1. CH 16 (P.) The South and the Slavery Controversy 1793-1860

2. LEARNING TARGETS: Historical Thinking Skill: Compare and Contrast: the Southern Planters to Abolitionists in the North. How and why was their such a divergent point of view? Where did it come from? How can both believe they are right? Overarching Questions: 1.How have gender, class, ethnic, religious, regional, and other group identities changed in different eras? 2.How and why have different political and social groups competed for influence over society and government in what would become the United States?

3. CH 16: The South and the Slavery Controversy The main theme here is “Identity.” Where you are born and how you are brought up determines what you believe “normal” is. HTS: Contextualization: What we believe today is morally and legally acceptable has not always been so. It is easy to judge the past by our standards, it is harder to put ourselves in their place and understand why our ancestors had a particular point of view.

4. CH 16: The South and the Slavery Controversy The point that Slavery is evil is generally accepted. Therefore: 1.What possible motive could Southerners have for keeping it going? 2.Why, when Abolitionist groups emerge, are they seen as troublesome and divisive by many? Use as many Economic, Political and Social angles as you can find. Use as many of the vocabulary terms as you can.

5. CH 16: The South and the Slavery Controversy In Groups: 1.Room Divides into four groups, two northern and two southern. 2. Southern Groups are: a. Pro Southern Planters b. Anti Southern Planters 3. Northern Groups are: a. Pro Abolitionists b. Anti Abolitionists

6. CH 16: The South and the Slavery Controversy In Groups: 4. In your sub groups, develop your argument to support your stance, and then make a list of ways it may be refuted. 5. As you listen to the other groups attempt to understand where they are coming from and see if you can refute each of their main points. 6. By the end of this exercise you should have a good understanding of the different gender, class, ethnic, religious, regional, and other group identities and points of view involved.