unit title: reform movements of antebellum...

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8th Grade U.S. History Unit: Reform Movements in Antebellum America

Unit Introduction/Overview:

The purpose of this unit of instruction is to present students with the information necessary to build the knowledge and understanding needed to recognize and describe major reform movements that took place in the United States prior to the Civil War. The movements covered include: the origins of the American education system and contributions of Horace Mann, the formation and development of the abolitionist movement, antebellum women’s rights movement, antebellum temperance movement and the role of religion in shaping antebellum reform movements. Students will be required to explain, describe, analyze and evaluate information throughout this unit and will achieve mastery by demonstrating each of these skills.

Unit Rationale:

This information is important for students to learn because studying history shows us what it means to be human. Events that happened in the past teach the true nature of man, teach about his troubles with himself, his inner turmoil and about his difficulties in living with others. If history is taught in an engaging way, teens learn about the significance of past events and personalities, and can relate them to their own lives. I believe that studying history encourages intellectual growth, as well as serving an important civic and moral function. When teens learn about the values that built the country they live in, the wars that were fought to protect certain ideals, the triumphs and failures of different leaders and societies – they can better understand how their own society was shaped, and what their role in it is. With knowledge of history, young people have the opportunity to learn from the tragic mistakes of past individuals and societies, and to prevent the same mistakes being made over again. This unit provides examples of ordinary people doing great things to help facilitate changes in our country that benefit the masses; with this knowledge they can also be inspired to dream bigger dreams and do greater things in their own lives.

Content Standards:

8-U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education. (C2)

8-U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g. John Brown and the armed resistance, Harriet Tubman and the Underground railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2)

8-U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g. Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (C2)

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8-U4.3.4 Analyze the goals and effects of the antebellum temperance movement. (C2)8-U4.3.5 Evaluate the role of religion in shaping antebellum reform movements. (C2)

All of these content standards also address the following National Civics Standard: C2 Values and Principles of American Democracy.

KUDsGLCE – code and exact wording.

Verbs Know – What will students know upon learning this?

Understand – What will students understand?

Do – What will students do to show they understand?

Vocabulary I Can

8-U4.3.1Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education.

Explain Students will know that Horace Mann argued for public school reform and will also be able to name and explain Mann’s six principles for public school reform: (1) public should not remain ignorant; (2) education should be paid for, controlled, and sustained by an interested public; (3) education provided in schools that embrace children from all backgrounds; (4) education must be non-sectarian; (5) education must be taught by the spirit, methods, and discipline of a free society; and (6) education should be provided by well-trained, professional

Students will understand that the public school system did not always exist the way it does today. Students will understand that Horace Mann developed a list of reforms that would be adopted by many states across the nation.

(1) Students will research Horace Mann and American schools in the 1800s on the computer then present their findings in small groups to complete a graphic organizer/guided notes page. (2) Using the information gathered previously and doing additional research online, students will write a news article that tells who Horace Mann is, and

compulsoryHorace Mannreformprinciplecampaign

I CAN… tell when the American education system was reformed to resemble what we see today.I CAN… tell who Horace Mann is and his role in public education reform.

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teachers. explain how his six principles will impact public education reform.

8-U4.3.2Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, Frederick Douglass, and William Lloyd Garrison), and the response of southerners and northerners to

Describe Students will be able to name the major leaders of the abolitionist movement and state their contributions toward abolishment of slavery.

Students will understand that being a slave was extremely difficult and the road to freedom was dangerous and often blocked. Students will understand that not all southerners supported slavery and not all northerners opposed it.

(1) Students will use the computer and text material to research various abolitionist leaders. Using a jigsaw strategy, students will complete research and present an essay to their group.(2) Students will complete an Underground Railroad/Harriet Tubman Web Activity; (3)Students will work in small groups to create a skit using informational cards given by the teacher that would describe life from the different perspectives of

abolitionistJohn BrownHarriet TubmanUnderground RailroadSojourner TruthFrederick Douglass

I CAN… tell what the abolitionist movement was and why it happened.I CAN… name at least 3 important leaders of the abolitionist movement and tell their contribution.I CAN… tell what the Underground Railroad was.I CAN… give at least 2 examples of how people in the South responded to the abolitionist movement.I CAN…give at least 2 examples of how people in the North responded to the abolitionist movement.

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the abolitionist movement.

people involved in the abolitionist movement: slave, slave-owner, abolitionist leaders, Underground Railroad conductor/stop, supporters, detractors, etc. (4) Students will complete a graphic organizer/guided notes page to describe the different responses to the abolitionist movement by the North and the South.

8-U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (Susan B. Anthony) and comparing the Seneca

AnalyzeDiscuss

Students will know that women had to literally fight for the right to vote; women went to jail for speaking up for themselves.Students will know what the Seneca Falls Resolution was and be able to cite similarities to the Declaration of Independence. Students

Students will understand that the road to gaining votes for women was not an easy one. Students will also understand the contribution of Susan B. Anthony.

(1) Students will use a handout, The Antebellum Women’s Rights Movement to complete a graphic organizer that highlights the major leaders of the movement and their main contributions. (2)

antebellumsuffrageSusan B. AnthonySeneca Falls Resolution

I CAN… tell what the women’s rights movement was and give at least 2 examples of its goals.I CAN… tell who Susan B. Anthony was and her role in the women’s rights movement.I CAN…point out

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Falls Resolution with Declaration of Independence.

will also know who Susan B. Anthony was and how she fit into the women’s rights movement.

Students will create advertisement posters for suffrage events and for the Seneca Falls convention. They will come up with a catchy slogan using historically accurate language and include specific goals as discussed in class. Posters drawn for the Seneca Falls convention will need to include language that illustrates the parallels b/n the goals of the convention and wording of the Declaration of Independence. Students will then present their poster to the class with a persuasive argument for women’s rights.

at least 3 similarities or differences between the Seneca Falls Resolution and the Declaration of Independence.

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8-U4.3.4Analyze the goals and effects of the antebellum temperance movement.

Analyze Students will know that the temperance movement urged people to drink little or no alcohol and was implemented in an attempt to curb the rising number of people suffering from alcohol abuse. Temperance groups distributed pamphlets, held rallies and gave speeches warning people of the dangers of liquor.

Students will understand the goals of the temperance movement and how its effects are still relevant to today’s classroom and society.

Students will analyze the temperance movement and its goals by completing the “Death to King Alcohol” Lesson in which they will work in groups to present information from given text; there will be four groups: a song group, an image group, a story group, and a lecture group. Each group will be given a different set of materials from which to develop a presentation on the temperance movement.

temperance I CAN…list at least 3 goals of the antebellum temperance movement.I CAN…analyze effectiveness of the temperance movement through small group conversation.

8-U4.3.5Evaluate the role of religion in shaping antebellum reform movements.

Evaluate Students will know that religion played a huge role in people’s lives. Students will evaluate how the church influenced almost every aspect of a person’s life

Students will understand how religion shaped the reform movements. They will understand how

Students will work in jigsaw groups to create a report evaluating the different ways religion helped to shape the various

reform I CAN…tell how religion helped shape the views of the participants in the abolitionist movement. I CAN… tell how

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and was a driving force in each of the major reform movements.

certain parts of each movement stemmed from religious influence/input.

reform movements.Each group will work on a different movement and then be split to present in different small groups comprised of representatives from each of the movements.

religion helped determine what should be included in the reform and development of new standards for free public education.I CAN…tell how religious views and beliefs helped structure the women’s rights movement. I CAN…tell how religious beliefs and views help focus the ideals embraced by the temperance movement.

2. Assessment ideas: Assessment of student learning for this unit will happen in two ways:

1. Students will choose one of the reform movements and create a power point presentation to share with the class at the close of the unit. This project will be scored using a rubric the students receive as part of the instruction packet.

2. Students will complete a pencil and paper test comprised of: a section containing student-response items (multiple choice, fill in the blank and matching); a section containing essay/short answer type questions; and a section containing a performance assessment task.

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This test will be scored using a checklist for the SRA portion, and a rubric for the EWRA and PTA portions.

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lesson 1--Unit Vocabulary: “Power Point Vocabulary”—Students will draw on prior knowledge of how to create power point slides to design a slide that portrays the vocabulary words for this unit.1. Teacher will divide the class into pairs or trios.2. Assign each group 1-2 vocabulary word(s) and instruct them to design a power point slide to help others learn/remember the meaning of the word.3. Have them design the slide so the word comes up at the end. This way students reviewing the slideshow for practice can check to see if they have the correct word.

--Prior to Group work class will talk about the necessity of knowing new words, and reviewing the meanings of known words in order to understand new concepts.--Teacher will monitor and assist students as needed by walking around the classroom.--As slides are completed they will be compiled into a slideshow and played for the class.--The slideshow can run in a loop on one of the computers in the room to provide the students will opportunity to review the words as necessary.--This activity will take most, if not all, of one 45-50 minute class period.

List of vocabulary words. (Resource A)

Computer access for each group of students.

Lesson 2--Unit Vocabulary (2):

1. Teacher will divide the class into teams; 2 or 3 depending on class size. There are 18 vocab words and each requires one student. Smaller teams can be used, giving 2 words to each student.2. Each student will receive 1 or 2 vocabulary cards. Each card will have a question: “I have…(vocab word)”

--Teacher will have a deck (or more) of “I have…Who has…?” vocabulary cards created before class.--Teacher will monitor class while they play/review words.--This activity can take as long---or as little time as needed. Can be used as filler, for review, or in addition to initial vocabulary lesson.

Deck(s) of “I have…Who has…?” cards for vocabulary game. (Resource B)

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and a definition of a different word: “Who has….(definition)?” 3. One student will begin by reading the “Who has” question on one of their cards.4. The student that has the card with the vocabulary word that corresponds with the definition will stand up and say, “I have ________. Who has______?”5. Game will continue until everyone’s cards have been read.6. The team that finishes first wins.Lesson 3--Reforming Education:

Students should know that schools and the education system haven’t always been the way they are today; schools in the 1800s were vastly different, if they existed at all.1. As a class, in partners, or independently, students will read the informational text on Horace Mann and education reform---filling in a graphic organizer as they go.2. Students will share their findings as a whole group.3. Class will be divided into pairs or trios and assigned to a classroom computer.4. Students will access the site: http://library.thinkquest.org/J002606/mid1800s.html5. At this website students will discover what American elementary schools in the mid-1800s were like. The will be required to find 5 things that are different from schools today that will be shared with the entire class. GLCE—8-U4.3.1

--Teacher will pass out paper with graphic organizer and explain its use.--Teacher will walk around room to make sure everyone in the class understands what to do.--Teacher will say, “Check with your neighbor to see if they need help.”--Teacher will monitor class time and student progress while students are doing computer research---should take no longer than 15-20 minutes.--Teacher will guide whole class discussion on research findings.--This lesson should require one 45-50 minute class period.

Graphic organizer. (Resource C) Informational text enough for

every two students. (Resource D) Computers with internet access.

Lesson 4—Reforming Education (2): --Teacher will have examples of newspapers and magazines available

Informational text on Horace Mann and Education Reform

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Students will need information previously gathered about Horace Mann and Education Reform.1. Students will work with a partner to design interview questions and formulate possible answers according to the research information they have.2. Students will refer to newspapers and magazines as necessary for guidance on article format.3. Students will work in pairs to write an article that tells who Horace Mann is and explains how his principles impacted public education reform.4. Students will have a rubric to follow that shows what is required to produce an exemplar article.GLCE—8-U4.3.1

for students to use as reference for article format.--Teacher will furnish a rubric that tells students what is required to produce a quality piece of work.--This activity will require one to two 45-50 minute class periods.

(Resource D) Brainstorm list of possible

interview questions. Newspapers/Magazines Rubric for article. (Resource E)

Lesson 5—Abolitionist Leaders

1. Each group of 5 students will be given a list and short description of the major leaders in the abolitionist movement.2. Students will divide the list so that each leader is assigned to one student.3. Students will then split from this “home” group and meet with an “expert” group---the other students in the class that also have the same leader to research.4. As an expert group, students will work at a computer to research facts about their given abolitionist.5. Together they will use the information gathered to write a short biographical essay that tells about the persons life and their contributions to the abolitionist movement.6. After writing the essay, experts will return to their home group to “teach” them about the person they researched.

--Review with students about what an abolitionist was.--Class discussion about goals of the abolitionist movement.--Divide class into groups of 5 students each.--Each group will get one list of abolitionist leaders.--Monitor computer research and assist with essays as necessary.--Teacher will furnish a rubric that tells students what is required to produce a quality essay.--This activity will take two 45-50 minute class periods. Students will spend the first day doing research and the second day writing and presenting.

Lists of Abolitionist leaders with short description. (Resource F)

Computers with internet access. Rubric for essay. (Resource G)

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7. Home groups will assemble the essays as a booklet to be used as classroom reference about the abolitionist movement.GLCE—8-U4.3.2Lesson 6—The Underground Railroad (1): Virtual Journey

1. Students will be divided up into groups of 3-4.2. Each group will share one computer.3. Students will access the National Geographic website to take a virtual journey on the Underground Railroad.4. Students will gather information on the different participants along the way and the role they play.5. They will see the different places slaves stopped and each state they had to pass through.6. Ask students to discuss whether they think they would have assisted in helping the slaves to freedom if they had been free individuals living at the time. Ask them to consider the pros and cons of their decisions, including the dangers for themselves if they decided to help.7. Groups will read about the Fugitive Slave Act, Harriet Tubman and Levi Coffin.8. Which of these people would they have been most likely to resemble in their efforts to help free the slaves, and why? Have them answer this question in a class discussion and/or in writing.GLCE—8-U4.3.2

-- When students come into class display slideshow of slave pictures, primary documents of fugitive slave act and reward posters; possibly with slave music playing in the background.--The teacher will discuss the Underground Railroad further by accessing the web pages via the computer.--She will show the students pictures of slaves, the houses that they livedin, and the route in which they traveled to reach freedom.--Teacher will provide website access or printed material for reading.--This activity will require one 45-50 minute class period.

Computers with internet access Handouts/web pages: “Fugitive

Slave Act”, “The Underground Railroad Table of Contents”, “Harriet Tubman”, “Levi Coffin: President of the Underground Railroad.” (Resource H)

National Geographic website

Lesson 7—The Underground Railroad (2): Role Play/Skits

Students will draw on prior knowledge gained in

--The teacher will help students to brainstorm different roles occupied by people operating the Underground Railroad.

Cards with roles and description of participants in the Underground Railroad. (Resource I)

Note cards for exit cards.

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previous lessons to complete the following activity.1. Students will be divided into groups of 4 students each.2. Using a group of cards labeled with roles of participants, students will put together a skit that illustrates the journey of a slave from oppression to freedom.3. Groups will present their skit to the class who will try to guess who was playing which role.4. If time allows, students in each group can trade roles and re-present.5. Students will complete an exit card answering, “What did you learn today? Which part did you enjoy the most?”GLCE—8-U4.3.2

--Teacher will demonstrate how students will work in groups torole play the different jobs it took to make the Underground Railroad such a success.--During the presentation portion of this lesson, each group will have a chance to present.--Students will complete exit cards stating what they learned today and what they liked best.--This lesson should take one 45-50 minute class period.

Lesson 8—North vs. South: Who thought what?

Students will draw on their prior knowledge of slavery, abolitionist movement and relations between the North and South.1. Students will work together to complete guided notes/graphic organizer using textbook or online resources.GLCE—8-U4.3.2

--Teacher will guide class discussion on how North and South might have felt differently about the abolitionist movement.--Talk about why the North might feel different than the South, and vice versa.--Teacher will display a blank guided not sheet or graphic organizer to explain what students will be doing.--This activity will take approx. 20-30 minutes.

Graphic organizer/guided notes sheet. (Resource J)

Textbook/website

Lesson 9—Antebellum Women’s Rights

1. Students will partner read “Antebellum Women’s Rights: A Brief History”.2. Students will complete a guided notes page that outlines the major leaders and their major contributions to the women’s rights movement.

--Teacher will provide written material for reading.--Teacher will guide class discussion of main points provided in article.--This activity will require one 45-50 minute class period.

Handout of article, “Antebellum Women’s Rights: A Brief History” (Resource K)

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3. The class will review the main points noted by each pair of students.GLCE—8-U4.3.3Lesson 10—Women’s Rights Movement

1. Students will each create two posters. One to advertise a suffrage event; the other to advertise the Seneca Falls Convention.2. Students will spend time using computers and handouts to compile facts for their posters.3. They will come up with an eye catching slogan for each poster using historically accurate language.4. Posters drawn for the Seneca Falls convention will need to include language that illustrates parallels between the goals of the convention and the wording of the Declaration of Independence.5. Students will present their posters to the class.GLCE—8-U4.3.3

--Teacher will ask students to think about who had which rights during the mid-1800s and why it might be important for women to gain rights, namely the right to vote.--Students will be given a rubric for poster construction and presentation guidelines.--This activity will require two 45-50 minute class periods. Possibly starting on a Friday and finishing up on a Monday to allow students the weekend as extra work time should they choose to use it.

Poster paper Colored pencils, markers, scissors,

glue, etc. Computers with internet access. Handouts of the Declaration of

Independence and the Seneca Falls Resolution (Resources L and M)

Rubric for poster construction. (Resource N)

Lesson 11—The Temperance Movement

1. Students will read excerpts from Timothy Shay Arthur’s “Strong Drink, the Curse and the Cure.” 2. Students will fill in the “Problem of Alcohol” worksheet.3. Students will listen to the audio recording of “King Alcohol”4. Class discussion on the reading and worksheet.5. Students will red through the “Constitution and Pledge of the Washington Temperance Society.”6. Students will be divided into four groups and given assignment packages for examining different methods of persuading people to be temperate: Groups—song group, image group, story group and lecture group.

--Teacher will work with students during first readings to make sure they understand what the temperance movement was and what it hoped to accomplish.--Teacher will meet with each group as they begin their assignment to make sure they are on the right track.--Time required for this lesson is two 45-50 minute class periods.

Copy’s of Timothy Shay Arthur’s “Strong Drink, the Curse and the Cure.” (Resource O)

“Problem of Alcohol” worksheet. (Resource P)

Audio recording of “King Alcohol.” (lyrics/words--Resource Q)

“Constitution and Pledge of the Washington Temperance Society.” (Resource R)

Song group assignment pages (Resource S)

Image group assignment pages (Resource T)

Story group assignment pages (Resource U)

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7. Students will work as a group to develop their assigned approach.8. Each group will present in their given format to the rest of the class.GLCE—8-U4.3.4

Lecture group assignment pages (Resource V)

Lesson 12—Role of Religion in Reform

1. Students will work in jigsaw groups to create a report that evaluates the different ways religion worked to influence the various reform movements.2. Home groups will split to work in expert groups that will focus on one reform movement each.3. Expert groups will use computers for research as needed to compile examples of religious influence for their assigned reform movement.4. Experts will return to the home group with the information they collected.5. The home group members will work together to create a report that covers all four movements and the religious influence seen in each.6. Home groups will present their report to the class.GLCE—8-U4.3.5

--Class brainstorm list of things that influence the choices we make on a daily basis.--Talk about life in 1800s and large role the church played; for many people, the only time they weren’t working was when they were at church.--Teacher will provide a rubric for the written report.--Allowing ample time for credible research, this activity will require two 45-50 minute class periods.

Computers with internet access Rubric for report (Resource W)

Fully Expanded Lessons following Madeline Hunter’s model:

Lesson One:

Subject Area: American History

Grade Level: 8

Unit Title: Reform Movements in Antebellum America

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Lesson Title: Unit Vocabulary—Power Point Vocabulary

Objectives:

Students will know the vocabulary necessary to this unit. Students will be able to match vocabulary words to meaning. This lesson allows students to collaborate and create an eclectic collection of vocabulary slides to present to the class.

Materials/Resources Needed:

List of unit words Computer access for each group of students.

Anticipatory Set:

Talk about necessity of knowing new words, reviewing the meanings of known words, in order to understand new concepts.

Objective/Purpose:

I Can…match unit vocabulary words with their meaning. I Can…create a power point slide to help the class remember the meaning of a vocabulary word.

Input:

Students will draw on prior experience of creating power point slides.

Model:

Direct students on how to complete the vocabulary lesson.

Check for Understanding:

Guided Practice:

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Teacher will divide the class into pairs or trios. Assign each group a vocabulary word and have them design a power point slide to help others remember the meaning of the word. Have them design the slide so that the word comes up at the end. This way the students reviewing the slideshow for practice can check if they have the correct word.

Closure:

Put all slides together into a slideshow and play it for the class.

