COMING TO TERMS WITH THE NEW AGE, 1820s 1850s
|
|
- Calvin Summers
- 6 years ago
- Views:
Transcription
1 CHAPTER THIRTEEN COMING TO TERMS WITH THE NEW AGE, 1820s 1850s CHAPTER OVERVIEW This chapter covers the effects the Market Revolution had on American society as well as the responses of people to those effects. The most fundamental effects were in immigration and resulting ethnic makeup, in the growth of cities and resulting social and political unrest, and in changing working conditions that brought labor unrest. Responses to all of these changes were particularly manifested in new types of community groups that also became politicized: labor unions, big-city machines, social reform organizations, utopian settlements, antislavery societies, and the women s rights movement. In this energetic search for continuity, social connection, and social order, Americans tried to come to terms with the new age. CHAPTER OBJECTIVES After reading the chapter and applying the study methods recommended, students should be able to: 1. List the changing patterns of immigration and ethnic composition that resulted from these changes. 2. Outline the changes in American cities and the resulting effects on living patterns, class structure, politics and popular culture. 3. Trace the development of labor unions and resulting structure of big-city machines. 4. Explain the connection between religion, reform, and social control and illustrate how these were manifested in different reform organizations. 5. Explain the connections between reform and utopianism and illustrate how these were manifested in a variety of utopian communities. 6. Trace the development of the sentiments of antislavery and abolitionism and illustrate how these were manifested in numerous groups. 7. Demonstrate with examples including Seneca Falls how reform ideas and groups helped to encourage the women s rights movement. 8. Making Connections: Connect the wider social changes and responses to them with the Market Revolution explained in Chapters Eleven and Twelve. CRITICAL THINKING/READING SKILLS AMERICAN COMMUNITIES: Women Reformers Respond to the Market Revolution. How did the dislocations brought on by the Market Revolution connect to Seneca Falls women s rights convention? What rights were demanded and which ones had the greatest support? What did Lucretia Mott mean when she said, Why Lizzie, thee will make us ridiculous.? Which religious groups were the most numerous? 185
2 IMMIGRATION: What changes in ethnic composition of the American people occurred at this time? Patterns of Immigration: What were the statistical and ethnic patterns of immigration? How did these patterns connect to the Market Revolution as well as to changes in Europe? What were the highest demands for immigrants and their labor? How was immigration regulated? What social problems were created? Irish Immigration: What caused the major immigration of Irish people? Where did many of the Irish settle? What was the difference between New York City and Boston in absorbing the Irish immigrants? The Irish Community: What type of community support did the Irish build? What were their work and political patterns? German Immigration: Where were earlier Germans in America and why was there an increase at this time? What was the difference between their settlement and that of the Irish? Where did many of them settle and how did they create community? What particular occupation did they follow and how is that evident even today? Little Germanies : What were Little Germanies and how did they enrich American culture? What effect did they have on education? URBAN AMERICAN: How did the Market Revolution affect life in the cities? What kinds of responses were there to these changes? The Preindustrial City: What was the Preindustrial City like? What was a walking city and how did rapid urban growth change this? What were the resulting problems? The Growth of Cities: What were the statistics of growth and which five cities were the largest? What was the new triangular Trade of Boston at this point? What were instant cities and what were they connected to? How is Chicago an example of an instant city? Class Structure in the Cities: How did the class structure in the city change? How was this connected to the Market Revolution? Sanitation and Living Problems: What sanitation problems were there and how did this affect living patterns? How did Gramercy Park and Five Points in New York City embody issues of class? Urban Popular Culture: What were the major elements of the new urban popular culture? What encouraged its development? What were the most typical working class amusements? In what ways did the working class flaunt middle class respectability? What was the opinion of some observers about readers and urban violence? Civic Order: What were the different types of urban violence that happened in cities? What social class issues were involved? How did cities try to cope? What success did they have? What ethnic groups were often the targets of violence? Urban Life of Free African Americans: Where were most free African Americans located? What occupations did they hold? How did their employment prospects deteriorate from 1820 to 1850? How did free African Americans try to help slaves? What patterns of urban violence were against blacks? 186
3 THE LABOR MOVEMENT AND URBAN POLITICS: What changes and dislocations affected the lives of the workers? How did they respond and how did their response change the nature of urban politics? The Tradition of Artisanal Politics: What was the tradition of artisanal politics and how was it changed by the Market Revolution? The Union Movement: How and where did the union movement form? What ideology was it based on and what were the specific demands union made? Who were the workies and what effect did they have? How did political parties respond? What was the lesson of the New York riots? What was the GTU and its experience in organizing? What caused the GTU to collapse? What limitations of class, color, and sex were there in the union movement? Big-City Machines: How did workers affect the development of big-city machines? What was America s uniqueness in terms of the vote? What types of techniques of mass appeal and organization did these groups use? How did this new ward politics reflect the search for community and how was it different from the old neighborhood systems? SOCIAL REFORM MOVEMENTS: How did urban reform and middle-class thinking connect to social reform movements? What were