1. Flipped Learning
To what extent did the Missouri Compromise cause division between the North and the South?
POINT – How much division was caused by the Missouri Compromise?
EVIDENCE – Give relevant, specific and detailed information about the Missouri Compromise
EXPLAIN – how the evidence you have used proves the point you have made
Complete tasks 1-4 on the homework sheet you have been given, ‘The legacy of the past: The Nullification Crisis’.

2. Flipped Learning
Swap your Missouri Compromise paragraph with your partner.
With one colour, highlight where your partner makes a point
With a second colour, highlight any evidence used on the Missouri Compromise
In a third colour, highlight any explanation of how must sectional division the Missouri Compromise caused.
Then, write one www (what went well) comment, and one ebi (even better if) comment.

3. North and South C.1845

4. Does the Nullification Crisis suggest the North and South wanted different futures?
Good learning:
Describe the Nullification Crisis
Great learning:
Explain the impact of the Nullification Crisis on sectional tension
Even better:
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.
Key Words:
Nullification
Tariff
Secession

5. Write down 3 questions you would like to know the answer to regarding this cartoon.

6. Tariff… What is a tariff?
Write down a definition of what YOU think a tariff is.
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

7. How tariffs work TASK: WRITE A NEW, DETAILED DEFINITION OF TARIFFS
IN GREEN! (feel free to use your own example ) $5
$6.25
25% tariff $6
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

8. Tariff of Abominations (1828) a protective tariff passed by the Congress of the United States on May 19, 1828, designed to protect industry in the northern United States
Task:
One side of the room will be the North, the other the South.
You must write a speech, explaining how the Tariff of Abominations will affect you, and whether the law should stay or go……
Now you must listen to the other side of the argument and write down what the other perspective is.
Overall, do you think the law should be kept in place or not?
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

9. TASK: Using the information on the next couple of slide, add in anything you might have missing in green pen.
Get students to write down in green pen?
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

10. Describe the Nullification Crisis
Get students to write down in green pen?
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

11. Why did South Carolina react?
The U.S. suffered an economic downturn throughout the 1820s, and South Carolina was particularly affected (the population decreased by 56,000 whites and 30,000 slaves)
South Carolina had the largest proportion of slaves (55% in 1830). In large areas slaves vastly outnumbered whites. There existed both considerable fear of slave rebellion and a growing sensitivity to even the smallest criticism of "the peculiar institution.”
South Carolina’s fortunes were based first on the cultivation of rice and indigo, and then on cotton.
Go over by acting it all out from the students – go along with the notes
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

12. Flipped Learning
Compare facts on Calhoun (task 1), and then Clay and President Jackson (task 2) – add any facts you do not have in a green pen.
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

13. Nullification Crisis: What was it?
TASK: Using your cartoon that you created for your homework (Task 3) Explain what the Nullification Crisis was. Add any points that you were missing with green pen.
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

14. Nullification Crisis and Federalism
Article 10 The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
Calhoun argued that if a law contravenes the interest and will of a state, then they have the right to nullify it. This suggests that a state can ‘pick and choose’.
Side point: Nullification is not in the Constitution.
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

15. Consequences of the Nullification Crisis
Short Term
Long Term
Nullification was not purely a sectional issue… South Carolina stood alone
South Carolina was prepared to secede from the Union
Jackson, an advocate of states rights, arguable went further than any other individual to preserve what he saw as the national government’s legitimate powers = ironic?
Calhoun denied that nullification was a step towards disunion.
Stability in America would reply on federal government actions not trampling on state rights.
Nullification would not be a viable way to exert their will on national politics in the future.
TASK: Copy out both the short and long term consequences.
Overall, was the crisis really a crisis?
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

16. Write a PEE paragraph answering this question
To what extent did the Nullification Crisis cause division between the North and the South?
Write a PEE paragraph answering this question
POINT – How much division was caused by the Nullification Crisis?
EVIDENCE – Give relevant, specific and detailed information about the Nullification Crisis
EXPLAIN – how the evidence you have used proves the point you have made
Use a different colour for your point, evidence and explanation
Peer mark if time?

17. Flipped Learning – task 4
1847
Calhoun’s
Platform of the South (p.48)
1860
South Carolina
First state to
Secede
Nullification Crisis
1860
Democrat Convention
Charleston
1861
Fort Sumter
TASK: Does this suggest South Carolina were always wanting to break away? Explain your answer.
Good learning
Describe the Nullification Crisis
Great learning
Explain the impact of the Nullification Crisis on Sectional Tension
Even better
Evaluate whether the Nullification Crisis suggested that the North and South wanted different futures.

18. Flipped Learning Revision grids:
These grids have been designed as a way for you to start getting on top of all the information and to stop it being so overwhelming by the end of the two years. This is a valuable tool for revision and is a backup to any work that might get lost over the next two years.
Their completion is essential and you will asked to submit them electronically throughout the year to be checked and ensure they are completed with as much detail as possible.
Your Task:
You have each been given a copy of the America Revision grid with the subheadings of what needs to go in each of the different sections.
You will need to create your own version of revision grid and complete it up to and including Nullification Crisis. You should input ALL the information you have collected so far (i.e. ALL your notes from the lessons and any additional work)
This will need to be sent across electronically before your next America lesson.
Try to show an example of one if possible.