Great Lessons for Women’s History
Era of Reform Lesson Guide
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R e s p o n s e
C H A P T E R
G r o u p
18
An Era of Reform
To what extent did the reform movements of the
mid-1800s improve life for Americans?
Overview
Materials
Students examine the reform movements of the mid-1800s to evaluate to what
extent they improved life for Americans. In a Response Group activity, they
debate the extent to which grievances from the Declaration of Sentiments have
been redressed today.
History Alive! The United
States Through Industrialism
Interactive Student
Notebooks
Visual 18
Lesson Masters
Objectives
In the course of reading this chapter and participating in the classroom
activity, students will
Social Studies
• analyze how transcendentalism contributed to the spirit of reform.
• describe the conditions in prisons, in schools, for slaves, and for women in the
mid-1800s, and identify the reform movements that resulted.
• Student Handouts 18A
and 18B (1 of each for
every 3 students)
• Information Master 18
(1 transparency)
• Vocabulary Development
handout (1 per student,
on colored paper)
• evaluate how well reform movements improved life for Americans.
• explain the contributions of such reformers as Horace Mann, William Lloyd
Garrison, Frederick Douglas, and Elizabeth Cady Stanton.
• debate the degree to which the grievances from the Declaration of Sentiments
have been redressed today.
Language Arts
• deliver persuasive presentations.
Social Studies Vocabulary
Key Content Terms reform, Second Great Awakening, transcendentalism,
abolitionist, Seneca Falls Convention, Declaration of Sentiments
Academic Vocabulary intuition, conform, individualism, devote
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P l a n n i n g
G u i d e
Activity
Suggested Time
Materials
Preview
15 minutes
• Interactive Student Notebooks
• Visual 18
Vocabulary Development
30–40 minutes
• History Alive! The United States
Through Industrialism
• Interactive Student Notebooks
• Vocabulary Development handout
Response Group
75 minutes
(1.5 regular periods)
(0.75 block period)
• History Alive! The United States
Through Industrialism
• Student Handouts 18A and 18B
• Information Master 18
Processing
20 minutes
• Interactive Student Notebooks
Assessment
40 minutes
• Chapter 18 Assessment
248 Chapter 18
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P r o c e d u r e s
Preview
1 Have students analyze a reform song. Project Visual 18: Let Us All Speak
Our Minds and have a volunteer read the lyrics aloud. Then have students
complete the Preview questions.
2 Have students share their responses in pairs or with the class.
3 Explain the connection between the Preview and Chapter 18. Tell students
that this song was written in the 1800s to protest the unequal treatment of
women. During this period, reformers—people who work to improve and
correct injustices—strove not only to end slavery and improve education,
but also to promote equal rights for women. In this chapter, students will
examine the reform movements of the period to evaluate the extent to which
they improved life for Americans.
Vocabulary Development
1 Introduce the Key Content Terms. Have students locate the Key Content
Terms for the chapter in their Interactive Student Notebooks. These are
important terms that will help them understand the main ideas of the
chapter. Ask volunteers to identify any familiar terms and how they might
be used in a sentence.
2 Have students complete a Vocabulary Development handout. Give each
student a copy of the Vocabulary Development handout of your choice from
the Reading Toolkit at the back of the Lesson Masters. These handouts provide
extra practice and support, depending on your students’ needs. Review the
completed handout by asking volunteers to share one answer for each term.
Reading
1 Introduce the Essential Question and have students read Section 18.1.
Have students identify the Essential Question: To what extent did the reform
movements of the mid-1800s improve life for Americans? Then have them read
Section 18.1. Afterward, have them use information from the reading and
the image that opens the chapter to propose some possible answers to the
Essential Question.
V i s u a l
1 8
History Alive! The United States Through Industrialism
41
Let Us All Speak Our Minds
Men tell us ’tis fit that wives should submit
To their husbands, submissively, weakly
Tho’ whatever they say their wives should obey,
Unquestioning, stupidly, meekly.
Our husbands would make us their own dictum take
Without ever a wherefore or why for it.
