Sectionalism & Westward Expansion: Socratic Seminar Style...

Happy Thursday Y'all,

      To prepare for the Socratic Seminar today, please REVISIT the relevant information from your previous articles.  Also, please review some of the media presentations provided to us by Hippocampus.org.  We will start after the first 20 minutes of class to give you ample time to prepare your thoughts.  Look over your notes.  Look over your highlighted text.  Look over your quickwrite.  look over the media.  Good luck and have fun!
Here, you will see the questions that will drive our SOCRATIC SEMINAR today. 
      1.  Think about what we know of Lincoln.  What did he believe he needed to do as the next president and a brand new fledgling Republican?

      2.  Why were Southerners so scared of and angry about the Republicans' views on the extension of slavery?

      3.  Looking back all the way to the land ordinance of 1787, the Louisiana Purchase, and then fastforwarding to what we know now about "sectional issues", how do you think Westward Expansion and Sectionalism are interrelated?  In other words, What links can you identify between these two issues in 19th Century United States?
    
      Sectionalism: is loyalty to the interests of one's own region or section of the country, rather than to the country as a whole.  Sectionalism refers to the different economies, social structures, customs, and political values of the North and South.  It increased steadily 1800–1860 as the North, without slavery, industrialized, urbanized and built prosperous farms, while the deep South concentrated on plantation agriculture based on slave labor, together with subsistence farming for the poor whites. The South expanded into rich new lands in the Southwest (from Alabama to Texas).  However, slavery declined in the border states and could barely survive in cities and industrial areas (it was fading out in cities such as Baltimore, Louisville and St. Louis), so a South based on slavery was rural and non-industrial. On the other hand, as the demand for cotton grew the price of slaves soared. Historians have debated whether economic differences between the industrial Northeast and the agricultural South helped cause the Civil War.

      Below, you will find the backchannels for each of your CORES.  Please don't make me remind you of netiqette, or how to behave so that all can learn.
CORE 1
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CORE 2
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CORE 3
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Today's learning targets:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific media.  

I can apply content in order to evaluate relationships of people and ideas and to draw conclusions.

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

From Sectionalism to Westward Expansion...

Guy and Gals,

Here, you will see the questions that will drive our SOCRATIC SEMINAR tomorrow. 
      1. Looking back all the way to the land ordinance of 1787, the Louisiana Purchase, and then fastforwarding to what we know now about "sectional issues", how do you think Westward Expansion and Sectionalism are interrelated? 

      2.Think about what we know of Lincoln.  What did he believe he needed to do as the next president and a brand new fledgling Republican?  

      3.Why were Southerners so scared of and angry about the Republicans' views on the extension of slavery?   

Today, like I told you yesterday, you will have a guest teacher for your CORES. 
CORES 1 & 3...  You have 4 tasks today.
1. Gallery Walk
2. Read the Article and Annotate
3. Prep for the Socratic Seminar tomorrow
4. Open up your Slip Game word documents and complete another question as a table group. 

Here are the instructions for the Gallery Walk:
1.  Delegate one person from your table group to speak about the work your group did on the article.
2.  Those who are not speaking will grab a clip board with post its and their copy of the article: The Lincoln Douglas Debates
3.  You guys and gals will have 8 minutes to circulate from poster to poster listening to the speakers from each group. 
4.  The post-its are you for you to leave comments on the posters as you walk throught the gallery. 

CORE 2, here are your tasks:
1. Read, Highlight, Annotate
2. Prep for the Socratic Seminar
3. Slip Game (Some may finish the Slip Game)

I will be back by 11:15 which means I will see you for STEaM time.  You have things due today and the final due date is Friday. 

Sincerely,
C
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

The Lincoln-Douglas Debates & Collaborative Annotation...

Happy Mobday Almost Freshies,

      We have finally arrived at the last article in our series.  We should be CONSTRUCTING MEANING from all that we have read, and we all should have an idea of some of the deep causes of the Civil War.  What was the Dred Scott Decision?  What is a "free stater"?    What was the Missouri Compromise and the Compromise of 1850?  And most importantly, why do all these things matter?

      Today, the activity we will be engaging in is called Collaborative Annotation.  We will look at an article together, then break into our table groups and annotate it COLLABORATIVELY.  To start, please click on the links below to refresh your memory and access any schema you may have on these subjects. 

The Dred Scott Decision

Bleeding Kansas

Today's learning targets:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific media.  

I can apply content in order to evaluate relationships of people and ideas and to draw conclusions.

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy