Section 1 SECTION 1 Standards-Based Instruction … 1 Standards-Based Instruction 288 Chapter 8 ... In the spirit of Jacksonian democracy, some people worked to make the political

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Section 1Standards-Based Instruction

288 Chapter 8

Standards at a Glance

Students have read about the political reforms made under President Jackson. Now they will focus on the efforts by reformers to solve social problems.

Section Focus QuestionHow did key people bring about reform in education and society?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: They were inspired by religious ideas and Jacksonian democracy to push for reforms in lifestyle, human rights, and education.)

Prepare to Read

Build Background KnowledgeTell students that in this section they will learn about a spirit of reform that grew in the early nineteenth century. Have stu-dents use the Think-Pair-Share strategy (TE p. T39) to list things that people want to reform or improve today. Ask students to think about how these reforms address today’s issues, and tell them that nine-teenth-century reforms addressed issues of that time.

Set a Purpose■ Form students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 4, Reading Readiness Guide, p. 46

■ Use the Numbered Heads strategy (TE p. T38) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later. L1

Less Proficient Readers L1

Special Needs

Gaining Comprehension Suggest to stu-dents that they use a ruler to help them keep their place as they read, line to line, down a page. Have students mark unfa-miliar words or phrases (such as conditions

of life on this page) with a sticky note, or jot down questions that occur as they are reading. Periodically provide assistance to the students to clarify these issues.

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1SECTION

288 Chapter 8 An Age of Reform

Improving Society

H-SS 8.6.5 Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimi-lating role in American culture.

H-SS Framework Students also should become familiar with the work of Dorothea Dix and the signif-icance of Charles Finney as the lead-er of the second Great Awakening, inspiring religious zeal, moral com-mitment, and support for the aboli-tionist movement.

Prepare to Read

Reading Skill

Assess Evidence for a Conclusion In reading history, you’ll encounter many descriptive details that help you draw con-clusions about historical events. Evaluate the details carefully with questions such as these: Are they accurate and from reliable sources? Do the sources have firsthand knowledge of the situa-tions? What conclusions do the details point to?

H-SS Analysis Skill RE&PV 4

Vocabulary BuilderHigh-Use Words

impulse, p. 289

convert, p. 289

Key Terms and People

social reform, p. 288

predestination, p. 289

Charles Finney, p. 289

revival, p. 289

temperance movement, p. 290

prohibition, p. 290

Dorothea Dix, p. 291

public school, p. 291

Horace Mann, p. 292

Background Knowledge As you read in Chapter 6, thepresidency of Andrew Jackson was a time of expanding democracyin the United States. This democratic spirit was one factor thathelped spark efforts to improve American society. In this section,you will read about some of these efforts.

The Reforming SpiritIn the 1830s, many Americans became interested in social reform,

or organized attempts to improve conditions of life. The effort tocreate a better society had both political and religious roots.

Jacksonian Democracy The expansion of democracy in theAge of Jackson encouraged reform. Most states dropped propertyrequirements for voting. As a result, more white American men wereable to vote than ever before. Political parties also developed a moreopen way of choosing candidates for President.

In the spirit of Jacksonian democracy, some people worked to makethe political system even fairer. A number of reformers believed that allmen should vote and be able to hold office. Others supported greaterlegal rights for women. Increasingly, reformers also spoke out stronglyagainst slavery. They argued that no society that allowed one humanbeing to own another could call itself democratic.

Main IdeaPolitical and religious ideas inspired Americans to seek ways to improve society.

ssah08.book Page 288 Wednesday, February 23, 2005 2:16 PM

History Background

Chapter 8 Section 1 289

Teach

The Reforming Spirit

H-SS Framework

Instruction■ Vocabulary Builder

High-Use Words Before teaching this section, preteach the high-use words convert and impulse using the strategy on p. 287.Key Terms Following the instructions on p. 7, have students create a See It–Remember It chart for the Key Terms in this chapter.

■ Read The Reforming Spirit with stu-dents using the Structured Silent Read-ing strategy (TE p. T37).

■ Ask: What was the Second Great Awakening, and who was Charles Finney? (a widespread religious movement based on the idea that people had free will and could improve themselves; it sparked change and reform. He was its most impor-tant leader.)

■ Ask students how the Second Great Awakening fostered the spirit of reform in this period. (It inspired people to improve themselves and their society. It led to the creation of utopian communities.)

Independent PracticeHave students begin filling in the study guide for this section.

Interactive Reading and Notetak-ing Study Guide, Chapter 8, Section 1 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure that individ-uals understand the roots of the reform movement in this period. Provide assis-tance as needed.

AnswerApply Information It shows that a person has free will to choose between drinking and going to Hell or temperance and going to Heaven.

Inspiring Reform Charles Grandison Finney, a brilliant preacher, was the first person to allow women to pray aloud, a practice banned in many Christian church-es of the time. Finney also inspired Will-

iam Miller, who founded the Millerites. This adventist group predicted that the world would end in 1843 or 1844, and it preached reform while there was still time.

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Education is a step toward self-improvement.

Drinking alcohol isa step toward hell.

At this crossroad, a person may choose to follow onepath or the other.

Industry, or hard work, puts a personon the right path.

Section 1 Improving Society 289

The Second Great Awakening Religious feelings and ideasalso sparked the reforming impulse. Beginning in the early 1800s, anew generation of ministers challenged some traditional views. Thismovement became known as the Second Great Awakening.

Changing religious ideas sparked the Second Great Awakening.In colonial days, many American Protestants believed inpredestination, the idea that God decided the fate of a person’s souleven before birth. But leaders of the Second Great Awakeningpreached that people’s own actions determined their salvation. This“doctrine of free will” blended easily with political ideas aboutdemocracy and independence.

The most important of this new generation of preachers wasCharles Finney. Finney held the first of many religious revivals in1826. A revival is a huge outdoor religious meeting. Before long,Finney and other preachers were conducting revivals across thenation. A single revival might go on for several days or even a week.Ministers of different faiths preached day and night, trying to convertsinners and urging people to reform their lives.

Finney believed that the emotion of a revival could touch eventhe most hopeless sinner. “All sorts of abandoned characters areawakened and converted,” he wrote. “The worst part of humansociety is softened and reclaimed, and made to appear as a lovelyspecimen of the beauty of holiness.”

Vocabulary Builderimpulse (IHM puhls) n. sudden push or driving force

Vocabulary Builderconvert (kahn VERT) v. to change from one political party, religion, or way of life to another

The Way to SalvationThis symbolic painting, The Way of Good and Evil, shows two paths a person can take. One path leads to Hell, while the other leads to Heaven. Critical Thinking: Apply Information How does this painting reflect the doctrine of free will that was part of the Second Great Awakening?


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290 Chapter 8

Social Reformers at Work

H-SS Framework

Instruction■ Have students read Social Reformers at

Work. Remind them to look for details that support the Main Idea.

■ Ask: What was the temperance move-ment and what problems did it hope to solve? (an organized effort to end alcohol abuse and the problems it created, such as mistreatment of women and children by husbands and fathers who drank too much)

■ Discuss with students the goals and suc-cesses of Dorothea Dix. Ask: What did Dorothea Dix try to reform, and what did she achieve? (She worked to improve conditions for prisoners and the mentally ill and helped create many mental hospitals.)

Independent PracticeHave students continue filling in the study guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand the goals of the reform move-ments. Provide assistance as needed.

Answer

to encourage people to

reform their lives

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Advanced Readers

American Utopias Have students research more information about one of the utopian communities of this era, such as New Harmony or the Oneida Commu-nity, and write a paragraph about that community. Be sure that students include

information about who founded the com-munity, what its goals and principles were, any special rules it had, how long it lasted, and why it dissolved. Ask students to share their findings with the class.

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Thus, the religious revivals of the Second Great Awak-ening encouraged reform. People came to believe that, ifthey had the power to improve themselves, they couldimprove society as well.

Utopian Communities The desire to create a moreperfect society spurred some reformers to found utopiancommunities. (Utopia was a book about a fictional idealsociety.) Utopian reformers hoped their communitieswould become models for others to follow.

Robert Owen founded a utopian community inIndiana in 1825. He called this colony New Harmony. NewHarmony was based on common ownership of property.Residents were to raise their own food and manufacturetheir own goods. However, New Harmony turned out to

be anything but harmonious. Members argued among themselvesabout goals and actions. The colony dissolved after about two years.Indeed, most utopian communities did not last very long.

What was the goal of the Second Great Awakening?

Social Reformers at WorkUtopian reformers tried to create perfect, separate communities.

However, most reform-minded Americans chose to work within theexisting society. The reforming impulse took many forms.

The Temperance Movement Many reformers supported thetemperance movement, an organized effort to end alcohol abuseand the problems created by it. Alcohol was widely used in theUnited States. Whiskey was cheaper than milk or beer. Often, it wassafer to drink than water, which was frequently contaminated. As aresult, alcohol abuse reached epidemic proportions.

Many women were drawn to the temperance movement. Theypointed out how many women and children suffered at the hands ofhusbands and fathers who drank too much. Such organizations as theAmerican Temperance Society published pamphlets denouncing“strong drink.”

Most reformers favored temperance, or moderation in drinking.But others called for prohibition, a total ban on the sale andconsumption of alcohol. During the 1850s, supporters of prohibitiongot nine states to pass laws banning the sale of alcohol. The move-ment was interrupted by the Civil War but reemerged later.

Prison Reform Other reformers sought to improve the nation’sprison system. Prisons had traditionally been harsh places, designedto make people want to stay out of them. Poorly heated buildings,inadequate food, and cramped conditions were typical. Many peoplein prison were not criminals at all but were people who owed moneythey could not pay back. Because debtors could seldom earn moneywhile in jail, they often remained locked up for years.

Main IdeaReformers worked to solve a variety of social problems, including alcohol abuse and poor treatment of prisoners and persons with mental illnesses.

Preaching at a revival meeting


History Background


Seeing the Main IdeaReforming Prison Conditions These images can be used to illustrate the impor-tance of the work of Dorothea Dix and other prison reformers. Discuss with stu-dents what is happening in each picture. Ask: Why do you think these images were published? (to bring attention to the bad treatment of prisoners) Ask: Why do you think people were treated in this way at this time? (Possible answers: Most people did not care about people who had committed crimes, few people at that time thought that the public had a responsibility to the less fortunate or to people who were being kept by the govern-ment, and no one really knew how they were being treated.) Ask: Why do you think peo-ple like Dix decided this kind of treat-ment had to stop? (Possible answer: At this time there was a spirit of reform based on ideas in the Declaration of Independence, as well as the Second Great Awakening, that made people feel it was important to treat others well and to improve society.)

Education Reform

H-SS 8.6.5

Instruction■ Have students read Education Reform.

Remind them to look for causes and effects.

■ Ask: Who was Horace Mann, and what did he accomplish? (an education reformer who helped Massachusetts improve its public schools)

AnswersFrame Questions Possible answers: Why did you start to try to reform this kind of treatment? How do you think prisoners should be treated?

