Student Resources
Teacher Resources

Mid-Nineteenth Century Reform :
Teacher Resources

TARGETED LEARNING STYLES

Field Dependent

Field Independent

 Visual

 Tactile

Reflective

Analytical Understanding


tip

Teacher Tips and Tools

After students find their research information, students will need to jigsaw to complete the Making Life Better chart.

Make copies of the research charts ahead of time.

 

Grade Level/Content Area/Unit:

Grade 8 American History


Focus:
Enduring Understanding
or Essential Question

How did life in the United States change by the reform movements of the mid-nineteenth century?

MSDE Voluntary State Curriculum:
Social Studies Content Standards/
Core Learning Goals
  • An ability to obtain, interpret, evaluate, organize and think critically using information from observing, investigating and reading print sources of information.
  • An understanding of people of the nation and world by investigating historical and contemporary cultures and by determining that human experiences in earlier times and other places may be applicable to solving contemporary problems.

National Content Standards for
Social Studies

II. Time, Continuity, and Change: Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
e.  develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of  people in different historical contexts;
f. use knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision making about and action-taking on public issues.

V. Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can
a. demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
b. analyze group and institutional influences on people, events, and elements of culture.

US FlagAASL Standards for the 21st-Century Learner

Learners use skills, resources and tools to:

  • Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue Personal and aesthetic growth
US FlagNational Technology Education Standards for Students
(International Society for
Technology in Education)

Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity (4, 5, 6).

  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
US FlagenGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)

Students who are technologically literate use a variety of technology tools in effective ways to increase creative productivity and use technology to identify and solve complex problems in real-world contexts.

Students who are information literate Identify and retrieve relevant information from sources; use technology to enhance searching and after the information is extracted use retrieved information to accomplish a specific purpose.
Last update: November 2010, by Michael Morgan
Created by: Amy Fuller , Baltimore County Public Schools

BCPS Research Model, Copyright 2006, Baltimore County Public Schools, MD, all rights reserved.
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