Lesson Plan 3/28/17

Standards-
P.S.8
The Coming of the Civil War-Explain the early attempts to abolish or contain slavery
U5.1.4
Describe how the following increased sectional tensions:
the Missouri Compromise (1820) the Wilmot Proviso (1846) the Compromise of 1850 including the Fugitive Slave
Act the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas the Dred Scott v. Sandford decision (1857)
changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the
Democratic party)

Big Idea-
Opposing Views-Northern Abolitionist vs Southern Slave Owners

Learning Objectives-
1.)Students will be able to list the major events leading to the Civil War.
2.)Students will be able to analyze and categorize the events leading to the Civil War in terms of the significance to
start of the war for each event.

Central Question-
1.) Why was the United States not able to compromise or resolve the issue of slavery between the North and the
South during the forty years leading up to the civil war?
2.) Some people claim that the Civil War was over states rights and not slavery, how true is this statement?

Daily Lesson-
Warm up Activity (5-10 minutes)
Students will enter the classroom and begin working on the warm ups that are on the board. The students will have
several minutes to answer each question and after we will discuss them as a class. After we discuss them a student
will go around and collect them.

Finish group part of overall activity (20 minutes)

The students will break into their assigned groups and work quietly for twenty minutes. I will go around and check
to make sure that each individual group member has their portion of the assignment done. After that the students will
continue to work and I will monitor them and answer any questions that they might have.

Assignment Review (30 minutes)

After the students have had some time to work on there individual project we will come back together to discuss
everything as a class. We will go over each section of the packet and make sure that all of the information is correct.
The students will present each section of the packet before I go over it as I want to see what they can up with before
I give them all of the correct information. We will start half way through class and will have to finish over the course
of two days.

Accommodations-
Students will be able to type out the summary for each event instead of writing it.
Instead of writing out a summary, timeline, and chart ranking each event some students may be able to just provide a
summary of each event.
Students may be given extra time or other accommodations per IEP/504