Chapter 14:
A New Spirit of Change Test Date: March 12 Study Session 8:00
Complete the following as they are assigned throughout the chapter. Use this packet to prepare for your test.
Exchange Program (Due 3/ 11) *Freedom of US Episode 4 Ques. page 1 ( 14.2) _ *14-1 page 2-3 4, 5 (14.3) _ *Chapter 14 Map page 6-7 (14.4) _ *14-2 page 8-9,10,11 *The Legend of Sleepy Hollow" Comparison page 12-13 *14-3 page 14-15, 16, 17 *14-4 page 18-19, 20, 21 *Report to Massachusetts Legislature page 22-23 *Women's Right Crossword page 24-25 *Review Packet page 26, 27-28
All assignments should be neat and complete.
All work should be detailed and thoughtful.
Answers must contain at least eight (8) words.
Assignments should be written IN PEN and corrections made in RED PEN
Packet: / 20
SHOW EFFORT! Freedom of US: "Wake Up America" Episode 4
The Industrial Revolution 1. What happened in the late 18th Century that changed how people lived and worked?
2.Who is called the Father of the Industrial Period?
Highwa ys and Bvwavs 3.What did the National Highway become known as?
4.What was the Pony Express used for?
In Love With Progress 5.Who built steam boats?
6.What was Tom Thumb?
Darker Side o f Progress 7. Who did not benefit from the Industrial Revolution?
8.Since men did not want to work in factories, who worked there?
Liberty (or All 1 9. Who traditionally received an education during the late 18 h century?
I O.What was the Seneca Falls Declaration?
Name ------Date _
The Hopes of Immigrants BEFORE YOU REllD In the last section, you read how the gold rush affected emigrant A person who leaves a California. country In this section, you will learn about the millions of Europeans immigrant A person who settles in a who carne to the United States in the mid-1800s. new country steerage The cheapest deck on a llS YOU REllD ship Use this diagram to take notes on why some immigrant groups push-pull factor A force that pushes came to the United States. people out of their native lands and pulls them toward a new place famine A severe food shortage prejudice A negative opinion that is not based on facts nativist Native-born Americans who wanted to eliminate foreign influence ScandinaviansImmigrant Group
WhyGermans People Migrated (pages 423-424) Scandinavians Seel1 Land; Germans Why did many people migrate to the United States? Pursue Economic Opportunity Irish In the mid- l 800s, millions of Europeans became (pages 424-426) emigrants, or people who leave a country. They came Where did various immigrants settle in the United to the United States. There, they were immigrants, or States? people who settle in a new country. Most immigrants Public land sold cheaply in the United States. There made the ocean voyage in steerage. It is the cheapest was much poverty in Scandinavia. People left there deck on a ship. Steerage was crowded and dirty. Many for the United States. Many settled in the Midwest. It passengers died or grew sick. had forests, lakes, and cold winters like their Even so, many people made the hard voyage. They homelands. Most Scandinavians became farmers. came because of push-pull f actors. These forces push Some Ge1mans also moved to the Midwest. Many people out of their native lands and pull them to new u settled in Wisconsin, where the climate allowed them E lands. There were five push factors. I) The population to grow oats. Germans also moved to Texas. Many § boomed in Europe. 2) Changes in farming forced Germans became farmers. But some settled in cities. people off the land. 3) Crop failures caused hunger. 4) There they opened their own businesses. Many "=>' "0 0 The Industrial Revolution made factory goods cheap. Germans became very successful in the United States. v 2 This put artisans out of work. 5) Some couotries had The Germans were the largest immigrant group to @ 1' religious and political conflicts. come to the United States in the 1800s. They had a -"' Three pull factors drew people to the United States. strong influence on American culture. 0 I) There was freedom ofreligion. 2) Americans had u economic opportunity. 3) There was a Jot ofland. 2. Where did German immigrants settle in the United States? 1. What were push-pull factors?
