Holt Call to Freedom Chapter 15: New Movements in America 1815-1850

Holt Call to FreedomHolt Call to FreedomChapter 15: New Movements in AmericaChapter 15: New Movements in America

1815-18501815-1850

15.1 America’s Spiritual Awakening15.1 America’s Spiritual Awakening

ObjectivesObjectives Examine how religion affected Americans Examine how religion affected Americans

during the second great awakeningduring the second great awakening Describe the transcendentalists’ views of Describe the transcendentalists’ views of

American society American society Identify some ideas of the Romantic Identify some ideas of the Romantic

MovementMovement

© Holt Call to Freedom Lecture Notes - Slide 2

I. The Second Great AwakeningI. The Second Great Awakening


A. A Christian RenewalA. A Christian Renewal

1.1. The The Second Great Awakening,Second Great Awakening, a a movement of Christian renewal, movement of Christian renewal, began in the 1790s.began in the 1790s.

2.2. It swept through New York and the It swept through New York and the frontier regions of Kentucky, Ohio, frontier regions of Kentucky, Ohio, Tennessee, and South Carolina, and Tennessee, and South Carolina, and later spread to New England, the later spread to New England, the Appalachian region and the South.Appalachian region and the South.


B. Charles Grandison FinneyB. Charles Grandison Finney

1.1. Charles Grandison FinneyCharles Grandison Finney was a was a leading minister of the movement.leading minister of the movement.

2.2. Experienced a religious conversion Experienced a religious conversion in 1821.in 1821.

3.3. Preached that sin could be avoided Preached that sin could be avoided and that Christians should perform and that Christians should perform good works.good works.


Charles Grandison FinneyCharles Grandison Finney1792-18751792-1875

Source: http://www.newgenevacenter.org/portrait/finney.jpg

C. ReactionsC. Reactions

1.1. Some traditional ministers opposed Some traditional ministers opposed Finney’s message.Finney’s message.

2.2. First Amendment guarantee of freedom First Amendment guarantee of freedom of religion enabled Finney and others to of religion enabled Finney and others to continue preaching despite opposition.continue preaching despite opposition.

3.3. Church membership grew.Church membership grew.4.4. Women and African Americans were Women and African Americans were

drawn to the religious movement.drawn to the religious movement.


http://www.norulak.com/1stamend.gif

First AmendmentFirst Amendment

II. Transcendentalism and Utopian II. Transcendentalism and Utopian CommunitiesCommunities

A. TranscendentalismA. Transcendentalism

Belief that people can transcend, or Belief that people can transcend, or rise above, material things in life, rise above, material things in life, such as money, and that people such as money, and that people depend upon themselvesdepend upon themselves


B. Leading FiguresB. Leading Figures

1.1. Ralph Waldo EmersonRalph Waldo Emerson thought thought people should follow their own people should follow their own beliefs and judgments rather than beliefs and judgments rather than relying on traditions and institutions.relying on traditions and institutions.

2.2. Margaret FullerMargaret Fuller argued in her 1845 argued in her 1845 book book Woman in the Nineteenth Woman in the Nineteenth CenturyCentury that women had the right to that women had the right to choose their own paths in life.choose their own paths in life.


Ralph Waldo EmersonRalph Waldo Emerson1803-18821803-1882

http://www.vcu.edu/engweb/transcendentalism/images/emerson1.gif

Margaret FullerMargaret Fuller

http://www.gutenberg.org/files/12081/12081-h/images/c5fuller.jpg

B. Leading FiguresB. Leading Figures

3.3. Henry David ThoreauHenry David Thoreau explained his explained his belief in self-reliance in belief in self-reliance in Walden, or Walden, or Life in the Woods,Life in the Woods, his 1854 book his 1854 book about two years he spent living about two years he spent living alone in a cabin.alone in a cabin.


Henry David ThoreauHenry David Thoreau

http://academic.brooklyn.cuny.edu/history/virtual/portrait/thoreau.jpg

C. Utopian CommunitiesC. Utopian Communities

1.1. Some transcendentalists formed Some transcendentalists formed utopian communities,utopian communities, which tried to which tried to create perfect societies on Earth.create perfect societies on Earth.

