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Ch 13 new movements in america



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  • Translation: Other countries, other customs Meaning: Foreigners have different customs [which may be perfectly normal there] Similar: When in Rome, do as the Romans do.


  • 1. Chapter 13
  • 2.  What changes in traditional belief systems, religion, and ways of treating people do you think could improve society?
  • 3. Section 1Pgs. 390-394
  • 4. The Second Great Awakening1790s- Americanstook part in aChristian renewalcalled the SecondGreat Awakening.[New York throughthe frontier:Kentucky, Ohio,Tennessee, & SouthCarolina].By 1820s/1830s- newinterest spread inNew England, theAppalachians, and theSouth.
  • 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 GreatMeetings Awakening affect Americans? [390] Religious revivals sweptthe United States in theearly 1800s. Somemeetings drew up to20,000 people at a timeto huge outdoor camps.James Finley, who laterbecame a Methodistpreacher, described onerevival as a “vast sea ofhuman beings [that]seemed to be agitatedas if by a storm.”Preachers traveled fromtown to town, urgingsinners to seeksalvation.
  • 8. transcendentalismIdea that people could rise above the material things in life; philosophyshared 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 sometranscendentalistsformed a community atBrook Farm,Massachusetts. BrookFarm did not last verylong, however. It was oneof many experiments withutopian communities thattook place in America.These communities triedto form a perfect societyon Earth. SomeAmericans foundedutopian communities asplaces to practice theirreligious beliefs.
  • 13. Thomas Cole- Painter of American LandscapesNathaniel 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 majorDickinson American artists and writers of this movement? [p.394]Born in 1830, This is my letter to theEmily Dickinson World That never wrote to Me-led a quiet life The simple News thatin 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 affectlife 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 changesto policies and lawshave you noticed duringyour 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 personsDix confined within this Commonwealth, in cages, closets, cellars, stalls, pens! Chained, naked, beaten with rods, and lashed into obedience.”In 1841 Dorothea Dixvisited a jail in Cambridge,Massachusetts, to teach aSunday school class. Whatshe saw there shocked her.Mentally ill women werejailed beside commoncriminals in dirty cells. Dixbecame angry at theconditions she found there These cages were used toand in other Massachusetts confine mentally illjails. As a result, she began people. Mentally illto work to improve the usually put in prisons withcare of mentally ill people criminalsacross the country. Shejoined many other women After Dix’s influence- more than 100reformers in the early and state hospital were built where mentallymid-1800s. ill received professional care.
  • 32. ReformSchoolsChildren whocommitted crimes: •Begging •StealingTreated the same ascriminals.Boston mayor JosiahQuincy asked fordifferent punishments.1820s founded reformschools for children.Lived under strictrules, & receivedvocational training.
  • 33. Prison  How did reformers try to changeOvercrowding prisons in the early 1800s? [p.401]Reformers tried toend over-crowdingin Prisons as well ascruel punishments.Efforts led to thecreation of housesof correction.Instead of onlypunishment,rehabilitationthrough educationbecame thepreferred 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 theMovement temperance movement? [402][Lyman Beecher]•Maine law1846- illegal tosell alcohol•1855-dozenstates 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 toSchool improve schools, and what did heMovement accomplish? [p.404]•Wanted all children to beeducated in a commonground•1st Sec. of Edu. In Mass-1837•Former lawyer/legis.•Doubled state schoolbudget•Helped teachers earn bettersalaries•Made school year longer•Founded first teachertraining school•Ideas spread to LatinAmerica and Europe•Set standard for educationreform
  • 40. 1800s TodayDraw a two column chart in your notebook School Resourceswith the headings 1800s and today. Complete # of students perit based on the following categories:classStudents’ attitudetowardseducationParents’ attitude:Importance ofeducation toemploymentClassorganization
  • 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 favorto have it allowed at any time. Each pupil or scholar paid ondollar per month. Often there was no school because therewas 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 alphabetcreated 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 werefounded for people withdisabilities? [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 eyeswill take a pop quiz today, whilethe rest of the class will play agame.Write your feelings about this.
  • 52. Abolition•1830s Americans who hadbeen against slavery foryears began to takeorganized action.•formed a movement tosupport abolition•Some wantedimmediate 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 byRobert Finley•5 yrs later-founded colony ofLiberia on Westcoast of Africa•12,000 AfricanAmericans settledthere•Many who oncefavoredcolonization,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 SocietySisters 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 beforeMale/Female audience for Anti-Slavery SocietyAmerican Slavery As it Is – mostimportant anti-slavery writing of thetime.
  • 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 littlebook may do something toward throwing lighton the American slave system, and hasteningthe glad day of deliverance to the millions of mybrethren in bonds—faithfully relying on thepower of truth, love, and justice, for success inmy humble efforts—and solemnly pledgingmyself anew to the sacred cause,—I subscribemyself, Frederick Douglass.
  • 61. “The blessings in which you, thisFrederick day, rejoice, are not enjoyed in common…Douglas This 4th of July is yours, not mine. You may rejoice, I must mourn.”•1841: Douglas begangiving regular lectures-Speaking @ a 4th ofJuly Celebration in 1852•Spoke in U.S./Eur.•Published the NorthStar•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. Oppositionto AbolitionSoutherndefenders ofslavery usedimages to arguethat Americanslaves enjoyed abetter life thanBritish factoryworkers.
  • 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 slaverySouthern 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 believedwomen shouldnot give public Everyone is a Criticspeeches andshould stay intraditionalfemale roles.Critics: [somemembers of]1. Press2. Clergy3. 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
  • 78.  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
  • 79.  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”
  • 80.  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
  • 81. In search of Women’s Rights
  • 82.  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