Day+6+Activities

= ​ Day 6 Activities= //(90 Minute Block)// ** Lesson Objective: Students will be able to. . . ** **Key Questions:**
 * identify the tactics were used to stop people from drinking.
 * connect ** Temperance, Then and Now .**
 * During the Temperance Movement are individuals gaining or losing freedom?
 * Could these tactics be used today to keep young adults from drinking?

** Do Now: **

Using your revised notes from Day 5 homework -- //**Discussion Board** --// complete the summary on your two-column notes. Submit electronically or print and pass in to instructor.

**Acitivity 1**
__ **Jigsaw** __

1. **Divide the reading,** //Temperance Pledge// from the link below into 6 sections. In groups, assign each member to read one of sections. Each member will read and mark-up his or her assigned pledge or illustration. []
 * 2. Take notes** on important points and be sure to address perspective.

Be sure to consider the **Guiding Questions:**
 * What tactics were used to stop people from drinking?
 * Do you think the tactics were effective, why or why not?
 * Could these tactics be used today?

Group 1 - The Temperance Pledge and the illustration Group 2 - Illustration by Stebbins, //Fifty Years History of the Temperance Cause// Group 3 - American Temperance Union Pledge Group 4 - Philadelphia Female Total Abstinence Society Pledge Group 5 - Pennsylvania Catholic total Abstinence Society Pledge and Pledge for Children Group 6 - Pledge of the Pennsylvania Society for Discouraging the Use of Ardent Spirits
 * 3. Re-Group according to assigned reading section.**

6. Share outcomes with the entire class.**
 * 4. By group number share your notes and make needed corrections**
 * 5. Return to your original group and explain the key concepts to other group members who did not read that section.


 * Click on Jigsaw directions below for further details**

**Acitivity 2** Respond to the quote from __**American Reformers**__, written by Ronald G. Walters and edited by Eric Foner, p129.

. . . //Temperance advocates (including Abraham Lincoln in the 1840s) claimed that drunkenness was a worse national evil than slavery and that doing away with alcohol would uplift America, Americans, and the world. . .//

In ten minutes, write your response to the quote above, either agreeing or disagreeing. Quickly write whatever comes to mind. Don't worry about organization and grammar. Debate as a class.
 * Quick Write**

**Acitivity 3**

Read the quote below from **__American Reformers__**, written by Ronald G. Walters and edited by Eric Foner, p129.

. . .//They (antebellum reformers) had a sense of progress and of the nation's potential. As they saw it, prosperity, godliness, an political freedom were to be the fruits of sobriety. Poverty, damnation, and tyranny were the consequences of intemperance.//

Restate the quote in your own words. Share with a partner and revise.

Analyze the lithograph, Tree of Temperance and look for evidence to support or refute the quote above.


 * Directions **
 * open the document below
 * examine the lithograph
 * complete the I See column then Pair/Share significant, observable details
 * complete the It Means column then Pair/Share your interpretations
 * write a brief summary to determine POV of the illustrator, highlight key terms used in your summary
 * Pair/share and revise as needed
 * Pairs will share with the class and revise as needed
 * print lithograph and final analysis



**Homework

//Alternatives to Alcohol//**
 * open the link below
 * read, mark-up the text, and highlight important information
 * complete two-columm notes - identify main ideas and details
 * record comment, connections, and questions on the left
 * complete the summary

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