Wayne RESA

Unit PlannerSocial Studies 8

Wayne RESA – SS / Grade 8 / Social Studies / Social Studies 8 / Week 17 - Week 21
RESA, MAISA MC3 Units
Unit Abstract

In this unit students explore the growth of reform movements and their consequences during the antebellum period. Students examine the origin and character of a variety of reform movements including education, abolition, women’s rights, and temperance. In doing so, students assess the role of religion and democratic ideals in each reform movement. Particular emphasis is placed on the abolition and women’s rights movements. Students then reflect on the era by analyzing the contradictions between the movement for universal white male suffrage and the disenfranchisement of free African American men and all women. The unit culminates with students investigating a contemporary national public policy issue and its relationship to religion and/or democratic ideals.

Unit 4: Antebellum Reform Movements - Unit Word Document with Contextualized GLCEs
...

Stage One - Desired Results

...
Standards
...
Compelling Question
How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism?
Supporting Questions
  1. How successful were reformers of the mid-1800s in reducing the disparities between American ideals and reality?
  2. How did religion and democratic ideals influence reform movements?
  3. In what ways do current public issues have their roots in antebellum reform movements?

 

...
Content (Key Concepts)

abolition

antebellum reformers

compulsory public education

democratic ideals

reform

religion

temperance

women’s rights

 

Skills (Intellectual Processes)
...

Stage Two - Assessment Evidence

...
Unit Assessment Tasks
...

Stage Three - Learning Plan

...
Lesson Plan Sequence
...
Resources

Equipment/Manipulative

Computers

 

Student Resource

Ardent Spirits: The Origins of the American Temperance Movement. The Journal of Multi-Media History. Vol. 2, 1999. Library Company of Philadelphia. 30 September 2015 http://www.albany.edu/jmmh/vol2no1/spirits.html

 

Horace Mann. University of Notre Dame. 30 September 2015 http://www.nd.edu/~rbarger/www7/mann.html

 

Moral Reform, 1820-1860. Digital History. 24 July 2008

 

Pre-Civil War Reform Websites. 24 July 2008

 

Pre-Civil War Reform. The Gilder Lehrman Institute. 24 July 2008

 

Religion and Social Reform: Roots of Reform. Digital History. 24 July 2008

 

Second Great Awakening. From Revolution to Reconstruction. 30 September 2015 http://www.let.rug.nl/~usa/H/1994/ch4_p13.htm

 

Social Reform and the Problem of Crime in a Free Society. Digital History. 24 July 2008

 

The Struggle for Public Schools. The Gilder Lehrman Institute. 24 July 2008

 

The Struggle for Public Schools. Digital History. 24 July 2008

 

Kitredge, J. 1829 Speech. Temperance. Digital History. 30 September 2015 http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=71

 

Motherhood, Social Service, and Political Reform: Political Culture and Imagery of American Women’s Suffrage. National Woman’s History Museum. 24 July 2008

 

Women’s Rights. Digital History. 24 July 2008

 

Teacher Resource

The African-American Mosaic Exhibition. Library of Congress. 30 September 2015

http://www.lcweb.loc.gov/exhibits/african/intro.html

 

Anti-Slavery Timeline. Digital History. 24 July 2008

 

Hopkinson, Deborah. Sweet Clara and the Freedom Quilt. New York: Knopf Books, 2003.

 

Inhumanity of Slavery. Documenting the American South. NEH. 30 September 2015 http://docsouth.unc.edu/neh/douglass55/douglass55.html#p435

 

McClellan, Jim R., Historical Moments: Changing Interpretations of America’s Past. Vol. 1, 2nd ed. Dushkin/McGraw-Hill, 2000. 214-240, 286-299.

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

Poster. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/cgi-bin/ampage?collId=rbpe&fileName=rbpe13/rbpe137/13700400/rbpe13700400.db&recNum=0

 

Public Agenda. 30 September 2015 http://www.publicagenda.org/

 

Resources for Further Professional Knowledge

Howe, Daniel Walker. What Hath God Wrought: The Transformation of America, 1815-1848. New York: Oxford University Press, 2007.

 

McMillen, Sally. Seneca Falls and the Origins of the Women’s Rights Movement. New York: Oxford University Press, 2008.

 

Stewart, James Brewer. Holy Warriors: The Abolitionists and American Slavery. Rev. ed. New York: Hill and Wang, 1997.

 

VanBurkleo, Sandra. Belonging to the World: Women and American Constitutional Culture. New York: Oxford University Press, 2001.

 

 

 

...
Expectations/Standards
MI: Social Studies (2007)
8th Grade
Discourse, Decisions, Ctzn Inv
Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement
Hide details
Grades 6-8
8 – P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.
• Identify a national public policy issue.
• Clearly state the issue as a question of public policy orally or in written form.
• Use inquiry methods to trace the origins of the issue and to acquire data about the issue.
• Generate and evaluate alternative resolutions to the public issue and analyze various perspectives (causes, consequences, positive and negative impact) on the issue.
• Identify and apply core democratic values or constitutional principles.
• Share and discuss findings of research and issue analysis in group discussions and debates.
• Compose a persuasive essay justifying the position with a reasoned argument.
• Develop an action plan to address or inform others about the issue
P4.2 Citizen Involvement Act constructively to further the public good.
8 – 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.
8 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.
8 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).
US History & Geography
U4.3 Reform Movements
Analyze the growth of antebellum American reform movements.
8 – U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education. (C2)
8 – 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. (C2) (National Geography Standard 6, p. 154)
8 – 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. (C2)
8 – U4.3.4 Analyze the goals and effects of the antebellum temperance movement. (C2)
8 – U4.3.5 Evaluate the role of religion in shaping antebellum reform movements. (C2)
Copyright © 2001-2015 State of Michigan
...