She worked tirelessly visit-

ing prisons and mental institutions and reported to state legislatures about what she saw, asking them to make reforms.

Improvements in Mental Health Care Dorothea Dix was nearly 40 when she began teaching at a Boston-area jail. She found that many inmates were men-tally ill, not criminals. Inspired to improve conditions for mentally ill people, she gave a report based on her survey of every prison in Massachusetts to the state legis-

lature in 1843. It led to an expansion of the state mental hospital. In the next three years, Dix traveled 30,000 miles around the country inspecting prisons and report-ing her findings. When she began, there were 13 hospitals for the mentally ill in the country. By 1880, there were 123, 32 of which Dix helped found.


Chains and cages used on prisoners

Dorothea Dix

Social reformers began investigating conditions in jails. DorotheaDix, a Massachusetts schoolteacher, was one of those who took upthe cause of prison reform. Over the years, she worked to convincestate legislatures to build new, more sanitary, and more humaneprisons. In addition, debtors were no longer sent to jail.

Reforms for the Mentally Ill Dix was outraged to find thatprisons were also used to house individuals with mental illnesses.After a careful investigation, she reported to the Massachusettslegislature on the horrifying conditions she had witnessed: “Awoman in a cage . . . [One man] losing the use of his limbs from wantof exercise . . . One man and one woman chained.”

Dix’s shocking report helped persuade the Massachusetts legisla-ture to fund a new mental hospital. She then went on to travel aroundthe country. She urged city and state governments to create separateinstitutions, called asylums, for those with mental illnesses. The newasylums provided treatment, rather than punishment.

How did Dorothea Dix contribute to social reform?

Education ReformEducation was another area of concern to reformers. The first

American schools were set up for religious purposes. The Puritans ofMassachusetts believed that all people needed to be able to read andunderstand the Bible. In 1642, they passed a law requiring all largetowns to hire teachers and build schools. In this way, Massachusettsset up the first public schools, or free schools supported by taxes.

Need for Better Education By the early 1800s, Massachusettswas still the only state to require public schools. In other states, childrenfrom wealthy families were educated privately, whereas poor childrengenerally received no education outside the home. Under thesecircumstances, many Americans could not read or write.

Reforming Prison ConditionsThe two drawings shown here are from an 1858 magazine article about prison conditions. Such sights led Dorothea Dix (right) and other reformers to call for more humane treatment of prisoners. Critical Thinking: FrameQuestions Based on these drawings, write two questions that you would ask Dorothea Dix to answer.

Main IdeaGradually, states took steps to improve education and make it available to more people.


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292 Chapter 8

Instruction (continued)■ In order to understand Horace Mann’s

achievements, have students complete the worksheet Horace Mann. Then have them discuss Mann’s legacy.

Teaching Resources, Unit 4, Horace Mann, p. 50

■ Discuss with students the status of edu-cation for African Americans at this time. (Education was unavailable to many African Americans. Southern states prohib-ited teaching enslaved people to read. In the North, African American children were usu-ally denied entry to the same schools white children attended, but African Americans were admitted to public schools in Massa-chusetts and attended some private colleges.)

Independent PracticeHave students complete the study guide for this section.


Monitor Progress

■ As students complete the Notetaking Study Guide, circulate and make sure individuals understand the changes in American education.

■ Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they expected to learn.


■ To further assess student understand-ing, use the Progress Monitoring Trans-parencies.

Progress Monitoring Transparencies, Chap-ter 8, Section 1

Answer

Reading Skill The source is credi-ble, as Mann was the foremost education reformer of the time. He wanted children to be good citizens, develop their talents, and be educated.

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Special Needs

Vocabulary Development Have students make a list of the key terms and high-use words. Then have them create flashcards with the word on one side and its defini-tion on the other. Pair students and have them quiz each other on the definitions of

the words using the flashcards. For English Language Learners, have students add pictures to go with the flashcards. Check their understanding as they con-tinue to read the section.


The reforms of the Jacksonian Era increased the number ofeligible voters. Reformers grew concerned that the education systemwas not keeping up with the political system. They argued thateducation was necessary to ensure that voters were intelligentlyinformed. With immigration on the rise, reformers also pointed outthat better schools would help immigrants assimilate, or become partof, American culture.

Mann and Public Education Horace Mann of Massachusettstook the lead in education reform. To Mann, public financing ofeducation was essential for democracy to work. He said:

“If we do not prepare children to become good citizens; if we do not develop their capacities, if we do not enrich their minds with knowledge . . . then our republic must go down to destruction as others have gone before it.”

—Horace Mann, quoted in A Century of Childhood (Heininger)

After becoming head of the state board of education in 1837, Mannconvinced Massachusetts to improve its public school system. Itcreated colleges to train teachers, raised the salaries of teachers, andlengthened the school year.

Public Education

1852–1919 In the mid-1800s, Horace Mann took steps to improve public education in Massa-chusetts. In 1852, that state became the first to pass a law that required all children to attend school up to a certain age. This was known as com-pulsory education. By 1919, every state in the Union required children to attend school at least up to the tenth grade.

Education Today Today, billions of dollars in federal, state, and local taxes go to support public education. But not everybody agrees on the best way to educate American children.

For: Education in the newsVisit: PHSchool.comWeb Code: myc-4081

Public school classroom, around 1920

Assess Evidence for a ConclusionRead the quotation by

Horace Mann. Assess the credibil-ity of this source in supporting the following conclusion: Mann believed that strong character, moral behavior, and wide knowl-edge were equally important qualities. List three examples from the quotation that support this conclusion.



Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 4, Section Quiz, p. 58

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Interactive Reading and Notetaking Study Guide, Chapter 8, Section 1 (Adapted Version also available.)

ExtendTo extend the lesson, have students use the Internet to look up additional nineteenth-century reformers such as Mary Lyon, Samuel Gridley Howe, Bronson Alcott, and Lucy Stone and make a chart listing them, the cause(s) in which each was active, and their achievements. Have stu-dents share their work with the class. Pro-vide students with the Web code below.

For: Help with this activityVisit: PHSchool.comWeb Code: Mye-0211

Writing Rubric

Score 1 Sentences are incomplete or inac-curate.Score 2 Sentences are too narrow, don’t support thesis.Score 3 Sentences are accurate, give details.Score 4 Sentences are accurate, support-ive, and well-thought out.

Answer

Public school systems and

teacher colleges were established; African Americans were admitted to some schools and colleges.

Section 1 Check Your Progress

1. (a) predestination: belief that God decides the fate of a person’s soul even before birth; “doctrine of free will”: peo-ple’s actions determined their salvation(b) Possible answer: If people believe that salvation comes from their own acts, they might pay more attention to their duties to others.

2. (a) create teacher colleges, increase teacher salaries, lengthen the school year

(b) Educated citizens participate in gov-ernment and keep democracy alive.

3. Dorothea Dix inspected places where the mentally ill were kept, so what she says is reliable. The details she gives do support the conclusion.

4. The temperance movement tried to stop alcohol abuse.

5. The goal of social reform in the 1830s was to improve society.

6. A revival is a large religious meeting.

7. See rubric on the side column.

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Section 1 Check Your ProgressProgress Monitoring


Other states soon followed Massachusetts’s example. By the1850s, public schools had gained much acceptance in the Northeast.Southern and western states lagged behind, however. They wouldnot create their own public school systems until many decades later.

Education for African Americans The improvements inpublic education did little for African Americans. Southern statesprohibited teaching enslaved persons to read. In the North, freeblack children were seldom admitted to the same schools as whitechildren.

Reformers who tried to improve educational opportunities forAfrican Americans often met with resistance. Prudence Crandall, aQuaker teacher, opened a school for African American girls inConnecticut. Hostile neighbors attacked and destroyed the school.

Still, some opportunities did open up. In major northern cities,free African American educators opened their own schools. In 1855,Massachusetts became the first state to admit African Americanstudents to public schools. Some African Americans attended privatecolleges such as Harvard and Oberlin. In 1854, Pennsylvania char-tered Ashmun Institute (later called Lincoln University), the nation’sfirst college for African American men.

How did public education improve in the mid-1800s?

Looking Back and Ahead Inspired by political or reli-gious ideals, reformers tackled many social problems. But one issuetowered above all others in the minds of reformers. In the next sec-tion, you will read about the growing efforts to end slavery.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-4081H-SS: 8.6.5, Framework, RE&PV 4

Comprehension and Critical Thinking1. (a) Identify What were the

ideas of predestination and the doctrine of free will?(b) Draw Conclusions How might the doctrine of free will promote democracy?

2. (a) Recall Which reforms did Horace Mann convince the state of Massachusetts to make?(b) Detect Points of ViewAccording to Mann, why is it important for a democracy to have educated citizens?

Reading Skill3. Assess Evidence for a

Conclusion Assess the quotation that follows by Dorothea Dix. Is the evidence reliable? Does it support the conclusion that the mentally ill were poorly treated? Quotation: “[T]wo females . . . lie in wooden bunks filled with straw; always shut up. . . . The use of cages [is] all but universal.”

Vocabulary BuilderAnswer the following questions in complete sentences that show your understanding of the key terms.

4. What problem did the temperance movement seek to solve?

5. What was the goal of social reform in the 1830s?

6. What is a religious revival?

Writing7. A topic sentence sets the focus for

a single paragraph. A thesis state-ment expresses a broader idea to be developed in an entire essay. Write three topic sentences for paragraphs that would support and develop the following thesis statement: A powerful reforming spirit swept through this country in the 1830s.


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294 Chapter 8

Going to School

H-SS 8.6.5

Build Background KnowledgeHave students recall the education reforms of Horace Mann. Ask: Why were reform-ers like Mann interested in expanding public education? (They believed it would make Americans better citizens.) Then, ask: What do you think early public schools were like? (Possible answer: Children of all grades went to school in the same classroom.)

Instruction■ Read Life at the Time with students. Ask

students to describe a one-room school-house. (Children of all ages were taught together. Most schools only went up to eighth grade. Students studied from McGuffey’s Eclectic Readers, wrote on chalk slates, and recited lessons when their teacher called on them.)

■ Ask: What was discipline like in early classrooms? (Discipline was strict. Stu-dents were often punished or rewarded based on how well they learned their lessons.) Ask: How is this different from modern schools? (Possible answers: Students today do not have to wear dunce caps. Students who misbehave today might get detention or be sent to the principal’s office. Today, stu-dents’ work is graded.)

■ Encourage students to draw inferences about the moral lessons in McGuffey’s Eclectic Readers. Remind students of Horace Mann’s reasons for promoting education. Ask: Why do you think text-books in the 1800s taught moral lessons as well as the “three Rs”? Elicit that learning about character and values, as well as to read and write, was seen as an important part of becoming a good citi-zen.

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Special Needs

Picturing a One-Room Schoolhouse Have students work in groups to list unique items that might be found in a one-room schoolhouse, such as a dunce cap or a McGuffey’s Eclectic Reader.

