Eighth Grade Expansion and Reform Unit
Lesson 7
Title: Leveling the Playing Field—America Reforms!
Grade Level: 8
Unit of Study: Expansion and Reform (Era 4)
GLCE:
U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education.
U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement.
U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.
U4.3.4 Analyze the goals and effects of the antebellum temperance movement.
U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.
P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.
Abstract: Social and economic challenges impact citizen’s lives. Civic participation is essential for effective government.
Key Concepts: How did social and political inequalities in society lead to reform movements?
Sequence of Activities:
1. Brainstorm inequalities in United State in early to mid 1800s.
2. Define terms: antebellum, abolition, suffrage, temperance, compulsory education – have
students connect these terms back to the brainstormed list.
3. Review constitutional principles relating to citizen’s rights – assembly, petition, freedoms
– assist students in connecting to Core Democratic Values.
4. Students work in small groups (jigsaw) focusing on one of the reform movements—
Education, Temperance, Abolition, Women’s Suffrage-- to research and present the
following:
· Identify key leaders of the movement
· Develop concise mission statement for the individual movement
· Connect to religious teachings of the time period
· Create an action plan and execute it in some visual presentation (poster, PowerPoint, ad campaign, pamphlet/brochure, cartoon, commercial)
5. Teacher acts as facilitator and moderator to assure small groups present full information
to class and highlight important vocabulary/events related to each movement.
Connections:
English Language Arts
Students may be asked to write an activity related to action plan/mission statement and presentation.
Students may give oral presentations to class.
Mathematics
Instructional Resources:
Equipment/Manipulative
Access to research materials (online and/or textbooks)
Computers
Multimedia Projector
Poster paper
Student Resources
Teacher Resources
Calhoun ISD Social Studies Curriculum Design Project