2.2. Religious groups such as the Religious groups such as the Shakers also established utopian Shakers also established utopian communities.communities.


Shaker Dance & WorshipShaker Dance & Worship

http://en.wikipedia.org/wiki/Shakers

http://en.wikipedia.org/wiki/Image:Shaker_Dance.jpg

UtopiaUtopia

http://www.londonstimes.us/toons/cartoons/utopia.jpg

III. The American RomanticsIII. The American Romantics


A. The Romantic MovementA. The Romantic Movement

The Romantic Movement, which The Romantic Movement, which began in Europe, drew upon the idea began in Europe, drew upon the idea that each person brought a unique that each person brought a unique view to the world.view to the world.


B. Thomas ColeB. Thomas Cole

Romantic artist Romantic artist Thomas ColeThomas Cole painted American landscapes.painted American landscapes.


Thomas ColeThomas Cole

http://www.thomascole.org/colepic.gif

C. LiteratureC. Literature

1.1. Nathaniel HawthorneNathaniel Hawthorne described described Puritan life in the 1600s in Puritan life in the 1600s in The Scarlet The Scarlet Letter.Letter.

2.2. Edgar Allan PoeEdgar Allan Poe wrote short stories wrote short stories and poems.and poems.

3.3. Emily DickinsonEmily Dickinson wrote poetry, most wrote poetry, most of which was not published until after of which was not published until after her death in 1886.her death in 1886.


Nathanial HawthorneNathanial Hawthorne

Source: http://www2.english.uiuc.edu/baym/255/hawthorne.jpg

Emily DickensonEmily Dickenson

Source: http://www.unc.edu/~gura/dickinson/ed1.jpg

Edgar Allan PoeEdgar Allan Poe

Source: http://files.db3nf.com/pictures/authors/poe.jpg

C. LiteratureC. Literature

4.4. Walt WhitmanWalt Whitman wrote poetry that wrote poetry that praised individualism and praised individualism and democracy.democracy.

5.5. Other writers include Herman Other writers include Herman Melville (Melville (Moby-DickMoby-Dick) and poets ) and poets Henry Wadsworth Longfellow Henry Wadsworth Longfellow ((HiawathaHiawatha) and John Greenleaf ) and John Greenleaf Whittier.Whittier.


Walt WhitmanWalt Whitman

Source: http://www.josephhaworth.com/images/Poets/Walt%20Whitman-Photo-B&W-Resized.jpg

15.2 Immigrants and Cities15.2 Immigrants and Cities

ObjectivesObjectives Examine why so many Irish and German Examine why so many Irish and German

immigrants came to the U.S. in the 1840s and immigrants came to the U.S. in the 1840s and 1850s1850s

Describe how some Americans reacted to the Describe how some Americans reacted to the immigrants immigrants

Identify what caused U.S. cities to grow, and Identify what caused U.S. cities to grow, and what benefits and problems this growth createdwhat benefits and problems this growth created


I. Waves of Immigrants I. Waves of Immigrants


A. New AmericansA. New Americans

1.1. More than 4 million immigrants, More than 4 million immigrants, mostly from Europe, arrived in the mostly from Europe, arrived in the U.S. between 1840 & 1850U.S. between 1840 & 1850

2.2. Some 3 million were German or IrishSome 3 million were German or Irish


Irish immigrants arriving in Irish immigrants arriving in the United States in 1902the United States in 1902

http://www.spartacus.schoolnet.co.uk/USAEireland2.jpg

B. Irish ImmigrantsB. Irish Immigrants

1.1. Fleeing a potato famine, which killed Fleeing a potato famine, which killed over 1 million people in Irelandover 1 million people in Ireland

2.2. Most were poor Most were poor 3.3. Most were CatholicMost were Catholic4.4. Most settled in towns and cities in Most settled in towns and cities in

Massachusetts, New Jersey, New Massachusetts, New Jersey, New York, and PennsylvaniaYork, and Pennsylvania


Irish Potato FamineIrish Potato Famine

http://www.apsnet.org/online/feature/lateblit/chapter1/1-13.jpg

Fig. 1-13. Potato tubers infected by Phytophthora infestans. Top, tuber in the early stages of infection; bottom, tuber showing sporulation of the fungus after storage under moist conditions.

