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Congress debates slavery. Learning Goals: 1.Compare and contrast economic paths of the North and the South. 2.Summarize the effects of territorial expansion.

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Presentation on theme: "Congress debates slavery. Learning Goals: 1.Compare and contrast economic paths of the North and the South. 2.Summarize the effects of territorial expansion."— Presentation transcript:

1 Congress debates slavery

2 Learning Goals: 1.Compare and contrast economic paths of the North and the South. 2.Summarize the effects of territorial expansion on the debate over slavery. 3.Analyze how the Compromise of 1850 fueled the debate over slavery. 4.Explain how political tensions resulted in violence.

3 Explanation: Compromise is a settlement of differences in which each side gives up something.The United States was at the something. The United States was at the breaking point. The issue of slavery was dividing the North and South. Journal Question: What are some things that you have had to compromise over with your friends or family? Describe a specific situation where you have made a compromise.

4 1. White Southerners feared that the North would abolish slavery when they tried to pass the Wilmot Proviso. Most white Southerners were poor farmers.

5 Think-Pair- Share What are the differences between the economies of the North and the South? What led to the South having slaves as farm workers? Think about your answer and then turn to a neighbor and share your thoughts. We will share as a group.

6 2. In order to keep the nation from breaking apart, Stephen A. Douglas supported the Compromise of The South liked that some newly acquired territories from Mexico might allow slavery. Douglas made some groups of people mad.

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8 3. Popular sovereignty describes the belief that the people living in a region should decide key issues. Harriet Beecher Stowe’s Uncle Tom’s Cabin showed one of the major differences between the North and South.

9 4. The Kansas-Nebraska Act called for the residents of Kansas and Nebraska to vote to decide the issue of slavery and overturned the Missouri Compromise. The Constitutional Convention of the Kansas Territory. The Kansas-Nebraska Act left the status of slavery in the two territories to popular sovereignty votes.

10 Think-Pair- Share Sovereignty means that people have the right to rule themselves and make laws. Put this definition into your own words. Explain if this right should ever be limited. Think about your answer and then turn to a neighbor and share your thoughts. We will share as a group.

11 5. The Kansas Territory was called “Bleeding Kansas” because an armed struggle broke out between proslavery and antislavery settlers.

12 6. One impact of Uncle Tom’s Cabin was that white Southerners charged that the book did not portray slavery accurately. A lithograph of “The Death of Uncle Tom,” from the book Uncle Tom's Cabin.

13 Think-Pair- Share The last slideshow explained the word persuade. How can a book persuade someone to do or think something? What do you think was written in Uncle Tom’s Cabin that persuaded the North that slavery was bad? Think about your answer and then turn to a neighbor and share your thoughts. We will share as a group.

14 7. The Kansas- Nebraska Act, Compromise of 1850, and Missouri Compromise were all legislative decisions that dealt with the issue of slavery in the United States. A hotel where African Americans could stay at that was burned down in Kansas. This painting depicts abolitionist John Brown during the "Bleeding Kansas" decade of the 1850s.

15 8. The economies between the North and South varied greatly. Pre-Civil War industrialization of the North was due to increased immigration for labor needs, the building of railroads for transportation needs, and increased population density for growing markets.

16 CLOSURE ACTIVITY Three Ws Students discuss or write (3 Ws): What did we learn today?What did we learn today? So What? (relevancy, importance, usefulness)So What? (relevancy, importance, usefulness) Now What? (how does this fit into what we are learning?, does it affect our thinking?)Now What? (how does this fit into what we are learning?, does it affect our thinking?)

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