CHAPTER

14 1815–1850

New Movements
in America
Essential Question myNotebook

What goals did American social reformers have during the

early 1800s?

Texas Essential Knowledge

and Skills (TEKS)
1A, 5C, 7B, 7C, 7D, 10A, 10B, 10C, 11C, 12C, 12D, 13B, 19A, 20C, 21A, 22B, 23A, 23B,
23C, 23E, 24A, 24B, 25A, 25B, 25C, 26A, 26B, 26C, 27A, 27B, 28A, 28B, 29B

SECTION 1: Immigrants and Urban Challenges. . . . . . . 438

The Big Idea The population of the United States grew rapidly in the early 1800s
with the arrival of millions of immigrants.

SECTION 2: American Arts. . . . . . . . . . . . . . . . . . . . . . . . . . 443

The Big Idea New movements in art and literature influenced many Americans
in the early 1800s.

SECTION 3: Reforming Society. . . . . . . . . . . . . . . . . . . . . . 448

The Big Idea Reform movements in the early 1800s affected religion,
education, and society.

SECTION 4: The Movement to End Slavery. . . . . . . . . . . 454

The Big Idea In the mid-1800s, debate over slavery increased as abolitionists
organized to challenge slavery in the United States.

SECTION 5: Women’s Rights . . . . . . . . . . . . . . . . . . . . . . . . 461

The Big Idea Reformers sought to improve women’s rights in American society.
1817
Thomas Gallaudet
Focus on Writing founds a school for
people who have
Persuasive Letter Your local newspaper is running a competition for students hearing impairments.
to answer the question, “What event or movement in history had the greatest
impact on life in the United States?” This chapter tells about many important 1820
events and movements in the United States. As you read, take notes on each.
1824
Extend your notes with information from your teacher’s lectures. Then decide British laws making
which you believe has most affected life for people in the United States. Write a trade unions illegal
letter to the newspaper arguing your position. You will then read your letter as a are repealed.
persuasive speech to your class.

434 Chapter 14
 Descendants of Irish immigrants
march in a parade

Abolitionists and the

Underground Railroad

Busy port cities brought goods and people across the Atlantic.

1831 1848 1850 Nathaniel

William Lloyd Garrison A major meeting for women’s Hawthorne
begins publishing the rights—the Seneca Falls publishes The
abolitionist newspaper Convention—is held in New York. Scarlet Letter.
the Liberator.
1830 1840 1850
1829 French educator Louis Braille cre- 1845 A potato famine in Ireland 1848
ates a writing system of raised dots increases Irish immigration to the Revolutionaries attempt
for people who are blind. United States. to unify German-speaking
peoples in central Europe.

435
Reading Social Studies
Science and
Economics Geography Politics Society Technology
and Culture

Focus on Themes The mid-1800s was a time of more over the slavery issue. Religious beliefs helped
change in America. Society and culture changed shape people’s views toward abolition—the move to
for several reasons: thousands of immigrants arrived end slavery—and women’s suffrage—the move to
in America; women began to work hard for equal give women the right to vote. This chapter discusses
rights; and the North and South debated more and these issues.

Recognizing Implied Main Ideas

Focus on Reading When you read, you will notice that not
every paragraph has a main idea sentence. Sometimes the main idea
is implied.

Implied Main Ideas While main ideas give a basic structure to a para-
graph, supporting details help convince the reader of the author’s point.
Main ideas can be presented in a sentence or simply implied. Usually, a
paragraph without a main idea sentence will still have an implied main
idea that ties the sentences together.

Notice how one reader found the main idea of the following paragraph.

Cities during this time were compact and This description of cities makes it sound like cities
crowded. Many people lived close enough had too many people.
to their jobs that they could walk to work.
Wagons carried goods down streets paved
with stones, making a noisy, busy scene. This sentence describes cities as loud and busy.
One observer noted that the professionals
in New York City always had a “hurried
walk.” (p. 440)
This quote makes it sound like people in cities were always
in a rush. I think the main idea is something like
“Cities were crowded, loud, and fast-paced.”

436 Chapter 14
 Key Terms
and People
Chapter 14
You Try It! Section 1
Read the following paragraph and then answer the nativists (p. 440)
questions below. Know-Nothing Party (p. 440)
middle class (p. 440)
tenements (p. 442)
The most famous and daring conductor Section 2
on the Underground Railroad was Harriet transcendentalism (p. 443)
From
Tubman. When Tubman escaped slavery in Chapter 14,
Ralph Waldo Emerson (p. 443)
1849, she left behind her family. She swore p. 458 Margaret Fuller (p. 443)
Henry David Thoreau (p. 443)
that she would return and lead her whole
utopian communities (p. 444)
family to freedom in the North. Tubman Nathaniel Hawthorne (p. 444)
returned to the South 19 times, successfully Edgar Allan Poe (p. 445)
leading her family and more than 300 other Emily Dickinson (p. 445)
Henry Wadsworth Longfellow (p. 445)
slaves to freedom. At one time the reward
Walt Whitman (p. 445)
for Tubman’s capture reportedly climbed
to $40,000, a huge amount of money at Section 3
Second Great Awakening (p. 448)
that time.
Charles Grandison Finney (p. 448)
Lyman Beecher (p. 448)
temperance movement (p. 449)
After you read the passage, complete the following activites. Dorothea Dix (p. 450)
common-school movement (p. 450)
1. List two ideas that this paragraph discusses.
Horace Mann (p. 450)
2. How are these two ideas related to each other? Catharine Beecher (p. 451)
Thomas Gallaudet (p. 451)
3. Write an example of the main idea of this paragraph. Use stan-
Section 4
dard spelling, grammar, sentence structure, and punctuation. abolition (p. 454)
William Lloyd Garrison (p. 455)
American Anti-Slavery Society (p. 455)
Angelina and Sarah Grimké (p. 455)
Frederick Douglass (p. 456)
Sojourner Truth (p. 456)
Underground Railroad (p. 456)
Harriet Tubman (p. 458)

Section 5
Elizabeth Cady Stanton (p. 464)
Lucretia Mott (p. 464)
Seneca Falls Convention (p. 464)
Declaration of Sentiments (p. 464)
Lucy Stone (p. 465)
Susan B. Anthony (p. 465)

As you read Chapter 14, locate the Academic Vocabulary

main idea of any paragraph you do not
understand. implicit (p. 440)
abstract (p. 444)

New Movements
section
in America
title 437
 SECTION
1 Immigrants and
Urban Challenges
TEKS 5C, 10C, 11C, 12C, 13B, 21A,
23A, 23B, 23C, 25B, 27B, 28B

What You Will Learn…

If YOU were there...
Main Ideas
It is 1850, and you are a German immigrant standing on the deck of
1. Millions of immigrants, mostly
German and Irish, arrived a steamboat, crossing Lake Erie. Other immigrants are on board, but
in the United States despite they are strangers to you. Soon, you will arrive at your new home in
anti-immigrant movements.
2. Industrialization led to the Cleveland, Ohio. You’ve been told that other Germans have settled
growth of cities. there. You hope to find friends and work as a baker. Right now,
3. American cities experienced
urban problems due to rapid America seems very big and very strange.
growth.
What would you expect from your
new life in America?
The Big Idea
The population of the United
States grew rapidly in the early
1800s with the arrival of millions
of immigrants.
BUILDing BACKGROUND The revolutions in industry, transporta-
tion, and technology were not the only major changes in the United
States in the mid-1800s. Millions of immigrants, mostly from Europe,
Key Terms swelled the population. Some settled in the rich farmland of the
nativists, p. 440 ­Midwest, while others moved to cities.
Know-Nothing Party, p. 440
middle class, p. 440
tenements, p. 442
Millions of Immigrants Arrive
In the mid-1800s, large numbers of immigrants crossed the Atlan-
tic Ocean to begin new lives in the United States. More than 4 mil-
Use the graphic organizer online lion of them settled in the United States between 1840 and 1860,
to take notes on the causes of most from Europe. More than 3 million of these immigrants arrived
immigration and urban growth. from Ireland and Germany. Many of them were fleeing economic
or political troubles in their native countries.

Fleeing the Irish Potato Famine

Most immigrants from the British Isles during that period were
Irish. In the mid-1840s, potato blight, a disease that causes rot in
potatoes, left many families in Ireland with little food. More than a
million Irish people died of starvation and disease. Even more fled
to the United States.
Most Irish immigrants were very poor. Many settled in cities
in Massachusetts, New Jersey, New York, and Pennsylvania. They
worked at unskilled jobs in the cities or on building canals and

438 Chapter 14
Push-Pull Factors of Immigration

Pull Factors
• Jobs
• Greater freedom and equality
• Abundant land

Push Factors
• Starvation
• Poverty
• Lack of political freedom

Starvation and pov-

erty pushed many Irish
families such as this one
from their homes, while
economic opportunities
pulled them toward the ANALYSIS
United States. skill Analyzing Visuals
How was freedom a push factor
and a pull factor?

railroads. Irish women often worked as domes- rule. Some educated Germans fled to the
tic servants for wealthy families, laboring 16 United States to escape persecution caused by
or more hours per day. In 1849 a Boston their political activities. Most German immi-
health committee reported that low wages grants, however, were working class, and they
forced most Irish immigrants to live in poor came for economic reasons. The United States The Impact
Today
housing. seemed to offer both greater economic oppor-
Still, many immigrants enjoyed a new tunity and more freedom from government Many immigrants
still come to the
feeling of equality. Patrick Dunny wrote control. While most Irish immigrants were United States
home to his family about this situation. Catholics, German immigrant groups includ- today. The
ed Catholics, Jews, and Protestants. United States has
“People that cuts a great dash [style] at home . . . German immigrants were more likely
granted perma-
nent resident
think it strange [in the United States] for the
humble class of people to get as much respect than the Irish to become farmers and live in status to an aver-
age of 1 million
as themselves. ” rural areas. They moved to midwestern states
where more land suited to agriculture was
immigrants each
—Patrick Dunny, quoted in Who Built America? year since 2000.
by Bruce Levine et al.
available. Unlike the Irish, a high percentage
of German immigrants arrived in the United
A Failed German Revolution States with money. Despite their funds and
Many Germans also came to the United States skills, German immigrants often were forced
during this time. In the early 1800s, many to take low-paying jobs. Many German
­Germans came to the United States to escape immigrants worked as tailors, seamstresses,
religious persecution. Then in 1848 some bricklayers, servants, clerks, cabinetmakers,
Germans staged a revolution against harsh
­ bakers, and food merchants.

New movements in america 439

 Anti-Immigration Movements Rapid Growth of Cities
Industrialization and the waves of people The Industrial Revolution led to the cre-
from Europe greatly changed the American ation of many new jobs in American cities.
labor force. While many immigrants went These city jobs drew immigrants from many
to the Midwest to get farmland, other immi- nations as well as migrants from rural parts
grants filled the need for cheap labor in towns of the United States. The Transportation Rev-
and cities. Industrial jobs in the Northeast olution helped connect cities and made it
attracted many people. easier for people to move to them. As a result
Yet a great deal of native-born Ameri- of these two trends, American cities grew
cans feared losing their jobs to immigrants rapidly during the mid-1800s. Cities in the
who might work for lower wages. Some felt northeastern and Middle Atlantic states grew
A CADEMIC implicitly threatened by the new immi- the most. By the mid-1800s, three-quarters
V OCABULARY grants’ cultures and religions. For exam-
implicit of the country’s manufacturing jobs were in
understood
ple, before Catholic immigrants arrived, these areas.
though not clearly most Americans were Protestants. Con- The rise of industry and the growth of
put into words flicts between Catholics and Protestants in cities changed American life. Those who
Europe caused American Protestants to mis- owned their own businesses or worked
trust Catholic immigrants. Those Americans in skilled jobs benefited most from those
and others who opposed immigration were changes. The families of these merchants,
called nativists. manufacturers, professionals, and master
In the 1840s and 1850s some nativists craftspeople made up a growing social class.
became politically active. An 1844 election This new middle class was a social and
flyer gave Americans this warning. economic level between the wealthy and the
“Look at the . . . thieves and vagabonds [tramps] poor. Those in the new middle class built
roaming our streets . . . monopolizing [taking] large, dignified homes that demonstrated
the business which properly belongs to our their place in society.
own native and true-born citizens. ” In the growing cities, people found
—Election flyer, quoted in Who Built America?
by Bruce Levine et al.
entertainment and an enriched cultural life.
Many enjoyed visiting places such as librar-
F OCUS ON In 1849 nativists founded a political ies and clubs, or attending concerts or lec-
R EADING organization, the Know-Nothing Party, that
What is the main tures. In the mid-1800s people also attended
idea of the
supported measures making it difficult for urban theaters. Favorite pastimes included
paragraph to the foreigners to become citizens or hold office. bowling, boxing, and playing cards. The
right? Its members wanted to keep Catholics and rules of baseball were formalized in 1845,
immigrants out of public office. They also and the game became increasingly popular.
wanted to require immigrants to live in the Cities during this time were compact
United States for 21 years before becoming and crowded. Many people lived close
citizens. Know-Nothing politicians had some enough to their jobs that they could walk
success getting elected during the 1850s. to work. Wagons carried goods down streets
Later, disagreements over the issue of slavery paved with stones, making a noisy, busy
caused the party to fall apart. As the immi- scene. One observer noted that the profes-
grants assimilated to life in the United States, sionals in New York City always had a “hur-
nativist complaints became less common. ried walk.”
Reading Check Understanding Cause and
Reading Check Summarizing How did the
Effect Why did the Know-Nothing Party try to limit
Industrial Revolution affect life in American cities?
the rights of immigrants?

440 Chapter 14
 Many city residents,
History Close-up
particularly immigrants,
lived in crowded, un-
New York City, safe conditions.

Mid-1800s
In the mid-1800s, cities such as New York City lured
thousands of people in search of jobs and a better life.
Many city dwellers found life difficult in the crowded
urban conditions.

Many immigrants and

other poor city dwellers
worked long hours in facto-
ries at dangerous jobs.

Women—and frequently
children—labored all day
in small rooms making
clothing to be sold to
the wealthy.

City streets were

crowded with people
buying, selling, and The first floor of the building
transporting goods. served many purposes—
living quarters, kitchen, and
work space. Here, garments
were finished for sale.

ANALYSIS
skill Analyzing Visuals
How is this scene similar to one you might see in a
large American city today? How is it different?

New movements in america 441

 Urban Problems between various ethnic or racial groups,
who had different economic and social goals.
American cities in the mid-1800s faced many
Immigrants often came from a mix of social
challenges due to rapid growth. Because public
classes, which also led to conflict among
and private transportation was limited, city
groups. Differences in political goals and opin-
residents had to live near their workplaces.
ions also led to disagreements between groups.
In addition, there was a lack of safe housing.
Fire was another constant and serious
Many city dwellers, particularly immigrants,
danger in crowded cities. There was little
could afford to live only in tenements—poorly
organized fire protection. Most cities were
designed apartment buildings that housed
served by volunteer fire companies. Firefight-
large numbers of people. These structures
ers used hand pumps and buckets to put out
were often dirty, overcrowded, and unsafe.
fires. In addition, there were not enough san-
Public services were also poor. The major-
itation workers and road maintenance crews.
ity of cities did not have clean water, public
These shortages and flaws caused health and
health regulations, or healthful ways to get
safety problems for many city residents.
rid of garbage and human and animal waste.
Under these conditions, diseases spread easily, Reading Check Analyzing Why did so many
and epidemics were common. In 1832 and American cities have problems in the mid-1800s?
1849, for example, New York City suffered
cholera epidemics that killed thousands.
City life held other dangers. As urban areas S Ummary and p review Immigrants
grew, they became centers of criminal activ- expected a better life in America, but
ity. Most cities—including New York, Boston, not all Americans welcomed newcomers.
and Philadelphia—had no permanent or orga- The rapid growth of cities caused many
nized force to fight crime. Instead, they relied problems. In the next section you will
on volunteer night watches, which offered lit- read about how America developed its
tle protection. Some of the violence was often own style of art and literature.

Section 1 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People Critical Thinking

1. a. Identify­­­­  Who were the nativists? What 4. Identifying Cause and Effect Review your notes
immigrant groups were they a reaction to? on the causes of immigration and urban growth.
b. Compare and Contrast­­­­  In what ways were Then add the effects of each to your graphic
the causes of Irish and German immigration to organizer.
the ­United States similar and different? What
Immigration Effects
­environmental and societal factors led to each?
c. Predict­­­­  How might the rise of anti-immigrant
groups lead to problems in the United States? Urban Growth Effects
2. a. Describe­­­­  What led to the growth of cities?
b. Analyze­­­­  How did the rise of industrialization
and the growth of cities change American society?
Focus on Writing
3. a. Describe­­­­  What were tenements?
b. Summarize­­­­  What problems affected American 5. Identifying Important Events In your note-
cities in the mid-1800s? Which groups came into book, create a two-column chart. In the first col-
conflict as a result of urbanization? umn, list events described in this section and by
c. Evaluate­­­­  What do you think was the biggest your teacher in class. In the second column, write
problem facing cities in the United States? Why? a description of each event and a note about how
d. Draw Conclusions How did the increase in the num- it changed life in the United States.
ber of immigrants in cities affect the problem of nativism?

442 Chapter 14
American Arts SECTION
2
If YOU were there... TEKS 20C, 26A, 26B, 26C

You are a teacher living in Massachusetts in the 1840s. Some of your

neighbors have started an experimental community. They want to What You Will Learn…
live more simply than present-day society allows. They hope to have Main Ideas
time to write and think, while still sharing the work. Some people 1. Transcendentalists and uto-
will teach; others will raise food. You think this might be an interest- pian communities withdrew
from American society.
ing place to live. 2. American Romantic painters
and writers made important
What would you ask the leaders contributions to art and
of the community? literature.

The Big Idea

New movements in art and
BUILDing BACKGROUND Great changes were taking place in literature influenced many
Americans in the early 1800s.
American culture. The early 1800s brought a revolution in American
thought. Artists, writers, and philosophers pursued their ideals and
developed truly American styles.
Key Terms and People
transcendentalism, p. 443
Ralph Waldo Emerson, p. 443
Transcendentalists Margaret Fuller, p. 443
Some New England writers and philosophers found spiritual Henry David Thoreau, p. 443
wisdom in transcendentalism, the belief that people could utopian communities, p. 444
transcend, or rise above, material things in life. Transcendentalists Nathaniel Hawthorne, p. 444
Edgar Allan Poe, p. 445
also believed that people should depend on themselves and their
Emily Dickinson, p. 445
own insights, rather than on outside authorities. Important tran-
Henry Wadsworth Longfellow, p. 445
scendentalists included Ralph Waldo Emerson, Margaret Fuller, Walt Whitman, p. 445
and Henry David Thoreau.

Use the graphic organizer online to

take notes on the new movements
in art and literature.

