LESSON 8
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 |
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