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UbD Lesson Plan Template

Teachers Name: Alexis Opper


Lesson Title: Antebellum Reform Movements

Subject/Course: U.S. History


Grade Level: 11th

Approximate Time Frame: 45 Minutes


Essential Vocabulary: Reform, Temperance, Antebellum,

Brief Overview (Summary) of the Unit:


U.S. in Adolescence
1)
What does it mean to grow up? What does a new nation require to succeed?
2)
How does a new country handle differences and diversity? How do we learn and improve?
3)
Why move west? Why expand? What is the USs manifest destiny?

Stage 1 Desired Results (Acquisition, Meaning Making and Transfer)


Key Standards (Common Core ELA, Math or District AND Indian Education for All Essential Understandings):
CDE History 1a. Evaluate a historical source for point of view and historical context
CDE History 2h. Examine and evaluate issues of unity and diversity
CDE History 3e. Analyze ideas critical to the understanding of American history.
Transfer: Students will demonstrate understanding of _____ and apply it to a new problem or situation.
(What kinds of long-term, independent accomplishments are desired?)

Students will demonstrate understanding of analyzing primary sources related to the reform movements
and create their own advertisements for movements.
Students will be able to analyze the pros and cons of movements and analyze the movements of today
Meaning Making: Students will understand and keep considering
Understandings: Students will understand that...
Students will understand that antebellum reform movements are linked to reforms of today, and that all reform
movements have pros and cons.
Essential Questions (Long Term and Topical):
How are the antebellum reform movements related to reform movements today?
What can primary sources show us about the antebellum reform movements?
How did antebellum reform movements succeed and fail?
How did the reformers attempt to spread their movement?
Acquisition of Knowledge and Skill
Knowledge: Students will know
Students will know the primary antebellum reform movements and their key components
Skills/Performance: Students will be able to
Students will be able to analyze visual primary sources and identify pros and cons of reform movements

Stage 2 Assessment Evidence


grade 11

updated 9/24/16

Performance Task or Other Key Evidence of learning (What will students understand and/or be able to do?)
Students can identify the key players and arguments for the significant reform movements of the 1830s.
Students can create hypothesizes and conclusions based on primary source evidence.

Key criteria to measure Performance Task(s) or Key Evidence:


By participating in the class discussion about the sources, completing their note-catcher, and demonstrating
understanding of a particular reform movement during their poster project on Thursday, students will show that
they have achieved the learning target.
Other Evidence to reflect student learning (formative and/or summative measures)
They will also provide evidence of their learning during the unit test.

Stage 3 - Learning Plan, Experiences, and Instruction:


Learning Activities: Consider the WHERETO elements Whos the Hardest Working Person in the Room?
The Teacher will
The Student will
-Review
the
overarching
theme
of
reform
-Use prior knowledge to make
W
Where are we going?
What is expected?

in the Antebellum U.S.


- Ask students to relate antebellum
movements to today

How will we hook


(Introduce this to) the
students?
How will we pre-assess
student knowledge,
understanding and skills
to inform instruction?

How will we equip


students for expected
performances?

How will we rethink or


revise? (on-going,
formative, keep coming
back as needed)

grade 11

Begin class by brainstorming the


idea of reform with students &
asking students what reform
movements are active today.
You are part of the Fort Collins
High School nation. How would
you reform or improve your
society?
Introduce the idea of Primary
sources and go over how to
analyze a visual source: I See, I
Think, I Wonder
Provide a note-catcher that goes
along with the presentation slides.
If students are struggling to make
conclusions on the sources, I will
lead the first several and ask
students to create similar
conclusions.
If students are quickly hitting the
targets, I will ask them to explore
more details in the primary
sources.
If students get through the lesson
quickly, I will introduce the poster
activity.

hypothesizes based on evidence from


primary sources.
- Link antebellum reform movements with
reforms of today.
- Discuss reforms they see in the
world today

Use I see, I think, I wonder, to


question primary sources
Use their note-catcher to take
notes

Attempt to draw reasoned


conclusions based on the visual
primary sources.

updated 9/24/16

Provide a note catcher for students -Collect information in their note catcher
to collect important details and
and participate in the discussion.
their thoughts.

The information that will go in the


note-catcher will be both visually
on the presentation and said
verbally.
The varying levels of complexity of
I see, I think, I wonder will give
all students the opportunity to
participate,
During the activity Thursday,
students will work in groups to
create a visual presentation where
they will be able to discuss with
one another and creatively present
their movement.
Introduce Reforms. Hook: How
would you reform FCHS if it was
your nation? (10 minutes)
Scaffold by reintroducing primary
sources and introducing I see, I
think, I wonder (5 minutes)
Provide note-catcher (5 minutes)
Lead discussion of propaganda
from reform movements (10
minutes)
Explain each movement (10
minutes)
Introduce poster activity (5
minutes)

How will students selfevaluate and reflect their


learning?

T
How will we tailor
learning to varied needs,
interests, and learning
styles? (differentiation,
accommodation,
modification)

O
How will we organize the
sequence of learning?
(please include the
sequence)

Be able to copy notes directly


from slides if they need to.
Be able to participate in the
conversation, even if they are
struggling to grasp the primary
source analysis.
Have the opportunity to present
their learning creatively.

Brainstorm improvements to
society.
Have their prior knowledge
activated.
Take notes in a note catcher
Assess visual primary sources.
Take notes on each movement.
Begin poster activity in a small
group.

Special Needs (include all learners on the continuum from disabled to gifted & twice exceptional):
Modifications (changes to the Core standard(s) and Accommodations (supports or instructional
level of proficiency expected):
adjustments):
- Some students may be able to identify
- Structured note-taking
certain key phrases in the sources and
- Visual & verbal notes
possible link them to movements, while
- Opportunities for verbal, written, and
others may make conclusions about details
artistic evidence of learning
and create a fuller evaluation of a historical
- Individual work, Large class discussion &
source. All students will have the
small group work
opportunity to evaluate the sources and
place them in historical context.

Plans for after this lesson/competency is complete (How will you extend, enrich?):

grade 11

updated 9/24/16

On Thursday, we will discuss how these reforms are relevant today, and as we continue our
chronological survey of U.S. History, we will link continuing events to the reform movements. We will
observe how some movements see immediate action (abolition) while others take the backseat
(temperance) for many years.
Key Resources Used: Websites, books, film clips, etc.
Type of Resource(s):
Name of Resource(s):
Textbook
Primary Sources (Antebellum Reform Propaganda)
Extreme Makeover Reform Note-catcher, slides
From Sarah Keller

grade 11

updated 9/24/16