• StrandReform Movements

    Standard Reform Movements

    Grade Level 8

    Code U4.3.1

    GLCE/HSCE

    8 – U4.3.1 Explain the origins of the American education system and Horace Mann"s campaign for free compulsory public education. (C2)

    8 – U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2)

    (National Geography Standard 6, p. 154)

    8 – U4.3.3 Analyze the antebellum women"s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (C2)

    8 – U4.3.4 Analyze the goals and effects of the antebellum temperance movement. (C2)

    8 – U4.3.5 Evaluate the role of religion in shaping antebellum reform movements. (C2)

    Key concepts

    Essential understandings

    (Procedural or Conceptual)

    Vocabulary

    free compulsory public education

    abolitionist

    antebellum

    suffrage

    Content Vocabulary

    temperance movement

    Horace Mann

    John Brown

    Harriet Tubman

    Underground Railroad

    Sojourner Truth

    William Lloyd Garrison

    Frederick Douglass

    Susan B. Anthony

    Elizabeth Cady Stanton

    Seneca Falls Convention

    Aligned Assessments

    Students will know

    • the origins of the American education system
    • what the abolitionist movement was and who the key leaders were
    • the involvement and response of the South and the Northto the abolitionist movement
    • the goals of Susan B. Anthony and Elizabeth Cady Stanton
    • how the Declaration of Independence was used to formulate the Seneca Falls Resolution (aka Declaration of Sentiments)
    • the rationale forand theeffects of the temperance movement
    • how religious movements inspired reform movements such as prison reform andeducation reform

    Students will be able to

    • identify the main goals in Horace Mann"s plan for free compulsory public education
    • ascertain the problems that existed in the American education system at the beginning of the antebellum period
    • list the abolitionist leaders (including Harriet Tubman, Sojourner Truth, John Brown, Sojourner Truth, William Lloyd Garrison, Frederick Douglass, etc) and identify each individual"s role in the movement
    • contrast the responses of northerners and southerners to the abolition movement
    • enumerate the goals of the antebellum of the suffrage movement (specifically identify the roles of Susan B. Anthony and Elizabeth Cady Stanton)
    • conduct a comparison of the Seneca Falls Resolution (Declaration of Sentiments)and the Declaration of Independence
    • chart the goals and effects of the antebellum temperance movement
    • the impacts of the Second Great Awakening on the social conscience of Americans (including prison reform and education reform)

    Last Modified on 6/6/2008 2:21:30 PM

    Strand Public discourse, decision making, and citizen involvement (P3, P4)

    Standard

    Identifying and Analyzing Issues, Decision Making, Persuasive Communication

    About a Public Issue, and Citizen Involvement

    Grade Level 8

    Code P3.1

    GLCE/HSCE

    8-P3.1.1Identify, research, analyze, discuss, and defend a position on a national public policy issue.

    • Identify a national public policy issue.

    • Clearly state the issue as a question of public policy orally or in written form.

    • Use inquiry methods to trace the origins of the issue and to acquire data about the issue.

    • Generate and evaluate alternative resolutions to the public issue and analyze various perspectives (causes, consequences, positive and negative impact) on the issue.

    • Identify and apply core democratic values or constitutional principles.

    • Share and discuss findings of research and issue analysis in group discussions and debates.

    • Compose a persuasive essay justifying the position with a reasoned argument.

    • Develop an action plan to address or inform others about the issue

    Key concepts

    Essential understandings

    (Procedural or Conceptual)

    Vocabulary

    public policy

    alternative resolutions

    debate

    Aligned Assessments

    Students will know

    National public policy issues.

    Core democratic values.

    Constitutional principles.

    Student friendly language

    1. I can identify core democratic values

    2. I can identifyconstitutional principles

    Assessment

    Students will be able to:

    Identify a national public policy issue.

    Research a national public policy issue.

    Analyze a national public policy issue.

    Discuss and defend a position on a national public policy issue.

    State the issue as a question of public policy.

    Use inquiry methods to trace the origins of the issue and acquire data about the issue.

    Generate and evaluate alternative resolutions and analyze various perspectives on the issue.

    Identify and apply core democratic values or constitutional principles.

    Share and discuss findings of research and issue analysis.

    Compose a persuasive essay.

    Develop an action plan.

    1. I can identify a public policy issue.

    2. I can research a public policy issue.

    3. I can analyze a public policy issue.

    4. I can discuss and defend a position on a public policy issue.

    5. I can state an issue as a question of public policy.

    6. Use inquiry methods to trace the origins of an issue and gather data about the issue.

    7. I can generate and evaluate different solutions and analyze different points of view on an issue.

    8. I can identify and apply core democratic values or constitutional principles.

    9. I can share and discuss the findings of my research and give analysis.

    10. I can compose a persuasive essay.

    11. I can develop and action plan.

    Last Modified on 11/20/2008 1:18:36 PM

Last Modified on February 14, 2018