Independent Practice:

Have the slideshow repeat on one of the computers in the classroom. This will help the students review the words during the week.

Lesson 2:


Grade Level: 8


Lesson Title: “I have…Who has…?” Vocabulary Card Game

Objectives:

Students will know the vocabulary necessary to this unit. Students will be able to match vocabulary words to meaning.


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Deck(s) of “I have…Who has…?” cards for vocabulary game.

Input:

Students will use information gathered in previous lesson about unit vocabulary.

Model:

Teacher will discuss rules for playing the vocabulary game. Teacher will model the game, showing students exactly what they will do.


Ask for and questions or need for clarification.

Guided Practice:

Teacher will pass out cards. Students will play according to rules explained previously. When all cards have been read, game is over. This activity should take no longer than 20 minutes and will take less time each time.

Closure:

Independent Practice: n/a

Lesson 3:


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Grade Level: 8


Lesson Title: Reforming Education

Objectives:

8-U4.3.1—

Students will know who Horace Mann is and his contributions to reform of public education. Students will know what principles of education today began with Horace Mann.


Textbook…Chapter on the “Age of Reform” Computer with web access Paper for graphic organizer

Anticipatory Set:

Class discussion about changes that could/should be made to the school, classrooms, education system, etc.

Objective/Purpose:

I Can...tell when the American education system was reformed to resemble what we see today. I Can…tell who Horace Mann is and talk about some of his six principles for public education reform.

Input:

Students should know that schools and the education system haven’t always been the way they are today. Schools in the 1800s were vastly different, if they existed at all.

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Model:

With class make outline for graphic organizer to collect notes. Divide paper into two columns: label one “Horace Mann” and the other “reform principles.”


Teacher will walk around the classroom while students are setting up the graphic organizer to make sure everyone is understanding what to do.

Teacher will say, “Check your neighbor to see if they need a hand.”

Guided Practice:

As a class, in partners, or independently, students will read the section on Horace Mann and education reform in their textbook, filling in the organizer as they go.

After reading through the text material, go over the organizer as a class to make sure everyone has the required information written down. When everyone has the notes complete, the teacher will divide the class in to groups. Each group will be assigned to a computer and

instructed to log in and go to the website: http://library.thinkquest.org/J002606/mid1800s.html. At this site students will discover what American elementary schools in the mid-1800s were like. This activity will require one 45-50 minute class period.

Closure:

Students will be required to share with the class new information they found.


Lesson 4:


Grade Level: 8

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Lesson Title: Education Reform 2

Objectives:

8-U4.3.1—

Students will use what they know about Horace Mann and education reform to write an article depicting an interview with the reformer.


Actual newsprint for examples. Paper/pencil

Anticipatory Set:

Brainstorm questions that might be asked in an interview setting. Create a list of possible questions and/or topics of conversation.

Objective/Purpose:

I Can…organize what I know into a paper that is easy to read and understand. I Can…talk about education reform and compare it to what we have today.

Input:

Students will use their graphic organizers from the previous lesson.

Model:

Teacher will have examples of newspapers and magazines available for students to use as reference. Teacher will furnish a rubric for the article that tells students what is required to produce an exemplar article.

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Teacher will “kid-watch” and ask questions/clarify as needed as she walks around the room while students are working.

Guided Practice:

Students will work with a partner to ask interview questions and form possible answers. Students will refer to newspapers and magazines as necessary for guidance on article format. Students will write an article that tells who Horace Mann is and explains how his principles will impact public education reform. Students will have a rubric to follow that shows what is required to produce and exemplar article. This activity will take one to two 45-50 minute class periods.

Closure:

Articles will be evaluated according to the rubric.


Lesson 5:


Grade Level: 8


Lesson Title: Abolitionist Leaders

Objectives:

8-U4.3.2—

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Students will be able to name 3 major leaders of the abolitionist movement. Students will be able to describe the leaders’ contributions to the movement.


List of abolitionists with description: Harriet Tubman, Sojourner Truth, Frederick Douglass, William Lloyd Garrison, John Brown. Computers with internet access. Graphic organizer for note taking. Paper, pencils.

Anticipatory Set:

Review with students what an abolitionist was. Review the goals of the abolitionist movement. Brainstorm some names of abolitionist leaders students may have heard.

Objective/Purpose:

I Can…name at least 3 important leaders of the abolitionist movement and tell what their major contribution was.

Input:

Student should know what the abolitionist movement was.

Model:


Guided Practice:

The teacher will divide the class into groups to work using the jigsaw strategy. Students will be assigned a specific abolitionist leader in their home group. Students will split from their home group to work in “expert” groups where each member is researching the same person. Students will work as an expert group and use the computer to research facts about their given abolitionist.

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Together as a group, they will write a short biographical essay that tells about the person’s life and their contribution to the abolitionist movement.

After writing the essay, “experts” will return to their home group to present the research and teach the other members about the abolitionist leader.

Students will be given a rubric that describes what kind of work is expected to earn full credit. This activity will take two 45-50 minute class periods. Students will spend the first day doing research and the second day writing and

presenting.

Closure:

Home groups will put the essays together to form a booklet for use as classroom reference about the abolitionist movement.


Lesson 6:


Grade Level: 8


Lesson Title: The Underground Railroad (1)

Objectives:

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8-U4.3.2—

Students will know what the Underground Railroad was and why it was formed.


Computers with web access. Underground Railroad Virtual Journey – http://www.nationalgeographic.com/features/99/railroad/ Fugitive Slave Act of 1850 Posters -- http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/SlaveLaw.htm The Underground Railroad Table of Contents -- http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/contents.htm Harriet Tubman -- http://www.greatwomen.org/women.php?action=viewone&id=159 Levi Coffin -- http://www.indianahistory.org/pop_hist/people/coffin.html

Anticipatory Set:

When students come into class display slideshow of slave pictures, primary documents of fugitive slave act and reward posters; possibly with slave music playing in the background.

Objective/Purpose:

I Can…tell what the Underground Railroad was.

Model:

The teacher will discuss the Underground Railroad further by accessing theWeb pages via the computer.

She will show the students pictures of slaves, the houses that they livedin, and the route in which they traveled to reach freedom.


Teacher will ask/say, “Does that make sense?”; “thumbs up if you understand/down if you need more information”; “any questions?”

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Guided Practice:

By using the Web pages, the students will be able to seewhere the Underground Railroad took place and will realize its importance.

The teacher will access the National Geographic website. She will divide the class into four groups and have each group sit at a computer. She will have them access this website also and describe to them that they are going to take a "journey" on the Underground Railroad. Each group will access the Web page and follow along with the journey. They will see the different places that slaves stopped, and each state that they had to pass through. Students will gather data on the different participants and the roles they played. Students will discuss whether they think they would have assisted in helping the slaves to freedom if they had been free individuals living

at the time. Ask them to consider the pros and cons of their decisions, including the dangers for themselves if they decided to help. Groups will read about the Fugitive Slave Act, Harriet Tubman and Levi Coffin. Which of these people would they have been most likely to resemble in their efforts to help free the slaves, and why? Have them answer

this question in a class discussion and/or in writing. This activity will require one 45-50 class period.

Closure:

This activity gives the students a chance to feel as though they are actual slaves andallows them to make different choices along the way.


Lesson 7:


Grade Level: 8


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Lesson Title: The Underground Railroad (2)

Objectives:

8-U4.3.2—

Students will be able to describe the functions of the different parts/people that worked together to have the Underground Railroad be a successful way for escaped slaves to reach freedom.


Note cards with roles and role descriptions printed on them. paper, markers, colored pencils, props

Anticipatory Set:

Students brainstorm different roles occupied by people operating the Underground Railroad

Objective/Purpose:

I Can…describe the roles of different people that worked together to help make the Underground Railroad successful.

Input:

Students will draw on prior knowledge gained in previous lessons.

Model:

Teacher will demonstrate how students will work in groups to role play the different jobs it took to make the Underground Railroad largely a success.


Monitor for understanding by walking among students as they plan in their groups.

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Guided Practice:

Teacher will divide students into groups of 4 students each. Groups will be given a pack of cards that have been labeled with a specific role/job along with a description of that job. Group members will decide who will portray each role. Groups will plan a presentation in which they role play their given ‘jobs’ for the entire class—who will then try and guess who was

playing which role. Activity will be repeated until each group has had a chance to present. If time allows, students can trade roles and perform again. This activity should take no longer than one 45-50 minute class period.

Closure:

Small group discussion about success or failure of today’s activity. Ideas for improvement or change---exit cards?


Lesson 8:


Grade Level: 8


Lesson Title: North vs. South: Who thought what?

Objectives:

8-U4.3.2—

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Students will be able to give examples of how Northerners and Southerners each responded to the abolitionist movement.


Text book or online text book at www.glencoe.com. Computers with internet access. Guided notes/graphic organizer

Anticipatory Set:

Class discussion about how the North and South might have different views on abolition. Talk about why the North might feel different than the South and vice versa.

Objective/Purpose:

I Can… give 2 examples of how the South responded to and/or felt about the abolitionist movement. I Can…give 2 examples of how the North responded to and/or felt about the abolitionist movement.

Input:

Students will draw on their prior knowledge of slavery, abolitionist movement and relations between the North and South.

Model:

Display a blank guided note sheet or graphic organizer to explain what students will be doing.


Kid-watch to gauge student understanding.

Guided Practice:

Students will work to complete guided notes/graphic organizer using textbook or online resources. This activity will take approx. 20-30 minutes.

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Closure:

Whole class discussion on differences in view from the North and South with regards to the abolitionist movement.


Lesson 9:


Grade Level: 8


Lesson Title: Antebellum Women’s Rights: A Brief History

Objectives:

8-U4.3.3

Students will be able to name leaders of the Women’s Rights Movement and their major contributions. Students will be able to explain what the women’s rights movement stood for.


Copies of article, “Antebellum Women’s Rights Movement: A Brief History”

Anticipatory Set:

Talk about rights—what they are, why they’re important, what life would be like without them.

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Objective/Purpose:

I Can…tell what the women’s rights movement was. I Can…name some of the goals of the movement.

Input:

Model:


Guided Practice:

Students will partner read the given article and note each leader along with their specific contributions to the women’s rights movement.

Closure:

Teacher will guide a discussion on major points and information from the article.


Lesson 10:


Grade Level: 8


Lesson Title: Women’s Rights Movement (1)

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Objectives:

8-4U.3.3—

Students will know that women had to literally fight for the right to vote. Students will know what the Seneca Falls Resolution was and be able to cite similarities to the Declaration of Independence. Students will know who Susan B. Anthony was and how she fit into the women’s rights movement.


Poster paper Colored pencils, markers, scissors, glue Computers with internet access Handouts of the Declaration of Independence and the Seneca Falls Resolution Rubric for poster construction and presentation

Anticipatory Set:

Class discussion of rights—who had which rights during the mid-1800s. Why might it be so important for women to gain rights, such as the right to vote?

Objective/Purpose:

I Can…tell what the women’s rights movement was and give 2 examples of its goals. I Can…tell who Susan B. Anthony was and her role in the women’s rights movement. I Can…point out at least 3 similarities or differences between the Seneca Falls Resolution and the Declaration of Independence.

Input:

Key terms: antebellum, suffrage, Susan B. Anthony, rights, Seneca Falls Resolution

Model:

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Guided Practice:

Students will create advertisement posters for suffrage events and for the Seneca Falls convention. Students will spend some time using computers and handouts to compile facts for their posters. They will come up with a catchy slogan using historically accurate language for each of the posters. Posters drawn for the Seneca Falls convention will need to include language that illustrates parallels between the goals of the convention

and the wording of the Declaration of Independence. Students will present their posters to the class with a persuasive argument for women’s rights. Students will be given a rubric for poster construction. This activity will require two 45-50 minute class periods.

Closure:

Activity will close with presentation of posters. Substantive conversation in small groups or as whole class as to level of success of this activity.


Lesson 11:


Grade Level: 8


Lesson Title: Death to King Alcohol (by Jennifer Erbach)

Objectives:

8-U4.3.4—

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Students will utilize 19th century songs, drawings, stories, and lecture materials to explore the temperance movement in the United States during the 19th century.

Students will form a classroom Washington Temperance Society and work in groups to analyze temperance campaign strategies


Copy’s of Timothy Shay Arthur’s “Strong Drink, the Curse and the Cure.” “Problem of Alcohol” worksheet. Audio recording of “King Alcohol.” “Constitution and Pledge of the Washington Temperance Society.” Song group assignment pages Image group assignment pages Story group assignment pages

Lecture group assignment pages

Anticipatory Set:

Play the audio recording of "King Alcohol." Throughout the 19th century, various societies and organizations formed with the goals of banning the sale and production of alcoholic

beverages and rescuing lost souls who were under the grip of "King Alcohol." This movement used many different methods to try and convince people to abstain from using or selling alcoholic beverages. For the next three days we will explore how the temperance movement used songs, pictures, stories, and lectures to enlist people to their cause.

Objective/Purpose:

I Can…list at least 3 goals of the antebellum temperance movement. I Can…analyze effectiveness of the temperance movement through small group conversation.

Input:

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http://dig.lib.niu.edu/gildedage/songs/kingalcohol.html

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Students should read excerpts from Timothy Shay Arthur's "Strong Drink, the Curse and the Cure" and fill in the "Problem of Alcohol Worksheet."

Model:


Guided Practice:

As a class, discuss the following: o What were the problems identified with alcohol? Categorize the problems into the board list. o Do you think the temperance movement had a good case for banning alcohol? o Do you think any of these arguments are flawed? o Why do you think that alcoholism was such a widespread problem in the 19th century?

Concerned with the growing problem of alcoholism in our town, we have met here today to form our own chapter of the Washington Temperance Society. Read through the "Constitution and Pledge of the Washington Temperance Society." If you wish, have the students sign the pledge at the end of the constitution.

Since the pledge in our constitution states that "we will in all suitable ways discontinuance their use by others; and we will contribute by all kind and friendly means in our power to induce any of our friends and acquaintances who may be in the habit of using them, wholly abstain from their use as a beverage that they may be restored to all the comforts and blessings of a sober life." We must now come up with an effective campaign to persuade people not to drink alcohol. Therefore, four committees have been formed to examine different methods of persuading people to be temperate.

Give students their group assignments and have them get together with their groups. Hand out the assignment packets for each group. o Song Group (song transcripts, song analysis worksheet) o Image Group (images, image analysis worksheet) o Story Group (story excerpts, story analysis worksheet) o Lecture Group (lecture excerpts, lecture analysis worksheet)

Instructor should meet with each group to make sure they understand their assignment. Each group will have 5-7 minutes to make their presentations to the rest of the class. This activity will take two 45-50 minute class periods.

Closure:

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http://dig.lib.niu.edu/teachers/lesson3-lgroup1.html

http://dig.lib.niu.edu/teachers/lesson3-stgroup1.html

http://dig.lib.niu.edu/teachers/lesson3-igroup1.html

http://dig.lib.niu.edu/teachers/lesson3-sgroup1.html

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Lesson 12:


Grade Level: 8


Lesson Title: Role of Religion in Reform

Objectives:

8-4U.3.5—

Students will know that religion played a large role in people’s lives during the 1800s. Students will evaluate how the church influenced almost every aspect of a person’s life. Students will understand that religious views would have influenced the major reform movements covered in this unit. Students will understand how certain parts of each movement stemmed from religious influence/input.


Text material Paper, pencils Computers with internet access. rubric

Anticipatory Set:

Class brainstorm list of things that influence the choices we make on a daily basis. Talk about life in the 1800s and the large role the church played in everyone’s life. Teacher will point out that, for many people, the only time they weren’t working was when they were at church.

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Objective/Purpose:

I Can…tell how religion helped shape the views of the participants in the abolitionist movement. I Can…tell how religion helped determine what should be included in the reform and development of new standards for free public

education. I Can…tell how religious views and beliefs helped structure the women’s rights movement. I Can…tell how religious beliefs and views help focus the ideals embraced by the temperance movement.

Input:

Students will draw on knowledge gained during previous lessons in this unit. Key terms: abolition, temperance, antebellum, influence.

Model:


Ask for questions. Monitor facial expressions/body language of students to help gauge understanding. Ask for thumbs up/down.

Guided Practice:

Students will work in jigsaw groups to create a report evaluating the different ways religion worked to influence the various reform movements.

Home groups will split to work in expert groups that will focus on one reform movement. Expert groups will use computers for research as needed to compile examples of religious influence for their chosen reform movement. Experts will return to their home group with the information they collected. The home group members will work together to create a report that covers all four movements and the religious influence seen in each. Home groups will present the report to the class. Students will compile their reports according to a rubric. Depending on time for research, this activity could take one 45-50 minute class period or it may require a portion of/whole second 45-50

minute class period.

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Closure:

Presentations and reports completed.


Reform Movements of Antebellum America Vocabulary List

(Resource A)

1. compulsory—mandatory, enforced; 2. Horace Mann—was an educator and a statesman who greatly advanced the cause of universal, free, non-sectarian public

schools.3. reform— to amend or improve by change of form or removal of faults or abuses; to put an end to (an evil) by enforcing

or introducing a better method or course of action 4. principle—a comprehensive and fundamental law, doctrine, or assumption5. campaign—a connected series of operations designed to bring about a particular result6. abolitionist—(especially prior to the Civil War) a person who advocated or supported the abolition of slavery in the U.S.7. John Brown— was an American revolutionary abolitionist, who in the 1850s advocated and practiced armed

insurrection as a means to abolish slavery in the United States.8. Harriet Tubman—an African-American abolitionist, humanitarian, and Union spy during the American Civil War.9. Underground Railroad— an informal network of secret routes and safe houses used by 19th-century black slaves in the

United States to escape to free states and Canada.10. Sojourner Truth— former slave, abolitionist, preacher and advocate of women's rights.11.Frederick Douglass— a former slave who became one of the great American anti-slavery leaders of the 1800s.12.William Lloyd Garrison— was a prominent American abolitionist, journalist, and social reformer.13.antebellum— existing before a war; especially : existing before the American Civil War14.suffrage— the right of voting

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15.Susan B. Anthony—a prominent American civil rights leader who played a pivotal role in the 19th century women's rights movement to introduce women's suffrage into the United States.

16.Seneca Falls Convention— was the first women's rights convention held in the United States; held in Seneca Falls, New York, 1848.

17.Seneca Falls Resolution—a document presented at the convention to discuss and propose resolutions to the social, civil and religious condition and rights of woman; modeled heavily on the Declaration of Independence.

18.temperance— moderation in or abstinence from the use of alcoholic beverages

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Reform Movements of Antebellum America “I have…who has…?” Cards(Resource B)

I have Harriet Tubman.

Who has the right of voting?

I have suffrage.

Who has a former slave who became one of the great American anti-slavery leaders of the 1800s?

I have Frederick Douglass.

Who has a comprehensive and fundamental law, doctrine, or assumption?

I have principle.

Who has the first women’s rights convention held in the United States?

I have the Seneca Falls Convention.

Who has moderation in or abstinence from the use of alcoholic beverages?

I have temperance.

Who has a former slave, abolitionist, preacher and advocate of women's rights?

I have Sojourner Truth.

Who has referring to the time period before the Civil war?

I have antebellum.

Who has a prominent American abolitionist, journalist and social reformer?

I have William Lloyd Garrison.

Who has mandatory, enforced?

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I have compulsory.

Who has an American revolutionary abolitionist, who in the 1850s advocated and practiced armed insurrection as a means to abolish slavery in the United States?

I have John Brown.

Who has an educator and a statesman who greatly advanced the cause of universal, free, non-sectarian public schools?

I have Horace Mann.

Who has person who advocated or supported the abolition of slavery in the U.S.?

I have abolitionist.Who has a prominent American civil rights leader who played a pivotal role in the 19th century women's rights movement to introduce women's suffrage into the United States?

I have Susan B. Anthony.Who has a document to discuss and propose resolutions to the social, civil and religious condition and rights of woman; modeled heavily on the Declaration of Independence?

I have the Seneca Falls Resolution.

Who has moderation in or abstinence from the use of alcoholic beverages?

I have temperance.

Who has connected series of operations designed to bring about a particular result?

I have campaign?

Who has an informal network of secret routes and safe houses used by 19th-century black slaves in the United States to escape to free states and Canada?

I have The Underground Railroad.

Who has an African-American abolitionist, humanitarian, and Union spy during the American Civil War?

