Lesson 13 THE AGE OF REFORM
The Reforming Spirit
Opposing Slavery
A Call for Women’s
Rights
American Art and
Literature
Bar Graph
Activity
Paragraph topics
MAPS/REVIEW
Coop Activity
Underground Railroad
video
Bellwork: March 17, 2014
Pick up handout from table.
Open books to chapter 15.
Write the quote below. ANALYZE the meaning
and write your response for today’s bellwork.
“Individual reform is the first
step to social reform.”
Bellwork: 3/2
Open books to
page 436.
Answer the 3
questions about
the cartoon.
ANSWERS ONLY
Bellwork: March 5, 2012
•Open books to page 599.
•Read passage silently.
•Answer questions 1 and 2 on bellwork sheet.
•ANSWERS ONLY
Bellwork: March 30
•Open books to page 601.
•Read passage silently.
•Answer questions 1 and 2
on bellwork sheet.
ANSWERS ONLY
Pass up Chapter 13 Study guide
Bellwork: March 5, 2012
•Open books to page 599.
•Read passage silently.
•Answer questions 1 and 2 on bellwork sheet.
•ANSWERS ONLY
Bellwork: April 7
Get out your study guide for Lesson 13.
Use the U.S. map on page 625 to answer the
following questions: You do not have to write the
questions, only the answers:
1. Which state has the highest population?
Massachusetts, Nebraska, West Virginia
2. Which state is due north of Iowa?
Idaho, Minnesota , South Dakota
3. What is the distance from Las
Vegas, NV to Detroit Michigan?
Bellwork: April 8
Get out your study guide for Lesson 13.
Use the U.S. map on page 622 to answer the
following questions: Write the questions
1. Which state has the most mountains
over 7,000 feet?
California
Colorado
Mississippi
2. Which state is mostly 0-700 feet
elevation?
Idaho
Michigan
Louisiana
3. What is the distance from
Mount Rainier to Pike’s Peak?
Section 1:
The Reforming
Spirit
The Reforming Impulse
Social reform – an organized
attempt to improve what is
unjust or wrong in society.
1. Current reforms:
--healthcare
--driving laws
--prisons
--medicare
--educational
2. Tree Map ( classifying)
The Age of Reform
3
4
3
Second Great
Awakening
Hospital &
Prison
Temperance
Movement
Stressed free
will over
predestination
______________
______________
Revivals=popular ______________
Powerful speakers______________
(Charles Finney)
wanted to end
slavery
______________
4
Improving
Education
______________
______________
______________
______________
______________
______________
Hospital and Prison Reform
• Dorothea Dix = prisons- education
• /mental
hospitals- people
• New state laws regarding people with
mental illnesses/
•separate facilities
• Prisons=rehabilitation/
educational courses
Temperance Movement
• Banning of alcohol
• Many women
supporters
• Displayed posters
• Newspaper
articles
• Maine Laws
Horace Mann Improves Education:
“Education does better than to disarm the
poor of their hostility toward the rich, it
prevents them being poor.”
Educational Reform
Reformer:
Contribution/reforms
Horace Mann
Massachusetts= built new schools.
-Teachers’ pay was raised.
-Colleges were opened. ---taxes
Catharine Beecher
Opened a school in Connecticut for girls
Prudence Crandall
Quaker – opened a school for African
American girls / arrested, tried, and convicted
of a crime
Thomas Gallaudet
Opened a school for the hearing-impaired
Samuel Gridley Howe
Perkins Institute – organized a school for blind
students
2010 Statistics
Education
College
Unemployment
Rate
Prison Rate
10 percent
8 percent
High School
diploma
34 percent
22 percent
School
dropout
56 percent
70 percent
(A.A. or higher)
http://www.americaspromise.org/~/media/Files/Resources/Consequences_of_Dropping_Out_of_High_School.ashx
2010 Social Statistics (United States)
P
e
r
c
e
n
t
p
e
o
p
l
e
Dropout Statistics
•70 Percent of federal prisons are occupied by high school
dropouts.
•U.S. has 46 million high school dropouts living in poverty.
•On average, one additional year of schooling will reduce the
murder and assault rate by close to 30 percent, motor
vehicle theft by 20 percent, arson by 13 percent, and
burglary and larceny by about 6 percent.
•The U.S. death rate for those with fewer than 12 years of
education is 2.5 times higher than the rate of those with a
diploma or college degree.
