The Impact of Slavery on the Development of the US
Group 1
Background: Many people fought to end slavery even before the Civil War. Slaves fought back to try and win
their freedom and free people, called “abolitionists” worked to end slavery everywhere. For the first 80 years as
a country, slavery affected many of the decisions made by the US government as it tried to keep everyone
happy by making compromises between pro-slavery people and abolitionists.
Objective: You will read and answer questions about the efforts to end slavery and also the steps taken by the
US government to compromise and then you will use these readings and notes to practice writing thesis
statements on this topic.
Directions:
Efforts to End Slavery
1. Read about the 2nd Great Awakening and the Abolitionists: William Lloyd Garrison and Frederick
Douglass on p.101-102 in your textbook.
2. Answer the following questions:
a. What was the message preached during the Second Great Awakening?
b. What were 3 of the problems that people tried to reform (p.101)?
c. What became the main problem that people tried to solve during this time (p. 102)?
d. Who was Frederick Douglass and who was William Lloyd Garrison?
3. Look through the Slave rebellions timeline handout.
4. Answer the following questions:
a. What year did slaves first start rebelling?
b. Which rebellion was led by a freed slave?
c. What happened to Gabriel Prosser, Denmark Vesey, Nat Turner and John Brown?
5. Use your directive words sheet and then fill in the blanks in the sentence frame to write a thesis
statement that answers the following essay prompt:
Identify what efforts were made before the Civil War to end slavery.
Sentence Frame: People fought against U.S. slavery by trying to ___________________, and also were
willing to risk their lives by __________________________ and some were even driven to violence when they
___________________________.
Steps taken by the federal government to keep the country together
6. Read about the Missouri Compromise on p.106 and be sure to look at the map on that page to help you
understand it.
7. Answer the following questions:
a. Why was the Ohio River important?
b. What arguments were given for Missouri being a free state? What arguments were given for
Missouri being a slave state?
c. Which state entered the union as a free state in 1820? Which entered as a slave state? What was
the new dividing line between free and slave states? What was this decision called?
8. Read about the Compromise of 1850 and Fugitive Slave Law on p.109-110 and look at map on that page
also.
9. Answer the following questions:
a. An idea was proposed that each state should be able to decide for itself if it would be a free or
slave state. What was this called?
b. Why would it be bad if California became a free state?
c. Name 4 things stated in the Compromise of 1850.
10. Read about the Kansas-Nebraska Act on p.111 – 112 and look at the map on that page.
11. Answer the following questions:
a. What did the Kansas-Nebraska Act say about slavery?
b. Why did the Northerners not like the Kansas-Nebraska Act?
c. Why did the Kansas-Nebraska Act lead to fighting in these territories?
12. Use your directive words sheet and then fill in the blanks in the sentence frame to write a thesis
statement that answers the following essay prompt:
Identify the compromises made by the US government to prevent a civil war.
Sentence Frame: One of the ways that the U.S. government tried to prevent a civil war was to
_________________ in 1820 that said __________________________. Thirty years later, they were still
trying to keep the peace when they passed the ____________________ which agreed to
________________________________.
Optional Challenge Assignment: If you have time and feel comfortable with the work you’ve done so far, you
may try to write a thesis statement for this harder essay prompt:
Compare the Missouri Compromise of 1820 with the Kansas-Nebraska Act.
Sentence Frame: While the Missouri Compromise of 1820 and the Kansas-Nebraska Act are similar because
they both ___________________________ they are different because the Missouric Compromise wanted to
___________________ while the Kansas-Nebraska Act was intended to ______________________________.
The Impact of Slavery on the Development of the US
Group 2
Background: Many people fought to end slavery even before the Civil War. Slaves fought back to try and win
their freedom and free people, called “abolitionists” worked to end slavery everywhere. For the first 80 years as
a country, slavery affected many of the decisions made by the US government as it tried to keep everyone
happy by making compromises between pro-slavery people and abolitionists.
Objective: You will read and answer questions about the efforts to end slavery, the arguments in defense of
slavery and also the steps taken by the US government to compromise and then you will use these readings and
notes to practice writing thesis statements on this topic.
Directions:
Efforts to End Slavery
1. Read about the 2nd Great Awakening and the Abolitionists: William Lloyd Garrison and Frederick
Douglass on p.101-102 in your textbook.
