Day Mon. 5-12 Tues. 5-13 Wed. 5-14 Thurs. 5-15 Fri.

5-16
Learning
Target (s)
I can evaluate
whether the North
or South supported
each compromise.
(U.5.1.4)
I can evaluate why
many politicians and
policymakers
attempts to
compromise on the
issue of slavery were
ineffective in the
long run. (U5.1.2,
U5.1.4)
I can identify and
define the
antebellum
abolitionist
movement.
(U4.3.2)
I can evaluate the
effectiveness of
different enslaved
peoples and
abolitionist
activists attempts
to deal with the
problem of
slavery (Nat
Turner, Gabriels
Rebellion,
Frederick
Douglass, John
Brown, everyday
enslaved
resistance, Harriet
Tubman and the
Underground
Railroad, William
Lloyd Garrison
and the
abolitionists).
(U4.3.2, U5.1.5)
I can identify and
define the
antebellum
abolitionist
movement.
(U4.3.2)
I can evaluate the
effectiveness of
different enslaved
peoples and
abolitionist
activists attempts
to deal with the
problem of
slavery (Nat
Turner, Gabriels
Rebellion,
Frederick
Douglass, John
Brown, everyday
enslaved
resistance, Harriet
Tubman and the
Underground
Railroad, William
Lloyd Garrison
and the
abolitionists).
(U4.3.2, U5.1.5)
I can identify and
define the
antebellum
abolitionist
movement.
(U4.3.2)
I can evaluate the
effectiveness of
different enslaved
peoples and
abolitionist
activists attempts
to deal with the
problem of
slavery (Nat
Turner, Gabriels
Rebellion,
Frederick
Douglass, John
Brown, everyday
enslaved
resistance, Harriet
Tubman and the
Underground
Railroad, William
Lloyd Garrison
and the
abolitionists).
(U4.3.2, U5.1.5)
Finish objectives
from
week/NewsELA
current events
article???
Learning
Activities
1. Do Now get with
your groups and get
ready for your
presentations.
2. Student
Presentations
Slavery
compromises fill
out graphic
organizers.
1. Do Now Did
the slavery
compromises
actually do
anything to end
slavery? Did they
increase or
decrease tension
between the
Northeast and
South?
2. Direct
Instruction
introduction of
this week
radical
solutions/outside
the system
solutions
read about Nat
Turner together
3. split up primary
source and
historian analyses
among different
groups (25-30
minutes)
4. group
1. Do Now What
do you feel about
Nat Turner? Was
his approach a
good one?
2. Differentiated
readings by
student
instructional level

1. John Brown
worksheet and
pp. 475-76
American Nation;
Ed Helper Reading
lvls 11-13
2. Underground
Railroad (lvls 5-11
Ed Helper rdg.;
pg. 441 American
Nation lvls 13-
17
3. Frederick
Douglass and
Abolitionists
lvls 5-7: The
Abolitionist
Movement Ed
1. Do Now List
three things you
have learned this
week and one
thing you still
have a question
about
2. Finish your
readings and
finish filling out
your organizer
go over organizer
together for last
twenty minutes of
class

1. Do Now - Free
write do you
think slavery
could have been
ended by a
political solution?
Or would the
answer have to
come in some
other way?
what is the
biggest injustice
in our society
today? Do you
think we can find
a solution to it
through politics,
or do we need to
find another way?
2 class
discussion/debate
(Apply for these
learning targets)
Rules:
1- not about
being right, about
finding truth
2 respect
discussion Helper; lvls 9-13:
Abolitionists and
the Underground
Railroad Ed
Helper; pp. 439-
442 American
Nation lvls 15-
17 answer
questions 2, 3, 4,
5, 6 pg. 442
others opinions
3 1 person talks
at a time
Use of EAA
technology
Instructions for
readings posted on
Buzz
Videos posted on
Buzz
Instructions for
readings posted
on Buzz
Videos posted on
Buzz
Instructions for
readings posted
on Buzz
Videos posted on
Buzz
Instructions for
readings posted
on Buzz
Videos posted on
Buzz
Instructions for
readings posted
on Buzz
Videos posted on
Buzz

See debate rubric for 5-16 located at http://course1.winona.edu/shatfield/air/classdebate.pdf