the beliefs that dominated middle-class reform groups? How did social reform movements go from local and voluntary to national networks? How active was social reform and what was de Tocqueville s observation on it? Evangelism, Reform, and Social Control: How were the three elements of evangelism, reform, and social control connected? What were the characteristics common to the reform groups? What aspects were harmful? What was the extent of these efforts? Education and Women Teachers: What social reforms were proposed in education and how were women connected to these? Who was Horace Mann and what reforms did he propose? What areas of the country had the best system? What role did Catherine Beecher play in educational reform? Temperance: Why did many people support temperance? What differences were there over this issue? How heavy was the drinking rate compared to today? What effect did the Panic of 1837 have? What overall success did temperance groups have? Moral Reform, Asylums, and Prisons: What other types of reforms took place and what were the underlying beliefs of the groups? Utopianism and Mormonism: What were the major elements of Utopianism and Mormonism? How were these groups signs of social change? How successful were they? Where was the Burned-over district and how did it get that name? When are apocalyptic religions more popular? Who were the Millerites and why were they popular at this time? What was the outcome of the early group? How were the Mormons founded? How did others treat them? ANTISLAVERY AND ABOLITIONISM: What were the roots of the antislavery movement and what three groups played the major leadership roles? What significant antislavery measures had been taken earlier? The American Colonization Society: What was the American Colonization Society and how successful was it? African Americans Fight Against Slavery: How did free blacks view the colonizing scheme? What was the commitment? 187
4 Abolitionists: What was the basis of abolition and what was the role of William Lloyd Garrison? What were his views and leadership ability? How was religion connected to abolitionist writing and oratory? How did southerners respond to these attacks? What was the general response to abolitionists in the North? Identify: The liberator, Theodore Weld, American Anti-Slavery Society, Oberlin College, American Slavery as It Is, Uncle Tom s Cabin, Grimke sisters, Harriet Beecher Stowe. Abolitionism and Politics: What political methods did the abolitionists use? What was the gag rule and what effect did it have? Why did Garrison and Douglass split? What political issue and social aim did this split demonstrate? What was the general response to abolitionism? THE WOMEN S RIGHTS MOVEMENT: How did the women s rights movement connect to the abolitionist movement and other reform movements? The Grimke Sisters: Who were the Grimke sisters and how do they illustrate the connection between reform and women s rights? How popular were they and what happened as a result? Women s Rights: What was the significance of the Seneca Falls Convention of 1848? What changes did women gain over the years? How does the so-called Age of the Common Man owe to the work of the common woman? What was the intent of the separate spheres argument? KEY TERMS/VOCABULARY: Identify the following terms: 1. Seneca Falls 2. Declaration of Sentiments, 3. Oberlin College 4. Mt. Holyoke Female Seminary 5. Lucretia Mott 6. Elizabeth Cady Stanton, Wesleyans 7. Temperance Reformation 8. Susan B. Anthony 9. walking cities 10. urban growth 11. Baltimore and Ohio Railroad 12. instant cities 13. market revolution 14. new triangular trade 15. immigration 16. potato famine 17. city sanitation 18. Gramercy Park 19. Streetcar suburbs 20. Five Points 21. rookeries 22. Little Germanies 23. turnvereins 24. working class amusement 25. Astor Place Riot 26. blackface minstrel show 27. Bowery b hoys 28. penny paper 29. dime novels 30. Walt Whitman 31. Edgar Allen Poe 32. Alexis de Tocqueville 33. the dangerous classes 34. segregation 35. AME 36. master craftsmen 37. urban workers 38. Workingmen s Party 39. Workies 40. Equal Rights Party 41. General Trades Union Ogden Edwards 43. National Trades Union 44. Tammany Society 45. ward leaders 46. machine Politics 47. the boss 48. social reform 49. evangelical religion 50. perfectionism 51. prison reform 52. moralistic dogmatism 53. temperance movement 54. Lyman Beecher 55. educational reformers 56. Horace Mann 57. compulsory education 58. Catharine Beecher 59. schoolmarms 60. American Society for the Promotion of Temperance 61. patent medicines 62. Panic of 1837
5 63. Washington Temperance Societies 64. Martha Washington 65. social evil 66. Female Moral Reform Society 67. Dorothea Dix 68. the burned over district 69. utopian movements 70. the Millerites 71. Shakers 72. Oneida Community 73. New Harmony 74. Charles Fourier 75. Fruitlands 76. Joseph Smith 77. Mormonism 78. American Colonization Society 79. Freedom s Journal 80. David Walker 81. William Lloyd Garrison 82. American Anti-Slavery Society 83. Sojourner Truth 84. Frederick Douglass 85. Harriet Tubman 86. the Grimke sisters 87. Theodore Weld 88. Harriet Beecher Stowe 89. Elija Lovejoy 90. abolitionist 91. John Quincy Adams 92. Amistad 93. Liberty Party 94. James Birney 95. parlor meetings STUDY SKILLS ACTIVITIES 1. Reading Reinforcement: Remind students the need for efficient studying. Students should review the previous day s lecture notes prior to each class period. This activity takes ten to fifteen minutes. As students read the textbook, remind them to be active in their reading. Ask questions such as, What is the author trying to say? Take notes on the reading. Use a graphic organizer or T-note to aid in speedier note-taking. An example of T-noting appears on p Making Connections: Have students investigate the significance of the potato in United States history. Assist students in analytical and critical thinking by considering the proposition that: If the potato had not been taken back to the Old World the Irish would not have suffered the potato famine which caused the influx of Irish immigrants to the United States. 3. Market Revolution: Graphic Organizer: Draw the diagram on p. 190 on the board or make a transparency. Have students copy and complete the graphic organizer. Students should understand that each graphic organizer will be different. Compare student responses and share with the class. 189
