K-W-L Abolition of Slavery ---------- ---------- K W L
OBJ & DO NOW OBJ: identify the concepts of slavery and abolition by creating a cover page and KWL chart for the unit Abolition of Slavery. ( in comp book only!!) HW: Add 2 more images to the Unit Cover Page!! Do Now: Pros and Cons of Slavery in America Pros (positive things) - Cons (consequences) -
OBJ & HW OBJ: Describe why politicians were so concerned with the Northwest Ordinance and the Compromise of 1850. (standard 8.9.3 & 8.9.4) HW: Renaming. In your opinion what is a better name for the Northwest Ordinance and the Compromise of 1850. In one paragraph, justify why the name you chose is better than the old name.
Do Now- “Compromise” Describe a fictional (fake) or nonfictional (real story)Where politicians have to compromise on a very important issue. Include what the issue is and the final outcome?
Cornell Notes What did this law say about the state of Texas? How did it please the free (North) states? How did it please slave (South) states ? How did it maintain the balance of power in congress?
Unit 9 Quiz 1 Using the 10 words below make a T- Chart to compare the North and South of the U.S during slavery times. Slave states free States Cold weather Agrarian 20,000 miles of RxR track Public schools created by the government Industrialized society Rural Hot and humid weather Big immigrant population 60,000 people needed to create a new state. Slavery was outlawed Northwest Ordinance Wisconsin Virginia 10,000 miles of RxR track
1.Read pg. 457 “One European’s Story” Answer Only… a.Alex de Tocqueville witnessed which law taking place before his own eyes? b.What does he say that indicates he is talking about this law?
The Abolitionist Movement Harriet Tubman –pg. 442 Frederick Douglass - 441 John Brown - 465 William Lloyd Garrison - 441 Theodore Weld -441 Benjamin Franklin -440
Obj: Using a yearbook format, students will create categories for the different abolitionists according to their contributions to help end slavery. (Standard 8.9.1) HW: Study for tomorrow’s Quiz. 2. Complete Abolitionist Yearbook. Do Now: Without using your class notes, list the 6 abolitionist leader’s names then next to their names write one important thing about them.
Essential Question: The Abolitionist Movement At what point, if ever, is it justifiable to ignore or undermine laws set by the government?
Unit 9 Vocab. 2 Abolition Movement * “The Liberator” *The Underground Railroad * “The North Star” * Undermine * Reformer
Harriet Tubman Use 4 line spaces for each name. Frederick Douglass John Brown William Lloyd Garrison Theodore Weld Benjamin Franklin Summary Re-read the chart and in 5-7 sentences provide a brief summary. Explain what the Abolition Movement was about and the methods used to try to end slavery. Abolitionist Contributions to the Movement
Abolitionist Yearbook Must Include the following Page Task 1Artistic Title Page 2Neatly written summary- 5-7 sentences 3- 8 Abolitionist Leader (one per page) Name, Rank 1-6, Image (image @ the end!) A quote OR contributions to the movement Best remembered for… (be creative with your category but realistic) OR Voted most likely to… (be creative but realistic)
Alternative Assignment Copy all questions and answer in complete sentences. Pg. 445 (2-4) Pg. 461 (1-4) Pg. 465 (1-4) Pg. 470 (1-4)
Exit Slip- Justify Choose two of your yearbook abolitionists and write a paragraph for each which explains why you chose to give him/her that category? In other words, your decision should fit the contributions they made to the abolition movement.
OBJ/HW Abolition of Slavery Test Review OBJ: Demonstrate knowledge of the Abolition of Slavery by scoring 28 – 35 points in our Unit Test. HW: Take a look at what we have learned this Unit and write 2 paragraphs. 1. One thing you enjoyed learning about and why? 2. One thing you did not really enjoy learning and why? DO NOW! Review your 7 test review questions you did for HW.