CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
Submission Date:
LESSON LEVEL:
Authors:Sallie McCutchen
LANGUAGE:
GenEd
PreAP
AP
TYPE OF LESSON:
English
Spanish
Core
Intervention
Enrichment
LESSON TITLE HERE
Pacing: Six class daya or 300 Minutes
LEARNING OBJECTIVES
Intended Learning: To learn the basic information of the reform movements and the way these
movements presented their goals to America as wella the change in the literary style once America was
established.
Essential Questions:
What were the short-term offects, the long-term effects, and the
relevance of a changing America?
Assessment:
6 / 9 Week Test
Benchmark
TAKS
End Of Course
TEKS #
Knowledge and Skill
Student Expectation
8.23B
(23) Citizenship. The student
understands the importance of effective
leadership in a democratic society. The
student is expected to:
d(B) describe the contributions of significant
political, social, and military leaders of the United
States such as Frederick Douglass, John Paul Jones,
James Monroe, and Elizabeth Cady Stanton.
8.24E
(24) Culture. The student understands
the relationships between and among
people from various groups, including
racial, ethnic, and religious groups,
during the 17th, 18th, and 19th
centuries. The student is expected to:
(E) identify the political, social, and economic
contributions of women to American society.
8.25A
(25) Culture. The student understands
the major reform movements of the
19th century. The student is expected
to:
(A) describe the historical development of the
abolitionist movement; and
8.25B
(25) Culture. The student understands
the major reform movements of the
19th century. The student is expected
to:
(B) evaluate the impact of reform movements
including public education, temperance, women's
rights, prison reform, and care of the disabled.
8.30D
(30) Social studies skills. The student
applies critical-thinking skills to
organize and use information acquired
from a variety of sources including
electronic technology.
The student
is
Independent
School District,
2008
expected to:
© Austin
7/1/16
(D) identify points of view from the historical
context surrounding an event and the frame of
reference which influenced the participants
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON VOCABULARY
Content
Description: abolish, abolition, conductor, depot, federal, feedmen,
fugitive, network, public, sentiment, station, suffrage, sufragette,
temperance, Frederick Douglas, William Lloyd Garrison, Grimke
Sisters, Benjamin Lundy, Sojourner Truth, Harriet Tubman, Black
Moses, Fugitave Slave Law, Underground Railroad, Gallaudet,
Howe, Horace Mann, public education, Abigail adams, Susan B.
Anthony, Lucretia Mott, Lucy Stone, Declaration of Sentiments,
Seneca Falls Convention, James Fennimore cooper, Nathaniel
Hawthorne, Washington Irving, Henry Wadsworth Longfellow,
Henry David Thoreau, civil disobedience, individualism.
LESSON ASSESSMENT
Performance
Description: Students will be assessed according the the rubric afater their
performance as well as the final examination of the material.
STUDENT WORK PRODUCTS
Students will answer warm-up questions each day, produce a performance on a specific area of reform,
and complete graphic organized notes.
HOMEWORK / EXTENDED LEARNING
A one page homework sheet (does not require the textbook),
PRINCIPLES OF LEARNING
Organizing for Effort Students are given information and requirements and must
organize this for a final performanc.
Clear Expectations Students will be graded specifically by the rubric that was
provided.
Academic Rigor Students must, in their performance, explain to the class the aspects
of their performance that pertain to the historical context and justify why the actions
were valid or not.
Choose one Explanation
© Austin Independent School District, 2008
7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
INTEGRATION
Health (Mandatory): Students will address the question of why alcohol is detrimental to one's health.
Technology: Students will use computers to obtain graphics and pictures and to create name tags
and signs as well as to create powerpoints to accompany their performance. Students will use the
elmo or the computer projector to explain aspects of their perfomrance.
LEARNER STRATEGIES
Gifted and Talented: All students are able to reach their potential through the preparation and
presentation of their performance. Students are given a chance to answer more than one of the
essay questions for extra credit.
English Language Learner: ELL students receive a concept page instead of a warm-up to establish
the vocabulary background. ELL students can participate in a group with a responsibility that
they can work with comfortably. The graphically organized notes are user friendly to students
that speak another language. One of the prompts is given specifically for an ELL learner.
Special Education:
Modifications:
Accomodations:
Significant Cognitive Disabilities:
Other Strategies: All students receive oral, visual, and kinesthetic methods within this leson.
© Austin Independent School District, 2008
7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON STAGES
Hook and Overview Box
Description:
Warm Up
Description: Students have one wam up question
per day that is answerd from reading the book.
Peformance
Description: Students prepare the performance for
presentation and are required to understand the
historical aspects of the performance.
Graphically Organized Notes
Description: Students use graphically organized
notes in which they fill in boxes by the graphics.
Test
Description: Test is a combination of the
graphically organized notes with a word bank an an
essay question (choose from four prompts).
© Austin Independent School District, 2008
7/1/16
Assessment: None
Assessment: None
Assessment: Rubric Grade
Assessment: None
Assessment: Test Graded
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