TAR1 Chapter 14d

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The American Republic To 1877

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Chapter Introduction
Section 1
Social Reform
Section 2
The Abolitionists
Section 3
The Womens Movement
Chapter Summary
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
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to replay the audio.
Chapter Objectives
Section 1: Social Reform
Understand how religious and philosophical ideas
inspired various reform movements.
Explain why educational reformers thought all
citizens should attend school.
Click the mouse button or press the

Space Bar to display the information.
Chapter Objectives
Section 2: The Abolitionists
Describe the ways some Americans worked to
eliminate slavery.
Explore the reasons why many Americans feared
the end of slavery.

Chapter Objectives
Section 3: The Womens Movement
Examine how the antislavery and the womens
rights movements were related.
Evaluate what progress women made toward
equality during the 1800s.

Why It Matters
The idea of reformthe drive to improve society
and the lives of Americansgrew during the
mid-1800s. Reformers set out
to improve the lives of the disadvantaged,
especially enslaved people and the urban poor.
The Impact Today

The spirit of reform is alive and well in the
modern world. Individual freedom became a
key goal during the last half of the twentieth
century. Civil rights movements have advanced
racial equality. In many countries the womens
movement has altered traditional female roles
and opportunities.
Guide to Reading
Main Idea
During the early 1800s, many religious and social
reformers attempted to improve American life and
education and help people with disabilities.
Key Terms
utopia
revival
temperance
normal school
transcendentalist

Guide to Reading (cont.)

Reading Strategy
Taking Notes As you read Section 1, re-create the
diagram on page 412 of your textbook and identify the
reformers contributions.
Read to Learn
how religious and philosophical ideas inspired
various reform movements.
why educational reformers thought all citizens
should go to school.


Section Theme
Civic Rights and Responsibilities Many reformers
worked for change during this era.
Henry David Thoreau

The Reforming Spirit

Religious and social reform brought change to
the American way of life.
Some Americans looked to improve society by
forming utopias, or communities based on a
vision of a perfect society.
- In 1825 Robert Owen established New Harmony,
Indiana.
- Here the people were dedicated to cooperation rather
than competition.
- The Mormons, Shakers, and other religious groups
also built utopian communities.
- The Mormons were the only group that lasted.
(pages 412413)
The Reforming Spirit (cont.)

In the early 1800s, the Second Great
Awakening spread a new sense of religious
fervor.
It increased church membership and inspired
people to become involved in missionary work
and social reform movements.
(pages 412413)

Reformers waged a war against alcohol,
blaming it for family breakups, crime, and
insanity.
Alcohol abuse was widespread, especially in
the West and among urban workers.
- Reformers called for temperance, or drinking little
or no alcohol.
- In 1826 the American Society for the Promotion of
Temperance was formed.
(pages 412413)

In 1851 Maine was the first state to pass
a law banning the manufacture and sale
of alcoholic beverages.
Other states followed; however, most of these
laws were repealed within several years.
(pages 412413)
Why do you think religious leaders were at the

forefront of the war against alcohol in the
early 1800s?
Possible answer: Preachers led many of
the revival meetings and at these meetings
they preached about the evils of alcohol.
(pages 412413)
Space Bar to display the answer.
Reforming Education
In the early 1800s, the nation did not provide
free public education for all.
Only New England provided free elementary
education.
In some areas people paid fees;
in others, there were no schools.
(pages 413415)
Reforming Education (cont.)

Horace Mann was the leader of education
reform.
He became the head of the Massachusetts Board
of Education in 1837.
He believed that education was essential
to democracy.
Reforms included the following:
lengthening the school year to six months

improving the school curriculum
doubling teachers salaries
finding better ways of training teachers
(pages 413415)

In 1839 Massachusetts founded the first statesupported school for training teachers.
(pages 413415)

By the 1850s all states accepted these three
basic principles of public education:
- Schools should be free and supported by taxes.
- Teachers should be trained.
- Children should be required to attend school.
(pages 413415)

It took time before these principles were
effective, however.
Schools lacked funds, teachers lacked training,
and some people opposed compulsory
education.
There were other obstacles.
- Most females did not go to school, or if they did,
they studied music or needlework, not science,
mathematics, and history.
- Many children in the West had no school to
go to.
- African Americans had few opportunities to
go to school.
(pages 413415)

