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Blended Learning Lesson Plan

Lesson Title: Sectionalism Throughout America

Objectives:
Students will be able to evaluate the economic significance of agriculture on South Carolina,
Students will be able to compare the region differences associated with each region
State Standards: Standard 3: Demonstrate an understanding of conflict and compromise in
South Carolina, the Southern region, and the United States as a result of sectionalism
between the period 1816–1865.

Context: The reason for this lesson is to show the conflict of sectionalism during this time
and how it began to threaten many states economies and culture. The unit before this
lesson focused on and migration to the west. Students will have a base knowledge the
economy in the north and south and the conflict of slavery as well as knowledge from this
lessons PowerPoint from the class before. Sectionalism in this unit is what begins to drive a
wedge between states which will lead into the next unit of the civil war which will change
the way society is and alter people’s way of life.
Data: Students will be grouped in 3 or 4s based on their groups from the last map activity. This
makes the groupings easier because they already have done a sectionalism activity together.
Students performance will be based off how much work is completed by the end of class.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Introduction/Teach PowerPoint Slide
er Directed with notes

Collaborative Whiteboard paper,


pencils/pens/marke
rs
Independent Digital Vocab list and
laptop

Closer Video on white https://www.youtube.com/watch?v=roNmeOOJC


board DY
Detailed paragraphs from here on down.
Procedures:
Introduction/ Teacher Directed (20 minutes): I will start the class by taking attendance
and going over the task for the day that are listed on the board. After this, I will pull up the
PowerPoint lesson on sectionalism and go over the remaining information. While going over
this, students will take notes in their notebooks. At the end of the lesson, I will pass out the next
vocab list and direct students on the next activity.
Independent Digital (10 minutes): Students will go to google classroom on their laptops
and look at the vocab list. They will then copy down the definitions independently

Collaborative (30 minutes): After completing the vocab list, students will get in their
group from the last map activity. In their groups, students will create a timeline of events on
what we have learned so far leading up to the civil war. Students will create their timelines using
whiteboard paper, pencils/pens/markers and the notes that they took down. Groups will be
allowed to move around the classroom or work in the hall if they are being productive and
working diligently. I will walk around to each group and provide input or help and to make sure
groups are working.

Closure (10 minutes): To finish class, students will wrap up where they are and gather
back in their seats. I will then put on John Greene Crash Course US History #18 for students to
watch. While this video is playing, I will come around to each student to check for their
completed vocab.

Rationale:
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): I personally
love John Greene videos and I find them very informative. I plan to close out each unit
with his videos to give a wrap up of what we’ve learned. Greene goes over vocab from
the lesson and important events that align with my PowerPoint lesson. Many teachers use
John Greene Videos and his subscribers are 9.2 million, so I know his videos are
frequently used. This video shows visualization for events and can insert closed captions
for those who need it or prefer to see words.