Title (Oral Presentation): Social Reform in the 1800s

Subject Area: US History I

Duration: Two 90 minute blocks
SOL Standards/ Reporting Category:
The student will apply social science skills to understand westward expansion
and reform in America from 1801 to 1861 by explaining the main ideas of the
abolitionist and womens suffrage movements.

Grade Level: Six

Final Product(s): Oral presentation with
supplementary material (PPT, Adobe Slate,
etc.)
Cognitive level:
Remembering
Understanding
Applying
Evaluating
Creating

4 Competencies:
Creativity
Collaboration
Communication
Critical Thinking

Expansion and Reform: 1801 to 1861

Essential Knowledge and Skills:
Abolitionist movement
Most abolitionists demanded immediate freeing of the slaves.
Abolitionists believed that slavery was wrong.
Morally wrong
Cruel and inhumane
A violation of the principles of democracy
Abolitionist leaders included both men and women.
Harriet Tubman led hundreds of enslaved African Americans to freedom along the Underground Railroad.
William Lloyd Garrison wrote the Liberator newspaper and worked for the immediate emancipation of all enslaved
African Americans.
Frederick Douglass wrote the North Star newspaper and worked for rights for African Americans and women to better
their lives.
Womens suffrage movement
Supporters declared that All men and women are created equal.
Supporters believed that women were deprived of basic rights:
Denied the right to vote
Denied educational opportunities, especially higher education
Denied equal opportunities in business
Limited in the right to own property
The movement was led by strong women who began their campaign before the Civil War and continued after the war had
ended.
Isabella (Sojourner) Truth, a former enslaved African American, was a nationally known advocate for equality and
justice.
Susan B. Anthony was an advocate to gain voting rights for women and equal rights for all.
Elizabeth Cady Stanton played a leadership role in the womens rights movement.
Essential Question(s):
What were the main ideas expressed by the abolitionists?
What were the main ideas expressed during the womens suffrage movement?

Materials and Resources (include all handouts):

Abolition video clip (Discovery Education https://app.discoveryeducation.com/learn/videos/9E99A274-2EE0-4744A41D-4CABCFBAB113?hasLocalHost=false or similar)
Suffrage video clip (Discovery Education https://app.discoveryeducation.com/learn/videos/DABE325C-692A-4A799EBD-5E27EAC578A2?hasLocalHost=false or similar)
Textbook Our America to 1865 pages 136-139
Computer lab or Computer Cart (PowerPoint)
iPads (app related presentations)
Student directions (see page 3)
Procedure(s):
Day 1:
1. Describe for students that during the 1800s prior to the Civil War, there were two groups of people who saw
something wrong with life in the United States and tried to change it. Those groups were abolitionist and suffragists.
2. Show the two short video clips about abolition and suffrage to build interest in each movement.
3. Have students choose to investigate either movement. Students can write their choice down on a small piece of
paper. Have students move to an area of the classroom based on what was written on their paper.
4. Teacher will form working groups of two or three for this Performance Based Assessment.
5. Using information previously learned in class, students will create a presentation to explain the main ideas of the
chosen movement.
6. Students may choose a presentation system (PPT; Educreations; Keynote; SceenChomp; Adobe Slate; etc.)
7. Students will work together to create the presentation using the provided guidelines.
8. Students will practice the presentation.
Day 2:
1.
2.

Students will practice presentations.

Students will present their creation.

Rubric(s)
Performance Based Assessment Grading Rubric (See page 4)
Communication Rubric (See page 5-6)

Social Reform Movement Performance Based Assessment

Names: ___________________________________________________________________ Block: _______
Task: Your group will work together to create an electronic presentation about one of the social reforms of the
1800s. Your group can choose the format of the presentation. Some ideas are: PowerPoint, Educreations, Adobe
Slate, Keynote.
Requirements:
Demands or declarations and rights denied
Beliefs of the movement
Three leaders of the movement and how that person contributed
Orally present to your classmates
Research:
Class notes
Textbook pages 136-139
Other print and Internet sources
Use the checklist below to help you complete the task.
Not Yet

Yes

Not Yet

Yes

Did we describe the demands or declarations and rights denied of the

movement?
Did we name and elaborate on the beliefs of the movement?
Did we include three leaders of the movement?
Did we describe how each leader contributed to the movement?
Did we practice our presentation?
Use the checklist below to help you go above and beyond.
Did we describe how the life of the social group would improve if the
demands or declarations were met?
Did we explain one belief in opposition (against) the movement?
Did we name and describe a fourth leader in the movement not
discussed in class?
Is your group well-rehearsed for a smooth presentation?
Did you work collaboratively with your peers almost all the time?

