Sample Lesson Plan

Objective Student will research and investigate historical information related to the Civil War and understand and explain how political changes, attempted compromises, planned secession, and comercialism led to war.
Materials *A Patriot’s History of the United States*, Chapter 9, pages 294-306(to subheading) United States Map 1850-1860, Map of Confederacy Illustration of electoral process (poster)
Instructional Procedures Review previous chapter, The House Dividing. Review vocabulary and major historical events presented in chapter. Review timeline. Introduction: Discuss timeline on page 295, make connection to Chapter 8. Lesson: Discuss electoral college and process, make connection to Lincoln’s election, include how electoral college process changed from George Washington’s Presidency to 1860’s election. Discuss three options for America (war, compromise, secession), how Missouri Compromise related to the situation Present Confederate States of America, its formation, leaders, and objectives. Discuss President Buchanan’s dilemma about secession, President Lincoln’s assessment of the situation, and Fort Sumter.	5 Minutes 5 Minutes 8-10 Minutes 8-10 Minutes 5 Minutes 8-10 Minutes
Media Resources WTPS United States History Links http://www.wtps.org/links/hist_us.htm Library of Congress http://www.wtps.org/links/hist_us.htm WWW-VL: History: United States: The Coming of the War, 1850-1860 http://faculty,delhi.edu/schleial/war.htm
Assessment Group activity will be assessed, rubric for required activities and possible points for meeting requirements of group activity distributed. Peer assessment as well as Teacher assessment.
Follow-up Activities In groups of 3-4 students, have groups brainstorm ideas and come to a consensus to answer the following discussion question in presentation to the class: If you had been President Lincoln in 1860, what would you have done to solve the problem of the Southern states seceding? (10 minutes presentation to be given on arranged day by group) Allow time to review chapter information, research in other resources or the internet, and prepare a presentation (perhaps 2 or 3 group meetings, and presentation on a day later in the week). Students may choose to meet in study groups before or after school. Groups might assign specific tasks for each student to research or work on.	Group meeting 10-15 Minutes Additional time arranged as needed, over 2 days.

Objective
Student will research and investigate historical information related to the Civil War and understand and explain how political changes, attempted compromises, planned secession, and comercialism led to war.

Materials
A Patriot’s History of the United States, Chapter 9, pages 294-306(to subheading)
United States Map 1850-1860, Map of Confederacy
Illustration of electoral process (poster)

Instructional Procedures
Review previous chapter, The House Dividing. Review vocabulary and major historical events presented in chapter. Review timeline.

Introduction: Discuss timeline on page 295, make connection to Chapter 8.

Lesson: Discuss electoral college and process, make connection to Lincoln’s election, include how electoral college process changed from George Washington’s Presidency to 1860’s election.

Discuss three options for America (war, compromise, secession), how Missouri Compromise related to the situation

Present Confederate States of America, its formation, leaders, and objectives.

Discuss President Buchanan’s dilemma about secession, President Lincoln’s assessment of the situation, and Fort Sumter.

5 Minutes

8-10 Minutes

5 Minutes

8-10 Minutes

Media Resources
WTPS United States History Links http://www.wtps.org/links/hist_us.htm
Library of Congress http://www.wtps.org/links/hist_us.htm
WWW-VL: History: United States: The Coming of the War, 1850-1860
http://faculty,delhi.edu/schleial/war.htm

Assessment
Group activity will be assessed, rubric for required activities and possible points for meeting requirements of group activity distributed. Peer assessment as well as Teacher assessment.

Follow-up Activities
In groups of 3-4 students, have groups brainstorm ideas and come to a consensus to answer the following discussion question in presentation to the class: If you had been President Lincoln in 1860, what would you have done to solve the problem of the Southern states seceding? (10 minutes presentation to be given on arranged day by group)

Allow time to review chapter information, research in other resources or the internet, and prepare a presentation (perhaps 2 or 3 group meetings, and presentation on a day later in the week). Students may choose to meet in study groups before or after school. Groups might assign specific tasks for each student to research or work on.

Group meeting
10-15 Minutes

Additional time arranged as needed, over 2 days.