US History I Unit Plan
Franklin High School
Broad Topic/Unit Title:
Social Reform
Learning Standards:
Pacing Guide:_____________________
9 class periods (3 weeks)
USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as
well as the impact of the cotton gin on the economics of slavery and Southern agriculture.
USI.30 Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education.
USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to
abolitionism.
USI.32 Describe important religious trends that shaped antebellum America.
USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement.
USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau.
Essential Questions
What political,
economic, and social
conditions promote
change?
How do disadvantaged
individuals or groups
gain power or influence?
How and why do some
groups resist reform?
Objectives
Students will
understand::





the rise of a
business class of
merchants and
manufacturers
the roles of women
in New England
textile factories
the roles of various
abolitionists, and
the response of
southerners and
northerners to
abolitionism,
the Second Great
Awakening
the influence of
these trends on the
reaction of
Protestants to the
growth of Catholic
immigration
Skills
SWBAT:
Describe the shift from
cottage industries to
factory manufacturing
Explain the shifting role
of women in 1830s
society
Identify key abolitionist
leaders and the roles
they played
Evaluate the impact of
religion on societal
reforms
Essential Vocabulary
Accommodations/Extensions
- Second Great
Awakening
- revival
- Charles Grandison
Finney
- Richard Allen
- African American
Church
- Transcendentalism
- Civil disobedience
- Ralph Waldo Emerson
- Henry David Thoreau
- Walden
- Unitarianism
- William Ellery
Channing
- Utopian communities
- Margaret Fuller
- Shakers
- Ann Lee
- Horace Mann
- Dorothea Dix
Utilize textbook resources
(ie. Reading Guide) to help
access curriculum
Provide extra time to
complete homework and
assessments
Modify expectations in
research and presentation
(length, amount of sources,
etc)
Assessments modified with
limited number of questions,
word banks and open
response options


the goals and effect
of the antebellum
women’s suffrage
movement
the
Transcendentalist
movement
Examine the goals and
consider the effects of
the antebellum women’s
suffrage movement
Connect various
religious and social
movements to the
Industrial Revolution
- Abolition
- Re-colonization
- William Lloyd
Garrison
- “The Liberator”
- David Walker
- Frederick Douglass
- Nat Turner
- Antebellum
- Gag rule
- Elizabeth Cady Stanton
- Emancipation
- Lucretia Mott
- Cult of domesticity
- Sarah Grimke/
Angelina Grimke
- Temperance movement
- Seneca Falls
Convention
- Women’s rights
movement
- Sojourner Truth
- Elizabeth Blackwell
- Cottage industry
- National Trades Union
- Strike
- Lowell mills
- Lemuel Shaw
- Commonwealth v. Hunt
Resources:
The Americans (Chapter 8)
Common Labs/Experiences/Lessons:
Primary Source Document Analysis
Assessments:
Unit Test,
Research Projects (topics include Lewis & Clarke, Supreme Court, Industrialization, Factory vs Slave Labor)