Unit 4 the American Government

Total Page：16

File Type：pdf, Size：1020Kb

Unit 9—19th Century Reform and Culture Chapter 15 BUD”s (Basic Understood Definitions) Deism McGuffey Readers -Robert Owen/New Transcendentalism Unitarianism Women in higher education Harmony -Ralph Waldo The Second Great Awakening Emma Willard -Brook Farm Emerson Impact of Second Great Mary Lyon -Oneida -Henry David Awakening on Dorothea Dix -Shakers/Mother Thoreau Baptist/Methodists American Temperance Society Ann Lee -Walt Whitman “Circuit Riders”/Peter TS Arthur John J. Audubon Henry Wadsworth Longfellow Cartwright Ten Nights in a Barroom and Artistic Achievements James Russell Lowell Charles Finney What I Saw There -Monticello Oliver Wendell Holmes “Anxious Bench” Neal Dow/Father of -Gilbert Stuart Louisa May Alcott “Burned over District” Prohibition -Wilson Peale Emily Dickinson Millerites/7th Day Adventists Maine Law -Hudson River Edgar Allen Poe Joseph Smith “Cult of Domesticity” School Nathaniel Hawthorne Church of Jesus Christ of Lucretia Mott -Stephen Foster Herman Melville Latter Day Saints Elizabeth Cady Stanton Early 19th century literature Polygamy Susan B. Anthony -Washington Irving Brigham Young Grimke Sisters -James Fenimore Salt Lake City, Utah Lucy Stone Cooper Horace Mann Seneca Falls Convention -William Cullen Noah Webster/Schoolmaster Declaration of Sentiments Bryant of the Republic Utopian Communities Possible FRQ Questions for this Unit 1. “Reformers were far more numerous in the North and Northwest than in the South…” Assess the validity of this statement in antebellum America. Important Dates to this Point (SET C) ____________ 2nd Panic ____________ Commonwealth v. Hunt ____________ Webster-Ashburton Treaty ____________ 1st telegraph ____________ Texas becomes a state ____________ Manifest Destiny first used ____________ “Old Immigration” decades ____________ Manifest Destiny Decades ____________ Clipper ship decades ____________ Mormons march West My Unit Scores ______/ Chapter 15 Review Quiz ______/50 Dates Quiz ______/100 Unit 9 Exam ______/100 Unit 9 FRQ Exam Unit Total _____/______ AP US History Exam Tips **Free-response questions often deal with social issues and often focus on reform in the antebellum period **Pay particular attention to the role of women during this period. Not only were women a major force in the reform movement, but women’s rights was a movement in its own right. **Associate each major movement with a prominent leader, such as Dorothea Dix in the asylum movement..

Copy Link

Recommended publications

American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much.
[Show full text]
Constructing Womanhood: the Influence of Conduct Books On
CONSTRUCTING WOMANHOOD: THE INFLUENCE OF CONDUCT BOOKS ON GENDER PERFORMANCE AND IDEOLOGY OF WOMANHOOD IN AMERICAN WOMEN’S NOVELS, 1865-1914 A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Colleen Thorndike May 2015 Copyright All rights reserved Dissertation written by Colleen Thorndike B.A., Francis Marion University, 2002 M.A., University of North Carolina at Charlotte, 2004 Ph.D., Kent State University, 2015 Approved by Robert Trogdon, Professor and Chair, Department of English, Doctoral Co-Advisor Wesley Raabe, Associate Professor, Department of English, Doctoral Co-Advisor Babacar M’Baye, Associate Professor, Department of English Stephane Booth, Associate Provost Emeritus, Department of History Kathryn A. Kerns, Professor, Department of Psychology Accepted by Robert Trogdon, Professor and Chair, Department of English James L. Blank, Interim Dean, College of Arts and Sciences TABLE OF CONTENTS Acknowledgments .......................................................................................................................... iv Introduction ..................................................................................................................................... 1 Chapter 1: Conduct Books ............................................................................................................ 11 Chapter 2 : Louisa May Alcott’s Little Women and Advice for Girls .......................................... 41 Chapter 3: Bands of Women:
[Show full text]
T H E C O Rin Th Ia N
May 2020 Volume 41, Issue 5 Strawberry Festival Canceled We are sorry to announce that the 46th annual Greece Historical Society Strawberry and Dessert Tasting Festival, scheduled for June 22nd, is canceled. The GHS Board of Trus- tees made the difficult decision to cancel our 2020 Festival due to the COVID-19 global pandemic We held off announcing the cancellation in hopes that the COVID pandemic would be resolved in time to still have our June 22nd festival, but it is now clear that won't happen We would like to thank all our vendors, event sponsors, community groups, members and friends, and especially our volunteers who have made our past festivals possible. While we are all deeply disappointed that this year’s event will not take place, we do plan to continue the tradition in 2021 and possibly have a different community event later this year. Membership Renewal May 1st through April 30th is the membership year in the Greece Historical Society. We sent a reminder letter to our current members early last month and are encouraged at the number of people who have renewed. If you are not a member please consider supporting the Greece Historical Society with a paid membership. Your membership will help support the programs and exhibits of the Society & Museum and the maintenance of our building, plus you will receive our monthly newsletter, the "Corinthian" . Membership applications are available at our museum and on our website at http:// greecehistoricalsociety.org/join-us/membership/. The Greece Historical Society is supported solely by the community and receives no fi- nancial assistance from local government.
[Show full text]
Semifinalists: 2021 National Merit Scholarship Program
160 Rich, Samantha M. CLIFTON PARK Semifinalists: 2021 National 821 Santora, Jeremy J. SHENENDEHOWA H. S. 999 Tunnicliffe, Galen 302 Grady-Willis, Emi A. Merit Scholarship Program 162 Wong, Emily 200 Han, Alice 742 Huang, Yicheng PACKER COLLEGIATE INSTITUTE 906 Kelly, Jack 821 Baum, Eli C. 000 Mackey, Catherine F. 000 Craig-Schwartz, Jordyn S. 600 Park, Brian 000 Harrell, Harper C. 000 Stevens, Taina 000 Paredes, Jaymie 000 Levine, Samuel O. 303 Tang, Kah Shiuh NEW YORK 000 Polish, Isadora J. 000 Yohn, Nicholas V. 450 Yevzerov, Alexander M. 000 Promi, Ramisa ALBANY 000 Reynolds, Kate POLY PREP COUNTRY COLD SPRING 000 Schrader, Max A. ACADEMY OF THE HOLY NAMES DAY SCHOOL HALDANE H. S. 000 Schwarz, Aviva 454 Bell, Megan E. 161 Axinn, Isadore J. 720 Kottman, Sophia O. 000 Sison, Benjamin E. 000 Morris, Henry J. 000 Sze, Edgar 000 Purohit, Gauri A. ALBANY ACADEMIES 000 Van Deventer, Hugh F. COLD SPRING HARBOR 455 Alonge, Mia C. 000 Yamaguchi, Jason A. COLD SPRING HARBOR H. S. 999 ST. ANN'S SCHOOL Li, Alex S. 000 Yamner, Miles E. 454 Ross, Matthew F. 712 302 Mody, Kiran S. Madan, Jay M. 000 Zeana-Schliep, Lars 943 Schisgall, Elias J. COMMACK 843 Tom, William J. AMHERST FIELDSTON SCHOOL COMMACK H. S. AMHERST CENTRAL H. S. 000 Hendrickson, Rachel A. 000 Chen, Kevin 628 Kang, Alex 000 Johnson, Julie A. BUFFALO 555 Park, Paul J. BUFFALO ACADEMY OF THE 450 Whitton, Max M. 000 Kao, Denika 999 Tawadros, Catherine A. SACRED HEART 999 Kim-Suzuki, Saya S. 000 Walsh, Jordan M.
