Goals & Objectives:
Goals: Students will understand how controversies over the expansion of slavery and federal tariffs highlight the different views of states’ rights over the federal government.
Objectives: Content: Through a direct instruction and close readings, students will use primary and secondary sources to argue for against nullification and secession. Through a letter they write to a Congressman, students cite at least one legal document and historical event that allows them to predict how ideas of nullification and secession influence the Civil War. Language: By hearing students’ different views towards federalism, nullification, and secession, students will be able to critic and acknowledge different views regarding states’ rights. |
California State Content Standards:
8.10.1: Compare the conflicting interpretations of sate and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
8.10.3: Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
8.10.3: Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
Common Core Literacy Standards:
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.WHST.6-8.1: Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.WHST.6-8.1: Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question:
Can a state nullify a law?
Lesson Introduction:
I will show image of the Mexico vs. Netherlands 2014 World Cup game (“No era penal” controversy) and pose the following question: Have you ever wanted to overturn a decision that you thought was unfair?
I will then give students 2-3 minutes to write down of a similar experience. Afterwards, they will share their experience to the person across from them. We will then reconvene as class, and give a student from each group the opportunity to share.
I will then give students 2-3 minutes to write down of a similar experience. Afterwards, they will share their experience to the person across from them. We will then reconvene as class, and give a student from each group the opportunity to share.
Vocabulary:
Sectionalism
Nullify
Tariff
Secede
Alien
Debate
Controversy
Sedition
Nullify
Tariff
Secede
Alien
Debate
Controversy
Sedition
Content Delivery:
I will then transition and discuss that throughout history—not just before the Civil War—leaders of various states have challenged the federal government’s authority to enact certain laws. I will provide a timeline and introduce the students to two notable events that showcase this issue: the Virginia and Kentucky Resolutions and the Tariff of Abominations, which led to the Doctrine of Nullification. Prior to learning about these events students will follow along as I read the 10th Amendment and Article VI from the Constitution. We will summarize the key ideas of these two legal documents. Students will then take notes on a few PowerPoint slides and watch a short clip that provides a general overview of each event.
Virginia & Kentucky Resolutions: https://www.youtube.com/watch?v=lX6ClcsMAKw
Start: 0:16
End: 1:29
Afterwards, each group will receive a line spectrum with the following ranges: Strongly Agree, Agree, Disagree, and Strongly Disagree. They will also receive four different colored squares (red, green, yellow, and blue). Each square will have a different number (1-4). I will then pose a question and students with their different colored squares will place their answer on the spectrum line.
- It is okay to refer to an immigrant as an alien.
- It is okay for a government to suppress free speech.
- A state, like Virginia or Kentucky, can nullify a federal law.
- Virginia had a right to secede from the United States.
They will be given 2-3 minutes to share their thoughts amongst each other on each statement. I then will pick a color or number and each of the students who have either that color or number will share their response to the class.
Students will take notes on a few PowerPoint slides and watch a short clip that provides a general overview of each event.
Tariff of Abominations: https://www.youtube.com/watch?v=f0P3JOoEtDg
I will then have students read an excerpt from the Webster-Hayne debates and discuss the opposing views on the issue of nullification. Like previously mentioned, I will then pose a question and students with their different colored squares will place their answer on the spectrum line.
- I will support decisions the federal government makes, even though this will make my life difficult.
- A country must not be inseparable.
- Southern states, like South Carolina, have a right to secede.
- Jackson has solved the issue of nullification and secession.
They will be given 2-3 minutes to share their thoughts amongst each other on each statement. I then will pick a color or number and each of the students who have either that color or number will share their response to the class.
Virginia & Kentucky Resolutions: https://www.youtube.com/watch?v=lX6ClcsMAKw
Start: 0:16
End: 1:29
Afterwards, each group will receive a line spectrum with the following ranges: Strongly Agree, Agree, Disagree, and Strongly Disagree. They will also receive four different colored squares (red, green, yellow, and blue). Each square will have a different number (1-4). I will then pose a question and students with their different colored squares will place their answer on the spectrum line.
- It is okay to refer to an immigrant as an alien.
- It is okay for a government to suppress free speech.
- A state, like Virginia or Kentucky, can nullify a federal law.
- Virginia had a right to secede from the United States.
They will be given 2-3 minutes to share their thoughts amongst each other on each statement. I then will pick a color or number and each of the students who have either that color or number will share their response to the class.
Students will take notes on a few PowerPoint slides and watch a short clip that provides a general overview of each event.
Tariff of Abominations: https://www.youtube.com/watch?v=f0P3JOoEtDg
I will then have students read an excerpt from the Webster-Hayne debates and discuss the opposing views on the issue of nullification. Like previously mentioned, I will then pose a question and students with their different colored squares will place their answer on the spectrum line.
- I will support decisions the federal government makes, even though this will make my life difficult.
- A country must not be inseparable.
- Southern states, like South Carolina, have a right to secede.
- Jackson has solved the issue of nullification and secession.
They will be given 2-3 minutes to share their thoughts amongst each other on each statement. I then will pick a color or number and each of the students who have either that color or number will share their response to the class.
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Student Engagement:
Anticipatory Set: Quickwrite on an experience they wish they could overturn the outcome.
Content Delivery: Group and class discussions on each event.
Lesson Closure: Letter to a Congressman.
Content Delivery: Group and class discussions on each event.
Lesson Closure: Letter to a Congressman.
Lesson Closure:
You are a resident of a state. You are hearing that Southern States are considering seceding from the Union. You must write a letter to a Congressman in support or opposition of the idea of nullification and secession. You must mention either the Virginia & Kentucky Resolution or the Nullification Crisis; quote either Webster or Hayne; and cite either the 10th Amendment or Article VI of the Constitution. I will number students off (1 & 2)—ones will be against nullification and secession and the twos will support nullification and secession.
Assessments:
Formative:
Reflection of an unfair experience where they would want to reverse.
Group and class discussions.
Summative: Letter to a Congressman.
Reflection of an unfair experience where they would want to reverse.
Group and class discussions.
Summative: Letter to a Congressman.
Accommodations:
Outline for notes.
Excerpt versus the whole document.
Questions are posted on screen.
Group Discussions.
Excerpt versus the whole document.
Questions are posted on screen.
Group Discussions.
Resources:
10th Amendment; Virginia and Kentucky Resolutions; YouTube clips; paper; pencils; Screen; PowerPoint; Handout (Outline and Excerpt of Webster-Hayne Debates).
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Discussion Lesson Plan | |
File Size: | 110 kb |
File Type: | doc |