B. Irish ImmigrantsB. Irish Immigrants

5.5. Women often worked as domestic Women often worked as domestic servants for wealthy familiesservants for wealthy families

6.6. Men could usually find only Men could usually find only unskilled workunskilled work


C. German ImmigrantsC. German Immigrants

1.1. Came because of political or Came because of political or economic reasonseconomic reasons

2.2. Often arrived with some moneyOften arrived with some money3.3. Included Catholics, Jews, and Included Catholics, Jews, and

ProtestantsProtestants4.4. Often settled in rural areas in Often settled in rural areas in

Midwestern states to farmMidwestern states to farm


German immigrants arriving German immigrants arriving in Québec City, 1911in Québec City, 1911

http://www.cic.gc.ca/english/department/legacy/images/ph-210ht.jpg

II. The Nativist ResponseII. The Nativist Response


A. Native-born AmericansA. Native-born Americans

1.1. Many feared losing jobs to Many feared losing jobs to immigrants willing to work for lower immigrants willing to work for lower wageswages

2.2. Typically Protestant and did not Typically Protestant and did not trust Catholicstrust Catholics

3.3. Nativists—Americans who held such Nativists—Americans who held such views and who opposed immigrationviews and who opposed immigration


B. Know-Nothing PartyB. Know-Nothing Party

1.1. In 1849, nativists founded a secret In 1849, nativists founded a secret society that became known as the society that became known as the Know-Nothing PartyKnow-Nothing Party

2.2. Members wanted to keep immigrants Members wanted to keep immigrants and Catholics from holding public officeand Catholics from holding public office

3.3. Wanted to require a 21-year residency Wanted to require a 21-year residency form immigrants to become citizensform immigrants to become citizens


http://www.latinamericanstudies.org/nativism.htm

Know-Nothing Party Flag

http://www.latinamericanstudies.org/immigration/know-nothing-flag.jpg

B. Know-Nothing PartyB. Know-Nothing Party

4.4. The party had some political The party had some political success in the 1850ssuccess in the 1850s


III. The Growth of CitiesIII. The Growth of Cities


A. GrowthA. Growth

1.1. Industrial Revolution created many Industrial Revolution created many new jobs in citiesnew jobs in cities

2.2. Rural Americans and immigrants Rural Americans and immigrants came to cities in search of workcame to cities in search of work

3.3. The Transportation Revolution made The Transportation Revolution made it easier for people to move to citiesit easier for people to move to cities


B. Social ClassesB. Social Classes

1.1. Business owners and skilled Business owners and skilled workers benefited from changes in workers benefited from changes in American lifeAmerican life

2.2. Formed a Formed a Middle ClassMiddle Class - social and - social and economic level between the wealthy economic level between the wealthy and poorand poor


C. City LifeC. City Life

1.1. Cities offered entertainment and Cities offered entertainment and cultural activitiescultural activities

2.2. Cities were noisy and crowdedCities were noisy and crowded


IV. Urban ProblemsIV. Urban Problems

A.A. Rapid growth led to crowded citiesRapid growth led to crowded cities


B. Living ConditionsB. Living Conditions

1.1. Some lived in Tenements—dirty, Some lived in Tenements—dirty, overcrowded buildingsovercrowded buildings

2.2. Crowded, unsanitary conditions led Crowded, unsanitary conditions led to the spread of diseaseto the spread of disease

3.3. Cities often the center of criminal Cities often the center of criminal activityactivity


TenementsTenements

Basement bedroom, 1225

Pine Street.Photograph, 4

September 1914.Philadelphia City Archives (1220/

#9243).

http://www.brynmawr.edu/iconog/washw/images/E/E14.jpg

15.3 Reforming Society15.3 Reforming Society

ObjectivesObjectives Examine how reformers improved Examine how reformers improved

prisons in the early to mid-1800sprisons in the early to mid-1800s Explain why reformers began the Explain why reformers began the

