The pre-colonial and-early colonial periods were times of great global shifts fueled by new economic systems, religious zeal, and the desire for expanding political influence. This unit focuses on life in the Americas, Europe and Africa before 1492 and charts out the early stages of globalization.

1.1: The Americas, Europe, and Africa Before 1492: In pursuit of commerce in Asia, 15th-century European traders
unexpectedly encountered a “New World” already populated by
millions of people with complex cultures and social systems. West Africa also entered this increasingly globalized stage as other nations exploited its slave trade, bringing millions more into the “New World” in chains.

Learning Activities
 The First Americans: Meso- and South America
 Questions: The First Americans – Mesoamerica
 Activity: Primary versus Secondary Sources
 The First Americans: North America
 Europe on the Brink of Change
 The Church and Society
 Christianity Encounters Islam
 Jerusalem and the Crusades
 The Iberian Peninsula: Pioneer Explorers
 Activity: Identifying Influencing Factors in History
 Exercise A: Important People Up to 1492
 Major African Empires Prior to 1500 CE
 The Rise of a Cross-Continental Slave Trade System
 Exercise: A Timeline of Global Pre-Colonial Events

1.2:  The Americas, Europe, and Africa Before 1492: Check Your
Understanding: Here, you can check your understanding of The Americas, Europe, and Africa Before 1492. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Exercise B: Important People Up to 1492
 Question: The First Americans – Mesoamerica
 Question: The First Americans: North America
 Question: Cahokia Economy
 Question: Europe on the Brink of Change
 Activity: Europe on the Brink of Change
 Question: Scale of the Black Death in Europe
 Question: The Great Schism
 Question: Power in Feudal Europe
 Question: Christianity Encounters Islam
 Question: Prophet’s Departure from Mecca
 Question: Frankish Leader in the Battle of Tours
 Question: Retaking the Holy Lands
 Question: Jewish Faith and King Solomon
 Question: Jerusalem and the Crusades
 Question: Battle to Recapture Jerusalem
 Question: King Richard I and the Crusades
 Activity: Jerusalem and the Crusades
 Question: Places Visited by Marco Polo
 Question: The Iberian Peninsula
 Activity: The Iberian Peninsula
 Question: Leif Ericson and America
 Question: Prince Henry’s Motivation in West Africa
 Question: Bringing City States under a Central Authority
 Question: King Henry’s Wives
 Question: Expulsion of Moors from Granada
 Question: First Voyage by Columbus to America
 Question: Center for Muslim Scholarship and Trade
 Question: Impact of Islam on West Africa
 Question: Ihram
 Question: Empire Ruled by Mansu Musa
 Question: Cross-Continental Slave Trade System
 Activity: Cross-Continental Slave Trade System
 Question: Indigenous Peoples in the Spanish Colonies
 Question: Activity Banned in Colonies

1.3:  Early Globalization: The Atlantic World, 1492-1650: The story of the Atlantic World is the story of global migration, a migration driven in large part by the actions and aspirations of the ruling heads of Europe who developed rivalries as they worked to develop new colonies in the “New World.”

Learning Activities
 Portuguese Exploration – Globalization Begins
 Spanish Exploration and Conquest
 Activity: European Explorers and the Rising Myths about the “New World”
 Spanish Explorers Looking for Gold and Riches in the “New World”
 The Spanish Golden Age
 Religious Upheavals in the Developing Atlantic World
 Protestantism in England
 English Exploration – Commerce vs. Religion
 French Exploration: North America and West Indies
 Dutch Colonization: Successful Enterprise in New York
 Labor Systems in the Developing “New World”
 Activity: Bartolomé de Las Casas on the Mistreatment of Indians
 Commerce in the “New World”
 The Columbian Exchange: Commodities and Disease

1.4  Early Globalization: Check Your Understanding: Here, you can check your understanding of Early Globalization: The Atlantic World, 1492-1650. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Era of Atlantic Exploration
 Question: Portuguese Exploration
 Activity: Era of Atlantic Exploration
 Question: Spain’s Motivation for Exploration
 Question: Aztec City of Tenochtitlán
 Question: Gaining Foothold in the New World
 Question: The Spanish Golden Age
 Question: Religious Upheavals
 Activity: Religious Upheavals
 Question: Protestantism in England
 Activity: Protestantism in England
 Question: English Exploration
 Activity: English Exploration
 Question: French Exploration
 Question: Dutch Colonization
 Activity: Dutch Colonization
 Question: Labor Systems in New World
 Activity: Commerce in the New World
 Question: The Columbian Exchange
 Question: Impact of Smallpox on Indigenous Peoples

As Europeans moved beyond exploration and into colonization of the Americas, they brought changes to virtually every aspect of the land and its people, from trade and hunting to warfare and personal property. European goods, ideas, and diseases shaped the changing continent.

2.1  Creating New Social Orders: Colonial Societies, 1500-1700: The rise of colonial societies in the Americas brought Native Americans, Africans, and Europeans together for the first time, highlighting the radical social, cultural, and religious differences that hampered their ability to understand each other.

Learning Activities
 Spanish Exploration and Colonial Society
 Colonial Rivalries: Dutch and French Colonial Ambitions
 English Settlements in America: The Divergent Cultures of the New
England and Chesapeake Colonies
 Activity: George Percy on “The Starving Time”
 Virginia: Early Struggles and the Tobacco Economy
 The Anglo-Powhatan Wars
 The Rise of Racial Slavery in the Virginia Colonies
 Activity: Robert Beverley on Servants and Slaves
 Puritan New England
 Puritan Relationships with Native Peoples
 Exercise: Mapping the United States Early European Settlement
 The Impact of Colonization and the Institution of Slavery
 Changes to Indian Life Due to Colonization
 Colonization and Environmental Changes

2.2  Creating New Social Orders: Check Your Understanding: Here, you can check your understanding of Creating New Social Orders: Colonial Societies, 1500-1700. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Spanish Exploration and Colonial Society
 Activity: Spanish Exploration and Colonial Society
 Question: Dutch Colonial Ambitions
 Question: French Colonial Ambitions
 Activity: Dutch and French Colonial Ambitions
 Question: English Settlements in America
 Question: Lucrative Product of the Chesapeake Colonies
 Activity: Labor Problems in the Chesapeake Colonies
 Question: The Anglo-Powhatan Wars
 Question: The Rise of Slavery in the Chesapeake Bay Colonies
 Question: New England
 Activity: New England
 Question: Puritan Relationships with Native Peoples
 Question: Impact of Colonization and the Institution of Slavery
 Question: Changes to Indian Life Due to Colonization
 Activity: Changes to Indian Life Due to Colonization
 Question: Colonization and Environmental Changes
 Activity: Colonization and Environmental Changes
2.3, The English Empire, 1660-1763: In 1707, with the union of England and Scotland, Great Britain was
formed. By the middle of 18th century, its empire spread to India, West Africa, and West Indies. At the same time, England’s North American colonies continued to grow and strengthen the empire.

Learning Activities
 Charles II and the Restoration Colonies
 The Navigation Acts: Controlling Trade in British Colonies
 James II and the Glorious Revolution
 English Notions of Liberty
 Slavery and the Stono Rebellion
 The New York Conspiracy Trials of 1741
 Colonial Gentry and the Consumer Revolution
 Activity: William Byrd’s Secret Diary
 The First Great Awakening: Protestant Revivalism
 Activity: Two Opposing Views of George Whitefield
 The Enlightenment and the Founding of Georgia
 Wars in Colonies for British Empire
 Exercise: Cause and Effect Matching – The English Empire

2.4  The English Empire: Check Your Understanding: Here, you can check your understanding of The English Empire, 1660-1763. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Exercise: Matching Key Terms – The English Empire
 Question: Restoration
 Question: Predominant Religion in Pennsylvania during Restoration
 Activity: Labor Systems in the Restoration Colonies
 Question: The Navigation Acts
 Question: James II and the Glorious Revolution
 Activity: Outcome of the Glorious Revolution
 Question: John Locke
 Question: Constitutional Monarchy
 Question: The Negro Act of 1740
 Question: The New York Conspiracy Trials of 1741
 Activity: Colonial Gentry and the Consumer Revolution
 Question: The First Great Awakening
 Question: Enlightenment
 Question: Ideals Born out of the Age of Reason
 Activity: Freemasons
 Question: Wars for Empire
 Activity: Wars for Empire

The period 1763-1783 was a tumultuous time filled with reform, protest and revolution. Despite the celebratory fervor exhibited by many colonist over the British victory over France, tensions began to rise fueled by a financial crisis, imposing British policies and an emerging colonial identity of independence.

