Unit 4 – The Rise of America

Unit 4 – The Rise of America

12/4/12 – 12/14/12

Unit 4 Lesson 1: 12/4/12• Warm-Up: Answer the prompt below in your binder

Prompt: After the conclusion of the War of 1812, what major challenges do you believe America’s government might face as the nation grew?

- Foreign Relations- Migration (West) / Land- New Political Parties- Population Growth- Slavery- Expansion of Government

Notes: Monroe and the “Era of Good Feelings”

• Objective: Unit 4 Lesson 1 - SWBAT evaluate whether Monroe’s presidency marked a true “era of good feelings” or simply delayed inevitable conflicts in America.


I. Madison’s Second Term (1813 – 1817)a. Treaty of Ghent ends War of 1812b. American manufacturing becomes self-sufficientc. Henry Clay’s American System

i. National Road builtii. National Bank re-charterediii. Protective tariffs on imports help American industry

grow


II. James Monroe and the “Era of Good Feelings” (1817 – 1825)a. Limited political oppositionb. Calm responses to:

i. Economic turmoil, Panic of 1819ii. Europe barred from American

imperialism by Monroe Doctrine

iii. Debate over slavery, Missouri Compromise

Evaluating the “Era of Good Feelings”

• Use pages 207 to 217 in their American Nation texts to evaluate the appropriateness of the label “Era of Good Feelings” for the Monroe Presidency. Answer the questions below based on the text and then complete the paragraph question.

Unit 4 Lesson 2: 12/5/12• Warm-Up: 10 minutes!(1) Copy the objective below onto a new page of loose-

leaf

Objective: Unit 4 Lesson 2. SWBAT judge whether Jacksonian Democracy was a positive development for America or merely a testament to threats posed by “mobocracy.”

(2) Work on your “Era of Good Feelings” worksheet. If you do not finish in class you must complete at home. DUE TOMORROW.

Notes: Jacksonian Democracy

I. Election of 1824a. End of Caucus system where party leaders choose

electorsi. Voters themselves pick electors

b. No majority winneri. Henry Clay supports John Quincy Adamsii. Adams wins and nominates Clay for Secretary of Stateiii. Called “Corrupt Bargain”

c. John Quincy Adams is ineffective as presidenti. Opposed by Jackson supporters in Congress

Notes: Jacksonian Democracy

II. Mass Democracya. Creates support network of political organizations,

newspapers, and community groupsi. Became present-day Democratic Party

b. Widespread popular support leads to easy victory in Election of 1828

i. Known as “dirtiest” campaign yetii. Gives government positions to political supportersii. Called “Spoils System”

c. Jacksonian Democracy based on support from all voters

i. Universal male suffrage granted

Expanding the Voting Base and Jacksonian Democracy

• Read the primary sources on “Expanding the Voting Base”

• Underline/highlight the changes made to voting requirements.

• Homework:– Finish “Evaluating Era of Good Feelings” – Literal and Analytical Notes, p. 272 – 280

• **ADD on to Class Notes

– Use links on Class Website to complete worksheets “Analyzing the Results of Jacksonian Democracy”

Unit 4 Lesson 2.2: 12/6/12• Warm-Up: 8 minutes!(1) Follow our Index Card Paragraph protocol in

response to the question below (NO USING NOTES)

Did the positives of America’s new mass democracy (Jacksonian Democracy) system outweigh the negative consequences that came with it? Explain your answer

4-5 Pieces of outside information in bullets on the back (specific facts and details only!)

TEAS Paragraph on the front! Limited to 1 index card!

Notes: Jackson’s Native Policies

Objective: Unit 4 Lesson 2.2 SWBAT assess whether Jacksonian policies regarding Indian Removal were justified in light of America’s national growth.


