L1+Martin,+Ryan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:Mr. Martin** **Lesson: Lesson 1 (Explain)**
 * Grade Level: 10** **Topic: The Civil War and Reconstruction**

__Objectives__
Student will be able to prove that the Civil War was caused by the issue of slavery into new territories.**
 * Student will understand that** **the expansion of slavery into new territories was the main cause of the war.**
 * Student will know Abraham Lincoln, Jefferson Davis, the Missouri Compromise, Compromise of 1850, Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot

__Maine Learning Results Alignment__
Maine Learning Results: Social Studies - E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma "The Civil War and Reconstruction" Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.


 * Rationale:** In this lesson, students will be meeting the standards because we will be talking about influence of the expansion of slavery into new territories (major enduring themes, historical influences, people in US history) as the main cause for the Civil War (historic era).

__**Assessment**__
Students will answer a set of topic questions (also in their Think, Pair, Share groups) that are designed to give them ideas and information about ther performance task. They will share the answers to the questions with the class, and the teacher will give clarifying information. Students will have the chance to change the answers to the questions.
 * Formative (Assessment for Learning)**

Students will hand in their comics and create a reflective blog posting about what they liked and disliked about the project, and also how they could improve.


 * Summative (Assessment of Learning)**

You will create a ComicLife depicting Congress in session debating the Compromise of 1850. Students should include in the comic major figures that had the biggest influence on the Compromise. You should also include how the Compromise of 1850 was ultimately a failure, and contributed to the growing tensions of war. Product: ComicLife. Students will be assessed using a rubric.

__**Integration**__
Technology: Students will be using ComicLife as a performance task. Art: Student's use of ComicLife, and because the Hook of the lesson is a song. English: Students will be writing dialogue for their characters in the comic and they must use correct grammer, spelling, and punctuation.

__Groupings__
Students will break into Think, Pair, Share groups and discuss how the Hook made them feel and they will also answer their topical questions in these groups. Students will pair up with their Fall seasonal partner (prior to this, students had made "appointments" with each other for each of the four seasons). In the Think, Pair, Share groups, the partners will decide who is the recorder, and who shares the answers with the class.

__Differentiated Instruction__

 * Strategies:

Verbal/Linguistic**: The Think, Pair, Share, activity encourages communication between classmates. Students will create a comic life that uses typed words as dialogue.
 * Logical:** Students will be using a time- line graphic organizer to organize their thoughts and when the events occured.
 * Spatial:** The Comic Life performance task is a great program for visual learners. Also, the students will be using graphic organizers as visual aid.
 * Musical:** The hook, in the form of a slave song, is designed to target these learners.
 * Interpersonal:** Students will participate in Think, Pair, Share groups to discuss the hook, and to answer the set of topical questions.
 * Intrapersonal**: Students will comlete the performance task individually.


 * Modifications/Accommodations**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//

Absent Students: If students are absent, then they are responsible from either seeing a classmate, talking to me, or looking on the class wiki for their assignment. They can print out the graphic organizer and questions on the wiki, or they can obtain the from the class folder. Students will have one class day to make up the missed assignments.


 * Extensions**

Product: ComicLife I could have simply asked students to write an essay on why or how the Compromise of 1850 was a failure. However, by using ComicLife as a Type II technolgy, students can interactively engage in the material in a totally different way from the normal word processed document.

__**Materials, Resources and Technology**__
Computer and speakers for the Audio Clip Laptops with software ComicLife Copies of the topical questions Copies of graphic organizer Rubrics for ComicLife assignment

__Source for Lesson Plan and Research__
Graphic Organizer []

Rubric []

Hook []

Comic Life Tutorial Video []

Content []

Missouri Compromise []

