Lesson Plan 3 Template

Candidate: Matt Mayeske

Course: US History

Date: -----

School/Classroom: MidAmerica Nazarene University

Subject: The Civil War

Grade level: 8th

Standards:

Choices have consequences. (KSDE)

The choices made by politicians during the mid-1850s had far-reaching consequences and
further split the country apart

Concepts:

Division, Unity, Consequences, Choice, Law, Language, Conflict

Learning Goal:
Understand
(Big Idea, title,
enduring
understanding,
generalization)

Students will understand that the Fugitive Slave Act and the Kansas-Nebraska Act made the
division between North and South worse
Students will understand that popular sovereignty led to violence.
Students will understand that people will try to justify violence and the consequences of
bloodshed if they believe that it is done for a good cause

Critical
Content:
Know

Identify: Fugitive Slave Act, Harriet

Beecher Stowes Uncle Toms Cabin,
John Brown, Charles Sumner
Define: popular sovereignty, border
ruffians, civil war
Describe: how the Northern
abolitionists reacted to the Fugitive
Slave Act

Essential
Question:

Critical
Skills:
Do

Students will:
Analyze key primary and secondary
source documents from the time period
appropriate to this lesson and will describe
their importance
Students will consult a variety of online
lesson plans to gather more understanding
on the objectives of this lesson

1.
How did the Fugitive Slave Act and the Kansas-Nebraska Act make the division
between North and South worse?
2.
How did the idea of popular sovereignty lead to violence in states such as Kansas?
3.
Do you think the violence in Kansas could have been prevented if Congress had not
abandoned the Missouri Compromise? Explain your answer.
4.
Do people today still try to justify violence if they believe that it morally correct?
Describe a circumstance that you have been through or have heard of.
5.
Does the United States still justify and allow slavery? Are there any places in the world
that do?
6.
Do you believe that the battle between Federal Government and State law and
responsibility is still fought over?

Objectives/Target/I can statement:

Identify the verb, is it

measurable?

The condition (if any) under

which it will occur
The criterion of acceptable
performance.
1. Students will

understand and be able to

define terms, with an 80%
success rate, such as:

Popular sovereignty

Civil War

Border ruffians

Bleeding Kansas

Western territory
1. Students will be able

to describe how the

Northern abolitionists
reacted to the Fugitive Slave
Act

1. Students will

complete an analysis and

examination of a portion of
Harriet Beecher Stowes
Uncle Toms Cabin

Assessment Plan
Sentence Stem:
Formative/Summative: Students will... Teacher will... Ex: Formative:
Students use Apple Classroom Ipad App to display answer. Teacher
observes answers and notes students that miss one or more problems for
small group time during independent practice.

Formative: At the end of the lesson, student understanding of terms will

be assessed through a matching quiz given through Google Forms where
they will attempt to match words to concepts and definitions

Formative: Open-ended essay question. Students will answer the question

How did the Fugitive Slave Act and the Kansas-Nebraska Act make the
division between North and South worse? Students will use Apple
Classroom Ipad App to type answer, save it, and turn it in online for peer
revision and collaboration

Formative: For homework, students will take home a document

(Powtoons video) containing a portion of the abolitionist book and will
answer to a Google Docs forum online that will lead to discussion for the
next class.

Integratio
n of
Literacy:
(Reading,
Writing,
Listening,
Speaking,
Viewing,
Visual
Represent
ation)

Reading: students will read

off of the PowerPoint,
primary source documents
Writing: students will write
notes, online homework
forum page
Listening: students will listen
to lecture and fellow
students ideas
Speaking: students will
speak on their ideas and give
feedback to questions posed
Viewing: students will view
powerpoint and other
tech/online items
Visual Representation:

K
e
y
v
o
c
a
b
ul
ar
y:

Fugitive Slave Act,

Law, popular
sovereignty, civil
war, border ruffians,
Kansas-Nebraska
Act, Uncle Toms
Cabin, Repeal,
Northern abolition,
Southern proslavery, Bleeding
Kansas, John
Brown, Caning of
Charles Sumner

Language
Objectives:
Includes either the
academic language
you will be
teaching or the
language
processes you will
expect the students
to use during the
lesson. Ex: Ask
and answer
questions. Orally
defend a position.

