SA Project Narrative 1

SA Project Narrative

Wesley Nelson

Arizona State University

SA Project Narrative 2

Abstract

This paper will showcase the lesson plan of the “Why do people hate?” for two weeks. This will

showcase day-by-day analysis of the objectives, assessments, and activities. This paper includes

resources to use for the days of exploration as well. The paper goes from opening activity to the

guest speaker from the NCAAP. They will learn how the events led up to the war, their hate in

nature, and how that hate affects them in the present day.

Keywords: Hate, Explore, War, Present Day, Objectives, Assessment, Activities

SA Project Narrative 3

Day 1:

Explanation of Project/Opening Activity

Objectives:
 Students will attentively lesson to instructions regarding the project at hand
 Students will engage with their peers regarding a discussion on hate in the present
day

Assessment:
 Students will be assessed via their participation with their peers and the in class
discussion
 Turn in a short exit as to their beliefs on hate in the present day, where hate stems
from and if it impacts today. This will be based on views they have now, no prior
knowledge

Activities:
 Students will be shown a short video regarding the beginning of the project
 Students will be told the instructions of the project, which involve exploring why the
events prior to the civil war had the impact it did, and why that hate existed in the
country then and continues now. This exploration will include looking at pre-
approved websites on the computer, perspectives of the event from either side, and
primary sources from that time period. The end result will be a debate between the
two perspective sides of the war.
 Broken up into the groups North and South for the end of the project debate
regarding the rationale to war
 Students will be shown pictures or charts of hate and prejudice in today’s time and
will discuss with their table groups where they believe this hate originated, and why
they believe it is still around today (opening activity)
 Pictures and charts of hate existing in the present day
o Unite the Right rally (Charlottesville)
https://abcnews.go.com/US/happen-charlottesville-protest-anniversary-
weekend/story?id=57107500
Attacks on Muslim Americans
https://www.pewresearch.org/fact-tank/2017/11/15/assaults-against-muslims-in-u-
s-surpass-2001-level/
Chart on number of hate crimes in Untied States
https://www.nbcnews.com/news/us-news/hate-crimes-america-spiked-17-percent-last-
year-fbi-says-n935711

Day 2:
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Post-American Revolution/Constitution

Objectives:
 Students will be able to understand why the issue of slavery was not written into the
Constitution and decide for themselves how much of an impact that had on the
future
 Students will begin constructing an argument for their respective side, North or
South, for the debate

Assessment:
 Students will write their name on the whiteboard (which will be scaled ‘little to no
impact’ to ‘massive impact’) in the place they believe leaving the issue of slavery out
of the Constitution had on the future of the country
 Discussion on why they put their name in the place they did with group and then in
class

Activities:
 Students will be exploring todays topic(s) through pre-approved websites and
primary source documents to explores the questions:
o “Did the Constitution include the issue of slavery?”
o “Why did they not include it?”
o “What would have happened if they had included the issue?”
o “How much impact of this decision have on the future Civil War?”
 Websites/Documents
o Primary Doc, Constitution http://constitutionus.com
o http://www.ushistory.org/us/13d.asp
o Read part of Founding Fathers and Constitution
https://www.usconstitution.net/consttop_slav.html
o http://www.crf-usa.org/black-history-month/the-constitution-and-slavery
o https://www.gilderlehrman.org/content/historical-context-constitution-
and-slavery
o http://slaveryandremembrance.org/articles/article/?id=A0064
 Begin taking notes and creating argument for debate

Day 3:

Early Bandages For The Nation

Objectives:
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 Students will be able to identify and explain why the so called ‘bandages’ or
compromises were put into place and what their impact was on the time then and
what their impact could be in the future of the country leading up to the war

Assessment:
 Students will write a one page summary on what the compromises meant to their
respective issues that arose, if they succeeded at solving their respective issues, and
their impact for the future

Activities:
 Students will be exploring pre-approved websites and primary source documents to
explores the topics:
o Missouri Compromise 1820
 Primary Doc, Missouri Compromise
https://www.ourdocuments.gov/doc.php?flash=false&doc=22&page=
transcript
 https://www.history.com/topics/abolitionist-movement/missouri-
compromise
 https://www.britannica.com/event/Missouri-Compromise
 https://www.khanacademy.org/humanities/us-history/civil-war-
era/slavery-and-the-civil-war/v/slavery-and-missouri-compromise-
in-early-1800s
 Southern Perspective
https://themissouricompromise3.weebly.com/souths-
perspective.html
 Northern Perspective
https://themissouricompromise3.weebly.com/norths-
perspective.html
o The Wilmot Proviso
 Primary Doc, Wilmot Proviso
https://www.archives.gov/files/legislative/resources/education/wil
mot-polk/wilmot-proviso.pdf
 https://www.history.com/topics/mexican-american-war/wilmot-
proviso
 https://www.britannica.com/event/Mexican-American-
War#ref16003

o The Compromise of 1850
 Primary doc, Compromise of 1850
https://www.ourdocuments.gov/doc.php?flash=false&doc=27&page=
transcript
 https://www.history.com/topics/abolitionist-
movement/compromise-of-1850
 https://www.britannica.com/event/Compromise-of-1850
 Perspectives http://www.compromise-of-1850.org/diverging-views/
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 Take notes regarding the topics explored and continue creating an argument for
debate

Day 4:

Trigger Events

Objectives:
 Students will be able to identify and explain the trigger events that were a
predecessor to the war and what their impact was on the time then, and what their
impact could be in the future of the country leading up to the war

Assessment:
 Students will talk to one another regarding the events, and talk about their
significance
 Students will write a word on the whiteboard that they see fit for the situation and
talk about why they wrote that with the class

Activities:
 Students will be exploring pre-approved websites and primary source documents to
explores the topics:
o Uncle Tom’s Cabin
 Primary Doc, Uncle Tom’s Cabin
http://www.dubyakaygee.com/BMA/BMAepisode144.pdf
 https://www.britannica.com/topic/Uncle-Toms-Cabin
 https://www.smithsonianmag.com/smart-news/white-southerners-
said-uncle-toms-cabin-was-fake-news-180962518/
o Bleeding Kansas
 https://www.history.com/topics/19th-century/bleeding-kansas
 https://www.pbs.org/wgbh/aia/part4/4p2952.html
 https://www.u-s-history.com/pages/h84.html

 Take notes regarding the topics explored and continue creating an argument for
debate

Day 5:

Trigger Events Cont.

