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Bell Work 1) Define the vocabulary words listed below: Favorite son Majority Plurality Mudslinging Suffrage Spoils System 2) Write a sentence using each vocabulary term correctly. Unit 5: The Growing Nation Chapter 11: The Jackson Era Chapter 12: Manifest Destiny Chapter 13: North and South Chapter 14: The Age of Reform Chapter 11: The Jackson Era • Section 1: Jacksonian Democracy • Section 2: Conflicts Over Land • Section 3: Jackson and The Bank Chapter 11 Section 1: Jacksonian Democracy Main Idea Supporting Details Election of 1824 Andrew Jackson, Henry Clay, and John Quincy Adams were favorite son candidates No one received a majority of electoral votes House of Representatives decided election The Corrupt Bargain The Adams Presidency Henry Clay supported John Quincy Adams Clay uses his influence as Speaker of the House to help Adams win Adams gives Clay Secretary of State position “Corrupt bargain” overshadowed his presidency Stronger navy, scientific expeditions, direct federal involvement in economic growth Congress rejected many of Adams’ proposals Congress advocated a limited role for federal government Section 1: Jacksonian Democracy • President John Quincy Adams- 1843 Section 1: Jacksonian Democracy • President Andrew Jackson- Official White House Portrait Section 1: Jacksonian Democracy • Senator Henry Clay- Kentucky Chapter 11 Section 1: Jacksonian Democracy Main Idea Supporting Details Election of 1828 Democratic-Republicans split into two parties: National Republicans and Democratic Republicans Democratic-Republicans nominated Andrew Jackson National Republicans nominated John Quincy Adams Mudslinging was introduced Election slogans, campaign events, buttons, and rallies were introduced Andrew Jackson becomes the 7th U.S. President What changes were made under President Jackson? Suffrage expanded for white men State constitutions changed to allow people to choose presidential electors Caucus system replaced with nominating conventions State delegates choose presidential candidates Jackson instituted the spoils system Review and Process • 1) Why did the House of Representatives decide the election of 1824? • 2) What was the “corrupt bargain?” • 3) What did President Adams hope to accomplish as president? • 4) Why was the election of 1828 different from prior presidential elections? • 5) What changes were made under President Jackson? • Write a one sentence summary about what you learned today! Bell Work 1) Define the vocabulary words listed below: Tariff Nullify Secede 2) Write a sentence using each vocabulary term correctly. Chapter 11 Section 1: Jacksonian Democracy Main Idea Supporting Details Tariff of 1828 1828- passed by Congress Made European goods more expensive Manufacturers in the Northeast supported the tariff Believed Americans would buy American-made goods Southerners protested because they traded cotton for European goods Nullification and Secession John C. Calhoun argued for nullification and secession Calhoun believed states had a right to cancel federal laws Calhoun argued it was states that formed the federal government Calhoun argued states have rights and powers independent of the federal government Section 1: Jacksonian Democracy • Vice President John C. Calhoun- South Carolina Chapter 11 Section 1: Jacksonian Democracy Main Idea Supporting Details Nullification Crisis Congress passed a lower tariff in 1832 South Carolina state legislature passed Nullification Act stating that it would not pay tariffs of 1828 or 1832 South Carolina threatened to secede President Jackson stated the Union must be preserved Henry Clay’s Compromise Proposed compromise bill to end Nullification Crisis Gradually lower tariff of 1832 over several years South Carolina accepts the bill Force Bill 1833 1833- President Jackson convinced Congress to pass this bill Stated the president can use military force to enforce acts of Congress South Carolina “nullified” the act but did accept Clay’s compromise tariff bill Review and Process • 1) Why did the Tariff of 1828 divide the country between North and South? • 2) Why did Vice-President John Calhoun argue for nullification? • 3) What was the Nullification Crisis? • 4) Why was the Force Bill passed? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Relocate Guerilla Tactics 2) Write a sentence using each vocabulary term correctly. Chapter 11 Section 2: Conflicts Over Land Main Idea Supporting Details Indian Removal Act 1830 President Jackson supported relocating Native Americans to lands west of the Mississippi River 1830-Passed by Congress Federal government paid Native Americans to move west President Jackson sent officials to negotiate treaties with Native American groups Indian Territory 1834 Created by Congress for Native Americans from Southeast Present-day Oklahoma Chapter 11 Section 2: Conflicts Over Land Main Idea Supporting Details The Cherokee Nation Lived in present-day Georgia and Alabama Refused to give up their lands 1790’s- Treaties recognized the Cherokee as