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1. Chapter 13

2.  What changes in traditional
belief systems, religion, and
ways of treating people do you
think could improve society?

3. Section 1
Pgs. 390-394

4. The Second Great
Awakening
1790s- Americans
took part in a
Christian renewal
called the Second
Great Awakening.
[New York through
the frontier:
Kentucky, Ohio,
Tennessee, & South
Carolina].
By 1820s/1830s- new
interest spread in
New England, the
Appalachians, and the
South.

5.  Charles Grandison Finney-
1821 left law after a dramatic
religious conversion.
 Challenged Protestant
beliefs
 Stated each individual was
responsible for their own
salvation
 Believed sin was avoidable
 Many converted to
Christianity during these
revivals.
 Told converts t0
demonstrate their faith
through good deeds.

6.  Finney’s preaching angered some
 1st Amendment guaranteed freedom of
religion & prevented local or state gov’s from
passing laws banning new religious practices.
 Result =
 Church membership across country 
 More women/African Americans involved
 Renewed Americans’ religious faith

7. Revival How did the Second Great
Meetings Awakening affect Americans? [390]
Religious revivals swept
the United States in the
early 1800s. Some
meetings drew up to
20,000 people at a time
to huge outdoor camps.
James Finley, who later
became a Methodist
preacher, described one
revival as a “vast sea of
human beings [that]
seemed to be agitated
as if by a storm.”
Preachers traveled from
town to town, urging
sinners to seek
salvation.

8. transcendentalism
Idea that people could rise above the material things in life; philosophy
shared by some New England writers and thinkers in the mid-1800s.

9.  Essay in 1841- “Self-
Reliance” stated that
people depend on too
much institution and
traditions.
 Wanted people to
follow their own beliefs
and use their own
judgment

10.  Fuller wrote Woman in
the Nineteenth Century
 Wrote how women had
the right to choose their
own paths in life.
 Some saw her as a
champion of women’s
rights

11.  Believed in Self-Reliance
 2 years lived alone in a
cabin in Mass.
 “I went to the woods
because I wished to live
deliberately to front only
the essential facts of life,
and see if I could learn
what it had to teach, and
not, when I cam to die,
discover that I had not
lived.”

12. Utopian
Communities
 How did transcendentalists
believe people should live? [p.393]
In the 1840s some
transcendentalists
formed a community at
Brook Farm,
Massachusetts. Brook
Farm did not last very
long, however. It was one
of many experiments with
utopian communities that
took place in America.
These communities tried
to form a perfect society
on Earth. Some
Americans founded
utopian communities as
places to practice their
religious beliefs.

13. Thomas Cole- Painter of American Landscapes
Nathaniel Hawthorne- author of the Scarlet Letter

14. Edgar
Allan Poe
“Once upon a midnight
dreary,1
while I pondered,2 weak and
weary,
Over many a quaint3 and
curious
volume of forgotten lore4 —
While I nodded, nearly
napping,
suddenly there came a
tapping,
As of some one gently
rapping,
rapping at my chamber
door—
‘‘Tis some visiter,’ I muttered,
‘tapping at my chamber
door—
Only this and nothing more.’”

15. Emily  What was the romantic movement,
and who were some of the major
Dickinson American artists and writers of this
movement? [p.394]
Born in 1830, This is my letter to the
Emily Dickinson World
That never wrote to Me-
led a quiet life The simple News that
in Amherst, Nature told-
Massachusetts. With tender Majesty
Her Message is committed
To Hands, I cannot see-
For love of Her- Sweet-
countrymen
Judge tenderly- of Me.

16. Section 2 [395-399]

17. What factor shapes
an immigrant’s
experience?

18.  <4mil. Immigrants U.S. b/w 1840-1860
 Most from Europe
 <3mil. Of these- German or Irish
 Many fleeing economic or political troubles in
native countries

19.  Mid-1840s potato blight,
disease causing rot- left
Ireland w/ little food.
 “One business survives!
That fortunate business…
is the Irish coffin-maker”
 Most immigrants settled in
Mass., NJ, NY, PA
 Worked building canals,
RRs; women as domestic
servants.
 Poor wages forced
immigrants to live in poor
housing.

