Profile Sheet
PBL Lesson Plan for Diverse Learners
Original Title: Historians investigate the Civil War’s Impact on Soldiers and
Civilians Through Letters and Journal Entries
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Description of Student Roles and Problem Situation: In groups of eight,
students become members of a council to create a compromise in order to avoid
the war. Each student in the group will have his/her own individual role in the
assignment. The eight roles will include: Northern Politician, Southern Politician,
Abolitionist, Slave Trader, Northern Factory Worker, Southern Small Farm
Owner, Southern Plantation Owner, Northern Factory Owner. Once they have
decided upon a compromise to avoid war, they will present it before Congress.
Teacher: Alyssia Dryden
Grade Level: 12 Grade
Adaptations for Student from Non-Western Culture:
Find each student from a Non-Western Culture a volunteer “study buddy.” The
“study buddy” will be in the same group as the student, and will be responsible
for meeting with the student outside of school at least once a week until the
project is due.
Research values system of culture and align instructional techniques and
classroom activities with these value systems.
Adaptations for ESOL Student:
Ensure the student the access to help from the teacher and other students if
he/she has a question.
Arrange for the group to meet outside of school at least once a week to work on
the project as a team.
Title, Learner Characteristics and Sunshine State Standards
PBL Lesson Plan for Diverse Learners
Teacher:
Title:
Primary Subject Area:
Outside Subject Area:
Class and Level:
Grade Level:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Social Science
Language Arts
American History, Honors
12th Grade
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
Learner Characteristics of High School Students:
Physical: “Most students reach sexual maturity, and virtually all attain puberty” (p.
91).
Justification: Snowman and Biehler emphasize that “Glandular changes leading
to acne may be a source of worry and self-consciousness to some
students” (p. 92). This current problem will help the students relate
better with the young men who fought on the front lines of the civil
war as they read through the journal entries and letters, as armies
were mostly made up of young men around the age of my students.
Social: “Parents and other adults are likely to influence long-range plans; peers
are likely to influence immediate status” (p. 93).
Justification: This characteristic is important because it helps the students to
relate, and therefore helps them to understand the choices of the
soldiers of the civil war. This will give them better insight into the
writings and they will be better able to write an analytical paper on
their readings.
Emotional: “The most common type of emotional disorder during adolescence is
depression” (p. 93).
Justification: Because many students are aware of the issues of depression, they
would have the insight to understand the psychology behind the
soldiers’ emotional strife and the psychological impact leading to
desertion. Also, it would allow the students to look at the
psychological impact of remaining with the army when others were
deserting.
Cognitive: “High School Students become increasingly capable of engaging in
formal thought” (p. 97)
Justification: Because the students will be capable of “engaging in formal
thought” (p.97), the students will be able to read a journal entry or a
letter written by a Civil War soldier and use their formal thought
processes to decipher important information from it. This
information would be: Approximate age of the writer, whether he
was a union/confederate soldier, his state of mind, and why he was
in the army.
Cognitive: Teens at this age have more abstract, liberal and knowledgeable
political thinking.
Justification: Because of their ability to think in a more abstract and
knowledgeable way, the students will be able to decipher the
political, social and economic motivations behind the soldier’s
actions and emotions.
Learning Outcomes, Student Role and Problem Situation, Meet the Problem
Method
PBL Lesson Plan for Diverse Learners
Teacher:
Title:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
LO #1: Given the journal entry of a Civil War solider, the students will be able to
identify which army the soldier fought in by analyzing the ideas and beliefs
expressed in the selection with 90% accuracy. (Analysis)
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
LO #2: Given two letters, one from a union soldier and one from a confederate
soldier, the students will be able to examine the two reports of the same battle,
create an objective account of the battle and justify their account accurately.