separate nation Georgia did not recognize Cherokee laws Worcester v. Georgia Cherokee nation sued the Georgia in U.S. Supreme 1832 Court Chief Justice John Marshall ruled Georgia had no right to interfere with the Cherokee Marshall stated only the federal government had authority in matters involving the Cherokee President Jackson supported Georgia’s efforts to remove the Cherokee Chapter 11 Section 2: Conflicts Over Land Main Idea Supporting Details Trail of Tears 1838 Forced march west of the Cherokee nation from their homeland to present-day Oklahoma General Winfield Scott and 7,000 troops came to remove the Cherokee by force 4,000 Cherokee died The Seminoles Live in Florida 1832- went to war against the U.S. Led by Chief Osceola Used guerilla tactics against U.S. armed forces 1842- U.S. gave up trying to remove the Seminole 1,500 U.S. soldiers were killed Section 2: Conflicts Over Land • General Winfield Scott Section 2: Conflicts Over Land • Trail of Tears Section 2: Conflicts Over Land • Osceola Review and Process • 1) What was the Indian Removal act of 1830? • 2) Why was the Indian Territory created in 1834? • 3) Why was Worcester v. Georgia a significant case in U.S. History? • 4) What was the Trail of Tears? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Veto Depression Log Cabin Campaign 2) Write a sentence using each vocabulary term correctly. Chapter 11 Section 3: Jackson and the Bank Main Idea Supporting Details How was the Bank of the United States used against President Jackson in the 1832 election? President Jackson believed it was an organization of the wealthy classes 1832- Bank president Nicolas Biddle applies for new charter 4 years early Biddle, Henry Clay and Daniel Webster hoped to use the Bank to defeat Jackson in 1832 election If Jackson vetoed the charter, he would lose popular support Jackson vetoed charter and wins re-election How did President Jackson ordered withdrawal of federal government funds . Jackson “kill” the Bank of the United Jackson ordered federal funds deposited into state banks 1836- Biddle refused to renew the Bank’s charter States? Section 3: Jackson and the Bank • Nicholas Biddle- President of the Bank of the United States Chapter 11 Section 3: Jackson and the Bank Main Idea Supporting Details Election of 1836 Jackson supported Martin Van Buren from New York Van Buren becomes 8th President of United States Panic of 1837 Land values dropped, investments dropped, businesses closed, banks failed, thousands of people lost jobs Inflation caused prices to rise Van Buren believed in a laissez-faire policy The Whigs 1830’s Political party that opposed Jackson’s policies Supremacy of Congress over the Executive Branch Programs of modernization and economic protectionism Chapter 11 Section 3: Jackson and the Bank Main Idea Supporting Details The Log Cabin Campaign 1840- “Tippecanoe and Tyler Too” campaign slogan in presidential election Harrison in political cartoons showing him in front of a log cabin Log cabin became symbol of the Whig Party Harrison’s Presidency Harrison wins election of 1840 Harrison became sick with pneumonia and died on April 4, 1841 Vice-President John Tyler becomes 10th President of the United States Tyler often disagreed with the Whig Party, Chapter 11 Section 3: Jackson and the Bank • President William Henry Harrison Source: http://www.npg.si.edu/img2/hall/big/bigwhharr.gif Review and Process • 1) How was the Bank of the United States used against President Jackson in the 1832 election? • 2) What was the outcome of the presidential election of 1832? • 3) How did President Jackson “kill” the Bank of the United States? • 4) What was the Panic of 1837? • 5) Who were the Whigs? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Joint Occupation Mountain Man Manifest Destiny 2) Write a sentence using each vocabulary term correctly. Chapter 12: Manifest Destiny • • • • Section 1: Section 2: Section 3: Section 4: The Oregon Country Independence for Texas War with Mexico New Settlers in California and Utah Chapter 12 Section 1: The Oregon Country Main Idea Supporting Details Competition for the Oregon Territory Area between Rocky Mountains and Pacific Ocean United States, Britain, Spain, and Russia 1819-Spain lost its claim with Adams-Onis Treaty 1824- Russia gave up its land claims 1825- Britain and the U.S. agreed to divide Oregon at the 49th parallel Britain and the U.S. continued joint occupation American Settlement in Oregon First American settlers in Oregon were mountain men Became familiar with rivers, mountains, and trails Beaver trappers and guides for other settlers Most settlers moved there because of abundant and fertile land Chapter 12 Section 1: Oregon Country • Map of Oregon Territory Chapter 12 Section 1: The Oregon Country Main Idea Supporting Details The Oregon Trail A 2,000 mile trail from Missouri to the Pacific Ocean The trail crossed the Great Plains, went through the South Pass, and along the Snake and Columbia Rivers Most pioneers traveled on this trail in covered wagons called prairie schooners