Walden Pond, where Thoreau lived for two years

New movements in america 443

Art of the Romantic Movement

Emerson was a popular writer and American Romanticism

thinker who argued that Americans should
Ideas about the simple life and nature also
disregard institutions and follow their own
inspired painters and writers in the early and
beliefs. “What I must do is all that concerns
mid-1800s. Some joined the Romantic move-
me, not what the people think,” he wrote in
ment that had begun in Europe. Romanticism
an essay called “Self-Reliance.” Fuller edited
involved a great interest in nature, an empha-
the famous transcendentalist publication
sis on individual expression, and a rejection
The Dial. Thoreau advised even stronger self-
of many established rules. These painters and
reliance and simple living away from society
writers felt that each person brings a unique
in natural settings. He wrote his book Walden
view to the world. They believed in using
after living for two years at Walden Pond. He
emotion to guide their creative output. Some
also wrote the essay Civil Disobedience after
Romantic artists, like Thomas Cole, painted
spending a night in jail. He had been arrest-
the American landscape. Their works showed
ed for refusing to pay a tax, in protest of the
the beauty and wonder of nature in the United
Mexican-American War and its role in the
States. Their images contrasted with the huge
spread of slavery.
cities and corruption of nature that many
Some transcendentalists formed a com-
Americans saw as typical of Europe. American
munity at Brook Farm, Massachusetts, in
Romanticism allowed Americans to see them-
the 1840s. It was one of many experiments
A CADEMIC selves both as part of a European tradition of
V OCABULARY with utopian communities, groups of people
culture and as a new, unique culture.
abstract who tried to form a perfect society. People in
expressing a Many female writers, like Ann Sophia Ste-
utopian communities pursued abstract spiri-
quality or idea phens, wrote historical fiction that was pop-
without reference tuality and cooperative lifestyles. Communi-
ular in the mid-1800s. New England writer
to an actual thing ties sprang up in New Harmony, Oneida, and
elsewhere. However, few lasted for long.
Nathaniel Hawthorne wrote The Scarlet Letter
during that period. One of the greatest clas-
Reading Check Drawing Inferences sics of Romantic literature, it explored Puritan
Why did utopian communities last a short time? life in the 1600s. Hawthorne’s friend Herman

444 Chapter 14
CONNECT TO THE ARTS Poe, also a short story writer, became famous
Artists of the Romantic movement celebrated for a haunting poem called “The Raven.”
nature in their dramatic paintings. Their work was Other gifted American poets included Emily
made popular by their leader, Thomas Cole. Other
Dickinson, Henry Wadsworth Longfellow,
important painters of the era were Frederick Church
and Asher Durand. and Walt Whitman. Most of Dickinson’s
What words would you use to describe this painting?
short, thoughtful poems were not published
until after her death. Longfellow, the best-
known poet of the mid-1800s, wrote popu-
The light in the painting has a delicate, glow-
ing quality. Artists of the Romantic lar story-poems, like The Song of Hiawatha.
movement pioneered this technique. Whitman praised American individualism
The human presence in this scene is dwarfed and democracy in his simple, unrhymed
by nature but is in harmony with it. poetry. In his poetry collection Leaves of
Grass, he wrote, “The United States them-
selves are essentially the greatest poem.”

Asher Durand’s The First Reading Check Summarizing Who were

Harvest in the Wilderness some American Romantic authors, and why were
they important?

Melville, a writer and former sailor, wrote

novels about the sea, such as Moby-Dick and S U m m a ry a n d p re vi e w American
Billy Budd. Many people believe that Moby- Romantic artists and authors were inspired
Dick is one of the finest American novels by ideas about the simple life, nature,
ever written. and spirituality. In the next section you
American Romantic authors also wrote will learn about ideas that changed Amer-
a great deal of poetry. The poet Edgar Allan ican society.

Section 2 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People Critical Thinking

1. a. Identify­  What were the main teachings 3. Comparing and Contrasting­  Review your notes
of transcendentalism? on art and literature. Then copy the graphic orga-
b. Describe Why was Henry David Thoreau nizer below and use it to show the similarities and
arrested? What effect do you think his action had on differences between the two movements.
the abolition movement?
c. Summarize­  What was one utopian community Transcendentalism Similarities Romanticism
established in the United States, and what was
its goal? Focus on Writing
d. Elaborate­  Do you agree with transcendentalists
that Americans put too much emphasis on institu- 4. Describing Artistic Movements Two artistic
tions and traditions? Explain your answer. movements are described in this section, tran-
2. a. Recall­  Who were some important American scendentalism and romanticism. Write these
authors and poets at this time? two movements in the first column of your
b. Explain­  What ideas did artists in the Romantic chart. Then in the second column, write a brief
movement express? description of each and explain how writings
c. Evaluate­  Do you think the Romantic movement from each either described or influenced life in
was important to American culture? Explain. the United States.

New movements in america 445

 Literature in History
Literature of the Young Nation:
Romanticism
and Realism
from “The Midnight Ride of Paul Revere”
Guided ReaDing
by Henry Wadsworth Longfellow (1807–1882)
W ord H elp
About the Reading “The Midnight Ride of Paul Revere” was published
belfry bell tower
muster gathering
in a book called Tales of a Wayside Inn. The book is a collection of poems
barrack building where that tell well-known stories from history and mythology. By including the
soldiers meet story of Paul Revere with other famous stories, Longfellow helped increase
grenadiers soldiers that the importance of Paul Revere’s ride.
belong to a special regiment
AS YOU READ Notice how Longfellow describes Revere as a hero.

When the poem was Listen my children and you shall hear
written, there were still a few
Of the midnight ride of Paul Revere,
people alive who had lived
during the Revolution. On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Longfellow uses poetic Who remembers that famous day and year.
language to make Revere’s
story more dramatic. He said to his friend, “If the British march
By land or sea from the town to-night,
The sounds of the night Hang a lantern aloft in the belfry arch
are described to help the
Of the North Church tower as a signal light,—
reader feel the excitement.
One if by land, and two if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every . . . village and farm,
For the country folk to be up and to arm.”
.....................................
Meanwhile, his friend, through alley and street
Wanders and watches with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.

446 Chapter 14
from Little Women Guided ReaDing
by Louisa May Alcott (1832–1888) W ord H elp
lame disabled
About the Reading Little Women is a novel about four sisters living in a
irascible difficult
small New England town before the Civil War. Still popular with young people
bliss happiness
today, Little Women describes a family much like the one Louisa May Alcott ambition hope for the future
grew up in. Alcott based the main character, Jo March, on herself. Like Alcott, affliction problem
Jo was different from most women of her time. She was outspoken, eager for pathetic very sad
adventure, and in conflict with the role her society expected her to play. perpetual constant
AS YOU READ Try to understand how Jo is different from Aunt March.
Some women kept
Jo happened to suit Aunt March, who was lame and needed an companions to help enter-
active person to wait upon her. The childless old lady had offered to tain them and perform small
chores. Why might Jo not
adopt one of the girls when the troubles came, and was much offended want to be a companion?
because her offer was declined . . .
The old lady wouldn’t speak to them for a time, but happening to How was Jo different
meet Jo at a friend’s, . . . she proposed to take her for a companion. from most women in the
This did not suit Jo at all, but she accepted the place since nothing bet- 1880s?
ter appeared, and to everyone’s surprise, got on remarkably well with
her irascible relative . . . What might Jo be able to
I suspect that the real attraction was a large library of fine books, do for work in the 1800s?
which was left to dust and spiders since Uncle March died . . . The
dim, dusty room, with the busts staring down from the tall bookcases,
the cozy chairs, the globes, and, best of all, the wilderness of books, in
which she could wander where she liked, made the library a region of
bliss to her . . .
Jo’s ambition was to do something very splendid. What it was she
had no idea, as yet, but left it for time to tell her, and, meanwhile,
found her greatest affliction in the fact that she couldn’t read, run,
and ride as much as she liked. A quick temper, sharp tongue, and
restless spirit were always getting her into scrapes, and her life was a
series of ups and downs, which were both comic and pathetic. But the
training she received at Aunt March’s was just what she needed, and
the thought that she was doing something to support herself made her
happy in spite of the perpetual “Josy-phine!”

Connecting Literature to History

1. Drawing Conclusions Henry Wadsworth 2. Comparing and Contrasting The lives of
Longfellow was the most popular American women in the 1800s were very different from
poet of his time. How does his version of Paul the lives of women today. How does this excerpt
Revere’s ride increase the importance of the of Little Women show some similarities and
story? differences between now and then?

New movements in america 447

 History and Geography

Changing
Life in the

Lake Michigan
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century, daily life changed dramatically

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the Transportation ­Revolution made Lexington

these goods less expensive to ship, and

KY
therefore less expensive to buy.
People across the nation began to
have the same products, leading to an
increased sense that all Americans had
access to the same quality of products. TN

Scientific Discoveries The first use of anesthetics Ri

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improved medical care. Before safe painkillers were developed, ee

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many surgeries were impossible because of the severe pain they
e
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would cause. The first use of an anesthetic occurred in 1842, GA

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during a dental extraction. In 1844 the hypodermic syringe was

invented, leading to better treatment of a variety of illnesses.
Changes in medical care brought about by scientific discover-
ies continue to today, and they continue to improve daily life. AL
Doctors today are able to perform organ transplants because of
modern anesthetics, leading to longer lives for many.

447a Chapter 14
 CANADA
Manufacturing center Machinery
Lake

Textiles
Meat packing
12
ME
9 3 Clocks
Huron

6 Shoes Lewiston
VT
Flour gloves Other products
0 50 100 Miles NH
0 50 100 Kilometers

Erie Canal gloves

Portsmouth
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Buffalo
iron or steel Troy Lowell Salem
MA Waltham
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paper, guns

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skills INTERPRETING MAPS
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1. Region How did industry differ among the South, the West,
N
and the North?
Graniteville W E
2. Human-Environment Interaction What physical features
S might have led to the amount of industrialization in the North?

NEW MOVEMENTS IN AMERICA 447b

8_STXESE320284_570Maa
 SECTION
3 Reforming Society
TEKS 1A, 21A, 22B, 23E, 24B,
25A, 25B, 25C
If YOU were there...
You live in New York State in the 1850s. You are the oldest daughter
What You Will Learn… in your family. Since childhood you have loved mathematics, which
Main Ideas puzzles your family. Your sisters are happy learning to sew and
1. The Second Great Awakening cook and run a household. You want more. You know that there is
sparked interest in religion.
2. Social reformers began to a female seminary nearby, where you could study and learn much
speak out about temperance more. But your parents are undecided.
and prison reform.
3. Improvements in education How might you persuade your parents
reform affected many segments
of the population. to send you to the school?
4. Northern African American
communities became involved
in reform efforts.

BUILDing BACKGROUND Along with changes in American culture,

The Big Idea changes were also taking place in American society. A religious revival
Reform movements in the swept the country. Reform-minded men and women tried to improve
early 1800s affected religion, all aspects of society, from schools to taverns. Reforms in education
education, and society. opened up new opportunities for young women.

Key Terms and People

Second Great Awakening, p. 448
Charles Grandison Finney, p. 448
Second Great Awakening
Lyman Beecher, p. 448 During the 1790s and early 1800s, some Americans took part in a
temperance movement, p. 449 Christian renewal movement called the Second Great Awakening.
Dorothea Dix, p. 450 It swept through towns across upstate New York and through the
common-school movement, p. 450 frontier regions of Kentucky, Ohio, Tennessee, and South Carolina.
Horace Mann, p. 450
By the 1820s and 1830s, this new interest in religion had spread to
Catharine Beecher, p. 451
New England and the South.
Thomas Gallaudet, p. 451
Charles Grandison Finney was one of the most important lead-
ers of the Second Great Awakening. After experiencing a dramatic
religious conversion in 1821, Finney left his career as a lawyer and
began preaching. He challenged some traditional Protestant beliefs,
Use the graphic organizer online telling congregations that each individual was responsible for his or
to list the important events of the
reform movements. her own salvation. He also believed that sin was avoidable. Finney
held revivals, emotional prayer meetings that lasted for days. Many
people converted to Christianity during these revivals. Finney told
new converts to prove their faith by doing good deeds.
Finney’s style of preaching and his ideas angered some tradi-
tional ministers, like Boston’s Lyman Beecher. Beecher wanted to
prevent Finney from holding revivals in his city. “You mean to

448 Chapter 14
carry a streak of fire to Boston. If you attempt Social Reformers Speak Out
it, as the Lord liveth, I’ll meet you . . . and
Renewed religious faith often led to move-
fight every inch of the way.” Despite the
ments to fix the problems of urban growth.
opposition of Beecher and other traditional
One solution was political action. For exam-
ministers, Finney’s appeal remained power-
ple, in 1844 New York City created the first
ful. Also, the First Amendment guarantee of
city police force.
freedom of religion prevented the govern-
Members of the growing middle class,
ment from passing laws banning the new
especially women, often led the efforts.
religious practices. Ministers were therefore
Many of the women did not work outside
free to spread their message of faith and sal-
the home and hired servants to care for their
vation to whoever wished to listen.
households. This gave them time to work in
Due to the efforts of Finney and his
reform groups. The 1830s to the 1850s were
followers, church membership across the
an era of many reform movements.
country grew a great deal during the Second
Great Awakening. Many new church mem-
Temperance Movement
bers were women and African Americans. The
Many social reformers worked to prevent alco-
African Methodist Episcopal Church spread
hol abuse. They believed that Americans drank
across the Middle Atlantic states. Although
too much. In the 1830s, on average, an Ameri-
the movement had begun in the Northeast
can consumed seven gallons of alcohol per
and on the frontier, the Second Great Awak-
year. Countless Americans thought that alco-
ening renewed some people’s religious faith
hol abuse caused social problems, such as fam-
throughout America.
ily violence, poverty, and criminal behavior.
Reading Check Drawing Conclusions Americans’ worries about the effects of
What impact did the Second Great Awakening alcohol led to the growth of a temperance
have on religion in America? movement. This reform effort urged people to
use self-discipline to stop drinking hard liquor.

Reform Movements
Reform movements in America included religious
meetings called revivals, where preachers urged huge
crowds of people to seek salvation. The
temperance movement, an effort to convince people
to avoid drinking alcohol, promoted posters like the
one shown here.

How might the scenes in this poster encourage people to

stop drinking?

449
 Reformers asked people to limit themselves Improvements in Education
to beer and wine in small amounts. Groups
Another challenge facing America in the
like the American Temperance Society and
early 1800s was poor public education. Dur-
the American Temperance Union helped to
ing this era, childhood was beginning to be
spread the message. Minister Lyman Beecher
viewed as a separate stage of life in which
spoke widely about the evils of alcohol. He
education was of the utmost importance in
claimed that people who drank alcohol were
creating responsible citizens. However, many
“neglecting the education of their families—
children worked in factories or on farms to
and corrupting their morals.”
help support their families. If children could
Prison Reform read the Bible, write, and do simple math,
that was often considered to be enough.
Another target of reform was the prison
system. Dorothea Dix was a middle-class
Education in the Early 1800s
reformer who visited prisons through-
The availability of education varied widely.
out Massachusetts beginning in 1841. Dix
New England had the most schools, while
reported that mentally ill people frequently
the South and West had the fewest. Few
were jailed with criminals. They were some-
teachers were trained. Schoolhouses were
The Impact
times left in dark cells without clothes or
small, and students of all ages and levels
Today heat and were chained to the walls and
worked in one room.
McGuffey’s beaten. Dix spoke of what she saw to the
McGuffey’s Readers were the most pop-
Readers were state legislature.
among the first ular textbooks. William Holmes McGuffey,
In response, the Massachusetts gov-
“graded“ text- an educator and minister, put selections
books. Organizing ernment built facilities for the mentally
from British and American literature in them
classes by grades ill. Dix’s work had a nationwide effect.
was a new idea as well as instruction in moral and social
Eventually, more than 100 state hospitals
that is standard values.
practice today.
were built to give mentally ill people profes-
Social background and wealth affected
sional care.
the quality of education. Rich families sent
Prisons also held runaway children and
children to private schools or hired tutors.
orphans. Some had survived only by beg-
However, poor children had only public
ging or stealing, and they got the same pun-
schools. Girls could go to school, but parents
ishment as adult criminals. Boston mayor
usually thought that girls needed little edu-
Josiah Quincy asked that young offenders
cation and kept them home. Therefore, few
receive different punishments than adults.
girls learned to read.
In the 1820s, several state and local govern-
ments founded reform schools for children
Common-School Movement
who had been housed in prisons. There,
People in the common-school movement
children lived under strict rules and learned
wanted all children taught in a common
useful skills.
place, regardless of background. Horace
Some reformers also tried to end the
Mann was a leader of this movement.
overcrowding and cruel conditions in pris-
In 1837 Mann became Massachusetts’s
ons. Their efforts led to the creation of
first secretary of education. He convinced the
houses of correction. These institutions did
state to double its school budget and raise
not use punishment alone to change behav-
teachers’ salaries. He lengthened the school
ior. They also offered prisoners education.
year and began the first school for teacher
Reading Check Summarizing How did training. Mann’s success set a standard for
reformers change the punishment of criminals? education reform throughout the country.

450 Chapter 14
Women’s Education B iographY
Education reform created greater opportuni-
ties for women. Catharine Beecher started Horace Mann
1796–1859
an all-female academy in Hartford, Con-
necticut. The first college-level educational Born in Franklin, Massachusetts, Mann had
little schooling, but he educated himself
institution available to women was the Troy
well enough at the local library to get into
Female Seminary, opened by Emma Wil-
Brown University and attend law school.
lard in 1821. Several other women’s colleges Despite a busy law practice, he served in
opened during the 1830s, including Mount the Massachusetts legislature for 10 years.
Holyoke College. The first medical college for He was also an outspoken advocate for
women, who were barred from men’s medi- public education. In 1837
cal schools, opened in Boston in 1848. the state created the
post of secretary of
Teaching People with Disabilities education for him. His
achievements in that office
Efforts to improve education also helped
made him famous. He later
people with disabilities. In 1831 Samuel
served in the U.S. House of
Gridley Howe opened the Perkins School Representatives and as president
for the Blind in Massachusetts. Howe trav- of Antioch College in Ohio. His
eled widely, talking about teaching people influence on education is reflected
with visual impairment. Thomas Gallaudet by the fact that many American
improved the education and lives of peo- schools are named for him.
ple with hearing impairments. He founded
the first free American school for hearing- Analyzing Information How do you
think Mann’s own education influ-
impaired people in 1817.
enced his desire for public schools?
Reading Check Summarizing What were
Horace Mann’s achievements?

Primary Source

Speech
Horace Mann to the Board of Education
In a speech to the newly created Massachusetts Board of Education, Horace Mann,
the board’s first secretary, described the purpose of the public school system.
Mann believed all
students should receive
“ [T]here should be a free district school, sufficiently safe, and sufficiently
good, for all of the children . . . where they may be well instructed in the rudi-
free education.

ments [basics] of knowledge, formed to propriety of demeanor [good behav-

ior], and imbued [filled] with the principles of duty . . . It is on this common plat-
form, that a general acquaintanceship [friendship] should be formed between Neighborhood children
the children of the same neighborhood. It is here, that the affinities [qualities] should attend school together
of a common nature should unite them together.
”
—Horace Mann, quoted in The Republic and the School,
to form a common bond.

edited by Lawrence A. Cremin

ANALYSIS
skill ANALYZING PRIMARY SOURCES
Besides knowledge, what purpose did Mann
believe the public schools had?

New movements in america 451

New Opportunities

African American tant African American leaders. Philadelphia

also had a long history of educating African
Communities Americans. This was largely because Philadel-
Free African Americans usually lived in segre- phia was a center of Quaker influence, and
gated, or separate, communities in the North. the Quakers believed strongly in equality. The
Most of them lived in cities such as New York, city ran seven schools for African American
Boston, and Philadelphia. Community lead- students by the year 1800. In 1820 Boston fol-
ers were often influenced by the Second Great lowed Philadelphia’s lead and opened a sepa-
Awakening and its spirit of reform. rate elementary school for African American
Founded by former slave Richard Allen, children. The city began allowing them to
the Free African Religious Society became a attend school with whites in 1855.
model for other groups that pressed for racial African Americans rarely attended college
equality and the education of blacks. In 1816 because few colleges would accept them. In
Allen became the first bishop of the African 1835 Oberlin College became the first to do
Methodist Episcopal Church, or AME Church. so. Harvard University soon admitted Afri-
This church broke away from white Methodist can Americans, too. Several African Ameri-
churches after African Americans were treated can colleges were founded beginning in
poorly in some white congregations. the 1840s. In 1842 the Institute for Colored
Other influential African Americans of the Youth opened in Philadelphia. Avery College,
time, such as Alexander Crummel, pushed for also in Pennsylvania, was founded in 1849.
the creation of schools for black Americans. While free African Americans had
The New York African Free School in New York some opportunities to attend school in the
City educated hundreds of children, many of North and Midwest, few had this chance in
whom became brilliant scholars and impor- the South. Laws in the South barred most

452 Chapter 14
 enslaved people from getting any education,
even at the primary school level. While some
slaves learned to read on their own, they
almost always did so in secret. Slaveholders
were fearful that education and knowledge
in general might encourage a spirit of revolt
among enslaved African Americans.

Reading Check Drawing Conclusions

Why was it difficult for African Americans to get
an education in the South in the early 1800s?

This photograph (left) of the 1855 class at Ober- SUmmary and preview The efforts of
lin College shows the slow integration of African reformers led to improvements in many
Americans into previously white colleges. Some
churches also became more integrated, and aspects of American life in the early to mid-
preachers like the one pictured above began 1800s. In the next section you will learn
calling for equality between races. about reform-minded people who opposed
Why might preachers have been particularly influ- the practice of slavery.
ential in calls for greater integration?

