Unit 4 – The Rise of America
12/4/12 – 12/14/12
Unit 4 Lesson 1: 12/4/12
• Warm-Up: Answer the prompt below in your binder
Prompt: After the conclusion of the War of 1812, what
major challenges do you believe America’s
government might face as the nation grew?
- Foreign Relations
- Migration (West) / Land
- New Political Parties
- Population Growth
- Slavery
- Expansion of Government
Notes: Monroe and the “Era of
Good Feelings”
• Objective: Unit 4 Lesson 1 - SWBAT evaluate
whether Monroe’s presidency marked a true
“era of good feelings” or simply delayed
inevitable conflicts in America.
Notes: Monroe and the “Era of
Good Feelings”
I.
Madison’s Second Term (1813 – 1817)
a. Treaty of Ghent ends War of 1812
b. American manufacturing becomes self-sufficient
c. Henry Clay’s American System
i.
ii.
iii.
National Road built
National Bank re-chartered
Protective tariffs on imports help American industry
grow
Notes: Monroe and the “Era of
Good Feelings”
II. James Monroe and the “Era of Good Feelings”
(1817 – 1825)
a. Limited political opposition
b. Calm responses to:
i. Economic turmoil, Panic of 1819
ii. Europe barred from American
imperialism by Monroe Doctrine
iii. Debate over slavery, Missouri
Compromise
Evaluating the “Era of Good
Feelings”
• Use pages 207 to 217 in their American
Nation texts to evaluate the appropriateness
of the label “Era of Good Feelings” for the
Monroe Presidency. Answer the questions
below based on the text and then complete
the paragraph question.
Unit 4 Lesson 2: 12/5/12
• Warm-Up: 10 minutes!
(1) Copy the objective below onto a new page of looseleaf
Objective: Unit 4 Lesson 2. SWBAT judge whether
Jacksonian Democracy was a positive development for
America or merely a testament to threats posed by
“mobocracy.”
(2) Work on your “Era of Good Feelings” worksheet. If
you do not finish in class you must complete at home.
DUE TOMORROW.
Notes: Jacksonian Democracy
I. Election of 1824
a. End of Caucus system where party leaders choose
electors
i. Voters themselves pick electors
b. No majority winner
i. Henry Clay supports John Quincy Adams
ii. Adams wins and nominates Clay for Secretary of State
iii. Called “Corrupt Bargain”
c. John Quincy Adams is ineffective as president
i. Opposed by Jackson supporters in Congress
Notes: Jacksonian Democracy
II. Mass Democracy
a. Creates support network of political organizations,
newspapers, and community groups
i.
Became present-day Democratic Party
b. Widespread popular support leads to easy victory in
Election of 1828
i. Known as “dirtiest” campaign yet
ii. Gives government positions to political supporters
ii. Called “Spoils System”
c. Jacksonian Democracy based on support from all voters
i. Universal male suffrage granted
Expanding the Voting Base and
Jacksonian Democracy
• Read the primary sources on “Expanding the
Voting Base”
• Underline/highlight the changes made to
voting requirements.
• Homework:
– Finish “Evaluating Era of Good Feelings”
– Literal and Analytical Notes, p. 272 – 280
• **ADD on to Class Notes
– Use links on Class Website to complete worksheets
“Analyzing the Results of Jacksonian Democracy”
Unit 4 Lesson 2.2: 12/6/12
• Warm-Up: 8 minutes!
(1) Follow our Index Card Paragraph protocol in
response to the question below (NO USING NOTES)
Did the positives of America’s new mass democracy
(Jacksonian Democracy) system outweigh the
negative consequences that came with it? Explain
your answer
4-5 Pieces of outside information in bullets on the back
(specific facts and details only!)
TEAS Paragraph on the front! Limited to 1 index card!
Notes: Jackson’s Native Policies
Objective: Unit 4 Lesson 2.2 SWBAT assess
whether Jacksonian policies regarding Indian
Removal were justified in light of America’s
national growth.
Notes: Jackson’s Native Policies
I. Influences on Native Policy
a. Democrats committed to Westward expansion
b. Americans believe in “Christianizing” natives
i.
ii.
Assimilation – Natives adopt culture of white
Americans
Cherokee nation accepts assimilation
A. Among “Five Civilized Tribes”
c. Georgia regulates native affairs
i.