Manifest Destiny Idea that the United States was destined to spread across the North American continent Americans who emigrated to Oregon demanded annexation U.S. had to find a way to remove Britain’s claim Chapter 12 Section 1: The Oregon Country Main Idea Supporting Details Election of 1844 James K. Polk nominated by the Democratic Party Henry Clay nominated by the Whigs Main issue was the annexation of Oregon Polk’s campaign slogan was “54 40’ or Fight!” the northern border for the U.S. should be at 54th parallel Polk won the election and became the 11th President of United States How did the U.S. and U.S. wanted Britain to agree to 54 degrees 40’ Britain settle the Britain would not agree dispute over Oregon? June 1846- Britain and the U.S. agreed to the 49th parallel Fulfilling “Manifest Destiny,” now meant turning their attention to Texas Chapter 12 Section 1: Oregon Country • President James K. Polk Review and Process • 1) Which nations were competing for the Oregon Country? • 2) Which two nations held joint occupation of the Oregon Country after 1825? • 3) Who were the first American settlers in the Oregon Country? • 4) What was Manifest Destiny? • 5) How did Britain and the U.S. settle their dispute over Oregon? • Write a one sentence summary about what you learned today! Bell Work 1) Define the vocabulary words listed below: Tejanos Empresario Decree Annex 2) Write a sentence using each vocabulary term correctly. Chapter 12 Section 2: Independence for Texas Main Idea Supporting Details Moses and Stephen Austin 1821- Moses Austin received a land grant from Mexico to create an American settlement in Texas His son, Stephen, recruited 300 families to move to Texas Settlement in Texas Mexico’s Immigration Policies 1830 Mexico wanted settlers Mexico passed laws giving cheap land to settlers if they learned Spanish, converted to Catholicism, and obeyed Mexican law Americans who refused to adopt Mexican ways 1830- more Americans lived in Texas than Mexicans Mexico alarmed by the growing American population Mexico forbade further immigration to Texas by Americans Chapter 12 Section 2: Independence for Texas • Stephen Austin Chapter 12 Section 2: Independence for Texas Main Idea Supporting Details Antonio Lopez de Santa Anna- Mexican president Stephen Austin’s request to make Texas a 1833- Visits Santa Anna to request immigration ban be lifted and Texas to become a separate state separate state Immigration ban removed, Texas NOT a separate state 1834- Santa Anna declared himself dictator Why did Texans want to Stephen Austin arrested for sending a letter back to Texas fight for their instructing to make plans for independence independence? Texans no longer had any protection of their rights Battle of Gonzales 1835 October 1835- Santa Anna sent troops to to punish the Texans for being critical of him Texans defeated the Mexican troops First battle of the Texas Revolution Chapter 12 Section 2: Independence for Texas • General Antonio Lopez de Santa Anna Review and Process • 1) Who were Moses and Stephen Austin? • 2) How did conflict emerge between American settlers and the Mexican government in Texas? • 3) What immigration policies did Mexico establish in 1830? • 4) Why did Stephen Austin meet with Antonio Lopez de Santa Anna in 1833? • Write a one sentence summary about what you have learned today! Bell Work • Based on what you learned yesterday, complete the following quick-write activity: • Make an argument FOR or AGAINST annexing Texas to the United States. Chapter 12 Section 2: Independence for Texas Main Idea Supporting Details Battle of San Antonio 1835 December 1835-Texan forces seized San Antonio Many Texans left thinking the war was won Santa Anna was determined to take back San Antonio Battle of the Alamo 1836 February 1836- Santa Anna’s forces arrived in San Antonio Santa Anna found remaining Texans in the Alamo Santa Anna’s forces attacked but the Texans held them off for 12 days March 6, 1836- Mexican forces break in and killed nearly everyone “Remember the Alamo” became a rallying cry for Texan forces Chapter 12 Section 2: Independence for Texas • The Alamo Chapter 12 Section 2: Independence for Texas Main Idea Supporting Details How did the Alamo help the Texans win independence? Gave the Texan forces time to prepare for future battles Texans declared their independence and name Sam Houston as commander of all Texan forces Battle of San Jacinto April 21, 1836- Sam Houston’s Texan forces surprised Santa Anna’s forces, killing 600 of his 1300 men Houston’s troops captured Santa Anna May 13, 1836 Santa Anna forced to sign treaty recognizing Texas as an independent country The Lone Star Republic (Republic of Texas) September 1836- Sam Houston elected president of Texas Houston asks President Andrew Jackson to annex Texas Jackson refused because it would upset the balance of slave and free states December 29, 1845- Texas was annexed by United States Chapter 12 Section 2: Independence for Texas • Sam Houston Review and Process • 1) Why did Texans want to fight for their independence? • 2) What was the first battle of the Texas Revolution? • 3) Why was the Battle of the Alamo helpful to the Texans? • 4) What was the name of the independent nation of Texas? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Cede Californios 2) Write a sentence using each vocabulary term correctly. Chapter 12 Section 3: War with Mexico Main Idea Supporting Details New Mexico Manifest Destiny created interest among Americans in acquiring New Mexico 1845- United States offered Mexico $30 million for New Mexico and California Dispute over the southern border How did war with Mexico begin? U.S believed it was the Rio Grande River Mexico claimed the boundary was the Nueces River Mexico refused the $30 million U.S. offer U.S. sent troops under General Zachary Taylor to the territory between the Nueces and Rio Grande Rivers April 24, 1846- Mexican forces attacked Taylor’s troops Americans who supported war claimed Mexico attacked on U.S. soil Americans who opposed war claimed the U.S. provoked the attack Chapter 12 Section 3: War with Mexico • General Zachary Taylor Source: http://www.sonofthesouth.net/mexicanwar/pictures/zachary-taylor.jpg Chapter 12 Section 3: War With Mexico Main Idea Supporting Details President Polk’s War Plan Drive Mexican troops out of the disputed territory between the Nueces and Rio Grande Rivers Secondly, seize New Mexico and California Third, capture Mexico’s capital city, Mexico City August 18, 1846- Santa Fe captured by U.S. General Stephen Watts Kearney Santa Fe Mexico City Rio Grande and Nueces Rivers September 1847- General Winfield Scott captured Mexico City February 1847-General Zachary Taylor seizes control of the disputed territory Chapter 12 Section 3: War With Mexico Main Idea Supporting Details California- The Bear Flag Republic June 1846- American forces seized the city of Sonoma American forces declared California an independent republic called the Bear Flag Republic July 1846- U.S. Commodore John Sloat captured the cities of Monterrey and San Francisco Sloat declared California a part of the United States Many native Californians did not want the U.S. to take over California January 1847- California was under U.S. control Treaty of Guadalupe Hidalgo February 1848- ended the Mexican War Mexico gave up all claims to Texas Texas border was fixed at the Rio Grande River U.S. pays Mexico $15 million for California and New Mexico (Mexican Cession) Review and Process • 1) Why were Americans interested in acquiring New Mexico? • 2) Explain the boundary dispute between Mexico and the U.S. regarding Texas. • 3) How did the Mexican War begin? • 4) What was President Polk’s war strategy? • 5) What were the terms of the Treaty of Guadalupe Hidalgo? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Forty-Niners Boomtowns 2) Write a sentence using each vocabulary term correctly. Chapter 12 Section 4: New Settlers in California and Utah Main Idea Supporting Details California Gold Rush 1848-1849 1848- Gold was discovered in California People from all parts of the world rushed to California Boomtowns emerged Population of San Francisco explodes What were the effects of the gold rush? Few miners achieved lasting wealth Miners often lost their money from wild spending or gambling Merchants made money by charging miners inflated prices for basic needs such as food, clothes, and tools Many people decided to stay in California Chapter 12 Section 4: California and Utah • Boomtown (Tombstone, AZ) Chapter 12 Section 4: New Settlers in California and Utah Main Idea Supporting Details How did California become a state? Rapid population growth required a more efficient state government 1849- A new state constitution was written March 1850- California applied for statehood South disapproved its state constitution banned slavery September 1850- California was admitted as a free state Chapter 12 Section 4: New Settlers in California and Utah Main Idea Supporting Details The Mormons Church of Jesus Christ of Latter-Day Saints 1830- Created by Joseph Smith in New York Forced to move from New York to Ohio, Missouri, and Illinois 1844- Smith was killed by a mob in Illinois Deseret Brigham Young took over the Mormon Church 1846- Young led 12,000 Mormons on a pilgrimage to Great Salt Lake in Utah Mormons established a community called Deseret Later renamed Salt Lake City Chapter 12 Section 4: California and Utah • Brigham Young Review and Process • 1) Why did thousands of people rush to California in 1848-1849? • 2) What were the effects of the population explosion in California? • 3) How did California become a state? • 4) Who were the Mormons? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Clipper Ship Telegraph Morse Code 2) Write a sentence using each vocabulary term correctly. Chapter 13: North and South • • • • Section 1: Section 2: Section 3: Section 4: The North’s Economy The North’s People Southern Cotton Kingdom The South’s People Chapter 13 Section 1: The North’s Economy Main Idea Supporting Details Technology and Industry Changed the way Americans worked, traveled, and communicated Most technological and industrial improvements were made in the North Transportation Steamboat allowed goods and people to move quickly along inland waterways 1820-1850- 3,100 miles of canals were built Clipper ships could travel 300 miles a day Railroads 1860- 31,000 miles of railroad tracks linked cities in the North and Midwest Transformed trade and settlement in the nations’ interior Grain, livestock, and dairy products were transported Towns developed along the railroad routes Chapter 13 Section 1: The North’s Economy • Railroad- 1800’s Source: http://www.dallashistory.org/images/Railroads__small_.jpg Chapter 13 Section 1: The North’s Economy Main Idea Supporting Details Communication 1844-Samuel Morse developed the telegraph Used electric signals to send messages along wires Morse Code was created to transmit messages 1860-more than 50,000 miles of telegraph lines existed Changes in Agriculture Railroads and canals create new markets for farmers New inventions encouraged people to farm more land and raise more crops 1837- John Deere invented the steel tipped plow 1846- Cyrus McCormick invented the mechanical reaper Chapter 13 Section 1: The North’s Economy • Telegraph Source: http://www.telegraphoffice.com/pages/images/Federal_Telegraph_Key.jpg Review and Process • 1) How did new technology and industry change life in America? • 2) How did the steamboat and railroads change transportation in America? • 3) What improvements were made in communication? • 4) What changes were made in agriculture? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Trade Union Strike Prejudice Discrimination 2) Write a sentence using each vocabulary term correctly. Chapter 13 Section 2: The North’s People Main Idea Supporting Details Northern Factories Produced shoes, watches, guns, sewing machines, clothing, textiles, and agricultural machinery Employees worked 11.4 hours per day Dangerous and unpleasant working conditions No laws existed to regulate to protect workers Fight to improve working conditions 1830’s- workers organized trade unions Workers in New York City went on strike Higher wages and a 10 hour workday How did industrialization impact northern cities? People moved to the cities to fill factory jobs 1860- New York City’s population reached 800,000 and Philadelphia’s reached 500,000 Overcrowding, run-down buildings, disease, and the threat of fire Chapter 13 Section 2: North’s People Main Idea Supporting Details Immigration Immigrants willing to work for low pay and long hours Immigrants brought their language, customs, religion Immigrants often faced prejudice and discrimination How were African Americans treated in the North? Racial prejudice and discrimination Rhode Island and Pennsylvania passed laws prohibiting African Americans from voting Not allowed to attend public schools and were barred from public facilities How were women treated in the North? Discriminated against in the workplace Forced to work for less pay Excluded from labor unions Excluded from the workplace to create more jobs for men Chapter 13 Section 2: North’s People • Ellis Island Immigrants Source: http://www.laputan.org/images/pictures/ellis%20island%20immigrants.gif Review and Process • 1) How did factory workers try to improve working conditions? • 2) How were African Americans treated in the North? • 3) How were women treated in the North? • 4) How did industrialization impact northern cities? • 5) What impact did immigration have on American society? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Cotton Gin Yeoman Tenant Farmer Cash Crops Fixed Costs 2) Write a sentence using each vocabulary term correctly. Chapter 13 Section 3: Southern Cotton Kingdom Main Idea Supporting Details An agricultural society Most southerners were small farmers Few people could afford to own plantations Yeomen, tenant farmer, rural poor, and plantation owners Farmers without enslaved people Largest group of free people in the South Grew crops for themselves and to sell or trade Yeomen Tenant Farmers and the Rural Poor Tenant farmers rented land Rural poor lived in crude cabins in wooded areas Rural poor planed corn, fished, and hunted for food Rural poor were self-sufficient Chapter 13 Section 3: Southern Cotton Kingdom Main Idea Supporting Details Plantations Plantation owners wanted to earn profits Plantations had fixed costs Wealth was measured by possessions, including slaves How did cotton become the leading cash crop of the South? Why did industry fail to develop in the South? Georgia, South Carolina, Alabama, Louisiana, Mississippi, and Texas Cotton gin made cotton production much faster Cotton gin made slavery stronger British demand for cotton Cotton was extremely profitable Capital was lacking Markets for manufactured goods were smaller Roads were poor, there were few canals, and the railroad network was not very extensive Chapter 13 Section 3: Southern Cotton Kingdom • Southern Cotton Field- 1800’s Source: http://www.historyforkids.org/learn/northamerica/after1500/economy/pictures/p