During the age of reform, religious groups
founded many colleges such as Amherst, Holy
Cross, Trinity, and Wesleyan between 1820 and
1850.
Most admitted only men.
(pages 413415)

Some higher institutions did provide
opportunities to people previously denied an
education.
- Oberlin College of Ohio, founded in 1833, admitted
women and African Americans.
- Mount Holyoke was established as the first
permanent womens college in America.
- Ashmun Institute was the first college for African
Americans.
- It later became Lincoln University.
(pages 413415)

Some reformers dealt with teaching people
with disabilities.
The Hartford School for the Deaf in
Connecticut opened in 1817, founded
by Thomas Gallaudet.
Dr. Samuel Gridley Howe helped the visually
impaired.
He headed Perkins Institute, a school
for the blind, and developed books with raised
letters to help people read.
(pages 413415)
Why was education not universal for all in the early

1800s?
Possible answers: Communities had schools; some
people opposed compulsory education, so schools
were not a priority for all nor would they be funded;
education was mostly for men because of the belief
that a womans role was to become a wife and mother
and therefore did not require an education; many
African Americans did not have the opportunity to go
to school.
(pages 413415)

Cultural Trends
Reform influenced art and literature.
Transcendentalists were writers and poets
who stressed the relationship between humans
and nature and the importance of the
individual conscience.
(page 415)
Cultural Trends (cont.)

The following were leading writers of the
transcendental movement:
- Margaret Fuller, who supported womens rights
- Ralph Waldo Emerson, who believed in the inner
voice of conscience and the idea that people can
break the bonds of prejudice
- Henry David Thoreau went to jail rather than pay a
$1 tax to support the Mexican War, which he was
against.
- He practiced civil disobedience, or refusing to
obey laws he thought were unjust.
(page 415)

The following were other leading poets and
writers of the period:
- Emily Dickinson, who wrote the poem Hope in
1861, compared hope with a bird.
- Harriet Beecher Stowe, who wrote Uncle Toms
Cabin, explored the injustice of slavery.
- Henry Wadsworth Longfellow wrote narrative
poems such as The Song of Hiawatha.
- Walt Whitman wrote Leaves of Grass about the
new American spirit.
(page 415)
What cultural trends were influenced by the

age of reform?
Art and literature were affected, and American
artists took on their own style, exploring ideas
that were American.
The transcendentalists stressed the relationship
between humans and nature as well as the
importance of the individual conscience.
(page 415)
Checking for Understanding

Define Match the terms on the right with their definitions on the
left.
__
D 1. a two-year school for training
high school graduates as
teachers
A. utopia
B. revival
C. temperance
__
B 2. a series of meetings conducted
by a preacher to arouse religious D. normal school
emotions
E. transcendentalist
C 3. the use of little or no alcoholic
__
drink

Space Bar to display the answers.

left.
E 4. any of a group of New England

__
writers who stressed the
relationship between human
beings and nature, spiritual
things over material things, and
the importance of the individual
conscience
__
A 5. community based on a vision of
a perfect society sought by
reformers

A. utopia
B. revival
C. temperance
D. normal school
E. transcendentalist

Reviewing Facts What were the three
accepted principles of public education in the
1850s?
Schools should be free and supported by taxes,

teachers should be trained, and school attendance
should be mandatory.

Reviewing Themes
Civic Rights and Responsibilities How did
Thoreau act on his beliefs? What impact might
such acts have had on the government?
He went to jail rather than pay a tax to support

the Mexican War. If people refused to obey laws
they thought were unjust, then the laws would
have to be changed.

Critical Thinking
Drawing Conclusions What did Thomas
Jefferson mean when he said that the United
States could not survive as a democracy
without educated and well-informed citizens?
Uneducated people cannot effectively and
intelligently make decisions about governing
themselves.

Analyzing Visuals
Picturing History Study the painting of the
school room on page 414 of your textbook.
What is pictured that you still use in school
today?
Schools today still use books, tables, and writing
instruments.

Research Interview your grandparents or other adults

who are over 50 years old to find out what they
remember about their public school days. Before you
do the interview, write six questions about the
information that interests you.
Guide to Reading
Main Idea
Many reformers turned their attention to eliminating
slavery.
Key Terms
abolitionist
Underground
Railroad


Reading Strategy
Organizing Information As you read Section 2, use a
chart like the one on page 418 of your textbook.
Identify five abolitionists, and below each name, write
a sentence describing his or her role in the movement.
Read to Learn
how some Americans worked to eliminate slavery.
why many Americans feared the end of slavery.


