Vocabulary Unit
Hillery Ross
SST 309
Winter, 2013
Section 04
2
Vocabulary Unit
Table of Contents
Page 3……………………………………….Overview/Rationale/Introduction
Page 4-5……………………………………….KUDs and “I can” Statements
Page 5………………………………………..Assessment Ideas
Page 6-9…………………………………………Sequence of Instruction, including Vocabulary
Resource Attachments
Page 10…………………………………………..Resource 1A (see attached file)
Page 10-13……………………………………...Resource 2A
Page 14……………………………………………Resource 1B
Page 15……………………………………………Resource 2B
Page 16……………………………………………Works Cited
Vocabulary Unit
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Ross, Section 04
3
Overview/Rationale/Introduction
Overview: This unit will introduce students to three men that were crucial to
America before the Civil War. Students will understand their contributions and the
inner workings of a historic political system. Students will understand the
difference between federalism, nationalism, sectionalism, and state rights and how
these words fit into the political system of our nation.
Rationale: It is important that students learn the structure of the political system.
It is a system that still holds true today in some ways and is ever changing. It is
important for students to know what is happening in the political system and how
this affects their everyday life. Students should be aware of not only the history of
the government, but also take an interest in current events for there are key people
that run the government and make decisions on behalf of the nation.
Introduction: The unit about Clay, Webster, and Calhoun will allow students to
discuss and think critically about events from the past. Instead of using the run of
the mill dictionary definitions, students will have to construct meaning from
pictures and symbols in order to gain a deeper understanding of the vocabulary.
Students will be able to let their creativity flow throughout the lesson with a series
of activities meant to integrate art into learning.
Vocabulary Unit
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Ross, Section 04
4
1. KUDs: The road map:
2. GLCE and Verb
8-U5.1.3
Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the
states (e.g., sectionalism, nationalism, federalism, state rights).
Knowledge (K)
Understand (U)
DO:
Demonstration of
Learning (DOL)
Vocabulary
I Can
Students will know that
Clay, Calhoun, and
Webster dominated
national politics from
the end of the War of
1812 until their deaths
in the early 1850s.
Students will know that
Clay set forth the
Missouri Compromise
and when South
Carolina nullified the
tariff in 1832, Clay
saved the day with the
Compromise Tariff of
1833. Students will
know that John Calhoun
was a nationalist and
tried to fight for the
rights of all, not just the
wealthy. Students will
know that John C.
Calhoun was in favor of
giving states the power
to nullify laws that they
saw unconstitutional,
and he presented this
theory in his "Doctrine
Students will understand
that Calhoun, Webster,
and Clay were
considered to be perhaps
the three most
influential men in the
pre-Civil War history.
Students will understand
that these three men
represent what would
now be considered to be
the moderate, the right,
and the left wing
positions with regard to
states rights. Students
will understand how
John Calhoun favored
states rights, Daniel
Webster was opposed,
and Henry Clay was
known as "the Great
Compromiser". Students
will understand the
difference between
federalism, nationalism,
sectionalism, and state
rights.
Interactive Reading
Guide - Working in
groups, students write
down everything they
know about a reading
selection topic. Then,
they write three
questions they want to
have answered by the
selection. Each student
reads a short first
section silently; then
students retell the
information with a
partner. Next, the first
few pages (teacher's
choice) are read aloud in
the group, each person
taking a turn to read.
Then, the group predicts
four things that will be
discussed in the next
section. The groups
finish reading the
chapter silently. Each
person writes four
thinking questions for a
partner to answer. (Why
Union
Calhoun
Webster
Clay
Nationalism
Federalism
Sectionalism
State rights
Capitalism
Secede (review)
Tariff
I can describe how the
competing views of
sectional leaders add to
national tensions leading
to the Civil War.
Vocabulary Unit
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Ross, Section 04
5
of Nullification".
Students will know that
Daniel Webster strongly
disagreed with
Calhoun’s “Doctrine of
Nullification”. Students
will know that although
Henry Clay was a Whig,
he remained partisan
either way in order to
keep both sides happy.
Students will know that
the tariffs passed in
1828 and 1832 were one
sided and
unconstitutional.
Students will know that
Calhoun wrote an
exposition for South
Carolina’s legislature in
1828 that declared that
no state was bound by
federal law.
do you think ? Why
do/did ____ ? How does
____relate to your life
or experiences?