ickingcotton.jpg Review and Process • 1) How did cotton become the leading cash crop in the South? • 2) Why did industry fail to develop in the South? • 3) Describe Southern society in the mid-19th century. • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Slave Codes Spiritual Overseer 2) Write a sentence using each vocabulary term correctly. Chapter 13 Section 4: The South’s People Main Idea Supporting Details Life Under Slavery Slaves worked long hours, earned no money, and had little hope of freedom Slaves worked in the plantation houses Slaves were skilled laborers Slaves were field hands Slaves stayed in slave cabins Many slaves were separated from their families Chapter 13 Section 4: The South’s People • Slave Cabin Source: http://www.louisiana101.com/5-2-03-slave_01.jpg Chapter 13 Section 4: The South’s People Main Idea Supporting Details African American Culture Laws did not recognize marriages between slaves Slaves accepted Christianity because it was a religion of hope Spirituals provided a way to secretly communicate Southern states passed slave codes Many slaves resisted by working slowly, pretending to be sick, or breaking tools Slaves did escape slavery by fleeing north Review and Process • • • • • 1) Describe life under slavery. 2) Why did many slaves accept Christianity? 3) What did the spiritual provide to slaves? 4) Why were slave codes established? Write a one sentence summary about what you have learned today!! Bell Work 1) Define the vocabulary words listed below: Utopia Temperance Transcendentalist 2) Write a sentence using each vocabulary term correctly. Chapter 14: The Age of Reform • Section 1: Social Reform • Section 2: The Abolitionists • Section 3: The Women’s Movement Chapter 14 Section 1: Social Reform Main Idea Supporting Details Utopian Societies Americans wanted to improve society by building utopias 1825- Robert Owen established New Harmony, Indiana Dedicated to cooperation instead of competition The Mormons also built utopian communities Second Great Awakening- Early 1800’s People centered their lives around religion Church membership increased Inspired to become involved in missionary work and social reform Chapter 14 Section 1: Social Reform Main Idea Supporting Details Alcohol Social reformers blamed alcohol for family breakups, crime, and insanity 1826- the American Society for the Promotion of Temperance was formed 1851- Maine becomes first state to ban alcohol Transcendentalism and Stresses the relationship between humans and nature Stresses the importance of the individual conscience Transcendental writers Margaret Fuller supported women’s rights Ralph Waldo Emerson believed in the inner voice of conscience Henry David Thoreau practiced civil disobedience Chapter 14 Section 1: Social Reform • Ralph Waldo Emerson Source: http://www.americanpoems.com/images/e merson.jpg Review and Process • 1) Why did many Americans want to build utopias? • 2) Describe the Second Great Awakening. • 3) What reforms were made regarding alcohol consumption? • 4) What is transcendentalism? • Write a one sentence summary about what you have learned today! Bell Work • Complete the following quick-write activity: • Examine the following quote: (from Emerson’s Self-Reliance) • Write your reaction to Emerson’s quote. Explain your reaction. Chapter 14 Section 1: Social Reform Main Idea Supporting Details Horace Mann Leader of education reform 1837- Head of the Massachusetts Board of Education Education is essential to democracy Proposed lengthening the school year to six months Proposed improving the school curriculum Wanted to find better ways to train teachers What obstacles were there to education reform? Schools lacked funds Teachers lacked training Some people opposed compulsory education Most females did not go to school West had few schools African Americans often excluded Chapter 14 Section 1: Social Reform Main Ideas Supporting Details What education reforms were accepted by the states? States agreed on three major principles in education reform: Schools should be free and supported by taxes Teachers should be trained Children should be required to go to schools Review and Process • 1) What reforms did Horace Mann propose for education? • 2) What educational reforms were accepted by the states? • 3) What obstacles existed to educational reform? • Write a one sentence summary about what you have learned today! Bell Work 1) Define the vocabulary words listed below: Abolitionist Underground Railroad 2) Write a sentence using each vocabulary term correctly. Chapter 14 Section 2: The Abolitionists Main Idea Supporting Details American Resettle African Americans in Africa and the Caribbean Colonization Society Founded by Virginians who bought slaves from 1816 slaveholders Colony located on west coast of Africa Came to be known as Liberia 1847- Liberia became independent William Lloyd Garrison Abolitionist who published the anti-slavery newspaper The Liberator 1832- Created the New England Anti-Slavery Society 1833- Created the American Anti-Slavery