LESSON 8 - Portland Public Schools



LESSON 8.21 Dividing Nation | |

|Learning targets |SUMMARY OVERVIEW |

|(clear, understandable versions of standards in student |History Alive! lesson plan |

|friendly language) | |

|POST ON WALL |A set of tasks (reading and ISN note taking, discussion and recording in ISN, and |

|Explain the causes of the Civil War. |reading and ISN note taking) is repeated four times so that students can: |

|Identify, explain, and contrast the different points of view|read and take notes about conflicts and opposing viewpoints at specific times |

|of the North and the South. |before the Civil War |

|Use information to present reasonable, supported |construct reasonable compromises through group discussion |

|conclusions. |read and take notes about the compromises that were actually made and their |

| |outcomes |

| |Finally, students write an argumentative letter accusing either the North or the |

| |South of causing the Civil War |

| | |

| |Running out of year? Resources for a much shorter alternative to this plan: |

| |Discovery Streaming: Causes of the Civil War (14:00) This video reviews key |

| |differences between the North and South and uses primary photographs, brief clips |

| |from films, and maps effectively. |

| |Follow up with an interactive lecture using |

| |Prelude to the Civil War Power Point |

| |House Divided Note Taking Worksheet (Cloze) |

| |Provide opportunities for Think Pair Share |

| |Prediction |

| |Visual/map analysis |

| |Drawing inferences |

| | |

| |Flexible grouping pattern for full lesson |

| |For Preview, Interactive Read Aloud of the Introduction, and for the Lesson 19 |

| |Review described below, students should be partnered based on strengths and needs.|

| | |

| |Whole class with partners, perhaps |

| |Because this chapter and the following chapter are the longest chapters in the |

| |textbook, and because this chapter is not very narrative and may be the most |

| |difficult of all, you might consider whole class teacher Read Aloud with |

| |opportunities for Think Pair Share and Turn and Talk to enhance comprehension and |

| |guided response in the ISN for some or all of the sections. See below 5-10. |

| |Reading Groups |

| |If students are going to read some of the sections, here is a suggestion for |

| |organizing students into “Information Stations” |

| |Railroads - a highly capable independent reading group |

| |Clipper Ships - a group of partners – meets and nearly meets - for Whisper Read |

| |Alternative Paragraphs with Paraphrasing |

| |Steamboats - a teacher guided group |

| |Discussion Groups |

| |For discussion sections of the lesson, students should move back to |

| |heterogeneous groups of four – “Compromise Stations.” |

| |After discussion and writing up of the compromise, students move back into |

| |Information Stations |

| |If you have a group of highly capable readers, allow them to continue together |

| |during discussion and to take the test (pass at 80%) when they are ready; then |

| |provide the Enrichment prompt and additional |

| |resources for the argumentative writing assignment. |

| |Recommended changes to HA! lesson plan |

| |Beginning language learners could act out a compromise with a partner using |

| |Sentence Frames (see Writing Support below) and then copy them into in the |

| |ISN. |

| |Follow the preview with a vocabulary introduction to the word compromise (a key |

| |concept of the lesson), focusing on word parts and cognates, Online |

| |instructional video uses this word as example: |

| | |

| |Review Lesson 19 because of the time interval for teaching chapter 20 and because |

| |chapter 21 builds on contrasts between North and South learned in chapter |

| |19. The brief review suggested below would also provide an opportunity to use |

| |contrast words that will be needed during other parts of the lesson. (See video|

| |Teaching Compare and Contrast that uses this lesson as the example |

| |) |

| |Post Lesson 19 T-chart: see attached Lesson 21 Power Point, slide 1 |

| |Post Contrast Signal Words (see Language Objectives) |

| |Post Sentence Frames (see Discussion Support below) |

| |Students take turns (N, then S) in pairs to complete the sentence frames using the|

| |T- chart information and contrast words. |

| |Challenge grade level speakers to use more sophisticated word choice and sentence |

| |structures. |

| |It would also be a good idea to have students put different colored removable |

