CEP

Lesson Plan Form

Perspectives in the North – Differentiation Methods and Appendices

Differentiation Content Process and Product Environment

Modifications: *See Appendix B For this activity, the process and product In my classroom, a
As a modification are similar things. If students are para comes in
to content, I have struggling to fill in the graphic organizer, every day to see if
highlighted the there are a few options for how we could any students need
most important key modify it: one-on-one work
words in each - students can choose to use a laptop to time. If a student is
speech on a fill in the organizer if that meets one of struggling with the
separate graphic their needs pace or structure of
organizer. This is - students can choose to verbally speak this inquiry lesson,
something that I through the answers. working with a para
have asked other will allow them to
students to get the same
determine for opportunity to
themselves, but for debrief.
students who may
struggle with
grasping content,
this will allow them
to complete the
second part of the
activity with more
ease, which is the
most important
part that asks them
to create a
hypothesis for each
speech. I have also
added in notes to
the speeches so
that students who
struggle with
language can

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better understand
this dialect. The
final reflection
question is also
simplified, but still
brings students to
the same
understandings.

Extensions: Content Process Product Environment
Because the Process and To extend this If the process of
speeches are product are similar activity (likely for a going through each
already pushing for the extensions high school class excerpt with a
students, there is in differentiation. and not middle partner and then
no extension to school) I will give debriefing as a class
content. the students the is too slow-paced
excerpts without for higher level
the graphic students, I will
organizer, and have allow them to work
them write their in the hall or in the
claim and back it pod, but ask that.
up with evidence
from the excerpt.

Assessment Formative: Four formative assessments in the form of debrief/progress checks throughout the inquiry
lesson, a final discussion that will serve the same purpose, and an “exit ticket” in their inquiry packet
that will help me see, after class, that will help me see where students are and if they understood the
lesson.

Summative: Civil War Perspective Essay (described above)

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Appendix A

Name: Period:

Directions: Reading these excerpts from four of President Abraham Lincoln’s most popular speeches,
examine each speech, paying close attention to what he is saying about the existence of slavery. Jot
down key words from the excerpts, and when you are finished write what you think Lincoln’s view on
slavery was as reflected in this speech.

“Emancipation Proclamation” January 1, 1863

“... all persons held as slaves within any State or 4-5 Key words:
designated part of a State, the people whereof shall
then be in rebellion against the United States, shall be
then, thenceforward, and forever free; and the
Executive Government of the United States, including
the military and naval authority thereof, will recognize
and maintain the freedom of such persons, and will do
no act or acts to repress such persons, or any of them, in
any efforts they may make for their actual freedom...

And I further declare and make known, that such

persons of suitable condition, will be received into the
armed service of the United States to garrison forts,
positions, stations, and other places, and to man vessels
of all sorts in said service...”

Opinion on Slavery:

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“Fragment on Free Labor” September 17, 1859

“We know, Southern men declare that their slaves are 4-5 Key Words:
better off than hired laborers amongst us. How little
they know, whereof they speak! There is no permanent
class of hired laborers amongst us.

Free labor has the inspiration of hope; pure slavery
has no hope. The power of hope upon human exertion,
and happiness, is wonderful. The slave-master himself
has a conception of it; and hence the system of tasks
among slaves. The slave whom you cannot drive with
the lash to break seventy-five pounds of hemp in a day,
if you will task him to break a hundred, and promise
him pay for all he does over, he will break you a
hundred and fifty. You have substituted hope, for the
rod.”

Opinion on Slavery:

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Lincoln’s First Inaugural Speech March 4, 1858

“...I have no purpose, directly or indirectly, to interfere 4-5 Key Words:

with the institution of slavery in the States where it
exists. I believe I have no lawful right to do so, and I
have no inclination to do so. . . . In your hands, my
dissatisfied fellow countrymen, and not in mine, is the
momentous issue of civil war. The government will not
assail you. You can have no conflict without being
yourselves the aggressors. You have no oath ... to
destroy the government, while I shall have the most
solemn one to preserve, protect, and defend it.”

Opinion on Slavery:

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“A House Divided” June 16, 1858

“A house divided against itself, cannot stand. I believe 4-5 Key Words:
this government cannot endure, permanently, half
slave and half free. I do not expect the Union to be
dissolved — I do not expect the house to fall — but I do
expect it will cease to be divided. It will become all one
thing or all the other. Either the opponents of slavery
will arrest the further spread of it, and place it where
the public mind shall rest in the belief that it is in the
course of ultimate extinction; or its advocates will
push it forward, till it shall become lawful in all the
States, old as well as new — North as well as South.”

Opinion on Slavery:

After analyzing these speeches from President Lincoln, what do you think that his shifting perspective
on slavery shows us about the different perspectives in the North regarding slavery? Why is it
important for us to understand the difference? Think back to our Abolitionist vs. Free-Soil videos.

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Appendix B

Name: Period:

Directions: Reading these excerpts from four of President Abraham Lincoln’s most popular speeches,
examine each speech, paying close attention to what he is saying about the existence of slavery. Jot
down key words from the excerpts, and when you are finished write what you think Lincoln’s view on
slavery was as reflected in this speech.

“Emancipation Proclamation” January 1, 1863

“... all persons held as slaves within any State or 4-5 Key words:
designated part of a State (in the United States), the
people whereof shall then be in rebellion against the
United States, shall be … forever free;

and the Executive Government of the United States,

including the military and naval authority thereof, will
recognize and maintain the freedom of such persons
(the US Government will make sure slaves are free),
and will do no act or acts to repress such persons, or
any of them, in any efforts they may make for their
actual freedom...

Opinion on Slavery:

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“Fragment on Free Labor” September 17, 1859

“We know, Southern men declare that their slaves are 4-5 Key Words:
better off than hired laborers amongst us. How little
they know, whereof they speak! (The “Southern men”
don’t know what they are talking about). There is no
permanent class of hired laborers (slaves) amongst us.

Free labor has the inspiration of hope; pure slavery has
no hope. The power of hope upon human exertion, and
happiness, is wonderful. The slave-master himself has a
conception of it (hope); and hence the system of tasks
among slaves.

Opinion on Slavery:

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Lincoln’s First Inaugural Speech March 4, 1858

“...I have no purpose, directly or indirectly, to interfere 4-5 Key Words:

with the institution of slavery in the States where it
exists (I do not want to interfere with slavery). I believe
I have no lawful right to do so, and I have no
inclination (no plans) to do so. . . . In your hands, my
dissatisfied fellow countrymen, and not in mine, is the
momentous issue of civil war. The government will not
assail you. You can have no conflict without being
yourselves the aggressors (I will not start the war, but
you will). You have no oath ... to destroy the
government, while I shall have the most solemn one to
preserve, protect, and defend it.”

Opinion on Slavery:

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“A House Divided” June 16, 1858

“A house divided against itself, cannot stand. I believe 4-5 Key Words:
this government cannot endure, permanently, half slave
and half free. I do not expect the Union to be dissolved
— I do not expect the house to fall — but I do expect it
will cease to be divided (I believe it will come
together). It will become all one thing or all the other
(referring to slavery). Either the opponents of slavery
will arrest the further spread of it, and place it where
the public mind shall rest in the belief that it is in the
course of ultimate extinction; or its advocates will push
it forward, till it shall become lawful in all the States,
old as well as new — North as well as South.”

Opinion on Slavery:

What is the difference between free-soil and abolitionists (the two major perspectives in the North
regarding slavery?) Why is it important for us to understand the difference?

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