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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 124— Social Reformers
March 16, 2015
Focus: Turn to page 451 in your textbook and read the biography on Horace Mann. After doing the reading, answer the
question that appears on the box.
------------------------------------------------------------------------------------------------------------------------------------------------Student Objectives:
1. I will analyze the contributions of the following social reformers:
 Dorothea Dix
 Horace Mann
 Prudence Crandall
 Thomas Gallaudet
 Samuel Gridley
 Sylvester Graham
 Sam and Will Kellogg
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 454-458 stop @ Opposition to Ending Slavery (due 3/18)
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
1. Memorial to the Massachusetts Legislature (1843)-Dorothea Dix
2. McGuffy Reader 1836
I. Social Reform
A. Mentally Ill
B. Education
C. Diet/health
Key terms/ideas/ people/places:
Dorothea Dix
Horace Mann
Normal Schools
Common schools
Prudence Crandall
Thomas Gallaudet
Samuel Gridley
Sylvester Graham
Sam and Will Kellogg
John Kellogg
By the end of class today, I will be able to answer the following:
How where the mentally ill treated according to Dix?
What did Mann create to help education?
How has diet changed? How is it the same?
Memorial to the Massachusetts Legislature (1843)
Dorothea Dix
I proceed, gentlemen, briefly to call your attention to the present state of insane persons confined within this
Commonwealth, in cages, closets, cellars, stalls, pens! Chained…beaten with rods, and lashed into obedience. . . .
Besides the above, I have seen many who, part of the year, are chained or caged. The use of cages all but universal.
Hardly a town but can refer to some not distant period of using them; chains are less common; negligences frequent;
wilful abuse less frequent than sufferings proceeding from ignorance, or want of consideration. I encountered during the
last three months many poor creatures wandering reckless and unprotected through the country. . . . But I cannot
particularize. In traversing the State, I have found hundreds of insane persons in every variety of circumstance and
condition, many whose situation could not and need not be improved; a less number, but that very large, whose lives are
the saddest pictures of human suffering and degradation.
Notes
Class 124— Social Reformers
March 16, 2015







Dorothea Dix
o mentally ill, prison reform
Horace Mann-education
o Normal Schools”-colleges to train teachers
o Common schools
 Whole population would have in common
 Tuition free, tax supported, statewide standards and curriculum, textbooks and facilities
Sam and Will Kellogg-follow Graham’s diet
o Feed people cereal
o John Kellogg-invented corn flakes
Thomas Gallaudet
o Creates American sign language and school for the deaf
Samuel Gridley-blind students
Sylvester Graham
o Exercise clubs/walking/diet
o More fruits and vegetables
o Creates new process for milling flour-Graham Cracker
Prudence Crandall-school for African American girls
 Opposed by Connecticut authorities
____________________________________
7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 125— Shakers
March 17, 2015
Focus: How do you think the “Shakers” got their nickname?
--------------------------------------------------------------------------------Student Objectives:
1. I will identify the unique role played by the Shakers during the reform movements of the early 1800s.
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 454-458 stop @ Opposition to Ending Slavery (due 3/18)
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
none
I. Start of Shaker Faith
II. Inventions and Architecture
III. Dancing
Key terms/ideas/ people/places:
Mother Ann
Square Order Shuffle
Nimble Steps
By the end of class today, I will be able to answer the following:
What made the Shakers unique?
Why do you think the Shakers were so popular?
Ring Dance
Notes
Class 125— Shakers
March 17, 2015
The United Society of Believers in Christ’s Second Coming or “Shakers”
o Ann Lee was their leader-she became known as Mother Ann
o The group believed that Jesus was returning very soon and that Christians must prepare themselves for this event
and purify themselves.
o Utopian Community
o Known for the dancing during Church
____________________________________
7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 126— Abolition
March 18, 2015
Focus: Turn to page 457 in your textbook. Analyze the map and answer questions 1 and 2 in the box entitled
“Geography Skills.”