ELL students will be

able to properly
engage in discussion
and learning by being
taught correctly terms
and definitions that
they will understand
Students will be
asked to answer
critical thinking
questions and orally
define terms that
align with lesson
topic

Technology
Standards
(ISTE)

Substitution: PowerPoint, SmartBoard Notes

Augmentation: HSTRY, Kansas-Nebraska Act Video using Vizia, Powtoons,
Modification:, Document Camera, Ipad Internet Usage
Redefinition: Google Docs Forum Assignment

Innovative
Materials &
Technology
Tools:
(Tool: Label
SAMR
Level,
Describe)

Ex: Google Docs: substitution, Teacher will have students use a google doc to sign up for
performance projects.
PowerPoint: substitution, teacher will use PowerPoint to give lecture
Vizia (http://vizia.co/videos/1f7a04982267a8b0f231ad/share) : Augmentation, teacher will break
down video on the Kansas-Nebraska Act and pose critical thinking questions to students
Powtoons (http://www.powtoon.com/embed/cHnihwopNtC/) : Augmentation, teacher will use
Powtoons abilities to break down and better explain the book Uncle Toms Cabin to students, from
which they will answer questions on
SmartBoard Notes (: substitution, a different way of lecturing about events; will be used as
background information if students cannot remember information about the states, boundaries, etc.
iPad: augmentation and modification, students will be able to use primary source documents
(http://history.furman.edu/editorials/see.py?location=Search&searchform=TRUE &
http://utc.iath.virginia.edu/) located online to help them critically think and creatively answer
questions to class; will use the iPads Document Camera to zoom in on these primary source
documents, photos, newspaper articles, etc., to better grasp understanding of history
HSTRY (https://www.sutori.com/) : augmentation, online timeline will help teacher explain the

course of events
Google Docs (Forums) (https://docs.google.com/forms/u/0/) : redefinition, students will, after
reading their primary source document homework (Uncle Toms Cabin through Powtoons), come
up with a critical thinking answer creatively and will communicate it out for collaboration with the
class
Coggle it
(https://coggle.it/diagram/WAQOX76S9uJH_I5T/adc1428c1f260c8be48ad3727a2b095da7d328afec
851389a32614114c052f0f) : substitution, another way for me to show the lesson in a map
Responsive
Teaching/Di
fferentiation
:
What
will I do if
they dont
get it? How
will you
remediate?
What
will I do if
they get it?
How will
you extend?
How
will you
include all
learners?

Sentence stem: Differentiated the (process, product, content, environment) by _(name the
strategy)_ based on student (ability, interest, readiness).
Differentiated the product by shifting from a writing assignment to a visual assignment based
on student interest:
Differentiation achieved through shifting the assessment from one of a summative test to one of
creativity and design in a picture or graph project. Students will pair up and after discussing terms,
draw on paper what or how each term should be represented to them
Differentiated the process by think-pair-share based on student ability:
If students are not able to think critically on the question of the Fugitive Slave Act and Northern
abolition, have them partner up with a student who can engage them in a different way and explain
it in terms that that student can relate
Differentiated the product by having them do homework by hand based on student ability:
If students cannot gain access to the internet at home, have them come to class with their portion of
the homework in hand. Perhaps have them do this activity in pairs.

Introduction:
(Includes: Hook the learner
increase interest, activate prior
knowledge, review, preview
content and vocabulary, essential
questions posed, and relevance
established)

Good morning Class! How is everyone doing today?