2. Answer the following questions:
a. What was the message preached during the Second Great Awakening?
b. What were 3 of the problems that people tried to reform (p.101)?
c. What became the main problem that people tried to solve during this time (p. 102)?
d. Who was Frederick Douglass and who was William Lloyd Garrison?
3. Look through the Slave rebellions timeline handout.
4. Answer the following questions:
a. What year did slaves first start rebelling?
b. What happened to Gabriel Prosser, Denmark Vesey, Nat Turner and John Brown?
5. Use your directive words sheet and then fill in the blanks in the sentence frame to write a thesis
statement that answers the following essay prompt:
Identify what efforts were made before the Civil War to end slavery.
Sentence Frame: People fought against U.S. slavery by trying to ___________________, and also were
willing to risk their lives by __________________________ and some were even driven to violence when they
___________________________.
Steps taken by the federal government to keep the country together
6. Read about the Missouri Compromise on p.106 and be sure to look at the map on that page to help you
understand it.
7. Answer the following questions:
a. Name 2 reasons why the Ohio River was important.
b. What arguments were given for Missouri being a free state? What arguments were given for
Missouri being a slave state?
c. Describe the Missouri Compromise: Which state entered the union as a free state in 1820?
Which entered as a slave state? What was the new dividing line between free and slave states?
8. Read about the Compromise of 1850 and Fugitive Slave Law on p.109-110 and look at map on that page
also.
9. Answer the following questions:
a. How did new states create tension between free and slave states?
b. An idea was proposed that each state should be able to decide for itself if it would be a free or
slave state. What was this called?
c. Name 4 things stated in the Compromise of 1850.
10. Read about the Kansas-Nebraska Act on p.111 – 112 and look at the map on that page.
11. Answer the following questions:
a. What did the Kansas-Nebraska Act say about slavery?
b. Why did the Kansas-Nebraska Act lead to fighting in these territories?
12. Use your directive words sheet and then fill in the blanks in the sentence frame to write a thesis
statement that answers the following essay prompt:
Compare the Missouri Compromise of 1820 with the Kansas-Nebraska Act.
Sentence Frame: While the Missouri Compromise of 1820 and the Kansas-Nebraska Act are similar because
they both ___________________________, they are different because the Missouri Compromise wanted to
___________________ while the Kansas-Nebraska Act was intended to ______________________________.
Optional Challenge Assignment: If you have time and feel comfortable with the work you’ve done so far, you
may try to write a thesis statement for this harder essay prompt:
Compare the different views on slavery in the US before the Civil War
Sentence Frame: In the mid-19th Century, slavery was viewed by radical abolitionists as _______________
while moderates believed_____________________ contrasting with slavery supporters who justified
_______________________.
The Impact of Slavery on the Development of the US
Group 3
Background: Many people fought to end slavery even before the Civil War. Slaves fought back to try and win
their freedom and free people, called “abolitionists” worked to end slavery everywhere. For the first 80 years as
a country, slavery affected many of the decisions made by the US government as it tried to keep everyone
happy by making compromises between pro-slavery people and abolitionists.
Objective: You will read and take notes about the efforts to end slavery, the arguments in defense of slavery
and also the steps taken by the US government to compromise and then you will use these readings and notes to
practice writing thesis statements on this topic.
Directions:
Efforts to End Slavery
1. Read about the 2nd Great Awakening and the Abolitionists: William Lloyd Garrison and Frederick
Douglass on p.101-102 in your textbook.
2. Take down notes that describe the 2nd Great Awakening and the 4 major areas of reform; explain who
William Lloyd Garrison and Frederick Douglass were and their main accomplishments.
3. Look through the Slave rebellions timeline and underground railroad handouts.
4. Take down notes on the duration of the slave rebellions and the results of most slave rebellions. Include
dates and outcomes in particular for Gabriel Prosser, Denmark Vesey, Nat Turner and John Brown;
write a brief summary of the underground railroad of any details that are new to you.
5. Use your directive words sheet and the word bank to write a thesis statement that answers the following
essay prompt:
Identify what efforts were made before the Civil War to end slavery.
Word Bank for thesis: To begin with, in addition, and also, furthermore, firstly, finally, primarily, because, at
the same time, as a result of
Arguments in defense of slavery
6. Read the handout on Justifications for Slavery handout.
a. Sort the justifications into a t-chart of “stronger” and “weaker” arguments. You can use the
numbers on the sheet instead of re-writing them.
