Debra

Debra Herbst Summer 2011 This is a three day lesson focusing on the cultural (day 1), economic (day 2), and political issues (day 3) that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union. State Curriculum Standards met in this lesson:STANDARD VUS.6eThe student will demonstrate knowledge of the major events from the last decade of the eighteenth century through the first half of the nineteenth century bye) describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union. The student will be able to discuss Sectionalism describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union leading up to the Civil War. Sectional tensions caused by competing economic interests-The industrial North favored high protective tariffs to protect Northern manufactured goods from foreign competition. -The agricultural South opposed high tariffs that made the price of imports more expensive. -Protective tariffs increased industrial growth. Sectional tensions caused by westward expansionAs new states entered the Union, compromises were reached that maintained the balance of power in Congress between free and slave states. – The Missouri Compromise (1820) drew an east-west line through the Louisiana Purchase, with slavery prohibited above the line and allowed below, except that slavery was allowed in Missouri, north of the line. – In the Compromise of 1850, California entered as a free state, while the new Southwestern territories acquired from Mexico would decide on their own. – The Kansas-Nebraska Act of 1854 repealed the Missouri Compromise line, giving people in Kansas and Nebraska the choice whether to allow slavery in their states or not (popular sovereignty). This law produced bloody fighting in Kansas as pro- and anti-slavery forces battled each other. It also led to the birth of the Republican Party that same year to oppose the spread of slavery. - Expansionism caused extremism. Sectional tensions caused by debates over the nature of the Union -South Carolinians argued that sovereign states could nullify the Tariff of 1832 and other acts of Congress. A union that allowed state governments to invalidate acts of the national legislature could be dissolved by states seceding from the Union in defense of slavery (Nullification Crisis). -President Jackson threatened to send federal troops to collect the tariff revenues. -State’s rights were challenged. Sectional tensions caused by the institution of slavery -Slave revolts in Virginia, led by Nat Turner and Gabriel Prosser, fed white Southerners’ fears about slave rebellions and led to harsh laws in the South against fugitive slaves. Southerners who favored abolition were intimidated into silence. -Northerners, led by William Lloyd Garrison, publisher of The Liberator, increasingly viewed the institution of slavery as a violation of Christian principles and argued for its abolition. Southerners grew alarmed by the growing force of the Northern response to the abolitionists. -Fugitive slave events pitted Southern slave owners against outraged Northerners who opposed returning escaped slaves to bondage. -Slavery was an issue to be reckoned with. The women’s suffrage movement -At the same time the abolitionist movement grew, another reform movement took root—the movement to give equal rights to women. -Seneca Falls Declaration-Roles of Elizabeth Cady Stanton and Susan B. Anthony, who became involved in the women’s suffrage movement before the Civil War and continued with the movement after the war. -The women’s equal rights movement emerged along with the abolitionist movement. -What issues divided America in the first half of the nineteenth century? -How did the Kansas - Nebraska Act lead to violence? -How did protective tariffs benefit the North? -How did protective tariffs hinder the South? -How was the balance of power maintained in Congress when a new state entered the Union as either a free state or a slave state? -What was the Missouri Compromise? -What was the Compromise of 1850? -What was the Kansas –Nebraska Act of 1854? -To what extent was “ Bloody Kansas” the beginning of the Civil War? -How might the issue of slavery be tied to all of the causes of the Civil War? -Why did the women’s suffrage movement emerge in tandem with the abolitionist movement? Have you ever been faced with the need to compromise in order to achieve a certain goal? What would you have done had you been President Lincoln, faced with the turmoil-engulfed country, trying to hold the Union together? (The teacher will present this to the students in the form of a flip sheet handout as a Ticket In. The students will answer the question at the beginning of class as a pre-assessment. The students will the flip the handout over and at the end of class they will answer the same question again as a post-assessment. The students will then hand these flip sheets to the Teacher as a Ticket Out. (2 minutes) The student will gain an understanding of conflicts, resolutions, and compromise in history through the process of debate. Conflict resolution and compromise are essential life skills 1. Student will read handout (lesson set) and answer the questions as a pre-assessment. (2 minutes) 2. Teacher will set up the jigsaw separating the class into four groups: West, South, North, and President Lincoln and his Cabinet. 