7th grade teaching slide show

1. Breaking the System
The Study of Social Reform

2. After 1787… what happens in America?

3. DO: Take notes online in the packet
Westward Expansion: The 19th-century movement of settlers
into the American West, began with the Louisiana Purchase and was
fueled by the Gold Rush, the Oregon Trail and a belief in "manifest
destiny."
Manifest Destiny: The belief that God (providence) supported the
spread or expansion of America all the way to the Pacific Ocean, by
force if necessary.
Eventually… this led to the Homestead Acts (1862) signed by
Abraham Lincoln. It provided 160-acre tracts of land west of the
Mississippi at little cost, in return for a promise to improve the land.

4. What is
a
Symbol?
Head to a breakout room to discuss. Use
online dictionaries to research.

7. How do these ideas align with
our American values?
To Jefferson, Westward Expansion
was the key to the nation's health, it
was essential. He believed that a
republic depended on an
independent, virtuous citizenry for
its survival, and that independence
and virtue went hand in hand with
land ownership, especially the
ownership of small farms.

8. DO: Coloring in the Map/Zoom
THINK ABOUT:
What would this
movement look like?
What impact would this have?

10. Westward Expansion
What are the impacts of Westward Expansion?

11. Louisiana
Purchase
Capital One
Commercial

12. DO: Write down definitions in the packet (p. 1)
Louisiana Purchase: In 1803, President Thomas Jefferson
purchased over 827,00 square miles of territory from France, doubling
the side of the young republic. This was known as one of Jefferson’s
greatest achievements.
Transcontinental Railroad: In 1862, two railroad companies
were chartered with building a transcontinental railroad to open up
the American West, connecting the 3,000 miles between the East and
West Coast to under a week.
*Click on the links above to see the importance of these two events
to the idea of Manifest Destiny.

13. What are the impacts of Westward Expansion and
the Transcontinental Railroad?

14. What are the impacts of Westward Expansion and
the Transcontinental Railroad?

15. What are the impacts of Westward Expansion and
the Transcontinental Railroad?

16. What are the impacts of Westward Expansion and
the Transcontinental Railroad?

17. *DO: notes in the packet
Social reform is an organized attempt to
improve what is unjust.
Using the photos above, what social reform is happening? What
method?

18. Change is in the Air (causes)
Abolitionist Movement
Second Great
Awakening: a dynamic
religious movement in the
early 1800’s;
sinning is wrong, people have
free will and are not
predestined to a life of
suffering
Quakers influence the
thinking in the North towards
equality for all people including
enslaved people and women
1804: Northern states
promise to get rid of
slavery
1807: the slave trade ends
in the United States

19. Abolitionist Movement:
a movement of people who try to abolish (get rid of)
slavery with the methods of speeches, newspapers,
book, activism
Who are these people?
*DO: notes in the packet

20. Abolitionist Movement & Women’s Movement
Compare the treatment to
Enslaved Africans through slave
codes and other laws
Laws Restricting Women in
the 1700’s
1. When married, property to husband
2. In divorce, children were property of
husband
3. Women were restricted to only
owning small business, no other
professions
4. Women are not citizens, therefore no
voting, no office, no jury duty
5. Husband could use physical actions to
control wife, ‘rod no larger than thumb’
Do: Write notes in the packet

21. Why were these restrictions imposed on
women and not men?
Gender: society creates meaning and
expectations for men and women; helps to
create a system of masculine and feminine
Do: Write notes in the packet

22. Society’s Rules and Laws
Expectations for Women
✱ No education beyond primary
school
✱ Lack of roles in leadership and
church
✱ Subservient to men in all
matters
✱ Role was in the home and with
the children
✱ Travel with males; brother or
husband
✱ Laws of the 1700’s

23. Gender vs. Laws

24. this then leads to stereotyping men and women into
specific roles….
Stereotype: generalized belief about a
person and/or a group of people with little
knowledge; categorize or label a person
How do these fit together? Backwards Brain Bicycle
Lens + Bias= Stereotype
Stereotype + Prejudice = Discrimination
Implicit Bias + Empathy Gap = Prejudice
Do: Write notes in the packet

25. Compare: Impact of stereotypes and
gender… today!

26. Impact of stereotypes and gender… today!

27. In breakout groups, brainstorm all the ways
(or methods) you can think of that people
can RESIST or CHANGE something they
think needs to get better…
Make a list!
How do we make change in society? What
actions are considered social reform?