(Evaluation)
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
LO #3: Given a textbook, notes and access to outside resources, the students
will evaluate the outcome of the Civil War and decide who got out of the Civil War
with the least losses (economic and casualties) and at least 5 justifications for
their answer. This assignment will be graded with a rubric with at least a 4 on
each of the criteria. (Evaluation)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LO #4: Using all previous materials and outside resources, the students will
summarize the viewpoints of the North and South in a well constructed formal
report which is to include: a summary of the war, important people and events,
and their personal feelings on the subject. An outline showing their pre-writing is
also expected to be attached to the formal report. All items will be graded on a
rubric, making at least 4 out of 5 on each criteria of the rubric. (Comprehension)
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
LO #5: Using all previous materials, students will analyze the compromises
leading up to the Civil War, whether the Compromise of 1850 actually helped
avoid war, the impact of the deaths of the Great Compromisers on American
Government and the causes of the civil war. Students will choose 3 of the 4
topics to address in an analytical essay scoring at least 5 out of 6 in each criteria
on the rubric. (Analysis)
Description of Student Roles and Problem Situation:
In groups of eight, students become members of a council to create a
compromise in order to avoid the war. Each student in the group will have his/her
own individual role in the assignment. The eight roles will include: Northern
Politician, Southern Politician, Abolitionist, Slave Trader, Northern Factory
Worker, Southern Small Farm Owner, Southern Plantation Owner, Northern
Factory Owner. Once they have decided upon a compromise to avoid war, they
will present it before Congress.
Meet the Problem:
Letter to the Council (Attached)
Dear Gentlemen of America,
As you know, our country has come to a time of
trial. And it is well known that each of you has your own
point of view as to how this great country should function.
But, it is also well known that during our war of
independence many valuable lives were lost. Members of our
families and friends were lost.
We ask that you find it in your hearts to look past
your differences and find a solution that will help this nation
avoid the bloodshed that it cannot afford at this time, or ever
in the future. Your presence is requested at Congress’ next
meeting to present your compromise, at which point it will be
put to a vote.
I thank you ahead of time for your hard work and
long hours of tedious deliberation. Your nation thanks you.
Problem Statement, Know/Need to Know Board and Possible Resources
Teacher:
Title:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
LO #1: Given the journal entry of a Civil War solider, the students will be able to
identify which army the soldier fought in by analyzing the ideas and beliefs
expressed in the selection with 90% accuracy. (Analysis)
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
LO #2: Given two letters, one from a union soldier and one from a confederate
soldier, the students will be able to examine the two reports of the same battle,
create an objective account of the battle and justify their account accurately.
(Evaluation)
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
LO #3: Given a textbook, notes and access to outside resources, the students
will evaluate the outcome of the Civil War and decide who got out of the Civil War
with the least losses (economic and casualties) and at least 5 justifications for
their answer. This assignment will be graded with a rubric with at least a 4 on
each of the criteria. (Evaluation)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LO #4: Using all previous materials and outside resources, the students will
summarize the viewpoints of the North and South in a well constructed formal
report which is to include: a summary of the war, important people and events,
and their personal feelings on the subject. An outline showing their pre-writing is
also expected to be attached to the formal report. All items will be graded on a
rubric, making at least 4 out of 5 on each criteria of the rubric. (Comprehension)
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
LO #5: Using all previous materials, students will analyze the compromises
leading up to the Civil War, whether the Compromise of 1850 actually helped
avoid war, the impact of the deaths of the Great Compromisers on American
Government and the causes of the civil war. Students will choose 3 of the 4
topics to address in an analytical essay scoring at least 5 out of 6 in each criteria
on the rubric. (Analysis)
Sample Problem Statement:
How can we, as diplomats on a council, use what we know about our time and
peers around the nation, to create a compromise which:
 Can be presented to Congress by the Deadline
 Pleases the following groups: Abolitionists, Slave Traders, Northern
Factory Workers, Southern Small Farm Owners, Southern Plantation
Owners, and Northern Factory Owners.
 Will be accepted by both Northern Politicians and Southern Politicians
 Will be accepted by the Confederacy and reunites the nation
Know Board:
1.
2.
3.
4.
5.
6.
7.
