Goals & Objectives
Students will discover the events that led up to the Civil War.
Students will identify the major abolitionists responsible for pushing towards a free America.
Students will recall their prior knowledge of the government initiatives that led up to the Civil War.
Students will identify the major abolitionists responsible for pushing towards a free America.
Students will recall their prior knowledge of the government initiatives that led up to the Civil War.
California State Content Standards
8.9.1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed
constitutional amendment, John Brown and the armed resistance, Harriet Tubman
and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd
Garrison, Frederick Douglass).
8.9.5 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).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War
constitutional amendment, John Brown and the armed resistance, Harriet Tubman
and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd
Garrison, Frederick Douglass).
8.9.5 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).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
What are the consequences of compromising?
Lesson Introduction‖ Time: 5
The class will do a short think-pair-share activity about the question listed on the Prezi presentation slide. They will answer whether or not they have ever had a disagreement with a friend or family member and if they had to compromise. Students will then share their answers to the class. The teacher will then explain how compromising does not always work and may lead to something greater. The teacher will also explain that sometimes you cannot always reach an agreement or compromise between each other and other steps must be taken.
Vocabulary‖ Time: Gradual throughout lesson
The vocabulary words will be highlighted throughout the text in the presentation and will be reinforced within their guided notes. Key terms for this lesson include:
1. Compromise
2. Abolitionists
3. The American Colonization Society
4. Emancipation
5. Underground Railroad
6. Sectionalism
7. Secession
8. Union
9. Confederacy
10. Fort Sumter
1. Compromise
2. Abolitionists
3. The American Colonization Society
4. Emancipation
5. Underground Railroad
6. Sectionalism
7. Secession
8. Union
9. Confederacy
10. Fort Sumter
Content Delivery ‖ Time: 25
The teacher will deliver a lecture presentation through Prezi, on the events leading up to the U.S. Civil War. The lecture will tap into their prior knowledge when reviewing what was covered in the 8.9 standards. This review will be necessary for students to visualize how these events all came together and it had been brewing for many years. The lecture will discuss leading abolitionists, government involvement, Abraham Lincoln’s election, and finally, the attack on Fort Sumter that ignited the Civil War. Guided notes will accompany the lecture for students to follow along and stay engaged.
Student Engagement ‖ Time: 15
Throughout the lecture the teacher will pause and have them answer critical thinking questions and assess understanding of the lecture material. Students will have the opportunity to give their answers in whole-class discussion or in think-pair-share activities. These activities will break up the lecture, allowing students to engage with each other as well as the material. Students will also be actively filling out their guided notes as we go through the lecture.
Lesson Closure ‖ Time: 10
To close the lesson, students will write in their composition books answering the question, “Which event was the most important in leading up to the Civil War? Which person was the most influential in the events prior to the war? Why?” Students will use their notes from the lecture and prior knowledge to put together an answer that evaluates the events and which they perceive as the most important/influential. Students answers will vary and lead to a new discussion at the beginning of next class.
Assessments
Formative: The Anticipatory Set and questions throughout the lecture will serve as their formative assessments. At first, the teacher will be able to see what connections students are able to make and if they have retained information from previous lessons. The questions in the middle of the lecture will assist the teacher in gauging the comprehension piece of the content. During the think-pair-share activity the teacher will walk around the classroom listening to conversations and guiding students who need assistance.
Summative: Students responses in their composition book will serve as their summative assessment because it will allow the teacher to gauge whether students are able to synthesize what they have learned and create an argument for it. The teacher will be able to see how students grasped the content and if they are ready to move onto the Civil War or if they need to be re-taught.
Summative: Students responses in their composition book will serve as their summative assessment because it will allow the teacher to gauge whether students are able to synthesize what they have learned and create an argument for it. The teacher will be able to see how students grasped the content and if they are ready to move onto the Civil War or if they need to be re-taught.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The guided notes will be a great resource for English Learners and students with special needs. Students will have a direct source for vocabulary words. Guided notes will also feature visuals to help assist students with special needs and English Learners to be able to build a bridge between the two. The pair work will also help accommodate these students because they will be able to benefit from the discussion with their partners.