|
 |
|
 |
|
|
| | | | | | | |
|||||
| |
| Home » Topics » NCHS » 4 » 4 |
|
|||||||||||||||||||||
| |
NCHS-4-4
The sources and character of cultural, religious, and social reform movements in the antebellum period
Resources:
Colonial City: Revolutionary Battleground
Relevant transcripts:
Relevant interactive tools:
Urban Crisis: Disease, Crime, and Space
Relevant transcripts:
Abolitionism and Antislavery
Relevant pages: Resource Type: Document-Based Question Exploring the cholera epidemic in mid-nineteenth century New York City, this selection of primary sources provides a case-study of immigration, urbanization (e.g., slums such as the Five Points), and social and moral reform that can be applied to the study of any city in the industrialized world. The Five Points Slum Resource Type: Primary Source Five Points, the great slum of antebellum New York, was located at the convergence of Worth, Baxter, and Park Streets in present-day lower Manhattan. Its residents suffered terribly during the cholera epidemic of 1832. Report of the Magdalen Society Resource Type: Primary Source Led by John Robert McDowell, a Princeton divinity student, the Magdalen Society was founded in 1831 to help reform prostitutes living in the Five Points slum. Cholera Epidemic Editorial Resource Type: Primary Source As far away as New Hampshire, editorials denounced the New York cholera epidemic of 1832 as divine retribution for decadence and sin. Sunshine and Shadow in New York Resource Type: Primary Source Sunshine and Shadow in New York, a mid-nineteenth-century publication, depicts New York City as two polar societies, one affluent and vibrant, and one poor and diseased. Compromise Between the North and South Resource Type: Classroom Simulation In this dramatic simulation students will explore the possibility of an eleventh-hour compromise between the North and the South on the eve of the Civil War (1861–65). Students will understand how mounting tensions in the 1850s eventually led to the outbreak of war. The Secession Crisis Resource Type: Document-Based Question This selection of primary sources allows students to interpret the Civil War as an ideological battle, pitting abolitionists against slavery's apologists, and Northerners against Southerners. Students will understand why most of the Southern states chose secession over union. William Lloyd Garrison on Abolitionism Resource Type: Primary Source Before 1830 most abolitionists believed in the concept of colonization, but after that time, the abolitionist movement was transformed. Slavery a Positive Good Resource Type: Primary Source John C. Calhoun was vice president of the United States (1825-32) and U.S. senator from South Carolina for most of the period from 1832 to 1850. Incidents in the Life of a Slave Girl Resource Type: Primary Source By 1858, the former slave Harriet Jacobs had finished her autobiography, which was later edited by the famous abolitionist, Lydia Maria Child. Frederick Douglass and his Mother Resource Type: Primary Source Frederick Douglass's autobiography is considered one of the classic slave narratives and was written for the abolitionist cause. Frederick Douglass Describes a Whipping Resource Type: Primary Source Radical abolitionists sought to document their claims about the horrors of slavery. Southern Society: Religion and Slavery Resource Type: Document-Based Question Using this DBQ, students will examine the paradoxical role of religion in the lives of slaves in the antebellum South. Different kinds of religion are explored as students confront the ways in which religion served to liberate or to oppress slaves. Stringfellow's Biblical Justification for Slavery Resource Type: Primary Source In his 1860 book, Thornton Stringfellow explains what he sees as the biblical justification for slavery. The Master-Slave Relationship Resource Type: Document-Based Question The recent scholarship on slavery explores the complex relationship between master and slave and re-examines the historical agency of slaves. In reading the slave narratives provided in this DBQ, students can assess how slaves tried to retain their dignity in the worst of circumstances. Frederick Douglass on Slavery Resource Type: Primary Source Frederick Douglass was an escaped slave who gained fame as an orator and a writer promoting the cause of abolition. He wrote the following testimonial to the demoralizing effects of slavery in his autobiography. City Problems: Poverty and Slums Resource Type: Document-Based Question Exploring the cholera epidemic in mid-nineteenth century New York City, this selection of primary sources provides a case-study of immigration, urbanization (e.g., slums such as the Five Points), and social and moral reform that can be applied to the study of any city in the industrialized world. The Five Points Slum Resource Type: Primary Source Five Points, the great slum of antebellum New York, was located at the convergence of Worth, Baxter, and Park Streets in present-day lower Manhattan. Its residents suffered terribly during the cholera epidemic of 1832. Report of the Magdalen Society Resource Type: Primary Source Led by John Robert McDowell, a Princeton divinity student, the Magdalen Society was founded in 1831 to help reform prostitutes living in the Five Points slum. Petition to Have the Five Points Opened Resource Type: Primary Source Merchants owning property along the periphery of Five Points petitioned the municipal government in 1829 to demolish the heart of the slum by widening and extending Anthony and Cross Streets. Cholera Epidemic Editorial Resource Type: Primary Source As far away as New Hampshire, editorials denounced the New York cholera epidemic of 1832 as divine retribution for decadence and sin. Urban Society: Central Park and Social Reform Resource Type: Document-Based Question This microhistory of Central Park in New York City provides students with a laboratory for learning how social reformers attempted to clean the city of its slums and promote the well-being of its residents. These tools can be applied to the study of any large city. | |
|
|||||||||||||||||
| © Columbia University 2004 | Help | About | Subscribe | Feedback |
| CAHO is being provided to you for your own use. Any copying or distribution of CAHO materials is prohibited. |
