A Nation Breaking Apart · Sheet Music Analysis Sheet During the Civil War, one popular form of entertainment was music and gathering around the piano to sing. Sheet music and lyric

AA NNaattiioonn BBrreeaakkiinngg AAppaarrtt by Gene Nance

Students will engage in discussions and the analysis of primary sources to learn about the events that led to the Civil War. Investigation of photos, sheet music, documents and a PowerPoint presentation will take place to allow students to discover the people, places and events that were key to the beginning of the Civil War.

--- Overview------------------------------------------------------------------------------

Subject: U.S. History Time Required: Four 50 minute class periods Grade Range: 6 - 8 Understanding Goal: Primary sources help students learn what factors led to the breakup of the United States in 1861, an event that had many causes. Investigative or Why does change often lead to conflict? Essential Question:

Nation Breaking Apart 2

+++Materials++++++++++++++++++++++++++++++++++++++++++++++++++++++ Purpose of The primary sources help students revisit, and in some cases Library of Congress Items: build background knowledge on the causes of the Civil War

while fostering visual literacy skills .Library of Congress Items: Bibliographical information attached.

Additional Materials:

PowerPoint Slides (attached)

Sheet Music Analysis Sheet (attached)


Guided Reading Sheet – Compare & Contrast, Summarizing, Recognizing Effects, Evaluating, Analyzing Points of View, Finding Main Ideas, Categorizing, Analyzing Causes, Tracing Themes (attached)

Causes of Civil War Desk Map Instructions (attached)

http://www.eraoftheclipperships.com/page5web.html

http://search.ezilon.com/about-california.html

http://www.lowensteyn.com/litunits/Images/escape.jpg

http://americanabolitionist.liberalarts.iupui.edu/ugrr.htm

http://people.tribe.net/johnpowers/blog/d972d81b-2b4b-4c6e-a79d-aeb56e341c40

http://www.latinamericanstudies.org/titus-bleeding-kansas.htm

http://www.wfu.edu/~zulick/340/sumnerbrooks.jpg


http://www.success.co.il/knowledge/images/Space-and-Earth-Soil-Science.jpg

http://www.galenfrysinger.com/west_virginia.htm

http://teachers.henrico.k12.va.us/

Required Vocabulary: Compromise of 1850, Confederate States of America, Dred Scott, Fugitive Slave Act, Harpers Ferry, Kansas-Nebraska Act, Abraham Lincoln, popular sovereignty, Republican Party, secede, Wilmot Proviso, Harriet Beecher Stowe, John Brown, Jefferson Davis, Roger Taney Prior Content Knowledge: Students will begin the unit on the Civil War by reading a chapter their textbook and completing the Setting the stage/Tracing Themes/Vocabulary handout from text materials, which will be collected as homework. After that, students will complete a desk map activity, using laminated

desk maps and a guided activity on the Causes of the Civil War.

Technology Skills: None

---Standards----------------------------------------------------------------------------- Illinois Learning Standards: 3

14 16 17 18

For information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/


+++Actions+++++++++++++++++++++++++++++++++++++++++++++++++++++++ Description of Teacher Actions:

1. Show selection 1 of the PowerPoint and discuss. 2. Analyze Daniel Webster’s notes in slide 14. 3. Zoom in on map in slide 15 4. Complete graphic organizer for section 1. 5. Show and discuss section 2 of slideshow. Analyze lyrics on slide 36. 6. Complete graphic organizer for section 2. 7. Show and discuss section 3. Analyze lyrics on slide 47. 8. Complete graphic organizer for section 3. 9. Show and discuss section 4. 10. Complete graphic organizer for section 4 and collect.

Best Instructional Practices:

Differentiated Instruction Differentiation occurs throughout the unit as students have choices in activities as well as the final project. This lesson involves students being active participants during the PowerPoint. Students make connections between the popular attitude of the era how it led to conflict.


---Attachments--------------------------------------------------------------------------- Library of Congress Resources: Title: James Hopkinson's Plantation. Planting sweet potatoes.

Collection or Exhibit Civil War Treasures from the New York Historical Society Media Type: Image

URL: http://memory.loc.gov/cgi-

bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(aa02037)) Title: David Wilmot (after a lithograph by M.H. Traubel)

Collection or Exhibit Prints and Photographs Media Type: Photo

URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(

NUMBER+@band(cph+3c32936))+@field(COLLID+cph)) Title: The United States Senate, A.D. 1850 / drawn by P. F. Rothermel ; engraved by R. Whitechurch.

Collection or Exhibit Prints and Photographs Media Type: Image

URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field

(NUMBER+@band(cph+3a04607))+@field(COLLID+pga)) Title: Henry Clay



(NUMBER+@band(cph+3b18732))+@field(COLLID+pga)) Title: Henry Clay, head-and-shoulders portrait, facing front


URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field (NUMBER+@band(cph+3a28515))+@field(COLLID+dag))

Title: Daniel Webster, 1782-1852


URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field (NUMBER+@band(cph+3b12216))+@field(COLLID+cph))

Title: Stephen Arnold Douglas, head-and-shoulders portrait, slightly to left


URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field (NUMBER+@band(cph+3c10141))+@field(COLLID+dag))


Title: Reynolds's political map of the United States, designed to exhibit comparative area of free and

slave states and territory open to slavery or freedom by the repeal of the Missouri Compromise. Collection or Exhibit Map Collection Media Type: Map

URL http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field (NUMBER+@band(g3701e+ct000604))

Title: Effects of the Fugitive-Slave-Law.


