Final Unit Plan: Slavery and the Civil WarKatherine AbelLoyola Marymount University

Contents

Essential Questions & Quotation

Planning Calendar

First Lesson: Slavery (Social Justice)

Second Lesson: Abraham Lincoln (Primary Source)

Third Lesson: Huckleberry Finn (Backwards Planning)

Fourth Lesson: The Civil War (Research Project)

Fifth Lesson: Underground Railroad (Alternative Assessment)

Essential Questions

What were the most significant causes, events, and consequences of the Civil War? Who was involved in them? How did they affect American life at the time and for the future?

What was it like to have lived at the time of the Civil War and what effect did location, race, gender, and socioeconomic have on the quality of life?

“Always do right. This will gratify some and astonish the rest.” -Mark Twain

Planning CalendarMonday

Lesson 1: Slavery

Tuesday

Lesson 2: Abraham Lincoln

Wednesday

Lesson 3: Huckleberry Finn

Thursday

Lesson 3 continue

d

Friday

Lesson 3 continue

d

Monday

Lesson 4: The Civil

War

Tuesday

Lesson 4 continued

Wednesday

Lesson 4 continued

Thursday

Lesson 5: Undergrou

nd Railroad

Friday

Lesson 5 continued

First Lesson: Slavery

Objective: Students will analyze the intensifying debate over slavery and division of the nation as they were reflected in the Wilmot Proviso, formation of the Free-Soil Party, Compromise of 1850, Fugitive Slave Act, and publication of Uncle Tom’s Cabin.

Assessment: Students will be assessed formatively through individual responses in group discussion and in an informal essay analyzing the elements of debate listed in the lesson’s objective.

First Lesson: Slavery

Plan: Students will receive information about the topics of discussion listed in the lesson’s objective via PowerPoint presentation, selected reading of the textbook, and other supplemented sources.

Students will ask questions and pose comments when appropriate, ultimately leading to a large group discussion facilitated by the teacher.

After thorough discussion of all topics at hand, students will compose an informal essay analyzing a chosen topic from discussion and its effect on the anti-slavery movement.

Second Lesson: Abraham Lincoln

Objective: Students will choose a significant writing or speech from Abraham Lincoln’s presidency. Students will analyze and evaluate their writings/speeches and write a newspaper report or editorial reaction they would have written during that time. Possible writings and speeches to choose from are “House Divided” speech, Gettysburg Address, Emancipation Proclamation, and inaugural addresses.

Assessment: Students will be assessed formatively through individual responses in group discussion. Students will be assessed summatively through a rubric that pinpoints whether a student’s research, analysis, and presentation were at Outstanding, Good, Satisfactory, or Unacceptable levels.

Second Lesson: Abraham Lincoln

Plan: Students will receive information about Abraham Lincoln’s life, presidency, and speeches/writings via selected reading and primary sources

Students will choose a writing/speech to read, conduct research, analyze information, and develop a news article/editorial to share with the class.

Students will present final versions of their news article/editorials with the class

Third Lesson: Huckleberry FinnObjective: Students will analyze the attempts to abolish slavery and the causes of the Civil War as they are reflected in the 1993 film Huck Finn.

Assessment: Students will be assessed formatively through independent analysis and group participation and interactions before, during, and after the film.

Third Lesson: Huckleberry FinnPlan: Students will tap into prior knowledge about contributing factors to the rise and spread of anti-slavery sentiment and pro-slavery sentiment in pre-Civil War United States.

Students will develop a further understanding of the causes of the spread of anti-slavery sentiment in the United States before and throughout the Civil War through guided note-taking during the film.

Students will share ideas with each other and in the large group about the causes and consequences of the Civil War.

Fourth Lesson: The Civil War

Objective: Students will research, analyze, and present on a topic of choice from the HSS 10.4-10.7. Students will present important details about the event or person they choose and explain its significance in American life at the time of the Civil War and in the future. Possible topics to be chosen are the assassination of Lincoln, prisons during the Civil War, the naval war, women in the Civil War, the Gettysburg Address, the surrender of Robert E. Lee, the Dred Scott decision, weapons of war, medal of honor winners, the Emancipation Proclamation, etc.

Assessment: Students will be assessed formatively through individual responses in group discussion. Students will be assessed summatively through a rubric that pinpoints whether a student’s research, analysis, and presentation were at Outstanding, Good, Satisfactory, or Unacceptable levels.

Fourth Lesson: The Civil War

Plan: Students will receive information about possible topics of research and project expectations through a short lecture and selected reading.

Students will choose a topic to research, conduct research, analyze information, and develop a presentation to educate the class.

Students will present their projects to the class

Fifth Lesson: Underground Railroad

Objective: Students will analyze, apply, synthesize, and evaluate the key events in the attempts to abolish slavery through selected reading, multimedia activities, and discussion.

Assessment: Students will be assessed formatively through selected reading, multimedia activities, and large group discussion.

Students will be assessed summatively through a rubric that pinpoints whether a student’s insight/accuracy, creativity, and focus were at Outstanding, Good, Satisfactory, or Unacceptable levels.

Fifth Lesson: Underground Railroad

Plan: Students will receive information about key people and events of the anti-slavery movement and the Underground Railroad via brief lecture and selected reading.

Students will participate in National Geographic’s Underground Railroad interactive game and make note of discoveries and findings.

Students will write a personal journal in five or more entries documenting their travels on the Underground Railroad