I. Influences on Native Policya. Democrats committed to Westward expansionb. Americans believe in “Christianizing” natives

i. Assimilation – Natives adopt culture of white Americans

ii. Cherokee nation accepts assimilationA. Among “Five Civilized Tribes”

c. Georgia regulates native affairsiii. Supreme Court supports Cherokee

A. Cherokee Nation v. Georgia (1831)B. Worcester v. Georgia (1832)


II. Jackson’s Native Policiesa. Indian Removal Act (1830) – Forced movement of

all natives east of the Mississippi River to Oklahoma Indian Territory

i. Results in the Trail of Tearsii. Thousands die during move

b. Black Hawk War (1832) – Resistance against white expansion

iii. Brutally crushed by US Army

c. Jackson authorizes use of force to remove Seminole tribe from Florida

Analyzing Perspectives on Native Removal and Assimilation

Use the CIA method to analyze the documents below and then answer the questions in complete sentences.

CIA MethodCircle the sourceInterpret the document

– Highlight key quotations– Summarize meaning in the margin

Analyze the document– Under your summary, analyze the consequences of the document on

the group being discussed

*For images students should comment on key information in the

picture

Letter to JacksonHomework: Literal / analytical notes on p. 283 - 286Use the documents and your literal / analytical notes

to complete the Letter to Jackson assignment.

Requirements:1. Must be typed, printed, and submitted on

Monday at the start of class2. Must cite minimum of 5 documents3. Develop historically accurate back story of your

character

Unit 4 Lesson 2.3: 12/10/12• Warm-Up: 8 minutes!(1)Answer ALL MC questions!(2)We will review the answers at

11:16

(3) Online discussion volunteer needed (sorry for the delay in bringing this back!)


Objective: Unit 4 Lesson 2.3 SWBAT analyze how economic and social policies during Jackson’s presidency added to tensions that would lead to conflict in America.

Notes: Controversies of the Jacksonian Era

I. Controversies of Jackson’s Presidency (1829 – 1837)

a. Tariff of Abominations (1828)i. “Nullies” vs Jackson’s Force Billii. Jackson vs. VP John C. Calhoun

b. “Bank War”i. Jackson vetoes Second National Bank, supports “Pet

Banks”

c. Nat’s Rebellion further divides North and Southi. Southern states pass Black Codes

d. Jackson as hero of American democracy or authoritarian tyrant?

Notes: Controversies of the Jacksonian Era

Evaluating Jacksonian Controversies

Directions: Use your American Nation textbook to fill in the chart on Jacksonian Era controversies.

- When you finish the chart answer the prompt in a TEAS paragraph with 4-5 pieces of outside information and analysis of reasoning and consequences

**Lazy work will receive a 0!**A TEAS paragraph is 6-8 sentences, anything less

will receive a 0!

Jackson: Savior of Democracy or Tyrant?

Homework: Follow the CIA steps to analyze each of the documents. We will use these documents again tomorrow for homework so they will be checked at the start of class.

Requirements:1. Circle the Source2. Interpret the Document (highlight key quotes or

information and summarize document in the margin)3. Analyze the Document (write analysis of

consequences in the margin)

Unit 4 Lesson 3.1: 12/11/12• Warm-Up: 4 minutes!(1)Answer ALL MC questions!(2) Copy Objective:

Unit 4 Lesson 3.1 SWBAT analyze how major technological and transportation developments transformed America from a subsistence to a market economy.

Notes: Rise of the Whigs

I. Rise of the Whig Partya. Whigs form in opposition to Jackson

i. Censure Jackson for “Bank War”

b. Democrat Martin Van Buren wins election of 1836i. Commitment to Specie Circular, “hard” currency,

furthers Panic of 1837

b. William Henry Harrison becomes first Whig president in 1840

i. Log Cabin and Hard Cider Campaign ii. Replaced by John Tyler after dying in officeiii. Tyler becomes “President without a party”

Notes: Growth of America’s Market Economy

II. Development of Market Economya. People trade labor or goods for currency, used to

buy other labor or goods.b. Shift from subsistence economy where people

produce all goods needed for their own survival

(1) On back of your notes write the heading:“Causes of America’s Market Revolution”

(2) Tape your document underneath your heading

(3) Use the CIA method to analyze your document

CIA MethodCircle the sourceInterpret the document

– Highlight key quotations (circle/comment for image or graph)– Summarize meaning in the margin

Analyze the document– Under your summary, analyze the consequences of the

document on the group being discussed

America’s Market Revolution

Causes of America’s Market Revolution- Westward expansion to provide for families- Canal system helps to expand trade- Immigration levels increase- Public and private investments- Support of the National Bank- Regulation of industries- Government protects patent rights

Examine the list of causes above and rank them in order 1 – 10 with 1 being the primary cause and 10 being the least important cause

Homework

Homework: (1) Read p. 290 – 293, 298 - 301(2) Literal and Analytical Notes on p. 315 – 337

(yep!)

