Push+for+Reform



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Lesson 1 - Introduction to Ch 8 - A Push for Reform Lesson 2 - New Reform Movements in America Lesson 3 - Irish and German Immigration Lesson 4 - The Know-Nothings Lesson 5 - Women and Reform Lesson 6 - Frederick Douglass's Independence Day Speech Lesson 7 - Abolitionist Speeches Lesson 8 - Underground Railroad


 * A Push For Reform Unit Objectives**

Students will be able to: >
 * define reform, describe its purpose and why people want reform
 * explain the impact of the Second Great Awakening on American society
 * identify the various reform movements of the early to mid 1800s and their key leaders
 * analyze the effectiveness of these reform movements
 * describe the push and pull factors of Irish and German immigrants to the United States
 * explain the experiences of immigrants and why Irish immigrants faced discrimination and German immigrants did not
 * describe the beliefs of the Know-Nothing Party
 * analyze and read primary source documents and pictures from the point of view of the Know-Nothing party and their critics
 * explain the limits placed on women during the early 1800s
 * compare and contrast the Declaration of Sentiments with the Declaration of Independence by completing an APPARTS chart
 * identify the message behind Frederick Douglass's Independence Day speech by rewriting selected passages from formal to informal language
 * identify the author, audience, and purpose of Douglass's speech
 * explain the goals of the abolitionist movement
 * analyze primary source documents from leading abolitionists
 * compare and contrast speeches on their level of persuasion, effectiveness, and interest/attention-grabbing
 * create abolitionist speeches
 * explain the process of the Underground Railroad and name key people involved


 * MA Learning Standards:**

//**USI.29**// Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) //Seminal Primary Documents to Read:// Frederick Douglass's Independence Day speech at Rochester, New York (1852)

//**USI.30**// Summarize the growth of the American education system and Horace Mann's campaign for free compulsory public education. (H)

//**USI.31**// Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) A. Frederick Douglass B. William Lloyd Garrison C. Sojourner Truth D. Harriet Tubman E. Theodore Weld

//**USI.32**// Describe important religious trends that shaped antebellum America. (H) A. the increase in the number of Protestant denominations B. the Second Great Awakening C. the influence of these trends on the reaction of Protestants to the growth of Catholic immigration