Temperance MovementTemperance Movement Identify what caused American Identify what caused American

educational opportunities to change educational opportunities to change during the early to mid-1800sduring the early to mid-1800s


I. Prison ReformI. Prison Reform

A.A. Second Great Awakening inspired Second Great Awakening inspired many Americans to improve societymany Americans to improve society

B.B. Women often led these reform Women often led these reform effortsefforts


C. Dorothea DixC. Dorothea Dix

1.1. Led the prison reform movementLed the prison reform movement2.2. Reported that the mentally ill were Reported that the mentally ill were

confined with criminalsconfined with criminals3.3. Prompted Massachusetts Legislature Prompted Massachusetts Legislature

to create institutions for the mentally to create institutions for the mentally illill

4.4. Influenced penal reform throughout Influenced penal reform throughout the U.S.the U.S.


Dorothea DixDorothea Dix

http://www.uua.org/uuhs/duub/images/dorotheadix.jpg

D. Reform SchoolsD. Reform Schools

1.1. Created by some states for young Created by some states for young offendersoffenders


II. Campaigning Against Alcohol AbuseII. Campaigning Against Alcohol Abuse

A.A. Average alcohol consumption per Average alcohol consumption per person in the 1830s was seven person in the 1830s was seven gallons/yeargallons/year


1 Gallon Jug

B. Temperance MovementB. Temperance Movement

1.1. Urged people to abandon hard liquor Urged people to abandon hard liquor for beer/wine in small amountsfor beer/wine in small amounts

2.2. Lyman Beecher preached against the Lyman Beecher preached against the evils of alcoholevils of alcohol

3.3. Many Americans wanted to ban alcohol Many Americans wanted to ban alcohol entirelyentirely

4.4. By 1855, more than a dozen states By 1855, more than a dozen states made the sale of alcohol illegalmade the sale of alcohol illegal


Lyman BeecherLyman Beecher

http://www.acton.org/images/sketches/beecher.jpg

III. Education in AmericaIII. Education in America

A. Reformers argued that education would A. Reformers argued that education would help Americans become betters workers help Americans become betters workers and citizensand citizens

B. Most parents wanted children taught simple B. Most parents wanted children taught simple math and readingmath and reading

C. Wealthier Americans received a better C. Wealthier Americans received a better education than the pooreducation than the poor

D. Girls had less access to schooling than D. Girls had less access to schooling than boys boys


IV. The Common-School MovementIV. The Common-School Movement

A. The A. The Common-School MovementCommon-School Movement wanted wanted all American children, regardless of all American children, regardless of income or social class, educated in a income or social class, educated in a common placecommon place

B. B. Horace Mann,Horace Mann, an education reform an education reform leader, became the Secretary of leader, became the Secretary of Education in Massachusetts in 1837, and Education in Massachusetts in 1837, and founded the first teacher training school founded the first teacher training school


Horace MannHorace Mann

http://utopia.utexas.edu/project/portraits/mann.jpg

V. Women’s EducationV. Women’s Education


A. Catharine BeecherA. Catharine Beecher

1. Called for reform of women’s 1. Called for reform of women’s education education

2. Thought that women were better 2. Thought that women were better at teaching the moral lessons at teaching the moral lessons

that that made good citizens made good citizens


Catharine BeecherCatharine Beecher

http://www.lawrence.edu/alumni/m-d/beecher.jpg

B. Emma WillardB. Emma Willard

Founded the Troy Female Seminary, Founded the Troy Female Seminary, a college-level school for women in a college-level school for women in 18211821


Emma WillardEmma Willard

http://en.wikipedia.org/wiki/Emma_Willard

http://en.wikipedia.org/wiki/Image:Emwillard.jpg

C. Mary LyonC. Mary Lyon

Founded Mount Holyoke Seminary in Founded Mount Holyoke Seminary in Massachusetts in 1837 Massachusetts in 1837


Mary LyonMary Lyon

http://www.obcgs.com/firstwomen/lyon.gif

VI. Black SchoolsVI. Black Schools

A. Blacks almost always went to A. Blacks almost always went to separate schools than whitesseparate schools than whites

B. Rarely attended collegeB. Rarely attended collegeC. Black colleges founded beginning in C. Black colleges founded beginning in

