LESSON 8.18 An Era of Reform
Learning targets
(clear, understandable versions of standards in
student friendly language)

Evaluate the impact of the work of
abolitionists to end slavery.
 Identify important reform movements of the
19th century.
 Understand how issues changed or
significantly influenced US history.
Language objectives
(identified cognitive functions correlated to the
learning targets, such as sequence,
compare/contrast, cause/effect, infer, and argue, as
well as the signal words to be deliberately
taught/used in discussion and writing; sentence
frames in support section)
*Students will explain or describe, in oral
practice and in writing, the causes of reforms
and the effects reforms had on America using
the following terms…
As a result (of)
therefore
History Alive! Preview activity
(builds background; links to student experience)
Students listen to a clear, womanly voice sing a
song about women being obedient in a sarcastic
tone. As the song plays students fill in ISN
questions. It may be necessary to tell students
that the woman is being sarcastic although the
ISN asks questions about the melody and lyrics
fitting together. It will probably be necessary to
play the song twice so that students can answer
questions they may have missed initially.
Preview is easy for students to follow and they
understand that reform movements are still a
work in progress. It is a good preview, although
it only focuses on the women’s rights movement
and not on education or slavery.
Pre-assessment activities/documents
(serves as self-assessment for students; informs
instruction for teachers; charts or documents may be
used as a place to gather concepts/information
throughout lesson through debriefing; may include
visuals, lesson questions, lesson vocabulary,
language objectives, and/or learning targets)
SWYAK & WIIFM
Lesson questions
Modified from History Alive! 2010
SUMMARY OVERVIEW
History Alive! lesson plan
Students read the chapter with a partner and
complete ISN Reading Notes. Remind
students to pay attention to what is written on
each dress; they are different. Often forgotten
in the ISN is #3. Remind students to write a
slogan for the symbol. Response Group
Activity follows reading.
Response Group Activity:
1. Place students in groups of 3 or 4.
2. Describe ISN Activity and distribute Student
Handout 18. Review the term
redress=>correction of an unfair condition.
3. Students complete Excerpt A, step 1 then
share out answers. Then complete steps 2
& 3 from ISN. During step 2 the student
may use the sentence frames provided
under the support to show the cause and
effect that has occurred.
4. Rotating presenter shares answers to class.
Repeat for the next 3 excerpts.
5. Debrief with questions concerning progress
made in the women’s right movement
Suggested changes for lesson plan
Response Group Activity Students view this
Activity as easy and fun. It ties into current
times and students can easily relate to the
progress the Women’s Reform Movement has
made.
If you believe your class will have large
differences on the spectrum, include this as
part of the class presentation as HA suggests;
otherwise skip it.
After the first excerpt is presented, each group
can work at its own pace. Walk around
entering into discussions various groups are
having.
Processing: Follow instructions by focusing on
events rather than people.
Flexible grouping pattern of the lesson
Whole class: Interactive read aloud,
Partners: Reading and ISN Reading Notes
1
(drive instruction; may create links to previous
learning; may be included in pre-assessment)
 What were the important reform movements
Independent: Timeline activity in Processing
and the assessment
of the mid 19th century?
 Who were important leaders of the
abolitionist movement?
 How were the anti-slavery movement and
the abolitionist movement similar?
Additional background building
(streaming video segments, DVD, map review, read
aloud of a related piece of fiction, etc.)
Learn 360: “Life of Sojourner Truth: Ain't I a
Woman?” Gives an overview of Sojourner Truth
and slavery using excerpts from her speeches.
Learn 360: “Women and Social Reform” Gives
some background into Women’s Rights
Movement and the Anti-Slavery Movement.
Only 6 minutes; could be a recap.
Key content vocabulary (italicized words are
assessed)
reformers
Second Great Awakening
transcendentalism
abolitionists
Declaration of Sentiments
READING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested Turn and Talks
Focus pages/paragraphs for teacher
Cross-content
for Introduction
guided
vocabulary
Interactive Read-Aloud
reading group
for ELLs/students
who could benefit
 After the Sojourner Truth
18.5 Fighting Slavery section read the
result
speech, turn and talk
first paragraph, Frederick Douglass
about how you would feel
Speaks Out, and Women Get Involved.
to be in the room while
18.6 Equal Rights for Women read first
such a powerful speech is two paragraphs, and Unequal
being presented.
Treatment of Women.
 Ask if students believe she 18.7 Seneca Falls Convention first
had the right to speak
paragraph and the third paragraph
about such matters
under The Declaration of Sentiments,
because she was African
and The Legacy of Seneca Falls.
American.
 Show “You Tube” video of
Truth’s speech after you
have read the introduction.
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
Modified from History Alive! 2010
2
* see Enrichment Plan for Compacting/Extensions
Terms to use in Sentence frames
for parts of the lesson
As a result (of)
therefore
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
During the discussion part of the
activity the student can use the terms
above to formulate their reasons.
Excerpt A in the Response Group
Activity:
“As a result of being denied the right to
vote, she has had to fight to get this
right.”
FORMATIVE ASSESSMENT (for student and teacher use)
“Check for understanding”
Checkpoints in Student Interactive
Questions for
points during activities
Notebook
exit and entrance
slips
Look on top of “signs” reformers are
holding to check student’s work on the
correct reform.


Processing Assignment
REVIEW
Games
What reform
movement do you
feel was the most
important and why?
How are the
abolitionist and
women’s rights
movements similar?
Other
(also serves as a formative
assessment)
Focus is placed on the event;
please have students ignore
the person for the visual.
LESSON ASSESSMENT AND KEY
Assessment
Key
Modified from History Alive! 2010
3