It is before the Civil War begins
Delegates are politicians
The Delegates have been requested by congress for a council
Each Delegate has a different political background and viewpoint
The Delegates knew people during the American Revolution
The Delegates have been asked to the council to create a compromise
The compromise is one which completely avoids a war or battle (any form
of Bloodshed)
8. The deadline is at the next meeting of Congress
9. At that time, the compromise the congress will vote on whether or not they
will adopt it and present it to the Confederacy
Need to Knows:
1.
2.
3.
4.
5.
6.
What are the background and political views of each of the delegates?
When is the next meeting of Congress?
What parties does the Compromise have to please?
How will the compromise please every party?
What would each delegate request for his own party on the compromise?
Why would each delegate vote yes on certain elements of the
compromise? Why would each delegate vote no on certain elements of
the compromise?
7. Which factors would be purely economic? Which factors would be social?
8. Which delegates would be most likely to get along and have the same
requests for the compromise?
9. Who would be the hardest to please with the compromise? And Why?
10. What would make making the compromise the hardest?
11. How would the delegates approach those issues?
12. Are there any issues that no one would agree with?
Resources:
Web Sites:
http://www.history.com/minisites/civilwar/
http://sunsite.utk.edu/civil-war/
http://www.us-civilwar.com/
Books:
Pryor, Shepard Greene. A Post of Honor: The Pryor Letters, 1861-63 : Letters
from Capt. S. G. Pryor, Twelfth Georgia Regiment and His Wife, Penelope
Tyson Pryor. Fort Valley, Ga. Garret Publications, 1989.
Grant, Ulysses S. Personal Memoirs: Ulysses S. Grant. Cosimo, Inc., 2007
ISBN 1602069182, 9781602069183
McPherson, James M. Battle Cry of Freedom: The Civil War Era (Oxford History
of the United States). Oxford University Press. 1988.
Videos:
Civil War: A Concise History (2002)
- Found at Finley Holiday Films
http://finleyholiday.com/index.php?main_page=product_info&products_id=75
The History Channel Presents: The Civil War
http://www.amazon.com/History-Channel-Presents-Civil-War/dp/B000NO2402
The Civil War: A Film By Ken Burns
http://www.amazon.com/exec/obidos/ASIN/B000BITUE8/bookstorenow19-20
Blue Vs. Gray: Killing Fields
http://www.amazon.com/Blue-Vs-Gray-Killing-Fields/dp/B00006F7VG
Capstone Performance
Teacher:
Title:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
LO #1: Given the meet the problem documents and outside research, the student
will be able to analyze the ideas and beliefs of the role they will take on with 90%
accuracy. (Analysis)
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
LO #2: Given the meet the problem document and outside information, the
students will be able to examine different reports of the same events and
problems, create an objective account of the problem and justify their account
accurately. (Evaluation)
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
LO #3: Given a textbook, notes and access to outside resources, the students
will evaluate the outcome of the Civil War and decide who got out of the Civil War
with the least losses (economic and casualties) and at least 5 justifications for
their answer. This assignment will be graded with a rubric with at least a 4 on
each of the criteria. (Evaluation)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LO #4: Using all previous materials and outside resources, the students will
summarize the viewpoints of the North and South in a well constructed formal
report which is to include: a summary of the war, important people and events,
and their personal feelings on the subject. An outline showing their pre-writing is
also expected to be attached to the formal report. All items will be graded on a
rubric, making at least 4 out of 5 on each criteria of the rubric. (Comprehension)
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
LO #5: Using all previous materials, students will analyze the compromises
leading up to the Civil War, whether the Compromise of 1850 actually helped
avoid war, the impact of the deaths of the Great Compromisers on American
Government and the causes of the civil war. Students will choose 3 of the 4
topics to address in an analytical essay scoring at least 5 out of 6 in each criteria
on the rubric. (Analysis)
Capstone Performance Description
The PBL Problem: How can we, as diplomats on a council, use what we know
about our time and peers around the nation, to create a compromise which:
 Can be presented to Congress by the Deadline
 Pleases the following groups: Abolitionists, Slave Traders, Northern
Factory Workers, Southern Small Farm Owners, Southern Plantation
Owners, and Northern Factory Owners.