Section Theme
Individual Action Leaders such as Harriet Tubman
and William Lloyd Garrison strengthened the
abolitionist movement.
William Lloyd Garrison

Early Efforts to End Slavery

Some Americans worked hard to abolish, or
end, slavery during this age of reform.
The religious revival and reform movement
spurred the antislavery movement.
Many of these people were Quakers.
Benjamin Lundy, a Quaker, founded a
newspaper in 1821 to spread the antislavery
message.
(pages 418419)
Early Efforts to End Slavery (cont.)

Formed in 1816, the American Colonization
Society worked toward resettling African
Americans in Africa and the Caribbean.
It was founded by white Virginians who
worked to free enslaved workers by buying
them from their slaveholders and sending
them out of the country.
- The society bought land on the west coast of
Africa.
- The first African Americans settled there and
called the area Liberia.
(pages 418419)

- In 1847 Liberia became independent.
- Emigration continued there until the Civil War.
- The society could not end slavery but could only
resettle a small number of African Americans.
- Besides, most African Americans did not want to
resettle in Africa.
- They wanted their freedom in America.
(pages 418419)
Slavery increased even though some

Americans worked toward abolishing slavery.
Why?
Possible answers: Slavery continued in the
South even though by the early 1800s, it had
ended in the North. Slavery was extremely
profitable for the South because of cotton.
Planters needed enslaved people. Also, not all
people believed that slavery was wrong, even in
(pages 418419)
the North.
The Movement Changes

Beginning about 1830, reformers began
to crusade strongly against slavery.
Abolitionist William Lloyd Garrison founded
his own newspaper, The Liberator, in 1831.
He called for the immediate and complete
emancipation of enslaved people.
People began to listen.
(pages 419421)
The Movement Changes (cont.)

Garrison started the New England Antislavery
Society in 1832 and the American Antislavery
Society in 1833.
By 1838 there were more than 1,000 chapters
around the country of the societies that
Garrison began.
(pages 419421)

The Grimk sisters, Sarah and Angelina, were
among the first women who spoke out publicly
against slavery.
In 1839 Angelina and her husband, Theodore
Weld, wrote American Slavery As It Is, a
firsthand account of life under slavery.
(pages 419421)

African Americans played a major role
in the abolitionist movement.
The African Americans of the North especially
wanted to help the enslaved people of the
South.
They subscribed to The Liberator, took part in
organizing and directing the American
Antislavery Society, and began their own
newspapers.
(pages 419421)

- The first African American newspaper, Freedoms
Journal, was founded in 1827 by Samuel Cornish
and John Russworm.
- In 1830 free African American leaders held
a convention in Philadelphia.
(pages 419421)

Frederick Douglass escaped from slavery in
Maryland and settled first in Massachusetts and
then New York.
He became a powerful speaker and writer,
editing an antislavery newspaper, the North
Star.
He traveled abroad but returned to the United
States, feeling that abolitionists must fight
slavery in America.
In 1847 he was able to purchase his freedom
from the slaveholder from whom he had fled
in Maryland.
(pages 419421)

Sojourner Truth was born a slave and later
escaped slavery.
She changed her name from Belle to Sojourner
Truth in 1843 and worked for abolitionism and
womens rights.
(pages 419421)
What made the abolitionist movement

stronger?
Both white and African American
abolitionists pursued antislavery. The
abolitionists realized that they needed to press
the social issue of slavery and that a gradual
approach was not working. They spoke out,
wrote newspapers and books, increased
involvement in the societies, and began to be
heard.
(pages 419421)
The Underground Railroad

The Underground Railroad was a network of
escape routes to the North
and then to Canada.
Abolitionists helped enslaved African
Americans escape to freedom and risked
prison and even death if caught.
- The passengers traveled at night and rested
during the day.
- Early on, many people traveled on foot.
- Later, they traveled in wagons, some equipped
with secret compartments.
(pages 422424)
The Underground Railroad (cont.)

