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Description
OVERVIEW
In this lesson, students will identify the cause-and-effect relationships between significant events, summarize the significance of the events, and make conclusions about the effects of the Compromise of 1850 on the North and South.
LESSON TIME
This lesson will take approximately 45 - 60 minutes.
Exact times may vary based on the specific needs of individual classes.
ESSENTIAL QUESTION
- What were the events and issues that caused the United States Congress to make the Compromise of 1850, and what were the terms of the Compromise?
Teacher Tools
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Lesson Plan, Teacher Guide, Primary Sources Used
Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included.
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This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson.
It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket.
Student Activities
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Warm-up and Exit Ticket
In this printable warm-up / bell-ringer activity, students will make observations about a map depicting the political borders of the United States after the passage of the Compromise of 1850. Students draw conclusions about how the map could relate to the increasing sectional division over slavery in the U.S. during the era.
In this exit ticket, students will complete a paper-adapted version of the 8th grade Social Studies STAAR question type called Drag and Drop to match the descriptions of key events from the lesson with the name of the event to which the description is referring.
The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit on the back.
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Grade Level Work
In this printable assignment, students will identify cause-and-effect relationships between significant events that led to the creation of the Compromise of 1850. Students use a graphic organizer explaining three significant events related to the U.S.-Mexico War and answer questions about the information including multi-select, multiple choice, and short constructed response with a sentence stem, then they create their own graphic organizer related to the California Gold Rush with some information already provided. Next, students use a chart listing the terms of the Compromise of 1850 to identify if each term would have most benefited the North, South, or both. Students explain their reasoning.
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In this printable assignment, students will identify cause-and-effect relationships between significant events that led to the creation of the Compromise of 1850. Students use a graphic organizer explaining three significant events related to the U.S.-Mexico War and answer questions about the information including multi-select and multiple choice with one answer choice eliminated, and a short-constructed response with a sentence stem and response options provided. Then they complete their own graphic organizer related to the California Gold Rush by choosing the correct multiple-choice option to complete each portion of the organizer. Next, students use a chart listing the terms of the Compromise of 1850 to identify if each term would have most benefited the North or South. Students choose from two options provided to identify if each term would have most benefited the North, South, or both.
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In this printable assignment, students will identify cause-and-effect relationships between significant events that led to the creation of the Compromise of 1850. Students use a graphic organizer explaining three significant events related to the U.S.-Mexico War and answer short, constructed response questions about the information, then they create their own graphic organizer related to the California Gold Rush. Next, students make claims about each of the terms of the Compromise of 1850 to assert whether each term would have most likely benefited and been supported by the North or the South, explaining their reasoning. Finally, advanced work includes a one-paragraph writing activity about how the events discussed in the lesson contributed to the growth of sectionalism in the United States.
Sources
Previews and links to sources referenced in this lesson.
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Democratic Telegraph and Texas Register (Houston, Tex.), November 2, 1848
Rights
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