 Will be accepted by both Northern Politicians and Southern Politicians
 Will be accepted by the Confederacy and reunites the nation
How Students Will Share the Solution to the Problem: The students play their
roles as diplomats on a council constructed by the United States Congress in
1860. In character, they will present their compromise as a group. However,
using information gathered from each of the LO’s, each member will individually
discuss their character’s viewpoints and justifications for their contributions to the
compromise. Prior to presentation planning, the students will be provided copies
of the assessment rubrics that will be used for their evaluations by the teacher,
themselves and their fellow group members. The students must give an oral
presentation with a written document for the group to be passed around to the
“Congressmen.
Since the presentation relies on role-playing, the classroom must be set up
accordingly so that the students may stay in character. The classroom tables
have been arranged in three semi-circles facing the whiteboard, where the
students will have a podium at which they can present. The room will have
minimal technology and decorations, in order to get it as close to 1860’s
congress as possible. The group which had previously gone, will serve the
function of congress, and will turn in a grading sheet to the instructor, discussing
what they felt was the best compromise, and what they would vote as a group.
The students must pay close attention to their roles. They must research
the roles, using information gathered from each of the LO’s, and be able to
explain themselves as if they were indeed the characters they had been
assigned. They must speak in an eloquent and intelligent manner, and dress
appropriately. Students are not required to come to class in complete costume,
but they must dress nice, as if they were giving a professional presentation. They
will give “congress” an option of two alternative compromises, listing four
justifications for the reason that they chose the “best” of the two compromises.
After the performance, the student presenters will be filling out self-assessments
and group assessments as well as assessments of their fellow classmates.
The teacher’s role during the presentation is to be a member of congress.
She/he will be asking questions to assess the knowledge of each individual
student and assessing the performance of the student presenters, according to
the Capstone Performance Rubric for the Civil War Compromise PBL.
Rubric for Assessing the Capstone Performance
Teacher:
Title:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
LO #1: Given the meet the problem documents and outside research, the student
will be able to analyze the ideas and beliefs of the role they will take on with 90%
accuracy. (Analysis)
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
LO #2: Given the meet the problem document and outside information, the
students will be able to examine different reports of the same events and
problems, create an objective account of the problem and justify their account
accurately. (Evaluation)
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
LO #3: Given a textbook, notes and access to outside resources, the students
will evaluate the outcome of the Civil War and decide who got out of the Civil War
with the least losses (economic and casualties) and at least 5 justifications for
their answer. This assignment will be graded with a rubric with at least a 4 on
each of the criteria. (Evaluation)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LO #4: Using all previous materials and outside resources, the students will
summarize the viewpoints of the North and South in a well constructed formal
report which is to include: a summary of the war, important people and events,
and their personal feelings on the subject. An outline showing their pre-writing is
also expected to be attached to the formal report. All items will be graded on a
rubric, making at least 4 out of 5 on each criteria of the rubric. (Comprehension)
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
LO #5: Using all previous materials, students will analyze the compromises
leading up to the Civil War, whether the Compromise of 1850 actually helped
avoid war, the impact of the deaths of the Great Compromisers on American
Government and the causes of the civil war. Students will choose 3 of the 4
topics to address in an analytical essay scoring at least 5 out of 6 in each criteria
on the rubric. (Analysis)
Capstone Performance Description
The PBL Problem: How can we, as diplomats on a council, use what we know
about our time and peers around the nation, to create a compromise which:
 Can be presented to Congress by the Deadline
 Pleases the following groups: Abolitionists, Slave Traders, Northern
Factory Workers, Southern Small Farm Owners, Southern Plantation
Owners, and Northern Factory Owners.
