MULTICULTURAL LESSON PLAN FORMAT

Student___richard udvardi_______________________________

Subject/Concepts History/civil war_ Grade Level___10th___

1. Standards: ccss.ela-literacy.rh.0-10.6: Compare the point of view of two or

more authors for how they treat the same or similar topics,
including which details they include and emphasize in their
respective accounts.
o Observable objective: (SWBAT) Distinguish and compare Wilmots
Proviso(1846) views AND Calhoun resolutions and how this could be a
spark for the civil war.(Analyze)
Multicultural goal: respect for human dignity and universal human rights
o Observable objective: (SWBAT) illustrate the importance of respect for
human dignity and universal human rights through reading quotes from
Uncle toms cabin(understanding)
Auditory-Visual-Kinesthetic learning styles: Auditory- Students will discuss
before and after knowledge of north and south ideologies on slavery using
linguistic intelligence. Visual- Students will participate during a viewing of
both the wilmot proviso and Calhoun resolutions via PowerPoint and have
open discussions during viewing using spatial intelligence/ linguistic.
Gardner's Intelligence: intelligence linguistic

2. Materials: Paper, Pencils, Pens, Uncle Toms cabin, Uncle Toms cabin
worksheet, PowerPoint, whiteboard, North/South worksheet, Computer.

3. Instruction- learning Process:

Do First: Hold a discussion on humanity, and how it is people need/want to
be treated and how society progresses within ideologies. Ask how we all
expect to be treated, and what our inalienable rights are as people. What
drives humanity, what gives humanity, what is humanity?
Mini-lesson: Show PowerPoint on Calhoun Resolutions and Wilmots
proviso. Have class participate with open questions and note taking.
Students will take notes on the PowerPoint. We will discuss what each view
is and why they feel that way. Two ideologies on the same topic will allow
students to distinguish sides and what generations of humanity meant.
Guided Practice: Students will get in groups and use the North/south
worksheet as a foundation for their discussions. Each student will share their
 views and interpretations of each sides historical justification.
Independent Practice: Read quoted excerpts on Uncle Toms Cabin (UTC
worksheet) and answer all the questions. Students will analyze (UTC)
excerpts and thoroughly interpret the texts.
Exit Slip: Have students just give brief interpretation of both sides and how
they felt each was justifiable and why humanity and human rights lead to a
war.

4. Resources

Wilmot Proviso. (n.d.) West's Encyclopedia of American Law, edition 2. (2008).

Retrieved May 1 2017 from http://legal-
dictionary.thefreedictionary.com/Wilmot+Proviso

Stowe, Harriet Beecher, 1811-1896. (1852). Uncle Tom's cabin. London :J. Cassell,

Calhoun (1838)

5. Reflection: I believe my lesson plan went over my subject very effectively

and efficiently for each individual students understanding. Student have analyzed
and distinguished views from one book, and views from north and south ideologies
on slavery. This allows students to have a greater spatial comprehension on
humanity and what people will do for human dignity and equality. Strengths:
Having future knowledge for future classes, having all my resources and
experience. Weakness: Having a nonpartisan view on subject matter for historical
purposes.

North/South group worksheet.

Read the following passages in a group and discuss north and south views on
slavery and how these philosophies ultimately lead to the civil war. (Group work)

(North view)1. The 1846 Wilmot Proviso was a bold attempt by opponents of
slavery to prevent its introduction in the territories purchased from Mexico
following the Mexican War. Named after its sponsor, Democratic representative
David Wilmot of Pennsylvania, the proviso never passed both houses of Congress,
but it did ignite an intense national debate over slavery that led to the creation of
the antislavery Republican Party in 1854. (Slavery can exists where it exists, but is
not allowed to expand.)

(South view)2. Sir, there is no mistaking the signs of the times; and it is high time
that the Southern States, the slaveholding States, should inquire what is now their
relative strength in this Union, and what it will be if this determination should be
carried into effect hereafter. Sir, already we are in a minority--I use the word we
for brevity's sake--already we are in a minority in the other House, in the Electoral
College, and I may say, in every department of this Government, except at present
in the Senate of the United States--there for the present we have an equality

Now, I ask, is there any remedy? Does the Constitution afford any remedy? And if
not, is there any hope? These, Mr. President, are solemn questions- not only to us,
but, let me say to gentlemen from the non-slaveholding States: to them. Sir, the day
that the balance between the two sections of the country--the slaveholding States
and the non-slaveholding States-is destroyed, is a day that will not be far removed
from political revolution, anarchy, civil war, and widespread disaster

Uncle Toms cabin worksheet.

"I would rather not sell him," said Mr. Shelby, thoughtfully; "the fact is, sir, I'm a
humane man, and I hate to take the boy from his mother, sir."

"O, you do? La! yes something of that ar natur. I understand, perfectly. It is
mighty onpleasant getting on with women, sometimes, I al'ays hates these yer
screechin,' screamin' times. They are mighty onpleasant; but, as I manages
business, I generally avoids 'em, sir. Now, what if you get the girl off for a day, or a
week, or so; then the thing's done quietly, all over before she comes home. Your
wife might get her some ear-rings, or a new gown, or some such truck, to make up
with her." (1.41-42)
1. Interpret the passage and give both North and South Justifications for their
views. List as many as possible.
"Now, they say," said Haley, assuming a candid and confidential air, "that this kind
o' trade is hardening to the feelings; but I never found it so. Fact is, I never could
do things up the way some fellers manage the business. I've seen 'em as would pull
a woman's child out of her arms, and set him up to sell, and she screechin' like mad
all the time; very bad policy damages the article makes 'em quite unfit for
service sometimes. I knew a real handsome gal once, in Orleans, as was entirely
ruined by this sort o' handling. The fellow that was trading for her didn't want her
baby; and she was one of your real high sort, when her blood was up. I tell you, she
squeezed up her child in her arms, and talked, and went on real awful. It kinder
makes my blood run cold to think of 't; and when they carried off the child, and
locked her up, she jest went ravin' mad, and died in a week. Clear waste, sir, of a
thousand dollars, just for want of management, there's where 't is. It's always best
to do the humane thing, sir; that's been my experience." (1.44)
1. Interpret the passage and give both North and South Justifications for their
views. List as many as possible.