1840s1840sD. Most educational opportunities were D. Most educational opportunities were

in the North or Midwestin the North or Midwest


VI. Black SchoolsVI. Black Schools

E. The South offered free blacks few E. The South offered free blacks few educational opportunities, and many educational opportunities, and many states prohibited slaves from states prohibited slaves from receiving an educationreceiving an education


VII. Teaching the Disabled VII. Teaching the Disabled

A. A. Samuel Gridley HoweSamuel Gridley Howe opened the opened the Perkins Institution for the visually Perkins Institution for the visually impairedimpairedB. B. Thomas Hopkins GallaudetThomas Hopkins Gallaudet opened a free school for the hearing opened a free school for the hearing impairedimpaired


Samuel Gridley HoweSamuel Gridley Howe

http://www.spartacus.schoolnet.co.uk/USAShoweG.jpg

Thomas Hopkins GallaudetThomas Hopkins Gallaudet

http://clerccenter.gallaudet.edu/Literacy/MSSDLRC/clerc/images/gallaudet.jpg

15.4 The Movement to End Slavery15.4 The Movement to End Slavery

ObjectivesObjectives Explain why some Americans became Explain why some Americans became

abolitionists.abolitionists. Identify ways that abolitionists spread Identify ways that abolitionists spread

the movement’s message.the movement’s message. Investigate why some Americans Investigate why some Americans

opposed abolition.opposed abolition.


I. AbolitionI. Abolition

http://www.primarysourcelearning.org/teach/wq/011/images/abolition3d.gif

A. Ending SlaveryA. Ending Slavery

1.1. In the 1830s a movement formed to seek In the 1830s a movement formed to seek abolitionabolition – a complete end to slavery – a complete end to slavery

2.2. Some abolitionists wanted immediate Some abolitionists wanted immediate emancipation emancipation – the freeing of all – the freeing of all enslaved African Americans.enslaved African Americans.

3.3. Abolitionists were in the minority in the Abolitionists were in the minority in the United States but they were very vocal.United States but they were very vocal.


Anti-Abolition PosterAnti-Abolition PosterLibrary of CongressLibrary of Congress

http://pbsvideodb.pbs.org/resources/civilwar/images/ph05.jpg

B. The Colonization MovementB. The Colonization Movement

1.1. Some abolitionists thought African Some abolitionists thought African Americans should be treated the same Americans should be treated the same as white Americans.as white Americans.

2.2. Other abolitionists supported Other abolitionists supported colonization, or the creation of colonization, or the creation of colonies in Africa for freed slaves.colonies in Africa for freed slaves.

3.3. Robert Finley,Robert Finley, a minister, founded the a minister, founded the American Colonization SocietyAmerican Colonization Society in 1817. in 1817.


The American Colonization SocietyThe American Colonization Society

http://personal.denison.edu/~waite/liberia/history/acs.htm

B. Temperance MovementB. Temperance Movement

4.4. This society founded the colony of This society founded the colony of Liberia on Africa’s west coast; about Liberia on Africa’s west coast; about 12,000 African Americans eventually 12,000 African Americans eventually settled in the colony.settled in the colony.

5.5. Some African Americans, such as Some African Americans, such as David Walker,David Walker, argued that free argued that free African Americans had the right to African Americans had the right to stay in the United States.stay in the United States.


http://media.maps.com/magellan/Images/LIBERI-W1.gif

II. Spreading the Abolitionist II. Spreading the Abolitionist MessageMessage


A. American Anti-Slavery SocietyA. American Anti-Slavery Society

1.1. William Lloyd GarrisonWilliam Lloyd Garrison founded an founded an abolitionist newspaper, abolitionist newspaper, The The Liberator.Liberator.

2.2. He helped found the He helped found the American Anti-American Anti-Slavery SocietySlavery Society in 1833. in 1833.

3.3. This group supported immediate This group supported immediate emancipation and racial equality.emancipation and racial equality.