 Will be accepted by both Northern Politicians and Southern Politicians
 Will be accepted by the Confederacy and reunites the nation
PRESENTATION RUBRIC
Content
15
The group provides
each of the viewpoints
accurate to each
character. There are
also 2 resolutions
discussed, and one
identified as the
chosen one. The
student gives four
justifications for their
“best” choice of the
compromise.
10
Presentation The student stays in
character through the
entire presentation.
He/she speaks clearly
and concisely through
the entire
10
The project addresses
most viewpoints and
provides 3
justifications for the
identified viewpoints.
There are 2
resolutions discussed
and one identified as
the chosen one.
However, the
student(s) give only 3
justifications for the
choice of their
compromise.
5
The student stays in
character through
majority of the
presentation. He/She
speaks clearly and
concisely for the
5
The project fails to
address more than 3
viewpoints. 2 or fewer
justifications are
provided for the
identified viewpoints.
There is only one
resolution discussed
and 2 or fewer
justifications are given
for the choice of the
compromise.
2
The student does not
stay in character
through majority of the
presentation. He/she
fails to speak clearly
and concisely for the
Timeliness
presentation. There
are no instances of
“um,” “uh,” and other
words of that may
cause the audience to
infer that the
presenter is
unprepared.
5
At least 5 minutes but
no more than 10.
majority of the
presentation. There
are only 3 instances of
words such as “uh” or
“um.”
presentation. There are
many instances of “uh”
or “um.”
3
At least 4 minutes, but
no more than 3.
1
Less than 3 minutes.
10
Student has completed
four of the assignments
for each of the LO’s
accurately and
correctly.
5
The student has
completed three or fewer
of the assignments for
the LO’s accurately and
correctly.
5
The assignments are
compiled in a folder
without tabs before
each one but in the
order listed on the grade
sheet (provided by the
teacher). The provided
grade sheet is located in
the front of the folder.
2
The assignments are
compiled in a folder
without tabs before each
one and not in the order
listed on the grade sheet
(provided by the
teacher). The provided
grade sheet is missing
from the folder.
3
Turned in one day late.
1
Turned in more than one
day late
1
In the written portion
of the assignment,
there are many
instances of
30 - 25 = A
24 - 20 = B
19 - 15 = C
14 – 10 = D
9–0=F
WRITTEN ASSIGNMENT RUBRIC
Content
Neatness
Timeliness
Mechanics
15
The student has
completed the
assignment for each
Learning Outcome
accurately and
correctly.
10
The assignments are
compiled in a folder
with a labeled tab
before each one in the
order listed on the
grade sheet (provided
by the teacher). The
provided grade sheet is
located in the front of
the folder.
5
Turned in on or before
the due date
5
In the written portion
of the assignment, no
mechanical errors.
(Spelling, punctuation,
3
In the written portion
of the assignment,
there are no more
than 3 mechanical
grammar, etc)
35 – 28 = A
27 – 20 = B
29 – 22 = C
21 – 14 = D
13 – 0 = F
errors. (Spelling,
mechanical errors.
punctuation, grammar, (Spelling, punctuation,
etc)
grammar, etc)
Two Alternative and “Best” Solution Analysis
Teacher:
Title:
Primary Subject Area:
Outside Subject Area:
Class and Level:
Grade Level:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Social Science
Language Arts
American History, Honors
12th Grade
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
The PBL Problem: How can we, as diplomats on a council, use what we know
about our time and peers around the nation, to create a compromise which:
 Can be presented to Congress by the Deadline
 Pleases the following groups: Abolitionists, Slave Traders, Northern
Factory Workers, Southern Small Farm Owners, Southern Plantation
Owners, and Northern Factory Owners.
 Will be accepted by both Northern Politicians and Southern Politicians
 Will be accepted by the Confederacy and reunites the nation
Solution One:
The council recommends:
 abolishing slavery in the north
 allowing the slave trade to continue in the south
 allowing the states to make and enforce their own laws by location.
PROS
Southern Plantation owners are happy
because they still have their slaves to
help on the farm.
Southern small farm owners are able to
get more help if they can afford it and
need it.