6 T-NOTES This method of note-taking speeds the process. Specially-lined notebook paper can be found in local college bookstores or you can create your own. Social Reform Movements Evangelism Education and Women Teachers Philosophy and Accomplishments Religion important to social reform Charles Finney leader Belief in goodness of human nature Moralistic dogmatism Horace Mann education reformer Labor Movement GRAPHIC ORGANIZER MARKET REVOLUTION List three economic changes of the Market Revolution and indicate how each was revolutionary. 190
7 4. Cooperative Learning: Separate students into random groups. There are various methods to aid in grouping. The teacher can save time by making mandatory group assignments or numbering students as they enter the classroom or handing out slips of colored paper to each student. Blue paper is group one, green paper is group two, etc. The task for each group is to design a T-shirt (front only) that summarizes a social reform movement. Students should select from the list below: a. Utopian communities. This topic can be divided into several groups or T-shirts including the Shakers, the Millerites, Oneida, New Harmony, Fruitland, and Mormons. b. Women s movement c. Temperance movement d. Moral reform, asylums, and prisons e. Education reform f. Labor movement g. Abolitionism h. Evangelism One group member is to present the T-shirt to the class and describe the representation on the shirt. This will provide closure for the topic. A small prize would be rewarded to the winner. 5. Making Connections: Notice the connections between Chapters Ten, Eleven, Twelve, and Thirteen in terms of community. The North and the South were developing distinctive regional cultures and those distinctions were appearing in political parties, religious groups, and reform movements. What potential problems could occur at this point? Was there any reasonable way these problems could have been avoided? 6. Document Analysis: Separate students into five groups. Assign each group a document from the Documents Set. The selections by Elizabeth Cady Stanton, Horace Mann, David Walker, William Lloyd Garrison, and Angelina Grimke represent the reform groups of the period. Help students critically read the documents. If needed use the Written Document Analysis Worksheet to aid in student analysis. 7. Writing Skills: Use the prompt at the end of Chapter Thirteen. NOTE TO TEACHERS: Remind students that in this question they must evaluate the question not just describe elements of the question. The internal structure of the question suggests that a good student start with identifying in the essay the reform movements that attracted the participation of women, then proceed to discuss how women influenced the development of those reform movements, finally, offer a theory as to how involvement in those movements changed the image and status of women. Remind students to keep the focus on a strong thesis statement, use of both kinds of facts, outside and document-based, and to keep the development of their ideas at the evaluation level. 8. Free Response Essays: Other possible prompt a. Assess the emergence of utopian communities from the mid-1840s and evaluate their success or failure. MAP SKILLS/CRITICAL VIEWING ACTIVITIES 1. The Growth of Cities, a. How rapidly did cities grow in this period? b. Where were the largest cities located in both 1820 and 1860? c. Which city was the largest; second largest? d. Why did New York City grow so rapidly? e. What other locations were significant? f. What combination of location did Chicago have? g. Which cities increased in importance from ? 191
8 2. Reform Movements in the Burned-Over District a. Where was the Burned-Over District? b. What event had affected that area? c. What variety of reform movements began there? 3. Per Capita Consumption of Alcohol, a. Between 1800 and 1860, in what year did alcohol consumption peak? b. Between 1800 and 1860, in what year was alcohol consumption the lowest? c. What was the amount of alcohol consummated in 1860? 4. The Mormon Migration, Locate in Chapter Thirteen the Mormon Migration Map. After reading the textbook and the caption answer the following questions: a. Where did the Mormon Church and community begin under Joseph Smith? b. Where did they move and why? c. Why did the Mormon leave Nauvoo to Winter Quarters in Utah? 5. Evaluate the graph titled Participation of Irish and German Immigrants in the New York City Workforce for Selected Occupations, 1855 Then answer the following: a. Which jobs did German immigrants dominate? b. Which jobs did Irish immigrants dominate? c. Which of the two groups of immigrants dominated all occupations? 6. Locate the antislavery engravings by Thomas Branagan and Patrick Reason in Chapter Thirteen. Evaluate the engravings and answer the following? a. What symbols are used in the engravings? b. How are the symbols memorable or dramatic? c. What is the purpose of the engraving? d. Would you consider this an effective engraving? Why or why not? READING QUIZ MULTIPLE CHOICE: 1. Most of the immigrants who came to the United States before the Civil War were from a. Ireland and Germany. c. Italy and Poland. b. England and Scotland. d. Africa and West Indies. 2. You would be LEAST likely to find a German immigrant settling in or near a. Cincinnati. c. Pittsburgh. b. St. Louis. d. New Orleans. 3. The nation s five largest cities in 1850 were a. New York, Philadelphia, St. Louis, Boston, Charleston. b. New York, Philadelphia, Cincinnati, Pittsburgh, New Orleans. c. New York, Philadelphia, Baltimore, Boston, New Orleans. d. New York, Philadelphia, Chicago, Boston, New Orleans. 4. Which one of the following was the LEAST likely thing that an 1820s-to-1850s union would demand? a. ten-hour day c. public school system b. health benefits d. cheap western land 192
