Jump StartJump Start If a law is passed that you consider unjust, do you If a law is passed that you consider unjust, do you

have the right to nullify/not follow it?have the right to nullify/not follow it?

Why or why not?Why or why not?

In your opinion, how should you go about defying (not In your opinion, how should you go about defying (not following) the law? Peacefully or with force? And why?following) the law? Peacefully or with force? And why?

I NEED I NEED AT LEAST AT LEAST HALF A PAGE OF WRITING!HALF A PAGE OF WRITING!

Reform Era: Reform Era: Temperance, Temperance, Education, Education, Women’s Suffrage, Women’s Suffrage, Prisons and Care Prisons and Care

for the Mentally Ill, for the Mentally Ill, AbolitionismAbolitionism

A Spirit of A Spirit of RevivalRevival

Second Great Awakening: Second Great Awakening: 1790’s-early 1800’s1790’s-early 1800’s

Revival of religious feeling Revival of religious feeling Differed from the 1Differed from the 1stst by by

introducing the idea that introducing the idea that everyone could be forgiven everyone could be forgiven for their sinfor their sin

Doing good deeds could Doing good deeds could help you gain salvationhelp you gain salvation

Helped jump start reform Helped jump start reform movement movement

Americans believed they Americans believed they could act to make things could act to make things betterbetter

Transcendentalism: the the belief that the spiritual world belief that the spiritual world is more important than the is more important than the physicalphysical

People can find truth within People can find truth within themselves through feelings themselves through feelings and intuitionand intuition

Thoreau was a pivotal figureThoreau was a pivotal figure Civil Disobedience: Civil Disobedience: urged urged

people to peacefully refuse people to peacefully refuse laws they considered unjustlaws they considered unjust

Organized because Organized because consumption of alcohol consumption of alcohol significantly increased & significantly increased & caused social problemscaused social problems

Goal was to encourage Goal was to encourage moderation in the moderation in the consumption of alcohol consumption of alcohol

Some groups pressed for Some groups pressed for complete abstinence complete abstinence

Heavy drinking led to many Heavy drinking led to many social problems social problems

Movement was led by Movement was led by churches and religious groupschurches and religious groups

Propaganda focused on the Propaganda focused on the sufferings of innocent sufferings of innocent mothers and their childrenmothers and their children

Temperance MovementTemperance Movement

Temperance UnionsTemperance Unions Groups that pushed for Groups that pushed for

total prohibitiontotal prohibition Considered drinking to be Considered drinking to be

morally wrong morally wrong Believed it should be Believed it should be

prohibited by lawprohibited by law Their demands led to Their demands led to

experiments with more experiments with more strict laws strict laws

The Civil War stalled the The Civil War stalled the movementmovement

Temperance was later Temperance was later revisited during the revisited during the 1890’s-1920’s1890’s-1920’s

Woman's Christian Temperance Union Woman's Christian Temperance Union (1874)(1874)

Annual Consumption of Alcohol 1720-1930

Use the graph to answer the following question. Also, you must provide evidence to prove your answer:

How effective was the pre-Civil War Temperance Movement?

Education Education ReformReform

Early SchoolsEarly Schools Short-term schools from Short-term schools from

the colonial era the colonial era 10-12 weeks per year10-12 weeks per year Provided basic instructionProvided basic instruction Charged a fee along with Charged a fee along with

community fundingcommunity funding Preferred teaching white Preferred teaching white

boysboys Schooling was costly Schooling was costly

and religiously based and religiously based was designed for the was designed for the

privilegedprivileged Parents were Parents were

considered the considered the primary educatorsprimary educators

Families relied on Families relied on each other and each other and churches for additional churches for additional learninglearning

Horace Mann and “Common Horace Mann and “Common Schools”Schools”

Reformers argued that Reformers argued that INFORMED CITIZENS INFORMED CITIZENS were were needed for our republican needed for our republican GOVERNMENT TO THRIVEGOVERNMENT TO THRIVE

Workers wanted their children to have a chance to Workers wanted their children to have a chance to pursue the “American dream”pursue the “American dream”

Horace Mann promoted Horace Mann promoted PUBLIC SCHOOLS PUBLIC SCHOOLS as the as the only way to only way to EQUALIZE SOCIETYEQUALIZE SOCIETY

He argued that it was impossible that educated people could He argued that it was impossible that educated people could remain permanently poorremain permanently poor

Mann worked for many Mann worked for many reforms in public reforms in public education:education:

Paid for and run by the Paid for and run by the publicpublic

Inclusive of children from Inclusive of children from different backgroundsdifferent backgrounds

Taught by well-trained Taught by well-trained professional teachersprofessional teachers

Early Public SchoolsEarly Public Schools Despite reformers Despite reformers

efforts, public school efforts, public school conditions were poor:conditions were poor: Lacked funding, books, Lacked funding, books,

and equipmentand equipment Teachers were poorly paid Teachers were poorly paid

and often poorly preparedand often poorly prepared Kids that went beyond Kids that went beyond

the elementary grades the elementary grades went to private went to private academiesacademies

Public schools did not Public schools did not become well established become well established until after the Civil Waruntil after the Civil War

1800’s Georgia school house

Women’s RightsWomen’s Rights The Industrial Revolution The Industrial Revolution

changed the economychanged the economy People separated from homesPeople separated from homes Home became a refugeHome became a refuge Different roles (jobs) for men and Different roles (jobs) for men and

womenwomen STATUS of women remained STATUS of women remained

similar to what it had been similar to what it had been during the colonial eraduring the colonial era Could not go to college, vote or hold Could not go to college, vote or hold

most professional jobsmost professional jobs Had no control over their children or Had no control over their children or

propertyproperty Needed husband’s permission to Needed husband’s permission to

make a will, sign a contract, or file a make a will, sign a contract, or file a lawsuitlawsuit

BUT they were able to work BUT they were able to work out of the homeout of the home

Organizing the MovementOrganizing the Movement Many northern women were Many northern women were

involved in the Abolitionist involved in the Abolitionist Movement Movement

Their involvement in suffrage Their involvement in suffrage reform increased after the reform increased after the World Anti-Slavery Convention World Anti-Slavery Convention of 1840of 1840 Women were excluded from Women were excluded from

speaking at the convention and speaking at the convention and were forced to listen from behind were forced to listen from behind a curtaina curtain

Two female reformers, Two female reformers, Lucretia Mott and Elizabeth Lucretia Mott and Elizabeth Cady Stanton, decided it was Cady Stanton, decided it was time to stand up for women’s time to stand up for women’s rightsrights They planned to hold their own They planned to hold their own

convention when they returned convention when they returned homehome

Admission ticket to the Convention

The Seneca Falls Women’s Rights Convention, 1848

The first signatures on the Declaration of

Sentiments.

“. . . The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. . . . He has never permitted her to exercise her inalienable right to the elective franchise. He has compelled her to submit to laws, in the formation of which she has no voice. . .”Elizabeth Cady Stanton, The Declaration of Sentiments

Seneca Falls Convention and Seneca Falls Convention and DeclarationDeclaration

The women wrote a document modeled after the The women wrote a document modeled after the Declaration of IndependenceDeclaration of Independence

It went over a list of complaints and ended with a demand It went over a list of complaints and ended with a demand for rightsfor rights

The movement was ridiculed and the demand for suffrage The movement was ridiculed and the demand for suffrage remained until 1920 remained until 1920

BUT women did gain more rights when it came to BUT women did gain more rights when it came to property and wagesproperty and wages

Legacy of the MovementLegacy of the Movement Seneca Falls helped create Seneca Falls helped create

an organized campaign for an organized campaign for women’s rightswomen’s rights

Reformers made slow Reformers made slow progressprogress New York gave women control New York gave women control

over property and wagesover property and wages Massachusetts and Indiana Massachusetts and Indiana

passed more liberal divorce passed more liberal divorce lawslaws

Some women began their own Some women began their own businessesbusinesses

However, women’s suffrage However, women’s suffrage took decadestook decades 1919thth Amendment passed in 1920 Amendment passed in 1920 Only one woman present at the Only one woman present at the

convention lived to voteconvention lived to vote

Prison ReformPrison Reform During the late 1700’s to During the late 1700’s to

early 1800’s the general early 1800’s the general belief about human belief about human nature was that people nature was that people were generally good and were generally good and capable of improvementcapable of improvement

This new belief was a big This new belief was a big shift from the earlier shift from the earlier Puritan belief of humans Puritan belief of humans as naturally sinfulas naturally sinful

