LESSON 8.21 Dividing Nation
Learning targets
(clear, understandable versions of
standards in student friendly language)
POST ON WALL



Explain the causes of the Civil War.
Identify, explain, and contrast the
different points of view of the North
and the South.
Use information to present
reasonable, supported conclusions.
Language objectives
(identified cognitive functions correlated to
the learning targets, such as sequence,
compare/contrast, cause/effect, infer, and
argue, as well as the signal words to be
deliberately taught/used in discussion and
writing; sentence frames in support
section)
POST ON WALL
Orally and in writing, use the signal
words below to show contrast between
the North and the South.
 Unlike
 However
 But
 Yet
 In contrast
 Differences between
 As opposed to
 Whereas
 On the other hand
 A distinction between
History Alive! Preview activity
(builds background; links to student
experience)
Introduces concept of compromise
through a familiar scenario: think and
write (ISN) about a way to compromise
in a disagreement over TV viewing
preferences.
Pre-assessment
activities/documents
(serves as self-assessment for students;
informs instruction for teachers; charts or
documents may be used as a place to
gather concepts/information throughout
lesson through debriefing; may include
visuals, lesson questions, lesson
vocabulary, language objectives, and/or
Modified from History Alive! June 2010
SUMMARY OVERVIEW
History Alive! lesson plan
A set of tasks (reading and ISN note taking, discussion
and recording in ISN, and reading and ISN note taking)
is repeated four times so that students can:
 read and take notes about conflicts and opposing
viewpoints at specific times before the Civil War
 construct reasonable compromises through group
discussion
 read and take notes about the compromises that
were actually made and their outcomes
Finally, students write an argumentative letter accusing
either the North or the South of causing the Civil War
Running out of year? Resources for a much
shorter alternative to this plan:
1. Discovery Streaming: Causes of the Civil War
(14:00) This video reviews key differences between
the North and South and uses primary
photographs, brief clips from films, and maps
effectively.
2. Follow up with an interactive lecture using
 Prelude to the Civil War Power Point
 House Divided Note Taking Worksheet (Cloze)
 Provide opportunities for Think Pair Share
o Prediction
o Visual/map analysis
o Drawing inferences
Flexible grouping pattern for full lesson
 For Preview, Interactive Read Aloud of the
Introduction, and for the Lesson 19 Review
described below, students should be partnered
based on strengths and needs.
Whole class with partners, perhaps
 Because this chapter and the following chapter are
the longest chapters in the textbook, and because
this chapter is not very narrative and may be the
most difficult of all, you might consider whole class
teacher Read Aloud with opportunities for Think
Pair Share and Turn and Talk to enhance
comprehension and guided response in the ISN for
some or all of the sections. See below 5-10.
Reading Groups
 If students are going to read some of the sections,
here is a suggestion for organizing students into
“Information Stations”
o Railroads - a highly capable independent
1
learning targets)
reading group
o Clipper Ships - a group of partners – meets
Knowledge Rating Chart_8.6.21
OR
and nearly meets - for Whisper Read
Carousel (useful for adding new knowledge
Alternative Paragraphs with Paraphrasing
during the lesson)
o Steamboats - a teacher guided group
Student directions: Write to show what you Discussion Groups
know. Use sticky notes; write your initials on
 For discussion sections of the lesson, students
the back.
should move back to heterogeneous groups of four –
Scaffolds: Partnering based on strengths
“Compromise Stations.”
and needs; students may illustrate thinking; B
Beg level LLs may write in native language  After discussion and writing up of the compromise,
students move back into Information Stations
 Map of US with free and slave states
marked and T chart underneath.
 If you have a group of highly capable readers, allow
Prompt: List issues that divided the
them to continue together during discussion and to
North and the South prior to the Civil
take the test (pass at 80%) when they are ready;
War.
then provide the Enrichment prompt and additional
 Map of Missouri Compromise and T chart
resources for the argumentative writing assignment.
Prompt: what did each (N and S)
Recommended
changes to HA! lesson plan
give up in this compromise?
1.
Beginning
language
learners could act out a
 Map of Compromise of 1850 and T chart
compromise
with
a
partner
using Sentence Frames
Prompt: what did each (N and S)
(see Writing Support below) and then copy them into in
give up in this compromise?
the ISN.
 Map of Kansas Nebraska Act and T chart
2. Follow the preview with a vocabulary introduction to
Prompt: what did each (N and S) give
up with this act?
the word compromise (a key concept of the lesson),
 Copied textbook images of:
focusing on word parts and cognates, Online
 “Fugitive Slave Law”
instructional video uses this word as example:
 Underground Railroad
http://www.pps.k12.or.us/departments/curriculum/3389.htm
 Uncle Tom’s Cabin
3. Review Lesson 19 because of the time interval for
 slave market
teaching chapter 20 and because chapter 21 builds
 Dred Scott
on contrasts between North and South learned in
 Lincoln Douglas Debate
chapter 19. The brief review suggested below would
 Beating in Senate
also provide an opportunity to use contrast words
Lesson questions
(drive instruction; may create links to
previous learning; may be included in preassessment)
POST ON WALL
 Was the North or the South
responsible for the Civil War?
 What might make compromise
difficult?
 Could the Civil War have been
avoided? If so how? If not, why
not?
Additional background building
(streaming video segments, DVD, map
review, read aloud of a related piece of
fiction, etc.)
Causes of the Civil War (14:00)
streams or downloads from
Discovery Streaming. Excellent for
preview and review. All the key
points are mentioned. Divided into
Modified from History Alive! June 2010
that will be needed during other parts of the lesson.
(See video Teaching Compare and Contrast that
uses this lesson as the example
http://www.pps.k12.or.us/departments/curriculum/3389.htm)