9 5. If you belonged to a Martha Washington Society in 1840, you would have been trying to promote: a. women s rights. c. public education. b. abolition. d. temperance. 6. If you were a particularly liberal reformer in the 1840s, you would probably send your sons and daughters to this college: a. Mount Holyoke c. Auburn b. Seneca Falls d. Oberlin 7. Lucretia Mott s comment to Elizabeth Cady Stanton, Why Lizzie, thee will make us ridiculous, is good illustration of the differences among women reformers over a. demanding the right to vote. b. shifting from moral reform to women s rights. c. wanting to wear clothing like bloomers. d. demanding property, custody, and education rights. 8. Which one of the following is NOT a reason why William Lloyd Garrison and Frederick Douglass split, indicating problems among abolitionists? a. Garrison s unyielding personality b. differences in tactics to gain abolition c. desire of many blacks to return to Africa d. white reformers patronizing blacks 9. Which one of the following is NOT a reason that Seneca Falls was a city that was a microcosm typical of the period and effects of the Market Revolution? a. its location on the Erie Canal b. being swamped by immigrants c. having many active reform groups d. having a utopian community 10. Which one of the following is the RESULT of the others? a. Angelina Grimke addresses Massachusetts legislature on abolition b. Lydia Finney founds the Female Moral Reform Society c. Women s Rights Convention held at Seneca Falls d. the formation of friendships and connections among reforming women 11. Which one of the following is the RESULT of the others? a. big-city machines c. unprecedented growth of cities b. Tammany Society groups d. high immigration rates 12. Gramercy park was to the New York wealthy as THIS was to the poor: a. Battery Park c. Brooklyn b. Five Points d. Harlem 13. Which one of the following persons is incorrectly paired with a group he or she founded or made the core of a later group? a. William Miller/Seventh-Day Adventists b. Joseph Smith/Latter Day Saints c. Mother Ann Lee/Shakers d. John Humphrey Noyes/New Harmony 193
10 14. The subject that congressmen were trying to gag with their gag rule was a. women s suffrage. c. labor union rights. b. abolitionism. d. prohibition. CHRONOLOGY AND MAP QUESTIONS: 15. Which one of the following gives the correct chronological order of the founding of these societies? (1) Female Moral Reform Society (2) American Colonization Society (3) Workingman s Party (4) American Society for the Promotion of Temperance a. 1,3,4,2 c. 2,4,3,1 b. 2,3,4,1 d. 4,3,2,1 16. The American Anti-Slavery Society was founded by Garrison and Weld in a c b d The time span from Joseph Smith s founding of the Mormon Church to his death is a c b d Dorothea Dix spearheaded asylum reform movement in a c b d Both in 1820 and 1860, the largest cities in the United States were a. Mississippi ports. c. eastern seaports. b. western ones. d. located on canals. 20. The Burned-Over District was located in a. Southern Ohio near Cincinnati. b. Salt Lake area of Utah. c. the Bowery section of New York. d. western New York along the Erie Canal. SHORT ESSAY: 21. Why did the market revolution lead to urbanization? 22. Why did ethnic neighborhoods develop during this period? 23. What role did black churches play for African Americans during this period? 24. What role did religion play in the reform movements of the era? EXTENDED ESSAY: 25. What factors led to the new political landscape which emerged during this period? 26. Describe the development of U.S. public education. 27. What forces provided the impetus for the growth of the abolition movement? 28. Making Connections: (Chapters Ten, Eleven, and Twelve) Illustrate how the Market Revolution helped increase the likelihood of problems between the North and South. 194
Individualism. Religion and Reform. Ralph Waldo Emerson. Transcendentalism. Literary Influence. Unitarian minister
Chapter 11 Religion and Reform Individualism Transcendentalism truth transcends the senses knowledge of reality comes from intuition self-reliance, self-discipline, nonconformity Ralph Waldo Emerson Unitarian
More informationHISTORICAL CAUSATION AND ARGUMENTATION The Second Great Awakening & Reforms
Unit 3, Period 4 HISTORICAL CAUSATION AND ARGUMENTATION The Second Great Awakening & Reforms From the 2015 and 2017 Revised Framework: Causation Students will be able to Describe causes or effects of a
More informationAP U.S. History Chapter 13 The Rise of Mass Democracy Reading Notes. Election of Candidates: - Issues: - Results: John Quincy Adams Presidency
Chapter 13 The Rise of Mass Democracy Election of 1824 - Candidates: - Issues: - Results: John Quincy Adams Presidency Election of 1828: - Candidates: - Issues: 1 Chapter 13 The Rise of Mass Democracy
More information2 nd Great Awakening.... Another chapter of Jacksonian Democracy ( )
2 nd Great Awakening... Another chapter of Jacksonian Democracy (1790-1840) Charles Finney If we are to have an impact upon our culture, the beginning point must be to take our stand united in Christ,
More informationChapter 11 Winter Break Assignment. Also, complete Comparing American Voices on pg and Voices from Abroad on 358.
Chapter 11 Winter Break Assignment Along with the following questions, you should answer the review questions on pgs. 335, 344, 354, 359, 360. Also, complete Comparing American Voices on pg. 346-347 and
More information2 nd Great Awakening.... Another chapter of Jacksonian Democracy ( )
2 nd Great Awakening... Another chapter of Jacksonian Democracy (1790-1840) Charles Finney If we are to have an impact upon our culture, the beginning point must be to take our stand united in Christ,
More informationSOCIETY, CULTURE, AND REFORM
1820-1860 SOCIETY, CULTURE, AND REFORM Evaluate the extent to which reform movements in the United States from 1820-1860 contributed to maintaining continuity as well as fostering change in American society.
More informationNational Transformation. Unit 4 Chapters 9-11
National Transformation Unit 4 Chapters 9-11 The Market Revolution A. The Transportation Revolution Roads By 1832, nearly 2400 mi. of road connected most major cities. First Turnpike- 1790 Lancaster, PA
More informationReligion, Intellectual Growth and Reform in Antebellum America
http://www.learner.org/courses/amerhistory/units/8/video/ See first 23 minutes of video above for introduction to Religion, Intellectual Growth and Reform in Antebellum America http://www.youtube.com/watch?v=t62fuzjvjos&list=pl8dpuualjxtmwmepbjtsg593eg7obzo7s&index=15
More informationReligion, Intellectual Growth and Reform in Antebellum America
http://www.learner.org/courses/amerhistory/units/8/video/ See first 23 minutes of video above for introduction to Religion, Intellectual Growth and Reform in Antebellum America (Chapter 11) http://www.youtube.com/watch?v=t62fuzjvjos&list=pl8dpuualjxtmwmepbjtsg593eg7obzo7s&index=15
More informationChapter 12: The Pursuit of Perfection
Chapter 12: The Pursuit of Perfection AP United States History Week of January 11, 2016 The Rise of Evangelism Pictured: Lyman Beecher The United States of the early 1800s underwent an evangelical revival
More informationThe 2 nd Great Awakening. Presented by: Mr. Anderson, M.Ed., J.D.
