Log inSign up for FREE
Library

Period 5, Day 2-3: The Mexican-American War & the Fugitive Slave Act

Last updated over 1 year ago
15 questions
Note from the author:
Content Objective: I will be able to identify at least two causes of the Compromise of 1850.

Standard Objective: I will be able to identify explicitly stated relationships between groups and events, (e.g., cause-effect).
Content Objective: I will be able to identify at least two causes of the Compromise of 1850.

Standard Objective: I will be able to identify explicitly stated relationships between groups and events, (e.g., cause-effect).
0

Tue, 1/24 Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

1

Tue, 1/24 Warm Up: What do you recall about the Missouri Compromise?

Stuck? Click here for a visual reminder.

0

Tue, 1/24 Warm Up: One interesting historical fact I learned from the pre-work is…

1

Building Knowledge Together: First, let's make sure we're all on the same page regarding vocabulary. Here is a combination of old terms and new terms:

Draggable itemCorresponding Item
Popular Sovereignty
The idea that the United States is destined by God to expand and spread democracy and capitalism across the entire North American continent
Manifest Destiny
The mid-nineteenth century idea that the people of a given territory should decide whether or not to allow slavery
36°30′ Line
A phrase from the Declaration of Independence, which means that a Republican form of government gets its power from the people
Antebellum
The time period before the Civil War
Consent of the Governed
The northern limit for slavery to be legal in the territories of the west established by the Missouri Compromise when Maine (formerly a part of Massachusetts) was admitted as a free state in exchange for Missouri becoming a slave state (even though it was above this line)
1

Guided Viewing: Based on what you know about the historical context of the United States in the Antebellum era, why do you think the United States picked a fight with the country of Mexico in the mid-1800s?

1
The Treaty of Guadalupe-Hidalgo ended the Mexican-American War (1846-1848). Mexico agreed to _______ territory reaching northwest from _______ to Oregon in exchange for $18.25 million in cash and assumed debts. This total expanse was about _______ of Mexico.
1

Make a Prediction: Analyze the map above. What do you think will happen as a result of the Treaty of Guadalupe-Hidalgo?

That's all we're doing for classwork on Tuesday, 1/25/2022. Stay tuned tomorrow and start your reading here.
0

Wed, 1/25 Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

1

Wed, 1/25 Warm Up: Have you ever followed a rule that you don't believe in? Explain why or why not.

1
The Underground Railroad was not actually underground. Rather, the name comes from the idea that it was not openly publicized. It was a _______ network of safe houses and routes of travel established in the U.S. during the early to mid-19th century. African American slaves used this network to flee to free states, Canada and Nova Scotia where they could escape captivity. Some routes also led to Mexico or overseas where slavery was _______ . Although slaveowners were white, not every white person agreed with the practice. Some of the abolitionists and their supporters were white. The term _______ refers to everyone who aided the fugitive slaves in their escape efforts.
1
A series of symbols was developed as a _______ to fleeing slaves so they would be aware of their surroundings.

Typically, the abolitionists involved in the Underground Railroad were privy to the operation only to the extent that they were _______. Not many of the activists involved knew the entire inner workings of the network. It was far too risky. If one of them had been caught and made to talk, it could have _______ the entire effort.
1
Prior to the Underground Railroad, slaves would make their own attempts at freedom. Even after the network was developed, they were on their own until certain points north where it was safer for a station to exist. That being the case, the Fugitive Slave Act of 1793 was enacted. This act had slave bounty hunters coming out of the woodwork trying to cash in on the action.

Today, we are going to learn about spirituals, which are different from hymns and psalms because they were a way of _______ the harsh condition of being a slave. While white plantation owners were content thinking that their slaves were happy and singing in the fields, these lyrics actual served a _______ purpose for fugitive slaves.
Applying Knowledge: Well done! Today, we will apply the new knowledge and vocabulary that we just learned by analyzing a spiritual song that enslaved Blacks would sing.
1

Can you decode the "Swing Low, Sweet Chariot" spiritual? Try it out!

Draggable itemCorresponding Item
I’m sometimes up, I’m sometimes down
Come into slaveholding states
I looked over Jordan, and what did I see?
The Underground Railroad
Sweet chariot,
Take me to freedom in the Northern States or Canada
But still my soul feels heavenly bound
I looked over the Mississippi or Ohio River, and what did I see?
If you get there before I do, tell all my friends I’m coming too
Workers on the Underground Railroad coming to help me
A band of angels coming after me
If I have escaped friends or family, please tell them my escape plan
Comin' for to carry me home...
I have good days and bad days
Swing low
But I know I will soon escape North on the Underground Railroad
1

Exit Ticket: How did the enslaved and abolitionists work together to stand up for what they believed in despite the laws in the United States that upheld slavery? Support your answer with at least one specific historical example or fact.

0

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4: