Worksheet
The Reform Trail: A Map Journey Across Massachusetts
Grade 8 reform movements: follow a described map of Massachusetts to stops on abolition, women's rights, public schools and Dorothea Dix's work, with two short sources.
Grade 8Social StudiesInteractive · Printable
Aligned toHIS.8.4
What’s included
- Single worksheet
- Auto-graded online
- 1 C3 Framework standard
- Printable answer key
- 11 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 8
- Subject
- Social Studies
- Question types
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use a described map to connect places in Massachusetts with reform movements of the 1800s.
- Students compare reformers' methods: persuading the public and changing laws or institutions.
- Students use two short sources to explain how abolitionist writing spread and inspired action.
How to use
Have students sketch the five stops from the map description before reading the stop notes; use the sort to start a class talk about which reform methods worked.
Curriculum
C3 Framework standard covered
Describe reform movements of the 1800s, such as abolition, women's rights at Seneca Falls and public education.
Preview
OwlSheets.com
The Reform Trail: A Map Journey Across Massachusetts
Follow a described map to five places where reformers worked for abolition, women's rights, public schools and better care.
Follow the map
A history club rode a bus along a one-day "Reform Trail" across Massachusetts. Read the map description and the stop notes. Then answer the questions.
Stop Notes: Reform in Massachusetts, 1830–1852
1Stop A, Boston. On January 1, 1831, William Lloyd Garrison printed the first issue of his newspaper, The Liberator, here, demanding an immediate end to slavery. Many Bostonians saw him as a dangerous troublemaker. In 1835 a mob seized him and led him through the streets with a rope, until the mayor had him locked in the jail for his own safety. In 1837 lawmakers at the State House created a Board of Education, and Horace Mann became its first secretary. Mann argued that free public schools paid for by taxes would turn children from every background into informed citizens. In 1843 Dorothea Dix gave the same lawmakers a written report, called a memorial, describing people with mental illness kept in cages, closets and cellars of jails and poorhouses, without care.
2Stop B, Lexington. In 1839 the nation's first state-run school for training teachers, called a normal school, opened here with three students, all young women. Mann believed good schools needed trained teachers. Before long, women made up most of the state's teachers, partly because towns could pay them less than men.
3Stop C, Worcester. After Dix's memorial, lawmakers voted money to enlarge the state hospital here for people with mental illness. In October 1850, Worcester also hosted the first National Woman's Rights Convention. Speakers, including Lucy Stone and Sojourner Truth, called for women's right to vote, to own property and to enter colleges and professions. About 1,000 people attended, and many newspapers reported on it.
4Stop D, New Bedford. In September 1838 Frederick Douglass escaped from slavery in Maryland and settled in this whaling port with his wife, Anna Murray Douglass, a free Black woman who had helped him escape. He worked on the docks. He soon began reading The Liberator.
5Stop E, Nantucket. In August 1841, at an antislavery meeting on the island, Douglass rose and spoke about his life in slavery. Abolitionists were so impressed that they hired him to give lectures. In 1845 he published his Narrative of the Life of Frederick Douglass, which named the people who had enslaved him. Later that year he sailed to Britain, where he stayed for almost two years.
6The road ahead. In 1852 Massachusetts became the first state to require children from 8 to 14 to attend school for part of each year. Slavery lasted in the South until 1865, and women in Massachusetts could not vote in national elections until 1920.
- A. Southwest
- B. Northwest
- C. Southeast
- D. Northeast
- A. From stop B southwest about 32 miles to stop C
- B. From stop A northwest about 11 miles to stop B
- C. From stop D southeast about 50 miles to stop E
- D. From stop C southeast about 60 miles to stop D
| Persuading the public (newspapers, speeches, books, meetings) | Government action (laws, state boards, state-run schools or hospitals) |
|---|---|
Reformers and their methods
Use the map and the stop notes.
- A. Lawmakers had promised to print her report in the newspapers.
- B. Lawmakers had helped her write the memorial.
- C. Lawmakers could vote the money to build or enlarge hospitals.
- D. Lawmakers ran the jails and poorhouses themselves each day.
- A. Stop B, where the state began training teachers
- B. Stop D, where a man who escaped slavery found work
- C. Stop C, where lawmakers enlarged a state hospital
- D. Stop E, where an antislavery meeting hired a new speaker
- A. Women were not allowed to teach in Massachusetts until 1850.
- B. New roles for women did not come with equal treatment.
- C. Towns paid women more than men to draw them into teaching.
- D. Mann wanted the normal school to train men rather than women.
Women in Massachusetts could vote in national elections years after the convention at Worcester.
Two sources from the trail
Read the two short sources. Then answer the questions.
- A. They ignored him because few people in Boston could read.
- B. They saw him as dangerous, and a mob attacked him.
- C. They voted to end slavery in the South that year.
- D. They chose him to lead the Board of Education.
- A. It shows the paper was printed in New Bedford, not Boston.
- B. It shows Garrison helped Douglass write his Narrative.
- C. It proves most people in New Bedford read the paper.
- D. It shows the paper inspired a reader who soon became a speaker.
In August 1841, at an antislavery meeting on the island, Douglass rose and spoke about his life in slavery.Abolitionists were so impressed that they hired him to give lectures.In 1845 he published his Narrative of the Life of Frederick Douglass, which named the people who had enslaved him.
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