Objectives

By the end of this lesson, student will:

  • lead and assist their classmates in taking outline notes using the Outline Notes Format handout as an example.
  • decide which events, places, peoples, and dates are most important
  • will choose a subtitled section to research and write a short paper (due at completion of the section).
  • format discussion questions about the section

Standards

DC Content Power Standards :
1.6, 1.7, 1.9 Influences on American Revolution, Formation of Constitution, Effects of Civil War and Reconstruction
DC Content Supporting Standards:
DCPS 11.1.9: Explain the effects of the Civil War and Reconstruction and of the Industrial Revolution, including demographic shifts and the emergence in the late 19th century of the United States as a world power. (G, P, E)
DC Historical and Social Studies Skills Standards:
HCI.1, HCI.3, HCI.7 Compare Past to Present, Connecting Events and Trends, Meaning/Impact of Historical Events
Common Core Reading for Literacy in Social Studies Standards:
RH.11-12.1, 2 , 4, 10: Cite textual evidence, summarize, vocab, read complex texts
Common Core Writing for Literacy in Social Studies Standards:
WHST.11-12.8a, 8c, 5a Use print and digital sources, Determine value of a source, Brainstorming, Outlining

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Chap. 2.2 Growing Division and Reform Outline

Use these sheets (or copy the format in your notebook) to take outline notes. Remember to include the following: Dates, places, events, causes, outcomes, people, connections to what you know, and any other significant fact you can come up with.

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Missouri Compromise, 1820: Map



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Warm Up

Get out your notebooks and textbooks and turn to page 182. Using the Outline Handout as usual, review this section with your group and fill it in. Remember, as always, you should concentrate on the Big Ideas in each section and sum them up in brief, short, snippets.

You should include dates, places, events, causes, outcomes, people, connections to what you have already learned and what you may already know, and anything else of significance that you can think of. 

In twenty minutes we will discuss this together. I will need a Moderator and a Scribe to volunteer.

New Material

Civil Disobedience, Henry David Thoreau



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Letter from Birmingham Jail, Dr. Martin Luther King, Jr.



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Practice

Students will work in groups to review their booknotes from the previous night and reformat them, essentially distilling them down to their essence.

Afterwards, using a white board, a Moderator from each of the groups will take turns leading a short discussoin about each of the various sections (see handout) while a Scribe will write down the notes on the board. 

We will continue round robin style until we have completed Chapter 2.2

Assessment

On an exit slip, answer the following question: How did Manifest Destiny affect minorities in America (specifically Africans and Native peoples)?

Closure and Reflection

Henry David Thoreau was an American philosopher. You may have alreay read his book, Walden Pond in English this year. Nonetheless, I would like you to read Civil Disobedience. Thoreau oppossed the War with Mexico because he believed it to be about the spread of slavery. He was arrested and thrown into jail for refulsing to pay a poll tax. Sound familiar yet?

Tomorrow, we willl be taking a look at Manifest Destiny and the War with Mexico. Please read and highlight both Civil Disobedience and Letter from Birmingham Jail. In addition, I would like you all to do a little bit of research and jot down how these two men, and these two pieces, have a very special connection.