LESSON 8 - Portland Public Schools



LESSON 8.18 An Era of Reform | |

|Learning targets |SUMMARY OVERVIEW |

|(clear, understandable versions of standards in student friendly |History Alive! lesson plan |

|language) | |

|Evaluate the impact of the work of abolitionists to end slavery. |Students read the chapter with a partner and complete ISN Reading |

|Identify important reform movements of the 19th century. |Notes. Remind students to pay attention to what is written on each |

|Understand how issues changed or significantly influenced US history. |dress; they are different. Often forgotten in the ISN is #3. Remind |

| |students to write a slogan for the symbol. Response Group Activity |

| |follows reading. |

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| |Response Group Activity: |

| |Place students in groups of 3 or 4. |

| |Describe ISN Activity and distribute Student Handout 18. Review the |

| |term redress=>correction of an unfair condition. |

| |Students complete Excerpt A, step 1 then share out answers. Then |

| |complete steps 2 & 3 from ISN. During step 2 the student may use the |

| |sentence frames provided under the support to show the cause and effect|

| |that has occurred. |

| |Rotating presenter shares answers to class. Repeat for the next 3 |

| |excerpts. |

| |Debrief with questions concerning progress made in the women’s right |

| |movement |

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| |Suggested changes for lesson plan |

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| |Response Group Activity Students view this Activity as easy and fun. |

| |It ties into current times and students can easily relate to the |

| |progress the Women’s Reform Movement has made. |

| |If you believe your class will have large differences on the spectrum, |

| |include this as part of the class presentation as HA suggests; |

| |otherwise skip it. |

| |After the first excerpt is presented, each group can work at its own |

| |pace. Walk around entering into discussions various groups are having.|

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| |Processing: Follow instructions by focusing on events rather than |

| |people. |

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| |Flexible grouping pattern of the lesson |

| |Whole class: Interactive read aloud, |

| |Partners: Reading and ISN Reading Notes |

| |Independent: Timeline activity in Processing and the assessment |

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|Language objectives | |

|(identified cognitive functions correlated to the learning targets, such | |

|as sequence, compare/contrast, cause/effect, infer, and argue, as well as| |

|the signal words to be deliberately taught/used in discussion and | |

|writing; sentence frames in support section) | |

|*Students will explain or describe, in oral practice and in writing, the | |

|causes of reforms and the effects reforms had on America using the | |

|following terms… | |

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|As a result (of)                    therefore | |

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|History Alive! Preview activity | |

|(builds background; links to student experience) | |

|Students listen to a clear, womanly voice sing a song about women being | |

|obedient in a sarcastic tone. As the song plays students fill in ISN | |

|questions. It may be necessary to tell students that the woman is being | |

|sarcastic although the ISN asks questions about the melody and lyrics | |

|fitting together. It will probably be necessary to play the song twice so| |

|that students can answer questions they may have missed initially. | |

|Preview is easy for students to follow and they understand that reform | |

|movements are still a work in progress. It is a good preview, although | |

|it only focuses on the women’s rights movement and not on education or | |

|slavery. | |

|Pre-assessment activities/documents | |

|(serves as self-assessment for students; informs instruction for | |

|teachers; charts or documents may be used as a place to gather | |

|concepts/information throughout lesson through debriefing; may include | |

|visuals, lesson questions, lesson vocabulary, language objectives, and/or| |

|learning targets) | |

|SWYAK & WIIFM | |

|Lesson questions | |

|(drive instruction; may create links to previous learning; may be | |

|included in pre-assessment) | |

|What were the important reform movements of the mid 19th century? | |

|Who were important leaders of the abolitionist movement? | |

|How were the anti-slavery movement and the abolitionist movement similar?| |

|Additional background building | |

|(streaming video segments, DVD, map review, read aloud of a related piece| |

|of fiction, etc.) | |

|Learn 360: “Life of Sojourner Truth: Ain't I a Woman?” Gives an overview| |

|of Sojourner Truth and slavery using excerpts from her speeches. | |

|Learn 360: “Women and Social Reform” Gives some background into Women’s | |

|Rights Movement and the Anti-Slavery Movement. Only 6 minutes; could be | |

|a recap. | |

|Key content vocabulary (italicized words are assessed) | |

|reformers | |

|Second Great Awakening | |

|transcendentalism | |

|abolitionists | |

|Declaration of Sentiments | |

|READING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

|Suggested Turn and Talks for Introduction |Focus pages/paragraphs for teacher guided |Cross-content vocabulary |

|Interactive Read-Aloud |reading group |for ELLs/students who could benefit |

|After the Sojourner Truth speech, turn and talk|18.5 Fighting Slavery section read the first paragraph, |result |

|about how you would feel to be in the room |Frederick Douglass Speaks Out, and Women Get Involved. | |

|while such a powerful speech is being |18.6 Equal Rights for Women read first two paragraphs, and | |

|presented. |Unequal Treatment of Women. | |

|Ask if students believe she had the right to |18.7 Seneca Falls Convention first paragraph and the third | |

|speak about such matters because she was |paragraph under The Declaration of Sentiments, and The | |

|African American. |Legacy of Seneca Falls. | |

|Show “You Tube” video of Truth’s speech after | | |

|you have read the introduction. | | |

|WRITING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Terms to use in Sentence frames | |

| |for parts of the lesson | |

| |As a result (of)                  therefore | |

|DISCUSSION SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Sentence frames | |

| |for parts of the lesson | |

| |During the discussion part of the activity the student can | |

| |use the terms above to formulate their reasons. | |

| |Excerpt A in the Response Group Activity: | |

| |“As a result of being denied the right to vote, she has had | |

| |to fight to get this right.” | |

|FORMATIVE ASSESSMENT (for student and teacher use) |

|“Check for understanding” |Checkpoints in Student Interactive Notebook |Questions for |

|points during activities | |exit and entrance slips |

| |Look on top of “signs” reformers are holding to check |What reform movement do you feel was |

| |student’s work on the correct reform. |the most important and why? |

| | |How are the abolitionist and women’s |

| | |rights movements similar? |

|REVIEW |

|Processing Assignment |Games |Other |

|(also serves as a formative assessment) | | |

|Focus is placed on the event; please have | | |

|students ignore the person for the visual. | | |

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|LESSON ASSESSMENT AND KEY |

|Assessment |

|Key |

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