Do Now

1. Do Now • In your notebook put a number from 0-13 answering the following questions. • 1. In 1800 how many of the 13 states allowed women to vote? • 2. Ten years later -1810-, how many states allowed women to vote? • 3. In 1800, how many states allowed women to serve on juries? • 4. In 1800, how many women attended colleges in the U.S. • 5. In 1800, how many women in the U.S. held elected offices?

2. Class Motto • Today is a new day • I will do my best • I will succeed • I will learn!

3. Agree or Disagree • 1. Women had the same rights as men. • 2. Many women participated in the anti slavery movement • 3. Women were able to run for elected offices in the government • 4. Married women did not have the right to manage their own property or money they earned. • 5. The main goals of the women’s rights movement were to allow women to attend college and have professional careers.

4. Women’s Suffrage Movement • See handout # 2

6. Sam'y help me! Woman is born to rule and not to obey those contemptible creatures called men! Fight courageous for sovereign authority, neighbor, or your wife'll do to you as mine has done to me - she'll pull your hair off your head and compel you to wear a wig! Rather die! than let my wife have my pants. A man ought to always be the ruler. Bravo, Sarah. Stick to them, it is only us which ought to rule and to whom the pants fit best. Oh, Mamma, please leave my Papa his Pants. Oh, Pa, let go, be gallant or you'll tear 'em.

9. Timeline of the Movement • Use the reading and your partner to fill out the timeline. • Each person should complete a timeline

10. Wrap Up • What did you learn in class today? • Do you think that the suffrage movement led to gains being made by women?

11. Do now • What do you think some of the causes of the Civil War was? • What effect did the Civil War have on the country?

12. Trade • Before the civil war, many arguments happened because of trade between the north and the south. • Why would the north and south need to trade with each other? • The south mainly produced cotton, which in turn the north produced clothing, dishware, and metal tools.

13. The Economics • For us to really understand how this impacted the United States in the 1850s. • We are going to practice, create, and interpret several different pie graphs.

14. Quick Write • What are some of the key parts of a pie graph?

15. Reading Pie Graphs

16. How to make a Pie Graph • In 1820 87% of the African American population in the south were slaves, and 13% of the population were not slaves. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

17. In 1840 the population of African Americans in the United States had increased to almost 3 million. Of those 3 million people 87% were enslaved, and 13% were free. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

18. In 1860 the population of African Americans was now 4.5 million in the United States. Of that 4.5 million 89% were enslaved, and 11% were free. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

19. If I said that .5% of southern whites owned 10 or more slaves • 1% southern whites own 1-9 slaves • 98.5% of southern whites owned no slaves. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

20. Do it on your own. • In the years 1836-1840 the cotton exporting from the South totaled over $321 million dollars. This made up 43% of the total US exports, the remaining 57% belonged to several different industries. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

21. From 1856-1860 the cotton exports from south totaled over 744.6 million dollars. This meant that cotton made up 54% of the U.S. exports. The other 46% of exports included manufacturing of tools, clothes, and other industries. • Step #1: Underline/write the percentages • Step #2: Divide your pie graph • Step #3: Shade and Label the sections

22. Analyzing • What do our pie graphs tell us about the importance of cotton exports to the United States? • Why would the south and some northerners be interested in protecting the cotton industry, and not freeing the slaves?

23. What about the other side? • We have discussed those that wanted to keep slavery and we can see with our pie graphs why they wanted to keep slavery. • Those that wanted to get rid of slavery were called abolitionists

24. Defining • Abolitionist-someone that wanted to abolish slavery. • These people felt that slavery was an injustice and something had to be done about it. • We experience injustices in our lives everyday.

25. What does this mean to us? • Consider this: • If a sibling or family member stole one of your special possessions what would you do? • If a classmate embarrasses you and everyone laughs what would you do? • If the assistant principal wrongly accused you of tagging the school what would you do? • If you are denied a spot in a university because of your race what would you do?

26. Wrap Up • What did you learn in class today? • What do you think is the greatest injustice of our society today? What are you going to do to change it?