By the end of this lesson, students will

  • will discuss the increased sectional conflicts that developed during this time period and will make connections between the role of geography discussed previously, and The Missouri Compromise, the Corrupt Bargain, and how these events in turn led to a New Era in Politics


DC Content Power Standards :
1.6, 1.7, 1.9 Influences on American Revolution, Formation of Constitution, Effects of Civil War and Reconstruction
DC Content Supporting Standards:
DCPS 11.1.9: Explain the effects of the Civil War and Reconstruction and of the Industrial Revolution, including demographic shifts and the emergence in the late 19th century of the United States as a world power. (G, P, E)
DC Historical and Social Studies Skills Standards:
HCI.1, HCI.3, HCI.7 Compare Past to Present, Connecting Events and Trends, Meaning/Impact of Historical Events
Common Core Reading for Literacy in Social Studies Standards:
RH.11-12.1, 2 , 4, 10: Cite textual evidence, summarize, vocab, read complex texts
Common Core Writing for Literacy in Social Studies Standards:
WHST.11-12.8a, 8c, 5a Use print and digital sources, Determine value of a source, Brainstorming, Outlining


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Warm Up

Take out last night's homework, Slavery, a Positive Good. We need a moderator and a scribe for this mini-debate:

The Question:

What parts of this piece are not based on fact (in other words, are not true)?

We will divide the class in two; one side will present untruths, the other side will defend Mr. Calhoun's position.

For homework, students will read and anotate A Response to Calhoun and write a one page overview answering the following question: How does this article refute Mr. Calhoun's assertaion that slavery is a positive good?

Students should also watch the video, The Missouri Compromise Rap Battle online for fun.

A Response to Calhoun

Download this file
Creator: Allan Nevins, American Press Opinion (Boston: D. C. Heath and Company, 1928) pp. 127-129.
Source: http://afgen.com/slavery4.html
Date: 23 November 2010

New Material

After our debate (roughly 20 minutes) the class will read the section on the Missouri Compromise in their groups,  and using their outlines, discuss the issures surrounding the need for the Compromise in the first place.

After 10 minutes the class will come together to discuss the particulars of the Compromise for an additional 10 minutes. 

Students will view a short video from the play Bloody, Bloody Andrew Jacksonthat deals with "The Corrupt Bargain."

Class discussion ending with the section A New Era in Politics

The Missouri Compromise Rap Battle

This video was created for Mr.Phelps History class at West High in 2007 (Missouri Compromise Rap Battle) and should be viewed at home.

The Corrupt Bargain from "Bloody, Bloody Adndrew Jackson" (Broadway)


Students will review their annotated papers, and then debate its legitimacy.

Students will read from the textbook aloud in groups, and try to determine the need for Compromise and the possible conflicts compromise will create. Students will infer from what they have read as to some of the causes of conflict.

Students will compare and contrast the disputed election of 1824 with more modern elections and how the events of 1824 will lead to the end of The Era of Good Feeling and close with a quick discussion about the 1828 election itself.


Studets will be assessed on their class participation and annotated papers.

Notes will be checked.

Closure and Reflection

Exit Slip: Do we see any remnents of the "spoils system" today? List as many as you can. What problems can arise from the "spoils system"?