A NEW SPIRIT OF CHA The Hopes of Immig rants continued
The Irish Flee Hunger (page 426) set up groups to help new arrivals from their home What was the Potato Famine? countries. Politicians gave help in return for votes. Most Irish immigrants were Catholic. For centuries the Protestant British had ruled Ireland. The British 4. What problems did immigrants face in the controlled the Irish by denying them their rights. cities? British rule caused many Irish to be poor. In 1845, a disease attacked Ireland's main crop, the potato. This caused a famine, or severe food shortage. About 1 million people died as a result of the Potato Famine. And about 2 million people left Ireland. Some Americans Oppose Immigration In the United States, the Irish settled in cities. They (pages 427-428) had little education and few skills. So they had to take Who were nativists? low-paying, backbreaking jobs. They competed with Some people born in the United States thought that free blacks to get the jobs no one else wanted. foreigners could not learn American ways. And they feared that immigrants might come to outnumber 3. What effect did the Potato Famine have? natives. So they treated immigrants with prejudice. This is a negative opinion not based on facts. Some U.S.-born citizens wanted to end foreign influence. They were called nativists. Some refused U.S. Cities Face Overcrowding to hire immigrants. Some formed secret societies. (pages 426-427) Inthe 1850s, nativists began a political party. Ifasked about their secret society, they said, "!know What problems did American cities face? nothing about it." So their party was called the Many immigrants came to live in U.S. cities. So did Know-Nothing Party. It wanted to cut immigration native-born Americans. They all hoped for a chance and to stop Catholics and foreigners from being to make more money. The population of cities such as elected to office. The party elected six governors. New York, St. Louis, and Cincinnati grew rapidly. But it broke up over slavery. Urban growth caused problems. There were not enough places for everyone to live. People lived in 5. Why were some U.S.-born citizens cramped, unhealthy conditions. Crime spread. Most prejudiced against immigrants? cities could not handle the problems. So immigrants Date _
Guided Reading
A. Analyzing Causes As you read this section, use the chart below to take notes about the reasons why people migrated to the United States.
Push Factors Pull Factors
B. Finding Main Ideas Use the chart below to take notes about where different immigrant groups settled in the United States and why.
Where did they settle? Why did they settle there? Scandinavians
Germans
Irish
C. Recognizing Effects On the back of this page, explain how some Americans responded to the immigrants.
A NEW SPIRIT OF CHANG© Date _
Reteaching Activity Reading Comprehension
Use the following list of words to complete the sentences below.
Know-Nothing Irish steerage German push famine pull nativists
1. The main immigrant groups in the mid-1800s were the British, Germans, Scandinavians, Chinese, and _
2. One factor for immigrants to leave their homelands was Europe's population boom after 1750. 3. Economic opportunity was a factor for immigrants to come to the United States. 4. Immigrants traveled to America in , which was crowded and often dangerous.
5. A potato in the mid-1800s led millions of Irish to flee Ireland for the United States.
6. wanted to restrict the influence of immigrants in the United States. 7. The Party called for a cut in immigration and a 21-year-wait to become a U.S. citizen. 8. immigrants settled in cities and on farms in the midwestern states, especially Wisconsin, as well as in Texas.
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56 UNIT 4 CHAPTER 14 Name ---- Date _
Immigration, Mid-1800s
A. Use the map on textbook page 425 to locate the following states and territories. Then label them on the outline map on the back of this page and use shading and the map's key to show the percentage of immigrants in the total population in each state.
States Territories Fla. S.C. Wis. Mo. Nebraska Territory La. N.J. Miss. N.Y. Indian Territory R.I. Minn. Mich. Ill. New Mexico Territory Texas Ark. Va. Vt. Kansas Territory Tenn. Mass. Conn. N.C. unorganized territory Iowa Ga. Del. Md. Ky. Ind. N.H. Pa. Bodies of Water Ala . . Me. Ohio Atlantic Ocean Mississippi River B. After labeling your map, use it to answer the following questions.
1. In what section of the country were most of the states with low populations of immigrants located?
2. Which northeastern states had the lowest immigrant populations?
3. Immigrants made up what percentage of the population of Texas in the mid-1800s?
4. Which southern state had the highest immigrant population?
E0 g 6. Which of the original 13 states had an immigrant population of 20 ro percent or more in the mid-1800s? rn 0 0 u 2' @ 7. What body of water would immigrants who settled in the Northeast most likely have crossed coming to the United States? "- rn' 0 8. Which state west of the Mississippi River had the highest immigrant population7 u 5.
