The Abolitionist Movement. K-W-L Abolition of Slavery ---------- ---------- K W L.

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?

Exit Slip- 2 Summaries

• Using the 10 words below, create 2 summaries, one that explains the Northwest Ordinance and another explaining the Compromise of 1850? (circle or underline these words in your paragraph when you are done)

slave States

free States

California

Texas

maintain balance in Congress

schoolsNorth

South slavery

comprom

ise

OBJ/HW

Objective

• 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?

Vocab-Abolition of Slavery

• Harriet Tubman –pg. 442

• Underground Railroad - 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.

Abolitionist Chart

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 3-5 sentences provide a brief summary. Simply explain what the Abolition movement was about and the methods used to try to end slavery.

Abolitionist Contribution to the Movement

Abolitionist YearbookMust Include:

1 Cover Page Theme (title)

1 Summary (Inside the cover)

For each abolitionist…

1 Name, Ranking, Image (image @ the end!)

1 Quote (If not in the book find online))

3 Best remembered for… (be creative with your category but realistic)

3 Voted most likely to… (be creative with your category but realistic)

TOTAL = 10 points

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.