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The Reform Era in Six Artifacts worksheet preview

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The Reform Era in Six Artifacts

Grade 8 reform movements: a museum exhibit on public schools, Oberlin College, antislavery petitions, Sojourner Truth, Uncle Tom's Cabin and a famous rescue.

Grade 8Social StudiesInteractive · Printable

Aligned toHIS.8.4

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 C3 Framework standard
  • Printable answer key
  • 10 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
Social Studies
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students describe how reformers worked for public education, abolition and women's rights between 1830 and 1860.
  • Students source two versions of a speech and explain which is more reliable.
  • Students explain why reform met strong opposition and judge which movement made the most progress.

How to use

Have small groups each read one or two labels aloud as if touring the exhibit, then let students answer on their own and debate the final question.

Curriculum

C3 Framework standard covered

HIS.8.4

Describe reform movements of the 1800s, such as abolition, women's rights at Seneca Falls and public education.

Preview

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The Reform Era in Six Artifacts

Read the labels in a depot museum to see how reformers changed schools, colleges and the fight against slavery.

Tour the exhibit

A museum in a restored railroad depot in northern Ohio has an exhibit on the reform era. Each numbered paragraph is one label. Read them, then answer the questions.

Exhibit Labels: Changing America, 1830–1860

1Welcome. Between about 1830 and 1860, thousands of ordinary Americans joined groups that tried to change their society. Some were moved by religious revivals; others pointed to the Declaration of Independence's promise that all are created equal. Reform was not welcome everywhere. Many Americans, in the North as well as the South, saw abolitionists as dangerous troublemakers.

2Artifact A: School bell and McGuffey Reader. This bell hung in a one-room schoolhouse nearby. Beside it is a McGuffey Reader, a schoolbook first printed in Cincinnati in 1836 and later read by millions of children. In 1853 Ohio passed a law using a state tax to support free public schools. Supporters argued that a nation where citizens vote needed citizens who could read. Some taxpayers objected to paying for other families' children.

3Artifact B: Oberlin College register. Most American colleges admitted only white men. Oberlin College, founded in 1833, voted in 1835 to admit students "irrespective of color." In 1837 four women entered its full college course alongside men, and in 1841 three of them graduated, among the first American women to earn bachelor's degrees.

4Artifact C: Antislavery petition, 1837. Women could not vote, but they could sign petitions. In the 1830s antislavery societies sent thousands of petitions asking Congress to end slavery in Washington, D.C., and many signers were women. In 1836 the House of Representatives adopted a "gag rule": petitions about slavery were set aside with no debate. Former President John Quincy Adams, then a congressman, fought the rule until it ended in 1844.

5Artifact D: Photograph card of Sojourner Truth, 1864. Born into slavery in New York around 1797, Truth walked to freedom with her baby daughter in 1826 and became a traveling speaker for abolition and women's rights. She sold cards like this one to pay for her work. Historians are careful with her most famous speech, given at a women's rights meeting in Akron, Ohio, in 1851. Marius Robinson, an editor who was in the audience, printed his version a few weeks later. In 1863 Frances Gage, who had led the meeting, published a more dramatic version in which Truth asks "Ain't I a woman?" again and again. That line does not appear in Robinson's version, and Gage wrote Truth's words in a Southern accent, though Truth grew up in New York speaking Dutch.

6Artifact E: Uncle Tom's Cabin, 1852. Harriet Beecher Stowe lived in Cincinnati for many years, across the Ohio River from slave state Kentucky. Angered by the Fugitive Slave Act of 1850, which required Northerners to help return people who had escaped slavery, she wrote a novel about enslaved families torn apart. It sold about 300,000 copies in the United States in its first year. Many Northern readers said it opened their eyes; many white Southern readers called it false and unfair.

7Artifact F: Court record, 1859. In 1858 slave catchers seized John Price, a young man who had escaped slavery in Kentucky and was living in Oberlin. They took him to nearby Wellington to wait for a train south. A crowd of Oberlin students, teachers and townspeople, Black and white, followed and freed him, and he was later taken to Canada. A federal grand jury charged 37 rescuers with breaking the Fugitive Slave Act. Two were convicted and served time in jail.

1.
In 1855 an Ohio farmer with no children complains about paying the new state school tax. Which reply would a public school reformer most likely give?
  • A. Free schools will mostly help families who move to the city.
  • B. Parents should pay for the schoolbooks their own children use.
  • C. Voters who can read make better choices for everyone.
  • D. The tax will end as soon as the schoolhouse is finished.
2.
A young woman in Ohio wants a college degree in 1840. What does label 3 suggest about her choices?
  • A. She had very few colleges to pick from, and Oberlin was one.
  • B. She would be turned away from Oberlin because she was a woman.
  • C. She could choose from many colleges that admitted women by then.
  • D. She would have to wait until women won the right to vote.
3.
What does the House's "gag rule" suggest about the antislavery petitions in label 4?
  • A. The petitions were few, so Congress had time to ignore them.
  • B. They came in such numbers that the House chose not to debate them.
  • C. Petitions signed by women had no legal effect on Congress.
  • D. Most members of the House agreed with what the petitions asked.
4.

Subtract: Frances Gage published her version of Truth's speech   years after Truth gave it.

5.
Circle the sentence from label 5 that gives the best reason to trust Robinson's version of the speech more than Gage's.

She sold cards like this one to pay for her work.Marius Robinson, an editor who was in the audience, printed his version a few weeks later.In 1863 Frances Gage, who had led the meeting, published a more dramatic version in which Truth asks "Ain't I a woman?" again and again.Born into slavery in New York around 1797, Truth walked to freedom with her baby daughter in 1826 and became a traveling speaker for abolition and women's rights.

Reform and resistance

Use the labels to answer.

6.
Which conclusion do labels 6 and 7 together best support?
  • A. Ohio courts refused to enforce federal laws during these years.
  • B. The Fugitive Slave Act was ended because of Stowe's novel.
  • C. Most Southern readers changed their views after reading the novel.
  • D. The Fugitive Slave Act pushed some Northerners to act against slavery.
7.
Two Ohio newspapers report the Wellington rescue in 1858. One calls the rescuers heroes; the other calls them lawbreakers. Which pair of beliefs best explains the difference?
  • A. One was printed before the trial; the other after the two convictions.
  • B. One puts freedom above an unjust law; the other puts obeying federal law first.
  • C. One thinks the rescuers were students; the other thinks they were soldiers.
  • D. One supports the gag rule; the other supports free public schools.
8.
Sort each item from the exhibit: did it help a reform move forward, or did it push back against reform?
Ohio's 1853 school tax lawThe House gag rule of 1836Women signing petitions to CongressWhite Southern readers calling Stowe's novel falseCharges against 37 Wellington rescuersOberlin's 1835 vote on admitting students
Helped reform move forwardPushed back against reform
9.
Draw a line from each person to what the exhibit says he or she did.
  1. Harriet Beecher Stowe
  2. John Quincy Adams
  3. Sojourner Truth
  4. Frances Gage
  1. A. Fought a House rule that blocked debate on petitions
  2. B. Led the 1851 Akron meeting and later published a speech
  3. C. Spoke for abolition and women's rights
  4. D. Wrote a novel after the Fugitive Slave Act passed
10.
Which reform movement in the exhibit had made the most progress by 1860: public education, abolition or women's rights? Make a claim, use evidence from at least two labels, and explain your reasoning. Consider the opposition each movement faced.

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