Then have them make a poster showing a class in a one-room schoolhouse. Have them label the objects from their lists. Dis-play the finished posters in the classroom.

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The Classroom

Following the lead of Massachusetts, other states in the North began to fund publicschools. Not all children were able to attend school, and most of those who did only got as far as the eighth grade. What were these early American classrooms like?

Going to School


History-Social Science8.6.5 Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture.


History Background

Chapter 8 295

Independent PracticeHave students complete the History Inter-active activity online.

For: Help in starting the History InteractiveVisit: PHSchool.comWeb Code: Myp-4081

Monitor Progress

Ask students to complete the Analyze Life at the Time activity. Circulate to make sure individuals understand nineteenth-centu-ry education.

Writing Rubric

Score 1 Lesson is inappropriate or unre-lated to the task.Score 2 Lesson is sparse or confusing.Score 3 Lesson is logical, shows under-standing of task.Score 4 Lesson is logical, creative, and well-thought out.

Answer

Analyze LIFE AT THE TIME

Lessons will vary but should be written in simple lan-guage and should show a clear under-standing of the increasing value placed on education in the mid-1800s.

A Modern One-Room Schoolhouse Most one-room schoolhouses were replaced by larger schools by the mid-twentieth centu-ry, but Granville Village School in Vermont remains in use today. Since its founding in 1857, however, the school has undergone a number of changes. Today, it goes only through the fourth grade and has expand-

ed to two classes: one for first- and second-graders and one for third- and fourth-graders. As in most modern schools, there are computers in the classroom, and spe-cialists teach subjects such as art. Despite these modernizations, the Granville Vil-lage School is proud to continue its one-room heritage.

In elementary schools, the most popular text- books were McGuffey’s Eclectic Readers (Primerthrough Sixth). First published in 1836, the Readersoffered moral lessons along with the “three Rs”–‘reading, ‘riting, and ‘rithmetic. The lessons shownabove was used to teach children how to read andhow to treat pets.

A Popular Textbook �

Discipline was strict in early classrooms. Studentswho failed to learn their lessons might have to sitin a corner wearing a “dunce cap“ (right). Butthere were also rewards. Students might get certificates for learning their lessons well, for good behavior, or just for coming to school on time (below).

Rewards and Punishments �

Look at the pages from McGuffey’sEclectic Primer shown at the top ofthis page. Then, write a lesson for the Primer about the importanceof going to school. Use simple language that can be understoodby elementary school students.

Analyze LIFE AT THE TIME

�

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Explore an EarlyAmerican Classroom

Life at the Time 295


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296 Chapter 8


Students have studied how reformers worked to end many problems in soci-ety. Now they will read how this reform effort focused on ending slavery.

Section Focus QuestionHow did abolitionists try to end slavery?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: Abolitionists used many different methods, including publishing books, newspapers, and pamphlets; holding rallies; and helping enslaved people escape. Former slaves shared their experiences, and a colony for free African Americans was started in Liberia. Politicians spoke against slavery in Congress.)

Prepare to Read

Build Background KnowledgeIn this section, students will learn about the struggles to end slavery in the mid-1800s. Ask students to look at the images in this section and think about what they learned in Section 1 about the spirit of reform. Discuss with students why slavery was a target of reform in this period. Use the Idea Wave strategy (TE p. T38) to elicit student ideas.

Set a Purpose■ Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements true or false.


■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call on students to share their group’s perspec-tives. The students will return to these worksheets later.

Answer

Northern states began to

make it illegal after the Revolution. By the end of 1804, every northern state had ended or pledged to end slavery.

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Special Needs

Comprehension Aid Before reading the section, have students go through it and write down each heading to create an out-line. As they read, have them jot down important words, concepts, or people they want to remember or questions they may

have about the content under each head-ing. Check with students to see what ques-tions they have. Encourage them to try to answer them on their own before asking for help from you.

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2SECTION


The Fight Against Slavery

H-SS 8.9.1 Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitu-tional amendment, John Brown and the armed resistance, Harriet Tub-man and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).

H-SS 8.9.2 Discuss the abolition of slavery in early state constitutions.

H-SS 8.9.3 Describe the significance of the Northwest Ordinance in edu-cation and in the banning of slavery in new states north of the Ohio River.

Prepare to Read

Reading Skill

Form an Opinion Based on Evidence You can use details and evidence in primary and sec-ondary sources to help you form opinions about history. Remem-ber that primary sources come from people who saw or experi-enced events, whereas secondary sources (such as this textbook) build on many sources to recount historical information.



eliminate, p. 296

via, p. 298


abolitionist, p. 297

William Lloyd Garrison, p. 297

Frederick Douglass, p. 298

Harriet Tubman, p. 298

Background Knowledge As early as colonial times,some Americans had opposed slavery. Most Quakers, in particular,condemned slavery on religious and moral grounds. In this section,you will see how the reforming impulse of the 1800s spurred a vig-orous new effort to end slavery.

Roots of the Antislavery MovementA number of prominent leaders of the early republic, such as

Alexander Hamilton and Benjamin Franklin, opposed slavery. Theybelieved that slavery violated the most basic principle of the Declara-tion of Independence, “that all men are created equal.”

Slavery Ends in the North In 1780, Pennsylvania became thefirst state to pass a law that gradually eliminated slavery. By 1804,every northern state had ended or pledged to end slavery. Congressalso outlawed slavery in the Northwest Territory. As a result, whenOhio entered the Union in 1803, it became the first state to banslavery in its state constitution.

Colonization Movement The American ColonizationSociety, established in 1817, was an early antislavery organization.This society proposed that slaves be freed gradually and transportedto Liberia, a colony founded in 1822 on the west coast of Africa.

The colonization movement did not work. Most enslaved peoplehad grown up in the United States and did not desire to leave. By1830 only about 1,400 African Americans had migrated to Liberia.

How did slavery end in the North?

Main IdeaSoon after the American Revolution, northern states began to do away with slavery.

Vocabulary Buildereliminate (ee LIHM ih nayt) v. to get rid of


History Background


Teach

Roots of the Antislavery MovementGrowing Opposition to Slavery

H-SS 8.9.1, 8.9.2


High-Use Words Before teaching this section, preteach the high-use words eliminate and via using the strategy on p. 287.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

■ Read Roots of the Antislavery Move-ment and Growing Opposition to Sla-very using the Oral Cloze strategy (TE p. T36).

■ Ask students how abolitionists tried to end slavery. (Possible answers include: They published books, newspapers, and pamphlets; held rallies; and proposed a con-stitutional amendment that would ban sla-very in any new state joining the Union.)

■ To help students better understand the concept of abolition, which is important to the understanding of this chapter, use the Concept Lesson Abolition. Provide students with copies of the Concept Organizer.

■ Have students complete the worksheet The Grimke Sisters. Have students dis-cuss the different points of view about slavery.

Teaching Resources, Unit 4, Concept Lesson, p. 57; Concept Organizer, p. 6; The Grimke Sisters, p. 52


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the growing abolition movement.

AnswersReading Primary Sources (a) He thinks they are evil oppressors and enemies. (b) Slavery is as awful a disaster as a person’s house burning, so telling him to be patient is impossible.

The Republic of Liberia Most freedmen who settled in Liberia were agricultural laborers who established their own farms. They lived and dressed like Americans at home. They also needed farm laborers to work for them.

The system that developed was based on the culture of the African peoples of the region and was a type of indentured servi-

tude. By all appearances, the Americo-Liberians looked like southern plantation owners, and their African farm laborers looked like slaves. However, this was not the case. Many Africans offered their own or their children’s labor in exchange for room and board. After working for a spec-ified period of time, they were free to go on their way.

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Section 2 The Fight Against Slavery 297

William Lloyd GarrisonWilliam Lloyd

Garrison

Growing Opposition to SlaveryThe Second Great Awakening inspired further opposition to

slavery. Many people were influenced by the preaching of CharlesFinney, who condemned slavery. By the mid-1800s, a small butgrowing number of people were abolitionists, reformers whowanted to abolish, or end, slavery. Rejecting gradual emancipation,abolitionists called for a complete and immediate end to slavery.

Garrison One of the most forceful voices for abolition was WilliamLloyd Garrison. A Quaker, he strongly opposed the use of violence toend slavery. Still, Garrison was more radical than many others, becausehe favored full political rights for all African Americans.

In 1831, Garrison launched an abolitionist newspaper, the Liber-ator. It became the nation’s leading antislavery publication for34 years, ending only when slavery itself ended.

Garrison cofounded the New England Anti-Slavery Society,which later became the American Anti-Slavery Society. Leaders ofthis group included Theodore Weld, a minister who had been a pupilof Charles Finney. Weld brought the zeal of a religious revival to anti-slavery rallies. Other members included Sarah and Angelina Grimke,daughters of a South Carolina slaveholder.

African American Abolitionists Prominent AfricanAmericans in the North took a leading role in the abolitionistmovement. In 1829, David Walker published his Appeal: to theColoured Citizens of the World. This strongly worded pamphlet urgedenslaved people to rebel, if necessary, to gain their freedom.

Main IdeaA growing number of people in the North began to call for an end to slavery.

In the above excerpt from the first issue of the Liberator, William Lloyd Garrison vows to take a firm stand against slavery.

The Liberator

“Let Southern oppressors tremble—let all the enemies of the persecuted blacks tremble. . . . On this subject, I do not wish to think, or to speak, or write, with moderation. No! No! Tell a man whose house is on fire to give a moderate alarm . . . 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.”

—William Lloyd Garrison, the Liberator, January 1831

(a) Detect Points of View What is Garrison’s attitude toward slaveholders?

(b) Draw Conclusions What does Garrison mean when he writes, “Tell a man whose house is on fire to give a moderate alarm”?


Universal Access

298 Chapter 8

The Underground RailroadOpposing Abolition

H-SS 8.9.1

Instruction■ With students, read The Underground

Railroad and Opposing Abolition. Remind students to look for details that support the Main Idea.

■ Ask students how the Underground Railroad worked. (Leaders called “conduc-tors” led enslaved people trying to escape from one “station” to the next.)

■ Discuss Harriet Tubman’s role in the Underground Railroad. Ask: Why was Harriet Tubman nicknamed the “Black Moses”? (Possible answer: Like Moses in the Bible, Harriet Tubman helped lead her people out of slavery.)

■ Ask: How did supporters of slavery fight abolition? (with violence, by claim-ing that slaves were better off than northern factory workers, and by passing a “gag rule” in Congress that prevented discussion of antislavery petitions)

■ Discuss with students how reliance on cotton in the North and South helped keep slavery alive. (Possible answer: The free labor from slavery helped both regions make money from cotton.)

Answers

Reading Skill Answers will vary but should be supported by details from the quote.

He made public speeches

describing his experiences as a slave and published the abolitionist newspaper The North Star.

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Special Needs

The Underground Railroad To help stu-dents understand the extent and activities of the Underground Railroad, assign the worksheet The Underground Railroad after the class has read the section but before you begin the class discussion. Make sure students understand that the

routes went from south to north. Have students add arrows pointing north to the routes on the map to clarify. Ask students to describe some of the routes in the Underground Railroad for the class.

Teaching Resources, The Underground Railroad, p. 54

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Perhaps the most powerful speaker for abolitionism wasFrederick Douglass. Born into slavery, Douglass had broken the lawby learning to read. He later escaped to freedom in the North.Garrison and other abolitionists encouraged Douglass to describe hisexperiences at antislavery rallies. Douglass told one crowd:

“I appear this evening as a thief and a robber. I stole this head, these limbs, this body from my master, and ran off with them.”

—Frederick Douglass, speech, 1842

By appearing in public, Douglass risked being sent back into slavery.Yet, he continued to speak before larger and larger audiences. He alsopublished his own antislavery newspaper, the North Star.

A Former President Takes a Stand Abolitionists won thesupport of a few powerful people. Former President John QuincyAdams, now a member of Congress, read antislavery petitions fromthe floor of the House of Representatives. In 1839, Adams proposeda constitutional amendment that would ban slavery in any new statejoining the Union. However, the amendment was not passed.

Two years later, Adams made a dramatic stand against slavery.Captive Africans aboard the slave ship Amistad had rebelled, killing thecaptain and ordering the crew to sail back to Africa. Instead, the crewsailed the ship to America. The 73-year-old Adams spoke to the SupremeCourt for nine hours and helped the captives regain their freedom.

What role did Frederick Douglass play in the abolitionist movement?

The Underground RailroadSome courageous abolitionists dedicated themselves to helping

people escape from slavery. They established a system known as theUnderground Railroad. Despite its name, it was neither underground nora railroad. It was a network of people—black and white, northerners andsoutherners—who secretly helped slaves reach freedom.

Working for the Underground Railroad was illegal anddangerous. “Conductors” led fugitive slaves from one “station” tothe next. Stations were usually the homes of abolitionists, but mightbe churches or caves. Supporters helped by donating clothing, food,and money to pay for passage on trains and boats. Many peoplerisked their lives to help runaway slaves. Levi Coffin, an IndianaQuaker, assisted more than 3,000 fugitives.

Harriet Tubman, who had herself escaped from slavery, escortedmore than 300 people to freedom via the Underground Railroad.Tubman, nicknamed the Black Moses, proudly told FrederickDouglass that, in 19 trips to the South, she “never lost a singlepassenger.” Slave owners promised a $40,000 reward for her capture.

Form an Opinion Based on EvidenceWhat is your opinion of

Frederick Douglass’s speech? Do you think it was an effective state-ment against slavery? Use evi-dence to support your opinion.

Antislavery medallion

Main IdeaSome abolitionists secretly worked to help African Americans escape from slavery.

Vocabulary Buildervia (VEE ah) prep. by way of


Universal Access


Discovery School VideoThe Underground Railroad This video looks at the network of people who helped enslaved African Americans escape to the North—and freedom—in the years before the Civil War. It explains the coded words used by participants in the Underground Railroad to hide their actions and high-lights the activities of abolitionists Thomas Garrett and Harriet Tubman, who had her-self escaped from slavery.



Monitor Progress

■ As students complete their work on the Notetaking Study Guide, circulate to make sure individuals understand the Underground Railroad and the forces abolitionists had to fight.

■ Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.


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Advanced Readers L3

Gifted and Talented

Harriet Tubman Have students visit the library to locate a copy of the biography Harriet Tubman: Guide to Freedom, by Ann Petry. After reading, have students use

what they learned to make a timeline of important events in Tubman’s life. Ask them to share how she was influenced by some of these key events. Answer

Identify Costs and Benefits People help-ing slaves escape risked being arrested or killed. They believed it was the right thing to do.

As many as 50,000 African Americans escapedfrom slavery in the South to freedom in the Northor in Canada via the Underground Railroad.Critical Thinking: Identify Costs and BenefitsWhat were the risks of helping fugitive slavesescape? Why do you think conductors on theUnderground Railroad chose to take those risks?

“The riverbank makes a very good road.The dead trees will show you the way.

Left foot, peg foot, traveling on,If you follow the drinking gourd.”

�This song containeddirections for escaping slaves. The “drinkinggourd” is the Big Dipper.

The homes of some conductors �had secret rooms to hide runaway slaves. In this room, the bed would be moved to hide the hiddendoorway.

� This modern quilt honors Harriet Tubman, the most famous conductor on the Underground Railroad.

Section 2 The Fight Against Slavery 299

Discovery School Video To learn more about the Underground Railroad, view the video.

Explore More Video


300 Chapter 8

Assess and Reteach





ExtendTo extend the lesson, have students use the Internet to research the antislavery move-ment. Then have students create antisla-very posters based on the ideas and tech-niques of abolitionists. Provide students with the Web code below.

For: Help in starting the activityVisit: PHSchool.comWeb Code: Mye-0212

Writing Rubric

Score 1 Details are unrelated to topic, paragraph is unorganized.Score 2 Paragraph is brief, somewhat lacking in clarity.Score 3 Paragraph is organized, has sup-porting details.Score 4 Paragraph draws logical, clear conclusions, well-developed.

Answers

“Engineers” led escaped

people to “stations” along the way to free-dom.

They depended on cotton

produced by slave labor.


1. (a) that enslaved people be gradually freed and transported to Liberia(b) Most of them were born in the Unit-ed States and did not want to leave.

2. (a) mill owners who depended on cot-ton produced with slave labor; workers who feared that formerly enslaved peo-ple would compete for their jobs(b) if the price of cotton stayed low, the

supply stayed high, and freed African Americans did not compete for northern workers’ jobs

3. It was vital to him that he get to a place where he could be free.

4. formal: a reformer who wanted to abol-ish, or end, slavery; informal: someone who worked to end slavery

5. Answers will vary but should discuss specific abolitionist actions.

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Each year, hundreds of slaves moved along the UndergroundRailroad to freedom in the North or in Canada. In total, perhaps asmany as 50,000 gained their freedom in this way.

How did the Underground Railroad work?

Opposing AbolitionAbolitionists faced powerful obstacles in the North as well as in

the South. Many northerners profited from the existence of slavery.Northern textile mill owners and merchants relied on the cottonproduced by southern slave labor. Northern workers feared thatfreed slaves might come north and take their jobs.

Such fears sometimes prompted violence against abolitionists.Mobs attacked antislavery meetings. In 1835, William Lloyd Garrisonwas dragged through the streets of Boston with a rope around his neck.

As you have read in Chapter 7, southerners had long defendedslavery as a positive force. Now, as support for abolition grew louder,they went on the offensive. The state of Georgia offered a $5,000reward for the arrest and conviction for libel of William LloydGarrison. Southerners in Congress won passage of a “gag rule” thatblocked discussion of antislavery petitions. John Quincy Adamsunsuccessfully fought for repeal of the gag rule.

Why did some northerners oppose abolition?

Looking Back and Ahead By the 1840s, the North andthe South were increasingly divided by the issue of slavery. Aboli-tionists succeeded in making converts in the North. Slavery wasspreading along with the cotton boom in the South.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-4082

H-SS: 8.9.1, 8.9.2, 8.9.3, RE&PV 4

Comprehension and Critical Thinking1. (a) List What solutions did the

American Colonization Society propose to end slavery?(b) Explain Problems Why did most African Americans reject the society’s goals?

2. (a) Identify Which groups in the North were opposed to abolition? Why?(b) Identify Alternatives How might the concerns of these groups have been calmed?

Reading Skill3. Form an Opinion Based on

Evidence Henry Brown mailed himself to freedom in a crate. What do you think was important to him? Use evidence quoted from his own narrative to form your opinion: “I was . . . placed on my head. . . . In this dreadful posi-tion, I remained the space of an hour and a half . . . my eyes were almost swollen out of their sock-ets, and the veins on my temples seemed ready to burst. I made no noise, however, determining to obtain ‘victory or death.’”

Vocabulary Builder4. Write two definitions for the key

term abolitionist. First, write a formal definition for your teach-er. Second, write a definition in everyday English for a classmate.

Writing5. Choose three details from

Section 2 that support the topic sentence that follows. Then, write a paragraph developing the topic based on these details. Topic sentence: Abolitionists used a variety of tactics to oppose slavery.

Main IdeaMany people in both the North and the South defended slavery.


History Background




Students have discussed how the aboli-tionist movement began. Now they will read about the beginnings of the women’s suffrage movement.

Section Focus QuestionHow did the women’s suffrage movement begin?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: When women became involved in reform movements, limits on their participation led some women to feel that they needed to work for equal rights for themselves, including the right to vote.)

Prepare to Read

Build Background KnowledgeTell students that in this section they will learn how the struggle for women’s rights began. Remind students about the reform movements they studied in Sections 1 and 2. Ask: How could the work of women reformers cause them to desire more rights? (Possible answer: Women working for rights for others began to consider their own lack of rights.) Use the Idea Wave strategy (TE p. T38) to elicit student responses.




■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call on students to share their group’s perspec-tives. The students will return to these worksheets later.

Answer

Women were excluded from

active participation in other reform move-ments and saw their own need for equal rights.

The Society of Friends The Society of Friends, also known as the Quakers because of the way some members trem-bled during meetings, was a Protestant sect that began in England in the mid-1600s. The Friends believed in the “Inward Light,” a direct, internal experience of God.

Because the “Inward Light” was immedi-ately accessible to all people, women like Lucretia Mott could become Quaker lead-ers. This egalitarian belief also led many American Quakers to the forefront of the abolition and women’s rights movements.

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3SECTION

301

A Call for Women’s Rights

H-SS 8.6.6 Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Marga-ret Fuller, Lucretia Mott, Susan B. Anthony).

Prepare to Read

Reading Skill

State the Meaning of Evidence One way to draw con-clusions from source material is to make a statement about the meaning of the evidence. This statement will be a conclusion drawn from the details of the evidence. Your statement should use your own words, fit with all the details, and make sense to you.



exclude, p. 302

devote, p. 303


Sojourner Truth, p. 301

Lucretia Mott, p. 301

Elizabeth Cady Stanton, p. 302

women’s suffrage, p. 302

women’s rights movement, p. 303

Susan B. Anthony, p. 303

Background Knowledge You have read how abolition-ists fought to rid the country of slavery. In this section, you will seehow abolitionism helped spark another reform movement, whichwas dedicated to rights for women.

The Struggle BeginsIn 1820, the rights of American women were limited. They could

not vote, serve on juries, attend college, or enter such professions asmedicine or law. Married women could not own property or keeptheir own wages. Most Americans—both men and women—believedthat a woman’s place was in the private world of the home.

Women who were active in abolition or other social reform move-ments believed that they had important contributions to make toAmerican society. They began to demand rights as equal citizens.Among these women was Sojourner Truth. Born into slavery in NewYork state, she was illiterate, but her words inspired the crowds thatheard her. Truth became a powerful voice on behalf of both enslavedAfrican Americans and women.