Supreme Court supports Cherokee
A. Cherokee Nation v. Georgia (1831)
B. Worcester v. Georgia (1832)
Notes: Jackson’s Native Policies
II. Jackson’s Native Policies
a. Indian Removal Act (1830) – Forced movement of
all natives east of the Mississippi River to
Oklahoma Indian Territory
i.
ii.
Results in the Trail of Tears
Thousands die during move
b. Black Hawk War (1832) – Resistance against white
expansion
i.
Brutally crushed by US Army
c. Jackson authorizes use of force to remove
Seminole tribe from Florida
Notes: Jackson’s Native Policies
Analyzing Perspectives on Native
Removal and Assimilation
Use the CIA method to analyze the documents below and
then answer the questions in complete sentences.
CIA Method
Circle the source
Interpret the document
– Highlight key quotations
– Summarize meaning in the margin
Analyze the document
– Under your summary, analyze the consequences of the
document on the group being discussed
*For images students should comment on key information in
the picture
Letter to Jackson
Homework: Literal / analytical notes on p. 283 - 286
Use the documents and your literal / analytical
notes to complete the Letter to Jackson
assignment.
Requirements:
1. Must be typed, printed, and submitted on
Monday at the start of class
2. Must cite minimum of 5 documents
3. Develop historically accurate back story of your
character
Unit 4 Lesson 2.3: 12/10/12
• Warm-Up: 8 minutes!
(1)Answer ALL MC questions!
(2)We will review the answers at
11:16
(3) Online discussion volunteer
needed (sorry for the delay in
bringing this back!)
Notes: Jackson’s Native Policies
Objective: Unit 4 Lesson 2.3 SWBAT analyze
how economic and social policies during
Jackson’s presidency added to tensions that
would lead to conflict in America.
Notes: Controversies of the
Jacksonian Era
I.
Controversies of Jackson’s Presidency (1829
– 1837)
a. Tariff of Abominations (1828)
i.
ii.
“Nullies” vs Jackson’s Force Bill
Jackson vs. VP John C. Calhoun
b. “Bank War”
i.
Jackson vetoes Second National Bank, supports “Pet
Banks”
c. Nat’s Rebellion further divides North and South
i.
Southern states pass Black Codes
d. Jackson as hero of American democracy or
authoritarian tyrant?
Notes: Controversies of the
Jacksonian Era
Evaluating Jacksonian
Controversies
Directions: Use your American Nation textbook to
fill in the chart on Jacksonian Era controversies.
- When you finish the chart answer the prompt
in a TEAS paragraph with 4-5 pieces of outside
information and analysis of reasoning and
consequences
**Lazy work will receive a 0!
**A TEAS paragraph is 6-8 sentences, anything less
will receive a 0!
Jackson: Savior of Democracy or
Tyrant?
Homework: Follow the CIA steps to analyze each of
the documents. We will use these documents
again tomorrow for homework so they will be
checked at the start of class.
Requirements:
1. Circle the Source
2. Interpret the Document (highlight key quotes or
information and summarize document in the
margin)
3. Analyze the Document (write analysis of
consequences in the margin)
Unit 4 Lesson 3.1: 12/11/12
• Warm-Up: 4 minutes!
(1)Answer ALL MC questions!
(2) Copy Objective:
Unit 4 Lesson 3.1 SWBAT analyze
how major technological and
transportation developments
transformed America from a
subsistence to a market economy.
Notes: Rise of the Whigs
I. Rise of the Whig Party
a. Whigs form in opposition to Jackson
i. Censure Jackson for “Bank War”
b. Democrat Martin Van Buren wins election of 1836
i.
Commitment to Specie Circular, “hard” currency,
furthers Panic of 1837
b. William Henry Harrison becomes first Whig
president in 1840
i. Log Cabin and Hard Cider Campaign
ii. Replaced by John Tyler after dying in office
iii. Tyler becomes “President without a party”
Notes: Growth of America’s
Market Economy
II. Development of Market Economy
a. People trade labor or goods for currency, used to
buy other labor or goods.
b. Shift from subsistence economy where people
produce all goods needed for their own survival
(1) On back of your notes write the heading:
“Causes of America’s Market Revolution”
(2) Tape your document underneath your heading
(3) Use the CIA method to analyze your document
CIA Method
Circle the source
Interpret the document
– Highlight key quotations (circle/comment for image or graph)
– Summarize meaning in the margin
Analyze the document
– Under your summary, analyze the consequences of the
document on the group being discussed
America’s Market Revolution
Causes of America’s Market Revolution
- Westward expansion to provide for families
- Canal system helps to expand trade
- Immigration levels increase
- Public and private investments
- Support of the National Bank
- Regulation of industries
- Government protects patent rights
Examine the list of causes above and rank them
in order 1 – 10 with 1 being the primary cause
and 10 being the least important cause
Homework
Homework:
(1) Read p. 290 – 293, 298 - 301
(2) Literal and Analytical Notes on p. 315 – 337
(yep!)
