Unit 3.1 Classwork & Reading: The Missouri Compromise

Last updated almost 2 years ago

12 questions

Note from the author:

Instructions

Required

Unit 3.1 Classwork & Reading: The Missouri Compromise

Last updated almost 2 years ago

12 questions

Note from the author:

Content Objective: I will be able to determine the short-term and long-term success of the Missouri Compromise.

Standard Objective: I will be able to draw reasonable inferences and logical conclusions from text.

Absent? Just want to review the guided notes? Slides are linked here.

Instructions

Content Objective: I will be able to determine the short-term and long-term success of the Missouri Compromise.

Standard Objective: I will be able to draw reasonable inferences and logical conclusions from text.

Absent? Just want to review the guided notes? Slides are linked here.

Building Knowledge Together: Let's make sure we're all on the same page!

Based on the map (on left), what can you infer about the terms of the Missouri Compromise in 1820?

Required

When Missouri applied to become a state in 1820, there were currently _______  free states and 11 _______  states. The addition of Missouri into the Union would have upset the _______ of free states and slave states, so Henry Clay proposed a compromise which allowed Missouri to join as a _______ state if Maine joined as a free state, thereby keeping the balance between Northern and _______  state representation equal in the _______ . This agreement is known by historians as the Missouri Compromise that established the 36°30' line, which determined that all states _______ the line would become free states - except for _______  - while all states below the line would become slave states.

Applying Knowledge: Now it's your turn to read up on the Missouri Compromise and its historical significance.

RPU.01

Note how Question #1 is about the entire article. Hence, you should wait until you read the entire article before your answer it!

IIRC.01

RPU.01

IIUR.01

IIRC.02

IIRC.01

IIRC.02

IITE.01

IIWD.01

RTS.02

Unit 3.1 Classwork & Reading: The Missouri Compromise

Unit 3.1 Classwork & Reading: The Missouri Compromise

Building Knowledge Together: Let's make sure we're all on the same page!

Based on the map (on left), what can you infer about the terms of the Missouri Compromise in 1820?

Applying Knowledge: Now it's your turn to read up on the Missouri Compromise and its historical significance.

Building Knowledge Together: Let's make sure we're all on the same page!

Based on the map (on left), what can you infer about the terms of the Missouri Compromise in 1820?

Applying Knowledge: Now it's your turn to read up on the Missouri Compromise and its historical significance.

The main purpose of the passage is to

According to the passage, the reaction to the Missouri Compromise can best be described as

The MOST likely reason for including information about the Kansas-Nebraska Act is to show

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

It can be reasonably inferred that "self-determination" is

The passage indicates that Thomas Jefferson believed that the question over slavery would eventually lead to

Based on the information in the passage, it can be reasonably inferred that

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

As used in the sentence, "sentiment" most nearly means

The final paragraph develops a key concept of the article by