Compare ____to __.
What if____? Predict
_____) Papers are
exchanged and answers
are given to each other's
questions. Each student
will them make a digital
poster highlighting each
man’s idea. This must
include a minimum of
15 pictures and 10
captions. Poster must be
creative and get the
point across using
mainly pictures, not
words. Students will
submit their projects via
school feed and post to
two other students’
posters at a designated
date.
4..Assessment ideas: After all the lessons are complete, students will get with a partner and write a poem, a skit, or a rap. The piece
must include no less than 7 vocabulary words from the lessons and be used in the right context in the dialogue. This will be
performed in front of the class so that students can share their creations.
b. How will you grade it?
A scoring rubric will be created based on how many vocabulary words each pair of student’s uses. They will also be
scored on correct usage of the word, how many words they use, and originality of the piece they produce. Students
will most importantly be graded on their understanding of the words.
Vocabulary Lesson
Vocabulary Unit
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Ross, Section 04
6
Lessons: How will you take
them where they need to go?
(Step-by-Step plan from A-Z)
8-U5.1.3
Describe the competing views of Calhoun,
Webster, and Clay on the nature of the
union among the states (e.g., sectionalism,
nationalism, federalism, state rights).
Pre-Test/Anticipatory Set
Introduce students to vocabulary by
having them take a knowledge rating
worksheet to assess what they already
know about these vocabulary words.
Students will rate and turn in right before
the lesson starts.
Lessons
1. Power point of mostly symbols
that represent the vocabulary
words. There will be discussion
and background given on each
term. Students will be asked to
provide feedback and point out
important information that will
help them to remember the words
and their importance to the lesson.
Instructional strategies/Social
constructs: How will they work?
(AND what will YOU do?)
1A. Students will rate their
knowledge of the current vocabulary
word list.
1B. Students will also read pages
178-179 in the History Alive! text as
well as page 290-291 with a partner.
They will answer the question who
were Webster, Clay, and Calhoun?
1C. Students will share ideas of the
group with the entire class and the
teacher will guide discussion in
addition to writing ideas on the
board (we did a few on the power
point, use this as a guide).
Resource 1A Power point (attached in
separate file)
Resource 1B-Word List Script
Resources for Introducing Words:
Beck, Isabel (2002) Bringing Words to
Life, Chapter 2, “Introducing
Vocabulary” and Chapter 6, “Making
the Most of Natural Contexts.”
Bower, Bert, and Jim Lobdell. History
Alive! Palo Alto, CA: Teachers'
Curriculum Institute, 2005. Print.
Calhoun, Webster, and Clay sites:
http://www.npg.si.edu/exh/brady/gall
ery/29gal.html
http://www.senate.gov/artandhistory/
history/common/generic/Featured_Bi
o_Clay.htm
2. Students will build vocabulary
definitions in their own words
during this lesson. We will work
together as a class on many of the
Vocabulary Unit
Resources needed: What materials
and resources will they need?
(Page #s read, graphic organizers,
books, posters, realia, etc…)
http://www.dartmouth.edu/~dwebste
r/index.html
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Ross, Section 04
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definitions to give students a
foundation. They will be asked to
complete the remaining
definitions on their own.
Step 2
Ask students to restate the description,
explanation, or example in their own words
2A. Teacher will take questions from
students about any confusion they have
about the vocabulary. Students will have
the opportunity to work with a partner
on constructing their own vocabulary
slide show using construction paper and
color utensils
2B. Teacher will ensure that students are
working and having conversation
appropriate topics and sticking to the
assignment.
3. Teacher will provide materials and guide
children on how to make their note cards.
Teacher will help students as needed with
their vocabulary understanding and symbols
on the note card.
Vocabulary Unit
Tic Tac Toe Wall in the back of the
classroom.
2. Students are assigned to teams and
each student in the team has a number
(typically 1 through 4). Teams discuss
their group answer to the teacher's
question, and then when the team is
done they give a signal. Students will
put the vocabulary definition into their
own words and turn in a group poster.
There must be pictures for each word
and a definition given in the groups own
words. Students must then answer the
questions: Is your understanding of the
vocabulary words better? Can you
define all of the vocabulary words?
What suggestions do you have for those
that are having trouble understanding
the vocabulary? (this is done on a
separate sheet of paper by each
member individually).
