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Lesson Plans

Out of Many: A History of the American People ©2000

by Faragher, Buhle, Czitrom, and Armitage

Focus Lesson 10

Chapter 13: "Coming to Terms with the New Age, 1820s–1850s"

AP* Course Description

Creating an American Culture
- Education reform/professionalism
- Religion; revivalism
- Utopian experiments: Mormons, Oneida Community
- Reform Crusades
  - Feminism; roles of women in the nineteenth century
  - Abolitionism
  - Temperance
  - Criminals and the insane
Northeast Industry
- Immigration
- Urban slums
- Labor

Key Components

Instructor's Manual: pp. 65–70
Study Guide, Vol. I to 1877: pp. 109–117
Documents Set, Vol. I to 1877: pp. 161–173
Test Item File: pp. 112–121

Key Web Sites

Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.

Key Words and Terms

labor movement
temperance
public education

Panic of 1837
American Colonization Society

Suggested Pacing

Chapter 13 and the reform movements of the first half of the 1800s can be covered in two class periods on a block schedule or in three class periods on a traditional bell schedule.

Test Strategy

Discuss with students the need for efficient studying. Students should be reviewing the previous day's lecture notes prior to each class period. This activity should take only ten to 15 minutes. As students read the textbook and any source materials, they should be active readers, asking themselves such questions as:

What is the author trying to say?
Why is this point important?
How does this event relate to earlier ones?
What is the outcome/solution of this event/issue?
Did the outcome/solution just create another problem?
Why is this person important?
What is the change over time in regard to this issue?

Students should also be taking notes on their reading. Using a graphic organizer such as a word web or T-noting will make note-taking faster. An example of T-noting follows.

Evangelism	Religion important to social reform
	Charles Finney, evangelist Belief in goodness of human nature Moralistic dogmatism

Key Concepts

Social reform in the first half of the nineteenth century
Growing immigration and increasing urbanization as a result of industrialization resulted in a number of social problems. During the first half of the nineteenth century, a newly emerging urban middle class took up these issues and launched various social reform movements. Women were often in the forefront of these movements.
Abolition
Students should begin to track the work of abolitionists, the splits in the movement, and the increasing political controversy in the nation over slavery. Students should be aware of how abolitionists both fueled the controversy by their actions and words and garnered support because of the actions of their opponents.
Urban politics
The rise of cities with large numbers of newly-arrived immigrants became the breeding ground for urban political machines. While the topic will be studied in greater depth later in the course, when the second half of the nineteenth century is under discussion, students should note the origins of political machines and how they used immigrants to their own advantage.

Summing Up Student Understanding

To summarize and synthesize what students have been learning in the last few chapters, use class discussion to assist students in making the connections among Chapters 10, 11, 12, and 13 that illustrate the growing differences between the North and South.

Chapter 10 discusses the transportation revolution and its importance.
Chapter 11 illustrates Southern expansion, population patterns, and the hold of slavery on all aspects of Southern society.
Chapter 12 describes the factory system and the American System.
Chapter 13 discusses the problems that resulted from immigration, industrialization, and urbanization and the rise of an urban middle class that supported reforms.

Ask students to use their running lists of issues and events to provide examples that illustrate their points about the development of sectional tensions between the North and South. An alternative would be to assign an essay on the topic or to have students write an essay after the class discussion.

ADDITIONAL RESOURCES

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:

American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapter 11
The Power of Words: Vol. I to 1877, edited by Breen—Chapter 12
Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 10
American Experiences: Volume I to 1877, edited by Roberts and Olson (secondary source readings)—Part Five

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