Teaching American History – Lesson Plan Template



Teacher’s Name: Orly GarciaEmployee Number: 289108School: Miami Beach Senior High Social Studies Lesson Plan Title: Civil War ( Slavery and Politics) / 11th grade American History Overview - Big Ideas:Enduring Understandings – It is important for student s to understand:The contrast between the Northern and the Southern political agendasThe North and the South efforts to compromise and their effects.The economic differences between the North and the South?Essential Questions – (What provocative questions will you use to foster inquiry, understanding and transfer of learning?) The Economic and territorial expansion fueled sectional rivalries and made compromise over the issue of slavery increasingly difficult and more hostile. Identify and explain how these events will leave to the breakup of the Union. ( Costas Level 2)Lesson Objectives and Key Vocabulary:The objective of this lesson is to have students understand the intricate reasons behind the separation of the Union, by studying and understanding the political and economic differences between the south and the north. Next Generation Sunshine State Standards SS.912.A.2.1: Review the causes and consequences of the Civil War.SS.912.A.2.2: Assess the influence of significant people or groups on Reconstruction.SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.Key Terms Sectionalism, Fugitive, Gospel Tradition, Secession.Evidence of Student Understanding (Assessment) in this Lesson:The student will be able to understand the conflicts and compromise between the North and the South before the breakup of the Union.The student will be able to understand what military and political consequences resulted from the decision of the southern states to form their own government.After studying this lesson the students will be able to determine what key political and economic events lead to the American Civil War.What will students be able to do as a result of such knowledge and skills? As a result of such a knowledge and skills the students will be able to :Create a chart identifying and explaining the intended and unintended consequences of the political and economic conflict between the north and the south The student will be able to use the information learned in class in order to create Costas questions Level 2 and 3 as part of their Cornell Notes.The students will be able to write an essay explaining how the debate on slavery intensified the hostilities between the north and the south.Materials Needed: (Include primary sources you will use in this lesson)Power Point on the Civil and Reconstruction focusing mostly on the Causes of the Civil War (political, Economic and the debate on Slavery) Handout : “ Brawl on the senate floor”( Primary Resource) Handout :Maps of the compromise of slavery in the United State 1820-1854Handout : Using Photographs In Historical Investigation (AVID Write Path p.47)Handout: Chart on the intended and unintended consequences. See attachmentHandout : On the Irrepressible Conflict by William Henry Seward ( Primary Source)Handout : Primary Source Analysis (AVID Write Path p.41)Handout : Pre-Write and Quickwrite (AVID Write Path p.13)Handout : Sequence Chart (AVID Write Path p.120)Steps to Deliver the Lesson: Introduce your lesson by having the students read the speech “ On The Irrepressible Conflict” by William Henry Seward then have the students complete a Pre-write on it (AVID Write Path p.13) “ After a quick discussion on the ideas share on the Pre-Write, have the students Quickwrite a summary using some of those Ideas.Present “PowerPoint” on the Civil War while students are taking Cornell Notes from it. During this part of the lesson, students must define key terms and the identify lesson main Ideas. After discussing the “PowerPoint”, have the students create a sequencing chart on the major stages (political and economic events) that led to the Civil War. Have a Socratic Seminar on the chart on the causes of the Civil War. ((AVID Write Path II p.140) to scaffold their learning process At the end of Socratic Seminar, have the students complete the chart identifying the intended and unintended consequences of the following events : The Missouri Compromise, War with Mexico in 1836, The Compromise of 1850, The Kansas-Nebraska Act, and Senator Charles Summer’s “ Crime Against Kansas “ speech.Close your lesson by having them write a summary on their Cornell notes. Specific Activities: (From Guided to Independent)For every activity mentioned below, the teacher will demonstrate the strategies before gradually releasing responsibility from teacher led instruction to independent workTeacher will have students start the lesson by completing a Pre-Write and a Quickwrite after readying the speech “ On the Irrepressible Conflict by William Henry Seward”.( teacher guide to independently)Teacher will present a PowerPoint and guide students through their Cornell Notes. Student will have the responsibility to define the key terms and complete their Costas Level of Question individually based on their understanding of the information.Students will create a sequencing chart based on the information acquired during the PowerPoint presentation. ( Independently) Teacher will facilitate the Socratic Seminar on the sequencing chart. (teacher guide )Students will complete the Intended and Unintended Chart ( Independently)Students will write the summaries and Costas level 2 and 3 for their Cornell notes ( Independently)Differentiated Instruction Strategies: Based on the student’s needs and Individual Educational Plan, the students will be given the following accommodations: Vocabulary in context ( ELL) Rephrasing and simplifying ( ESE, ELL)Charts and Graphs ( ESE, ELL)Give Examples (ESE, ELL)Peer Grouping (ESE, ELL)Accommodations as noted on IEP. (ESE)Technology Integration:Describe activities incorporating technology; e.g., address lesson content through online resources. PowerPoint presentation to provide overview of events before the separation of the Union. Lesson Closure:To close my lesson, the students will have to go home and write a summary as part of their Cornell notes. This summary will allow the students to revisit the information he/she learned during the lessons. In addition to their summary, the students will have to use the information to create Costa’s level 2 and 3 for their Cornell Notes. Both the summary and Costa’s will allow the students to take ownership of the information they gathered during the lessons. ................
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