Daily Lesson Plan (Joel Arce, Rachel Tommelleo, Norah Flynn, Kandis Rivera)

Unit and lesson plan: Significant Events of the Civil War

Content Objectives / SWBAT analyze significant events of the Civil War using a variety of primary sources.
Skill Objectives / SWBAT analyze primary sources
SWBAT utilize a timeline to order events chronologically
SWBAT summarize significant events of the Civil War
SWBAT create a DBQ based on chosen primary source documents
Standards / Missouri Compromise 1.3d, 1.4b, 2.4a, 3.2d
Kansas-Nebraska Act 1.3d, 1.4b, 2.4a, 3.2d
Dred Scott vs. Sandford 5.1d
Fugitive Slave Laws 5.2a, 5.3a
Election of 1860 5.1b
Secession of southern states 1.4b
Key battles 1.2b
Aim / How can we use a timeline to put into chronological order the major events of the Civil War?
Materials / Primary source documents (maps, pictures, first hand accounts), worksheets, paper, pens, markers
Do Now/Opening
Quick Write: List the causes of the Civil War
Which one do you feel had the most impact? Explain your reasoning
Mini-lesson – Intro to New Material
Using a Powerpoint, model how to place events chronologically on a time line
Think aloud, “Why is this event important?”
Based on one of the documents from the Powerpoint, model on chart paper, how to answer a DBQ
Guided/Independent Practice
(Day 1/2)
Individual Work: Students will create a brief summary based on significant events of the Civil War. (Fugitive Slave Act, Dred Scott Decision, Missouri Compromise, Election of 1860, Compromise of 1860, Secession of the South, Kansas-Nebraska Act). They may use textbooks or approved Internet sites to help create their summaries.
Group Work- Students will be given a selection of documents. They will work together to match the correct document with their written summaries of Civil War events. They will then chronologically order the documents and create a timeline.
Guideline for creating your Civil War Timeline:
Ø  Each group will be given documents, chart paper, markers, and tape to create the timeline.
Ø  Timelines must be properly scaled and all events need to be in chronological order.
Ø  For each event you will need to label the date and name of the event.
Ø  All group members must have an active role in creating the timeline.
(Day 3)
Individual Work- Students will answer a DBQ based on the two documents they are assigned (Numbered documents – lower level; Lettered documents – higher level)
Document 1: Missouri Compromise
1.  What is the difference between the green and purple territories/states on the map?
Document 2: Compromise of 1850
1.  How was slavery affected in Washington D.C.?
Document 3: Fugitive Slave Act
1.  Why is Marcus Du Val giving out a $100 reward?
Document 4: Kansas-Nebraska Act
1.  How did Stephen Douglas gain Southern support?
Document 5 and Document E: Dred Scott decision
1.  Who was not intended to be included in the Declaration of Independence?
Document 6: Election of 1860
1.  In what region of the country did Abraham Lincoln and Stephen Douglas get the most votes?
Document 7: Secession of South Carolina
1.  What country did the seceding states form in 1861?
Document A: Missouri Compromise
1.  What is the difference between the green and purple territories/states on the map?
Document B: Compromise of 1850
1.  Why did Henry Clay want to create a compromise?
Document C: Fugitive Slave Act
1.  Identify two effects of the Fugitive Slave Act.
Document D: Kansas-Nebraska Act
1.  According to Stephen Douglas, what lawful decisions can the people of a territory make?
Document E: Dred Scott decision
1.  Who was not intended to be included in the Declaration of Independence?
Document F: Election of 1860
1.  What does the “irrepressible conflict” represent?
Document G: Secession of South Carolina
1.  Identify one reason why South Carolina seceded from the Union.
Group Work- In their group students will share out the answer to their DBQ and discuss. To increase accountability, students will have to decide, as a group whether or not each answer is complete and correct. If it is, students will write the answer in the appropriate space of their worksheet. If it is not, students will first revise it as a group, and then write the correct answer in the appropriate space of their worksheet.
(Day 4)
Group Work- Students will work together to create and answer a DBQ based on the document assigned. Students will be given time to carefully analyze the assigned document. They should remember to think about the who, what, where, when and how questions that the document provokes. Each group member must write-out the group’s question and the answer to it on their worksheet.
Closing Activity
(Day 5)
DBQ discussing:
- Whether the Civil War was an inevitable conflict
- Ways the war could have been prevented or reasons why the was bound to
occur
Use information gained from the documents and their knowledge of social studies to write a complete and accurate response.