Society Chapter 14 Section 2: The Abolitionists Main Idea Supporting Details Frederick Douglas Escaped slave One of the most influential African American abolitionists through writings and lectures Editor of the anti-slavery newspaper North Star Sojourner Truth Born as a slave named Isabella Baumfree 1826- escaped and was officially set free when New York banned slavery Women’s rights and the abolition of slavery Chapter 14 Section 2: The Abolitionists • Frederick Douglas Source: http://odur.let.rug.nl/~usa/images/2003/douglass5.jpg Review and Process • 1) What was the main purpose of the American Colonization Society? • 2) What were the achievements of William Lloyd Garrison? • 3) What were the achievements of Frederick Douglas? • 4) Who was Sojourner Truth? • Write a one sentence summary about what you have learned today! Bell Work • Based on what you learned yesterday, complete the following quick-write activity: • Take a position on the following issue: Abolition of slavery. Defend your position. Chapter 14 Section 2: The Abolitionists Main Idea Supporting Details The Underground Railroad Network of escape routes to the North and Canada Passengers traveled at night Traveled on foot and in wagons that had secret compartments Harriet Tubman was the most famous “conductor” Tubman escaped slavery and helped hundreds of runaways Opposition to abolitionism in the South Southern plantation owners who had numerous slaves Non-slave owners who felt that abolition threatened the Southern way of life Chapter 14 Section 2: The Abolitionists • Harriet Tubman Source: http://www.gardenofpraise.com/images/tubm an2.jpg Chapter 14 Section 2: The Abolitionists Main Idea Supporting Details Opposition to abolitionism in the North Saw abolition as a threat to the nation’s social order Believed freed African Americans would not be able to blend into society Believed that freed African Americans would take jobs away from white workers Southern Proslavery Perspectives Argued that slavery was essential to economic progress and prosperity Argued that slavery was preferable to factory work in the North Review and Process • 1) What was the Underground Railroad? • 2) Why were some people in the South opposed to the abolition of slavery? • 3) Why were some people in the North opposed to the abolition of slavery? • 4) Why did many Southerners argue in favor of slavery? • Write a one sentence summary about what yu have learned today! Bell Work 1) Define the vocabulary words listed below: Suffrage Coeducation 2) Write a sentence using each vocabulary term correctly. Chapter 14 Section 3: The Women’s Movement Main Idea Supporting Details Women Abolitionists Supported the abolition of slavery First to campaign for women’s rights, to improve women’s lives, and win equal rights Lucretia Mott Woman abolitionist who was also a Quaker Gave lectures calling for temperance, worker’s rights, and abolition of slavery Helped fugitive slaves Organized the Philadelphia Female Antislavery Society Elizabeth Cady Stanton Argued for women’s suffrage Worked for equal rights for women Chapter 14 Section 3: The Women’s Movement Main Idea Supporting Details Susan B. Anthony Women’s rights, temperance, and the reform of New York property and divorce laws Equal pay, college training, and coeducation in the schools for women Formed the Daughters of Temperance Seneca Falls Convention 1848 July 1848- Women’s rights convention in Seneca Falls Declaration of Sentiments and Resolutions calling for: An end to all laws that discriminated against women Entrance into all-male worlds of trade, professions, and business Suffrage (right to vote) Chapter 14 Section 3: The Women’s Movement • Susan B. Anthony Source: http://www.wpclipart.com/America n_History/Womans_Rights/Susan_ B_Anthony.png Review and Process • 1) How was the women’s movement and the movement to abolish slavery related? • 2) Who was Lucretia Mott? • 3) Who was Elizabeth Cady Stanton? • 4) Who was Susan B. Anthony? • 5) What was the purpose of the Seneca Falls Convention in 1848? • Write a one sentence summary about what you have learned today! Chapter 11 Quiz Review • Section 1: Jacksonian Democracy • Section 2: Conflicts Over Land • Section 3: Jackson and The Bank Chapter 13 Test Review • • • • Section 1: Section 2: Section 3: Section 4: The North’s Economy The North’s People Southern Cotton Kingdom The South’s People Bell Work 5/11 • 1) Take out your notebooks and your notes from chapter 13. • 2) Take out one (1) sheet of paper for the entire group. • 3) Write each person’s name and class period on the separate sheet of paper. • 4) Choose one (1) person to be the “scribe” and spokesperson for the group. Review Competition Rules • 1) There are 25 review questions and 5 groups. • 2) Each group will be responsible for answering five (5) questions on a rotational basis. • 3) Each question will be presented for one (1) minute and MUST be answered within that time. • 4) You may discuss answers with your group members only. • 5) Credit for correct answers will be given if you have