chapter 9
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Chapter 9. Working for Reform 1820-1860. Objectives. Describe the main characteristics of the Mormons Understand what motivated the temperance reformers Describe how educational opportunities changed in the early 1800’s Recount what sparked the call for immediate abolition. - PowerPoint PPT PresentationTRANSCRIPT
Chapter 9
Working for Reform1820-1860
Objectives
• Describe the main characteristics of the Mormons
• Understand what motivated the temperance reformers
• Describe how educational opportunities changed in the early 1800’s
• Recount what sparked the call for immediate abolition
Mormon’s and their utopian venture
• Joseph Smith – founder of the Church of Jesus Christ of Latter-Day Saints
• practiced plural marriage
• Opposition led to violence
• Killed in 1844 in Illinois
Mormon’s and their utopian venture
• Brigham Young – Mormon leader that led his flock to the Rocky Mountains
• Great Salt Lake Valley in Utah
• Survived because of their ability to filter the water for their irrigation system
• “American Moses”
Temperance Movement
• Crusade against alcohol
• Alcohol abuse was a serious problem facing the nation
• 1830’s Americans drank an average of seven gallons of alcohol per person each year
Social Problems With Alcohol Abuse
• Criminal behavior
• Family violence
• Poverty
Nationalities Who Had Concerns With The Temperance Movement
• Germans
• Irish
• Alcohol was not viewed as a social evil
• Beer gardens and pubs were places for socialization
Reforming Education
• 1840’s most schools were private
• Families could not afford to send their kids to school
• Basic curriculum: reading, writing, and arithmetic, history, and geography
Public School Movement
• Reformers felt that schools were inadequate to meet the needs of a growing nation
• Nation needed public, tax-supported elementary schools to provide a free education to all children
Reform Efforts in Massachusetts
• 1837 – Horace Mann – first Secretary of Education in Massachusetts
• United local districts into a state system
• Raised teachers salaries
• Persuaded the legislature to increase spending on local schools
North and South Differ on Education
North• Supported public education
funded by taxes
South• Planters hired private tutors
or established private schools
• Suspicious of northern educational reforms
• Northern reformers supported the abolition of slavery
Reforming Mental Illnesses
• Dorothea Dix
• Saw how the mentally ill were being treated in Massachusetts
• Mentally ill were placed in prisons or poorhouses without treatment
Image of Dorothea Dix
Reforming Mental Illnesses
• Mentally ill needed rehabilitation – restore them to a useful and productive place in society
• Massachusetts government responded by establishing institutions for the mentally ill
Reforming Criminals
• Reformers felt that lawbreakers could be reformed and returned to the community as productive citizens
• Penitentiary – placed lawbreakers in an isolated and structured environment that would rid the country of crime
Abolition Call for Action
• William Lloyd Garrison
• Goal (publish an anti-slavery newspaper)
• White New England Journalist launched the Liberator
• He felt that slavery was a sin and a crime because it contradicted the Bible and the Declaration of Independence
Abolition Call for Action
• Frederick Douglas – fugitive slave from Maryland
• Published an anti-slavery newspaper called the North Star
• Publicly spoke out against slavery
Women’s Rights Movement
• Elizabeth Cady Stanton and Lucretia Mott were two noted abolitionists
• Started the first women’s rights movement at Seneca Falls, New York
• 300 women attended in 1848
Women’s Rights Movement
• Issues at the convention
suffrage (voting rights) and property rights
social prejudices limited women at work
acceptance at colleges
Chapter 9 - Test
•On Monday, Oct. 17th
Chapter 10
Expansion and Conflict
Objectives
• Describe how supporters of westward expansion defended their views
• Explain why the Mexican government encouraged U.S. settlement in Texas
• Summarize the events that led to the Texas Revolution
• Analyze the U.S. defeat of Mexico in the Mexican War
Manifest Destiny
• Belief that the U.S. should expand it’s boundaries all the way to the Pacific Ocean
Supporters and Opponent of Westward Expansion
Supporters • Urban crowding
• Create new markets for industry
Opponents• Western lands were already
claimed by other nations
• Too large to govern
Establishment of a colony in Texas
• Stephen F. Austin started a colony for Catholics
• Sold the land for 12 cents an acre along the Gulf Coast
• Land in the U.S. was $1.25 an acre• By 1830 there were 7,000 U.S. settlers located
to Texas
Establishment of a colony in Texas
• Mexican government opposed the colony because they were fearful that cotton farmers would migrate to the area
• Bringing slavery
• Feared a rebellion in Texas as well as a U.S. invasion
Texas Revolution
• Santa Anna was elected President of Mexico in 1833
• Dictator control over Mexico
• Angered Mexican residents, including Texans
• Fear of slavery spreading into the region
Texas Revolution
• Stephen F. Austin goes to Mexico City hoping to resolve Texas’ conflict with Mexico
• Austin was jailed
• Outraged U.S. settlers and Tejanos (tay-HAH-nohs) rose up in revolt known as the Texas Revolution
Conflict at the Alamo
• Missionary (established by Spain) fort that the Mexican government captured in San Antonio
• December, 1835• William Travis and Jim Bowie fought off attacks
by Santa Anna’s army• March, 1835 Mexican troops overran the fort• All rebel fighters were killed
The Beginning of the Alamo
Sam Houston
• Commander of the Texas army – 900 rebels
• Surprised Santa Anna and his troops near the Jacinto River (Shouted “Remember the Alamo)
• Killed 630 Mexican troops
• Santa Anna defeated and removed from office
Texas Annexation
• Texas declared it’s independence from Mexico in 1836 (after the Texas Revolution)
• Debated of Congress over annexation of Texas
• Issue of concern was slavery
• Texas was voted to the union in 1845
Mexican War• Mexico crossed the Rio Grande River and attacked a U.S. patrol
• President Polk and Congress declared war against Mexico
• U.S. forces seized New Mexico and California
• Mexico City fell to the U.S. in 1847
• Rio Grande River became the border between U.S. and Mexico
Treaty of Guadalupe Hildalgo
• Mexico gives up all claims to U.S
• A vast territory know as the Mexican Cession
California, Nevada, Utah, Arizona, Colorado, New Mexico, and Wyoming
• U.S. pays $15 million to Mexico
Mormons in Utah
• Brigham Young (American Moses) in 1847• 40,000 Mormons arrive by 1860• Irrigation for desert soil• Homes distributed on a cooperative basis• Government disapproved of the plural
marriages• Young appointed several Mormons to high
offices in the territorial government
Video clip on the death of Brigham young
Gold Rush of 1849
• John Augustus Sutter acquired the huge land grant in 1839
• Discovered gold in 1848
• By 1849 gold seekers came from Australia, China and Europe – 40,000 people came to California
• At Sutter’s Mill in California the 49ers panned for gold
Dakota Territory has a gold rush in 1876
Lead/Deadwood
Homestake Mine
Chapter 11
Sectional Conflict Increases
Objectives
• Examine the Compromise of 1850• Identify the Fugitive Slave Laws• Explain the impact of Uncle Tom’s Cabin• Supreme Court decision on Dred Scott• Analyze what Popular Sovereignty did to our
country• Discuss the impact of the 1860 election
Compromise of 1850
• Author of the compromise was Henry Clay
• Wanted to resolve the slavery issue
• Provisions of the Compromise of 1850
California was admitted as a “free state”Slavery was abolished in Washington D.C.Fugitive Slave Laws enforced
Fugitive Slave Laws
• Law would force state and local officials as well as private citizens to aid federal officials in the capture and return of escaped slaves
Uncle Tom’s Cabin
• Author is Harriet Beecher Stowe
• Sold 300,000 copies of the anti-slavery book
• Northern reaction to the book was “sympathetic towards blacks”
Popular Sovereignty
• States and territories are given the opportunity to vote in slavery
• “Bleeding Kansas” – violence broke out in Kansas over slavery
• Pro-slavery groups vs. Anti-slavery groups
Dred Scott
• Slave that sued for his freedom
• Supreme Court said that he could not be free because he is a 2nd class citizen
1860 Presidential Election - Candidates
• Republican – Abraham Lincoln –Illinois – limit extension of slavery
• Northern Democrat – Stephen Douglas – Illinois - wanted Popular Sovereignty
• Southern Democrat – John Breckinridge – Kentucky – favored slavery
• Constitutional Union Party – John Bell – Tennessee – wanted a compromise
1860 President
• Abraham Lincoln
