Kentucky Center for African American Heritage

 

 

  
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8.6
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Middle School – Grade 8
    

 

 

 

 

 

drawing of Henry Clay
Henry Clay

Core Content Guide

2.1.1
Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives.

2.4.1
Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop.

2.4.2
Compromise and cooperation are possible choices for positive social interaction and resolution of conflict.

3.4.1
The basic economic issues addressed by producers are production, distribution, and consumption of goods and services.

5.1.2
Primary sources, secondary sources, artifacts, and time lines are essential tools in the study and interpretation of history.

 

    

 

8.6 Compromises, Compromisers

Pre-Visit
Students discuss the term compromise and create a definition. Students think of someone they regard as a good compromiser, perhaps a parent, minister, teacher, or classmate. Give an example of why they have this skill.

Students perform an Internet search to locate the texts for the following: Missouri Compromise, Compromise of 1850, and the Kansas-Nebraska Act. Students write a summary of the significant points of these pieces of legislation.

Students, in small groups, select one of the following writing/project/presentation topics related to the Compromise of 1850:

. Kentuckian Henry Clay was called "The Great Compromiser." Research his role in creating the Compromise of 1850. Write a brief biography of Henry Clay.

. Why was the Compromise of 1850 a compromise? How did the Compromise reaffirm states' rights? Does the Fugitive Slave Act (a part of the Compromise) seem to be in conflict with states' rights?

. Summarize briefly the Fugitive Slave Act (a part of the Compromise of 1850). Why was the Fugitive Slave Act so difficult for the free states in the North? What effect did the Fugitive Slave Act have on the Underground Railroad? on Kentucky? Provide examples from history.

. Under the Fugitive Slave Act, citizens were not only subject to fines and imprisonment for aiding or concealing a runaway, but they were also commanded to aid in the recovery of runaways. Discuss how this law could have forced citizens to act against their moral or religious beliefs and rights. Provide examples from history.

Students use the Kentucky time line in the Appendix and other resources to investigate the events that led to these compromises. Discuss the role of individual people (some citizens, some not citizens) other than politicians in these events. Create a flow chart to connect the issues and the various compromises you have researched.

Students identify the issues/events that contributed/led to each compromise and present them in the form of a cause-and-effect graphic.

Students create a narrowly focused time line to illustrate the sequencing of these cause events and effect legislations. Think in broad terms to determine what the first and the last dates on the time line (potential initiating and culminating events) should be.

In the Museum
While touring the "Life, Liberty, and Property" Gallery, students may compare various perspectives on slavery and assemble their own thoughts using magnetic words and picture tiles.

In the area on Escaping Slavery and the Underground Railroad, students determine how the Fugitive Slave Act of 1850 may have impacted people involved in this effort. Students locate stories that illustrate the effects of this law. (The story of Margaret Garner shows how neighboring free states were required to cooperate with slaveholders pursuing fugitives across the border.) Do the people profiled in the galleries exhibit heroism? Describe.

Students read about Henry Clay and see his likeness.

Students locate and learn about one final attempt at compromise, proposed by Kentuckian John Crittenden. Students find this information in the area called, "Kentucky in the Balance: Politicians." What did Crittenden's compromise involve? What was its purpose? Students read about Abraham Lincoln's views on slavery. How did Lincoln feel about slavery? Why did he not act on his beliefs in a decided way from the very beginning?

Post-Visit
Students write a summary of what they believe wouldhave occurred had Crittenden's compromise been adopted. Would it have had a major impact on history? Would another compromise have been able to prevent the Civil War? Was the war the only way to resolve the nation's issues at that time?

Students find a local issue reported in the newspaper that is resolved through some sort of compromise. Was the compromise reached a good one? Students write editorials to support or refute the compromise, including reasons why they believe it will or will not solve the problem.

Article 1:
In all the territory of the United States now held, or hereafter acquired, situate north of 36 degrees 30 minutes, slavery or involuntary servitude, except as a punishment for crime, is prohibited while such territory shall remain under territorial government. In all the territory south of said line of latitude, slavery of the African race is hereby recognized as existing, and shall not be interfered with by Congress, but shall be protected as property by all the departments of the territorial government during its continuance. And when any territory, north or south of said line, within such boundaries as Congress may prescribe, shall contain the population requisite for a member of Congress according to the then Federal ratio of representation of the people of the United States, it shall, if its form of government be republican, be admitted into the Union, on an equal footing with the original States, with or without slavery, as the constitution of such new State may provide.

-Excerpt from "The Crittenden Compromise" (see Appendix) Sources: Library of Congress, National Park Service and University of Kansas