A NEW SP!RlT OF CHA NG(f,J Outline Maps continued
28 UNIT 4 CHAPTER 14 American Literature and Art BEFORE YOU READ In the last section, you read about the immigrants who came to the United States in the mid-1800s. In this section, you will learn about the start of truly American art and literature.
romanticism A style of art that stressed the individual, imagination, creativity, and emotion Hudson River school American painters who painted peaceful landscapes transcendentalism A philosophy that taught that the spiritual world is more important than the physical one civil disobedience A form of peaceful protest in which people refuse to obey laws they consider unjust
Writing About America (pages 429-430) 2. How did romanticism influence writers? What was romanticism? In the 1800s, writers began to use a new style of art. That style came from Europe. It was called romanticism. These writers portrayed individuals. They also wrote about imagination, creativity, and feelings. They saw nature as inspiring. Some Creating American Art (pages 430-431) Americans wrote about nature in the wilderness. For example, James Fenimore Cooper wrote several books Who were the Hudson River school artists? about a wilderness scout. American painters also used nature in their work. Writers began to use a more American style. Noah One group of painters was called the Hudson River Webster gave rules for that style in his new dictionary. school. Those artists worked in the Hudson River It listed the type of English spoken in the United valley in New York. They painted peaceful States. It gave American, not British, spellings. It also landscapes. Their paintings showed mountains, listed American slang. forests, and rivers. Other writers retold stories from U.S. history. Some artists took trips in the West. They painted Henry Wadsworth Longfellow wrote poems about the the grand scenery they saw there. John James past. Audubon traveled across the continent. He sketched .OOne of his poems was about Paul Revere. For birds and animals. many years, students learned that poem by heart. 1.
A NEW SPIRIT OF CHANGE American Literature and Art continued
Enslaved African Americans also made art. They 4. What was civil disobedience? created beautiful baskets, quilts, and pottery. Most of them did not sign their work.
2. What did American painters focus on?
Exploring the Human Heart (page 432) What did writers of the 1800s write about? Many writers changed older styles of writing. Walt Following One's Conscience (page 431) Whitman wrote poems that did not rhyme. His work What did Emerson and Thoreau believe? praised ordinary people. Emily Dickinson wrote By the 1840s, Americans took pride in the growth of poems about God, nature, love, and death. Both poets their culture. Ralph Waldo Emerson was a New shaped modern poetry. They changed the way England writer. He urged Americans to get rid of language is used. European influence. Emerson thought they should Fiction writers also shaped modem literature. develop their own beliefs. He advised people to learn Edgar Allan Poe wrote scary stories. His work about life from examining themselves and from influences today's horror writers. Poe also invented nature and books. the detective story. That form is still popular. One of Emerson's students was Henry David Nathaniel Hawthorne wrote about the Puritans. Thoreau. He followed his teacher's advice. Thoreau His novels are about love, guilt, and revenge. One of moved to a cabin he built in the woods. There, he his books is called The Scarlet Letter. wrote about his simple life. The book is called Herman Melville wrote action stories about the Walden. sea. His novel Moby Dick is about a man who tries to Emerson and Thoreau belonged to a group of destroy a white whale. The books of both Hawthorne thinkers with a new philosophy. Their belief was and Melville show the harm done by cruel actions. called transcendentalism. It taught that the spiritual 5. How did American writers of the 1800s world is more important than the physical one. It also shape modern literature? told people to find the truth within themselves. Thoreau believed a person's conscience was important. So he urged people not to obey laws they thought were unjust. Instead, they should peacefully refuse to obey these laws. This form of protest is called civil disobedience. Thoreau went to jail for practicing his belief.
3. Name _ Date _
Guided Reading
A. Finding Main Ideas As you read this section, use the chart below to take notes about how writers and artists of the 1800s created truly American works.
American Writers
B. Categorizing Use the chart below to list important details about each writer's work.
Writer Important details about work Ralph Waldo Emerson
Henry David Thoreau
Walt Whitman
Emily Dickinson
Edgar Allan Poe
Nathaniel Hawthorne
Herman Melville
44 UNIT 4 CHAPTER 14 Date _
Reteaching Jlctivity Reading Comprehension
Match the names in the second column with the book, story, painting, or description in the first column. Write the correct letter in the blank.
1. "Rip Van Winkle" B. Edgar Allan Poe 2. Wrote the first detective story B. Margaret Fuller 3. Taught that it was important for C. John James Audubon people to understand themselves and nature D. Asher Durand
4. The Scarlet Letter E. Walt Whitman
5. Believed in using civil disobedience to F. Henry David Thoreau protest unjust laws G. Nathaniel Hawthorne
6. Published a book that argued for H. Ralph Waldo Emerson women's rights I. Washington Irving 7 . Moby Dick J. Herman Melville 8. Poetry that praised ordinary people
9. Sketched the birds and animals of his adopted country A. 10. Founder of the Hudson River school of painting
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About Summaries A summary tells the main ideas and important details of a work. You can find summaries in many places. • Newspapers and magazines have summaries of movies. • An encyclopedia of literature has summaries of important books and other kinds of writing. ·• Science research reports often begin with summaries of the researchers' findings. Reading a summary is a quick way to preview before you read. Writing a summary is a good way to help you remember what you read.
