L1+Bizier,+Daniel

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * __Teacher’s Name __****: ** Mr. Bizier **__Date of Lesson__:** Lesson 1
 * __Grade Level __****: **11 **__Topic:__** Civil War and Reconstruction
 * __Objectives __**
 * Student will understand that **: there were several causes of the American Civil War, in the years leading up to when the war actually began, and these causes were related to slavery.
 * Student will know: **3/5ths clause, Missouri Compromise, the South becomes a cotton leader (dependent on slaves), the North industrializes, the Spanish/American War, Compromise of 1850, Fugitive Slave Act, various congressional leaders.
 * Student will be able to: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">decide how decisions in the years leading up to the Civil War caused the war to start.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will do a sequence chart that outlines the major events that caused the Civil War. Students will respond to questions in class, and check for understanding using the "thumbs up/ thumbs down" technique, to check for understanding. In class questioning will be used to help ensure that the students know the main causes of the Civil War. The student will have a sequence chart that has the events that they felt were main causes of the Civil War.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Glogster(75) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- You will create a poster using the internet software Glogster, Your poster will highlight some of the causes of the American Civil War. You will include descriptions of what the events were, and how they sparked the war to begin. I also expect that you will include some type of visual aid that represents the event that it accompanies. You will be graded based on a rubric.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will utilize type II technology by using the internet software Glogster to create a poster online.
 * Art:** Students are creating a poster.
 * English:** Students are writing about the causes of the Civil War.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will break up into think-pair-share groups. They will discuss what they felt the main causes of the Civil War were. Students will be broken into groups by counting off numbers. In their groups the students will complete sequence charts that highlight the main causes of the Civil War, up until the Compromise of 1850.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The speech that the teacher gave, the Emancipation Proclamation, in the hook will draw verbal learners in.
 * Logical:** Thinking about the sequence of events that caused the Civil War is a logical thinking process.
 * Visual:** The poster that the students will create is a visual aid that describes the causes of the Civil War. The graphic organizer will also help visual learners.
 * Bodily-Kinesthetic:** Moving around the room will allow bodily-kinesthetic learners to be up and moving which will help them learn.
 * Interpersonal:** Students will receive feedback from their peers, helping the interpersonal learners.
 * Intrapersonal:** The students will revise the work by themselves following receiving feedback, and complete their own sequence charts.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will utilize type II technology by using the internet software Glogster to create a poster online.
 * Absent:** If a student is absent I will ask for them to contact me so that they can find out what the reading will be for the next, and if there is any homework due for the next class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Markers
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Text-books
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Sequence Charts
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Abraham Lincoln attire/speech
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Notebooks
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Any work that will need to be handed back to students
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rubrics
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Syllabus

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Sequence Charts- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Glogster. www.glogster.com I will show students the site, and how to create posters. Glogster tutorial <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> I will use textbooks. Students will search for links on the internet.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">There were a variety of resources, textbooks and links to help students understand the material. The hook will help students learn and will get verbal learners engaged. The sequence charts will engage logical learners. The group work will engage interpersonal learners. Students will be moving around a lot, engaging bodily kinesthetic learners. After a class discussion students will complete their sequence charts on their own, engaging intrapersonal learners. The final product, a poster created using Glogster, is a visual aid, and will engage visual learners. It will be easy for students to learn because they will be in a good environment, where they feel as though they can ask questions; I will provide clarifying information for them. Students will create a poster using Glogster, and if they have trouble grasping the software then they will be given additional time. <span style="font-family: "Times New Roman","serif";">As for learning styles, the “clipboards” will like the fact that all of the rubrics will be available beforehand, so they will know exactly what they need to do. “Microscopes” will benefit because they are trying to dig deeper into main cause of the war, they will also be researching some of the major events. The think-pair-share, and classroom discussions will help the “puppy” students because it will make them feel like they are in a good, safe, environment. Lastly, the fact that there are many activities will help “beach balls” because they will be kept busy, and engaged.

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Reference Content notes which can be found at the end of this lesson. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * Student will be able to** decide how decisions in the years leading up to the Civil War caused the war to start.
 * Facet of Understanding:** Application; I used application because I thought that it was important that students know how to explain the causes of the Civil War and I thought that it was important for students to be able to demonstrate that they understand and can explain the causes of the Civil War. Students will show understanding by creating a poster using Glogster; the poster will highlight the main causes of the Civil War, up until the Compromise of 1850.

