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Analyzing how the issue of slavery influenced compromises as the U.S. expanded westward, leading to sectionalism. Includes group activities and map analysis.
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SECTIONALISM M. Bullion R. Pickering T. Sieren
Topic: Sectionalism We chose Sectionalism to demonstrate how failing to make a decision about the issue of slavery during the writing of the Constitution would result in a variety of compromises as the United States expanded further and further west. Class organization for unit: 1. Students would be broken into 3 large groups – north, west, south 2. Students would be provided with characteristics for their region or your students might be able to brainstorm political, economic, social characteristics 3. Use a variety of incentives to reward the group with the most points
What is the overall tone or message of this image?(CR) What reaction would this image elicit in the north? south? west? (CX) http://answersinhistory.wordpress.com/series/slavery-in-america/
As the nation expanded westward, the dispute over slavery intensified. Citizens of Southern slave states clashed with Northern activists who were morally opposed to slavery. Would the new territories extend slavery, or prohibit it? Former president Thomas Jefferson, in his late 70s at the time of the Missouri Compromise, once described the difficult situation slavery presented. "We have the wolf by the ears," he declared, "and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other." http://www.pbs.org/wgbh/americanexperience/features/general-article/lincolns-political-landscape/
What kind of source is this? (Sourcing) What symbols are used?(Close Reading) Why was this map made?(Contextualization) What significant events came before or after this map was created?(Contextualization) Library of Congress Geography and Map Division Washington, D.C. 20540-4650 Missouri territory formerly Louisiana. Carey, Mathew, 1760-1839.
Student Handouts for Notes What symbols or colors are used on the map?(Close Reading) When was the map created?(Contextualization) Why was the map created?(Contextualization) What was general opinion on the issue of slavery at the time of the map’s creation?(Contextualization) How does the image of the man in bondage relate to this map?(Corroboration)
What does the text say?(Close Reading) What images are used on this map?(Close Reading) Who was the audience? (Contextualization) What was the general opinion on slavery at this time? (Contextualization) Reynolds's Political Map of the United States . . . .William Reynolds. CREATED/PUBLISHEDNew York: Wm. C. Reynolds, 1856. REPOSITORYLibrary of Congress Geography and Map Division. Washington, D.C. 20540
Student Handout for Notes When was the map created?(Contextualization): Why was the map created?(Contextualization) What symbols or colors are used on the map?(CR) What was the opinion at time of the map’s creation?(CR) How does this map compare to the map labeled Compromise of 1820?(Corroboration)
Student Handout for Notes When was the map created?(CX): Why was the map created?(CX) What symbols or colors are used on the map?(CR) What was the opinion at time of the map’s creation?(CR) How does this map compare to the map labeled Compromise of 1820 and the Compromise of 1850?(CO) By looking at this map, what might the future hold for the image of the man in bondage? The wage earner moving west?
Exit Ticket: (Immediate assessment) How is the United States resolving the issue of slavery in the territories after 1808? Long-term assessment: Multiple choice questions on a test.
Topic: Sectionalism We chose Sectionalism to demonstrate how the compromises attempted to deal with the growing issue of slavery as the United States expanded.
Break students into three groups – North, South, West • Read the following document and the selections. Answer the following questions. • What is the name of this document? • Which people are not counted for representation? • Which people are counted as 3/5 for representation? • According to the population graph provided, how do northern states benefit by counting some people as 3/5th’s? How do southern states benefit by counting some people as 3/5th’s? • In section 9 of the Constitution, why is the year 1808 significant? What issues might arise as the United States expands westward? • http://www.ket.org/civilwar/primary.html • http://mrkash.com/activities/compromise.html • http://www.blackpast.org/?q=primary/declaration-independence-and-debate-over-slavery • (deleted passages) • http://newspapers.library.cornell.edu/collect/FOM/content.php?vol=1&c=FOM&d=1836.06.23.D18.1.1&pdflink=doc1.pdf&top=0&left=0&ispage=