20.  1848- Germans revolted
against harsh rule
 Educated Germans can to
escape persecution or
economic reasons
 While Irish were Catholic,
Germans were Protestant,
Catholic or Jews
 Moved to Michigan, Ohio
& Wisconsin
 Chicago Daily Tribune:
Germans: “fitted to do the
cheap… labor of the
country”

21.  Industrialization + Immigrants = changed the
American labor force.
 Chance of getting farmland in Midwest drew
many immigrants to this area.
 Industrial jobs in N.E. drew immigrants to
cheap labor in many towns/cities
 New jobs fueled local economies
 New jobs: clerks, merchants, supervisors,
professional workers

22.  Native-born citizens
feared losing their jobs
to immigrants who
might work for lower
wages.
 Felt threatened by the
different cultures and
religions of immigrant
groups.
 Before Catholics, many
Americans were
protestants

23.  1840s/1850s Nativists
became politically active
 Main goal was to stir up
anti-immigrant feeling
 “Look at the . . . thieves
and vagabonds
[tramps], roaming
about our streets . . .
monopolizing [taking]
the business which
properly belongs to our
own native and true-
born citizens.”

24.  1849 Political Party founded by Nativists
 Named b/c when questioned replied “I know
nothing”
 Wanted to keep Catholics/Immigrants out of
public office
 Wanted immigrants to live in U.S. for >21 yrs
before they could be citizens
 Some success, won state elections during
1850s
 Controlled Mass. Legis. For a short time

25. How did the Industrial Revolution and the Transportation Revolution affect
life in American cities? [9.398]

26.  Rise of industry &
growth of cities changed
American life.
 Business owners or
skilled workers
benefitted most
 New class grew, Middle
class- social/economic
level b/w wealthy & poor
 Cities were
compact/crowded
 Many walked to work

27.  Cities in early & mid
1800s faced challenges
due to rapid growth
 Crowded conditions
meant poor wage
workers meant people
lived by class
 Lack of safe
housing/public services
 Immigrants lived in
tenements

28.  Did not have clean water,
public health regulations
or clean ways to get rid of
garbage/human waste
 Diseases spread easily
 1832-49- NYC- Cholera
killed thousands of people
 Cities- criminal activities
 NYC, Boston, Philly had no
permanent police force,
but volunteer ones
 Fire protection meant
hands pumps and buckets

29. Section 3 [400-403]

30. What specific changes
to policies and laws
have you noticed during
your lifetime?

31. Dorothea “I come to present the strong claims of suffering humanity . . .
the miserable, the desolate [deserted], the outcast . . . to call
your attention to the present state of insane persons
Dix confined within this Commonwealth, in cages, closets,
cellars, stalls, pens! Chained, naked, beaten with rods, and
lashed into obedience.”
In 1841 Dorothea Dix
visited a jail in Cambridge,
Massachusetts, to teach a
Sunday school class. What
she saw there shocked her.
Mentally ill women were
jailed beside common
criminals in dirty cells. Dix
became angry at the
conditions she found there These cages were used to
and in other Massachusetts confine mentally ill
jails. As a result, she began people. Mentally ill
to work to improve the usually put in prisons with
care of mentally ill people criminals
across the country. She
joined many other women After Dix’s influence- more than 100
reformers in the early and state hospital were built where mentally
mid-1800s. ill received professional care.

32. Reform
Schools
Children who
committed crimes:
•Begging
•Stealing
Treated the same as
criminals.
Boston mayor Josiah
Quincy asked for
different punishments.
1820s founded reform
schools for children.
Lived under strict
rules, & received
vocational training.

33. Prison  How did reformers try to change
Overcrowding prisons in the early 1800s? [p.401]
Reformers tried to
end over-crowding
in Prisons as well as
cruel punishments.
Efforts led to the
creation of houses
of correction.
Instead of only
punishment,
rehabilitation
through education
became the
preferred method.

