A Nation Divides. TIME: 2-3 hours. This may be an all-day simulation, or broken daily stages for a week.

Transcription

1 910309g - CRADLE 1992 Spring Catalog Kendall Geer Strawberry Park Elementary School Steamboat Springs, Colorado Grade Level A Nation Divides LESSON OVERVIEW: This lesson simulates the build up to America's Civil War. As we enter the information age, It is important that students learn why and how historical events happened, rather than just what happened. The understanding of the process of governmental change gained in this simulation will help students evaluate current events in our present world. Also, kids learn best by doing. By being actively involved in this simulation, they will gain and reta/n better understandings of our government. Students will also gain h/storical knowledge, as well as reinforce map and time line skills. This lesson would best follow a study of settlement, with emphasis on regional differences. GOALS: As a result of this lesson, students will: Learn how growth of the United States upset the balance of the slavery issue. Learn how our Congress operates. Evaluate causes and effects of events leading to the Civil War. TIME: 2-3 hours. This may be an all-day simulation, or broken daily stages for a week. MATERIALS: United States map for each student Gray and blue markers or crayons Prepared envelopes for each stage (see attached materials sheet) Time line Class chart to record votes Background information for the teacher: (I use "The United States Past to Present", Heath Social Studies, 1985, pgs ) PROCEDURES: STAGE 1, MOTIVATION: Discuss how our Constitution planned for three branches of government to regulate the powers of each. Discuss how the legislative branch was d/v/ded Into two houses to satisfy the argument between small and larger states. Each state has two senators, but the number of representatives depends on state population. Tell students they will time travel to the early 1800's and become senators and representatives in the U.S. Congress. Randomly divide the class into two halves, the House of Representatives and Senate. Then have the House and Senate divide into Northern and Southern states. Have kids review their regional econom/es and background. Have each of the four groups discuss what their interests are.

2 LESSON: Pass out maps and the first set of cards. (Gray for Southern states, and blue for Northern states). Have kids color in maps with gray and blue of states currently in the Union. Point out that Maine was stilla part of Massachusetts, and Virginia was not yet divided. Have each group decide on their stand towards slavery and choose a spokesperson for a brief debate. Have a student read Calhoun's quote card (See Stage 1 prepared envelope. ) Then, take a vote: Slavery or Abolish Slavery? Note, cards will not match numbers of students, so they will pool votes and vote as a group. Teacher records votes on the class chart. If students are "in character", 22 House votes will be for slavery, with 25 against. The Senate will be evenly divided. Since it must be approved by both houses, the law will remain the same. Make first time line entry. (I have a time line strung across the room. As we study an historical event, we create a symbol representative of the event to hang from the time line. ) STAGE 2, TIME TRAVEL TO 1819: Now, present students with the idea of having Missouri join the Union in Discuss problems and concerns. Add five more Representatives to Northern states due to immigrants work in factories. Have a Southern legislator read quote from Henry Clay, and discuss the compromise. Color Maine and Missouri on maps, and draw in line of Missouri Compromise. Have students vote on slavery issue and record. Teacher reads Thomas Jefferson quote and class discusses. Time line entry. STAGE 3: Class di_-usses changes between 1820 and Discuss effects of more immigrants moving into Northern states, and how Southern states argued that according to the 10th Amendment, powers not given to the national government belong to each state. Could states decide for themselves if law passed in keeping with the Constitution? Add states, one at a time. Have kids color admissions as you go. Discuss the Missouri sides content with developments? After adding six new states, take and record votes on slavery issue. Time line entry. STAGE 4, TIME TRAVEL TO 1850: California asks to join Union as a free state. Pass out six more Northern representatives due to more immigration. Congress discusses issues and concerns. Have students read Calhoun, Webster, Clay, Calhoun, and Webster cards in order. Have a debate with a representative from each group. Congress agrees to compromise, so add and color California blue. Class votes and then discuss feelings. Will peace last long? Why, or why not? By this time, the kids are pretty "hot". Ask for predictions. Do they see problems coming? Time line entry.