Lucretia Mott, a Quaker, had spent years working in the anti-slavery movement. Quakers allowed women to take public rolesthat other religions prohibited. Mott thus had organizing skills andpublic speaking experience that most women of her day did not.

Why did some reformers turn to the issue of women’s rights?

Main IdeaWomen who were involved in abolition and other reform movements began to speak out about the status of women.

Sojourner Truth


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302 Chapter 8

Teach

The Struggle BeginsSeneca Falls Convention

H-SS 8.6.6


High-Use Words Before teaching this section, preteach the high-use words excluded and devote using the strategy on p. 287.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

■ Read The Struggle Begins and Seneca Falls Convention using the Paragraph Shrinking method (TE p. T37).

■ Ask: What two women began to orga-nize the women’s rights movement after not being allowed to participate in a conference on abolition? (Elizabeth Cady Stanton and Lucretia Mott)

■ Have students complete the worksheet The Declaration of Sentiments. Have students discuss changes in women’s rights since 1848.

Teaching Resources, The Declaration of Sentiments, p. 55

■ Display the transparency Are Not the Women Half the Nation? Use the ques-tions to guide the discussion.

Color Transparencies, Are Not the Women Half the Nation?


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand the beginning of the women’s rights movement.

Answers

Elizabeth Cady Stanton’s wedding ceremony was unusual for its day because she did not promise to “obey” her husband in her vows.

to list the rights that the Sen-

eca Falls Convention was demanding for women

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Special Needs

Gaining Comprehension Have students read the text of Seneca Falls Convention as they listen to the Student Edition on Audio CD. Create exit cards for the students to complete at the end of the tape. The cards will read “What I learned about _____” or “It made me feel _____.” Review their

responses. Students can be provided a copy of the CD to work independently at home or in the school Resource Center.

Student Edition on Audio CD, Chapter 8, Section 3

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Seneca Falls ConventionIn 1840, Mott traveled to London to attend an international anti-

slavery convention. There, she met another abolitionist, ElizabethCady Stanton. Stanton was honeymooning in London with herhusband, a delegate to the conference. But when Mott and Stantontried to attend a meeting, they were told that women were notpermitted to take an active role in the proceedings.

Mott and Stanton were infuriated at being excluded. Sittingoutside the convention hall, they agreed on the need for a conventionto advance women’s rights. They followed through on that idea inthe summer of 1848. Their convention met in Seneca Falls, New York,“to discuss the social, civil, and religious rights of women.” TheSeneca Falls Convention attracted over 300 men and women.

Declaration of Sentiments Stanton wrote a Declaration ofSentiments, modeled on the Declaration of Independence. It began,“We hold these truths to be self-evident: that all men and women arecreated equal. . . .” The declaration then listed injustices womensuffered, including being shut out from educational opportunities

and good jobs. The Declaration of Sentimentsdemanded full equality for women in every areaof life.

Like the colonial Patriots, Stanton opposed“taxation without representation.” In a speech justbefore the convention, she declared:

“[W]e are assembled to protest against a form of government existing without the consent of the governed—to declare our right to be free as man is free, to be represented in the government which we are taxed to support.”

—Elizabeth Cady Stanton, speech,

July 19, 1848

Call for Suffrage Stanton’s argument wasthe beginning of the long battle for women’ssuffrage, or the right of women to vote. Still, notall delegates agreed when Stanton included a callfor suffrage in the Declaration of Sentiments.Some, such as Frederick Douglass, stronglysupported it. Others, including Lucretia Mott,feared that the call for suffrage would be socontroversial that it would harm their othercauses. Still, the convention narrowly voted tosupport the demand for women’s suffrage.

What was the purpose of the Declaration of Sentiments?

Biography Quest

See Elizabeth Cady Stanton, Declaration of Sentiments, in the Reference Section at the back of this textbook.

ElizabethCady Stanton 1815–1902

With seven children to care for, Elizabeth Cady Stanton still found time to try to change the world. She began her long political partnership with Susan B. Anthony in 1851. For much of the next 50 years, the two women pooled their talents to try to win women the right to vote. “[I am] a fine writer,” Stanton noted. “Miss Anthony is a thorough manager.” Sadly, Stanton died 18 years before women finally won the vote.

Why was Elizabeth Cady Stanton’s wedding ceremony unusual for its day?For: The answer to the question about

StantonVisit: PHSchool.comWeb Code: myd-4083

Main IdeaThe Seneca Falls Convention marked the start of an organized effort to win more rights for American women.

Vocabulary Builderexclude (ehks KLYOOD) v. to keep out or expel; to reject

ssahtech08c06SW3_s.fm Page 302 Wednesday, March 9, 2005 12:52 PM


Universal Access

New Opportunities for Women

H-SS 8.6.6

Instruction■ With students, read New Opportunities

for Women. Remind students to look for causes and effects.

■ Ask: What did the leaders in women’s education accomplish? (Emma Willard opened a girls’ school; Mary Lyon started the first college for women.)

■ Ask: How could education be a key to improving women’s rights? (Possible answer: An educated woman could use her knowledge to argue for her rights. An educa-tion could lead to career opportunities.)


Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure they understand the vital role of women’s education.

■ Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they had expected to learn.


■ To further assess student understand-ing, use the Progress Monitoring Trans-parencies.


AnswersReading Charts (a) Accept any two of the following: The suffragist movement demanded that women get the right to vote; states passed laws that protected women’s property rights; private schools for women opened, and some colleges began to accept women students; and women entered careers once closed to them. (b) because many abolitionists advo-cated equal rights for women.

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Advanced Readers L3

Gifted and Talented

Writing an Editorial Students may have the misconception that the vast majority of women supported the suffrage movement. In reality, the feminist activists did not attract broad support. Many women claimed winning suffrage would destroy the family. Have students research the

arguments of the antisuffrage movement in the 1800s. Have them write letters to the editor giving this point of view. Remind them to use the arguments nineteenth-century readers would find convincing. Have several students read their letters to the class.

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Section 3 A Call for Women’s Rights 303

CAUSES■ Women could not vote, serve on juries, own property, or divorce abusive husbands.■ Many abolitionists believed that women also deserved equal rights.■ Women were denied equal educational opportunities. ■ Seneca Falls Convention launched the women’s rights movement.

THE WOMEN’S RIGHTS MOVEMENTTHE WOMEN’S RIGHTS MOVEMENT

EFFECTS■ Suffragist movement demanded that women get the right to vote.■ States passed laws that protected women’s property rights.■ Private schools for women opened, and some colleges accepted women as students.■ Women entered careers once closed to them.

New Opportunities for WomenThe Seneca Falls Convention launched the women’s rights move-

ment in the United States. The women’s rights movement was anorganized effort to improve the political, legal, and economic statusof women in American society.

Political Victories In the years after the Seneca FallsConvention, Susan B. Anthony became a close ally of Stanton. Thetwo made a dynamic team. As an unmarried woman, Anthonywas free to travel and devote herself toreform work. Stanton, the mother of agrowing family, more often wrotespeeches from her home. Together, theyfounded the National Women’s SuffrageAssociation in 1869.

The fight for women’s suffrage madelittle progress at first. Yet the women’srights movement won some victories. In1860, Stanton and Anthony convinced NewYork to pass a law protecting women’sproperty rights. Many other states followed.Some states revised their laws to allowmarried women to keep their wages.

Education for Women The women’srights movement focused much attention oneducation. American schools emphasizededucation for boys, who would grow up tobe voters, citizens, and professionals. Girlsseldom studied advanced subjects like mathand science.

Even before the Seneca Falls Convention,reformers worked to give girls a chance for abetter education. In 1821, Emma Willardstarted an academy in Troy, New York, thatsoon became the model for girls’ schoolseverywhere. The Troy Female Seminaryattracted the daughters of lawyers anddoctors. The first year, 90 students enrolled.By 1831, the seminary had more than300 students. Many female reformers of thisera attended Willard’s school.

Mary Lyon began an even bolder experi-ment when she opened Mount HolyokeFemale Seminary in Massachusetts, in 1837.Lyon did not call her school a college.However, Mount Holyoke was, in fact, the firstcollege for women in the United States. Theschool showed that women could indeed learnsubjects like Latin, geometry, and chemistry.

Vocabulary Builderdevote (dee VOHT) v. to give up one’s time or effort for a specific cause or purpose

The Seneca Falls Convention marked the start of an organized women’s rights movement in the United States.(a) Read a Chart Identify two effects of the women’s

rights movement.(b) Analyze Cause and Effect Why is the abolition

movement shown as a cause of the women’srights movement?

Main IdeaIn the mid-1800s, women gained new opportunities for education and careers.

Cause and Effect


304 Chapter 8

Assess and Reteach





ExtendTo extend the lesson, have students use the Internet to find out more about one of the women mentioned in Section 3. Using what they have learned, have them create a large concept web to profile the beliefs and achievements of the person. Have stu-dents use their concept webs to share a few facts about the person with the class. Pro-vide students with the Web code below.

For: Help in starting the Extend activityVisit: PHSchool.comWeb Code: Mye-0213

Writing Rubrics Share this writing rubric with students.

Score 1 Does not contain logical ideas and is poorly organized.Score 2 Contains little appropriate sup-porting evidence and organization is unclear.Score 3 Presents developed, supported ideas and is logical.Score 4 Presents clearly organized, well-developed, and interesting ideas.

Answers

Reading Skill Possible answer: There was a great demand for the new women’s schools.

Possible answers: The first

college for women, Mount Holyoke, was established in 1837; women began to become teachers, journalists, and scien-tists.


1. (a) to achieve equal rights for women(b) The first goal of the abolitionist movement was to end slavery. Both the women’s rights movement and aboli-tionists also wanted to expand the rights to vote, own property, and take part in society.

2. (a) Men were educated to earn a living and vote.(b) Women could not hold professional

jobs or gain respect in a society con-trolled by men.

3. Possible answer: Some men believed it was not “ladylike” for women to partic-ipate in politics.

4. No; suffragists supported the right to vote.

5. Yes. It was a formal gathering that endorsed social and political change.

6. Answers will vary but should describe the goals of the convention and express and support an opinion of those goals.

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Reading Skill3. State the Meaning of

Evidence Make a statement about public views regarding women in politics, and then sup-port it with the evidence in this paragraph: “Hers is the domestic altar; there she ministers and commands . . .; let her not seek madly to descend from this emi-nence to mix with the strife and ambition of the cares of govern-ment; the field of politics is not her appropriate arena.”

New Careers Gradually, American society came to accept thatgirls could be educated and that women could be teachers. More andmore schools began hiring women teachers who had been trained atone of the new academies or colleges for women. Some womenbegan trying to enter other professions as well.

