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Lesson Plans

The American Journey: A History of the United States ©2000

by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir

Focus Lesson 11

Chapter 14: "Reforming Antebellum Society, 1815–1850"

AP* Course Description

Creating an American Culture
- Cultural nationalism
- Education reform/professionalism
- Religion; revivalism
- Utopian experiments: Oneida Community
- Transcendentalists
- National literature, art, architecture
- Reform crusades
  - Feminism; roles of women in the nineteenth century
  - Abolitionism
  - Temperance
  - Criminals and the insane

Key Components

Instructor's Manual: pp. 93–98
Study Guide, Vol. I to 1877: pp. 104–112
Test Item File: pp. 163–175

Key Web Sites

Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.

Key Words and Terms

Utopian communities
socialism
American Colonization Society

Transcendentalist
Seneca Falls Convention
Women's Property Act of 1860

Suggested Pacing

Allow two 90-minute classes on a block schedule or four 45-minute classes on a traditional bell schedule.

Test Strategy

By this time in the course, students have practiced writing the introduction and thesis statement for an essay but may need some reinforcement on writing the body and the conclusion of an essay. Remind them that the body of an essay develops, explains, and supports the key idea(s) expressed in the thesis statement. The body paragraphs should be organized in the logical order that was established in the introductory paragraph. Each paragraph must be related to the thesis and to one another. The conclusion is the final paragraph of the essay and should restate the thesis and sum up the support.

Key Concepts

Women's rights
Students should be aware that in drafting the Declaration of Sentiments the authors deliberately used phrasing from the Declaration of Independence to call attention to their demands for full equality for women. But the document was also rooted in its time, as betrayed by its attitudes toward nativism, the cult of domesticity, and the connection between women, moral superiority, and social reform. Note that the latter theme appeared in the 1970s and 1980s when more women became involved in politics and were elected to public office. Also point out the importance of 1848 as a year of revolutions in Europe.
Abolition
Students should begin to track the work of abolitionists, the splits in the movement, and the increasing political controversy in the nation over slavery. Students should be aware of how abolitionists both fueled the controversy by their actions and words and garnered support because of actions of their opponents. This text has a particularly good discussion on the internal divisions within abolition and the role William Lloyd Garrison played as a radical among radicals.

Summing Up Student Understanding

Instruct students to research the major reform movements in the United States from 1815 to 1850 for an illustrated oral report. Each student will create a collage (8 1/2" x 11") that expresses the major points that the student learned about a particular reform movement and then describe the collage, and in so doing, the movement, in a three to five minute class presentation. Students may choose any movement discussed in the text; you might wish to have students present their subjects to you for approval prior to doing research so that all the movements will be covered. While the drawings may be in pencil, markers, computer generated, and so on, the text should be in ink or typed. Explain to students that their presentations will be graded on accuracy, completeness, creativity, originality, and visual impact. When assigning the project, you might provide students with a rubric similar to the one below so that they know what they will be graded against:

A visual arts element: a sketch or picture that captures the highlights or something outstanding about the reform movement
A strong sentence or two that illustrates the importance of this reform. This could be a quotation from a person or a statement about the reform movement.
At least two descriptive paragraphs (up to 100 words total) that explain the movement and answer the following questions:
- Why is this movement remembered?
- What was its contribution to society?
Visual impact (20 points)
Creativity (15 points)
Information (35 points)
Class Presentation (30 points)

ADDITIONAL RESOURCES

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:

American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapter 12
The Power of Words: Vol. I to 1877, edited by Breen—Chapter 12
Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 10
American Experiences: Vol. I to 1877, edited by Roberts and Olson (secondary source readings)—Part Five

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