Section 3 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People b. Draw Conclusions How did free African Ameri-
1. a. Identify What was the Second Great cans benefit from educational reforms?
Awakening, and who was one of its leaders?
Critical Thinking
b. Summarize What effects did the Second Great
5. Categorizing Review the reform-movement
Awakening have on religion in the United States?
events on the time line in your notes. Then use a
c. Explain How did the Second Great Awakening
chart like the one below to identify the leaders and
relate to the basic right of freedom of religion?
accomplishments of each reform movement.
2. a. Describe What role did Dorothea Dix play in
social reforms of the early 1800s?
Movement Leaders Accomplishments
b. Identify What views did temperance societies
Prison and Mental
have on the social issues of the time? What changes Health Reform
did they bring about?
Temperance
c. Summarize What different reforms helped
improve the U.S. prison system?
Education
d. Elaborate How might the Second Great
Awakening have led to the growth of social reform
movements?
Focus on Writing
3. a. Identify What was the common-school
movement, and who was one of its leaders? 6. Choosing Important Events This section covers
b. Analyze Why did reformers set out to improve the reform of social issues such as religion, prisons,
education in the United States? and education. Write the reforms described in your
c. Evaluate Do you think Horace Mann’s ideas for chart. Then write a note about each reform and
educational reform were good ones? Explain. about the important people involved in it. Think
4. a. Recall In what cities were the first public schools about how each one influenced life in the United
for African Americans located? States.

New movements in america 453

 SECTION
4 The Movement
to End Slavery
TEKS 1A,7B, 7D, 19A, 20C,
21A, 22B, 23C, 23E, 24A, 24B

What You Will Learn…

If YOU were there...
Main Ideas You live in southern Ohio in the 1850s. A friend who lives across
1. Americans from a variety
of backgrounds actively
the river in Kentucky has asked you to join a network that helps
opposed slavery. escaping slaves. She reminds you that your house has a secret
2. Abolitionists organized the
Underground Railroad to help
cellar where you could easily hide fugitives for a few days. You are
enslaved Africans escape. opposed to slavery. But you know this might get you in trouble
3. Despite efforts of aboli-
tionists, many Americans
with your neighbors—and with the law.
remained opposed to ending
slavery.
Would you become an agent for the
Underground Railroad? Why?
The Big Idea
In the mid-1800s, debate over
slavery increased as abolition-
ists organized to challenge BUILDing BACKGROUND The early 1800s brought many
slavery in the United States. ­ ovements for social reform in the United States. Perhaps the most
m
important and far-reaching was the movement for the abolition of
Key Terms and People ­slavery. While reformers worked to end slavery, many also took risks to
abolition, p. 454 help slaves to escape.
William Lloyd Garrison, p. 455
American Anti-Slavery
Society, p. 455
Angelina and Sarah Grimké, p. 455
Americans Oppose Slavery
Frederick Douglass, p. 456 Some Americans had opposed slavery since before the country was
Sojourner Truth, p. 456 founded. Benjamin Franklin was the president of the first anti-
Underground Railroad, p. 456 slavery society in America, the Pennsylvania Society for Promoting
Harriet Tubman, p. 458 the Abolition of Slavery. In the 1830s, Americans took more orga-
nized action supporting abolition, or a complete end to slavery.

Differences among Abolitionists

Use the graphic organizer online Abolitionists came from many different backgrounds and opposed
to take notes on the different aboli- slavery for various reasons. The Quakers were among the first groups
tionist movements that existed, the to challenge slavery on religious grounds. Other religious leaders
leaders of each movement, and the gave speeches and published pamphlets that moved many Amer-
methods each used.
icans to support abolition. In one of these, abolitionist Theodore
Weld wrote that “everyman knows that slavery is a curse.” Other
abolitionists referred to the Declaration of Independence. They
reminded people that the American Revolution had been fought in
the name of liberty and other “unalienable rights.”

454 Chapter 14
 Antislavery reformers did not always
agree on the details, however. They differed
over how much equality they thought Afri-
can Americans should have. Some believed
that African Americans should receive the
same treatment as white Americans. In con- “Where there is a
human being,
trast, other abolitionists were against full
political and social equality.
Some abolitionists wanted to send freed
African Americans to Africa to start new colo-
nies. They thought that this would prevent
I see God-given rights . . .”
conflicts between the races in the United
States. In 1817 a minister named Robert Fin- —William Lloyd Garrison
ley started the American Colonization Society,
an organization dedicated to establishing col-
onies of freed slaves in Africa. Five years later,
the society founded the colony of Liberia on
the west coast of Africa. About 12,000 African
Americans eventually settled in Liberia. How-
ever, many abolitionists who once favored
colonization later opposed it. Some African antislavery literature and petitioned Con-
Americans also opposed it. David Walker was gress to end federal support of slavery. In
one such person. In his 1829 essay, Appeal 1840 the American Anti-Slavery Society
to the Colored Citizens of the World, Walker split. One group wanted immediate freedom
explained his opposition to colonization. for enslaved African Americans and a bigger
role for women. The others wanted gradual
“The greatest riches in all America have arisen emancipation and for women to play only
from our blood and tears: and they [whites] will
drive us from our property and homes, which minor roles in the movement.
we have earned with our blood. ” Angelina and Sarah Grimké, two white
—David Walker, quoted in From Slavery to Freedom southern women, were antislavery activists
by John Hope Franklin and Alfred A. Moss Jr.
of the 1830s. They came from a South Caro-
lina slaveholding family but disagreed with
Spreading the Abolitionist Message their parents’ support of slavery. Angelina
Abolitionists found many ways to further Grimké tried to recruit other white southern
their cause. Some went on speaking tours or women in a pamphlet called Appeal to the
wrote pamphlets and newspaper articles. John Christian Women of the South in 1836.
Greenleaf Whittier wrote abolitionist poetry
and literature. William Lloyd Garrison pub- “ I know you do not make the laws, but . . . if you
really suppose you can do nothing to overthrow
lished an abolitionist newspaper, the Liberator,
slavery you are greatly mistaken . . . Try to per-
beginning in 1831. In 1833 he also helped suade your husband, father, brothers, and sons
found the American Anti-Slavery Society.
Its members wanted immediate emancipa-
that slavery is a crime against God and man. ”
—Angelina Grimké, quoted in The Grimké Sisters from
South Carolina, edited by Gerda Lerner
tion and racial equality for African Americans.
Garrison later became its president. This essay was very popular in the North.
Both the Liberator and the Anti-Slavery In 1839 the Grimké sisters wrote American
Society relied on support from free Afri- Slavery As It Is. The book was one of the most
can Americans. Society members spread important antislavery works of its time.

New movements in america 455

 African American Abolitionists The Underground Railroad
Many former slaves were active in the anti- By the 1830s, a loosely organized group had
slavery cause. Frederick Douglass escaped begun helping slaves escape from the South.
from slavery when he was 20 and went on Free African Americans, former slaves, and
to become one of the most important Afri- a few white abolitionists worked together.
can American leaders of the 1800s. Douglass They created what became known as the
secretly learned to read and write as a boy, Underground Railroad. The organization
despite a law against it. His public-speaking was not an actual railroad but was a network
skills impressed members of the Anti-Slavery of people who arranged transportation and
Society. In 1841 they asked him to give regu- hiding places for fugitives, or escaped slaves.
lar lectures. Fugitives would travel along “freedom
At a Fourth of July celebration in 1852, trails” that led them to northern states or
he captured the audience’s attention with his sometimes into Canada. At no time did the
powerful voice. Railroad have a central leadership. No one
“The blessings in which you, this day, rejoice, person, or group of people, was ever officially
are not enjoyed in common . . . This Fourth of in charge. Despite the lack of any real struc-
July is yours, not mine. You may rejoice, I must ture, the Underground Railroad managed to
mourn. ”—Frederick Douglass, quoted in From Slavery to achieve dramatic results.
Freedom by John Hope Franklin and Alfred A. Moss Jr.
Often wearing disguises, fugitives moved
along the “railroad” at night, led by people
In addition to his many speaking tours in known as conductors. Many times, the
the United States and Europe, Douglass pub- fugitives had no other guideposts but the
lished a newspaper called the North Star and stars. They stopped to rest during the day
wrote several autobiographies. His autobiog- at “stations,” often barns, attics, or other
raphies were intended to show the injustices places on property owned by abolitionists
of slavery. known as station masters.
Another former slave, Sojourner Truth, The station masters hid
also contributed to the abolitionist cause. She and fed the fugitives.
claimed God had called her to travel through
the United States and preach the truth about Harriet Tubman was a
slavery and women’s rights. With her deep courageous conductor
voice and quick wit, Truth became legendary on the Underground
Railroad.
in the antislavery movement for her fiery
and dramatic speeches.
Other African Americans wrote narratives
about their experiences as slaves to expose the
cruelties that many slaves faced. In 1861 Har-
riet Jacobs published Incidents in the Life of a
Slave Girl, one of the few slave narratives by a
woman. William Wells Brown wrote an anti-
slavery play as well as a personal narrative in
the form of a novel called Clotel.

Reading Check Finding Main Ideas In what

ways did African Americans participate in the
abolition movement?

456 CHAPTER 14
 Montreal
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door in this Indiana house on the Under-
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ground Railroad.
ive

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Free states Slave states

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Atlanta Underground Railroad
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HRW Middle School American History

Baton Rouge ah06se_c13leg011fa.ai

New Orleans
The Underground Railroad
geography
FL
Map Area: 42p9 wide X 57p6 high
skills INTERPRETING MAPS
Gulf of Mexico F2 - 11/05/04
1. Place Which northern cities were destinations for
escaped slaves? Approved 12/01/04
2. Movement Which rivers were routes for the Under-
ground Railroad?
This painting , A Ride for Liberty—The Fugitive Slaves
by Eastman Johnson, shows an African American
family riding toward freedom.

457
 Primary Source

Handbill
Anti-Abolitionist
Rally
Members of an anti-abolitionist
group used this flyer to call
people together in order to disrupt
a meeting of abolitionists in 1837.

Seditious means “guilty of rebel-

ling against lawful authority.”

ANALYSIS
The group believes
abolition violates
skill ANALYZING PRIMARY SOURCES
the Constitution. What emotional language does this handbill use
to get its message across?