[Show full text]
The Spirit of Reform Chapter 15 255
APTE CH R NGSSS SS.8.A.4.8 Describe the influence THE SPIRIT of individuals on social and political developments of this era in 15 American History. SS.8.A.4.11 Examine the aspects OF REFORM of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system. ESSENTIAL QUESTIONS Why do societies change? What motivates people to act? How do new ideas change the way people live? My heart was bursting with Writing to one of her children, Harriet Beecher “ Stowe explained why she was inspired to write the anguish excited by the cruelty Uncle Tom’s Cabin: and injustice our nation was showing to the slave, and praying God to let me do a little and to cause my cry for them to be heard. HARRIET BEECHER ” STOWE PHOTO: Library of Congress anguish Write another word (synonym) for anguish below. To whom is Stowe referring as them? Copyright © by The McGraw-Hill Companies, Inc. DBQ BREAKING IT DOWN When Uncle Tom’s Cabin was published, many of its critics argued that Stowe was exaggerating the conditions in which American slaves were living. Suppose that you are an abolitionist living in the 1800s. Write a response to Stowe’s critics. netw rksTM There’s More Online! The Spirit of Reform Chapter 15 255 255_266_DOPA_WB_C15_661734.indd 255 9/15/11 11:59 AM NGSSS SS.8.A.4.8 Describe the influence N of individuals on social and political SO S developments of this era E in American History. L SOCIAL REFORM SS.8.A.4.9 Analyze the causes, course, and consequences of the Second Great Awakening on social reform movements.
[Show full text]
Women Educators in Texas, 1850-1900: Were They Feminists?
East Texas Historical Journal Volume 27 Issue 1 Article 6 3-1989 Women Educators in Texas, 1850-1900: Were They Feminists? Sylvia Hunt Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Hunt, Sylvia (1989) "Women Educators in Texas, 1850-1900: Were They Feminists?," East Texas Historical Journal: Vol. 27 : Iss. 1 , Article 6. Available at: https://scholarworks.sfasu.edu/ethj/vol27/iss1/6 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. 16 EAST TEXAS HISTORICAL ASSOCIATION WOMEN EDUCATORS IN TEXAS, 1850·1900: WERE THEY FEMINISTS? by Sylvia Hunt That the experiences and opinions of women educators in Texas from 1850 to 1900 helped to pioneer new patterns emerging in the sphere of women's rights during this period is the major focus of this research. l The idea that the feminist movement of today had its roots in the social changes of the nineteenth century can be documented by taking a look at the women who were involved in those changes of a hundred years ago. 2 Women teachers provide the best source for that documentation because teaching was the first profession to be socially acceptable for women. It was the training ground for feminists. 3 The first order of priority is to establish the national picture by describing the social conditions of the nineteenth century and identifying nationally recognized women teacher-feminists.
[Show full text]
Teaching About Women's Lives to Elementary School Children
City University of New York (CUNY) CUNY Academic Works Women's Studies Quarterly Archives and Special Collections 1980 Teaching about Women's Lives to Elementary School Children Sandra Hughes How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/wsq/449 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Teaching about Women's Lives to Elementary School Children By Sandra Hughes As sixth-grade teachers with a desire to teach students about the particular surprised me, for they showed very little skepticism of historical role of women in the United States, my colleague and I a "What do we have to do this for?" nature. I found that there created a project for use in our classrooms which would was much opportunity for me to teach about the history of maximize exposure to women's history with a minimum of women in general, for each oral report would stimulate teacher effort. This approach was necessary because of the small discussion not only about the woman herself, but also about the amount of time we had available for gathering and organizing times in which she lived and the other factors that made her life material on the history of women and adapting it to the what it was. Each student seemed to take a particular pride in elementary level. the woman studied-it could be felt in the tone of their voices Since textbook material on women is practically when they began, "My woman is .