Reading Sl"lm A good way to understand a summary is to compare an original text with its summary. You will see that a summary has some details, but ncit others. This diagram shows how an original work and its summary are the same and different.
Original Text Summary ------·- - - ... ------; ;;' / / ; ; ; Complete / I / Ma in Ideas '' \ / / Detailed I / \ Brief \ I I ' \ \ I I m porta nt \ \ I I I I Cha racters and Events
\ \ \ \ \ / I \ \ / ' \ ' ; ' ' / '' , I ; - - -·- ·- -" ------· - ·- -
0 A summary should be shorter than the original work. A good 3. . summary will include all of the main ideas. It will also include 0 ;ii important details about both plot and characters. A good summary c must tell the hidden meaning of a story. 3' " "The Legend of Sleepy Hollow" by Washington Irving
Summ Dra Summary ary ma and Drama
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MT oh vr ie e
Date _
Reforming American Society BEFORE YOU REllD In the last section, you read about the start of American art and revival A meeting to reawaken religious faith literature. In this section, you will learn about reform movements in the Second Great Awakening United States in the 1800s. A renewal of religious faith in the 1790s and early 1800s llS YOU REllD temperance movement A campaign to stop the drinking of Use this diagram to take notes on the kinds of changes that alcohol reform movements in the United States in the mid-1800s worked for. labor union A group of workers who band together to seek better . working conditions strike A stopping of work to The temperance movement worked to stop demand better conditions the drinking of alcohol. Horace Mann A reformer who worked for education improvements Dorothea Dix A reformer who Reform Movements worked to improve conditions for the mentally ill
ll Spirit of Revival (page 433) Temperance Societies; Fighting for What were revivals? Workers' Rights (pages 434-435) In the 1800s, many Americans had a growing interest in religion. Many attended revivals. These are What did workers demand in the early 1800s? meetings to renew religious faith. There was a wide Some Americans began the temperance m ovement. renewal of faith in the 1790s and early 1800s. It is 1bis was a campaign to stop the drinking of alcohol. called the Second Great A wakening. At revivals, Heavy drinking was common in the early 1800s. preachers urged people to give up their sinful ways. Some workers spent most of their wages on alcohol. Many revivals spread across the frontier. Revivals Because of that, their families did not have enough also took place in cities in the East. There, preachers money. Many women joined the temperance move taught that religious faith led people to help others. ment. They urged people to sign a pledge to give up alcohol. By 1838, about a million people signed. 1. What was the Second Great Awakening? Business owners also supported the temperance movement. They needed workers who could ruu machines and keep schedules. Drinking made it hard to do that. Some states banned the sale of alcohol. But most of these laws were repealed over time.
A NEW SPJRlT OF CHANG® Reforming American Society continued
Inthe 1830s, workers called for better working beaten and chained. She traveled all over the United conditions. Young women mill workers in Lowell, States pleading for better care for the mentally ill. As Massachusetts, started a labor u nion. This is a group a result, 32 new hospitals were built. of workers who band together to seek better working Other reformers tried to make life better for people conditions. In 1836, the mill owners raised the rent of with other disabilities. New schools opened for the the company-owned boarding houses. About 1,500 deaf and blind. Some reformers worked to improve women went on strike, stopping work to demand prisons. They did not want children to go to the same better conditions. Other workers called for shorter jails as adults. They also called for adult prisoners to honrs and higher wages. Hard times made the labor be rehabilitated. movement fall apart. But in 1840, President Van Bnren ordered a ten-honr workday for public workers. This 4. What kind of reforms did Dorothea Dix met some of the goals of the labor movement. work for?