Presented by: Mr. Anderson, M.Ed., J.D. 1 1. Antebellum 1820 to 1860 Romantic age Reformers pointed out the inequality in society Primarily a Northern movement Southerner s refused reforms to protect slavery
More informationTHE FERMENT OF REFORM AND CULTURE. Chapter 12 AP US History
THE FERMENT OF REFORM AND CULTURE Chapter 12 AP US History LEARNING GOALS: Students will be able to: Explain how the democratization of American politics contributed to the rise of Andrew Jackson. Evaluate
More information19 TH CENTURY RELIGION & REFORM. Chapter 2 Section 1
19 TH CENTURY RELIGION & REFORM Chapter 2 Section 1 LECTURE FOCUS QUESTION How did the Second Great Awakening encourage reform? Explain. SECOND GREAT AWAKENING Second Great Awakening: religious revival
More informationThe Ferment of Reform The Times They Are A-Changin
The Ferment of Reform 1820-1860 The Times They Are A-Changin Second Great Awakening Caused new divisions with the older Protestant churches Original sin replaced with optimistic belief that willingness
More information1. The Second Great Awakening
1. The Second Great Awakening Spiritual Reform From Within [Religious Revivalism] Social Reforms & Redefining the Ideal of Equality Temperance Abolitionism Education Asylum & Penal Reform Women s Rights
More informationAntebellum Revivalism & Reform
Antebellum Revivalism & Reform 1. T he Second Great Awakening Spiritual Reform From Within [Religious Revivalism] Social Reforms & Redefining the Ideal of Equality Temperance Abolitionism Education Asylum
More informationCHAPTER 15 Reform And Culture,
CHAPTER 15 Reform And Culture, 1790 1860 1. Religion (pp. 320 324) Note: Try to figure out why waves of evangelical religion periodically sweep over the country. The evangelical religious right makes up
More informationAntebellum Reform Movements
Antebellum Reform Movements Chapter 15 The Second Great Awakening Spiritual Reform From Within [Religious Revivalism] Social Reforms & Redefining the Ideal of Equality Temperance Abolitionism Education
More informationChapter 11 Religion and Reform, APUSH Mr. Muller
Chapter 11 Religion and Reform, 1800-1860 APUSH Mr. Muller Aim: How is American society changing in the Antebellum period? Do Now: We would have every path laid open to Woman as freely as to Man As the
More informationSocial Changes in the US
Social Changes in the US 1800-1850 Learning Target I can analyze the causes and consequences of the reform movements of the 1800s. I can describe the goals and actions of the Reform Movements. Second Great
More informationSection 1. Chapter 8
Chapter 8 Objectives Describe the Second Great Awakening. Explain why some religious groups suffered from discrimination in the mid-1800s. Trace the emergence of the utopian and Transcendentalist movements.
More informationAPUSH - CHAPTER 15 THE FERMENT OF REFORM AND CULTURE
APUSH - CHAPTER 15 THE FERMENT OF REFORM AND CULTURE Name Reviving Religion The Second Great Awakening 1. How had religion in the United States become more liberal by the early decades of the 19th century?
More informationAntebellum Revivalism & Reform. Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY
Antebellum Revivalism & Reform Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY 1. T he Second Great Awakening Spiritual Reform From Within [Religious Revivalism] Social Reforms & Redefining the Ideal
More informationUnit 5: Age of Jackson,
Unit 5: Age of Jackson, 1828-1848 Democracy and the Common Man Alexis de Tocqueville (French writer and visitor to the US) and others from Europe were amazed by the informal manners, democratic attitudes,
More informationTranscendentalism. Philosophical and literary movement Emphasized
Transcendentalism Philosophical and literary movement Emphasized Transcendentalist Thinking Man must acknowledge a body of moral truths that were intuitive and must TRANSCEND more sensational proof: 1.
More informationTHE AMERICAN JOURNEY A HISTORY OF THE UNITED STATES
THE AMERICAN JOURNEY A HISTORY OF THE UNITED STATES Brief Sixth Edition Chapter 12 The Market Revolution and Social Reform 1815-1850 The Market Revolution and Social Reform 1815-1850 Industrial Change
More informationReform and Antebellum Culture ( ) Chapter 15
Reform and Antebellum Culture (1790-1860) Chapter 15 ** Realize that Abolitionism also arose during this time period but it is dealt with in another chapter. Second Great Awakening (1820 s- 1830 s) 1.
More informationReform in American Culture To change or not to change, that is
Reform in American Culture 1820-1860 To change or not to change, that is the question Second Great Awakening Thomas Jefferson, Ben Franklin were Deist Deists-rely on reason, instead of revelation, on science
More informationSOCIETY, CULTURE, AND REFORM
1820-1860 SOCIETY, CULTURE, AND REFORM Evaluate the extent to which reform movements in the United States from 1820-1860 contributed to maintaining continuity as well as fostering change in American society.
More information1. What was the optimistic message of the Second Great Awakening?
An Era of Reform I N T E R A C T I V E S T U D E N T N O T E B O O K To what extent did the reform movements of the mid-1800s improve life for Americans? P R E V I E W Read the lyrics to the song Let Us
More information#10: Tocqueville s America
#10: Tocqueville s America 1. The famous book in which Alexis de Tocqueville analyzed American society was A) The American Nation. B) Democracy in America. C) Life on the Mississippi. D) The American Commonwealth.
More informationReligion Sparks Reform. The Americans, Chapter 8.1, Pages
Religion Sparks Reform The Americans, Chapter 8.1, Pages 240-245 The Second Great Awakening Broad Religious Movement Sweeps the United States Post 1790 Common Beliefs Rejected Predestination Anyone can
More informationReform movements in the United States sought to expand democratic ideals. Assess (evaluate, judge or appraise) the validity (strength or soundness)
Reform movements in the United States sought to expand democratic ideals. Assess (evaluate, judge or appraise) the validity (strength or soundness) of this statement with specific reference to the years
More informationSSUSH7 C, D, E & SSUSH8 C Jacksonian Democracy and a Changing America
SSUSH7 C, D, E & SSUSH8 C Jacksonian Democracy and a Changing America Jacksonian Democracy The New President Many American s admired Andrew Jackson as the People s President. Most remembered him as the
More informationAntebellum Culture & Reform
Chapter 12 Antebellum Culture & Reform The Rise of Popular Religion In France, I had almost always seen the spirit of religion and the spirit of freedom pursuing courses diametrically opposed to each other;
More informationWhat are their hot button issues And WHY???? 1. The Second Great Awakening. Spiritual Reform From Within [Religious Revivalism]
1. Embrace them & prosper 8. Religion 2. Control the masses Good Morning Get out a PEN and 3 Sheets of Notebook Paper! What are their hot button issues And WHY???? 7. Utopianism (escape) 6. Scapegoat Nativists
More informationToday s Topics. Review: The Market Revolution The 2 nd Great Awakening The Age of Jackson
Today s Topics Review: The Market Revolution The 2 nd Great Awakening The Age of Jackson 1 Quiz Geography Slaves states 1820 Missouri Comprise Mississippi River Free States Texas 2 Population Distribution,
More informationChapter 13. An American Renaissance: Religion, Romanticism & Reform
Chapter 13 An American Renaissance: Religion, Romanticism & Reform APUSH PowerPoint #4.5 (Part 1 of 1 Unit #4 Overlapping Revolutions Chapter 10 BFW Textbook TOPIC I. Antebellum Religion A. Effects of
More informationCH 14: Forging the National Economy,
APUSH CH 14+15 Lecture Name: Hour: CH 14: Forging the National Economy, 1790-1860 I. The Rise of a Market Economy A. Characteristics of the New Economy 1. People on the move due to westward expansion 2.
