2016-17 Honors History
Unit 4: Reforming American Society, 1820-1850
Calendar
Blue 1 –Friday 1.17
White 1 – Monday 1.30
In Class: Essay Writing (Typing?)
Homework: Assignment 1
Blue 1 – Tuesday 1.31
White 1 – Wednesday 2.1
Due: Assignment 1
In Class:
Topics: Reform movements in ante-bellum America
Homework: Assignment 2
Blue 1 –Thursday 2.2
White 1 – Friday 2.3
Due: Assignment 2
In Class:
Topics: Slavery and Abolition
Homework: Assignment 3
Blue 1 – Monday 2.6
White 1 – Tuesday 2.7
Due: Assignment 3
In Class: Quick quiz on readings 1, 2, and 3
Topics: Women and reform movements
Homework: Assignment 4
Blue 1 –Wednesday 2.8
White 1 – Thursday 2.9
Due: Assignment 4
In Class:
Topics: Immigration and impact of new working conditions on
people
Homework: Study for test over Unit 4
Blue 1 - Friday 2.10
White 1 - Monday 2.13
In Class: Unit 4 Test
Homework: Unit 5 Assignment 1
Some Reminders:
1. Late Policy: All work is due when it is due. Any work handed in after that will not be assessed for a
grade. This unit contains homework assignments, so please use the syllabus to plan ahead.
2. All assignments must be word processed and shared with me through the google wormhole.
3. All assignments must include the following at the top of the page, and word-processed to be accepted:
1. Full name
2. Date
3. Class (1 Blue or 1 White)
4. Unit and assignment name
Any work handed in that does not include this information will not be accepted.
4. Please review the handout on homework expectations and follow them. Remember to edit your work
for proper punctuation, grammar, capitalization to receive full credit.
5. Please review the writing rubrics and work on improving your writing style, analysis, and argument.
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6. Taking Notes: Each assignment includes a list of key historical terms, people, and events and an
outline for your notes. Why would you take notes? You take notes so you can…think about the
history more, compose more sophisticated responses to questions, improve your writing, quiz,
and test scores, and so that you can improve your student skills. Why would you not take notes?
So, you would not be successful in this class? That does not make sense, does it?
Essential Questions for Unit 5:
1. In what ways did the industrial revolution and the changes in voting laws impact the rise of reform
movements in the 19th century?
2. Why did America enter into a period of social reform during the early 1800s?
3. What types of reform movements did women and other Americans participate in during the early
1800s?
4. Did the reform movement bring about real and meaningful changes to American society during the
1800s, including women, men, enslaved Blacks, religious groups?
5. What was the most important reform group of this period? Support your choice with specific historical
evidence.
Assignment 1; 1 BLUE - Due: Tuesday 1.31 and 1 WHITE - Due: Wednesday 2.1
1. Please read Chapter 8, Section 1, pages 238-247 and Handout BEFORE you compose responses to these
questions, OK? There is an outline to use for notes at the end of the assignments.
2. In your responses, please do not use “it,” “they,” or general terms. Instead, use proper names, include
dates if necessary and work on improving the sophistication of your responses from general
superficial responses. Review that rubric and determine what you have to do to get the grade you
want.
To Do:
1. Explain what new religious ideas set the stage for the reform movements of the mid-19th century.
2. What did transcendentalism teach?
3. What were the goals of the nation’s utopian communities? (Be sure to include the specific utopian
community as you explain their goals.)
4. In what ways did reformers seek to improve the nation’s education system? Explain why please.
Outline for notes:
I. Late 1700s: New religious and philosophical movements emerge during the Second Great Awakening
A. Revivalism: Ideas and practices promoted
B. Unitarian movement: Ideas and practices promoted
C. African Methodist Episcopal church: Ideas and practices promoted
D. Transcendentalism
1. Definition
2. Key values and beliefs
3. Important people
4. Impact on literature? Art? Political thought?
II. Mid-1800s: many religious and philosophical movements joined together to fight the social ills that
were troubling the nation
A. Social ills of society
B. Education movement & reforms accomplished
C. Movement to reform asylums and prisons accomplishments
D. Utopian communities
1. What were they? Where?
2. Purposes?
Terms
Charles Grandson Finney
Second Great Awakening
Revival
Transcendentalism
Henry David Thoreau
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Ralph Waldo Emerson
Civil disobedience
Utopian communities
Shakers
Dorothea Dix
New Harmony
Mormons
Burned over district
Joseph Smith and Brigham Young
Horace Mann
Public school system
McGuffey’s Readers
Assignment 2; 1 BLUE - Due: Thursday, 2.2 and 1 WHITE - Due: Friday, 2.3
1. Please read Chapter 8, Section 2, pages 248-253 and handouts BEFORE you compose responses to these
questions. Please read handout.
