Brinkley Chapter 10

Pgs 257-291

“America’s Economic Revolution” (The North) 1800-1850

Only address the items with an asterisk **

Specifics of Chapter:

**Analyze all Charts, Maps, and Pictures found in Chapter 10

Include page number, title and brief description of what is depicted and list what you learn from the image, map, or chart

**Pg 260-264 Immigration

Population increase 1820-1840

Immigration and Urban Growth 1840-1860 See Charts Pg 260-262

German and Irish Immigrants

Pg 263 Rise of Nativism-

The Know Nothings

**Pg 267-268 Erie Canal

See Map Pg 268

Pg 268-271 Railroads

See Map Pg 270

Pg 271-274 Commerce & Industry

= Corporations (Business) **

Industrial Northeast (Factories)

Interchangeable Parts

Technology (inventions)

Pg 274-278 The Workers

Lowell System**

Women Workers

Immigrant Work Force**

Working Conditions in Early Factories

Emergence of TradeUnions-Commonwealth v. Hunt**

Pg 279-288 Industrial Society

Rich and Poor, Urbanization, African Americans, social Mobility, Middle Class Life, Family, The Cult of Domesticity, Women , Leisure Activities

Pg 288 Agricultural North

McCormick Reaper**

Brinkley Chapter 11

Pgs 292-313

“Cotton, Slavery, and The Old South” 1800-1850

Essays:

“King Cotton”
Lower South
Hill People
The Peculiar Institution”
Slave Codes
Sambo
Gabriel Prosser
Denmarck Vessey
Nat Turner / Immigration early 1800-1830
Immigration middle 1830-1860
Nativism
Know Nothing Party
No Irish Need Apply
Erie Canal
Corporations
Lowell System
Commonwealth v. Hunt
Cult of Domesticity
McCormick Reaper

Specifics of Chapter:

  1. Address the significance of Cotton in the South
  2. Significance of Slavery based on Cotton.
  3. Pg 298 Summarize- White Society in the South
  4. Planter Class
  5. Concept of Honor
  6. Plain Folk and Hill People
  7. Pg 303 Role of Race in the South
  8. Pg 303 Outline Slave Codes
  9. Pg 302-305 Review: “Varieties of Slavery” and “Life Under Slavery” what do you find significant?
  10. Pg 507 Status of Freed African Americans both North and South
  11. Pg 308 Outline types of Slave resistance

Brinkley Chapter 12

Pgs 315-337

“Antebellum Culture and Reform” 1800-1850

Essays:

  1. In what ways was the abolitionist movement similar to the other reform movements that arose in the mid-19th century? How was it different?
  2. In the first half of the nineteenth century, the American cultural and intellectual community contributed to the development of a distinctive American national consciousness. Assess the validity of this statement.
  1. American social reform movements from 1820 to 1860 were characterized by unyielding perfectionism, impatience with compromise, and distrust of established social institutions. These qualities explain the degree of success or failure of these movements in achieving their objectives. Discuss with reference to BOTH anti-slavery and ONE other reform movement of the period 1820 –1860 (for example, temperance, women’s rights, communitarianism, prison reform or educational reform).
  1. American reform movements between 1820 and 1860 reflected both optimistic and pessimistic views of human nature and society. Assess the validity of this statement in reference to reform movements of THREE of the following areas:

Education Utopian experiments

TemperancePenal Institutions

Women’s Rights

Key Terms to Memorize:

What did each person produce in terms of literature, art, religious and/or moral reforms?

Romanticism
Hudson RiverSchool
James Fenimore Cooper
Walt Whitman
Herman Melville
Edgar Allan Poe
Transcendentalists
Ralph Waldo Emerson
Henry David Thoreau
Civil Disobedience
Utopian societies
Brook Farm
New Harmony
Oneida Community / Nathaniel Hawthorne
Margaret Fuller
2nd Great Awakening
Shakers
Mormons
Protestant Revivalism
Charles Grandison Finney Temperance Crusade
Phrenology
Horace Mann
Asylum Movement
Dorothia Dix
Feminism
Elizabeth Cady Stanton
Lucretia Mott
Susan B. Anthony / Seneca Falls Convention
“Declaration of Sentiments”
Abolitionism
Quakers
American Colonization Society
Liberia
William Lloyd Garrison
Liberator
American Antislavery Society
Frederick Douglass
North Star
Antiabolitionist violence
Amistad
Uncle Tom’s Cabin
Harriet Beecher Stowe

Brinkley Chapter 12

Pgs 315-337

“Antebellum Culture and Reform” 1800-1850

Specifics of Chapter:

  1. Timeline page 314-315 read these items and choose the top 6 most important developments and briefly explain why.
  2. What are the basic characteristics of the Hudson RiverSchool?
  3. Pg 318-319 Outline Transcendentalism-
  4. Ralph Waldo Emerson
  5. Henry David Thoreau
  6. Role of Nature
  7. Civil Disobedience
  8. Conservation
  1. Outline the various religious developments in this period:
  2. 2nd Great Awakening
  3. Mormonism
  4. What do the Reform Movements have in common?
  5. Temperance
  6. Education
  7. Asylum reform (Dorothia Dix)
  8. Women’s Rights
  9. Why is Seneca Falls always on the AP Exam?
  10. Outline Abolitionism
  11. Early Abolitionist Movement
  12. Radicals- William Lloyd Garrison
  13. African American Abolitionists – Tubman, Truth, and Douglas
  14. Response to Abolitionists