| |sticky dots on the slave and free states on the Interactive Desk Map using |

| |Transparency 21 B to guide them. You can guide students to add dots as you work |

| |through the admission of states. You can also use some sort of temporary markers |

| |on the black line wall map of the US. |

| |Reasons for teacher Read Aloud are mentioned in the Flexible Grouping section. |

| |If you are going to do some Read Aloud and some grouping, it would probably be |

| |best to do the teacher Read Aloud at the beginning of the chapter. That has |

| |worked well for some of us. |

| |Seat students in Compromise groups (heterogeneous with partnering based on |

| |strengths and needs). |

| |Have students Turn and Talk to predict what would happen if another state wanted|

| |to join the union |

| |Read Aloud 21.2 and guide students to complete Part 1 of the reading notes. |

| |In Compromise groups of four, one pair of partners will be Northerners and one |

| |pair of partners will be Southerners. Choose partners based on strengths and |

| |needs; choose N or S randomly. |

| |Pinky holding during compromise is not necessary and in some cases, not advisable |

| |( |

| |Instead of having all Northerners and Southerners gather on separate sides of the |

| |room to plan for the compromise discussion, just let partners at the tables |

| |whisper quietly to prepare. (see below) |

| |After students write down their compromises, have students study the map on page |

| |288 and ask Which state was admitted as a free state? Which state was admitted as |

| |a slave state? |

| |Then Read Aloud Section 21.3 and guide students to record the provisions of the |

| |Missouri Compromise in Part 3 of their Reading Notes. |

| | |

| |You can review each section using the attached Lesson 8.21 Power Point |

| | |

| |You can either use the Information Station suggestion in the Flexible Grouping |

| |section or follow the same teacher led process with the next section: |

| |Examine transparency and Teacher Read Aloud and guided note-taking of Part 1 |

| |Compromise group discussion and recording of compromise in Part 2 |

| |Examine map and Teacher Read Aloud of and guided completion of notes about the |

| |compromise in Part 3. |

| | |

| |During the reading of the third section, when Uncle Tom’s Cabin is introduced, you|

| |may wish to do a brief Guided Reading lesson with the passage in the Assessment |

| |that is from the novel. (This really should not be part of the content |

| |assessment.) |

| | |

| |An expanded Processing Assignment provides an excellent opportunity for |

| |argumentative writing (common assignment) and better assessment preparation. |