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Reform Movements of Antebellum America Education Reform Graphic Organizer—Horace Mann

(Resource C)

Horace Mann Principles for Reform

SanbornReform Movements of Antebellum America

Horace Mann(Resource D)

Horace Mann (1796-1859)

Horace Mann, often called the Father of the Common School, began his career as a lawyer and legislator. When he was elected to act as Secretary of the newly-created Massachusetts Board of Education in 1837, he used his position to enact major educational reform. He spearheaded the Common School Movement, ensuring that every child could receive a basic education funded by local taxes. His influence soon spread beyond Massachusetts as more states took up the idea of universal schooling.

Mann's commitment to the Common School sprang from his belief that political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals. He declared, "Without undervaluing any other human agency, it may be safely affirmed that the Common School...may become the most effective and benignant of all forces of civilization." Mann believed that public schooling was central to good citizenship, democratic participation and societal well-being. He observed, "A republican form of government, without intelligence in the people, must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one." The democratic and republican principals that propelled Mann's vision of the Common School have colored our assumptions about public schooling ever since.

Mann was influential in the development of teacher training schools and the earliest attempts to professionalize teaching. He was not the first to propose state-sponsored teacher training institutes (James Carter had recommended them in the 1820s), but, in 1838, he was crucial to the actual establishment of the first Normal Schools in Massachusetts. Mann knew that the quality of rural schools had to be raised, and that teaching was the key to that improvement. He also recognized that the corps of teachers for the new Common Schools were most likely to be women, and he argued forcefully (if, by contemporary standards, sometimes insultingly) for the recruitment of women into the ranks of teachers, often through the Normal Schools. These developments were all part of Mann's driving determination to create a system of effective, secular, universal education in the United States.

http://www.pbs.org/onlyateacher/horace.html

Horace Mann biography

Born in 1796, Horace Mann was a Massachusetts State Senator and the first reformer of the American public school system. He believed in providing the U.S. citizenry with professional teachers. To this end, he adopted the "normal schools" system to train teachers. He gained widespread support for this movement. Mann is often referred to as the "Father of the Common School Movement."

PROFILE

(born , May 4, 1796, Franklin, Mass., U.S.—died Aug. 2, 1859, Yellow Springs, Ohio) U.S. educator, the first great American advocate of public education, who believed that, in a democratic society, education should be free and universal, nonsectarian, democratic in method, and reliant on well-trained, professional teachers.

Mann grew up in an environment ruled by poverty, hardship, and self-denial. He was taught briefly and erratically by comparatively poor teachers, but he managed to educate himself in the Franklin town library, and, with tutoring in Latin and Greek from Samuel Barrett (later a leading Unitarian minister), he gained admission at the age of 20 to the sophomore class at Brown University (Providence, R.I.). He did brilliant work at Brown, manifesting great interest in problems of politics, education, and social reform; his

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Valedictory address, on the gradual advancement of the human race in dignity and happiness, was a model of humanitarian optimism, offering a way in which education, philanthropy, and republicanism could combine to allay the wants and shortcomings that beset mankind.

Upon graduation in 1819 Mann chose law as a career. He read law briefly with a Wrentham, Mass., lawyer, taught for a year at Brown, and then studied at Litchfield (Conn.) Law School, which led to his admission to the bar in 1823. He settled in Dedham, Mass., and there his legal acumen and oratorical skill soon won him a seat in the state House of Representatives, where he served from 1827 to 1833. There he led the movement that established a state hospital for the insane at Worcester, the first of its kind in the United States. In 1833 he moved to Boston, and from 1835 to 1837 he served in the Massachusetts Senate, in 1836 as president of it.

Of the many causes Mann espoused, none was dearer to him than popular education. Nineteenth-century Massachusetts could boast a public school system going back to 1647. Yet during Mann's own lifetime, the quality of education had deteriorated as school control had gradually slipped into the hands of economy-minded local districts. A vigorous reform movement arose, committed to halting this decline by reasserting the state's influence. The result was the establishment in 1837 of a state board of education, charged with collecting and publicizing school information throughout the state. Much against the advice of friends, who thought he was tossing aside a promising political career, Mann accepted the first secretaryship of this board.

Endowed with little direct power, the new office demanded moral leadership of the highest order and this Mann supplied for 11 years. He started a biweekly Common School Journal in 1838 for teachers and lectured widely to interested groups of citizens. His 12 annual reports to the board ranged far and wide through the field of pedagogy, stating the case for the public school and discussing its problems. Essentially his message centred on six fundamental propositions: (1) that a republic cannot long remain ignorant and free, hence the necessity of universal popular education; (2) that such education must be paid for, controlled, and sustained by an interested public; (3) that such education is best provided in schools embracing children of all religious, social, and ethnic backgrounds; (4) that such education, while profoundly moral in character, must be free of sectarian religious influence; (5) that such education must be permeated throughout by the spirit, methods, and discipline of a free society, which preclude harsh pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional teachers. Mann encountered strong resistance to these ideas—from clergymen who deplored nonsectarian schools, from educators who condemned his pedagogy as subversive of classroom authority, and from politicians who opposed the board as an improper infringement of local educational authority—but his views prevailed.

Mann resigned the secretaryship in 1848 to take the seat of former Pres. John Quincy Adams in the United States Congress. There he proved himself to be a fierce enemy of slavery. In 1853, having run unsuccessfully for the Massachusetts governorship a year before, he accepted the presidency of Antioch College in Yellow Springs, Ohio, a new institution committed to coeducation, nonsectarianism, and equal opportunity for Negroes. There, amidst the usual crises attendant upon an infant college, Mann finished out his years. Two months before he died, he had given his own valedictory to the graduating class: “I beseech you to treasure up in your hearts these my parting words: Be ashamed to die until you have won some victory for humanity.”

Lawrence A. Cremin Copyright © 1994-2011 Encyclopedia Britannica, Inc. For more information visit Britannica.com " Horace Mann." 2011. Biography.com 11 Dec 2011, 07:54 http://www.biography.com/people/horace-mann-9397522

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Reform Movements of Antebellum America

Rubric for Newspaper Article on Horace Mann(Resource E)

Distinguished(23-25 points)

Proficient(18-22 points)

Progressing(13-17 points)

Unsatisfactory(0-12 points)

--Article includes accurate details about Horace Mann’s life presenting a well-rounded picture of the man and his contributions to the reform of public education.--Article includes information on all 6 of Mann’s principles for reform.--Article includes dates as they refer to major events/information presented.--Article is well-written and follows article format; contains correct punctuation, capitalization, word usage, no more than 1-2 spelling errors.

--Article includes accurate details about Horace Mann and presents some facts that tell about his life and most of his contributions to public education reform.--Article includes some information many of the principles introduced by Mann for reform of public education.--Article refers to major events that happened during Mann’s push for education reform.--Article is well-written and follows article format; contains minimal errors in punctuation, capitalization, word usage, no more than 3-5 spelling errors.

--Article includes few accurate details about Horace Mann and presents minimal facts that tell about his life and contributions to public education reform.--Article barely mentions 2 or 3 of Mann’s principles for reform.--Article does not include any references to other things influencing Mann at the time of his efforts.--Article lacks required structure and format; contains multiple errors in punctuation, capitalization, word usage and spelling.

--Article contains almost no factual information about Horace Mann.--Student fails to include any of Mann’s 6 principles for education reform.--Article is poorly written with numerous errors in punctuation, capitalization, word usage and spelling.

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Reform Movements of Antebellum America Prominent Leaders of the Abolitionist Movement

(Resource F)

Harriet Tubman Sojourner Truth Frederick Douglass

John Brown William Lloyd Garrison

--Harriet Tubman is perhaps the most well-known of all the Underground Railroad's "conductors." --During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom. --And, as she once proudly pointed out to Frederick Douglass, in all of her journeys she "never lost a single passenger."

--The woman we know as Sojourner Truth was born into slavery in New York as Isabella Baumfree (after her father's owner, Baumfree). --She was sold several times, and while owned by the John Dumont family in Ulster County, married Thomas, another of Dumont's slaves. --In the late 1840s she connected with the abolitionist movement, becoming a popular speaker.

--The son of a slave woman and an unknown white man, "Frederick Augustus Washington Bailey" was born in February of 1818 on Maryland's eastern shore.--He was exposed to the degradations of slavery, witnessing firsthand brutal whippings and spending much time cold and hungry.--He escaped slavery at the age of 20 and settled in Massachusetts where he began his career in speaking at anti-slavery conventions and rallies.

--John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. --On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia.-- His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee.

--In the very first issue of his anti-slavery newspaper, the Liberator, William Lloyd Garrison stated, "I do not wish to think, or speak, or write, with moderation. . . . I am in earnest -- I will not equivocate -- I will not excuse -- I will not retreat a single inch -- AND I WILL BE HEARD." --And Garrison was heard. --For more than three decades, from the first issue of his weekly paper in 1831, until after the end of the Civil War in 1865 when the last issue was published, Garrison spoke out eloquently and passionately against slavery and for the rights of America's black inhabitants.

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Reform Movements of Antebellum America Rubric for Abolitionist Essay

(Resource G)

Distinguished( 42-50 Points)


Progressing(20-32 Points)

Unsatisfactory(0-19)

--Paper has an interesting introduction that states who the paper is about.--Paper includes facts about the person’s life.--Paper includes information and examples of the person’s contribution to the abolitionist movement.--Information is accurate and sources are cited properly.--Paper is 2-3 pages typed, double-spaced.--Paper contains very few, if any errors in capitalization, punctuation or spelling.

--Paper has an introduction that states who the paper is about.--Paper includes facts about the person’s life.--Paper includes information and one or two examples of the person’s contribution to the abolitionist movement.--Information is accurate and some sources are cited.--Paper is almost 2 pages typed, double-spaced.--Paper contains fewer than 6 errors in capitalization, punctuation or spelling.

--First paragraph tells who the paper is about.--Paper includes few facts about the person’s life.--Paper includes information about only one example of the person’s contribution to the abolitionist movement.--Information is accurate, though sources are not cited.--Paper is less than 1 ½ pages typed.--Paper contains more than 6 errors in capitalization, punctuation or spelling.

--First paragraph tells who the paper is about.--Paper includes no more than 3 facts about the person’s life.--Paper does not include any examples of contributions to the abolitionist movement.--No sources mentioned.--Information is lacking in concrete fact.--Paper is less than 1 page typed.--Paper contains multiple errors in capitalization, punctuation or spelling.

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Reform Movements of Antebellum America Informational Resources for Underground Railroad

(Resource H)

Fugitive Slave Act:

Fugitive Slave Act 1850

The Fugitive Slave Act was part of the group of laws referred to as the "Compromise of 1850." In this compromise, the antislavery advocates gained the admission of California as a free state, and the prohibition of slave-trading in the District of Columbia. The slavery party received concessions with regard to slaveholding in Texas and the passage of this law. Passage of this law was so hated by abolitionists, however, that its existence played a role in the end of slavery a little more than a dozen years later. This law also spurred the continued operation of the fabled Undergound Railroad, a network of over 3,000 homes and other "stations" that helped escaping slaves travel from the southern slave-holding states to the northern states and Canada.

BE IT enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That the persons who have been, or may hereafter be, appointed commissioners, in virtue of any act of Congress, by the Circuit Courts of the United States, and Who, in consequence of such appointment, are authorized to exercise the powers that any justice of the peace, or other magistrate of any of the United States, may exercise in respect to offenders for any crime or offense against the United States, by arresting, imprisoning, or bailing the same under and by the virtue of the thirty-third section of the act of the twenty-fourth of September seventeen hundred and eighty-nine, entitled "An Act to establish the judicial courts of the United States" shall be, and are hereby, authorized and required to exercise and discharge all the powers and duties conferred by this act.

SEC. 2. And be it further enacted, That the Superior Court of each organized Territory of the United States shall have the same power to appoint commissioners to take acknowledgments of bail and affidavits, and to take depositions of witnesses in civil causes, which is now possessed by the Circuit Court of the United States; and all commissioners who shall hereafter be appointed for such purposes by the Superior Court of any organized Territory of the United States, shall possess all the powers, and exercise all the duties, conferred by law upon the commissioners appointed by the Circuit Courts of the United States for similar purposes, and shall moreover exercise and discharge all the powers and duties conferred by this act.

SEC. 3. And be it further enacted, That the Circuit Courts of the United States shall from time to time enlarge the number of the commissioners, with a view to afford reasonable facilities to reclaim fugitives from labor, and to the prompt discharge of the duties imposed by this act.


SanbornSEC. 4. And be it further enacted, That the commissioners above named shall have concurrent jurisdiction with the judges of the Circuit and District Courts of the United States, in their respective circuits and districts within the several States, and the judges of the Superior Courts of the Territories, severally and collectively, in term-time and vacation; shall grant certificates to such claimants, upon satisfactory proof being made, with authority to ake and remove such fugitives from service or labor, under the restrictions herein contained, to the State or Territory from which such persons may have escaped or fled.

SEC. 5. And be it further enacted, That it shall be the duty of all marshals and deputy marshals to obey and execute all warrants and precepts issued under the provisions of this act, when to them directed; and should any marshal or deputy marshal refuse to receive such warrant, or other process, when tendered, or to use all proper means diligently to execute the same, he shall, on conviction thereof, be fined in the sum of one thousand dollars, to the use of such claimant, on the motion of such claimant, by the Circuit or District Court for the district of such marshal; and after arrest of such fugitive, by such marshal or his deputy, or whilst at any time in his custody under the provisions of this act, should such fugitive escape, whether with or without the assent of such marshal or his deputy, such marshal shall be liable, on his official bond, to be prosecuted for the benefit of such claimant, for the full value of the service or labor of said fugitive in the State, Territory, or District whence he escaped: and the better to enable the said commissioners, when thus appointed, to execute their duties faithfully and efficiently, in conformity with the requirements of the Constitution of the United States and of this act, they are hereby authorized and empowered, within their counties respectively, to appoint, in writing under their hands, any one or more suitable persons, from time to time, to execute all such warrants and other process as may be issued by them in the lawful performance of their respective duties; with authority to such commissioners, or the persons to be appointed by them, to execute process as aforesaid, to summon and call to their aid the bystanders, or posse comitatus of the proper county, when necessary to ensure a faithful observance of the clause of the Constitution referred to, in conformity with the provisions of this act; and all good citizens are hereby commanded to aid and assist in the prompt and efficient execution of this law, whenever their services may be required, as aforesaid, for that purpose; and said warrants shall run, and be executed by said officers, any where in the State within which they are issued.

SEC. 6. And be it further enacted, That when a person held to service or labor in any State or Territory of the United States, ha: heretofore or shall hereafter escape into another State or Territory of the United States, the person or persons to whom such service 01 labor may be due, or his, her, or their agent or attorney, duly authorized, by power of attorney, in writing, acknowledged and certified under the seal of some legal officer or court of the State or Territory in which the same may be executed, may pursue and reclaim such fugitive person, either by procuring a warrant from some one of the courts, judges, or commissioners aforesaid, of the proper circuit, district, or county, for the apprehension of such fugitive from service or labor, or by seizing and arresting such fugitive, where the same can be done without process, and by taking, or causing such person to be taken, forthwith before such court, judge, or commissioner, whose duty it shall be to hear and determine the case of such claimant in a summary manner; and upon satisfactory proof being made, by deposition or affidavit, in writing, to be taken and certified by such court, judge, or commissioner, or by other satisfactory testimony, duly taken and certified by some court, magistrate, justice of the peace, or other legal officer authorized to administer an oath and take depositions under the laws of the State or Territory from which such person owing service or labor may have escaped, with a certificate of such magistracy or other authority, as aforesaid, with the seal of the proper court or officer thereto attached, which seal shall be sufficient to establish the competency of the proof, and with proof, also by affidavit, of the identity of the person whose service or labor is claimed to be due as aforesaid, that the person so arrested does in fact owe service or labor to the person or persons claiming him or her, in the State or Territory from which such fugitive may have escaped as aforesaid, and that said person escaped, to make out and deliver to such claimant, his or her agent or attorney, a certificate setting forth the substantial facts as to the service or labor due from such fugitive to the claimant, and of his or her escape from the State or Territory in which he or she was arrested, with authority to


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Sanbornsuch claimant, or his or her agent or attorney, to use such reasonable force and restraint as may be necessary, under the circumstances of the case, to take and remove such fugitive person back to the State or Territory whence he or she may have escaped as aforesaid. In no trial or hearing under this act shall the testimony of such alleged fugitive be admitted in evidence; and the certificates in this and the first [fourth] section mentioned, shall be conclusive of the right of the person or persons in whose favor granted, to remove such fugitive to the State or Territory from which he escaped, and shall prevent all molestation of such person or persons by any process issued by any court, judge, magistrate, or other person whomsoever.

SEC. 7. And be it further enacted, That any person who shall knowingly and willingly obstruct, hinder, or prevent such claimant, his agent or attorney, or any person or persons lawfully assisting him, her, or them, from arresting such a fugitive from service or labor, either with or without process as aforesaid, or shall rescue, or attempt to rescue, such fugitive from service or labor, from the custody of such claimant, his or her agent or attorney, or other person or persons lawfully assisting as aforesaid, when so arrested, pursuant to the authority herein given and declared; or shall aid, abet, or assist such person so owing service or labor as aforesaid, directly or indirectly, to escape from such claimant, his agent or attorney, or other person or persons legally authorized as aforesaid; or shall harbor or conceal such fugitive, so as to prevent the discovery and arrest of such person, after notice or knowledge of the fact that such person was a fugitive from service or labor as aforesaid, shall, for either of said offences, be subject to a fine not exceeding one thousand dollars, and imprisonment not exceeding six months, by indictment and conviction before the District Court of the United States for the district in which such offence may have been committed, or before the proper court of criminal jurisdiction, if committed within any one of the organized Territories of the United States; and shall moreover forfeit and pay, by way of civil damages to the party injured by such illegal conduct, the sum of one thousand dollars for each fugitive so lost as aforesaid, to be recovered by action of debt, in any of the District or Territorial Courts aforesaid, within whose jurisdiction the said offence may have been committed.

Sec. 8. And be it further enacted, That the marshals, their deputies, and the clerks of the said District and Territorial Courts, shall be paid, for their services, the like fees as may be allowed for similar services in other cases; and where such services are rendered exclusively in the arrest, custody, and delivery of the fugitive to the claimant, his or her agent or attorney, or where such supposed fugitive may be discharged out of custody for the want of sufficient proof as aforesaid, then such fees are to be paid in whole by such claimant, his or her agent or attorney; and in all cases where the proceedings are before a commissioner, he shall be entitled to a fee of ten dollars in full for his services in each case, upon the delivery of the said certificate to the claimant, his agent or attorney; or a fee of five dollars in cases where the proof shall not, in the opinion of such commissioner, warrant such certificate and delivery, inclusive of all services incident to such arrest and examination, to be paid, in either case, by the claimant, his or her agent or attorney. The person or persons authorized to execute the process to be issued by such commissioner for the arrest and detention of fugitives from service or labor as aforesaid, shall also be entitled to a fee of five dollars each for each person he or they may arrest, and take before any commissioner as aforesaid, at the instance and request of such claimant, with such other fees as may be deemed reasonable by such commissioner for such other additional services as may be necessarily performed by him or them; such as attending at the examination, keeping the fugitive in custody, and providing him with food and lodging during his detention, and until the final determination of such commissioners; and, in general, for performing such other duties as may be required by such claimant, his or her attorney or agent, or commissioner in the premises, such fees to be made up in conformity with the fees usually charged by the officers of the courts of justice within the proper district or county, as near as may be practicable, and paid by such claimants, their agents or attorneys, whether such supposed fugitives from service or labor be ordered to be delivered to such claimant by the final determination of such commissioner or not.

SEC. 9. And be it further enacted, That, upon affidavit made by the claimant of such fugitive, his agent or attorney, after such certificate has been issued, that he has reason to apprehend that such


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Sanbornfugitive will be rescued by force from his or their possession before he can be taken beyond the limits of the State in which the arrest is made, it shall be the duty of the officer making the arrest to retain such fugitive in his custody, and to remove him to the State whence he fled, and there to deliver him to said claimant, his agent, or attorney. And to this end, the officer aforesaid is hereby authorized and required to employ so many persons as he may deem necessary to overcome such force, and to retain them in his service so long as circumstances may require. The said officer and his assistants, while so employed, to receive the same compensation, and to be allowed the same expenses, as are now allowed by law for transportation of criminals, to be certified by the judge of the district within which the arrest is made, and paid out of the treasury of the United States.