More informationChapter Learning Objective. Reforms in American Society: Chapter nd Great Awakening 10/26/16
Chapter Learning Objective Reforms in American Society: 1790-1860 Chapter 15 The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution,
More informationReforms in American Society: Chapter nd Great Awakening 9/25/14. ! Causes. ! Event:
Reforms in American Society: 1790-1860 Chapter 15 2 nd Great Awakening! Causes! 1. The Age of Reason by Thomas Paine! 2. Deism and Unitarians 2 nd Great Awakening! Event:! Began on the southern frontier!
More informationThe Pursuit of Perfection in Antebellum America to 1860
The Pursuit of Perfection in Antebellum America 1820 to 1860 The Age of Reform Reasons: The Great Awakening sparked interest that the individual could control their destiny and that good deeds will make
More informationUSI.33 Analyze the goals and effects of the antebellum A. the 1848 Seneca Falls Convention B. Susan B. Anthony C. Margaret Fuller D.
TEACHING AMERICAN HISTORY LESSON PLAN Mary Jane Flaherty Class Unit Grade Level Standards Women s History Reforming Society College Prep 10 th Grade USI.33 Analyze the goals and effects of the antebellum
More informationChapter 2. Follow along with your guided notes!
Chapter 2 Follow along with your guided notes! Section 1 Democracy, Nationalism, and Sectionalism The Rise of Andrew Jackson Jacksonian Democracy New state constitutions to increase voter turnout Ties
More informationCh 15 Insights 2 nd Great Awakening- revival in religion in America
Ch 15 Insights 2 nd Great Awakening- revival in religion in America 1) Identify 3 examples from The Apostle of how the 2 nd Great Awakening Americanized or Democratized religion (and explain.) 2) Explain
More informationFerment of Reform and Culture. Chapter 15
Ferment of Reform and Culture Chapter 15 Reviving Religion Religion was still popular, but not as strict as colonial churches Rationalist ideas soften religious zeal; question orthodoxy The Age of Reason
More informationCHAPTER 14 Forging the National Economy,
CHAPTER 14 Forging the National Economy, 1790 1860 A. Checklist of Learning Objectives After mastering this chapter, you should be able to: 1. Describe the growth and movement of America s population in
More informationReligious Revivalism and Utopian Idealism
Religious Revivalism and Utopian Idealism Second Great Awakening 1797 1859 1 st Awakening had occurred in the 1740s 2 nd began among frontier farmers of Kentucky Spread among Methodists, Baptists, and
More informationExpansion & Reform Unit ( ) The learner will assess the competing forces of expansionism, nationalism, and sectionalism.
Expansion & Reform Unit (1801-1850) The learner will assess the competing forces of expansionism, nationalism, and sectionalism. Territorial Expansion Analyze the effects of territorial expansion and the
More informationUnit 4: Nationalism, Sectionalism and Expansion
Bellwork 11.2.15 In 4-6 sentences, tell me if you agree or disagree with the following statement and why. Religion has played a vital role in American history and has shaped our country into what it is
More informationChapter 15 The Ferment of Reform and Culture
AP U.S. History Name Chapter 15 The Ferment of Reform and Culture A. True or False Where the statement is true, mark T. Where it is false, mark F, and correct it in the space immediately below. 1. 2. 3.
More informationObj- SWBAT- Describe how the reform movements of the 1800s affected life in the United States
Obj- SWBAT- Describe how the reform movements of the 1800s affected life in the United States DO NOW- When and how did women receive the right to vote? The Second Great Awakening Spiritual Reform From
More information10/18/ Explain at least one way in which the first Industrial/Market Revolution changed the American economy.
10/18/2016 35. Explain at least one way in which the first Industrial/Market Revolution changed the American economy. 36. Of the inventions of the first Industrial Revolution that we have discussed thus
More informationREFORM. The Abolitionists
REFORM Day 2 The Abolitionists American History I Mr. Hensley SRMHS Life Under Slavery Growing: doubling to 2 million from 1810-30 1830: majority of slaves are American-born Most slaves (70%) are on large
More informationCHAPTER TWELVE ANTEBELLUM CULTURE AND REFORM Objectives A thorough study of Chapter 12 should enable the student to understand 1.