2. How did workers seek to get better working conditions?
Spreading Ideas Through Print; Creating Ideal Communities (pages 436-437) What is a utopia? Improving Education (page 435) By the 1830s, prices of newspapers dropped. Most How was education improved in the United Americans could afford to buy a paper. At the same States in the mid- 1SOOs? time, hundreds of new magazines appeared. Some of Americans also wanted better schools. Massachusetts these magazines were written for women. set up the first state board of education. Horace Some people did not want to reform society. Mann was its head. By 1850, many states in the They wanted society to start over. They hoped to North started public schools for children. Some cities build an ideal society called a utopia. One attempt in the North opened public high schools. Chnrches was at New Harmony, Indiana. Another was at and other groups opened hundreds of new private Brook Farm, Massachusetts. In both places, colleges. Women could not attend most colleges. residents received food and the other things they Oberlin College in Ohio was the first college to needed in exchange for work. But both places admit women as students. experienced conflicts and financial problems. They African Americans faced barriers to getting an ended after a few years. education. In the South, it was against the law to Some people formed utopias because ofreligious teach a slave. Even in the North, most public schools beliefs. One group was the Shakers. They believed did not let African-American children go to school. that people should lead holy lives in communities. 3. How did Horace Mann help reform Shakers promised not to marry or have children. education in the United States? They shared their goods. They believed that men and women are equal. And they refused to fight for any reason. People called them Shakers because they shook with emotion during church services. Shakers built simple furniture in styles that are still used Caring for the Needy (pages 435-436) today. The Shakers had about 6,000 members in the Who was Dorothea Dix? 1840s. By 1999, there were only seven Shakers. Some people tried to improve the way society took 5. Why did some people build utopias? care of its weakest members. Dorothea Dix was a reformer from Boston. She learned that the mentally ill often received no treatment. Instead, they were
144 CHAPTER 14 SECTION 3 Name _ Date _
Guided Reading A. Recognizing Effects As you read this section, use the chart below to record what was taught at revivals and why that led to a reform movement.
Teaching at Revivals Effect on Reform
B.Categorizing Use the chart below to list important details about each reform movement of the mid-1800s.
Workers' Rights Education Temperance
Reform
Ideal Communities Care of the Needy Publications
Date _
Reteaching llctivity Reading Comprehension
A. Areas affected by the reform movements of the early 1800s are listed in the first column below. Match the leader or group from the second column that is associated with each reform. Write the correct letter in the blank.
1. Better conditions for factory workers B. Samuel G. Howe 2. Education C. Horace Mann 3. Asylums and prisons C. Dorothea Dix 4. Opportunities for blind people D. Temperance societies 5. Opportunities for deaf people E.Thomas H. Gallaudet A.
6. Consumption of alcoholic beverages F. Labor unions
B. Explain the goals of reformers in each of these areas.
1. Better conditions for factory workers: _
2. Education: _
3. Asylums and prisons: _
4. Opportunities for blind people: _
5. Opportunities for deaf people: _ ro
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58 UNIT 4 CHAPTER 14 Date _
Abolition and Women's Rights
B Ea b F o Ol i Rt Ei o n abolition and women's rights. Y OT !, Uthe-groundh series of escape routes for e lj runaway slaves from the South to the iNorth ;Rm William Lloyd Garrison Published abolitionist newspaper [E! Harrieto Tubman The most famous Su orted women's ri hts '; conductorv on the UndergroundAe l Railroad Dm Elizabethe Cady Stanton Leader I inn the abolitionist and women's nrightst movements
Senecat Falls Convention t Conventiono held in 1848 to argue hfor women's rights e e suffragen The right to vote d l s Abolitionists Call for Ending Slavery 1. How did Williama l Lloyd Garrison work (pages 440-441) a to end slavery?s What was abolition? t v e Abolition was the movement to end slavery. It began r s y e F in the late 1700s. By 1804, most states in the North c r had outlawed slavery. In 1807, Congress made it t e illegal to bring new African slaves into the United Eyewitnessesi tod Slavery (page 44 1) States. Abolitionists began to demand a law to end Who were Fredericko e Douglass and Sojourner slavery in the South. David Walker was a free African Truth? Frederickn Douglassr and Sojourner Truth American in Boston. He printed a pamphlet that were both former, slaves.i They became abolitionists. urged slaves to revolt. They spoke against c slavery by telling about their lives. William Lloyd Garrison published a newspaper Douglass wrote any kautobiography that described how called The Liberator. It called for the end of slavery. it felt to be a slave.o Douglass was a powerful speaker Many people hated his views. Sarah and Angelina in favor of freeingu Dthe slaves. He also published an o Grimke were sisters who grew up in the South. antislavery newspaper. u Because they thought slavery was wrong, they moved Sojourner Truthr had fled her owners. She went to g north. They became Quakers and joined an e live with Quakers, lwho set her free. She spoke for antislavery society. They spoke out for abolition. abolition in the Northa a and drew huge crowds. d s s @, a b A o n u t e s c r a e p f e o d r ms l ma o v v e e mw h e o n
