chapter 18 powerpoint an era of reform to what extent did the reform movements of the mid-1800s...

Chapter 18 PowerPoint

An Era of ReformTo what extent did the reform movements of the mid-1800s

improve life for Americans?

An Era of ReformTo what extent did the reform movements on the mid-1800’s

improve life for Americans?Learning Goals/Targets:1. How did the Second Great Awakening spark a ‘Spirit of Reform’?2. What impact did Dorothea Dix have on Prison Reform?3. How did Horace Mann’s leadership lead to Education Reforms? 4. What actions did abolitionist leaders take that paved the way to

End Slavery? Be able to list & describe the actions of 3 abolitionists.

5. Who were the women pioneers for Equal Rights for Women and how did they spread their message?

Key Terms:Reform Second Great Awakening Transcendentalism Abolitionist

Seneca Falls Convention Declaration of Sentiments

Geography Challenge: Use the maps on Setting the Stage to answer the questions. Answers must be restated and in complete sentences.

Geo Challenge: #s 1-3

1. Outline the border of the slave states on your map. Which rivers were along the border between slave states and free states? Locate and label them.

2. 2. Locate and label each of the slave states. Which of them had the largest slave population in 1860? Which slave state had the least number of slaves? How can you tell?

3. 3. Find the major slave trade centers on the map in your book. What role did these cities have in the slave trade?

Geography Challenge: Answers to 1-3

1. The Ohio and Mississippi rivers were along the border between slaves and free states. 2. South Carolina had the largest slave population in 1860, and Delaware had the smallest. The map key tells this information. 3. Slave trade centers were cities where large numbers of slaves were bought and sold. New York and Philadelphia were slave trade centers outside the slave states.Find the major slave trade centers on the map in your book. What role did these cities have in the slave trade?

Geo Challenge: #s 4-6

4. Which new slave states entered the Union between 1812 and 1845? Draw a star for each one. 5. Which three of the new slave states were most important to the growth and expansion of slavery? How can you tell? 6. From which three states were slaves sold in the slave market at Montgomery, Alabama, likely to have come? Write the state names here, and circle them on your map.

Geography Challenge: Answer Key #s 4-6

4. Missouri, Louisiana, Mississippi, Alabama, Arkansas, Florida, and Texas entered the Union between 1812 and 1845. 5. Mississippi, Louisiana, and Alabama were most important to slavery’s expansion and growth. This is shown by their high numbers of slaves on the slave population map. 6. Slaves sold in the slave market at Montgomery came largely from Virginia, North Carolina, and Tennessee.

Geo Challenge #s 7-9

7. In which two states were slaves sold in Kentucky likely to end up? Write the state names here, and shade them on your map. 8. How were slaves transported to be sold in the slave markets at Pensacola and New Orleans? From which states were they transported? Underline those state names. 9. Which slave market was probably the main source from which slaveholders in Arkansas purchased slaves? Label this slave trade center.

Geo Challenge Answer Key: 7-9

7. Slaves from Kentucky were most likely to end up in Tennessee and Mississippi.

8. Slaves arrived in ships by sea from Virginia, North Carolina, South Carolina, Georgia, and elsewhere in Florida. 9. Memphis was probably the main source for Arkansas slaveholders to purchase slaves.

Critical Thinking #10 Possible Answer

10. Most slaves sold to Texas probably arrived by sea because of the distances involved and the relative difficulty and challenges of transporting slaves over land.

10. Why do you think most of the slaves sold to slaveholders in Texas arrived by sea?

Critical Thinking #11

11. Areas with greater population or more agriculture probably had more slaves than other areas.

11. Why do you think certain parts of the South had large numbers of slaves, while other parts did not?

Critical Thinking #12

Transporting slaves by sea from the Atlantic coast through the Gulf of Mexico could allow ships carrying slaves from the Caribbean to mix in with ships carrying U.S. slaves to sell in Gulf coast slave markets like Pensacola and New Orleans.

12. From the routes shown on the slave trade map, why would it have been easy for slave traders to illegally bring slaves into the United States from islands in the Caribbean?

18.1: Introduction• Preview the Key Content Terms. $ the terms you know. ? The terms you think you know. -

+the terms you do not know and are going to learn.• Read 18.1 • List three facts in your packet. • Be prepared to discuss.

18.2: The Spirit of Reform• Read 18.2 in text and complete 18.2 in packet.

1. What was the optimistic message of the Second Great Awakening?

2. Explain how this quotation by Henry David Thoreau reflects the philosophy of transcendentalism: “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears.”

3. How did transcendentalism contribute to the spirit of reform?

Answers On Next Slide

18.2: The Spirit of Reform1. What was the optimistic message of the Second Great Awakening?

People could be saved by doing good works. 2. Explain how this quotation by Henry David Thoreau reflects the philosophy of transcendentalism: “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears.”

Thoreau’s quotation reflects transcendentalism by urging people not to conform to others’ expectations and to be trueto themselves.

3. How did transcendentalism contribute to the spirit of reform?

Transcendentalists added to the spirit of reform by urging people to question society’s rules and institutions.


improve life for Americans?Learning Goals/Targets:1. How did the Second Great Awakening spark a ‘Spirit of Reform’?2. What impact did Dorothea Dix have on Prison Reform?3. How did Horace Mann’s leadership lead to Education Reforms? 4. What actions did abolitionist leaders take that paved the way to End Slavery?

Be able to list & describe the actions of 3 abolitionists.5. Who were the women pioneers for Equal Rights for Women and how did they

spread their message?



18.3: Prison Reform• Read 18.3 and complete your packet.

1. Complete the flowchart to show the conditions in prisons during the mid-1800s and the reforms that were passed.

2. Complete the sensory figure of Dorothea Dix to show her possible thoughts, feelings, and experiences.

Answers on next slide.