29. Methods for Social Reform/Change:
❖ Education Programs
❖ Protest/Civil Disobedience/Boycott
❖ The Arts (Writing, Poetry, Sculpture, Paint, Dance...)
❖ New or Repealed Legislation (Laws/Rules)
❖ Journalism/Documentary
❖ Advertisement Campaign

30. Stage 3: Research
STEP 1: Select topic group
Choose one the following groups to dig into deeper:
● Women
● Chinese
● Mexican
● Native American
● African American
STEP 2: Begin Research
Research your selected group’s experience during the Westward
Expansion time period before the Civil War.
We’ll be using NOODLETOOLS!

31. Setup Noodletools:
1. Sign into Noodletools with your school google account
2. Create a NEW noodletools project called:
Breaking System: Insert Your Selected Group
ex. Breaking the System: Mexican
3. Share this project with your teacher’s “project inbox”. Search for your
teacher’s name and your section. Make sure to hit “done”.
Requirements:
● At least 4 Sources properly input into Noodletools:
You can use the textbook readings as a source
You can use the primary source packets from above as a source
Need 2 sources from the databases
● At least 50 Bulleted Notes
MORE DETAILED INFORMATION IN YOUR PACKET!

32. While you research, try to answer the following (more questions on the
topics page):
● Who made up this group specifically? (Race, ethnicity, gender, religion, citizenship...)
● What was their specific experience? Find real examples. Do they face prejudice,
discrimination, violence, disenfranchisement (unable to vote), fewer rights?
● What are state or federal laws that impacted the people of your group?
● How did society react to the needs of your group?
● What were social reform tactics, methods, or techniques that were used to make change in
society for your group?
● Who were social reform leaders who fought for the rights and needs of your group?
● Did geography impact your group?
*** more questions on the topics page and KEY HISTORICAL TERMS TO INVESTIGATE

33. Stage 4: Persuasion Summary
Using the ARES worksheets in the packet, organize your research to
answer this question:
Which social reform tactic/technique
was most impactful/successful in making
change for your selected group?

34. Stage 5: CALL to ACTION
Educate your classmates with a 5 minute slide presentation…
1) 2-3 minute Google Slide presentation in which you
educate us about your selected group
AND
2) 2-3 minute persuasive presentation to motivate and
incite (encourage/stir up) the audience to support your
ideas for social reform and change for your assigned
group (co-written by each member of the group).

35. Stage 5: CALL to ACTION
and then the FINALE…...

36. Stage 5: Persuade us to join the cause!
Choose a method below to help others feel empathy for your group and
want to join in the cause!!
How could you express and persuade the public?
● Create a newspaper front page with 2 articles and advertisements
● Give a speech to inspire change
● Plan a protest, march or boycott -- share with us the logistics (where, when, who) and
create materials (posters, pamphlets, bumper stickers, t-shirts) to be passed out to educate
the public
● Pretend your an activist and Vlog (Video Log) your experience and what advocate for the
change you want
● Write or amend a law that makes a positive change for your group
● Write a song/rap educating and inspiring about your cause
● Create a skit (to be performed on Zoom) about the experience and what needs to change
for your group

37. Helpful hints to keep in mind...
Helpful hints for a persuasive pitch:
❏ Slogan or catchy phrase for your visual
❏ Eye opening stats/facts
❏ Energy and passion to convince or persuade ie.) Sell the
newspaper!
❏ Call to action for the public to get involved
❏ Engage your audience with rhetorical questions or leave them
thinking
❏ Eye catching choice of color, images, symbols, etc. (aesthetics
matter!)
❏ Body language matters! Stand tall, be confident, project your voice!