250,000 members. Other Abolitionists at Work As the antislavery movement gained momentum, new leaders emerged from Garrison s shadow and carried on the effort. Theodore Weld, a disciple of the evangelist Charles Grandison Finney, was one of the most effective leaders, recruiting and training many abolitionists for the American Antislavery Society. Arthur and Lewis Tappan, two devout and wealthy brothers from New York City, also emerged as leaders. The orator Wendell Phillips, the poet John Greenleaf Whittier, and many others became active in the cause as well. Many women also gave their efforts to the abolitionist movement. Prudence Crandall worked as a teacher and abolitionist in Connecticut, and Lucretia Mott often spoke out in favor of abolitionism. Some Southern women also joined the crusade. Among the earliest were Sarah and Angelina Grimké, South Carolina sisters who moved north to work openly against slavery. African American Abolitionists Not surprisingly, free African Americans took a prominent role in the abolitionist movement. African Americans in the North, who numbered over 190,000 by 1850, endured much prejudice, but they cherished their freedom nonetheless. When Garrison launched his newspaper, African Americans rushed to his support, not only buying the paper but also helping to sell it. Many began writing and speaking out against slavery and taking part in protests and demonstrations. One of the most prominent African American figures in the movement was Frederick Douglass, who had escaped from slavery in Maryland. Douglass was a brilliant thinker and an electrifying speaker. I appear before the immense assembly this evening as a thief and a robber, he told one Massachusetts Auditory/Musical Have interested students work individually or in small groups to create an abolitionist song. Encourage students to use a tune they already know and adapt the lyrics to fit the message. Have students perform their songs for the class. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 286

28 group in I stole this head, these limbs, this body from my master, and ran off with them. Douglass published his own antislavery newspaper, the North Star, and wrote an autobiography, Narrative of the Life of Frederick Douglass, which quickly sold 4,500 copies after its publication in Another important African American abolitionist was Sojourner Truth. She gained freedom in 1827 when New York freed all remaining enslaved people in the state. In the 1840s her antislavery speeches eloquent, joyous, and deeply religious drew huge crowds. Though lacking a formal education, Truth enthralled listeners with her folksy wit, engaging stories, contagious singing, and strong message. Reading Check Summarizing How did William Lloyd Garrison work to end slavery? The Response to Abolitionism Abolitionism was a powerful force, and it provoked a powerful public response. In the North, citizens looked upon the abolitionist movement with views ranging from support to indifference to opposition. In the South, many residents feared that their entire way of life was under attack. They rushed to defend the institution of slavery, which they saw as the key to the region s economy. Reaction in the North While many Northerners disapproved of slavery, some opposed extreme abolitionism even more. They viewed the movement as a dangerous threat to the existing social system. Some whites, including many prominent businesspeople, warned it would produce a destructive war between the North and the South. Others feared it might lead to a great influx of freed African Americans to the North, overwhelming the labor and housing markets. Many in the North also had no desire to see the South s economy crumble. If that happened, they might lose the huge sums of money Southern planters owed to Northern banks, as well as the Southern cotton that fed Northern textile mills. Given such attitudes, the attack on Garrison in Boston was not surprising. In fact, it was one of many such assaults. In 1837 in Illinois, for example, CHAPTER 8 Section 4, ASSESS Assign Section 4 Assessment as homework or as an in-class activity. Have students use the Interactive Tutor Self- Assessment CD-ROM. Reading Essentials and Study Guide 8 4 Study Guide Chapter 8, Section 4 For use with textbook pages THE ABOLITIONIST MOVEMENT KEY TERMS AND NAMES African American Populations, 1820 and 1860 gradualism an approach to end slavery gradually (page 285) American Colonization Society a society that wanted to move African Americans to Africa (page 285) abolition an immediate end (page 285) William Lloyd Garrison an abolitionist and founder of the antislavery newspaper, the Liberator (page 285) emancipation freeing of all enslaved people (page 286) American Antislavery Society organization that worked for emancipation (page 286) Frederick Douglass an African American abolitionist (page 286) African American Percentage of Total Population * 1830 data (Florida) ** Includes present-day West Virginia (Virginia) *** No data for 1820 (Texas) TEX.*** MO ARK LA. 200 miles MISS kilometers Albers Conic Equal-Area projection KY TENN ALA. Gulf of Mexico GA. S.C. MD N.C *45.0 FLA.* VA.** 95 W 90 W 85 W 80 W W N S 35 N Atlantic Ocean E 30 N 1. Interpreting Maps What two states had the highest percentage of African American population in 1820? 2. Applying Geography Skills Why do you think support for gradualism and colonization was stronger in Virginia than in South Carolina? Answer: published an antislavery newspaper and founded the New England Antislavery Society and the American Antislavery Society Answers: 1. Louisiana and South Carolina 2. Virginia was less dependent on slave labor. Geography Skills Practice In which states did the percentage of African Americans as a percentage of the total population increase from ? (Alabama, Arkansas, Mississippi, North Carolina, South Carolina, and Tennessee) INTERDISCIPLINARY CONNECTIONS ACTIVITY Language Arts Have students learn about the slave narrative as a source of history and as a literary genre. Narratives were published as early as the mid-1700s. Many narratives were dictated to abolitionists who encouraged enslaved persons to tell their stories in order to call attention to the abolition movement. Over 2,000 first-person accounts of slavery were collected as part of the Federal Writer s Project of the Works Progress Administration during the 1930s. L2 Sojourner Truth Her legal name was Isabella van Wagener, but she chose to use the name Sojourner Truth. The names, both first and last, are apt descriptions of a woman who traveled from place to place to preach the truth. 287

29 CHAPTER 8 Section 4, Section Quiz 8 4 Chapter 8 Section Quiz 8-4 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. an enslaved preacher who led an uprising in Virginia A. abolition 2. idea that slavery had to be ended gradually B. The Liberator 3. idea that enslaved African Americans should be freed C. Nat Turner immediately D. Sojourner Truth 4. an important African American abolitionist whose E. gradualism evangelical antislavery speeches drew huge crowds 5. Boston s antislavery newspaper DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that best completes the statement or answers the question. (10 points each) Sisters Sarah and Angelina Grimké were daughters of a slaveholder and had learned about slavery from firsthand experience. They moved to Philadelphia, became Quakers, and were among the first women to speak out for both abolition and women s rights. Answer: People in the North had varying views about abolitionism. There was some support, some opposition, and some indifference. Abolition was widely opposed in the South. Reteach Have students use the headings in this section to create an outline as a means of reviewing the content of the section. Enrich Invite students to take on the role of an abolitionist and prepare a speech, poster, or pamphlet supporting the abolition of slavery. Score Fredrick Douglass (seated at left) at an abolitionist rally in Cazenovia, New York, in 1850 abolitionist publisher Reverend Elijah P. Lovejoy was killed trying to protect his printing press from a mob. Yet Northerners also resented Southern slave-catchers, who kidnapped African American runaways in the North and hauled them back to the South. In response, several states in the North passed personal liberty laws restricting slave recapture. Reaction in the South To most Southerners, slavery was a peculiar institution, one that was distinctive and vital to the Southern way of life. While the North was building cities and factories, the South remained mostly agricultural, becoming increasingly tied to cotton and the enslaved people who planted and picked it. Southerners responded to the growing Checking for Understanding 1. Define: gradualism, abolition, emancipation. 2. Identify: American Colonization Society, William Lloyd Garrison, American Antislavery Society, Frederick Douglass. 3. Describe how free African Americans worked to end slavery. Reviewing Themes 4. Individual Action Which individuals helped build support for abolition, and what did they do to win that support? 288 CHAPTER 8 The Spirit of Reform Critical Thinking 5. Interpreting Why is William Lloyd Garrison s publication of the Liberator considered a turning point in the abolitionist movement? 6. Organizing Use a graphic organizer similar to the one below to list the reasons why many Northerners opposed extreme abolitionism. Reasons Northerners Opposed Extreme Abolitionism attacks against slavery by strongly defending the institution. South Carolina s governor called it a national benefit, while Thomas Dew, a leading Southern academic, claimed that most slaves had no desire for freedom, because they enjoyed a close and beneficial relationship with their slaveholders. We have no hesitation in affirming, he declared, that, throughout the whole slaveholding country, the slaves of good [slaveholders] are his warmest, most constant, and most devoted friends. Less than eight months after Garrison printed his first shocking words in the Liberator in 1831, Nat Turner, an enslaved preacher, led an uprising that killed over 50 Virginians. Many Southerners believed that papers like the Liberator sparked this rebellion. Although Garrison s paper did not even circulate in the South, furious Southerners demanded the suppression of abolitionist material as a condition for remaining in the Union. Southern postal workers refused to deliver abolitionist newspapers. In 1836, under Southern pressure the House of Representatives passed a gag rule providing that all abolitionist petitions be shelved without debate. For all the uproar it caused, the abolitionist movement remained relatively small. Very few people before the Civil War ever accepted the idea that slavery must be immediately eliminated. The crusade that William Lloyd Garrison had started, however, and that thousands of men and women struggled to keep alive, became a constant and powerful reminder of how much slavery was dividing the nation. Reading Check Evaluating How did Northerners and Southerners view abolitionism? Analyzing Visuals 7. Analyzing Maps Study the map on page 287. In which states did the percentage of African American population decrease by at least 5 percent between 1820 and 1860? Writing About History 8. Descriptive Writing Imagine that you are working for the Liberator in the 1830s. Write a letter to a friend describing what you hope to accomplish as a member of the staff of an abolitionist newspaper. Be sure to explain why you accepted the job. 4 CLOSE Have students identify the names of individuals and groups associated with the abolitionist movement Terms are in blue. 2. American Colonization Society (p. 285), William Lloyd Garrison (p. 285), American Antislavery Society (p. 286), Frederick Douglass (p. 286) 3. They spoke out against slavery and took part in demonstrations. 4. Key individuals include David Walker, William Lloyd Garrison, Theodore Weld, Arthur and Lewis Tappan, Frederick Douglass, and Sojourner Truth. They gave speeches, organized followers, and published antislavery material. 5. Garrison shifted the focus from gradualism to abolition. 6. (1) threat to existing social order; (2) might cause civil war; (3) would take jobs from Northern whites; (4) hurt those with investments in the South 7. Maryland, Missouri, and Virginia 8. Students letters will vary. Letters should describe the students goals and what they hope to accomplish.

30 Technology Technology Developing a Multimedia Presentation Why Learn This Skill? You want to present a research report on some aspect of the Second Great Awakening to your classmates, and you want to hold their attention. How do you do it? You might try using a variety of media. Using a variety of media in your presentations makes them more interesting and engaging for your audience. Learning the Skill A basic multimedia presentation involves using several types of media. Suppose you wanted to present a report on the American literary renaissance. To introduce the important writers of the era, you might show photographs of them. You also could play a voice recording of a story written by one of the writers or present a video showing a screenplay based on one of their books. You can also develop a multimedia presentation on a computer. Multimedia, as it relates to computer technology, is the combination of text, video, audio, and animation in an interactive program. To create multimedia presentations on a computer, you need to have certain tools. These may include traditional computer graphics tools, draw programs, animation programs that make images move, and authoring systems that tie everything together. Your computer manual will tell you which tools your computer can support. Practicing the Skill Ask yourself the following questions when developing a multimedia presentation: 1 Which forms of media do I want to include? Video? Sound? Animation? Photographs? Graphics? 2 Which of these media forms does my computer support? 3 What kind of software programs or systems do I need? A paint program? A draw program? An animation program? A program to create interactive, or two-way, communication? An authoring system that will allow me to change images, sound, and motion? 4 Is there a do-it-all program I can use to develop the kind of presentation I want? Skills Assessment Complete the Practicing Skills questions on page 291 and the Chapter 8 Skill Reinforcement Activity to assess your mastery of this skill. Applying the Skill Developing a Multimedia Presentation Using your answers to the questions under Practicing the Skill as guidelines, write a plan describing a multimedia presentation on writers of the American literary renaissance or romanticism. Indicate what tools you will need and what you must do for a successful presentation. Glencoe s Skillbuilder Interactive Workbook CD-ROM, Level 2, provides instruction and practice in key social studies skills. TEACH Developing a Multimedia Presentation Remind students that each member of the audience has a different experience when he or she attends a presentation. Some audience members might have particularly good listening skills while others might learn more from seeing a graph or a table. When you prepare a multimedia presentation you can include elements for different types of people in your audience. Have students investigate what computer resources are available for their use. Suggest that they contact the school librarian and media specialists to find out what is available at school. Encourage them to contact local libraries or community centers for additional resources. Additional Practice Reinforcing Skills Activity 8 Reinforcing Skills Activity 8 Developing a Multimedia Presentation LEARNING THE SKILL One way to make a presentation informative, but also interesting and fun, is to combine several types of media into a multimedia presentation. A multimedia presentation involves several types of media and may include photographs, videos, or sound recordings. The equipment for a multimedia presentation can range from cassette players, to overhead projectors, to VCRs, to computers. PRACTICING THE SKILL DIRECTIONS: Suppose you are preparing a presentation on the reforms that occurred between 1828 and Answer the questions below to make decisions for your presentation. Use additional sheets of paper if necessary. 1. List two main ideas you want to cover in your presentation. 1 Students answers will vary. Encourage students to use as many forms of media as possible. 2 Students answers will vary. Students should plan the best use of the resources they have available. 3 Students answers will vary. Encourage students to create a plan listing the resources they will need. ANSWERS TO PRACTICING THE SKILL Students answers will vary. Many multimedia presentations require multiple pieces of software. Applying the Skill Students plans will vary. Plans should include information about the content as well as the process. CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 This interactive CD-ROM reinforces student mastery of essential social studies skills. 289

31 CHAPTER 8 Assessment and Activities MindJogger Videoquiz Use the MindJogger Videoquiz to review Chapter 8 content. Reviewing Key Terms Students answers will vary. The pages where the words appear in the text are shown in parentheses. 1. spoils system (p. 267) 2. caucus system (p. 268) 3. secede (p. 268) 4. nullification (p. 268) 5. nativism (p. 274) 6. romanticism (p. 276) 7. transcendentalism (p. 276) 8. utopia (p. 277) 9. benevolent society (p. 279) 10. temperance (p. 279) 11. penitentiary (p. 280) 12. gradualism (p. 285) 13. abolition (p. 285) 14. emancipation (p. 286) Reviewing Key Facts 15. Tariff of Abominations (p. 268), Daniel Webster (p. 269), Trail of Tears (p. 270), Second Great Awakening (p. 275), Joseph Smith (p. 276), Lyman Beecher (p. 279), Horace Mann (p. 280), William Lloyd Garrison (p. 285) 16. The spoils system gave more people the opportunity to participate in government; the caucus system was replaced with a national nominating convention that gave more people the opportunity to participate in political party activities. 17. Jackson had fought against the Creek and Seminole in Georgia and Florida, and he thought that moving the Native American people to the Great Plains would put an end to conflicts with them. 290 Available in VHS Reviewing Key Terms On a sheet of paper, use each of these terms in a sentence. 1. spoils system 2. caucus system 3. secede 4. nullification 5. nativism 6. romanticism 7. transcendentalism 8. utopia 9. benevolent society 10. temperance 11. penitentiary 12. gradualism 13. abolition 14. emancipation Democracy Expanded for Some Nominating convention replaced caucus system of choosing presidential candidates. Voting rights were expanded for white males. Jackson s spoils system favored common people. Change Was Limited for Others Women s movement gained attention but accomplished little else. Native Americans were driven out of the South. Nativism led to discrimination against immigrants. The Second Great Awakening Inspired Reform Commitment to religion swelled church congregations. New religions were established. American literature blossomed; romanticism and transcendentalism influenced art. Prison reform movement resulted in better facilities. Access to education was expanded. Abolitionist and temperance movements grew steadily. Reform Efforts Led to Further Division Members of newly established religions were persecuted. Many Northerners opposed slavery but saw abolition as a threat to the existing social system. Some publishers of abolitionist literature were attacked. Southerners defended slavery as an economic necessity. House of Representatives was pressured to impose a gag rule limiting debate on abolitionist petitions. 18. Romanticism advocated feeling over reason, inner spirituality over external rules, the individual above society, and nature over environments created by humans. Transcendentalism urged people to transcend, or overcome, the limits of their minds and let their souls reach out to embrace the beauty of the universe. 19. by funding schools through taxes and making education available to more children 20. (1) Religious groups including Quakers and Baptists considered slavery a sin and called for legal measures Reviewing Key Facts 15. Identify: Tariff of Abominations, Daniel Webster, Trail of Tears, Second Great Awakening, Joseph Smith, Lyman Beecher, Horace Mann, William Lloyd Garrison. 16. In what two ways did President Andrew Jackson expand democracy? 17. What were two factors that led to President Jackson s decision to sign the Indian Removal Act? 18. What main ideas did American romanticists and transcendentalists believe? 19. How did reformers improve the public education system in the early to mid-1800s? 20. Name four groups of people involved in the abolitionist movement, and list what each did to try to end slavery. Critical Thinking 21. Analyzing Themes: Groups and Institutions Which group or groups of Americans did not benefit from the reforms of the early to mid-1800s? Explain. 22. Synthesizing What were the main themes of American writers, philosophers, and artists during the Second Great Awakening? Do you think their writings and works of art influenced the reform movements in the United States during the early to mid-1800s? Explain your answer. 23. Organizing Use a graphic organizer similar to the one below to list the areas of life that people in the United States tried to improve during the early to mid-1800s. Reform Movements 24. Interpreting Primary Sources Some people did not support free public education in the early 1800s. The excerpt below was an editorial written to the members of the legislature. It appeared in the Raleigh Register of November 9, Read the excerpt and answer the questions that follow. Common schools indeed! Money is very scarce, and the times are unusually hard.... Gentlemen, it appears to me that schools are sufficiently plenty, and that the people have no desire they should be increased. Those to end it. (2) Early antislavery societies supported gradualism as a means of eliminating slavery by stopping slave trade; phasing out slavery in the North, Upper South, and finally the Lower South; and compensating slaveholders for their loss of property. (3) The American Colonization Society, which advocated relocation of African Americans to Africa, established a colony that eventually became Liberia. (4) The American Antislavery Society organized members who published and sold newspapers, spoke out against slavery, and took part in demonstrations and protests.

32 HISTORY Self-Check Quiz Visit the American Vision Web site at tav.glencoe.com and click on Self-Check Quizzes Chapter 8 to assess your knowledge of chapter content. now in operation are not all filled, and it is very doubtful if they are productive or of much real benefit. Would it not redound as much to the advantage of young persons, and to the honour of the State, if they should pass their days in the cotton patch, or at the plow, or in the cornfield, instead of being [confined] in a school house, where they are earning nothing? from the Raleigh Register, November 9, 1829 a. What reasons does the author give for opposing free public education? b. Are the author s reasons valid? Explain your answer. Practicing Skills 25. Developing a Multimedia Presentation Develop a plan for a presentation on the social and cultural changes in the United States discussed in this chapter. Consider the following points to help guide you. a. What specific examples would you use to show the different social and cultural changes taking place in the country? b. What form of media would you use for each example? Writing Activity 26. Portfolio Writing You read in a Boston newspaper that the Massachusetts legislature is going to hear statements from citizens concerning the care of the mentally ill. Prepare and write a paper that you can read to the committee members on this subject. In the paper, explain your ideas on caring for the mentally ill and whether or not you feel society has an obligation to do so. Save the paper in your portfolio. Chapter Activities 27. Research Project Conduct research to learn more about one reformer discussed in the chapter. Role-play the person by introducing yourself to the class and describing your background, what you want to reform, and how you will go about making these improvements. 28. American History Primary Source Document Library CD-ROM Read Women s Rights by Sojourner Truth, under The Growing Nation. Imagine that you are a reporter for a newspaper and your assignment is to cover the Ohio Women s Convention. Write an article in which you review Truth s speech. In your article, explain her arguments for women s rights and describe how members of the convention reacted to her speech. Critical Thinking 21. Native Americans 22. optimism about human nature and a belief in people s ability to redefine their lives 23. religious revival, prison reform, education reform, women s education, women s rights, abolitionism 24. a. The author s reasons included scarcity of money, existence of plenty of schools, available space in existing schools, questionable benefit of schooling, and lack of earnings for children while they are in school. Percent of Eligible Voters Who Voted Voter Participation, % % Election Years Source: Historical Statistics of the United States: Colonial Times to Geography and History 55.4% 57.8% 80.2% 29. The graph above shows voter participation from 1824 to Study the graph, and then answer the questions below. a. Interpreting Graphs In which presidential election year did voter participation increase the most from the previous presidential election year? b. Applying Graph Skills What do you think accounted for the increase in voter participation? Standardized Test Practice Directions: Read the passage below and answer the question that follows. Susan B. Anthony, who was raised as a Quaker, was a powerful organizer in the women s rights movement. A dedicated reformer, she joined the temperance movement and worked for the American Antislavery Society. Sojourner Truth, a former enslaved person, spoke out against slavery and in defense of women s rights. Truth often attended women s rights conventions to remind women that their African American sisters had a place in the movement. Susan B. Anthony and Sojourner Truth both worked for which of the following reforms? A Abolitionism and education B Education and temperance C Temperance and women s rights D Women s rights and abolitionism Test-Taking Tip: The important word in this question is both. Several reform movements are mentioned, but the question asks about the reforms both women supported. CHAPTER 8 The Spirit of Reform 291 b. Students responses will vary but should express a clear point of view. Practicing Skills 25. Students presentations will vary but should include multiple forms of media. Writing Activity 26. Students papers will vary but should include a set of specific recommendations for caring for the mentally ill. CHAPTER 8 Assessment and Activities HISTORY Have students visit the Web site at tav.glencoe.com to review Chapter 8 and take the Self-Check Quiz. Chapter Activities 27. Introductions will vary but should include specific facts from the reformer s life and an explanation of his or her point of view. 28. Articles will vary but should clearly explain her arguments and the reaction to her speech. Geography and History 29. a. 1828; b. Many states had eliminated property ownership as a voting qualification. Standardized Test Practice Answer: D Test-Taking Tip: Remind students to look for clues in the passage. For example, since Sojourner Truth was a former enslaved person, she likely supported abolition. Therefore, you can narrow the choices to A and D. Bonus Question? Ask: What were the facts and the judgment in the case Worcester v. Georgia? (The Cherokee filed suit against the government of Georgia in an attempt to stop the forced removal of the Cherokee to what is now Oklahoma. When the case reached the Supreme Court, the court ordered the state officials to respect the Native Americans property rights. President Jackson refused to enforce the ruling, and President Van Buren sent in the army to remove the Cherokee by force.) 291