Unit Lesson Plan for 1
Subject: U.S. History- Land Disputes Regarding Slavery
Grade level: 8th Grade
Time: 44 minutes
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
Bloom’s Taxonomy Level 2: The students will be able to identify the sectionalism of the U.S.
through participation in the map discussion.
Bloom’s Taxonomy Level 4: Students will also be able to analyze a primary document by
breaking down the arguments for slavery found in the document.
Introductory Approach (Classroom management and opening set):
The teacher will start the class with the following bell ringer question on the board:
If Indiana passed a law that you strongly disagreed with, what would your response be? Would
you accept the majority rule or would you protest against the decision? If so, how would you go
about doing so?
The teacher will call upon a couple students to share their response. This will serve as a lead in
to the lesson. The teacher will then say “Today we will be learning about a series of events that
fueled the great debate over slavery among citizens of every state…
Lesson Development/Activities:
Teacher will lecture and give notes over Missouri Compromise of 1820, Compromise of 1850,
and the Fugitive Slave Act.
The teacher will post a big map of the U.S (pre traced onto poster paper) on the chalkboard
(appendix 1.1).
The teacher will then discuss the sections of the map that supported slavery and the sections
that opposed it. The poster paper will allow the teacher to draw on the map and give the
students the opportunity to come up and draw when called on.
The teacher will label on the map the areas affected by of the Missouri Compromise of 1820,
Compromise of 1850, and the Fugitive Slave Act.
The teacher will then have the class collectively read the primary document, “The Question of
Negro Slavery” by William John Grayson (Appendix 1.2). The students will be asked to
individually make a list of 2- 3 of Grayson’s argument for slavery.
Students will then be asked to share their lists and discuss their reaction to the document. The
lists will then be collected.
Summary/Closure:
The teacher will close the lesson by briefly recapping the sectionalism of the U.S. and the
division of states based on opposing views on slavery.
Description of meeting the needs of multiple learning styles:
The use of the interactive map meets the needs of visual learners and spatial learners. The
primary document exercise meets the needs of linguistic learners.
Modifications for students with special needs:
Students with special needs will be given a different copy of the primary document. The
document will still be in its original form but will include some annotation to help them follow
along. The modified document may also highlight root words or important points.
(Appendix 1.3)
Formative Assessment:
-
Teacher observation during the map and document discussion
Student’s list of arguments for slavery compiled using the primary document.
Unit Lesson Plan 2
Subject: Fugitive Slave Act
Grade Level: 8th grade
Time: 44 Minute Period
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
Bloom’s Taxonomy Level 2: Students will explain the impact of the song “Follow the Drinking
Gourd”.
Bloom’s Taxonomy Level 6: Students will question and justify their decision to aide a runaway
slave on their quest for freedom.
Introductory Approach:
 Teacher will play the song “Follow the Drinking Gourd” as students enter the
classroom(appendix 2.1).
 After the full song has played the teacher will pass out the song lyrics and students will
respond to the bell ringer on the board (appendix 2.2)
 “Explain what you believe the purpose of the song is and describe the impact it might
have had after the Fugitive Slave Act was passed in 1850.”
Lesson Development/Activities:
 Teacher will lead the entire class through a virtual journey of an escaped slave using the
National Geographic's presentation on the Underground Railroad (appendix 2.3)
 Teacher will then explain to the class the provisions of the Fugitive Slave Act and how it
affected The Underground Railroad.
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
Students will then pair up and will be given the option of researching heroes of the
Underground Railroad or fugitives who journeyed the Underground Railroad, using the
set of in class laptops. Heroes could include Harriet Tubman, Thomas Garrett, William
Still, Frederick Douglass, or Susan B. Anthony.
Students will answer a research questionnaire about their person chosen person and
turn it in at the end of class. (Appendix 2.4)
Summary Closure

Teacher will tie together the lesson by reviewing the impact of the Fugitive Slave Act on
slaves both free and captive.
Description of meeting the needs of multiple learning styles:


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The old folk song can assist students who have strong musical memory/recall.
The virtual journey of the Underground Railroad will help visual learners grasp a
stronger understanding of the Underground Railroad organization.
The “paired research” activity will assist the needs of interpersonal learners.
Modifications for students with special needs:


Students with special IEP’s will be given a sheltered vocabulary list to help their
understanding throughout the classroom activities.
Students with IEP’s will also be strategically places with partners during the research
activity.
Formative Assessment