This idea brought many This idea brought many changes for prisoners and changes for prisoners and the disabledthe disabled

OROR

From Prison to PenitentiaryFrom Prison to Penitentiary Colonial prisons were used as Colonial prisons were used as

holding places before holding places before punishments or as places for punishments or as places for debtorsdebtors

Reformers argued that Reformers argued that society would benefit more society would benefit more from rehabilitating prisoners from rehabilitating prisoners than punishing themthan punishing them Would also help our economy Would also help our economy

because prisons could double as because prisons could double as workshops for profitworkshops for profit

By 1850, most states had By 1850, most states had adopted the penitentiary adopted the penitentiary systemsystem Penitentiary: Penitentiary: prisons used for prisons used for

housing prisoners as housing prisoners as punishment and rehabilitationpunishment and rehabilitation

Prisons and the Mentally IllPrisons and the Mentally Ill Before the 1800’s, the Before the 1800’s, the

mentally ill were kept at mentally ill were kept at home or imprisonedhome or imprisoned

By 1815, asylums appeared By 1815, asylums appeared that separated the mentally that separated the mentally ill from prisonersill from prisoners

Dorothea Dix led the reform Dorothea Dix led the reform movement for the mentally movement for the mentally illill Boston school teacher who Boston school teacher who

was asked to teach Sunday was asked to teach Sunday school at the East Cambridge school at the East Cambridge House of Correction in 1841House of Correction in 1841

Found a room full of mentally Found a room full of mentally ill women neglected and left ill women neglected and left without heat during the New without heat during the New England winterEngland winter

Tranquilizing Chair

Dorothea Dix and ReformDorothea Dix and Reform After her experience, Dix After her experience, Dix

spent two years investigating spent two years investigating jails and asylums in jails and asylums in MassachusettsMassachusetts

Keepers of the institutions Keepers of the institutions called her charges called her charges “slanderous lies” but she won “slanderous lies” but she won the support of leading the support of leading reformersreformers

20 states adopted laws to 20 states adopted laws to improve conditionsimprove conditions 32 new hospitals were built due 32 new hospitals were built due

to her effortsto her efforts

“the present state of insane persons confined within the Commonwealth, in cages, closets, cellars, stalls, pens! Chained naked beaten with rods, and lashed into obedience!”

OROR

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Abolitionist MovementAbolitionist Movement By the 1830’s people began asking By the 1830’s people began asking

“how can America, ‘the land of the “how can America, ‘the land of the free’, free’, stillstill allow slavery” allow slavery” Some people opposed it even before Some people opposed it even before

the American Revolutionthe American Revolution QuakersQuakers

The Atlantic Slave The Atlantic Slave tradetrade was outlawed was outlawed in 1808 BUT the Industrial Revolution in 1808 BUT the Industrial Revolution and the invention of the cotton gin and the invention of the cotton gin made both the North and the South made both the North and the South dependent on slaverydependent on slavery

Abolitionists Abolitionists were people who were people who wanted to end slavery regardless wanted to end slavery regardless of this economic dependenceof this economic dependence Both whites and African Americans were Both whites and African Americans were

abolitionistsabolitionists

Famous Famous AbolitionistsAbolitionists

Although the North profited from Although the North profited from plantation systems and slavery, plantation systems and slavery, some white Northerners joined some white Northerners joined the Abolitionist Movementthe Abolitionist Movement William Lloyd Garrison: William Lloyd Garrison: began to began to

publish an abolitionist newspaper, publish an abolitionist newspaper, The LiberatorThe Liberator

Even more rare were Southern Even more rare were Southern abolitionistsabolitionists Grimke Sisters (Sarah and Grimke Sisters (Sarah and

Angelina): Angelina): Grew up on a plantation Grew up on a plantation but believed slavery was morally but believed slavery was morally wrongwrong

Moved north and joined the movement Moved north and joined the movement Spoke out against slavery publically even Spoke out against slavery publically even

at a time when women were not at a time when women were not supposed to speak in publicsupposed to speak in public

Some abolitionists wanted to do Some abolitionists wanted to do more than just campaign for lawsmore than just campaign for laws

Some brave abolitionists helped Some brave abolitionists helped slaves escape to freedomslaves escape to freedom Harriet Tubman-Harriet Tubman- one of the one of the

most famous conductors on the most famous conductors on the Underground RailroadUnderground Railroad

an an aboveabove ground series of escape ground series of escape routes from the South to the Northroutes from the South to the North

