WARM-UP

1. WARM-UP Using the time line on pages 238-239 which covers the years 1820 – 1850 when many efforts to reform society took place, answer the following: What year saw an-effort to improve workers conditions? What events of the period may have caused great concern for slaveholders? What events had a significant impact on immigration to the United States? Examine the engraving on pages 238-239 and suggest words to describe what conditions might have been in the textile mills. How is the fabric being produced? What are the women doing? What does the engraving indicate about the mill workers?

2. What year saw an-effort to improve workers conditions? 1834 – National Trades’ Union formed

3. What events of the period may have caused great concern for slaveholders? The printing of David Walker’s Appeal Nat Turner’s rebellion The abolishment of slavery in the British empire World’s Anti-Slavery Convention

4. What events had a significant impact on immigration to the United States? 1845 - Ireland’s Great Potato Famine 1848 – European revolutions

5. Examine the engraving on pages 238-239 and suggest words to describe what conditions might have been in the textile mills.

6. Examine the engraving on pages 238-239 and suggest words to describe what conditions might have been in the textile mills. Loud Dark Hot

7. How is the fabric being produced?

8. How is the fabric being produced? MACHINES

9. What are the women doing?

10. What are the women doing? Feeding yarn into the machines and collecting fabric from the machines

11. What does the engraving indicate about the mill workers?

12. What does the engraving indicate about the mill workers? The workers appear to be women and children – indicating the use of child labor

13. Reform in American SocietyIt is highly recommended you go to my website and print the file Reforming American Society Chapter 8 Chapter 8 Section 1 Religion Sparks Reform

14. The year is 1834. You work in the textile mills in Massachusetts and provide most of the income for your family. The mill owners have gradually increased your workload to 12 hours a day. Now they are going to cut your pay by 15 percent. Coworkers are angry and are discussing what they can do.What would you do to improve working conditions? • What are some conditions you would not tolerate? Consider reasons why employees might protest their work conditions • What actions pressure businesses to change? Consider what actions employees or protest groups have used throughout history to pressure business groups • What moral arguments would you present? Consider why workers should be viewed as more than just another component of the factory

15. Second Great Awakening • During the early decades of the 19th Century, people again turned to religion • In many cases it was for the same reasons which led to the First Great Awakening in the 1700s – fear of change…

16. Great AwakeningsFirstSecond • Fate controlled by omnipotent God • People could not save selves from damnation • Religion=fear • “Sinners in the Hands of an Angry God” • In US and Europe • Free will • People could seek salvation and control destiny • Focus on saving soul, not hellfire and damnation. • Led to reforms in the North

17. Charles G. Finney • Finney preached in NY • People could be saved and seek salvation • Conversion brought thousands back to the church • Convert’s duty was to spread the word • New era religious activism/evangelism

18. Religion in the 19th Century • Revivals were held throughout the country, but were most effective in the North • New converts were asked to examine their soul and become a better person • Reject notion predetermined damnation • Revivalism – large and last for days

19. Religion in the 19th Century • African-American churches united slaves in a common belief of freedom • Churches in the north, like Rev. Richard Allen’s Bethel African Church in Philadelphia, provided a cultural center • Membership grew rapidly developing into a new political voice

20. Religion in the 19th Century • There was a widespread belief that the world was coming to an end on October 21, 1844 • William Miller had thousands of followers • When nothing happened, his followers became 7th Day Adventists

21. Transcendentalists • In the early and mid-1800s, a group of people started looking at the world, religion and the changing economy in a different way. • Most sought a simpler life and focused on emotions and feeling • Celebrated the truth found in nature and personal emotion and imagination

22. Transcendentalists • Ralph Waldo Emerson – writer/leader • Henry David Thoreau – wrote Walden (follow your inner voices) and urged people not to follow laws they consider unjust - Civil Disobedience • Unitarians – religious group who tried to make people better through reforms. Christianity “the perfection of human nature, the elevation of man into nobler beings”

23. Utopian Communities • New Harmony - Secular, Owenist • Wanted to provide an answer to the problems of inequity and alienation caused by the Industrial Revolution • Failed due to financial problems and disagreements among members

24. Utopian Communities • Shakers - Religious, Mother Ann Lee, 6000 members in several states • Forbid marriage and sex • Lack of members caused its demise • Amana settlement allowed marriage and survived

25. Utopian Communities • Oneida - Religious, Noyes • Members shared property and spouses, free love • Planned reproduction and child-rearing • Made silverware for profits

26. Utopian Communities • Brook Farm - founded by George Ripley • Communal living where everyone worked for the common good.

27. Utopian CommunitiesBefore the Civil War

28. Utopian Communities • Utopian communities generally failed within a few years due to lack of funding or internal problems.