- Even in the North, however, the runaways still
feared capture.
- Harriet Tubman was the most famous conductor
of the Underground Railroad
after escaping slavery herself.
- The Underground Railroad helped only a small
number of the enslaved people, and most who
used it as an escape route came from the states
located between the Northern states and the Deep
South.
(pages 422424)

Opposition to abolitionism developed in the
South both by people who owned enslaved
African Americans and those who did not.
These people felt that abolitionism threatened
the Souths way of life.
(pages 422424)

Opposition in the North resulted because some
Northerners saw the antislavery movement as a
threat to the nations social order.
Some felt that if freed, African Americans
could not blend into American society, and
some feared that the abolitionists could bring
on a war between the North and the South.
(pages 422424)

Economic fears also contributed to the
opposition because Northern workers feared
that freed African Americans would take away
their jobs since they would work for less pay.
(pages 422424)

Violence erupted from the opposition to
abolitionists.
- In the 1830s a Philadelphia mob burned the citys
antislavery headquarters and set off a race riot.
- In Boston a mob attacked William Lloyd Garrison
and threatened to hang him.
- He was jailed instead to save his life.
- Elijah Lovejoy was an abolitionist newspaper
editor.
- His printing presses were destroyed three times,
and the fourth time, a mob set fire to the building.
He was shot and killed when
he came out.
(pages 422424)

The conflict between proslavery and
antislavery groups grew.
The South reacted to abolitionism by
claiming that slavery was essential to
economic progress and prosperity.
Southerners also said that they treated
enslaved people well and that slavery was
preferable to factory work in the North.
Many whites also believed that African
Americans were better off under white care
than on their own.
(pages 422424)
If you were an enslaved African American

living in the South, would you have wanted to
risk death or prison by using the Underground
Railroad?
Possible answer: The Underground
Railroad gave hope to enslaved people, and
that may have been all that they had.
(pages 422424)

left.
__
A. abolitionist
B 1. system that helped enslaved
African Americans follow a
B. Underground
network of escape routes out of
Railroad
the South to freedom in the
North
__
A 2. a person who strongly favors
doing away with slavery


Reviewing Facts Describe the American
Colonization Societys solution to slavery.
It would purchase enslaved workers and resettle

them in Africa or the Caribbean.

Reviewing Themes
Individual Action What role did Harriet
Tubman play in the antislavery movement?
She led slaves to freedom on the Underground

Railroad.

Critical Thinking
Comparing Compare the arguments of
Northerners with Southerners who opposed
abolitionism.
Northerners thought that African Americans

would not blend into society and that they would
take jobs from whites. Southerners thought that
slavery was essential to the economy and that
African Americans were better off under white
care.

Analyzing Visuals
Geography Skills Study the map of the
Underground Railroad on page 423 of your
textbook. Why do you think more enslaved
people escaped from the border states than
from the Deep South?
Border states were closer to safety than the Deep
South.

Informative Writing Research the life of an

abolitionist. Write a one-page biography that describes
important events in his or her life.
Guide to Reading
Main Idea
Women reformers campaigned for their own rights.
Key Terms
suffrage
coeducation


Reading Strategy
Taking Notes As you read the section, use a chart like
the one on page 425 of your textbook to identify the
contributions the listed individuals made to womens
rights.
Read to Learn
how the antislavery and the womens rights
movements were related.
what progress women made toward equality during
the 1800s.


Section Theme
Groups and Institutions Women in the 1800s made
some progress toward equality.
Mary Lyon, pioneer

in higher education
for women
Women and Reform

Women abolitionists were the first to also
campaign for womens rights, to improve
womens lives, and win equal rights.
- Lucretia Mott, a Quaker, gave lectures in
Philadelphia, helped fugitive slaves, and organized
the Philadelphia Female Anti-Slavery Society.
- Elizabeth Cady Stanton met Mott at a world
antislavery convention and along with a few other
women worked for womens rights.
(pages 425427)
Women and Reform (cont.)

The first womens rights convention took place
in Seneca Falls, New York, in July 1848.
It issued a Declaration of Sentiments and
Resolutions that called for the following:
- an end to all laws that discriminated against women
- entrance into the all-male worlds of trade,

professions, and business
- suffrage, or the right to vote
(pages 425427)

The womens rights movement grew.
Women held conventions.
Many reformers, including men, joined the
movement.
Beginning in 1890 with Wyoming but not
ending until 1920, woman suffrage finally
became legal everywhere in the United
States.
(pages 425427)