Post Lesson 19 T-chart: see attached Lesson
21 Power Point, slide 1
 Post Contrast Signal Words (see Language
Objectives)
 Post Sentence Frames (see Discussion
Support below)
 Students take turns (N, then S) in pairs to
complete the sentence frames using the Tchart information and contrast words.
 Challenge grade level speakers to use more
sophisticated word choice and sentence
structures.
4. It would also be a good idea to have students put
different colored removable sticky dots on the slave
and free states on the Interactive Desk Map using
2
segments nine segments, so you can
easily repeat parts. No separate quiz
necessary because this completely
dovetails with History Alive!
Key content vocabulary (italicized
words assessed)
You may wish to follow the preview
with a vocabulary introduction to the
word compromise, one of the key
concepts of the lesson.
Online video uses this word as
example
http://www.pps.k12.or.us/departments/curri
culum/3389.htm
 compromise
 Missouri Compromise
 Compromise of 1850
 Fugitive Slave Law
 Kansas-Nebraska Act
 Mexican Cession and Wilmot Proviso
 Dred Scott decision
 Nationalism and sectionalism
5.
6.
7.
8.
9.
Transparency 21 B to guide them. You can guide
students to add dots as you work through the
admission of states. You can also use some sort of
temporary markers on the black line wall map of the
US.
Reasons for teacher Read Aloud are mentioned in
the Flexible Grouping section. If you are going to do
some Read Aloud and some grouping, it would
probably be best to do the teacher Read Aloud at
the beginning of the chapter. That has worked well
for some of us.
 Seat students in Compromise groups
(heterogeneous with partnering based on
strengths and needs).
 Have students Turn and Talk to predict what
would happen if another state wanted to join the
union
Read Aloud 21.2 and guide students to complete
Part 1 of the reading notes.
In Compromise groups of four, one pair of partners
will be Northerners and one pair of partners will be
Southerners. Choose partners based on strengths
and needs; choose N or S randomly.
 Pinky holding during compromise is not
necessary and in some cases, not advisable 
 Instead of having all Northerners and
Southerners gather on separate sides of the
room to plan for the compromise discussion,
just let partners at the tables whisper quietly to
prepare. (see below)
After students write down their compromises, have
students study the map on page 288 and ask
Which state was admitted as a free state? Which
state was admitted as a slave state?
Then Read Aloud Section 21.3 and guide students
to record the provisions of the Missouri
Compromise in Part 3 of their Reading Notes.
You can review each section using the attached
Lesson 8.21 Power Point
10. You can either use the Information Station
suggestion in the Flexible Grouping section or
follow the same teacher led process with the next
section:
 Examine transparency and Teacher Read
Aloud and guided note-taking of Part 1
 Compromise group discussion and recording of
compromise in Part 2
 Examine map and Teacher Read Aloud of and
guided completion of notes about the
Modified from History Alive! June 2010
3
compromise in Part 3.
11. During the reading of the third section, when Uncle
Tom’s Cabin is introduced, you may wish to do a
brief Guided Reading lesson with the passage in
the Assessment that is from the novel. (This really
should not be part of the content assessment.)
12. An expanded Processing Assignment provides an
excellent opportunity for argumentative writing
(common assignment) and better assessment
preparation. Included with this document are
several levels of scaffolding:



Revised prompt/instruction sheet
Graphic organizer with Main Idea and Detail
sections and Transition Words
Graphic organizer with Sentence Starters
Graphic organizer for a single paragraph