SEC. 10. And be it further enacted, That when any person held to service or labor in any State or Territory, or in the District of Columbia, shall escape therefrom, the party to whom such service or labor shall be due, his, her, or their agent or attorney, may apply to any court of record therein, or judge thereof in vacation, and make satisfactory proof to such court, or judge in vacation, of the escape aforesaid, and that the person escaping owed service or labor to such party. Whereupon the court shall cause a record to be made of the matters so proved, and also a general description of the person so escaping, with such convenient certainty as may be; and a transcript of such record, authenticated by the attestation of the clerk and of the seal of the said court, being produced in any other State, Territory, or district in which the person so escaping may be found, and being exhibited to any judge, commissioner, or other officer authorized by the law of the United States to cause persons escaping from service or labor to be delivered up, shall be held and taken to be full and conclusive evidence of the fact of escape, and that the service or labor of the person escaping is due to the party in such record mentioned. And upon the production by the said party of other and further evidence if necessary, either oral or by affidavit, in addition to what is contained in the said record of the identity of the person escaping, he or she shall be delivered up to the claimant. And the said court, commissioner, judge, or other person authorized by this act to grant certificates to claimants or fugitives, shall, upon the production of the record and other evidences aforesaid, grant to such claimant a certificate of his right to take any such person identified and proved to be owing service or labor as aforesaid, which certificate shall authorize such claimant to seize or arrest and transport such person to the State or Territory from which he escaped: Provided, That nothing herein contained shall be construed as requiring the production of a transcript of such record as evidence as aforesaid. But in its absence the claim shall be heard and determined upon other satisfactory proofs, competent in law.

Approved, September 18, 1850

http://www.nationalcenter.org/FugitiveSlaveAct.html

People & Events

The Underground Railroad c.1780 – 1862

The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals -- many whites but predominently black -- who knew only of the local efforts to aid fugitives and not of the overall operation. Still, it effectively moved hundreds of slaves northward each year -- according to one estimate, the South lost 100,000 slaves between 1810 and 1850.


An organized system to assist runaway slaves seems to have begun towards the end of the 18th

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century. In 1786 George Washington complained about how one of his runaway slaves was helped by a "society of Quakers, formed for such purposes." The system grew, and around 1831 it was dubbed "The Underground Railroad," after the then emerging steam railroads. The system even used terms used in railroading: the homes and businesses where fugitives would rest and eat were called "stations" and "depots" and were run by "stationmasters," those who contributed money or goods were "stockholders," and the "conductor" was responsible for moving fugitives from one station to the next.

For the slave, running away to the North was anything but easy. The first step was to escape from the slaveholder. For many slaves, this meant relying on his or her own resources. Sometimes a "conductor," posing as a slave, would enter a plantation and then guide the runaways northward. The fugitives would move at night. They would generally travel between 10 and 20 miles to the next station, where they would rest and eat, hiding in barns and other out-of-the-way places. While they waited, a message would be sent to the next station to alert its stationmaster.

The fugitives would also travel by train and boat -- conveyances that sometimes had to be paid for. Money was also needed to improve the appearance of the runaways -- a black man, woman, or child in tattered clothes would invariably attract suspicious eyes. This money was donated by individuals and also raised by various groups, including vigilance committees.

Vigilance committees sprang up in the larger towns and cities of the North, most prominently in New York, Philadelphia, and Boston. In addition to soliciting money, the organizations provided food, lodging and money, and helped the fugitives settle into a community by helping them find jobs and providing letters of recommendation.

The Underground Railroad had many notable participants, including John Fairfield in Ohio, the son of a slaveholding family, who made many daring rescues, Levi Coffin, a Quaker who assisted more than 3,000 slaves, and Harriet Tubman, who made 19 trips into the South and escorted over 300 slaves to freedom.

http://www.pbs.org/wgbh/aia/part4/4p2944.html

People & Events

Harriet Tubman c.1820 - 1913

Harriet Tubman is perhaps the most well-known of all the Underground Railroad's "conductors." During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom. And, as she once proudly pointed out to Frederick Reform Movements of Antebellum America

Douglass, in all of her journeys she "never lost a single passenger."

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Tubman was born a slave in Maryland's Dorchester County around 1820. At age five or six, she began to work as a house servant. Seven years later she was sent to work in the fields. While she was still in her early teens, she suffered an injury that would follow her for the rest of her life. Always ready to stand up for someone else, Tubman blocked a doorway to protect another field hand from an angry overseer. The overseer picked up and threw a two-pound weight at the field hand. It fell short, striking Tubman on the head. She never fully recovered from the blow, which subjected her to spells in which she would fall into a deep sleep.

Around 1844 she married a free black named John Tubman and took his last name. (She was born Araminta Ross; she later changed her first name to Harriet, after her mother.) In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman resolved to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way. She followed the North Star by night, making her way to Pennsylvania and soon after to Philadelphia, where she found work and saved her money. The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men. On her third return, she went after her husband, only to find he had taken another wife. Undeterred, she found other slaves seeking freedom and escorted them to the North.

Tubman returned to the South again and again. She devised clever techniques that helped make her "forays" successful, including using the master's horse and buggy for the first leg of the journey; leaving on a Saturday night, since runaway notices couldn't be placed in newspapers until Monday morning; turning about and heading south if she encountered possible slave hunters; and carrying a drug to use on a baby if its crying might put the fugitives in danger. Tubman even carried a gun which she used to threaten the fugitives if they became too tired or decided to turn back, telling them, "You'll be free or die."

By 1856, Tubman's capture would have brought a $40,000 reward from the South. On one occasion, she overheard some men reading her wanted poster, which stated that she was illiterate. She promptly pulled out a book and feigned reading it. The ploy was enough to fool the men.

Tubman had made the perilous trip to slave country 19 times by 1860, including one


especially challenging journey in which she rescued her 70-year-old parents. Of the famed heroine, who became known as "Moses," Frederick Douglass said, "Excepting

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John Brown -- of sacred memory -- I know of no one who has willingly encountered more perils and hardships to serve our enslaved people than [Harriet Tubman]."And John Brown, who conferred with "General Tubman" about his plans to raid Harpers Ferry, once said that she was "one of the bravest persons on this continent."

Becoming friends with the leading abolitionists of the day, Tubman took part in antislavery meetings. On the way to such a meeting in Boston in 1860, in an incident in Troy, New York, she helped a fugitive slave who had been captured.

During the Civil War Harriet Tubman worked for the Union as a cook, a nurse, and even a spy. After the war she settled in Auburn, New York, where she would spend the rest of her long life. She died in 1913.


Historical Document

Levi Coffin's Underground Railroad station 1826

Click here for the text of this historical document.

Levi Coffin had just moved to Newport, Indiana, an ideal location in which to help fugitive slaves. Despite being born and raised in the slave state of North Carolina, Coffin was an adamant opponent of slavery. In 1826 he and his wife welcomed to their home and aided their first fugitives. Word of his help spread, and he soon "became extensively known to the friends of the slaves."

In this passage, taken from Reminiscences of Levi Coffin, the abolitionist describes his arrival in Indiana.

Levi Coffin would ultimately help over 3,000 slaves escape bondage.

http://www.pbs.org/wgbh/aia/part4/4h2946.html

Reform Movements of Antebellum America Underground Railroad Participants/Workers

(Resource I)

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http://www.pbs.org/wgbh/aia/part4/4h2946t.html


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Quaker

You are a storeowner who believes in equality. You have offered your store as a station on the Underground Railroad.

Quaker

You are a storeowner who believes in equality. You have

offered your store as a station on the Underground Railroad.

AbolitionistYou want to abolish slavery and help slaves escape to freedom. You have offered your house as a stop on the Underground Railroad.

AbolitionistYou want to abolish slavery and help slaves escape to freedom. You have offered your house as a stop on the Underground Railroad.

ConductorYou are a conductor leading a group of slaves to freedom. The password at each stop is, “The bales of cotton have arrived.” You will lead them on a trail from the southern states to the northern city of Philadelphia.

ConductorYou are a conductor leading a group of slaves to freedom. The password at each stop is, “The bales of cotton have arrived.” You will lead them on a trail from the southern states to the northern city of Philadelphia.

SlaveYou are a slave escaping to the city of Philadelphia. Your conductor will lead the way from stop to stop. A flashlight will be provided to the conductor to help guide you through the trail.

SlaveYou are a slave escaping to the city of Philadelphia. Your conductor will lead the way from stop to stop. A flashlight will be provided to the conductor to help guide you through the trail.

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Slave HunterYou receive a large reward for each slave caught. You will take your captured slaves to the work area where they will be forced to work.

Slave HunterYou receive a large reward for each slave caught. You will take your captured slaves to the work area where they will be forced to work.

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The North vs. The South: Who Thought What?(Resource J)

Northern States Southern States


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“Antebellum Women’s Rights: A Brief History”(Resource K)

Link to article: The Antebellum Women’s Rights Movement: A Brief History” By Diane Eickhoff

http://clarinanichols.com/files/antebellumwomensmovement.pdf

Text only:

The Antebellum Women’s Rights MovementThe roots of the antebellum women’s rights movement can be traced to the

Revolutionary War (1775–81). The founding fathers claimed that certain “truths” were “self-evident” and that “all men” were political equals. “All men”originally included only a small class of property-owning white men, but other men — and women — soon began trying to expand the definition to include all men, all races, and both sexes. ABIGAIL ADAMS (1744–1818) had instructed her husband to “remember the ladies” as he and other delegates were writing the Declaration of Independence (1776). They had not.

In England MARY WOLLSTONECRAFT (1759–97) published A Vindication on the Rights of Woman (1792) in response to Thomas Paine’s bestseller, The Rights of Man (1791), at the height of the French Revolution. Wollstonecraft’s book, which assessed women’s current status and the changes she envisioned, influenced all of the pioneers in the movement that followed. LUCRETIA MOTT (1793–1880), a Quaker minister born the year after Rights of Woman was published, read the slim volume until its pages were as worn as those in her Bible. Mott criticized members of the clergy who taught female submission as God’s will. FRANCES WRIGHT (1795–1852), an emigré from Scotland who had no time for organized religion, spoke out publicly on controversial subjects such as race, sex, religion, and birth control. She shocked her U.S. audiences but won admiration from the early women’s rights leaders. Ten years later, the GRIMKÉ sisters, SARAH (1792–1873) and ANGELINA (1805–79), renounced their Southern, slaveowning roots and took to the Northern abolitionist lecture circuit. Sarah Grimké had the audacity to compare the legal and political status of married women to that of slaves. In 1845 MARGARET FULLER (1810-50) published Woman in the Nineteenth Century, an instant classic that laid out many of the intellectual arguments for woman’s emancipation. By this time individuals in several states had begun working to change laws that automatically divested women of their property upon marriage. ERNESTINE ROSE (1810–92) traversed New York state for a dozen years, collecting petitions for a married women’s property rights bill which was finally passed in 1848.

A year earlier, CLARINA NICHOLS (1810–85) helped secure a modest married women’s property rights law in Vermont. Nichols maintained a more moderate tone than some of the early advocates of women’s rights but became more radical in later years. Nichols’s first forays into the public arena were for

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http://clarinanichols.com/files/antebellumwomensmovement.pdf

Sanborntemperance. In 1826 the first American temperance society was founded. It was dedicated to reform through cutting alcohol consumption. The movement drew massive support from both conservative clergy and radical reformers. Though agreed on the harmful effects of alcohol, the temperance allies did not agree on other social reforms such as abolition and women’s rights (the conservative ministers opposed both). Ultimately, the movement split over the issue of women’s equal participation.


In the early 1830s large numbers of people also began joining forces to confront the evil of slavery. WILLIAM LLOYD GARRISON (1805–79), founder of the American Anti-Slavery Society in Boston in 1833, began allowing women full participation in his organization; ABBY KELLEY FOSTER (1810–87) and others began speaking for the organization. Garrison’s egalitarian gesture met with disapproval from members who failed to vote him out of his own organization and later broke away to form the American and Foreign Anti-Slavery Society in 1840.

Another great leveling force was journalism. In the mid-19th century newspapers were abundant, cheap, and Americans’ main source of national and world news and opinion. Nichols began editing the Windham County Democrat around 1843. In another decade, the number of women editing reform newspapers included AMELIA BLOOMER (1818–94) of The Lily, JANE SWISSHELM (1815–84) of The Visiter, and PAULINA WRIGHT DAVIS (1813–76) of The Una. Alliances were formed between the movement and progressive newspapermen like Garrison of The Liberator and HORACE GREELEY (1811–72) of the New York Tribune. Combined with their work in the temperance and antislavery movements, public speaking, petition drives, and the publication of sympathetic books and tracts, women found numerous ways to educate themselves and others regarding the issues that animated them.

By the late 1840s there was widespread curiosity and interest in the subject of women’s rights in various enclaves of New England, New York, Ohio, and other Northern states. In 1848 Mott, ELIZABETH CADY STANTON (1815–1902), and three other women convened a two-day meeting in Seneca Falls, New York, on women’s rights. Though the meeting was called hastily — the organizers had two weeks to publicize it —about 300 were present when Stanton read her “Declaration of Sentiments,” a watershed manifesto that listed women’s grievances and demands. FREDERICK DOUGLASS (1817–95), the ex-slave turned editor and abolition-ist, helped pass the most controversial measure at the convention — woman suffrage. By contrast, a resolution declaring “that woman is man’s equal — was intended to be so by the Creator” passed easily.

In 1850 Davis and others called for the First National Woman’s Rights Convention in Worcester, Massachusetts. This meeting proved that the new movement was not a regional oddity or a passing concern. Letters of encouragement were received from as far away as England and France. The only pall cast over the convention was the absence of Fuller, who was expected to play a leading role at the convention but had drowned at sea on her way back to New York from Europe. SOJOURNER TRUTH (c. 1797–1883), an abolitionist and former slave,

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Sanbornspoke at the convention, as did Douglass. Their early support for women’s rights helped link the women’s and antislavery causes. That same year, the Fugitive Slave Law passed Congress, which made it a crime not only to help runaways but also to refuse to aid their capturers. Women were quick to see a parallel: sheltering or helping a woman fleeing from a drunken or abusive husband was also a crime punishable by fine or imprisonment. During the 1850s and until the outbreak of the Civil War (1861–65), large women’s rights conventions were held across the North. Men as well as women were involved. Women’s rights study groups formed in small towns and prairie outposts. In 1851 SUSAN B. ANTHONY (1820–1906) entered and quickly became a leader in the emerging women’s rights movement. She had been actively involved in both the temperance and antislavery causes. Women addressed constitutional conventions in several states. Legislatures began passing married women’s property rights laws. In 1859, due largely to Nichols’s influence, the assembly that would produce the Kansas state constitution voted to include property, custody, and educational rights for women. Kansas also permitted women to vote in school district elections. The following year, Anthony and Stanton were successful in pressuring New York to pass a comprehensive Married Women’s Property Bill.

In the face of enormous social disapproval and resistance, women in the antebellum women’s movement relied on ties of kinship and friendship to support and sustain them. Besides the Grimké Reform Movements of Antebellum America

sisters, a remarkable trio of sisters-in-law were ELIZABETH BLACKWELL (1821–1910), the first female doctor in the U.S.; ANTOINETTE BROWN BLACKWELL (1825–1921), the first woman ordained by a mainline Protestant Church; and LUCY STONE (1818–93), a powerful speaker in several reformmovements. Lucretia Mott’s sister, MARTHA COFFIN WRIGHT (1806–75), was active in the movement. Anthony had a sisterly relationship with Stanton that was extraordinarily strong and productive. And many daughters and nieces, including Stanton’s, Anthony’s, and Stone’s, carried on the work when their mothers or aunts died.

During the Civil War, women willingly set aside their campaign for rights in order to help the Union. Stanton and Anthony collected 400,000 signatures for the Woman’s Loyal League, which called for the immediate emancipation of slaves. Many, like Nichols, worked in war-related jobs and helped settle and educate former slaves. At war’s end the women took up their cause once more. However, their former male allies had abandoned them, as Garrison, Douglass, Greeley and others focused on obtaining suffrage for black men. A universal suffrage campaign in Kansas in 1867 failed to bring the vote to either blacks or women. The Fifteenth Amendment to the Constitution, ratified in 1870, gave suffrage to black men but not women. Divided and disillusioned over the amendment, the women’s rights leaders — who had seen two reform movements divide over gender — saw their own movement divide over race. Women who supported the Fifteenth Amendment and the Republican Party formed the American Woman Suffrage Association, while those opposed joined Anthony and Stanton in their new National Woman Suffrage Association. These two organizations remained separate for the next twenty years. With the defeat in Kansas, the antebellum

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Sanbornwomen’s movement effectively came to an end. As the nineteenth century slipped away, suffrage emerged as the overarching goal of the women’s rights movement. FRANCES WILLARD (1839–98) organized the Woman’s Christian Temperance Union in 1874, which called for total prohibition of alcohol and supported woman suffrage. Thousands of less radical women joined the suffrage cause because they saw it as the best way to achieve prohibition. In 1890 the National and American groups reunited. ALICE PAUL (1885–1977) and LUCY BURNS (1879-1966) organized the Congressional Union in 1913. Later known as the National Women’s Party, its members took part in parades, pickets, hunger strikes and other attention-getting tactics to publicize “Votes for Women.” Their campaign culminated in the passage of the Nineteenth Amendment to the Constitution in 1920, ending the longest-running civil rights campaign in U.S. history. Victory, however, came at a price: the antebellum movement’s larger agenda of complete co-sovereignty between men and women wasforgotten. It would not be seriously taken up again until the 1960s.

From the book, Revolutionary Heart: The Life of Clarina Nichols and thePioneering Crusade for Women’s Rights by Diane Eickhoff.

Reform Movements of Antebellum America The Declaration of Independence

(Resource L)

Declaration of IndependenceHere is the complete text of the Declaration of Independence.

This document represents a primary resource in understanding the history of America. The original spelling and capitalization have been retained.

(Adopted by Congress on July 4, 1776)

The Unanimous Declarationof the Thirteen United States of America

When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of

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Sanbornnature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security. --Such has been the patient sufferance of these colonies; and such is now the necessity which constrains them to alter their former systems of government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.

He has refused his assent to laws, the most wholesome and necessary for the public good.

He has forbidden his governors to pass laws of immediate and pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them.


He has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved representative houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the meantime exposed to all the dangers of invasion from without, and convulsions within.

He has endeavored to prevent the population of these states; for that purpose obstructing the laws for naturalization of foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new appropriations of lands.

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SanbornHe has obstructed the administration of justice, by refusing his assent to laws for establishing judiciary powers.

He has made judges dependent on his will alone, for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of new offices, and sent hither swarms of officers to harass our people, and eat out their substance.

He has kept among us, in times of peace, standing armies without the consent of our legislature.

He has affected to render the military independent of and superior to civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his assent to their acts of pretended legislation:

For quartering large bodies of armed troops among us:

For protecting them, by mock trial, from punishment for any murders which they should commit on the inhabitants of these states:

For cutting off our trade with all parts of the world:

For imposing taxes on us without our consent:


For depriving us in many cases, of the benefits of trial by jury:

For transporting us beyond seas to be tried for pretended offenses:

For abolishing the free system of English laws in a neighboring province, establishing therein an arbitrary government, and enlarging its boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule in these colonies:

For taking away our charters, abolishing our most valuable laws, and altering fundamentally the forms of our governments:

For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated government here, by declaring us out of his protection and waging war against us.

He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people.

He is at this time transporting large armies of foreign mercenaries to complete the works of death, desolation and tyranny, already begun with circumstances of cruelty and

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Sanbornperfidy scarcely paralleled in the most barbarous ages, and totally unworthy the head of a civilized nation.

He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands.

He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian savages, whose known rule of warfare, is undistinguished destruction of all ages, sexes and conditions.

In every stage of these oppressions we have petitioned for redress in the most humble terms: our repeated petitions have been answered only by repeated injury. A prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people.

Nor have we been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends.


We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes and our sacred honor.

New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton

Massachusetts: John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry

Rhode Island: Stephen Hopkins, William Ellery

Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott

New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris

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SanbornNew Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark

Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross

Delaware: Caesar Rodney, George Read, Thomas McKean

Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton

Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton

North Carolina: William Hooper, Joseph Hewes, John Penn

South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Lynch, Jr., Arthur Middleton

Georgia: Button Gwinnett, Lyman Hall, George Walton

Source: The Pennsylvania Packet, July 8, 1776 http://www.earlyamerica.com/earlyamerica/freedom/doi/text.html


The Seneca Falls Resolution(Resource M)

Seneca Falls Declaration, 1848 When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.

We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience

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Sanbornhath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they were accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled.

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. To prove this, let facts be submitted to a candid world.

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 had no voice.

He has withheld from her rights which are given to the most ignorant and degraded men--both natives and foreigners.


Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides.

He has made her, if married, in the eye of the law, civilly dead.

He has taken from her all right in property, even to the wages she earns.