Susan B. Anthony worked for womens rights,
temperance, and the reform of New York
property and divorce laws.
She called for equal pay, college training, and
coeducation in the schools.
She organized the first womens temperance
association called the Daughters of
Temperance.
She and Elizabeth Cady Stanton became
lifelong friends, and together they led the
womens movement.
(pages 425427)
Why did women have to campaign for womens

rights?
In the 1800s Americans believed that women
belonged in the home. Women were not treated as
equals with men. In order for women to win the
rights that they believed they should have, the
womens rights movement took place. Women had to
make their wishes known, so they held conventions
and campaigned to win suffrage and other rights such
as equal pay, coeducation, and the right not to be
discriminated against.
(pages 425427)
Progress by American Women

Women worked toward establishing
educational opportunities, changing
marriage and family laws that were
unfavorable to them, and breaking barriers
in careers.
The early feminists made some progress but
had only just begun the struggle.
(pages 427428)
Progress by American Women (cont.)

Women did not have advanced institutions that
they could attend, so they were prevented from
becoming doctors, lawyers, and other
professionals.
Before the 1830s, no university or college
would accept women.
The belief was that women should not have
advanced education and that it was useless and
even dangerous for women to learn such
subjects as mathematics.
(pages 427428)

- Emma Willard established the Troy Female
Seminary in upstate New York in 1821.
- Mary Lyon established Mount Holyoke in 1837.
(pages 427428)

Women made some gains in marriage and
property laws in New York, Pennsylvania,
Indiana, Wisconsin, Mississippi, and
California.
Some states passed laws permitting women to
share guardianship of their children with their
husbands.
Indiana was the first state to allow divorce to a
woman if her husband was alcoholic.
(pages 427428)

Some women were able to break into the fields
of medicine and the ministry or other
previously all-male professions.
Progress was limited, however, by social
customs and expectations.
(pages 427428)
What progress did women make in the 1800s?

Some such as Emma Willard and Mary Lyon were
able to establish womens institutions for higher
learning. Some states passed laws that gave women
the right to own property and more rights within
marriage. Some women were able to break into allmale professions. In general, though, gains were
small and limited by social customs and expectations.
The struggle for equality had just begun.
(pages 427428)

left.
__
B 1. the teaching of male and
female students together
__
A 2. the right to vote

A. suffrage
B. coeducation

Reviewing Facts How did the fight to end
slavery help spark the womens movement?
Many women working for the abolitionist

cause became aware of the inequality
and discrimination in their own lives.

Reviewing Themes
Groups and Institutions Discuss three specific
goals of the womens rights movement.
Possible answers: Goals of the womens

movement included the freedom to enter allmale professions, suffrage, improved property
rights, marriage and divorce laws, equal pay,
college training, and coeducation.

Critical Thinking
Making Generalizations What qualities do
you think women such as Sojourner Truth,
Susan B. Anthony, Elizabeth Cady Stanton, and
Elizabeth Blackwell shared?
Possible answers: These women possessed selfconfidence, intelligence, perseverance, patience,
and commitment.

Analyzing Visuals
Sequencing Information Study the
information on the feature on the Seneca Falls
Convention on pages 426-427 of your
textbook. When did Wyoming women gain the
right to vote? What first did Elizabeth
Blackwell accomplish?
Wyoming women gained the right to vote in
1869. Elizabeth Blackwell was the first woman
to receive a medical degree in the United States.

Music Write and record a song designed to win

supporters for the womens rights movement. Include
lyrics that will draw both men and women supporters.

left.
__
I 1. the right to vote
__
B 2. a series of meetings conducted
by a preacher to arouse
religious emotions
H 3. system that helped enslaved
__
African Americans follow a
network of escape routes out of
the South to freedom in the
North
D 4. a two-year school for training
__
high school graduates as
teachers
J 5. the teaching of male and
__
female students together
A.
B.
C.
D.
E.
F.
G.
H.
utopia
revival
temperance
normal school
transcendentalist
civil disobedience
abolitionist
Underground
Railroad
I. suffrage
J. coeducation

left.
__
E 6. any of a group of New
England writers who stressed
the relationship between
human beings and nature,
spiritual things over material
things, and the importance of
the individual conscience
__
A 7. community based on a vision
of a perfect society sought by
reformers
G 8. a person who strongly favors
__
doing away with slavery

A.
B.
C.
D.
E.
F.
G.
H.
utopia
revival
temperance
normal school
transcendentalist
civil disobedience
abolitionist
Underground
Railroad
I. suffrage
J. coeducation

left.
__
F 9. refusal to obey laws that are
considered unjust as a
nonviolent way to press for
changes
__
C 10. the use of little or no alcoholic
drink

A.
B.
C.
D.
E.
F.
G.
H.
utopia
revival
temperance
normal school
transcendentalist
civil disobedience
abolitionist
Underground
Railroad
I. suffrage
J. coeducation
Reviewing Key Facts

What problems in society did reformers in the
temperance movement blame on the manufacture
and sale of alcoholic beverages?
Reformers blamed poverty, breakup of families,

crime, and insanity on alcoholic beverages.