**Make sure you are prepared tomorrow to
analyze the different causes of America’s
Market Revolution
America’s Market Revolution
Causes of America’s Market Revolution
Continued from yesterday
- Tariffs protect domestic trade while war of 1812
forces internal markets to develop
- Development of corporations leads to business
growth
- Commercial Agriculture helps feed growing
population
- Inventions speed up production
-
Eli Whitney – Cotton Gin, Interchangeable parts
Samuel Slater – Mill (Textile Factory System)
Oliver Evans – Steam Engine
Railroad and Steamship networks
America’s Market Revolution
Causes of America’s Market Revolution
Examine the list of causes above and rank them
in order 1 – 10 with 1 being the primary
cause and 10 being the least important
cause
America’s Market Revolution
Using your list and your notes…
Respond to the question below in an Index Card
paragraph:
• Which factor do you believe was most important in
helping America transition from a Subsistence
Economy to a Market Economy?
**Make sure you respond in a full TEAS paragraph with
4-5 pieces of outside information and analysis of the
consequences of the factor you selected on America’s
economy and the lives of Americans.
Notes: Early Industrialization and
Regional Development
Unit 4 Lesson 3.2 SWBAT compare and contrast
how life was transformed by America’s Market
and early Industrial Revolutions in different
American regions.
Notes: Early Industrialization and
Regional Development
Consequences of the Market and Early Industrial
Revolutions:
I. “Boom and Bust Cycles”
– Economy can quickly be sent into a “Panic”
– Vulnerable to speculation
II. Emphasis on profit breeds abuse
Regional Development Brochure
Requirements
** Must be neat, organized,
creative, and historically accurate!
** Can use images from the
internet, but no more than 1 small
image per section (Geography
section must have a map)
** Take the American Nation text
with you to use, bring it back on
Friday
DUE ON FRIDAY AT THE START OF
CLASS! IT WILL BE USED FOR THE
WARM-UP ACTIVITY!
How to proceed…
(1) Collect information from your athome notes from last night on
how your region transformed
(2) Take notes on what you would
like to place in your brochure
(3) Use the American Nation text to
fill in any information you are
missing
(1) AFTER you have your
information, pick up your
materials so you can start
working on your brochure
Brochure Region Assignments
Northern States
Manahil
Sara
Urwah
Sadia
Devonique
Tayyaba
Aurora
Southern States
Hira
Marium
Shanel
Susie
Deeba
Yana
Lina
Unit 4 Lesson 3.3: 12/13/12
• Warm-Up: 10 minutes!
• Use the documents to identify
arguments for and against
Westward Expansion
• Fill in the T-Chart on the back
• Make sure to cite your sources
Notes: Westward Expansion
I. Westward Ho!
a. Fueled by Manifest Destiny – God given right to
expand
i.
James K. Polk wins election of 1844 on “destiny”
promise
b. Gold Rush attracts thousands to California
c. Challenges of expansion
i.
Difficult terrain and climate
1. Oregon Territory took six months to reach
ii. Conflict with Natives / Mexicans
Notes: Westward Expansion
II. Fighting over Texas
a. Mexican government invites settlement
b. Settlers ignore Mexican laws, bring slaves
i.
Declare independence from Mexico
1. Battle at the Alamo
2. “Republic of Texas” independent until 1845, statehood
delayed by slavery
c. Sets stage for Mexican-American War
Enlarging the National State
Directions:
(1) Research each territorial acquisition (use index
of American Nation text)
(2) Fill in the chart for each acquisition
(3) Complete map including key for each acquisition
Homework:
- Finish Brochure
- Complete Territorial Acquisitions Handout
Unit 4 Lesson 3.4: 12/14/12
• Warm-Up: 10 minutes!
• Move into peer groups and share
the key ideas from your brochure
• As you share out, fill in the chart
below in notes
Notes: Polk and the Mexican War
Objective: Unit 4 Lesson 3.4 SWBAT compare and
contrast life in Northern cities, the rural South,
and the Western Frontier.
