SUMMARY OF UNIT PLAN/CH.

12 - ANTEBELLUM CULTURE AND REFORM LESSON PLAN NUMBER 1 - The Romantic Impulse LESSON PLAN NUMBER 2 - Remaking Society LESSON PLAN NUMBER 3 - The Crusade Against Slavery LESSON PLAN NUMBER 4 - Review Game

UNIT PLAN/CH. 12 - ANTEBELLUM CULTURE AND REFORM LESSON PLAN NUMBER 1 Topic: The Romantic Impulse Objectives: 1. Students will be able to describe the two basic impulses that were reflected in the reform movements and examples of groups illustrating each impulse. Students will be able to describe the contributions of a new group of literary figures (such as James Fenimore Cooper, Walt Whitman, and Edgar Allan Poe) to American cultural nationalism. Students will be able to describe the transcendentalists and their place in American society. Students will be able to describe the sources of American religious reform movements, why they originated where they did, their ultimate objectives, and what their leadership had in common. Students will be able to describe the two distinct sources from which the philosophy of reform arose.

2.

3.

4.

5.

Assessment: Students will consider critical thinking questions and write responses thereto. Groups of students will discuss their responses. Instructional Approach: 1. 2. 3. 4. Introduction: Explain the agenda for the day. (5 minutes) Project presentation on Smartboard and lecture about each slide. (10-15 minutes) Video on the Mormons. (15 minutes) Class discussion, including questions and comments from the students, regarding the responses of classmates. (10 - 12 minutes)

Skills to be emphasized: 1. 2. Understanding the main ideas of the topic. Students discussing and orally sharing their thoughts regarding topic.

Connections to the Mass. Curriculum Frameworks: USI.22 - USI.29 (pages 68-69 of U.S. History I Learning Standards) Evaluation: 1. 2. 3. 4. 5. 6. 7. Expect students to actively listen to the lecture. Expect students to actively listen to the lecture and watch the video. Expect students to write responses to critical thinking questions. Expect students to actively participate in small group discussions. Travel among the groups to assess their discussions. Review and carefully consider students responses. Assess class discussion.

Homework: Read and outline chapter 12. Sponge activity: Class discussion regarding rise of mass politics and possible connections to the United States today.

!!

The Romantic Impulse

!!

Nationalism and Romanticism in American Painting

!! Europeans

felt that they alone at center of artistic world

!! Paintings

w/in US popular

!! Wonder

of nation s landscape River School wild nature that existed in America but not

!! Hudson

!! Express

Europe

!!

Literature and the Quest for Liberation

!! !! !!

Early 19th century American literature unpopular Cooper and the American Wilderness Cooper s novels showed effort to produce truly American literature, ideal of independent individual with natural inner goodness Walt Whitman - Leaves of Grass (1855) - celebration of democracy, individual liberty Herman Melville Edgar Allan Poe The Raven (spirit & emotions)

!!

!! !!

Title Page for Whitmans Leaves of Grass

!!

Literature in the Antebellum South

!!

Southern Romanticism - often produced historical romances for eulogies of plantation system of Upper South William Gilmore Simms- believed duty of intellectual to defend southern lifestyle & slavery New England writers focused on distinction between reason and inner capacity to grasp beauty and emotional expression versus understanding and repression of instinct and imposed learning- goal to cultivate reason Centered in Concord, MA Ralph Waldo Emerson (leader) (Nature & Self-Reliance) Thoreau and Civil Disobedience - argued people should seek selfrealization by not conforming to society s expectations & responding to own instincts (Walden & Resistance to Civil Government)

!!

!!

The Transcendentalists
!!

!! !! !!

!!

Defense of Nature
!!

Some uneasy w/rapid economic development, feared impact on natural world. Nature a vehicle for human inspiration, realize truth within the soul Transcendentalism spawned communal living experiments Brook Farm - George Ripley 1841 in MA, created community that would permit full opportunity for self-realization, equal labor, share leisure New Harmony Colony 1825 Robert Owen created New Harmony Colony (Indiana), economic failure.

!!

!!

Visions of Utopia
!! !!

!!

Plan for the New Harmony Colony

!!

Redefining Gender Roles

Transcendentalism + utopian communities led to some sense of feminism !! Margaret Fuller - Women of the Nineteenth Century (1844)feminist ideas
!!

Many women are considering within themselves what they need and what they have not. Margaret Fuller
!!

Redefined Gender Roles at the Oneida Community John Humphrey s Oneida Community Perfectionists rejected traditional ideas of family and marriage, communal raising of children. The Shakers - committed to celibacy, equality of sexes, God neither
male or female

!!

!!

!!

!!

The Mormons
!!

Desire to create new and more ordered society thru Church of Jesus Christ of Latter Day Saints Joseph Smith founded the Mormons (Book of Mormon 1830) Ideas of polygamy and secrecy led surrounding communities to fear them. Mob killed Smith, his protg Brigham Young led exodus to new community in to Salt Lake City, Utah Family structure very important Belief in human perfectibility, but not individual liberty Organized, centrally directed society Refuge from disorder and insecurity of secular world Members mostly people dislodged by economic growth & social progress of era

!! !!

!!

!! !! !! !! !!

ACTIVITY
I. 1. During this period, how did American intellectuals create a national culture committed to the liberation of the human spirit? How did the spirit of romanticism influence American culture from the 1820s through the 1850s? What role did religion and religious leaders play in the reform movement described in this chapter? What goals prompted the founding of experimental communities in nineteenth-century America? Why did some communities, such as Brook Farm and New Harmony, fail and others, especially the Mormons, succeed? Working in small groups (3-4 people) discuss and write responses to the above questions (10 minutes); and Share responses with another group the class.

2.

3.

4.

II.

1.

2.

UNIT PLAN/CH. 12 - ANTEBELLUM CULTURE AND REFORM LESSON PLAN NUMBER 2 Topic: Remaking Society Objectives: 1. Students will be able to describe the American education reform in the antebellum period and the contribution of education to the growth of nationalism. Students will be able to describe the role of women in American society and the attempts to alter their relationships with men.

2.

Assessment: Ask students if they have questions or reactions to the lecture, images and video throughout the lesson and assess group discussions. Instructional Approach: 1. 2. 3. 4. Introduction: Explain the agenda for the day. (5 minutes) Project presentation on Smartboard and lecture about each slide. (10-15 minutes) Video regarding Seneca Falls (10 - 12 minutes) Entertain questions and comments from the students regarding lecture and video. (10-12 minutes) DBQ Health Issue as Social Concern: Physical Well-Being and Quality of Life, 1840-1860 (Maybe)

5.

Skills to be emphasized: 1. 2. Understanding the main ideas of the lecture and video. Small group and class discussion of the lecture and video.

Connections to the Mass. Curriculum Frameworks: USI.22 - USI.29 (pages 68-69 of U.S. History I Learning Standards) Evaluation:

1. 2. 3. 4. 5. 6. 7.

Expect students to actively listen to the lecture. Expect students to actively listen to the lecture and watch the video. Expect students to write responses to critical thinking questions. Expect students to actively participate in small group discussions. Travel among the groups to assess their discussions. Review and carefully consider students responses. Assess class discussion.

Homework: Read and outline chapter 12 Sponge activity: Class discussion regarding the lesson and possible connections to the United States today.

Remaking Society
!!

Revivalism, Morality, and Order

!!

Reform b/c rejection of Calvinist doctrines & preached divinity of individual Finneys Doctrine of Personal Regeneration
New Light revivalists believed every individual capable of salvation. Charles Finney important leader

!!

!!

!!

Revivalism in the Burned-Over District - in upstate NY (economic

change b/c where Erie Canal had been built)

!!

Successful among those who felt threatened by change (including the prosperous & women)

The Temperance Crusade

!! American

Society for the Promotion of Temperance

!! Cultural

Divisions over Alcohol

!! Alcohol

seen as responsible for crime, disorder, poverty. Large problem in West where farmers made extra grain into whiskey, in East as leisure activity American Society for the Promotion of Temperance Western Temperance Society

!! 1826

!! 1840

!! Trying

to impose discipline on society - Protestants vs Catholic immigrants for which drinking was a social ritual

The Temperance Crusade

The Drunkards Progress

!!

Health, Fads, and Phrenology

!! Interest

in individual & social perfection led to new health theories, also threat to public health by cholera epidemics 1830s/40s led to city health boards turned toward nonscientific theories to improve health

!! Americans

Phrenology
(Library of Congress)

!!

Medical Science
!! Science

of medicine lagged behind other tech. & scientific advances of regulation led many poorly educated people to be physicians of basic knowledge of disease

!! Lack

!! Absence

!! Little

learned about treating & transmission of disease

Reforming Education
!!

1830 No state had universal public education system New belief on innate capacity of every person Society s obligation to develop people & expose kids to social values Horace Manns Reforms (greatest reformer) Educated electorate essential to political system Academic year lengthened, better teacher salaries & training 1850s taxes supported elementary schools in all states

!!

