Teacher's Guide for COBBLESTONE ^® The Compromise of 1850

1. Compare and contrast the economies of the North and South.
2. Explain the Northern and Southern views of slavery.
3. How did the Missouri Compromise reveal the sectional views of the United States?
4. What was John Brown's role in "Kansas, Bloody Kansas"?
5. How have the Democratic and Republican parties changed since their inceptions?
6. John C. Calhoun, Henry Clay, Daniel Webster, and Stephen A. Douglas were politicians who supported causes or legislation that eventually led to the end of their political careers. Why?
7. During this time in America's history, three groups of citizens were evolving: Northerners, Southerners, and Americans. What were the beliefs of these three groups?

1. Create a Venn diagram based on the Fugitive Slave Laws of 1793 and 1850.
2. Draft two Letters to the Editor from the viewpoints of the slave owner and the abolitionist about the Fugitive Slave Law.
3. Write an essay explaining the significance of historian Glover Morris's quote: The Missouri Compromise is the first full-scale dress rehearsal for the great sectional contest that was to come in the 1850s.
4. Create a timeline based on the events in the article "A Precarious Balance." Assign students specific events to write about from the timeline for a newspaper. Also, include feature pieces on Zachary Taylor, Martin Van Buren, David Wilmot and the Wilmot Proviso.

During the 1850s, Northern abolitionists attempted to obtain the freedom of slaves like Anthony Burns and Dred Scott. What was it like being an abolitionist and how was John Brown different?

1. Have students draw editorial cartoons on any of the following topics:
   1. The two views of the Fugitive Slave Law
   2. Senator Henry Clay submitting the Compromise of 1850 to Congress
   3. The 1848 presidential election
   4. The death of Zachary Taylor
   5. The political impact of the Dred Scott Decision
2. Design presidential trading cards based on the information in "U.S. Presidents (& Vice Presidents)."
3. Make copies of the photographs showing the two views of slavery on pages 40 and 41. Put the copies on an overhead projector and have a discussion on What Do You See? Ask students which photograph depicts an accurate portrayal of slavery. Which one doesn't, and why?
4. Have students create posters for the political parties mentioned in the article "The Rise and Fall of Political Parties."

1. Have students debate the pros and cons of the Fugitive Slave Law.
2. Create a word search using any 20 vocabulary words in this issue.
3. Use the article "Crafting the Compromise" to re-enact the debate surrounding the compromise. Assign students the roles of Senators Henry Clay, John C. Calhoun, Daniel Webster, William Seward, and Henry Foote.
4. Put together a news broadcast based on the information in this issue. Assign students the roles of news anchor, reporters, copywriters, and artists. If possible, videotape the broadcast so the class can watch it at a later date.

Answers for the Venn diagram:

1793 Fugitive Slave Law Slave owner had to appear before a magistrate. Slave owner was required to show proof of ownership. Up to a $500 fine for helping runaway slaves.

Laws impacted the lives of runaway slaves. Northerners and Southerners had views about the law.

1850 Fugitive Slave Law Slave owner no longer needed to provide proof of ownership. Citizens were ordered to aid in the capture of runaway slaves. A $1,000 fine and 6 months in prison for helping runaways. Captured slaves were denied a trial by jury and not allowed to testify in their defense.

Answers for the timeline:

1836	Texas declares its independence from Mexico
1845	The United states annexes Texas
1846	Mexican-American War begins; Iowa joins the Union
1848	Mexican-American War ends; Treaty of Guadalupe Hidalgo signed; Wisconsin joins the Union; presidential election
1849	Gold Rush begins in California; California applies for statehood

Home

Back

Print

Updated: 11/21/08 12:27 pm
Log In