William Lloyd GarrisonWilliam Lloyd Garrison

http://edison.rutgers.edu/latimer/wlg.jpg

http://www.loc.gov/exhibits/african/images/lib.jpg

A. American Anti-Slavery SocietyA. American Anti-Slavery Society

4.4. Split in the 1840s over speed of Split in the 1840s over speed of emancipation and expansion of emancipation and expansion of women’s roleswomen’s roles


B. Southern ActivistsB. Southern Activists

1.1. Angelina and Sarah GrimkAngelina and Sarah Grimké é came came from a South Carolina slaveholding from a South Carolina slaveholding family.family.

2.2. They gave speaking tours and wrote They gave speaking tours and wrote books condemning slavery.books condemning slavery.


Angelina & Sarah GrimkéAngelina & Sarah Grimké

Photos of Angelina (left) and Sarah Grimké. These two carte de visite photos were taken in Hyde Park, Mass. Angelina, then married to abolitionist Theodore D. Weld for many years, probably had this photo taken about 1875, possibly a bit earlier. It was taken in Hyde Park by the Barritt studio. Sarah's was taken sometime around 1870 by J.D Crane, Photographer, located at Connor's Block. These photos were made available by Hampton resident Robert Jackson. They may be downloaded and used by others with the following attribution: "Courtesy of The Lane Memorial Library and Robert M. Jackson of Hampton, NH".

http://www.hampton.lib.nh.us/hampton/poetry/AngelinaAndSarahGrimke.jpg

III. African Americans Fight Against III. African Americans Fight Against SlaverySlavery


A. Frederick DouglassA. Frederick Douglass

1.1. Escaped from slavery at age 20Escaped from slavery at age 20

2.2. Became a leading abolitionist Became a leading abolitionist speaker and published an speaker and published an abolitionist newspaperabolitionist newspaper


B. Other African American AbolitionistsB. Other African American Abolitionists

1.1. Charles Remond and Sojourner Charles Remond and Sojourner Truth spoke out against slavery.Truth spoke out against slavery.

2.2. Other African Americans wrote slave Other African Americans wrote slave narratives about their experiences.narratives about their experiences.


Charles RemondCharles Remond

http://www.spartacus.schoolnet.co.uk/USASremond.jpg

Sojourner TruthSojourner Truth

http://www.cnn.com/TECH/9707/04/mars.female.manager/link.sojourner.truth.jpg

IV. The Underground RailroadIV. The Underground Railroad


A. Escaping SlaveryA. Escaping Slavery

1.1. The The Underground RailroadUnderground Railroad was a was a network of people that arranged network of people that arranged transportation and hiding places for transportation and hiding places for fugitives, or escaped slaves.fugitives, or escaped slaves.

2.2. Conductors hid fugitives heading Conductors hid fugitives heading north at “stations” such as barns north at “stations” such as barns and attics.and attics.


B. Harriet TubmanB. Harriet Tubman

1.1. Escaped slavery in 1849Escaped slavery in 18492.2. Served as a conductor, helping more Served as a conductor, helping more

than 300 slaves reach freedomthan 300 slaves reach freedom


Harriet TubmanHarriet Tubman

http://www.math.buffalo.edu/~sww/0history/tubman.big.jpg

V. Opposition to AbolitionV. Opposition to Abolition

A.A. Many white northerners feared that Many white northerners feared that free slaves would move to the North free slaves would move to the North and take jobs from white workers.and take jobs from white workers.

B.B. U.S. House of Representatives U.S. House of Representatives passed a Gag Rule to prevent passed a Gag Rule to prevent discussion of abolitionists’ petitions discussion of abolitionists’ petitions to Congress; rule effectively violated to Congress; rule effectively violated the First Amendment.the First Amendment.


V. Opposition to AbolitionV. Opposition to Abolition

C.C. Many white southerners argued that Many white southerners argued that slavery was essential to South’s slavery was essential to South’s economy and benefited African economy and benefited African Americans, whom they claimed were Americans, whom they claimed were unable to care for themselves.unable to care for themselves.


Documents

Holt Call to Freedom Chapter 15: New Movements in America 1815-1850