!!

!!

!!

!!

!!

Reforming Education
!!

Quality of education varied widely (professional & trained to barely literate, limited funding) South blacks barred from formal education Only 1/3 children nationwide in school Achievements: US literacy rate highest in world & new emphasis led to new institutions to help handicapped School efforts to impose set of social values on children seen as important in an industrial nation Thrift, order, discipline, punctuality, respect for authority

!!

!!

!!

!!

!!

Rehabilitation
!! The

Asylum Movement - for criminals & mentally ill

!! Prison

Reform - antiquated jails replaced w/new penitentiaries and mental institutions, jailing debtors & paupers decreased & rehabilitate inmates- rigid discipline to curb criminal laxness , solitary confinement to contemplate crimes became problem

!! Reform

!! Overcrowding

!! Idea

that properly structured institution to prevent moral failure & rescue people from failure

!!

The Indian Reservation

The nation has a moral dutyto protect and if possible to preserve and perpetuate the scattered remnants of the Indian race. Andrew Jackson
!! Main

US Indian policy had been relocation to make way for expanding white civilization. led to idea of reservation area for Indians to live in isolation from white

!! Reform

!! Enclosed

society.
!! Served

economic interest of whites, but also attempt to teach ways of civilization in protected setting

The Rise of Feminism

!! Reform !! Women

Movements and the Rise of Feminism

1830s/40s had to deal w/traditional limitations & new role in family to focus energy on home and children, leave income-earning to husbands between abolitionist ideas and plight of women

!! Connection

!! Seneca !! Limited !! Women

Falls (first womens rights convention) Progress for Women in antebellum years

benefited from association w/other reform movements, but led some to consider their demands secondary to slave rights

ACTIVITY
I. 1. Describe how the American education reform in the antebellum period led to the growth of nationalism. What role did education play in the creation of a national culture committed to the liberation of the human spirit? Describe the role of women in American society and the attempts to alter their relationships with men. How did the reform movement affect the status of women? What role did women play in these efforts to change society and what were they able to accomplish? Working in small groups (3-4 people) discuss and write responses to the above questions (10 minutes); and Share responses with another group in the class.

2.

3.

4. 5.

II.

1.

2.

UNIT PLAN/CH. 12 - ANTEBELLUM CULTURE AND REFORM LESSON PLAN NUMBER 3 Topic: The Crusade Against Slavery Objectives: 1. The origins of the antislavery movement, the sources of its leadership, and the interaction between American antislavery thought and similar movements abroad. 2. The role of abolitionism in the antislavery movement, and the strengths and weaknesses of that part of the movement. Assessment: 1. 2. Ask students questions throughout the lesson about the lecture and video. Listen to the responses of students during class discussion.

Instructional Approach: 1. 2. 3. 4. Introduction: Explain the agenda for the day. (5 minutes) Project presentation on Smartboard and lecture about each slide. (10-15 minutes) Show video regarding Abolitionists (10-12 minutes) Entertain questions and comments from the students regarding the slides and lecture. (8 - 12 minutes) After the lecture and video students will work in groups in order to discuss the objectives set forth above. The objectives will be set out in question form on the Smartboard. (10 minutes)

5.

Skills to be emphasized: Understanding the main ideas of the lecture and video. Connections to the Mass. Curriculum Frameworks: USI.22 - USI.29 (pages 68-69 of U.S. History I Learning Standards) Evaluation:

1. 2. 3. 4. 5. 6. 7.

Expect students to actively listen to the lecture. Expect students to actively listen to the lecture and watch the video. Expect students to write responses to critical thinking questions. Expect students to actively participate in small group discussions. Travel among the groups to assess their discussions. Review and carefully consider students responses. Assess class discussion.

Homework: Read and outline chapter 12 Sponge activity: Class discussion regarding lesson and possible connections to the United States today.

The Crusade Against Slavery

!!

Early Opposition to Slavery

!!

American Colonization Society - Virginians who wanted manumission & transportation of slaves out of country but also maintain property rights by compensating slaveholder Failure of Colonization - Not enough private & state funding, too many slaves to be possible, opposition from 3rd/ 4th generation Africans far removed from society & lands 1830 - movement losing strength - colonization not viable Cotton boom & commitment to peculiar institution

!!

!!

!!

!!

