UNIT 4: AN EXPANDING NATIONCHAPTER 13: NEW MOVEMENTS

Section 14.1 – Urban Challenges

FLASHBACK

Answer the flashback question from Section 14.1 in your Social Studies Notebook.

PREVIEW

Answer the Preview Question from Section 14.1 in your Social Studies Notebook.

VOCABULARY

Using the vocabulary words from Section 14.1, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 14.1, you will structure your notes in your social studies notebook using Cornell Notetaking.

Topic Information

Summary of Section:

IMMIGRATION NOTES

German and Irish

German immigrants came for political and economic reasons, had some money when they arrived, and settled on small farms in the Midwest.

Irish immigrants were poor, were escaping a potato famine in Ireland that killed a million people, and settled mostly in eastern cities and worked in factories.

Immigrants filled the need for cheap labor.

Nativists formed the Know-Nothing party to protest immigration and to make it hard for immigrants to become citizens and hold office.

Conflicts between Protestants and Catholics in Europe made nativists, mostly Protestant, distrust Catholics. They feared their culture and religion.

CITIES GROW RAPIDLY NOTES

The Northeast and Mid-Atlantic cities grew the most due to industrialization.

A growing middle class were merchants, manufacturers, professionals, and master craftspeople. They had large homes and had time for leisure activities, such as visiting libraries, clubs, attending concerts or lectures, urban theaters, playing cards, or bowling.

Cities were crowded, without public or private transportation, unsafe housing existed, public services were poor, cities did not have clean drinking water, were without health regulations or sanitation.

Disease spread rapidly and often.

Cities became places for criminal activity since they did not have police departments and fire was a major concern without a fire department.

AMERICAN ARTS NOTES

Transcendentalists believed people could rise above material things in life and should depend on themselves and their own insights.

Romanticism involved painting and writing that involved nature and an

emphasis on self-expression, and the rejection of established rules.

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 14.1 in your social studies notebook.

REVIEW

Complete the Review Questions for Section 14.1 in your social studies notebook.

CLOSURE ACTIVITY

Complete the Newspaper Classified Page Closure Activity from Section 14.1.

ANALYZING GRAPHS

Answer the Section 14.1 Analyzing Graphs questions in your Social Studies Notebook.

ASSESSMENT

Complete the Section 14.1 Assessment.

UNIT 3: AN EXPANDING NATIONCHAPTER 14: NEW MOVEMENTS

Section 14.2: Reforms

FLASHBACK

Complete the Flashback questions from Section 14.2 in your social studies notebook.

PREVIEW

Complete the Preview Question from Section 14.2 in your social studies notebook.

VOCABULARY

Using the vocabulary words from Section 14.2, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 14.2, you will structure your notes in your social studies notebook using Cornell Notetaking.

SECOND GREAT AWAKENING NOTES

Increased interest in religion throughout the country

Challenged traditional beliefs, such as each individual was responsible for his or her own salvation. Believed that sin was avoidable.

Many converted to Christianity during this time.

Church membership grew dramatically and many new members were women and African Americas.

Charles Grandison Finney was an important leader of this movement who held revivals, or emotional prayer meetings that lasted for days.

SOCIAL REFORMS NOTES

Renewed religious faith led to movements in society. Religious leaders encouraged others to do good deeds. The growing middle class, particularly women who did not work and had servants in the home, pushed for social reforms.

Temperance Movement – Many believed alcohol led to social problems, such as family violence, poverty, and criminal activity. Movement encouraged self-discipline to stop drinking hard liquor and limit themselves to beer and wine or no alcohol at all.

Prison Reform – Prisons held mentally ill and young offenders with adult criminals. Prisoners were sometimes held in dark cells without clothes or heat and were chained to walls and beaten.

Mental Asylums, facilities for the mentally ill were created to give professional care, reform schools for children were created, where they lived under strict rules and learned useful skills, and houses of corrections were created, where prisoners were offered an education.

