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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 124— Social Reformers
March 16, 2015
Focus: Turn to page 451 in your textbook and read the biography on Horace Mann. After doing the reading, answer the question that appears on the box.
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Student Objectives:
1. I will analyze the contributions of the following social reformers:
· Dorothea Dix
· Horace Mann
· Prudence Crandall
· Thomas Gallaudet
· Samuel Gridley
· Sylvester Graham
· Sam and Will Kellogg
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 454-458 stop @ Opposition to Ending Slavery (due 3/18)
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
1. Memorial to the Massachusetts Legislature (1843)-Dorothea Dix
2. McGuffy Reader 1836
I. Social Reform
A. Mentally Ill
B. Education
C. Diet/health
Key terms/ideas/ people/places:
Dorothea Dix Horace Mann Normal Schools Common schools Prudence Crandall
Thomas Gallaudet Samuel Gridley Sylvester Graham Sam and Will Kellogg
John Kellogg
By the end of class today, I will be able to answer the following:
How where the mentally ill treated according to Dix?
What did Mann create to help education?
How has diet changed? How is it the same?
Memorial to the Massachusetts Legislature (1843)
Dorothea Dix
I proceed, gentlemen, briefly to call your attention to the present state of insane persons confined within this Commonwealth, in cages, closets, cellars, stalls, pens! Chained…beaten with rods, and lashed into obedience. . . .
Besides the above, I have seen many who, part of the year, are chained or caged. The use of cages all but universal. Hardly a town but can refer to some not distant period of using them; chains are less common; negligences frequent; wilful abuse less frequent than sufferings proceeding from ignorance, or want of consideration. I encountered during the last three months many poor creatures wandering reckless and unprotected through the country. . . . But I cannot particularize. In traversing the State, I have found hundreds of insane persons in every variety of circumstance and condition, many whose situation could not and need not be improved; a less number, but that very large, whose lives are the saddest pictures of human suffering and degradation.
Notes
Class 124— Social Reformers
March 16, 2015
· Dorothea Dix
o mentally ill, prison reform
· Horace Mann-education
o Normal Schools”-colleges to train teachers
o Common schools
§ Whole population would have in common
§ Tuition free, tax supported, statewide standards and curriculum, textbooks and facilities
ü Sam and Will Kellogg-follow Graham’s diet
o Feed people cereal
o John Kellogg-invented corn flakes
ü Thomas Gallaudet
o Creates American sign language and school for the deaf
ü Samuel Gridley-blind students
ü Sylvester Graham
o Exercise clubs/walking/diet
o More fruits and vegetables
o Creates new process for milling flour-Graham Cracker
ü Prudence Crandall-school for African American girls
· Opposed by Connecticut authorities
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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 125— Shakers
March 17, 2015
Focus: How do you think the “Shakers” got their nickname?
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Student Objectives:
1. I will identify the unique role played by the Shakers during the reform movements of the early 1800s.
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 454-458 stop @ Opposition to Ending Slavery (due 3/18)
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
none
I. Start of Shaker Faith
II. Inventions and Architecture
III. Dancing
Key terms/ideas/ people/places:
Mother Ann Square Order Shuffle Nimble Steps Ring Dance
By the end of class today, I will be able to answer the following:
What made the Shakers unique?
Why do you think the Shakers were so popular?
Notes
Class 125— Shakers
March 17, 2015
The United Society of Believers in Christ’s Second Coming or “Shakers”
o Ann Lee was their leader-she became known as Mother Ann
o The group believed that Jesus was returning very soon and that Christians must prepare themselves for this event and purify themselves.
o Utopian Community
o Known for the dancing during Church
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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 126— Abolition
March 18, 2015
Focus: Turn to page 457 in your textbook. Analyze the map and answer questions 1 and 2 in the box entitled “Geography Skills.”