READING SUPPORTS
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested strategies for
Focus
Thinking or
introduction
pages/paragraphs for
Process-Related Words
Interactive Read-Aloud
guided reading group
(for example, Bloom’s etc.)
Chapter image questions for Think Pair
Share
 What do you see?
 What do you think is going on?
After first paragraph: Think Pair Share
 Why did slavery continue for so
long? (Southern economy, cotton
gin; some Northerner slave traders
also benefitted; racism)
Visual Metaphor
 What do you see?
 What does the metaphor mean?
Modified from History Alive! June 2010
Teacher guided small
group (Steamboats): for
most sections of this
chapter, you could show
and tell/summarize and
read some sections
aloud, and use the
Power Point for note
taking points. Key
passages for guided
reading:
Missouri Compromise
- p. 286 chart and
Questions about
Missouri
- p.288 map and A
Compromise is Reached
Compromise of 1850
- p. 290 visual, Slavery
in the Territories and the
first paragraph of
Statehood for California.
- Read aloud the whole
section on p. 291 The
Compromise is
Accepted, and use the
map.
Contrast
Cause
Identify
Argument
Refute/rebut
4
Fugitive Slave Law
- Read Aloud the whole
section on p. 292
Uncle Tom’s Cabin
- p. 292 paragraph at
bottom (just tell them
about the rest) also, do a
brief Guided Reading
lesson with the passage
in the Assessment that is
from the novel with the
whole class.
Ostend Manifesto,
Kansas-Nebraska, and
the Violence in Congress
several pages of show
and tell
- p.294 map
- p.295 picture
- p.296 picture
Dred Scott Decision
- p. 296 first paragraph
of The Dred Scott Case
- p. 297 first two
paragraphs of Two
Judicial Bombshells and
explain the rest using the
map to show the
enormity of the impact of
the decision
Show and tell the senate
race Lincoln Douglas
Debates except
- p.298 the fourth
paragraph on the page
Then explain why the
Presidential election
outcome was so
important.
You might consider
reading aloud the whole
last section on
Secession.
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
Modified from History Alive! June 2010
5
During Preview, beginning
Language Learners can
use Sentence Frames
with a partner before
writing them in ISN.
- I want to watch _A_, but
you want to watch _B_.
- We can compromise.
- We can watch _A_ for
half an hour and watch
_B_ for half an hour.
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
Lesson 19 Review
Sentence Frames
- The North has ______,
but the South has
__________.
- In the North there are
__________. However,
in the South there are
_____.
- A difference between
the North and the South
is that the North has
_____, but the South has
_______.
FORMATIVE ASSESSMENTS (for student and teacher use)
“Check for understanding”
Checkpoints in Student
Questions for
points during activities
Interactive Notebook
exit and entrance slips


Make observations during carousel
and Lesson 19 review activities.
Listen in during compromise
discussions for misconceptions.
After each Part 1 you
could debrief with the
whole class.
After 21.3
What three things
happened as a result of the
Missouri Compromise?
After 21.5
What three four things
happened as a result of the
Compromise of 1850?
After 21.7
 What did the Dred
Scott Decision say
about citizenship for
African Americans?
 How did the South feel
about the Missouri
Modified from History Alive! June 2010
6
Compromise and why?
After 21.8 or 21.9
Describe the positions that
Lincoln and Douglas each
expressed about slavery
during their senate race
debates.
Processing Assignment
REVIEW
Games
Other
(also serves as a formative assessment)

Write a letter as a Northerner or a
Southerner, accusing the other side
of causing the Civil War.
 Then exchange letters with
someone who has written from the
opposing position; after reading the
letter, write a rebuttal to that
position in the concluding
paragraph of the letter.
This would make an excellent
argumentative essay assignment.
Jeopardy Questions
Category:
Slave or Free? (lower
points)
 Free state that
balanced a new
slave state in the
Missouri
Compromise
(Maine)
 Free state that had
been part of Mexican
land
(California)
 The bloody territory
that was to choose to
have slavery or not
(Kansas-Nebraska)
Category:
3 Details About…
(high points)
Missouri Compromise
Compromise of 1850
Kansas-Nebraska Act
Dred Scott Decision
Category:
Who Was That?
(highest points)
Wrote the amendment to
Missouri’s application for
statehood (Tallmadge)
Proposed that no one
would be born into
slavery after 1845 (John
Quincy Adams)
Led a slave rebellion
(Nat Turner)
Modified from History Alive! June 2010
7
Wrote both the Missouri
Compromise and the
Compromise of 1850
(Henry Clay)
Wrote that no land taken
from Mexico should
become slave states.
(Wilmot)
Debated with Lincoln
when they were both
running for senator from
Illinois (Douglas)
Raided Harper’s Ferry,
for weapons to arm
slaves (John Brown)
RECOMMENDED LESSON ASSESSMENT AND KEY
Assessment
Key
Modified from History Alive! June 2010
8