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o U t n e i d t e a d b o Sl t i a t t i o e n s i s i t n l t e h a e d e 1 r 8 S 0 o 0 j s o u . r I n n e r t h T Abolition and Women'si r Rig hts continued s u t 2. How did Frederick Douglass and as childrerr. At the end of the convention,s h Stanton and Sojourner Truth fight for abolition? Mott decided to demand equale rights for women. In July 1848, they held the Senecac F Falls Convention in Seneca Falls, Newt o York. It called for women's rights. The women wrotei r a document like the Declaration of Independence. Theo m document listed The Underground Railroad; Harriet several resolutions. It ended withn ea demand for rights. r Tubman (page 442) The group at the convention easily, voted in favor of
most of the resolutions. But they disagreed about the What was the Underground Railroad? s y Some people helped slaves escape to freedom along one for suffrage, or the right to vote.l Stanton argued o the Underground Railroad. This was an above-the that the right to vote would give womena political u ground series of escape routes from the South to the power. This would help them winv other rights. The
North. Runaway slaves traveled these routes on foot, resolution won by a small margin.e Many people made w on wagons, and by boats and trains. fun of the women's rights movement. i Runaways on the Underground Railroad usually w 4. What did the women atl the Seneca Falls traveled by night. They hid by day in places called h Convention demand? l stations. The people who led the runaways to freedom o were called conductors. One of the most famous l b e e conductors was Harriet T ubman. Tubman was an a c escaped slave herself. She made 19 dangerous r a journeys to free enslaved persons. Among the people Continued Calls for Women'sn m Rights she saved were her parents. (pages 444-445) e a 3. How did runaway slaves escape to Who supported women's rights in the mid-7 850s? b a freedom on the Underground Railroad? In the mid- l 850s, three women added their support o n for the women's movement. In 1851, Sojourner Truth u gave a speech for women's rights at a convention in t a Ohio. b
She urged men to give women theiro rights. Maria t l Women Reformers Face Barriers; The Mitchell was an astronomer. Sheh helped to found the i Seneca Falls Convention (pages 443-444) Association for the Advancemente of Women. Susan B. Anthony had workedt for both What was the Seneca Falls Convention? temperance and abolition. She builti the women's Lucretia Mott and Elizabeth Cady Stanton were c o movement into a national organization.a She worked u also abolitionists. They were part of an American n .s to give married women the right to their own property group that attended an antislavery convention in l i and wages. By 1865, 29 states had such laws. § London in 1840. But when they tried to enter the l s Anthony also fought for women'ss t right to vote. It convention, some men stopped them. The men said '0""' 0 women should not speak in public. So the women had was not a reality until the 1900s. v f a 2 to sit behind a curtain. 5. How did Susan B. Anthony work for @ o n .E' women's rights? r d
To show his support, William Lloyd Garrison f s -"' joined them. Most other people agreed that women 0 r u u e p should stay out of public life. Women in the 1800s had e p few legal or political rights. Many laws treated them d o r o t m e
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s w l 146 CHAPTER 14 SECTION 4 o a m v e e n s ' s a n r d i g e h q t s u Ia 1l 1
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y o u
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U n i t e d
S t a t e s
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t h i s
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w o m e n . A S
Y O U
R E A D U s e
t h i s
d i a g Name Date r _ a m
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Guided Reading t a A. Solving Problems As you read this section, use the chart below to record k what actions the following people took to oppose slavery. e
People Actions n o David Walker t e s William Lloyd Garrison a b o The Grimke Sisters u t
t Frederick Douglass h e
p Sojourner Truth e o p l Harriet Tubman e
w h o
B.Analyzing Causes and Recognizing Effects Use the chart below to w record information about the relationship between abolition and women's o rights. r k E e f d f e c f 1t o r E l i z a b e t Cause h
Several abolitionists attended the C World Anti-Slavery Convention a in London in 1840. 46 UNIT 4 CHAPTER d 14 What happened to the women y who attended? S t a n t o n
a n d
L u c r e t i a
M o t t
w e r e
a n g r y
a b o u t
w h a t
h a p p e n e d . W h a t
a c t i o n
d i d
t h e y
t a k e ? E f f e c t E l i z a b e t h
C a d y
S ----- t - a n t o n
a n d
L u c r e t i a
M o t t
w e r e
a n g r y
a b o u t
w h a t
h a p p e n e d . W h a t
a c t i o n
d i d
t h e y
t a k e ? E f f e c t E l i z a b e t h
C a d y
S t a n t o n
a n d
L u c r e t i a
M o t t
w e r e
a n g r y
a b o u t
w h a t
h a p p e n e d . W h a t
a c t Name i Date o _ n
d i d
Reteaching Activity t h Reading Comprehension e y
The clues below will help you identify some of the people you read about in the section. Read eacht clue and answer the question, "Who am I?" Write your answer in the blank. a k 1. I published many articles in my newspaper, the Liberator, calling for the abolition e of slavery. ? WHO AM I? _
