SECOND GREAT

AWAKENING
4-5 APRIL 2017
 OBJECTIVES: STUDENTS
WILL
Describe the expansion of social rights before
the Civil War

Journal:
Have you ever had a story that changed your
opinion in an argument or on a topic? What
story and why?
 SECOND GREAT AWAKENING

1790s early 1800s Christian renewal movement

Charles Grandison Finney brought new ideas:
Individuals are responsible for their own salvation (not
God) faith through good deeds
Sin is unavoidable
Human perfectibility that humans could (and
should) approach the example of perfection set by God
Reinforced Christian values and acts
Led to other movements such as. (in purple)
 ABOLITIONISM
ANTI-SLAVERY LITERATURE
Uncle Toms Cabin by Harriet Beecher
Stowe (1852)
Main character is a kind, old enslaved African
American who is sold away from his wife and
eventually beaten to death
Popular - outrage over treatment of slaves led
to a rise of abolitionism in the North
 ABOLITIONISM
ANTI-SLAVERY LITERATURE
Appeal to the Christian Women of
the South (1836) + American
Slavery as It Is
Written by Angelina and Sarah Grimke
Southern women from a slave owning family
Asked women to convince their families that it
wasnt Christian to keep slaves; described the
realities of slavery
Very popular in the North
 UTOPIAN SOCIETIES

Experimental societies tried to form a perfect

society
Tried to create spiritual and cooperative
societies
Example: Brook Farm: contributed all their
goods back to the community for fair
distribution
they didnt really work
 TRANSCENDENTALISM

Transcendentalism the belief that people could

transcend (rise above) the material things in life
Emphasized the importance of individual
experience and observation of the divine in
Nature
Emerson, Thoreau, Whitman, Alcott (among
others)


TRANSCENDENTALISM

I have heard of a man lost in the woods and dying of

famine and exhaustion at the foot of a tree, whose
loneliness was relieved by the grotesque visions
with which, owing to bodily weakness, his diseased
imagination surrounded him, and which he believed
to be real. So also, owing to bodily and mental
health and strength, we may be continually cheered
by a like but more normal and natural society, and
come to know that we are never alone.
Henry David Thoreau
 EDUCATION REFORM

Problem: poor public education, especially in the

West and South
Most thought reading the Bible, and basic
writing and math skills were enough
Common-school movement and Horace Mann
wanted all children taught in a common place
regardless of background
Womens Education and Catharine Beecher
started an all-female academy (college level)
 TEMPERANCE

Temperance movement asked people to use

self-discipline to stop drinking hard liquor
Drinking caused violence, poverty, and
criminal behavior (the evils of alcohol)
Strongly supported by women particularly
those with alcoholic husbands
 PRISON REFORM

Dorothea Dix middle class reformer who visited prisons

Problem: mentally ill people were often jailed as
criminals; jails also held orphans and runaway children;
poor conditions in prison
Movement to build state-funded facilities for the mentally
ill
Reform schools for orphaned / runaway children
Houses of Correction offered education to prisoners,
rather than just punishment for crimes
 WOMENS RIGHTS

Sarah Grimke, Sojourner Truth, Harriet Beecher Stowe,

the Transcendentalists
Elizabeth Cady Stanton, Susan B. Anthony, Lucy Stone
Called for equal education, property, and voting rights
Seneca Falls Convention first public meeting about
womens rights in the US
Declaration of Sentiments detailed the injustices
toward women 18 charges against men
END OF CLASS 4 APRIL

Objectives: Students will

Describe the expansion of social rights
before the Civil War

Homework: Continue working on your

study guide
 5 APRIL 2017
OBJECTIVES: STUDENTS
WILL
Describe the response to social rights expansion
before the Civil War.

Journal: What reasons would cause non-slave

owners to support slavery?
 SUPPORT FOR SLAVERY

Northerners worry that freed slaves would

move North and take jobs
Threatened abolitionist leaders

Government blockage Congress was

forbidden from discussing anti-slavery
petitions from 1836-1844
 SUPPORT FOR SLAVERY

Southerners slavery is essential to the

economic and cultural system of the South
It was commonly thought that African
Americans were not as intelligent and lazy, so
they would have a difficult time being
successful in society
After Nat Turners Rebellion Southerners didnt
openly oppose slavery
John C. Calhoun slavery as a positive good
 JOHN C. CALHOUN SLAVERY
AS A POSITIVE GOOD
I hold that in the present state of civilization,
where two races of different origin, and
distinguished by color, and other physical
differences, as well as intellectual, are brought
together, the relation now existing in the
slaveholding States between the two, is, instead of
an evil, a gooda positive good. there never has
yet existed a wealthy and civilized society in which
one portion of the community did not, in point of
fact, live on the labor of the other
 JOHN C. CALHOUN SLAVERY
AS A POSITIVE GOOD
Compare [the slaves] condition with the tenants
of the poor houses in the more civilized portions of
Europelook at the sick, and the old and infirm
slave, on one hand, in the midst of his family and
friends, under the kind superintending care of his
master and mistress, and compare it with the
forlorn and wretched condition of the pauper in the
poorhouse.
 IMMIGRATION AND NATIVISM

mid-1800s - 3 million immigrants to America

Why?
Irish Potato Famine lack of food caused people
to leave
Germans some escaping political persecution;
some looking for better opportunity
Europeans, Chinese, Latinos California Gold
Rush
 IMMIGRATION AND NATIVISM

Nativism policy of protecting the interests of

native-born or established inhabitants against the
interests of immigrants
Know-Nothing Party nativist political party that
wanted to make it difficult for foreigners to gain
citizenship or hold office
Didnt like recent immigrants or Catholics
Wanted to require immigrants to live in the US
21 years before being eligible for citizenship
 STUDY GUIDE

DIAGRAM bubble chart, table, flow chart

LABOR SYSTEM the PEOPLE who work
North Lowell System, Rhode Island System
South Slavery
 TEST PREP SHORT ANSWERS

Each short answer question will have 3 parts. For

each of the parts you must:
Explain any key ideas or terms used
Answer the prompt with specific details and
examples
At least 2-3 sentences per section.
5 APRIL 2017
END OF CLASS
Objectives: Students will
Describe the response to social rights
expansion before the Civil War.

Homework: Continue working on the study guide

and short answer responses. Tomorrow will be a
working day for test review.