3. Teacher will give each group a set of primary documents demonstrating issues including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union pertaining to their group. (2 minutes) 4. Students will be given 10 minutes to examine these documents. (10 minutes) 5. Teacher will visit each group to check for understanding, assist with interpretation of the primary documents, and keep the groups on task. 6. Students will discuss the primary documents within their groups be ready to discuss and defend the issues on tariffs, slavery, abolitionist and women's suffrage movements, and the role of the states. 7. Students will come together and debate the issues consuming each section of the Union. 8. Students representing President Lincoln and his cabinet will hear these issues and defend the decisions coming from the Lincoln White House. 9. The teacher may project to the entire class the primary documents used by each group as they present in the debate.(optional) 10. Teacher will monitor the debate and keep the students on task. 11. Teacher will assess each group on defending the issues of tariffs, slavery, abolitionist and women’s suffrage movements, and the role of the state in the Union. 12. Students will return to their flip sheets and answer the lesson set questions a second time as a post assessment. 13. Students will hand these to the teacher before leaving class. 14. Teacher may assign homework: Answer the question: What issues divided the Union in the first half of the 19th century leading up to the Civil War? (short answer) OR Re-write History “What if…?” (one paragraph). The teacher will use the Ticket In/Ticket Out method for the lesson set and pre-assessment and lesson closure and post-assessment. The teacher will use a flip sheet with the questions: Have you ever been faced with the need to compromise in order to achieve a certain goal? What would you have done had you been President Lincoln, faced with the turmoil-engulfed country, trying to hold the Union together? The students will flip the sheet over and answer the questions at the end of class as a Ticket Out and post-assessment. - The teacher will use the Ticket In/Ticket Out method for the lesson set and pre-assessment and lesson closure and post-assessment. The teacher will use a flip sheet with the questions: Have you ever been faced with the need to compromise in order to achieve a certain goal? What would you have done had you been President Lincoln, faced with the turmoil-engulfed country, trying to hold the Union together? The students will answer the questions on the flip sheet at the beginning of class as a Ticket In and pre-assessment. The students will flip the sheet over and answer the questions at the end of class as a Ticket Out and post-assessment.-The teacher will visit each group to check for understanding, assist with interpretation of the primary documents, and keep the groups on task. - Teacher will visit each group to check for understanding, assist with interpretation of the primary documents, and keep the groups on task. - Teacher will assess each group on defending the issues of tariffs, slavery, abolitionist and women’s suffrage movements, and the role of the state in the Union. - Teacher may assign homework: Answer the question: What issues divided the Union in the first half of the 19th century leading up to the Civil War?(short answer) OR Write a Re-write History "What if...?" on this topic not more than one paragraph. The students will participate in a debate with primary documents to support their viewpoints. Student may read a book or view a movie/video related to this topic and practice the Iceberg Model to illicit a higher level of reasoning or questioning. I will follow the guidelines as outlined on the IEP. The lesson will revolve around a jigsaw activity involving role play, grouping, and visuals as the main areas of differentiated instruction. Materials and resources needed for this lesson. 1. Copies of primary documents 2. Copies of Ticket In/Ticket Out flip sheet 3. Technology resources needed for this lesson 1. Internet 2. Projector with sound 3. Web Addresses needed for this lesson: 1. 2. 3. **DEBRA HERBST ** 2975 Redlawn Road Boydton, VA 23917 434-738-6706 dbherbst@gmail.com **__PROFESSIONAL EXPERIENCE __**
 * Lesson Author**: Debra Herbst
 * Grade Level**: 11/12 High School
 * Subject Area**: U.S. History
 * Short Description**:
 * Standards**
 * Instructional Outcomes**:
 * Enduring Understandings/Essential Knowledge**:
 * Essential Questions**:
 * ProceduresLesson Set**:
 * Rationale**:
 * Techniques and Activities**:
 * Lesson Closure**:
 * Assessment/Evaluation**:
 * Student Products**:
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 * Adaptations for Special Learners**:
 * Differentiated Instruction**:
 * Resources**