3 STAGE 5: Discuss history and ideas of Abolitionists such as Frederick Douglass and Harriet Tubman. Discuss the impact of "Uncle Tom's Cabin", and the Underground Railroad. Northern side has strong negative sentiments towards slavery, while Southern side is trying to justify it. Time travel to 1854 as Kansas and Nebraska ask to join the Union. Have a student read the Douglas quote. Nebraska joins as a free state. Kids color and date map. Allow a brief debate on Kansas. It will probably become heated as legislators defend their causes. Provide historical background on Kansas becoming a battleground, with over 200 deaths. Discuss development of Republican party with its Abolitionist stand. Teacher reads Lincoln quote. Announce that Lincoln has been elected president. Have legislators discuss actions to take. Provide historical information on the succession of South Carolina in 1860, followed by Missouri, Florida, Georgia, Louisiana, Texas, and Alabama by February, DEBRIEF: Have both Groups decide how they would deal with the crisis, and compare and contrast with actual historical events. Discuss emotions and how this issue stillaffects us. This makes a great lead into a study of prejudices. Make a time line entry. ) TIPS FOR THE TEACHER: 1. Students' knowledge may be assessed by written essay, class discussion, and performance during the simulation. 2. A good follow-up activity would be to assess each side's strengths and weaknesses in readiness for a war. Many good filmstrips and books are available to teach events of the Civil War. I have found that the simulation leaves the kids anxious to learn more its outcome. 3. Students become very involved and may need reminding that they're acting, and not actually going to war. Be sure to plan for an area where noise won't bother other classes. As the debates heat up, so does the noise level. 4. Upper level teachers may want to have students research conditions and politicalclimate in the early 1800's.

4 Copy the following quotes on gray and store in envelope of matching stage number. STAGE 1: Senator John C. Calhoun, "Slavery is a good.'" STAGE 2: 1. Henry Clay (KY), "I have a plan we'll call the Missouri Compromise. Maine can enter as a free state, and Missouri as a slave state." 2. Thomas Jefferson "I consider the compromise an omen of death for the union." STAGE 4: 1. John C. Calhoun, "A state can refuse to obey a law passed by Congress if it feels the law goes against the Constitution. It may even leave the Un/on!" 3. Henry Clay (KY), "We'll have to compromise again! California can be admitted as a free state, and we wi//outlaw the sell/ng of slaves in Washington D.C. To please the South, land won from mexico will be divided into two te 1tories, New Mexico and Utah. They may decide whether to be free, or a slave state. Secondly, we will pass a law making it easier for slave owners to get back runaway slaves." 4. Calhoun, "We refuse to accept the compromise. We will give up too much, and gain too little." Copy the following quotes on blue and store in envelope of matching stage number. STAGE 4: 2. Daniel Webster (MA), "No state has the right to refuse to obey any law made by Congress." 5. Webster, "I speak not as a Massachusetts man, not as a Northern man, but as an Aanerican and a member of the Senate of the United States. I speak today because I do not want the Union broken up." STAGE 5: 1. Stephen A. Douglas (IL), "The people of Kansas and Nebraska should decide for themselves whether they want slavery or not." 2. Abraham Lincoln, "A house divided against itselfcan not stand."

5 STATES AND ABBREVIATIONS AL - ALABAMA AK - ALASKA AZ - ARIZONA AR - ARKANSAS CA - CALIFORNIA CO - COLORADO CT - CONNECTICUT DE- DELAWARE FL- FLORIDA GA - GEORGIA HI - HAWAII ID - IDAHO IL - ILLINOIS IN - INDIANA IA - IOWA KS- KANSAS KY - KENTUCKY LA - LOUISIANA ME - MAINE MD - MARYLAND MA - MASSACHUSETTS MI - MICHIGAN MN - MINNESOTA MS - MISSISSIPPI MO - MISSOURI MT - MONTANA! NE - NEBRASKA NV- NEVADA NH - NEW HAMPSHIRE NJ - NEW JERSEY NM - NEW MEXICO NY - NEW YORK NC - NORTH CAROLINA ND - NORTH DAKOTA OH - OHIO OK - OKLAHOMA OR - OREGON PA - PENNSYLVANIA RI - RHODE ISLAND SC - SOUTH CAROLINA SD - SOUTH DAKOTA TN - TENNESSEE TX - TEXAS UT - UTAH VT - VERMONT VA - VIRGINIA WA- WASHINGTON WV - WEST VIRGINIA WI - WISCONSIN WY - WYOMING