Compromise of 1850 [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because it uses a variety of sources to provide learning opportunites for students. Students will listen to a slave song playing and be able to reflect upon it. Students have the opportunity to learn in an adaptive environment because they can ask questions about the set of topical questions that they have to answer, and I will give them clarifying information. Sudents will also have the opportunity to use ComicLife, and if they have any trouble at all using it, I will provide extra time to help them. An agenda will also be posted on the board so students know exactly what they are doing for the period.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification by pre - assesing students prior knowledge of the Civil War with a oral questioning. This gives me an understanding of what the students already know, and I can plan my instruction based on their knowledge. The facet of understanding that I used in this lesson was Explaination. Students will have to prove that the Civil War was caused by the expansion of slavery into new territories. The demonstrates the MLR because students will have to know and understand major themes (slavery issue), events, and people in that time period.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participated in oral questioning to determine their knowledge and understanding of events, people, and themes of the Civil War, and the lesson and unit will be modified to fit the needs of the students. Students will listen to an audio clip of a slave song, disperse into their Think, Pair, Share groups, and discuss how the hook made them feel. They will also answer their topical questions and complete their graphic organizers with their partners. Their will be a class discussion where the students will share their answers with the class, and I will give them clarifying information. Students are required to make a comic using the software program called ComicLife that depicts Congress debating the Compromise of 1850. Students should include the major figures that were behind the bill, opposition, and the implications that the legislation had on the war.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal/Linguistic**: The Think, Pair, Share, activity encourages communication between classmates. Students will create a comic life that uses typed words as dialogue.
 * Logical:** Students will be using a time- line graphic organizer to organize their thoughts and when the events occured.
 * Spatial:** The Comic Life performance task is a great program for visual learners. Also, the students will be using graphic organizers as visual aid.
 * Musical:** The hook, in the form of a slave song, is designed to target these learners.
 * Interpersonal:** Students will participate in Think, Pair, Share groups to discuss the hook, and to answer the set of topical questions.
 * Intrapersonal**: Students will comlete the performance task individually.

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participate in oral quesioning to determine their prior knowledge of the Civil War. Students will also create reflective blogs that I will comment on, but not grade. I will also give them clarifying information when we have our class discussion so that students can make their revisions to their questions and be prepared to complete their performace task. Students will also have the opportunity to recieve feedback on their ComicLife, and make revisions.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will arrive for class and they will sit in sits arranged in a circle. That way, we can have effective class discussions where we can see and hear everyone. Start class by listening to [|slave song]. (3-5 minutes). Students will break into their Think, Pair, Share groups and discuss what they thought or felt about the song (5 minutes). Give oral questioning/discussion about prior knowledge of the expansion of slavery into new territories (10 minutes). Give a lecture/discussion about slavery, and the expansion of slavery and how it connects to a caustion of war (20 minutes). Hand - out topical questions and time - line graphic organizer. Students will answer these with their Think, Pair, Share partner (10 minutes). Listen to answers in class, and give clarifying information (10 minutes). Give tutorial on how to use [|ComicLife] (10 minutes). Work Session. Students will begin work on drafts of comic (just sketches) (10 minutes)

Day 2 Work Session of ComicLife (80 minutes) Students finish early, show and tell of comics, if not hand in for homework.

**Topical Questions** 1) What was the Missouri Compromise and how did it affect the State of Maine? 2) What was the issue with the land gained from the Mexican War? 3) Who were the major politicians behind the Compromise of 1850? 4) What were the 4 major points of issue? 5) What was the most controversial piece of the Compromise of 1850? 6) How did the Compromise of 1850 appease tensions, but ultimately not provide a solution to the growing tensions?

Students will understand that expansion of slavery into new territories was the main cause of the war. We are learning this to show the series of events that surround the issue of slavery that precursers the Civil War, and that as a result of the Missouri Compromise, Maine became a state. //Students understand major eras, major enduring themes and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world//. I am going to hook my students by playing them a powerful [|slave song].
 * Where, Why, What, Hook, Tailor:** **Musical**

During our class discussions, we will be discussing mutiple pieces of legislation debated and passed by Congress, political figures, and events. Students will need to know Abraham Lincoln, Jefferson Davis, the [|Missouri Compromise], [|Compromise of 1850], Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot. I will hand out the topical quesions that I made and students will be answering their questions and filling out their timeline of events graphic organizer with their Think, Pair, Share partners and we will have a discussion when they share their answers with the whole class. I will give clarifying information for questions that are not fully answered, and this will help when completing their comics. See attached content notes for specific details of content.
 * Equip, Explore, Rethink, Tailors: Linguistic, Logical, Spatial, Interpersonal**

Students will complete a time - line of events graphic organizer and answer topical questions with their Think, Pair, Share partner. Think, Pair, Share parnets will have to determine two roles; the recorder (person who records answers) and reporter (person who reports answers to class). When they have completed this, they will share their answers with the class, and I will give clarifying information. Students will be able prove that the Civil War was caused by the expansion of slavery into new territories because their topical questions will target such things like the [|Missouri Compromise], Compromise of 1850, and the Fugitive Slave Law, which were all highly controversial issues. Students will have the chance to revise their answers because I will be giving them calrifying information through the class discussion and they can refine their answers by adding to them or correcting them. I will hand students a rubric so they know what expectations are on their comics, and they will also have the opportunity to recieve feed back from me, revise their product, and turn it back in.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Verbal, Interpersonal, Spatial**

Students will write a reflective blog posting that reflects their feelings about the lesson and how they could improve their comic. Students were pre - assessed during the initial classroom discussion about their knowledge of the expansion of slavery into new territories. I will comment on blogs, but not grade them. Students were handed a rubric for their ComicLife products. I will grade them on this rubric, give them feedback, and they have the chance to revise and refine their product. This lesson stops at the Compromise of 1850, and the next lesson picks up after 1850 and the events leading up to the war (Kansas - Nebraska Act, "Bleeding Kansas", Uncle Tom's Cabin, John Brown, Harpers Ferry).
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

The **American Civil War** (1861–1865), also known as the **War Between the States** and several other names, was a civil war in the United States of America. Eleven Southern slave states declared their secession from the United States and formed the Confederate States of America (the Confederacy). Led by Jefferson Davis, they fought against the United States (the Union), which was supported by all the free states and the five border slave states. Union states were loosely referred to as "the North".
 * Content Notes**
 * Overview**

Much of the political battle in the 1850s focused on the expansion of slavery into the newly created territories. All of the organized territories were likely to become free-soil states, which increased the Southern movement toward secession. Both North and South assumed that if slavery could not expand it would wither and die. Almost all of the inter-regional crises involved slavery, starting with debates on the three-fifths clause and a twenty year extension of the African slave trade in the Constitutional Convention of 1787. There was controversy over adding the slave state of Missouri to the Union that led to the Missouri Compromise of 1820, the Nullification Crisis over the Tariff of 1828 (although the tariff was low after 1846, and even the tariff issue was related to slavery) the gag rule that prevented discussion in Congress of petitions for ending slavery from 1835–1844, the acquisition of Texas as a slave state in 1845 and Manifest Destiny as an argument for gaining new territories where slavery would become an issue after the Mexican–American War (1846–1848), which resulted in the Compromise of 1850. The Wilmot Proviso was an attempt by Northern politicians to exclude slavery from the territories conquered from Mexico. The extremely popular antislavery novel //Uncle Tom’s Cabin// (1852) by Harriet Beecher Stowe greatly increased Northern opposition to the Fugitive Slave Law of 1850.

In Jan., 1820, a bill to admit Maine as a state passed the House. The admission of Alabama as a slave state in 1819 had brought the slave states and free states to equal representation in the Senate, and it was seen that by pairing Maine (certain to be a free state) and Missouri, this equality would be maintained. The two bills were joined as one in the Senate, with the clause forbidding slavery in Missouri replaced by a measure prohibiting slavery in the remainder of the Louisiana Purchase north of 36°30'N lat. (the southern boundary of Missouri). The House rejected this compromise bill, but after a conference committee of members of both houses was appointed, the bills were treated separately, and in Mar., 1820, Maine was made a state and Missouri was authorized to adopt a constitution having no restrictions on slavery. A provision in the Missouri constitution barring the immigration of free blacks to the state was objectionable to many Northern Congressmen, and necessitated another congressional compromise. Not until the Missouri legislature pledged that nothing in its constitution would be interpreted to abridge the rights of citizens of the United States was the charter approved and Missouri admitted to the Union (Aug., 1821). Henry Clay, as speaker of the House, did much to secure passage of the compromise—so much, in fact, that he is generally regarded as its author, even though Senator Jesse B. Thomas of Illinois was far more responsible for the first bill. The 36°30' proviso held until 1854, when the Kansas-Nebraska Act repealed the Missouri Compromise.
 * [|Missouri Compromise:]**By 1818, Missouri Territory had gained sufficient population to warrant its admission into the Union as a state. Its settlers came largely from the South, and it was expected that Missouri would be a slave state. To a statehood bill brought before the House of Representatives, James Tallmadge of New York proposed an amendment that would forbid importation of slaves and would bring about the ultimate emancipation of all slaves born in Missouri. This amendment passed the House (Feb., 1819), but not the Senate. The bitterness of the debates sharply emphasized the sectional division of the United States.

In an effort to preserve the balance of power in Congress between slave and free states, the [|Missouri Compromise] was passed in 1820 admitting Missouri as a slave state and Maine as a free state. Furthermore, with the exception of Missouri, this law prohibited slavery in the Louisiana Territory north of the 36° 30´ latitude line. In 1854, the Missouri Compromise was repealed by the Kansas-Nebraska Act. Three years later the Missouri Compromise was declared unconstitutional by the Supreme Court in the Dred Scott decision, which ruled that Congress did not have the authority to prohibit slavery in the territories.

Henry Clay, U.S. senator from Kentucky, was determined to find a solution. In 1820 he had resolved a fiery debate over the spread of slavery with his Missouri Compromise. Now, thirty years later, the matter surfaced again within the walls of the Capitol. But this time the stakes were higher -- nothing less than keeping the Union together.
 * [|Compromise of 1850]**

There were several points at issue:

¥ The United States had recently acquired a vast territory -- the result of its war with Mexico. Should the territory allow slavery, or should it be declared free? Or maybe the inhabitants should be allowed to choose for themselves?

¥ California -- a territory that had grown tremendously with the gold rush of 1849, had recently petitioned Congress to enter the Union as a free state. Should this be allowed? Ever since the Missouri Compromise, the balance between slave states and free states had been maintained; any proposal that threatened this balance would almost certainly not win approval.

¥ There was a dispute over land: Texas claimed that its territory extended all the way to Santa Fe.

¥ Finally, there was Washington, D.C. Not only did the nation's capital allow slavery, it was home to the largest slave market in North America.

On January 29, 1850, the 70-year-old Clay presented a compromise. For eight months members of Congress, led by Clay, Daniel Webster, Senator from Massachusetts, and John C. Calhoun, senator from South Carolina, debated the compromise. With the help of Stephen Douglas, a young Democrat from Illinois, a series of bills that would make up the compromise were ushered through Congress.

According to the compromise, Texas would relinquish the land in dispute but, in compensation, be given 10 million dollars -- money it would use to pay off its debt to Mexico. Also, the territories of New Mexico, Nevada, Arizona, and Utah would be organized without mention of slavery. (The decision would be made by the territories' inhabitants later, when they applied for statehood.) Regarding Washington, the slave trade would be abolished in the District of Columbia, although slavery would still be permitted. Finally, California would be admitted as a free state. To pacify slave-state politicians, who would have objected to the imbalance created by adding another free state, the Fugitive Slave Act was passed.

Of all the bills that made up the Compromise of 1850, the Fugitive Slave Act was the most controversial. It required citizens to assist in the recovery of fugitive slaves. It denied a fugitive's right to a jury trial. (Cases would instead be handled by special commisioners -- commisioners who would be paid $5 if an alleged fugitive were released and $10 if he or she were sent away with the claimant.) The act called for changes in filing for a claim, making the process easier for slaveowners. Also, according to the act, there would be more federal officials responsible for enforcing the law.

For slaves attempting to build lives in the North, the new law was disaster. Many left their homes and fled to Canada. During the next ten years, an estimated 20,000 blacks moved to the neighboring country. For Harriet Jacobs, a fugitive living in New York, passage of the law was "the beginning of a reign of terror to the colored population." She stayed put, even after learning that slave catchers were hired to track her down. Anthony Burns, a fugitive living in Boston, was one of many who were captured and returned to slavery. Free blacks, too, were captured and sent to the South. With no legal right to plead their cases, they were completely defenseless.