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Student Objectives:
1. I will define the terms abolitionist and Underground Railroad.
2. I will determine the contributions made by these abolitionist leaders:
a.. Frederick Douglass
b.. William Lloyd Garrison
c.. Angelina and Sarah Grimkè
d.. Harriet Tubman
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 4 pgs. 458-459 (due 3/19)
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
AP article about Underground railroad heading south
I. Underground Railroad
II. Types of Abolition
III. Key Abolitionists
Key terms/ideas/ people/places:
American Colonization Society Immediate Gradual Colonizationists
Underground Railroad Harriet Tubman conductor Frederick Douglass
William Lloyd Garrison Harriet Tubman Angelina and Sarah Grimkè
By the end of class today, I will be able to answer the following:
What is the difference between an immediate and gradual abolitionist?
Why did Garrison and Douglas eventually split apart?
What was the American Colonization Society? What did it form?
For a century, underground railroad ran south
By BRUCE SMITH | Associated Press–Sun, Mar 18, 2012
CHARLESTON, S.C. (AP) — While most Americans are familiar with the Underground Railroad that helped Southern slaves escape north before the Civil War, the first clandestine path to freedom ran for more than a century in the opposite direction.
Stories of that lesser-known "railroad" will be shared June 20-24 at the National Underground Railroad Conference in St. Augustine, Fla. The network of sympathizers gave refuge to those fleeing their masters, including many American Indians who helped slaves escape to what was then the Spanish territory of Florida. That lasted from shortly after the founding of Carolina Colony in 1670 to after the American Revolution.
They escaped not only to the South but to Mexico, the Caribbean and the American West.
And the "railroad" helps to explain at least in part why the lasting culture of slave descendants — known as Gullah in South Carolina and Geechee in Florida and Georgia — exists along the northeastern Florida coast.
"It's a fascinating story and most people in America are stuck — they are either stuck on 1964 and the Civil Rights Act or they are stuck on the Civil War," said Derek Hankerson, who is a Gullah descendant and a small business owner in St. Augustine, Fla. "We have been hankering to share these stories."
Because there are few records, it's unknown how many African slaves may have escaped along the railroad. But the dream of freedom in Florida did play a role in the 1739 Stono Rebellion outside Charleston, the largest slave revolt in British North America.
Slaves likely started fleeing toward Florida when South Carolina was established in 1670, said Jane Landers, a Vanderbilt University historian who has researched the subject extensively. The first mention of escaped slaves in Spanish records was in 1687 when eight slaves, including a nursing baby, showed up in St. Augustine.
Spain refused to return them and instead gave them religious sanctuary, and that policy was formalized in 1693. The only condition is that those seeking sanctuary convert to Catholicism.
"It was a total shift in the geopolitics of the Caribbean and after that anyone who leaves a Protestant area to request sanctuary gets it," Landers said.
That promise of freedom played an important role in the Stono Rebellion, when a group of about 20 slaves raided a store, collecting guns and other weapons, in September 1739.
Mark Smith, a historian at the University of South Carolina, said the slave leaders were from what is now Angola in Africa. They were Catholic, because their homeland was at the time a Portuguese outpost. And they are thought to have been soldiers in their native land.
They would have known about the rumor of freedom in Spanish Florida and decided to start the revolt on Sept. 9, the Feast of the Nativity of the Blessed Virgin Mary.
"They have a white flag, which is not a flag of surrender. It's a flag of celebrating Mary, and they shout 'Liberty.' They are not revolting just as slaves, but as Catholic slaves," Smith said.
At least 20 whites were killed in the rebellion. The militia later caught up with the slaves and 34 of them were killed. Some who escaped were found and executed later, although some apparently made it to safety in Florida because there are reports of more slaves arriving in St. Augustine in the ensuing days, Landers said.
Gullah creole is still spoken in churches in northeastern Florida, Landers said.
Hankerson, who grew up with stories of the Underground Railroad, said escaped slaves got help from American Indian tribes including the Creeks, the Cherokees and the Yemassee. They also advanced deeper into Florida and found refuge with the Seminoles.
