Religion Sparks Reform
The Second Great Awakening
• The Second Great
Awakening was a
religious movement
that swept across the
United States after
1800.
1. A religious movement that swept
across the United States after
1800?
• It relied on emotional sermons in meetings called revivals.
• A revival might last several days.
2. Emotional religious sermons
during the Second Great
Awakening that could last for
several days?
• Its participants were known as revivalists.
• During the day, revival participants studied the Bible.
• In the evening, they heard emotional preaching that
could make them cry or tremble with fear.
• Preachers, such as Charles G. Finney, gave
exciting sermons to bring out emotional responses
from their audiences.
3. A popular preacher during the
Second Great Awakening who gave
exciting sermons to bring out
emotional responses from their
audiences.
• They preached that each person had the responsibility to find
salvation.
• They also stressed that people could change themselves –
and society.
• Charles Finney and other preachers influenced more people
in the United States to attend church.
• The revivalist movement – with its message of
salvation – attracted numerous African Americans.
• In the South, slave owners feared that African
American slaves would use the message of salvation
as a call to revolt.
• In Philadelphia, Richard Allen started the
African Methodist Episcopal Church.
• The church became a political, cultural, and
social center for many African Americans.
4. Richard Allen began this church
during the Second Great
Awakening?
Transcendentalism and Reforms
• Many people sought
an alternative to
traditional religion.
• One philosophical
and literary
movement was based
on the ideas of Ralph
Waldo Emerson, a
New England writer
and philosopher.
• Emerson led a group practicing transcendentalism.
5. A philosophical and literary
movement was based on the ideas
of Ralph Waldo Emerson, a New
England writer and philosopher?
• According to transcendentalism, people could find
truth by looking at nature and within themselves rather
than in an organized system of beliefs.
• Transcendentalists believed in the dignity of the individual.
• They fought for social changes such as getting rid of
slavery and improving conditions in prisons.
• They also contributed to a literacy movement that
stressed freedom and self reliance.
• Emerson’s friend and fellow writer Henry David Thoreau
practiced self reliance.
• He left his life and built a cabin on the shore of Walden Pond,
near Concord, Massachusetts.
• He lived alone there for two years.
6. Emerson’s friend and fellow
writer ______ ______ ________
practiced self reliance.
He left his life and built a cabin on
the shore of Walden Pond, near
Concord, Massachusetts.
He lived alone there for two years?
• Thoreau believed in civil disobedience.
• This meant he believed that people should protest and
not obey laws they considered unjust.
7. Thoreau believed in
___________
_________________.
This meant he believed that people
should protest and not obey laws
they considered unjust.
• The Unitarian
movement was
another spiritual
movement that grew
during this time.
• Unitarianism
appealed to reason,
not to emotion.
• It objected to revival
meetings as too
emotional.
• The movement
attracted wealthy and
educated people.
8. _______________appealed to
reason, not to emotion.
It objected to revival meetings as
too emotional.
The movement attracted wealthy
and educated people?
• Unitarian ministers, like revivalists, stressed the power
of the individual.
Americans
Form Ideal
Communities;
Schools and
Prisons
Undergo
Reform
• Some reformers wanted to create ideal living environments, or
utopian communities.
• In these experimental communities, people tried to create a
“perfect” place by living in harmony and self sufficiently out in
the country.
9. In these experimental
communities, people tried to create
a “perfect” place by living in
harmony and self sufficiently out in
the country?
• Some utopian communities were established, but
none of them succeeded.
• Many Americans worked to reform society during the
early 1800’s.
• In the 1830’s, Americans began to demand taxsupported public schools.
• By the 1850s, every state had a law that created an
elementary school system.
10. By the 1850s, every state
had a law that created an
_________ school system.
• Dorothea Dix worked for reform in the treatment of
mentally ill people.
• She was successful in getting some states to pass
laws aimed at improving conditions.
• She also persuaded some Southern states to set up public
hospitals for the mentally ill.
• Other reformers worked to improve conditions in the nation’s
prisons and schools.
11. ___________ ______ worked
for reform in the treatment of
mentally ill people.
She was successful in getting
some states to pass laws aimed at
improving conditions. She also
persuaded some Southern states
to set up public hospitals for the
mentally ill.
Slavery
and
Abolition
Abolitionists Speak Out
• Free African Americans had urged the end of slavery for years.