URL http://lcweb2.loc.gov/cgi-

bin/query/r?pp/PPALL:@field(NUMBER+@band(cph+3g04550)) Title: Jay Rial's ideal Uncle Tom's cabin


URL http://memory.loc.gov/cgi-

bin/query/r?pp/var:@field(NUMBER+@band(var+0995)) Title: John Brown, head-and-shoulders portrait, facing slightly right

Collection or Exhibit Prints and photographs Media Type: Photo

URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field (NUMBER+@band(cph+3g11789))+@field(COLLID+cph))

Title: John Brown exhibiting his hangman


URL http://memory.loc.gov/cgi-bin/query/r?pp/app:@field(NUMBER+@band(cph+3b38376))

Title: John Brown song

Collection or Exhibit America Singing: Nineteenth-Century Song Sheets Media Type: Image

URL http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName

=as1/as106750/amsspage.db&recNum=0 Title: John Browns Body Sound Recording

Collection or Exhibit Music, Theatre and Dance Media Type: Sound Recording

URL http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.100010565/default.html Title: Hon. Charles Sumner - the great senator and statesman, the champion of civil and political

equality - born January 6th 1811, died March 11th 1874 Collection or Exhibit Prints and Photographs Media Type: Image

URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field (NUMBER+@band(cph=3a27473))+@field(COLLID+pga))


Title: "A Paradox": From Harper's Weekly: Harper's Weekly, Vol. 24 Collection or Exhibit Chinese in California 1850-1925 Media Type: Image


bin/query/r?ammem/cic:@field(DOCID+@lit(brk7112)) Title: Song for the people. Andrews, Printer, 38 Chatham St. N.Y. [n. d.]

Collection or Exhibit America Singing: Nineteenth-Century Song Sheets Media Type: Published Text


bin/query/r?ammem/amss:@field(DOCID+@lit(as112780)) Title: Grand national Republican banner: free labor, free speech, free territory



(NUMBER+@band(cph+3a10521))+@field(COLLID+pga)) Title: Dred Scott

Collection or Exhibit Print and Photographs Media Type: Image

URL http://memory.loc.gov/cgi-bin/query/r?pp/ils:@field

(NUMBER+@band(cph+3a08411))+2field(COLLID+cph)) Title: Visit to Dred Scott - his family - incidents of his life - decision of the Supreme Court

Collection or Exhibit Prints and Photographs Media Type: Published Text


(NUMBER+@band(cph+3b26377))+@field(COLLID+cph)) Title: Lincoln Douglas debate Du Page County Centennial, August 27th, West Chicago / Kreger.

Collection or Exhibit Prints and Photographs Media Type: Published Text


(NUMBER+@band(cph+3f05233))+@field(COLLID+wpapos)) Title: John Brown

Collection or Exhibit Prints and Photographs Media Type: Photograph


(NUMBER+@band(cph+3c06337))+@field(COLLID+cph)) Title: Washington, D.C. Negro boys admiring the Lincoln Memorial.

Collection or Exhibit America from the Great Depression to World War II Media Type: Photograph

URL http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field (NUMBER+@band(fsa+8d20423))

Title: Secession exploded


URL http://memory.loc.gov/cgi-bin/query/r?pp/app:@field

(NUMBER+@band(cph+3b36109))


Sheet Music Analysis Sheet During the Civil War, one popular form of entertainment was music and gathering around the piano to sing. Sheet music and lyric sheets were mass produced, affordable, and appealed to people from all different walks of life. Lyrics and music reflected topics and concerns of a particular time period. Using this worksheet, examine the sheet music or a lyric sheet to answer the questions below: 1. What is the title of the sheet music? ____________________________________________________________________________________________

2. If there is a cover or design on the page, examine it carefully and describe the image or design? ____________________________________________________________________________________ 3. In your opinion, what is the message shown on this cover or design? _____________________________________________________________________________________________ 4. Identify the date that the sheet music was written. You may need to look throughout the piece for this information or it may be in Roman numerals. _____________________________________________________________________________________________ 5. Read through the lyrics. Write a three sentence summary describing the main idea of the song. ______________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________ 6. Choose one or two phrases of the song caught your attention and explain why you find them interesting. _________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What civil war topic is this song about? _____________________________________________________________________________________________

8. Based on the lyrics, in your opinion, what seems to be the viewpoint expressed in the song? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Who are the types of people who might be buying and singing this song? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What might be the public’s reaction to this song? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Guided Reading A. Comparing and Contrasting As you read this section, use the chart below to take notes on the differences between the North and the South. NORTH SOUTH Economy

1. 2.