| |Included with this document are several levels of scaffolding: |

| |Revised prompt/instruction sheet |

| |Graphic organizer with Main Idea and Detail sections and Transition Words |

| |Graphic organizer with Sentence Starters |

| |Graphic organizer for a single paragraph |

|Language objectives | |

|(identified cognitive functions correlated to the learning | |

|targets, such as sequence, compare/contrast, cause/effect, | |

|infer, and argue, as well as the signal words to be | |

|deliberately taught/used in discussion and writing; sentence| |

|frames in support section) | |

|POST ON WALL | |

|Orally and in writing, use the signal words below to show | |

|contrast between the North and the South. | |

|Unlike | |

|However | |

|But | |

|Yet | |

|In contrast | |

|Differences between | |

|As opposed to | |

|Whereas | |

|On the other hand | |

|A distinction between | |

|History Alive! Preview activity | |

|(builds background; links to student experience) | |

|Introduces concept of compromise through a familiar | |

|scenario: think and write (ISN) about a way to compromise | |

|in a disagreement over TV viewing preferences. | |

|Pre-assessment activities/documents | |

|(serves as self-assessment for students; informs instruction| |

|for teachers; charts or documents may be used as a place to | |

|gather concepts/information throughout lesson through | |

|debriefing; may include visuals, lesson questions, lesson | |

|vocabulary, language objectives, and/or learning targets) | |

|Knowledge Rating Chart_8.6.21 | |

|OR | |

|Carousel (useful for adding new knowledge during the lesson)| |

|Student directions: Write to show what you | |

|know. Use sticky notes; write your initials on | |

|the back. | |

|Scaffolds: Partnering based on strengths and needs; | |

|students may illustrate thinking; B Beg level LLs may write| |

|in native language | |

|Map of US with free and slave states marked and T chart | |

|underneath. Prompt: List issues that divided the North and | |

|the South prior to the Civil War. | |

|Map of Missouri Compromise and T chart Prompt: what did each| |

|(N and S) | |

|give up in this compromise? | |

|Map of Compromise of 1850 and T chart Prompt: what did each | |

|(N and S) | |

|give up in this compromise? | |

|Map of Kansas Nebraska Act and T chart Prompt: what did each| |

|(N and S) give up with this act? | |

|Copied textbook images of: | |

|“Fugitive Slave Law” | |

|Underground Railroad | |

|Uncle Tom’s Cabin | |

|slave market | |

|Dred Scott | |

|Lincoln Douglas Debate | |

|Beating in Senate | |

|Lesson questions | |

|(drive instruction; may create links to previous learning; | |

|may be included in pre-assessment) | |

|POST ON WALL | |

|Was the North or the South responsible for the Civil War? | |

|What might make compromise difficult? | |

|Could the Civil War have been avoided? If so how? If not, | |

|why not? | |

|Additional background building | |

|(streaming video segments, DVD, map review, read aloud of a | |

|related piece of fiction, etc.) | |

|Causes of the Civil War (14:00) streams or downloads from | |

|Discovery Streaming. Excellent for preview and review. All | |

|the key points are mentioned. Divided into segments nine | |

|segments, so you can easily repeat parts. No separate quiz | |

|necessary because this completely dovetails with History | |

|Alive! | |

|Key content vocabulary (italicized words assessed) | |

|You may wish to follow the preview with a vocabulary | |

|introduction to the word compromise, one of the key concepts| |

|of the lesson. | |

|Online video uses this word as example | |

| | |

|compromise | |

|Missouri Compromise | |

|Compromise of 1850 | |

|Fugitive Slave Law | |

|Kansas-Nebraska Act | |

|Mexican Cession and Wilmot Proviso | |

|Dred Scott decision | |

|Nationalism and sectionalism | |

|READING SUPPORTS |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

|Suggested strategies for introduction |Focus pages/paragraphs for guided |Thinking or |

|Interactive Read-Aloud |reading group |Process-Related Words |

| | |(for example, Bloom’s etc.) |

|Chapter image questions for Think Pair Share |Teacher guided small group |Contrast |

|What do you see? |(Steamboats): for most sections of this|Cause |

|What do you think is going on? |chapter, you could show and |Identify |

| |tell/summarize and read some sections |Argument |

|After first paragraph: Think Pair Share |aloud, and use the Power Point for note|Refute/rebut |

|Why did slavery continue for so long? (Southern economy, |taking points. Key passages for guided | |

