Goals & Objectives
Goal: Students will understand the impacts of the movements to reform society in the mid-1800s, including: the Second Great Awakening, prison reform, and education reform.
Objective: Students will be able to explain and analyze the ideals behind the Second Great Awakening, the Prison Reform Movement, and the Education Reform Movement in America in the 1800s during small group discussions.
Objective: Students will be able to explain and analyze the ideals behind the Second Great Awakening, the Prison Reform Movement, and the Education Reform Movement in America in the 1800s during small group discussions.
California State Content Standards
HSS.8.6: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture.
5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture.
Common Core Literacy Standards
Reading:
CCSS.6-8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.6-8.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Writing:
CCSS.6-8.WHST.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.6-8.WHST.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.6-8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.6-8.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Writing:
CCSS.6-8.WHST.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.6-8.WHST.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving Historical Question
How can we see the effects of early American reform movements in religion and education in society today?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 8 Minutes (2 Minutes each Cartoon, 2 Minutes Discussion)
The teacher will present the students with 3 political cartoons from the early reform movements in education, prisons/asylums, and religion (the Second Great Awakening). Students will have their notebooks out and ready at the beginning of class. They will be asked to analyze each picture, writing their observations in their notebooks. The teacher will ask students to focus on the details in the picture as well as the broad ideas. For the first cartoon, on the Second Great Awakening, students should notice that there is a preacher in a pulpit, there are tents in the background (signifying that people are living there), and that people are worshipping outwardly. The second cartoon, on the Prison/Asylum reform movement, contains images of a woman abusing children locked away in an Asylum. Lastly, the cartoon of the Common School movement (or education reform) depicts children of all backgrounds and ages forming a circle and learning as one. Students need to make connections between the political cartoons and the movements themselves. They should be connecting the preacher and the congregation in the first cartoon with a religious revival, the woman abusing children in the second cartoon with a movement to improve conditions in asylums, and the children coming together as a movement to provide free and equal education. After students have completed their observations, the teacher will lead the class in a discussion using equity cards in order to determine if they have made the proper connections and have the background knowledge necessary to continue with the lesson.
Vocabulary (Content Language Development) ‖ Time: Throughout the Lesson
Common-school
Second Great Awakening
Reform
Asylum
Since this is the end of the unit, students are familiar with most terms relating to reform movements. The 4 terms listed will be necessary to understand in order for students to have successful discussions. These terms will be reviewed before the content delivery of the lesson and touched upon throughout the discussions as needed.
Second Great Awakening
Reform
Asylum
Since this is the end of the unit, students are familiar with most terms relating to reform movements. The 4 terms listed will be necessary to understand in order for students to have successful discussions. These terms will be reviewed before the content delivery of the lesson and touched upon throughout the discussions as needed.
Content Delivery (Method of Instruction) ‖ Time: 15 Minutes
The teacher will separate students into groups of 8. Each group will be provided with two of the school’s chromebooks. There will be 3 total groups and each of these groups will be assigned one of the 3 reform movements. Each group will then be instructed to go to the webpage provided on their reform movement and close read the text and/or watch the video clips provided. Students should be taking Cornell notes while reading the webpage. The group can decide how they want to read the text or watch the clip. Students can either split into smaller groups of 4 (since each group has 2 chromebooks), or they can read through the webpage together, taking turns who reads the text. When they are finished investigating their webpage, they will begin the discussion portion of the lesson. This is the first part of a Jigsaw discussion that students will be participating in.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 25 Minutes (10 Minutes Expert Groups, 15 Minutes Home Groups)
Students will be participating in a Jigsaw discussion. They will be in groups according to their assigned movement: Second Great Awakening, Prison Reform, or Education Reform. Each group will have already completed a close study of a webpage on the movement and are now “experts” on that topic. Students will be asked to discuss what they learned on the webpage, responding to the following guiding questions: What is the main purpose of your assigned movement?; Would you have joined this movement if you lived during that time?; What connections can you make between this reform movement and the other movements that we have studied thus far in the unit? Why do you believe this reform movement was important? The teacher will provide the students with sentence frames to use as a part of their discussion in both this section and the next section.
After 10 minutes of discussion in their reform movement groups, students will be asked to split into groups of 3, with each group containing an expert from the Second Great Awakening, the Prison/Asylum reform movement, and the Education reform movement. When students are in their groups, they will be given the following guiding questions in order to facilitate their own discussion and inform their other group members of the information they learned about their respective reform movement. These questions/prompts will include: How did your movement effect society during the 1800s?, Was your reform movement highly supported or was it controversial?; Try to convince your group members why they should have joined the movement that your learned about; and How do your groups 3 reform movements relate to one another? Students should also ask at least one question of their other group members. This second half of the jigsaw will last for 15 minutes.
