The Deepening Sectional Crisis - Discuss differences between regions. Ms. Compromise, Comp. Of 1820, gag rule, fugitive slave, personal liberty laws, annexation of texas. Secession - quick description of Republican platform.
The Deepening Sectional Crisis - Discuss differences between regions. Ms. Compromise, Comp. Of 1820, gag rule, fugitive slave, personal liberty laws, annexation of texas. Secession - quick description of Republican platform.
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The Deepening Sectional Crisis - Discuss differences between regions. Ms. Compromise, Comp. Of 1820, gag rule, fugitive slave, personal liberty laws, annexation of texas. Secession - quick description of Republican platform.
Direitos autorais:
Attribution Non-Commercial (BY-NC)
Formatos disponíveis
Baixe no formato PDF, TXT ou leia online no Scribd
1 Introduction into the Civil War - Present timeline from library of congress - KLW chart - Discussion on what would cause brother to fight brother Differences between regions - Economic systems of the South - Provide handout describing the Souths position -Have students read and then have discussion of the economic system of South and social aspects of their lives (Patriarchal, aristocratic society) Differences between regions - Economic systems of the North -Provide handout describing the Norths position and child life in Lowell cotton mills - Have students read and then have discussion of the economic system of North and social aspects of their lives. (Industry, whole families worked, not just males) The Deepening Sectional Crisis - Discussion of differences between regions - questions of how these played a part is sectionalism Slavery -inside outside circle - Did the North have a form of slavery - Was the Southern patriarchy threatened by the womens movement in the North The Deepening Sectional Crisis cont. - Read sheet provided about legislation/ events leading up to Civ war. (ms. Compromise, Comp. of 1820, gag rule, fugitive slave, personal liberty laws, annexation of Texas Oregon Mexican war, Kansas/Nebraska,) complete sheet in groups of two -Finish sheet for homework
2 The Deepening Sectional Crisis -Split students into groups of 4, then each group in half. - The groups will have to argue their position about how they (or their side) felt about the event or legislation. The Deepening Sectional Crisis - Continue debates but have students switch sides if 1 st N argues pro S etc.
John Browns Holly war -watch video - leaving time for discussion - what were the ideologies present John Browns Holly war -watch video -leaving time for discussion - Was John Brown successful? - Martyrdom John Browns Holy War - Begin Socratic Seminar discussion
3 Secession - quick description of Republican platform -Look at primary documents from States claiming reasons for secession - have class discussion - why did they secede? - was there any way their differences could have been remedied w/o war? Soldiers and Why They Fought - South -Look at primary documents and discuss (SOAPS) - Why did they fight - What role did religion play in their reasons? - Are there similarities of ideologies between other wars we have studied or Soldiers and Why They Fought -North - Look at primary documents and discuss (SOAPS) - Why did they fight - What role did religion play in their reasons? - Are there similarities of ideologies between other The Southern Home front -Look at primary documents from Southerners left to fight the battle on the home front. - Discuss the war in peoples back yards - The Home Guard - Cut off from trade and supplies - What did patriotism The Northern Home front -Look at primary documents from the Northern Home front - How did the war look different in the North? - What did patriotism look like Calendar Unit:
Unit Calendar Created by: A. Graeber
current events. wars we have studied or current events. look like
4 Compare the Home Fronts -DBQs - prompt What did patriotism look like for the North and the South? How were Conditions different?
The Emancipation Proclamation - Students read individually. - Get together in groups and discuss what they think it is saying -come back as a class and discuss what the document is actually saying
African Americans During the Civil War -Importance of A.A.s on both sides (the vas majority of South labor force) -Contrabands and passive resistance - discussion ways of passive resistance
African Americans During the Civil War - Joining the fight - Read primary documents from Fredrick Douglass and The Conkling Letter -Why did AAs want to fight so badly - What does it mean to fight What are they asserting - Ideals of patriarchal system Ending the War - Roles of African Americans - Shermans march - How does this lead towards Southern dissertation?
Calendar Unit:
Unit Calendar Created by: A. Graeber
Week Day 1 Day 2 Day 3 Day 4 Day 5
5 Begin Unit Final - Start finding evidence to create 2 short essays, one for the North and one for the South, arguing each sides position and reasons for war.
Collaboration For Final Debates - divide the class in two by drawling sides from a jar. - One side is arguing the Norths position; the other side the Souths. - Each side works together to formulate their argument Begin Final Debates
-Final debates begin Free Day Free Day
6
7
8
Calendar Unit:
Unit Calendar Created by: A. Graeber
Iohn 8rown's no|y War Lesson |an
1|t|e: !ohn 8rown's Poly War
Descr|pt|on (1-2 sentences): SLudenLs wlll waLch and Lake noLes on Lhe fllm !ohn 8rown's Poly War" and be able Lo assess Lhe reasonlng's behlnd !ohn 8rowns Poly War".
Un|t Lssent|a| uest|on: WhaL Could Cause 8roLher Lo llghL 8roLher?
Sub[ect: u.S. PlsLory Instruct|ona| 1|me: 2-3 30-mlnuLe class perlods (Lhere ls room for ad[usLmenL for lnLerference/conLlnued dlscusslon ln Lhe unlL) Student's grade |eve|: 9-12
Standard(s) to be addressed (Iowa Core 6-8 or 9-12): - lowa Core Currlculum Crades 9-12 SLandards: 8, C, u, P
kesources used |n th|s |esson:
-kenner, 8oberL !"#$%&'"($)*%+",-%./' (8S)(2000) - 1wo sheeLs, one for each day, Lo glve prompLs for noLes on whaL Lhe sLudenLs are waLchlng and Lo formulaLe Lhelr vlew polnLs and oplnlons on Lhe maLerlal.
Learn|ng Cb[ect|ves that meet the standard above (no more than three): - SLudenLs wlll be able Lo assess and evaluaLe Lhe reasons behlnd !ohn 8rown's acLlons - SLudenLs wlll examlne Lhe role rellglous and soclal ldeals played ln !ohn 8rown's and Lhe 8order 8ufflan's" acLlons - SLudenLs wlll be able Lo examlne evldence and consLrucL an argumenL on weaLher or noL !ohn 8rown was a paLrloL or a LerrorlsL, and show how Lhls compares Lo lssues ln Lhe presenL
Gu|d|ng quest|on for th|s |esson: Was !ohn 8rown a paLrloL or a LerrorlsL?
Mot|vat|ona| strateg|es that you w||| use: - fllm prompLs for whaL Lo look for and Lo keep sLudenLs engaged - ause Lhe fllm perlodlcally Lo check for comprehenslon and Lo keep Lhe sLudenLs focused and engaged - Croup dlscusslon 1ype of |nstruct|ona| method(s) used |n th|s |esson: -vldeo analysls - ulscusslon (SocraLlc Semlnar) - Lssay wrlLlng rocedures - ,0*1%2/'345,,-%/$6%2"78,313,-%(#/1%1#3%*1563$1*%(0,,%6"% -SLudenLs wlll waLch Lhe vldeo, !ohn 8rown's Poly War" and be asked Lo lnLerpreL Lhe evenLs and acLlons of lndlvlduals wlLhln Lhe movle. 1he sLudenLs wlll Lhen be asked Lo consLrucL a response Lo Lhe guldlng quesLlon of was !ohn 8rown a paLrloL or a LerrorlsL" and dlscuss and defend Lhelr responses wlLhln a sLrucLured class dlscusslon. 1he class dlscusslon wlll be conducLed wlLh Lhe 'SocraLlc Semlnar' meLhod. Cne sLudenL (a volunLeer preferably, buL could be plcked by Lhe Leacher) wlll lead Lhe dlscusslon uslng Lhe quesLlons from Lhe fllm noLes", as a gulde buL cenLerlng on Lhe guldlng quesLlon of was !ohn 8rown a paLrloL or a LerrorlsL". 1he sLudenL leader" wlll also be provlded wlLh Lhe dlscusslon group conversaLlon prompLs Lo help gulde and dlrecL Lhe conversaLlon. SLudenLs wlll be requlred Lo wrlLe a shorL half a page Lo one page essay argulng Lhe guldlng quesLlon of wheLher or noL Lhey Lhlnk !ohn 8rown Lo be a paLrloL or a LerrorlsL, and how Lhls relaLes Lo Lhe presenL. ! 1echno|ogy needed for th|s |esson: uvu player/compuLer, 1.v./ pro[ecLor.
Adaptat|ons needed to meet student needs (LLL, SLD, etc.): -lllm noLe" prompLs can be wrlLLen ln dlfferenL languages. - CollaboraLlon helps LLL sLudenLs and SLu sLudenLs as expressed by Lhe Soclal Learnlng 1heory by havlng less Lhese sLudenLs learn from hearlng conversaLlonal Lngllsh and dlscourse from Lhelr naLlve speaklng peers or learnlng from more advanced peers. 1he LLL sLudenLs can also learn from one and oLher. -1eacher can work wlLh Lhe lndlvldual sLudenLs, uslng scaffoldlng, Lo help Lhem formulaLe Lhelr ldeas and argumenLs boLh for Lhe lndlvldual essay, as well as Lhe debaLe. Sub LlLles can be added Lo Lhe fllm for hearlng lmpalred sLudenLs.
1h|nk|ng strateg|es used |n th|s |esson: - CrlLlcal Lhlnklng by analyzlng and lnLerpreLlng Lhe evenLs ln Lhe fllm and comparlng Lhem wlLh evenLs of Lhe presenL or a dlfferenL Llme perlod Ass|gnment (what happens after th|s |esson, |f no ass|gnment, wr|te 'none'): none
Assessment of the ob[ect|ves for th|s |esson (how do you know what the students |earn|ng): - SLudenLs wlll also be formaLlvely assessed Lhrough Lhelr parLlclpaLlon and responses/argumenLs durlng Lhe dlscusslon. -SLudenLs wlll be sumaLlvely assessed Lhrough Lhelr shorL essay.