But I don’t and I can’t, and I won’t and I shan’t,
No, I will speak my mind if I die for it.
For we know it’s all fudge to say man’s the best judge
Of what should be, and shouldn’t, and so on.
That woman should bow, nor attempt to say how
She considers that matters should go on.
I never yet gave up myself thus a slave,
However my husband might try for it.
For I can’t and I won’t, and I shan’t and I don’t,
But I will speak my mind if I die for it.
And all ladies I hope who’ve with husbands to cope,
With the rights of the sex will not trifle.
We all, if we choose our tongues but to use,
Can all opposition soon stifle.
Let man if he will then bid us be still,
And silent, a price he’ll pay high for it.
For we won’t and we can’t, and we don’t and we shan’t,
Let us all speak our minds if we die for it.
(Composed by J. G. Maeder and William Brough)
© Teachers’ Curriculum Institute
Visual 18
Vocabulary
Development:
Metaphors
Have students analyze
the term Second Great
Awakening as a metaphor. Begin by contrasting the literal and
figurative senses of the
word awakening. Guide
students to consider
how the modifier great
elevates the idea of an
awakening and helps
intensify the term’s
positive connotations.
2 Have students complete the Reading Notes for Sections 18.2 to 18.6.
Remind them to use the Key Content Terms where appropriate as they complete their Reading Notes. Have several volunteers share their responses, and
use Guide to Reading Notes 18 to check their answers.
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P r o c e d u r e s
Response Group
1 Place students in groups of three and introduce the activity. Explain
that they will examine and discuss three excerpts from the Declaration of
Sentiments and then debate the extent to which women have achieved equal
rights today.
2 Prepare groups for the activity. Distribute Student Handout 18A: Reflecting
on the Declaration of Sentiments to each group and review the steps. Make
sure groups understand the terms grievance (formal complaint) and redress
(correction of an unfair condition). Then distribute Student Handout 18B:
Fact Sheet on Women in the United States Today to each group and explain
that groups will use these facts to defend their placements on a spectrum.
3 Have students work with Excerpt A on Student Handout 18A. After about
five minutes, have a few groups share their rephrased excerpts. Then give
groups time to mark the spectrum and find supporting evidence to defend
their placements. Remind them to prepare a spokesperson for the upcoming
discussion.
4 Have groups mark the class spectrum. Place Information Master 18: Class
Spectrum on the projector, but do not turn the projector on. Assign each
group a number. Then have the spokespersons come up to the projector and
mark the spectrum using their group numbers.
5 Facilitate a class discussion. Turn on the projector, and call on the first
spokesperson to defend his or her group’s placement. Then call on other
spokespersons to share their placements. Require each to begin by saying,
“(Name of previous spokesperson), our group agrees/disagrees with your
group’s placement because . . .” End the discussion when all new ideas have
been voiced.
S t u d e n t
H a n d o u t
1 8 A
Step 2: With your group, discuss the extent to which this grievance has been
redressed today. Place an X on the spectrum to show your response.
S t u d e n t
Somewhat Redressed
Not Redressed
H a n d o u t 1 8 A
Totally Redressed
Reflecting
on the Declaration of Sentiments
Step 3: List evidence from the mid-1800s and today that supports your placement.
You will work with your group to analyze three excerpts from the Declaration of
Sentiments, the document created at the Seneca Falls Convention.
Excerpt A
He has never permitted her to exercise her inalienable [undeniable] right to the
elective franchise [vote]. He has compelled her to submit to laws, in the formation
of which she had no voice.
Step 4: Prepare a new spokesperson to defend your placement.
Step 1: Rewrite Excerpt A, using simpler language that a classmate would understand. In the excerpt, “he” refers to the general male population of the United States.
Excerpt C
He has created a false public sentiment by giving to the world a different code of
morals for men and women.
Step 2: Discuss the extent to which this grievance has been redressed today.
Place an X on theStep
spectrum
to show
your C,
response.
1: Rewrite
Excerpt
using simpler language.
