&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; =

3D"Rounded &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

3D"Rounded

Chapter 12 Study Guide Information: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

transcendentalists	followed nature and emotions over rational thought
vote	goal of suffrage movements
public schools	Horace Mann's essential ingredient for democracy
slavery	target of abolitionist movement
alcohol	target of temperance movement
The Liberator	abolitionist paper published by Lloyd Garrison
Declaration of Sentiments	argument for women's rights modeled after the Declaration of Independence
conductor	Harriet Tubman's job on the Underground Railroad
religion	key element for improving society in the Second Great Awakening
Susan B. Anthony	suffragist arrested for voting in 1872
Dorothea Dix	fought for better prisons and treatment of the mentally ill
revival	huge outdoor religious meeting
Elizabeth Stanton	wrote the Declaration of Sentiments and organizer of the Seneca Falls Conventio= n
spirituals	songs that blend biblical ideas with slavery
Henry David Thoreau	encouraged civil disobedience and trusting oneself
utopian community	societies created to reform people and living environments
Frederick Douglass	former slave who advised President Lincoln after purchasing his own freedom
women	group granted the right to vote by the 19th Amendment

Chapter 12 Practice Test=

Chapter Welds: Students = will be expected to write a pair of responses at the time of each chapter quiz:<= o:p>

1) Students will read about a to= pic in the chapter that was not covered in the chapter notes and write a respon= se that describes what they read about, how it connects to a specific note from the chapter and how it affected history (why it is important/ included in t= he text).
Broken down:

1a) Describe the topic you read about.
1b) Describe a connection to a chapter note.
1c) Explain how your topic affected history.

2) Students will describe how a = DV history term (not government) connects to an item from the chapter notes in= a response that provides evidence that the student understands the DV term, t= he chapter note and how they are related.
Broken down:
2a) Describe the DV term.
2b) Describe the chapter note
2c) Describe the connection.