Reform Movements in the United States 1820 – 1860

Standard:  History

Benchmark:
8.1.18 Analyze different interests and points of views of individuals and groups involved in the abolitionist, feminist, and social reform movements, and in sectional conflicts.
8.1.19  Explain the influence of early individual social reformers and movements.

Essential Question:
How did the reform movements of the mid 1800s change American society?  How did choices of past reformers contribute to the greater good?

Background:
There were several reform movements that took place between 1820 and 1860. Some of these reforms included the

1. abolitionist movement, 2. labor unions, 3.  temperance movement, 4.  women’s movement, 5.  prison reform, 6.  mentally ill, 7.  religious reform and 9.  education reform. Because women, students, African Americans, children and the mentally ill faced discrimination it was necessary to make changes and push for reform. Today you live in a democracy in which you can express your beliefs and make a difference! The groups listed above did not have that opportunity, yet fought for the rights enjoyed by many today. Looking back to the past you realize just how much Americans have achieved.

In this project, you will be asked to research and analyze one reform movement and reformers involved in it between 1820 and 1860.  You will display your findings using a media format of your choice.  In the end, students will preview your product and answer questions to check for understanding.

Include the following in your finished product:  12 points  (Deadline – Friday, 4/20

1. Title (Name of Reform Movement)
2. A section for your heading (name, date, subject, block)
3. 6 sections with information with subtitles
   1. Section 1 – Content: identify the problem and cite specific textual evidence (credible sources) to show the problem was a detriment to society. Include image.  Use reform related content vocabulary.  (2pts.)  negative impact it had on society as a whole.
   2. Section 2 – Reading: What was the solution to the problem and cite specific textual evidence (credible sources) to show the impact the reform had on America..  (2pts.) positive impact it had on society as a whole.
   3. Section 3 – Connections: discuss the social problem and using your credible sources, take a stance on whether or not you feel its solutions contributed to the betterment of American society today. Include image (2pts.)
   4. Section 4: name a key person (key reformer) that was actively involved in the reform movement (2pts.)
   5. Section 5: answer to the Essential Question by providing examples (or evidence) from the reading material (or text) (2pts.)
   6. Section 6: Credible Sources from which you got your information from (2pts.)

• Characteristics of a reform, characteristics of a society that would call for a reform, context of America in 1840s.
• Using credible sources (primary and secondary sources), research essential components of the reform being studied.
• Describe how the social reform contributed to the betterment of American society.
• Describe what impact the reform had on America.

Module 11:  Westward Expansion                                        Module 12:  Expansion and Conflict

Lesson 1:  A Growing Nation                                                 Lesson 1:  The Texas Revolution
Lesson 2:  Boom Times in the West                                    Lesson 2:  The Mexican-American War
Lesson 3:  Wars for the West                                                  Lesson 3:  The California Gold Rush
Lesson 4:  Farming and Populism

 Standard:

• Standards: History and Geography

Benchmark:

• 1.11 Explain the events leading up to and the significance of the Louisiana Purchase (1803) and the expedition of Lewis and Clark (1803-1806)
• 1.15 Explain the concept of Manifest Destiny and describe its impact on westward expansion of the United States.
• 3.10 Examine how and why the United States became a continental nation through westward expansion

Reading Standards for Literacy in History/Social Studies 6 – 12:

Key Ideas and Details:

• 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.

Integration of Knowledge and Ideas:

• Integrate visual information (e.g., digital story) with other information in print and digital texts.

CommonCoreSocialStudiesStandards:
D2.His.1.6-8  Analyze connections among events and developments in broader historical contexts.
D2.His.2.6-8  Classify series of historical events and developments as examples of change and/or continuity.

Essential Questions: 

• Was the United States truly destined to expand west in the 1800s?

E Ola! Learner Outcomes:

Aloha ʻĀina – Hawaiian patriotism:  love for the land and its people.

Memory Verse:

“For I know the plans I have for you,” says the Lord. “They are plans for good and not for evil, to give you a future and a hope.” Jeremiah 29:11

Hawaiian Value:  Ho’omau – Perserverance

Westward Expansion

Aloha ʻĀina

Enduring Understanding: What are the characteristics that make up a culture?
*  Sugar Cane Land:  What will become of it?

Essential Questions: What are the characteristics that make up a culture?
*  What is Aloha ʻĀina? How can you engage in it?
*  How do people influence place and vice versa?
*  Why is the relationship between ʻāina and its people important?
*  How is this relationship relevant/ important to me as a Hawaiian?
*  How do I respond to the needs of others?
*  How do my choices contribute to the greater good?
*  What is my kuleana?
*  Why is perpetuating my Hawaiian culture important?

Objectives:
Students look at historical or current issues and develop a problem statement around Hawaiʻi. Guided by their inquiry around Essential Questions, students engage in research using the Design Thinking process that leads them to propose possible solutions to the issues. Students present their findings, solutions and personal answers to EQs in a format of their choice.

E Ola! Learner Outcomes
Aloha ʻĀina:(Hawaiian patriotism; love for the land and its people): Students develop an in-depth relationship with places and communities that hold significance to them and strive to improve the wellbeing of such places, engaging in experiences that foster aloha for and lifelong allegiance to ka lāhui Hawai‘i and ka pae ‘āina o Hawaiʻi.

Memory Verse:
For I know the plans I have for you,” says the LORD. “They are plans for good and not for disaster, to give you a future and a hope.  Jeremiah 29:11

Value:
Kuleana – What is your responsibility in creating a change in the world. If you donʻt see things being down to benefit your life or your surroundings, than be that change!  “Be the change you wish to see in the world.”

ʻIke Hawaiʻi 2018 Calendar

Celebrating Black History Month

8.1.18  Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist and social reform movements, and in sectional conflicts.

