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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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

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
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
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
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
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

Obj hw1


  • 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 Now

Do you think the Fugitive Slave Act in the Compromise of 1850 was a fair law? Explain in 1 paragraph.

Obj hw2

  • 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 now1
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 movement1
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
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.

Unit 9 vocab 2
Unit 9 Vocab. 2

Abolitionists chart
Abolitionists Chart


Contributions to the Movement

Abolitionist yearbook
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
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
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/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.