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Chronological Reasoning and Causation

Anti-Rent Wars: Why did tenant farmers start the Anti-Rent movement?

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About this Activity

  1. Load Libertymen's Declaration of Independence in Main Image Viewer
  2. Load Letter from Rollo to Governor Bouck, Stephentown, 1844 in Main Image Viewer
  3. Load Letter from Rollo to Governor Bouck, Stephentown, 1844 in Main Image Viewer
  4. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  5. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  6. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  7. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  8. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  9. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  10. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  11. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  12. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  13. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  14. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer
  15. Load Anti-Rent Senate Documents No. 65 1840. in Main Image Viewer

Suggested Teaching Instructions

Setting the Stage
​Discuss the origins of the landlord-tenant system in New York State. Ask students if this system seems democratic and in line with the principles of the Constitution.

 

Learning Standards and Practices
7.7 REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts.
(Standards: 1, 5; Themes: SOC, CIV, GOV)
7.7d The Anti-Rent movement in New York State was an attempt by tenant farmers to protest the landownership system.
Ø Students will trace the Anti-Rent movement in New York State.
A. Gathering, Interpreting and Using Evidence
3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.
F. Civic Participation
4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.
6. Identify situations in which social actions are required and determine an appropriate course of action.

RETURN TO RESULTS