6 910309g - CRADLE 1992 Spring Catalog Kendall Geer Strawberry Park Elementary School Steamboat Springs, Colorado Grade Level A Nation Divides LESSON OVERVIEW: This lesson simulates the build up to America's Civil War. As we enter the information age, It is important that students learn why and how historical events happened, rather than just what happened. The understanding of the process of governmental change gained in this simulation will help students evaluate current events in our present world. Also, kids learn best by doing. By being actively involved in this simulation, they will gain and retain better understandings of our government. Students will also gain kistorical knowledge, as well as reinforce map and time line skills. This lesson would best follow a study of settlement, with emphasis on regional differences. GOALS: As a result of this lesson, students will: Learn how growth of the United States upset the balance of the slavery issue. Learn how our Congress operates. Evaluate causes and effects of events leading to the Civil War. TIME: 2-3 hours. This may be an all-day simulation, or broken daily stages for a week. MATERIALS: United States map for each student Gray and blue markers or crayons Prepared envelopes for each stage (see attached materials sheet) Time line Class chart to record votes Background information for the teacher: (I use "The United States Past to Present", Heath Social Studies, 1985, pgs ) PROCEDURES: STAGE 1, MOTIVATION: Discuss how our Constitution planned for three branches of government to regulate the powers of each. Discuss how the le(_l lativebranch was divided Into two houses to satisfy the argument between small and larger states. Each state has two senators, but the number of representatives depends on state population. Tell students they will time travel to the early 1800's and become senators and representatives in the U.S. Congress. Randomly divide the class into two halves, the House of Representatives and Senate. Then have the House and Senate divide into Northern and Southern states. Have kids review their regional economies and background. Have each of the four groups discuss what their interests are.

7 LESSON: Pass out maps and the first set of cards. (Gray for Southern states, and blue for Northern states). Have kids color in maps with gray and blue of states currently in the Union. Point out that Maine was stilla part of Massachusetts, and Virginia was not yet divided. Have each group decide on their stand towards slavery and choose a spokesperson for a brief debate. Have a student read Calhoun's quote card (See Stage 1 prepared envelope. ) Then, take a vote: Slavery or Abolish Slavery? Note, cards will not match numbers of students, so they will pool votes and vote as a group. Teacher records votes on the class chart. If students are "in character", 22 House votes will be for slavery, with 25 against. The Senate will be evenly divided. Since it must be approved by both houses, the law will remain the same. Make first time line entry. (I have a time line strung across the room. As we study an historical event, we create a symbol representative of the event to hang from the time line. ) STAGE 2, TIME TRAVEL TO 1819: Now, present students with the idea of having Missouri join the Union in Discuss problems and concerns. Add five more Representatives to Northern states due to immigrants work in factories. Have a Southern legislator read quote from Henry Clay, and discuss the compromise. Color Maine and Missouri on maps, and draw in line of Missouri Compromise. Have students vote on slavery issue and record. Teacher reads Thomas Jefferson quote and class discusses. Time line entry. STAGE 3: Class die-cusses changes between 1820 and Discuss effects of more immigrants moving into Northern states, and how Southern states argued that according to the 10th Amendment, powers not given to the national government belong to each state. Could states decide for themselves if law passed in keeping with the Constitution? Add states, one at a time. Have kids color admissions as you go. Discuss the Missouri sides content with developments? After adding six new states, take and record votes on slavery issue. Time line entry. STAGE 4, TIME TRAVEL TO 1850: C_]ifornia asks to join Union as a free state. Pass out six more Northern representatives due to more immigration. Congress di_qcusses issues and concerns. Have students read Calhoun, Webster, Clay, Calhoun, and Webster cards in order. Have a debate with a representative from each group. Congress agrees to compromise, so add and color California blue. Class votes and then discuss feelings. Will peace last long? Why, or why not? By this time, the kids are pretty "hot". Ask for predictions. Do they see problems coming? Time line entry.