Travel by foot, wagon, boats, and Travel by foot, wagon, boats, and trainstrains

Traveled by night and hid all day in Traveled by night and hid all day in “stations”“stations”

Tubman was also an escaped Tubman was also an escaped slaveslave

Made 19 dangerous journeys to Made 19 dangerous journeys to free enslaved peoplefree enslaved people

Slave owners offered $40,000 for Slave owners offered $40,000 for her capture, but she was never her capture, but she was never captured, nor did she lose a captured, nor did she lose a “passenger”“passenger”

Famous AbolitionistsFamous Abolitionists

Famous AbolitionistsFamous Abolitionists Some escaped slaves also joined the Some escaped slaves also joined the

movement and spoke from their past movement and spoke from their past experiencesexperiences Frederick Douglass:Frederick Douglass: became a lecturer for became a lecturer for

the Mass. Anti-Slavery Societythe Mass. Anti-Slavery Society People who heard him considered him to be too People who heard him considered him to be too

educated and well-spoken to have ever been a slaveeducated and well-spoken to have ever been a slave We wrote an autobiography that was an instant best-We wrote an autobiography that was an instant best-

sellerseller Started his own newspaper Started his own newspaper North StarNorth Star Waged a strong campaign against slaveryWaged a strong campaign against slavery

Sojourner Truth:Sojourner Truth: fled her owners and lived fled her owners and lived with Quakers who set her freewith Quakers who set her free

Drew huge crowds throughout the North as Drew huge crowds throughout the North as she spoke for abolitionshe spoke for abolition

Both were able to change the way Both were able to change the way Northerners viewed slaveryNortherners viewed slavery

BUT slavery continued for another 30 BUT slavery continued for another 30 yearsyears

Important People & Important People & Achievements in the Achievements in the

Temperance MovementTemperance Movement Some of the most notable Some of the most notable

figures associated with the figures associated with the U.S. temperance movement U.S. temperance movement were Susan B. Anthony, were Susan B. Anthony, Frances E. Willard and Carry Frances E. Willard and Carry A. NationA. Nation

The effects of their efforts The effects of their efforts included:included: Government regulationGovernment regulation Instruction on alcoholism in Instruction on alcoholism in

schoolsschools Energized study of alcoholismEnergized study of alcoholism 1818thth Amendment (1919-1933) Amendment (1919-1933)

which led to Prohibition: (ban which led to Prohibition: (ban on manufacture, on manufacture, consumption, distribution & consumption, distribution & sale of alcohol)sale of alcohol)

Inside Look: Carrie A. Nation (1846-Inside Look: Carrie A. Nation (1846-1911) 1911) In 1880, Kansas residents had voted In 1880, Kansas residents had voted

for prohibition, but the law was for prohibition, but the law was largely ignored by saloonkeepers.largely ignored by saloonkeepers. Saloons operated openly, but Nation Saloons operated openly, but Nation

would change all that. would change all that. First she prayed in front of an First she prayed in front of an

establishment in 1890.establishment in 1890. She struck at her first saloon on June 1, She struck at her first saloon on June 1,

1900. 1900. Initially, she used rocks, bricks and Initially, she used rocks, bricks and

other objects for these attacks, then other objects for these attacks, then turned to the hatchet. turned to the hatchet.

"I felt invincible. My strength was that of a giant. God was certainly standing by me. I smashed five saloons with rocks before I ever took a hatchet."   – Carrie Nation

Propaganda: Then and NowPropaganda: Then and Now Your goal is to examine pieces of propaganda Your goal is to examine pieces of propaganda

from both eras to determine the message being from both eras to determine the message being sent. For each piece you need to answer the sent. For each piece you need to answer the following questions:following questions: Is this piece an example of temperance propaganda Is this piece an example of temperance propaganda

or current day propaganda? How do you know?or current day propaganda? How do you know? What is the main idea of the piece?What is the main idea of the piece? How does the artist use the people and objects to How does the artist use the people and objects to

create the main idea?create the main idea? How does the artist use emotion to accomplish their How does the artist use emotion to accomplish their

goal? What emotions does this piece make you feel?goal? What emotions does this piece make you feel?