② Deep · Connect & organize

Phase 2 — Connect & organize

Now students take the facts from Phase 1 and relate them: mapping the causes, goals, tactics, and opposition across the movements, questioning real reform-era sources, and building an argument from evidence. Deep learning is where knowledge becomes usable — the bridge to the problem.

🎯 By the end of Phase 2 students can organize the reform movements by cause, goal, tactic, and opposition, read a primary source for its point of view and rhetorical strategy, and defend a claim with evidence — the exact moves the problem will demand.

Concept mapping · d 0.64§113.20(c)(24), (c)(25)

1 · Concept map — causes, goals, tactics & opposition

Build a class concept map with “Closing the gap between our ideals and our reality” in the center. For each movement, cluster four things: what caused it (faith, ideals, injustice), what it wanted (its goal), the tactics it used, and the opposition it faced. Then draw arrows showing where movements shared allies — or where they pulled against each other.

Movement	Goal	Tactics	Opposition
Abolition	end slavery, now	the antislavery press, speeches, petitions, firsthand testimony	enslavers & those who profited; many who feared disunion
Women's rights	equal rights, including the vote	conventions, the Declaration of Sentiments, petitions	those who said politics was “no place for women”
Temperance · education · asylums	less alcohol; free schools; humane prisons & asylums	petitions, pledges, laws, model schools & institutions	those who called it government overreach or too costly

Talk move: draw an arrow from any movement's cause to its tactic and say the sentence aloud (“Because reformers believed ______, they chose to ______”). This rehearses §113.20(c)(25).

Elaboration & organization · d 0.72§113.20(c)(23), (c)(29)(A,B,E)

2 · Primary-source analysis — read for point of view & strategy

Give pairs one or two short, district-approved excerpts — for example the Declaration of Sentiments (Seneca Falls, 1848), which echoes the Declaration of Independence, and a short passage from Frederick Douglass. Use a four-question source routine, adding a look at rhetorical strategy (how the writer tries to persuade):

Source: Who wrote this, when, and why?
Observe: What does it actually say? (facts only)
Point of view & strategy: What change does the writer want — and how do they try to persuade (appeals to ideals, faith, emotion, or the reader's own words)?
Question: What does it make you want to find out?

Credibility & frame check (c)(29)(B): is this a firsthand reform document, a later account, or an opponent's reply? How can we tell?

📚 Primary sources & analysis tools: National Archives · DocsTeach: Declaration of Sentiments ↗ · NPS · The Declaration of Sentiments ↗ · NPS · Frederick Douglass, history & culture ↗ · American Battlefield Trust · Frederick Douglass ↗ · LoC · Women's Suffrage classroom materials ↗

Argumentation · d 0.86§113.20(c)(21), (c)(29)(G,H)

3 · Structured argument — a warm-up claim

A low-stakes rehearsal of the reasoning the problem needs. Pose one contested question and have students take a side with evidence, using a claim–evidence–reasoning frame. Then have them steelman the other side — state its strongest point fairly (civil discourse, §113.20(c)(21)).

Warm-up question: To change an unjust law, is it better to use moral persuasion (speeches, writing, appealing to people's conscience) or political action (petitions, votes, new laws)? Give your claim, one piece of evidence from Phase 1 or the sources, and your reasoning.

Sentence stems (ELPS support): “My claim is ______.” · “My evidence is ______.” · “This matters because ______.” · “The strongest point on the other side is ______, and here is why it deserves an answer: ______.”

Note: keep this a practice argument about tactics in general. Choosing an actual cause and strategy as a reformer belongs in Phase 3, where students hold stakeholder roles.

✅ Deep check before the problem: can students name a movement's cause, goal, tactic, and opposition; read one reform-era source for its point of view and strategy; and state a claim with evidence and fairly state the other side? Those abilities are exactly what Phase 3 will ask them to transfer.

‹ Phase 1 — Surface Phase 3 — Transfer ›

Aligned to (not reproduced from) 19 TAC Ch.113 §113.20; effect sizes from Visible Learning MetaX. This scenario dramatizes the real reform movements of the mid-1800s.