I. Polk’s Presidency
a. Polk defeats Clay in 1844
b. Goals:
i. Lower tariffs
ii. Independent, not government, banks
iii. Acquisition of California and Oregon
A. Almost war with Britain over Oregon
B. “Fifty Four Forty or Fight!”
Notes: Polk and the Mexican War
II. Mexican American War
A. Disagreement over boundaries and repayment for
damages
B. Sends General Zachary Taylor to “provoke” conflict
i. Mexican troops attack Americans
ii. Becomes hero in war
iii. Abraham Lincoln pushes spot resolution
C. War ends with Treaty of Guadalupe Hidalgo
i. America acquires area west to California
ii. None are happy with the terms!
A. Wilmot Proviso – No slavery in territories gained from Mexico
Growing Sectionalism Activity
Directions:
(1) Highlight the key positions held by Americans in
each section and each character
(2) Fill in the chart based on how each character
would respond
(3) Answer the questions on the back
Homework:
- Finish Developing Sectional Issues Handout
- Constitution Project Workday on Monday: MUST
BRING IN 10 COMPLETED PAGES!
Project Work Day: 12/17/12
• Warm-Up:
• Take out your materials to work on
the project:
– Articles (10 completed)
– Paper used in binder
• Independent Work:
– Work by yourself on the project
– If you do not have your materials for this
project you will receive a 0 and MUST work
on missing work for this class
Unit 4 – The Rise of America
Lesson 4: Social Developments of
the 1800’s
12/18/2012
Unit 4 Lesson 4: 12/18/12
Objective 4.1 SWBAT assess the impact of religious and
social reform movements in the mid-1800’s on the
rights and roles of American citizens.
Notes: Transforming Social Norms
in Different American Regions
I.
Industrializing North
BENEFITS
CONSEQUENCES
-JOB OPPORTUNITIES PROVIDED BY
THE FACTORY SYSTEM
- GOVERNMENTS UNABLE TO MEET
DEMANDS OF RAPID GROWTH
- OPPORTUNITIES FOR SOCIAL
ADVANCEMENT AND ACCESS TO
EDUCATION
- UNABLE TO MAINTAIN
SANITATION
- GREATER ACCESS TO DECISION
MAKING CENTERS AS WELL AS
LEISURE ACTIVITIES
- OVERCROWDING DUE TO BOTH
INTERNAL MIGRATION AND
EXTERNAL IMMIGRATION
Notes: Transforming Social Norms
in Different American Regions
II. CULTURAL VALUES IN THE NORTH
A.
GREATER DISTRIBUTION OF WEALTH IN CITIES
1.
2.
B.
MAJORITY OF DECISIONS MADE BY ELITE UPPER CLASS
AMERICANS
GROWING MIDDLE CLASS
ECONOMIC STABILITY LEADS TO CULT OF
DOMESTICITY
1.
WOMEN PRAISED SOCIALLY FOR THEIR
CONTRIBUTIONS TO HOMELIFE
a)
C.
GLORIFIED IN MAGAZINES AND NOVELS
WORKING-CLASS HOVER BETWEEN STABILITY
AND POVERTY
Notes: Transforming Social Norms
in Different American Regions
Notes: Transforming Social Norms
in Different American Regions
III. EARLY WAVES OF IMMIGRATION
A.
B.
IRISH MOVE TO NORTHERN CITIES WHILE
GERMANS MOVE TO WESTERN SETTLEMENTS
MET WITH HOSTILITY BY WORKING CLASS DUE
TO JOB COMPETITION.
1.
2.
IRISH ALSO FACE DISCRIMINATION DUE TO CATHOLIC
BELIEFS AND LACK OF EDUCATION
LED TO FREQUENT RIOTS AND CONFLICT BETWEEN
ETHNIC GROUPS AND AMERICANS
Notes: Transforming Social Norms
in Different American Regions
Notes: Transforming Social Norms
in Different American Regions
I.
RURAL LIFE IN THE SOUTH
A.
B.
C.
D.
LACK OF CITY GROWTH
FOCUS REMAINS ON FAMILY AND RELIGION
RELIANCE ON WATERWAYS FOR TRADE
MAJORITY REMAIN SUBSISTENCE FARMERS
1.
E.
NOTION OF SOUTHERN PATERNALISM DEVELOPS
1.
2.
F.