Section 2:
Opposing Slavery
APRIL
FEBRUARY
JULY
NOVEMBER
In the U.S., tree moss grows on the NORTH side
3. Abolitionists – wanted to end slavery completely
4. Frederick Douglass-former slave who used the
power of words to make people aware of the evils of
slavery; self educated; determination; reformer
R2-12
5. The Underground Railroad
“Conductor” ==== leader of the escape
“Passengers” ==== escaping slaves
“Tracks” ==== routes
“Trains” ==== farm wagons transporting
the escaping slaves
“Depots” ==== safe houses to rest/sleep
THE UNDERGROUND RAILROAD – hiding places
The Underground Railroad
6. Response to the Antislavery Movement
in North and South
Northerners saw abolition as a
threat to their economy.
Southerners felt their way of life was threatened.
-economy depended on cotton plantations
Harriet Tubman
(1820-1913)
 Helped over 300
slaves to freedom
 bounty on her head
 Served as a Union spy
during the Civil War
“Moses”
Underground Railroad
A Call for Women’s Rights
Lucy Stone
“If a nation expects to be ignorant and
free, it expects what never was and
never will be.”
Thomas Jefferson
Seeking Equal Rights
7. Women in the 1800’s:
• couldn’t vote
• couldn’t hold office
• property went to husband when married
• no legal protection from beatings or
abuse from husband
Isabella Baumfree–
•
former slave
•
spoke out against slavery and
•
supported women’s rights
• *entrancing speaker
entrance
1
to fill with
wonder and
delight, to
inspire
(verb)
4
entrance
List 2
synonyms
inspire
motivate
move
spellbind
fascinate
2
entrance
3
your
definition
entrance
Visual/
drawing
to stir emotions
5
entrance
8th grade
sentence
Many women
during the Age of
Reform were
entrancing speakers.
6
entrance
example
Frederick
Douglass
Sojourner Truth (1787-1883)
or Isabella Baumfree
9. Sojourn means to travel.
So she wanted her name to reflect her goal in
which
was to travel
and preach
1850life
 The
Narrative
of Sojourner
Truth
R2-10
to the world about women’s rights and slavery.
Anti-Slavery Convention
in London, England
Lucretia Mott and Elizabeth Stanton
Attended/sat behind curtain
10. Inspired women to push
for equal rights for
women in America
Steps to the Seneca Fall Convention
Women speak out
against slavery.
Awareness of lack of
women’s rights
Mott/Stanton attend
Anti-slavery convention.
Seneca Falls Convention
is held in N.Y.
11. Women’s
Rights
Movement
Changes in Education
12. Contrast = Different
 Today’s colleges allow women.
Women study math, astronomy, etc.
Medical schools are open to women.
Women attend high schools.
13. Prediction?
Section 4:
American Art
and Literature
Section 4 Instructions:
• Get out your study guide
• Put up your binder
• Get in your pair-share group
• One member get a folder , white paper and
highlighter from the front shelf
With your partner(s):
Analyze information to determine the author’s, or artist’s
contributions to America’s personality
Use handouts to create a mini-poster to describe each
author
* Type of literature
* background that affected his/her work,
* literary works
Make sure you include every title of every work that
author did…as well as their “subject matter”
Be prepared to discuss author/artist and materials.
Section 4 Instructions/ Day 2:
• Get in your pair-share group (same as yesterday)
• If you were not present yesterday, stand in the back of the
room
• Put up your binder
• One member get your papers from the period box and a
highlighter from the front shelf
In your group:
Finish your mini-poster colored pencils and markers are in the front
of the room
**DO NOT COLOR WITH MARKERS, only outline and
fill in with colored pencils
Analyze information to determine the author’s, or artist’s contributions to
America’s personality
Use handouts to create a mini-poster to describe each author
* Type of literature
* background that affected his/her work,
* literary works
Make sure you include every title of every work that author did…as well as
their “subject matter”
Be prepared to discuss author/artist and materials.
“Sorrowful days”
“Beauty
abounds”
Author’s name
Section 4 Closing
Instructions:
•One member bring your poster
to Mrs. Lee and put your papers
in the period box.
•Put folder on front shelf and
highlighters in the bucket in
front
•Sit quietly
Section 4 Presentation Day
• Get in your pair-share group
• Put up your binder
• One member get your poster from Mrs. Lee and the
papers from the period box if you need them
In your group:
Be prepared to share your mini-poster about the author or artist
you were given.
