Project 6- Causes of the Civil War Lesson Plan

December 22, 2018 |  Tagged , | Comments Off on Project 6- Causes of the Civil War Lesson Plan

1 Leave a comment on paragraph 1 0 Subject: 11th Grade US History

2 Leave a comment on paragraph 2 0 Time to Complete Lesson Plan: ~2 weeks

3 Leave a comment on paragraph 3 0 Essential Question for the Unit: How did tensions lead to the Civil War?

4 Leave a comment on paragraph 4 0 Learning Objectives:

  1. 5 Leave a comment on paragraph 5 0
  2. I will answer Document Based Questions to write a DBQ essay.
  3. I will explain how political, social, and/or economic differences between the North and South contributed to the Civil War.
  4. I will accurately use documents to explain the causes of the Civil War.
  5. I will be able to complete a DBQ essay similar to those found in the NYS Regents Exam in US History.

6 Leave a comment on paragraph 6 0 Materials/Resources: Smart board, DBQ Packet (at the bottom of the post), loose-leaf, pens/pencils, previous class notes on the causes of the Civil War

7 Leave a comment on paragraph 7 0 **DBQ Essay prompt is courtesy of New Visions for Public Schools, graphic organizers are a combination of different graphic organizers found in the web, documents come from a variety of sources found online. Some of the sources used can be found within the US History regents as well. The links are here below:

8 Leave a comment on paragraph 8 0 https://curriculum.newvisions.org/social-studies/course/us-history/

9 Leave a comment on paragraph 9 0 http://www.nysedregents.org/USHistoryGov/

10 Leave a comment on paragraph 10 0 Differentiation/Tiered Instructional Strategies: materials at varied reading levels, compacting, tiered activities, DOK questioning, flexible use of time, graphic organizers, use of contemporary technology, models of tasks at different levels, 1:1 assistance, larger font for students who need it, documents and questions read out loud, modeling.

11 Leave a comment on paragraph 11 0 Provocative Question (Aim): How did political, social, and/or economic differences between the North and South contribute to the Civil War?

12 Leave a comment on paragraph 12 0 Key Vocabulary: States’ rights, Abolitionist Movement, slavery, agrarian society, Missouri Compromise of 1850, “Force Bill”, nullifcation

13 Leave a comment on paragraph 13 0 Procedure:

14 Leave a comment on paragraph 14 0 Do Now: What was the Civil War?

  • 15 Leave a comment on paragraph 15 0
  • This question is a review of previously learned material
  • Teacher will provide scaffolding as needed to help student remember what was the Civil War.

16 Leave a comment on paragraph 16 0 Mini-Lesson 1: Introduction of Documents to students (pages 1-8 of the packet)

  • 17 Leave a comment on paragraph 17 0
  • Teacher will present students a packet of 7 documents without providing the writing prompt.
  • Teacher/ students will read the documents out loud.
  • Check for understanding: What is the document about?
  • Reading strategy: Summary of the document will be noted on the margins of the document to help students remember what the document is about.
  • Students will write the answer to the question in the space provided
  • Modification (if students struggle to answer the documents): Teacher will guide students throughout the process of answering document-based questions
  • Modification (if students are able to answer and understand the documents independently): Students will work independently on answering the questions for documents 3-7.
DBQ - Causes of the Civil War

18 Leave a comment on paragraph 18 0 Mini-Lesson 2: Bucketing Activity [This activity was inspired by The DBQ Project] (page 9 of the packet)

  • 19 Leave a comment on paragraph 19 0
  • Question: What is the time period in which these documents were written? How do you know? What aspect of the Civil War are these documents discussing? How do you know?
  • Teacher will provide students with a handout with three buckets.
  • Teacher will explain what bucketing is and how they can use this strategy to help them organize their essay.
  • Teacher will direct students to label each document a different kind of cause of the Civil War: Political, Social, Economic
  • Teacher will guide student through sorting out whether the documents are talking about political, social, and economic differences between the North and South; students will have to explain why the document belongs there and if a document belongs in more than one bucket, why does it belong in multiple buckets?

20 Leave a comment on paragraph 20 0 Mini-Lesson 3: Graphic Organizer (page 10 of packet)

  • 21 Leave a comment on paragraph 21 0
  • By this point, students will have figured out the writing prompt for the essay they are to write.
  • Teacher will explain in detail what the expectations are for the essay and what resources they will be provided in order to complete the assignment

22 Leave a comment on paragraph 22 0 Independent Activity 1: Completion of the Graphic Organizers

  • 23 Leave a comment on paragraph 23 0
  • Students are to work independently on completing their respective graphic organizers.
  • Teacher will work 1:1 to aid students who are struggling in completing their graphic organizers
  • Teacher will circulate throughout the classroom to ensure that students remain on task and complete their graphic organizers satisfactorily

24 Leave a comment on paragraph 24 0 Independent Activity 2: Writing a DBQ Essay

  • 25 Leave a comment on paragraph 25 0
  • Students will write their essays as they get the green light from the teacher to begin
  • Students who are done early will be having a writing conference with the teacher to ensure that the writing prompt is answered fully.

26 Leave a comment on paragraph 26 0 DOK Questions: 

27 Leave a comment on paragraph 27 0 Lower Level:

  • 28 Leave a comment on paragraph 28 0
  • Based on these three documents, state two differences between the economies of the North and South before the Civil War.
  • Based on this document, what was one argument the American Anti-Slavery society planned to use to promote abolition?
  • According to Thomas R. Dew, what is ONE reason slavery was important to Virginia?
  • Which states mostly supported the use of Federal military force to enforce laws – northern states or southern states? Mid-level- What does this indicate about their view on state’s rights?
  • Based on the image, which states mostly did not support the use of Federal military force (North/South) to enforce laws? Mid-level- What does this indicate about their view on state’s rights?
  • According to Eric Foner, suggest ONE reason Southern slave owners supported the expansion of slavery into the west.

29 Leave a comment on paragraph 29 0 Mid/Higher Order Questions:

  • 30 Leave a comment on paragraph 30 0
  • Why was Stephen Phillips against the annexation of Texas?
  • Based on this document, what is ONE way in which these proposals favored the free states, mostly located in the North?
  • Based on this document, what is ONE way in which these proposals favored the slave holding states, mostly located in the South and West?
  • According to John B Gordon, what was the Southern point of view regarding the power of states under the Constitution?
  • According to John B Gordon, what was the Northern point of view regarding the power of states under the Constitution?
  • Based on this map, how could the election of 1860 & President Abraham Lincoln have contributed to sectional differences between the North and the South prior to the civil war?
  • Discuss economic, political, and/or social differences between the North and South that eventually led to the Civil war

31 Leave a comment on paragraph 31 0 Closure:

33 Leave a comment on paragraph 33 0 Informal/Formal Assessment: Graphic Organizers, DBQ packet, completed essay

34 Leave a comment on paragraph 34 0 DBQ – Causes of the Civil War_2.0


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