Focus (or Guiding) Questions:

What is the role of reform movements within a society?

What is the role of a reformer with a movement?

What are the major 19^th Century reform movements in American and what are their purposes?

What are the reasons and the ways that reformers can disseminate information about their causes to the masses?

What is the purpose of propaganda?  How would a reformer in the 19^th Century harness propaganda for their use?  How would reformers use propaganda in the 21^st Century?

Know:

Role of reform movements with a society

Role of a reformer within a movement

Transcendentalism

The Second Great Awakening

Utopian Movements

Humanitarian Reforms—Prison, Mental Illness, Deaf and Blind Education

Social Reforms—Temperance

Women’s Rights and Suffrage

Abolitionism of Slavery

Use and purpose of effective propaganda

Do:

Know the major 19^th Century reform movements and reformers

Analyze a reform movement primary source document

Research a reformer

Create a “Fakebook” account for the reformer

Develop a piece of reform propaganda for a reformer

The teacher will recruit four students to perform the Failure Is Impossible Play to start the new unit.  The play is also found at the website below.  The play was written to commemorate the 75 anniversary of the ratification of the 19^th Amendment.  

http://www.archives.gov/education/lessons/woman-suffrage/script.html

Antebellum Movement

social reform

debtor’s prison

prison reform

public asylums

compulsory education

Temperance Movement

Women’s Christian Temperance Union (WCTU)

Anti-Saloon League

Maine Laws

transcendentalism

civil disobedience

Second Great Awakening

revival

Church of Latter Day Saints

Mormonism

Utopian Society

Oneida Society

Shaker Society

Millerites

Quakerism

Millennialism    

circuit preachers

Women’s Suffrage Movement

Republican Motherhood

Seneca Falls Convention

Declaration of Sentiments and Resolution

Female Seminary

Oberlin College

Mount Holyoke College

Abolition

Uncle Tom’s Cabin

Cotton Gin

American Colonization Society

American Anti-slavery Society

Underground Railroad

Nat Turner Rebellion

Freedom’s Journal

The Liberator

The North Star

Propaganda

Strategies for Differentiated Instruction: Students will work within different ability levels to complete their assignments.  The group should produce a single, cohesive product which reflects the knowledge and learning of the entire group.  For students of lower level ability, the teacher should utilize the school resource room or resource teacher for re-teaching and review.

Strategies for Grouping:  Teachers’ knowledge of students’ abilities and strengths will allow them to pre-select groups ahead of time.    Teacher may group students by placing one student of higher ability with a student of lower ability and adding two students of middle abilities.   Good strategies to consider is pre-selecting the groups and post the list in the room for the students to see when they enter the class.  Please consider pairing together students who will work well together, but will not go off task.  Also, consider pairing students together based on varying levels of ability as well as mix genders

Technology:  Computer lab, overhead digital projector, speakers/sound system for online videos

Materials:  computer, overhead projector, copies of handouts, computer lab

Vocabulary:  The teacher will have the students place vocabulary words and their meanings in their class notebooks.  The vocabulary words are found in the vocabulary section of this module. The teacher can create a word wall in their classroom for all academic vocabulary for this class.  

Notes to teacher on electronic resources:  The teacher may need to download a Flash player or another type of download to access all the electronic resources. 

Phase One:

The teacher will recruit four students to perform the Failure is Impossible Play to start the new unit.  The play is also found at the website below.  The play was written to commemorate the 75 anniversary of the ratification of the 19^th Amendment.   http://www.archives.gov/education/lessons/woman-suffrage/script.html

Phase Two:

To cover the major content areas of this Module, the teacher can use one of the two outlines provided.  The students can supplement this information through direct instruction and the use of Hippocampus.  http://teacherpages.nhcs.net/schools/hhs/billymason/Lecture%20Notes/Reform%20Movements.htm and https://apwiki.wikidot.com/ap-us:american-culture-and-reform

The teacher will show all of the videos under the American Culture and Reform: 1800-1860 section on Hippocampus.  These videos are Transcendentalism, The Second Great Awakening, Utopian Movements, Humanitarian Reforms, Social Reforms, Women’s Right, and Abolitionism.   http://www.hippocampus.org/US%20History%20I

Phase Three:

The teacher will split the students into four groups to analyze a reform document.  The reform documents can be found at the website links below. 

Group One:  Frederick Douglass, Fifth of July Speech, 1852  http://www.lib.rochester.edu/index.cfm?page=2945

Group Two:  Declaration of Sentiments and Resolutions, Seneca Falls Convention, 1848  http://www.fordham.edu/halsall/mod/senecafalls.asp 

Group Three:  Dorothea Dix, Memorial to the Massachusetts Legislature, 1843  http://usa.usembassy.de/etexts/democrac/15.htm

Group Four:  Thomas Gallaudet, Sermon, On the Duties and Advantages of Affording Instruction to the Deaf and Dumb, 1824  http://www.disabilitymuseum.org/dhm/edu/detail.html?id=692&annotations=25¶graphs=10-15%2C17%2C19-24%2C44-45%2C47-48%2C50-51

Students will read this document as a group and then will analyze their individual document with the Reform Movement Primary Source DBQs sheet.  Students will answer the questions in complete sentences where applicable. 

After the group members complete the DBQ sheet, they will share their findings with the class.  The students will then turn in their Reform Movement Primary Source DBQs sheet for a grade. 

Phase Four:
The students will assume the role as one of the reformers.  The student will be begin by drawing from the 19th Century Reformers Drawing Slips.  The possible reformers are the following:  Susan B. Anthony, Clara Barton, Lyman Beecher, Henry Ward Beecher, Antoinette Brown Blackwell, Elizabeth Blackwell, Amelia Bloomer, Dorothea Dix, Frederick Douglass, Theodore William Dwight, Ralph Waldo Emerson, Charles Finney, Thomas Gallaudet, William Lloyd Garrison, Samuel Gridley Howe, Mother Jones, Ann Lee, Horace Mann, William Miller, Lucretia Mott, John Noyes, Carrie Nation, Amy Post, Isaac Post, George Ripley, Joseph Smith, Elizabeth Cady Stanton, Sojourner Truth, David Walker, Emma Willard, Frances Willard, Enoch Wines, Annie Turner Wittenmyer. 

Students will research their reformer.  They will create a “Fakebook” Account for their individual reformer.  http://www.classtools.net/fb/home/page

Make sure to show the 90 second web video in class on the “Fakebook” homepage so that the students completely understand how to use the “Fakebook” interface.  The teacher will evaluate the final product. 

The teacher can organize a gallery walk in the computer lab when the students finish their “Fakebooks” or the teacher can allow the students to individually share their delegate with the class using technology such as a LED projector.

Students can find information on many of their reformers at the website http://sullivanschool.org/Library2/Hotlists/Reformer

For the second part of this project, the student will create a piece of Reform Movement Propaganda for their individual reformer’s movement. 

Examples could be a “You Tube Video” for the cause, a Facebook page that others can like, or a letter to the editor in a newspaper.  Students must include specific information and statistics.  The teacher will evaluate the student’s “Reformer Movement Propaganda” based on two aspects:  Content and Creativity.  Students will present their propaganda to the class.

Reform Movement Primary Source DBQs  
Reformer “Fakebook” page

Reform Movement Propaganda