WEALTHY SOUTHERN PLANTATION OWNERS (LESS THAN
1%) CONTROL POLITICAL, SOCIAL, AND ECONOMIC
DECISION MAKING
BLACKS ARE “CHILDLIKE” AND WHITE SOUTHERNERS
MUST TAKE CARE OF THEIR WELL-BEING
MANY CONVERT SLAVES TO CHRISTIANITY
YOEMAN PLANTERS OWN SMALL PLOTS OF LAND
AND LANDLESS FARMERS WERE HIRED HELP
Notes: Transforming Social Norms
in Different American Regions
I.
WESTERN AND FRONTIER LIFE
A.
B.
GOLD DRAWS 49’ERS TO CALIFORNIA
GOVERNMENT SUPPORTS SETTLEMENT
1.
2.
C.
D.
E.
PROVIDES LOANS TO AMERICANS
SQUATTERS OCCUPY LAND
FUR, CATTLE, AND MINING TRADE DOMINATE
SETTLERS CONSTANTLY STRUGGLE AGAINST
CLIMATE AND NATIVES
PIONEER LIFE ALLOWS FOR GREATER SOCIAL
MOBILITY
1.
WOMEN AND FREED BLACKS HAVE GREATER
OPPORTUNITIES POLITICALLY AND ECONOMICALLY
Notes: RELIGIOUS REVIVAL IN
AMERICA
I.
RELIGIOUS REVIVAL SWEEPS THE NATION
A.
THOMAS PAINE PROMOTES DEISM THROUGH THE AGE OF
REASON
1.
B.
UNITARIANS BELIEVE IN FREE WILL AND GOODNESS OF
HUMAN NATURE
1.
II.
RELIANCE ON REASON RATHER THAN REVELATION
BELIEVE IN SALVATION RATHER THAN PREDESTINATION
SECOND GREAT AWAKENING
A.
EVANGELICALISM – SPREADING OF CHRISTIAN VALUES
AND IDEAS
1.
B.
INFLUENCES REFORM MOVEMENTS INVOLVING ALCOHOL,
PRISONS, TEMPERANCE, AND ABOLITION OF SLAVERY
EMPHASIS ON DEMOCRATIC CONTROL OF THE CHURCH
Notes: RELIGIOUS REVIVAL IN
AMERICA
Notes: RELIGIOUS REVIVAL IN
AMERICA
III. BURNED-OVER DISTRICT IN NY
DEMONSTRATES RETURN OF THE “HELLFIRE
AND DAMNATION” SERMON
IV. WIDENING LINES BETWEEN CLASSES AND
REGIONS
A.
CONTRASTING EMPHASIS BETWEEN LEARNED
SPIRITUALISM AND CONVERSION OF THE POOR
Notes: RELIGIOUS REVIVAL IN
AMERICA
Notes: MORMONISM
I.
JOSEPH SMITH REPORTS DIVINE REVELATION
A.
MORMONISM BECOMES FIRST AMERICAN
RELIGIOUS PRODUCT
1.
B.
EMPHASIS ON COMMUNAL DEVELOPMENT, RELIGIOUS
OLIGARCHY, AND VOTING AS A GROUP
SMITH MURDERED IN 1844, REPLACED BY BRIGHAM
YOUNG
1.
2.
3.
MOVES MORMON COMMUNITY TO UTAH TO ESCAPE
PERSECUTION
DEVELOP STABLE AGRICULTURAL SOCIETY THROUGH
IRRIGATION TECHNIQUES
RUN INTO CONFLICT WITH GOVERNMENT OVER
MISSIONARY WORK AND IDEAS OF POLYGAMY
Notes: MORMONISM
Notes: AMERICAN EDUCATION
SYSTEM
I.
EDUCATION BECOMES CORNERSTONE OF
DEMOCRATIC SYSTEM
A.
WEALTHY VIEWED IT AS A WAY TO PROTECT
STABILITY
B. POOR USED THEIR VOTE TO DEMAND SCHOOL
DEVELOPMENT
C. LIMITED DEVELOPMENT OF SCHOOL SYSTEMS
D. HORACE MANN PUSHES FOR SCHOOL GROWTH
AND IMPROVED TEACHERS
E. MCGUFFEY’S READERS INFUSE PATRIOTIC
VALUES INTO EVERY DAY LESSONS
Notes: AMERICAN EDUCATION
SYSTEM
II. DEVELOPMENT OF EDUCATION FOR WOMEN
A.