He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming to all intents and purposes, her master--the law giving him power to deprive her of her liberty, and to administer chastisement.

He has so framed the laws of divorce, as to what shall be the proper causes, and in case of separation, to whom the guardianship of the children shall be given, as to be wholly regardless of the happiness of women--the law, in all cases, going upon a false supposition of the supremacy of man, and giving all power into his hands.

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SanbornAfter depriving her of all rights as a married woman, if single, and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.

He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration. He closes against her all the avenues to wealth and distinction which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known.

He has denied her the facilities for obtaining a thorough education, all colleges being closed against her.

He allows her in Church, as well as State, but a subordinate position, claiming Apostolic authority for her exclusion from the ministry, and, with some exceptions, from any public participation in the affairs of the Church.

He has created a false public sentiment by giving to the world a different code of morals for men and women, by which moral delinquencies which exclude women from society, are not only tolerated, but deemed of little account in man.


He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a sphere of action, when that belongs to her conscience and to her God.

He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect, and to make her willing to lead a dependent and abject life.

Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation--in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States.

In entering upon the great work before us, we anticipate no small amount of misconception, misrepresentation, and ridicule; but we shall use every instrumentality within our power to effect our object. We shall employ agents, circulate tracts, petition the State and National legislatures, and endeavor to enlist the pulpit and the press in our behalf. We hope this Convention will be followed by a series of Conventions embracing every part of the country. Source: E.C. Stanton, S.B. Anthony and M.J. Gage, eds., History of Woman Suffrage, vol. 1 (1887), 70.

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SanbornThis About.com page has been optimized for print. To view this page in its original form, please visit: http://womenshistory.about.com/od/suffrage1848/a/seneca_declartn.htm©2011 About.com, Inc., a part of The New York Times Company. All rights reserved.

Seneca Falls Resolutions

----(Lucretia Mott, Thomas and Mary Ann McClintock, Amy Post, CatharineA. F. Stebbins, and others, discussed these resolutions, which werelater adopted.)

WHEREAS, The great precept of nature is conceded to be, that "manshall pursue his own true and substantial happiness." Blackstone inhis Commentaries remarks, that this law of Nature being coeval withmankind, and dictated by God himself, is of course superior inobligation to any other. It is binding over all the globe, in allcountries and at all times; no human laws are of any validity ifcontrary to this, and such of them as are valid, derive all theirforce, and all their validity, and all their authority, mediatelyand immediately, from this original; therefore,

Resolved, That such laws as conflict, in any way, with the true andReform Movements of Antebellum America

substantial happiness of woman, are contrary to the great preceptof nature and of no validity, for this is "superior in obligationto any other."

Resolved, That all laws which prevent woman from occupying such astation in society as her conscience shall dictate, or which placeher in a position inferior to that of man, are contrary to thegreat precept of nature, and therefore of no force or authority.

Resolved, That woman is man's equal--was intended to be so by theCreator, and the highest good of the race demands that she shouldbe recognized as such.

Resolved, That the women of this country ought to be enlightened inregard to the laws under which they live, that they may no longerpublish their degradation by declaring themselves satisfied withtheir present position, nor their ignorance, by asserting that theyhave all the rights they want.

Resolved, That inasmuch as man, while claiming for himself

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http://womenshistory.about.com/od/suffrage1848/a/seneca_declartn.htm

Sanbornintellectual superiority, does accord to woman moral superiority,it is pre-eminently his duty to encourage her to speak and teach,as she has an opportunity, in all religious assemblies .

Resolved, That the same amount of virtue, delicacy, and refinementof behavior that is required of woman in the social state, shouldalso be required of man, and the same transgressions should bevisited with equal severity on bothman and woman.

Resolved, That the objection of indelicacy and impropriety, whichis so often brought against woman when she addresses a publicaudience, comes with a very ill-grace from those who encourage, bytheir attendance, her appearance on the stage, in the concert, orin feats of the circus.

Resolved, That woman has too long rested satisfied in thecircumscribed limits which corrupt customs and a pervertedapplication of the scriptures have marked out for her, and that itis time she should move in the enlarged sphere which her greatReform Movements of Antebellum America

Creator has assigned her.

Resolved, That it is the duty of the women of this country tosecure to themselves their sacred right to the elective franchise.

Resolved, That the equality of human rights results necessarilyfrom the fact of the identity of the race in capabilities andresponsibilities.

Resolved, therefore, That, being invested by the Creator with thesame capabilities, and the same consciousness of responsibility fortheir exercise, it is demonstrably the right and duty of woman,equally with man, to promote every righteous cause by everyrighteous means, and especially in regard to the great subjects ofmorals and religion, it is self-evidently her right to participatewith her brother in teaching them, I both in private and in public,by writing and by speaking, by any instrumentalities proper to beused, and m any assemblies proper to be held; and this being aself-evident truth growing out of the divinely implanted principlesof human nature, any custom or authority adverse to it, whether

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Sanbornmodern or wearing the hoary sanction of antiquity, is to beregarded as a self-evident falsehood, and at war with mankind

Resolved, That the speedy success of our cause depends upon thezealous and untiring efforts of both men and women, for theoverthrow of the monopoly of the pulpit, and for the securing towoman an equal participation with men in the various trades,professions, and commerce.

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Reform Movements of Antebellum America Rubric for Poster Construction

(Resource N)


Proficient(15- 20 points)


Unsatisfactory(0-9 points)

--Has catchy slogan.--Illustrations directly relate to the Women’s Rights movement and Seneca Falls Convention--Language is appropriate to the 1800s when the events would’ve taken place.--Mentions prominent leaders of the movement/convention.--Provides information to answer: What? Where? When? Why?--Includes several goals of the particular event.--Is neat and pleasing to look at.--Is colored and turned in on time.--Contains no clerical errors (spelling, grammar, punctuation)

--Has catchy slogan.--Illustrations are mostly accurate to the Women’s Rights Movement and Seneca Falls Convention.--Most of the language is accurate to the time period.--Mentions one leader of movement/convention.--Answers most of the questions: What? Where? When? Why?--Includes one of the goals of each particular event.--Is neat and colored.--Turned in on time.--Contains no more than 2-3 clerical errors.

--Has a slogan, could be more appropriate.--Illustrations do not accurately show a connection to the Women’s Rights Movement or the Seneca Falls Convention.--Language does not reflect the time period of the events.--Does not mention leaders of the movement/convention.--Answers one or two of the questions: What? Where? When? Why?--Does not refer to goals of the events.--Not particularly neat or pleasing.--Not fully colored.--Turned in 1-2 days late.--Contains more than 4 clerical errors.

--No slogan.--Not adequately illustrated.--Language does not reflect the time period.--No leaders are mentioned.--May answer one of the questions: What? Where? When? Why?--Does not refer to goals of the events.--Is messy and lacks color.--Turned in more than 2 days late.--Contains multiple errors in spelling, grammar, punctuation.

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Reform Movements of Antebellum America “Strong Drink, the Curse and the Cure”

By Timothy Shay Arthur(Resource O)

"Strong Drink, the Curse and the Cure"

STRONG DRINK: THE CURSE AND THE CUREBY JENNIFER ERBACH

The following is an excerpt from Timothy Shay Arthur's temperance book, "Strong Drink: The Curse and the Cure" published in 1877.

Only those who have given the subject careful consideration have any true idea of the enormous annual consumption, in this country, of spirits, wines and malt liquors. Dr. Hargreaves, in "Our Wasted Resources," gives these startling figures: It amounted in 1870 to 72,425,353 gallons of domestic spirits, 188,527,120 gallons of fermented liquors, 1,441,747 gallons of imported spirits, 9,088,894 gallons of wines, 34,239 gallons of spirituous compounds, and 1,012,754 gallons of ale, beer, etc., or a total of 272,530,107 gallons for 1870, with a total increase of 30,000,000 gallons in 1871, and of 35,000,000 gallons in addition in 1872.

All this in a single year, and at a cost variously estimated at from six to seven hundred millions of dollars! Or, a sum, as statistics tell us, nearly equal to the cost of all the flour, cotton and woolen goods, boots and shoes, clothing, and books and newspapers purchased by the people in the same period of time.

If this were all the cost? If the people wasted no more than seven hundred millions of dollars on these beverages every year, the question of their use would be only one of pecuniary loss or gain. But what farther, in connection with this subject, are we told by statistics? Why, that, in consequence of using these beverages, we have six hundred thousand drunkards; and that of these, sixty thousand die every year. That we have over three hundred murders and four hundred suicides. That over two hundred thousand children are left homeless and friendless. And that at least eighty per cent. of all the crime and pauperism of the land arises from the consumption of this enormous quantity of intoxicating drinks.

In this single view, the question of intemperance assumes a most appalling aspect. The

POVERTY AND DESTITUTIONfound in so large a portion of our laboring classes, and their consequent restlessness and discontent, come almost entirely from the waste of substance, idleness and physical incapacity for work, which attend the free use of alcoholic beverages. Of the six or seven hundred millions of dollars paid annually for these beverages, not less than two-thirds are taken out of the earnings of our artisans and laborers, and those who, like them, work for wages.

LOSS TO LABOR.

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But the loss does not, of course, stop here. The consequent waste of bodily vigor, and the idleness that is ever the sure accompaniment of drinking, rob this class of at least as much more. Total abstinence societies, building associations, and the use of banks for savings, instead of the dram-sellers' banks for losings, would do more for the well-being of our working classes than all the trades-unions or labor combinations, that ever have or ever will exist. The laboring man's protective union lies in his own good common sense, united with temperance, self-denial and economy. There are very many in our land who know this way; and their condition, as compared with those who know it not, or knowing, will not walk therein, is found to be in striking contrast.

TAXATION.

Besides the wasting drain for drink, and the loss in national wealth, growing out of the idleness and diminished power for work, that invariably follows the use of alcohol in any of its forms, the people are heavily taxed for the repression and punishment of crimes, and the support of paupers and destitute children. A fact or two will give the reader some idea of what this enormous cost must be. In "The Twentieth Annual Report of the Executive Committee of the Prison Association of New York," is this sentence: "There can be no doubt that, of all the proximate sources of crime, the use of intoxicating liquors is the most prolific and the most deadly. Of other causes it may be said that they slay their thousands; of this it may be acknowledged that it slays its tens of thousands. The committee asked for the opinion of the jail officers in nearly every county in the State as to the proportion of commitments due, either directly or indirectly, to strong drink." The whole number of commitments is given in these words: "Not less than 60,000 to 70,000 [or the sixtieth portion of the inhabitants of the State of New York] human beings--men, women and children--either guilty, or arrested on suspicion of being guilty of crime, pass every year through these institutions." The answers made to the committee by the jail officers, varied from two-thirds as the lowest, to nine-tenths as the highest; and, on taking the average of their figures, it gave seven-eighths as the proportion of commitments for crime directly ascribed to the use of intoxicating drinks!

Taking this as the proportion of those who are made criminals through intemperance, let us get at some estimate of the cost to tax-payers. We find it stated in Tract No. 28, issued by the National Temperance Society, that "a committee was appointed by the Ulster County Temperance Society, in 1861, for the express purpose of ascertaining, from reliable sources, the percentage on every dollar tax paid to the county to support her paupers and criminal justice. The committee, after due examination, came to the conclusion that upwards of sixty cents on the dollar was for the above purpose. This amount was required, according to law , to be paid by every tax-payer as a penalty, or rather as a rum bill , for allowing the liquor traffic to be carried on in the above county. What is said of Ulster County, may, more or less, if a like examination were entered into, be said of every other county, not only in the State of New York, but in every county in the United States."

From the same tract we take this statement: "In a document published by the Legislature of the State of New York, for 1863, being the report of the Secretary of the State to the Legislature, we have the following statements: 'The whole number of paupers relieved during the same period, was 261,252. During the year 1862, 257,354.' These numbers would be in the ratio of one pauper annually to every fifteen inhabitants throughout the State. In an examination made into the history of those paupers by a competent committee, seven-eighths of them were reduced to this low and degraded condition, directly or indirectly, through intemperance."

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CURSING THE POOR.

Looking at our laboring classes, with the fact before us, that the cost of the liquor sold annually by retail dealers is equal to nearly $25 for every man, woman and child in our whole population, and we can readily see why so much destitution is to be found among them. Throwing out those who abstain altogether; the children, and a large proportion of women, and those who take a glass only now and then, and it will be seen that for the rest the average of cost must be more than treble. Among working men who drink the cheaper beverages, the ratio of cost to each cannot fall short of a hundred dollars a year. With many, drink consumes from a fourth to one-half of their entire earnings. Is it, then, any wonder that so much poverty and suffering are to be found among them?

CRIME AND PAUPERISM.

The causes that produce crime and pauperism in our own country, work the same disastrous results in other lands where intoxicants are used. An English writer, speaking of the sad effects of intemperance in Great Britain, says: "One hundred million pounds, which is now annually wasted, is a sum as great as was spent in seven years upon all the railways of the kingdom--in the very heyday of railway projects; a sum so vast, that if saved annually, for seven years, would blot out the national debt!" Another writer says, "that in the year 1865, over £6,000,000, or a tenth part of the whole national revenue, was required to support her paupers." Dr. Lees, of London, in speaking of Ireland, says: "Ireland has been a poor nation from want of capital, and has wanted capital chiefly because the people have preferred swallowing it to saving it." The Rev. G. Holt, chaplain of the Birmingham Workhouse, says: "From my own experience, I am convinced of the accuracy of a statement made by the late governor, that of every one hundred persons admitted, ninety-nine were reduced to this state of humiliation and dependence, either directly or indirectly, through the prevalent and ruinous drinking usages."

Mr. Charles Buxton, M. P., in his pamphlet, "How to Stop Drunkenness," says: "It would not be too much to say that if all drinking of fermented liquors could be done away, crime of every kind would fall to a fourth of its present amount, and the whole tone of moral feeling in the lower order might be indefinitely raised. Not only does this vice produce all kinds of wanton mischief, but it has also a negative effect of great importance. It is the mightiest of all the forces that clog the progress of good. * * * The struggle of the school, the library and the church, all united against the beer-shop and the gin-palace, is but one development of the war between Heaven and hell. It is, in short, intoxication that fills our jails; it is intoxication that fills our lunatic asylums; it is intoxication that fills our work-houses with poor. Were it not for this one cause, pauperism would be nearly extinguished in England."

* * *

No substance in nature, as far as yet known, has, when it reaches the brain, such power to induce

MENTAL AND MORAL CHANGES OF A DISASTROUS CHARACTER

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as alcohol. Its transforming power is marvelous, and often appalling. It seems to open a way of entrance into the soul for all classes of foolish, insane or malignant spirits, who, so long as it remains in contact with the brain, are able to hold possession.

Men of the kindest nature when sober, act often like fiends when drunk. Crimes and outrages are committed, which shock and shame the perpetrators when the excitement of inebriation has passed away. Referring to this subject, Dr. Henry Munroe says: "It appears from the experience of Mr. Fletcher, who has paid much attention to the cases of drunkards, from the remarks of Mr. Dunn, in his 'Medical Psychology,' and from observations of my own, that there is some analogy between our physical and psychical natures; for, as the physical part of us, when its power is at a low ebb, becomes susceptible of morbid influences which, in full vigor, would pass over it without effect, so when the psychical (synonymous with the moral ) part of the brain has its healthy function disturbed and deranged by the introduction of a morbid poison like alcohol, the individual so circumstanced sinks in depravity, and

BECOMES THE HELPLESS SUBJECT OF THE FORCES OF EVIL,which are powerless against a nature free from the morbid influences of alcohol. "Different persons are affected in different ways by the same poison. Indulgence in alcoholic drinks may act upon one or more of the cerebral organs; and, as its necessary consequence, the manifestations of functional disturbance will follow in such of the mental powers as these organs subserve. If the indulgence be continued, then, either from deranged nutrition or organic lesion, manifestations formerly developed only during a fit of intoxication may become permanent , and terminate in insanity or dypsomania. M. Flourens first pointed out the fact that certain morbific agents, when introduced into the current of the circulation, tend to act primarily and specially on one nervous centre in preference to that of another, by virtue of some special elective affinity between such morbific agents and certain ganglia. Thus, in the tottering gait of the tipsy man, we see the influence of alcohol upon the functions of the cerebellum in the impairment of its power of co-ordinating the muscles.

"Certain writers on diseases of the mind make especial allusion to that form of insanity termed DYPSOMANIA, in which a person has an unquenchable thirst for alcoholic drinks--a tendency as decidedly maniacal as that of homicidal mania; or the uncontrollable desire to burn, termed pyromania; or to steal, called kleptomania .

HOMICIDAL MANIA.

"The different tendencies of homicidal mania in different individuals are often only nursed into action when the current of the blood has been poisoned with alcohol. I had a case of a person who, whenever his brain was so excited, told me that he experienced a most uncontrollable desire to kill or injure some one; so much so, that he could at times hardly restrain himself from the action, and was obliged to refrain from all stimulants, lest, in an unlucky moment, he might commit himself. Townley, who murdered the young lady of his affections, for which he was sentenced to be imprisoned in a lunatic asylum for life, poisoned his brain with brandy and soda-water before he committed the rash act. The brandy stimulated into action certain portions of the brain, which acquired such a power as to subjugate his will, and hurry him to the performance of a frightful deed, opposed alike to his better judgment and his ordinary desires.

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"As to pyromania , some years ago I knew a laboring man in a country village, who, whenever he had had a few glasses of ale at the public-house, would chuckle with delight at the thought of firing certain gentlemen's stacks. Yet, when his brain was free from the poison, a quieter, better-disposed man could not be. Unfortunately, he became addicted to habits of intoxication; and, one night, under alcoholic excitement, fired some stacks belonging to his employers, for which he was sentenced for fifteen years to a penal settlement, where his brain would never again be alcoholically excited.

KLEPTOMANIA.

"Next, I will give an example of kleptomania . I knew, many years ago, a very clever, industrious and talented young man, who told me that whenever he had been drinking, he could hardly withstand the temptation of stealing anything that came in his way; but that these feelings never troubled him at other times. One afternoon, after he had been indulging with his fellow-workmen in drink, his will, unfortunately, was overpowered, and he took from the mansion where he was working some articles of worth, for which he was accused, and afterwards sentenced to a term of imprisonment. When set at liberty he had the good fortune to be placed among some kind-hearted persons, vulgarly called teetotallers; and, from conscientious motives, signed the PLEDGE, now above twenty years ago. From that time to the present moment he has never experienced the overmastering desire which so often beset him in his drinking days--to take that which was not his own. Moreover, no pretext on earth could now entice him to taste of any liquor containing alcohol, feeling that, under its influence, he might again fall its victim. He holds an influential position in the town where he resides.

"I have known some ladies of good position in society, who, after a dinner or supper-party, and after having taken sundry glasses of wine, could not withstand the temptation of taking home any little article not their own, when the opportunity offered; and who, in their sober moments, have returned them, as if taken by mistake. We have many instances recorded in our police reports of gentlemen of position, under the influence of drink, committing thefts of the most paltry articles, afterwards returned to the owners by their friends, which can only be accounted for, psychologically, by the fact that the will had been for the time completely overpowered by the subtle influence of alcohol.

LOSS OF MENTAL CLEARNESS.

"That alcohol, whether taken in large or small doses, immediately disturbs the natural functions of the mind and body, is now conceded by the most eminent physiologists. Dr. Brinton says: 'Mental acuteness, accuracy of conception, and delicacy of the senses, are all so far opposed by the action of alcohol, as that the maximum efforts of each are incompatible with the ingestion of any moderate quantity of fermented liquid. Indeed, there is scarcely any calling which demands skillful and exact effort of mind and body, or which requires the balanced exercise of many faculties, that does not illustrate this rule. The mathematician, the gambler, the metaphysician, the billiard-player, the author, the artist, the physician, would, if they could analyze their experience aright, generally concur in the statement, that a single glass will often suffice to take , so to speak, the edge off both mind and body , and to reduce their capacity to something below what is relatively their perfection of work.'

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"Not long ago, a railway train was driven carelessly into one of the principal London stations, running into another train, killing, by the collision, six or seven persons, and injuring many others. From the evidence at the inquest, it appeared that the guard was reckoned sober, only he had had two glasses of ale with a friend at a previous station. Now, reasoning psychologically, these two glasses of ale had probably been instrumental in taking off the edge from his perceptions and prudence, and producing a carelessness or boldness of action which would not have occurred under the cooling, temperate influence of a beverage free from alcohol. Many persons have admitted to me that they were not the same after taking even one glass of ale or wine that they were before, and could not thoroughly trust themselves after they had taken this single glass."

IMPAIRMENT OF MEMORY.

