Goals & Objectives
Students will learn about the acts that started the Civil War, how the nation responded to said acts, and how the each side prepared for the war.
California State Content and Common Core Standards
State:
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
8.9.1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8.10.2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
8.10.3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
8.10.4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865)
Common Core:
Reading
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
Writing
1. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
8.9.1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8.10.2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
8.10.3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
8.10.4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865)
Common Core:
Reading
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
Writing
1. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Lesson Introduction
Teacher will engage students in a class discussion about material covered in the last chapter. Teacher will ask questions referring to the map provided about the South’s withdrawing from the union.
Vocabulary
Students will fill in Civil War Facebook handout using vocabulary from the section. They will draw pictures connecting the terms to the historical events learned about in section.
Vocabulary terms include:
Vocabulary terms include:
- Fort Sumter
- Cotton Diplomacy
- Boarder States
- Secede
- Abraham Lincoln
- Jefferson Davis
Content Delivery (lecture)
Teacher will present a lecture the events that led to the start of the United States civil war. The presentation will examine the key events and people that steered the United States into its deadliest war, the effects the war will have on the country, the troops, and nation divided.
Student Engagement
During the lecture students will fill in the Facebook guided notes, which help students pinpoint key information in a coordinated format. The guided notes will follow the lecture Slide Rocket presentation designed by the teacher which will include comprehensive questions and critical thinking.
Lesson Closure
Students will create four statements or questions to post on the civil war Facebook page. Students will write these statements and questions on the bottom of the Facebook guided note worksheet.
Assessment
Formative- Teacher ask questions during lecture that are both comprehensive and critical thinking. During the lecture the teacher will walk around the room to check students understating and grasp of knowledge.
Summative- The questions and statements that the students create to post will be used as a measure of understanding on lesson content.
Summative- The questions and statements that the students create to post will be used as a measure of understanding on lesson content.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
Students with Special need will be able to the Facebook guided notes as tool to help scaffold new information. As well, they will be provided a copy of the lecture to ensure that they were able to transcribe the information at a rate that properly suits them. They will use the guided notes and copy of the lecture to help answer lesson closure questions.
Lesson Resources
Google Images
Holt California Social Studies, United States History-Independence to 1914
Holt California Social Studies, United States History-Independence to 1914