Identifying key terms, people, and places



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IDENTIFYING KEY TERMS, PEOPLE, AND PLACES

Match each name with his or her description below. You will not use all the names.

a.

Robert Owen

b.

Dorothea Dix

c.

David Walker

d.

Sojourner Truth

e.

Ralph Waldo Emerson

f.

Harriet Tubman

g.

Elizabeth Cady Stanton

h.

Henry David Thoreau

i.

Lucretia Mott

j.

Frederick Douglass

k.

Catharine Beecher

l.

Lyman Beecher

m.

William Lloyd Garrison

____ 1. transcendentalist who wrote about his two years of solitary life at Walden Pond

____ 2. Scottish social reformer who founded the utopian community of New Harmony, Indiana

____ 3. African American writer whose 1829 essay, Appeal, promoted the antislavery movement

____ 4. former slave and speaker at antislavery and women’s rights meetings

____ 5. former slave who became a leader of the Underground Railroad



Multiple Choice

Identify the letter of the choice that best completes the statement or answers the question.

IDENTIFYING MAIN IDEAS

____ 6. Banks played a key role in American economic expansion by



a.

refusing to issue bank notes.

b.

running textile mills.

c.

providing loans to businesses.

d.

preventing economic booms and busts.

____ 7. An enslaved person’s life on a large plantation would most likely have included



a.

a large community of African Americans.

b.

eating and sleeping in the owner’s house.

c.

light workloads.

d.

caring supervisors.

____ 8. As a result of the depression during Van Buren’s presidency,



a.

Harrison won the presidency.

b.

Van Buren won a second term.

c.

Jackson opened his “pet banks.”

d.

gold was found on Cherokee land.

____ 9. Which reform movement caused the greatest tension between North and South?



a.

the drive for temperance

b.

abolitionism

c.

women’s rights

d.

discrimination against immigrants

____ 10. Industrialization brought freedom from time-consuming chores mainly for



a.

lower-class men.

b.

middle-class men.

c.

lower-class women.

d.

middle-class women.


Short Answer

READING A TABLE

Population for Regions of the United States: 1790 to 1830


Year

New

England

Middle

Atlantic


North Central1

South

Atlantic

South Central2

1790

1,009,408

958,632

------------

1,851,806

109,368

1800

1,233,011

1,402,565

51,006

2,286,494

335,407

1810

1,471,973

2,014,702

272,324

2,674,891

708,590

1820

1,660,071

2,699,845

792,719

3,061,063

1,190,489

1830

1,954,717

3,587,664

1,470,018

3,645,752

1,815,969

1Ohio, Indiana, Illinois, Michigan

Source: U.S. Bureau of the Census

2Kentucky, Tennessee, Alabama, Mississippi



11. By 1830, how did the size of the population in regions west of the Appalachian Mountains compare with the population of the regions east of the Appalachians?



ANALYZING A DOCUMENT

Educator Noah Webster wrote the following paragraphs in support of free public education in 1790. Read them, and then answer the questions below.



In several states, we find laws passed establishing provision for colleges and academies where people of property may educate their sons, but no provision is made for instructing the poorer rank of people even in reading and writing . . .


In our American republics, where government is in the hands of the people, knowledge should be universally diffused [available to all] by means of public schools. Of such consequence [importance] is it to society that the people who make laws should be well informed that I conceive no legislature can be justified in neglecting proper establishments for this purpose.

—Noah Webster, On the Education of Youth in America, 1790

12. Did Webster feel that society would benefit from a system of public education? Explain.

KEY TERMS

Briefly define or identify each of the following terms.

13. Seneca Falls Convention



INTERPRETING A GRAPH

14. In what period was Irish immigration at its highest? About how many Irish immigrants arrived during this time?



ANALYZING A DOCUMENT

Thirteen hours per day of monotonous labor are exacted from these young women. So fatigued are the girls that they go to bed soon after their evening meal . . . Upon entering the work room, the noise of the five hundred looms under full operation struck us as frightful. It seemed a great violation to the sense of hearing . . . Each girl usually attends three looms. Doing so requires constant attention. The atmosphere of the room is full of cotton filaments and dust, which we are told are very harmful to the lungs. . . .





—Report on a visit to the Lowell, Massachusetts, textile mills

published in The Harbinger, Lowell, 1846

15. Why was it very loud in the mill work room?

Essay

CRITICAL THINKING

16. Demonstrating Reasoned Judgment Who was more likely to benefit from the Market Revolution, a middle-class business person or an urban factory worker? Explain.

17. Testing Conclusions Catharine Beecher argued, “. . . educate a woman, and the interests of a whole family are secured.” Why did she believe it was important for women to be educated?

Completion

Complete each sentence or statement.

IDENTIFYING MAIN IDEAS

Complete each of the following sentences by identifying the correct term in parentheses.

18. When immigrants came to the United States, they settled mostly in _________________________ (the South and West, the North and West, the Northeast and Southeast).



19. Reformers’ calls for equal rights for women offended many white southerners’ sense of ____________________ (responsibility, honor, patriotism).

20. By the mid-1800s cultural differences between the North and the South were ____________________ (narrowing, staying about the same, widening).


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