APUSH- Chapter 7: The Jeffersonian Era, Terms and Review - DOC

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					APUSH- Chapter 12: Antebellum Culture & Reform, Terms and Review

Terms to Know: Define these terms and demonstrate why each person, event,
concept, or issue is important. Include page numbers please!

   1.    Romanticism                              21. Benevolent Empire
   2.    James Fenimore Cooper                    22. Asylum Movement
   3.    Walt Whitman                             23. Indian reservations
   4.    Herman Melville                          24. Feminism
   5.    Edgar Allen Poe                          25. Elizabeth Cady Stanton
   6.    Transcendentalists                       26. Lucretia Mott
   7.    Ralph Waldo Emerson                      27. Susan B. Anthony
   8.    Henry David Thoreau                      28. Seneca Falls Convention
   9.    Utopian societies                        29. Declaration of Sentiments & Resolutions
   10.   Nathaniel Hawthorne                      30. Quakers
   11.   Margaret Fuller                          31. Abolitionism
   12.   Shakers                                  32. American Colonization Society
   13.   Mormons                                  33. William Lloyd Garrison
   14.   Protestant Revivalism                    34. American Antislavery Society
   15.   Charles Grandison Finney                 35. Frederick Douglass
   16.   Temperance Crusade                       36. Worldwide antislavery movement
   17.   Phrenology                               37. Anti-abolitionist violence
   18.   Contagion Theory                         38. Amistad case
   19.   Horace Mann                              39. “Free Soil” movement
   20.   Public education                         40. Uncle Tom’s Cabin

Chapter Objectives: After Reading the Chapter you should be able to discuss following:
    The ways that American intellectuals developed a national culture committed to the
      liberation of the human spirit.
    How this commitment to the liberation of the human spirit led to and reinforced the
      reform impulse of the period.
    How education, religion, health, temperance, women, and anti-slavery reformers sought
      both to change and to create order in a rapidly changing society.
    How the crusade against slavery became the most powerful element in this reform
      movement.

Discussion Questions: As a class we will discuss the following concepts
        How was the literature of the antebellum era a reflection of the cultural and political
         circumstances?
        Discuss the role and impact of women in the abolition and temperance movements.
        Compare these abolitionist movements: the Gradualists, the Radicals, Immediate
         Emancipationists, and Return to Africa.
        How did utopian societies reflect the idea of democracy?
Free Response Questions: Choose ONE of the following and write a short response.
     1. What was the “romantic impulse” that characterized antebellum America?
     2. In what ways was the abolitionist movement similar to the other reform movements
        that arose in the mid-nineteenth century? How was it different?

Sample Multiple Choice Questions

1.   Reform movements emerged in America in the mid-nineteenth century in part because of a
     A. pessimistic assumption in the natural weakness of individuals.
     B. desire for social stability and discipline in the face of change.
     C. belief that society needed to break free from its old traditions.
     D. fear that civil war was going to engulf the nation.
     E. declining importance placed on religious piety.

2.   In the mid-nineteenth century, romanticism
     A. was consistent with traditional Calvinist assumptions.
     B. considered instincts to be sinful and needed to be repressed.
     C. had its origins in the American Midwest.
     D. All these answers are correct.
     E. None of these answers is correct.

3.   In the mid-nineteenth century, the general European attitude toward American art and
     literature
     A. was one of growing respect and admiration.
     B. was that American artists had little to offer Europe.
     C. included praise for American artists for defining a new set of national virtues.
     D. included criticism of American artists for ignoring romanticism.
     E. was that it had been hopelessly corrupted by the ideology of unfettered capitalism.

4.   The Hudson River School of painters emphasized in their work the importance of
     A. democratic ideals.
     B. the yeoman farmer.
     C. natural beauty.
     D. realism.
     E. the Founding Fathers.

5.   All of the following painters were associated with the Hudson River School EXCEPT
     A. James Whistler.
     B. Thomas Cole.
     C. Frederic Church.
     D. Albert Bierstadt.
     E. Asher Durand.

6.   The writings of Edgar Allan Poe were
     A. primarily sad and macabre.
     B. mostly ignored during his lifetime.
     C. largely focused on Southern society.
     D. acclaimed by many American writers in his time.
     E. completely ignored in Europe after his death.

				
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