Teacher: Dottie Roach
Title: Missouri Compromise / Subject: U.S. History/Social Studies
Topic: Causes of Early Discontent leading to the Civil War / Grade: 5th Grade
Lesson Duration: 2 days / School: Alcorn Central Middle School
Education Designs Lesson/ Unit Plan
Lesson Summary:
(A short 3-5 sentence summary of the lesson and how it will be delivered) / TSW construct a map of the Missouri Compromise and create a Venn diagram of the causes and effects of discontent which led to the beginning of the Civil War. TSW differentiate between the positive and negative effects slave states or free states had on the power of the government in the United States.
National Standards for History Era: Link / Era 4
Standard 3B
The student understands how the debates over slavery influenced politics and sectionalism.Explain the Missouri Compromise and evaluate its political consequences. [Identify issues and problems in the past]
Standard(s): Mississippi
State, Local or National / 1. Examine the historical development of the United States of America. (H, G)
c. Analyze the formation of and territorial expansion of our nation (e.g., founding of the original thirteen English colonies, Westward Expansion, addition of states and territories, etc.).
3. Analyze spatial and ecological relationships between people, places, and environments utilizing social studies tools (e.g., timelines, mental and physical maps, globes, resources, graphs, a compass rose, political cartoons, charts, primary and secondary sources, technology, and other geographical representations). (C, H, G, E)
Themes/Concept: / 1.Beliefs & Ideals and Conflict and Change
Causes/effects of Civil War
Essential questions
(2-5 questions)
(What you want the students to know) / How did the Missouri Compromise create a power struggle in government that helped shape the environment of our country and the causes/effects of discontentment that led to the Civil War?
Elements (What you want the students to understand) / 1. Why was slavery an important issue involving the entrance of new states in the United States? States felt they had the central power to decide if they wanted to be free or slave states, not the federal government.
2. How did the government find a solution to equate the entrance of slave states and free states? By creating the Missouri Compromise of 1820
3. How did the Missouri Compromise of 1820 attempt to settle the debate over slavery in new states? By keeping the states equal (free or slave states).
4. Why did the imbalance of states (whether free or slave) undermine the power structure in government? With the entrance of each new state, the power structure in government would swing from one side to the other side. Ex: more free states could mean abolishing slavery and control over the government and tariff taxes. The entrance of more slave states would mean more slavery and control over the government and tariff taxes. It was control over the government and money that each side wanted. Note: With control leaning more toward the free states with the inclusion of California, succession was becoming the topic of conversation in the South.
Launch Activity
(Hook) / TSW create the Missouri Compromise on a map of the U.S. at this time period. TSW draw a black line across the map demonstrating the Missouri Compromise. TSW color in the free states blue and the slave states gray. TSW use a two-column graphic organizer to label causes/effects of free states/slave states. (See 1. Methodology).

Education Designs

Knowledge & Skills
(People, Places, times and vocabulary-what the student should be able to do. What skills will they use?) / Henry Clay
Andrew Jackson
Stephen Douglas
James Monroe / Voc: compromise, slavery, popular sovereignty, debate, free soilers, secede, nullification / Skills: Using map skills to construct map of Missouri Compromise, analyze and interpret causes/effects of division of power in the government depending on the slave or free states.
Lesson Methodology (How will you conduct the lesson; activities…?)
Added primary source from http://www.loc.gov/rr/program/bib/ourdocs/Missouri.html Students will read and analysis the document. Students will divide into 2 groups and debate the pro slavery/anti-slavery created by the Missouri Compromise. TSW complete a two column graphic organizer on the causes/effects of division of power in the government between the free states and slave states.
1.Why was the compromise necessary?
2.Did it solve the problem?
3.How would they solve the problem of California?
4. Why was the compromise problematic from their point of view?
Students will recreate a map of the Missouri Compromise showing the balance of slave and free states before the inclusion of California. The students will discuss why the swing of power created problems within the new nation.

Education Designs

Assessment Evidence: What evidence will show that students met the learning goal? Teacher Observation/completed map
Traditional Assessment (Selected Responses) Short quiz on vocabulary words and importance of the Missouri Compromise.
Authentic Assessment (Performance Task) Students will complete graphic organizer and map.
Student Self-Assessment: Writing down one important question with answer. Reading the questions and having the students answer the questions.
Differentiation Associated with this unit: small group work, one-on-one with lower functioning students, using smaller units of instructions for lower-achieving students. Using interactive map to help lower functioning students understand the power struggle during the Missouri Compromise of 1820.
Resources and instructional tools: (Including Video Sources, Text Resources, Research Strategy)
Blank map of the United States during the 1800s
http://www.ourdocuments.gov/doc.php?flash=true&doc=22&page=transcript
http://www.teachingamericanhistory.org/neh/interactives/sectionalism/lesson1/
http://www.digitalhistory.uh.edu/historyonline/us18.cfm

Education Designs