Name: ______________________________________
US History
Date: ___________________________
Chapter 8 – Reforming American Society
Outline
Lesson 1 – Religion Sparks Reform

Charles Grandison Finney was the most famous preacher of the era. He inspired emotional religious faith.

____________________ – religious activism – was part of an overall era of reform that started in the 1830s

__________ of the period included…


Women’s rights

School reform

_______________ – movement to outlaw slavery
All of these _______________ emerged as responses to rapid changes in American society…

Industrial Growth

Increasing migration and immigration

New means of communication
The Second Great Awakening

__________ – religious movement

_______________ the 18th century Calvinistic belief that God predetermined one’s salvation or damnation –
instead they emphasized individual responsibility for seeking salvation and insisted that people could improve
themselves and society

19th century religious ideas promoted ____________________ and ____________________ – similar to the
emphasis of Jacksonian democracy on the power of the common citizen

_____________________

_______________ – emotional meeting designed to awaken religious faith through impassioned
preaching and prayer

Some of the most intense revivals took place in part of _______________ New York known as the
burned-over district because of the religious fires that frequently burned there

Charles Finney fanned then flames in Rochester, New York.



Rochester revivals earned Finney the reputation of “the father of modern revivalism”
Revivals got 1 in 6 people by __________ belonged to a church, which is up from 1 in 15 from 1800
The African-American Church

_______________ __________ _______________ brought Christianity on a large scale to enslaved
African Americans – strong democratic impulse in the new churches and a belief that all people (black or
white) belonged to the same God

_______________ or __________________ churches were open to both blacks and whites

_____________ participated in the same churches, even though they were segregated in different pews


They interpreted the Christian message as a promise of freedom for their people
Richard Allen created Bethel African Church in Philadelphia in __________ which became the African
Methodist Episcopal Church

Became a political, cultural, and social center for African Americans, providing schools and other
services that whites denied them
Transcendentalism and Reforms

_________________________________________

A philosophical and literary movement that emphasized living a simple life and celebrated the truth
found in nature and in personal emotion and imagination

Ralph Waldo Emerson – New England writer – took new pride in their emerging culture
(_____________________)

Transcendentalists spawned a _______________ movement that stressed American ideas of optimism,
freedom, and self-reliance

Henry David Thoreau put the idea of self-reliance into practice and lived along a pond in a cabin by
himself
▪

Civil Disobedience - people should peacefully refuse to obey unjust laws
_________________________

Emphasized reason and appeals to conscience as the paths to perfection
American Form Ideal Communities


________________ Communities – perfect place

Formed by religious and social reforms

These communities failed
__________ Communities

Shared their goods with each other

Believed that men and women are equal

Refused to fight for any reason

Vowed not to marry or have children – depended on converts and adopting children to keep community
going

Only 3 Shakers left in 2009
Schools and Prison Undergo Reform

Reforming _______________ and _______________

Prisoners were physically punished or isolated for extended periods

_______________ __________ joined the movement in social reform to change how mentally ill people
were treated in prisons (chained, beaten, lashed, etc.)
▪
Emphasized the idea of ____________________, treatment that might reform the sick or
imprisoned person to a useful position in society

Improving ____________________
▪
Horace __________ established teacher-training programs and instituted curriculum reforms
▪
States and citizens had to start providing tax money to run public schools
Lesson 2 – Slavery and Abolition

Many free blacks _______________ the effort to resettle free blacks in Africa and also pushed them fervently to
oppose slavery
Abolitionists Speak Out

_______________ – outlaw slavery

William Lloyd _________________

Wrote
The
Liberator
in
1831
to
deliver
an
uncompromising
message:
immediate
____________________ – the freeing of slaves, with no payment to slaveholders

Founded the New England __________-_______________ _______________ in 1832, followed by the
National American Anti-Slavery Society in 1833

Free Blacks

_______________ _______________ – a free black, published Appeal to the Colored Citizens of the
World


Advised blacks to fight for freedom rather than to wait for slave owners to end slavery
_______________ _______________

Born into _______________, but he was taught to read and write by his owner’s wife

Douglass knew that ____________________ could be his “pathway from slavery to freedom”

