Saturday, April 22, 2023TOTD: The first half of the 19th century can be summarized using the word “reform.” REFORM-make changes in (something, typically a social, political, or economic institution or practice) in order to improve it. Many people today, in the first half of the 21st century, are also asking for reform and taking part in reform. If you were given the opportunity to reform something in society currently, what would it be and how would you do it?

What are we doing today?Thought of the DayNotes pg 15Reform Movement ChartReturn assignmentsInfo CheckTest results soonSSUSH7 Students will explain the process of economic growth, its regional

and national impact in the first half of the 19th century, and the different responses to

it/Describe reform movements, specifically temperance, abolitionism, and public school.

Societal Change-2nd Great Awakening

-period of religious revival after 1800 -fewer religious “pilgrims”

-Charles Finney and tent meetings-common sense sermons

-Utopian Communities

-communal societies based on everyone working together

-most did not work well

-New Harmony: Indiana, center for advances in education and scientific research. Residents established the first free library, a civic drama club, and a public school system open to men and women.

–Oneida- religious commune 1848

Transcendentalism-belief in a simple lifestyle

- peaceful, thoughtful, minimal

-Walt Whitman

-”Leaves of Grass”-poetry about nature and our role in it…

-Ralph Waldo Emerson-”Self-Reliance”

-Henry David Thoreau (major transcendentalist)

- “Walden” (1854)- lived in woods for 2 years w/nature. Goal: understanding society through personal introspection/simple life

-”Civil Disobedience” – refused to follow laws, pay taxes

Education

-one room schools

-few educated beyond age 10

-Horace Mann

advocated public schools for everyone

-Noah Webster

development of an American dictionary

Institution Reform

-Dorothea Dix

(Raleigh, NC)

-help for the mentally ill – took them out of prisons

-helped to start several mental hospitals

-prison reform

-meant to rehabilitate- teach prisoners to function in society upon release

American Writers

-James Fenimore Cooper

“Last of the Mohicans” (1826) 1757, during the French and Indian War when France and Great Britain battled for control in the colonies and French allied with Native Americans.

-Nathaniel Hawthorne “Scarlet Letter” (1850)-Social taboos of the 19th century (Adultery) set in 17th-century Puritan Boston, Massachusetts

Hester Prynne conceives a daughter through an adulterous affair and struggles to create a new life of dignity.

-Washington Irving

“Sleepy Hollow”: most pop example of early American lit still read today

-Herman Melville(1851)

“Moby Dick”-thrill of the hunt/questions about life/god

American Writers

-Edgar Allan Poe “Raven” (1845) ravens visit to a mourner.

-Emily Dickinson-reclusive poet

(American writers formed a literary identity for the country)

-Hudson River School – art school

-landscape painters

- portrayed beauty of America

- NATIONALISM! – love of country

-Alex de Tocqueville – French

“Democracy in America”  (1835), his major work, published after his travels in the United States

“The American Republic will endure until the day Congress discovers that it can bribe the public with the public's money.” ― Alexis de Tocqueville

Abolitionists

-those who opposed slavery

-William Lloyd Garrison – northern abolitionist

“The Liberator”

-leading abolitionist newspaper

-David Walker

freedom by force/ persuaded many slaves of the South into rebelling against their master. His tool would be his own pamphlet, David Walker's Appeal. . . , a document that has been described as "for a brief and terrifying moment. . ., the most notorious document in America."

-

Frederick Douglas – American social reformer,former slave, ran away, leading abolitionist, great orator. The NORTH STAR (newspaper)

“North Star”

•Horrified whites initiated laws that forbade blacks to learn to read and banned the distribution of antislavery literature.•They offered a $3,000 reward for Walker's head, and $10,000 to anyone who could bring Walker to the South alive. •Friends concerned about his safety implored him to flee to Canada.

"Somebody must die in this cause," he added. "I may be doomed to the stake and the fire, or to the scaffold tree, but it is not in me to falter if I can promote the work of emancipation." A devout Christian, he believed that abolition was a "glorious and heavenly cause."

Rebellion

-slaves turn to violent methods

-Nat Turner, 1831 led a slave revolt

-Killed numerous white men (60 white men/100 blacks)Turner was convicted, sentenced to death, and hanged.

The state executed 56 blacks accused of being part of the rebellion.

 Across Virginia and other southern states, state legislators passed new laws prohibiting education of slaves and free blacks, restricting rights of assembly and other civil rights for free blacks, and requiring white ministers to be present at black worship services

-scared many slave holders in the south

-led to greater control over slaves

Anti-slavery

-emancipation

-gradual ?

-immediate ?

-religious reasons – Large Quaker communities opposed slavery (along with other religions)

-moral wrong to have slaves

-values of the Constitution

Pro-slavery

-new fear of revolts

-black codes begin: series of statutes passed by the ex-Confederate states, 1865–66, dealing with the status of newly freed slaves.

- codes granted certain basic civil rights to blacks (the right to marry, to own personal property, and to sue in court)they also provided for the segregation of public facilities and -interpreting the codes as an attempt by the South to re-enslave black men

-religious support

-”happy" plantation slave myth

This was an attempt mainly in the South to control the labor, migration and activities of free blacks and slaves

*Master was the fair but strict father and the slave was the hard-working but disobedient child

How did the Second Great Awakening encourage reform?