Problem: Missouri wanted to join the Union as a slave state. This would cause an imbalance of slave and free states in Congress. An imbalance of slave and free states would cause one side to have more voting power than the other.

Introduction: Starting in 1817, Missouri applied for statehood in the United States. Missouri wanted to enter the United States as a slave state. At the time, there were 11 free states and 11 slave states in Congress. This allowed for a balance in voting. Adding Missouri as a slave state would cause an imbalance in Congress. This could lead to an imbalance in voting, and possibly even violence between slave and free states.

Task: You will have 3 tasks in this webcast:

1) You are a member of the potential state congress of Missouri. Complete an application for statehood. Be sure to research the requirements for statehood. Then write a paragraph stating the reasons you should become a state, as well as, why your state should allow slavery. Be sure to also print out and color your proposed state flag. You will be graded using the rubric below.

2) After the debate starts about whether or not to accept Missouri as a slave state, you and the rest of the state congress start to lobby for statehood. Using the Microsoft Publisher program, create a flyer to help convince the United States Congress to accept you as a slave state. Be sure to include that you would like to be a slave state and why. You will be graded using the rubric below.

3) Finally, using the information that you have collected and the Microsoft Publisher program create a United States Congress Newsletter. In this newsletter, include an article about the Missouri Compromise. Explain what the problem that the Compromise solved, who wrote it, what it entailed, and how it solves the problem. Also include articles about at least 3 other events we have discussed in this unit. You will be graded using the rubric below.

Process:

You will begin by reviewing the social, economic, and political differences between slave and free states that we did earlier in this unit. Then research the Missouri Compromise and how a territory actually becomes a state. You will follow the American History Public Policy Analyst (AHPPA) process to help you complete this task. Use the resources listed below to complete the AHPPA worksheets included in each step of the process. When all four of the worksheets are completed, you will write and your complete your three tasks.

Step 1: Identify the Problem: First, you will identify the problem that the American government had that led to the creation of the Missouri Compromise. Complete worksheet #1.

Step 2: Gather the Evidence: Your next step is to choose a minimum of at least three sources that provide evidence of the problem Congress faced with the entry of Missouri as a slave state. Complete worksheet #2.

Step 3: Determining the Causes: What major factors led to their being a balance of slave and free states? Why was there a problem with Missouri being a slave state? List a minimum of three factors leading that ultimately led to Congress implementing the Missouri Compromise. Complete worksheet #3.

Step 4: Evaluate the Policy: Your last step is to evaluate the Missouri Compromise, the policy adopted by Congress to deal with their problem of an imbalance of slave and free states in Congress. You will identify the advantages and the disadvantages of the Missouri Compromise. Could they have taken a better course of action? Why or why not? Complete worksheet #4.

Resources:

Use the resources below to research statehood requirements, the Missouri Compromise, the differences between the north (free) and the south (slave):

Enchanted Learning – Statehood and Facts

Social Studies for Kids – The Missouri Compromise

Son of the South – Missouri Compromise

Requirements for Statehood

Evaluation

State Application Rubric
	3 – You’re In!	2 – We Need to Debate This A Little Bit	1 – Deportation
Parts of the application and information	You obviously researched the process of statehood, completed all parts, and had all correct information	You had most of your information, but you could have done a little more research OR your information was not completely accurate.	You did not provide me with enough information and/or you had an incomplete application
Neatness and Organization	You were very neat and tidy. Everything is organized and in its place.	You could have been a little neater AND/OR you could have organized better.	Your applicationwas very messy AND/OR it was not organized in a way that was easy to read.
Creativity	Very creative! You have pictures or special materials that reflect the time-period.	Somewhat creative. Great attempt! However, you could have added some more creative details.	Too Plain. You did not show creative details that reflect the time.

Flyer Rubric
	3 – Awesome Ad	2 – More-to-do Medium	1 – Not Buying It
Slogan and Information.	Your slogan is very convincing and the information reflects the time period of westward expansion.	Your slogan was somewhat convincing, but I’m not completely sold. Some more information is needed.	You did not provide me with enough information and/or your slogan does not fit what you are selling.
Neatness and Organization	You were very neat and tidy. Everything is organized and in its place.	You could have been a little neater AND/OR you could have organized better.	Your flyer was very messy AND/OR it was not organized in a way that was easy to read.
Creativity	Very creative! You have pictures or special materials that reflect the time-period.	Somewhat creative. Great attempt! However, you could have added some more creative details.	Too Plain. You did not show creative details that reflect the time.

Newsletter Rubric
	3 – Crafty Commentary	2 – Average Article	1 – Needs Work News
Articles and Information	You completed every part of the task. You had complete and accurate information for all of your article topics.	You completed the task, but your information could have been a little more complete and/or accurate.	You did not provide me with enough information, you were missing parts of the task, and/or your information is inaccurate
Neatness and Organization	You were very neat and tidy. Everything is organized and in its place.	You could have been a little neater AND/OR you could have organized better.	Your newsletter was very messy AND/OR it was not organized in a way that was easy to read.
Creativity	Very creative! You have pictures or special materials that reflect the time-period.	Somewhat creative. Great attempt! However, you could have added some more creative details.	Too Plain. You did not show creative details that reflect the time.

Conclusion:

Congratulations! You have finished your webquest. You now have more than enough information to understand the Missouri Compromise and how it may have led to the Civil War.

Standards:

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

· Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

· Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

· Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

· Use precise language and domain-specific vocabulary to inform about or explain the topic.

· Provide a concluding statement or section related to the information or explanation presented.

· W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

· W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

· W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

· W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

· W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.