TROY SEMINARY, OBERLIN COLLEGE, MOUNT
HOLYOKE SEMINARY
III. LYCEUM LECTURES BRING EDUCATED IDEAS
TO THE WORKING CLASS
IV. COMMON LITERATURE SPREADS THROUGH
MAGAZINES
A.
NORTH AMERICAN REVIEW AND GODEY LADY’S
BOOK
Notes: REFORM MOVEMENTS
I.
RETURN OF PURITAN VALUES
A.
ELIMINATE CRUELTY, WAR, ALCOHOL, AND
SLAVERY
II. EFFORTS TO REFORM SOCIETY PRESENT
NEW OPPORTUNTIIES FOR WOMEN
A.
B.
C.
SPEAK AGAINST DEBTORS PRISONS
IMPROVE “REFORMATORIES”
DOROTHEA DIX WORKS TO IMPROVE INSANE
ASYLUMS
III. AMERICAN PEACE SOCIETY SEEKS TO END
WAR
Notes: REFORM MOVEMENTS
IV. AMERICAN TEMPERANCE SOCIETY SEEKS TO
BAN ALCOHOL
A.
B.
“COLD WATER ARMY”
MAINE LAW OF 1851 BANS PRODUCTION AND
SALE OF ALCOHOL
Notes: WOMEN’S RIGHTS
MOVEMENTS
I.
II.
III.
IV.
V.
REJECTION OF “CULT OF DOMESTICITY” AS
“GILDED CAGE”
JOIN REFORM MOVEMENTS TO OBTAIN
GREATER VOICE
LUCRETIA MOTT, ELIZABETH CADY STANTON,
AND SUSAN B. ANTHONY SPEAK IN FAVOR OF
FULL REALIZATION OF WOMEN’S RIGHTS
WOMEN’S RIGHTS CONVENTION AT SENECA
FALLS (1848) SIGN DECLARATION OF
SENTIMENTS
DELAYED BY CRISIS OVER SLAVERY
Notes: WOMEN’S RIGHTS
MOVEMENTS
Notes: UTOPIAN COMMUNITIES
I. DEVELOP “COMMUNITARIAN” VALUES
II. NEW HARMONY, BROOK FARM, AND
ONEIDA COMMUNITY SEEK TO ESCAPE
SOCIAL EVILS AND PURIFY COMMUNITIES
III. SHAKERS BRING IDEALS FROM ENGLAND
Notes: AMERICAN ARTS
MOVEMENTS
I.
HUDSON RIVER SCHOOL FOCUSES ON
LOCAL LANDSCAPES
II. MINSTREL SHOWS PORTRAY AMERICAN
STORIES IN THEATRICAL FORM
III. AUTHORS TELL STORIES OF AMERICAN
HISTORY
A.
B.
JAMES FENIMORE COOPER WRITES LEATHER
STOCKING TALES
WILLIAM CULLEN BRYANT DEVELOPS PURITAN
IDEAS THROUGH POEMS AND NEWS ARTICLES
Notes: AMERICAN ARTS
MOVEMENTS
Notes: TRANSCENDENTALISM
I.
TRANSCENDENTALISM – KNOWLEDGE
COMES FROM UNDERSTANDING, NOT JUST
THE SENSES
A.
B.
C.
D.
E.
REJECT UNJUST AUTHORITY, LAWS MUST BE
MORAL
FOCUS ON INDIVIDUAL SELF-RELIANCE
REJECT “SENSUOUS” EXPERIENCE BASED ON
SENSES
REVERENCE FOR NATURE
ABSOLUTE OPTIMISM
Notes: TRANSCENDENTALISM
II. RALPH WALDO EMERSON WRITES THE
AMERICAN SCHOLAR
A. THROWS AWAY EUROPEAN STYLE
B. CRITICIZES SLAVERY
III. HENRY DAVID THOREAU
A. CONDEMNS GOVERNMENT THAT SUPPORTS
SLAVERY
B. WALDEN: OR LIFE IN THE WOODS (1854)
C. ON THE DUTY OF CIVIL DISOBEDIENCE
IV. WALT WHITMAN WRITES LEAVES OF GRASS
Notes: TRANSCENDENTALISM
Notes: MAJOR AMERICAN
LITERARY ACCOMPLISHMENTS
I.
UNIQUELY AMERICAN WRITERS
A.
B.
C.
D.
