Secession Lesson Plan

Instructor: Artem Cheprasov

Artem has a doctor of veterinary medicine degree.

This lesson plan provides several activities, a quiz, and discussion topics and questions that will help students learn more about the concept of secession.

Learning Objectives

Once students have completed this lesson, they need to be able to:

  • Define secession
  • Identify numerous examples of secession
  • Explain how power and resources play a role in secession


30-60 minutes without the activity


  • Handouts of the Secede: Definition & Implications lesson text.
  • Chalk/markers and eraser for the class board
  • A map of the U.S. during the time of the U.S. Civil War
  • Colored pencils

Curriculum Standards


Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.


Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.


Warm Up

  • Ask the following questions to warm-up the class:
    • What does it mean to secede?
    • What U.S. states decided to seceded from the Union during the time of the Civil War?

Reading & Notes

  • Pass out the handout Secede: Definition & Implications, one for each student
  • Each student should read it on their own and:
    • Take notes
    • Ask questions if something isn't clear
    • Highlight bold terms
    • Attempt to define the bold terms and any other words/terms they don't understand

Vocabulary Activity

  • Place the following terms up on the class board:
    • Secede
    • American Civil War
    • WWII
    • Russia
    • Germany
    • Axis Forces
    • Allied Forces
    • Texas
    • Constitutional authority
    • Palestine
    • Israel
  • Each student should choose two terms. For one term, they are to define it using their own words. For the other term they are to define it by drawing a picture. They should come up to the class board and define their term. The rest of the class can help out, if necessary, to make the definition better.
  • If it looks like there are plenty of definitions for some terms but not others, 'close' the former terms so students are forced to take a look at the others.
  • Students should copy the terms/definitions into their notebooks once all of them have been completed and you've approved them.

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