|cotton gin; some Northerner slave traders also benefitted; |reading: | |

|racism) |Missouri Compromise | |

| |- p. 286 chart and Questions about | |

|Visual Metaphor |Missouri | |

|What do you see? |- p.288 map and A Compromise is Reached| |

|What does the metaphor mean? |Compromise of 1850 | |

| |- p. 290 visual, Slavery in the | |

| |Territories and the first paragraph of | |

| |Statehood for California. | |

| |- Read aloud the whole section on p. | |

| |291 The Compromise is Accepted, and use| |

| |the map. | |

| |Fugitive Slave Law | |

| |- Read Aloud the whole section on p. | |

| |292 | |

| |Uncle Tom’s Cabin | |

| |- p. 292 paragraph at bottom (just tell| |

| |them about the rest) also, do a brief | |

| |Guided Reading lesson with the passage | |

| |in the Assessment that is from the | |

| |novel with the whole class. | |

| |Ostend Manifesto, Kansas-Nebraska, and | |

| |the Violence in Congress several pages | |

| |of show and tell | |

| |- p.294 map | |

| |- p.295 picture | |

| |- p.296 picture | |

| |Dred Scott Decision | |

| |- p. 296 first paragraph of The Dred | |

| |Scott Case | |

| |- p. 297 first two paragraphs of Two | |

| |Judicial Bombshells and explain the | |

| |rest using the map to show the enormity| |

| |of the impact of the decision | |

| | | |

| |Show and tell the senate race Lincoln | |

| |Douglas Debates except | |

| |- p.298 the fourth paragraph on the | |

| |page | |

| | | |

| |Then explain why the Presidential | |

| |election outcome was so important. | |

| |You might consider reading aloud the | |

| |whole last section on Secession. | |

|WRITING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Sentence frames | |

| |for parts of the lesson | |

| |During Preview, beginning Language | |

| |Learners can | |

| |use Sentence Frames | |

| |with a partner before | |

| |writing them in ISN. | |

| |- I want to watch _A_, but you want to | |

| |watch _B_. | |

| |- We can compromise. | |

| |- We can watch _A_ for half an hour | |

| |and watch _B_ for half an hour. | |

| DISCUSSION SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Sentence frames | |

| |for parts of the lesson | |

| |Lesson 19 Review Sentence Frames | |

| |- The North has ______, but the South | |

| |has __________. | |

| |- In the North there are __________. | |

| |However, in the South there are _____. | |

| |- A difference between the North and | |

| |the South is that the North has _____, | |

| |but the South has _______. | |

|FORMATIVE ASSESSMENTS (for student and teacher use) |

|“Check for understanding” |Checkpoints in Student Interactive |Questions for |

|points during activities |Notebook |exit and entrance slips |

|Make observations during carousel and Lesson 19 review |After each Part 1 you could debrief |After 21.3 |

|activities. |with the whole class. |What three things happened as a result of |

|Listen in during compromise discussions for misconceptions. | |the Missouri Compromise? |

| | | |

| | |After 21.5 |

| | |What three four things happened as a |

| | |result of the Compromise of 1850? |

| | | |

| | |After 21.7 |

| | |What did the Dred Scott Decision say about|

| | |citizenship for African Americans? |

| | |How did the South feel about the Missouri |

| | |Compromise and why? |

| | | |

| | |After 21.8 or 21.9 |

| | |Describe the positions that Lincoln and |

| | |Douglas each expressed about slavery |

| | |during their senate race debates. |

|REVIEW |

|Processing Assignment |Games |Other |

|(also serves as a formative assessment) | | |

|Write a letter as a Northerner or a Southerner, accusing the|Jeopardy Questions | |

|other side of causing the Civil War. |Category: | |

|Then exchange letters with someone who has written from the |Slave or Free? (lower points) | |

|opposing position; after reading the letter, write a |Free state that balanced a new slave | |

|rebuttal to that position in the concluding paragraph of the|state in the Missouri Compromise | |

|letter. |(Maine) | |

|This would make an excellent argumentative essay assignment.|Free state that had been part of | |

| |Mexican land | |

| |(California) | |

| |The bloody territory that was to choose| |

| |to have slavery or not | |

| |(Kansas-Nebraska) | |

| | | |

| |Category: | |

| |3 Details About… | |

| |(high points) | |

| |Missouri Compromise | |

| |Compromise of 1850 | |

| |Kansas-Nebraska Act | |

| |Dred Scott Decision | |

| | | |

| |Category: | |

| |Who Was That? | |

| |(highest points) | |

| |Wrote the amendment to Missouri’s | |

| |application for statehood (Tallmadge) | |

| |Proposed that no one would be born into| |

| |slavery after 1845 (John Quincy Adams) | |

| |Led a slave rebellion | |

| |(Nat Turner) | |

| |Wrote both the Missouri Compromise and | |

| |the Compromise of 1850 | |

| |(Henry Clay) | |

| |Wrote that no land taken from Mexico | |

| |should become slave states. | |

| |(Wilmot) | |

| |Debated with Lincoln when they were | |

| |both running for senator from Illinois | |

| |(Douglas) | |

| |Raided Harper’s Ferry, for weapons to | |

| |arm slaves (John Brown) | |

|RECOMMENDED LESSON ASSESSMENT AND KEY |

|Assessment |

|Key |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download