While students are in their expert and home groups, the teacher will be circulating and making note of the participation protocols that they are following. Students will be provided with a rubric about their expectations in their expert and home groups, which will include: asking follow up questions, using supporting evidence, making connections, using sentence frames, and offering new ideas. The teacher will tally how many times each student uses one of these expectations on the board to that all students know how well they are performing.
After 10 minutes of discussion in their reform movement groups, students will be asked to split into groups of 3, with each group containing an expert from the Second Great Awakening, the Prison/Asylum reform movement, and the Education reform movement. When students are in their groups, they will be given the following guiding questions in order to facilitate their own discussion and inform their other group members of the information they learned about their respective reform movement. These questions/prompts will include: How did your movement effect society during the 1800s?, Was your reform movement highly supported or was it controversial?; Try to convince your group members why they should have joined the movement that your learned about; and How do your groups 3 reform movements relate to one another? Students should also ask at least one question of their other group members. This second half of the jigsaw will last for 15 minutes.
While students are in their expert and home groups, the teacher will be circulating and making note of the participation protocols that they are following. Students will be provided with a rubric about their expectations in their expert and home groups, which will include: asking follow up questions, using supporting evidence, making connections, using sentence frames, and offering new ideas. The teacher will tally how many times each student uses one of these expectations on the board to that all students know how well they are performing.
Lesson Closure ‖ Time: 6 Minutes
The teacher will prepare an exit poll/quiz on Socrative with a question about which movement students would have joined if they had lived during that time. While this question was asked about their assigned movement during the expert group discussion, students’ choices may have been swayed after their home group discussion. After the initial question, students will be asked to respond to a short answer question explaining why they would have joined this movement. All of this will be completed on Socrative using the students’ phones. After students have completed the exit poll on Socrative, they will be asked to stand up and go to one of three corners with signs up that list each movement. Two students from each movement will be called on randomly and asked to explain whether or not the movement they joined was different than the movement they became an expert on.
Assessments (Formative & Summative)
Formative – The teacher will assess students’ prior knowledge during the lesson introduction. Students will be responding to political cartoons in their notebooks. The teacher will circulate during this portion of the introduction to answer any questions and review student observations. The subsequent class discussion using equity cards will help the teacher determine if all students have understood the background information and re-teach the content if necessary.
Summative – During both group discussions, when students are in their expert and home groups, the teacher will be observing their participation using the discussion rubric. Students should be meeting the criteria list in the student activities section: asking follow-up questions, using supporting evidence, making connections, using sentence frames, and offering new ideas. The teacher will be providing immediate feedback by tallying their participation on the board and then giving them individualized feedback the following day based on the rubric provided.
Summative – During both group discussions, when students are in their expert and home groups, the teacher will be observing their participation using the discussion rubric. Students should be meeting the criteria list in the student activities section: asking follow-up questions, using supporting evidence, making connections, using sentence frames, and offering new ideas. The teacher will be providing immediate feedback by tallying their participation on the board and then giving them individualized feedback the following day based on the rubric provided.
Accommodations for English Learners, Striving Readers and Students with Special Needs
This lesson may be difficult for English language learners, students with special needs, or students that struggle speaking in front of class or during discussions. In order to accommodate these students, strategic grouping will be used, along with an expectation for a substantial amount of wait time. Students should know that there will be times of silence during the discussion and that they should not worry about those lulls. Striving readers will also be helped with the expert group format in which the group absorbs the information together instead of individually. Allowing for different levels of grouping will help all students feel comfortable with the content and with the subsequent discussion.
Resources (Books, Websites, Handouts, Materials)
Second Great Awakening Political Cartoon
Prison Reform Movement Political Cartoon
Education Reform Movement Political Cartoon
Sentence Frames
Discussion Rubric
Chromebooks
Socrative
Student Cell Phones
http://reformmovements1800s.weebly.com/second-great-awakening.html
http://reformmovements1800s.weebly.com/education.html
http://reformmovements1800s.weebly.com/prison-and-asylum-reform.html
Prison Reform Movement Political Cartoon
Education Reform Movement Political Cartoon
Sentence Frames
Discussion Rubric
Chromebooks
Socrative
Student Cell Phones
http://reformmovements1800s.weebly.com/second-great-awakening.html
http://reformmovements1800s.weebly.com/education.html
http://reformmovements1800s.weebly.com/prison-and-asylum-reform.html