Margaret Fuller made a career as a journalist, scholar, and literarycritic. She spoke in public for pay at a time when it was illegal forwomen to do so. In 1845, Fuller published an influential book, Womenin the Nineteenth Century. “We would have every . . . barrier throwndown. We would have every path laid open to Woman as freely as toMan,” she wrote.

Other women excelled in science. Elizabeth Blackwell was admittedto Geneva Medical College in New York. Blackwell graduated first inher class in January 1849, becoming the first woman to graduate from anAmerican medical school. The astronomer Maria Mitchell was the firstprofessor hired at Vassar College. She was also the first woman electedto the American Academy of Arts and Sciences in 1848. A crater on themoon was later named in her honor.

Give two examples of advances in education for women.

Looking Back and Ahead The delegates at the SenecaFalls Convention hesitated to demand women’s suffrage. As itturned out, getting the vote was a long struggle. Not until 1920did a constitutional amendment guarantee women’s right to vote.You will read more about the women’s suffrage movement inChapter 15.


H-SS: 8.6.6, RE&PV 4

Comprehension and Critical Thinking1. (a) Summarize What were the

goals of the women’s rights move-ment?(b) Compare and Contrast How were goals of the women’s rights movement similar to and different from those of the abolitionist movement?

2. (a) Recall Why was it considered more important for boys to get a good education than girls in the early 1800s?(b) Explain Problems How did the lack of equal educational opportunities hurt women?

Vocabulary BuilderRead each sentence below. If the sentence is true, write YES and explain why. If the sentence is not true, write NO and explain why not.4. Supporters of women’s suffrage

opposed the right to vote.

5. The Seneca Falls Convention marked the start of the women’srights movement.

Writing6. Imagine that you are a reporter in

1848 writing an article about the Seneca Falls Convention. Write a few sentences explaining why the convention met. Then, predict what might be the long-term effects of the convention.

State the Meaning of EvidenceMake a general statement

that is supported by the evidence in these three paragraphs.

Maria Mitchell (left) at her telescope


History Background




Students have learned how the reform impulse worked to improve society. American literature and art reflected the optimistic sense that individuals can perfect themselves and others.

Section Focus QuestionHow did American literature and art have an impact on American life?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: American artists and writers began to celebrate and express Ameri-can places and ideas. This helped bring atten-tion to problems such as slavery, but it also encouraged pride in the new nation.)

Prepare to Read

Build Background KnowledgeTell students that in this section they will learn about the development of a new American style in literature and art. Have students think about the reforms and changes they learned about in Sections 1 through 3. Then have students predict ideas and themes that might appear in art and literature at this time. After they make predictions about what they will learn, address any misconceptions that students may have about the topic. Remind them to confirm or revise their predictions after they read the section. Use the Think-Pair-Share strategy (TE p. T39) to elicit responses.




■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call on students to share their groups’ perspec-tives. The students will return to these worksheets later.

Washington Irving (1783–1859) Born in New York City at the end of the American Revolution, Washington Irving was at var-ious times a lawyer, a soldier, and a diplo-mat. By the 1820s, however, Irving had also become an enormously successful writer. Works such as The Sketch-book of

Geoffrey Crayon, which included Rip Van Winkle and the Legend of Sleepy Hollow, brought him acclaim and honors in both America and Europe. Irving is considered the first great writer of American litera-ture.

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4SECTION

Section 4 American Literature and Arts 305

American Literature and Arts

H-SS 8.4.4 Discuss daily life, including tra-ditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

H-SS 8.6.7 Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).

Prepare to Read

Reading Skill

Draw Logical Conclusions As you review the details and evi-dence in text, make sure that the conclusions you draw are logical. In other words, they should make sense with all the details and with what you know about the events and about the world. Use your own experience to test, for example, whether particular attitudes make sense in a given situation. Do they fit the histori-cal context?



emotion, p. 306

reproduce, p. 309


transcendentalism, p. 306

Ralph Waldo Emerson, p. 306

individualism, p. 306

Henry David Thoreau, p. 306

civil disobedience, p. 307

Herman Melville, p. 307

Nathaniel Hawthorne, p. 307

Louisa May Alcott, p. 308

Background Knowledge The reformers that you haveread about in this chapter all shared a sense of optimism. Theybelieved that individuals could reform themselves and that societycould be improved. In this section, you will see how this same opti-mistic spirit inspired a new generation of American writers.

An American Culture DevelopsBefore 1800, American writers and artists modeled their work on

European styles. Poets used complex, formal language and filledtheir poems with references to Greek and Roman myths. Most artiststrained in Europe and learned European approaches to painting.

American Themes By the mid-1800s, American writers andartists had begun to develop styles that reflected American optimismand energy. Their work explored subjects that were uniquelyAmerican. Two early writers, Washington Irving and JamesFenimore Cooper, reflected this interest in American themes.

Irving drew upon the Dutch history of New York in his stories“The Legend of Sleepy Hollow” and “Rip Van Winkle.” Rip VanWinkle was a lazy farmer who slept through the American Revolution.

Cooper created the popular character Natty Bumppo, a fron-tiersman who kept moving westward. Uncomfortable with life incities and towns, Bumppo criticized the destruction of nature.Cooper’s novels about Bumppo, such as The Deerslayer and The Last ofthe Mohicans, helped American literature gain popularity in Europe.

Main IdeaIn the 1800s, American writers explored uniquely American themes and developed new ideas about people and nature.


Universal Access

306 Chapter 8

Teach

An American Culture Develops

H-SS 8.4.4


High-Use Words Before teaching this section, preteach the high-use words emotion and reproduce using the strat-egy on page 287.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

■ Read An American Culture Develops using the Choral Reading strategy (TE p. T36).

■ Discuss with students the beginning of an American culture. Ask: What did Washington Irving and James Feni-more Cooper have in common? (They both wrote stories that reflected their interest in American themes.)

■ Ask: How did Emerson and Thoreau encourage individualism? (Emerson wanted people to be guided by their “inner light.” Thoreau believed individuals should judge right and wrong for themselves.)

■ Ask: How are transcendentalism and individualism related? (Possible answer: Transcendentalism is based on emotions, which are experienced by individual humans, so the experiences, thoughts, and feelings of the individual are very impor-tant.)

■ Discuss with students how transcenden-talism might have led people to work for reforms. (Possible answer: It celebrated the value of each soul as a part of nature and highlighted the fact that people have a com-mon humanity and responsibility for one another.)


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand the development of early American art.

AnswerApply Information The speaker is very emotional and talks of pain and death.

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Special Needs

Study Aid To help students remember the writers and artists in this section, have them make a two-column chart. In the first column, have them write the person’s

name. In the second column, have them list works and other important or interest-ing information about each person.

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Herman Melville’s novel Moby-Dick tells the story of a sea captain’s mad pursuit of a white whale. The novel is still widely read and has beenfilmed several times. Critical Thinking: Apply Information You have read that Melville was interested in extreme, dark emotions. How does theexcerpt on the facing page reflect that interest?

Herman Melville


Transcendentalism By the early 1800s, a new artisticmovement took shape in Europe, called Romanticism. Unlikethinkers of the Enlightenment, who emphasized reason, Romanticsplaced greater value on nature, emotions, and imagination.

A small but influential group of writers and thinkers in NewEngland developed an American form of Romanticism, called tran-scendentalism (trahnz ehn DEHNT uhl ihzm). Transcendentalism wasa movement that sought to explore the relationship between humansand nature through emotions rather than through reason. It got itsname because its goal was to transcend, or go beyond, human reason.

Transcendentalists believed in a close link between humans andnature. They urged people to live simply and to seek beauty, good-ness, and truth within their own souls.

Emerson and Thoreau Ralph Waldo Emerson was theleading transcendentalist. In his popular speeches and essays,Emerson asked Americans to question the value of material goods.Civilization might provide wealth, he said, but nature reflectedhigher values that came from God. Emerson also stressedindividualism, the unique importance of each individual. “Trustthyself,” he taught. He challenged people to use their “inner light” toguide their lives and improve society.

Henry David Thoreau (thuh ROW) took up Emerson’s challenge.He spent two years living in the woods at Walden Pond, meditatingon nature. In his 1854 book Walden, Thoreau urged people to live

Vocabulary Builderemotion (ee MOH shuhn) n. strong feeling such as sadness, anger, or love

See Ralph Waldo Emerson, Self-Reliance, in the Reference Section at the back of this text-book.


History Background


Flowering of American Literature

H-SS 8.6.7

Instruction■ With students, read Flowering of Amer-

ican Literature. Remind students to look for support for the Main Idea.

■ Ask: How was the new literature uniquely American? (It expressed Ameri-can ideas and values and celebrated what was important to Americans.)

■ Ask: How did the new literature cele-brate American culture and society? (Possible answer: Authors and poets of this period set their works in the American past or dealt with American issues. They also celebrated the American people and showed what their lives were like.)

Independent PracticeHave students continue filling in the study guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand the early development of American literature. Provide assistance as needed.

Answers

to explore the relationship

between humans and nature through emo-tion rather than reason

Reading Skill Possible answer: He was concerned not with material things but with making humanity better.

An African American Writer William Wells Brown was the son of an enslaved woman and a slaveholder. In the first chapter of his novel Clotel, a slave once owned by Thomas Jefferson and the two daughters she bore to him are sold at

auction. The book was published in Lon-don in 1853. In the version published in the United States in 1864, the character of Jefferson was replaced by a Southern sena-tor. The original version of Clotel was not published in the United States until 1969.

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� Captain Ahab tells his crew that he lost his leg because of the white whale Moby Dick.

‘Aye, my hearties all round; it was Moby Dick

that dismasted me; Moby Dick that brought me

to this dead stump I stand on now. Aye aye,’

he shouted with a terrific, loud, animal sob, like

that of a heart-stricken moose; ‘Aye, aye! it was

that accursed white whale that razeed me; made

a poor pegging lubber for me for ever and a

day!’ Then, tossing both arms, with measure-

less imprecations he shouted out, ‘Aye, aye! and

I’ll chase him round Good Hope, and round the

Horn, and round the Norway Maelstrom, and

round perdition’s flames before I give him up.

And this is what ye have shipped for, men! To

chase that white whale on both sides of land,

and over all sides of the earth. . . .’� Captain Ahab in a movie version of Moby-Dick.

“

” 307

simply. “Most of the luxuries, and many of the so-called comforts oflife, are not only not indispensable, but positive hindrances to theelevation of mankind,” he wrote.

Like Emerson, Thoreau believed that individuals must judgeright and wrong for themselves. He encouraged civil disobedience,the idea that people should peacefully disobey unjust laws if theirconsciences demand it. Thoreau spent a night in jail for refusing topay a tax that he felt supported slavery. Thoreau’s ideas about civildisobedience influenced later leaders like Martin Luther King, Jr.

What was the goal of transcendentalism?

Flowering of American LiteratureIrving and Cooper set a high standard for American writers. Two

later novelists, Herman Melville and Nathaniel Hawthorne, beganto change the tone of American literature.