Not Redressed
Somewhat Redressed
Totally Redressed
Step 2: With your group, discuss the extent to which this grievance has been
Step 3: List evidence
from the
mid-1800s
today
supports
your
redressed
today.
Place anand
X on
thethat
spectrum
below
toplacement.
show your response.
Use your book and Student Handout 18B to help you.
Not Redressed
Somewhat Redressed
Totally Redressed
Step 3: List evidence from the mid-1800s and today that supports your placement.
Step 4: Prepare a spokesperson to defend your placement to the class.
Excerpt B
Step
4: Prepare nearly
a new spokesperson
to defend
your placement.
He has monopolized
[dominated]
all the profitable
employments,
and from
those she is permitted to follow, she receives but a scanty remuneration [pay].
194 Chapter 18
© Teachers’ Curriculum Institute
Step 1: Rewrite Excerpt B, using simpler language.
An Era of Reform
© Teachers’ Curriculum Institute
193
Student Handout 18A
S t u d e n t
H a n d o u t
1 8 B
Fact Sheet on Women in the United States Today
Use these facts, in addition to the information in your book, to help you prepare
for the discussions about the Declaration of Sentiments.
•
Women have the right to vote in every state.
•
In 2009, six of the 50 U.S. governors were women.
•
In 2009, 17 of the 100 U.S. senators and 76 of the 435 House of Representatives
members were women.
•
As of 2009, there has never been a female president or vice president. A woman
was nominated twice as a candidate for the vice presidency.
•
In 1972, 26% of men and women polled said they would not vote for a woman
for president. In 2007, 12% of people polled said they would be less likely to
vote for a woman for president.
•
In 2008, women earned approximately 78¢ for every dollar men earned.
•
On average, women make $434,000 less in their lifetimes than men.
•
In 2008, of the 500 largest businesses in the United States, 15.7% of the top
officers were women, up from 8.7% in 1995.
•
In 1980, 13% of doctors were women. In 2006, 28% of doctors were women.
•
In 1983, 15% of lawyers were women. In 2007, 33% of lawyers were women.
•
In 2007, 25% of computer programmers, 82% of social workers, and 59% of
realtors were women.
•
In 2007, 33% of women ages 25 to 29 attained a bachelor’s degree or higher
compared to 26% of men.
•
In 1970, one in 27 girls participated in high school varsity sports. In 2008,
more than one in three girls participated in high school varsity sports.
•
In 2008, over 42% to 49% of high school students taking the Advanced
Placement tests in calculus were female. In the same year, 59% of those
taking biology and 48% of those taking chemistry were female.
An Era of Reform
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195
Student Handout 18B
I n f o r m a t i o n
M a s t e r
1 8
Class Spectrum
Totally Redressed
6 Repeat Steps 3 to 5 with Excerpts B and C. Before having groups mark the
class spectrum, erase the previous marks.
Somewhat Redressed
7 Debrief the activity. Ask,
• In what areas have women made the most progress since the Seneca Falls
Convention? Why do you think so?
Not Redressed
• In what areas have women made the least progress since the Seneca Falls
Convention? Why do you think so?
196 Chapter 18
• What actions are women and men taking today to continue to redress the
grievances in the Declaration of Sentiments?
© Teachers’ Curriculum Institute
Information Master 18
• To what extent did the reform movements of the mid-1800s improve life
for prisoners? Schoolchildren? African Americans?
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P r o c e d u r e s
Processing
Have students complete the Processing activity. Students will create a “report
card” evaluating the reform movements of the period. Consider having students
share their evaluations with a partner or the class.
Quicker Coverage
Shorten the Activity Eliminate one or two of the excerpts from Student
Handout 18A.
Deeper Coverage
Analyze More Excerpts Choose additional excerpts from the Declaration of
Sentiments, such as those below, for groups to analyze and discuss following the
procedure from the activity. Depending on the excerpts, you may want to give
students additional statistics as well.
• “He has denied her the facilities for obtaining a thorough education, all
colleges being closed against her.”