7. Read the handout on North and South views on tariffs.
a. Take down notes that explain impact of tariffs on the North and the South, the nullification crisis
and its result.
8. Read p. 107-108 in the textbook.
a. Take down notes that describe how the economies in the North and South differ; what is a way
for a 2011 person to understand the wealth represented by slaves? What is a modern equivalent
for slaves?
Steps taken by the federal government to keep the country together
9. Read about the Missouri Compromise on p.106 and be sure to look at the map on that page to help you
understand it.
a. Take down notes that explain the prior system for determining free and slave states, and why
Missouri’s entrance into the union created a problem.
b. Describe the Missouri Compromise: Which state entered the union as a free state in 1820?
Which entered as a slave state? What was the new dividing line between free and slave states?
10. Read about the Compromise of 1850 and Fugitive Slave Law on p.109-110 and look at map on that page
also.
a. Take down notes that explain why territorial expansion added to tensions between the North and
the South; defines popular sovereignty and identifies pros and cons to this system; explains the 4
main provisions of the Compromise of 1850.
11. Read about the Kansas-Nebraska Act on p.111 – 112 and look at the map on that page.
a. Take down notes that explain the Kansas-Nebraska Act and why it led to increased violence in
these territories and who were the agitators.
12. Use your directive words sheet and the word bank to write a thesis statement that answers the following
essay prompt:
Compare the Missouri Compromise of 1820 with the Kansas-Nebraska Act.
Word Bank: while, although, because, in contrast, whereas, in this way, primarily, on the other hand,
consequently
Optional Challenge Assignment: If you have time and feel comfortable with the work you’ve done so far, you
may try to write a thesis statement for this harder essay prompt:
Can the actions of the federal government between 1787-1861 regarding slavery be justified?
(hint: thesis statement should mention some of these actions in particular)
Word Bank: however, for this reason, morally speaking, therefore, despite, greater good, nullify, federalism,
provision, maintain
Arguments in defense of slavery
 Justifications (write up from the handout)
 Tariffs (North and South views on tariffs handout)
 Loss of property value / way of life (p.107-108)
Efforts to end slavery
 2nd Great Awakening (p. 101-102)
 Abolitionists: William Lloyd Garrison and Frederick Douglass (p.101-102)
 Slave rebellions and underground railroad (handouts)
Federal government Compromises to delay a showdown
 Missouri Compromise (p.106 and look at the map on that page)
 Compromise of 1850 and Fugitive Slave Law (p.109-110 and look at map on that page)
 Kansas-Nebraska Act (p.111 – 112 and look at the map on that page)
 Dred Scott case (p. 113)
Split between Federal government and states governments (do as an intro before they do the activity)
 Nullification crisis
 States’ belief that union only makes sense if it’s to the states benefit to belong, otherwise opt out
 Tested in court cases and legislation throughout the 70 yrs. Between constitution and civil war
Group 1 – ELD and struggling students
1. Read “Efforts to End Slavery” and “Steps taken by US government to compromise”.
2. Answer questions on the readings
3. Answer 2 identify prompts and one comparison prompt with sentence frames.
a. Identify what efforts were made before the Civil War to end slavery.
b. Identify the compromises made by the US government to prevent a civil war.
c. Compare the Missouri Compromise of 1820 with the Kansas-Nebraska Act. Give them
categories as part of the sentence frame. – as a challenge
Group 2 – Middle group
1. Read “Efforts to End Slavery”, “Steps taken by US government to compromise” and “Arguments in
Defense of Slavery”
2. Answer questions on the reading
3. Answer 1 identify prompt and 2 comparison prompts (one with the categories given and one where they
have to come up with their categories
a. Identify the arguments made in defense of slavery.
b. Compare the Missouri Compromise of 1820 with the Kansas-Nebraska Act (with categories)
c. Compare the different views on slavery in the US before the Civil War (come up with their own
categories) – as a challenge
Group 3 – High group
1. Read “Efforts to End Slavery”, “Steps taken by US government to compromise” and “Arguments in
Defense of Slavery”
2. Take notes, or graphic organizer, tchart on the readings
3. Answer 1 identify prompt with word bank, 1 comparison prompt – come up with their categories, and 1
justify prompt as a challenge.