Lesson #5 Lincolns Election and Virginias secession.

(70 minutes)
Essential Questions a) What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? b) Why did Virginia secede from the Union? c) Why did West Virginia become a state? NCSS Themes III: People, Places, and Environments V: Individuals, Groups, and Institutions Objectives VS. 7a Students will be able to demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) Identifying the events and differences between northern and southern states that divided Virginians and led to secession. SOL Research: 4.6 The student will read and demonstrate comprehension of nonfiction texts i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading Skills VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to i) analyze and interpret maps to explain relationships among historical events. Students will be able to o Compare and contrast historical events. (VS.1c) o Sequence events in Virginia history (VS.1f) o Interpret ideas and events from different historical perspectives (VS.1g) o Analyze and interpret maps to explain historical events (VS.1i)

Materials for Learning Activities Students will need pencil, Social Studies notebook, Essential Knowledge handout, and Abraham Lincoln Election packet. Teacher will need white board, expo markers, projector, lap top, map of Missouri Compromise, map of US in 1861, map of Virginia and West Virginia, essential knowledge handout, and Abraham Lincolns election packet.

Procedures for Learning Activities Introduction Whole Group 5 minutes o Warm up: Teacher will activate prior knowledge by instructing students to turn and talk to a partner and brainstorm all the differences between the North and the South, as well as the people, places, and events they have learned during this lesson. o Teacher will ask for students to raise hand and give examples. Teacher will write answers on white board OR anchor chart. Abraham Lincolns Election and Secession Whole group 25 minutes o Teacher will elect a student to distribute the Essential Knowledge handout that students are to fill in during instruction, and glue into social studies notebooks later. o Teacher will review the growing animosity in the country over slavery since the American Revolution. o Teacher will explain to students in 1820 the United States came up with the Missouri Compromise, teacher will project map of Missouri Compromise for students to see (4 minutes): Definition: An agreement in 1820 between pro-slavery and anti-slavery factions in the United States concerning the extension of Slavery into the new territories. (Missouri was admitted as a slave state, Maine a free state) Free state vs. Slave state debate. This was a temporary fix like putting a Band-Aid on a big cut and that it did not solve any problems. o Teacher will explain to kids about the election of Abraham Lincoln (10 minutes). Teacher will ask students, What do you know about Abraham Lincoln? A new political party that vowed to stop slavery from expanding, The Republicans was formed. They promised NOT to destroy slavery where it already was. This angered the South who was afraid that abolishing slavery would destroy their way of life. Abraham Lincoln was an anti-slavery candidate, but he had no plans to abolish slavery; his biggest focus was keeping the Union together. Abraham Lincoln was elected as the 16th President in 1860. o Virginias secession: Teacher will instruct students that Lincolns top goal as President was to keep the Union together. Teacher will project US Map of 1861 to show Union and Confederacy. Teacher will define Secession: Separating from a nation or state because of a disagreement.

South Carolina secedes on December 20, 1860. Six weeks after Lincoln is elected. Six other states secede in February 1861 and create the Confederate States of America

Teacher will inform students that on April 17 after a long vote, Virginia secedes. It was the 8th of 11 states to join the Confederacy.

o West Virginia Teacher will project map of WV and VA Teacher will inform students that not all Virginians wanted to secede. White farmers in the West did not rely on slavery and had different political and moral beliefs. West Virginia seceded in 1861 but did not become a state until 1863. Lincolns Election Handout Small Groups 35 minutes o Teacher will instruct students that in small groups: They are to read Abraham Lincolns first Inaugural address and answer the questions that follow the speech. Teacher will distribute Abraham Lincoln packet. Teacher will review certain words from inauguration speech: Inviolate unchanged or unbroken, and Ascension to rise. o Teacher will assign groups, intentionally pairing the classes strongest readers with the less advanced readers. o In small groups (3-4) students will: Read Abraham Lincolns first inaugural address. Students will answer questions as a group. Students will individually reflect on the question, What are your thoughts on Abraham Lincolns speech?

Closing Whole Groups 5 minutes o Teacher will inform class that they will finish whatever they have left for homework or during quiet time. o Teacher will play Abraham Lincoln History Channel video (3:48). Video covers his election, his view points, and foreshadows for the upcoming lesson on Civil War battles and people. http://www.history.com/topics/secession/videos - abraham-lincoln

Extensions: o Students will write in their KWHL sheet in their reflection notebooks during writing. Students will update this chart during the entire unit.

o Students final assessment, creating a historical comic, will include possible topics Lincolns Election, and Secession. Technology Integration o Laptop and projector.

Assessment Students will be assessed by their participation in whole and small group discussion Students will be assessed on their ability to correctly read map (in Lincoln handout) Students will be assessed by their correct completion of Lincoln handout. Students social studies notebook will be collected at end of Civil War unit for grade Differentiation Auditory listeners will benefit from teacher led instruction Visual learners will have access to see white board for written out explanations Video of Abraham Lincoln will be shown for visual learners Verbal learners will be able to orally explain their thinking in whole group and partner settings Intrapersonal learners will have opportunity to work in partners. Students will be able to assume leadership role in partner work Student will be able to use dictionaries to help with their linguistics.

Lesson plan by Mr. Youngberg George Mason University EDCI 554