An impairment of memory is among the early symptoms of alcoholic derangement. "This," says Dr. Richardson, "extends even to forgetfulness of the commonest things; to names of familiar persons, to dates, to duties of daily life. Strangely, too," he adds, "this failure, like that which indicates, in the aged, the era of second childishness and mere oblivion, does not extend to the things of the past, but is confined to events that are passing. On old memories the mind retains its power; on new ones it requires constant prompting and sustainment."

In this failure of memory nature gives a solemn warning that imminent peril is at hand. Well for the habitual drinker if he heed the warning. Should he not do so, symptoms of a more serious character will, in time, develop themselves, as the brain becomes more and more diseased, ending, it may be, in permanent insanity.

From the BookArthur, T.S. Strong Drink; The Curse and the Cure. Philadelphia: Hubbard Brothers, 1877. Digital copy available at Library of Congress at http://memory.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(stro4)) .

Copyright ©2003 Illinois Historical Digitization Projects

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Reform Movements of Antebellum America Problem of Alcohol Worksheet

(Resource P)"Problem of Alcohol Worksheet."

THE PROBLEM OF ALCOHOL WORKSHEET BY JENNIFER ERBACH

As you read through the excerpts from Strong Drink: The Curse and The Cure, write down the arguments that Timothy Shay Arthur makes regarding the economic, social, moral, and heath problems linked to drinking and selling alcohol.

Economic Problems

Social Problems

Moral Problems

Mental & Physical Health Problems

Copyright ©2003 Illinois Historical Digitization Projects


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“King of Alcohol”(Resource Q)

"King Alcohol."

King Alcohol: A Comic Temperance GleeSong performed by: Leslie Beukelman and Dean Potter (vocals). Recording engineer: Matt Dotson.

King Alcohol has many formsBy which he catches menHe is a beast of many hornsAnd ever thus has been.

Chorus:For there's rum, and gin, and beer, and wineAnd brandy of logwood hueAnd hock, and port, and flip combineTo make a man look blue.He says be merry, for here's good sherryAnd Tom and Jerry, Champagne and Perry,And spirits of every hue,O are not these a fiendish crewAs ever a mortal knewO are these a fiendish crew as ever a mortal knew.

King Alcohol is very slyA liar from the firstHe'll make you drink until you're dry Then drink, because you thirst.

Chorus


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King Alcohol has had his dayHis kingdom's crumbling fastHis votaries are heard to sayOur tumbling days are past.

Chorus:There's no rum, nor gin, nor beer, nor wineNor brandy of any hueNor hock, nor port, nor flip combinedTo make a man get blueAnd now they're merry, without their sherryOr Tom and Jerry, champagne and perryOr spirits of every hueAnd now they are a temperate crewAs ever a mortal knewAnd now they are a temperate crewAnd given the devil his due.

The shout of WashingtoniansIs heard on every galeThey're chanting now the victoryO'er cider, beer, and ale.

Chorus

©2002 Illinois During the Gilded Age Digitization Project.

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Constitution and Pledge of the Washington Temperance Society(Resource R)

WASHINGTON PLEDGE

"We, whose names are annexed, desirous of forming a societyfor our natural benefit, and to guard against a pernicious practice,

which is injurious to our health, standing and families - we dopledge ourselves as gentlemen, not to drink any spirituous or malt

liquors, wine or cider."

http://www.aabibliography.com/historyofaa/Washingtonians/wash2.html#_1_3

Constitution of the Washington Temperance Society

http://www.orange.lioninc.org/northmilfordtemperance/01.htm


SONG GROUP PACKET

"Death to King Alcohol!" Temperance in the 19th Century

by Jennifer Erbach(Resource S)

19th Century Temperance Songs

In this packet, you will find the following:• Directions and group roles• Six temperance songs• Song analysis worksheets

Directions:

1. Read through the song lyrics in this packet several times. If audio recordings are available, listen to the songs as well.

2. As a group, fill out one “Song Analysis Worksheet” for each song in the packet.

3. Choose 2 songs that you think are the most effective. Write a 2-3 paragraph essay discussing why you think that these songs are effective and noting what persuasive techniques these songs employ.

4. Present your 2 selected songs to the class. Use the analysis worksheets that you did for each song as an outline. Include an explanation of why you think that these songs are the best examples of the ones you studied.

Group Roles: Writer- worksheets (1-2)Writer- essay (1)Presenters (2-3)


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19th Century Temperance Song Analysis Worksheet

Name of Song_________________________________________

If your song can be played, listen to your song first. Then read through the lyrics several times and discuss them with your group before you begin filling out this sheet. If no examples exist, just write “none” in the space provided and move on. Be sure to check with the instructor if you have any questions!

1. Personal Appeal: Do the lyrics appeal to a particular person such as a father, young woman, grandparent, teacher, etc? How? Provide specific evidence and examples.

2. Intellectual Appeal: Do the lyrics present an argument against the sale and/or consumption of alcohol on intellectual grounds (i.e. “alcohol poisons the body”)? Provide specific evidence and examples.

3. Social or Moral Appeal: Do the lyrics present an argument against the sale and/or consumption of alcohol on moral or social ground (ie, “good Christians don’t drink,” “drinking leads to poverty”)? Provide specific evidence and examples.


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4. Emotional Appeal: Do the lyrics attempt to persuade people not to drink and/or sell alcohol by appealing to their emotions? How? Provide specific evidence and examples.

5. Other: What other persuasive techniques are used in the song? Do the lyrics contrast the drunkard with the temperance man? Do the lyrics provide some alternative to using alcohol? Are any famous examples or stories mentioned? Provide specific evidence and examples.

6. Message: Overall, what is the main message (or messages) that this song is trying to send to the person who hears it?


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Song 13. To the tune of “Rosalie the Prairie Flower”

WATER as it gushes through the leafy vale,In the streamlet gliding o'er the dale;Water as it gushes through the leafy vale,Water is the drink for me.Take away the wine cup, take away the beer,Water, give me water, fresh and clear;Take away the wine cup, take away the beer,Water is the drink for me.Water, it yieldeth vigor and health;Water's a mine of riches and wealth;Friend of all creation, bounteous and free,Water is the drink for me.Water, as it dances on the pebbly strand,In the summer sunshine looking grand;Water, as it dances on the pebbly strand,Water is the drink for me.Take away, &c.In the cause of temperance let us all abide;Let its banners wave on every side;Spread the cause of temperance, spread it far and wide;Aid the work of truth and love.Take away, &c.From The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies at the Library of Congress, at http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps13))

The Drunkard’s Child

You ask me why so oft, father,The tear rolls down my cheek,And think it strange that I should ownA grief I dare not speak; But O, my soul is very sad,My brain is almost wild;It breaks my heart, to think that I Am call'd a drunkard's child. Chorus:But O, my soul is very sad,My brain is almost wild;It breaks my heart, To think that I Am call'd a drunkard's child.

My playmates shun me now, father,Reform Movements of Antebellum America

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Or pass me by with scorn,Because my dress is ragged, and My shoes are old and torn;And if I heed them not, "there goesThe drunkard's girl," they cry;Oh then, how much I wish that God Would only let me die.

Chorus

You used to love me once, father,And we had bread to eat;Mamma and I were warmly clad,And life seem'd very sweetYou never spoke unkindly then,Or dealt the angry blow;Oh father dear, 'tis sad to thinkThat rum hath chang'd you so.

Chorus

Do not be angry now, father,Because I tell you this,But let me feel upon my brow,Once more thy loving kiss;And promise me, those lips no more,With drink shall be defil'd.That, from a life of want and woe,Thou'lt save thy weeping child.

From Illinois During the Gilded Age site at http://dig.lib.niu.edu/gildedage/songs/drunkardschild.htmlAudio available.

King Alcohol: A Comic Temperance Glee

King Alcohol has many formsBy which he catches menHe is a beast of many hornsAnd ever thus has been.


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Chorus:For there's rum, and gin, and beer, and wineAnd brandy of logwood hueAnd hock, and port, and flip combineTo make a man look blue. He says be merry, for here's good sherryAnd Tom and Jerry, Champagne and Perry,And spirits of every hue,O are not these a fiendish crewAs ever a mortal knewO are these a fiendish crew as ever a mortal knew.

King Alcohol is very slyA liar from the firstHe'll make you drink until you're dry Then drink, because you thirst.

Chorus

King Alcohol has had his dayHis kingdom's crumbling fastHis votaries are heard to sayOur tumbling days are past.

Chorus to come in after 3d. and 4th. verses:There's no rum, nor gin, nor beer, nor wineNor brandy of any hueNor hock, nor port, nor flip combinedTo make a man get blueAnd now they're merry, without their sherryOr Tom and Jerry, champagne and perryOr spirits of every hueAnd now they are a temperate crewAs ever a mortal knewAnd now they are a temperate crewAnd given the devil his due.

The shout of WashingtoniansIs heard on every galeThey're chanting now the victoryO'er cider, beer, and ale. Chorus


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From Illinois During the Gilded Age site at http://dig.lib.niu.edu/gildedage/songs/kingalcohol.html. Audio available.

Song 50. To the tune of “Wait for the Wagon”

WILL you sign the pledge, poor drunkard? we wish to set you freeFrom appetite and passion, and custom's slavery;Strong drink has been your ruin we ask you to abstain;Come throw down the bottle, and never drink again.Throw down the bottle, throw down the bottle,Throw down the bottle, and never drink again.Oh, your wife will smile with gladness to know that you have signed:She'll bid adieu to sadness, for comfort she will find;Within your home what pleasure what happiness will reign;Then throw down the bottle, and never drink again.Oh, your children, too, will bless you, they'll dance with very glee,And joyfully caress you, as they climb upon your knee;Their little eyes will sparkle, as they sing the joyous strain,We've thrown down the bottle, and we'll never drink again,Then come along, my brother, tho' fallen you may rise;You then may help another who now in bondage lies;The best of men will bless you; you will not live in vain;So, throw down the bottle, and never drink again.

The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies at the Library of Congress at http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps50))

Song 95. To the tune of “Come Home Father”

FATHER, dear father, come home with me now!The clock in the steeple strikes one;You said you were coming right home from the shopAs soon as your day's work was done.Our fire has gone out--our house is all dark,And mother's been watching since tea,With poor brother Benny so sick in her armsAnd no one to help her but me.Come home! come home! come home!Please, father, dear father, come home!

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Father, dear father, come home with me now!The clock in the steeple strikes two;The night has grown colder--and Benny is worse--But he has been calling for you.Indeed he is worse--Ma says he will die,Perhaps before morning shall dawn!And this is the message she sent me to bring,Come quickly or he will be gone!

Father, dear father, come home with me now!The clock in the steeple strikes three;The house is so lonely--the hours are so long,For poor weeping mother and me.Yes, we are alone--poor Benny is dead!And gone with the angels of light:And these were the very last words that he said,"I want to kiss Papa to-night?"Come home! come home! come home!Please, father, dear father, come home!

Hear the sweet voice of the childWhich the night winds repeat as they roamOh, who could resist this most plaintive of prayers,Please, father, dear father, come home!

From The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies at the Library of Congress, at http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps95))

Song 99. To the tune of “Miss Bundy’s Wedding”

Oh, I am a Temperance man,And my heart is filled with glee,For I've signed the temperance pledge,And from alcohol I'm free:I'll never touch or tasteThe poisoned cup again;From all that can intoxicateForever I'll abstain;For I am a temperance man, &c.

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The pimples have left my nose,And, instead of having rags to my back,I now have plenty of clothes:I once had but one meal a day,And sometimes I got none;But now, although I always eat three,Yet in debt I never run;For I am a temperance man, &c.

When I drank rum, the pretty girlsWith me could not agree;But now I stick to the temp'rance pledge,And they all stick to me:Once people all looked black at me,And called me drunken Jake;But now they touch their hats, and say,Your servant, Mr. Blake;For I am a temperance man, &c.

Then haste ye, all, and quickly signOur pledge of liberty,And break the chains of alcohol,And be forever free:Then gather round your social hearths,And hymns of gladness sing,For alcohol is at last dethroned,And is no longer king.For we are temperance men, &c.

From The Temperance Songster; a Collection of Songs and Hymns for All Temperance Societies at the Library of Congress, at http://lcweb2.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(tmps99))


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IMAGE GROUP PACKET

"DEATH TO KING ALCOHOL!" TEMPERANCE IN THE 19TH CENTURY

BY JENNIFER ERBACH

19th Century Temperance Images

In this packet, you will find the following: Directions and group roles Six temperance images Story analysis worksheets

Directions

1. Study the images included in this packet.

2. As a group, discuss the images and fill out one “Image Analysis Worksheet” for each image.

3. Choose 2 of the images that you think are the most effective. Write a 2-3 paragraph essay discussing why you think that these images are effective and noting what persuasive techniques the images use.

4. Present your 2 images to the class. Use the analysis worksheets that you did for the images as an outline. Include an explanation of why you think that these images are the best examples out of the ones that you studied.



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19th Century Temperance Image Analysis Worksheet

Image Number_______

Look over the image carefully and discuss it with your group, before you begin filling out this worksheet. If no examples exist, just write “none” in the space provided and move on. Be sure to check with the instructor if you have any questions!

1. Action: What is taking place in this image? Provide a description of what you see.

2. Characters : Who or what are the main ‘characters’ in this image?

3. Symbolism : Are any components of this image symbolic? What are they and what are they supposed to represent?

4. Caption : Does the image have a caption? What does it mean, and how does it relate to the image?

5. Audience : Does the image appear to be targeting a specific audience? If yes, who? Provide specific evidence. If no, which groups or individuals might be most responsive to this image? Why? Provide specific evidence.

6. Message : Does the image have an overall message? What point or points is it trying to communicate? If there does not appear to be a message, how might a temperance society use this image to persuade people not to consume or sell alcohol?

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“Death to King Alcohol!” Image Links

“Drunken Man” http://lincoln.lib.niu.edu/fimage/image.php?id=214


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“Bar Room Scene” http://lincoln.lib.niu.edu/fimage/image.php?id=234


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“Women's Holy War…” http://lincoln.lib.niu.edu/fimage/image.php?id=3483


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STORY GROUP PACKET


BY JENNIFER ERBACH

19th Century Temperance Stories

In this packet, you will find the following: Directions and group roles Excerpts from 2 Temperance Novels Story analysis worksheets

Directions

5. Read through the stories included in this packet.

6. As a group, discuss the stories and fill out one story analysis worksheet for each story.

7. Write a 2-3 paragraph essay discussing how effective each story is in persuading its reader not to drink and noting what persuasive techniques these story uses to accomplish this.

8. Present the stories to the class. Use the analysis worksheets that you did for each story as an outline. Include an explanation of whether or not the story is effective and why.



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19th Century Temperance Story Analysis Worksheet

Story Title_________________________________________________

Read through each story at least once and discuss it with your group before you begin filling out this worksheet. If no examples exist for a particular question, write “none” in the space provided and move on. Be sure to check with the instructor if you have any questions!

1. Brief Synopsis : Outline the events of the story in the space provided.

2. Characters : Who are the main characters in this story?

3. Audience : Does the story appear to be targeting a specific audience? If yes, who? Provide specific evidence. If no, which groups or individuals might be most responsive to this story? Why? Provide specific evidence.

4. Intellectual Appeal : Does the story present an argument against the sale and/or consumption of alcohol on intellectual grounds? (i.e. “alcohol poisons the body”) Provide specific evidence and examples.

Reform Movements of Antebellum America Story Packet p. 3

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5. Emotional Appeal : Does the story attempt to persuade people not to drink and/or sell alcohol by appealing to their emotions? How? Provide specific evidence and examples.

6. Social or Moral Appeal: Does the story present an argument against the sale and/or consumption of alcohol on moral or social ground (ie, “good Christians don’t drink,” “drinking leads to poverty”)? Provide specific evidence and examples.

7. Message : Overall, what is the main message (or messages) that this story is trying to send to the person who reads it?


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Night the Seventh: Sowing the Mind

The following passage occurs in T. S. Arthur’s story “Ten Nights in a Bar Room,” which traces the effects of the newly opened tavern, the ‘Sickle and Sheaf,’ on the town of Cedarville and its inhabitants. The narrator of the story returns to the tavern over several years, and each time finds more and more problems in the town. In this chapter, a notorious gambler, Harvey Green, murders Willy Hammond, one of the young men of the town. A manhunt ensues for Green, and he is at last found hiding in one of the guest rooms of the ‘Sickle and Sheaf.’ A wild mob gathers around the sheriff and the prisoner, demanding that they be allowed to hang him. The sheriff refuses to give into their demands, and the mob grows wilder.

Shouts, cries, oaths, and savage imprecations blended in wild discord; in the midst of which my blood was chilled by the sharp crack of a pistol. Another and another shot followed; and then, as a cry of pain thrilled the air, the fierce storm hushed its fury in an instant.

"Who's shot? Is he killed?"

There was a breathless eagerness for the answer, "It's the gambler!" was replied. "Somebody has shot Green."

A low muttered invective against the victim was heard here and there; but the announcement was not received with a shout of exultation, though there was scarcely a heart that did not feel pleasure at the sacrifice of Harvey Green's life.

It was true as had been declared. Whether the shot were aimed deliberately, or guided by an unseen hand to the heart of the gambler, was never known; nor did the most careful examination, instituted afterward by the county, elicit any information that even directed suspicion toward the individual who became the agent of his death.

At the coroner's inquest, held over the dead body of Harvey Green, Simon Slade was present. Where he had concealed himself while the mob were in search of him, was not known. He looked haggard; and his eyes were anxious and restless. Two murders in his house, occurring in a single day, were quite enough to darken his spirits; and the more so, as his relations with both the victims were not of a character to awaken any thing but self-accusation.

As for the mob, in the death of Green its eager thirst for vengeance was satisfied. Nothing more was said against Slade, as a participator in the ruin and death of young Hammond. The popular feeling was one of pity rather than indignation toward the landlord; for it was seen that he was deeply troubled.

One thing I noticed, and it was that the drinking at the bar was not suspended for a moment. A large proportion of those who made up the crowd of Green's angry pursuers, were excited by drink as well as indignation, and I am very sure that, but for the maddening effects of liquor, the fatal shot would never have been fired. After the fearful catastrophe, and when every mind was sobered, or ought to have been sobered, the crowd returned to the bar-room, where the drinking was renewed. So rapid


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were the calls for liquor, that both Matthew, and Frank, the landlord's son, were kept busy mixing the various compounds demanded by the thirsty customers.

From the constant stream of human beings that flowed toward the "Sickle and Sheaf," after the news of Green's discovery and death went forth, it seemed as if every man and boy within a distance of two or three miles had received intelligence of the event. Few, very of those who came, but went first into the bar-room; and nearly all who entered the bar-room called for liquor. In an hour after the death of Green, the fact that his dead body was laid out in the room immediately adjoining, seemed utterly to pass from the consciousness of every one in the bar. The calls for liquor were incessant; and, as the excitement of drink increased, voices grew louder, and oaths more plentiful, while the sounds of laughter ceased not for an instant.

"They're giving him a regular Irish wake," I heard remarked, with a brutal laugh.

I turned to the speaker, and to my great surprise, saw that it was Judge Lyman, more under the influence of drink than I remembered to have seen him. He was about the last man I expected to find here. If he knew of the strong indignation expressed toward him a little while before, by some of the very men now excited with liquor, his own free drinking had extinguished fear.

"Yes, curse him!" was the answer. "If they have a particularly hot corner `away down below,' I hope he's made its acquaintance before this."

"Most likely he's smelled brimstone," chuckled the judge.

"Smelled it! If old Clubfoot hasn't treated him with a brimstone-bath long before this, he hasn't done his duty. If I thought as much, I'd vote for sending his majesty a remonstrance forthwith."

"Ha! ha!" laughed the judge. "You're warm on the subject."

"Ain't I? The blackleg scoundrel! Hell's too good for him."

"H-u-s-h! Don't let your indignation run into profanity," said Judge Lyman, trying to assume a serious air; but the muscles of his face but feebly obeyed his will's feeble effort. "Profanity! Poh! I don't call that profanity. It's only speaking out in meeting, as they say, — it's only calling black, black — and white, white. You believe in a hell, don't you, judge?"

"I suppose there is one; though I don't know very certain."

"You'd better be certain!" said the other, meaningly.

"Why so?"

"Oh! because if there is one, and you don't cut your cards a little differently, you'll be apt to find it at the end of your journey."


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"What do you mean by that?" asked the judge, retreating somewhat into himself, and trying to look dignified.

"Just what I say," was unhesitatingly answered.

"Do you mean to insinuate any thing?" asked the judge, whose brows were beginning to knit themselves.