3.1  Imperial Reforms and Colonial Protests, 1763-1774: The British government’s formerly lax oversight of the colonies ended as the architects of the British Empire put new reforms into place. The British hoped to gain greater control over colonial trade and frontier settlement.

Learning Activities
 Problems on the American Frontier
 The British National Debt and Imperial Reforms
 Colonial Protest: The Stamp Act and the Quartering Act
 Mobilization: Popular Protest against the Stamp Act
 The Townshend Acts and Colonial Protest
 Activity: “Address to the Ladies”
 Massacre in Boston (1768)
 The Destruction of the Tea
 Activity: Boston Tea Party
 Parliament Responds: The Coercive Acts
 Exercise: A Thirteen Step Guide To Revolution
 Disaffection: The First Continental Congress and American Identity

3.2  Imperial Reforms: Check Your Understanding: Here, you can check your understanding of Imperial Reforms and Colonial Protests, 1763-1774. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Problems on the American Frontier
 Activity: Paxton Boys
 Question: The British National Debt and Imperial Reforms
 Activity: The British National Debt and Imperial Reforms
 Activity: Colonial Protest
 Question: Colonial Protest
 Question: Protest against the Stamp Act
 Question: The Townshend Acts and Colonial Protest
 Question: Trouble in Boston
 Activity: Trouble in Boston
 Question: The Coercive Acts
 Activity: The Coercive Acts
 Question: The First Continental Congress

3.3  America’s War for Independence, 1775-1783: By the 1770s, Great Britain ruled a vast empire, with its American colonies producing useful raw materials and profitably consuming British goods.  From Britain’s perspective, it was inconceivable that the colonies would wage a successful war for independence.

Learning Activities
 On the Eve of American Revolution
 The Outbreak of Fighting in Massachusetts
 Common Sense: Radical Republicanism
 The Declaration of Independence (1776)
 Early Years of the American Revolution
 Activity: Thomas Paine on “The American Crisis”
 Philadelphia and Saratoga: British and American Victories
 British-American War in the South
 Activity: “The World Turned Upside Down”
 Exercise A: Key People of the American Revolution
 Treaty of Paris (1783): Recognizing Independence of United States
 British Loyalists in and after the Conflict
 Slaves and Indians: Attitudes and Outcomes of the American
Revolution
 Patriots: Motivation and Drive
 Colonial Women in America
 Exercise B: Key People of the American Revolution
 Exercise: A Timeline of the American Revolution

3.4  America’s War for Independence: Check Your Understanding: Here, you can check your understanding of America’s War for Independence, 1775-1783. The aim is to help you identify any gaps and  refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before
completing it. Begin whenever you are ready.

Learning Activities
 Question: On the Eve of Revolution
 Question: The Outbreak of Fighting
 Activity: The Outbreak of Fighting
 Question: Common Sense
 Activity: Common Sense
 Activity: The Declaration of Independence
 Question: Early Years of the Revolution
 Activity: Early Years of the Revolution
 Question: American Victories
 Activity: American Victories
 Question: War in the South
 Activity: War in the South
 Question: Treaty of Paris
 Question: Loyalists
 Activity: Slaves and Indians
 Activity: Patriots
 Question: Colonial Women

After the Revolution, the balance of power between women and men, as well as between whites, blacks, and Indians remained largely unchanged. This unit focuses on the creation of republican governments as each state drafted its own constitution and examines the growing pains of the New Republic.

4.1  Creating Republican Governments, 1776-1790: During the 1770s and 1780s, Americans took bold steps to define American equality. Each state held constitutional conventions and crafted
state constitutions that defined how government would operate and who could participate in political life.