 Identify Black Americans that have made important inventions and discoveries, created great works of art, and excelled in science, music, medicine and sports.  Acknowledge that they have played important roles in America’s history. All Americans need to know about these important people. The accomplishments of these black heroes can help us all realize how these black Americans overcame obstacles in order to reach their goals.

Essential Questions:
1.  Which influential African Americans do we celebrate this month?
2.  What inventions/contributions did African Americans provide to better our future?

Memory verse:
“Now the Lord is the Spirit, and where the Spirit of the Lord is, there is freedom.”                     2 Corinthians 3:17.

E Ola! Learner Outcomes
Kūlia – Excellence; Innovation and Creativity

Black people have made critical contributions to the STEAM field that shape our world. However, their path to STEAM education and achievement has been historically limited by systemic racism and oppression.

STEAM (science, technology, engineering, art + design, and math) is essentially about making things that change the world. Now more than ever, STEAM skills are crucial to advancing our society and solving the problems of the world. Inventors, architects, scientists, web developers, and many more professionals use STEAM skills every day.

Students will meet many inspiring black people who are makers, creators, and innovators. Students will also learn about the darker history of oppression that makes the achievements of these folks all the more remarkable. At the end of the text set, students will complete a creative project that showcases their understanding of STEAM and the black experience.

• STEAM (science, technology, engineering, art + design, and math) is essentially about making things that change the world. Black people have made critical contributions to the STEAM field that shape our world today.

Value:
Hōʻihi – To give respect

2/7 – Celebrating Black History Month:  Making Things that Change the World:  STEAM and the Black Experience.  Newsela Lesson 1

2/8 – Newsela Lesson 2

2/9 – WordItOut – Research and compile information

From Colonies to Revolution
1763 – 1783

Enduring Understanding: What are the characteristics that make up a culture?
*  Conflict can lead to change

Essential Questions: What are the characteristics that make up a culture?
*  Why does conflict develop?
*  What motivates people to act?

Specific Essential Questions: 

E.Q.:  How did the colonial experience shape America’s political and social ideals?
E.Q.:  Why were the American Patriots willing to risk their lives for independence?

Students will know: What are the characteristics that make up a culture?
*  the causes for the development of conflict between Britain and the colonies
*  the consequences of that conflict and how it motivated colonial leaders and others to act
*  the causes of the American Revolution
*  the opposing sides in the American Revolution
*  the significant battles of the American Revolution and the strategies of both sides
*  how the Americans gained allies in the war
*  what helped the Patriots win independence

Students will be able to: What are the characteristics that make up a culture?
explain the Proclamation of 1763
analyze why Britain began to enact harsher trade laws and taxes
understand cause and effect relationships as they relate to the reaction of the colonists
identify those individuals and groups that began to rebel against British policy
draw conclusions about tensions between the colonists and the British that led up to the Boston Massacre
identify the Founders and recognize their contributions
compare points of view held by Patriots and Loyalists
summarize the steps taken that led to the writing of the Declaration of Independence
understand the four parts of the Declaration of Independence
identify the opposing sides in the American Revolution
compare and contrast the advantages of the British and the Patriots
analyze how the Americans gained allies
describe life on the home front during the Revolutionary War
identify and analyze what helped the Patriots win independence

NCSS Standards
Below are the National Council for the Social Studies (NCSS) standards covered in this chapter.
Learners will understand:
2 TIME, CONTINUITY, AND CHANGE
1. The study of the past provides representation of the history of communities, nations, and the world
2. Concepts such as: chronology, causality, change, conflict, complexity, multiple perspectives, primary and secondary sources, and cause and effect
3. That learning about the past requires the interpretation of sources, and that using varied sources provides the potential for a more balanced interpretive record of the past
4. That historical interpretations of the same event may differ on the basis of such factors as conflicting evidence from varied sources, national or cultural perspectives, and the point of view of the researcher
7. The contributions of key persons, groups, and events from the past and their influence on the present
8. The history of democratic ideals and principles, and how they are represented in documents, artifacts, and symbols

10 CIVIC IDEALS AND PRACTICES
5. Key documents and excerpts from key sources that define and support democratic ideals and practices (e.g., the U.S. Declaration of Independence)

E Ola! Learner Outcomes
Aloha ʻĀina – Hawaiian patriotism; love for the land and its people.

Memory Verse:
Romans 13:4-7  (v4). Christians should submit to human authority not only to avoid punishment but also to maintain a clear conscience before God (v5).   Specifically, Christians should pay their taxes (v6)and pay the proper respect and honor to “God’s servants” (v7).

Value:
Kuleana  – Responsibility

Calendar- From Colonies to Revolution 2018

FACING HISTORY AND OURSELVES

Who Am I?

Students explore the role that identity plays in forming their values, ideas, and actions.

Standard:  Geography

Benchmark:

• Geo.6.6-8 Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

Objectives:

• Students will be able to define the word identity
• Students will be able to identify various factors that shape their identity

Essential Questions:

• Who am I?

E Ola! Learner Outcomes:

‘Ike Kūpuna (Ancestral experiences, insights, perspectives, knowledge, and practices): Students develop understandings of the achievements of their kūpuna and recognize that ‘ike kūpuna is seeded within themselves.  Students apply ‘ike kūpuna to shape their growth.

Value:

NĀNĀ I KE KUMU—
Look to your Sense of Place and sources of spirit, and you find your truth.

Memory Verse:

• In the beginning God created the heavens & the earth. Genesis 1:1

New beginnings, new opportunities:  You are not here by chance.  This universe is Godʻs creation.  You are made in His image and you should be treated with dignity, respect and love. Every part of your life:  your work, family, relationships, friends, memories, dreams are completed in Jesus.

Calendar- Who am I?