Vocabulary Poster
3. Students will construct visual
vocabulary cards. The cards must
include a picture and a definition put
into their own words. Students may
either draw a picture on the card or use
old magazine or paper clippings to
illustrate the card. Student can quiz each
Visual Vocabulary Cards
Color pencils
Magazines
Note cards
Magazines
Paper clippings
Paper clips (keep the cards together on
SST 309
Construction Paper
Color pencils
Crayons
Rulers
Markers
Resource C – Page for Personal
Vocabulary Journal
Ross, Section 04
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other after the completion of the note
cards.
a ring).
4. Teacher will pass out Ross’ café to
students. Students will pick out no less than
$20.00 worth of items in order to receive
full credit. This can also be done for
homework.
4. Ms. Ross’ café sheet can be worked on
by students in class. This will fine tune
students and help them prep for the final
assessment. This may be done as
homework if cannot be completed in
class (there will be time given in class to
do this or students can work on this
while others are finishing their visual
cards). Students will have 2 days to
complete their $20.00 worth of items.
Resource 2A -Ms. Ross’ Café
Created by Autumn Samuels/Hillery
Ross
Resource 2B – Tic Tac Toe Board
Paper
Pencils
Crayons/Color pencils
5. Teacher will check with students for their
understanding on using symbols to define
words. Teacher will help clarify for students
and encourage computer use as a resource to
help students find the proper pictures or
symbols.
5. Students will work independently on
the various activities (e.g. vocab cards,
Ross’ Café, and group poster) in order to
demonstrate their understanding of
concepts. Students that finish may add
new vocab to the word wall or talk with
other classmates about definitions and
symbols. Students may share ideas and
help others that may be struggling.
Step 6
6. Teacher will allow the opportunity to let
children either practice flashcards or set up
games. Show students how to access the
website with the quizzes and show them
other ways that they can study at home.
Vocabulary Unit
6. Class will break into groups and
play on teams on the website
http://quizlet.com/21342730/pr
e-civil-war-vocabulary-flashcards/. Class will engage in
vocabulary games and strategies
to help them learn.
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Computer
Ms. Ross’ Café
Paper
Color pencils
Note cards
Magazines
Newspapers
Construction paper
Computer
http://quizlet.com/21342730/precivil-war-vocabulary-flash-cards/
Ross, Section 04
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Resource 1A.
Power point presentation
Resource 2A.
John C. Calhoun:
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Teacher-Talk (Step One): I will start by showing students a picture of John C. Calhoun. Do you know who this man is and why he is
important in history? (Students may answer.) Students will be given more background knowledge of John C. Calhoun in the power point
presentation. After going over the three facts about Calhoun, I will click on the hyperlink to a site that will give students more in depth
knowledge about John C. Calhoun. Students will be asked to point out important facts about John C. Calhoun that they think might benefit
them on their assessment. What information do we need to keep? (Students may answer.) What information is irrelevant? (Students may
answer.) Point out any information that students may have missed in order make sure they get a full understanding of who this man is and
why he is such an influential political figure in American history.
Step Two-Building Academic Vocabulary: Which graphic organizer would we use to organize ideas about John C. Calhoun?
Teacher-Talk: Leave a space on the bottom of your paper or turn it over to the backside. Write down 3 key terms that will help you identify
who John C. Calhoun is. Now write down two things that you want to learn more about. Write one fact that you have mastered about John C.
Calhoun.
http://www.npg.si.edu/exh/brady/gallery/29gal.html
Henry Clay:
Teacher-Talk (Step One): I will start by showing students a picture of Henry Clay. Do you know who this man is and why he is important in
history? (Students may answer.) Students will be given more background knowledge of Henry Clay in the power point presentation. After
going over the three facts about Clay, I will click on the hyperlink to a site that will give students more in depth knowledge about Henry
Clay. Students will be asked to point out important facts about Henry Clay that they think might benefit them on their assessment. What
information do we need to keep? What information is irrelevant? Point out any information that students may have missed in order make
sure they get a full understanding of who this man is and why he is such an influential political figure in American history.
http://www.senate.gov/artandhistory/history/common/generic/Featured_Bio_Clay.htm
Step 2 - Building Academic Vocabulary: Which graphic organizer would we use to organize ideas about Henry Clay?