The slave trade continues to make
money
Northern Abolitionists are pleased by
the eradication of slavery in the north.
CONS
Northern Abolitionists are still not
happy because not ALL slaves are
free.
Giving states free reign, there is not
purpose for the Federal Government
The slave trade is unregulated and
there is still a market for slavery in the
united states, displeasing Abolitionists
There was never really a lot of slavery
in the northern states, anyway.
Consequences:
Abolitionists would still rally for the end of the slave trade. Slave traders may go
to extremes to increase profits. The south may get too enthusiastic with their
lawmaking abilities.
Solution Two
The council recommends:
 abolishing slavery in the north
 setting laws and regulations on the slave trade while still allowing them to
continue
 removing the slave trade from Washington, D.C.
 allowing the States to make and enforce laws that are not already covered
by federal laws
 decreasing taxes for northern industry
PROS
Slavery is abolished in the North,
pleasing the abolitionists
The southerners are pleased because
they have the right to make and
regulate their own laws
Slavery is not seen by dignitaries from
other countries when they visit our
country’s capital
Northern Factories are able to hire
more people and make more profits
because of the decreased taxes
More people are able to get jobs to
provide for their families
CONS
Abolitionists are not completely happy
because not all slavery is abolished
Slave trade continues
Plantation Owners still continue to use
slave labor to make profits off of cash
crops, harming the interests of the
small farmers.
Small farmers will have a harder time
competing with the Plantation owners.
Factory Workers are competing with
former slaves for the jobs in the
factories.
Small Farm Owners will be able to get
more help should they need it.
Plantation owners will not need to find
another labor source.
Consequences:
Abolitionists will still rally for the end of the slave trade, the slave trade will be
forced to follow new codes and rules in order to maintain business. Productivity
will increase.
Justification:
Best solution: Solution Two.
Honestly speaking, it is very difficult for all parties involved to see eye to eye on
this issue. In fact, there will be many people who despite best efforts will wish to
discard any possible compromise proposed. However, we all know how difficult
the possible consequences are without at least trying compromise first, and the
best possible compromise must be proposed for the slight chance that everyone
will agree on it.
The first reason that Solution two is the best is because it pleases every party,
which is the entire purpose of the council. Although the slave trade is allowed to
continue, it is partially abolished and regulated so that no one is harmed or
wronged. Everyone gets something out of it, and no one truly loses anything,
either, which makes it a close to perfect compromise, whereas in compromise
one, everyone loses something, though they do all gain something.
The second reason is because solution two is the most realistic. If the federal
government gives the southern states complete control over their laws, what is
their purpose. By giving the states unregulated power, they have just created two
separate countries, which they were trying to avoid. The requests made by the
second solution are able to be carried through, and will have fewer problems
being instituted.
Finally, solution two instates regulation because that is something that is
desperately needed for the compromise to work. Solution two ensures that
although the southern states are given their own legislative abilities, the Federal
government still has a hand in things. Also, it ensures that the slave trade is
unable to have any illegal tradings in the north. Another issue that will be
prevented by solution two but not solution one because of regulation is the
protection of freed slaves. The slave trade will be unable to kidnap freed slaves
in the north and sell them, and if they do, they will be subject to legal
consequences, such as fines and jail time.
Debriefing Plan and Coaching Questions
PBL Lesson Plan for Diverse Learners
Teacher:
Title:
Alyssia Dryden
Historians investigate the Civil War’s Impact on
Soldiers and Civilians Through Letters and Journal
Entries
Primary Sunshine State Standards:
SS.A.1.4.4: The student understands historical chronology and the historical
perspective and understands how ideas and beliefs, decisions, and chance
events have been used in the process of writing and interpreting history.
LO #1: Given the journal entry of a Civil War solider, the students will be able to
identify which army the soldier fought in by analyzing the ideas and beliefs
expressed in the selection with 90% accuracy. (Analysis)
SS.A.1.4.4: The student understands the historical chronology and the historical
perspective and uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
LO #2: Given two letters, one from a union soldier and one from a confederate
soldier, the students will be able to examine the two reports of the same battle,
create an objective account of the battle and justify their account accurately.
