Title of Unit: The Civil War Title of Lesson: Compromise and Conflict Ch.

12 Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson plan is designed or 5th grade students to learn about the legal debate over slavery, which resulted in compromises and increased tension between free and slave states. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History (p. 432-435). B. Target Population: Grade Level:5th grade Skill Level: students at all learning levels Grouping: whole group for reading and discussions, small groups for activity and assessment. C. Materials: Houghton Mifflin 5th Grade Social Studies book: United States History (p. 432-435). Paper and pencils Vocabulary and study guide (unit resources p. 121). Graphic Organizer (cause/effect) on bottom of TE p. 435 for students who need further instruction. Can be found at www.eduplace.com/ss.hmss05/ D. Objectives: o NV State Social Studies Standards o H2.5.2 describe issues of compromise and conflict within the United States.

Student-Friendly Standards I can write about issues of compromise and conflict within the United States.

E. Procedure: 1. Refer to notes on TE 432 Get Set to Read. Explain the Study guide that students will complete as we read. Call students attention to the maps on p. 433, and ask what will you find out about in this lesson? Identify and discuss causes that made the conflict over slavery grow worse. Introduce vocabulary (slave state, free state, Union, popular sovereignty, fugitive).

2. As a class, read pages 432-435, stopping to ask questions listed in the margins of the TE. 3. Instruct students to take notes and record information on their study guide as we read. They can continue to work on it when we finish reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The Civil War Title of Lesson: Compromise and Conflict Ch. 12 Submitted By: Julia Villanueva

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about geography and history: Why did the territory of the United States expand in the 1800s? What free state joined the Union as part of the Missouri Compromise? (After paragraph 3 p. 433) What compromises did Congress make as the nation grew? Who was Harriet Beecher Stowe? (After paragraph 5 p. 435) Why did John Brown attack a U.S. Army post in Harpers Ferry, Virginia?

5. CLOSURE Discuss the two statements in the Review/Assess section of the TE p. 435. F. Assessment: What will you use to measure student understanding? Role-Play a Scene (TE 434): Students will work in small groups to write a dialogue for a dramatic scene depicting a group of people discussing the Dred Scott decision. They will use details from the lesson to make the dialogue seem real. Explain how you will know students understand the concepts from the lesson. Students must write about issues of compromise and conflict within the United States. Having students use details from the lesson to write a dialogue will show if they understand the Dred Scott decision says/means. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easy part will be completing the cause and effect reading skill sheet because we have done something similar in the previous lesson. 2. Which part will be most challenging for you to teach? I think students will have trouble understanding why the compromises increased tension between free and slave states in just one day. I think this lesson will need a review day to ensure they grasp the concepts. 3. How will you follow up or extend this lesson? I will use the Extend Lesson 3 (p. 436-437) about conflict and compromise, as an extension to this lesson.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The Civil War Title of Lesson: Compromise and Conflict Ch. 12 Submitted By: Julia Villanueva

4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I will use the Reteach Mini Lesson on the bottom of the TE p. 435. We will work together to complete the cause/effect flow chart to review compromises made by Congress. 5. Which part of the lesson, if any, do you think might need to change? I think this particular lesson will need a review day before moving on. This lesson went over concepts that would need further explanation, and the students would need more time to complete their writing activity. 6. When you were writing this lesson plan, what was the most difficult part? The difficult part was deciding which assessment I wanted to use. Instead of using a worksheet,I chose the Drama activity in the TE for my assessment.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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