CHAPTER TWELVE ANTEBELLUM CULTURE AND REFORM Objectives A thorough study of Chapter 12 should enable the student to understand 1. The two basic impulses that were reflected in the reform movements and
More informationAP U.S. History: Unit 6.2 HistorySage.com Reform & Culture in Antebellum America:
AP U.S. History: Unit 6.2 HistorySage.com Reform & Culture in Antebellum America: 1790-1860 I. The Second Great Awakening A. State of American religion in early 18th century 1. 75% of Americans attended
More informationThe Ferment of Reform and Culture CHAPTER 15
The Ferment of Reform and Culture CHAPTER 15 A Third Revolution Jacksonian Era: Changes in politics and American economy Also, new commitment to improve the character of ordinary Americans Rise of religious
More informationReforming Society. The Reform Spirit
Reforming Society 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
More informationU.S. History-Honors. Unit 3: An Emerging New Nation ( ) Chapters 7-9
U.S. History-Honors Unit 3: An Emerging New Nation (1783-1850) Chapters 7-9 Directions: Complete the graphic organizer below indicating American scholars and artists of the late- 17 th and early-18 th
More information-Religious revival brought people back to religion -Large audiences -Influenced new protestant sects -Large impact on frontier and back country
First Great Awakening 1730 1750s Jonathon Edwards Congregationalist Minister -Sinners in the hands of an Angry God = hell -Preached predestination of Calvinism George Whitefield Methodist More emotional
More informationNative Americans 17. tell why Jackson s administration supported removal of Native Americans from the eastern states
APUSH Unit 6 Study Guide (Ch. 13 15) Name Date Make some notes about each item listed below. This assignment is a grade due at the time of notebook check (test day). Chapter 13 Political Parties in the
More informationLearning Target: I can describe the impact of various forms of culture on American Society (religion, literature, education)
Learning Target: I can describe the impact of various forms of culture on American Society (religion, literature, education) I-Religious Change and Reform A-Second Great Awakening 1-Wave of religious fervor
More informationSeneca Falls. Declaration of Sentiments and Resolutions. Written by Douglas M. Rife. Illustrated by Bron Smith
Seneca Falls Declaration of Sentiments and Resolutions Written by Douglas M. Rife Illustrated by Bron Smith Teaching & Learning Company 1204 Buchanan St., P.O. Box 10 Carthage, IL 62321-0010 This book
More informationRHODE ISLAND SOCIAL STUDIES STANDARDS, CERTIFICATE OF INITIAL MASTERY (CIM) (1999)
Prentice Hall America: Pathways to the Present 2005, Survey Edition Rhode Island Certificate of Initial Mastery (CIM) & Southern Rhode Island Regional Collaborative (SORICO), Social Studies Standards (Grades
More informationÜbung/Proseminar The Benevolent Empire: Religion and Reform in Nineteenth-Century America
Übung/Proseminar The Benevolent Empire: Religion and Reform in Nineteenth-Century America Heidelberg Center for American Studies (HCA) University of Heidelberg Summer semester 2015 Thursday 11:15-12:45
More informationFirst Day Covers are Primary Sources
Texas Revolution Founding of Baseball Samuel Morse and the Telegraph Kearny Expedition Mormons Moving West Henry D. Thoreau Seneca Falls Convention Frederick Douglass Harriet Tubman Sojourner Truth Gadsden
More informationHome Screen. I'm not 100% sure whether I want this to be italicized. Ideally, all three boxes would have arrows pointing right, not down.
Home Screen I'm not 100% sure whether I want this to be italicized. Ideally, all three boxes would have arrows pointing right, not down. Introduction to Slavery in New York This menu has hover capabilities
More informationNational Reformations
Section 1 National Reformations Chapter 8 Sections 1, 2, 4 The Cold A War Religious Begins Awakening Section 1 Section 1 Religious Reform Second Great Awakening Believing that Americans had become immoral,
More informationChapter 12 Pursuit of Perfection
Chapter 12 Pursuit of Perfection 1. A man who had visited the United States in the 1830s wrote, "Unmarried women in America were unusually emancipated." You would probably give the most credence to his
More informationFall Course Learning Objectives and Outcomes: At the end of the course, students should be able to:
History 105 U.S. History to 1877 Instructor: Henry Himes Class Schedule: Tues-Thurs 2:00-3:30 Class Location: PH 207 E-mail: himeshe@westminster.edu Office Hours: Tues-Thurs, 11:30-1:30 Course Description:
More informationChapter 14, Section 1 Social Reform
Chapter 14, Section 1 Social Reform (pages 412 415) Setting a Purpose for Reading Think about these questions as you read: How did religious and philosophical ideas inspire various reform movements? Why
More informationVUS. 6d-e: Age of Jackson
Name: Date: Period: VUS 6d-e: Age of Jackson Notes VUS 6d-e: Age of Jackson 1 Objectives about VUS6d-e: Age of Jackson The Age of Andrew Jackson Main Idea: Andrew Jackson s policies reflected an interest
More informationWorld Cultures and Geography
McDougal Littell, a division of Houghton Mifflin Company correlated to World Cultures and Geography Category 2: Social Sciences, Grades 6-8 McDougal Littell World Cultures and Geography correlated to the
More informationPrentice Hall: The American Nation, Survey Edition 2003 Correlated to: Colorado Model Content Standards for History (Grades 5-8)
Colorado Model Content Standards for History (Grades 5-8) STANDARD 1: STUDENTS UNDERSTAND THE CHRONOLOGICAL ORGANIZATION OF HISTORY AND KNOW HOW TO ORGANIZE EVENTS AND PEOPLE INTO MAJOR ERAS TO IDENTIFY
More informationChapter 89. The Second Great Awakening Ignites The White Abolitionist Movement
Chapter 89. The Second Great Awakening Ignites The White Abolitionist Movement Date: 1827 Forward Sections: Theodore Weld And The Tappan Brothers Initiate An Abolition Movement In New York William Lloyd
More informationRevivalism in the New Republic. The Second Great Awakening
Revivalism in the New Republic The Second Great Awakening Population Growth in Early National America Atlantic Seaboard Western Frontier Total Population % Frontier 1790 3.82 million 109,000 3.93 million
More informationHSTR th Century Europe