Labor System

3 4

Views on slavery in the territories

5 6

B. Summarizing Use the chart below to take notes on the Compromise of 1850. 1. What role did these people play in passing the Compromise of 1850? Henry Clay: Daniel Webster: Stephen A. Douglas: 2. What were the terms of the Compromise?

Text: McDougal Littell Inc.


Guided Reading A. Recognizing Effects As you read the section, take notes on the effects of the Compromise of 1850.

B. Evaluating Use the chart below to evaluate the role of these people and ideas in raising tensions over the issue of slavery in the 1850’s. Popular Sovereignty

1.

Kansas-Nebraska Act

2.

“Bleeding Kansas”

3.

John Brown

4.

Preston Brooks

5.

Text: McDougal Littell inc.

Effect Compromise of

1850

Effect

Effect


Guided Reading A. Analyzing Points of View Use the chart below to take notes on people’s views of the topics listed. Supporters Reasons for their support 1. Dred Scott decision

Proslavery forces Antislavery forces Neither

2. Douglas, in the Lincoln-Douglas debates


3. Lincoln, in the Lincoln-Douglas debates


4. John Brown’s hanging


B. Finding Main Ideas Use the chart below to note something important you learned about each of the following. Founding of the Republican Party: John C. Fremont: James Buchanan:



Guided Reading A. Categorizing Use the chart below to take notes on the 1860 presidential election.

Party Candidate Platform Supporters 1.

2.

3.

4.

B. Analyzing Points of View Use the chart below to take notes on the views of each group regarding secession. Southerners Northerners 1.

2.



Setting the Stage Reading Strategy: Analyzing Causes Events in history often have more than one cause. These causes may build up slowly over a long period of time. The diagram below shows that a single effect-secession-stemmed from many causes, occurring from 1846 to 1860. Each cause contributed to bringing about the final effect. Fill in the diagram to help you analyze the causes that led to the Southern states’ withdrawing, or seceding, from the Union. As you read, briefly explain the situation described in each box.

Discussion Questions 1. What issue is related to all four causes on your chart? 2. What is the connection between the Compromise of 1850 and the Kansas-Nebraska Act? 3. Which Even on your chart do you think caused the most tension between the North and the South? Why?


1. Wilmot Proviso (1846) 3. Kansas-Nebraska Act (1854)

4. Election of 1860 2. Compromise of 1850 SECESSION


Tracing Themes Theme: Diversity and Unity Chapter Connection

Encounters between different cultures and groups-and the results they produce-are a key feature of American history and part of the fabric of American Life.

Differences over slavery in the mid 1800’s produced growing tensions between North and South and threatened the nation’s unity.

Tracing Themes Through U.S. History Examples of conflict and cooperation between cultures and regions can be seen throughout American history. Chapter 1 describes how societies of West Africa, Europe, and the Americas began to interact with each other. Chapter 19 examines the U.S. government’s clash with Native Americans, and Chapter 21 explores how the new wave of immigrants fit into American society. Critical Thinking Activity Create a chart like the one below, listing issues or events that divided the North and the South in the mid- 1800’s. For each issue/event, describe the outcome and the problems that resulted. After completing the chart, answer the critical thinking questions. ISSUE/EVENT OUTCOME/PROBLEMS California: free or slave?

Runaway slaves

Kansas-Nebraska: free or slave?

Dred Scott case

Election of 1860

1. Forming and Supporting Opinions: Was the Compromise of 1850 a wise measure? Why or why not? __________________________________________________________________________________________________________________________________________________________________________ 2. Making Decisions: Many people in the North and the South held differing opinions about the abolitionist John Brown. If you had been alive at the time, would you have supported or condemned his actions? Explain. __________________________________________________________________________________________________________________________________________________________________________ 3. Drawing Conclusions: Do you think the North and the South could have resolved the slavery issue peacefully? Explain your reasoning. __________________________________________________________________________________________________________________________________________________________________________

McDougal Littell Inc.


Causes of the Civil War Desk Map

The North and the South found themselves on a collision coarse over the slavery issue during a period known as the “Era of Good Feelings.” James Monroe was President and won the election of 1816 with a huge majority. The United States had just fought Great Britain to a standstill in the War of 1812 and the new nation was experiencing a feeling of pride and nationalism. However, dark clouds loomed on the horizon. At the same time nationalism was unifying the county, sectionalism was threatening to drive it apart. Sectionalism is loyalty to the interests of your own region or section of the country, rather than to the nation as a whole. Sectionalism became a major issue when Missouri applied for statehood in 1817.