2. I was a famous abolitionist who lectured about my experiences as a slave and published an autobiography.
WHO AM I? _
3. I was an African-American woman who spoke out publicly against slavery. I was also an important leader in the struggle for women's rights.
WHO AM I? _
4. My sister Sarah and I had been raised on a Southern plantation but became abolitionists.
WHO AM I? _
5. I was an escaped slave who repeatedly risked my life to help other slaves escape along the Underground Railroad.
WHO AM I? _
6. I organized the Seneca Falls Convention in 1848 along with Lucretia Mott.
WHO AM I? _
7. I worked in the temperance and antislavery movements and built the women's movement into a national organization.
WHO AM I? _
A NEW SPIRIT OF CHANG® Primary Source Assessment: Report to the Massac husetts Legisl ature
PART 1 - A Closer Look Answer the following as you read.
1. For what group of people is Dix pleading for help?
What did the woman's keeper say when Dix pointed that out? 2. ------
3. Why do you think she includes so many specific details in her report? --- -
What does Dix want the Massachusetts Legislature to do? 4. ------
PART 2 - Main Ideas Answer the following:
1. On what evidence did Dorothea Dix base her report about "suffering humanity"? _ How were the mentally ill treated in Massachusetts? 2. ------
Who did Dorothea Dix ask to help to improve the care of the mentally ill? 3. ---
PART 3 - Critical Thinking Answer the following in a paragraph:
Dix succeeded in convincing the legislature to provide funds for new hospitals. What do you think made her report so persuasive? (think about the details included inthe report, how Dix got the information to write her report, and the techniques you would use to persuade someone) The Civil War and Att:e:r
11 men and women are created equal.;, ·This state:iµent was at the he.art of a d.eclaiation made at the first women's rights convention, held at Seneca Falls, New York, in 1 48. The orgar+ize.rs onference, Lucretia Mott and- Elizabeth Cady Stanton, were active in.the bolition ovement. As they argued that slaves shouldhave freedom and rights, they ri d that women should,-too, •American. wonien were not allowed to vote. Inmany states, women W?re not even allowed to own property or keep their own wages. Most jobs and colleges were closed to them. Many women took part inthe struggle to change aJl this. The Grimke sisters, Sarah and Angelina, asked laakers to consider freedom for women as well as freedom for slaves. SojoUrn.er Truth, hers.elf a former slave, pointed .out that women could work as hard as men. · One of the greatest workers for women's rights was Susan B. Anthony. She lec tured and organized tirelessly aI1 her life. Anthony met Elizabth Cady Stanton soon after the Seneca Falls conferenc. Stanton became Anthony's speechVvriter and good friend. They led the struggle for a New York law allowing women to keep their own wages. It became a model for laws in other states. The fight for won:ian suffrage, or the right of women to vote, lasted many decades. Anthony anci other early leaders diq. not live to see their ideal g;Uned. At last in 1920, the Nineteenth Amendment wal; passed, allowfu.g all women in the United States the right to vote.
Across
. 3. Term.for the right tO vote 6. Many women first fought for the freed.om and rights of these people. 8. The New York law allowing women to keep their wages served as a for other states to follow. 9. Susan B. , great women's rights leader 11. One of the first states to give women the right to some voting 13. Kind .of meeting held inSeneca Falls for women's rights 14. First college to admit both men and women 15. :Land or houses; women were not allowed to own this in many states . 16. Stanton was a of speeches for Anthony.
