Slavery in the American Coloniesklapakvmc.weebly.com/uploads/1/1/8/3/11839917/unit_2_booklet.pdfUnderstanding Slavery in the USA Slavery's Early Presence I. First African-Americans

Unit Two: • Nationalism & Sectionalism

American History-Nationalism and Sectionalism Page 1

Name:

Our second unit focuses on the American Civil War. These are your essential questions for the unit:

1) Why did slavery occur in 2) What caused the American 3) How did the USA respond

Table of Contents:

the USA? Civil War? to the Civil War after it was over?

Assignments: Slavery in the Colonies: 2 Slavery Artifacts /25 The Triangular Trade: 6 Escaped Slave Letter /15 King Cotton: 8 Civil War Paragraph /5 The Underground Railroad: 9 Civil War Presentation /32 Causes of the Civil War: 14 Jim Crow Handout /10 Road to the Civil War: 15 Test /40 Comparing North and South: 19 Reconstruction: 24

American History 20G

Slavery in the American Colonies

The Old Plantation Abby Aldrich Rockefeller Folk Art Center,

Williamsburg, Virginia

Most slaves or their ancestors came from Africa. However, some Indians were also forced into slavery. The first group of black Africans to be brought to the North American mainland arrived in Jamestown in 1619. At first, black Africans worked as indentured servants who would eventually be free. But by the mid-1600's, a series of laws known as the slave codes had established slavery and kept the Africans in bondage for life—unless their owners chose to free them.

Slaves had few rights, and they generally could not testify in court against whites. As a result, even when owners brutally mistreated slaves, the owners received little or no punishment. The slave codes made it illegal for slaves to travel without permission or to carry weapons. They also set harsher punishments for slaves than for free people for certain crimes. According to the codes, owners could buy and sell slaves much as they would other property. The codes also established the legal status of the children of slaves. For example, children of mothers who were slaves were considered under the law to be slaves themselves—no matter who their fathers were. Most slaves worked as field hands on farms with fewer than 20 slaves. Some learned skilled crafts or served in households. Every colony had slaves, though most slaves lived in the Chesapeake and Southern colonies.

The colonies had a number of small communities of free blacks. Some free blacks had free mothers. Others had been favorites of their owners and had been set free. Free blacks had to follow some of the laws that applied to slaves. Sometimes, free blacks had to prove they were free. If they failed to offer such proof, they could be arrested and sold as runaway slaves. Most free blacks were part of the lower class, but a few owned land or were skilled craftworkers. A small number were educated.

Gundersen, Joan R. "Colonial life in America." World Book Student. World Book, 2012. Web. 26 Feb. 2012.


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Answer the following questions based on the above information:

1) When was the first group of Africans brought to the American colonies? Were they brought as slaves?

2) What set of laws were passed that helped establish slavery in the Americas?

3) Describe three rules of the Slave Codes that affected life as a slave.


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Understanding Slavery in the USA

Slavery's Early Presence

I. First African-Americans that arrived in Jamestown in 1619 were brought as servants, not slaves. • Very small numbers of slaves in the Southern colonies in the early years.

Indentured servants were cheaper and available. By 1650, only 300 blacks lived in Virginia

After 1660, white servants became harder to obtain as English economy improved. III. Slaves became seen as a better long-term investment and were more easily recaptured. IV. Slavery formally established by the House of Burgesses in 1670 with law declaring

"all servants not being Christians imported into this colony by shipping shall be slaves for their lives."

V. By 1700 there were 25,000 slaves in the American colonies and by 1750 there were 100,000 slaves in Virginia, far outnumbering indentured servants.

VI. In some southern areas, slaves were beginning to outnumber whites.

Slavery, Race & Economics

I. Slavery, though originally adopted for economic reasons, eventually was justified by Southern whites on the basis of race.

a. Whites concluded that extermination of Indians and enslavement of Africans was logical in that whites were civilized and others were barbaric.

b. Language used to describe blacks and Indians was similar: "brutes, heathen, naked, etc." It also was how educated Englishmen described poor members of society.