--------------------------------------------------------------------------------Student Objectives:
1. I will define the terms abolitionist and Underground Railroad.
2. I will determine the contributions made by these abolitionist leaders:
a.. Frederick Douglass
b.. William Lloyd Garrison
c.. Angelina and Sarah Grimkè
d.. Harriet Tubman
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
AP article about Underground railroad heading south
I. Underground Railroad
II. Types of Abolition
III. Key Abolitionists
Key terms/ideas/ people/places:
American Colonization Society
Underground Railroad
William Lloyd Garrison
Immediate
Harriet Tubman
Harriet Tubman
Gradual
Colonizationists
conductor
Frederick Douglass
Angelina and Sarah Grimkè
By the end of class today, I will be able to answer the following:
What is the difference between an immediate and gradual abolitionist?
Why did Garrison and Douglas eventually split apart?
What was the American Colonization Society? What did it form?
For a century, underground railroad ran south
By BRUCE SMITH | Associated Press – Sun, Mar 18, 2012
CHARLESTON, S.C. (AP) — While most Americans are familiar with the Underground Railroad that helped Southern
slaves escape north before the Civil War, the first clandestine path to freedom ran for more than a century in the opposite
direction.
Stories of that lesser-known "railroad" will be shared June 20-24 at the National Underground Railroad Conference in St.
Augustine, Fla. The network of sympathizers gave refuge to those fleeing their masters, including many American
Indians who helped slaves escape to what was then the Spanish territory of Florida. That lasted from shortly after the
founding of Carolina Colony in 1670 to after the American Revolution.
They escaped not only to the South but to Mexico, the Caribbean and the American West.
And the "railroad" helps to explain at least in part why the lasting culture of slave descendants — known as Gullah in
South Carolina and Geechee in Florida and Georgia — exists along the northeastern Florida coast.
"It's a fascinating story and most people in America are stuck — they are either stuck on 1964 and the Civil Rights Act
or they are stuck on the Civil War," said Derek Hankerson, who is a Gullah descendant and a small business owner in St.
Augustine, Fla. "We have been hankering to share these stories."
Because there are few records, it's unknown how many African slaves may have escaped along the railroad. But the
dream of freedom in Florida did play a role in the 1739 Stono Rebellion outside Charleston, the largest slave revolt in
British North America.
Slaves likely started fleeing toward Florida when South Carolina was established in 1670, said Jane Landers, a
Vanderbilt University historian who has researched the subject extensively. The first mention of escaped slaves in
Spanish records was in 1687 when eight slaves, including a nursing baby, showed up in St. Augustine.
Spain refused to return them and instead gave them religious sanctuary, and that policy was formalized in 1693. The only
condition is that those seeking sanctuary convert to Catholicism.
"It was a total shift in the geopolitics of the Caribbean and after that anyone who leaves a Protestant area to request
sanctuary gets it," Landers said.
That promise of freedom played an important role in the Stono Rebellion, when a group of about 20 slaves raided a store,
collecting guns and other weapons, in September 1739.
Mark Smith, a historian at the University of South Carolina, said the slave leaders were from what is now Angola in
Africa. They were Catholic, because their homeland was at the time a Portuguese outpost. And they are thought to have
been soldiers in their native land.
They would have known about the rumor of freedom in Spanish Florida and decided to start the revolt on Sept. 9, the
Feast of the Nativity of the Blessed Virgin Mary.
"They have a white flag, which is not a flag of surrender. It's a flag of celebrating Mary, and they shout 'Liberty.' They
are not revolting just as slaves, but as Catholic slaves," Smith said.
At least 20 whites were killed in the rebellion. The militia later caught up with the slaves and 34 of them were killed.
Some who escaped were found and executed later, although some apparently made it to safety in Florida because there
are reports of more slaves arriving in St. Augustine in the ensuing days, Landers said.
Gullah creole is still spoken in churches in northeastern Florida, Landers said.