**Make sure you are prepared tomorrow to analyze the different causes of America’s Market Revolution

America’s Market RevolutionCauses of America’s Market RevolutionContinued from yesterday- Tariffs protect domestic trade while war of 1812 forces

internal markets to develop- Development of corporations leads to business growth- Commercial Agriculture helps feed growing population- Inventions speed up production

- Eli Whitney – Cotton Gin, Interchangeable parts- Samuel Slater – Mill (Textile Factory System)- Oliver Evans – Steam Engine- Railroad and Steamship networks

America’s Market Revolution

Causes of America’s Market RevolutionExamine the list of causes above and rank them

in order 1 – 10 with 1 being the primary cause and 10 being the least important cause

America’s Market RevolutionUsing your list and your notes…Respond to the question below in an Index Card

paragraph:

• Which factor do you believe was most important in helping America transition from a Subsistence Economy to a Market Economy?

**Make sure you respond in a full TEAS paragraph with 4-

5 pieces of outside information and analysis of the consequences of the factor you selected on America’s economy and the lives of Americans.

Notes: Early Industrialization and Regional Development

Unit 4 Lesson 3.2 SWBAT compare and contrast how life was transformed by America’s Market and early Industrial Revolutions in different American regions.

Notes: Early Industrialization and Regional Development

Consequences of the Market and Early Industrial Revolutions:

I. “Boom and Bust Cycles” – Economy can quickly be sent into a “Panic”– Vulnerable to speculation

II. Emphasis on profit breeds abuse

Regional Development Brochure

Requirements How to proceed…

** Must be neat, organized, creative, and historically accurate!

** Can use images from the internet, but no more than 1 small image per section (Geography section must have a map)

** Take the American Nation text with you to use, bring it back on Friday

DUE ON FRIDAY AT THE START OF CLASS! IT WILL BE USED FOR THE WARM-UP ACTIVITY!

(1) Collect information from your at-home notes from last night on how your region transformed

(2) Take notes on what you would like to place in your brochure

(3) Use the American Nation text to fill in any information you are missing

(4) AFTER you have your information, pick up your materials so you can start working on your brochure

Brochure Region AssignmentsNorthern States Southern States

ManahilSaraUrwahSadiaDevoniqueTayyabaAurora

HiraMariumShanelSusieDeebaYanaLina

Unit 4 Lesson 3.3: 12/13/12• Warm-Up: 10 minutes!• Use the documents to identify

arguments for and against Westward Expansion

• Fill in the T-Chart on the back

• Make sure to cite your sources

Notes: Westward Expansion

I. Westward Ho!a. Fueled by Manifest Destiny – God given right to

expandi. James K. Polk wins election of 1844 on “destiny”

promise

b. Gold Rush attracts thousands to Californiac. Challenges of expansion

ii. Difficult terrain and climate1. Oregon Territory took six months to reach

ii. Conflict with Natives / Mexicans

Notes: Westward Expansion

II. Fighting over Texasa. Mexican government invites settlementb. Settlers ignore Mexican laws, bring slaves

i. Declare independence from Mexico1. Battle at the Alamo2. “Republic of Texas” independent until 1845, statehood

delayed by slavery

c. Sets stage for Mexican-American War

Enlarging the National StateDirections:(1) Research each territorial acquisition (use index

of American Nation text)(2) Fill in the chart for each acquisition(3) Complete map including key for each

acquisition

Homework:- Finish Brochure- Complete Territorial Acquisitions Handout

Unit 4 Lesson 3.4: 12/14/12• Warm-Up: 10 minutes!• Move into peer groups and share

the key ideas from your brochure• As you share out, fill in the chart

below in notes

Notes: Polk and the Mexican War

Objective: Unit 4 Lesson 3.4 SWBAT compare and contrast life in Northern cities, the rural South, and the Western Frontier.