Garrison and Abolitionism

!! Garrison

employed by antislavery newspaper, but was impatient w/moderate tone & reform proposals founded the Liberator (views from the perspective of slaves & argues that African Americans should have full rights of American citizens) - American Antislavery Society founded and memberships grew rapidly movements committed to unleashing individual human spirit, eliminate artificial social barriers

!! Garrison

!! 1832

!! Reform

!!

Black Abolitionists
!! Abolitionism

appealed to Northern free blacks who were poor, had little access to education, suffered mob violence, only menial occupations Blacks Commitment to Abolitionism

!! Free

!! David

Walker came to be a leader w/violent rhetoric, most blacks less violent Douglass - Greatest abolitionist, escaped slavery, lectured in NE, founded a newspaper North Star and wrote autobiography Narrative of the Life of Frederick Douglass (1845) demanded freedom, but also social & economic equality

!! Frederick

!! Douglass

!!

Anti-Abolitionism
!! Violent

Reprisals

!! White

Southerners opposed abolition. Seen as threat to social system violence against abolitionists

!! Escalating

!! 1830s

- abolitionist headquarters Temple of Liberty in Philadelphia burned by mob sentiment ambivalent to slavery

!! Majority

!!

The Crusade Against Slavery

!!

Abolitionism Divided
!! Moderates

vs. Extremists !! The Amistad Case !! Harriet Beecher Stowe

Amistad Uprising

!!

Abolitionism Divided
!! !!

By 1830s abolitionists faced serious internal strains + divisions. Prompted b/c anti-abolitionist violence made some favor moderation. Radicalism of William Garrison and his attacks on slavery Moderates called for moral suasion of slaveholders, later political action. 1839 Amistad - slaves seized ship tried to return to Africa. US navy captured ship. Supreme Court declared the Africans free. 1842 Prigg v. Pennsylvania ruled states need not enforce 1793 law requiring return of fugitive slaves, personal liberty & return of runaways.

!!

!!

!!

!!

!!

Abolitionism Divided
!! Harriet

Beecher Stowe s Uncle Toms Cabin (1851/most powerful abolitionist propaganda) - combined sentimental novel w/political ideas of abolitionist of good, kindly blacks victimized by cruel system movement. Brought message to new audience, but also inflamed sectional tensions to new level

!! Story

Production of Uncle Toms Cabin

(Library of Congress)

!! Abolitionism
!!

Divided

Federal Government pressured to abolish slavery in areas of its jurisdiction i.e., prohibit interstate slave trade No political party ever founded, but free-soil movement to keep slave out of territories became popular Some abolitionists violent American Slavery as It Is: Testimony of A Thousand Witnesses (1839) distorted images of slavery

!!

!! !!

ACTIVITY
I. 1. 2. Who were the major critics of slavery? On what grounds did critics attack the institution of slavery and what means to end it did they propose? Discuss how and why the antislavery movement in America changed during the course of the nineteenth century. Analyze the reasons for and the results of the internal strains and divisions that characterized abolitionism. The role of abolitionism in the antislavery movement, and the strengths and weaknesses of that part of the movement. Working in small groups (3-4 people) discuss and write responses to the above questions (10 minutes); and Share responses with another group in the class.

3.

4.

5.

II.

1.

2.

UNIT PLAN/CH. 12 - ANTEBELLUM CULTURE AND REFORM LESSON PLAN NUMBER 4 Topic: Review chapter 12 in preparation for test. Objectives & Understandings: Students will review and understand the critical events, figures, themes and facts set forth in the unit. Assessment: Ask questions regarding the critical events, figures, themes and facts set forth in the unit. Assess responses. Instructional Approach. 1. 2. Introduction: Explain the agenda for the day. (5 minutes) Commence Review Game (50 minutes)

Skills to be emphasized: Quick recall of the critical events, figures, themes and facts set forth in the unit. Connections to the Mass. Curriculum Frameworks: USI.22 - USI.29 (pages 68-69 of U.S. History I Learning Standards) Evaluation: Assess students responses to the questions. Homework: Study for test. Sponge activity: Answer questions students may have regarding the content of the unit.

REVIEW GAME I. 100 Point Questions The organization of abolitionists who helped runaway slaves find refuge in the North or in Canada was known as the _____________________. The author of the poem The Raven was ______________. The most famous of the white abolitionists was ________________, who believed in the immediate abolition of slavery. __________________ led the national movement for new methods of treating the mentally ill. Walt Whitman expressed his love of American democracy and individuality by means of _______________. 200 Point Questions In the 1840s, the most distinguished of the Souths men of letters was _______________. In 1830, some freed blacks returned to the west coast of Africa, where they established the nation of _____________. Henry David Thoreaus most famous book was ____________. When the Mormons first leader was killed, ________________ led them across the desert to found Salt Lake City. The chief objective of the free soil movement was tokeep slavery and blacks out of the __________________. 300 Point Questions The most important and popular topics of paintings in antebellum America were those of the ______________________. The most radical of the black abolitionists was ________________. In the 1830s and 1840s, _______________ epidemics were the most severe threat to public health in U.S. cities. Some women of the mid-1800s expressed their feminist sentiments by wearing a short skirt with full-length pantalettes, an outfit known as a _______________.

