Grade 8 Social Studies Unit 7 Title Suggested Time Frame th​
Reform 5​ Six Weeks 1 week Big Ideas/Enduring Understandings ● Effective leadership is vital to a constitutional republic. Guiding Questions ● Which reform movement had the longest lasting impact? ● How were the various reform movements similar? TEKS Readiness TEKS Supporting TEKS Process Skills 1A 24B 22B 23E 24A 25B 26A­C 29B 30A 30B­D Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question Coming Soon The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Knowledge and Skills with Student Expectations (1) ​
History. ​
The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to (A) 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,​
r​
eligious 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; Readiness Standard RC 1 (22) Citizenship. The student understands the importance of effective leadership in a District Specificity/ Examples Vocabulary Instruction
al Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Recurring Cause Effect Coming Soon ​
Bloom’s Level ​
Understanding Abolitionist Suffrage Constitution United Streaming/ Discovery Education Abolitionist Fredrick Douglass Susan B Anthony is Arrested for Voting constitutional republic. The student is expected to: (B) 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. Supporting Standard RC 3 (23) 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. ​
Supporting Standard RC 2 (24) 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; Supporting Standard RC 2 Susan B Anthony Elizabeth Cady Stanton Confederate PBS Not for Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony​
Bloom’s Level Remembering ● Women were particularly th​
active in 19​
century reform movements ­ Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, and so on. ● Women, such as Harriet Beecher Stowe and Harriet Tubman, were active in the abolition movement. ● Women, children and other minorities contributed by working in factories in urban areas. ● Women and children contributed through providing a work force for frontier homes. Bloom’s Level Understanding A​
bolition of slavery​
­­African­Americans were being held as enslaved individuals in the southern states. The movement inspired by the Declaration of Independence evolved from efforts to purchase enslaved individuals and return them to Africa (African Colonization Society) to efforts to persuade voters to end slavery Suffrage Temperance Abolitionists United Streaming/Discovery Education “​
Ordinary People Achieving Extraordinary Feats” Significant individuals who led various reform movements should be included in a discussion of the issues and efforts to reform: ● Abolition​
­ Sojourner Truth, Frederick Douglass, William Lloyd Garrison. ● Women's rights ­​
Elizabeth Cady Stanton, Susan B. Anthony, Lucretia Mott, Elizabeth Blackwell. ● Prison reform & care of the disabled ­​
Dorothea Dix. ● Care of the disabled​
­ Thomas Gallaudet. ● Public education ­​
Horace Mann. Create a speech, newspaper, editorial, or letter to the editor about one of the reforms sought at this time. legally through speeches and newspaper editorials (American Anti­Slavery Society). Efforts to free individual slaves were carried out by the Underground Railroad. By the end of the Civil War in 1865, slavery was abolished in the United States. Temperance​
­Wide­spread drinking was common, sometimes money in poor families went to alcohol rather than food, and children were able to purchase liquor freely. By 1865, prohibition was enacted into law in some states and thousands signed pledges against drinking. Women's rights​
­Women were treated legally as children: women could not vote, serve on juries, attend high school or college, hold public office, hold most good jobs, or control their own property. By 1865, some schools and colleges accepted women, and Maine allowed women the right to control th
their own money and land. The 19​
Amendment (1920) guaranteed the right to vote for women. Care of the disabled​
­The mentally ill were kept in prisons; there were no schools for the hearing or visually impaired. By 1865, more than 30 hospitals were founded for the mentally ill, and schools for the hearing and visually impaired were established. P​
rison reform​
­­Prisoners, adults and juveniles, shared prison space in common areas with little or not attempts at rehabilitation. By 1865, some separate juvenile facilities were built and some efforts to train Match various individuals to their contributions on a test or quiz. Create a chart on the reformation movements, including the issues, leaders, efforts to reform, progress to 1865, and related contemporary movements. Grimke Sisters​
– Lucretia Mott​
– United Streaming: “Abolitionists” (24) 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 educational reform, temperance, the women's and rehabilitate prisoners were established. Public education​
­There were few free or inexpensive schools, very few schools for African­Americans, and no high schools or colleges for women. By 1865, free public education through the elementary level was established in most northern states, some high schools and colleges accepted females, and some schools in the north accepted African­Americans. Students should be able to define: ● abolitionist movement­ movement to end slavery ● temperance movement­ campaign against the sale or drinking of alcohol ● prohibition​
­ laws against the sale and consumption of alcohol ● suffrage​
­ the right to vote ● women's suffrage movement­​
the movement to gain the right to vote for women ​
Seneca Falls Convention­​
meeting at which the leaders of the women's rights movement voted on a plan for achieving equality ● Bloom’s Level Evaluating ● Education Reform – ​
Horace Mann ● Temperance Movement ● Women’s rights ​
Senaca Falls convention ● Prison Reform ● Abolition Temperance Abolition Gilder Lehrman Pre­Civil War Reform PBS ​
Horace Mann: Only a Teacher NPS.gov Abolition, Women’s Rights and Temperance Movements ●
rights movement, prison reform, abolition, the labor reform movement, and care of ●
the disabled. ​
Readiness Standard RC 2 ●
●
●
Mark Twain’s Speech on ​
Women’s Temperance Movement North Star​
– Abolitionist newspaper written by Frederick Douglas Liberator​
– ​
abolitionist newspaper ​
written by ​
William Lloyd Garrison American Colonization Society – they bought slaves and sent them to live freely in Liberia Labor reform Care of the disabled­​
. (25) Culture. The student understands the impact of religion on the American way of life. The student is expected to: (B) describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings​
; Supporting Standard RC2 2nd Great Awakening ​
(26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) describe developments in art, music, and literature that are unique to American culture such as the ​
Hudson River School artists, John James Audubon,​
"​
Battle Hymn of the Republic," transcendentalism​
, and other cultural activities in the Bloom’s Level: Hudson River School​
artist helped create a unique American culture in the years following the war of 1812 John James Audubon Transcendentalism​
an uniquely American literary, political and philosophical movement that centered around Ralph Waldo Emerson and Henry David Thoreau. Revival Transcendentalism Nationalism http://www.metmuseum.org/ search for Hudson River School artist such as Thomas Cole and John James Audubon Hudson River Artists​
: PBS John James Audubon: Drawn from Nature The American Renaissance and Transcendentalism United Streaming: “Talking with the Artists Himself: John James Audubon Explains his work​
” “​
The Transcendentalists in Concord Massachusetts​
” history of the United States; Supporting Standard RC 2 (​
26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (B) identify examples of American art, music, and literature that reflect society in different eras; ​
Supporting Standard RC2 Bloom’s Level Remembering American Romanticism was regarded as a period of Renaissance in art and literature Creating in the 1840’s and 50’s. Bloom’s Level Analyzing (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (C) analyze the relationship between fine arts and continuity and change in the American way of life​
. Supporting Standard RC 2 Transcendentalism Nationalism Romanticism Transcendentalism Conservation Romanticism Landscape United Streaming/ Discovery Education Uncle Tom’s Cabin: Politics and the Pen Uncle Tom’s Cabin or Life Among the Lowly