Robin Hardy (RAHardy25@gmail.com) Department of History and Philosophy Montana State University, Bozeman Office Hours: By appointment, Wilson Hall 2-162 Lecture: Tuesday and Thursday 8-9:15 A.M. LINH 109
More informationENDOWED WITH LIGHT A Sermon by Reverend Lynn Strauss
ENDOWED WITH LIGHT A Sermon by Reverend Lynn Strauss This morning we consider the miracle of light. As the darkness of winter settles upon us as the winds of war continue to blow, as the unrealistic longings
More informationMuseum Of Transcendentalism. Curator: Danny Poidomani Researchers: Vraj Vyas, Bryana Williamson, Soleil Martinez, Iris Ocasio
Museum Of Transcendentalism Curator: Danny Poidomani Researchers: Vraj Vyas, Bryana Williamson, Soleil Martinez, Iris Ocasio Welcome To Our Museum! In Our Museum, you will see different exhibits. But here
More informationAP U.S. History: Unit 6.2 HistorySage.com Reform & Culture in Antebellum America:
AP U.S. History: Unit 6.2 HistorySage.com Reform & Culture in Antebellum America: 1790-1860 I. The Second Great Awakening A. State of American religion in early 18th century 1. 75% of Americans attended
More informationUS History, Ms. Brown Website: dph7history.weebly.com
Course: US History/Ms. Brown Homeroom: 7th Grade US History Standard # Do Now Day #112 Aims: SWBAT explain how the Second Great Awaking led to an era of reform in the United States SWBAT analyze the education
More informationReforming American Society
Date HAPTER 8 orm A HAPTER TEST Reforming American Society Part 1: Main Ideas Write the letter of the best answer. (4 points each) 1. or which action is Nat Turner well known? a. leading a violent slave
More informationAmerica History of Our Nation Beginnings to
A Correlation of America History of Our Nation Beginnings to 1914 2011 to the Pennsylvania Academic Standards for History Grade 8 INTRODUCTION This document demonstrates how 2011 Beginnings to 1914 Edition
More informationAntebellum American Culture
Antebellum American Culture An Interpretive Anthology David Brion Davis Yale University.«-»* - - ***. -. i " '.: :.. >* The Pennsylvania State University Press University Park, Pennsylvania Contents Introduction:
More informationMAP, Spring, 2011: SYLLABUS: V Texts and Ideas: Freedom and Oppression
MAP, Spring, 2011: SYLLABUS: V55.0400.029 Texts and Ideas: Freedom and Oppression Hate evil, and love good, and establish justice in the gate. --Amos 5:15 My own mind is my own church. --Thomas Paine,
More informationPAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS
Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 California History-Social Science Standards for Public Schools (Grade 8) HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS CHRONOLOGICAL
More informationMajor Events Leading to the Civil War
1825-1852 Major Events Leading to the Civil War John Quincy Adams (1825-1829) 4 men run for President, Andrew Jackson gets the most votes-but election is given to Adams who came in second. (Jackson blames
More informationAmerican Slavery As It Is: Selections From The Testimony Of A Thousand Witnesses (Dover Thrift Editions) By Theodore Dwight Weld READ ONLINE
American Slavery As It Is: Selections From The Testimony Of A Thousand Witnesses (Dover Thrift Editions) By Theodore Dwight Weld READ ONLINE what to the slave is the fourth of july - Political Science
More informationUnited States History: The Nineteenth Century
United States History: The Nineteenth Century (HILD 2B) Prof. Rebecca Jo Plant Teaching assistants: Todd Welker, Kelli McCoy, and Gloria Kim Winter 2009 Classroom: PCYNH 109, M/W/F 2-2:50 p.m. Course description
More informationTitle: Frederick Douglass Footsteps Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance.
Title: Frederick Douglass Footsteps 1818-1895 Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance Grade Level: 4 Duration: class periods MD Curriculum - Grade 4: Geography A. Using Geographic
More informationWayne County NY Historian
i Uncovering Sites Relating to the Underground Railroad, Abolitionism, and African American Life in Wayne County, New York, 1820-1880 Wayne County has always been (and remains) primarily rural. But it
More informationColonies Take Root
Colonies Take Root 1587-1752 Essential Question: How did the English start colonies with distinct qualities in North America? Formed by the Virginia Company in search of gold Many original settlers were
More informationAge of Progress II The Second Great Awakening: Finney, Moody, and The Rise of Mormonism
1 Add me Moody description in Ordained of the Lord H.A. Ironside, pp. ~32-35 2 Age of Progress II The Second Great Awakening: Finney, Moody, and The Rise of Mormonism 3 Early 19 th Century Churches With
More informationHSTR th Century Europe
Robin Hardy (RAHardy25@gmail.com) Department of History and Philosophy Montana State University, Bozeman Office Hours: By appointment, Wilson Hall Lecture: Tuesday and Thursday 8-9:15 A.M. WIL 1143 HSTR
More informationFamous People Bingo. Educational Impressions, Inc.
Famous People Bingo BINGO BAGS Directions 1. Cut apart the sheets of heavy-stock paper which contain the call cards with topics and clues. Copies of these sheets are also provided on plain paper for your
More informationInventory of the Jane and William Pease Papers,
Inventory of the Jane and William Pease Papers, 1804-1992 Avery Research Center College of Charleston 125 Bull Street Charleston, SC 29401 USA http://avery.cofc.edu/archives Phone: (843) 953-7609 Fax:
More informationRemaking Society in Antebellum America. Bella A and Cameron B
Remaking Society in Antebellum America Bella A and Cameron B Urbanization and Urban Problems: Background The Industrial Revolution Spread to the U.S. by the 19th century Population growth Manufacturing,
More informationEurope and American Identity H1007
Europe and American Identity H1007 Activity Introduction Well hullo there. Today I d like to chat with you about the influence of Europe on American Identity. What do I mean exactly? Well there are certain
More informationThe Americans: Reconstruction to the 21 st Century
The Growth of a Young Nation,1800 1850 In the first half of the 1800s, the United States expands adding land and people. The economy grows throughout the nation, but the different regions develop varied
More information