The Temperance Movement


US History (11th) Progressive Era The Temperance Movement
Students learn the history of the temperance movement and Prohibition in the United States. They outline the movement’s growth and success, the effects of Prohibition, and its decline. They give their opinions on Prohibition and discuss related issues such as whether it is ever valid to restrict a right.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

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Here are the teacher pack items for The Temperance Movement:

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Overview

In this experience, students learn the history of the temperance movement and Prohibition in the United States. They outline the movement’s growth and success, the effects of Prohibition, and its decline. They give their opinions on Prohibition and discuss related issues such as whether it is ever valid to restrict a right.

Objectives

  • Explain the motivations for the temperance movement.
  • Analyze the role of women in the ratification of the 18th amendment.


In the early 20th century, some people believed that all alcoholic beverages were harmful. Some of them became active in the temperance movement, which was the movement in favor of prohibiting the sale of alcoholic beverages in the United States. The movement achieved victory with the passage of the 18th amendment to the U.S. Constitution in 1919. The amendment began the Prohibition Era, which ended in 1933 when the 21st amendment repealed the 18th amendment.

Objectives

  • Explain the motivations for the temperance movement.
  • Analyze the role of women in the passing of the 18th amendment.




Pouring liquor down a sewer during Prohibition


Do you agree or disagree with this statement: States have the right to require drivers to wear seat belts.

 

A) Agree
B) Disagree

Ask a few student volunteers to explain their answers. Most students will likely say that states have the right to restrict driver behavior in order to ensure public safety. Other students may say that the states do not have the right to restrict drivers’ freedom, and drivers should be allowed to risk their lives if they don’t want to wear a seat belt. 

Tell students that in this experience, they will be learning about an attempt by the U.S. government to restrict the citizens’ behavior.


Individual rights are precious to Americans. Can a law that restricts a right ever be justified? Watch Prohibition Preview and see one answer.


Based on the video, what’s your opinion of Prohibition’s effort to ban alcoholic beverages?

Post your answer

Some students may say that laws restricting individual rights may be passed when they are necessary for public health or safety. Other students may feel absolutely opposed to laws that restrict rights. Encourage class discussion by asking students for specific examples of restrictive laws they might favor—or oppose. 


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The Complete List of Learning Experiences in Progressive Era Unit.
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