The Missouri Compromise 1. Turn to Side B of your desk map. The names of states will not be shown. 2. For the most part the boundary between the North and the South was the Ohio River. On your desk map, trace the Ohio River from its source in Pennsylvania to its mouth where it meets the Mississippi River. Write OHIO RIVER below it. Write NORTH in big letters above the Ohio and SOUTH below it. The mighty Mississippi runs north to south form Minnesota to the Gulf of Mexico. Trace the Mississippi and write MISSISSIPPI along it. 3. In 1817 Missouri applied to statehood into the United States. Missouri was a territory that allowed slavery. If Missouri were admitted to the United States the number of slave states and free states would have been unequal. There would have been ________ free states and ______ slave states. 4. To solve the problem, Henry Clay came up with the Missouri Compromise of 1820. Missouri was admitted as a slave state and Maine came in as a free state. Write MISSOURI SLAVE STATE 1821 in the area of Missouri and write MAINE FREE STATE, 1820 in the northeastern corner of the map. 5. The Missouri Compromise banned slavery in territories west of the Mississippi and above Missouri’s southern boarder. Draw a line on Missouri’s southern boundary east to west until you reach mountains. Write MISSOURI COMPROMISE LINE above it. In the region above the Missouri Compromise Line write UNORGANIZED TERRITORY 6. The Northwest section of the country was called Oregon County. Write OREGON COUNTY in this area. 7. Write NEW SPAIN in the area where the Spanish held territory. 8. After the Missouri Compromise in 1820. political disagreements over slavery seemed to go away. But new disagreements arose with the outbreak of war with Mexico in 1846. Many Northerners believed that Southerners wanted to take territory from Mexico in order to extend slavery. Representative David Wimot tried to prevent this by proposing the Wilmot Proviso which would outlaw slavery in any territory won from Mexico. It failed in the Senate. Write WILMOT PROVISO 1846 in New Spain. 9.What did the Wilmot Proviso lead to? ______ __________________________________ _______________________________________________________________________________ _______________________________________________________________________________

The Compromise of 1850


1. Turn to Side A of your desk map. 2. By 1848, the nation’s leaders had begun to debate how to deal with slavery in the

lands gained from the War with Mexico. The proposed addition of new states once again threatened the balance in Congress between North and South. The discovery of gold in California brought thousands of people into that territory. California would soon have enough settlers to apply for statehood. The Great Gold Rush of 1849 was soon on. Write GOLD RUSH 1849 in California.

3. California applied for statehood in 1850. Congress was dived over the issue. Henry Clay, the Great Compromiser, came up with a solution called the Compromise of 1850. California was to be admitted as a free state. On your desk map write STATEHOOD 1850 in California.

4. Write FREE in states that did not allow slavery (don’t forget California) and SLAVE in those that did on your desk map. Remember that Virginia and West Virginia are still one state.

5. Draw the Missouri Compromise Line and write MISSOURI COMPROOMISE LINE above it.

6. To appease the North, the slave trade was abolished in the nation’s capital. Circle Washington, D.C. on the map and write SLAVE TRADE ABOLISHED 1850 next to it.

7. After the Compromise of 1850, some territories were open to slavery and others were closed to it. Write OPEN in those where slavery could take place and CLOSED in the territories that would not allow it.

Kansas-Nebraska Act

1. In 1854 Senator Stephen Douglas drafted a bill to organize territorial governments for the Nebraska Territory. He proposed that it be divided into two territories-Kansas and Nebraska. How did Douglas propose solving the slavery question in all territories? ___________________________________________________________________________ ___________________________________________________________________________

2. The Kansas-Nebraska Act turned Kansas into a bloody battleground. What did Kansas become know as? ___________________________________________________________________________

3. Outline the basic shape of the Kansas Territory and write KANSAS. Do the same for NEBRASKA.

Questions 1. What state allowed slavery and was north of the Missouri Compromise Line?

____________________________________________________________________ 2. After the Compromise of 1850, there were_______ free states and _______ slave

states. 3. Territories that would be open to slavery after the Compromise of 1850

included___________________________________________________________________ 4. Territories closed to slavery after the Compromise of 1850 included. ___________________________________________________________________________ 5. How did the Kansas-Nebraska Act nullify (cancel out) the Missouri Compromise? ___________________________________________________________________________ ___________________________________________________________________________


1

Chapter 15

The Nation Breaking Apart

1846-1861

6

Antislavery and racism• Antislavery movement gained strength in North

since 1830’s• Abolitionists felt slavery was unjust and should

immediately be abolished• Northern workers and immigrants feared

slavery as an economic threat (WHY?)• Most Northerners were racist even if they

opposed slavery (How?)• Southerners said slavery helped slaves

(How?)

2

Section 1 - Growing Tensions Between North and SouthFind Out:

• How the abolitionist movement heightened tensions between the North and South

• The controversies over slavery in the territories• How the Wilmot Proviso and potential

statehood for California deepened regional divisions

• Analyze the Compromise of 1850 7

SLAVERY IN THE TERRITORIES

• The issue of whether slavery in California and the West would be legal led to heated debates in Congress

• Gold rush led to application for statehood for California

3

THE DIVISIVE POLITICS OF SLAVERY

• Over the centuries, the Northern and Southern sections of the United States had developed into two very differentcultural and economic regions

• There were also differences in geography and climate, as well as religious differences

8

David Wilmot was a representative from the state of Pennsylvania. He proposed that slavery should not be allowed in any territory won in the War with Mexico. Angry slaveholders protested that the government had no right to tell them what to do with their own property since slaves were considered property. The measure passed the House but failed in the Senate. – Library of Congress Prints and Photographs