accurately explained the main ideas. • 6) Each class will NOT be informed of a previous class’ performance. • 7) Mr. Moore is the judge. Rulings on correct answers are final decisions. The Winning Class’ Prizes • 1) 5 bonus points on the Chapter 13 test. • 2) ALL Chapter 15 notes will be provided to you. • 3) One (1) movie day with food. • Notes disclaimer: The notes that are provided to you MUST be glued, taped, or stapled into your notebooks! Chapter 13 Test Review • How did new technology and industry change life in America? Improve transportation Faster communication Mass production of goods Chapter 13 Test Review • How was manufacturing in the North changed by industrialization? New products and more of them Faster production of goods Factory system (all manufacturing steps brought together) Chapter 13 Test Review • How did the steamboat and railroads change transportation in America? • Allowed manufacturers to offer goods and services at much lower prices Goods can be transported to people rather than having people come and pick up the goods Chapter 13 Test Review • What improvements were made in communication? Telegraph with telegraph lines Morse code Communication became cheaper and faster Chapter 13 Test Review • What changes were made in agriculture? • Railroads made crop sales easier • Technology allowed farmers to increase their harvest Cotton gin, steel tip plow, the reaper Chapter 13 Test Review • What developed along railroad routes? Why? Cities and towns became centers of trade • People could get from place to place faster People can transport goods faster Chapter 13 Test Review • How did factory workers try to improve working conditions? • Factory workers formed trade unions • Strikes to improve working conditions and obtain higher wages • Limit work days to 10 hours Chapter 13 Test Review • How were African Americans treated in the North? • Not allowed to vote Forced to separate from the community • Many were very poor Some were able to get jobs Discrimination and prejudice Chapter 13 Test Review • How were women treated in the North? • Were paid less than male workers • Played a major role in developing mills and the factory system • Excluded from unions • Not allowed to VOTE! Chapter 13 Test Review • How did industrialization impact northern cities? • Made cities grow/ more populated • Offered more jobs at stable wages Increased crime and poverty Chapter 13 Test Review • What impact did immigration have on American society? • Factory Owners made them work long hours for low wages Cultures, ideas and disease Chapter 13 Test Review • What impact did Irish immigrants have on American society? • They worked for long hours and low pay. • Worked in factories. Worked on railroads. Brought their culture and ideas (Catholicism) Chapter 13 Test Review • What impact did German immigrants have on American society? • Brought sophisticated culture and ideas. • Bought land Started German communities. Chapter 13 Test Review • What claims did nativists make against immigration? • Said that immigrants would threaten the futures of “native” Americans. Immigrants would steal jobs from American workers. Chapter 13 Test Review • How did cotton become the leading cash crop in the South? • Demand for rice, tobacco, and indigo decreased • European demand for cotton increased. Invention of the cotton gin increased production. Chapter 13 Test Review • Why did industry fail to develop in the South? • Agriculture was so profitable that it discouraged industry. Lack of capital in the south. Chapter 13 Test Review • Describe Southern society in the mid-19th century. • Plantation owners-wealthiest class in southern society. • Yeoman Farmers-farmers that did not own slaves. • The Slaves-involuntary workers on farms in plantations. • Tenant Farmers-rented land from bigger farms to farm their crops. Rural Poor-people that lived out in the country side(subsistence farmers)…. Chapter 13 Test Review • How did the cotton gin impact slavery? • Increased the demand for slaves because plantation owners decided to grow more cotton. Chapter 13 Test Review • Why was the price of cotton high? • European demand for cotton was high. The southern United States was the main source of cotton. Chapter 13 Test Review • Describe life under slavery. • Any member of a family could be sold. Many slaves developed spirituals and embraced Christianity. Many slaves lived in slave cabins and slept in straw beds. Chapter 13 Test Review • Why did many slaves accept Christianity? • Gave them a since of hope that it would help them escape the circumstances they were in. Chapter 13 Test Review • Why were slave codes established? • To prevent slaves from rebelling or escaping. Slave codes were laws that were meant to protect slavery. Chapter 13 Test Review • How was wealth measured in the South? • Your possessions. • The number of enslaved people you own. Money. Chapter 13 Test Review • What responsibilities did plantation wives have? • They managed the entire house. • They supervised slaves. They kept track of financial records.