Share your mini-poster to describe each author
* Type of literature
* background that affected his/her work,
* literary works (Titles, Subject Matter)
* Make sure to share information to determine the author’s, or artist’s
contributions to America’s personality
You have 5 minutes to be prepared to discuss author/artist and materials.
Artist/Painter
Type of Work/Genre
Hudson River
School
George C.
Bingham
George Catlin
American landscapes (beauty of Hudson River
Valley)
Everyday subjects (men, horses, frontier life,
etc.)
Native Americans
15. Until the 1800s, Americans were still
dominated by the ideas of the English.
Henry
Wadsworth
Longfellow
Poems/short stories
Midnight Ride of Paul Revere
The Song of Hiawatha
American legends
Real American people
Walt
Whitman
Poems -Leaves of
Grass
DemocracyEveryday people
Patriotic
Emily Dickinson
“My letter to the world/That
never wrote to me”
poems
She wrote poems of love,
loneliness, and death.
People could relate
to her poems.
Washington Irving
Sketch Book
(Rip Van Winkle and Legend of Sleepy
Hollow)
Novels and short stories
His stories opened readers’
eyes to the richness of
American folklore.
Washington Irving
Sketch Book
(Rip Van Winkle and Legend of Sleepy
Hollow)
Novels and short stories
His stories opened readers’
eyes to the richness of
American folklore.
James F.
Cooper
The Last of the Mohicans
The Pioneers
The Deerslayer
His stories paid
tribute to the beauty
and danger of the
American frontier.
Herman
Melville
Moby Dick
examined conflict
between man and
nature/whaling
adventures
Nathanial
Hawthorne
The Scarlet Letter
The House of Seven
Gables
(novels)
He Explored the
Puritan views of
guilt, innocence,
good and evil.
Edgar Allan
Poe
The Tell-Tale Heart
The Raven
Short stories
His writings of
and horror refle
his troubled life
unusual /differ
William Wells
Brown
Clotel
(novel about slave life)
First African
American to earn
living as a writer
Ralph Waldo
Emerson
Essays and lectures
Subjects: self –reliance
character
leading
transcendentalist
Stressed
individualism
Henry David
Thoreau
Essay –Civil Disobedience
Book -Walden
He voiced dissent in a
world that worshipped
material progress.
(believed in living a
simple life)
• Essay Title: “Civil Disobedience”
• Author: Henry David Thoreau
• Genre: Essay
• Story line: He encouraged others to disobey unjust
laws. Henry spoke out against slavery, poll tax and
other societal issues of the century.
• Henry believed in people living the simple life. He
was concerned over the world becoming to
involved in “material” things.
• Contribution to American culture: He made people
aware of societal issues (materialism, nature,
intellectual individualism)
Moore
“SUM IT UP”
• You have $5.00 to spend on words. You must
summarize your given section of the chapter without
going over $5.00. Each word cost 10 cents.
• Complete the topics that are included in your section.
• Share you summary with your partner and give each
other feedback.
• REMEMBER a summary is the most important
information and details about the section IN
YOUR OWN WORDS.
“SUM IT UP”
*Rows A, B, and C: Seeking Equal Rights
(#16, 17, and 18)
*Rows D and E: Seneca Falls Convention
(#19 and 20)
*Rows F and G: New Opportunities in
Education
(#21 and 22)
Lesson 13: Lesson Plan
Day 1
Day 2
Bellwork: pick up handouts and answer question about quote
Discuss quote and intro lesson 13 by discussing what “reform” means
Large group completion of #1.
Explain #2; partner up and complete; go over and discuss using ppt.
Bellwork, I Can, and review
Discuss lesson 13 test results . (bar graph and double bar graph
Give out instructions on social statistics/ students complete and turn in
Divide #3-6 by rows and go over
Day 3
Day 4
Day 5
Day 6
Day 7
Bellwork, I Can, and review
Teacher will return bar graph and students will answer questions/ppt./discuss
Decide what type of reformer you are/writing on Wednesday.
Students will complete 7-13 of COS and class will discuss and share word charts.
Bellwork, I Can, and review
Partner up and explain procedures for completing section 4 of COS using
library books , textbook, and teacher folders
Large group discussion, video clips,
Bellwork, I Can, review, reminder of term 3 exam and make up work
Students write a paragraph about their reforming efforts using proper parallel structure
Show mine as examples.
Maps/political cartoon/ review for test/groups newspaper activity
Parallel Structure Activity and handouts/socratic on Declaration of sentiments and independence
Turn in class work and take test on Lesson 13