The most famous and daring conductor losing jobs to newly freed African Americans,
on the Underground Railroad was Harriet whom they believed would accept lower
Tubman. When Tubman escaped slavery in wages. Abolitionist leaders were threatened
1849, she left behind her family. She swore with violence as some northerners joined
that she would return and lead her whole fam- mobs. Such a mob killed abolitionist Elijah
ily to freedom in the North. Tubman returned Lovejoy in 1837 in Alton, Illinois.
to the South 19 times, successfully leading The federal government also obstructed
her family and more than 300 other slaves to abolitionists. Between 1836 and 1844, the
freedom. At one time the reward for Tubman’s U.S. House of Representatives used what
capture reportedly climbed to $40,000, a huge was called a gag rule. Congress had received
amount of money at that time. thousands of antislavery petitions. Yet the
gag rule forbade members of Congress from
Reading Check Drawing Inferences discussing them. This rule violated the First
Why were the operations of the Underground Amendment right of citizens to petition the
Railroad kept secret? government. But southern members of Con-
gress did not want to debate slavery. Many
northern members of Congress preferred to
Opposition to Ending avoid the issue.
Slavery Eventually, representative and former
Although the North was the center of the president John Quincy Adams was able
abolitionist movement, many white north- to get the gag rule overturned. His resolu-
erners agreed with the South and supported tion to enact a constitutional amendment
slavery. Others disliked slavery but opposed halting the expansion of slavery never
equality for African Americans. passed, however.
Newspaper editors and politicians warned Many white southerners saw slavery as
that freed slaves would move north and take vital to the South’s economy and culture.
jobs from white workers. Some workers feared They also felt that outsiders should not

458 Chapter 14
 interfere with their way of life. After Nat
Turner’s Rebellion in 1831, when Turner led
some slaves to kill slaveholders, open talk
about slavery disappeared in the South. It
Sojourner Truth was became dangerous to voice antislavery sen-
a former slave who timents in southern states. Abolitionists
became a leading like the Grimké sisters left rather than
abolitionist.
air unpopular views to hostile neighbors.
Racism, fear, and economic dependence on
slavery made emancipation all but impos-
sible in the South.

Reading Check Drawing Conclusions

Why did many northern workers oppose the
abolition movement?

SUmmary and preview The issue of

slavery grew more controversial in the
United States during the first half of the
nineteenth century. In the next section
you will learn about women’s rights.

Section 4 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People c. Predict How did southerners’ views of slavery
1. a. Identify What contributions did William reflect the idea of states’ rights? How might the
Lloyd Garrison make to the abolition movement? debate over slavery lead to conflict in the future?
b. Draw Conclusions In what ways did contribu-
Critical Thinking
tions from African Americans aid the struggle for
4. Identifying Cause and Effect Review your notes
abolition?
on the abolitionist movement. Then use a graphic
c. Elaborate What do you think about the
organizer like the one below to show the reasons
American Colonization Society’s plan to return
for opposition to the movement and the effects of
free African Americans to Liberia?
that opposition.
2. a. Describe How did the Underground Railroad
work? Reasons for Opposing the Effects of Opposition
b. Explain Why did Harriet Tubman first become End of Slavery to the Movement
involved with the Underground Railroad?
c. Evaluate Do you think the Underground
Railroad was a success? Why or why not?
3. a. Describe What action did Congress take to block Focus on Writing
abolitionists? What action did John Quincy Adams
take to support abolition? 5. Describing Abolition Add notes about the aboli-
b. Analyze Why did some Americans oppose tionist movement and its leaders to your chart. Be
equality for African Americans? sure to note how abolitionists influenced life in the
United States. What were they fighting for? Who
opposed them, and why?

New movements in america 459

 History and Geography

African
Americans
in the United States 8_STXESE320284_577M
HMH SS Texas 2016 SE, Gr 8
The experiences of African Americans in the North African Americans, 1850: Locator

R
and in the South were drastically different. Although IMA first pass 10/20/2016

O
there were free blacks in the South, their lives were

C
OREGON

K
overshadowed by the slavery in the region. Each of COUNTRY

Y
these three groups—slaves, free blacks in the North,
and free blacks in the South—had different economic,

M
social, and political lives.

O
U
40° N
40° N

N
T A
America’s Population, 1830
M E X I C O

I N
1% PACIFIC
2%
OCEAN

S
Population of North

Slaves in the South Almost all African

White
Free Black
Other Americans in the South were slaves. Their labor
was crucial to the agricultural economy of the
97% region. Their daily activities were dictated by own-
ers, but their food, music, and spirituality showed
influences of their ancestors’ African origins. They
were given no voice in the government of the re-
1% gion, and numerous laws restricted their freedom.
2%
Population of South
White
Slave state
Enslaved Black
35% Free Black Free state
Other U.S. territories
62%
Republic of Texas
Mason-Dixon Line
0 150 300 Miles

0 150 300 Kilometers

Source: Historical Statistics of the United States

8_STXESE320284_571Mca
HMH SS Texas 2016 SE, Gr 8
African
120° Americans,
W 1840 110° W
459a Chapter 14
IMA final pass 11/9/2013
 8_STXESE320284_571Mba
HMH SS Texas 2016 SE, Gr 8
Free Blacks in the North Slavery
AfricanhadAmericans,
been allowed 1840
in the northern colonies, but by 1804 the last northern state had
abolished the practice. Free African Americans in the North,
IMA second passhowever,
10/31/2013
experienced racism and social and economic segregation.
Free blacks had some access to formal education, especially in the
cities, but were barred from most white schools. Often, they created
their own towns and communities that provided their own jobs, goods,
churches, and services. While they were legally able to participate in
the political life of the North, few of them gained political influence.

C A N A D A

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TERRITORY Mi ME
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.

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UNORGANIZED MO VA
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TERRITORY KY
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TN A
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OF TEXAS
FLORIDA 30° N
TERRITORY

Gulf of
Mexico Free Blacks in the South Free blacks in the South
s­ truggled with extreme racism, but sometimes owned businesses or
geography farms. Even in the cities, their access to education and opportunities
90° W
skills INTERPRETING MAPS were limited. Former slaves often left the region, but many more
Tropic of Cancer
stayed in the South. Sometimes this was because of family ties or
1. Movement Why did some free blacks
because their former owners gave them land upon freeing them.
stay in the South? More free blacks lived in the South than in the North, but those
2. Location Which region had the most that were former slaves often left the region. Southern states had
African Americans? many laws that limited the lives and opportunities of free blacks,
including access to political power. As in the North, they often formed
their own communities and neighborhoods.

90° W
NEW MOVEMENTS IN AMERICA 459b
 B iography
Frederick Douglass KEY EVENTS
1817 Born a slave in
Maryland
As a freed slave, how would you help people
still enslaved? 1837 Escapes slavery
disguised as a sailor

When did he live? 1817–1895 1841 Begins his

career as a speaker on
Where did he live? Frederick Douglass was born in rural Maryland. At age abolition
six he was sent to live in Baltimore, and at age 20 he escaped to New York City.
1845 Writes Narrative
For most of his life, Douglass lived in Rochester, New York, making his home of the Life of Frederick
into a stop along the Underground Railroad. He traveled often, giving powerful Douglass, his first
antislavery speeches to audiences throughout the North and in Europe. autobiography

What did he do? After hearing the abolitionist 1847 Publishes first
issue of the North Star
William Lloyd Garrison speak in 1841, Doug-
lass began his own speaking tours about his 1863 Meets
experiences as a slave. In midlife he wrote President Lincoln and
an autobiography and started an abolitionist becomes an adviser
newspaper called the North Star. During the 1889 Named
Civil War, Douglass persuaded black soldiers to American consul gen-
fight for the North. eral to Haiti

Why is he important? Douglass was the most 1895 Dies in

Washington, D.C.
famous African American in the 1800s. His personal
stories and elegant speaking style helped the
abolitionist movement to grow. His words
remain an inspiration to this day.

Drawing Conclusions What made

Frederick Douglass’s speeches and VIDEO
writings so powerful? Frederick
Douglass
Frederick Douglass began publishing the
North Star, an abolitionist newspaper, in
1847.

460 Chapter 14
Women’s Rights SECTION
5
If YOU were there... TEKS 1A, 21A, 22B, 23E, 24B

You are a schoolteacher in New York State in 1848. Although you

earn a small salary, you still live at home. Your father does not What You Will Learn…
believe that unmarried women should live alone or look after their Main Ideas
own money. One day in a shop, you see a poster about a public 1. Influenced by the abolition
meeting to discuss women’s rights. You know your father will be movement, many women
struggled to gain equal
angry if you go to the meeting. But you are very curious. rights for themselves.
2. Calls for women’s rights
Would you attend the meeting? Why? met opposition from men
and women.
3. The Seneca Falls Convention
launched the first organized
women’s rights movement
BUILDing BACKGROUND Women were active in the movements in the United States.
to reform prisons and schools. They fought for temperance and worked
for abolition. But with all their work for social change, women still lacked The Big Idea
many rights and opportunities of their own. Throughout the 1800s, Reformers sought to improve
the women’s rights movement gradually became stronger and more women’s rights in American
­organized. society.

Key Terms and People

Women’s Struggle for Equal Rights Elizabeth Cady Stanton, p. 464
Lucretia Mott, p. 464
Fighting for the rights of African Americans led many female
Seneca Falls Convention, p. 464
abolitionists to fight for women’s rights. In the mid-1800s, these Declaration of Sentiments, p. 464
women found that they had to defend their right to speak in public, Lucy Stone, p. 465
particularly when a woman addressed both men and women. For Susan B. Anthony, p. 465
example, members of the press, the clergy, and even some male abo-
litionists criticized the Grimké sisters. These critics thought that the
sisters should not give public speeches. They did not want women
to leave their traditional female roles. The Grimkés protested that
Use the graphic organizer online
women had a moral duty to lead the antislavery movement. to show some of the significant
events in the struggle for women’s
Early Writings for Women’s Rights rights.
In 1838 Sarah Grimké published a pamphlet arguing for equal
rights for women. She titled it Letters on the Equality of the Sexes and
the Condition of Women.