Hankerson, who grew up with stories of the Underground Railroad, said escaped slaves got help from American Indian
tribes including the Creeks, the Cherokees and the Yemassee. They also advanced deeper into Florida and found refuge
with the Seminoles.
Except for about 20 years when the British held St. Augustine between the end of the French and Indian War and the end
of the American Revolution, the Spanish policy of sanctuary remained in effect until 1790 when Secretary of State
Thomas Jefferson convinced the Spanish crown to end it. Many runaways escaped amid the chaos and violence of the
revolution, and keeping that corridor open could have drained the Southern colonies of slaves, Landers said.
Unlike the Underground Railroad going north, the early network was more informal: Neither the slaves nor the
indigenous tribes that helped them left written records, and there was no church structure like the Quakers organizing the
effort, Landers said. It's unknown exactly how many stayed among the American Indians or how many died.
The British saw slaves as property and labor for their plantations and offered rewards for their return.
By contrast, Landers said, "the Spanish believe the indigenous people and Africans could be converted and as such were
humans and had families and souls to save."
Notes
Class 126— Abolition
March 18, 2015
American Colonization Society:
 Set up the colony of Liberia-capital Monrovia
 13,000 African Americans made the journey
abolitionists:
 Immediate-militant abolitionists-small minority
 Gradual
 Colonizationists (most anti-slavery men)-Jefferson/Lincoln-“it is better for us to be separated.”
Underground Railroad:
 1850-run away slaves-1,011
 1860-803
 Could it be more myth than legend? More likely to get help from a free African American, or slave who was
willing to take risks rather than an abolitionist with secret passages and sliding doors
 Harriet Tubman is the “Moses” of the Underground railroad
o Conductor
o She made over 19 trips to the South and there was a $40,000 reward on her head
William Lloyd Garrison
 Publishes the Liberator
 state of Georgia offered $5,000 for the capture of Garrison
 denounced churches, political parties, even voting. He believed in the dissolution (break up) of the Union. He
also believed that the U.S. Constitution was a pro-slavery document. He believed in equal rights for all.
Frederick Douglass:
 run away slave
 publishes a Newspaper, the North Star, and his autobiography (it sold 30,000 copies).
 Douglas’s friends in England actually buy his freedom late in 1846
 Good friends with Garrison until he becomes too radical
Angelina and Sara Grimkè sisters:
 Bible defense-“could you imagine Jesus owning a slave?
 Came from and aristocratic slaveholding family in Charleston
 Spoke in public
____________________________________
7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 127— Abolition Opposed
March 19, 2015
Focus: What was the “gag rule” used by Congress from 1836-1844?
--------------------------------------------------------------------------------Student Objectives:
1. I will analyze the opposition to the abolition movement.
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
none
I. Mail Censorship
II. Gag Rule
III. Riots
Key terms/ideas/ people/places:
William Lloyd Garrison
Elijah Lovejoy
Gag rule
John Quincy Adams
By the end of class today, I will be able to answer the following:
What happened to Elijah Lovejoy? What did he become?
Why was there a severe backlash to the abolition movement?
What almost happened to William Lloyd Garrison?
Amos Kendall
Andrew Jackson
Notes
Class 127— Abolition Opposed
March 19, 2015
Mail:
Amos Kendall, part of Jackson’s kitchen cabinet and the postmaster general, urged Northern postmasters to refuse to
dispatch abolition mail to the South.
 “The refusal of the Post Office to deliver abolitionist mail to the South may well represent the largest peacetime
violation of civil liberty in U.S. history.”