• Gradually, more and more whites began to support abolition,
the movement to end slavery.
12. The movement to end
slavery is known as?
• Some were
encouraged by
Charles Finney and
other preachers who
called slavery a sin.
• One of the more significant abolitionists was William
Lloyd Garrison, a newspaper publisher.
• In his newspaper The Liberator, Garrison called for
immediate emancipation, or freeing of the slaves.
13. Famous abolitionist
publisher of the newspaper The
Liberator?
14. The term which means the
freeing of the slaves?
• He changed the
abolitionists’ goal
from a gradual end of
slavery to an
immediate end.
• David Walker was a free black who moved from the
South to the North.
• He urged African Americans to fight for their freedom.
• Another important
abolitionist was
Frederick Douglass,
a former slave.
• Born a slave in 1817,
Douglass had been
taught to read and
write by the wife of
one of his owners.
• In 1838, Douglass
held a skilled job as a
hip caulker in
Baltimore.
• He excelled at his job
and earned high
wages.
• However, Douglass’ slave owner took his pay
check each week.
• As a result, Douglass escaped and went to
New York.
• In New York,
Douglass became an
eager reader of The
Liberator, and an
admirer of William
Lloyd Garrison.
• Soon, Douglass
became a leader in
the abolitionist cause.
• He wrote and spoke powerfully in favor of achieving
emancipation through non violence.
• He founded an antislavery newspaper called The North Star.
15. Well known African
American abolitionist who wrote
and spoke powerfully in favor of
achieving emancipation through
non violence?
He founded an antislavery
newspaper called The North
Star.
Life Under Slavery
• As the debate over slavery grew, the number of slaves in the
United States also increased.
• The nation’s slave population doubled in 1.2 million to about 2
million.
• The institution of slavery had changed substantially
since the 18th century.
• In those days, most slaves were male.
• Most had recently arrived from the Caribbean or Africa and
spoke one of several non-English languages.
• Most of these slaves worked on small farms.
• By 1830, however, the majority of slaves had been born in
America and spoke enough English to communicate with other
slaves.
• The rise of the plantation system brought further changes to
slaves’ lives.
• Most slaves worked on large plantations.
• They worked from dawn to dusk ("can see" to '"can't
see") in the fields.
• Some slaves worked in the plantation owner’s
house as butlers, cooks, and maids.
• A Master spent an estimated $7.00 a year per
slave for food and clothing and that is about
what a white farm worker made in a month.
• Many African slaves also
supplied the labor needed
in cities.
• They worked in textile
mills, mines, and lumber
yards.
• Some slaves were
skilled workers, such
as blacksmiths, or
carpenters.
• In 1831, a Virginia slave named Nat Turner led a violent
slave rebellion.
• He and his followers attacked five plantations.
• They killed several
people.
• Turner and his followers
eventually were
captured and executed.
Slave Owners Defend Slavery
•
Sarah and Angelina Grimke
• The Turner rebellion
frightened white
Southerners.
• Some argued that the
only way to prevent
rebellion was to
abolish slavery.
• Virginia lawmakers introduced a bill that abolished slavery in
the state.
• After a heated debate, the bill was defeated by a close vote.
16. In 1831, a Virginia slave
named ___ ________ led a
violent slave rebellion.
He and his followers attacked
five plantations.
They killed several people.
Eventually they were captured
and executed.
• That loss ended the debate
on slavery in the
antebellum, or pre-Civil
War, South.
17. This term stands for the
pre-Civil War era in the South?
• Others in the South
argued that placing
tighter restrictions on
slaves would keep
them from revolting.
• Across the South, state legislatures
passed laws known as slave codes,
restricting blacks’ rights even further.
• Under these new laws, slaves could
not preach, testify in court, own
property, or learn to read.
18. Under these laws, slaves
could not preach, testify in
court, own property, or learn to
read.
• Despite the controversy surrounding slavery, many
Southerners defended it.
• They argued that slavery actually benefited blacks by
introducing them to Christianity.
• Many southern white Christian churches gradually shifted
their positions on slavery during this period.
• While some ministers had attacked slavery in the early
1800’s, by the 1830’s, most agreed that slavery and
Christianity could coexist.
• Southerners also
invented the myth of the
happy slave – a beloved
member of the
plantation family.