Melville and Hawthorne Both Hawthorne and Melville werefascinated by psychology and extreme emotions. Melville’s novelMoby-Dick (1851) told the story of a sea captain who is obsessed withpursuing a white whale. In the end, Captain Ahab’s mad pursuitdestroys himself, his ship, and his crew. Largely ignored at the time,Moby-Dick is now seen as one of the greatest American novels.

Draw Logical ConclusionsDraw a logical conclusion

about Thoreau’s values from the information and quotation in this paragraph.

Main IdeaAmerican fiction and poetry reached new heights in the 1840s and 1850s.


Universal Access

308 Chapter 8

Art and Music

H-SS 8.4.4

Instruction■ Read Art and Music with students.

Remind them to look for support for the Main Idea.

■ Ask: How did painters’ work express an American style? (Painters focused on American landscapes, people, and everyday life.)

■ Display the transparency Kindred Spir-its to help students better understand the Hudson River School of painting. Use the questions to guide a discussion.

Color Transparencies, Kindred Spirits■ Ask: What do the many American work

songs show about the period? (Possible answer: Most people were workers.)



Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure individuals understand the themes of American music and art. Provide assis-tance as needed.

■ Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

■ Ask students to go back to their Word Knowledge Rating Form. Rerate their word knowledge and complete the last column with a definition or example.

Teaching Resources, Unit 4, Reading Readiness Guide, p. 49; Word Knowledge Rating Form, p. 45

■ To further assess student understand-ing, use the Progress Monitoring Trans-parency.


AnswersEvaluate Information The people are a small part of nature.

by using historical themes

and settings

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Advanced Readers L3

Gifted and Talented

Creating an Art Exhibit Pamphlet Have students research a painter from the Hud-son River School and create an informa-tional pamphlet that would accompany an exhibit of the artist’s works. The pamphlet should include general background about the School and the artist, as well as a list of

at least three works the students would include in an exhibit, with a note for each giving the title, date painted, and subject. Ask students to share their favorite work and tell what characteristics of the Hudson River School it shows.

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Hawthorne was descended from the Puritans of Massachusetts.He often used historical themes to explore the dark side of the mind.In his 1850 novel The Scarlet Letter, a young minister is destroyed bysecret guilt. The novel paints a grim picture of Puritan life.

Alcott Louisa May Alcott presented a gentler view of NewEngland life. In 1868, Alcott published Little Women, a novel based onher own experiences growing up with three sisters. The main character,Jo March, was the first young American heroine to be presented as abelievable, imperfect person rather than as a shining ideal.

Poets of Democracy Poets helped create a new national voice.Henry Wadsworth Longfellow based poems on American history,such as “Paul Revere’s Ride.” His long poem The Song of Hiawathawas one of the first works to honor Native Americans.

Walt Whitman published Leaves of Grass in 1855. This book ofpoems shocked many readers because it rejected formal rules. Buttoday, Whitman is seen as the poet who best expresses the demo-cratic American spirit. His poetry celebrated common people:

“[T]he policeman travels his beat—the gate-keeper markswho pass; . . .

The clean-hair’d Yankee girl works with her sewing-machine,or in the factory or mill.”

—Walt Whitman, “Song of Myself”

Some poets used their pens to support social reform. John Green-leaf Whittier, a Massachusetts Quaker, and Frances Watkins Harper,an African American woman from Maryland, wrote poems thatdescribed and condemned the evils of slavery.

How did writers explore the American past?

The Hudson River School

This landscape painting by Thomas Cole shows Americans building a home in the middle of the wilderness. Like other paintings of the Hudson River school, it reflects a sense of the beauty and power of nature. Critical Thinking: Evaluate Information What is the relationship between people and nature in this painting?



Assess and Reteach





ExtendHave students find an example of a paint-ing by a member of the Hudson River School. Ask students to record the name of the painting and the artist and use the painting as an inspiration for writing a poem. Poems should not only relate to the painting but also express ideas about tran-scendentalism and individualism. Ask vol-unteers to read their poems to the class. If possible, have students display a copy of their inspiration painting while they read.

Writing Rubric

Score 1 Paragraph is unorganized, few details.Score 2 Paragraph is organized, some supporting details.Score 3 Paragraph is logical, well-sup-ported.Score 4 Paragraph is well-supported, well-developed, has a strong conclusion.

Answer

Possible answers: American

landscapes and everyday life


1. (a) European ones(b) They were focused on American subjects and history.

2. (a) the idea that people should protest or peacefully refuse to obey laws that they believe are wrong(b) He practiced civil disobedience as Thoreau did to fight against unjust laws.

3. Possible answer: Bumppo respected and cared about nature; the answer is logical

because, in the quotation, Cooper writes that it is wicked to kill more of God’s creatures than you need.

4. Possible answer: formal: a movement that sought to explore the relationship between humans and nature; informal: the idea that people should enjoy nature and live simpler lives

5. Answers will vary but should use spe-cific examples of artists, their work, and their connections to the outside world.

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Section 4 American Literature and Arts 309

Art and MusicAfter 1820, artists also began to create a unique American style.

Turning away from European themes, they focused on the land-scapes around them or on the daily lives of common Americans.

Painting America A group of artists painted scenes of theHudson River valley. This group became known as the HudsonRiver school. Thomas Cole and the other painters of this schoolreflected the values of Romanticism. They sought to stir emotions byreproducing the beauty and power of nature.

Other American painters were inspired by everyday life. GeorgeCaleb Bingham created a timeless picture of life on the great rivers.George Catlin captured the ways and dignity of Native Americans.

Popular Songs Most early American songs, such as “YankeeDoodle,” had roots in English, Irish, or Scottish tunes. Over time, awide variety of new American songs emerged. Many were worksongs, chanted by men as they sailed on whaling ships, laid railroadtracks, or hauled barges along canals. The spiritual was a specialtype of song developed by enslaved African Americans.

The most popular American songwriter of the 1800s was StephenFoster. Many of his tunes, such as “Camptown Races” and “Old Folksat Home,” are still familiar today.

Identify two themes of American painting.

Looking Back and Ahead American culture of the1800s had an influence that is still felt today. People still read Moby-Dick and Little Women. Concepts like individualism and civil disobe-dience continue to affect people’s ideas and actions.


H-SS: 8.4.4, 8.6.7, RE&PV 4

Comprehension and Critical Thinking1. (a) Recall Before 1800, what

models influenced American writers and painters?(b) Draw Conclusions How did later works like The Scarlet Letterand the paintings of the Hudson River school reflect a change in American art and literature?

2. (a) Recall What did Henry David Thoreau mean by “civil dis-obedience”?(b) Link Past and Present How did Thoreau’s ideas influence Martin Luther King, Jr.?

Reading Skill3. Draw Logical Conclusions In a

novel by James Fenimore Cooper, Natty Bumppo watches as set-tlers shoot hundreds of pigeons. Based on the following quota-tion, what conclusion can you draw about Natty’s feelings for nature? Explain why your conclu-sion is logical. Quotation: “It’smuch better to kill only such as you want, without wasting your powder and lead, than to be firing into God’s creatures in this wicked manner. . . . Wasn’t the woods made for the beasts and birds to harbor in?”

Vocabulary Builder4. Write two definitions for the key

term transcendentalism. First, write a formal definition for your teacher. Second, write a defini-tion in everyday English for a classmate.

Writing5. What is the relationship

between artists and society? Using examples from this sec-tion, write a paragraph explain-ing how writers, painters, and musicians reflect the society in which they lived and how they help to influence it.

Main IdeaAmerican painters and songwriters also used their skills to explore American life.

Vocabulary Builderreproduce (ree prah DYOOS) v. to make a copy


310 Chapter 8

ObjectiveEvaluating summaries can aid student comprehension of the main ideas of read-ing passages. The skill will help students focus on the most important parts of what they read and helps teach students of the elements necessary to develop their own summaries.

Evaluate SummariesInstruction1. Write the steps to evaluate summaries

on the board and ask the class to read the steps aloud.

2. Have students look at the title of the passage. Using the Idea Wave strategy (TE, p. T38), have them suggest what they think the speech will be about.

3. Practice the skill by following the steps on page 310 as a class. Model each step to explain the chart. (1. Answers will vary but should mention the contrast between slavery and independence. 2. Pos-sible answer: Enslaved Americans do not have independence. 3. Answers will vary but should support the main idea. 4. Sum-mary C; Reasons will vary but should relate to the main idea.)

Monitor Progress

Ask students to do the Apply the Skill activity. Then assign the Analysis Skill worksheet. As students complete the worksheet, circulate to make sure individ-uals are applying the skill steps effectively. Provide assistance as needed.

Teaching Resources, Unit 4, Analysis Skill Worksheet, p. 56


Evaluate Summaries

English-Language ArtsReading 8.2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes criti-cal details, and conveys the underlying meaning.

A summary briefly retells the main ideas of a selection, using different words. It also includes the most important details about the main ideas. Summaries should not include personal opinions about the selection. Read the primary source below, then read summaries A–C.

Summary A: Douglass believes that all Americans should celebrate the Fourth of July. The freedoms established in the Declaration of Independence are meant for all.Summary B: Douglass does not feel he is able to speak. He is a poor man who does not enjoy the wealth and good fortune shared by many mem-bers of the audience.Summary C: Douglass reminds his audience that African Americans did not enjoy the freedoms and independence guaranteed in the Declaration of Independence.

Practice the SkillAnswer the following questions about the summa-ries on this page.

1 Identify the subject of the selection. What is the selection about?

2 Find the main idea of the selection. What main point does Frederick Douglass make?

3 Find important details. What is one detail that provides information about the main idea?

4 Evaluate the summary. Which is the best sum-mary of Douglass’s speech? Give three reasons for your answer.

Apply the SkillSee the Review and Assessment at the end of this chapter.

In 1852, Frederick Douglass, African American abolitionist, was invited to speak at a July 4th gathering in Rochester, New York.

Fellow citizens, pardon me, allow me to ask, why am I called upon to speak here today? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? . . . This Fourth of July is yours, not mine. You may rejoice. I must mourn. . . . Do you mean, citizens, to mock me by asking me to speak today? . . . My subject then, fellow citizens, is American slavery. I shall see this day and its popular characteristics from the slave’s point of view.

—Frederick Douglass, Independence Day speech,

Rochester, 1852

PrimarySource

Learn the SkillUse these steps to determine which summary accu-rately captures the main idea of the speech.

1 Identify the subject of the selection. What is the selection about?

2 Find the main ideas of the selection. Determine the writer or speaker’s most important point about the subject.

3 Find important details. What details provide key information about the main ideas?

4 Evaluate the summary. Does it accurately restate the main ideas of the original in different words? Does it include important details? Does it com-municate the basic meaning of the original text?

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Chapter 8Quick Study Guide

Chapter 8 311

Chapter SummaryRemind students of the Chapter Focus Question: How did reformers and writers inspire change and spark controversy? Have them review the bulleted statements to help them answer this question.