Reviewing Key Facts

What were the basic principles of public
education?
The basic principles of public education were

that schools should be free and supported by
taxes, teachers should be trained, and children
should be required
to attend school.

Reviewing Key Facts

How did William Lloyd Garrisons demands
make him effective in the anti-slavery
movement?
He called for immediate and complete

emancipation of enslaved people and
denounced the gradual approach of other
reformers.

Reviewing Key Facts

What was the purpose of the Underground
Railroad?
Its purpose was to help enslaved people escape

to freedom.

Reviewing Key Facts

What role did Catherine Beecher play in
education for women?
Beecher called for more educational

opportunities for women and supported
the idea that women would make good teachers.

Critical Thinking
Analyzing Information What role did Dorothea
Dix play regarding prison inmates and people
with mental illness?
She educated the public about the poor

conditions for prisoners and the mentally ill.

Critical Thinking
Making Generalizations What was the
significance of the Seneca Falls Convention?
It was the first womens rights convention

in the United States and called for an end
to laws that discriminated against women, the
freedom for women to enter all-male professions,
and woman suffrage.

Geography and History Activity

Study the map below and answer the questions on the following
slides.

Region What
other country did
passengers on the
Underground
Railroad travel to?
Passengers on the
Underground Railroad
traveled
to Canada.


Location From
what Southern
ports did African
Americans flee by
ship?
African Americans fled
from the ports
of Charleston and New
Bern.


Location What
kinds of places
were used as
stations of the
Underground
Railroad?
Many stations
were located in
northern coastal cities.


HumanEnvironment
Interaction Why
do you think the
routes of the
Underground
Railroad included
many coastal
cities?
There was less of a risk
of being captured due
to the large populations.
Standardized Test Practice

Use the information from the graph below to answer the following
question.
Standardized Test Practice

Directions: Choose the best answer to the following question.
According to the graph on the previous slide, the greatest
increase in the percentage of school enrollment occurred
between
F 1850 and 1880.
G
1850 and 1900.
1900 and 1950.
1950 and 2000.
Test-Taking Tip Use the information on the graph to help you

answer this question. Look carefully at the information on the
bottom and the side of a bar graph to understand what the bars
represent. Process of elimination is helpful here. For example,
answer F cannot be correct because
this time period is not shown on the graph.
Who said, A foolish consistency is the

hobgoblin of little minds?
Ralph Waldo Emerson said this.

Explore online information about the topics introduced

in this chapter.
Click on the Connect button to launch your
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Frederick Douglass
Desegregation
Click on a hyperlink to view the corresponding slide.
Frederick Douglass After the Civil War, Douglass was a

leading supporter of the womens rights movement,
fought against racial segregation laws and practices, and
held important government posts such as United States
minister and consul general to Haiti. My Bondage and My
Freedom, published
in 1855, was the second volume of Frederick Douglasss
autobiography. Douglass felt the need
to tell his life story because, although white abolitionists
could detail slaverys history and depict its horrors,
Douglass noted, they cannot speak from experience as I
can.
Desegregation During the Civil War, Sojourner Truth

tried to desegregate public transportation. Desegregated
public transportation would not exist until almost 100
years later. Bus desegregation came about in
Montgomery, Alabama, because of the efforts of another
African American woman, Rosa Parks. Her refusal to sit
at the back of a bus led to her arrest and a subsequent
successful boycott of the citys buses by African
Americans, who constituted the majority of the citys bus
riders.
Evaluating a Web Site

Why Learn This Skill?
The Internet has become a valuable research tool. It is
convenient to use, and the information contained on the
Internet is plentiful. However, some Web site
information is not necessarily accurate or reliable.
When using the Internet as
a research tool, the user must distinguish between
quality information and inaccurate or incomplete
information.
This feature can be found on page 429 of your textbook.
Click the Speaker button to replay the audio.