HENRY WADSWORTH LONGFELLOW
JOHN GREENLEAF WHITTIER
JAMES RUSSELL LOWELL
EACH REJECT SLAVERY
II. LOUISA MAY ALCOTT WRITES LITTLE
WOMEN
III. NATHANIEL HAWTHORNE WRITES CRITIQUE
OF PURITANISM IN THE SCARLET LETTER
Unit 4 – The Rise of America
Lesson 5: Social Activism in the
1800’s
12/19/2012
Unit 4 Lesson 5: 12/19/12
Warm-Up: 6 minutes to complete MC questions!
Answers:
1. D
6. B
2. D
7. E
3. C
8. B
4. D
9. B
5. A
10. D
Objective 5: SWBAT evaluate the extent to which the
Abolition movement forced the issue of slavery into
the national spotlight.
Unit 4 Lesson 5: 12/19/12
Plan for the Rest of the Week:
Thursday –Abolition Discussion, Debates over Slavery
Friday – Unit 4 Quiz (cumulative) and Break Work
Assignment Review
Assignment Reminder!
- Living Constitution Project due Friday! NO EXCUSES, NO
LATE ASSIGNMENTS ACCEPTED!
- Deadline for all missing Unit 4 work is Friday!
Starting in January
Friday 7th Period meet in room 331 every week for
additional class period!
Notes: Abolitionism
I.
Abolitionism in America
A. Disagreement between gradualists and immediatists
1.
2.
3.
4.
5.
6.
William Lloyd Garrison publishes anti-slavery newspaper The
Liberator
American Anti-Slavery Society would boycott goods produced by
slave-holding institutions
Appeal to the Colored Citizens of the World advocates bloody
uprising
Sojourner Truth advocates emancipation, and speaks for
women’s rights
Martin Delany organizes first “Back to Africa” movement but is
largely ignored
Harriet Tubman helps slaves escape via underground railroad
B. Debate over issue of slavery delayed by gag rule, enforced
in Congress from 1836 - 1844
Notes: Abolitionism
William Lloyd Garrison
Sojourner Truth
Notes: Abolitionism
Harriet Tubman
Map of Underground Railroad
Notes: Abolitionism
II. Frederick Douglas
A. Publishes autobiography, Narrative of the Life of
Frederick Douglas
1.
2.
3.
Describes personal rise from slavery
Advocates Northern separation from the “wicked”
South
Pursues political means to overturn slavery
Notes: Abolitionism
Frederick Douglass
“Abolition Map”
Analyzing Methods of
Abolitionism
(1)
Move into Assigned Groups:
A.
B.
Legal and White-Led Abolitionism: Sadia, Urwah, Tayyaba
Non-Violent and Broad Based Coalition of All Opposed to Slavery:
Devonique, Aurora, Lina, Hira
C.
D.
(2)
Black-led Movement of Former Slaves: Manahil, Susie, Deeba, Sara
Violent Approaches by Slaves Themselves: Yana, Marium, Shanel
Divide documents and analyze with CIA steps
(3) Create a T-Chart with your method as a title and once column for each
section:
A.
Develop 3 arguments to prove why your method is best form of abolitionism
-
B.
Be sure to explain your arguments, use key terms from notes and quotes from the
documents
Identify 2 possible objections to your method, explain them, and then prove
why these objections are incorrect, inaccurate, or less consequential than your
arguments.
Analyzing Methods of
Abolitionism
Discussion:
What method do you believe is the most
valuable way to promote the abolition of
slavery?
Index-Card Paragraph:
Respond to the prompt above with specific
terms from your notes / activity
Unit 4 Quiz
(1) Take out your Living Constitution Project and
place it on the desk behind you
(1) Clear off your desk except for a pencil or pen
**Due to room issues we will not have our class
7th period today!
**Our discussion will be held when we return
after the break.
Winter Break Homework
(1) Finish Living Constitution Project
(2) Use CIA steps to analyze primary sources
(3) Think Ready Task
Think Ready Task
(1) Research the economic platforms of any of the pair
of parties from the list below:





Federalists vs Anti-Federalists (during the Constitutional
Convention)
Hamiltonian Federalists vs Jeffersonian Republicans (during
Washington’s terms)
Federalists vs Democratic-Republicans (elections of 1796
and 1800)
Jacksonian-Democrats vs National Republicans (election of
1828)
Democratis vs Whigs (election of 1840)
(2) Create the Final Product
(3) Fill in KCS Log with each step you took from start to
finish to complete your Think Ready final product