Name of Activity: Pre-Civil War/Sectionalism

Lesson/Activity

Directions for submitting:

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Name of Activity: Pre-Civil War/Sectionalism

Submitted by: Ryan Earnhardt (SHS)

Standard:(What students need to know?)

ES 4.1, 4.2 (old SCOS standard 3.01-3.02)

Learning Target:

I can interpret how the issues of sectionalism led to the Civil War, and to what extend slavery was a primary cause.

Criteria for Success:

I will examinevarious compromises and investigate their failure to reach a solution on the issue of slavery

Estimated Time:

- 90 minute block

Materials and Technology/Websites:

- Documents:

Kansas-Nebraska Act ()

Missouri Compromise ()

Compromise of 1850

- Document Analysis Worksheet --

Description of Activity:(How will students learn it?)

-- In partners (either chosen by teacher or by students) 1/3 of class will receive transcript of Kansas-Nebraska Act, 1/3 will receive transcript of Missouri Compromise, and 1/3 will receive the Compromise of 1850.

-- In pairs, students will first read document to themselves (or quietly together). Students will then discuss with their partners things from their document which they thought were significant/important. Next, using the document analysis worksheet (attached) students will work together to complete the worksheet.

-- After document analysis worksheet is complete, all of the students who worked with the Miss. Compromise will get together, all of the students with the Comp of 1850 get together, same for K-N Act.

-- In larger groups with common document, students will go over what they came up with and complete another document analysis worksheet as a whole group

-- One or two students from each group are selected by the group to explain their groups’ findings to the class.

-- Students will then go back to their regular seats, and as a class we will discuss:

- What are some of the similarities between each document?

- What are some of the differences or changes between the documents

- What are some reasons why the Missouri Compromise didn’t “fix the problem”?

- Based on what you have read and learned, define “Sectionalism”

Description of Assessment:(How will we know they learned it?)

(Examples: Teacher observation, Exit Cards, Student Created, Chapter Test, A.C.E)

- Exit ticket ---- students will answer (individually) the question “In your opinion, was it inevitable that the two sides would eventually go to war to defend their position on slavery? Why weren’t the attempts at compromise enough to solve the problem?”

- Students will also turn in their Document Analysis Worksheet after completion/discussion

Intervention/ Remediation: (What will we do if the students don’tlearn it?)

- Review the compromises/acts the following day, and discuss their failures to fix the issue. – Show clip of “America: A History of US” video on issue to give visual to students of the issue’s intensity during the time period.

- Have partners explain what they read to one another (may help students struggling to grasp information/concept)

Enrichment: (What will you do if they already know it?)

- Students who have good grasp on importance/concepts of each document will facilitate large group discussion

- If students understand the concept: Have each student, or pairs, draft their own compromise/solution to the slavery issue in America during the time period.

C&I 2012