Lesson Plan Format - SIUE
Title: The Temperance Movement in Primary Source Documents
Grade level(s): 11-12
Time frame: One class period / 50 minutes
Subject matter: American History
Teacher information
Name: John Marshall
School: East Alton-Wood River Community High School
City, State: Wood River, Illinois
AAM/TPS Consortium: SIUE
Lesson plan Rationale or Understanding Goal:
Students will relate content area reading regarding temperance and to selected primary source documents.
Background Information for Activity:
Students will read about the Temperance Movement in their history textbooks.
Objectives:
Upon the completion of the lesson, students will be able to…
• Identify several motives for the Temperance Movement of the 19th century.
• Analyze several primary source documents related to the Temperance Movements.
• Develop media literacy analytical skills in examining primary source documents.
Purpose of Library of Congress Resource:
• Library items give students the opportunity to closely examine different print media pertaining to the Temperance Movement of the 19th centuryand how those media are excellent sources of information with which to connect their textbook readings.
State Standard/s:
Political: 14.D.5, 14.F.5
Economic: 15.B.5a, 15.C.5b
History: 16.A.5a, 16.B.5a, 16.D.5
Geography: none
Social Systems none
Resources or Materials needed:
1. All bibliographic source pages are attached to this lesson plan.
2. Describing Wheel (Source: )
3. History textbook assigned to American Studies by requirement of Lewis & Clark Community College High School Partnership Program.
Methods:
Student Activity:
1. Students will be randomly assigned into groups of four. The entire class will have fifteen minutes to complete this cooperative learning assignment in which they will be given eight primary source documents to critically examine and analyze. Students will be required to answer this question: What can we learn or know about the Temperance Movement based on the primary source documents you have in front of you.
2. Each group will choose a spokesperson for a brief speaking role at the conclusion of the activity. Each group will also choose a secretary whose sole task is to record information onto the group’s Describing Wheel for the spokesperson to use later.
3. Each student in the group will be assigned two primary source documents relating to the Temperance Movement of the 19th century. Each student is to critically examine and analyze their document based on the question in item #1.
4. After students have had sufficient time to analyze their sources, they need to each share their analyses with their group and the secretary will record their comments on the Describing Wheel sheet.
5. After all students have given their analysis and time has elapsed, the entire class will reassemble as a whole. The group spokespersons will present their group’s analyses in front of the class.
6. While the spokepersons give their group’s analyses, an overhead transparency of each document will be shown to the class as each document gets a thorough analysis by the spokespersons and teacher higher-order questioning.
Formal Assessment:
At the conclusion of the period, students will complete six “I learned….” statements about 19th century the temperance movement: Three about what they learned about the Temperance Movement and three things they learned about critically examining primary source documents in general. These statements will be collected at the door as students leave class. A grade for this lesson will be based on how properly each of their sentences was written and how appropriately their sentences are to the lesson’s objectives.
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