Teacher-Talk: Leave a space on the bottom of your paper or turn it over to the backside. Write down 3 key terms that will help you identify
who Henry Clay is. Now write down two things that you want to learn more about. Write one fact that you have mastered about Henry Clay.
Is there anything different about Henry Clay and John C. Calhoun? (Students may answer.)
Daniel Webster:
Teacher-Talk (Step One): I will start by showing students a picture of Daniel Webster. Do you know who this man is and why he is
important in history? (Students may answer.) Students will be given more background knowledge of Daniel Webster in the power point
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presentation. After going over the three facts about Webster, I will click on the hyperlink to a site that will give students more in depth
knowledge about Daniel Webster. Students will be asked to point out important facts about Daniel Webster that they think might benefit
them on their assessment. What information do we need to keep? What information is irrelevant? Point out any information that students
may have missed in order make sure they get a full understanding of who this man is and why he is such an influential political figure in
American history.
http://www.dartmouth.edu/~dwebster/index.html
Step 2 - Building Academic Vocabulary: Which graphic organizer would we use to organize ideas about Daniel Webster?
Teacher-Talk: Leave a space on the bottom of your paper or turn it over to the backside. Write down 3 key terms that will help you identify
who Daniel Webster is. Now write down two things that you want to learn more about. Write one fact that you have mastered about Daniel
Webster. What sets Webster apart from the other two men? (Students may answer.)
Union:
Teacher-Talk (Step One): Look at the slide that is showing on the screen. Answer the two questions about the picture. I will give you about
3 minutes to write your answer. Talk with your table partner about your answer. Did you find that your answers were the same? Were they
different? What was different about the way you thought of this symbol?
Capitalism:
Teacher-Talk (Step One): Open the power point and show students the slide with capitalism on it. Can someone raise their hand and tell me
what this slide is representing? Can anyone tell me what capitalism means in their own words? We will get a few examples for students to
write down. Please make sure you are writing down not only notes from me, but also what your classmates are saying.
Secede:
Teacher-Talk (Step One): There is a little more explaining to be done in this slide. What are some key words that you see on the fliers that
will give you an idea of what “secede” means. When we talk about secession, we need to go to the South in 1861 (give students some quick
history on the secession of the south). Does anyone have any questions? (Students may answer) Can we work together to give a central
meaning to the word “secession”? Now, what is secession in your own words? What is a symbol that you can use other than the one I have
on this slide to show the meaning of secession? (Students may answer).
Tariff:
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Teacher-Talk (Step One): A tariff is something that we all experience everyday. I used this political cartoon to illustrate the definition of this
word for you. Does anyone know what a tariff is? Name a few different circumstances where you might experience a tariff. What does this
cartoon say to you? Do you think we have a choice in the matter of a tariff?
States Rights:
Teacher-Talk (Step One): Did you know that states have rights? According to the illustration on the power point, what gives that states
rights? There are many rights that the states limit on how much power the federal government has in it. Can you name some rights that you
think the federal government may or may not have in the states?
Nationalism:
Teacher-Talk (Step One): What is nationalism? Can you name some other symbols of nationalism that you may see on an everyday basis?
Would you consider yourself a nationalist? Talk to the students about what they do to celebrate nationalism and maybe how their parents
may express their nationalism. Use this to go into a mini lesson about why nationalism was so important during the time period in history
that we are discussing.
Federalism:
Teacher-Talk (Step One): I want you to take about 1 minute to analyze this slide (children may answer after one minute). Give me an idea of
what you think “federalism” means. We can use different ideas to formulate one central definition for this slide. Please make sure that you
are taking accurate notes because this information will help you later when we move on to the activities that go along with this lesson. How
does federalism affect us? Would you consider federalism a good thing or a bad thing?
Step 2 - Building Academic Vocabulary: Which graphic organizer would we use to organize ideas about Daniel Webster?
Teacher-Talk: Leave a space on the bottom of your paper or turn it over to the backside. Write down 3 key terms that will help you identify
who Daniel Webster is. Now write down two things that you want to learn more about. Write one fact that you have mastered about Daniel
Webster. What sets Webster apart from the other two men? (Students may answer.)
Step 3 – Building Academic Vocabulary: Constructing a Visual to learn vocabulary.
Student will work together to make a poster in order to show their knowledge of vocabulary words. Posters will be hung on the bulletin
board inside and outside the classroom. Students will work together to construct note cards that have a picture illustrating the meaning of the
vocabulary word. Note cards will be put on a paper clip for students to study.
