A Divided Nation Worksheet Answers
A Nation Divided: Centre School Lesson Plan
- Grade Level:
- Middle School: Sixth Class through Eighth Class
- Field of study:
- Social Studies
- Lesson Duration:
- 60 Minutes
- Common Core Standards:
- 6-8.RH.1, 6-eight.RH.two, six-8.RH.six, 6-8.RH.7, 6-8.RH.9
- State Standards:
- Georgia: SS8H5a
- Thinking Skills:
- Remembering: Recalling or recognizing information ideas, and principles. Applying: Apply an abstract thought in a concrete situation to solve a problem or relate it to a prior experience. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations.
Essential Question
What key events contributed to deepening unrest and hostility in antebellum America?
Objective
a. Students will written report maps and apply that information to create a chart of states' condition during the 1800s.
b. Students will read, analyze, and discuss primary source documents and interpret this information for their classmates.
c. Students volition be able to list at least 3 causes for tension and division between the Northward and the South in the 1800s.
Groundwork
Tensions grew for many years before the first shots rang out at Fort Sumter, signaling the showtime of the Civil War. There was a clear division between the northward and the southward's perspectives of this young country.
Slavery was a big reason for this tension. People in the N held many different opinions about African Americans. Nevertheless, nigh of them agreed slavery was unacceptable. They thought the act of owning people of African descent would slowly fade away every bit industrialization expanded in the new nation. People in the Southward, on the other manus, also held many unlike opinions about African Americans. However, virtually of them agreed slavery was necessary to keep their economy running. Without slavery, they thought, their Southern way of life would not last. Industrialization for the Due south came in the course of the cotton wool gin in 1794. This invention, people thought, increased the need for slaves to work plantations.
When the federal regime stepped in on North's side in regards to slavery, Southern states put upwards a fight. They felt the federal government was overstepping its authority and could non interfere in matters of individual states. This began a long, tedious process of many negotiations and compromises. The federal government tried badly to keep the peace and ensure the union stayed together. Nonetheless, when Abraham Lincoln was elected president in 1860, the South knew they had lost the political fight. The S'southward political leaders decided the only mode to go along what they perceived as their rights, their culture, and their economy was to go their ain land.
Preparation
Teachers can choose individual or all activities depending on their goals, available time, and their students. It is of import to read through all the material and webpages before get-go the activities.
Materials
Bare nautical chart includes the dates each area became a state in the U.Due south. If using colors, students volition need 4 highlighters.
Download Chart the Maps for Students
Chart includes the dates each area became a state in the U.Southward. Dates in (parenthesis) betoken it became a state well afterward the Ceremonious War. Chart is color and symbol coded. Students can choose either method, 4 unlike colors or 4 different symbols.
Download Chart the Maps Answers
Lesson Hook/Preview
Watch the 22-minute video titled Causes of the Civil War. Ranger Young from Chickamauga & Chattanooga National Military Park walks students through events that occurred during the time catamenia before the Civil State of war.
Procedure
Activeness 1: States' Rights and Nullification
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Carve up the students into 2 groups by using the schoolhouse colors. For example, if the colors are black and gilt, the first educatee says black, the 2d says gold, third says black, fourth says gold, and so on.
- Instruct all the students in i color grouping to read the NPS article about John C. Calhoun.
- Instruct all the students in the other color group to read the NPS article about James L. Petigru.
- Draw a Venn Diagram on the board (two circles which overlap in the center). Characterization one side Calhoun, the other side Petigru, and the center represents both.
- Enquire the following questions to all the students. Encourage students to aid y'all fill out the Venn Diagram based on the answers.
- Where did Mr. Petigru alive? Mr. Calhoun?
- What was Mr. Calhoun's job? Mr Petigru's?
- What did Mr. Petigru believe about states' rights? Mr. Calhoun?
- Was Mr. Calhoun a secessionist or a unionist? Mr. Petigru?
- End the word with the question, how could ii men grow up in the same time period and aforementioned location, withal have very different opinions about how a land and country should be operated?
Activity two: Nautical chart the Maps
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Using the historical-geographical United States maps, instruct students they volition follow Georgia'southward (or any other southern land) path during a fourth dimension menstruation of immense tension in the United States.
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Pass out the certificate, "Chart the Maps." (see materials section) Students will create a colour (or symbol) coded nautical chart to point the United States' progression in the 1800s.
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First with the map of the Missouri Compromise of 1820. Display the map and encourage a student to review what was this compromise.
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Support students in finding Georgia on the map and determining whether it is a slave or free state.
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Instruct students to highlight the corresponding box for Georgia and the Missouri Compromise of 1820 in one colour.
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Encourage volunteer students to identify other states of similar status. Allow all students to color those states appropriately on their charts.
