Monday, 12/5/2022: Period 4.2 SAQ
Homework Due: “Crash Course U.S. History #15: Reform Movements” EdPuzzle (Follow-Through, 20%)
Update: Period 4 (1800-1848)
Weekly Schedule: November 9-December 16, 2022 | |||||
Week | Monday | Tuesday | Wednesday | Thursday | Friday |
16 | 5 SAQ 4.1: Old Immigration | 6 Lexile Testing | 7 Reform Era Movement | 8 Women in the Market Revolution | 9 Ch. 14-15 Quiz |
Ms. Truong Out! | |||||
17 | 12 Abolitionism & Sojourner Truth | 13 The Underground Railroad & the Fugitive Slave Act | 15 Period 1-2 Review | 16 Q2 Interim No Classes | |
Upcoming Deadlines
Due by Next Class
Announcements
Remember:
Applying Knowledge Independently
On Your Own: “ACE” the Period 4.1 SAQ
(Re)Applying Knowledge Together
Tuesday, 12/6/2022: Lexile Testing
Homework Due: Read Chapter 15, pg. 232-235 + Formative Check #1-6
Upcoming Deadlines
Due by Next Class
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Remember:
Lexile Testing
Purpose: To check-in on our reading growth since the beginning of the year
Today’s Goal: 100 points higher than your BOY score
EOY Goal: Our goal is for every 11th grader to score an 1185 or grow 200 Lexile points.
Sign-in Page
Chromebook Login
Student ID #
Welcome Page
Please let Ms. Truong know ASAP �if this is not your name!
Directions
Note: The test cannot be read aloud to you because we are testing your independent reading level. You can also only skip 3 times.
Test Questions
End Screen
Show me this page so �I can record your score. Then you can move on and read Ch. 15.
Welcome Page
Please let Ms. Truong know ASAP �if this is not your name!
Directions
Note: The test cannot be read aloud to you because we are testing your independent reading level. You can also only skip 3 times.
Test Questions
End Screen
Show me this page so �I can record your score. Then you can move on and read Ch. 15.
Wednesday, 12/7/2022: Women in the Market Revolution
Upcoming Deadlines
Due by Next Class
Announcements
Remember:
Update: Period 4 (1800-1848)
Weekly Schedule: November 9-December 16, 2022 | |||||
Week | Monday | Tuesday | Wednesday | Thursday | Friday |
16 | 5 SAQ 4.1: Old Immigration | 6 Lexile Testing | 7 Women in the Market Revolution | 8 Declaration of Sentiments | 9 Reform Era Movement |
Ms. Truong Out! | |||||
17 | 12 Reform Era Speed Dating | 13 Ch. 14-15 Quiz & Buffer Day | 15 Period 1-2 Review | 16 Q2 Interim No Classes | |
Building Knowledge Together
Industrialization in the early 1800s began drawing white Northeastern women out of the home and into the factory and schoolhouse. Particularly notable were the women who worked at the Lowell Mills in Massachusetts.
While many (typically younger) women worked for wages, others remained at home and professionalized the job of homemaker as part of the 19th century cult of domesticity.
While young men could work at a variety of occupations, textile mills preferred to hire young white women because they had experience with sewing and could be paid less because they weren’t viewed as primary breadwinners. While many young New England women enjoyed the autonomy that work and a living wage offered, their working conditions were also heavily restricted.
Building Knowledge Together
Women who worked in textile factories lived in boarding houses to make fabrics spun from cotton to manufacture clothes and sheets. They woke up early and worked a 12-hour day during which talking was forbidden. They could not swear or drink alcohol, and were required to attend church.
They could not leave when they were tired or take breaks other than at designated times. Those who arrived late found their pay docked; five minutes’ tardiness could result in several hours’ worth of lost pay. The monotony of repetitive tasks made days feel particularly long.
Overseers kept a paternalistic eye on the young women’s behavior and oftentimes fired or evicted women for failing to meet quotas. Corporal punishment was common in factories.
Women at work spinning textiles at a mill in Alabama.
Image Credit: Wikimedia Commons
Building Knowledge Together
Enslaved women in the South were stripped of their motherhood identity in order to work the fields of plantations for no wages. Paradoxically, they were still required to do female domestic duties, like cooking and cleaning, as well. Furthermore, women were used to propagate a slaveowner's economic assets by having children that would be born into slavery under the slaveowner's jurisdiction. Enslaved women gave birth to their first child at the average age of nineteen; oftentimes their children were fathered by their owner.
Meanwhile, Native American women were pushed westward by the Indian Removal Act of 1830. Native American women had to harvest and produce hides for trade with encroaching explorers from the East.
Most hstorians agree that Thomas Jefferson had children with his slave, Sally Hemings.
Applying Knowledge
(Re)Applying Knowledge Together
Chapter 15 Misconceptions (p. 235)
Chapter 15 Misconceptions (p. 241)
Thursday, 12/8/2022: Seneca Falls Convention
Upcoming Deadlines
Due by Next Class
Announcements
Remember:
What was the Second Great Awakening?
The Second Great Awakening was a religious revival that took place after the American Revolution between 1790 and 1840 in an effort to restore a simpler form of Christianity. This religious movement was felt nationwide and consisted of small and large gatherings alike. Prior to this, the United States experienced the First Great Awakening in the 1730s and 1740s, in which church became more exciting and emotional. The 2nd Great Awakening was responsible for attracting millions of new members, especially women, African Americans, and young people.
The 3 Major beliefs of the Second Great Awakening were…
Women in the Reform Era
Women led the charges in many antebellum reforms, from transcendentalism to temperance to abolition. While leading these reforms, women gained the political traction to begin the first wave of US feminism. Ironically, the cult of domesticity—the view that women should remain relegated to the household—played a role in encouraging women’s participation in public movements.
Feminist appeals of the early 19th century drew heavily on religion, spurred by the spiritual revivals of the Second Great Awakening. But it was work in antislavery efforts that served as a springboard for women to take action against gender inequality. Northern women particularly came to the conclusion that they, like enslaved people, were held in shackles in a society dominated by men.
Applying Knowledge
Historical Context: The Declaration of Sentiments* was written for the gathering of American women at the Seneca Falls Convention in 1848 to discuss the rights that women should be entitled to as U.S. citizens. Written by feminists Lucretia Mott and Elizabeth Cady Stanton, the women draw parallels from the struggles of the Founding Fathers to those of the women’s suffrage movement.
*A sentiment is a feeling. So this document is a Declaration of Elizabeth Cady Stanton and Lucretia Mott's feelings as American women in the 19th century.
Applying Knowledge
Exit Ticket
Friday, 12/9/2022: Declaration of Sentiments
Homework Due: Chapter 15, pg. 243, 246-247, 250 + #17-23 on Formative
Upcoming Deadlines
Homework
Announcements
Remember:
Applying Knowledge
Instructions
Task: Create a Reform Era Poster
You are on a committee for a nineteenth century reform movement, and are tasked with creating a recruitment poster that must include:
You may work independently or in a group (2-4 max.)
Topic Options:
Inspiration
Exit Ticket