STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical
Topic(s)

Unit
Objective(s)

Activities

Assessments

Day 1
Unit
Hook

Role of
abolitionists
and
Undergroun
d Railroad

10

Class
participation,
exit ticket

Day 2

Role of
abolitionists
and
Undergroun
d Railroad

10

Day 3

Manifest
Destiny and
Westward
Expansion

8, 9

Day 4

Manifest
Destiny and
Westward
Expansion

8, 9

Show short video

about the history
behind the
Underground Railroad.
Lecture. PowerPoint
presentation on the
role of abolitionists
and Underground
Railroad
Will start off by
having the students
reenact the role of a
person escaping
through the
Underground Rail
Road. The students
will write in on a piece
of paper their journey
and experience while
escaping.
Students will analyze
The Magisterial Gaze:
Manifest Destiny and
American Landscape
Painting and outline
at least 5 significant
observations about
the painting. Go over
PowerPoint lecture on
the Manifest Destiny
and Westward
Expansion.
Lecture continued (10
minute refresher)
Students will fill in a
map that illustrates
the new Westward

Students will
turn in the paper
with the
following terms,
their experience,
the climate, the
hardships, and
the conditions
they lived in
while traveling.
Students will
turn in their 5
significant
observation
points at the end
of class

Students will
turn in the map.
Participation.

expansion states.
Day 5

Missouri and
1850
Compromise

Day 6

Missouri and
1850
Compromise

Day 7

Missouri and
1850
Compromise

Day 8

Assessment
quiz

Day 9

Dred Scott
Decision

Ask the students the

following questions:
1. How many states are
free?
2. How many are slave
states?
3. If Missouri wants to
become a state, what
problems might
come from this?

Student
Participation
Homework:
Hand out The
Missouri
Compromises
map
assignment.

Lecture PowerPoint
Presentation
PowerPoint Continued
for 1850 Compromise.
Students will investigate
the circumstances leading
up to the passage of this
law. Why was compromise
so significant in 1850?
What were the strengths
and weaknesses of the
compromise? The students
will break into groups that I
will choose and come up
with answers to these
questions.
Students will present their
findings to the class from
their 1850 Compromise
activity
Students will
complete a quiz that
goes over the
Missouri and
Compromise of 1850,
Manifest Destiny, and
Underground Railroad
Quick clip of
significance of the
Dred Scott decision
and its importance.
PowerPoint Lecture

Group
participation

Quiz

Exit ticket

Day 10

Dred Scott
decision

Students will
participate in a DBQ
that will outline 10
questions they will
answer after reading
6 documents about
the decision

DBQ

Day 11

Kansas-Nebraska
Act

Lecture on the
Act. PowerPoint
presentation

Participation

Day 12

Kansas-Nebraska
Act

Students will
answer the
following questions
when they walk
into the classroom,
1. Why did
Stephen Douglas
introduce the bill?
2. What aspect did
he hope people
would support?
Why?
3. What traditions
did the KansasNebraska Act
break?
4. Why did this
situation become
so violent?
Divide the class
into three groups.

Assign each class

a reading, one is
the actual Act, one
is
Douglass
response and the
other is Lincolns
response to the
Act.

Each group will

find a chart at the
end of their

Participation.
Group Work. A
completed
chart

reading; they are

to complete the
chart.
As a class, each
group should
share out what
they learned from
their reading.

As a class,
compare the main
points of Douglas
and Lincolns
Speeches and
place it in the
chart.

Day 13

End of Unit
Review

Day 14

Final Unit Test

1-10

Jeopardy
Review game
that goes over
the following:
The KansasNebraska Act,
Abolitionists
and the
Underground
Railroad,
Manifest
Destiny,
Missouri and
1850
Compromise,
and the Dred
Scott Decision

Class
Participation
Study Guide

The test will go

over The
KansasNebraska Act,
Abolitionists
and the
Underground
Railroad,
Manifest
Destiny,
Missouri and

Test

1850
Compromise,
and the Dred
Scott Decision
for a 50 point
test

Catalog of Lessons:
Day 1
Lesson title: Role of abolitionists and Underground Railroad
Group member name:
Unit objectives: 10
Activities: 1. Show short video about the history behind the Underground
Railroad. Lecture. PowerPoint presentation on the role of abolitionists and
Underground Railroad.