Teacher observation during the virtual journey of the Underground Railroad.
Graded assessment of the students’ research questionnaires.
Unit Lesson Plan 3
Subject: U.S. History- Antislavery Movement
Grade level: 8th Grade
Time : 2 days
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
Bloom’s Taxonomy Level 3: Student will interpret the purpose of a primary document.
Bloom’s Taxonomy Level 5: The students will be able to demonstrate understanding of the
abolitionist movement by developing their own form of protest against slavery after examples
given to the class.
Introductory Approach (Classroom management and opening set):
The teacher will get the attention of the class by restating the essential question of the unit.
The teacher will then start the lesson by showing a photograph of a fugitive slave convention
and asking the students to try to explain what they think the picture is of (appendix 3.1). The
teacher will then reveal what the picture is and this will lead into a discussion on the methods
that abolitionists used to promote their cause focusing primarily on antislavery literature
Lesson Development/Activities:
The teacher will then pass out a short excerpt of a primary document of antislavery literature
called “A Narrative of the Life and Adventures of Charles Ball.”(appendix 3.2) Students will read
this document individually and then get into groups of 3 to “Think, Pair, Share”
As the students share with the class their thoughts on the document the teacher will focus on
the concept of abolitionists exposing the hardship of slaves.
The students will then stay in their groups where they will be given a group assignment in which
they have to develop their own form or protest against slavery. They may choose to plan a
convention, make a set of posters, write a pamphlet, or develop a way to promote or advertise
a piece of slavery literature that will expose the wrongs of slavery. (Appendix 3.3)
Summary/Closure:
The teacher will wrap the class up by having the students report on what their group has
decided to do. Teacher will announce that they will have the following day to work on the
assignment in class. Groups will present their abolitionist strategy in class 2 days after the
project is assigned.
Description of meeting the needs of multiple learning styles:
-
The primary document exercise certainly relates to linguistic learners. The group
assignment has the potential to engage many needs of multiple intelligences depending
on how individual groups choose to pursue the assignment.
Modifications for students with special needs:
-
Students with special needs will be strategically placed with buddies according to well
matched personalities and complementary skill sets during think, pair, share activity.
Formative Assessment:
-
Teacher observation
Abolitionist Assignment
Unit Lesson Plan 4
Subject: U.S. History- Divided Nation
Grade level: 8th Grade
Time: 2 periods
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
Bloom’s Taxonomy Level 2: Students will explain how the events in Kansas, regarding the
Kansas- Nebraska Act caused a national uproar.
Bloom’s Taxonomy Level 5: Students will create/design a broadcast showcasing their
knowledge of the violent events related to the national uproar over slavery.
Introductory Approach (Classroom management and opening set):
The teacher will welcome the students to class and announce that today the feud over slavery
is going to take a violent turn…
Lesson Development/Activities:
The teacher will lecture over the Kansas-Nebraska Act and its effects. Students will take notes
during the lecture using a cause and effect graphic organizer (appendix 4.1). Teacher will have
students show the graphic organizer to ensure that all students completed theirs
Students will then be organized into 5 groups. Each group will create a T.V. newscast for one of
the following: Kansas- Nebraska Act, the formation of two Kansas governments, Sack of
Lawrence, Pottawatomie Massacre, or the caning of Charles Sumner. Each group will assign
members roles, such as anchors, on-the scene reporters, interviewees, writers, etc. Groups are
encouraged to use visual aids. Groups will be given the day to work in groups and will perform
their newscast the following day (appendix 4.2).
Summary/Closure:
Recap: The Kansas-Nebraska Act produced a national uproar.
Description of meeting the needs of multiple learning styles:
The graphic organizer helps the logical learner as it shows a pattern in the chain effect of
the Kansas- Nebraska Act.
The Newscast Presentations enables students to utilize all of their multiple intelligences.
Modifications for students with special needs:
Students with special needs will be given a modified version of the cause and effect
diagram with certain words filled in to make the amount of information they are recording a
more manageable amount (appendix 4.3).
Formative Assessment:
-
Graphic Organizer
Newscast Presentation
Teacher Observation
Unit Lesson Plan 5
Subject: The Dred Scott Decision and the Lincoln-Douglas Debates
Grade level: 8th Grade
Time: 2 Periods
Unit Topic:
A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
Bloom’s Taxonomy Level 1: Students will describe the ruling of the Dred Scott Case and make a
list of the impact of the judicial ruling.
Bloom’s Taxonomy Level 6: Students will justify the views of Abraham Lincoln and Stephen
Douglas.
Introductory Approach:
 Teacher will take the first five minutes of class to create a flow chart on the board
reviewing the progression of the events dividing the nation thus far in the unit. Students
will copy this into their notes.
Lesson Development/Activities:
 Teacher will lecture over the political divisions in the election of 1856 along with the
Dred Scott Decision.
 Students will take notes on a graphic organizer, filling in the impacts of the decision of
the Dred Scott case (appendix 5.1).
 Teacher will then lecture on the senate election between Lincoln and Douglas.
 The class will be divided into Lincolns and Douglass. Students will research the beliefs of
their candidates in class and at home.
 The following class period the teacher will have students to sit in one large circle in
which the candidates will take their side and represent their candidate in a class
debate/discussion.
 Students will hand in a description of their research via the “Research Questionnaire”
(appendix 5.2)
Summary/Closure:
 Teacher will end the debate by explaining the results of the debate and its impact on the
nation.
Description of meeting the needs of multiple learning styles:
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Flow chart and the graphic organizer meet the needs of spatial learners and logical
learners.
Class debate/ discussion meet the needs of interpersonal learners and linguistic
learners.
Independent research for the debate meets the needs of intrapersonal learners.
Modifications for students with special needs:
 IEP students/ ELL students will be given a hard copy of the flow chart (appendix 5.3)
 Students who need support doing research will be placed with a research buddy or
partner and will share a research questionairre.
Formative Assessment:
 Teacher observation of graphic organizer
 Teacher observation of debate/discussion participation
 Assessment of the “research questionnaire”
Unit Lesson Plan 6
Subject: Raid on Harper’s Ferry / Election of 1860
Grade Level: 8th grade
Time: 44 minute period
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
 Bloom’s Taxonomy Level 3: Students will summarize the Raid on Harper’s Ferry and
choose which role they would have played in the rebellion.
 Bloom’s Taxonomy Level 6: Students will evaluate the Election of 1860.
Introductory Approach:
 Students will respond to the following bell ringer:
“When is violence necessary? Is it ever right to take violent measures?”
 Teacher will call on students to share their responses.
Lesson Development/Activities:
 Teacher will lecture over the Raid on Harper’s Ferry and students will take notes.
 Students will then do a “think, pair, share” activity addressing the following question
which will be written on the board:
“If you were alive in 1859 which role would you have played in the Raid on Harper’s
Ferry? Would you be John Brown, would you be apart of Brown’s army, would you be a
federal troop who would stop the raid, would you be a frightened citizen etc…”
 After “think, pair, share,” students will go back to their seats for notes over the Election
of 1860.
 Students will write a 2-3 paragraph newspaper article with a newspaper headline and
byline addressing the 5W’s (who, what, when, where, and why) of the Election of 1860.
This will be homework if not finished in class. (Appendix 6.1)
Summary/Closure:
Teacher will recap the election results and the requirements of their homework.
Description of meeting the needs of multiple learning styles:
 The newspaper article assignment will meet the needs of linguistic learners
 Think, Pair, Share will meet the needs of interpersonal learners

