Beau Parker

AP US History
10 Grade
Standard: SSUSH8- Explain the relationship between growing north-south divisions and
westward expansion
Resources: Text Book
Learning Objective: Discover the impact of the Supreme Court on sectionalism.
Essential Question: How did the Dred Scott decision divide the country? This will be
accomplished through warm, lecture over abolition in the 1850s and the impact of Dred Scott;
review.
Assessment/Progress Monitoring- At the end of the class there will be a review that will consist
of a series of questions that will be asked by the teacher. There will also be a K-W-L-H graphic
organizer turned in.
Differentiation: Students will work in groups for the beginning warm up. Students will be able to
assist each other throughout the warm up.
Materials: Text Book and Graphic Organizer
Opening the lesson- students will come into class and be expected to gather into two person
groups to begin warm-up. This will be done so in a quick manor and students will be expected to
behave in a proper fashion.
Connect to Prior Knowledge/ Review- once the warm-up has been completed there will be a
review over what is covered in the warm-up to make sure all students are on the same page.
State lesson objective and purpose: The purpose of the lesson will be stated and the plan for the
day will be gone over. The students will then be asked to prepare for the lecture over abolition in
the 1850s and the impact of Dred Scott. Students will be notified to asked nay questions
necessary to help them understand the materials that will be covered.
Conducting the lesion- Instruction will be given to the class once they enter the room. The will
complete the warm-up with the first five to ten min and then there will be a short review over the
warm-up. Once the warm-up is complete there will be instruction as to what will be held for the
rest of the class and the lesson will be given. After the lesson is given there will be a review at
the end of class to help students understand the material that is covered. As the review takes
place students will complete a graphic organizer to be turned in at the end of class. The students
will be asked questions to assess their progression.
I do it- The lecture will be covered by the teacher and if questions are need they will be
answered.
We do it- here the students will gather into groups to complete the warm-up allowing them to
interact with one another.
You do- here students will be expected to take notes as the lecture is given.
Closure-
Review- during review students will be expected to answer questions asked of them and
complete a graphic organizer. We will re-cover any material from the previous class.
Preview- there will be a short discussion of what will be going on in the next class period to let
the students know what will be expected of them the following day.
Independent practice- the will be no homework for that night other than to review what has been
covered in class

Assessment- The assessment for this lesson was covered throughout the review. As the review
took place students were asked to analyze curtain parts of the lesson and generally most could do
what was asked of them. There was graphic organizer: K-W-L-H chart handed out before the
review began and students covered what I learned and how can I learn more sections of the
organizer. At the end of class students turned in the organizer to be assessed. The assessment was
helpful for the students due to the interaction of all students in the discussion.

Reflection- The instruction throughout the class was conducted and a very in depth manor.
Students understood the material and knew what was taught. If the students had questions they
were answered and once again covered in class. The lecture was very in depth and detailed,
students were asked questions throughout the lecture in order to keep students active. This
helped students stay involved with the lesson.