APUSH 1
Unit III – America’s History
Lesson Plans
Term 3 07-08
Day 22
Chapter 9 Reading Quiz – Definitions, Identifications, MC
In Class:
1. Chapter 9 Notes Through “The Missouri Crisis” (Stop At 2nd Great
Awakening)
2. Handout/Label Chapter 9 Map
3. Lesson 22 The Cult Of Domesticity
4. Handout Chapter 10 Notes
5. Assign Unit III Group Assignment
6. Give Unit III DBQ Question To Students
Homework:
1. Lesson 22 The Cult Of Domesticity (If Not Complete) Due Day 23
2. Chapter 9 Quiz, Day 24
3. Chapter 9 Notes Due Day 24
4. Chapter 10 Quiz, Day 25
5. Chapter 10 Notes Due Day 25
6. Unit III Group Assignment Presentations Begin Day 26
Day 23
Chapter 9 Map Shootout
In Class:
1. Discuss/Collect Lesson 22 The Cult Of Domesticity (If Not Finished
Yesterday)
2. Finish CH9 Notes (2nd Great Awakening To End)
3. Begin CH10 Notes Through “Growth of Small Towns” (Stop at
“Changes in Social Structure”)
4. Handout/Label Chapter 10 Map
5. Lesson 27 Lowell Girls – Creating A Work Ethic
6. Handout Chapter 11 Notes
7. Assign Age of Reform Presentations
Homework
1. Lesson 27 Lowell Girls – Creating A Work Ethic Due Day 24
2. Chapter 9 Quiz, Day 24
3. Chapter 9 Notes Due Day 24
4. Chapter 10 Quiz, Day 25
5. Chapter 10 Notes Due Day 25
6. Chapter 11 Quiz, Day 26
7. Chapter 11 Notes Due Day 26
8. Unit III Group Assignment Presentations Begin Day 26
9. Age of Reform Presentations Begin Day 27
APUSH 2
Unit III – America’s History
Lesson Plans
Term 3 07-08
Day 24
Chapter 9 Quiz
In Class:
1. Discuss/Collect Lesson 27 Lowell Girls – Creating A Work Ethic (If Not
Finished Yesterday)
2. Finish CH10 Notes (Begin At “Changes in Social the Structure”)
3. Begin CH11 Notes Through “The Jacksonian Impact” (Stop at “Class,
Culture, and the Second Party System”)
4. Handout/Label Chapter 11 Map
5. Lesson 23 The Second Great Awakening: The Basis For Reforming
Society
6. Handout Chapter 12 Notes
Homework
1. Lesson 23 The Second Great Awakening: The Basis For Reforming
Society (If Not Complete)
2. Chapter 10 Quiz, Day 25
3. Chapter 10 Notes Due Day 25
4. Chapter 11 Quiz, Day 26
5. Chapter 11 Notes Due Day 26
6. Unit III Group Assignment Presentations Begin Day 26
7. Chapter 12 Quiz, Day 27
8. Chapter 12 Notes Due Day 27
9. Age of Reform Presentations Begin Day 27
Day 25
CH10 Quiz
In Class:
1. Discuss/Collect Lesson 23 The Second Great Awakening: The Basis
For Reforming Society (If Not Finished Yesterday)
2. Finish Chapter 11 Notes (Begin at “Class, Culture, and the Second
Party System)
3. Begin Chapter 12 Notes Through “The Mormon Experience” (Stop at
“Abolitionism”)
4. Handout/Label Chapter 12 Map
5. 2B in computer lab finishing up presentations (A220)
3B in computer lab finishing up presentations (A220)
Homework:
1. Chapter 11 Quiz, Day 26
2. Chapter 11 Notes Due Day 26
3. Unit III Group Assignment Presentations Begin Day 26
APUSH 3
Unit III – America’s History
Lesson Plans
Term 3 07-08
4. Chapter 12 Quiz, Day 27
5. Chapter 12 Notes Due Day 27
6. Age of Reform Presentations Begin Day 27
7. Unit III Test Day 28
Day 26
Chapter 11 Quiz
In Class:
1. Finish Chapter 12 Notes (Begin at “Abolitionism”)
2. Begin Unit III Group Presentations
3. Begin Expansion & Reform Panel Discussion (If Time)
4. Handout DBQ Documents
Homework
1. Chapter 12 Quiz, Day 27
2. Chapter 12 Notes Due Day 27
3. Age of Reform Presentations Begin Day 27
4. Unit III Test Day 28
Day 27
Chapter 12 Quiz
Unit III Map Quiz
In Class:
1. Finish Expansion & Reform Panel Discussion
2. Briefly Discuss Unit III DBQ Documents
Homework:
1. Unit III Test Day 28
Day 28
Unit III Test
Homework:
1. None
APUSH 4
Unit III – America’s History
Lesson Plans
Term 3 07-08
The Age of Reform – Unit 03
The period before the Civil War is known as the “Ante-Bellum” period in
US History. This period saw a number of reform movements whose goals
were to improve society. Be able to answer a couple of questions
regarding reform movements:
1. In what ways did American attitudes toward poverty, crime, and
insanity change during the first half of the nineteenth century?