(Evaluation)
SS.A.4.4.6: The student understands U.S. History to 1880 and understands the
military and economic events of Civil War and Reconstruction.
LO #3: Given a textbook, notes and access to outside resources, the students
will evaluate the outcome of the Civil War and decide who got out of the Civil War
with the least losses (economic and casualties) and at least 5 justifications for
their answer. This assignment will be graded with a rubric with at least a 4 on
each of the criteria. (Evaluation)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.1.4.4: The student uses the reading process effectively, and applies a
variety of response strategies, including rereading, note-taking, summarizing,
outlining, writing a formal report, and relating what is read to his or her own
experiences and feelings.
LO #4: Using all previous materials and outside resources, the students will
summarize the viewpoints of the North and South in a well constructed formal
report which is to include: a summary of the war, important people and events,
and their personal feelings on the subject. An outline showing their pre-writing is
also expected to be attached to the formal report. All items will be graded on a
rubric, making at least 4 out of 5 on each criteria of the rubric. (Comprehension)
LA.B.2.4.2: The student writes to communicate ideas and information effectively
and writes fluently for a variety of occasions, audiences and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
LO #5: Using all previous materials, students will analyze the compromises
leading up to the Civil War, whether the Compromise of 1850 actually helped
avoid war, the impact of the deaths of the Great Compromisers on American
Government and the causes of the civil war. Students will choose 3 of the 4
topics to address in an analytical essay scoring at least 5 out of 6 in each criteria
on the rubric. (Analysis)
Debriefing Plan:
The students will make their presentation of possible compromises to avoid
the civil war as a council in front of congress while other councils are present.
This way, all students will hear the proposed compromises. Each student is
responsible for taking notes on each “best solution” so they will be able to rate
each “best solution” from most to least effective.
To rate the solutions, each student will receive a list of each group’s
compromises. The numbers one through five will be written out beside the
compromise. At the end of the day, the teacher will count up which team had the
most points. The team with the most points was the team with the overall best
solution.
The two most “plausible” “best” solutions will be covered in an entire class
period with a homework assignment for each student to come up with a new
compromise, citing reasons that it would work.
Five Essential Concepts:
The “Best” solutions will use the important concepts from the Social Sciences
they have already learned, as well as the ones they are currently learning about.
This includes:
1)
2)
3)
4)
5)
The Geography of 18th Century America
The Political divisions of 18th Century America
The Political Opinion of the different regions in America.
The Historical Accounts of the Civil War
The Socio-economic mindsets and needs of the people of each region.
I will also require the “best” solutions to be well formulated, and intellectually
delivered in an eloquent and polite manner, as if congress were being
addressed.
Coaching Questions
C – Cognitive
M – Metacognitive
E - Epistemic
Type of
Question
C
M
E
C
M
E
C
M
E
C
M
E
C
M
E
Question
Meet the Problem
What is the student role in this problem?
What do you already know about the causes of the Civil War?
What facts and opinions are the most important in forming this
compromise?
Know/Need to Know Board
What will the major viewpoints be for each party involved?
How do you know what will make each party happy?
What do you have to do in order to ensure that, although not
everyone can be entirely pleased by this compromise, no one
leaves empty handed?
Problem Statement
What does the Northern Abolitionist want to ensure?
Are you, as your character, entirely pleased with the compromise?
What would you want to add? What would you want to remove?
Can you name something that all parties involved will agree on?
Research
Where would be the best source for the basic historical information
on this subject?
What do you think would be the best course of action for finding
information on the Southern Plantation Owner standpoint?
What different types of resources can you use to help formulate an
accurate compromise?
Generating Possible Solutions
What evidence do you have that this compromise would work?
Why do you feel that the best solution is the best solution? Explain
your answer.
How plausible is this compromise after everything you’ve studied?
Why is it plausible or why is it not plausible? Justify your answer
with at least three reasons.