- 1 ortant Places Dow-n . Seii$Ca)1'(i,TJ.>, !lrru< . ..'r;; • - . . :., "i • for Women's · l'qf/c :ei·oJfirs · 0 L&:a:iicl . . f mj;Women's Rights t.' t h·:;;Jci c,<' wtnneii/s.'iights .· ' ccmvf!lipW/i ;,, , F
Wyoming: . women to vote early . CJfirst. territory ·3. · · Truth, for- to allow women ro vote mer slave who spoke fot women's rights -·- 4. Movement that awak ened. some women to their lack of rights ·5.. When full suffrage was \ gained, early leaders of
Te:i:as, Arkansas: the movement were . w first st.ates already : . allow women t,o vote . . ) 6. Last name of Anthony's (::...- friend and fellow worker for women's ' · - rights
. / . Two-letter abbreviation of the state that, as a tci:ritory, first gave women the vote 10, Women once were riot iillowed to keep property or their own 12. Last name of sisters who worked for abolition.and- women's rights (. ) 41 36 9 7'8 ! 1 2. 1.,( )1. 56. ·,. . Name _ Date _
Building Vocabulary
Dorothea Dix Horace Mann Elizabeth Cady Stanton Frederick Douglass push-pull factor Sojourner Truth fireside poets revival strike Hudson River school romanticism temperance movement immigrant Second Great Awakening transcendentalism
A. Completion Select the term or name that best completes the sentence.
1. According to the philosophy of , people find truth within themselves, through their feeling and intuition.
2. headed the first state board of education in the United States.
3. The artists painted peaceful landscapes of mountains, forests, and rivers.
4. After escaping slavery, became a leading speaker against slavery and publisher of an antislavery newspaper.
5. Peter Cartwright and Charles Grandison Finney were two of the leaders of the , a renewal of religious faith in the 1790s and early 1800s.
B. Matching Match the definition in the second column with the word in the first column. Write the appropriate letter next to the word.
1. steerage b. a negative opinion not based on facts 2. emigrant c. a person who leaves a country 3. nativist c. a group of workers who band together 4. romanticism d. a person who wants to eliminate foreign 5. prejudice influence in the United States u E 6. revival e. a series of escape routes for slaves 7. labor union f. a meeting to reawaken religious faith
8. civil disobedience g. a severe food shortage
9. Underground Railroad h. the cheapest deck on a ship
10. famine i. to protest against a law by not obeying it a. j. an artistic style emphasizing emotion
C. Writing Use each of the following terms correctly in a speech to school students about the role of women in politics. Imagine you are speaking to a class in 1850. Underline each word you use.
temperance movement Dorothea Dix Seneca Falls suffrage Convention .._Sojourner Truth
A NEW SPIRIT OF CHA NGE ® Date _
GlossaryI After You Read abolitionist Someone working to end slavery resolution Pledge to do something or to keep artisans Skilled workers who make products by from doing it hand Scandinavia Region that includes the countries of culture A people's customs, beliefs, laws, and ways Denmark, Norway, and Sweden of living slang Special words and meanings that are used in philosophy A set of opinions about life and the place of standard language world urban Related to a city rehabilitate To prepare people to live useful lives after their release from prison repealed Canceled
Terms & Names A. Write the letter of the name or term next to the statement that describes it best. a. Dorothea Dix d. nativist b. Sojourner Truth e. Harriet Tubman c. Elizabeth Cady Stanton f. Horace Mann 1. I was a person who wanted to eliminate foreign influence. 2. 1 was the head of the first state board of education. 3. I devoted my life to try to reform the treatment of the mentally ill. 4. I was a former slave who became an abolitionist and worked for women's rights. 5. I was a famous conductor on the Underground Railroad. B. Write the letter of the name or term that matches the description. a. famine e. revivals i. transcendentalism b. emigrant f. abolition j. immigrant c. suffrage g. labor union k. strike d. prejudice h. romanticism 1. A person who leaves a country 2. A person who settles in a new country 3. A severe food shortage 4. A negative opinion that is not based on facts 5. A style of art that stressed the individual, imagination, creativity, and emotion 6. A philosophy that taught that the spiritual world is more important than the physical one 7. Meetings to reawaken religious faith A NEW SPIRIT OF CHANGE @ Chapter 14 Review continued
8. A stopping of work to demand better conditions
9. The movement to end slavery
10. The right to vote Main Ideas
1. Why did many Irish come to the United States in the mid-1800s?
2. Who were the Hudson River school artists?
3. What was the Second Great Awakening?
4. Why did some workers in the 1800s start labor unions?
5. What was the purpose of the Seneca Falls Convention?
Thinlt Critically Answer the following questions on a separate sheet of paper.
1. Some people in the 1800s set up ideal societies called utopias. Describe what you 0 think would be a utopia. . s 2. Many different reform movements were started in the early 1800s. Which reform movement do you think was most important? Give reasons for your choice. "' gu 2 © .E -"' 0 u
148 CHAPTER 14 REVIEW