Teacher Name:Roderick StewardWeek of:Mar 19-23, 2012

U.S. History PAP/VG Lesson Plans

Monday / Objective:ⓈSS.8.7D Identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.I can state the roles of John Quincy Adams, John C. Calhoun, Henry Clay and Daniel Webster in these conflicts and compromises. I can explain how there could be constitutional issues with the idea of state’s rights, especially regarding the Nullification Crisis and the Civil War.
Warm-Up:Based on the Benchmark analysis completed before Spring Break, what objective(s) do you need to review the most? Why do you think you did poorly on these objectives? Explain
Classwork: Explain the following to students and have them take two column notes on the following( emphasis is on the bold):
Three distinct regions had developed in the United States.
• The Northeast, which was the center of manufacturing, contained only free states that supported high tariffs, which are special taxes on imported goods.
• The South, which was the center of cotton-production, contained only slave states (with a population of more than 4 million slaves), that opposed high tariffs.
• The West, which was still largely frontier and sparsely populated, and opposed high tariffs.
These regional differences affected the way that politicians from each region interpreted the relationship of the federal and the state governments.
• Northern politicians generally believed in the supremacy of the federal government, an argument based on the Supremacy Clause of the 6th Amendment, and with broad federal authority. (text, page 243)
• Southern politicians generally believed in states’ rights - an argument based on the 10th Amendment that the United States was a union of sovereign states which had the right to judge whether a law passed by Congress was constitutional. States’ rights advocates also believed that federal authority was limited. (Refer to the text, page 245)
• Western politicians were split in their stand on the issue.
Students should be given the following definition to remember: Sectionalism: Loyalty to one’s region or state, instead of to the entire nation.
A dominant spokesman emerged in each section of the country:
In the South, John C. Calhoun
In the North, Daniel Webster
In the West, Henry Clay
Cooperative Learning
Have the students count off by threes. Have the 1s read the biography on Calhoun and answer questions pertaining to Calhoun. Have the 2s read Webster’s biography and answer questions relating to Webster, and have the 3s read the biography on Clay and answer the questions relevant to Clay. In groups with more than 3, the students will complete the information on Clay. (The questions are from an HISD handout.)
ELPS Standards: Reading, Writing, Listening, and Speaking
Tuesday / Objective:ⓈSS.8.7D Identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.I can state the roles of John Quincy Adams, John C. Calhoun, Henry Clay and Daniel Webster in these conflicts and compromises. I can explain how there could be constitutional issues with the idea of state’s rights, especially regarding the Nullification Crisis and the Civil War.
Warm-Up:Read pages 338 – 339 in the textbook. Students will need this for classwork today.
Classwork: Explain that one of the regional differences was tariffs, or taxes on imported goods, and that this difference resulted in a constitutional crisis (the Nullification Crisis). Show minute video on Nullification Crisis.
Distribute copies of Nullification Crisis. Working with a partner or their group members, have students answer the Nullification Crisis questions (show these questions on Smart Board):
1. Why did the North favor protective tariffs on manufactured goods?
2. Why was the South opposed to protective tariffs on manufactured goods?
3. How would the theory of states’ rights proposed by John C. Calhoun have benefited the South?
4. How did President Andrew Jackson respond to South Carolina’s refusal to collect tariffs?
5. How did Henry Clay solve the Nullification Crisis?
6. Which group of people, Federalists or Anti-Federalists, would have agreed with the theory of states’ rights?
7. In your opinion, do states have the right to nullify a federal law? Why or why not?
Extension:(This may be assigned today or later as an extension assignment.) Assign each student [Daniel Webster, Henry Clay, or John C. Calhoun] and ask them to create a biographical poem on their assigned leader. The poem should include the spokesman’s stand on tariffs, slavery, and state’s rights. See the format below:
Line 1 First and Last Name
Line 2 Four adjectives describing the spokesman
Line 3 Relative (son, husband) of…
Line 4 Resident of (state and or region)
Line 5 Who supported…
Line 6 Who defended…
Line 7 Who opposed…
Line 8 Who is remembered for…
Line 9 First and Last Name
ELPS Standards: Reading, Writing, Listening, and Speaking
Wednesday/ Thursday/
Friday / Objective: ⓇSS.8.8BExplain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter, the battles of Antietam, Gettysburg, and Vicksburg, the announcement of the Emancipation Proclamation, Lee's surrender at Appomattox Court House, and the assassination of Abraham Lincoln.
ⓈSS.8.18CEvaluate the impact of selected landmark Supreme Court decisions, including
Dred Scott v. Sandford, on life in the United States. SS.8.29A The student will be able to use valid primary and
secondary sources such as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about the United States. SS.8.29B The student will analyze information by
sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
SS.8.29D Identify points of view from the historical context surrounding an event and the frame of reference
which influenced the participants. SS.8.29E Support a point of view on a social studies issue or event.
SS.8.30A The student will use social studies terminology correctly.
Warm-Up:Review objective for STAAR
Classwork: 1. Preview of causes of the Civil War by viewing a PowerPoint. 2. Using the HISD handoutsJohn Brown APPARTS Strategy Handout and the John Brown Speech Handout, have students use the APPARTS Strategy to analyze transcripts from John Brown’s trial. (Complete for homework) 3. Students will then review by completing the HISD handout NORTH VS. SOUTH, 1850 – 1861.using the notes from the PowerPoint and the John Brown APPARTS.
Students will then create an illustrated timeline highlighting the six events they believe were most critical in leading to the outbreak of war. This will be done on the HISD handout Illustrated Timeline of Key Events in Pre-Civil War. The illustration handout will be completed for homework, if necessary.
ELPS Standards:Reading, Writing, Speaking, and Listening