Sectionalism In Early U.S.
Submitted by: Rex Hefner; Okemah, OK
Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher
from 14 western states dedicated to improving the quality of education in the rural,
western, United States, and particularly the quality of math and science Education. CEC
uses Big Sky Telegraph as the hub of their telecommunications network that allows the
participating teachers to stay in contact with their trainers and peers that they have met
at the Workshops.
Date: May 1994
Grade Level/Subject: 10 - 11
Overview: Most students have a problem relating to
feelings and emotions of others concerning problems they are not interested in. This is
especially true when the issues are removed from their experiences and references. They
are much more at ease thinking of themselves as Americans than as Northerners, etc.
Purpose: The purpose of this activity is to aid the
students in putting themselves into a situation that demands a change of attitude from the
1990's to the early 1800's. Also to make it possible for them to stop the "I'd never
..." attitude and turn it to a "I can see where I might ...".
Objectives:
1. List the major sectional differences in the areas of internal improvement, tariffs,
taxes, slavery, etc.
2. To understand why people thought of themselves by sections more than Americans and
how this slanted their views.
3. To see the purpose of compromise and value of talking about problems.
4. To see how Sectionalism eventually led to a united America.
Resources-Materials: Library reference books, textbooks,
any material that gives information about Sectionalism.
Activities and Procedures:
- Divide classes into three groups: Northeast, South, West. Explain that they are to
represent those sections of the country. Lead discussion on what is important in or to
those areas today.
- Have the students research these areas in early American history and as a group prepare
charts, graphs and reports explaining their needs and justification for these to be
granted by a new national government.
- Have the three sections convene to discuss their positions and why theirs are more
important to America than the others.
- If you have more than one section of American History, you may bring the sections
together for a general debate of the issues. Use a panel or committee (like a Senate
hearing) to conduct the meeting. We use our auditorium with the sections divided into
three groups. They have met as a group with their counterparts from the other class and
compared notes and plans. They also consider what they can and will compromise on and what
they will not compromise on.
- At the general meeting, each section is called upon to make an opening statement.
- The chair then calls for open discussion and this is where the activity can become very
active. As each group tries to push their view and deride the others. It can become heated
as the students get more into their roles and forget their nationalism.
- May have each group choose representatives for a meeting to try and work out a
compromise.
- Have representatives return and present their plan, if any, to their people. Let each
group decide on compromise and reconvene.
- Sometimes this second meet breaks down and several times the South has walked, in mass,
out of the meeting with the other sections cheering and booing.
- After, have students write their emotions about the incidents and how they reacted to
the other groups' positions. Have them justify their position. Have them also include what
they felt went wrong and what they felt they learned.
- Have each section combine their individual reports into one general report to share and
discuss.
Tying It All Together: Items 10 and 11 above give you the
basis for group discussion during which students should be able to better relate to other
times and other people. I have found that after this activity when I tell something some
people did or didn't do my students better understand why.
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