To bolster students’ retention, at this time they should complete the study guide in print or online. Remind students that they should also continue notetaking for the Unit and Chapter Focus Questions.

Interactive Reading and Notetak-ing Study Guide, Chapter 8 (Adapted Version also available.)

Study Guide Online, Chapter 8

Chapter ChallengeTo wrap up this chapter, have students write a paragraph to answer this question: How might the United States be different today if the educational reforms begun by Horace Mann had not taken place? (Answers will vary but should demonstrate an understanding of the importance of education, especially publicly funded education, and how it enriches people’s lives and contributes to democracy.)

Assessment at a Glance

Formal AssessmentChapter Tests A/B (L1/L2)

AYP Monitoring Assessment

Document-Based Assessment

Performance AssessmentGroup/Individual Activites, TE pp. 284g, 284h

Teacher’s Edition, pp. 293, 300, 303, 304, 308, 309

Assessment Rubrics

Assessment Through TechnologyExamView CD-ROM

MindPoint CD-ROM

Progress Monitoring Transparencies

Progress Monitoring Online

CHAPTER 8

Quick Study Guide 311

Quick Study GuideComplete your Chapter 8 study guide in print or online.

Chapter Summary H-SS: 8.4.4, 8.6.5, 8.6.6, 8.6.7, 8.9.1, 8.9.2, 8.9.3, Framework

Section 1Improving Society• Jacksonian democracy encouraged reform

by focusing on ideals of liberty and equality.

• In the Second Great Awakening, ministers preached that people had free will and could reform their own lives.

• Reformers tackled a variety of causes, including temperance, prison reform, improved conditions for those with mental illnesses, and public education.

Section 2The Fight Against Slavery• Abolitionists such as William Lloyd Garri-

son and Frederick Douglass called for an end to slavery.

• Conductors on the Underground Railroad helped people escape from slavery to freedom.

• Abolitionists faced strong opposition in both the North and the South.

Section 3A Call for Women’s Rights• People active in social reform began to

demand equal rights for women.

• The Declaration of Sentiments at the Seneca Falls Convention called for women’s equality in many areas of public life.

• The women’s rights movement focused much of its attention on gaining better education for women.

Section 4American Literature and Arts• American writers and artists began to

explore American themes in their work.

• Transcendentalists emphasized emotions, nature, and individualism.

• Melville and Hawthorne explored dark areas of psychology, while Whitman wrote poems celebrating democracy.

Key Concepts

These notes will help you prepare for questions about key concepts.

GoalIndividuals reform their lives through use of free willPerfect humankind by building perfect communitiesEnd abuses related to alcohol useImprove conditions in prisons and build separate asylumsPublic financing of education to strengthen democracyEnd slaveryHelp slaves escape to freedomImprove condition of women in societyIndividuals seek divine within themselves

Major Movements of the Early 1800s

MovementSecond Great AwakeningUtopian communitiesTemperance movementPrison and mental hospital reformPublic educationAbolitionUnderground RailroadWomen’s rightsTranscendentalism

MOVEMENT GOAL

Individuals reform their lives through use of free will

Perfect humankind by building perfect communities

End abuses related to alcohol use

Improve conditions in prisons and build separate asylums

Public financing of education to strengthen democracy

End slavery

Help slaves escape to freedom

Improve condition of women in society

Individuals seek divine within themselves

Second Great Awakening

Utopian communities

Temperance movement

Prison and mental hospital reform

Public education

Abolition

Underground Railroad

Women’s rights

Transcendentalism


Chapter 8Review and Assessment

312 Chapter 8

Vocabulary BuilderHigh-Use Words1. No; they wanted people to believe in

the doctrine of free will.

2. No; Horace Mann believed in public education for all children.

3. No; transcendentalists valued feelings over reason.

4. No; the temperance movement wanted to end alcohol abuse.

Key Terms5. large, outdoor religious meeting

6. God determines the fate of a person’s soul.

7. abolish slavery

8. vote

Practice Reading SkillDraw Conclusions From Sources The writer values education. He says those with good education do a higher level of work and earn more money.

Comprehension and Critical Thinking9. (a) the belief that people can earn salva-

tion through good behavior and acts (b) They were based on the idea that peo-ple can improve themselves and the lives of others.

10.(a) abuses of prisoners and of the men-tally ill (b) She traveled around the country and spoke to state legislatures to call for reforms and improvements. (c) Possible answer: Today the mentally ill are treated, not imprisoned.

11.(a) They spoke against it, and Tubman was also a conductor on the Under-ground Railroad, while Douglass pub-lished an abolitionist newspaper. (b) Possible answer: People like Frederick Douglass showed that they were intelli-gent, feeling human beings, not ani-mals. They also spoke from first-hand experience.

12.(a) Possible answers: The Declaration of Independence stated that all men are equal; religious beliefs that owning other people is immoral (b) They argued that slavery was good, prevent-ed discussion of antislavery petitions in Congress, and put up a reward for the capture of William Lloyd Garrison. (c) Northern abolitionists believed that sla-very was wrong for any reason; south-

ern slaveholders depended on it for their economy and therefore rational-ized its existence.

13.(a) the rights to vote, own property, and speak in public meetings (b) Women gained more educational opportunities and began to be admitted to some careers.

14.(a) the belief in the importance of the individual person (b) He lived alone in the woods, and he refused to obey a law he personally thought was wrong.

CHAPTER 8 Review and Assessment


H-SS: 8.4.4, 8.6.5, 8.6.6, 8.6.7, 8.9.1, 8.9.2, 8.9.3, Framework, Analysis Skill RE&PV 4

Comprehension and Critical Thinking9. (a) Recall What was the doctrine of free will?

(b) Draw Conclusions How were the reform movements of the early 1800s expressions of free will?

Vocabulary BuilderHigh-Use WordsRead each sentence below. If the sentence is true, write YES. If the sentence is not true, write NO and explain why.

1. Leaders of the Second Great Awakening wanted to convert people to the belief in predestination.

2. Horace Mann hoped to exclude children from schools.

3. Transcendentalists valued reason more than emotion.

4. The temperance movement wanted to eliminateslavery.

Key TermsComplete each of the following sentences so that the second part further explains the first part and clearly shows your understanding of the key term.

5. During the Second Great Awakening, Charles Finney pioneered the mass revival, which is a _____.

6. The doctrine of free will was almost the exact opposite of predestination, the belief that _____.

7. People in the United States who wanted to end slavery were called abolitionists because they wanted to _____.

8. Women who wanted to _____ supported women’s suffrage.

Practice Reading SkillDraw Conclusions From Sources Based on the fol-lowing quotation, what conclusion can you draw about the writer’s view regarding education? Explain how you reached this conclusion.

“Those who have been blessed with a good common-school education rise to a higher and higher point in the kinds of labor performed and also in the rate of wages paid, while the ignorant sink like dregs and are always found at the bottom.”

—Annual Reports of the Secretary

of the Board of Education of

Massachusetts, 1839–1844

10. (a) Describe Describe two problems Dorothea Dix uncovered.(b) Apply Information What did she do to correct them?(c) Link Past and Present How do you think Dix’s work benefits people today?

11. (a) Recall What did Frederick Douglass and Harriet Tubman do to oppose slavery?(b) Evaluate Information Why do you think escaped slaves like Frederick Douglass made effective antislavery speakers?

12. (a) List Give two reasons why Americans opposed slavery.(b) Detect Points of View How did slavehold-ers in the South respond to the growing aboli-tionist movement?(c) Compare and Contrast Compare how northern abolitionists and southern slavehold-ers viewed slavery.

13. (a) Recall Which rights were denied women in the early 1800s?(b) Draw Conclusions What rights did women gain as a result of the victories won in the struggle for equal rights in the 1800s?

14. (a) Recall What was individualism?(b) Draw Inferences How do the actions of Henry David Thoreau show that he was an individualist?


Chapter 8Review and Assessment

Chapter 8 313

WritingFor a more complete four-point rubric, see the writing rubrics in the Teaching Resources.

Teaching Resources, Unit 4, pp. 107, 108

Apply the Skill1. the beginning of the women’s suffrage

movement

2. Summary B; answers should be based on details given in the summary.

Test Yourself1. D

2. C

3. D

Writing Rubrics Share rubrics with students before they begin writing.

1. Write a ParagraphScore 1 Paragraph is incomplete.Score 2 Paragraph is vague, lacks under-standing of topic.Score 3 Paragraph is fairly well-written and thoughtful.Score 4 Paragraph shows grasp of topic and is well-written.

2. Write a NarrativeScore 1 Letter does not express the writ-er’s feelings, is poorly organized.Score 2 Letter contains few expressions of feelings.Score 3 Letter expresses feelings of the writer.Score 4 Letter expresses the writer’s feelings and is well-written and creative.

Progress Monitoring

Chapter Review and Assessment 313


E-LA: Reading 8.2.4; H-SS: Analysis Skill RE&PV 4, 8.6.6, 8.6.7, 8.9.1

Writing1. Write a paragraph explaining how the

following poem by Frances Watkins Harper is related to the spirit of change that swept this country in the mid-1800s:“I ask no monument, proud and high,To arrest the gaze of passers-by;All that my yearning spirit craves,Is bury me not in a land of slaves.”

—Frances Watkins Harper,

“Bury Me in a Free Land”

2. Write a Narrative:You are a student in the 1850s. Your parents have taken you to a public meeting about temperance, abolition, or women’s rights. Write a letter to a friend describing what you saw and heard and how it made you feel.

Test Yourself

1. The idea that God decides the fate of each person is called

A prohibition.

B transcendentalism.

C romanticism.

D predestination.

Refer to the quotation below to answer Question 2.

Refer to the picture below to answer Question 3. It shows Frederick Douglass speaking at a meeting.

“Most of the luxuries, and many of the so-called comforts of life, are not only not indispensable, but positive hindrances to the elevation of mankind.”

2. The quotation above describes the core ideas of which American author?

A Herman Melville

B Louisa May Alcott

C Henry David Thoreau

D James Fenimore Cooper

3. Which generalization is supported by this picture?

A Abolitionists were not allowed to speak in public.

B Frederick Douglass was a powerful speaker.

C Most northerners supported abolition.

D Abolitionists faced many obstacles.

Apply the SkillEvaluate Summaries Review Section 3, “A Call for Women's Rights.” Then, look at the three summaries below and answer the questions that follow.Summary A: The Seneca Falls Convention was a failure. American women failed to make any political or economic gains.Summary B: The Seneca Falls Convention did not change American society overnight. Still, it marked the start of a long struggle for women's rights that eventually succeeded.Summary C: The Seneca Falls Convention was a great success. Before long, many states gave women property rights and passed laws giving women suffrage.

1. What is the main idea of the section?

2. Which is the best summary of the section? Give three reasons for your answer.


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Section 1 SECTION 1 Standards-Based Instruction … 1 Standards-Based Instruction 288 Chapter 8 ... In the spirit of Jacksonian democracy, some people worked to make the political