8 STAGE 5: Discuss history and ideas of Abolitionists such as Frederick Douglass and Ha 1et Tubman. Discuss the impact of "Uncle Tom's Cabin", and the Underground Railroad. Northern side has strong negative sentiments towards slavery, while Southern side is trying to justify it. Time travel to 1854 as Kansas and Nebraska ask to join the Union. Have a student read the Douglas quote. Nebraska joins as a free state. Kids color and date map. Allow a brief debate on Kansas. It will probably become heated as legislators defend their causes. Provide historical background on Kansas becoming a battleground, with over 200 deaths. Discuss development of Republican party with its Abolitionist stand. Teacher reads Lincoln quote. Announce that Lincoln has been elected president. Have legislators discuss actions to take. Provide historical information on the succession of South Carolina in 1860, followed by Missouri, Florida, Georgia, Louisiana, Texas, and Alabama by February, DEBRIEF: Have both groups decide how they would deal with the crisis, and compare and contrast with actual historical events. Discuss emotions and how this issue SMII effects us. This makes a great lead into a study of prejudices. Make a time line entry. TIPS FOR THE TEACHER: 1. Students' knowledge may be assessed by written essay, class discussion, and performance during the simulation. 2. A good follow-up activity would be to assess each side's strengths and weaknesses in readiness for a war. Many good filmstrips and books are available to teach events of the Civil War. I have found that the simulation leaves the kids anxious to learn more its outcome. 3. Students become very involved and may need reminding that they're acting, and not actually going to war. Be sure to plan for an area where noise won't bother other classes. As the debates heat up, so does the noise level. 4. Upper level teachers may want to have students research conditions and politicalclimate in the early 1800's. )

9 Copy the following quotes on gray and store in envelope of matching stage number. STAGE 1: Senator John C. Calhoun, "Slavery is a good:" STAGE 2: 1. Henry Clay (KY), "I have a plan we'll call the Missouri Comprom/se. Maine can enter as a free state, and Missouri as a slave state." 2. Thomas Jefferson "I cons/der the compromise an omen of death for the union." STAGE 4: 1. John C. Calhoun, "A state can refuse to obey a law passed by Congress if it fe-]_ the law goes against the Constitution. It may even leave the Un/on.'" 3. Henry Clay (KY), "We'll have to compromise again.' California can be admitted as a free state, and we will outlaw the s_lling of slaves in Washington D.C. To please the South, land won from mexico will be d/vided into two territories, New Mexico and Utah. They may dec/de whether to be free, or a slave state. Secondly, we will pass a law making it eas/er for slave owners to get back runaway slaves." 4. Calhoun, "We refuse to accept the compromise. We will give up too much, and gain too little." Copy the following quotes on blue and store in envelope of matching stage number. STAGE 4: 2. Daniel Webster (MA), "No state has the r/ght to refuse to obey any law made by Congress." 5. Webster, "I speak not as a Massachusetts man, not as a Northern man, but as an Amer/can and a member of the Senate of the Un/ted States. I speak today because I do not want the Union broken up." STAGE 5: 1. Stephen A. Douglas (IL), "The people of Kansas and Nebraska should decide for themselves whether they want slavery or not." 2. Abraham Lincoln, "A house divided against itself can not stand."

10 STATES AND ABBREVIATIONS AL - ALABAMA AK - ALASKA AZ - ARIZONA AR - ARKANSAS CA - CALIFORNIA CO - COLORADO CT - CONNECTICUT DE- DELAWARE FL - FLORIDA GA - GEORGIA HI - HAWAII ID - IDAHO IL - ILLINOIS IN - INDIANA IA - IOWA KS- KANSAS KY- KENTUCKY LA- LOUISIANA ME - MAINE MD - MARYLAND MA- MASSACHUSETTS MI - MICHIGAN MN - MINNESOTA MS - MISSISSIPPI MO - MISSOURI MT - MONTANA f NE - NEBRASKA NV- NEVADA NH - NEW HAMPSHIRE NJ - NEW JERSEY NM - NEW MEXICO NY - NEW YORK NC - NORTH CAROLINA ND - NORTH DAKOTA OH - OHIO OK - OKLAHOMA OR - OREGON PA - PENNSYLVANIA RI - RHODE ISLAND SC - SOUTH CAROLINA SD - SOUTH DAKOTA TN - TENNESSEE TX - TEXAS UT - UTAH VT - VERMONT VA - VIRGINIA WA - WASHINGTON WV - WEST VIRGINIA WI - WISCONSIN WY - WYOMING