The Wilmot Proviso

4

THE SOUTH BEFORE THE WAR

• Rural plantation economy

• Relied on slave labor• “Peculiar Institution”

created tension• Southerners feared

that the loss of slavery would mean lose of culture

James Hopkinson's Plantation. Planting

sweet potatoes.Library of Congress 9

The Wilmot Proviso• Proposed by Penn. Rep. David Wilmot • Most disagreements settled with Compromise

of 1820 • New land won from Mexico caused tension over

spread of slavery for many Northerners• Wilmot proposed to outlaw the spread of

slavery in any territory won from War with Mexico

• Southerners argued that slaves were property

5

THE NORTH BEFORE THE WAR

• The North had a more diverse economy

• Industry flourished• Openly opposed

slavery in the South and the new territories

• More urbanized than South

BOSTON HARBOR

10

The Wilmot Proviso cont.• Slave holders said the gov’t couldn’t prevent

them from taking property anywhere they wanted

• Said Wilmot Proviso would be unconstitutional• Divided Congress along regional lines• Passed in House of Reps but not in Senate• Led to creation of Free Soil Party to stop

expansion of slavery• Made slavery a national issue


11

Controversy over Territories• 1848 Nation debates what to do with land won

from Mexico• Addition of new states threatened balance of

power between Northern and Southern states• Gold discovered in California would soon

cause it to apply for statehood as its population grew

• Most in California wanted to be a free state and applied in 1850

• Balance of power upset 16

12

COMPROMISE OF 1850

• Southerners threatened secession over issue

• Henry Clay again worked a Compromise

• For the North: California would be admitted as free state

• For the South: A more effective fugitive slavelaw

• Residents of New Mexico & Utah would vote themselves

CONGRESSIONAL DEBATEThe United States Senate, A.D. 1850 – Library of Congress Prints and Photographs 17

UNDERGROUND RAILROAD• Escape from slavery was

dangerous and meant traveling on foot at night

• As time went on, African Americans and white abolitionists developed a secret network of people who would hide fugitive slaves

• ”Conductors” would hide runaways in tunnels and even cupboards

13

Compromise of 1850• Proposed by Henry Clay (The Great Compromiser)• California admitted as a free state• Slave trade ended in Washington, D.C.• Congress would pass no laws regarding slavery for

the rest of the territories won from Mexico• Stronger fugitive slave laws passed

Henry Clay, known as the Great Compromiser for coming up with the Missouri Compromise of 1820. Years and years in the Senate can surely age a man!

Henry Clay – Library of Congress Prints and Photographs 18

14

Compromise of 1850 cont.• Northerners now feel they are part of slavery

because of fugitive slave law• Daniel Webster supports measure for good of

country• Bill pushed through by Stephen Douglas of

Illinois• Many felt the Union was saved

Daniel Webstersupported theCompromise of1850 for the good of the country.

Stephen Douglashelped his friendHenry Clay bypushing the billthrough Congress.

Notes and images from Library of Congress Prints and Photographs 19

HARRIET TUBMAN• One of the most

famous conductors was Harriet Tubman

• Tubman escaped slavery and vowed to help others do the same

• She made 19 trips back to South and freed over 300 slaves (Including her own parents)HARRIET TUBMAN 1820-1913

15Reynolds's political map of the United States, designed to exhibit the comparative area of the free and slave states and the territory open to slavery or freedom by the

repeal of the Missouri Compromise. - Library of Congress 20

6.Southerners saw it as a way of life to be preserved. Most Southern whites were poor farmers who owned no slaves.

5.Anti-slavery movement gained strength since 1830’s. Most weren’t too extreme though. Northern workers and immigrants opposed slavery because it was an economic threat to them.

Views on slavery in the territories

4.Relied on slaves to do heavy work on the plantation. Most Southerners were poor white men who farmed.

3.People worked on farms or in factories in the North. Slavery was illegal in the North.

Labor System

2.The South remained largely agricultural, relying on plantation crops that required a large number of workers. A few wealthy planters controlled Southern society. The South had little industry.

1.North’s economy was more diverse. Agriculture remained an important part of the economy, but they began to rely on industry more. People moved to cities in the North to work in factories, causing it to be more urbanized.

Economy

SouthNorth

A. Comparing and Contrasting Use the chart below to take notes on the differences between the North and the South


21

Stephen A. Douglas:He introduced each measure of the Compromise of 1850 as an individual bill instead of all of them as one single bill. He managed to get each one passed separately

Daniel Webster:He gave a dramatic speech in the Senate in which he forgot his section of the country and spoke for the good of the country as a whole. Without Webster’s support the Compromise of 1850 wouldn’t have passed.

Henry Clay:He worked out a compromise that would allow California to be admitted as a free state but put a harsh slave law into affect.

1. What role did these play in passing the Compromise of 1850?

B. Summarizing Use the chart below to take note on the Compromise of 1850.

26

The Fugitive Slave Act cont.• Southerners felt FSA was justified because

slaves were considered property• Northerners resented law because it made

them part of the slavery system• Northerners faced a moral choice

a. Obey law and support slaveryb. Disobey law and oppose slavery

Question: How could a northerner break the law under the Fugitive Slave Act?