Learning the Skill
There are a number of things to consider when evaluating a Web
site. Most important is to check the accuracy of the source and
content. The author and publisher or sponsor of the site should be
clearly indicated. The user must also determine the usefulness of
the site. The information on the site should be current, and the
design and organization of the site should be appealing and easy to
navigate.

Learning the Skill
To evaluate a Web site, ask yourself the following questions:
Are the facts on the site documented?

Is more than one source used for background information
within the site?
Does the site contain a bibliography?
Are the links within the site appropriate and up-to-date?
Is the author clearly identified?
This feature can be found on page 429 of your textbook. Click the
mouse button or press the Space Bar to display the information.

Learning the Skill
To evaluate a Web site, ask yourself the following questions:
Does the site explore the topic in-depth?
Does the site contain links to other useful resources?

Is the information easy to access? Is it properly labeled?
Is the design appealing?
mouse button or press the Space Bar to display the information.

Practicing the Skill
Visit the Web site featured on page 429 of your textbook at
www.nationalgeographic.com/features/99/railroad/
and answer the following
questions.

1. Who is the author or sponsor of the Web site?
The National Geographic Society is the author or sponsor of
the Web site.
2. What links does the site contain? Are they appropriate to the
topic?
It contains links to information about Africans in America
throughout history and the Underground Railroad. Yes, they
are appropriate for learning more about the Underground
Railroad.
mouse button or press the Space Bar to display the answers.

3. Does the site explore the topic in-depth? Why or why not?
There is a list of sources that include books, other
publications, and other Web sites.
4. Is the design of the site appealing? Why or why not?
Possible answer: The site is appealing because it includes
maps, a time line, and biographies.
mouse button or press the Space Bar to display the answers.

5. What role did William Still play on the Underground Railroad?
How easy or difficult was it to locate this information?
William Still campaigned for the freedom of enslaved
people. It was easy to locate by clicking on Faces of
Freedom and William Still.
mouse button or press the Space Bar to display the answer.
Women and Reform

Objectives
After viewing Women and Reform, you should:
Know that women were the driving force of many reform

efforts of the 19th century.
Understand the parallels
between slavery and the
status of women.
Appreciate the rights that
women worked hard to attain.
Click the mouse button or press the Space Bar to display the information. Click in the window
above to view a preview of The American Republic to 1877 video.
Women and Reform

Discussion Question
What was the point of Sojourner Truths speech?
Sojourner Truth pointed out the similarities between

women and slaves. Although she was a woman, she
was never regarded as frail or unable to endure the
hardships of working in the fields, bearing children,
or withstanding physical punishments.
Women and Reform

Discussion Question
How long did it take for women to win the right
to vote?
Although women began working for the right to vote
in the mid-1800s, they did not win that right until
1920.

It was designed
for reading out
loud.


She meant that accomplishing reform requires that the reformer be willing to risk
reputation, that is, not care what others think about her or him.
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The American Republic To 1877

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The Womens Movement

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The Impact Today

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Guide to Reading (cont.)

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Guide to Reading (cont.)

Henry David Thoreau

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The Reforming Spirit

The Reforming Spirit (cont.)

The Reforming Spirit (cont.)

The Reforming Spirit (cont.)

The Reforming Spirit (cont.)

Why do you think religious leaders were at the

Reforming Education (cont.)

lengthening the school year to six months

Reforming Education (cont.)

Reforming Education (cont.)

Reforming Education (cont.)

Reforming Education (cont.)

Reforming Education (cont.)

Reforming Education (cont.)

Reforming Education (cont.)

Why was education not universal for all in the early

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Cultural Trends (cont.)

Cultural Trends (cont.)

Cultural Trends (cont.)

What cultural trends were influenced by the

Checking for Understanding

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Checking for Understanding

E 4. any of a group of New England

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Checking for Understanding

Schools should be free and supported by taxes,

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He went to jail rather than pay a tax to support

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Research Interview your grandparents or other adults

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Guide to Reading (cont.)

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Guide to Reading (cont.)

William Lloyd Garrison

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Early Efforts to End Slavery

Early Efforts to End Slavery (cont.)

Early Efforts to End Slavery (cont.)

Early Efforts to End Slavery (cont.)

Slavery increased even though some

The Movement Changes