Title: Approaching War - Dred Scott
Grade Level: 11-12
Subject/Content: U.S. History
Summary of Lesson: Students will examine Dred Scott v. Sandford (1857) and provide
an analysis of the issue and decision
Focus Question: Why is the Dred Scott case often considered to be one of the worst
decisions in Supreme Court history?
Resource: U.S. History in Context
Procedures:
Steps/Activities by the Teacher:
 Create expectations for paper and copy for students
 Prompt students by asking class what they know about the Dred Scott case
 Allow time for responses
 Ask class if they know why it might be considered to be one of the worst Supreme
Court decisions in history
 Allow time for responses
 Go over paper expectations with students
 Provide students with access to U.S. History in Context
 Direct students to access the following article:
Allen, Austin. "Dred Scott v. Sandford, 60 U.S. 393 (1857)." Encyclopedia of the
Supreme Court of the United States. Ed. David S. Tanenhaus. Vol. 2. Detroit:
Macmillan Reference USA, 2008. 58-64.
 Direct students to read and take notes on the court case and determine why it might
be the worst Supreme Court decision in history
 Direct students to write an analysis of the court case and decision. Students should
also include their opinion about whether it was a bad decision or not and why.
 Allow time for writing
 Collect papers and notes
Steps/Activities by Student(s):
 Engage in thoughtful discussion about the Dred Scott case.
 Go over paper expectations and ask questions
 Access U.S. History in Context
 Access the following article:
Allen, Austin. "Dred Scott v. Sandford, 60 U.S. 393 (1857)." Encyclopedia of
the Supreme Court of the United States. Ed. David S. Tanenhaus. Vol. 2.
Detroit: Macmillan Reference USA, 2008. 58-64.
 Read article and take notes according to the following focus points:
o Summarize the case and decision
o Why was it considered one of the Supreme Court’s worst decisions?
o Do you agree that it was a bad decision? Why or why not?


Review notes and write paper
Submit notes and paper
Outcome: Students will be able summarize the Dred Scott case, form and defend a position
on whether the decision was good or bad.
Related Activities: This lesson can easily connect to the following subjects
Government
Expand the assignment into a thorough study of the case
Learning Expectation: Students will use their note taking and writing skills. Students will
read an academic article and write a paper. Students will form and defend a position.
Standards Alignment
Common Core State Standards
CCSA.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence. (Anchor Standard)
CCSA.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently. (Anchor Standard)
CCSA.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient evidence.
(Anchor Standard)
CCSA.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content. (Anchor Standard)
CCSA.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Anchor Standard)
CCSA.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (Anchor Standard)
CCSA.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (Anchor Standard)
CCSA.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. (11-12)
CCSA.ELA-Literacy.RI.11-12..10 By the end of grade 11, read and comprehend literary
nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11)
By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11-CCR text complexity band independently and proficiently. (12)
CCSA.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (1112)
CCSA.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content. (11-12)
CCSA.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (11-12)
CCSA.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (11-12)
CCSA.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (11-12)
CCSA.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently. (11-12)
Standard Source: Common Core State Standards Initiative (2010)