Douglass _______________ by borrowing the identity of a free black sailor and carrying official papers –
he tasted freedom in New York

Paired up with Garrison and the American Anti-Slavery Society
and talked about his
____________________ as a slave
Life Under Slavery

____________________ of slaves in American between 1810 and 1830 was almost 2 million

In the __________ century most slaves did not speak English, by _________, most slaves were born in America
and spoke English


_______________ Slavery

Most slaves lived on plantations or large farms in 1850

Some lived on small farms as well
_______________ Slavery

Due to the need for slaves/labor in the cotton field, it created _______________ white laborers in
industries (i.e. mining and lumber)

Slaves who developed _______________ skills on plantations were now in demand in Southern cities

Many enslaved _______________ and _______________ worked the same jobs as men in Southern
industry

Slave owners “__________ __________” their slaves to industries so they could collect their pay and not
have to watch them

__________ _______________ _______________

Nat Turner was a slave that let a revolt against slave owners because he believed he was chosen to lead
his people out of bondage (slavery)

Turner’s 80 followers attacked 4 plantations, killing almost 60 whites

Turner and his followers were captured and hung. After this whites retaliated by killing as many as 200
blacks, many of them innocent of any connection with the rebellion
Slave Owners Defend Slavery

After the Nat Turner Rebellion, people began to argue about how to deal with ________________

Virginia Debate

Virginia Governor John ____________ wished for a law that would gradually abolish slavery in his state

The motion __________ by a 73 to 58 vote because the state legislature was balanced between
slaveholders and non-slaveholders


This loss closed the debate on slavery in the ______________________ (pre-Civil War) south
Backlash from Revolts

Most slave owners believed that ____________________ and _________________ inspired revolt
which pushed state legislatures to further tighten controls on blacks. These controls became known as
the _______________ ______________

Examples:

Blacks could not preach the gospel unless “respectable” slaveholders were present

Deny the vote to free blacks

Free blacks could not own guns, purchase alcohol, assemble in public, and testify in
court

Blacks could not own property, learn to read or write, or work independently as
carpenters or blacksmiths

Proslavery Defenses

_______________

Slave owners said blacks _______________ by making them part of a prosperous and Christian
civilization

Slave owners invented the __________ of the happy slave, a cherished addition to the plantation family.
This image contrasted that of the Northern wage slave, a wage-earning immigrant or free black who
worked for pennies in a dark, airless factory

Abolitionists continued to campaign for ____________________ (freeing the slaves) by flooding
Congress with petitions to end slavery. Representatives countered in 1836 by securing the adoption of a
__________ __________ (a rule limiting or preventing debate on an issue)

This turmoil over slavery would __________ to a divided nation
Lesson 3 – Women and Reform

__________ - Elizabeth Cady Stanton and Lucretia Mott met at the World’s Anti-Slavery Convention in London
and vowed to have a convention as home to advocate for the rights of women

__________ – First Women’s Right Convention in Seneca Falls, New York
Women’s Roles in the Mid-1800s

Prevailing _______________ demanded that women restrict their activities after marriage to the home and
family

Housework and child care were the only “_______________” activities for married women – this became known
as the cult of domesticity

Women could __________ vote or sit on juries, even if they paid taxes

Typically, when a woman married, her property and any money she earned became her _________________. In
addition, married woman lacked guardianship rights over their children.
Women Mobilize for Reform

Despite the limits placed on women, they actively ______________________ in all the important reform
movements of the 19th century

_______________ Abolitionists

Sarah and Angelina _________________ were daughters of a slaveholder, but spoke out against slavery

Angelina published An Appeal to Christian Women of the South to have women overthrow the horrible
system of oppression and cruelty


William Lloyd Garrison joined the determined women
Working for _____________________

Temperance Movement – ________________ the drinking of alcohol

Many Americans saw drunkenness as a ________________ problem and held rallies, produced
pamphlets – this led to a decline in the consumption of alcohol


________________ for Women

Before the 1820s, girls had few educational opportunities after elementary school

Angelina and Sarah Grimké ran a school for women

Emma Willard and Mary Lyon founded higher education opportunities

Still at this time African American girls struggled to have educational opportunities
Women and ________________ Reform