Assessment: Class participation, exit ticket

Day 2
Lesson title: Role of abolitionists and Underground Railroad
Unit objectives: 10
Activities: Will start off by having the students reenact the role of a person
escaping through the Underground Rail Road. The students will write in on a
piece of paper their journey and experience while escaping.
Assessment: Students will turn in the paper with the following terms, their
experience, the climate, the hardships, and the conditions they lived in while
traveling.
Day 3
Lesson title: Manifest Destiny and Westward Expansion

Unit objectives: 8,9

Activities: Students will analyze The Magisterial Gaze: Manifest Destiny and
American Landscape Painting and outline at least 5 significant observations
about the painting. They will have ten minutes to analyze the picture. The
students will write down what theyve found. The students will then share
with their shoulder partner and then the class. Go over PowerPoint lecture
on the Manifest Destiny and Westward Expansion.
Assessment: Students will turn in their 5 significant observation points at the
end of class
Day 4
Lesson title: Manifest Destiny and Westward Expansion
Unit objectives: 8,9
Activities: Lecture continued (10 minute refresher)
Students will fill in a map that illustrates the new Westward expansion states.
Assessment: Students will turn in the map. Participation.
Day 5
Lesson title: Missouri and 1850 Compromise
Unit objectives: 4,5
Activities: Post a map of the United States at the time. Ask the students the following
questions:
1. How many states are free?
2. How many are slave states?
3. If Missouri wants to become a state, what problems might come from this?

Lecture PowerPoint Presentation

Assessment: Student Participation, Homework: Hand out The Missouri
Compromises map assignment.
Day 6

Lesson title: Missouri and 1850 Compromise

Unit objectives: 4
Activities: PowerPoint Continued for 1850 Compromise. Students will investigate
the circumstances leading up to the passage of this law. Why was compromise so significant in
1850? What were the strengths and weaknesses of the compromise? The students will break into
groups that I will choose and come up with answers to these questions. The students will be
provided with blank pieces of paper to write down their answers. I will ask a few students to
provide the class with their answers.
Assessment: The students group work. They will hand in individual work from their findings.
Day 7
Lesson title: Missouri and 1850 Compromise
Objectives: 4
Activities: Students will present their findings to the class from their 1850 Compromise
activity.
Assessment: Group Work, findings on individual paper
Day 8
Lesson title: Assessment quiz
Objectives:
Activities: Students will complete a quiz that goes over the Missouri and
Compromise of 1850, Manifest Destiny, and Underground Railroad
Assessment: Quiz
Day 9
Lesson title: Dred Scott Decision

Objectives: 6
Activities: Quick clip of significance of the Dred Scott decision and its
importance. PowerPoint Lecture.
Assessment: Exit ticket
Day 10
Lesson title: Dred Scott Decision
Objectives: 6
Activities: Students will participate in a DBQ that will outline 10 questions
they will answer after reading 6 documents about the decision
Assessment: DBQ
Day 11
Lesson title: Kansas-Nebraska Act
Objectives: 5
Activities: Lecture on the Act. PowerPoint presentation
Assessment: Participation
Day 12
Lesson title: Kansas-Nebraska Act
Objectives: 5
Activities: Students will answer the following questions when they walk into the classroom, 1. Why did
Stephen Douglas introduce the bill?
2. What aspect did he hope people would support? Why?
3. What traditions did the Kansas-Nebraska Act break?
4. Why did this situation become so violent?
Divide the class into three groups.

Assign each class a reading, one is the actual Act, one is

Douglass response and the other is Lincolns response to the
Act.

Each group will find a chart at the end of their reading; they are

to complete the chart.

As a class, each group should share out what they learned from
their reading.

As a class, compare the main points of Douglas and Lincolns

Speeches and place it in the chart.
Day 13
Lesson title: End

of Unit Review

Objectives:
Activities: Jeopardy Review game that goes over the following: The KansasNebraska Act, Abolitionists and the Underground Railroad, Manifest Destiny,
Missouri and 1850 Compromise, and the Dred Scott Decision
Assessment: Class Participation, Study Guide
Day 14
Lesson title: Final Unit Test
Objectives:
Activities: The test will go over The Kansas-Nebraska Act, Abolitionists and
the Underground Railroad, Manifest Destiny, Missouri and 1850
Compromise, and the Dred Scott Decision for a 50 point test. The test will be
comprised of multiple choice, fill in the blank, and two short answer
questions.
Assessment: Test

CITATIONS
Missouri Compromise of 1820 and 1850. (n.d.). Retrieved November 25, 2014, from
http://tah.pccs.k12.mi.us/eq/1800-1861/eq-1800-2-lessons/ms-unit05-06-ms-comp-lesson.pd
Lesson Plan: The Compromise of 1850. (n.d.). Retrieved November 29, 2014, from
http://www.congresslink.org/print_lp_compromise1850.htm
Kansas Nebraska Act of 1854. (n.d.). Retrieved November 29, 2014, from
http://www.civilwar.org/education/history/john-brown-150/kansas-nebraska-act.html
Dred Scott's fight for freedom. (n.d.). Retrieved November 29, 2014, from
http://www.pbs.org/wgbh/aia/part4/4p2932.html
Manifest Destiny. (n.d.). Retrieved November 29, 2014, from http://www.ushistory.org/us/29.asp
Underground Railroad. (n.d.). Retrieved November 29, 2014, from
http://www.historynet.com/underground-railroad