• They argued that unlike
Northerners who fired
their slaves,
Southerners cared for
their slaves for a
lifetime.
• Despite these
claims from
Southerners, the
abolitionist
movement
continued.
• Northern
legislators tried to
introduce bills in
Congress to
abolish slavery.
• Southern representatives responded by getting Congress to
adopt a gag rule in 1836.
• Under this, legislators could limit or ban debate on any issue
– including slavery.
19. In 1836, Southern
Representatives were able to
get congress to adopt a ____
_______. Under this, legislators
could limit or ban debate on any
issue – including slavery.
• This rule was
repealed in 1845.
• But until then,
Southerners were
able to limit the
debate over slavery in
Congress.
Women and Reform
Chapter 8 Section 3
• American women in the early 1800’s had few
rights.
• Social customs required women to restrict
themselves to caring for the house.
• This idea came to be known as the cult of
domesticity.
20. Social customs required
women to restrict themselves to
caring for the house, what did
this idea become known as?
• About one in ten single women worked outside the home.
• They earned only half of what men earned for doing the same
job.
• Women could not vote or serve on juries.
• In many states, wives had to give their property to their
husbands.
• Despite such limits, many women actively participated in the
important reform movements of the nineteenth century.
• Sarah and Angelina Grimké worked for the abolition of
slavery.
• Vaughan and other women joined the temperance
movement.
• This was an effort to ban the drinking of alcohol.
th
19
21. An effort in the
century
to ban the drinking of alcohol is
known as this?
Alternatives to Alcohol
Some women even pledged not
to use alcohol in cooking.
Ten Nights in
a Bar room
In the 1850s, this book was second only to Uncle Tom’s Cabin in popularity,
selling over a million copies. William W. Pratt dramatized the tale, and the stage
version played continuously in the United States from the 1850s until the
1930s, often incorporating the popular temperance song "Father, Come Home."
The narrative contains examples of three drunken-man themes: one drunkard
is banished to the poorhouse, leaving his family destitute; another is killed in a
bar-room brawl; a third, after causing his own daughter’s death, makes a vow
never to drink again and is eventually restored to respectability.
http://www.librarycompany.org/ArdentSpirits/Temperance
• Many women also worked to improve
education – mainly for girls.
• Until the 1820’s, American girls had little
chance of an education.
• Some female reformers opened schools of higher learning
for girls.
• Emma Willard opened a school for girls in New York.
• Mary Lyon started Mount Holyoke in Massachusetts.
• It later became a college.
22. This 19th century woman
founded Mount Holyoke college
in Massachusetts?
• Some women worked to improve women's health.
• In the 1850’s. Catherine Beecher, a respected
educator, undertook a national survey of women’s
health.
• She found three sick women for every healthy one.
• One reason was that they wore clothing so restrictive that
breathing sometimes was difficult.
• She devised looser
fitting clothes known
as “bloomers”.
23. In the 1850’s. This woman, a
respected educator, undertook a
national survey of women’s health.
She found three sick women for
every healthy one. One reason was
that they wore clothing so
restrictive that breathing sometimes
was difficult. She devised looser
fitting clothes known as “bloomers”.
• Elizabeth Blackwell became the first woman to
graduate from medical college.
• She then opened a hospital for women.
Women’s Rights Movement
Emerges
• Women’s work on
behalf of others
eventually prompted
them to improve their
own lives.
• Some women began
to campaign for
greater women’s
rights.
• Two such women were Elizabeth Cady Stanton and
Lucretia Mott.
• Both had been abolitionists.
• In 1848, they organized a women’s
right convention in Seneca Falls,
New York.
• It became known as the Seneca
Falls convention.
• More than 300 women and men
attended.
• They called for laws that
guaranteed equal rights for
women.
• One of the more controversial
rights women called for was
suffrage, or the right to vote.
24. The right to vote?
• The women’s rights movement involved mostly whites.
• For the most part, African American women found it difficult to
draw attention to their plight.
• One exception was
Sojourner Truth.
• A former slave, Truth
became famous for
speaking out for both
abolition and
women’s rights.
The Changing Workplace
Chapter 8 Section 4
Industry
Changes Work
• The increase of factories in the 1800’s changed the way
Americans worked.
• Before the 1820’s, textile, or cloth, makers spun thread in
factories.
• Then they employed people working at home to
make clothing from the thread.