22

1. California admitted as a free state

2. Slave trade is abolished in Washington, D.C.

3. People in New Mexico Territory can decide for themselves about slavery in their territory

4. A stronger Fugitive Slave Law was passed

2. What were the terms of the Compromise of 1850?

27

23

Section 2 - The Crisis DeepensFind Out:• How the Fugitive Slave Act and Uncle Tom’s

Cabin affected Northerners• The concept of popular sovereignty• The violence in “Bleeding Kansas”• The attack on Senator Sumner in the Senate

28

UNCLE TOM’S CABIN• In 1852, Harriet

Beecher Stowe published her influential novel, Uncle Tom’s Cabin

• The book stressed the moral evil ofslavery

• Abolitionist protests increased

Instant best seller sold 500,000 by 1857

Eliza Pursued by Bloodhoundsfrom the Library of Congress Prints

and Photographs

24

FUGITIVE SLAVE ACT

• Under the law, runaway slaves were not entitled to a trial by jury

• Anyone helping a slave escape was jailed for 6 months and fined $1,000

• Northerners were upset by the harshness of the new law and often helped hide fugitive slaves

Effects of the Fugitive Slave Law – Library of Congress

Prints and Photographs

29

TENSION BUILDS IN KANSAS

• After Stephen Douglas worked to pass the Kansas-Nebraska Act in 1854, Kansas would vote to decide on whether slavery would be legal or outlawed

• This contradicted the 36° 30” of the Missouri Compromise

vs.

25

The Fugitive Slave Act

• Federal Commissioner ruled on each case• Received $5 for releasing defendant• Received $10 to return to slaveholder

What do you think happened?

30

The Kansas-Nebraska Act• Proposed by Stephen A. Douglas of Illinois to

divide up Nebraska Territory into Kansas and Nebraska

• Let people decide through popular sovereignty whether or not to allow slavery (Why did he do this?)

• Would end Missouri Compromise• Turned Kansas into a bloody battleground


31

BLEEDING KANSAS• The race for Kansas was

on. . .both supporters and opponents attempted to populate Kansas to win the vote over slavery

• As the election neared, a group of pro-slavery “border ruffians” from Missouri attempted to cross into Kansas

• Violence erupted –Bleeding Kansas is the legacy

Finally, after years of fighting, Kansas is admitted as a free state in 1861 36

“Glory hally, hallelujah! or The John Brown song! Hip, hip, hip hurrah! !” Both images from Library of Congress Prints and Photographs.

john brown link

32

More Bleeding Kansas• Election for government held in 1855• More proslavery than antislavery• 5000 proslavery Missourian’s voted illegally to

swing vote for proslavery• Proslavery government won• Antislavery forces elected own government• “Sack of Lawrence” in May of 1855

37

Violence in Congress• Charles Sumner from Massachusetts

delivered a speech in the Senate attacking proslavery forces in Kansas

• Insulted Sen. A.P. Butler of S.C.• Preston Brooks, Butler’s nephew, attacked

Sumner on the Senate floor with his cane, hitting him about 30 times and breaking the cane

33

Ruins of the Free-State Hotel in Lawrence in 1856 as sketched in Sara T. D. Robinson's book, Kansas; Its Interior and Exterior Life. The hotel was destroyed by

Proslavery men led by Sheriff Samuel J. Jones, who were acting without authorization. Both the New England Emigrant Aid Company and its assignee, the

University of Kansas, several times tried unsuccessfully to collect damages from the federal government.

38

Charles Sumner of Massachusetts delivered a blistering speech in the Senate attacking the spread of slavery into Kansas. In his speech he attacked fellow Senators Douglas of Illinois and Butler of South Carolina. It took Sumner three years to regain his health enough to return to the Senate.

Hon. Charles Sumner - the great senator and statesman, the champion of civil and political equality -born January 6th 1811, died March 11th 1874 from Library of Congress Prints and Photographs

Preston Brooks was the nephew of A.P. Butler who was singled out by Sumner in his speech. Brooks was never charged with a crime but resigned his seat in the House after surviving a censure vote. He was soon reelected to fill his own vacancy.

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John Brown• Avenged the Sack of Lawrence• With 7 other men he murdered 5 proslavery

neighbors while they slept in their beds• Known as the Pottawatomie Massacre after

creek where victims bodies were found• Civil war broke out in Kansas for 3 more years

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Compromise of 1850

Effect

California is admitted asa free state whichchanged the balancebetween the number of slave and free states

Effect

Residents in western territories will decide by votewhether to allow slavery or not

Effect

The Fugitive Slave Actbrought the issue of slavery to Northerners. They resented being involved in the slavery issue.

A. Recognizing Effects Take notes on the Compromise of 1850.

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John Brown believed that God commanded him to rid slavery from the United States. After leading raids in Kansas with 5 of his sons, he moved to Virginia to plan an attack that would free all the slaves. Brown was wounded and captured and later hanged for treason on December 2, 1859 for his role in trying to capture the American fort at Harpers Ferry - fromLibrary of Congress Prints and Photographs.

