The Abolitionist Movement

K-W-L Abolition of Slavery

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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?

VOCAB- Fighting Slavery

• Abolition • annexation • Northwest Ordinance• Compromise of 1850 • Fugitive Slave Act• Harriet Tubman

• Underground Railroad• Frederick Douglas• John Brown• William Lloyd Garrison• Theodore Weld• Benjamin Franklin

After the Vocab LEAVE A BLANK PAGE

Take a look at the Map on page A30

Northwest Ordinance C.N

Cornell Note Questions• What did the Northwest Ordinance say

about slavery in these states?

• What did it say about education and schools?

Compromise of 1850

Compromise of 1850

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

Agrarian20,000 miles of RxR track

Public schools created by the government

Industrializedsociety

Rural

Hot and humid weather Big immigrant

population

60,000 people needed to create a new state.

Slavery wasoutlawed

Northwest Ordinance

Wisconsin Virginia

10,000 miles of RxR track

OBJ/HWObjective

• Identify the territories involved in the Compromise of 1850 and the Northwest Ordinance.

Homework• Create vocab flashcards to help me study

for quiz on Thursday/Friday

Do Now Do you think the Fugitive Slave Act in the Compromise

of 1850 was a fair law? Explain in 1 paragraph.

Obj/HW

• Obj: Students will be able to describe the leaders of the abolition movement and their contributions in the fight to end slavery. (Standard 8.9.1)

• Homework: Complete all vocab flashcards.

Do Now!!!

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

Abolitionist Leaders• 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

Abolitionists Chart

Harriet Tubman Use 4 line spaces for each name.Frederick DouglassJohn BrownWilliam Lloyd GarrisonTheodore WeldBenjamin FranklinSummary 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 YearbookMust Include the following

Page Task

1 Artistic Title Page2 Neatly 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.