1. Lesson Plan
Assumptions:Studentshave anunderstandingof UnitedStatesHistoryuptothe pre-Civil Warperiod,
have an understandingof the overall differencesinthe economicdifferencesinthe NorthandSouthand
howtheywere shapedbythe formationof slavery.Studentsmayhave alreadybeenexposedtothe Civil
War andhave prior knowledgeof the Civil War,butstudentsare notexpectedtobe familiarwith
Sectionalismandthe distincteventsleadingdirectlyuptothe Civil War.
Anticipatory set:
1) Gettingstudents’attention –Iwill show studentsavideotitled“The Electionof 1860 & the
Road to Disunion:CrashCourse USHistory#18,” whichisan entertainingbuteducational YouTube
channel thatbrieflygoesoverthe general causesof the Civil Warina funmannerto getmy students’
attentionandmotivate themfortheirlearning:
https://www.youtube.com/watch?v=roNmeOOJCDY&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&i
ndex=18
2) Tappingpriorknowledge –at the beginningof the unit,the studentswill have twominutesto
listeverythingtheycanaboutthe Civil War.
Materials: PowerPoint,computer
Age Level:UpperMiddle School throughHighSchool
Objectives:
Objective 5: Using a timeline,the TLWcorrectlylabel 4 outof 5 Sectionalismlandmarkeventsand
individualsbythe date theyoccurred;Compromise of 1850, The Fugitive Slave Act,DredScottDecision,
BleedingKansas,JohnBrown’sraidonHarper’sFerryaslaidout by the rubric(20 points).
Social StudiesTEKS §113.20. (B) identifythe provisionsandcompare the effectsof congressional
conflictsandcompromisespriortothe Civil War.
Topic7: Cognitive/Knowledge

2. Objective 9: Givenprimaryaccountsprovidedinthe studenttextbookandfoundonreliable internet
sources,TLW write a one-page journal entry,theorizingwhatmighthave happenedinthe pre-Civil War
UnitedStatesif AbrahamLincolnhadnot wonthe electionof 1860 (12 points).
Social StudiesTEKS §113.20. (B) explainthe causesof the Civil War,includingsectionalism, states'rights,
and slavery.
Topic8: Cognitive/Synthesis
Teacher/StudentActivities:
1) Modeling/Demonstration – I will give studentsasequence of lecturesoverthe eventsleading
up to the Civil War,as thissectionof the textbookissplitintothree separate chaptersandwill require a
fewseparate classperiods. The lectureswill be givenviaPowerPoint,andthe studentswill be givenout
printoutsof the lecture withblanksinthe PowerPointtohelpthe studentswiththeirnote taking. To
assistESL learnerswiththisnote-takingprocess,the wordsthatare meantto go inthe blankswill be
givenina wordbank to helpthe studentsmatchthe vocabularywordswiththe contextof the notes.
Will goover indetail Compromiseof 1850, The Fugitive Slave Act,DredScottDecision,BleedingKansas,
JohnBrown’sraidon Harper’sFerry,AbrahamLincoln’selectionin1860 and how all of these eventsare
all intertwinedincausingthe Civil War. Duringthe lecture,studentswillbe givenrandompollsand
assessmentstotesttheirknowledge,wherebytheywillbe able touse theirmobile phonestoanswer
the poll questionsusingsuchappsasPolltoGoorPollDaddy,whichstudentscandownloadandwe can
thenuse inour classroomto guide understanding.
Will showstudentsvideoandprimarysourcesfromthe Sectionalismperiodtohelpthemfully
immerse inwhatwashappeningin the UnitedStatesleadinguptothe Civil War, helpingthe studentsbe
motivatedinourlesson.
Followingthe lecturesandthe video,studentswill be allowedtopractice theirvocabularyfrom
thislessonbyusingcomputerprogramswhichhelpmatchvocabularytotheirdefinitionsinaneasyto
understandformat. Thisprogramcan alsosoundoutthe wordsanddefinitionstostudents,sothiswill
be especiallyhelpful toESLlearners.
2) GuidedPractice – Studentswill be able touse whattheyhave learnedinclass,theirclass
notesandtheirtextbooktocomplete theirSectionalismTimeline,whichwill be assignedandallowed
twodays for the studentstocomplete. We will workonthese continuallyduringourclasstime,soESL
learnerswill be able touse otherstudentsandmyselfasresourcestohelpaidthemselvesinthis

3. assignment. Iwill checkthese forcompletion grades,give feedbackasnecessaryandthengive these
back to the studentsforreference duringthe restof thislessonandthroughoutthe restof the uniton
the Civil War.
3) IndependentPractice – Upon finishingthe lesson,studentswill use theirresourcesand
knowledge of Sectionalismtothinkcriticallyaboutwhatwe have learnedinanindividual setting.The
studentswill be requiredtothinkof alternate outcomestoourhistoryif AbrahamLincolnhad notbeen
electedPresidentduringthe 1860 election.
Closure:
Why doyou thinkslaverybecame suchadivisive issue inthe mid-1800s?
Why wasit difficulttoCompromise inthe mid-1800s?
Why didthe Dred ScottCase getso muchattention?
Why wasLincolnnot onthe ballotinnine Southernstates?
What eventfinallypromptedstatestosecede?
Evaluation:
Assessment:
On a 10 question multiple choicequizoverSectionalisminthe UnitedStatesleadinguptothe Civil War,
studentswill correctlysolve nofewerthansevenoutof tenquestionscorrectly.(quizshownbelow).
Technology:
Usingtechnology,thisin-classquizcanbe givenout to studentselectronically,usingAppssuchas
Socrative,sothat students cantake quizzesontheirphonesortabletsandgradescan be recordedin
real time,allowingformore technologicaladvancesinthe classroom.Thiscanalsobe beneficialforESL
learnersasthe quizzescanbe modifiedorshortenedbasedontheirlearningneedsorthe quizcan be
readout to the studentusingthe appto give the studentthe bestopportunitytolearnandsucceed.