John Brown, head-and-shoulders portrait, facing slightly right

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5.Even the Senate of the United States was not immune from violence. Preston Brooks severely beat Senator Charles Sumner on the floor of the Senate. Brooks, a Southerner, became a hero in the South while Sumner took years to get back to the Senate floor.

Preston Brooks

4.Became a hero in the North because of his abolitionist ideas. He stirred up the flames in Kansas and later tried to capture the federal arsenal at Harpers Ferry. Brown was hanged for his actions.

John Brown

3.What happened in Kansas caused the entire nation to take a look at just how deep the rift was over the issue of slavery. People began to take sides one way or the other.

“Bleeding Kansas”

2.Once this legislation was passed, Kansas became a bloody battleground between proslavery and antislavery believers. The K-N Act allowed for popular sovereignty to determine the slavery issue in the new territories of Kansas and Nebraska.

Kansas-Nebraska Act

1. This was a hotly contested idea about the spread of slavery. It caused violence to break out in Kansas as pro- and anti-slavery forces fought to have the most supporters for their side. It did allow for slavery to spread into new territories. It allowed citizens to vote whether to favor slavery or not.

popular sovereignty

B. Evaluating Use the chart below to evaluate the role of these people and ideas in raising tensions over the issue of slavery in the1850’s.


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Section 3 - Slavery DominatesPolitics

Find Out:• Why the Republican Party was formed• The effects of the Dred Scott case• The Lincoln-Douglas Debates• The impact of John Brown’s raid on Harper’s

Ferry

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The Republican Party Forms• Grew from split in the Whig Party over the

Kansas-Nebraska Act• Southern whigs were destroyed• Northern whigs joined with other opponents of

slavery and formed the Republican Party• Ran John C. Frémont for President in 1856

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NEW POLITICAL PARTIES EMERGE

• The political landscape by 1856 was very different than it had been just a few years earlier

• Gone was the Whig Party• The Democrats were still

alive but faced increasing challenge from new parties

• An alternative was the Know-Nothing Party

Know-Nothing members answered questions by saying, “I know Nothing” 47

Campaign poster from 1856 electionfrom Library of Congress Prints and PhotographsSong for the people from

the Library of Congress

song

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THE FREE-SOILERS• Another party that

emerged in the mid-19th

century was the Free-Soilers

• They were northerners who opposed slavery in the territories

• Free-Soilers objections to slavery were based on economics not moral objection to slavery

• They believed slavery drove down wages for white workers

“Soil” 48

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REPUBLICANS EMERGE AS LEADING PARTY

• In 1854, opponents of slavery in the territories formed a new political party, the Republican Party

• As the party grew it took on Free-Soilers, some anti-slavery Democrats and Whigs, and Know-Nothings

Republicans won all but 3 presidential elections from 1861-1933

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The Election of 1856• Democrats nominate James Buchanan from

Pennsylvania• Buchanan was minister to Great Britain and

out of the country since 1853• Said little about slavery and claimed his goal

was to maintain the Union• Frémont ran in the North for the Republicans-

not on Southern ballot• Former President Millard Fillmore ran in South• Buchanan won but Frèmont won 11 states for

Republicans

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"A Paradox“ from the Library of Congress

The Republicans andDemocrats fight over the foreign vote

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THE DRED SCOTT DECISION

• A major Supreme Court decision occurred when slave Dred Scott was taken by his owner to free states Illinois & Wisconsin

• Scott argued that that made him a free man

• Finally in 1857, the Court ruled against Dred Scott citing the Constitution’s protection of property

• The decision increased tensions over slavery

DRED SCOTT LOST HIS CHANCE AT FREEDOM –From Library of Congress Prints and Photographs


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Dred Scott and his wife sued for theirfreedom because they had lived for 9 years in free territory. The decision hadmore to do with property rights than whether they deserved their freedom.

From Library of Congress Printsand Photographs 56

James Buchanan:Democrats nominated James Buchanan from Pennsylvania who was minister to Great Britain and out of the country since 1853.He said little about slavery and claimed his goal was to maintain the Union

John C. Frémont:Frémont was an army hero who became the first Republican presidential candidate in the election of 1856. He lost the election to Democrat James Buchanan.

Founding of the Republican Party:In 1854, opponents of slavery in the territories formed a new political party, the Republican Party. It grew from a split in the Whig Party over the Kansas-Nebraska Act. It also included Free Soilers, Know Nothings, and anti-slavery Democrats.

B. Finding Main Ideas Use the chart below to note something important you learned about each of the following.

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LINCOLN – DOUGLAS DEBATES• The 1858 race for U.S.

Senate in Illinois was hotly contested between Republican Lincoln and Democratic Douglas

• One of the most celebrated debates in history ensued as the topic was slavery in the territories

• Douglas favored popular sovereignty while Lincoln wanted a Constitutional Amendment

• Made Lincoln a national figure

Lincoln Douglas debate Du Page County Centennial, August 27th

From the Library of Congress Prints and Photographs 57

Section 4 - Lincoln’s Election and Southern Secession

Find Out:• Why the Democratic Party split in the

election of 1860• The issues in the election of 1860• The secession of the Southern states from

the Union• The Union’s response to

secession

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HARPERS FERRY• While politicians debated the

slavery issue, John Brown plotted a major slave revolt

• On October 16, 1859, he led a band of 21 men, black and white, into Harpers Ferry, Virginia

• He hoped to seize a large federal arsenal, but troops put down the rebellion

• Brown was tried and executed

ARSENAL

BROWN

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Political Parties Splinter• Democrats held convention to nominate

candidate for President in Charleston, S.C. in April of 1860

• No. and So. Democrats disagreed on issue of slavery in their platform (How?)

