Civil War Unit: Lesson 2 Day 2 Social Studies: Grade 4 Essential Question: What are the opposing views

that helped cause the Civil War? How are the constitutional and states rights issues different in the 1860s compared to today? NCSS 1: Culture: Cultures are dynamic and change over time. Social Studies SOL USI.9: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a) Describing the cultural, economic, and constitutional issues that divided the nation b) Explaining how the issues of states rights and slavery increased sectional tensions Objective: Students will be able to describe the constitutional issues between the North and South. Students will also be able to explain how slavery and states rights issues increased tensions between the North and South. Teacher Materials: Pre-Civil War Compromise Worksheet Index Cards Class Set of Lab Tops http://fredericksburg.com/CivilWar/Teaching/Education/Forms/Issues/ Forms/What_would_you_do/compromise/What_would_you_do/Activi ties/Education/Forms/Issues/Forms/What_would_you_do/what_would _you_do Pencil Glue Scissors Social Studies Journal

Students Materials: -

Introduction: 1) Students will begin by cutting out their flash cards and gluing them on (10 Min.) index cards. 2) As students are cutting out their flash cards, review the previous lesson. What was a constitutional issue between the North and the South? What did the North believe in? What about the South? Remind students of previous days discussion about the South being afraid of the North gaining power in Congress. Also talk about what both sides thought of a national law. 3) Call on students to answer questions as they are cutting out their cards. Instruction: 1) Have students open their textbooks to page 114. Have students read the first paragraph to themselves about the Missouri Compromise. Once they have finished call on one student to summarize what they have all just read. (30-35 min) 2) Discuss with students how this is the first of 3 compromises before the war. Tell students about the Compromise of 1850. Discuss what was different

Summary: (10 Min) -

about this compromise compared to the Missouri Compromise. Tell students about the last compromise called the Kansas-Nebraska Act. Explain what popular sovereignty is people in each state can decide +on their own without the governments help. Ask students How do we see this today? 3) Computer helpers will begin to pass out the lap tops and the teacher assistants will hand out the Pre-Civil War Compromises worksheet. 4) Explain to students they will go to our class blackboard site. Then click on SS folder and click on the link. Read and explore about the different compromises. Tell students they will skip the Fugitive Slave Law and the Dred Scott Decision. They will fill in the boxes according to the directions. 5) When they finish they may log off and put their lap tops away. While waiting for everyone to finish, students may get with a partner and play with their flashcards When all students are done, discuss all three compromises, their problems and why they didnt work. They will turn them in for review and receive them back for morning work to glue in their SS journal.

Assessment: - Teacher will informally assess students throughout the group discussion. The teacher will be walking around to see students answer on their worksheets. Their worksheets will be turned in to check for understanding and completion. Differentiation: - A special ed. teacher will be in the room to help children with special needs. She will work with them throughout the discussion and help them navigate on the computer. - Two other special ed. teachers will be in the room to help a group of students with reading on the computer. They will also help keep those on task. - The computers help with visual learners and intrapersonal thinkers by allowing them to work by themselves. - Bodily-kinesthetic students will benefit from the use of computers for hands on activities and will also benefit from working on flash cards with a partner. The break ups in the lesson will keep these students moving and less fidgety.

Technology:

Technology is integrated through the use of the classroom computers. Students will each have their own lab top to explore a website about the compromises.

Name

Can We Compromise?

Directions: Write what the what the compromise was about. Then in the Your Choice box, write what you would do. Then answer the question on the website. See what really happened and record your answer

The Compromise

Your Choice

What Really Happened?

Missouri Compromise of 1850 Compromise of 1850

KansasNebraska Act

Flash Cards
A major constitutional conflict between the North and the South?
Vs

What side did the South favor in the constitutional conflict? The South feared that the North would take over ? Who believed they could declare any national law illegal? Congress

The South

Missouri entered the Union as a slave state while Maine entered as a free state. This compromise is known as the .

Missouri Compromise of 1820

believed national law was the highest law and couldnt be broken

The North

What did the KansasNebraska Act say?

California entered the Union as a free state. Southwest territories would decide slavery for themselves. What is this compromise called?

People in each state would decide the slavery issue themselves. Also called Popular Sovereignty

Compromise of 1850