4. Name:__________________ Date:___________
Sectionalism Quiz
Nowthat we have learnedall aboutSectionalism, pleaseshow me whatyouknow bycompletingthis
quiz.Please readeachanswerchoice carefullyandselectthe bestanswerchoice.Youhave 15 minutes
to complete thisquiz.GoodLuck!
_____1. What didthe WilmotProvisocall for?
a. the electionof MartinVanBuren
b. banningslaveryinanylandsthe UnitedStatesacquiredfromMexico
c. Californiaenteringthe Unionasa slave state
d. a pro-slaverygovernmentinKansas
_____2. In whichstate didpro-slaveryandantislaverygovernmentsexistatthe same time?
a. California b. Kansas
c. Missouri d. Texas
_____3. What isthe name fora war betweencitizensof the same country?
a. civil war b. coldwar
c. inter-countrywar d. undeclaredwar
_____4. Whichparty didthe AntislaveryWhigs,Democrats,andFree-Soilersjointogethertoform?
a. AbolitionistParty b. NorthernParty
c. AntislaveryParty d. RepublicanParty
_____5. Whichof the followingrelatestoaSupreme Courtdecisionthatruledthatthe constitution
protectedslavery?
a. Dred Scott b. Lincoln-Douglas
c. Harpers Ferry d. Missouri Compromise

5. _____6. Who leda raidon a federal arsenal atHarpersFerry,Virginia?
a. AbrahamLincoln b. DredScott
c. JohnBrown d. StephenA.Douglas
_____7. Lincolnwaslargelyunknownbefore whichelection?
a. 1856 presidential election
b. 1858 congressional election
c. 1860 congressional election
d. 1860 presidential election
_____8.Which was the firststate to vote to secede fromthe Union?
a. Georgia b. Missouri
c. Maryland d. SouthCarolina
_____9. Whichof these conceptsdidsecessionistsuse tosupporttheirviews?
a. constitutionalism b. popularsovereignty
c. federalism d. states’rights
_____10. Which eventmarkedthe beginningof the Civil War?
a. attack on Fort Sumter
b. Lincoln-Douglasdebates
c. Lincolninauguration
d. secessionof SouthCarolina
SectionalismEventsTimeline Rubric
CATEGORY 4 3 2 1

6. Dates An accurate,
complete date has
beenincludedfor
each event.
An accurate,
complete date has
beenincludedfor
3-4 events.
An accurate date
has beenincluded
for 2-3 events.
Datesare
inaccurate and/or
missingfor1-2
events.
Content/Facts Facts were
accurate forall
eventsreported
on the timeline.
Facts were
accurate for4 or
more events
reportedonthe
timeline.
Facts were
accurate formost
(3-4) of the events
reportedonthe
timeline.
Facts were often
inaccurate for
eventsreported
on the timeline.
Readability The overall
appearance of the
timelineis
pleasingandeasy
to read.
The overall
appearance of the
timelineis
somewhat
pleasingandeasy
to read.
The timeline is
relatively
readable.
The timeline is
difficulttoread.
Learning of
Content
The student
accurately
describesall 5of
the eventsonthe
timelineandcan
quicklydetermine
whichof two
eventsoccurred
first.
The student
accurately
describes3-4of
the eventsonthe
timelineandcan
quicklydetermine
whichof two
eventsoccurred
first.
The student
accurately
describes2-3of
the eventsonthe
timelineandcan
determine which
of twoevents
occurredfirst.
The student
accurately
describeslessthan
twoof the events
on the timeline
and cannot
compare events
chronologically.
Spellingand
Capitalization
Spellingand
capitalization
were checkedby
anotherstudent
and are correct
throughout.
Spellingand
capitalization
were checkedby
anotherstudent
and were mostly
correct.
Spellingand
capitalization
were mostly
correct, butwere
not checkedby
anotherstudent.
There were many
spellingand
capitalization
errors
Journal Rubric

7. CATEGORY 3 2 1 0
Includesdates and
referencestotext
or data.
Writerincludes
accurate dates
and referencesof
theirsources.
Writermakes1-2
inaccuracieson
theirdatesand
referencesof their
sources.
Writermakes3-4
inaccuracieson
theirdatesand
referencesof their
sources.
Writermakes
more than 4
inaccuracieson
theirdatesand
referencesof their
sources.
Capitalization&
Punctuation
Writermakesno
capitalizationor
punctuation
mistakes.
Writermakes1-2
mistakes.
Writermakes3-4
mistakes.
Writermakes
more than 4
capitalizationor
punctuation
mistakes.
Effective Written
Communication
Writer
communicates
thoughtsina clear
and organized
manner.
Writer
communicates
thoughtsina clear
and
understandable
manner,but
organizationcould
have beenbetter.
Writer
communicatesina
somewhat
organizedmanner,
but ideaswere not
veryclear.
Writer’s
communication
showsno
organizationor
consideration.
Reflectionand
Thoughts
Writer
demonstrates
deepcomplex
understandingof
the topic.
Writer
demonstrates
some complex
understandingof
the topic.
Writer
demonstrates
minimal
understandingof
the topic.
Writer
demonstratesno
understandingof
the topic.