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Social Movements of the Nineteenth Century

Guiding Questions

  • How did reform movements in the early nineteenth century address the social and economic challenges of the era?

Objectives

  • Students will define key vocabulary related to social movements of the nineteenth century.
  • Students will analyze a primary source to make personal and societal connections from past to present.
  • Students will sort a primary source set into categories to illustrate understanding of nineteenth century social movements.

Teacher Resources

Facilitation Notes

  • This lesson may be best implemented over several days due to the intricacies of each lesson activity.

Anticipate

  • Glossary terms: Terms used in this lesson for pre-teach opportunities or vocabulary support:
    • Temperance, intemperance, suffrage, abolition, transcendentalism, utopianism, revivalism, progressivism, reform

Annotated Visual Slides (AVS)

  • Before class begins, create a set of slides with nine template slides (one for each glossary term).
    • Give students access to edit the AVS.
    • Prepare vocabulary words with an assigned number that matches a numbered slide on the AVS for distribution at the beginning of class. This will assign students to a word in the AVS.

Teacher note: There will be multiple students per word, decide if students will work together in groups in-person, work on the same slide while staying in their seats, or have blind groups where they are working on the same slide without knowing who their group is.

  • As students enter class, give them their word and matching number.
  • Students will go to the numbered slide assigned to them in the AVS and describe their word with clues and images, and a simple definition.
    • Give students a time limit to complete the assignment (10-15 minutes).
  • When the time limit has elapsed, switch access to view only or have students close their devices and present the AVS to the whole class, clarifying as needed.
    • The final product can be used as a review guide and for reference during the lesson, if needed.

Scaffolding note: Teachers can adjust the time given, the number of words allowed, or the types of visuals allowed to be used in the description to be more challenging.

  • SEE – Encourage Close Looking
    • Ask learners to carefully observe the source before jumping to interpretations or opinions. The goal is to focus purely on what they notice.
    • Have students list their observations on scrap paper.
    • Support this step with processing questions such as:
      • What objects or people do you see in the image?
      • What do you notice about the text or visuals?
      • What does the source say in your own words?
      • What are some key words or phrases that stand out?
    • Encourage students to take their time and gather as many details as possible.
  • THINK – Invite Interpretation
  • Now that students have observed the source, ask them to begin interpreting what they’ve seen.
  • Students share aloud what their source is and what they think it’s about, in their own words.
  • Guide their thinking with prompts like:
    • What’s going on here?
    • What do you think this source might mean?
    • What makes you say that?
  • This step encourages students to begin forming meaning from their observations.
  • ME – Make Personal Connections
    • Encourage learners to connect the source to their own lives.
    • Ask students to share a personal response or connection. This might include:
      • What drew them to the source?
      • A memory or experience it reminded them of.
    • You may want to model your own response first to help students feel comfortable.
    • A safe, trusting atmosphere is key. If you’re working with a large group, consider having students share in pairs or small groups.
  • WE – Connect to the Wider World
    • Invite learners to expand their thinking by exploring how the source relates to broader themes or issues.
    • Ask students to consider how their personal connections from the ME step might link to larger human experiences or societal topics.
    • Prompts to support this step include:
      • How do you see this idea or issue showing up in the world today?
      • How might this connect to your community or others around you?
    • Like with the ME step, modeling your own response can help students engage thoughtfully.

Engage

See Think Me We with Primary Source Set

  • Before class begins, print the primary source and image set. Prepare enough sets for each student group you plan to have in the Explore activity.
  • Lay out at least one of each item in the primary source and image set. Allow students to choose one source they would like to focus on.

Scaffolding note: You can assign some students to particular sources if they need more challenge or support. For example, a student who needs more challenge might choose from a set of text sources, while a student who needs more support might choose from a set of image sources or a set aligned with their prior knowledge.

Teacher note: If you typically use classrooms norms for respectful discussion, you may want to refer to them before you begin. This thinking routine invites learners to make personal connections, so it’s especially important to establish an atmosphere of trust and care.

Explore

  • Transition: Maintain the groups from the Anticipate activity, or place students into groups of 2-4.

Source and Image Sort

  • Distribute a primary source and image set to each group.
    • Ask students to work together to read each source and analyze each image.
    • Students will be “experts” in one source because they examined it in the Engage activity.
  • Then pass out a large piece of butcher paper, glue, markers, and scissors to each group.
    • Students will work together to sort the images and sources into categories, attach them to the butcher paper, and title each category.
    • For example: Seneca Falls Declaration of Sentiments and Women at the Polls image might be grouped together under a “Woman’s Suffrage” title.

Assess and Reflect

Body Biography

  • Students pair up to trace their body on another large sheet of butcher paper.
  • Assign students a random social movement, or let them choose one.
  • Students decorate the body outline to represent a member of the social movement symbolically.
  • Ask students to consider:
      • What is the person wearing?
      • What are they holding?
      • What are they standing on?
      • How are they accessorized?
        • For example: A body biography of a woman from the temperance movement might be wearing very modest clothing, holding a cup of water, and standing next to the bible.
    • Require students to label each item of their body biography so that their reasoning for each item and choice is clear.