"Nobody thinks you a saint," replied the man, roughly.

"I never professed to be."

"And it is said," — the man fixed his gaze almost insultingly upon Judge Lyman's face — "that you'll get about as hot a corner in the lower regions as is to be found there, whenever you make the journey in that direction."

"You are insolent!" exclaimed the judge, his face becoming inflamed.

"Take care what you say, sir!" The man spoke threateningly.

"You'd better take care what you say."

"So I will," replied the other. "But — "

"What's to pay here?" inquired a third party, coming up at the moment, and interrupting the speaker.

"The devil will be to pay," said Judge Lyman, "if somebody don't look out sharp."

"Do you mean that for me, ha?" The man, between whom and himself this slight contention had so quickly sprung up, began stripping back his coat sleeves, like one about to commence boxing.

"I mean it for anybody who presumes to offer me an insult."

The raised voices of the two men now drew toward them the attention of every one in the bar-room.

"The devil! There's Judge Lyman!" I heard some one exclaim, in a tone of surprise.

"Wasn't he in the room with Green when Willy Hammond was murdered?" asked' another.

"Yes, he was; and what's more, it is said he had been playing against him all night, he and Green sharing the plunder."

This last remark came distinctly to the ears of Lyman, who started to his feet instantly, exclaiming fiercely — "Whoever says that is a cursed liar!"


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The words were scarcely out of his mouth, before a blow staggered him against the wall, near which he was standing. Another blow felled him, and then his assailant sprang over his prostrate body, kicking him, and stamping upon his face and breast in the most brutal, shocking manner.

"Kill him! He's worse than Green!" somebody cried out, in a voice so full of cruelty and murder that it made my blood curdle. "Remember Willy Hammond!"

The terrible scene that followed, in which were heard a confused mingling of blows, cries, yells, and horrible oaths, continued for several minutes, and ceased only when the words — "Don't, don't strike him any more! He's dead!" were repeated several times. Then the wild strife subsided. As the crowd parted from around the body of Judge Lyman, and gave way, I caught a single glance at his face. It was covered with blood and every feature seemed to have been literally trampled down, until all was a level surface! Sickened at the sight, I passed hastily from the room into the open air and caught my breath several times, before respiration again went on freely. As I stood in front of the tavern the body of Judge Lyman was borne out by three or four men, and carried off in the direction of his dwelling.

"Is he dead?" I inquired of those who had him in charge. "No," was the answer. "He's not dead, but terribly beaten," and they passed on.

Again the loud voices of men in angry strife arose in the bar-room. I did not return there to learn the cause, or to witness the fiend-like conduct of men, all whose worst passions were stimulated by drink into the wildest fervour. As I was entering my room, the thought flashed through my mind that, as Green was found there, it needed only the bare suggestion that I had aided in his concealment, to direct toward me the insane fury of the drunken mob.

"It is not safe to remain here." I said this to myself, with the emphasis of a strong internal conviction.

Against this, my mind opposed a few feeble arguments; but, the more I thought of the matter, the more clearly did I become satisfied, that to attempt to pass the night in that room was to me a risk it was not prudent to assume.

So I went in search of Mrs. Slade, to ask her to have another room prepared for me. But she was not in the house; and I learned, upon inquiry, that since the murder of young Hammond, she had been suffering from repeated hysterical and fainting fits, and was now, with I her daughter, at the house of a relative, whither she had been carried early in the afternoon.

It was on my lip to request the chambermaid to give me another room; but this I felt to be scarcely prudent, for if the popular indignation should happen to turn toward me, the servant would be the one questioned, most likely, as to where I had removed my quarters. "It isn't safe to stay in the house," said I, speaking to myself. "Two, perhaps three, murders, have been committed already. The tiger's thirst for blood has been stimulated, and who can tell how quickly he may spring again, or in what direction?" Even while I said this, there came up from the bar-room louder and madder shouts. Then blows were heard, mingled with cries and oaths. A shuddering sense of danger oppressed me, and I went hastily Reform Movements of Antebellum America Story Packet p. 8

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downstairs, and out into the street. As I gained the passage, I looked into the sitting-room, where the body of Green was laid out. Just then, the bar-room door was burst open by a fighting party, who had been thrown in their fierce contention, against it. I paused only for a moment or two; and even in that brief period of time, saw blows exchanged over the dead body of the gambler!

"This is no place for me," I said, almost aloud, and hurried from the house, and took my way to the residence of a gentleman who had shown me many kindnesses during my visits at Cedarville. There was needed scarcely a word of representation on my part, to secure the cordial tender of a bed.

What a change! It seemed almost like a passage from Pandemonium to a heavenly region, as I seated myself alone in the quiet chamber a cheerful hospitality had assigned me, and mused on the exciting and terrible incidents of the day. They that sow the wind shall reap the whirlwind. How marked had been the realization of this prophecy, couched in such strong but beautiful imagery!

On the next day I was to leave Cedarville. Early in the morning I repaired to the "Sickle and Sheaf." The storm was over, and all was calm and silent as desolation. Hours before, the tempest had subsided; but the evidences left behind of its ravaging fury were fearful to look upon. Doors, chairs, windows, and tables were broken, and even the strong brass rod that ornamented the bar had been partially wrenched from its fastenings by strong hands, under an impulse of murder, that only lacked a weapon to execute its fiendish purpose. Stains of blood, in drops, marks, and even dried-up pools, were to be seen all over the bar-room and passage floors, and in many places on the porch.

In the sitting-room still lay the body of Green. Here, too, were many signs to indicate a fierce struggle. The looking-glass was smashed to a hundred pieces, and the shivered fragments lay yet untouched upon the floor. A chair, which it was plain had been used as a weapon of assault, had two of its legs broken short off, and was thrown into a corner. And even the bearers, on which the dead man lay, were pushed from their true position, showing that even in its mortal sleep, the body of Green had felt the jarring strife of elements he had himself helped to awaken into mad activity. From his face, the sheet had been drawn aside; but no hand ventured to replace it; and there it lay, in its ghastly paleness, exposed to the light, and covered with restless flies, attracted by the first faint odours of putridity. With gaze averted, I approached the body, and drew the covering decently over it.

No person was in the bar. I went out into the stable yard, where I met the hostler with his head bound up. There was a dark blue circle around one of his eyes, and an ugly-looking red scar on his cheek.

"Where is Mr. Slade?" I inquired.

"In bed, and likely to keep it for a week," was answered.

"How comes that?"

"Naturally enough. There was fighting all around last night, and he had to come in for a share. The fool! If he'd just held his tongue, he might have come out of it with a whole skin. But, when the rum is


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in the wit is out, with him. It's cost me a black eye and a broken head; for how could I stand by and see him murdered outright?"

"Is he very badly injured?"

"I rather think he is. One eye is clean gone."

"Oh, shocking!"

"It's shocking enough, and no mistake."

"Lost an eye!"

"Too true, sir. The doctor saw him this morning, and says the eye was fairly gouged out, and broken up. In fact, when we carried him up-stairs for dead last night, his eye was lying upon his cheek. I pushed it back with my own hand!"

"Oh, horrible!" The relation made me sick. "Is he otherwise much injured?"

"The doctor thinks there are some bad hurts inside. Why, they kicked and trampled upon him, as if he had been a wild beast! I never saw such a pack of blood thirsty devils in my life."

"So much for rum," said I.

"Yes, sir; so much for rum," was the emphatic response. "It was the rum, and nothing else. Why, some of the very men who acted the most like tigers and devils, are as harmless persons as you will find in Cedarville when sober. Yes, sir; it was the rum, and nothing else.

AVAILABLE ONLINE AT ILLINOIS DURING THE GILDED AGE.

The Little Captain: A Temperance Tale

In the preceding chapters, the Grey family has been reduced to poverty and near starvation by their father’s drunkenness. They have had to leave their pleasant home, and move into cramped room a notorious alley, home to the city’s drunks. The children, Jamie, Harry, and Kitty are at first bullied by the rag tag children (‘rats’) who live in the alley, but Jamie soon commands their respect. His acts of kindness earn him the loyalty of Weasel, the leader of the rats, and Jamie forms the Cold Spring Volunteers, a temperance “army” with the boys. They sign a pledge to fight King Alcohol and to drink only cold water (some of the boys had already begun to drink from their parents’ stash of whiskey). The death of Jamie, Harry, and Kitty’s baby brother Paul from starvation, only adds to Jamie’s determination. This is where we come in…


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MORE earnest than ever were now Jamie's desires to benefit his young companions, and more constant his humble efforts to walk in the footsteps of Christ. At his urgent request Harry was admitted into the army; and so greatly had that young warrior been subdued by sorrow, and Jamie's gentle example, that there began to be some difference of opinion as to whether the "Count" was not a trump after all. The Cold Spring Volunteers had a great many enthusiastic meetings, and Weasel was Jamie's most able supporter. Very comical temperance speeches were made by some of the most gifted young "Rats," and Jamie's mother made them each a little red, white and blue badge.

"What are the young rascals up to now?" cried Old Tiger, as the Volunteers moved down the lane, one warm September evening, in orderly array.

"Oh," grumbled the bar-keeper, Mr. Simms; "it's some confounded nonsense of that troublesome little Grey. He's getting to be a perfect pest in the neighborhood."

"How now?" cried Old Tiger, as the procession came up, and the slender little captain politely removed his worn cap. "What's on the banner?"

"'Cold Spring Volunteers,' cried Jamie; 'Death to King Alcohol!'"

" Ain't I glad I'm in this army?" screamed Weasel, in a shrill voice, cutting a most exasperating flourish before Mr. Simm's very door.

"Do you think King Alcohol will be afraid of you? " asked Old Tiger, glancing contemptuously over the ragged battalion.

"Yes, indeed," said Jamie, with a hopeful smile. "He will be in a few years, if he isn't now. We mean to make him tremble. He's a wicked old king, and has done us a great deal of harm."

"Why, what has he done to you?" asked Old Tiger, carrying on the conversation in spite of himself.

"He has killed my father," cried a scrubby little "Rat," bursting into tears.

"He broke my brother's leg," said another.

"He put my father in State's Prison," said a third. And added a frighened little voice, "He makes my father see spiders and snakes, and every thing awful, so he screams all night."

"Bad enough," said Old Tiger, gravely.

"Come, start, you young rascals," cried the bar-keeper, "or I'll pour a kettle of hot water over you."

"Three groans for King Alcohol and all his slaves!" cried the undaunted Weasel; and they were given the great effect--the General contributing a long, dismal howl.

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"Three cheers for cold water!" shouted Jamie; but in the midst of the enthusiastic shout which followed, Mr. Simms was seen advancing with a steaming fluid; and the "army" retreated with more haste than dignity.

"Well, the Lord bless 'em," muttered Old Tiger, as he watched them re-forming on a distant corner. "If I were only young once more-- No, thankee, Mr. Simms; no more to-night;" and Old Tiger walked away with his great head sunk upon his breast, deep in painful thought.

The fall was now rapidly advancing, with heavy skies, and wailing, mournful winds. Harry and Jamie still went bravely on their tour of errands around the city, although the chill air pierced through their scant garments, and Jamie's step daily became feebler. This did not escape Weasel's observation; and with great delicacy he hinted at a temperance meeting, that they ought no longer to allow their captain to go on foot, but that he should always be borne at the head of their processions on the crossed hands on two of the ablest Volunteers, who whould be considered horses, pro tem . This met with a hearty response, and Jamie was seldom allowed to walk upon "training days."

Still Jamie grew weaker; and he confided to Weasel that "he was growing to be like a little helpless baby again. He didn't mean to be lazy, but he didn't begin to earn as much as poor Harry, who was working himself to death just to get enough for them to eat; and they didn't pretend to keep warm any more, although they now had only one room. What they were going to do in the winter he couldn't see. Mother had rheumatism now, so that she could hardly move; Kitty cried all the time, and he felt so queerly! Sometimes, when he was almost burning up, his teeth would clatter as fast as the bones old Sambo used to play in his fingers."

Weasel looked profoundly sympathetic; but, from the depths of his own poverty, he could not offer any more substantial consolation. Neither, from his long experience of the little captain's character, did he dare to suggest a certain mode of relief to which he himself resorted in moments of dire necessity. No; the captain would come right out bluntly, and call it stealing . A thief was an ugly name, and Weasel wisely kept his own counsel.

The family falls deeper into poverty and starvation. Desperate to eat, Jamie at last decides to sell his beloved dog, the General, to get money to buy food for his family. After searching all day in the rain, he sells the dog to a boy on the street for a five-dollar bill. When he tries to buy food, however, he learns the bill is counterfeit, and the shopkeeper tears it up. Out on the street again, Jamie, who is wet, cold, and starving, falls into a near fainting fit.

Suddenly a cheery voice raised him from his trance.

"I declare, if here isn't little Grey! Seems to me this is a little too much cold water even for the captain of the Volunteers. What on earth are you doing here?"


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"I don't know," said Jamie, dreamily.

"Don't know!" and Weasel bent lower, to scrutinize the little colorless face. " I'll tell you, you wicked little captain. You're trying to soak all your body away, so your soul can get out; but that isn't to my taste." And Weasel, lifting him tenderly as a woman, carried him rapidly home.

"Where's the General, captain?" he asked, in the transit.

A shiver ran through Jamie's frame.

"I sold him."

"Sold him! sold the General! Now, captain, how could you?"

"Don't ask me now," said Jamie, as they reached the stairs. "I'm too tired. I'm going right to sleep now; and--I'll see you in the morning, Weasel."

"All right," said Weasel; and Jamie, tottering into the cold, dark room, sank wearily on the floor.

"Is that you, Jamie?" cried Kitty, joyfully; "I was so afraid father was coming! Do you know Harry found some one, at last, to buy the old clock? And mamma has money, and she's gone for bread, and Harry is getting wood. O Jamie, just think--we're going to have a fire!"

Just then Mrs. Grey came in, speaking almost cheerfully, and, cutting a large piece of bread for each of the children, began making preparations for the fire.

Jamie could not eat a morsel; neither did he hear Kitty's busy prattle of how "the tears came in mamma's eyes when the old clock was taken away, because it used to stand in her own dear mother's kitchen, and how every thing nice was gone now;" but he shuddered painfully as up the creaking stairs shambled the heavy step he knew so well.

Kitty, with an expression of dismay, retreated close to her mother's side; and James Grey, partially sober, staggered into the room. The bareness of the place, revealed by the fitful flashes of the fire, seemed to strike him; and, after a moments of stupid thought, he thundered out,--

"What has become of the clock?"

Mrs. Grey did not reply. And again he shouted,--

"Speak, woman! Have you dared to sell it without telling me?"

"Yes, papa," sobbed poor, innocent Kitty, anxious to allay the storm; "mamma got a heap of money for it."

James Grey sprang at her like a tiger.


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"Where is it, Maggie?" he cried, huskily. "Give it to me-- quick! I must have it."

"You can not have it," said she, in a low, determined voice. "It is for the children; they are starving."

He glared at her fiercely.

"Will you tell me where you've put it?"

"No."

The words came through his set teeth,--

"Then I'll kill you."

Mrs. Grey stood fearlessly before him; the brutal arm was raised; but Jamie, with a wild cry, threw himself between, and the ill-directed blow fell heavily upon his up-turned head. The child dropped as if he had been shot, and there was a moment of death-like silence. Then, with a wail whose horror thrilled every nerve of the wretched father, Mrs. Grey cried, slowly,--

"You have killed him--your little son! killed Jamie--our little Jamie!" she repeated, with a wild tenderness, lifting the helpless child in her arms.

Little Kitty ran with agonized screams into the hall, and a large company of the Volunteers, headed by Harry, came flying up the stairs.

"What is it?" cried they.

"The captain's father has killed him!" cried a horror-stricken voice; and Weasel dashed frantically past, and out of the house. In an incredibly short time he returned with a physician, who had been forced to come by the strange, wild eloquence of the half-crazed boy.

James Grey stood by in sullen despair while the various remedies were tried; and when, at last, Jamie's large eyes opened, and he looked around with a faint smile of recognition, James cried, angrily,--

"There, I thought so, Maggie. You're always more scared than hurt. You want to make an old woman of me;" and, turning away, he threw himself down in a chair, and soon seemed to fall into a heavy sleep. But alas! when Mrs. Grey, wishing to send for medicine for the suffering Jamie, cautiously approached her hiding place for the necessary money, those cunning ears heard the slight chink, and the cunning eyes opened furtively and closed again before she had turned. Alas, that man can sink so low!

In the dead of night, when Mrs. Grey, worn with grief and watching, had fallen asleep by the little children, who had also forgotten their woes, James Grey arose, and stealthily casting around his guilty eyes, unmindful of his starving family, his almost dying child, approached the secret place. His trembling fingers seized eagerly upon the scanty store; they scraped it all together,--the cruel, greedy fingers!--not one small coin remained; and, with a low, fierce chuckle, he stole from the room, to rush for one of the wretched


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haunts which might be found open at all hours of the night within the degraded precincts of the wretched lane.

No words can describe the grief and dismay of Mrs. Grey when she found her little store entirely gone. She looked at Jamie, tossing and delirious with fever. She learned from his ravings all the piteous tale about the poor General, and the cruel trick played upon the innocence and simplicity of the little child. She felt of his little blistered feet, and noted the sunken eyes and hollow cheeks, and, saying with a strange, calm smile, "He will be better off with Paul," she knelt beside the bed, and prayed, without a tear, that "God would take him soon; that his delicate frame might not long be racked with agony, but that he might soon be safe 'where the wicked cease from troubling,' where those dear, patient, little limbs might be at rest ."

Was it an unnatural prayer for a mother?

Let no one judge till he also has stood in the rayless night, lifting imploring hands from such " dimness of anguish."

The little Volunteers were untiring in their good offices, and throughout the dreary day, with tiptoe tread and muffled voices, they clustered in the halls to receive frequent reports of the state of their beloved little captain.

Towards night, Weasel came with an offering of a nice, fat chicken, and two or three Volunteers brought scraps of board and shavings.

"It's to make the captain some broth," Weasel hastily explained, and rushed away, fearing to compromise his manhood by a sudden breaking down at sight of Jamie's flushed face, vacant, wandering eyes.

"Rats," said Weasel to the full congress awaiting his return in the lower hall, "to tell the truth, I stole that chicken; and, if the captain knew it, I suppose it would just break his heart. But you see we can't let him die for want of something to eat; and yet it seems mean to make the captain eat any thing that's stolen, when we know how he feels about it. Now, suppose we all turn in and work until we pay for it."

"All right," was the good-natured response; and even the laziest little "rat" present was anxious to do something to please the captain.

"No, no," murmured Weasel to himself, as he slowly walked away, "I can not let the captain give me the slip; and yet, he's been such a good soldier down here, I'm terribly afraid the great Commander is thinking of promoting him. Well, it's mean for me to want to keep him down," thought Weasel, brushing his hand across his eyes; "but I wish they wouldn't send for him just yet."

James Grey had a famous spree. Conscience and remorse were effectually laid to sleep; and, till his money was all spent, not one pang crossed his heart at remembrance of his wretched family. But on the evening of the third day, as, nervous, unstrung, but almost sober, he tottered into the cheerless room, he remembered his passion, and the blow that fell on unoffending Jamie, and, with strange uneasiness, whispered huskily, "How is the child?"


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Mrs. Grey, with her head dropped in her hands, did not answer, nor did little sobbing Kitty, nor Harry; and Weasel, standing at the foot of the bed, with his wiry hair in the wildest disorder, glared defiantly at the intruder.

A swift pain shot through James Grey's heart, as he drew near the bed, and looked upon the frail, wasted frame; but more and more did he feel the stings of remorse, as he listened to the unconscious ravings of the child. Such revelations of suffering, of hunger, cold, and miserable weariness; then bursts of strange, childish laughter, and talk about the pleasant old kitchen fire; then, again, ravings of his last dismal tramp in the city--the chilling rain, the parting with the old General, and pitiful apologies to the old dog that he "wouldn't, couldn't , have sold him, if they hadn't all been starving."

"Who'd have thought it!" gasped Weasel, turning to one or two little sobbing "rats;" "the captain never let us know that he was starving ."

James Grey sank down by the bed, and hid his face in his hands. Jamie seemed to sleep at last, and they all watched the fluttering of the small life with eager breathlessness. No one stirred, although the hours passed on, and it was nearing midnight.

Suddenly there was an outcry below, and a confused shuffling of feet. Weasel scowled angrily. "They're at it again," said he. "It's Ben's brothers back from a bender. Too bad, too bad!" he continued, as Jamie started, moaned, and opened his eyes. But the child soon seemed to recognize the familiar sounds, and, with a heavy sigh, sank back again into a half stupor. Presently a pleasant smile broke over his face, and he whispered,--

"Father-- dear father!"