Why did those changes occur, and what were the results of such
changing attitudes?
2. Be able to identify the following people and terms:
Second Great Awakening, “circuit riders”, religious
revivals, division of labor, Samuel Slater,
“outwork system”, Waltham plan, interchangeable
parts, Working Men’s Party, National Trades Union,
“labor theory of value”, Eli Whitney,
transcendentalism, Ralph Waldo Emerson, Margaret
Fuller, Walt Whitman, Nathaniel Hawthorne, Herman
Melville, Brook Farm, utopias, Shakers, Fourierist
Phalanxes, Charles Fourier, Arthur Brisbane, John
Humphrey Noyes, Oneida Community, complex marriage,
Mormons, Joseph Smith, Brigham Young, American
Female Moral Reform Society, Dorothea Dix, Horace
Mann, Catharine Beecher, Sarah and Angelina Grimke,
Harriet Beecher Stowe, Uncle Tom’s Cabin, Susan B.
Anthony, Elizabeth Cady Stanton, Lucretia Mott,
Seneca Falls Convention.
Group Assignment: You will be put into a group to research one of
the following reform movements. You will report back to the entire
class the findings of your research. Your presentation will be worth
20 points.
Protestant Christianity as a Social Force – pages 272 - 278
The Coming of Industry – pages 286 - 296
Individualism – pages 342 - 346
APUSH 5
Unit III – America’s History
Lesson Plans
Term 3 07-08
Communalism – pages 346 - 352
Women’s Rights Movement – pages 358 – 364
To focus your research, answer these questions in your
group report:
When was this reform movement most active in the ante
bellum period?
Where was the geographic center of the movement? For
example, was it based in New England?
What did the reform movement attempt to accomplish?
Who – individuals and groups - were involved in the reform
movement?
Why did the movement believe this reform was so necessary
at the time?
What were the outcomes of the reform movement, both long
and short term?
APUSH 6
Unit III – America’s History
Lesson Plans
Term 3 07-08
Advanced Placement US History
Unit 03: Expansion and Reform
There will be two panel discussions during this unit. Panel
members will be expected to provide the class with important
information about a particular issue. YOU will be the “experts”
and will advocate a position or a course of action. THIS IS NOT
A DEBATE. You will, however, be allowed to ask questions of each
panel when they finish presenting their “case.”
Panel members will make a short opening statement (90 sections or
less) followed by a discussion of the question.
Directions: Students will be placed into one of four groups.
Each group will work on one broad topic to research. Your
group’s findings will be shared with the class in the form of a
panel presentation.
Notes: Each group will be responsible for preparing notes on
their topic – not to exceed two pages in length. You will hand
these in to your teacher at the end of the presentation. You
will receive a grade for these notes.
Topics/Groups:
Topic: The South and the Slavery Controversy
Group 01: Aristocratic Republicanism and Slavery, 1780 -
1820. Pg. 261- 262, 265 - 269
Account for the expansion of slavery during this time
period. Just who owned slaves? How did slavery affect the
southern society? What was life like for a slave? Question
to consider: The institution of slavery made the Civil War
inevitable.
Group 02: The Abolitionists. Pg. 352 - 362
Account for the rise of the abolitionist movement.
Identify abolitionist leaders and their proposals to deal
with the slavery question. What impact did the movement
have in the North and in the South? Question to consider:
Were the radical abolitionists correct to support a costly
fratricidal war in order to abolish slavery?
Topic: Revolution and Reform
APUSH 7
Unit III – America’s History
Lesson Plans
Term 3 07-08
Group 01: Changes in Social Structure, 1820 – 1860 Pg. 303
- 313
How did the industrial revolution shatter the tradition
social order? How did government tax policies allow the
accumulation of wealth in society? Who were the “middle
class?” Who made up the new urban poor? What were living
conditions like in urban areas for the working poor? What
do historians mean by the term Benevolent Empire? How did
immigration in the ante-bellum period place strains on the
social order? Question to consider: How did the
Industrial Revolution alter the relationship among the
social classes?
Group 02: Jacksonian Presidency Pg. 317 - 330
Who were the candidates for president in 1824? What was
the result of the election, and how did this affect the
election of 1828? What “carried” Jackson to the office of
President? What political crises did Jackson face as
President? How were they resolved? Question to
consider: Explain the popularity of Andrew Jackson? Was
he an American hero, or a tyrant?
Each group will have approximately 1/4 of the class period to present
their information. Charts and maps are available from your teacher to
use on the overhead.
You will be graded on your presentation (10 points) and your notes (10
points).
There will also be a quiz over these chapters.
APUSH 8
Unit III – America’s History
Lesson Plans
Term 3 07-08
Presidential
Outlines
James Madison
James Monroe
John Quincy Adams
Andrew Jackson
Martin Van Buren
John Tyler
James K Polk
Your assignment: Tonight you
need to research about these
six presidents and be ready
to share with the class
tomorrow.
APUSH 9
Unit III – America’s History
Lesson Plans
Term 3 07-08
Important information to
research:
Dates of presidency
Political party affiliation
Election/campaign issues
Social trends or changes
Domestic events
Foreign affairs