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Conflict and compromise Native Americans and colonists African-Americans and colonists Religious conflicts and toleration Political development and relations with Great Britain Migration Free migration Forced migration Development of self-governance Massachusetts Bay Colony House of BurgessesEPP P PP,PE  ,   Standards and Elements$ SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion. a. explain how slavery became a significant issue in American politics including the slave of Nat Turner, and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas and the Grimke sisters) b. explain the Missouri Compromise and the issue of slavery in western states and territories c. describe the Nullification Crisis and the emergence of states rights ideology, including the role of John C. Calhoun and development of sectionalism d. describe war with Mexico and the Wilmot Proviso e. explain the Compromise of 1850dZbnbbbb.,  ]  Standards Based Education Model . = Stage 1: What do I want my students to know and be able to ?&>=)What are the big ideas and core processes at the heart of this standard? Compromise and Conflict States rights & nullification Compromise 1820 & 1850 slavery Migration Expansion of US territory (compromises and war with Mexico) States Rights Sectionalism slavery How do I want to focus this unit?I= `"I= ^   "  Enduring Understandings)Overarching: More abstract and general; relate to many units of study Students will understand that migration of people into a new area produces a need for compromise on the part of all groups and when that compromise is not possible conflict occurs Topical: More specific; related to a single unit EX: Students will understand that expansion of the United States (migration) between 1830 and 1850 and the failure of compromise over that expansion contributed to the Civil War (conflict) EX: Students will understand that the Civil War (conflict) occurred when compromise over states rights and slavery was no longer an option between north and south as the United States expanded Westward (migration) nFPP1PPF / D1A * 2 0  w   From Understandings to Questions!!)Students will understand that the Civil War (conflict) occurred when compromise over states rights and slavery was no longer an option between north and south as the United States expanded Westward (migration) ESSENTIAL QUESTIONS What issues led to a need to compromise to admit new states to the Union? What factors contributed to the failure of compromise during the period 1830-1850? How did the migration of Americans westward contribute to the need for compromise? ,  w    Knowledge & Skills)Knowledge is taken from the standard and elements Example: Compromise 1820, 1850, abolitionism For QCC use content descriptions Skills Select those skills wish to emphasize from skills matrix Include both map & globe and info processing For QCC use core skillsT2ZNZZ~Z2N~ &Stage 2: What is acceptable evidence?''&How will my students demonstrate the understanding of the concept(s), knowledge, and skills? Use a variety of assessments Tasks are one form Should be designed as culminating activity (LFS)&zDzD: { %Role of Tasks in Conceptual Teaching&&)What is a task? Defined: Way for students to demonstrate understanding of concept through use of knowledge and skills Does not have to encompass all aspects of concept Can be a culminating activity. Key: demonstrate conceptual understanding Not the only form of assessment<JJ/Brainstorm: What evidence would be sufficient?00 Understanding of the concept of states rights views as held by John C. Calhoun the position as presented by Daniel Webster as an American the compromised proposed by Henry Clay and the rationale for the compromise the relationship between states rights and the admission of California as a state Explain the concerns of southerners and northerners regarding the admission of CaliforniavZ], yZ Example task  You are a member of the U.S. Senate from a northern state. John C. Calhoun was brought into the Senate to hear his speech read, Henry Clay spoke for two days, and Daniel Webster has also spoken. You have been asked by your constituents to summarize what transpired and provide your opinion on the issue facing the United States. Write an explanation of your stance on states rights your opinion of the Compromise plan and John C. Calhoun s prediction.Concepts and TasksConcepts Should stretch across grade levels May encompass multiple standards and disciplines of Social Studies Tasks Vary according to grade level May build from grade to grade ` f< f<'Stage 3: How do I prepare my students?((&Final step is the development of instructional activities Meaningful learning experiences that help students place discrete facts in appropriate context Provide insight into Enduring Understandings and Essential Questions Not sage on the stage Not drill and kill Not memorizing factoids4:9"'WHAT IF WE&   (What if we &  Shared concepts with students? Purpose of concept is to help students understand the relationship of historical, geographic, economic, or governmental ideas Schema theory, need scaffolding to hang information on Concepts provide scaffolding&)What if we &   Gave students major concepts at beginning of a course? 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