TEKS Lesson Plan/Unit Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
| |
|Teacher: Sarah A. Huett Subject/Course: U.S. History |
| |
|Grade(s): Grade 11 Time frame: 45 minutes |
Lesson Plan Number: 16
Topic/Process: Civil War: Road to Secession
Textbook: The Americans: Reconstructions to the Present, McDougall Littell
Ch. 4, sec.1, pgs 156-167
Texas Essential Knowledge and Skills (TEKS): 8.7 C, 8.8 A-C, 8.18 B, 8.19 B. US24 A-C and F, US25 D
(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:
(C) analyze the impact of slavery on different sections of the United States; and
(8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:
(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln;
(B) explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee's surrender at Appomattox Court House; and
(C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address.
(18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
(B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
(19) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
(B) evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sanford on life in the United States
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;
(F) identify bias in written, oral, and visual material;
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(D) create written, oral, and visual presentations of social studies information.
TAKS: 8.18 B, US24 A-C and F
(18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
(B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;
(F) identify bias in written, oral, and visual material;
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Conflict |Differences between people can lead to conflict. Social, political and economic oppression often |
| |lead to conflict. |
|Leadership |Effective leaders are often visionaries. Effective leaders motivate and inspire those they lead. |
| |Effective leaders often emerge during times of conflict. Americans often look to their president |
| |and political heads to be effective leaders. |
|Chronology |Chronology is important to the study of U.S. History. |
| | |
| | |
Sequence of Activities (Instructional Strategies):
1. Cooperative Activity: Have students read the section(s) in their textbook about the
events leading up to the South’s secession in cooperative learning groups. The
students should work together to create a chart of the events and the details of
each event.
2. Discussion: Discuss these events as a class to ensure that students have a good
grasp of the content.
3. Activity: Depending on time constraints, Use one or more of the following:
A) Lincoln-Douglass Debates: Have students read a two page excerpt from
the L-D Debates. Have them discuss with a partner each man’s views on slavery and then create
two campaign bumper stickers that express those views.
B) Biography of Harriet Tubman: Have students read a 1-3 page biography of
Harriet Tubman and answer accompanying questions.
C) Case Study of Dred Scott Case: Have students read or discuss with students
a brief synopsis of the Dred Scott Case. Then have students break down
the elements of the case: issues, facts presented to the court, the court’s
decision, rationale for the decision, effect of the decision. Then pose the
following questions to the students (they can answer these individually or
as groups): Was the outcome of the case politically motivated? What
do you think the framers of the Constitution intended the citizenship
status of African-Americans to be? In the decision, the court states that
if the slave states did not recognize slaves as citizens of the state, they
could not be citizens of the United States. Does this mean states have
the right to determine citizenship? What effect would this have on the
country? On Texas?
Assessment of Activities:
Classroom Observation
Class Discussions
Activities
Prerequisite Skills:
1. Chart Construction / Note-taking skills
2. Interpretation of primary sources
Key Vocabulary:
Compromise of 1850, Fugitive Slave Act, Underground Railroad, Kansas-Nebraska Act, Republican Party, Dred Scott, Harpers Ferry, Abraham Lincoln, secession, Henry Clay, popular sovereignty, Harriet Tubman, Uncle Tom’s Cabin, Harriet Beecher Stowe, Stephen Douglas, Confederacy, Jefferson Davis
Materials/Resources Needed:
Textbook, paper, pens, Harriet Tubman biography, L-D Debate text, Dred Scott synopsis, markers
Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP. Paired reading on Lincoln-Douglass Debates, Harriet Tubman Bio. And Dred Scott Case.
Differentiated Instruction: Have students re-enact the Lincoln- Douglass Debates or have students create new dialog for Lincoln and Douglass.
Teacher Notes:
Many of the new textbooks now come with Biography, Primary Source and Supreme Court Case Study insularies – these would be a great resources to use. If you don’t have access to these, the internet is a great place to find resources.
Sample Test Questions:
1. Which event was a direct result of the Compromise of 1850?
A. violence broke out in Kansas
B. the Kansas-Nebraska Act was passed
C. California was admitted as a free state
D. Slavery was ended in Washington D.C.
2. What was John Brown’s aim at Harper’s Ferry?
A. to keep pro-slavery settlers out of Kansas
B. to help fugitive slaves reach freedom in the North
C. to challenge Lincoln in a presidential debate
D. to seize a federal arsenal and start a widespread slave uprising
Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- thematic unit lesson plan ideas
- the outsiders unit plan pdf
- unit lesson plan template