The abolitionist movement
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The Abolitionist Movement. K-W-L Abolition of Slavery. K. W. L. 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!!

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The Abolitionist Movement

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The Abolitionist Movement

K-W-L Abolition of Slavery





  • 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


  • 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 belowmake a T- Chart to compare the North and South of the U.S during slavery times.



Slavery was


Public schoolscreated by the government

60,000 people needed to create a

new state.

Slave states


free States



20,000 miles of

RxR track

Hot and humid weather

Big immigrant


Northwest Ordinance

Cold weather


10,000 miles of RxR track



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


  • 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: 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!!!

  • Read pg. 457 “One European’s Story”

    Answer Only…

  • Alex de Tocqueville witnessed which law taking place before his own eyes?

  • 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

Abolitionists Chart


Contributions to the Movement

Abolitionist Yearbook

Must Include the following

Page Task

  • Artistic Title Page

  • 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.

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