• “He closes against her all the avenues to wealth and distinction, which he
considers most honorable to himself. As a teacher of theology, medicine, or
law, she is not known.”
• “He has taken from her all right in property, even to the wages she earns.”
Research Additional Facts Restructure the activity by having students analyze
all three excerpts at one time. For each excerpt, ask them to research additional
facts to support their placements on the spectrum. Then facilitate a discussion
for each excerpt.
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R e a d i n g
F u r t h e r
Brook Farm and the Utopian Dream
1 Discuss the ideal of creating a “perfect” community. Ask a volunteer to
read aloud the Preamble to the U.S. Constitution. Talk about the fact that
people have a long history of trying to create the best society possible—
whether on a national level or as a community.
2 Have students read the Chapter 18 Reading Further. Ask students to
summarize George Ripley’s goals for Brook Farm. Ask, Why do you think
writer Nathaniel Hawthorne enjoyed physical labor at first? Why do you
think he eventually changed his mind?
3 Compare Brook Farm to communes in the 1960s. Tell the class that in
the 1960s, many people formed communes with the idea of creating more
ideal communities than they found in mainstream society. Talk about ways
in which the young people filled with the spirit of “newness” in the 1860s
were similar to the hippie culture of the 1960s.
4 Discuss life at Brook Farm. Ask, Would you have liked to have lived at
Brook Farm? Why or why not?
5 Have students complete the Chapter 18 Reading Further in their
Interactive Student Notebooks. Invite students to share their storyboards.
If possible, post them in a classroom display. Encourage students to describe
and compare their utopian communities. Discuss how the utopias reflect
differences from the society in which students live.
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D i f f e r e n t i a t i n g
I n s t r u c t i o n
English Language Learners
Learners with Special Education Needs
Provide an Alternative Preview Have students write
responses to the following questions, and discuss their
responses as a class.
Support the Activity Consider these tips:
• Do you think girls and boys are treated equally in
the classroom? In the workplace?
• Do you think women in the United States have the
same rights as men? Why or why not?
• How do you think male and female roles in the
United States have changed since the mid-1800s?
Provide Paraphrased Excerpts For the activity, provide students with the following rewordings for the
Declaration of Sentiments excerpts.
• Excerpt A: Men do not allow women to vote.
Women have no say in the creation of laws.
• Excerpt B: Men have the jobs that pay the most.
Women’s jobs pay very little.
• Give students copies of Student Handouts 18A and
18B ahead of time to familiarize them with the
activity.
• Assign students to be the spokesperson for Excerpt
B. Highlight some of the facts on Student Handout
18B that may help them determine where to mark
the spectrum.
• Have students prepare cue cards to use during the
class discussions. Encourage them to outline what
they might say to the class and to include at least
one statistic from Student Handout 18B.
• Appoint one student as the facilitator for each
round. Have this student call on spokespersons.
Advanced Learners
Write a Letter to a Reformer In lieu of the
Processing activity, have students write a letter to one
of the reformers discussed in the chapter. The letter
should contain
• Excerpt C: Men expect women to have different
morals than men.
Learners Reading and Writing
Below Grade Level
• an introduction that reviews some of the reformer’s
accomplishments.
Highlight Main Ideas Give students photocopies of
the chapter. For the Reading Notes for Section 18.2,
have students highlight information about transcendentalism. For Sections 18.3, 18.4, and 18.6, have them
highlight information pertaining to conditions in one
color and reforms in a second color. For Section 18.5,
have them highlight information about William Lloyd
Garrison in one color, Frederick Douglas in a second
color, and Sojourner Truth in a third color.
• two paragraphs that describe the extent to which
the related reform movement improved life for
Americans.
• a conclusion that discusses whether the issues of
the reform movement have been totally redressed
today.
Students will need to do additional research to address
some of these points.
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E n h a n c i n g
L e a r n i n g
Enrichment Resources
Literature Recommendations
Find out more about the reform movements of the
mid-1800s by exploring the following resources for
History Alive! The United States Through Industrialism
at www.teachtci.com.
