AUSTIN ISD SOCIAL STUDIES
Lesson Plan Submission Form
SUBMITTED
BY:
COURSE
NAME:
LESSON
NAME:
Cherry Whipple
CAMPUS:
Austin High School
DATE:
June 23, 2010
U.S. History
GRADING
PERIOD:
1st Six Weeks
UNIT TOPIC:
Civil War and Reconstruction
PACING
A Dividing Nation
[# of minutes]:
90
Summary of Lesson
Lesson Source / Author(s):
Teacher’s Curriculum Institute
Objective(s) / Intended Learnings The student will …
 Students analyze primary source documents related to the series of events leading up to the Civil War and econtimplate whether war was inevitable.
TEKS
#
Knowledge & Skills:
Student Expectation (SE):
US.7
History. The student understands the impact of the American
A : trace the historical development of the civil rights movement in
civil rights movement.
the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th
amendments
US.24
Social studies skills. The student applies critical-thinking skills A : locate and use primary and secondary sources such as
to organize and use information acquired from a variety of
computer software, databases, media and news services,
sources including electronic technology.
biographies, interviews, and artifacts to acquire information about
the United States
G : support a point of view on a social studies issue or event
Associated or Vertical TEKS: (if applicable)
#
Knowledge & Skills:
Student Expectation (SE):
8.7
History. The student understands how political, economic,
C : analyze the impact of slavery on different sections of the United
and social factors led to the growth of sectionalism and the
States
Civil War.
D : compare the provisions and effects of congressional conflicts
and compromises prior to the Civil War, including the roles of John
C. Calhoun, Henry Clay, and Daniel Webster
8.8
History. The student understands individuals, issues, and
B : explain the issues surrounding significant events of the Civil
events of the Civil War.
War, including the firing on Fort Sumter, the battles of Gettysburg
and Vicksburg, the announcement of the Emancipation
Proclamation, the assassination of Lincoln, and Lee's surrender at
Appomattox Court House
8.18
Government. The student understands the dynamic nature of
B : describe historical conflicts arising over the issue of states'
the powers of the national government and state governments rights, including the Nullification Crisis and the Civil War
in a federal system.
8.19
Government. The student understands the impact of
B : evaluate the impact of selected landmark Supreme Court
landmark Supreme Court cases.
decisions including Dred Scott v. Sandford on life in the United
States
8.25
Culture. The student understands the major reform
A : describe the historical development of the abolitionist
movements of the 19th century.
movement
Essential Questions for Lesson:
 Was the Civil War Inevitable?
LESSON STAGES:
Focus Activity / WarmUp / Hook
Instructional Activities
Process Activity/Closure/Sinker
Suggested Work Product(s):
DESCRIPTION
Students comment on whether they would compromise or confront their opponents in an argument where
something important was at stake.
Reading Notes - Map: Students will draw and label a map with both free and slave states and then annotate the
map with at least three details showing how the North and South differed.
Social Studies Skill Builder: Students analyze a selection of primary source documents related to events from
1850 to 1861 and decide whether those sources show a spirit of compromise or of conflict.
Reading Notes - Students use the events discussed in the timeline group activity as the basis of the reading
notes, which will be written in annotation format as part of a timeline sequencing the key events leading up to
the Civil War.
Students write an article for an 1861 European newspaper describing conditions in the United States
immediately after the battle of Fort Sumter. The news article must include:
 a headline that will attract readers
 an introduction that outlines who, what, when, where, and why it was important
 a description of at least two events that led up to the attack with an explanation of how these events
related to compromise or conflict
 a conclusion discussing whether a civil war was inevitable
Students synthesize key content from the chapter and primary sources to write a newspaper article describing
AISD Social Studies Curriculum; 2010.
AUSTIN ISD SOCIAL STUDIES
Lesson Plan Submission Form
conditions in the United States after the battle of Fort Sumter.
A "Mastering the Content" consisting of 20 multiple choice questions is available with the lesson masters. This
quiz covers the road to Civil War, the Civil War, and Reconstruction content.
Suggested Assessment(s):
[Including possible methods of formative
assessment throughout lesson]
Extended Learning (Homework):
Teacher
Notes:
List
Vocabulary:
ELPS #
4
5






Missouri Compromise
Compromise of 1850
Fugitive Slave Law
Uncle Tom’s Cabin
Kansas-Nebraska Act
Republican Party





Dred Scott decision
John Brown’s raid
Fort Sumter
sectionalism
urban
Knowledge & Skills:
Cross-curricular second language acquisition/reading. The ELL
reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high
stage of English language acquisition in reading. In order for the
ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's
level of English language proficiency.
Cross-curricular second language acquisition/writing. The ELL
writes in a variety of forms with increasing accuracy to effectively
address a specific purpose and audience in all content areas.
ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in writing. In
order for the ELL to meet grade-level learning expectations
across foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with
the student's level of English language proficiency.
ELA Integration:
(If applicable):
Health Integration:
(If applicable):
Special Education:





popular sovereignty
agitator
arsenal
faction
secession
Student Expectation (SE):
(C) develop basic sight vocabulary, derive meaning of
environmental print, and comprehend English vocabulary and
language structures used routinely in written classroom materials
(D) use prereading supports such as graphic organizers,
illustrations, and pretaught topic-related vocabulary and other
prereading activities to enhance comprehension of written text
(B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary
Learners Reading and Writing Below Grade Level
Option 1 As a reading adaptation, explain that Chapter 9 uses a Sequencing organizational text pattern. Use the
appropriate handout in the Reading Toolkit to preview the chapter.
Option 2 As a writing adaptation, have students complete an outline for a newspaper article in the Processing
assignment. The title of the outline should be their headline. Provide the following template. Direct students to answer
the questions to complete their outlines. I. Introduction
A. Who was involved?
B. What happened?
C. Where did it happen?
D. When did it happen?
E. Why was it important? II. Event 1
A. Important details
B. How did this event show
compromise or conflict? III. Event 2
A. Important details
B. How did this event show
compromise or conflict? IV. Conclusion
A. Is a civil war inevitable?
B. Why do you think so?
Learners with Special Education Needs
Help groups complete the first step of the activity successfully by writing the event and the date at the top of each
AISD Social Studies Curriculum; 2010.
AUSTIN ISD SOCIAL STUDIES
Lesson Plan Submission Form
Gifted & Talented:
(Check with Advanced Academics)
document on Student Handouts 9A and 9B before distributing to students.
Expand the activity by asking groups to detect Northern or Southern points of view in the primary source documents.
In Step 7, after groups have completed their discussion, ask students to determine whether each document reflects a
Northern or a Southern point of view about the event. During the wrap-up discussion in Step 9, ask students to
summarize the two points of view.
RESOURCES:
NOTE:
All resources associated with this lesson, and mentioned in the descriptions of lesson stages above, should be listed below.
Excerpts from selected texts, images, audio files, etc. should include appropriate source citations. Include both title and URL
when referencing online video streaming sites. When submitting the Lesson Plan Form to the Social Studies Curriculum
office, joramire@austinisd.org, please remember to include as attachments all resources available as electronic files.
TYPE:
YEAR:
Supplemental
2007
TITLE:
History Alive! Pursuing American Ideals, Chapter 9
SOURCE / URL:
TCI Website
AUTHOR(s):
Teacher’s Curriculum Institute
AISD Social Studies Curriculum; 2010.
AUSTIN ISD SOCIAL STUDIES
Lesson Plan Submission Form
AISD Social Studies Curriculum; 2010.