Today we are going to be learning about the impact that the Compromise of
1850 had on the American people, their backlash/acknowledgement of it, and
what came after which would further split the country apart. Lets begin by
talking about what we know about the Compromise of 1850

Lesson Procedure (The following three categories occur simultaneously)

Instruction
(Specific & Scripted)

Modeling
(Specific & Scripted)

1.
Timeline of events that we have
1.
Teacher will model to1.
talked about so far; what would further
students how the continuation
split the country in two: HSTRY Timeline of events on the timeline
speeds up the process of
division in 1850s America
2.
2.
Short lecture over Section 2 of The
American Journeys Unit lesson:
2.
Teacher will model
Resistance to the Compromise of 1850,
how students should take
The Kansas-Nebraska Act, Conflict that
notes on the PowerPoint,
would arise out of the Act. Will use
Coggle It,or SmartBoard
Coggle it concept map and SmartBoard
3.
Notes
Notes to further explain the information
conceptually and geographically
3.
Teacher will model to
3.
Class will use Secession
students how they should use
Editorials (used through iPads) to find
the online databases to find
specific, event-oriented Newspaper
newspaper editorials about
editorial pieces that have to do with the
certain events such as the
topics at hand: specifically The Fugitive
Fugitive Slave Acts passing,
4.
Slave Act, the Kansas-Nebraska Act, and
the creation of Uncle Toms
Bleeding Kansas. Also use University of
Cabin, and Bleeding Kansas
Virginia (through iPads) for information
of Uncle Toms Cabin
4.
Teacher will model
4.
Kansas-Nebraska Act video to help how students should answer
sum up what we have been talking about critical thinking questions
posed
in class: Kansas-Nebraska Act

5.

5.
Teacher will model
Quiz over terms and concepts from how quiz will be taken and

Checking for Understanding

(Include blooms level, question,
strategy)
Ex: Application question: How
does ___ apply to you?-Think-PairShare
Can anyone tell me what they
remember from last class? What can
we put on our HSTRY timeline?
Whats most important?
What exactly was the Compromise
of 1850? How did the Fugitive Slave
Act affect both Northerners and
Southerners?

Why did Harriet Beecher Stowe

write Uncle Toms Cabin? What
message was she trying to convey?

Can you connect any of the events

from the video to what happens to
us today in America or around the
world?
5. Is there anything from the quiz
that you did not understand or could
not answer?
6. Everyone still remember how to
use Google Docs and what the
message of Uncle Toms Cabin was?

this class through Google Forms

6.
Discussion of homework (Uncle
Toms Cabin online interaction with
Powtoons and the completion of an online
forum discussion)

Guided Practice:

1.

2.

3.
4.

what it will go over

6.
Teacher will model
how homework will be
completed

Students will guided on how to complete the homework. After completion of the
class session, I will open up Google Docs and show them the forum questions that I
wish for them to answer on their Ipads either now in class or at home for homework.
There will be 3-4 online questions posed to get the students thinking critically about
what they learned for the day and what they can connect back to the real world.
Model of the questions:
After reading through the excerpt on Uncle Toms Cabin, what do you believe Harriet
Beecher Stowe is trying to convey to the reader? Was she an abolitionist or proslavery? Answer in 3 or more sentences.
Can you connect racist sentiments of pro-slavers and Southern Democrats of the time
to how? What groups have you heard of today (in America or elsewhere) that profess
racism?
Do you think the Northerners, at this point in time, were fighting strictly to destroy
slavery, or were there more political motives behind their actions?
Write a short excerpt from the point of view of a Republican in 1854. Write about
why you dont agree with the Kansas-Nebraska act and propose your own idea on
how the situation could better be fixed.

Independent Practice:

Student will independently complete both critical thinking questions in class and for
homework. After guided practice of homework, students will finish on their own.

Closure:
(Review Objective,
Student Reflection,
Relevance)

Review our daily objective of how the Compromise of 1850 led to division between
the North and South and how the Nebraska-Kansas Act only made it worse
Discuss relevance of events to what has happened and what we know will come. Do
we believe things will get worse for America in the upcoming years?

Self Reflection:
What went well?
What will I change?

WHAT WENT WELL

WHAT WILL I CHANGE
WERE THE STUDENTS ENGAGED/LEARNING