SA Project Narrative 7

Objectives:
 Students will be able to identify and explain the trigger events that were a very close
resemblance to the war and what was to come. Also be able to analyze their impact
was at the time then, and what their impact could be in the future of the country
leading up to the war

Assessment:
 Students will talk to one another regarding all the events they learned
 Students will write an exit card about what they learned and how prepared they are
for the final presentation

Activities:
 Students will be exploring pre-approved websites and primary source documents to
explores the topics:
o Dred Scott
 Primary Doc, Dred Scott vs. Sandford
https://www.loc.gov/rr/program/bib/ourdocs/dredscott.html
 https://www.history.com/this-day-in-history/dred-scott-decision
 https://www.britannica.com/event/Dred-Scott-decision
 http://www.ushistory.org/us/32a.asp
o John Brown’s Raid
 http://www.ushistory.org/us/32c.asp
 http://www.eyewitnesstohistory.com/johnbrown.htm
 https://civilwaropinions.weebly.com/bleeding-kansas.html
 https://www.slideshare.net/vtdnp/differing-perspectives-john-
brown-and-the-raid-on-harpers-ferry
 Take notes regarding the topics explored and continue creating an argument for
debate
 Students will get into their groups and quickly discuss how they feel about their
perspective group, North and South, and then begin to prepare for their group work
time on day 7

Day 6:

The Final Straw/Succession

Objectives:
 Students will be able to identify and explain the final straw to war that was Lincoln’s
election. They will be able to analyze the impact at the time and how it led to war
that was coming up shortly. They will also analyze the succession of the first states
and why they did it
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Assessment:
 Students will talk to one another regarding all the events they learned
 Students will write a one page paper on what they learned about Lincoln’s election
and the succession of the first states

Activities:
 Students will be exploring pre-approved websites and primary source documents to
explores the topics:
o Lincoln’s Election and Jefferson Davis’ Election
 Primary Doc, Lincoln’s Inauguration Speech
http://www.abrahamlincolnonline.org/lincoln/speeches/1inaug.htm
 https://www.history.com/this-day-in-history/lincoln-inaugurated
 https://www.history.com/this-day-in-history/lincoln-inaugurated
 https://www.historynet.com/there-goes-the-south-the-days-before-
lincolns-inauguration.htm
 https://www.history.com/this-day-in-history/jefferson-davis-
elected-confederate-president
o Succession
 http://www.ushistory.org/us/32e.asp
 https://history.house.gov/Historical-Highlights/1851-1900/The-
secession-of-South-Carolina/
 Primacy Source doc, Southern Declaration of Independence
http://avalon.law.yale.edu/19th_century/csa_scarsec.asp
 Take notes regarding the topics explored and continue creating an argument for
debate
 Students will get into their groups and quickly discuss how they feel about their
perspective group, North and South, and then begin to prepare for their group work
time on day 7

Day 7:

Group Time Pre-Debate

Objectives:
 Students will work with one another in their respective North and South groups to
prepare for the debate, work on their perspective of the war

Assessment:
 Students will talk to one another regarding all the events they learned
SA Project Narrative 9

 Students will write an exit ticket on their plan for the debate and things they may
have missed while doing their research

Activities:
 Students will work in their groups to prepare for the debate
o Each student must peak at least once, and the group must have a written plan
for the debate
 Take notes regarding the topics explored if they have missed anything

Day 8:

Debate Day 1

Objectives:
 Students will debate one another, showcasing their perspective (North or South)
and be able to showcase what they have learned

Assessment:
 Students will debate one another, and must speak at least once
 Students will showcase their notes to the teacher regarding each topic that they
explored
 The main plan for the debate will be given to the teacher from each group

Activities:
 Students will be debating one another in groups, North and South and showcase
what they learned and each perspective

Day 9:

Debate Day 2/Wrap Up

Objectives:
 Students will debate one another, showcasing their perspective (North or South)
and what they have learned if the first day was not enough to complete
 Students will discuss what they learned and ask questions on what they may have
missed

Assessment:
SA Project Narrative 10

 Students will debate one another, and must speak at least once
 Engage in a discussion with the teacher on what they may have missed
 Students will share an exit card discussing how much they learned and what could
be done better next year, essentially getting feedback from thee students on the
project

Activities:
 Students will be debating one another in groups, North and South and showcase
what they learned and each perspective
 Teacher and students question and answer on what has been learned and see if they
have any further questions
 Prepare the students for the guest speaker tomorrow

Day 10:

Guest Speaker

Objectives:
 Students will attentively listen to the guest speaker and ask questions when
instructed to
 Students will learn the connection between the hate they explored and the hate of
he present day

Assessment:
 Asking questions to the guest speaker and listen attentively throughout the speech

Activities:
 Students will listening to a guest speaker from the NAACP on the hate of the present
day and how it connects to hate back then
 Students will be actively ask questions and participate in the discussion with the
speaker
 Students will have a discussion between the groups on how hate back them affects
the times today