“I ask no favors for my sex . . . All I ask our brethren [brothers] is that they will
take their feet from off our necks, and permit us to stand upright on that
ground which God designed us to occupy.”
—Sarah Grimké, quoted in The Grimké Sisters from South Carolina,
edited by Gerda Lerner

New movements in america 461

 Sarah Grimké also argued for equal edu- She had been born into slavery in about 1797.
cational opportunities. She pointed out laws Her birth name was Isabella Baumfree. She
that negatively affected women. In addition, took the name Sojourner Truth because she
she demanded equal pay for equal work. felt that her mission was to be a sojourner,
Sarah Grimké never married. She or traveler, and spread the truth. Though she
explained that the laws of the day gave a never learned to read or write, she impressed
husband complete control of his wife’s prop- many well-educated people. One person who
erty. Therefore, she feared that by marrying, thought highly of her was the author Harriet
she would become more like a slave than a Beecher Stowe. Stowe said that she had never
wife. Her sister, Angelina, did marry, but she spoken “with anyone who had more . . . per-
refused to promise to obey her husband dur- sonal presence than this woman.” Truth stood
ing their marriage ceremony. She married six feet tall and was a confident speaker.
Theodore Weld, an abolitionist. Weld agreed In 1851 Truth gave a speech that is often
to give up his legal right to control her prop- quoted to this day.
erty after they married. For the Grimkés, the
abolitionist principles and women’s rights “That man over here says that women need
to be helped into carriages and lifted over
principles were identical. ditches, and to have the best place everywhere.
In 1845 the famous transcendental- Nobody ever helps me into carriages or over
ist Margaret Fuller published Woman in the mud puddles, or gives me any best place . . . Look
Nineteenth Century. This book used well- at me! I have ploughed and planted and . . . no
known sayings to explain the role of women man could head [outwork] me. And ain’t I a
in American society. Fuller used democratic woman? ”
—Sojourner Truth, quoted in A History of Women in
and transcendentalist principles to stress the America by Carol Hymowitz and Michaele Weissman
importance of individualism to all people,
Truth, the Grimké sisters, and other support-
especially women. The book influenced many
ers of the women’s movement were deter-
leaders of the women’s rights movement.
mined to be heard.

Sojourner Truth Reading Check Drawing Inferences

Sojourner Truth was another powerful sup- Why would reformers link the issues of abolition
porter of both abolition and women’s rights. and women’s rights?

Time Line

Women’s Rights
1848 The Seneca Falls Conven-
tion is held, and the Declaration of
Sentiments is written.

1776 Abigail Adams

asks her husband,
John Adams, to
“remember the ladies”
and their rights in
the Declaration of
Independence.

462 Chapter 14
Opposing the Call for the women’s rights movement. Some women
believed that they did not need new rights.
Women’s Rights They said that women were not unequal to
Publications about women’s rights first men, only different. Some critics believed
appeared in the United States shortly after that women should not try to work in public
the American Revolution. However, women’s for social changes. Women were welcome to
concerns did not become a national issue work for social change, but only from within
with strong opposition for many more years. their homes. “Let her not look away from
her own little family circle for the means of
The Movement Grows producing moral and social reforms,” wrote
The change took place when women took a T. S. Arthur. His advice appeared in a popular
more active and leading role in reform and women’s magazine called The Lady at Home.
abolition. Other social changes also led to the Some people also thought that women
rise of the women’s movement. Women took lacked the physical or mental strength to sur-
advantage of better educational opportunities vive without men’s protection. They believed
in the early 1800s. Their efforts on behalf of that a woman should go from the protection
reform groups helped them learn how to orga- of her father’s home to that of her husband’s.
nize more effectively and to work together. They also thought that women could not cope
Another benefit of reform-group work with the outside world; therefore, a husband
was that some men began to fight for wom- should control his wife’s property. Despite
en’s rights. Many activists, both men and opposition, women continued to pursue their
women, found it unacceptable that women goal of greater rights.
were not allowed to vote or sit on juries.
They were also upset that married women Reading Check Drawing Conclusions
in many states had little or no control over Why did some men and women think that the
their own property. women’s rights movement was misguided?

Opposition to Women’s Rights

Like the abolitionist movement, the struggle
for women’s rights faced opposition. Many
people did not agree with some of the goals of

1872 Susan B. Anthony 1890 Wyoming’s new

is arrested while trying to state constitution includes
vote in New York. women’s suffrage.

“Thereequality
never will be complete
until women
1911
The National Association
Opposed to Woman
1920
On August 26, the Nineteenth Amend-
ment is declared ratified by Congress,
Suffrage is formed. giving women the right to vote.
themselves help to make laws ANALYSIS

and elect lawmakers.

Susan B. Anthony
” skill Reading Time Lines
Women in Wyoming could vote how many years
before women in the rest of the country could?

New movements in america 463

 Primary Source

Historic Document
Declaration of We hold these truths to be self-evident: that all men
and women are created equal; that they are endowed
Sentiments by their Creator with certain inalienable 1 rights; that
At the 1848 Seneca Falls Convention, 100 among these are life, liberty, and the pursuit of hap-
people signed the Declaration of Sentiments, a piness; that to secure these rights governments are
document declaring the rights of women. The instituted, deriving their just powers from the consent
wording of the document purposely echoed the of the governed. Whenever any form of government
Declaration of Independence. becomes destructive of these ends, it is the right of
those who suffer from it to refuse allegiance 2 to it, and
The authors use the same words that to insist upon the institution of a new government, lay-
are in the Declaration of Independence, ing its foundation on such principles, and organizing its
but include women. powers in such form, as to them shall seem most likely
to effect their safety and happiness.
1. inalienable not able to be taken away 2. allegiance loyalty
Here the women de-
mand that they become a ANALYSIS
part of government. skill ANALYZING PRIMARY SOURCES
Why would women want to use the Declaration of
Independence as a source for their own declaration?

Seneca Falls Convention Declaration of Sentiments

In 1840 Elizabeth Cady Stanton attended The convention organizers wrote a
the World’s Anti-Slavery Convention in Lon- Declaration of Sentiments. This document
don, England, while on her honeymoon. detailed beliefs about social injustice toward
She discovered that, unlike her husband, she women. They used the Declaration of Inde-
was not allowed to participate. All women in pendence as the basis for the language for
attendance had to sit behind a curtain in a their Declaration of Sentiments. The authors
separate gallery of the convention hall. Wil- included 18 charges against men—the same
liam Lloyd Garrison, who had helped found number that had been charged against King
the American Anti-Slavery Society, sat with George III. The Declaration of Sentiments was
them in protest. signed by some 100 people.
The treatment of women abolitionists About 240 people attended the Seneca
at the convention angered Stanton and her Falls Convention, including men such as
new friend, Lucretia Mott. Apparently, even abolitionist Frederick Douglass. Many other
many abolitionists did not think that women reformers who also worked in the temperance
were equal to men. Stanton and Mott want- and abolition movements were present. Sev-
ed to change this, so they planned to “form eral women who participated in the conven-
a society to advance the rights of women.” tion worked in nearby factories. One of them,
Eight years passed before Stanton and Mott 19-year-old Charlotte Woodward, signed the
finally announced the Seneca Falls Conven- Declaration of Sentiments. She worked long
tion, the first public meeting about women’s hours in a factory, making gloves. Her wages
rights held in the United States. It opened were very low, and she could not even keep
on July 19, 1848, in Seneca Falls, New York. her earnings. She had to turn her wages over
to her father.

464 Chapter 14
Women’s Rights Leaders women’s rights into a political movement.
The Impact
After the convention, the struggle contin- Anthony argued that women and men
Today
ued. Women’s rights activists battled many should receive equal pay for equal work. She
In the United
difficulties and much opposition. Still, they also believed that women should be allowed
States, as of the
kept working to obtain greater equality for to enter traditionally male professions, such year 2011, women
women. Among the many women working as religion and law. Anthony was especially earned about 82
percent as much
for women’s rights, three became important concerned with laws that affected women’s
as men did.
leaders: Lucy Stone, Susan B. Anthony, and control of money and property.
Elizabeth Cady Stanton. Each brought differ- Anthony led a campaign to change laws
ent strengths to the fight for women’s rights. regarding the property rights of women. She
Lucy Stone was a well-known spokesper- wrote in her diary that no woman could ever
son for the Anti-Slavery Society. In the early be free without “a purse of her own.” After
years of the women’s rights movement, Stone forming a network to cover the entire state
became known as a gifted speaker. Elizabeth of New York, she collected more than 6,000
Cady Stanton called her “the first who really signatures to petition for a new property-
stirred the nation’s heart on the subject of rights law. In 1860, due largely to the efforts
women’s wrongs.” of Anthony, New York finally gave married
Susan B. Anthony brought strong organi- women ownership of their wages and prop-
zational skills to the women’s rights move- erty. Other states in the Northeast and Mid-
ment. She did much to turn the fight for west soon created similar laws.

The Antisuffragists
As the suffrage movement picked up speed,
opponents to women’s suffrage also began to
organize. The antisuffragists, or “antis,” formed
statewide groups opposing the suffrage move-
ment during the late 1800s. In 1911, Josephine
Dodge united many of these groups’ efforts
by creating the National Association Opposed
to Woman Suffrage in New York City. Dodge
and other antisuffragists argued that women’s
suffrage would distract women from building
strong families and improving communities.

New movements in america 465

 Elizabeth Cady Stanton wrote many
of the documents and speeches of the
movement, which were often delivered by
Anthony. Stanton was a founder and impor-
tant leader of the National Woman Suffrage
Association. This organization was consid-
ered one of the more radical groups because
of its position that abolition was not a more
important cause than women’s rights.
Not every battle was won. Other major
reforms, such as women’s right to vote, were
not achieved at this time. Still, more women Lucy Stone worked for equal rights for
than ever before became actively involved women and African Americans.
in women’s rights issues. This increased
activity was one of the movement’s greatest
accomplishments.
SUmmary and preview Women’s rights
Reading Check Identifying Points of View became a major issue in the mid-1800s, as
What did Susan B. Anthony mean when she said women began to demand a greater degree
that no woman could be free without “a purse of of equality. In the next chapter you will
her own”? read about western expansion.