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Find the key on the chart. Instruct students to make full in the chart with colors or symbols of their choosing.
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Support students in finding the other states, determining their status, and highlighting it on the map according to their chart key.
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Display the side by side map, Our Country in 1837. Instruct the students to go to the side by side column and again fill in the status for Georgia.
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Support students in finding the other states on the new map, determining their status, and highlighting it on the map according to their chart cardinal.
- Echo the above steps for each map and corresponding chart column: U.Due south at Starting time of Mexican War 1846; Results of the Mexican War 1848; The Compromise of 1850; and Kansas-Nebraska Bill 1854. Display each map and encourage a student to review each issue with the class earlier coding their charts.
- Use the completed charts to inquire assay questions for understanding. Possible questions are:
- How many complimentary vs slave states were there?
- Based on the numbers, why were the compromises of import to the North? to the South?
- Based on the numbers, did the results of the Mexican War aid or hurt the Due north? the South?
- Practice you think these compromises supported peace or increased tension? Why?
- Optional: In that location are ii additional columns on the "Chart the Maps" page. One column is for us that seceded after Lincoln became President. The second column is for u.s. that seceded after the Civil War began at Fort Sumter.
Activity 3: The Dred Scott Instance Trials
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Organize the students into small-scale groups. Each grouping needs access to the primary document, "The total opinions of Chief Justice Taney and Justice Curtis."
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Instruct each group to read the agreed statement of fact for the trial in May, 1864. Information technology begins with, "In the year 1834..." and ends with "...where it has been connected to look the decision of this example."
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Afterward reading, groups should work together to answer the following questions in their notebooks.
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Who was Dred Scott? Where did he alive?
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How did Dred and Harriet see?
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Why did Mr. Scott go to court?
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Review the answers with the grade. Brand sure to clear up any misunderstandings.
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Next, instruct each grouping to read the NPS commodity, Dred Scott Case Trials.
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After reading, groups should work together to reply the post-obit questions in their notebooks.
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Why were there two trials?
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What was decision of the outset trial? of the 2d trial?
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Why did the example go to the Supreme Court (a third trial)?
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What was Principal Justice Roger B. Taney'due south decision?
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What outcome did Justice Taney's determination accept on the Missouri Compromise of 1820?
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- Review the answers with the class. Make certain to clear up any misunderstandings.
Action 4: The Election of 1860
- Separate the class into four groups.
- Assign each group one section of the NPS article The Election of 1860. The sections are: The Issues; The Candidates; The Voters and the Polls; and The Outcome.
- Instruct each group to read their section together. Then, summarize their department by creating a visual arts piece. This tin can exist a affiche, a vocal, a poem, or a curt skit.
- When the class is finished, groups will take turns presenting their visual arts piece. Instruct students from the not-presenting group to accept notes on what they learned.
Assessment Materials
Thinking Dots Assessment
Groups of students course teams to play a game for an assessment. One person from each squad rolls the dice. The team adds up the dots on the two dice. That number corresponds with an cess question. Decide whether this game will be oral or written. If oral, play several rounds and have team compete for points. If written, allow the team to write a thorough answer to the corresponding question and turn it in for credit.
If the number on the two die is.... then ask this question.
2.....Who was Dred Scott?
3.....What was the Nullification Crunch?
4.....What was the southern view of the Fugitive Slave Act?
5.....List the three rulings concerning how slave states were established.
6.....Explain the south's view pertaining to state's rights.
7.....Explain the views of John C. Calhoun and James 50. Petigru.
viii.....What were two problems on the platform in the ballot of 1860?
9.....How does the Avoiding Slave Act relate to current day immigration laws for illegal immigrants?
ten....Why do yous think the courts fought and then hard to fight confronting Dred Scott?
eleven....Why did politicians demand to create rulings for slave versus gratis states?
12....After the Dred Scott case, what would have been your plan to get the s on board with the issue of abolishing slavery?
Enrichment Activities
If advisable for your form, read the transcript of Main Justice Taney'south decision in the Supreme Court Case. (Information technology is pages 4 - 39.) Students can popcorn read each paragraph aloud. Check for understanding as advisable.
Boosted Resources
Case Student Video Podcasts:
The Election of 1860 - Middle School vodcasts fabricated with Harpers Ferry National Historical Park.
Related NPS Manufactures:
Missouri Compromise
Compromise of 1850
Election of Lincoln - Link includes audio clips of an NPS ranger explaining the election!
South Carolina Secedes
Mississippi Secedes
Florida Secedes
Creation of the Confederate States of America
Firing on Fort Sumter
Related Lessons or Education Materials
Contact Data
Email the states nearly this lesson programme
A Divided Nation Worksheet Answers,
Source: https://www.nps.gov/teachers/classrooms/a-nation-divided-middle-school-lesson-plan.htm
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