Gag Rule:
 Congress not allowed to discuss petitions to end slavery
Violence against abolitionists:




1833-NYC-an elite led mob forced the New York Anti-Slavery Society to relocate their meeting-New Yorkers
had a lot of business dependent on the cotton trade, even members of the American Colonization Society joined
the mob
William Lloyd Garrison almost killed by a mob in Boston-saved when the Mayor locks him in jail
Elijah Lovejoy of Alton, IL. -reenact
o Became a martyr for the cause
o Only abolitionist killed in the North
July 4, 1827-Free African Americans celebrating the abolition of slavery in NY
o 3 days and nights
o Mob looted, vandalized, and burned the homes, shops, and churches of the free African Americans and
abolitionists
o More than 60 buildings gutted/destroyed including six churches
o Mob feared African American competition for jobs, education, and housing
____________________________________
7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 128— Women’s Rights
March 20, 2015
Focus: What kind of rights were denied to women?
--------------------------------------------------------------------------------Student Objectives:
1. I will identify the rights denied to women in the mid-1800s.
2. I will identify the contributions of these women to the cause of Women's Rights:
a.. Sojourner Truth
b.. Lucretia Mott
c.. Elizabeth Cady Stanton
d.. Susan B. Anthony
e. Angelina and Sarah Grimkè
3. I will explain the significance of the Seneca Falls Convention.
Homework:
-Current Events due 3/23
-Chapter 14 Test Monday 3/23
Handouts:
1. Declaration of Sentiments
2. Sojourner Truth’s speech
I. Key Women’s Rights Advocates
II. Seneca Falls Convention
Key terms/ideas/ people/places:
World's Anti-Slavery Convention
“Cult of Domesticity”
2nd Great Awakening
Sojourner Truth
Lucretia Mott
Elizabeth Cady Stanton
Susan B. Anthony
Declaration of Sentiments
Charlotte Woodward
Lucy Stone
Angelina and Sarah Grimkè
By the end of class today, I will be able to answer the following:
What happened at the World’s Anti-Slavery Convention? How did this impact women’s rights?
Why where a lot of women’s rights activists also abolitionists?
The Declaration of Sentiments
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 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 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.
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.
After 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.
AIN'T I A WOMAN?
by Sojourner Truth
Delivered 1851 at the Women's Convention in Akron, Ohio
Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the
negroes of the South and the women at the North, all talking about rights, the white men will be in a fix
pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages, and lifted over ditches, and to have
the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any
best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered
into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a
man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children,
and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard
me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [member of audience whispers,
"intellect"] That's it, honey. What's that got to do with women's rights or negroes' rights? If my cup won't
hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half measure
full?
Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a
woman! Where did your Christ come from? Where did your Christ come from? From God and a woman!
Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these
women together ought to be able to turn it back , and get it right side up again! And now they is asking to
do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say.
Notes
Class 128— Women’s Rights
March 20, 2015
World's Anti-Slavery Convention:
 Women were not allowed to vote or even speak
 Garrison refused to take his seat in that body, because the women delegates from the United States were excluded
 “In trying to break the chains of the slave… ‘we were manacled ourselves.’”
What rights were denied to women in the mid-1800s?
 Marriage-property becomes husbands
 Children belong to husband
 2nd Great Awakening-everyone, male or female, must assume responsibility for their own salvation-message that
empowered women
How did men justify denying those rights to women?
 “Cult of Domesticity”-women meant to be housewives and mothers
Women’s Rights Leaders:
 Sojourner Truth
o Former slave
o Speaks on behalf of women’s rights and abolition
 Lucretia Mott-Quaker-petition drives
o Well known abolitionist speaker and traveling evangelist
 Elizabeth Cady Stanton-works with Anthony
o Provides spark and wit
o Wanted the right to vote
 Susan B. Anthony
o travels and gives speeches
o Usually considered most recognizable name associated with the movement
 Grimke sisters
o Women should be ministers/equal pay for equal work
o Addressed anti-slavery audiences of both genders-not something women did at that time-“We abolitionist
Women are turning the world upside down.”
Seneca Falls Convention:
 Declaration of Sentiments
 “a rebellion such as the world has never before seen.”-Elizabeth Cady Stanton
 Mott and Stanton organize the meeting