[Show full text]
Lessons of Resilience from Our Founding Mothers: an Examination of Women from 1776 to 1830 Jody A
Journal of Research, Assessment, and Practice in Higher Education Volume 3 | Issue 1 Article 10 2018 Lessons of Resilience from Our Founding Mothers: An Examination of Women from 1776 to 1830 Jody A. Kunk-Czaplicki Bowling Green State University, [email protected] Follow this and additional works at: https://ecommons.udayton.edu/jraphe Part of the Higher Education Commons, Social History Commons, Student Counseling and Personnel Services Commons, United States History Commons, and the Women's History Commons Recommended Citation Kunk-Czaplicki, Jody A. (2018) "Lessons of Resilience from Our Founding Mothers: An Examination of Women from 1776 to 1830," Journal of Research, Assessment, and Practice in Higher Education: Vol. 3 : Iss. 1 , Article 10. Available at: https://ecommons.udayton.edu/jraphe/vol3/iss1/10 This Conference paper is brought to you for free and open access by the School of Education and Health Sciences at eCommons. It has been accepted for inclusion in Journal of Research, Assessment, and Practice in Higher Education by an authorized editor of eCommons. For more information, please contact [email protected], [email protected]. Kunk-Czaplicki: Resilience Proceedings of the OCPA Annual Conference 2018 6a LESSONS OF RESILIENCE FROM OUR FOUNDING MOTHERS: AN EXAMINATION OF WOMEN FROM 1776 TO 1830 Jody A. Kunk-Czaplicki, Bowling Green State University ABSTRACT The role of women in American society during its first 50 years (1776-1830) varied. Women, however, built and maintained the Republic but were not granted access to the Academy (Nash, 2005, Kerber, 1997). At the threshold of the Revolutionary War, women served not only their home, family, and husbands, they began to serve the broader country.
[Show full text]
Creating a Primary Source Lesson Plan
Women’s Fight for Equality Katy Mullen and Scott Gudgel Stoughton High School London arrest of suffragette. Bain News Service. Library of Congress, Prints & Photographs Division, reproduction number LC-DIG-ggbain-10397, http://www.loc.gov/pictures/resource/ggbain.10397/ This unit on women in US History examines gender roles, gender stereotypes, and interpretations of significant events in women’s history. This leads students to discover gender roles in contemporary society. Overview Objectives: Students will: Knowledge • Analyze women’s history and liberation • Analyze the different interpretations of significant historical events Objectives: Students will: Skills • Demonstrate critical thinking skills • Develop writing skills • Collaborative Group work skills Essential “Has the role of women changed in the United States?” Question Recommended 13 50-minute class periods time frame Grade level 10th –12th grade Materials Copies of handouts Personal Laptops for students to work on Missing! PowerPoint. Library time Wisconsin State Standards B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.4 Assess the validity of different interpretations of significant historical events B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of
[Show full text]
Downloadable Reproducible Ebooks
Downloadable Reproducible eBooks Thank you for purchasing this eBook from www.socialstudies.com or www.writingco.com. To browse more eBook titles, visit http://www.socialstudies.com/ebooks.html To learn more about eBooks, visit our help page at http://www.socialstudies.com/ebookshelp.html For questions, please e-mail [email protected] Free E-mail Newsletter–Sign up Today! To learn about new eBook and print titles, professional development resources, and catalogs in the mail, sign up for our monthly e-mail newsletter at http://socialstudies.com/newsletter/ ENRICHMENT AND REVIEW CHARTS FOR ADVANCED PLACEMENT UNITED STATES HISTORY SOCIAL AND INTELLECTUAL ☼ Architects ☼ Muckrakers ☼ Authors ☼ Afro-Americans ☼ Women ☼ Native Americans ☼ and more _______________________________ DAC EDUCATIONAL PUBLICATIONS © 2001 Table of Contents Teacher’s Guide………………………………………………………………… Page 2 Architects……………………………………………………………………….. Page 3 Artists…………………………………………………………………………… Page 6 Afro-American………………………………………………………………….. Page 10 Women………………………………………………………………………….. Page 14 Authors…………………………………………………………………………. Page 18 Native Americans………………………………………………………………. Page 23 Religious Leaders………………………………………………………………. Page 26 Muckrackers……………………………………………………………………. Page 31 Scandals in American Government…………………………………………….. Page 32 African-American Struggle for Equality……………………………………….. Page 33 DAC Educational Publications Enrichment and Review Charts for Advanced Placement United States History, 1 Intellectual/Social; Permission to reproduce to original purchaser