Students will utilize type II technology by using the internet software Glogster to create a poster online.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students will utilize type II technology in the form of a Glogster, where they will create a poster on the main causes of the Civil War, up until the Compromise of 1850, during this lesson. Other examples of varied instructional strategies and technology usage include:
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tailors: //**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The speech that the teacher gave, the Emancipation Proclamation, in the hook will draw verbal learners in.
 * Logical:** Thinking about the sequence of events that caused the Civil War is a logical thinking process.
 * Visual:** The poster that the students will create is a visual aid that describes the causes of the Civil War. The graphic organizer will also help visual learners.
 * Bodily-Kinesthetic:** Moving around the room will allow bodily-kinesthetic learners to be up and moving which will help them learn.
 * Interpersonal:** Students will receive feedback from their peers, helping the interpersonal learners.
 * Intrapersonal:** The students will revise the work by themselves following receiving feedback, and correct their own sequence charts.

Students will do a sequence chart that outlines the major events that caused the Civil War. Students will respond to questions in class, and check for understanding using the "thumbs up/ thumbs down" technique, to check for understanding. In class questioning will be used to help ensure that the students know the main causes of the Civil War. The student will have a checklist of all of their events that they felt caused the Civil War.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a teacher it is important to check for understanding with your students, this is how I plan to check for understanding.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For the first lesson the desks will be arranged in two's. Agenda: 3 day lesson I will walk in dressed as Lincoln, and I will read a speech delivered by Lincoln, as a class we will all discuss what we though Lincoln meant in his speech. (15 minutes). I will give a lecture about what some of the causes of the Civil War were (slavery was unclear in the Constitution, the Missouri Compromise, the Compromise of 1850), the class will be given an opportunity to ask questions if they have any (25 minutes). At the conclusion of the lecture the class will have a discussion about what they thought the main causes of the war were (10 minutes). The students will then be given a sequence chart and will get with a partner, that I will assign randomly by counting the students off, and discuss what they thought the main causes of the Civil War were, I will be available to answer any questions that the students have. The students will do the sequence charts for the remainder of class, if they do not complete them then they will do them for homework (30 minutes).
 * Summative (Assessment of Learning)**
 * Glogster(75)**- You will create a poster using the internet software Glogster, Your poster will highlight some of the causes of the American Civil War. You will include descriptions of what the events were, and how they sparked the war to begin. I also expect that you will include some type of visual aid that represents the event that it accompanies. You will be graded based on a rubric.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * Day 1:** The desks will be separated into groups of two, so when students break up into groups they will be able to work with one other person.

I will check for understanding by asking the class questions, I will gauge understanding using the "thumbs up/thumbs down" technique. (15 minutes). I will show a tutorial on how to use Glogster using this URL from YouTube, <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">. After watching the video I will make sure that everyone understood the tutorial (15 minutes). The class will have a chance to start their posters in class, and do the rest for homework (35 minutes).
 * Day 2:** As a class we will look at the sequence charts, and make sure that everyone has done them. I will clear up any misconceptions that the students had (15 minutes).

After the presentations we will talk about all of the causes of the Civil War up until and including the Compromise of 1850. I will end the class with this question, "How did these things influence the next 10 years, and eventually start the Civil War?" (20 minutes).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The students will spend the first 60 minutes of class presenting their posters (60 minutes).

Students will understand that there were several causes of the Civil War. The American Civil War is the only instance of the United States being at war with itself, and it is also the single bloodiest war in the history of the United States. //**Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world**//. Teacher will walk into class dressed as Abraham Lincoln, or another Civil War leader. The teacher will deliver a speech as that leader. If I were playing Abraham Lincoln I would do the Emancipation Proclamation. After the speech we will discuss as a class what they thought of the hook. Students will be able to reflect on their own as well.
 * Where, Why, What, Hook, Tailors: Verbal, Interpersonal, Intrapersonal**