Social Reform Movement Presentation Grading Rubric

Name: __________________________________________________________ Block: _____
Criteria
Demands or
Declarations and
rights denied

Beliefs of the
Movement

Leaders of the
movement

Presentation

Collaboration with
Peers

Comments:

Exceeds

Meets

Approaching

Below

Demand/
Declaration
accurately stated
and explained.
Statement of how
life would improve
for the social group.
All beliefs of the
movement are
clearly stated and
elaborated on. One
belief in opposition
to the movement is
elaborated on.
Three leaders are
names and their
contributions are
easily identified. A
fourth leader and
her/his
contributions are
included.
Well-rehearsed with
smooth delivery
that holds audience
attention.
Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries
to keep people
working well
together.

Demands/
Declarations
accurately stated
and explained.

Demands/
Declarations are
stated.

Lacks demands/
declarations

All beliefs of the

movement are
clearly stated and
elaborated on.

All beliefs of the

movement are
listed.

Some beliefs of the

movement are
missing.

Three leaders are

names and their
contributions are
easily identified.

Two leaders are

names and their
contributions are
easily identified.

One leader is named

and her/his
contributions are
identified.

Rehearsed with
fairly smooth
delivery that holds
audience attention
most of the time.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in
the group.

Delivery not
smooth, but able to
maintain interest of
the audience some
of the time.
Often listens to,
shares with, and
supports the efforts
of others in the
group but
sometimes is not a
good team member.

Delivery not smooth

and audience
attention often lost.

Rarely listens to,

shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.

Score:

P R E S E N T A T I O N

R U B R I C

f o r

P B L

(for grades 6-8)

Below Standard

Approaching Standard

At Standard

Explanation of
Ideas &
Information

uses too few, inappropriate, or irrelevant

descriptions, facts, details, or examples
to support ideas

uses some descriptions, facts, details,

and examples that support ideas, but
there may not be enough, or some are
irrelevant

uses relevant, well-chosen descriptions,

facts, details, and examples to support
claims, findings, arguments, or an
answer to a Driving Question

Organization

does not include important parts

required in the presentation
does not have a main idea or presents
ideas in an order that does not make
sense
does not have an introduction and/or
conclusion
uses time poorly; the whole
presentation, or a part of it, is too short
or too long

includes almost everything required in

the presentation
moves from one idea to the next, but
main idea may not be clear or some
ideas may be in the wrong order
has an introduction and conclusion, but
they are not effective
generally times presentation well, but
may spend too much or too little time on
a topic, a/v aid, or idea

includes everything required in the

presentation
states main idea and moves from one
idea to the next in a logical order,
emphasizing main points in a focused,
coherent manner
has an effective introduction and
conclusion
organizes time well; no part of the
presentation is rushed, too short or too
long

does not look at audience; reads notes or

slides
does not use gestures or movements
lacks poise and confidence (fidgets,
slouches, appears nervous)
wears clothing inappropriate for the
occasion

makes infrequent eye contact; reads

notes or slides most of the time
uses a few gestures or movements but
they do not look natural
shows some poise and confidence (only
a little fidgeting or nervous movement)
makes some attempt to wear clothing
appropriate for the occasion

Eyes & Body

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Above
Standard

keeps eye contact with audience most of

the time; only glances at notes or slides
uses natural gestures and movements
looks poised and confident
wears clothing appropriate for the
occasion

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Below Standard

Voice

Presentation
Aids

Response to
Audience
Questions

Participation
in Team
Presentations

Approaching Standard

mumbles or speaks too quickly or

slowly
speaks too softly to be understood
frequently uses filler words (uh, um,
so, and, like, etc.)
does not speak appropriately for the
context and task (may be too informal,
use slang)

does not use audio/visual aids or media

attempts to use one or a few
audio/visual aids or media but they
distract from or do not add to the
presentation

At Standard

speaks clearly most of the time;

sometimes too quickly or slowly
speaks loudly enough for most of the
audience to hear, but may speak in a
monotone
occasionally uses filler words
tries to speak appropriately for the
context and task

uses audio/visual aids or media, but they

sometimes distract from or do not add to
the presentation

uses well-produced audio/visual aids or

media to clarify information, emphasize
important points, strengthen arguments,
and add interest

does not address audience questions

(goes off topic or misunderstands
without seeking clarification)

answers some audience questions, but

not always clearly or completely

answers audience questions clearly and

completely
seeks clarification, admits I dont
know, or explains how the answer
might be found when unable to answer a
question

Not all team members participate; only

one or two speak

All team members participate, but not

equally

Above
Standard

speaks clearly; not too quickly or slowly

speaks loudly enough for everyone to
hear; changes tone to maintain interest
rarely uses filler words
speaks appropriately for the context and
task, demonstrating command of formal
English when appropriate

All team members participate for about

the same length of time
All team members are able to answer
questions about the topic as a whole, not
just their part of it

Presentation Rubric / Grades 6-8 / Page 2

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