EDUCATION REFORM NOTES

Access to education varied throughout the U.S. during the 1800s. More opportunities existed in the North than the South.

Women and African Americans had little access to schools, especially in the south.

Rich families sent kids to private school or hired private tutors. Most families needed kids to work on farms and thought girls needed little education.

Common-School movement –promoted by Horace Mann, this

movement wanted a common school in which all kids attended regardless of social background.

Common schools would create responsible citizens.

Several women‘s colleges opened during the 1830s and improvements were made in teaching special needs students and the first school for teacher training was created.

AFRICAN-AMERICAN COMMUNITIES NOTES

African American church leaders pushed for the formation of schools for African Americans.

Philadelphia had a long history of education blacks thanks to the Quaker belief in equality. Boston opened several separate schools for blacks in the 1820s and allowed blacks to attend with whites in 1855.

African Americans rarely attended college because few would accept them. Oberlin

College became the first to do so in 1835. Harvard also began accepting blacks. Other colleges opened in the Northeast and mid-Atlantic.

Laws in the South prevented African Americans from attending colleges or getting any form of education. Most learned on their own and in secret. Southerners felt education and knowledge would encourage rebellion among slaves.

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 14.2 in your social studies notebook.

REVIEW

Complete the review questions from Section 14.2 in your social studies notebook.

CLOSURE ACTIVITY

You will complete the Reform Documentary Closure Activity from Section 14.2.

ANALYZING PRIMARY SOURCES

Complete the Analyzing Primary Sources questions from Section 14.2 in your Social Studies Notebook.

ASSESSMENT

Complete the Section 14.2 Assessment on a separate sheet of paper.

UNIT 3: AN EXPANDING NATIONCHAPTER 14: NEW MOVEMENTS

Section 14.3: The Abolition

Movement

FLASHBACK

Complete the Flashback questions from Section 14.3 in your social studies notebook.

PREVIEW

Complete the Preview Question from Section 14.3 in your social studies notebook.

VOCABULARY

Using the vocabulary words from Section 14.3, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 14.3, you will structure your notes in your social studies notebook using Cornell Notetaking.

ABOLITIONIST NOTES

Abolition was a movement to bring an immediate end to slavery

Many challenged slavery on religious grounds, such as the Quakers who believed in equality.

Others challenged it by referring to the Declaration of Independence and reminding people that the American Revolution was fought in the name of liberty.

Some abolitionists wanted an end to slavery and total equality for African Americans.

Others were against slavery, but did not believe in social and political equality. Others believed African Americans

should leave the United States and settle in colonies, such as Liberia (Africa). They believed whites and blacks could not live together.

William Lloyd Garrison published The Liberator, Angelina and Sarah Grimke were women who wrote important literature, and former slave Frederick Douglas, who wrote narratives about his life as a slave, were important figures in the movement.

Frederick Douglass was a self-taught man with great public-speaking skills that helped change the views of many Americans.

UNDERGROUND RAILROAD NOTES

A loosely organized group who helped slaves escape from the South to northern states and Canada.

A network of people who arranged transportation and hiding places for run-away slaves, which including free blacks, former slaves, and white abolitionists.

Network lacked central leadership, but still managed to get thousands to freedom

Harriet Tubman was the most famous “conductor” on the network, returning 19 times to free about 300 slaves.

ANTI-ABOLITION NOTES

Many Americans supported slavery. Many were opposed to slavery, but did not want equality for African Americans.

Newspaper editors and politicians warned northerners that freed slaves would come north and take their jobs for lower wages

Southerners believed slavery was vital to their economy and culture

Congress used the gag rule between 1836 and 1844, prohibiting from discussing the thousands of petitions to abolish slavery. Rule violated the First Amendment right to petition the

government.

Former president John Quincy Adams got the gag rule overturned and proposed a constitutional amendment to stop the expansion of slavery, but it did not pass.

Nat Turner’s rebellion, in which white slaveholders were killed, made southerners nervous and fearful to discuss abolition. It became dangerous to voice anti-slavery opinions in the South, so many southern abolitionists fled north.

