1. Chasity Horton

2.  Content Area: Social Studies  Grade Level: 5 th  Summary: The purpose of this PowerPoint is for students to learn about the Compromises of 1820 and 1850 during the Civil War. The students will learn about the states that were union and free and how the Congress determined whether a state would be free or a slave state.  Learning Objective: Given facts about the Compromise of 1820 and 1850, students will be able to identify which states were union states and which were free states during the Civil War, with 100% accuracy.  Content Standard: 5.0 ‘History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.’  Learning Expectations: 5.01 ‘Understand the causes, course, and consequences of the Civil War.’  Accomplishments: 5.5.01a ‘Identify the locations of southern and northern states.

3.  To explore information about the Missouri Compromise and the Compromise of 1850 go to the following link: http://www.bookunitsteacher.com/civil_war/compromise_of_1850. htm http://www.bookunitsteacher.com/civil_war/compromise_of_1850. htm  The purpose of the Missouri Compromise was to allow Missouri to come into the Union a slave state and Maine as a free state.  Arkansas and Florida were two states that were admitted to the Union as part of the Missouri Compromise.  The Missouri Compromise imaginary line ran across the middle of the United States running from the east coast to the Pacific Ocean.  As a result of the Compromise of 1850, Northern California entered the Union as a free state, while Southern California was a slave state.

4.  To find out more information on the Missouri Compromise and the Compromise of 1850 go to the following link: http://mrkash.com/activities/compromise.html http://mrkash.com/activities/compromise.html  Henry Clay, the governor of Kentucky, was the one who proposed both the Missouri Compromise and the Compromise of 1850.  There were a few states that were able to decide whether they wanted to a free or slave state such as New Mexico, Nevada, and Arizona.  The main goal of the Compromise of 1850 was to keep the nation united and it did so, but only for a small amount of time.  The Fugitive Slave Law was made during the Compromise of 1850. It was put in place to arrest the slaves that would try to runaway.

5.  Tennessee had already been entered into the Union before 1836.

6.  Arkansas Arkansas  Florida Florida  Tennessee Tennessee  Texas Texas  New Mexico New Mexico

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8.  Even though there were problems with California being divided, Northern California was still able to enter the Union as a free state and Southern California a slave state.

9.  Utah Utah  New Mexico New Mexico  Northern California Northern California  Southern California Southern California

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11.  Missouri was allowed to enter the Union in 1820 as a slave state.

12.  Missouri Missouri  Florida Florida  Arkansas Arkansas  Utah Utah

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14.  Utah, New Mexico, Nevada, and Arizona were allowed to decide if they wanted to become a free or slave state during the Comprise of 1850.

15.  Be free states. Be free states.  Be slave states. Be slave states.  Decide for themselves whether they want to be free or not. Decide for themselves whether they want to be free or not.

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17.  Henry Clay, U.S. senator from Kentucky, was determined to find a solution to the Compromise of 1850. 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.

18.  John Adams John Adams  Abraham Lincoln Abraham Lincoln  Henry Clay Henry Clay  George Washington George Washington

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20.  The students have just learned about the Missouri Compromise and the Compromise of the 1850 that took place during the Civil War. They learned the states that were considered free states and the ones that were considered slave states. They also learned why a state was either a free or slave state. They learned how difficult it was to get a state entered into the Union and get it to be either a free or slave state. They saw some of the problems that came along with determining the status of a state during the Civil War.