Section 5 Assessment ONLINE QUIZ

Reviewing Ideas, Terms, and People Critical Thinking

1. a. Identify What role did Sojourner Truth play in both 4. Analyzing Review your notes on events in the
the abolition and women’s rights movements? women’s rights movement. Then copy the graphic
b. Analyze How did women’s experiences in the organizer shown below and use it to show the
abolition movement lead them to demand equal goals of the movement, as well as the arguments
rights? against it.
2. a. Identify What limitations on women’s rights did
Goals Opponents’ Arguments
many activists find unacceptable?
b. Summarize Why did many Americans oppose
equal rights for women?
c. Elaborate What arguments might you use to
counter the arguments of men and women who
opposed equal rights for women?
3. a. Recall Who were the three main leaders of the
women’s rights movement, and how did they each
contribute to the movement? Focus on Writing
b. Draw Conclusions Why might working-class
women like Charlotte Woodward have supported 5. Describing Women’s Suffrage Add notes about
the Seneca Falls Convention and the Declaration the women’s suffrage movement to your chart.
of Sentiments? Note important leaders and describe what they
c. Evaluate Do you agree with Susan B. Anthony were fighting for. Ask yourself, “How did the
that women should receive equal pay for equal women’s suffrage movement change life in the
work? Explain your answer. United States?”

466 Chapter 14
B iography
Elizabeth Cady Stanton KEY EVENTS
1815 Born in Johns-

What steps would you take to bring about town, New York

nationwide change? 1840 Meets Lucretia

Mott at the World’s
Anti-Slavery Conven-
When did she live? 1815–1902 tion, where they
are barred from
Where did she live? Elizabeth Cady Stanton was born in Johnstown, participating
New York. She married a prominent abolitionist and settled in Seneca
Falls, New York, where she had seven children. Later in life she traveled 1848 Helps organize
the first national
widely, giving lectures and speeches across the country.
meeting of women’s
What did she do? Stanton and fellow activist Lucretia Mott organized suffrage reformers
at Seneca Falls,
the nation’s first women’s rights convention, at Seneca Falls in 1848. She
New York
and Susan B. Anthony founded the National Woman Suffrage Association
in 1869. For nearly six decades, she spoke and wrote passion- 1851 Meets Susan
ately about women’s rights. B. Anthony, with
whom she will later
Why is she important? Stanton helped author the lead the National
Declaration of Sentiments, which demanded equal rights Woman Suffrage
Association
for women, including the right to vote. A brilliant speaker
and debater, Stanton spoke out against laws that kept 1895 Publishes the
married women from owning property, earning wages, and Woman’s Bible
keeping custody of their children. 1902 Dies in New
York City
Finding Main Ideas What problems did Stanton try to
correct? What problems did she face in accomplishing
her goals? Elizabeth Cady Stanton helped author the
Declaration of Sentiments at the Seneca
Falls Convention.

467
Social Studies Skills
Analysis Critical Thinking Civic Study
Participation

Accepting Social Responsibility

Define the Skill 3. Remember that violence is never an acceptable
method for change. People who use force in
A society is an organized group of people who share seeking change are not behaving in a socially
a common set of activities, traditions, and goals. responsible manner, even if their cause is good.
You are part of many societies—your school, com-
This chapter was filled with the stories of socially
munity, and nation are just three. Every society’s
responsible people. Many of them devoted their
strength depends on the support and contributions
lives to changing society for the better. Some did so
of its members. Social responsibility is the obligation
at great personal risk. Boston abolitionist William
that every person has to the societies in which he or
Lloyd Garrison barely escaped with his life from a
she is a member.
local mob that tried to lynch him because of his
views.
Garrison and the other reformers you read about
Learn the Skill
demonstrated the highest level of social responsibil-
As a part of your school, community, and nation, ity. They saw an issue they believed to be a problem
you have obligations to the people around you. in society, and they worked tirelessly to change it
The most obvious is to do nothing to harm your and make society better.
society. You also have a duty to be part of it. At
the very least, this means exercising the rights and
responsibilities of membership. These include being Practice the Skill
informed about issues in your society.
Review the “If you were there” scene on page 454.
Another level of social responsibility is support
Imagine yourself as that Ohioan. You believe slavery
of change to benefit society. This level of involve-
to be wrong. However, you also respect the law, and
ment goes beyond being informed about issues to
it is illegal to help an escaped slave. In addition, you
trying to do something about them. If you take this
know that most of your neighbors do not feel as
important step, here are some points to consider.
you do about slavery. They might harm you or your
1. Few efforts to change society have everyone’s property if you take this stand against it.
support. Some people will want things to stay 1. Would agreeing to your friend’s request help
the same. They may treat you badly if you work benefit society? Explain why or why not.
for change. You must be prepared for this pos-
2. Are you willing to risk the anger of your neigh-
sibility if you decide to take action.
bors? Why or why not?
2. Sometimes efforts to improve things involve 3. Is the idea of breaking the law or possibly going
opposing laws or rules that need to be changed. to jail a factor in your decision? Explain.
No matter how just your cause is, if you break
4. Would agreeing to your friend’s request be a
law or rules, you must be willing to accept the
socially responsible thing to do? Explain why or
consequences of your behavior.
why not.

468 Chapter 14
CHAPTER
14 Chapter Review
Visual Summary
Use the visual summary below to help you review
the main ideas of the chapter.

Reviewing Vocabulary, Comprehension and

Terms, and People Critical Thinking
1. Which of the following authors wrote about SECTION 1 (Pages 438–442)
Puritan life in The Scarlet Letter? 4. a. Describe How did Irish and German immi-
a. Emily Dickinson c. Thomas Gallaudet grants interact with the environments they
b. Herman Melville d. Nathaniel Hawthorne found when they reached the United States?
2. Which document expressed the complaints of b. Identify What political party was founded by
supporters of women’s rights? nativists, and what policies did it support?
a. Declaration of the c. Letters on c. Explain What conflicts arose in the cities?
Rights of Women Women’s Rights How were the conflicts between immigrants
and nativists resolved?
b. Declaration of d. Seneca Falls
Sentiments Convention d. Analyze What factors caused U.S. cities to
grow so fast?
3. As leader of the common-school movement,
who worked to improve free public education? e. Evaluate Do you think that the benefits of
city life outweighed its drawbacks? Explain.
a. Walt Whitman c. Lyman Beecher
SECTION 2 (Pages 443–445)
b. Horace Mann d. Sojourner Truth
5. a. Describe Who were some important transcen-
dentalists, and what ideas did they promote?
b. Compare and Contrast In what ways were
transcendentalists and Romantics similar and
different?

New movements in america 469

 c. Elaborate Which movement appeals to you Reading Skills
more—American transcendentalism or Roman-
ticism? Why? Recognizing Implied Main Ideas Use the Reading Skills
taught in this chapter to answer the question below.
SECTION 3 (Pages 448–453) 10. Choose three paragraphs from the chapter.
6. a. Identify What important reform movements Write a sentence explaining the main idea of
became popular in the early 1800s? each paragraph.
b. Analyze Why did education become an
important topic for reformers in the 1800s? Reviewing Themes
What changes were made? 11. Society and Culture When was the era of reform
c. Predict How would the changes made to the movements? List three causes and three effects
care of the disabled change society? of reform movements of this era. Make an abso-
d. Evaluate Which reform movement do you lute and a relative chronology of the reformers
think had the greatest effect on the United in the chapter and their contributions.
States? Why? 12. Society and Culture What similarities and
­differences were there between the lives of
SECTION 4 (Pages 454–459) slaves, free blacks in the South, and free blacks in
7. a. Recall What are the different reasons why the North? Compare the effects of politics, the
people supported abolition? economy, and society on each group.
b. Describe What contributions did Frederick 13. Science and Technology What effects did
Douglass make in the abolition movement? ­scientific and technological advances have on
c. Make Inferences How did northerners life in the United States?
and southerners differ in their opposition to 14. Society and Culture What groups worked for
abolition? social reform? What were their views of social
d. Evaluate Which of the methods used by issues and how did they work to change society?
abolitionists to oppose slavery do you think was
most successful? Why? Social Studies Skills
SECTION 5 (Pages 461–466) Accepting Social Responsibility Use the Social Studies
8. a. Recall What led many women to question Skills taught in this chapter to fill in the chart below.
their place in American society? 15. I s it socially  hy or why
W
Action
b. Make Inferences Why did female factory responsible? not?
workers like Charlotte Woodward support the Removing litter from a park
women’s rights movement? Voting
c. Evaluate By 1860 do you think the women’s Reading a political magazine
movement had been successful? Explain your Running a red light
answer.

Using the Internet Focus on Writing

9. Activity: Creating Visuals The Liberator and North 16. Writing Your Persuasive Letter and Speech You’ve
Star were two newspapers that encouraged described a number of important events and
the end of slavery. Through your online book, political, religious, and artistic movements in
research the influence of abolitionist newspapers, your notebook. Choose the one you consider
such as those written by William Lloyd Garrison most important. Think about how it changed life
and Frederick Douglass. Then create a visual in the United States. Then write a two-paragraph
display that illustrates how each newspaper persuasive letter to the newspaper, arguing for
represented the abolitionist point of view. the event or movement you chose.

470
CHAPTER
14 Texas Test Practice

DIRECTIONS: Read each question and write the 5 The temperance movement, efforts at prison
letter of the best response. reform, and the abolition movement were all
elements of
1 A potato blight in Europe brought a large A social reforms of the mid-1800s.
number of immigrants to the United States B the Second Great Awakening.
who were
C transcendentalism.
A Jewish.
D the women’s rights movement.
B German.
C Irish. 6 Which of the following people would most
D Protestant. likely have supported a law prohibiting
foreigners from holding public office?
2 The author of “The Raven” was F an antisuffragist
F James Fenimore Cooper. G a nativist
G Edgar Allan Poe. H an abolitionist
H Walt Whitman. J a transcendentalist
J Emily Dickinson.
7 Examine the following cartoon about women
3 The most famous leader of the Underground breaking kegs of liquor and then use it to
Railroad was answer the question below.
A Frederick Douglass.
B Harriet Tubman.
C William Lloyd Garrison.
D Harriet Beecher Stowe.

4 African American students in the North

F had less opportunity for education than those in
the South.
G did not benefit from educational reforms.
H had opportunities to attend black colleges
formed in the 1840s.
J usually attended the same schools as white
students.

Document-Based Question What does

the shield of the woman on horseback
represent? How can you tell?

New movements in america 471