Name
Date
Class
★ Guided Reading Activity 6-1
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 the presidential election of 1828,
won the support of
new voters, many of whom resided on the frontier.
2. Detail: More than earlier presidents, Jackson felt that the
should
rule in a democracy.
Main Idea: Early in Jackson’s presidency, he faced a crisis that centered on South Carolina
but also highlighted 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
SECTION
use the military to enforce acts of Congress.
★ Main Idea: Andrew Jackson’s commitment to expanding democracy did not benefit
Native Americans.
to the Great Plains.
6. Detail: In Worcester v. Georgia, Chief Justice John Marshall sided with the
and ordered state officials to honor their property rights.
★ Main Idea: One of the most contentious developments of Jackson’s presidency was his
campaign against the Second Bank of the United States.
7. Detail: To prevent the state banks from lending too much money, the Bank of the
United States regularly collected
and asked state banks to redeem
them for gold and silver.
8. Detail: Jackson took his reelection as a directive from the people to
★
.
Main Idea: By the mid-1830s, the Whig Party had emerged to oppose Jackson.
9. Detail: The Whigs advocated a stronger
to support industrial and
commercial development.
10. Detail: The Whigs hoped to defeat the Democrats in the election of 1840, so they nominated
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, a war hero famous for his role in the Battle of Tippecanoe.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6-1
5. Detail: In his inaugural address, Jackson declared his intention to move all
Name
Date
Class
★ Guided Reading Activity 6-2
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 founded the American Party?
II. A Religious Revival
6-2
A. What religious group traveled to Utah to escape persecution?
SECTION
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
B. What did founders of utopian communities conclude about society?
C. What caused the number of Shakers to decline?
III. Cultural Renaissance
A. Where did romanticism originate?
B. What did transcendentalism urge people to do?
C. What did Henry David Thoreau believe that individuals had to fight against?
D. Who is the best-remembered female poet of the era?
E. What were penny papers?
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Name
Date
Class
★ Guided Reading Activity 6-3
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.
, a prominent minister, insisted that the nation’s citizenry should
2.
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 excessive use of
.
5. New reformers energized the temperance campaign, and in 1851 Maine passed the first
state
law.
6. Underlying the prison reform movement was a belief in
prisoners
SECTION
rather than merely locking them up.
7. New prisons, called
, were intended to be places where individu-
als would work to achieve remorse.
,
or government-funded schools open to all citizens.
9. One of the leaders of the public education movement was Massachusetts legislator
.
10. In 1852 Massachusetts passed the first
11. The development of
school attendance law.
and other work centers separated the home
from the workplace.
12. The idea that women should be homemakers and take responsibility for developing
their children’s characters evolved into a set of ideas known as
13. Margaret Fuller believed that if men and women were treated equally, it would end
in society.
14. The Seneca Falls Convention marked the beginning of an organized
.
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.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6-3
8. In the early 1800s, many reformers began to push for a system of
Name
Date
Class
★ Guided Reading Activity 6-4
DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your textbook to fill in the blanks.
I. The New Abolitionists
A. Of all the reform movements that began in the early 1800s, the movement to end
was the most divisive.
B. Gradualism included three steps: stopping enslaved people from being brought into
the country, phasing out enslavement in the
and
, and ending enslavement in the Lower South.
C. In December 1816, antislavery reformers founded the
to move
African Americans to Africa.
D.
argued that enslaved African Americans should be freed
immediately, without gradual measures or compensation to former slaveholders.
E. In his pamphlet Appeal to the Colored Citizens of the World,
cated violence and rebellion as the only way to end enslavement.
F. William Lloyd Garrison published the Liberator and founded the
SECTION
.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
G. The most prominent African American figure in the abolitionist movement
was
.
II. The Response to Abolitionism
A. One reason that some Northerners opposed abolitionism was their fear of losing
money that
owed to Northern banks.
B. Some Northerners resented Southern
, who kidnapped African
Americans in the North.
C. While the North was building cities and factories, the South remained mostly
.
D. Southerners demanded the
6-4
advo-
of abolitionist material as a
condition for remaining in the Union.
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