Learning Activities
 Common Sense: From Monarchy to an American Republic
 Activity: Benjamin Franklin’s “Thirteen Virtues for Character
Development”
 How Much Revolutionary Change? The Status of Women
 The Meaning of Race in Post-Revolutionary America
 From Middle Ground to Battle Zone: Impact on Native Peoples
 Religion and the State in the Early Republic
 State Constitutions in the Early Republic
 The Articles of Confederation
 Shays’ Rebellion: Causes and Consequences
 The 1787 Constitutional Convention
 The Fight over Ratification of the Federal Constitution
 Activity: James Madison on the Benefits of Republicanism
 Exercise: Events in the US History from 1776 to 1789

4.2  Creating Republican Governments: Check Your Understanding: Here, you can check your understanding of Creating Republican Governments, 1776-1790. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Form of Government
 Activity: Republicanism as a Social Philosophy
 Question: the Society of the Cincinnati
 Question: The Post-Revolutionary Status of Women
 Activity: Thomas Jefferson’s Ideas on Race and Slavery
 Question: Slavery in the North
 Activity: Native Peoples and American Revolution
 Question: Religion and the State in the Early Republic
 Question: State Constitutions in the Early Republic
 Question: The Articles of Confederation
 Activity: Shays’ Rebellion
 Question: The Constitutional Convention
 Activity: The Constitutional Convention
 Question: Ratification of the Federal Constitution

4.3  Growing Pains: The New Republic, 1790-1820: In the nation’s first few years, no organized political parties existed. This began to change as U.S. citizens argued bitterly about the size and scope of the new national government. This resulted in the rise of opposing political parties: the Federalists and the Democratic-Republicans.
Learning Activities
 Competing Visions: Federalists in Power
 Bill of Rights (1787)
 Alexander Hamilton’s Financial Program
 The Democratic-Republican Party and the First Party System
 The New American Republic and the French Revolution
 The Whiskey Rebellion: Idea of Secession from the United States
 Washington’s Indian Policy
 The Presidency of John Adams
 Activity: The Art of Ralph Earl
 The Alien and Sedition Acts: Outcome of the Animosity towards
France
 The Revolution of 1800 and the Presidency of Thomas Jefferson
 Partisan Acrimony between the Federalists and Democratic-
Republicans
 The Louisiana Purchase
 The United States Goes Back to War with Britain in 1812
 Activity: Francis Scott Keys In Defense of Fort McHenry
 Exercise: Events in US History from 1790 to 1820

4.4  Growing Pains: Check Your Understanding: Here, you can check your understanding of Growing Pains: The New Republic, 1790-1820. The aim is to help you identify any gaps and refer
you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Exercise: Treaties Signed between 1776 and 1820
 Activity: The Federalist v. Democratic-Republican Vision
 Question: Bill of Rights
 Question: Alexander Hamilton’s Financial Policies
 Question: Development of the First Party System
 Question: Jay’s Treaty of 1794
 Activity: Influence of the French Revolution
 Question: The Whiskey Rebellion
 Question: Washington’s Indian Policy
 Question: The Presidency of John Adams
 Activity: The Alien and Sedition Acts
 Question: the Quasi-War with France
 Activity: The Revolution of 1800
 Question: The First Conflict during Jefferson’s Presidency
 Activity: U.S. Relations with France
 Question: Partisan Acrimony
 Question: The Louisiana Purchase
 Question: Back to War in 1812

Industrialization led to radical changes in American life. New industrial towns dotted the landscape as workers also gained a greater appreciation of the value of their work and, in some instances, began to question the basic fairness of the new industrial order.

5.1  Industrial Transformation in the North, 1800-1850: By the 1830s, the United States had developed a thriving industrial and commercial sector in the Northeast. Farmers embraced regional and distant markets as the primary destination for their products and artisans witnessed the methodical division of the labor process in factories.