34. • believed Americans were
drinking @ an alarming rate
• 1830s- avg. alcohol
consumption was 7gallons/yr
• alcohol caused social
problems:
• family violence
• Poverty
• Criminal behavior
• urged people to stop drinking
hard liquor &limit beer &wine
• People who drank were
“neglecting the education of
their families- and corrupting
their morals”

35. Temperance  What were the goals of the
Movement temperance movement? [402]
[Lyman Beecher]
•Maine law
1846- illegal to
sell alcohol
•1855-dozen
states w/
similar laws

36.  Earl 1800s- poor public education
 Immigration  reformers argued education
would help Americans become good workers
in citizens
 Most believed this/but did not expect children
to receive a great deal of formal schools
 Many children worked in factories or farms to
help support families
 Parents wanted children to read the Bible,
write, and do simple math.

37.  New England had the
most schoolhouses
 South & West had the
fewest
 Most teachers were
untrained young men
 Taught before
becoming farmers or
practicing another
trade

38.  Textbooks in mid-1800s-
McGuffey’s Readers put
together by William
McGuffey a Presbyterian
Minister.
 Different backgrounds
received education
differently:
 Rich- private schools; hired
tutors
 Poor- only public school
 Girls- could go, often kept
home- fewer girls learned
to read.

39. Common  Why did Horace Mann want to
School improve schools, and what did he
Movement accomplish? [p.404]
•Wanted all children to be
educated in a common
ground
•1st Sec. of Edu. In Mass-1837
•Former lawyer/legis.
•Doubled state school
budget
•Helped teachers earn better
salaries
•Made school year longer
•Founded first teacher
training school
•Ideas spread to Latin
America and Europe
•Set standard for education
reform

40. 1800s Today
Draw a two column chart in your notebook
School Resources
with the headings 1800s and today. Complete
# of students per
it based on the following categories:
class
Students’ attitude
towards
education
Parents’ attitude:
Importance of
education to
employment
Class
organization

41.  Pre-1820s few women could attend class
beyond grade school
 Catharine Beecher, reformer of Women’s
edu. Early 1800s
 Believed women were better at teaching
the moral lessons that made good citizens
 Wrote several essays i.e.: On the Education of
Female Teachers

42.  1821- Troy, NY- Emma
Willard founded a
college-level institute
for Women
 Troy Female Seminary
 Studied diff. subj:
 Ranging from Math to
Philosophy
 B/w 1821-1872, <12,000
women attended

43.  Mt. Holyoke in Mass  Oberlin College, Ohio
 Mary Lyon  First co-educational
 “I am doing a great college in U.S.
work, I cannot come
down”

44. “School was kept occasionally. It was regarded a great favor
to have it allowed at any time. Each pupil or scholar paid on
dollar per month. Often there was no school because there
was no teacher” –James Thomas, From Slavery to Freedom

45.  Went to separate schools
than whites
 NY African Free school,
NYC-1787 produced
notable scholars/leaders
 Philly- 7 schools for black
students
 1820- elem.
School/Boston
 1855- allowed to go to
white schools

46.  What educational challenges did
women and African Americans face in
the 1800s? [p.405]
 Rarely attended college,  Black Colleges:
only few institutions  1842- Institute for Colored
avail. For higher learning Youth
 1835- Oberlin- 1st College  1849- Avery College in
for African Americans Philly
 Later Harvard joined
 South few able to attain
edu.
 Laws prevented slaves
from receiving edu., due
to whites’ fears of
potential slave rebellions

47. Pg. 406- this typewriter produced raised dots representing the alphabet
created by Louis Braille for visually impaired people

48.  Samuel Gridley Howe
 worked w/ visually
impaired
 Prison reform
 Education reform
 Care if mentally ill
 1831- Perkins Institution
[Mass] for visually
impaired
 Travelled to 17 other
states to talk about
teaching visually
impaired
 Ran Perkins for 45 years

49.  What kinds of schools were
founded for people with
disabilities? [406]
 After Yale, Thomas Hopkins
Gallaudet Eur. 2yrs. Living
with hearing impaired
 1817- 1st free American school for
hearing impaired- Hartford
Conn.
 Principal till 1830
 Prof. of Philosophy @ NYU
 Called for special schools to train
teachers
 Wrote textbooks for
children/people w/ hearing
impairments
 Gallaudet University in Wash.
Named after him.

50. Section 4- pgs 407-412

51. All students with brown eyes
will take a pop quiz today, while
the rest of the class will play a
game.
Write your feelings about this.

52. Abolition
•1830s Americans who had
been against slavery for
years began to take
organized action.
•formed a movement to
support abolition
•Some wanted
immediate emancipation.

53.  Minority in U.S. but
very vocal
 Different
backgrounds/diff.
reasons
 Quakers [religious
grounds]
 Ministers of 2nd Great
Awakening [morals]
 Political theorists [ideals
of Declaration of
Independence]

54.  Abolitionists disagreed
what ending slavery
would mean
 Should be treated the
same as whites
 Opposed full social and
political equality for
African Americans
 Send African Americans
to Africa to prevent
racial conflict

55. American
Colonization
Society
•1817 founded by
Robert Finley
•5 yrs later-
founded colony of
Liberia on West
coast of Africa
•12,000 African
Americans settled
there
•Many who once
favored
colonization,
turned against

56.  Speaking tours
 Wrote newspaper articles/pamphlets
 Poetry
 Literature
 William Lloyd Garrison The Liberator 1831
 Founded the American Anti-Slavery Society

57. Stand your Liberator & Anti-Slavery
Society relied on support
ground! of Free African Americans
•Spread lit. thru-out N. &
Mid W.
•Petitions to Congress
•1840- split:
•Immediate freedom
for slaves
•Women should be =
to men in abolitionist
movement
•Other group: slower
emancipation/limited
role for women

58. Grimke  How did the members of
the Anti-Slavery Society
Sisters fight slavery? [409]
2 southern women:
Angelina
Sarah
•Well know activists
•Family of S. Carolina slaveholders
•Moved to Philly.
•Wrote popular essay
•Became 1st women to speak before
Male/Female audience for Anti-
Slavery Society
American Slavery As it Is – most
important anti-slavery writing of the
time.

59. Essential Question:
Write down examples of how one can get
their point across to another person.

60. In 1845 Frederick Douglass published the first of three autobiographies
describing his life as a slave and his abolitionist efforts once he gained
his freedom. In the following excerpt he explains the purpose of his
autobiography.
Sincerely and earnestly hoping that this little
book may do something toward throwing light
on the American slave system, and hastening
the glad day of deliverance to the millions of my
brethren in bonds—faithfully relying on the
power of truth, love, and justice, for success in
my humble efforts—and solemnly pledging
myself anew to the sacred cause,—I subscribe
myself, Frederick Douglass.

61. “The blessings in which you, this
Frederick day, rejoice, are not enjoyed in common…
Douglas This 4th of July is yours, not mine. You may
rejoice, I must mourn.”
•1841: Douglas began
giving regular lectures-
Speaking @ a 4th of
July Celebration in 1852
•Spoke in U.S./Eur.
•Published the North
Star
•Others included:
Sojourner Truth &
Charles Remond

62.  1830s- group helped slaves escape South
 Free African Americans
 Former Slaves
 Few White Abolitionists
 Arranged transportation/hiding for
fugitives/escaped slaves
 Wore disguises @ night, followed N. Star
 Hid in Attics, barns, other secret locations

63. How did Free African
Americans & former slaves try
to end slavery? [411]
 Most famous/daring
conductor
 Escaped in 1849
 Returned to South 19x
 Freed family and up to
300 slaves
 Never lost a fugitive
 Reward for Tubman @
$40,000
 40,000 slaves used RR
1810-1850

64. Opposition
to Abolition
Southern
defenders of
slavery used
images to argue
that American
slaves enjoyed a
better life than
British factory
workers.