I. Polk’s Presidencya. Polk defeats Clay in 1844b. Goals:

i. Lower tariffsii. Independent, not government, banksiii. Acquisition of California and Oregon

A. Almost war with Britain over OregonB. “Fifty Four Forty or Fight!”

Notes: Polk and the Mexican War

II. Mexican American WarA. Disagreement over boundaries and repayment for

damages B. Sends General Zachary Taylor to “provoke” conflict

i. Mexican troops attack Americansii. Becomes hero in wariii. Abraham Lincoln pushes spot resolution

C. War ends with Treaty of Guadalupe Hidalgoi. America acquires area west to Californiaii. None are happy with the terms!

A. Wilmot Proviso – No slavery in territories gained from Mexico

Growing Sectionalism ActivityDirections:(1) Highlight the key positions held by Americans in

each section and each character(2) Fill in the chart based on how each character would

respond(3) Answer the questions on the back

Homework:- Finish Developing Sectional Issues Handout- Constitution Project Workday on Monday: MUST

BRING IN 10 COMPLETED PAGES!

Project Work Day: 12/17/12• Warm-Up:• Take out your materials to work on

the project:– Articles (10 completed)– Paper used in binder

• Independent Work:– Work by yourself on the project– If you do not have your materials for this

project you will receive a 0 and MUST work on missing work for this class

Unit 4 – The Rise of AmericaLesson 4: Social Developments of the 1800’s

12/18/2012

Unit 4 Lesson 4: 12/18/12Objective 4.1 SWBAT assess the impact of religious and

social reform movements in the mid-1800’s on the rights and roles of American citizens.

Notes: Transforming Social Norms in Different American Regions

I. Industrializing North

BENEFITS CONSEQUENCES

-JOB OPPORTUNITIES PROVIDED BY THE FACTORY SYSTEM

- OPPORTUNITIES FOR SOCIAL ADVANCEMENT AND ACCESS TO EDUCATION

- GREATER ACCESS TO DECISION MAKING CENTERS AS WELL AS LEISURE ACTIVITIES

- GOVERNMENTS UNABLE TO MEET DEMANDS OF RAPID GROWTH

- UNABLE TO MAINTAIN SANITATION

- OVERCROWDING DUE TO BOTH INTERNAL MIGRATION AND EXTERNAL IMMIGRATION


II. CULTURAL VALUES IN THE NORTHA. GREATER DISTRIBUTION OF WEALTH IN CITIES

1. MAJORITY OF DECISIONS MADE BY ELITE UPPER CLASS AMERICANS

2. GROWING MIDDLE CLASS

B. ECONOMIC STABILITY LEADS TO CULT OF DOMESTICITY

1. WOMEN PRAISED SOCIALLY FOR THEIR CONTRIBUTIONS TO HOMELIFE

a) GLORIFIED IN MAGAZINES AND NOVELS

C. WORKING-CLASS HOVER BETWEEN STABILITY AND POVERTY


III. EARLY WAVES OF IMMIGRATIONA. IRISH MOVE TO NORTHERN CITIES WHILE

GERMANS MOVE TO WESTERN SETTLEMENTSB. MET WITH HOSTILITY BY WORKING CLASS DUE

TO JOB COMPETITION.1. IRISH ALSO FACE DISCRIMINATION DUE TO CATHOLIC

BELIEFS AND LACK OF EDUCATION2. LED TO FREQUENT RIOTS AND CONFLICT BETWEEN

ETHNIC GROUPS AND AMERICANS


I. RURAL LIFE IN THE SOUTHA. LACK OF CITY GROWTHB. FOCUS REMAINS ON FAMILY AND RELIGIONC. RELIANCE ON WATERWAYS FOR TRADED. MAJORITY REMAIN SUBSISTENCE FARMERS