Learning Activities
 Early Industrialization in the Northeast: From Artisans to Wage
Workers
 The Rise of Manufacturing
 Activity: Michel Chevalier on Mill Worker Rules and Wages
 Transforming the Home and Workplace during Industrialization
 Workers and the Labor Movement during Industrialization
 A Vibrant Capitalist Republic: The Land Office Business
 Activity: A New Englander Heads West (1817)
 The Panic of 1819: the U.S.’s First Economic Depression
 Entrepreneurs and Inventors in the Early 1800s
 On the Move: The Transportation Revolution of 1800s
 A New Social Order: Class Divisions
 Exercise: Events of Industrial Revolution

5.2  Industrial Transformation: Check Your Understanding: Here, you can check your understanding of Industrial Transformation in the North, 1800-1850. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: From Artisans to Wage Workers
 Activity: From Artisans to Wage Workers
 Question: The Rise of Manufacturing
 Activity: Effect of Industrialization on Consumers
 Activity: Working Conditions for Mill Workers
 Question: Workers and the Labor Movement
 Question: 19th Century Migration
 Question: The Panic of 1819
 Activity: The Panic of 1819
 Question: Entrepreneurs and Inventors
 Question: The Transportation Revolution
 Activity: The Transportation Revolution
 Question: A New Social Order: Class Divisions
 Activity: A New Social Order: Class Divisions

5.3, Jacksonian Democracy, 1820-1840: A new breed of politicians learned to appeal to the resentments and
passions of ordinary citizens to win elections. The charismatic Andrew Jackson gained a reputation as a fighter and defender of American expansion, emerging as the quintessential figure leading the rise of American democracy.

Learning Activities
 A New Political Style (1820)
 Party Politics and the Election of 1824
 The Presidency of John Quincy Adams
 The Rise of American Democracy
 The Nullification Crisis
 The Bank War
 Indian Removal during Jacksons Administration
 Activity: The Paintings of George Catlin (1830s)
 Activity: Chief Justice John Marshall’s Ruling in Worcester v. Georgia
 Alexis de Tocqueville on Democracy in America
 The 1840 Election
 Exercise: Key People and Terms from 1820-1840

5.4  Jacksonian Democracy: Check Your Understanding: Here, you can check your understanding of Jacksonian Democracy, 1820-1840. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities

 Question: A New Political Style
 Questions: Party Politics and the Election of 1824
 Activity: Party Politics and the Election of 1824
 Activity: The Tariff of Abominations
 Question: The Rise of American Democracy
 Activity: Andrew Jackson’s Campaign
 Activity: Petticoat Affair
 Question: The Nullification Crisis
 Question: The Bank War
 Activity: The Bank War
 Activity: The New Whig Party
 Question: Indian Removal
 Activity: Indian Removal
 Activity: Alexis de Tocqueville
 Question: The 1840 Election
5.5  A Nation on the Move: Westward Expansion, 1800-1860: In the first half of the 19th century, the quest for control of the West led to the Louisiana Purchase, the annexation of Texas, and the Mexican-American War. Efforts to seize western territories from Native Peoples and expand the republic by going to war with Mexico succeeded beyond expectations.

Learning Activities
 Pushing Further West: Finding Route to the Pacific
 Spanish Florida and the Adams-Onís Treaty (1819)
 Activity: The Long Expedition’s Declaration of Independence
 The Missouri Crisis (1817-1820)
 Activity: Thomas Jefferson on the Missouri Crisis
 American Settlers Move to Texas
 The Texas War for Independence
 Remember the Alamo!
 The Lone Star Republic
 James K. Polk and the Triumph of Expansion
 War with Mexico, 1846-1848
 California and the Gold Rush
 Free Soil or Slave? – The Dilemma of the West
 Exercise: Mapping Westward Expansion

5.6  A Nation on the Move: Check Your Understanding: Here, you can check your understanding of A Nation on the Move: Westward Expansion, 1800-1860. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Pushing Further West
 Activity: Pushing Further West: Lewis and Clark
 Question: Pushing Further West: Lewis and Clark
 Question: Spanish Florida and the Adams-Onís Treaty
 Question: The Long Expedition
 Question: The Missouri Crisis
 Activity: The Missouri Crisis
 Activity: American Settlers Move to Texas
 Activity: The Texas War for Independence
 Question: The Texas War for Independence
 Question: Remember the Alamo!
 Question: The Lone Star Republic
 Question: The Triumph of Expansion
 Activity: War with Mexico, 1846-1848
 Question: War with Mexico, 1846-1848
 Question: California and the Gold Rush
 Activity: California Gold Rush and the Chinese
 Question: Free Soil or Slave?
 Activity: Free Soil or Slave?

