Goals & Objectives
Goal: Students analyze the attempts to abolish slavery and realize the promises of the constitution. Students analyze the causes of the Civil War.
Objective: Students will complete an exit slip that describes two (2) causes of or two (2) events that precipitate the Civil War.
Objective: Students will complete an exit slip that describes two (2) causes of or two (2) events that precipitate the Civil War.
California State Content Standards:
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
8.9.1 Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
8.9.2 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
8.9.1 Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
8.9.2 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
Common Core Literacy Standards
Writing Standards:
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Driving Historical Question
Why did the Southern states secede?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:2-10 minutes
Teacher begins by asking the class the class about the American Revolution and what it was about. Teacher will then connect the concept of sovereignty to the American Revolution. Teacher will reiterate the revolution was about the colonies ability to revolt due to circumstances colonists felt were unjust. The teacher will then begin the first slide with a think-write-pair share. Students will be asked, Should states be allowed to write their own laws or should all states follow the same laws? Students will be given 2 minutes to write a response and discuss with their neighbor. Teacher will call on students for feedback on their thoughts about what they said or what their partner said. After the responses, teacher will go to next slide and explain that what if a state voted for something like slavery to be legal in their part of the country. Should these states be allowed to have the laws the way they seem fit? Can states secede? Should states be sovereign?
Vocabulary (Content Language Development) ‖ Time: 5-7
Some key vocabulary that will be discussed:
-Abolition
-Succession
-Civil War
-Compromise
-Fugitive
-Impose
-Abolition
-Succession
-Civil War
-Compromise
-Fugitive
-Impose
Content Delivery (Method of Instruction) ‖ Time: 25-30
Teacher will begin the PowerPoint by explain that there were some key events leading up to the cause of the southern secession and eventually the Civil War. Slavery would be the key reason. Northerners did not want to extend slavery while Southerners did. Reasons would be economic and political. The North was an industrialized economy. The South was not. Many compromises and attempts would be made in Congress along the way to balance between slave and free states and to balance representation Congress. Teacher will go over some key vocabulary before lecture begins.
Chapter 10 -2
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: During lecture; 1-2 minutes for teacher questions and student responses.
Students will complete guided notes and be asked to Think-Pair-Write-share with their partner. Questions will be asked during the lecture. Students may be able to walk around and switch partners to vary responses and perspectives.
Lesson Closure ‖ Time: 5 minutes
Students will be asked to complete an exit slip describing two (2) events that precipitate The Civil War or why they think the war started.
Assessments (Formative & Summative)
Formative – Guided Notes
Formative – Exit slip describing two (2) events that led up to the Civil War.
Formative – Exit slip describing two (2) events that led up to the Civil War.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Pictures, Charts, Graphs, Videos, Dictionaries in ELL’s native language.
Resources (Books, Websites, Handouts, Materials)
Guided Notes Handout.
Textbook:
Davidson, James West. Stoff, Michael B. (2006). America : History of Our Nation. Upper Saddle River, New Jersey. Pearson Prentice Hall.
The Library of Congress – A Wealth of primary sources and first-hand narratives from the Civil War www.loc.gov
Teaching American History – Primary Sources and Pictures - http://teachingamericanhistory.org/civilwar150/
Teachthecivilwar.com – Resources and curriculum ideas for teaching Civil War History. – www.teachthecivilwar.com
Textbook:
Davidson, James West. Stoff, Michael B. (2006). America : History of Our Nation. Upper Saddle River, New Jersey. Pearson Prentice Hall.
The Library of Congress – A Wealth of primary sources and first-hand narratives from the Civil War www.loc.gov
Teaching American History – Primary Sources and Pictures - http://teachingamericanhistory.org/civilwar150/
Teachthecivilwar.com – Resources and curriculum ideas for teaching Civil War History. – www.teachthecivilwar.com