Elizabeth Blackwell – __________ – was the first woman to graduate from medical college and later
opened the New York Infirmary for Women and Children

___________ – Lyman Beecher did a survey and found three sick woman for every healthy one – which
was no wonder due to woman rarely bathed or exercised, the fashion of the day included corsets so
restrictive that breathing sometimes was difficult

This is the time when woman started to make “___________________”, go against the traditional wear
Women’s Rights Movement Emerges

________________ Falls

__________ – Elizabeth Cady Stanton and Lucretia Mott held a women’s rights convention (Seneca Falls
Convention)

____________________ ______ _____________________ – grievances written by Stanton and Mott –
declared that ALL men and WOMEN are equal

The participants approved all parts of the declaration ____________________ – including several
resolutions to encourage women to participate in all public issues on an equal basis with men – except
one. The one exception, which still passed by a narrow majority, was the resolution calling for women
“to secure to themselves their sacred right to the elective franchise” (meaning the right to vote).

_______________ _______________

Decided to sojourn (travel) throughout the country preaching, and later, arguing for abolition

Sojourner Truth showed that hard work was a central fact of life for most women
Lesson 4 – The Changing Workplace

Before __________, women would not have thought to work outside the home in factories
Industry Changes Work

In the early 19th century almost all clothing manufacturing was produced at __________

Moving production from the home to the factory split families, created new communities, and
_____________________ traditional relationships between employers and employees

The _______________ industry pioneered the new manufacturing techniques that would affect rules and
behavior required of most American workers

__________ Manufacturing

Until the 1820s

Cottage industry – system in which manufacturers provided the materials for goods to be
produced at home

Power looms replaced the cottage industries

Early ___________________

Textiles led the way for other manufactures to be shifted from homes to factories

The cost of making household items and clothing dramatically dropped

New machines allowed unskilled workers to perform tasks that once had employed trained artisans
Farm Worker to Factory Worker

Most of the work force consisted almost entirely of ________________ farm girls who were not yet 30 years old

The Lowell Mill

Mill owners hired _______________ because they could pay them lower wages than men who did
similar jobs

To the girls in the mills, textile work offered better pay than their only ____________________:
teaching, sewing, and domestic work

Conditions at Lowell

________________ from 7 a.m. to 7:15 p.m. with ½ hour lunch only

Heat, darkness, poor ventilation in the factories contributed to ________________ and
_______________

Nail windows shut to seal in the humidity

1834 – 15% wage cut, but expected more productivity from the workers
▪
Workers then went on a _______________ – work stoppage in order to force an employer to
respond to demands

Strikes at Lowell

Lowell Mills strikers issued a ____________________ declaring that they would not return to work
unless their pay was continued as it was before the 15% cut

Criticized by the Lowell press and clergy, most of the _______________ agreed to return to work at
reduced wages.

__________ – workers struck again – this time over an increase in their board charges that was
equivalent to a 12.5% pay cut
▪
Again the company prevailed

__________ – Sarah Bagley founded the Lowell Female Labor Reform Association to petition the
Massachusetts state legislature for a ten-hour work day
▪
Proposed legislature failed, but defeated a local legislator who opposed the bill
Workers Seek Better Conditions

Conditions for all workers deteriorated during the __________

Increase number of strikes from 1830s to 1840s – ________________ won most of these strikes because they
could easily replace unskilled workers with strikebreakers who would toil long hours for low wages


____________________ Increases

European immigration, mainly German or Irish, rose dramatically in the US between 1830-1860

Most immigrants avoided the South because slavery limited their economic opportunity

Southerners were hostile towards European immigrants
A Second Wave

Irish immigrants increased during 1845-1854 due to the _______________ ________________, which
forced them to leave their land to find food

Irish immigrants faced bitter _______________, both because they were Roman Catholic and because
they were poor



Irish immigrants were willing to work for low wages under terrible conditions
National Trades’ Union

____________________ formed trade unions specific to each trade

Only lasted from 1834 – 1837
Courts Backs Strikers

_________________________ _____ __________ (1842) – the Court declared that Boston’s
journeymen bootmakers could act “in such a manner as best to subserve their own interests” – labor
unions were a good thing