Georgia US History 11 Connection: A Mother’s Bond

Georgia US History 11 Connection: A Mother’s Bond

These connections take Self-Evident videos and explicitly connect them to Georgia US History standards. An optional extension article is included to further set the video in larger context.

Standards:

  • SSUSH7.b: Explain how the North, South, and West were linked through industrial and economic expansion…
  • SSUSH7.d: d. Explain how the significance of slavery grew in American politics including… abolitionism.
  • SSUSH8 Explore the relationship between slavery, growing north-south divisions, and westward expansion that led to the outbreak of the Civil War

US History Basic Connection:

  1. Complete the Basic Plan for “A Mother’s Bond”
  2. Transition to the standard: “Catherine Linda’s story is heart-wrenching on a personal level. It also tells us a lot about America in the 1800s.”
  3. Ask students to write about or discuss in pairs, small groups, or as a class some or all of the following prompts:
    • What does Linda’s story tell us about how the North and South were linked economically?
    • What does Linda’s story tell us about the abolitionist movement in the 1840s?
    • What does Linda’s story tell us about how divided or united the South and North were by the 1840s?

Optional US History Larger Context:

  1. Set a purpose for reading: “To understand the bigger picture of Linda’s story, we’re going to read a short article about how the abolitionist movement fits in with other reform efforts of the early 1800s. As you read, think about how the bigger ideas of the movement relate to Catherine Linda’s experience.
  2. Have students read “Abolition & Antebellum Reform” from Newsela, available at varied reading levels.
  3. Ask students to write about or discuss in pairs, small groups, or as a class some or all of the prompts:
    • How does it help us understand the abolitionist movement better?
    • What causes does the article suggest for why there was an abolitionist movement?
    • According to the article, how was abolitionism similar to and distinct from other reform movements?
    • How does the new information in this article help us understand Catherine Linda’s story better? For example, how might we better understand the motives of the abolitionists she met in Massachusetts and why they acted the way that they did?