To Do:
1. Please explain what was considered radical at the time about William Lloyd Garrison’s and David
Walker’s ideas on abolition? Don’t forget to include why.
2. What means did the abolitionists use to try to convince the public that slavery should be abolished?
3. Explain the arguments that many southerners used to defend slavery. Please explain why.
4. From “A Founding Father on the Missouri Compromise, 1819”: Please compose responses to questions
1 and 2 and remember that in your responses, please do not use “it,” “they,” or general terms.
Instead, use proper names, include dates if necessary and work on improving the sophistication
of your responses from general superficial responses. Review that rubric and determine what
you have to do to get the grade you want.
Outline for notes:
I. By 1820s, slavery became hotly debated issue
A. Describe the plan of action for abolition of slavery favored by each of the following
1. William Lloyd Garrison
2. David Walker
3. Frederick Douglass
B. Books written by Garrison, Walker, and Douglass
II. Lives of people in each of the following groups
A. Rural enslaved persons
B. Urban enslaved persons
C. Free Blacks
III. Reaction of white southerners to Nat Turner Rebellion
A. New restrictions placed on African Americans
B. New arguments to support slave system
C. Acts of congressmen to prevent debate
Terms
Abolition
James Forten
“Back to Africa” resettlement view
William Lloyd Garrison
The Liberator
Emancipation
David Walker
Frederick Douglass
Nat Turner
Antebellum
Gag rule
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Assignment 3; 1 BLUE - Due: Monday 2.6 and 1 WHITE - Due: Tuesday 2.7
Please read Chapter 8, Section 3, pages 254-258 and handouts BEFORE you compose responses.
To Do:
1. In what specific ways was the “cult of domesticity” a continuation of “Republican Motherhood?” In
what specific ways was it different?
2. Please LIST ONLY the challenges that women faced in the mid 1800s.
3. How did the Seneca Falls Convention differ from the world’s Anti-Slavery Convention held in 1840?
(To answer this you must include information about both conventions.)
Outline for notes:
I. Women in reform movements of 19th century
A. Abolitionism
1. Key women leaders
2. Efforts made by women
B. Temperance
1. Key women leaders
2. Efforts made by women
C. Women’s education
1. Key women leaders
2. Efforts made by women
D. Health reform for women
1. Key women leaders
2. Efforts made by women
E. Women’s rights
1. Key women leaders
2. Efforts made by women
Terms
World Anti-Slavery Convention
Elizabeth Cady Stanton
Lucretia Mott
Cult of domesticity
Mount Holyoke Female Seminary
American Temperance Society
Sarah and Angelina Grimke
Temperance movement
Seneca Falls Convention
Declaration of Sentiments
Sojourner Truth
Assignment 4; 1 BLUE - Due Wednesday 2.8 and 1 WHITE: Thursday 2.9
Please read Chapter 8, Section 4, pages 259-267 and handouts.
To do:
1. How did working conditions in the Lowell textile mills present new opportunities and new hazards?
Write your response in a LIST FORM ONLY – New opportunities and New hazards
2. What was the National Trades’ Union, and what progress did it make on behalf of the nation’s
workers?
3. Describe the two waves of U.S. immigration in the mid-1800s. Use the graphic organizer too.
4. What was the Great Potato Famine and HOW did it impact the Irish?
5. Explain why historians believe that the industrial revolution is responsible for the “de-skilling” (taking
away artisan skills) of American workers during this time.
Outline:
(See next page)
Terms
Cottage industry
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Master
Journeyman
Apprentice
Strike
National Trades’ Union
“Mill girls”
Lowell Female Labor Reform Association
Great Potato Famine (1845-1854)
Commonwealth v. Hunt (1842)
Trade union movement
Causes
Effects
The cottage industry system declines and dies.
1.
2. The industrial Revolution sparks the rapid spread of
factory production
3. The Industrial Revolution brings about the use of
production processes dependent on new machines and
interchangeable parts.
4.
Young farm girls and women flock to Lowell and other
mill towns.
5.
Workers strike at Lowell in 1834 and 1836.
6. The company threatens to recruit local women to fill
strikers’ jobs; strikers are criticized by the local press
and clergy; strike leaders are fired.
7.
Male artisans and unskilled workers also strike in the
1830s and 1840s.
8. Unskilled workers become easily replaceable by
immigrants eager for work.
9. Poor wages; poor working conditions; long
workdays; ease of breaking strikes all point to the need
for unity among laborers.
10. The Supreme Court hands down its decision in
Commonwealth v. Hunt (1842).
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