The following books offer opportunities to extend the
content in this chapter.
Enrichment Readings These in-depth readings
encourage students to explore selected topics related to
the chapter. You may also find readings that relate the
chapter’s content directly to your state’s curriculum.
Internet Resources These recommended Web sites
provide useful and engaging content that reinforces
skills development and mastery of subjects within
the chapter.
Sojourner Truth: Abolitionist and Women’s Rights
Activist by Catherine Bernard (Berkeley Heights, NJ:
Enslow Publishers, 2001)
A Journey into the Transcendentalists’ New England
by R. Todd Felton (Berkeley, CA: Roaring Forties
Press, 2006)
Time for Courage by Kathryn Lasky (New York:
Scholastic, 2001)
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U n i t
6
C H A P T E R
18
An Era of Reform
To what extent did the reform movements of
the mid-1800s improve life for Americans?
P R E V I E W
Read the lyrics to the song “Let Us All Speak
Our Minds.” Then answer these questions on
a separate sheet of paper:
1. How would you describe the mood created
by the lyrics?
R E A D I N G
2. Why do you think women would write
and sing a song like this?
3. To what extent do you think the complaints mentioned in this song are still
valid today?
N O T E S
Key Content Terms
As you complete the Reading Notes, use these terms in your answers.
reform
transcendentalism
Seneca Falls Convention
Second Great Awakening
abolitionists
Declaration of Sentiments
Section 18.2
1. What was the optimistic message of the Second Great Awakening?
2. Explain how this quotation by Henry David Thoreau reflects the philosophy
of transcendentalism: “If a man does not keep pace with his companions, perhaps
it is because he hears a different drummer. Let him step to the music he hears.”
3. How did transcendentalism contribute to the spirit of reform?
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5/10/10 4:58 PM
C h a p t e r
1 8
Section 18.3
1. Complete the flowchart to show the conditions in prisons during the
mid-1800s and the reforms that were passed.
Conditions in Prisons
Reforms
• Inmates were bound in chains.
• Public asylums were created for
the mentally ill.
2. Complete the sensory figure of Dorothea Dix to show her possible thoughts,
feelings, and experiences.
With my eyes,
I see . . .
With my heart,
I feel . . .
With my hands,
I write . . .
With my feet, I travel
to prisons to document
the horrible conditions.
Dorothea Dix
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C h a p t e r
1 8
Section 18.4
1. Complete the flowchart to show the conditions of public education in the
mid-1800s and the reforms that were passed.
Conditions of Public Education
Reforms
• Few areas had public schools.
• In Massachusetts, citizens
voted to build better schools.
2. Complete the sensory figure of Horace Mann to show his possible thoughts,
feelings, and experiences.
With my eyes,
I see . . .
With my mouth,
I speak out for . . .
With my heart,
I believe that women and
African Americans . . .
Horace Mann
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C h a p t e r
1 8
Section 18.5
Complete the sensory figures to show the possible thoughts, feelings, and
experiences of each abolitionist.
With my ears, I hear . . .
With my heart, I feel . . .
With my hands, I write . . .
William Lloyd Garrison
With my eyes, I see . . .
With my mouth, I speak . . .
With my hands, I write . . .
Frederick Douglass
With my eyes, I see . . .
With my mouth, I speak out . . .
With my heart, I feel . . .
Sojourner Truth
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C h a p t e r
1 8
Section 18.6
1. Complete the flowchart to show the conditions of women in the mid-1800s
and the reforms that were passed.
Conditions of Women
Reforms
• Women could not vote or hold
office.
• New York gave women control
over their property and wages.
2. Complete the sensory figure of Elizabeth Cady Stanton to show her possible
thoughts, feelings, and experiences.
With my eyes,
I see . . .
With my heart,
I feel . . .
With my hands,
I write . . .
Elizabeth Cady Stanton
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C h a p t e r
1 8
P R O C E S S I N G
Evaluate the extent to which the reform movements of the mid-1800s improved
life for Americans. For each reform movement, assign a grade. Then list two
things the movement did well and two suggestions for improvement.
