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Students will demonstrate understanding of analyzing primary sources related to the reform movements
and create their own advertisements for movements.
Students will be able to analyze the pros and cons of movements and analyze the movements of today
Meaning Making: Students will understand and keep considering
Understandings: Students will understand that...
Students will understand that antebellum reform movements are linked to reforms of today, and that all reform
movements have pros and cons.
Essential Questions (Long Term and Topical):
How are the antebellum reform movements related to reform movements today?
What can primary sources show us about the antebellum reform movements?
How did antebellum reform movements succeed and fail?
How did the reformers attempt to spread their movement?
Acquisition of Knowledge and Skill
Knowledge: Students will know
Students will know the primary antebellum reform movements and their key components
Skills/Performance: Students will be able to
Students will be able to analyze visual primary sources and identify pros and cons of reform movements
updated 9/24/16
Performance Task or Other Key Evidence of learning (What will students understand and/or be able to do?)
Students can identify the key players and arguments for the significant reform movements of the 1830s.
Students can create hypothesizes and conclusions based on primary source evidence.
grade 11
updated 9/24/16
Provide a note catcher for students -Collect information in their note catcher
to collect important details and
and participate in the discussion.
their thoughts.
T
How will we tailor
learning to varied needs,
interests, and learning
styles? (differentiation,
accommodation,
modification)
O
How will we organize the
sequence of learning?
(please include the
sequence)
Brainstorm improvements to
society.
Have their prior knowledge
activated.
Take notes in a note catcher
Assess visual primary sources.
Take notes on each movement.
Begin poster activity in a small
group.
Special Needs (include all learners on the continuum from disabled to gifted & twice exceptional):
Modifications (changes to the Core standard(s) and Accommodations (supports or instructional
level of proficiency expected):
adjustments):
- Some students may be able to identify
- Structured note-taking
certain key phrases in the sources and
- Visual & verbal notes
possible link them to movements, while
- Opportunities for verbal, written, and
others may make conclusions about details
artistic evidence of learning
and create a fuller evaluation of a historical
- Individual work, Large class discussion &
source. All students will have the
small group work
opportunity to evaluate the sources and
place them in historical context.
Plans for after this lesson/competency is complete (How will you extend, enrich?):
grade 11
updated 9/24/16
On Thursday, we will discuss how these reforms are relevant today, and as we continue our
chronological survey of U.S. History, we will link continuing events to the reform movements. We will
observe how some movements see immediate action (abolition) while others take the backseat
(temperance) for many years.
Key Resources Used: Websites, books, film clips, etc.
Type of Resource(s):
Name of Resource(s):
Textbook
Primary Sources (Antebellum Reform Propaganda)
Extreme Makeover Reform Note-catcher, slides
From Sarah Keller
grade 11
updated 9/24/16