Secondary Lesson Plan Template
School:ALL DCPCS HIGH SCHOOLS / Subject: / Lincoln: The Constitution and the Civil War / Teacher: / Lesson Plan Date(s): / September 15 & 16, 2016
PRE-PLANNING / OBJECTIVE / Standard/Benchmark:
- Analyze the political and constitutional issues President Lincoln encountered during the Civil War.
- Analyze the effectiveness of Lincoln’s leadership by examining the rationale he used when making the political decisions during the Civil War.
SS.912.A.2.4 Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution.
ASSESSMENT“Begin with the End in Mind”
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
By the end of the Work period – students will have completed the graphic organizer identifying details from the document excerpts that are in support of and argue against Lincoln’s decision. They will also use evidence from the documents to present arguments in favor of and against Lincoln’s actions.
By the end of their independent work session, students will reflect on the arguments in writing by discussing which side presented the best argument and what evidence was used to support the arguments.
Through the exit ticket, students should be able to answer the essential question citing evidence from the lesson to support their answer.
ESSENTIAL QUESTION
Lincoln decided to exercise unprecedented presidential power during the Civil War, was he operating within the parameters of the executive branch as set forth in the U.S. Constitution? Why or why not?
HIGHER ORDER QUESTIONS (3-5 questions)
- Why wasn’t the issue of state sovereignty resolved by the Civil War?
- The Emancipation Proclamation outlawed slavery in the rebelling states but slavery was still legal in the border states who had remained with the Union. How did Lincoln legally justify the Emancipation Proclamation?
- President Lincoln suspended habeas corpus solely on the authority of his office. Was this action legal according to the U.S. Constitution? Why or Why not?
- Would the Civil War have had a different outcome if Lincoln had not exerted his power to make critical decisions during the war?
LESSON CYLCE / BELL RINGER (10 min) / TIME
Approximate
7 min
Students will respond to the following questions in complete sentences:
What issues were Abraham Lincoln faced with before and during the Civil War?
How would you categorize these issues (as constitutional and/or political) Why?
Students will be randomly selected to share their responses to the questions.
INTRODUCTION / 8 min
Teachers will introduce the lesson by reviewing the objectives and essential question and explaining to the class that they will analyze the rationale Lincoln used in making critical decisions about the suspension of habeas corpus, outlawing slavery in the border states, arming freed slaves, and refusing to initiate an armistice. Teachers should introduce the lesson by showing the class a short video (3min and 53 seconds) titled: The Constitution of the United States of America at
MODELING“I DO” / 10 min
Following the video, teachers will present the following points to the class (this information can be presented in the form of guided notes):
- Abraham Lincoln became president during a time that states had been struggling over the interpretation of the U.S. Constitution regarding slavery, individual liberties, and states’ rights.
- After Lincoln was elected in 1860 seven states seceded and formed the Confederate States of America and Lincoln was tasked with dealing with the crisis
- Although the power of declaring war resides with the state, Lincoln essentially declared war by ordering a blockade of Southern ports
- On the authority of the executive branch Lincoln made some critical political decisions which included suspending habeas corpus and jailing rebels
Were Lincoln’s actions justified given the turbulent times in our nation’s history or did he go too far? Explain.
President Lincoln suspended habeas corpus solely on the authority of his office. Was this action legal according to the U.S. Constitution? Why or Why not?
And call on volunteers to offer their opinion.
GUIDED PRACTICE “WE DO” / 30 min
As a class, teachers and students will review Articles I, II, III, V, VI and Amendments 13, 14, and 15 of the U.S. Constitution. The class will then be divided into four groups;
Group 1: The Suspension of Habeas Corpus
Group 2: The Emancipation Proclamation
Group 3: The decision to arm the freed slaves
Group 4: Refusing to Make a Peace Compromise
And the teacher will distribute the worksheets and reading passages to the groups and review the instructions for the activity with the class.
Students will read the document excerpts within their groups. As they read, they will identify the points presented in the passages that support and opposes Lincoln’s decision on the specific issue they have been assigned.Each group will engage in a debate when it is time to present the information to the whole group. Within their groups, students must decide who will present the arguments in support of and against Lincoln’s decision and assist them with drawing on evidence from the documents (including the U.S. Constitution) in making their arguments.
After each group has had an opportunity to argue both sides of their issue, teachers will pose the following questions to the class and randomly select/call on students to respond:
Why wasn’t the issue of state sovereignty resolved by the Civil War?
The Emancipation Proclamation outlawed slavery in the rebelling states but slavery was still legal in the border states who had remained with the Union. How did Lincoln legally justify the Emancipation Proclamation?
INDEPENDENT PRACTICE“YOU DO” / 15 min
Students will reflect on the arguments that were presented for both sides of each issue in writing. Students should discusswhich side presented the best argumentfor each issue and identify the evidence they used to support their arguments. (This task can be differentiated into developing, achieving, and excelling : Developing – one issue, Achieving – two issues, Excelling – four issues)
DIFFERENTIATED INSTRUCTION
Teacher Directed:Background Information provided to students ad hoc.
Independent:During the writing activity - students who are: Developing – one issue, Achieving – two issues, Excelling – four issues
Technology:Teachers use ofPower Point to reinforce gradual release expectations and classroom structures for learning. The video “The Constitution of the United States of America” also provides students with visual and auditory learning experience in the lesson.
CLOSURE
- Wrap up the lesson and help students organize the information learned into a meaningful context.
- Have students reflect on or answer the Essential Question.
- Help students connect today’s learning to their bigger goal in the course.
Citing specific evidence to support their answer, students will respond to the essential question via exit ticket:
Lincoln decided to exercise unprecedented presidential power during the Civil War, was he operating within the parameters of the executive branch as set forth in the U.S. Constitution? Why or why not?
HOME-LEARNING