The nature of the question for Think, Pair, Share will appeal to students who are
intrapersonal learners.
Modifications for students with special needs:
 ELL students will be given a sheltered vocabulary list. (Appendix 6.2)
Formative Assessment:
 Teacher observation of Think, Pair, Share groups
 Assessment of newspaper article
Unit Lesson Plan 7
Subject: The South Secedes
Grade Level: 8th Grade
Time: 44 minute class period
Unit Topic: A Divided Nation (Pre-Civil War Era 1848-1860)
Essential Questions:
How does social/cultural conflict shape history?
Can conflict be resolved through compromise?
Objectives:
 Bloom’s Taxonomy Level 2: Students will summarize the causes of the South’s decision
to secede from the Union.
 Bloom’s Taxonomy Level 4: Students will compare/contrast the Union and the
Confederate States of America.
Introductory Approach:
 Students will answer the following Bell Ringer:
“You are a plantation owner in South Carolina. You have heard the news that the south
is planning on seceding from the Union at a convention in your state. Would you go to
the convention in support of the division or do you believe there is another solution?”
 Teacher will call on students to share their responses
Lesson Development/Activities
 The teacher will lecture over the South’s decision to secede using a picture show to
bring to life the immensity of the decision.
 Teacher will give students a graphic organizer to fill in as he/she goes over the
differences of the South and the Union (ex. President Davis v President Lincoln)
 Students will summarize the causes of the South’s decision to secede from the Union in
groups of 4 to 5. Groups will be divided by counting off numbers.
 Students will then circle up their desks for a discussion on their responses.
Summary/Closure
 Teacher will recap at the end of the round circle discussion the reasons for the South’s
secession.
Description of meeting the needs of multiple learning styles:
 The bell ringer will address the needs of intrapersonal learners
 The picture slide show/ graphic organizer will address the needs of logical learners as
well as spatial learners.
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
The group response activity will address the needs of interpersonal learners
The round circle discussion will address the needs of linguistic learners.
Modification for students with special needs:
 Students will be given a sheltered vocabulary list for students
Formative Assessment:
 Teacher observation
 Compare/Contrast Graphic organizer
 Group summaries of the reasons for secession.