Reform
Movement
Grade
Two Things the
Movement Did Well
Two Suggestions
for Improvement
Prison reform
movement
Education reform
movement
Abolitionist
movement
Women’s rights
movement
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S t u d e n t
H a n d o u t
1 8 A
Reflecting on the Declaration of Sentiments
You will work with your group to analyze three excerpts from the Declaration of
Sentiments, the document created at the Seneca Falls Convention.
Excerpt A
He has never permitted her to exercise her inalienable [undeniable] right to the
elective franchise [vote]. He has compelled her to submit to laws, in the formation
of which she had no voice.
Step 1: Rewrite Excerpt A, using simpler language that a classmate would understand. In the excerpt, “he” refers to the general male population of the United States.
Step 2: Discuss the extent to which this grievance has been redressed today.
Place an X on the spectrum to show your response.
Not Redressed
Somewhat Redressed
Totally Redressed
Step 3: List evidence from the mid-1800s and today that supports your placement.
Use your book and Student Handout 18B to help you.
Step 4: Prepare a spokesperson to defend your placement to the class.
Excerpt B
He has monopolized [dominated] nearly all the profitable employments, and from
those she is permitted to follow, she receives but a scanty remuneration [pay].
Step 1: Rewrite Excerpt B, using simpler language.
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S t u d e n t
H a n d o u t
1 8 A
Step 2: With your group, discuss the extent to which this grievance has been
redressed today. Place an X on the spectrum to show your response.
Not Redressed
Somewhat Redressed
Totally Redressed
Step 3: List evidence from the mid-1800s and today that supports your placement.
Step 4: Prepare a new spokesperson to defend your placement.
Excerpt C
He has created a false public sentiment by giving to the world a different code of
morals for men and women.
Step 1: Rewrite Excerpt C, using simpler language.
Step 2: With your group, discuss the extent to which this grievance has been
redressed today. Place an X on the spectrum below to show your response.
Not Redressed
Somewhat Redressed
Totally Redressed
Step 3: List evidence from the mid-1800s and today that supports your placement.
Step 4: Prepare a new spokesperson to defend your placement.
196 Chapter 18
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S t u d e n t
H a n d o u t
1 8 B
Fact Sheet on Women in the United States Today
Use these facts, in addition to the information in your book, to help you prepare
for the discussions about the Declaration of Sentiments.
•
Women have the right to vote in every state.
•
In 2009, six of the 50 U.S. governors were women.
•
In 2009, 17 of the 100 U.S. senators and 76 of the 435 House of Representatives
members were women.
•
As of 2010, there has never been a female president or vice president. A woman
was nominated twice as a candidate for the vice presidency.
•
In 1972, 26% of men and women polled said they would not vote for a woman
for president. In 2007, 12% of people polled said they would be less likely to
vote for a woman for president.
•
In 2008, women earned approximately 78¢ for every dollar men earned.
•
On average, women make $434,000 less in their lifetimes than men.
•
In 2008, of the 500 largest businesses in the United States, 15.7% of the top
officers were women, up from 8.7% in 1995.
•
In 1980, 13% of doctors were women. In 2006, 28% of doctors were women.
•
In 1983, 15% of lawyers were women. In 2007, 33% of lawyers were women.
•
In 2007, 25% of computer programmers, 82% of social workers, and 59% of
realtors were women.
•
In 2007, 33% of women ages 25 to 29 attained a bachelor’s degree or higher
compared to 26% of men.
•
In 1970, one in 27 girls participated in high school varsity sports. In 2008,
more than one in three girls participated in high school varsity sports.
•
In 2008, over 42% to 49% of high school students taking the Advanced
Placement tests in calculus were female. In the same year, 59% of those
taking biology and 48% of those taking chemistry were female.
An Era of Reform 197
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I n f o r m a t i o n
M a s t e r
1 8
Not Redressed
Somewhat Redressed
Totally Redressed
Class Spectrum
198 Chapter 18
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