Intensification of Sectional Conflict, 1848-1860

A Traditional Unit Plan Model Instructional Phase, Mini Unit Three

Developed by Brett A. Bullard, Department of Teacher Education, Samford University, 2014

Mini Unit 3: The Union Dissolves 4. Analyze how the intensification of the sectional conflict led to the disbanding of the Union. (Analysis Level) IV. Directed Teaching 1. Teacher uses the structured overview to orient students to Mini Unit 3: The Union Dissolves pointing out some major events listed on the overview. Teacher uses a PowerPoint presentation to give the class notes to accompany the interactive lecture. The lecture will analyze how election of 1860 leads to the disbanding of the Union. 2. Teacher will present an interactive lecture with the aid of a PowerPoint presentation on how the Civil War began and how it fits within the disbanding of the Union. 3. The teacher will conduct and interactive lecture with the aid of a PowerPoint presentation on the secession of the Southern States. The lecture will offer analysis of how the secession of the southern states intensified sectional conflict and led to the disbanding of the Union.

V. Guided Practice 1. Teacher asks the students to open their textbook titled The American Vision: Volume One, to Chapter 10 Section 4. The teacher then organizes the students as pair/share partners and asks each set of partners to examine the various attempts to find a compromise between the demands of the North and the South. After all pairs have who wish to respond have had a chance to do so, the teacher ill then transition the discussion to how the Civil War began. 2. The teacher will ask the students to form pair/share partners to examine how and why the Civil War began. After all pairs have who wish to respond have had the chance to do so, the teacher will transition the classroom discussion to Virginias secession 3. The teacher will ask the students to form pair/share partners to analyze why Virginias secession surprised Northerners. After all pairs have who wish to respond have had the chance to do so, the teacher will transition the classroom to section and vocabulary quizzes and then to independent practice.

VI. Independent Practice 1. Students will answer Categorizing question from the textbook on page 345. They will use the given graphic organizer to list the various parties candidates and political position in the 1860 election. The question will be thoroughly reviewed by the teacher in a whole class discussion.

2. Students will answers a document on the causes of the Civil War (See Appendix D). It is a graphic organizer that requires students to fill in appropriate spaces and then complete a cause and effect graphic organizer. The document will be thoroughly reviewed by the teacher in a whole class discussion. 3. Students will imagine they are an adviser to President Lincoln and they have just heard about the firing on Fort Sumter. Students will write a brief report for the president, advising him on what step to take next. Question is found on page 345 number 8 in the students textbook. The report will be thoroughly reviewed by the students and teacher in a whole class discussion.

Formative Evaluation 1. Students will write a summary paragraph of the PowerPoint presentation and lecture. The students will turn this in and the teacher will analyze responses for student comprehension of the topic. Reading and vocabulary quizzes will be given to all students on Section 10.3 and 10.4. (See Appendix D) the quizzes will be graded, but they also let the teach know what information the students have learned and what needs to be re addressed. The teacher will collect and analyze the Categorizing question from the textbook. This will determine what type of reteaching strategies should be conducted. a. Grading criteria: On the reading quiz, each correct answer is worth 2 points. Mastery is 16/20. On the vocabulary quiz, each correct answer is worth 1 point. Mastery is 8/10. To receive credit each question must have the correct answer. 2. The teacher will collect and analyze the graphic organizer assignment on the causes of the Civil War. The responses will also determine if a re-teaching activities need to be implemented. 3. The teacher will collect and analyze students reports to Lincoln. The responses will determine if any re-teaching activities need to be implemented. The teacher will collect and analyze the exit slip to see if the students comprehended and understood todays lesson. The exit slip will ask the students in their opinion to list the main cause of the Civil War and why. VIII. Closure Students will be given an exit slip to complete in the final minutes of the class period. This will close the lesson out and allow students to summarize the last ninety minutes in their own words (See Appendix D).

IX. Differentiating Instruction Re-Teaching Activities

1. Working in small cooperative learning groups students will create a PowerPoint presentation on the election of 1860. Upon its completion, they will share the presentation with their classmates. 2. Students will write an essay where they determine the main cause of the Civil War and defend their choice. 3. Students will read the section in the textbook relating to secession of Southern states. They will list possible action that could have been taken to avoid the secession. Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms Taxonomy from that of the mini unit sub objectives: Students will construct a poster linking all of the events leading up to the South seceding from the union. 2. Horizontal Extension intended to develop skills in the social or affective domain provide a different expressive mode: Students will imagine they are President Lincoln and write a speech to present to the public persuading the South to stay in the Union. They need to list the positive effects of staying in the Union. Students also need to use persuasive language. Accommodations and Modifications Students whose individualized education plans (IEPs) require accommodations or modifications of the mini unit activities will differ in each student population. The following are suggested ways to alter the activities for special needs students who are visually impaired or have reading/writing/speaking difficulties. 1. Visually impaired: Students will be given an enlarged version of their textbook by the school system. The students will also be provided with enlarged copies of worksheets. For the PowerPoint presentation, students will be seated in the front of the class. If the disability is severe, the students will be given enlarged print outs of the presentation. 2. Reading/Writing/Speaking disabilities: Students will be given the option do their work on a word processor instead of handwritten. If students have a reading disability, they will have the option to listen to the textbook on audio equipment. If they have a speaking disability they can choose not to share their responses in a classroom review of guided practice or independent practice.

Appendix D
Resources for Mini Unit 3: The Union Dissolves Causes of the Civil War Reading Quiz 10.3 Vocabulary Quiz 10.3 Exit Slip D-1 D-2 D-3 D-4

VOCABULARY- SECTION 10.3 ___1. Anger over the Kansas-Nebraska Act convinced former Whigs, members of the Free Soil Party, and a few antislavery Democrats to form this new political party. ___2. He was a fervent abolitionist who developed a plan to seize the federal arsenal at Harpers Ferry Virginia. ___3. Stephen Douglas argued that people could still keep slavery out of the territories by refusing to pass the laws needed to regulate and enforce it. ___4. This is a rebellion against slave holders. ___5. He was an enslaved man whose Missouri slaveholder had taken him to live in free territory before returning to Missouri. He sued for his freedom. ___6. He was the 15th President of the United States and in his inaugural addressed he called for the Supreme Court to decide on the issue of slavery in the territories. ___7. He was a famous Western explorer who was the Republican nominee for president in the election of 1856. ___8. This is another word for a popular vote. ___9. Pro slavery constitution that was drafted for the Kansas territory to apply for statehood ___10. This is another name for the American Party. This party was anti Catholic and anti immigration. A. B. C. D. E. Republican Party Know Nothings Dred Scott Referendum Lecompton Constitution F. Freeport Doctrine G. Insurrection H. John C. Fremont I. James Buchanan J. John Brown

10

D-4 Name:__________________________ Date: ________________ Exit Slip Mini Unit 3 Answer the following question in complete sentences. 1. In your opinion what is the main cause of the Civil War? Why? Period:________

Name:__________________________

Date: ________________ Exit Slip Mini Unit 3

Period:________

Answer the following question in complete sentences. 2. In your opinion what is the main cause of the Civil War? Why?

Name:__________________________

Date: ________________ Exit Slip Mini Unit 3

Period:________

Answer the following question in complete sentences. 3. In your opinion what is the main cause of the Civil War? Why?

11