• Northern Democrats won out causing 50 Southern delegates to walk out

• Northern Democrats tried to nominate Stephen Douglas of Illinois

• He couldn’t win enough votes

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John Brown Attacks Harpers Ferry• Wanted to arm slaves to revolt for their

freedom• Planned to capture weapons at the U.S.

arsenal at Harpers Ferry, VA• Oct. 16, 1859, Brown and his followers

captured the arsenal, killing 4 people• Brown sent out word to arm the slaves but

none came• Marines attacked the fort and captured Brown

6 of his followers• Brown was hung for treason

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Political Parties Splinter cont.• Democrats gave up and decided to meet in

Baltimore in June of 1860• Couldn’t agree on candidate and Northern

Democrats nominated Douglas• Southern Democrats nominated John

Breckinridge of Kentucky (current VP)and supporter of slavery

• Republicans had already nominated Lincoln• John Bell ran for Constitutional Union Party

which formed to preserve Union

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Antislavery supporters saw John Brown as a hero while Proslavery people reviled him.

Proslavery forcesAntislavery forcesNeither

4. John Brown’s hanging

Antislavery favored Lincoln because he did not want to see slavery spread although he did not want to abolish it. He called slavery “a moral, a social, and a political wrong.”


3. Lincoln, in theLincoln-Douglas debates

Proslavery forces liked it because it allowed new territories to use popular sovereignty to determine slavery; however, they could vote to keep slavery out.


2. Douglas, in the Lincoln-Douglas debates

Proslavery people supported this decision because it said that slaves were property and not allowing slavery anywhere was a violation of the Fifth Amendment. Slave owners had a right to keep their property.


1. Dred Scott decision

Reasons for their SupportSupporters

A. Analyzing Points of View Use the chart below to take notes on people’s views of the topics listed.

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1860 PRESIDENTIAL ELECTION

• Republicans nominated Abe Lincoln while the Democrats split

• Lincoln won the 1860 election with less than half the popular vote and no Southern electoral votes

• The Southern states were not happy Washington, D.C. Negro boys

admiring the Lincoln Memorial –from Library of Congress .


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1860 ELECTION RESULTS

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The Nation Breaking Apart

Students discuss and analyze primary sources through a power point presentation while discovering the main causes of the Civil War.

•Growing Tensions Between the North and the South

The Crisis DeepensSlavery Dominates PoliticsLincoln’s Election and Southern

Secession

Gene Nance – Charleston, Illinois 8th Grade American History

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SOUTHERN SECESSION

• Lincoln’s victory in 1860 election convinced Southerners that they had to act quickly

• South Carolina led the way, seceding from the union in December of 1860

• Mississippi was next, then Florida,Alabama, Georgia, Louisiana, & Texas

• Southern delegates met in February, 1861 and formed the Confederate States with

• Jefferson Davis as President

Secession Exploded from Library of CongressPrints and Photographs.

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Efforts to Compromise Fail• Some want compromise• John J. Crittenden proposed a

compromise to extend the Missouri Compromise Line to the Pacific Ocean

• Never passed Congress• Lincoln took oath of office on March 4,1861• Told South he had no intention of

abolishing slavery• Lincoln did not press the South

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Kentucky, Virginia, and Tennessee

Preserve the UnionJohn Bell4.Constitutional Union

Southern Democratsand Republicans

Believed the federal government should protect slavery in any territory

John Breckinridge3.Democrats

Northern DemocratsBelieved in popular sovereignty to resolve issue of slavery in territories

Stephen A. Douglas2.Democratic

Not on Southern ballotNorthern anti-slavery supporters

Preserve the UnionNot let slavery spread into new territoriesNot to abolish slavery

Abraham Lincoln1.Republican

SupportersPlatformCandidateParty

A. Categorizing Use the chart below to take notes on the 1860’s presidential election.

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2.Northerners considered secession to be unconstitutional. They believed the federal government, not state governments, was sovereign. Northerners said Southerners didn’t want to live by rules of democracy in which the majority rules.

1.Many states warned they would secede from Union if Lincoln was elected president. They argued that they had voluntarily joined the Union and they can voluntarily leave the Union. Southerners feared Northerners would use their majority to abolish slavery. South Carolina was the first to leave followed by 7 other states. They formed the Confederate States of America and elected Jefferson Davis as President in February of 1861. They also wrote their own constitution.

NorthernersSoutherners

B. Analyzing Points of View Use the chart below to take notes on the views of each group regarding secession.

Documents

A Nation Breaking Apart · Sheet Music Analysis Sheet During the Civil War, one popular form of entertainment was music and gathering around the piano to sing. Sheet music and lyric