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 14.3 in your social studies notebook.

REVIEW

Complete the review questions from Section 14.3 in your social studies notebook.

CLOSURE ACTIVITY

You will complete the Abolition Chart Closure Activity from Section 14.3.

ANALYZING MAPS

Complete the Analyzing Maps questions from Section 14.3 in your Social Studies Notebook.

ASSESSMENT

Complete the Section 14.3 Assessment on a separate sheet of paper.

UNIT 3: AN EXPANDING NATIONCHAPTER 14: NEW MOVEMENTS

Section 14.4: Women’s Rights

FLASHBACK

Complete the Flashback questions from Section 14.4 in your social studies notebook.

PREVIEW

Complete the Preview Question from Section 14.4 in your social studies notebook.

VOCABULARY

Using the vocabulary words from Section 14.4, complete a vocabulary Word Cluster. Set up your word cluster like the example below.Word and Definition

Synonym

Antonym

Use it in a sentence

Illustration:

NOTE TAKING

As you read Section 14.4, you will structure your notes in your social studies notebook using Cornell Notetaking.

THE STRUGGLE FOR EQUAL RIGHTS NOTES

Women had few rights in the 1800s. They were discouraged from speaking in public, when married, the husband controlled her property, if unmarried and working, the father controlled her wages, etc.

Sarah & Angelina Grimke, Margaret Fuller, and Sojourner Truth were important figures at the start of the women’s rights movement.

The Grimke sisters and Fuller wrote much on the topic and Sojourner Truth was a former slave who

traveled the country speaking on behalf of women’s rights.

Sarah Grimke refused to marry because she said it would be like being a slave, who had to give up all rights to her property. Angelina Grimke did marry, but her husband agreed to give up his rights to her property.

Sojourner Truth often spoke of being equal to men and able to do the same work as men.

THE OPPOSITION

Women’s rights did not become a prominent issue until women became involved in the abolition movement.

Their fight to end slavery influenced their fights for their own rights. They learned how to organize and work together. Also, some men in the abolitionist movement began to fight on behalf of women.

Many did not agree women deserved equal rights, including many women.

Some believed women were equal to men, but different. They believed a woman’s place is in the home

raising children, supporting her husband, and if she wanted to speak out about issues, she should do it from home.

Others believed women lacked the physical and mental strength to survive without men’s protection. They believed women should go from the protection of her father to the protection of her husband.

Many believed women could not cope with the outside world, so a husband should control the property and finances.

SENECA FALLS CONVENTION NOTES

Elizabeth Cady Stanton and Lucretia Mott were abolitionists, but quickly learned that even abolitionist men did not believe women were equal. They were not allowed to attend a abolition convention in London with their husbands.

Stanton and Mott organized and planned the Seneca Falls Convention, which was held July 19, 1848. It was the first public meeting about women’s rights in the United States.

The wrote the Declaration of Sentiments, which was modeled after the Declaration of Independence. It detailed social injustice against women and included 18 charges

against men.

Susan B. Anthony, Stanton, and Lucy Stone became the three main leaders of the movement. Stone was a well-known spokesperson who was a gift public speaker. Anthony was a strong organizer and Stanton wrote many of the documents and speeches of the movement.

They fought for equal pay for equal work, voting rights, the right to keep control of their property and earnings. Many states changed laws concerning women’s property and earnings, but the right to vote would take decades to achieve.

FORMATIVE ASSESSMENT

Using your notes and referring back to the text, answer the formative assessment questions found throughout Section 14.4 in your social studies notebook.

REVIEW

Complete the review questions from Section 14.4 in your social studies notebook.

CLOSURE ACTIVITY

You will complete the Women’s Rights Bio-Cube Closure Activity from Section 14.3.

ANALYZING PRIMARY SOURCES

Complete the Analyzing Primary Sources questions from Section 14.4 in your Social Studies Notebook.

ASSESSMENT

Complete the Section 14.4 Assessment on a separate sheet of paper.