Lesson 3: A Nation Dividing
Goals and Objectives
Goal: Students will understand how differences in economic, political, and social beliefs and practices can lead to division within a nation and have lasting consequences.
Objective: Students will be able to analyze how the Fugitive Slave Act, The Missouri Compromise, The Compromise of 1850, The Kansas-Nebraska Act , and Bleeding Kansas affected the North and South’s animosity toward each other by listing each event and the reactions to each event on a graphic organizer.
Objective: Students will be able to analyze how the Fugitive Slave Act, The Missouri Compromise, The Compromise of 1850, The Kansas-Nebraska Act , and Bleeding Kansas affected the North and South’s animosity toward each other by listing each event and the reactions to each event on a graphic organizer.
California State Content Standards
8.9 Students analyze the early 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).
8.9.5 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas Nebraska Act ( 1854), the Dred Scott decision (1857), and the Lincoln-Douglass debates (1858).
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).
8.9.5 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas Nebraska Act ( 1854), the Dred Scott decision (1857), and the Lincoln-Douglass debates (1858).
Lesson Introduction
Students will be shown two maps of the United States. One will be a map of the Slave states and Free states after the Compromise of 1850, and the next will be a map of the Slave states and Free states after the Kansas-Nebraska Act in 1854. Students will be asked to hypothesize about how the North and the South would have reacted to such a change in territory.
Vocabulary
Vocabulary will be covered through the use of questions. Students will be asked what they think the word means, and then the definition and examples will be verbally explained by the teacher. Each of the words will be added to the foldable created at the beginning of the unit.
Popular sovereignty
Border ruffians
Civil war
Reveal
Inevitable
Popular sovereignty
Border ruffians
Civil war
Reveal
Inevitable
Content Delivery
The teacher will pre-read Chapter 12, Section 3 with the class. Attention will be focused on reading the headings, subheadings, reading check questions, and section review questions. The teacher will explain that the section will be used to fill out a timeline of important events that led to the dividing nation.
Students will read Chapter 12, Section 3 (pp. 544-547) out loud in groups of 4. As they read the section, they will fill out the timeline together.
Students will read Chapter 12, Section 3 (pp. 544-547) out loud in groups of 4. As they read the section, they will fill out the timeline together.
Student Engagement and Critical Thinking
Students will organize the information from their readings in a timeline, focusing on big events and the Southern and Northern reaction to those events. Some events are found in previous sections, but are referenced in Section 3. Students will be made aware that they can use other sections to help fill in the graphic organizer.
Events to be listed on the timeline include:
The Fugitive Slave Act (Sec. 1)
The Missouri Compromise (Sec. 2)
The Compromise of 1850 (Sec. 2)
The Kansas-Nebraska Act (Sec. 3)
Bleeding Kansas (Sec. 3)
Events to be listed on the timeline include:
The Fugitive Slave Act (Sec. 1)
The Missouri Compromise (Sec. 2)
The Compromise of 1850 (Sec. 2)
The Kansas-Nebraska Act (Sec. 3)
Bleeding Kansas (Sec. 3)
Demonstrated Learning
Formative Assessments:
The teacher will walk around and observe the class as they are reading and filling out the graphic organizer. Students will have the opportunity to ask questions for clarification.
The teacher will leave time at the end of class to go over the important points that students should have on the timeline section of the graphic organizer so that students will have immediate feedback. The critical thinking question will be finished for homework and collected the next day for grading. Students will receive feedback from the teacher on the critical thinking question.
The teacher will walk around and observe the class as they are reading and filling out the graphic organizer. Students will have the opportunity to ask questions for clarification.
The teacher will leave time at the end of class to go over the important points that students should have on the timeline section of the graphic organizer so that students will have immediate feedback. The critical thinking question will be finished for homework and collected the next day for grading. Students will receive feedback from the teacher on the critical thinking question.
Lesson Closure
Students will take 5 minutes to complete a what? So what? Now what? activity. They will be asked: what happened as tensions rose between the North and South? What does this mean for the nation? What do they think will happen next?
This activity will not be graded, but used as a way for students to review what they read and discussed in class.
This activity will not be graded, but used as a way for students to review what they read and discussed in class.
Accommodations
What Came Before...
Students have already learned about the abolitionist movement in the North, the Missouri Compromise, the Kentucky Resolution, and the Compromise of 1850. Students should already have an understanding of the conflicts over slavery, and the differences between the North and South’s economy and social structure.
What Came After...
Students will go on to learn about the various challenges to slavery including the election of 1856, the Dred Scott Decision, the Lincoln Douglass debates, and the raid on Harper’s Ferry. Finally, the unit will end with Southern Secession and the Civil War.