Students will get into think-pair-share groups and they will do sequence charts, students will outline the major events that caused the Civil War, they will break up into groups based on what they thought the main cause of the Civil War were, they will move around the room and be with several partners. Students will respond to questions in class, and check for understanding using the "thumbs up/ thumbs down" technique.
 * Students will know:** 3/5ths clause, Missouri Compromise, the South becomes a cotton leader (dependent on slaves), the North industrializes, the Spanish/American War, Compromise of 1850, Fugitive Slave Act, various congressional leaders.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> (see content notes below) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Equip, Explore, Rethink, Tailors: Logical, Visual, Bodily-Kinesthetic, Interpersonal**


 * Student will be able to** decide how decisions in the years leading up to the Civil War caused the war to start. They will make a poster that depicts how decisions made leading up to the war helped to cause the Civil War. The students will break up into think-pair-share groups based on what they thought the main causes of the Civil War were. Students will work with a variety of different partners. Students will respond to questions in class, and check for understanding using the "thumbs up/ thumbs down" technique, students will also be able to provide their own input and ask questions. Once the student receives feedback from their peers they will change misconceptions, on their sequence charts, that they had and begin their product. The feedback given by peers will be followed by teacher feedback which will allow the student to revise their work and make a better product on their own.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal**

We will use in class questioning to ensure that students understand what the main causes of the Civil War were. The students will have a chance to discuss the causes of the war with each other, they will also be able to ask the teacher about any misunderstandings that they still have. The students will complete a sequence chart of what they thought the main causes of the Civil War were, up until the Compromise of1850.
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

The American Civil War, or the War Between the states, was a war between the Union/United States (North) and the Confederacy/Confederates States (South)**.** The war lasted from 1860-1865. The American Civil War was the bloodiest war in American history, and up until very recently there had been more deaths than in all other American Wars, COMBINED!!! The leader of the North was Abraham Lincoln, and the leader of the South was Jefferson Davis.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Overview **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

A lot of controversy stemmed from the expansion of slavery. Many Northerners were against the expansion of slavery. Many Southerners thought that new territories should include slavery. Most people thought that if slavery could not expand then it would not be able to survive for long. There were some very well known events or documents and some lesser known events. The well known events/documents that we are going to focus on are the 3/5ths clause, The Missouri Compromise, and the Compromise of 1850 (the Compromise of 1850 will be covered in lesson 2 as well). The lesser known events, that will be covered, but not as in depth are the gag rules that were enacted in the 1830's and 1840's which prohibited slavery petitions from being brought up in Congress, the Wilmot Proviso which was brought up by Northerners and set out to make territories acquired from Mexico free, the last was Harriet Beecher Stowe's novel //Uncle Tom's Cabin// which led to man Northerners speaking out against slavery.


 * 3/5ths Clause/ Slavery in the Constitution :** The 3/5ths Compromise is the only mention of any kind of slavery in the original version of the Constitution. There was major controversy about how slaves would be counted in the South, and how taxes would be handled in the South. The South had significantly fewer people than the North did, which would put them at a disadvantage in National Elections and in the House of Representatives, because their voices and wants would not be heard or allowed because the North could outvote them in favor on their interests. The Framers of Constitution struggled to find a way to make everybody happy, in the North and in the South. James Wilson and Roger Sherman found a way to appease the South; they proposed that they counted "all other persons" to account as 3/5ths of a person for taxing and representation purposes. The idea of the 3/5ths Compromise was for the South to support the Constitution, in fact Wilson was a Northerner from Pennsylvania, and by putting this compromise in place the Constitution gained Southern support. The compromise gave the South an advantage in the voting processes because they had a lot of slaves that were taken into account when it came to voting; slaves did not get to actually vote, there masters cast their votes for them which meant that Southerners had a lot more voice in politics. This can be seen in the fact that many of our nation’s first presidents were from Southern States; they were able to be elected because the South had a population advantages thanks to the 3/5ths Compromise. This was the only mention of slavery in the Constitution which led to uncertainty to whether the Framers were for or against slavery. Northerners thought that no mention meant there should be no slavery, and Southerners thought that no mention meant that slavery was okay (Information from <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">).