Passage of the Fugitive Slave Act made abolitionists all the more resolved to put an end to slavery. The Underground Railroad became more active, reaching its peak between 1850 and 1860. The act also brought the subject of slavery before the nation. Many who had previously been ambivalent about slavery now took a definitive stance against the institution.

The Compromise of 1850 accomplished what it set out to do -- it kept the nation united -- but the solution was only temporary. Over the following decade the country's citizens became further divided over the issue of slavery. The rift would continue to grow until the nation itself divided. The **Compromise of 1850** was a complex package of five bills, passed in September 1850, defusing a four-year confrontation between the slave states of the South and the free states of the North that arose from expectation of territorial expansion of the United States with the Texas Annexation (December 29, 1845) and the following Mexican-American War (1846–1848). It avoided secession or civil war at the time and quieted sectional conflict for four years until the divisive Kansas-Nebraska Act. The Compromise was greeted with relief though each side disliked specific provisions. Texas gave up its claim to New Mexico but received debt relief, El Paso, and the Texas Panhandle. The South did not get their keenly desired Pacific territory in Southern California or extension of the Missouri Compromise line allowing slavery anywhere south of parallel 36°30' north. As compensation, the South got the possibility of slave states via popular sovereignty in the new New Mexico Territory and Utah Territory, which however were unsuited to plantation agriculture and populated by non-Southerners; a stronger Fugitive Slave Act, which in practice outraged Northern public opinion; and preservation of slavery in the national capital, though the slave trade was banned there except in the Virginia portion of the District of Columbia which rejoined Virginia. The Compromise became possible after the sudden death of President Zachary Taylor who although a Southerner himself tried to implement the Northern policy of excluding slavery from the Southwest. Whig Senator Henry Clay (Kentucky) designed a compromise which failed to pass in early 1850; in the next session of Congress, Democratic Senator Stephen Douglas (Illinois) and Whig Senator Daniel Webster (Massachusetts) narrowly passed a slightly modified package over opposition by extremists on both sides including Senator and former Vice-President John C. Calhoun of South Carolina.

The Compromise in general proved widely popular politically, as both parties committed themselves in their platforms to the finality of the Compromise on sectional issues. The strongest opposition in the South occurred in the states of South Carolina, Georgia, Alabama, and Mississippi, but unionists soon prevailed, spearheaded by Georgians Alexander Stephens, Robert Toombs, and Howell Cobb and the creation of the Georgia Platform. This peace was broken only by the divisive Kansas-Nebraska Act of 1854 introduced by Stephen Douglas, which repealed the Missouri Compromise and led directly to the formation of the Republican Party, whose capture of the national government in 1860 led directly to the secession crisis of 1860-61. Many historians argue that the Compromise played a major role in postponing the American Civil War for a decade, during which time the Northwest was growing more wealthy and more populous, and was being brought into closer relations with the Northeast. During that decade, the Whig Party had completely broken down, being replaced with the new Republican Party dominant in the North and the Democrats in the South. But others argue that the Compromise only made more obvious pre-existing sectional divisions and laid the groundwork for future conflict. In this view, the Fugitive Slave Law helped polarize North and South, as shown in the enormous reaction to Harriet Beecher Stowe's novel //Uncle Tom's Cabin//. The passage of the Fugitive Slave Law aroused feelings of bitterness in the North. Furthermore, the Compromise of 1850 led to a breakdown in the spirit of compromise in the United States in the antebellum period, directly before the Civil War. The Compromise exemplifies this spirit, but the deaths of influential senators who worked on the compromise, primarily Henry Clay and Daniel Webster, contributed to this feeling of increasing disparity between the North and South. The delay of hostilities for ten years allowed the free economy of the northern states to continue to industrialize. The southern states, to a large degree based on slave labor and cash crop production, lacked the ability to heavily industrialize. By 1860, the northern states had added many more miles of railroad, steel production, modern factories, and population to the advantages it possessed in 1850. The North was better able to supply, equip, and man its armed forces, an advantage that would prove decisive in the later stages of the war.

Rubrics for Comic Life Timeline graphic organizer Topical questions
 * Handouts**