[Show full text]
Commencement Program
Order of Exercises Processional The audience is requested to remain seated during the processional. College Marshal Lisa A. Ballesteros Faculty Marshals Katherine Aidala Samba Gadjigo Trustee Marshals Shannon D. Gurek Lenore Reilly Senior Class Marshals Omaima Afzaal ’17 Sarah Hwang ’17 Senior Class President Juliet Angelica Martone ’17 Senior Class Vice President Azulina Liberty Sprinkle-Green ’17 Opening Debra Martin Chase ’77, Board of Trustees Welcome Sonya Stephens, Acting President Student Address Anqa Khan ’17 Conferring of the Honorary Degrees Joan E. Biren ’66, Doctor of Fine Arts Kathryn A. Finney, Doctor of Humane Letters Dolores Huerta, Doctor of Humane Letters Address Dolores Huerta Conferring of the Degree of Master of Arts in Teaching Conferring of the Postbaccalaureate Certificate Conferring of the Certificate for International Students Conferring of the Degree of Bachelor of Arts The senior class requests that there be no applause during the conferring of degrees. Names read by James Hartley, Professor of Economics Alma Mater The “Alma Mater” will be led by Pascale Maria Argondizza ’17, Kamila Aurelia Lada ’17 and Avril Elizabeth Howe ’17 (words on page 45). Recessional 1 the Degree of Master of Arts in Teaching Sarah Beth Banning Willow Hellums Hanson Marylou Gelfuso Quick Bailey Meister Batty Stephanie Elizabeth Isabelle AnnaMarie Lewis Raymer Alison Jean Beattie Emily Elizabeth King Michael G Reagan Jessica Michael Boland** Lauren Elizabeth Lamb** Stephanie Dahlquist Sluyter** Bevan Alicia Brunelle Leslie Kogan LaRocca Kaitlyn Marissa Smith Laura Jay Dailey Brendan Daniel Leowolf Marilyn Theresa Squier Kellee Elizabeth Davis Diana Heather MacKenzie Jessica Marie Terry Janelle Justine Dickerson Anjali Martins Catherine Victoria Thompson Stephanie White Ferland Rose Brewster Whittier Minichiello Kristen Leigh Valenti** Paige Gabrielle Fortier Katie Marie Nadeau Jennifer Mae Viets James Francis Hanson** Katherine Margaret O'Donnell 2 the Postbaccalaureate Certificate Daniel Noah Goldberg Jennifer Ting Su* Derayvia J.
[Show full text]
Download Book \\ Heroines of Service; Mary Lyon, Alice Freeman
FLOWZIFPAX ^ Heroines of Service; Mary Lyon, Alice Freeman Palmer, Clara Barton, Frances Willard,... > Doc Heroines of Service; Mary Lyon, A lice Freeman Palmer, Clara Barton, Frances W illard, Julia W ard Howe, A nna Sh aw, Mary A ntin, A lice C. Fletch er, Mary S By Mary Rosetta Parkman To save Heroines of Service; Mary Lyon, Alice Freeman Palmer, Clara Barton, Frances Willard, Julia Ward Howe, Anna Shaw, Mary Antin, Alice C. Fletcher, Mary S PDF, remember to follow the button beneath and save the file or gain access to other information that are have conjunction with HEROINES OF SERVICE; MARY LYON, ALICE FREEMAN PALMER, CLARA BARTON, FRANCES WILLARD, JULIA WARD HOWE, ANNA SHAW, MARY ANTIN, ALICE C. FLETCHER, MARY S ebook. Our online web service was launched using a want to function as a complete on the web digital library which oers access to multitude of PDF archive collection. You may find many dierent types of e-book and also other literatures from our documents database. Certain well-liked issues that distributed on our catalog are trending books, answer key, examination test question and solution, guide example, exercise guide, quiz test, user guide, owner's guidance, service instruction, fix guide, and many others. READ ONLINE [ 6.24 MB ] Reviews Undoubtedly, this is the best function by any writer. This really is for those who statte there was not a really worth reading. Its been written in an exceptionally basic way which is merely right after i finished reading through this book by which really transformed me, change the way i really believe.
[Show full text]