Social Movements: Through the Public’s Eye

By: Tina Gersdorf, M.Ed.
2010 Fellowship
Tennessee State Library and Archives

Abstract

Social movements are all around us all the time. There are many ways in which these movements spread and succeed (or fail). Through this lesson, students will look at some of artifacts of three major social movements from the late 19^th, early 20^th centuries. They will acquire knowledge of these historical movements as well as build a framework around the theme of ‘social movements’ from which to begin thinking about how they can be involved in social movements and how these movements could change their world.

I am focusing here on a theme through which US history may be taught. The theme is ‘social movements’. Many events and time periods may be addressed through this theme while connecting to today’s world at the same time. This unit could expand into various areas including legalities, history of the movements, deeper information about the pros/cons of the movements, the study of propaganda, etc. I am intentionally remaining narrow and focusing on what the general public experienced in this unit in order to allow for deeper investigation.

Essential Questions

· How do people attempt to influence others to support their social movement?

· Are social movements positive or negative for a society? Why might people have different answers?

· How can a social movement change a society?

Enduring Understandings

· The goals and ideals of social movements are spread to the public using a variety of methods, each intending for a specific audience.

· Social movements impact society in many ways and people will view them as positive or negative depending on their ideology.

Assessment

Students will create their own social movement using a number of different ways to deliver their message to the public.

Setting the Purpose

Upon the first lesson, engage the students in a group discussion around current day issues that they think should be fixed (or that people are already trying to fix). Discuss, also, what types of issues people disagree on. This conversation should be wrapped-up with a focus on how they know about these issues and what types of ideas they have as to how more people could know about them.

All students have background knowledge about one or more issues in the world (or even their school, community, or country) that needs attention. As well, they typically possess strong emotions around this or other issues. This will get them thinking about what a social movement is before the lesson begins.

Procedure

Unit Vocabulary: social movement, ideology, cause

Lesson 1: Introduce ideas of social movements to the students through group discussion about what they think can be changed in the world (or in their country or community). Provide definitions for key terms of the unit. (1 Day)

Lesson 2: Students will experience the propaganda from three 19^th century/early 20^th century social movements and learn that there are many ways to get a message across to the public. They will analyze the various artifacts, interpret the messages portrayed, and determine the intentions of those who created each piece. (2 – 3 Days)

Lesson 3: The question, “are social movements positive or negative for a society?” will be addressed through explanation of personal ideology. Students will write on this topic and will be expected to answer the question based on differing opinions about the topics. (2 Days)

Lesson 4: Each social movement studied in this unit resulted in a constitutional amendment. Students will learn of these amendments and will hypothesize how they changed society. They will also explain what people’s reactions may have been, depending upon their ideology on the topic. (1 Day)

Lesson 5: Students will spend some time researching social movements that happened throughout the 20^th century. They will be looking specifically for propaganda, artifacts, and results (if applicable). (2-3 Days)

Lesson 6: Students will create their very own social movement. They will create propaganda for their movement as well as create a statement someone might write if they disagreed with them. (2 – 5 Days, dependant upon classroom needs)

Sources