Full-time Long-term Substitute Teacher Cabot High School 11/23/2010 – 12/22/2010 Cabot, Vermont 802-563-2289 Substitute Teacher Twinfield Union School 10/2010 – 12/2010 Marshfield, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-426-3213
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Full-time Long-term substitute for Mrs. Lee Penniman, High School History Teacher.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Followed Mrs. Penniman’s lesson plans for all five classes.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Developed and delivered lectures.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Assisted with research.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Administered exams.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Collaborated with an English Teacher for a joint project with two American History classes.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Maintained daily contact with Mrs. Penniman.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Substituted for Kindergarten through High School.

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Debra Herbst __** <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Executive Director <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">The Turning Point Center of Central Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">1/1/2009 – 7/9/2010 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Barre, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-479-7373 **__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Debra Herbst __** <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Lister <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Town of Marshfield <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">3/2008 – 12/2010 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Marshfield, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-426-3305 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Volunteer Coordinator <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">The Turning Point Center of Central Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">10/2008 – 1/2009 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Barre, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-479-7373 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Paralegal Intern <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Representative Janet Ancel <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Spring 2005 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Montpelier, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-223-5350 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Paralegal Intern <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Greene and Loignon, PC, Attorneys at Law <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Fall 2004 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Hardwick, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-472-8203 **__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Debra Herbst __** <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Museum Teacher <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Vermont Historical Society <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">1997-2000 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Montpelier, VT <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">802-479-8500
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Recruit, interview and train volunteers to staff The Turning Point Center of Central Vermont; maintain volunteer base.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Supervise volunteers and evaluate performance on a quarterly basis, implementing any necessary corrective action steps.
 * <span style="font-family: 'Poor Richard','serif'; font-size: 15px;">Work with families and individuals to determine recovery needs and find resources for <span style="color: windowtext; font-family: 'Poor Richard','serif'; font-size: 15px;">housing, food, rehab, mental health, veteran's services, and social security.
 * <span style="color: windowtext; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Enroll families and individuals in services offered through community partners.
 * <span style="color: windowtext; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Collaborate with community partners at the Washington County Continuum of Care to develop strategies for meeting the recovery needs of families and individuals.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Research best practices and recommend strategies to improve overall efficiency and effectiveness to the board of directors.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Coordinate grant activities and proposals by researching, identifying, and communicating grant funding opportunities to the board of directors.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Develop and implement quarterly operational plan to foster efficiency, cooperation, and teamwork.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Manage the implementation and maintenance of the policies and procedures.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Work with board of directors to develop annual operating budget.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Work with fundraising committee to research fundraising opportunities and develop annual fundraising plans.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Complete and submit required financial and programmatic grant reporting to department of health on a quarterly basis.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">De-escalate difficult, occasionally dangerous situations, following established guidelines and protocols.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Assess property values in accordance with current laws and regulations.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Meet with local residents weekly to conduct property value assessment; explain property value assessment, laws and regulations; assuage concerns.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">De-escalate difficult situations, following established guidelines.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Recruited, interviewed and trained volunteers to staff The Turning Point Center of Central Vermont.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Maintained volunteer base to ensure adequate and appropriate staffing at all times.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Researched statutes from Vermont and other states and participated in the final writing of a bill.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Advocated for constituency of Representative Ancel’s District.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Observed and participated in title searches and drafting of deeds.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Designed and guided school group tours.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Served as the Vermont State Coordinator for National History Day.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; margin-bottom: 3pt;">Prepared and conducted High School and Middle School Vermont History Day presentations.
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Co-developed walking tours of Montpelier for school children and the Lending Library.

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">EDUCATION __**

<span style="font-family: 'Poor Richard','serif'; font-size: 15px;">Champlain College <span style="font-family: 'Poor Richard','serif'; font-size: 15px;">Certificate in Nonprofit Management, 2010 <span style="font-family: 'Poor Richard','serif'; font-size: 15px;">Burlington, Vermont

<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Woodbury College <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Certificate in Paralegal Studies, 2005 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Montpelier, Vermont <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">University of North Carolina at Greensboro <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Bachelor’s of Arts, History, Magna Cum Laude, 1986 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Greensboro, North Carolina

<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Sandhills Community College <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Associates of Science, 1977 <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px; line-height: 14pt;">Carthage, North Carolina **__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">PROFESSIONAL CLASSES __**


 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Spirituality As a Resource in Recovery, 2/12/2010
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Family Healing Strategies, 1/15/2010
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Providing Recovery Supports – Supporting Ourselves, 10/29/2009
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Walk a Mile in My Shoes: Moving Toward a Peer-Driven Recovery- Oriented System of Care, 9/25/2009

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Debra Herbst __**

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">RECOGNITION AWARDS __**

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">MEMBERSHIPS __**
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Awarded History Honor Award through the Gamma Delta Chapter of Phi Alpha Theta, 1986
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Elected to __Who’s Who Among Students in American Junior Colleges,__ 1976 and 1977

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">COMPUTER SKILLS __**
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Vermont Paralegal Association, member, 2004-present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Calais Historical Society, member, 2002- present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">VPIRG, member, 2000- present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Echo Valley Community Arts Board Member, 2007-present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Marshfield Historical Society, 2007-present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Worcester Historical Society, 2006-present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Notary Public, 2006-2011
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Girl Scouts of America, 1991-1994

**__<span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">COMMUNITY SERVICES __**
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Proficient in Microsoft Office
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Proficient with LEXIS-NEXIS


 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Historical/Theatrical Costumer, Twinfield Union School, 2007-present
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Served as exercise instructor and adopted a “grandmother” at The Gary Home, Montpelier, VT, 2003-2004
 * <span style="color: black; font-family: 'Poor Richard','serif'; font-size: 15px;">Established a Girl Scout troop and organized, supervised, and implemented troop meetings through the Girl Scouts of America, 1991-1994