Except for about 20 years when the British held St. Augustine between the end of the French and Indian War and the end of the American Revolution, the Spanish policy of sanctuary remained in effect until 1790 when Secretary of State Thomas Jefferson convinced the Spanish crown to end it. Many runaways escaped amid the chaos and violence of the revolution, and keeping that corridor open could have drained the Southern colonies of slaves, Landers said.
Unlike the Underground Railroad going north, the early network was more informal: Neither the slaves nor the indigenous tribes that helped them left written records, and there was no church structure like the Quakers organizing the effort, Landers said. It's unknown exactly how many stayed among the American Indians or how many died.
The British saw slaves as property and labor for their plantations and offered rewards for their return.
By contrast, Landers said, "the Spanish believe the indigenous people and Africans could be converted and as such were humans and had families and souls to save."
Notes
Class 126— Abolition
March 18, 2015
American Colonization Society:
· Set up the colony of Liberia-capital Monrovia
· 13,000 African Americans made the journey
abolitionists:
· Immediate-militant abolitionists-small minority
· Gradual
· Colonizationists (most anti-slavery men)-Jefferson/Lincoln-“it is better for us to be separated.”
Underground Railroad:
· 1850-run away slaves-1,011
· 1860-803
· Could it be more myth than legend? More likely to get help from a free African American, or slave who was willing to take risks rather than an abolitionist with secret passages and sliding doors
· Harriet Tubman is the “Moses” of the Underground railroad
o Conductor
o She made over 19 trips to the South and there was a $40,000 reward on her head
William Lloyd Garrison
· Publishes the Liberator
· state of Georgia offered $5,000 for the capture of Garrison
· denounced churches, political parties, even voting. He believed in the dissolution (break up) of the Union. He also believed that the U.S. Constitution was a pro-slavery document. He believed in equal rights for all.
Frederick Douglass:
· run away slave
· publishes a Newspaper, the North Star, and his autobiography (it sold 30,000 copies).
· Douglas’s friends in England actually buy his freedom late in 1846
· Good friends with Garrison until he becomes too radical
Angelina and Sara Grimkè sisters:
· Bible defense-“could you imagine Jesus owning a slave?
· Came from and aristocratic slaveholding family in Charleston
· Spoke in public
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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 127— Abolition Opposed
March 19, 2015
Focus: What was the “gag rule” used by Congress from 1836-1844?
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Student Objectives:
1. I will analyze the opposition to the abolition movement.
Homework:
-Current Events due 3/23
-Read and outline Chapter 14 Section 5 pgs. 461-466 (due 3/20)
-Chapter 14 Test Monday 3/23
Handouts:
none
I. Mail Censorship
II. Gag Rule
III. Riots
Key terms/ideas/ people/places:
William Lloyd Garrison Elijah Lovejoy Amos Kendall Andrew Jackson
Gag rule John Quincy Adams
By the end of class today, I will be able to answer the following:
What happened to Elijah Lovejoy? What did he become?
Why was there a severe backlash to the abolition movement?
What almost happened to William Lloyd Garrison?
Notes
Class 127— Abolition Opposed
March 19, 2015
Mail:
Amos Kendall, part of Jackson’s kitchen cabinet and the postmaster general, urged Northern postmasters to refuse to dispatch abolition mail to the South.
· “The refusal of the Post Office to deliver abolitionist mail to the South may well represent the largest peacetime violation of civil liberty in U.S. history.”
Gag Rule:
· Congress not allowed to discuss petitions to end slavery
Violence against abolitionists:
· 1833-NYC-an elite led mob forced the New York Anti-Slavery Society to relocate their meeting-New Yorkers had a lot of business dependent on the cotton trade, even members of the American Colonization Society joined the mob
· William Lloyd Garrison almost killed by a mob in Boston-saved when the Mayor locks him in jail
· Elijah Lovejoy of Alton, IL. -reenact
o Became a martyr for the cause
o Only abolitionist killed in the North
· July 4, 1827-Free African Americans celebrating the abolition of slavery in NY
o 3 days and nights
o Mob looted, vandalized, and burned the homes, shops, and churches of the free African Americans and abolitionists