The Election of Lincoln: The Civil War Begins
Unit Title ‖ Lesson Title
The Civil War: The Election of Abraham Lincoln
Goals & Objectives
Students will recognize the election of Lincoln as a turning point in the causation of the Civil War.
Students will be able to identify the prevailing views on slavery throughout the nation as the Union dissolves.
Students will understand the vast numerical and technological advantages the North had over the South
California State Content Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of
the Civil War.
8.10.2. Trace the boundaries constituting the North and the South, the geographical
differences between the two regions, and the differences between agrarians and
industrialists.
8.10.4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and
their relationship to the Declaration of Independence, such as his “House Divided”
speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and
inaugural addresses (1861 and 1865).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
Was war inevitable with the election of Lincoln?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 6 minutes
Students will view a brief 2 minute video made by two middle school students on the election of 1860 and will be asked to consider the bell work question "Why was the Election of 1860 possibly the most important one in American history?" They will "think-pair-share," and their findings will be discussed before the beginning of the lecture.
Vocabulary (Content Language Development)
Key figures in the Election of 1860 will be introduced at the beginning of the lesson. Key terms will be covered throughout the lesson, and the students will be required to define these terms in their Guided Notes:
Key Figures:
Abraham Lincoln
Stephen Douglas
John C. Breckinridge
John Bell
Key Terms:
Popular sovereignty
Federal slave code
Secession
Constitutional Union Party
Republican Party
Democratic Party
Fort Sumter
Content Delivery (Method of Instruction) ‖ Time: 20 minutes
The instructor will deliver a lecture on the issues, candidates, and consequences of the Election of 1860. The lecture will be accompanied by a Power Point presentation containing photographs, maps, and charts. The teacher will pause when appropriate to allow the students to complete their guided notes and will answer questions when he has determined that they have had sufficient time to finish their notes. At the conclusion of the lecture there will be a class discussion to clear up any misconceptions and to re-emphasize salient points.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 minutes
Students will complete Guided Notes during the lecture and will be encouraged to ask questions throughout the lecture in order to deepen understanding of the material. At the end of the lecture they will work in small groups and discuss the historical question "Was war inevitable with the election of Lincoln?
Lesson Closure ‖ Time: 7 minutes
After group discussion, the lesson will conclude with a quick-write where the students attempt to answer the "driving historical question."
Assessments (Formative & Summative)
Formative assessment will be made during class discussion and monitored group discussion. An informal summative assessment will be the students 1-2 paragraph quick-write concerning the driving historical question of the lesson (see above).
Accommodations for English Learners, Striving Readers and Students with Special Needs
All materials, including Power Point and Guided Notes, make abundant use of illustrations, charts, and graphs in order to facilitate understanding among English Learners and Striving Readers. Groups will be formed with the goal of having these students interacting with students proficient in English. The teacher will devote sufficient time working with these students in order to ensure comprehension.
Resources (Books, Websites, Handouts, Materials)
Introductory Video: "Election of 1860: A 135-Second Documentary"
Powerpoint Lecture: "The Election of Abraham Lincoln."
Guided Notes: "The Election of Abraham Lincoln (1860)"
(see below):
The Civil War: The Election of Abraham Lincoln
Goals & Objectives
Students will recognize the election of Lincoln as a turning point in the causation of the Civil War.
Students will be able to identify the prevailing views on slavery throughout the nation as the Union dissolves.
Students will understand the vast numerical and technological advantages the North had over the South
California State Content Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of
the Civil War.
8.10.2. Trace the boundaries constituting the North and the South, the geographical
differences between the two regions, and the differences between agrarians and
industrialists.
8.10.4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and
their relationship to the Declaration of Independence, such as his “House Divided”
speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and
inaugural addresses (1861 and 1865).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
Was war inevitable with the election of Lincoln?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 6 minutes
Students will view a brief 2 minute video made by two middle school students on the election of 1860 and will be asked to consider the bell work question "Why was the Election of 1860 possibly the most important one in American history?" They will "think-pair-share," and their findings will be discussed before the beginning of the lecture.
Vocabulary (Content Language Development)
Key figures in the Election of 1860 will be introduced at the beginning of the lesson. Key terms will be covered throughout the lesson, and the students will be required to define these terms in their Guided Notes:
Key Figures:
Abraham Lincoln
Stephen Douglas
John C. Breckinridge
John Bell
Key Terms:
Popular sovereignty
Federal slave code
Secession
Constitutional Union Party
Republican Party
Democratic Party
Fort Sumter
Content Delivery (Method of Instruction) ‖ Time: 20 minutes
The instructor will deliver a lecture on the issues, candidates, and consequences of the Election of 1860. The lecture will be accompanied by a Power Point presentation containing photographs, maps, and charts. The teacher will pause when appropriate to allow the students to complete their guided notes and will answer questions when he has determined that they have had sufficient time to finish their notes. At the conclusion of the lecture there will be a class discussion to clear up any misconceptions and to re-emphasize salient points.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 minutes
Students will complete Guided Notes during the lecture and will be encouraged to ask questions throughout the lecture in order to deepen understanding of the material. At the end of the lecture they will work in small groups and discuss the historical question "Was war inevitable with the election of Lincoln?
Lesson Closure ‖ Time: 7 minutes
After group discussion, the lesson will conclude with a quick-write where the students attempt to answer the "driving historical question."
Assessments (Formative & Summative)
Formative assessment will be made during class discussion and monitored group discussion. An informal summative assessment will be the students 1-2 paragraph quick-write concerning the driving historical question of the lesson (see above).
Accommodations for English Learners, Striving Readers and Students with Special Needs
All materials, including Power Point and Guided Notes, make abundant use of illustrations, charts, and graphs in order to facilitate understanding among English Learners and Striving Readers. Groups will be formed with the goal of having these students interacting with students proficient in English. The teacher will devote sufficient time working with these students in order to ensure comprehension.
Resources (Books, Websites, Handouts, Materials)
Introductory Video: "Election of 1860: A 135-Second Documentary"
Powerpoint Lecture: "The Election of Abraham Lincoln."
Guided Notes: "The Election of Abraham Lincoln (1860)"
(see below):
Introductory Video
PowerPoint on You Tube