1. WEALTHY SOUTHERN PLANTATION OWNERS (LESS THAN 1%) CONTROL POLITICAL, SOCIAL, AND ECONOMIC DECISION MAKING

E. NOTION OF SOUTHERN PATERNALISM DEVELOPS1. BLACKS ARE “CHILDLIKE” AND WHITE SOUTHERNERS MUST TAKE

CARE OF THEIR WELL-BEING2. MANY CONVERT SLAVES TO CHRISTIANITY

F. YOEMAN PLANTERS OWN SMALL PLOTS OF LAND AND LANDLESS FARMERS WERE HIRED HELP


I. WESTERN AND FRONTIER LIFEA. GOLD DRAWS 49’ERS TO CALIFORNIAB. GOVERNMENT SUPPORTS SETTLEMENT

1. PROVIDES LOANS TO AMERICANS2. SQUATTERS OCCUPY LAND

C. FUR, CATTLE, AND MINING TRADE DOMINATED. SETTLERS CONSTANTLY STRUGGLE AGAINST

CLIMATE AND NATIVESE. PIONEER LIFE ALLOWS FOR GREATER SOCIAL

MOBILITY1. WOMEN AND FREED BLACKS HAVE GREATER

OPPORTUNITIES POLITICALLY AND ECONOMICALLY

Notes: RELIGIOUS REVIVAL IN AMERICA

I. RELIGIOUS REVIVAL SWEEPS THE NATIONA. THOMAS PAINE PROMOTES DEISM THROUGH THE AGE

OF REASON1. RELIANCE ON REASON RATHER THAN REVELATION

B. UNITARIANS BELIEVE IN FREE WILL AND GOODNESS OF HUMAN NATURE

1. BELIEVE IN SALVATION RATHER THAN PREDESTINATION

II. SECOND GREAT AWAKENINGA. EVANGELICALISM – SPREADING OF CHRISTIAN VALUES

AND IDEAS1. INFLUENCES REFORM MOVEMENTS INVOLVING ALCOHOL,

PRISONS, TEMPERANCE, AND ABOLITION OF SLAVERY

B. EMPHASIS ON DEMOCRATIC CONTROL OF THE CHURCH


III. BURNED-OVER DISTRICT IN NY DEMONSTRATES RETURN OF THE “HELLFIRE AND DAMNATION” SERMON

IV. WIDENING LINES BETWEEN CLASSES AND REGIONS

A. CONTRASTING EMPHASIS BETWEEN LEARNED SPIRITUALISM AND CONVERSION OF THE POOR

Notes: MORMONISMI. JOSEPH SMITH REPORTS DIVINE REVELATION

A. MORMONISM BECOMES FIRST AMERICAN RELIGIOUS PRODUCT

1. EMPHASIS ON COMMUNAL DEVELOPMENT, RELIGIOUS OLIGARCHY, AND VOTING AS A GROUP

B. SMITH MURDERED IN 1844, REPLACED BY BRIGHAM YOUNG

1. MOVES MORMON COMMUNITY TO UTAH TO ESCAPE PERSECUTION

2. DEVELOP STABLE AGRICULTURAL SOCIETY THROUGH IRRIGATION TECHNIQUES

3. RUN INTO CONFLICT WITH GOVERNMENT OVER MISSIONARY WORK AND IDEAS OF POLYGAMY

Notes: MORMONISM

Notes: AMERICAN EDUCATION SYSTEM

I. EDUCATION BECOMES CORNERSTONE OF DEMOCRATIC SYSTEM

A. WEALTHY VIEWED IT AS A WAY TO PROTECT STABILITY

B. POOR USED THEIR VOTE TO DEMAND SCHOOL DEVELOPMENT

C. LIMITED DEVELOPMENT OF SCHOOL SYSTEMSD. HORACE MANN PUSHES FOR SCHOOL GROWTH

AND IMPROVED TEACHERSE. MCGUFFEY’S READERS INFUSE PATRIOTIC

VALUES INTO EVERY DAY LESSONS

Notes: AMERICAN EDUCATION SYSTEM

II. DEVELOPMENT OF EDUCATION FOR WOMENA. TROY SEMINARY, OBERLIN COLLEGE, MOUNT

HOLYOKE SEMINARY

III. LYCEUM LECTURES BRING EDUCATED IDEAS TO THE WORKING CLASS

IV. COMMON LITERATURE SPREADS THROUGH MAGAZINES

B. NORTH AMERICAN REVIEW AND GODEY LADY’S BOOK

Notes: REFORM MOVEMENTS