65.  Many white N. did not  Fed. Gov. stood in way
believe in = treatment of Abolitionists
for Afr. Am.  1836-1844- U.S. HoR
 Warned freed slaves used Gag Rule to
would move N. & take prevent discussion of
jobs 1000s of antislavery
 Some joined violent petitions
mobs that attacked  Violated 1st
Afr. Am & burned anti- Amendment
slavery lit.

66.  Many thought slavery  Some believed slavery
vital to economy & protected African
culture Americans
 Believed outsiders had  Virginia lawyer- George
no business interfering Fitzhugh: “freed slaves
 After Turner’s Rebellion- would freeze or starve in
open talk of slavery north”
question disappeared in  Racism, fear, and South’s
South economic dependence
made emancipation
unpopular in South

67. Northern Feared loss
of jobs
Believed slavery
Southern was central to
economy &
culture

68. Section 5 [pgs. 413-417]

69. Identify three famous women from
the 1900s or 2000s. Rank their
influence on culture.

70.  Grimké Sisters &
Sojourner Truth were
Abolitionists turned
women’s rights
advocates [mid 1800s]
 Felt they had to defend
rights in public

71. Critics believed
women should
not give public
Everyone is a Critic
speeches and
should stay in
traditional
female roles.
Critics: [some
members of]
1. Press
2. Clergy
3. Male
Abolitionists

72.  Grimké sisters: women  Sarah argued for equal
had a moral duty to lead educational
antislavery movement opportunities.
 “I ask no favors for my  Pointed out laws that
sex… All I ask our negatively affected
brethren is, that they women
will take their feet from  Called for = rights/pay
off our necks, and
permit us to stand
upright on that ground
which God designed us
to occupy”

73. Why did some people oppose women’s
efforts in the abolitionist movement, and
how did this opposition affect the
women’s rights movement?
 Sojourner Truth- spoke for  “That man over there says
abolition & women’s rights that women need to be
 6 ft. tall & confident helped into carriages and
 1851- challenged audience lifted over ditches, and
members not to think of not to have the best place
women as the “weaker everywhere. Nobody ever
sex” helps me into carriages or
over mud puddles, or
gives me any best place…
Look at me! I have
ploughed and planted
and… no man could
[outwork] me. And ain’t I
a woman?”

74.  Shortly after America  Took adv. Of
Rev. publications for educational
W.R’s appeared opportunities
 Did not become a  Learned how to
national movement for organize more
yrs. effectively by working
 Social changes like in reform groups
abolition movement  Some men assisted in
led to the rise of women’s rights
women’s movement

75.  Not having the right to
vote
 Married women in many
states had little or no
control over their own
property
 Claims that: Women “did
not have the physical or
mental strength to
survive w/out men’s
protection”
 Most people believed
men should control her
property

76.  Some women said they
were not unequal to
men, just different and
did not need new
rights.
 Some critics believed
women should not try
to work for social
changes in public but in
their own homes.

77. p. 415

79.  1840- attended World’s
Anti-Slavery Convention
in London while on
honeymoon
 Had to watch separately
from husband
 All women were hidden
from men’s view by a
curtain
 William Lloyd Garrison in
protest, sat with them

80.  This treatment  Planned to “form a
angered Stanton and society to advance the
Lucretia Mott. rights of women”
 “[they] resolved to  8 years passed
hold a conversation as announced: The
soon as we returned Seneca Falls
home” Convention
 Stanton+Mott –  1st public meeting
“resolved to hold a about women’s rights
convention as soon as to be held in the U.S.
we returned home”

82.  Convention organizers
wrote based on
language of Dec. of
Ind.
 Detailed beliefs about
social injustice towards
women
 100 people signed
 240 attended
Convention inc.
Frederick Douglas

83. In search of Women’s Rights

84.  Lucy Stone  Susan B. Anthony
 Powerful speaker  Turned movement political
 Anti-Slavery Society  Single Woman, Supported Self
 Argued for = pay
 Allowed to go into law
 Property Rights
 1860- NYC gave women
ownership of wages/property
 Soon trickled to N.E. and
Midwest