29. Prison Reform • Alexis de Tocqueville visited • America to observe the prison system. • “while society in the United States gives the example of the most extended liberty, the prisons of the same country offer the spectacle of the most complete desptism (rigid and severe control)

30. Prison Reform • Dorthea Dix was horrified to see mentally ill and handicapped people in prisons alongside violent criminals. • She led the drive to build separate facilities for mentally ill people

31. Using a PRIMARY SOURCE: Dorothy Dix’s Plea on Behalf of the Mentally Ill (handout) Read Together – highlight or underline what you think is important Groups (15 minutes MAX) Elect a recorder and narrator – only 1 copy is needed for entire group. A group grade will be given by me based on the quality of your answers. You will grade each other; A-F for participation/contribution1. According to Dix’s report, how were the mentally ill forced to live?2. Why do you think Dix took her findings to the Massachusetts legislature?3. do you think the examples of abuse drawn from dix’s notebook and journal strengthened or weakened her case? Explain your response.

32. 1. According to Dix’s report, how were the mentally ill forced to live?

33. 1. According to Dix’s report, how were the mentally ill forced to live? The mentally ill were forced to live in filthy jail cells, cages, and stalls where they were chained or confined without being let outside

34. 2. Why do you think Dix took her findings to the Massachusetts legislature?

35. 2. Why do you think Dix took her findings to the Massachusetts legislature? She believed that it was the legislators’ moral responsibility to protect the mentally ill and hoped to convince them to take action to provide more adequate and human provisions for their care

36. 3. Do you think the examples of abuse drawn from dix’s notebook and journal strengthened or weakened her case? Explain your response.

37. 3. Do you think the examples of abuse drawn from dix’s notebook and journal strengthened or weakened her case? Explain your response. The examples of abuse strengthened her case because they graphically and persuasively demonstrated the need for reform

38. Students will stage a show of “MEET THE PRESS” In groups of 4. There will be one Moderator asking the questions of three guests. All four members of the group will work on questions and answers, in the end only the moderator will be asking those questions of his/hers guests. You are to connect the major reform movements and evaluate their effectiveness. The reformer will answer questions with regards to the reformers’ views, motivations, emotions, accomplishments, and desires. Stress any geographic origins. This will be graded by me based on your ability as a group to convey the significance of each. ALL STUDENTS WILL BE TAKING NOTES. Group 1 – Charles Finney, Ralph Waldo Emerson, and Henry David Thoreau Group 2 – Dorothy Dix, Horace Mann, and Margaret Fuller Group 3 – James Forten, Frederick Douglas, and William Llyod Garrison (somebody double as David Walker Group 4 – Elizabeth Cady Stanton, Lucretia Mott, and the Grimke’ daughters (combine personalities as if one) If extra person in this group add Sojourner Truth Group 5 – Second Great Awakening, Temperance Movement, Seneca Falls Convention, cult of domesticity

39. School Reform • Horace Mann pushed for free and compulsory education for all children. • He helped establish tax supported schools, a longer school year and teacher training

40. School Reform • McGuffy Readers were used to teach children to read • They combined phonics with stories encouraging hard work, punctuality and sobriety.

41. School Reform • Catherine Beecher sought to create teachers from spinster women • Schools also responsible for raising children

42. School Reform

43. WARM-UPIn a few coherent sentences for each….. What ideas and practices did each of the following promote? Revivalism Unitarian movement African Methodist Church Transcendentalism

44. Reform in American Society Chapter 8 Section 2 Slavery and Abolition

45. Abolitionists • Abolition – call to outlaw slavery • By the 1820s some people began to openly question the morality of slavery • Some proposed that all Blacks be sent “back” to Africa • Others wanted violent uprisings

46. Abolitionists • Charles Finney preached about the evils of slavery • Most whites in the north gave slavery no attention at all • Some, particularly the Irish, wanted slavery to continue

47. Abolitionists • William Lloyd Garrison - editor of “The Liberator” • Wanted slave holders to release their slaves immediately with no payment for their loss • He associated with Africans who promoted violence

48. Abolitionists • David Walker (free black)– wrote “Appeal to the Colored Citizens of the World” • Thought that slaves that did not revolt deserved to be enslaved

49. Abolitionists • Frederick Douglass - born a slave and ran away as a child • Knowledge is the pathway from slavery to freedom • Eloquent speaker who talked about his life as a slave • Worked with Garrison for a time but split with him to write “The North Star” (anti-slavery newspaper)

50. Slavery • America continued to import slaves until 1808 • Natural birth rate caused the slave population to soar • By the mid 1800s, all slaves were born in America and spoke English