I. RETURN OF PURITAN VALUESA. ELIMINATE CRUELTY, WAR, ALCOHOL, AND

SLAVERY

II. EFFORTS TO REFORM SOCIETY PRESENT NEW OPPORTUNTIIES FOR WOMEN

A. SPEAK AGAINST DEBTORS PRISONSB. IMPROVE “REFORMATORIES”C. DOROTHEA DIX WORKS TO IMPROVE INSANE

ASYLUMS

III. AMERICAN PEACE SOCIETY SEEKS TO END WAR

Notes: REFORM MOVEMENTS

IV. AMERICAN TEMPERANCE SOCIETY SEEKS TO BAN ALCOHOL

A. “COLD WATER ARMY”B. MAINE LAW OF 1851 BANS PRODUCTION AND

SALE OF ALCOHOL

Notes: WOMEN’S RIGHTS MOVEMENTS

I. REJECTION OF “CULT OF DOMESTICITY” AS “GILDED CAGE”

II. JOIN REFORM MOVEMENTS TO OBTAIN GREATER VOICE

III. LUCRETIA MOTT, ELIZABETH CADY STANTON, AND SUSAN B. ANTHONY SPEAK IN FAVOR OF FULL REALIZATION OF WOMEN’S RIGHTS

IV. WOMEN’S RIGHTS CONVENTION AT SENECA FALLS (1848) SIGN DECLARATION OF SENTIMENTS

V. DELAYED BY CRISIS OVER SLAVERY

Notes: WOMEN’S RIGHTS MOVEMENTS

Notes: UTOPIAN COMMUNITIES

I. DEVELOP “COMMUNITARIAN” VALUESII. NEW HARMONY, BROOK FARM, AND

ONEIDA COMMUNITY SEEK TO ESCAPE SOCIAL EVILS AND PURIFY COMMUNITIES

III. SHAKERS BRING IDEALS FROM ENGLAND

Notes: AMERICAN ARTS MOVEMENTS

I. HUDSON RIVER SCHOOL FOCUSES ON LOCAL LANDSCAPES

II. MINSTREL SHOWS PORTRAY AMERICAN STORIES IN THEATRICAL FORM

III. AUTHORS TELL STORIES OF AMERICAN HISTORY

A. JAMES FENIMORE COOPER WRITES LEATHER STOCKING TALES

B. WILLIAM CULLEN BRYANT DEVELOPS PURITAN IDEAS THROUGH POEMS AND NEWS ARTICLES

Notes: AMERICAN ARTS MOVEMENTS

Notes: TRANSCENDENTALISM

I. TRANSCENDENTALISM – KNOWLEDGE COMES FROM UNDERSTANDING, NOT JUST THE SENSES

A. REJECT UNJUST AUTHORITY, LAWS MUST BE MORAL

B. FOCUS ON INDIVIDUAL SELF-RELIANCEC. REJECT “SENSUOUS” EXPERIENCE BASED ON

SENSESD. REVERENCE FOR NATUREE. ABSOLUTE OPTIMISM


II. RALPH WALDO EMERSON WRITES THE AMERICAN SCHOLAR

A. THROWS AWAY EUROPEAN STYLEB. CRITICIZES SLAVERY

III. HENRY DAVID THOREAUC. CONDEMNS GOVERNMENT THAT SUPPORTS

SLAVERYD. WALDEN: OR LIFE IN THE WOODS (1854)E. ON THE DUTY OF CIVIL DISOBEDIENCE

IV. WALT WHITMAN WRITES LEAVES OF GRASS

Notes: MAJOR AMERICAN LITERARY ACCOMPLISHMENTS

I. UNIQUELY AMERICAN WRITERSA. HENRY WADSWORTH LONGFELLOWB. JOHN GREENLEAF WHITTIERC. JAMES RUSSELL LOWELLD. EACH REJECT SLAVERY

II. LOUISA MAY ALCOTT WRITES LITTLE WOMEN

III. NATHANIEL HAWTHORNE WRITES CRITIQUE OF PURITANISM IN THE SCARLET LETTER

Unit 4 – The Rise of AmericaLesson 5: Social Activism in the 1800’s

12/19/2012

Unit 4 Lesson 5: 12/19/12Warm-Up: 6 minutes to complete MC questions!Answers: 1. D 6. B2. D 7. E3. C 8. B4. D 9. B5. A 10. D

Objective 5: SWBAT evaluate the extent to which the Abolition movement forced the issue of slavery into the national spotlight.

Unit 4 Lesson 5: 12/19/12Plan for the Rest of the Week:Thursday –Abolition Discussion, Debates over SlaveryFriday – Unit 4 Quiz (cumulative) and Break Work

Assignment Review

Assignment Reminder!- Living Constitution Project due Friday! NO EXCUSES, NO

LATE ASSIGNMENTS ACCEPTED!- Deadline for all missing Unit 4 work is Friday!

Starting in JanuaryFriday 7th Period meet in room 331 every week for

additional class period!

Notes: AbolitionismI. Abolitionism in America

A. Disagreement between gradualists and immediatists1. William Lloyd Garrison publishes anti-slavery newspaper The

Liberator2. American Anti-Slavery Society would boycott goods produced

by slave-holding institutions3. Appeal to the Colored Citizens of the World advocates bloody

uprising4. Sojourner Truth advocates emancipation, and speaks for

women’s rights 5. Martin Delany organizes first “Back to Africa” movement but is

largely ignored6. Harriet Tubman helps slaves escape via underground railroad

B. Debate over issue of slavery delayed by gag rule, enforced in Congress from 1836 - 1844

Notes: Abolitionism

William Lloyd Garrison Sojourner Truth

Notes: Abolitionism

Harriet Tubman Map of Underground Railroad

Notes: Abolitionism

II. Frederick DouglasA. Publishes autobiography, Narrative of the Life of

Frederick Douglas1. Describes personal rise from slavery2. Advocates Northern separation from the “wicked”

South3. Pursues political means to overturn slavery

Notes: Abolitionism

Frederick Douglass “Abolition Map”

Analyzing Methods of Abolitionism

(1) Move into Assigned Groups:A. Legal and White-Led Abolitionism: Sadia, Urwah, TayyabaB. Non-Violent and Broad Based Coalition of All Opposed to Slavery:

Devonique, Aurora, Lina, Hira

C. Black-led Movement of Former Slaves: Manahil, Susie, Deeba, SaraD. Violent Approaches by Slaves Themselves: Yana, Marium, Shanel

(2) Divide documents and analyze with CIA steps

(3) Create a T-Chart with your method as a title and once column for each section:

A. Develop 3 arguments to prove why your method is best form of abolitionism- Be sure to explain your arguments, use key terms from notes and quotes from the

documents

B. Identify 2 possible objections to your method, explain them, and then prove why these objections are incorrect, inaccurate, or less consequential than your arguments.

Analyzing Methods of Abolitionism

Discussion:What method do you believe is the most valuable way to promote the abolition of slavery?

Index-Card Paragraph:Respond to the prompt above with specific

terms from your notes / activity

Unit 4 Quiz

(1) Take out your Living Constitution Project and place it on the desk behind you

(2) Clear off your desk except for a pencil or pen

**Due to room issues we will not have our class 7th period today!

**Our discussion will be held when we return after the break.

Winter Break Homework

(1) Finish Living Constitution Project(2) Use CIA steps to analyze primary sources(3) Think Ready Task

Think Ready Task(1) Research the economic platforms of any of the pair of

parties from the list below: Federalists vs Anti-Federalists (during the Constitutional

Convention) Hamiltonian Federalists vs Jeffersonian Republicans (during

Washington’s terms) Federalists vs Democratic-Republicans (elections of 1796 and

1800) Jacksonian-Democrats vs National Republicans (election of 1828) Democratis vs Whigs (election of 1840)

(2) Create the Final Product(3) Fill in KCS Log with each step you took from start to finish to

complete your Think Ready final product

Unit 4 – The Rise of America

Documents

Transcript of Unit 4 – The Rise of America