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LESSON 3: Moral Roots of Antebellum Reform

SUPPORTING QUESTION

How did reformers’ ideas about morality shape American freedoms?

FOCUS SKILL(S)

Contextualization

Evaluating Evidence

MATERIALS

TEACHER

Do Firsts + Exemplars

Two Versions of Moral Roots of Antebellum Reform Student Worksheet + Exemplars

1. Temperance Movement
2. Prison Reform

STUDENT

Do First Options

Access to Inquiry Journal (already handed out in Lesson 1)

Printed Student Materials (Print and hand out an equal number while allowing for student choice)

1. Temperance Movement
2. Prison Reform

DO FIRST

Option 1- Frayer: Reform

Option 2- Scenario Response

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

ACTIVITY 1 - LAUNCH

Provide students time to preview the Topic 2 Supporting questions within the Unit 7 Inquiry Journal.

TEACHER ACTIONS

1. Guide students to page 3: Unit 7- Topic 2 Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 7- Topic 2.

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LESSON 3: Moral Roots of Antebellum Reform - Continued

ACTIVITY 2 - PRACTICE

Allow students an opportunity to gain historical context for reform movements with the “What is the Context? - Antebellum Reform” Reading (page 1 of each version of the student worksheet). Students will answer check for understanding questions as they read. This reading can be done as a class, individually, or in groups.

TEACHER ACTIONS

1. Hand out student worksheet ensuring an equal number of each is passed out
1. Temperance Movement
2. Prison Reform
2. Go over academic and behavioral expectations
3. Monitor work progress and provide support

STUDENT ACTIONS

1. Read and answer the accompanying questions for the contextualization reading

ACTIVITY 3 - EXHIBIT

Students will engage in a source jigsaw to analyze two reform movements‒Temperance and Prison Reform. Students will listen to a podcast, view an image, and read a primary source. They will complete a series of questions on page 6 of their student worksheets.

TEACHER ACTIONS

1. Provide digital access and headphones for podcast
2. Direct students to pages 2-6
3. Provide academic and behavioral expectations

STUDENT ACTIONS

1. Listen to podcast
2. Analyze image
3. Read primary source
4. Answer worksheet questions

CONCLUSION

Students will conclude the lesson with an application to the skill of “Evaluating Evidence” by completing the graphic organizer (page 7 of student worksheet) with a partner. Each set of partners should have both versions of the worksheet.

TEACHER ACTIONS

1. Determine student partners
2. Direct students to complete the Evaluating Evidence Graphic Organizer

STUDENT ACTIONS

• Move to meet with partner
• Complete Evaluating Evidence Graphic Organizer

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LESSON 3: Moral Roots of Antebellum Reform - Continued

STANDARDS

7.24 Analyze the experiences, perspectives and identities of people who were denied access to full rights across the colonies (e.g., enslaved people, women, free Black people, religious minorities), including citizenship, marriage and voting restrictions, and evaluate efforts by those groups to gain access to legal rights.

7.43 Analyze the daily lives of those who were not allowed to participate in the formation of the US government or were denied access to civil rights, such as voting and/or citizenship using primary sources (e.g., the writings of Olaudah Equiano and Harriet Jacobs).

7.47 Analyze the social and political changes during the Jacksonian era, including the expansion of voting rights, from multiple perspectives and evaluate the legacy of these changes.

7.57 Analyze the complex and varied lives and experiences of enslaved people and free Black Americans between 1800-1877.

7.62 Analyze societal confines and constraints within social reform movements of the 19th century, including the role of gender, sexuality, religion and race.