5.6  A Nation on the Move: Check Your Understanding: Here, you can check your understanding of A Nation on the Move: Westward Expansion, 1800-1860. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Pushing Further West
 Activity: Pushing Further West: Lewis and Clark
 Question: Pushing Further West: Lewis and Clark
 Question: Spanish Florida and the Adams-Onís Treaty
 Question: The Long Expedition
 Question: The Missouri Crisis
 Activity: The Missouri Crisis
 Activity: American Settlers Move to Texas
 Activity: The Texas War for Independence
 Question: The Texas War for Independence
 Question: Remember the Alamo!
 Question: The Lone Star Republic
 Question: The Triumph of Expansion
 Activity: War with Mexico, 1846-1848
 Question: War with Mexico, 1846-1848
 Question: California and the Gold Rush
 Activity: California Gold Rush and the Chinese
 Question: Free Soil or Slave?
 Activity: Free Soil or Slave?

In the years before the Civil War, the South produced the bulk of the world’s supply of cotton. The Mississippi River Valley slave states became the epicenter of cotton production, an area of frantic economic activity.

6.1  Cotton is King: The Antebellum South, 1800-1860: By the mid-19th century, southern commercial centers like New Orleans had become home to the greatest concentration of wealth in the United States. While most white southerners did not own slaves, they aspired to join the ranks of elite slaveholders.

Learning Activities
 King Cotton in the American Antebellum Economy
 The Economics of Cotton
 Activity: Solomon Northup Remembers the New Orleans Slave Market
 Life as a Slave in the Antebellum South
 The Free Black Population in the Antebellum Period
 Slave Revolts in the Antebellum Period
 Slave Markets
 Activity: John Brown on Slave Life in Georgia
 Slavery and the White Class Structure in the Antebellum South
 Honor in the Antebellum South
 Gender and the Southern Household
 Arguments Waged to Defend Slavery
 The Filibuster and the Quest for New Slave States
 Exercise: Terms, people, and events from 1800-1860
 Exercise: Characteristics of the American South

6.2  Cotton is King: Check Your Understanding: Here, you can check your understanding of Cotton is King. The aim is to
help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: King Cotton
 Question: The Economics of Cotton
 Activity: The Economics of Cotton
 Question: Life as a Slave in the Antebellum South
 Activity: Life as a Slave in the Antebellum South
 Question: The Free Black Population
 Question: Slave Rebellion in Southampton County
 Question: Slave Markets
 Question: Slavery and the White Class Structure
 Activity: Honor in the Antebellum South
 Question: Gender and the Southern Household
 Question: Arguments Waged for Defending Slavery
 Activity: Arguments Waged for Defending Slavery
 Question: The Quest for New Slave States
 Activity: The Quest for New Slave States

6.3  Antebellum Idealism and Reform Impulses, 1820-1860: The reform efforts of the antebellum years aimed to perfect the national destiny and redeem the souls of individual Americans. A great deal of optimism, fueled by evangelical Protestant revivalism, underwrote the moral crusades of the first half of the 19th century.

Learning Activities
 The Second Great Awakening
 Transcendentalism – Intellectual Movement
 Antebellum Communal Experiments
 Reforms to Human Health: Temperance
 Reforms for the Body and the Mind
 Activity: The Drunkard's Progress
 “;Reforms”; to Slavery
 The Abolition Movement: Early to Mid-19th Century
 Activity: Frederick Douglass on Slavery
 Women's Rights Movement in 19th Century
 Exercise: Matching Reform and Religious Movements

6.4  Antebellum Idealism: Check Your Understanding: Here, you can check your understanding of Antebellum Idealism. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: The Second Great Awakening
 Activity: The Second Great Awakening
 Question: Transcendentalism
 Activity: Transcendentalism and the Second Great Awakening
 Question: Antebellum Communal Experiments
 Activity: Antebellum Communal Experiments
 Question: Reforms to Human Health: Temperance
 Activity: Reforms to Human Health: Temperance
 Question: Reforms for the Body and the Mind
 Question: “;Reforms”; to Slavery
 Question: Abolitionism
 Question: Women's Rights Movement in 19th Century
 Activity: Women’s Rights Movement in 19th Century