II.

III.

 IV

Herman Melville created the epic tale of Captain Ahabs obsession with the pursuit of the great white whale in the novel ____________. 400 Point Questions Edgar Allan Poes works emphasized the theme of the significance of ______________. In the mid-1800s, the reform impulse in the United States included the idea that man is essentially good and capable of __________________.

The cultural nationalism of American intellectuals of the 1800s generally celebrated the uniqueness of the American __________________. The best-known novels of James Fenimore Cooper featured tales of the frontiersmen in the American ______________.

The leading Southern novelists of the 1830s and 1840s wrote romantic eulogies of the _____________________. V. 500 Point Questions _________________ was the European and American artistic movement of the 1800s that held emotion, intuition, imagination, and individuality as its main values. The philosophy of __________________ held that people should go beyond the realm of the intellect and allow the emotions to relate directly to the universe. According to Nathaniel Hawthorne, _________________ was the serpent that lay at the heart of human misery. The horrified critics of the Oneida Community claimed that they practiced unrestrained ________________. The transcendentalists called for the use of _______________ to go beyond the confines of understanding. BONUS QUESTIONS DOOR - During the 1800s, members of the temperance movement agreed almost unanimously that ___________ should promote the moral self-improvement of individuals. WINDOW - The majority of Northerners regarded the abolitionists as dangerous, fanatical ________________.

VI.

REVIEW GAME I. 100 Point Questions The organization of abolitionists who helped runaway slaves find refuge in the North or in Canada was known as the Underground railroad. The author of the poem The Raven was Edgar Allen Poe. The most famous of the white abolitionists was William Lloyd Garrison, who believed in the immediate abolition of slavery. Dorothea Dix led the national movement for new methods of treating the mentally ill. Walt Whitman expressed his love of American democracy and individuality by means of Poetry. 200 Point Questions In the 1840s, the most distinguished of the Souths men of letters was William Gilmore Simms. In 1830, some freed blacks returned to the west coast of Africa, where they established the nation of Liberia. Henry David Thoreaus most famous book was Walden. When the Mormons first leader was killed, Brigham Young led them across the desert to found Salt Lake City. The chief objective of the free soil movement was to keep slavery and blacks out of the federal territories. 300 Point Questions The most important and popular topics of paintings in antebellum America were those of the American landscape. The most radical of the black abolitionists was David Walker. In the 1830s and 1840s, Cholera epidemics were the most severe threat to public health in U.S. cities. Some women of the mid-1800s expressed their feminist sentiments by wearing a short skirt with full-length pantalettes, an outfit known as a Bloomer.

II.

III.

 IV

Herman Melville created the epic tale of Captain Ahabs obsession with the pursuit of the great white whale in the novel Moby Dick. 400 Point Questions Edgar Allan Poes works emphasized the theme of the significance of Pain and Horror. In the mid-1800s, the reform impulse in the United States included the idea that man is essentially good and capable of positive change.

The cultural nationalism of American intellectuals of the 1800s generally celebrated the uniqueness of the American Democratic spirit. The best-known novels of James Fenimore Cooper featured tales of the frontiersmen in the American wilderness.

The leading Southern novelists of the 1830s and 1840s wrote romantic eulogies of the plantation system. V. 500 Point Questions Romanticism was the European and American artistic movement of the 1800s that held emotion, intuition, imagination, and individuality as its main values. The philosophy of Transcendentalism held that people should go beyond the realm of the intellect and allow the emotions to relate directly to the universe. According to Nathaniel Hawthorne, Egotism was the serpent that lay at the heart of human misery. The horrified critics of the Oneida Community claimed that they practiced unrestrained Free love. The transcendentalists called for the use of emotion and intuition to go beyond the confines of understanding. BONUS QUESTIONS DOOR - During the 1800s, members of the temperance movement agreed almost unanimously that abstinence should promote the moral self-improvement of individuals. WINDOW - The majority of Northerners regarded the abolitionists as dangerous, fanatical revolutionaries.

VI.