Engage your students with activities and content readings on the Reform Era – all offered as an independent work packet or on-line with Google Slides. This resource includes a paper version and a 1:1 Google version to be used with Google Classroom. On the first page will be a link that will have you make a copy of the Google Doc, so be sure to be signed in to your Google account. You can then share directly with your students.
In this resource, students will learn about the different Reform Movements with content area readings, summarize their learning in process activities, and analyze primary sources. Wrap up the lesson by encouraging students to create an action plan for change in their community.
You will receive:
– A reading introducing the Reform Movement
– Readings for each of the topics – these are short “chunked” reading selections or key quotes to help your students understand each topic
– Additional primary source images, quotes and video clip links for these Reform Movements – Temperance, Women’s Rights, Abolitionism, Labor Reform, Prison Reform, Education, and Care of the Disabled. Video clips and songs are accessed by QR Codes or embedded links.
– An Action Plan – for students to focus their own plan for community change
⭐Please download the preview for a sample of the activity. ⭐
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
(24) Culture. The student understands the major reform movements of the 19th century. The student is expected to:
(A) describe and evaluate the historical development of the abolitionist movement; and
(B) evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, and care of the disabled.
(25) Culture. The student understands the impact of religion on the American way of life. The student is expected to:
(A) trace the development of religious freedom in the United States;
(B) describe religious influences on social movements, including the impact of the first and second Great Awakenings;
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(E) support a point of view on a social studies issue or event;
(G) create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and
Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.