Quiz # 3 & Antebellum Reform

2nd & 4th blocks: Please take out your #2 pencil and clear your desk of all materials 3rd block: Please take out Focus #15, Homework #8 and the unit test preview – we will take the quiz after lunch We will: *retake Quiz #3 *identify major religious and reform movements that sought to improve American society in the early 1800s Quiz # 3 & Antebellum Reform

Quiz #3 Retake (blocks 2 &4) • Please take out a #2 pencil and write your full name, subject (USH Quiz #3 Retake) , date (12/4/13), and period on the Scantron answer form • When you receive the quiz, please write in your name at the top – you may mark on the quiz but please make sure to bubble in all answers on the answer form • When you finish, turn in both the quiz and answer form to the cart and take out Focus #15, Homework #8, and the unit test preview. Complete Part II of the focus by matching sources to the correct reform movements.

Antebellum Reform Movements • Working with your table team, examine the 8 sources provided to you in the folder and listed on Focus #15. • Match each source to the appropriate reform movement by writing in the appropriate letter code. • Be prepared to discuss one of the six movements and the source(s) related to it: *What is the problem that needs to be fixed? *What is the message of the source (or sources)? *What parallels do we see in American society today?

Abolition Assenting to the "self-evident truth" maintained in the American Declaration of Independence, "that all men are created equal, and endowed by their Creator with certain inalienable rights -- among which are life, liberty and the pursuit of happiness," I shall strenuously contend for the immediate enfranchisement of our slave population. … I am aware, that many object to the severity of my language; but is there not cause for severity? I will be as harsh as truth, and as uncompromising as justice. On this subject, I do not wish to think, or speak, or write, with moderation. No! no! Tell a man whose house is on fire, to give a moderate alarm; tell him to moderately rescue his wife from the hand of the ravisher; tell the mother to gradually extricate her babe from the fire into which it has fallen; -- but urge me not to use moderation in a cause like the present. I am in earnest -- I will not equivocate -- I will not excuse -- I will not retreat a single inch -- AND I WILL BE HEARD. Source: William Lloyd Garrison, The Liberator (January 1831)

Abolition What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are, to Him, mere bombast, fraud, deception, impiety, and hypocrisy -- a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour. Source: Frederick Douglass, “The Meaning of July Fourth for the Negro” (1852)

Abolition of Slavery Movement: sought to abolish slavery through both gradual and immediate emancipation Leaders: William Lloyd Garrison, Frederick Douglass, Anti-Slavery Society Impact: *seen as radical at first but attracted increasing support from the Northern and Midwestern states *pushed to limit slavery’s expansion westward and sought its eventual end as an immoral institution

Women’s Rights We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of Government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly, all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled. Source: Seneca Falls Declaration of Sentiments (1848)

Women’s Rights Movement: sought to increase women’s political role and economic and social opportunities Leaders: Elizabeth Cady Stanton, Lucretia Mott Impact: *organized women to take political action – led to the Seneca Falls Convention of 1848 *eventually led to an organized campaign for women’s suffrage (voting rights)

Public Education Now surely nothing but universal education can counterwork this tendency to the domination of capital and the servility of labor. If one class possesses all the wealth and the education, while the residue of society is ignorant and poor, it matters not by what name the relation between them may be called: the latter, in fact and in truth, will be the servile dependents and subjects of the former. But, if education be equally diffused, it will draw property after it by the strongest of all attractions; for such a thing never did happen, and never can happen, as that an intelligent and practical body of men should be permanently poor. … Education then, beyond all other devices of human origin, is a great equalizer of the conditions of men,—the balance wheel of the social machinery. Source: Horace Mann, 12th Annual Report to the Massachusetts Assembly (1848)

Public Education Movement:sought to provide tax-supported “free” education to promote equality and opportunity Leader: Horace Mann Impact: *grade levels based on age *teacher training and curriculum development *raised the literacy rate and helped to “Americanize” immigrants by teaching them English and American civics/history

Temperance

Temperance Movement: sought to reduce if not eliminate consumption of alcohol Leaders: Lyman Beecher, American Temperance Union Impact: *brought attention to the negative impact of alcoholism, especially on wives, children, and businesses *reduced consumption but not as much as hoped *later led to the “prohibition” movement

Prison & Asylum Reform If County Jails must be resorted to for security against the dangerous propensities of madmen, let such use of prison-rooms and dungeons be but temporary. … In nearly every jail in North Carolina, have the insane at different times, and in periods varying in duration, been grievous sufferers. In Halifax County, several years since, a maniac was confined in the jail; shut in the dungeon, and chained there. The jail was set on fire by other prisoners: the keeper, as he told me, heard frantic shrieks and cries of the madman, and might have saved him as well as not, but his noise was a common thing he was used to it, and thought nothing out of the way was the case. The alarm of fire was finally spread; the jailer hastened to the prison: it was now too late; every effort … to save the agonized creature, was unavailing. He perished in agony, and amidst tortures no pen can describe.… Source: Dorothea Dix, “Memorial to the State of North Carolina General Assembly” (1848)

Prison & Asylum Reform Movement: sought to improve conditions for prisoners and the mentally ill Leaders: Dorothea Dix Impact: *creation of asylums for the mentally ill *creation of penitentiaries for convicted criminals – sought to reform their behavior

Worker’s Rights

Worker’s Rights Movement: sought to improve wages, hours, and conditions for factory workers Leaders: Lowell Female Labor Reform Association, National Trades Union Impact: *organization of the first unions *strikes used to draw attention to worker issues and force owners to reform the workplace *very limited success but started the labor movement in America

Quiz #3 Retake (block 3) • Please take out a #2 pencil and write your full name, subject (USH Quiz #3 Retake) , date (12/4/13), and period on the Scantron answer form • When you receive the quiz, please write in your name at the top – you may mark on the quiz but please make sure to bubble in all answers on the answer form • When you finish, turn in both the quiz and answer form to the cart and pick up Focus #16 and a textbook to begin work on the maps (due December 10)

Before we leave… • Remember to bring all unit materials with the binder check rubric for the start of our next class • Use the unit test preview to prepare for the unit test – remember that you can use an outline on a 3x5 index card for the short essay section

Quiz # 3 & Antebellum Reform