 * Missouri Compromise:** By 1818 the Missouri Territory had grown its population to be large enough to apply for statehood. Since most of the settlers that went to the Missouri territories came from the South it was expected that Missouri would go in as a slave state. There was a hitch though, James Tallmadge proposed an amendment that was passed in the House but not the Senate, that would outlaw bringing slaves to Missouri and would eventually emancipate slave born there. This showed just how separated the North and the South really were. In 1819 Alabama was admitted to the Union, as a slave state; this made the number of slave and free states even. Maine applied to be a state in 1820 and it was almost guaranteed to be a free state, which meant that there would be one more free state then there were slave states. The members of the Senate and the House got together and decided to lift the ban on slavery of Missouri and instead outlawed slavery in the territories gained in the Louisiana Purchase that was north of the 36°30'N lat. (the southern boundary of Missouri). Maine was made a free state, and Missouri was able to become a slave state. The whole point of the Missouri Compromise was to maintain the balance of power between the free and slave states in the United States. The 36°30'N lat line rule remained in place until it was repealed in 1854 by the Kansas-Nebraska act which allowed states to vote on whether they wanted to permit or prohibit slavery. (Information attained from <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> and <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">)

Compromise of 1850-- information copy and pasted from: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Henry Clay, U.S. senator from Kentucky, was determined to find a solution. In 1820 he had resolved a fiery debate over the spread of slavery with his Missouri Compromise. Now, thirty years later, the matter surfaced again within the walls of the Capitol. But this time the stakes were higher -- nothing less than keeping the Union together.

There were several points at issue:

¥ The United States had recently acquired a vast territory -- the result of its war with Mexico. Should the territory allow slavery, or should it be declared free? Or maybe the inhabitants should be allowed to choose for themselves?

¥ California -- a territory that had grown tremendously with the gold rush of 1849, had recently petitioned Congress to enter the Union as a free state. Should this be allowed? Ever since the Missouri Compromise, the balance between slave states and free states had been maintained; any proposal that threatened this balance would almost certainly not win approval.

¥ There was a dispute over land: Texas claimed that its territory extended all the way to Santa Fe.

¥ Finally, there was Washington, D.C. Not only did the nation's capital allow slavery, it was home to the largest slave market in North America.

On January 29, 1850, the 70-year-old Clay presented a compromise. For eight months members of Congress, led by Clay, Daniel Webster, Senator from Massachusetts, and John C. Calhoun, senator from South Carolina, debated the compromise. With the help of Stephen Douglas, a young Democrat from Illinois, a series of bills that would make up the compromise were ushered through Congress.

According to the compromise, Texas would relinquish the land in dispute but, in compensation, be given 10 million dollars -- money it would use to pay off its debt to Mexico. Also, the territories of New Mexico, Nevada, Arizona, and Utah would be organized without mention of slavery. (The decision would be made by the territories' inhabitants later, when they applied for statehood.) Regarding Washington, the slave trade would be abolished in the District of Columbia, although slavery would still be permitted. Finally, California would be admitted as a free state. To pacify slave-state politicians, who would have objected to the imbalance created by adding another free state, the Fugitive Slave Act was passed.

Of all the bills that made up the Compromise of 1850, the Fugitive Slave Act was the most controversial. It required citizens to assist in the recovery of fugitive slaves. It denied a fugitive's right to a jury trial. (Cases would instead be handled by special commissioners -- commissioners who would be paid $5 if an alleged fugitive were released and $10 if he or she were sent away with the claimant.) The act called for changes in filing for a claim, making the process easier for slave-owners. Also, according to the act, there would be more federal officials responsible for enforcing the law.

For slaves attempting to build lives in the North, the new law was disaster. Many left their homes and fled to Canada. During the next ten years, an estimated 20,000 blacks moved to the neighboring country. For Harriet Jacobs, a fugitive living in New York, passage of the law was "the beginning of a reign of terror to the colored population." She stayed put, even after learning that slave catchers were hired to track her down. Anthony Burns, a fugitive living in Boston, was one of many who were captured and returned to slavery. Free blacks, too, were captured and sent to the South. With no legal right to plead their cases, they were completely defenseless.

Passage of the Fugitive Slave Act made abolitionists all the more resolved to put an end to slavery. The Underground Railroad became more active, reaching its peak between 1850 and 1860. The act also brought the subject of slavery before the nation. Many who had previously been ambivalent about slavery now took a definitive stance against the institution.

The Compromise of 1850 accomplished what it set out to do -- it kept the nation united -- but the solution was only temporary. Over the following decade the country's citizens became further divided over the issue of slavery. The rift would continue to grow until the nation itself divided.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Syllabus The Sequence Charts Rubrics
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**