Add a Curriculum Bundle to Your Account!
Please select a bundle.
The Pack contains associated resources for the learning experience, typically in the form of articles and videos. There is a teacher Pack (with only teacher information) and a student Pack (which contains only student information). As a teacher, you can toggle between both to see everything.
Here are the teacher pack items for The Temperance Movement:
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
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 The amendment began the Prohibition Era, which ended in 1933 when the 21st amendment repealed the 18th amendment.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
Do you agree or disagree with this statement: States have the right to require drivers to wear seat belts.
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.
Based on the video, what’s your opinion of Prohibition’s effort to ban alcoholic beverages?
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.
