FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: February 15-16
M T W TH F
Reform Movements
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
23D : analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 451-456)
Interactive Reading
Notepad (p. 451)
Online Editable
Presentation (p. 451)
Analyze Charts:
(p. 452)
23E : identify the political, social, and economic contributions of women to American society
24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison
reform, abolition, the labor reform movement, and care of the disabled
25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and
second Great Awakenings
Analyze Cartoon (p.
453)
Digital Activity: The
Impact of Social
Reform (p. 454)
Digital Lesson Quiz:
(p. 454)
Interactive Gallery:
Challenges in American
Schools
(p. 455)
Analyze Images
(p. 455)
Rigor & Relevance: (Real World Connection)
Objective/Key Understanding:



Introduce Vocabulary Activity (p. 391)
Explain how political and religious trends, including the Second
Great Awakening, inspired reform movements.
Describe the impact of movements for temperance and for the
reform of mental health care and prisons.
Explain the impact of movements for the reform of education and
care for the disabled.
Debtor
Temperance movement
Second Great Awakening
social reform
revival
predestination
Critical Writing Prompt:
Informal Assessment Questions 1-5 (p. 456)





What did critics of American society feel was unjust about it?
What was the Second Great Awakening, and why did it have the effects it had?
Summarize Dorothea Dix’s efforts to improve society.
Hypothesize why women so often took a leading role in the temperance movement?
Contrast the educational opportunities available for white children an African American children in the North while educational reform was going
on.
Stop & Check for Understanding—High Level Questions



What was the central premise on which the Second Great Awakening rested?
Describe Dorotheas’ Dix’s legacy as a social reformer.
Why did reformers insist that states set up publicly funded schools for their residents?
Small Group Purposeful Talk Question Stems
An Era of Reform (p. 452-453)
 Describe the causes of the Reform Era.
 How did the Second Great Awakening influence social movements?
Social reform Movements (p. 453-455)
 What were some of the effects of reform movements?
 Why do you think women were leaders in the temperance movement?
The Impact of Educational Reform (p. 455-456)
 Evaluate the impact of educational reform.
 How did Horace Mann’s efforts affect the public school system?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 451)
You may also use the questions found in the Interactive Reading Notepad (p. 420) for this lesson to guide your class discussion.
Online Editable Presentation (p. 451)
Use the Online Editable Presentation (p. 451) found on the Digital Course to present the main ideas for this lesson.
Analyze Charts: (p. 452)
Review the chart on page 452. Based on the information in the chart, how did the reform movement reflect American culture in the 1800s?
Analyze Cartoon (p. 453)
Direct students’ attention to the political cartoon in the text, and have students describe what they see.
 What values did reformers hoped to instill in American society?
 How do you think religious beliefs shaped the values outline in the cartoon?
 How did these values contribute to our national identity?
During the Second Great Awakening, preachers like the one in the camp meeting stressed the ability to save one’s soul through action.
 How did this teaching influence reform movements?
Digital Activity: The Impact of Social Reform (p. 454)
Present the Digital Activity: The Impact of Social Reform (p. 454). Have students fill in the chart and answer the questions. Have students discuss with a
partner the reform they think were the most important and why.
 What do you think has been the lasting impact of the Reform Era?
 Discuss ways in which social reforms shaped the nation in the 1800s. Give examples.
 Of the examples you provided, how did these reform efforts influence American society today?
Digital Lesson Quiz: (p. 454)
Assign the Digital Lesson Quiz. Pose these questions:
 How did the Second great Awakening affect the American way of life?
 How did women contribute to reform movements in the 1800s? Cite examples for support.
Analyze Images (p. 455)
Direct students’ attention to the cartoon on page 455.
 Why did the cartoonist draw the tree so large with branches spread over everything pictured?
Engage
~Have students preview the lesson objectives and the list of key terms (p.451). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 451).
Complete the Start Up Activity on p 451. Tell students that social reform is an organized attempt to improve what is unjust or imperfect in society. Explain that the
Second Great
Awakening was a widespread religious movement in the United States in eh early 1800s.
 Why do you think a religious movement might lead people to work for social reform?
Explore
Tell students that in this lesson they will be learning about the causes and effect of reform movements inspired by the Second Great Awakening.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 An Era of Reform (p. 452-453)
 Social reform Movements (p. 453-455)
 The Impact of Educational Reform (p. 455-456)
Tell students that in this lesson they will be learning about the causes and effect of reform movements inspired by the Second Great Awakening.
Explain
An Era of Reform (p. 452-453)
 As you have read, during the Jacksonian era, politics was becoming more democratic. More people could vote and take part in government than ever before.
Social reform Movements (p. 453-455)
 The emphasis the Second Great Awakening place on improving society inspired many Americans. Women often played a leading role in these reform
movements. These Americans launched a number of reform movements, with far-reaching effects on prisons, care of the disabled, education, and attitudes
toward slavery.
The Impact of Educational Reform (p. 455-456)
 In 1800, few American children attended school. Massachusetts was the only state that required free public schools supported by the community. Teachers were
poorly trained and ill paid. Students of all ages crowded together in a single room.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 456). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 What did critics of American society feel was unjust about it?
 What was the Second Great Awakening, and why did it have the effects it had?
 Summarize Dorothea Dix’s efforts to improve society.
 Hypothesize why women so often took a leading role in the temperance movement?
 Contrast the educational opportunities available for white children an African American children in the North while educational reform was going on.
FRAME THE LESSON
Abolitionism
TEACHER:
CLASS: 8th Grade
DATE: February 17-19
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
7C: analyze the impact of slavery on different sections of the United States
20C: analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party
and Henry David Thoreau's refusal to pay a tax
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
22B: describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass,
John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
23E identify the political, social, and economic contributions of women to American society
24: describe the historical development of the abolitionist movement
24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison
reform, abolition, the labor reform movement, and care of the disabled
Objective/Key Understanding:




Describe the historical development of the abolitionist movement.
Explain the roles of Frederick Douglass and others in the abolitionist
movement.
Identify the Underground Railroad and the role that civil
disobedience played in it.
Describe the different points of view of interest groups on abolition.
Stop & Check for Understanding—High Level Questions



Why did the colonization movement fail?
Explain the role of the press in the abolition movement.
Summarize the reasons many Northerners opposed abolition.
Introduce Vocabulary Activity (p. 439)
Abolitionist
The Liberator
Civil disobedience
Frederick Douglass
Underground Railroad
American Colonization Society
U.S. History Textbook
Colonization through
Reconstruction
(p. 457-462)
Interactive Reading
Notepad (p. 457)
Online Editable
Presentation (p. 457)
Interactive Map: The
Underground Railroad
(p. 459)
Interactive Chart:
Opposing Views on
Slavery (p. 461)
Digital Lesson Quiz:
(p. 462)
Informal Assessment Questions 1-5 (p. 462)





Why did so many free African Americans oppose the American Colonization Society’s movement?
Why did William Lloyd Harrison, a white man, devote his professional life to the abolitionist movement?
What was the connection between civil disobedience and the abolition movement?
What can you tell about Harriet Tubman from her actions?
Summarize the reaction of southerners to abolitionists.
Small Group Purposeful Talk Question Stems
Critical Writing Prompt:
Early Opposition to Slavery (p. 458)
 What steps di northern states take to end slavery?
 How effective were these efforts? Explain your reasoning?
 Identify how some religious groups viewed slavery, citing evidence for support.
Abolitionism Gains Momentum (p. 459-461)
 Describe the contributions of social leaders such as Frederick Douglass, William Lloyd Garrison, and the Grimke sisters.
 Evaluate the impact of the abolitionist movement.
Abolitionism Faces Opposition (p. 461-462)
 Identify the different types of views of northern interest groups on slavery.
 What were the reasons for these opposing viewpoints?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 457)
You may also use the questions found in the Interactive Reading Notepad (p. 440) for this lesson to guide your class discussion.
Online Editable Presentation (p. 457)
Use the Online Editable Presentation (p. 457) found on the Digital Course to present the main ideas for this lesson.
Interactive Map: The Underground Railroad (p. 459)
Project the Interactive Map: The Underground Railroad (found on page 460 of student text) and click through the red circles. Have students discuss the impact of the
Underground Railroad, citing evidence of support.
Interactive Chart: Opposing Views on Slavery (p. 461)
Project the Interactive Chart: Opposing Views on Slavery (p. 461) and have students fill out the graphic organizer.
 Identify the different points of view on slavery presented in the political cartoon.
 Evaluate the impact of the abolitionist movement on national unity.
Digital Lesson Quiz: (p. 462)
Assign the Digital Lesson Quiz. Pose these questions
 What do you think were the most important factors that led to the development of the abolitionist movement? Explain your reasoning.
 What factors do you think would cause the abolitionist movement to gain strength leading up to the Civil War?
 How did women contribute to the abolitionist movement? Provide examples for support.
Engage
~Have students preview the lesson objectives and the list of key terms (p.457). Use the Editable Presentation found on the digital course to
present the main ideas of the lesson (p. 457).
Complete the Start Up Activity on p 457. Tell students that Frederick Douglass escaped from slavery to become a prominent leader in the
antislavery movement. In a letter to William Lloyd Garrison, a white abolitionist, Douglass wrote that the felt joy in the beauty of America,
but that his joy soon turned to mourning when he remembered the evils of slaveholding and the suffering of his people.
Explore
Explain
Tell students that in this lesson they will be learning about the development and impact of the abolitionist movement.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to
read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
 Early Opposition to Slavery (p. 458)
 Abolitionism Gains Momentum (p. 459-461)
 Abolitionism Faces Opposition (p. 461-462)
Tell students that in this lesson they will be learning about the development and impact of the abolitionist movement.
Early Opposition to Slavery (p. 458)
 Religious beliefs led some Americans to oppose slavery. Since colonial times, Quakers had taught that it was a sin for one human
being to own another. All people, they said, were equal in the sight of God. Later, during the Second Great Awakening, ministers
such as Charles Grandison Finney called on Christians to join a crusade to out slavery. A movement to abolish slavery developed in
response to religious teachings in England in the late 1700s.
Abolitionism Gains Momentum (p. 459-461)
 A growing number of reformers, known as abolitionists, wanted to end slavery completely in the United States. Some abolitionists
favored a gradual end to slavery. They expected slavery to die out if it was kept out of west territories. Other abolitionists demanded
that slavery end everywhere, at once. Almost all abolitionists were northerners. The abolitionist movement gradually gained strength
from the 1820s through the 1840s. It grew more rapidly during the 1860s.
Abolitionism Faces Opposition (p. 461-462)
 By the mid-1800s, slavery existed only in the South. Still, abolitionists like Douglass and Garrison made enemies in the North as
well.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 450). Teachers can also opt to have students demonstrate mastery by responding to the
following questions on paper:
 Summarize the effect of the cotton gin.
 How did the economy in the South encourage a dependence on slavery that the economy in the North did not?
 What worried white slave owners about free African Americans living in the South, and what stereotypes did successful African
American disprove?
 Why were so many enslaved African Americans devout Christians?
 Why were slave revolts so dangerous for the slaves who rebelled?