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#401: Slavery and Compromise

11/29/2016

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Preparation:
  • Read/view:
    • ​View Crash Course U.S. History #13: Slavery (14:24)
    • Foner 378-83 (“A Dose of Arsenic”)
  • Materials needed for class:
    • Please bring  Foner to class.
  • Consider:
    • Why is slavery as practiced in the U.S. South before 1865 widely viewed as immoral today?
    • Given the human suffering caused by slavery, what arguments do you think Southern political figures like John Calhoun might have used against abolitionists?
    • Evaluate the costs and benefits of the Compromise of 1850 and the Kansas-Nebraska Act of 1854. If you had been a member of the U.S. Senate in the 1850s would you have supported these agreements? Why or why not?

Image analysis:
  • The following image, entitled “Take me back to Old Virginny” was published in 1859 and is said to depict slave life in the antebellum South. With a partner, consider the image below and consider the following SOAPSTone-related analysis questions:
    • Tone: Identify 2-3 adjectives that best represent this image.
    • Speaker/author: Who do you think created this image?
    • Audience: For whom do you think this image was created?
    • Purpose: Why do you think this image was created?
Picture
Further discussion:
  • Why is slavery as practiced in the U.S. South before 1865 widely viewed as immoral today?
  • Given the human suffering caused by slavery, what arguments do you think Southern political figures like John Calhoun might have used against abolitionists?

Charting compromise:
  • In completing the exercise below, please rely on Foner and not online sources. We are choosing this path as a way to improve our ability to parse text for key facts.
  • Step 1: Complete the chart below.
  • Step 2: With a partner, consider the following questions:
    • ​Evaluate the costs and benefits of the Compromise of 1850 and the Kansas-Nebraska Act of 1854.
    • If you had been a member of the U.S. Senate in the 1850s would you have supported these compromises? Why or why not?
  • Step 3: Full-class discussion.
Compromise
Components
Significance
Missouri Compromise (1820)
See Foner, 288-89
 
 
Compromise of 1850
See Foner, 380
 
 
Kansas-Nebraska Act (1854)
See Foner, 382-83
 
 
Homework: #402. Please prepare carefully for next class – including thinking ahead of time about the “consider” questions. We will have a graded discussion in class.
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
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