Vocabulary Unit
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Vocabulary Unit
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Ross, Section 04
Resource 1B.
Ms. Ross’ Café!
Welcome to Ms. Ross’ café! You need
to pick a total of $20.00 worth of
items off the menu in order to get full
credit for this assignment.
$20.00 Items
1. Create your own vocabulary
practice test.
2. Create a poster and add two
new vocabulary words to the
ones we already have. Make
\
sure the vocabulary is in line
with the “I can” statements.
Posters can contain pictures,
symbols, or any other
characteristics that will help
the student remember the
words.
3. Write two sentences for each
vocabulary word. Write a
paragraph at the end
explaining how this will help
you study for the vocabulary
test.
Vocabulary Unit
4. Create a board game using all
the vocabulary words in the
unit.
$15.00 Items
1. Read the chapter summary on
page 301. Write a threeparagraph response to this
summary using at least 5vocabulary word. Underline
the vocabulary words.
2. Do the vocabulary practice
test (get from me).
10.00 Items
1. Write all of the vocabulary words
5 times each. Put the definition of
vocabulary in your own words on a
separate sheet of paper.
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14
2. Go to www.hippocampus.org.
Watch the lesson about the Missouri
Compromise and the Compromise of
1850 (this can also be done at home).
Either your parent or I must sign that
you watched the videos.
$5.00 Items
1. Take one of the vocabulary “I
can” statements and re-do the
homework for a better grade.
2. Complete the 5 extra practice
fill in the blank sheet.
3. Complete one activity from the
Tic Tac Toe board (found in
the back of the classroom).
Ross, Section 04
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Resource 2B.
Tic Tac Toe Board
Language/Level: __Eighth Grade__________
Unit/Theme: ____Pre-Civil War__________
Go to www.hippocampus.org and
watch two of the pre-civil war videos.
Write down any vocabulary words
you hear in them.
Choose one vocabulary word
that you know the least about
and look up 5 facts about that
word.
Write one paragraph about the
accomplishments of Daniel
Webster.
Name three rights that the federal
government does not have in states.
(hint: read the 10th Amendment)
Write one paragraph about the
accomplishment of John C.
Calhoun.
Write one paragraph about the
accomplishments of Henry Clay.
Look up the meaning of
“nullification”. Write a definition in
your own words and use a symbol to
illustrate the definition.
Make a WANTED poster for ONE
of the following men: John C.
Calhoun, Henry Clay, or Daniel
Webster.
Using the “I can” statement
write two paragraphs about
what you learned and how you
will use this later.
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Works Cited
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction.
New York: Guilford, 2002. Print.
Bower, Bert, and Jim Lobdell. History Alive! Palo Alto, CA: Teachers' Curriculum Institute, 2005. Print.
Clinton, Catherine. Harriet Tubman: The Road to Freedom. Boston, MA: Little, Brown, 2004. Print.
Dabydeen, David. Slave Song. Mundelstrup, Denmark: Dangaroo, 1984. Print.
"Daniel Webster: Dartmouth's Favorite Son." Daniel Webster: Dartmouth's Favorite Son. N.p., n.d. Web. 24 Mar. 2013.
"Explore PBS." PBS. PBS, n.d. Web. 18 Mar. 2013.
"MATHEW BRADY GALLERY, NY - John C. Calhoun." MATHEW BRADY GALLERY, NY - John C. Calhoun. N.p.,
n.d. Web. 24 Mar. 2013.
"National Writing Project." Visualizing Vocabulary -. N.p., n.d. Web. 24 Mar. 2013.
Obenchain, Kathryn M., and Ronald V. Morris. 50 Social Studies Strategies for K-8 Classrooms. Upper Saddle River,
NJ: Pearson Merrill Prentice Hall, 2007. Print.
"Quizlet." Pre-Civil War Vocabulary Flashcards. N.p., n.d. Web. 24 Mar. 2013.
Ramey, Lauri. Slave Songs and the Birth of African American Poetry. New York: Palgrave Macmillan, 2008. Print.
"U.S. Senate: Art & History Home Henry Clay: A Featured Biography." U.S. Senate: Art & History Home Henry Clay:
A Featured Biography. N.p., n.d. Web. 24 Mar. 2013.
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Vocabulary Unit
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