Grade 8 Social Studies
Unit 7
Title
●
Suggested Time Frame
th​
The Spirit of Reform
5​ Six Weeks
9 Days
Big Ideas/Enduring Understandings
● Effective leadership is vital to a constitutional republic.
● These reform movements are still relevant today.
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Guiding Questions
Which reform movement had the longest lasting impact?
How were the various reform movements similar?
How has life changed for African-Americans?
How has life changed for women?
What are prisons like now compared to those of the 1800s?
TEKS
Readiness TEKS
Supporting TEKS
Process Skills
1A
*7C
24AB
7B
20C
21A
22B
23CDE
25B
26ABC
29ABDI
30AD
*Safety Net Standard
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
CISD 2016: last updated 12/06/16
See lesson reviews and utilize Eduphoria testmaker.
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 research-based 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,
District Specificity/
Examples
Recurring
CISD 2016: last updated 12/06/16
Vocabulary
Cause
Effect
Instruction
al
Strategies
Coming
Soon
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
westward expansion, ​reform
movements,​ sectionalism,
Civil War, and
Reconstruction, and describe
their causes and effects;
Readiness Standard RC 1
(7B) SS Compare the effects
of political, economic, and
social factors on slaves and
free blacks
*​(7C) RS Analyze the impact
of slavery on different
sections of the United States
(20C) SS 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) SS Identify different
points of view of political
parties and interest groups on
important historical and
contemporary issues
(22) Citizenship. The student
understands the importance of
effective leadership in a
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
​Bloom’s Level ​Understanding
Fredrick Douglass
Susan B Anthony
Elizabeth Cady Stanton
CISD 2016: last updated 12/06/16
Abolitionist
Suffrage
Constitution
Confederate
United Streaming/ Discovery Education
Abolitionist
Susan B Anthony is Arrested for Voting
PBS
Not for Ourselves Alone: The Story of Elizabeth Cady
Stanton and Susan B. Anthony​
Elizabeth Cady Stanton.
Supporting Standard RC 3
(23C) SS Identify ways
conflicts between people from
various racial, ethnic, and
religious groups were
resolved
(23D) SS Analyze the
contributions of people of
various racial, ethnic, and
religious groups to our
national identity
(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
Bloom’s Level Remembering
● Women were particularly
active in 19​th​ 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.
Suffrage
Temperance
United Streaming/Discovery Education
“​Ordinary People Achieving Extraordinary Feats”
Bloom’s Level Understanding
A​bolition of
slavery​--African-Americans 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
Abolitionists
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.
CISD 2016: last updated 12/06/16
legally through speeches and
newspaper editorials (American
Anti-Slavery 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​-Wide-spread
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
their own money and land. The 19​th
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
CISD 2016: last updated 12/06/16
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”
and rehabilitate prisoners were
established.
Public education​-There were few
free or inexpensive schools, very
few schools for
African-Americans, 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
African-Americans.
Students should be able to define:
● abolitionist movementmovement to end slavery
● temperance movementcampaign 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
●
(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
Bloom’s Level Evaluating
● Education Reform – ​Horace
Mann
● Temperance Movement
● Women’s rights ​Senaca Falls
convention
● Prison Reform
● Abolition
CISD 2016: last updated 12/06/16
Temperance
Abolition
Gilder Lehrman
Pre-Civil 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
●
●
●
●
●
(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
(​ 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
Mark Twain’s Speech on ​Women’s Temperance Movement
North Star – Abolitionist
newspaper written by
Frederick Douglas
Liberator – ​abolitionist
newspaper ​ written by W
​ illiam
Lloyd Garrison
American Colonization
Society – they bought slaves
and sent them to live freely in
Liberia
Labor reform
Care of the disabled-​.
2nd Great Awakening
Revival
Bloom’s Level:
Transcendentalism
Hudson River School​ artist helped
create a unique American culture
in the years following the war of
1812
Nationalism
John James Audubon
Transcendentalism​ an uniquely
American literary, political and
philosophical movement that
centered around Ralph Waldo
Emerson and Henry David
Thoreau.
CISD 2016: last updated 12/06/16
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
(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​.
Bloom’s Level Remembering
Transcendentalism
American Romanticism was
regarded as a period of
Renaissance in art and literature
Creating in the 1840’s and 50’s.
Nationalism
Bloom’s Level Analyzing
Transcendentalism
Supporting Standard RC 2
CISD 2016: last updated 12/06/16
Romanticism
Conservation
Romanticism
Landscape
United Streaming/ Discovery Education
Uncle Tom’s Cabin: Politics and the Pen
Uncle Tom’s Cabin or Life Among the Lowly