"What is it, my precious child?" burst from the wretched man, as he bent down to the pale lips. "Here I am, Jamie," he continued; but Jamie did not speak.

"Doesn't he know me?" almost shrieked James Grey.

"Hush!" said his wife; "he is speaking." And, in the solemn silence, clear and distinct rose the touching little prayer which, night and morning, Jamie never forgot to offer for his father.

The tumult increased below; and the child again, in a voice of distress and horror, said, solemnly,--

"No drunkard can inherit the kingdom of God;" and again, with a quick, sobbing breath, followed the earnest little prayer, "For Jesus' sake."

Then a sweet calm settled over his face, and he slowly opened his eyes.

"Good night, Weasel," he cried. "I'll see you in the morning."

"Good night, captain," cried Weasel. "Bless your heart, don't mind me! "


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The noise increased below.

"Well, there is a most uncommon row," cried Weasel; "but the captain don't seem to mind it much."

Suddenly Jamie again raised his beautiful eyes, full of a wonderful light, and stretched eagerly forth his wasted hands.

"Is he dying?" said James Grey, in a fearful whisper.

"Oh, he's going!" cried Weasel, frantically; "they've come for him. O God! O God!"

A troubled look passed over Jamie's face.

"There, now, captain!" cried Weasel, in an agony; "that wasn't swearing --'pon honor, little Grey, it wasn't, now! Oh, can't you hear me, little captain?" And Weasel seized wildly the little hands fallen back upon the scant coverlet.

"He is safe with little Paul," said Mrs. Grey; and, with a long sob, she pressed her lips upon the patient mouth.

Ah! why must these unhallowed noises of earth so intrude upon a scene made sacred by the awful presence of death? The footsteps and eager shouting grew nearer, and presently the room door was hastily burst open.

"Are you crazy?" cried a man, whose loud voice rang strangely through the gloomy room. "The lower part of the house is all on fire--the stairs will be gone in two minutes. Fly for your lives!"

A furious fire consumes the alley, but Weasel and the rest of the Greys escape. Ultimately, Mr. Grey sees the error of his ways and signs the temperance pledge, is given his former job back by his benevolent employer, and the family is restored to their comfortable house in the country.

Available online at The Library of Congress.

Reform Movements of Antebellum America (Resource V)

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LECTURE GROUP PACKET


BY JENNIFER ERBACH

19th Century Temperance Lectures

In this packet, you will find the following: Directions and group roles Excerpts from 4 temperance lectures Song analysis worksheets

Directions:

1. Read through the lectures in this packet.

2. As a group, fill out one “Lecture Analysis Worksheet” for each lecture in the packet.

3. Choose 1 lecture that you think is the most effective. Write a 2-3 paragraph essay discussing why you think that this lecture is effective and noting what persuasive techniques the lecture uses.

4. Present your lecture to the class. Use the analysis worksheets that you did for the lecture as an outline. Include an explanation of why you think that this lecture is the best example of the ones you studied.


Reform Movements of Antebellum America Lecture Group p. 2

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19th Century Temperance Lecture Analysis Worksheet

Lecture Title________________________________________

Read through your lectures and discuss them with your group before filling in this worksheet. If no example exists, write “none” in the space provided and move on. Be sure to check with the instructor of you have any questions!

1. Intellectual Appeal : What arguments are made in this lecture that favor banning alcohol on intellectual grounds (i.e. “selling alcohol is bad for the economy”)? Provide specific evidence and examples.

2. Social Appeal : What arguments are made in this lecture that favor banning alcohol on social grounds (i.e. “alcohol harms a particular class or group”)? Provide specific evidence and examples

3. Moral Appeal : What arguments are made in this lecture that favor banning alcohol on moral grounds (i.e. “alcohol causes people to become liars”)? Provide specific evidence and examples.

4. Emotional Appeal : What arguments are made in this lecture that favor banning alcohol appeal to the audiences’ emotions (i.e. “see how this little girl suffers because her father drinks?”)? Provide specific evidence and examples.

5. Best Examples : What examples or arguments stood out, interested you, or were very effective? Be specific.

6. Effectiveness : How effectively does the author state his/her case? What could have made their argument stronger? (i.e. Use an intellectual appeal rather than emotional, provide more specific data?) Be specific.


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Indictment of the Traffic

The following is an excerpt from the book “The Temperance Orator” published by the National Temperance Society in 1881.

IF there be any greater public evil in the land than intemperance, I challenge you to name the monster. Rebellion and treason a few years gone by called for hecatombs of fathers and sons as a sacrifice to the mad ambition of a few men. The victims fell by the thousands. Call the roll of the 300,000 loyal dead, bury them with all honors, write epitaphs, pronounce eulogies, keep green the grass over their heads. They fell in a noblecause. Their dust let all the people honor. But these the poor, besotted, bloated victims of the liquor traffic; these who have been despoiled of manhood, who have died in the gutters of the street or in the chambers of wealth; these who have been made to reek with filth and blasphemy and shame; these in whose bosoms and in whose homes a hell of woes has been set up-count their number. Call the roll of them-call on, you havenever done. The list is swelling daily. While you sit here, it is swelling over yonder, and yonder, and yonder everywhere. This rebellion and treason against human welfare and the general good comes to no end. This war on the lives and souls of men never ceases. They who feed this fire of death are responsible for the flame. The whole traffic is responsible, for the constant tendency and effort of the entire system is to produce all these dire evils. There is nothing counteractive about it. From top to bottom it is temptation, seduction incarnate. Gilded saloons, fancy drinks, grand accommodations, the social glass, affable venders, down through the long chain of agencies, down to the lowest sinks and slums of a great city, all of it from top to bottom is one grand piece of satanic temptation, to unsteady a man's good resolution, to pull him off the throne of self-control, to unman him, to set on fire his passions. From top to bottom the traffic entices the young, holds fast the middle-aged, and, like a vampire, continues to suck the old man's blood so long as he can beg or borrow a penny. The top may get the best blood, the bottom the worst, but the work is one, from the fair beginning to the foul ending. It is a system organized and compacted for human debasement and ruin. It spreads its net-work of death everywhere. It links itself with every amusement, making even the decent dangerous. It hangs about the skirts of all lawful business. It tempts incessantly. It pauses at no expense, for we ourselves pay all its expenses.

My indictment of this monster evil is not half completed. I indict it in the name of all lands and all people, in behalf of all trades and professions, in the name of literature, art, and science, of whom it has ever been the foe. I indict it in behalf of men frozen, men stabbed, men beaten with clubs, men stupefied and burned in fires, men crushed upon railways, men torn by machinery, men eaten to death by its fever, men crowning their life-long misery by suicide. I indict it in the name of helpless griefs, of penniless women and beggared children, of wives who have met a thousand deaths through blasted hopes, agonies of years, ceaseless mortifications. I indict it in the name of religion and in the name of that God who declares a woe to him that putteth the bottle to his neighbor to drink, and who says no drunkard shall inherit the kingdom of heaven. I indict it as a public nuisance and a moral pestilence.

And I seem to hear that voice which cursed the old serpent in Eden, speaking again to this demon of modern days, " Because thou hast done this, thou art cursed above all cattle and every beast of the


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field; upon thy belly shalt thou go, and dust shalt thou eat all the days

of thy life." It is idle to deny this responsibility. We array the figures. We show the scars and terrible wounds. We point to the dead, and society may rise, and with a just indignation say to the liquor traffic: Because thou hast done this."

I summon all the moral reformers and religious teachers of the race, and they all plead against it as the inveterate and deadly foe of all good morals and religion. They point us to men renowned for intellectual magnificence, who by it were degraded to the stupidity and loathsomeness of sots. Every year for generations the state, the ranks of literature, the legal and the medical professions, and the pulpit, have been despoiled of some of their brightest ornaments by this demon. Brilliant lawyers, lofty statesmen, the finest geniuses, distinguished preachers-no one stands too high, no character is too sacred or too pure, to be seized and degraded by this foe of the race.

Facts Worth Knowing

The following is an excerpt from the book “The Temperance Orator” published by the National Temperance Society in 1881.

THERE is no greater evil in all Christendom than intemperance. There are no sterner reasons for any reform in the world than for the temperance reform. There isno evil producing such dreadful results; there is no cause that can be espoused in behalf of which so much can be said in its favor, so much in the way of fact andstatistic and argument appealing to the mind. You have heard say that one hundred thousand lives are lost by intemperance. That may be a high estimate; theyused to talk about sixty thousand as being the number of deaths occasioned by liquor. Sixty thousand annually destroyed! Have you any idea of what that means? Suppose that an earthquake should have swallowed up four cities like Auburn in this State; that would have made sixty thousand. Suppose another earthquake should swallow up another city in Pennsylvania, then another in some other State, and so it should go on year after year; how long would we be living in this land? Would we not leave it as we would fly from the pestilence? And yet sixty thousand lives are destroyed every year by alcoholic drinks. You have heard of the terrible accident that occurred on the Hudson River Railroad, when the express-train ran into an oil-train, and twenty lives were lost. As the morning paper was taken up, horror ran through the community; everybody felt thrilled with excitement in view of the awful havoc in connection with that railroad accident. Suppose that the next month a similar telegraphic dispatch was sent that another accident had happened on the same road, and next month another, throughout the year; that would have amounted to about two hundred and fifty lives lost on the Hudson River Railroad for a year. By the end of the year, there is not a man or woman in this city, who, if they heard of a friend of theirs talking about going to Albany on the Hudson River Railroad, but would go to that person, and endeavor, by all the influences they could command, topersuade that individual to keep off that road. Suppose these accidents occurred every week instead of monthly, or every day instead of every week, then you would have only seven thousand lives lost annually on that road, if tidings had come to you every morning of an accident of a similar nature. Reform Movements of Antebellum America Lecture Group p. 5

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And then what would have been done? Why, that railroad would have been torn up from its base, the iron would have been pitched into theriver, the ties would have been destroyed, and the cars burned to pieces, and this community would have said, "No more cars on that road." Suppose from eight other roads the same tidings had come, there would not be a railroad in the country, for no man would venture upon a car. If there were eight such accidents from eight different roads every day in the year, there would not be so many lives lost as are destroyed by intemperance. Now, these are facts; and facts like these need to be brought before the community, in order to inform the mind, touch the conscience, and arouse the heart.

REV. HERRICK JOHNSON.

From http://www.hti.umich.edu/cgi/t/text/text-idx?c=moa;idno=AEV6738

Address by Frances Willard

The following is an excerpt from Frances Willard’s Address Before the Second Biennial Convention of the World's Woman's Christian Temperance Union, delivered in 1893.

SIR ANDREW CLARKE, physician to Gladstone and other great men of the British nation says: — "Health is that state of body in which the functions all go on without notice or observation, and in which existence is felt to be a pleasure, in which it is a kind of joy simply to see; to hear, to touch, to live. That is health, and everybody knows it. Now that is a state which cannot be benefitted by alcohol in any degree; indeed, I will go further and say that this state is also in some way or other injured by alcohol; it is a state in which a sort of discord is produced by the use of alcohol, a sense of being injured in the perfection of its loveliness, for I call perfect health the loveliest thing in this world, but alcohol, even in small doses, will take off both the mental and moral bloom. I will say more: — it is not only not a helper of work, it is a certain hinderer of work, and every man who comes to the front of a profession in London is marked by this one characteristic that the more busy he gets the less alcohol he takes, and his excuse is `I am very sorry but I cannot take it and do my work.' Now let me say that I am speaking solemnly and carefully when I tell you that I am considerably within the mark in saying that within the round of my hospital wards to-day 7 out of every 10 that lie there in their beds owed their ill-health to alcohol. I do not say that 70 in every 100 were drunkards, I do not know that one of them was, but they used alcohol. Day by day just as the grass grows and we cannot see it; day by day those little excesses, are doing their work, for alcohol upsets the stomach and the stomach upsets the other organs, and bit by bit, under this fair, jovial outside, the constitution is being sapped. I will say one thing farther — certainly more than three-fourths of the disorders in what we call fashionable life arise from the use of this very drug that we call alcohol. But there is another side to this question, and it is no abuse of language to say it is an awful side: — so soon as a man begins to take one drop then the desire begotten in him becomes a part of his nature, and that nature, formed by his acts, inflicts curses inexpressible when handed down to the generations that are to follow him, as part and parcel of their being. Can I use stronger words than these? When I think of this I am


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http://lincoln.lib.niu.edu/cgi-bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.2224

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disposed to give up my profession — to give up everything, and to go forth upon a holy crusade to preach to all men, Beware of this enemy of the race."

Total Abstinence.The following is an excerpt from the “Do Everything: A Handbook for the World’s White Ribboners” written by Frances Willard, president of the Women’s Christian Temperance Union and published in 1895.

We as White Ribboners know that alcohol acts upon the nerves as the soft pedal acts upon the wires of the piano; it deadens them so that they think cold is not cold, heat is not heat, trouble is not trouble. But this deadening effect is a delusion during which the law of periodicity binds men with its pitiless chain; one day they have the drink, the gambling, the tobacco habit: the next day it has them.

The only place in the world in which a man under sentence of death can secure a substitute, for money, is China; and the man agreeing to act as that substitute distributes the money he is to receive among his relatives, calls for his opium pipe, and goes his way out of the world. The power of narcotics over the human brain has in this fact its strongest and its most deplorable illustration.

The W. C. T. U. should add to its pledge in distinct terms, total abstinence from opium in all its forms, from chloral, and every other narcotic.

The human brain with its fair, delicate, mystical filaments, is God's night-blooming cereus, its white radiance for ever enclosed and shut away from sight, within the close crypt of the skull, but exhaling its fragrance in poetry, and revealing its deep, pure heart in science, philosophy, religion. Our W. C. T. U. women would keep that sacred blossom ever pure, fair and fragrant with God's truth and heaven's immortality.

The man who says, "I can carry more liquor than any other drinker in the town, and yet keep a level head," gives by that claim an inventory of goods already badly damaged. For since alcohol is pre-eminently a brain poison, men of most brain grow dizzy first, and Hottentots stand steady longest, while genius shrivels under drink like a snow wreath in the sun. As civilization becomes complex the brain acquires more convolutions to the square inch, and its delicate tissues are torn more ruthlessly by the coarse intruder, alcohol. By parity of reasoning, the more complex is the civilization developed, the more vital will it be that those who handle its fine mechanism shall have all their keenly-trained powers keyed up to concert pitch. The brain must think with lightning speed; the hand must be steadfast as steel, the pulse must beat strong yet true, if a great commercial nation is to hold its own with the forces of chemistry, electricity, and invention now on the field.

Temperance workers can hardly over-estimate the value to the total abstinence cause of the multiplying modern inventions that put such a splendid premium upon teetotalism. The sure, slow lift of civilization's tidal wave is with use Even as the farmer's crops grow most while he is sleeping, so ten thousand forces are perpetually at work in this great laboratory of the world, to move forward


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the white car of temperance reform. We who give our whole lives to the movement are hardly more than the weather-vane that shows which way the wind is blowing.

And, best of all, that blessed principle, the correlation of forces, makes it certain that personal total abstinence means prohibition law and prohibition politics; the man who doesn't drink is glad to help vote out the dram-shop, and has, as a rule, come to the clearer vision that since women are, as a class, total abstainers, their votes can, as a rule, be counted on to help put the liquor traffic under ban of law.

Let us then rejoice and take courage. The electric light fights against the Sisera of rum; every witty invention every intricate machine, every swift moving engine hastens the dominance of Him upon whose shoulder shall yet be a government, "into which shall enter nothing that defileth, neither whatsoever maketh a lie."

I wish we might have a pocket folder printed with our reasons for Total Abstinence, and I offer the following for that purpose as they embody my own and, as I believe, your positions briefly stated. First, modern science proves that alcohol is not helpful to any vital process. It is the enemy of vitality. It over works the organs with which it comes in contact, inducing needless friction.

Second, the appetite for alcoholic drinks is cumulative. It has no power of self-restriction, It grows by what it feeds on. One glass calls for two, two for three, and so on in dangerous ratio.

Third, the life of a drinking man is apt to be divided into two chapters of a very tragic serial, in the first of which he could have left off if he would, and in the second he would have left off if he could.

Fourth, the power of habit is practically omnipotent. The power of will to cope with it has been proven insufficient. The grooves of action are quickly worn. No harm results from doing without alcohol, but absolute good has been proven to result from such abstinence. Therefore, as a friend to myself and the special guardian of my own well-being, I am bound to let intoxicating liquors alone; and by the terms of Christ's Golden Rule I am equally bound to let them alone because of my interest in the well-being of those about me and because of my purpose, by God's grace, to invest my life in hastening the day when all men's weal shall be each man's care.

The beautiful brain that can think out an epic, compose a symphony, transfigure a canvas, invent an engine, a telephone, an airship, we are in the fight for its freedom and integrity — the holiest fight this side Jehovah's throne.

Available online at Illinois During the Gilded Age site.

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Reform Movements of Antebellum America (Resource W)

Rubric for Report on “Role of Religion in Reform”




Unacceptable(0-14 points)

--Report includes information on religious influence in all four reform movements covered in the unit.--Information flows and is easy to read.--Paper transitions smoothly between different reform movements.--Paper remains focused on religious contributions.--Includes and introduction that draws the reader in.--Conclusion brings closure to the paper, tying all information back to central idea of religious influence.-- Paper demonstrates organization, accurate capitalization, punctuation, grammar and spelling.

--Report includes information on religious influence in all four reform movements covered in the unit.--Information is easy to read.--Paper transitions between different reforms.--Focus is on religious contributions most of the time.--Introduction and Conclusion are included but not fully developed.--Conclusion refers to introduction and central idea of religious influence.--Paper contains fewer than 5 errors in writing mechanics.

--Report includes information on religious influence in three of the four movements covered in the unit.--Information is choppy; does not flow from point to point.--Transitions are absent or need work.--Focus is mostly on religious contributions though includes some non-relevant material.--Introduction and Conclusion are bare minimum, if included at all.--Paper contains more than 6 errors in writing mechanics.

--Report fails to include at least two of the reform movements and the religious influence felt.--Information is scattered, not providing an easy read.--Paper is difficult to follow.--Focus of the paper is not apparent at any point.--Introduction and conclusion are missing.--There are multiple errors in writing mechanics.--Paper does not represent thoughtful, organized work on the part of t he group.

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Bibliography

1. Horace Mann (1796-1859) Retrieved from: http://www.pbs.org/onlyateacher/horace.html

2. Horace Mann Biography Retrieved from: Horace Mann." 2011. Biography.com 11 Dec 2011, 07:54 http://www.biography.com/people/horace-mann-9397522

3. Fugitive Slave Act, 1850. Retrieved from: http://www.nationalcenter.org/FugitiveSlaveAct.html

4. The Underground Railroad Retrieved from: http://www.pbs.org/wgbh/aia/part4/4p2944.html

5. Harriet Tubman c. 1820-1913 Retrieved from: http://www.pbs.org/wgbh/aia/part4/4p1535.html

6. Levi Coffin’s Underground Railroad Station (1826) Retrieved from: http://www.pbs.org/wgbh/aia/part4/4h2946.html

7. “Antebellum Women’s Rights: A Brief History” Retrieved from: http://clarinanichols.com/files/antebellumwomensmovement.pdf

8. Declaration of Independence Retrieved from: http://www.earlyamerica.com/earlyamerica/freedom/doi/text.html Source: The Pennsylvania Packet, July 8, 1776

9. Seneca Falls Declaration, 1848 Retrieved from: Source: E.C. Stanton, S.B. Anthony and M.J. Gage, eds., History of Woman Suffrage, vol. 1 (1887), 70. This About.com page has been optimized for print. To view this page in its original form, please visit: http://womenshistory.about.com/od/suffrage1848/a/seneca_declartn.htm©2011 About.com, Inc., a part of The New York Times Company. All rights reserved.

10. “Strong Drink, the Curse and the Cure” by Timothy Shay Arthur Retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

11. “Problem of Alcohol” Worksheet retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

12. “King of Alcohol” lyrics. Retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

13. “Constitution and Pledge of the Washington Temperance Society” Retrieved from: http://www.aabibliography.com/historyofaa/Washingtonians/wash2.html#_1_3


Bibliography

14. Song Group Packet retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

15. Image Group Packet retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

16. Story Group Packet retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.html

17. Lecture Group Packet retrieved from: "Death to King Alcohol!" Temperance in the 19th Century by Jennifer Erbach http://dig.lib.niu.edu/teachers/lesson3-temper.

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