18.3: Prison Reform1. Possible answers: – Conditions: • Prisoners were locked in cages. • Children were jailed with adults. • Debtors were imprisoned for years. • The mentally ill were locked away in crowded prisons.

Reforms: • Massachusetts and other states created public asylums for

the mentally ill. • State governments stopped putting debtors in prison. • Most states created special justice systems for children.

18.3: Dorothea Dix

With my eyes, I see dirty, overcrowded jails.

With my heart, I feel resolved to fight for the rights of the mentally ill.

With my hands, I write detailed reports of the conditions of state prisons.

With my feet, I travel to prisons to document the horrible conditions.

18.3 Connection

• Take a few minutes and research recent prison reform. You may want to use the term correctional facilities.

• Create a Venn Diagram to compare and contrast today’s prison system to the prison system during and immediately after the Era of Reform of the mid 1800s (1840 to 1880).



Be able to list & describe the actions of 3 abolitionists.5. Who were the women pioneers for Equal Rights for Women and how did they

spread their message?



18.4: Education ReformRead and answer the questions from 18.4

1. Complete the flowchart to show the conditions of public education in the mid-1800s and the reforms that were passed. (Answers on next slide.)

2. Complete the sensory figure of Horace Mann to show his possible thoughts, feelings, and experiences.

1. Possible answers: Conditions: – Schools were often only part time and a single

room. – Teachers had limited education and received

little pay. Reforms: – In Massachusetts, citizens voted to pay teachers

higher salaries and to establish special training schools for teachers.

– By 1850, white boys in many states attended free public schools. In the 1860s, most public universities accepted female students.

Horace Mann

With my eyes, I see poor children stealing and destroying property when they should be in school.

With my mouth, I speak out for the need for public schools.

With my heart, I believe that women and African Americans should have more educational opportunities.

18.4 Connection

• Take a few minutes and research recent education reform and current educational policies.

• Create a Venn Diagram to compare and contrast today’s educational system to the educational system during and immediately after the Era of Reform of the mid 1800s (1840 to 1880).


improve life for Americans?Learning Goals/Targets:1. How did the Second Great Awakening spark a ‘Spirit of Reform’?2. What impact did Dorothea Dix have on Prison Reform?3. How did Horace Mann’s leadership lead to Education Reforms?

4. What actions did abolitionist leaders take that paved the way to End Slavery? Be able to list & describe the actions of 3 abolitionists.




18.5: The Movement to End Slavery• Read 18.5 and answer the questions.

Complete the sensory figures to show the possible thoughts, feelings, and experiences of each abolitionist:• William Lloyd Garrison• Fredrick Douglass• Sojourner Truth

William Lloyd Garrison

With my heart, I feel outrage at the institution of slavery.

With my ears, I hear proslavery groups destroying my printing press and burning my house.

With my hands, I write about the abolitionist movement in my newspaper, The Liberator.

Fredrick Douglass

With my eyes, I see slave children being treated cruelly.

With my hands, I write about the injustices of slavery in my newspaper, the North Star.

With my mouth, I speak to abolitionist groups about the conditions of slavery.

Fredrick Douglass Speech

18.5 Connection

• Take a few minutes and research recent civil right reform and current civil rights policies.

• Create a Venn Diagram to compare and contrast today’s civil rights to those during and immediately after the Era of Reform of the mid 1800s (1840 to 1880).

Sojourner Truth

With my eyes, I see women and African Americans being treated as inferior.

With my mouth, I preach and speak out about injustices my people face.

With my heart, I feel optimistic that God will end slavery peacefully.

Then: Scene from “Roots”.

Now: Clip from “Bloody Sunday” Memorial.

Obama "Bloody Sunday" Memorial



Be able to list & describe the actions of 3 abolitionists.




18.6: Equal Rights for Women

Read and answer the questions for 18.6

1.Complete the flowchart to show the conditions of women in the mid-1800s and the reforms that were passed.

2. Complete the sensory figure of Elizabeth Cady Stanton to show her possible thoughts, feelings, and experiences.

18.6: Equal Rights for Women

1. Men control their wives’ money and property. 2. Husbands can discipline wives however they want. 3. Women cannot speak in public. 4. Women have no representation in government.

1. Massachusetts and Indiana passed more liberal divorce laws.

2. Elizabeth Blackwell started her own hospital and medical school.

3. Eventually, women gained the right to vote.

CONDITIONS:

REFORMS:

Women’s Rights Video

Women's Right Video Link

http://app.discoveryeducation.com/player/view/assetGuid/66BE6FC8-048F-43C6-AB8C-E1622279C5BD

18.6: Elizabeth Cady StantonWith my eyes, I see women not being allowed to vote and being treated like slaves by their husbands.

With my heart, I feel compelled to speak out that all men and women are created equal and deserve equal rights.

With my hands, I write speeches that call for women to be given the right to own property, to practice professions, and to vote.

Women’s RightsSusan B. Anthony Video

http://www.history.com/topics/holidays/womens-history-month/videos/the-people-speak-3

18.6 Connection

• Take a few minutes and research recent women’s rights reforms and current women’s rights policies.

• Create a Venn Diagram to compare and contrast today’s women’s rights to those during and immediately after the Era of Reform of the mid 1800s (1840 to 1880).

Era Of Reform Video

Processing: Complete the processing page of your packet.

Complete the Claim, Support, Question page in your packet. You will be able to use this on the written response test.

Complete the EQ goal sheet and reflection (parts 1 and 2). Complete the final ranking page for each of the five learning goals.

chapter 18 powerpoint an era of reform to what extent did the reform movements of the mid-1800s...

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