• This was known as the cottage industry system in
which manufacturers provided the materials for
goods to be manufactured at home.
25. The system in which
manufacturers provided the
materials for goods to be
manufactured at home?
• By the 1830’s, factories had replaced the cottage industry
system.
• The thread as well as the clothes were made in factories.
• In the early 19th century, artisans made goods that a
family could not make for itself.
• These included such items as furniture and tools.
• The artisans usually worked in shops attached to their
homes.
• The most experienced artisans were called masters.
26. The most experienced artisans
were called ________?
• They were assisted by journeyman.
• These were skilled workers employed by the masters.
27. These were skilled workers
employed by the masters?
• Apprentices were young workers learning the craft.
28. ___________ were young
workers learning the craft.
• This way of
producing goods
also changed with
the growth of
factories.
• New machines
allowed unskilled
factory workers to
make goods that
skilled artisans
once made.
Farm Worker
to Factory
Worker
• In the mills of Lowell, Massachusetts, most factory workers
were young, unmarried women.
• Factory owners hired mostly young women because they
could pay them less than men.
• These women were known as “mill
girls.”
• They lived in boarding houses owned
by the factory.
29. In the mills of Lowell,
Massachusetts, most factory
workers were young, unmarried
women. Factory owners hired
mostly young women because they
could pay them less than men.
These women were known as
“______ ______.” They lived in
boarding houses owned by the
factory.
• At first, the women
felt lucky to have
these jobs.
• Factory work paid
better than other jobs
for women – teaching,
sewing, and being a
servant.
• But throughout the early 1800’s, working conditions in
textile mills steadily grew worse.
• The workday was more than 12 hours long.
• Many workers became ill.
• In addition, managers forced workers to increase their
pace.
• Between 1836 and 1850 Lowell owners tripled the
number of spindles and looms.
• However, they hired only 50 percent more workers to
operate them.
• Factory rules tightened too.
• After gulping a noon meal, workers had to rush back
to their stations to avoid fines for lateness.
• In 1834, the mill owners cut wages for workers.
• In response, 800 “mill girls” went on strike.
• A strike is a work stoppage in order to force an
employer to respond to demands.
30. A work stoppage in order to
force an employer to respond to
demands?
• The workers demanded to be paid their old salaries.
• The women eventually lost the strike and were forced
to return to work.
• Two years later, the “mill girls” struck again – over what
amounted to another pay cut.
• Twice as many women participated as had two years earlier.
• Like the previous strike, however, the company
prevailed.
• The Lowell workers
did not give up their
fight for better
working conditions
after these setbacks.
• In the years that
followed the strikes,
the women worked to
improve their situation
through legislation.
Workers Seek
Better
Conditions
• There were dozens of strikes for shorter hours or
higher pay in the 1830’s and 1840’s.
• Employers won most of them.
• One reason was that owners could hire strikebreakers,
or replacement workers.
• Many of these strikebreakers were European immigrants.
• Immigration from Europe to the United States increased
between 1830 and 1860.
• Irish immigrants had come to escape the Great Potato Famine.
• In the 1840’s, a disease killed most of the potato crop in
Ireland.
• About 1 million Irish
people starved.
• More than 1 million
came to the America.
31. Irish immigrants had come to
escape the ________ _________
_____________.
In the 1840’s, a disease killed most
of the potato crop in Ireland.
About 1 million Irish people
starved. More than 1 million came
to the America.
• The Irish faced prejudice in the United States
because they were poor and Roman Catholic.
• Because they were poor, the Irish were willing to
work for low wages.
• As a result, employers used the Irish when their
regular workers went on strike.
• To increase their
power, workers joined
trade unions, or
unions specific to
each trade.
• These unions
eventually joined
together to form the
National Trades’
Union in 1834.
• This union
represented
a variety of
trades.
• Factory owners opposed the union movement.
• They had help early on from the courts – which
declared strike illegal.
• In 1842, however, the
Massachusetts
Supreme Court
supported the right of
workers to strike in
Commonwealth v.
Hunt.
32. In 1842, the Massachusetts
Supreme Court supported the right
of workers to strike in
_______________v. _________.
• By 1860, barely 5,000
workers were members
of what would now be
called labor unions.
• By this time, however,
more than 20,000
workers participated in
strikes for improved
working conditions and
wages.