II. Legal codes gradually made racism the official policy of the colonial governments a. It was made a crime for a slave to insult any white, regardless of position b. Slaveowners were allowed to punish, maim, or even kill slaves

III. Informal social bargain between wealthy and poor whites sought to prevent class rebellion, which erupted in Bacon's Rebellion (1676).

Plantation Culture

I. Some plantations were enormous (40,000 acres, hundreds of slaves), but most were small, self-contained communities.

a. Over three-fourths of all blacks lived on planatations of at least 10 slaves; over half lived in communities of 50 slaves or more

II. Family relationships a. Marriage not encouraged among slaves by owners b. Slaves attempted to construct strong families, though any member could be sold at

any time c. Creation of kinship networks and surrogate "relatives" unrelated to families


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Work patterns

I. Most slaves (men and women) worked as field hands. II. House servants lived in better circumstances, but were isolated from other slaves on the

plantation. III. On larger plantations slaves learned trades and crafts--blacksmithing, carpentry,

shoemaking, midwifery IV. Economically, plantations were often efficient and productive. Socially they achieved

stability at the cost of human freedom and dignity

Adapted from:

Feldmeth, Greg. "Slavery in the American Colonies." US. History Resources. 31 March 1998 <http://www.feldmeth.net/US/slave.html> (2 February 2012).

Answer the following questions based on the above information:

1) While slavery was first established for economic reasons, why did slavery develop further?

2) Where did the majority of slaves live?

3) What was the advantage and disadvantage of being a house servant?


Slavery and the Triangular Trade

Question: Why were slaves brought to North America?

Answer: The Triangular Trade, also known as, The Slave Triangle

Ships sailed the legs of a triangle formed by Europe, Africa, and the Americas. Typically, European ships left their home ports carrying manufactured goods (knives, swords, guns, cloths, and rum). In West Africa the ship captains traded their goods with local rulers for enslaved people. During the second leg of their voyage (also called THE MIDDLE PASSAGE), the ships brought enslaved Africans across the Atlantic to the Americas. The enslaved Africans were sold, and the money was used to buy sugar, molasses, cotton, and tobacco. Finally, the ships returned to Europe to sell the goods purchased in America. Use PowerPoint "African Slavery" to complete the graphic organizer below.

Europe

Bought:

Sold:

Americas

Western Africa

Bought:

Bought:

Sold:

Sold:


Question: What was it like for enslaved Africans going from Africa to America?

Answer: An enslaved person's journey from the west coast of Africa to the lands of the Americas was a ghastly ordeal called the Middle Passage.

The Middle Passage: This middle leg of the triangular trade originated from ports along the west coast of Africa. Because large cargoes brought large profits, the slave traders packed the captives as tightly as possible. Below deck, each African occupied a space only 4 or 5 feet long and 2 or 3 feet high. Chained together, they could neither stand nor lie at full length. In the darkness and stifling heat, many Africans suffocated or died of diseases.

Your assignment is to put together a mini-exhibit on artifacts from the Triangular Trade/Middle Passage. Your task will be to research different artifacts from an online exhibit and choose five to report on. The purpose of this assignment is for you to demonstrate what you understand about slavery in the American colonies and the development of the triangular trade.

1) Go to: http://www.understandingslavery.com 2) Click on Artefacts on the top right. 3) Spend some time reviewing artefacts from the sections: Trade & Commerce, Atlantic

Crossing, and Plantation Life. Understanding what these artefacts are and how they were used should help your understanding of slavery and the trade system that developed around it.

4) After you have explored the artefacts in each section answer the questions below. You will need to write out for five artefacts: the artifact that you have chosen, what the artifact shows us, and why you chose the artifact. The responses for each artifact will show Mr.Klapak what you understand about slavery in American history.

5) You need to have at least one artifact from Trade & Commerce, Atlantic Crossing, and Plantation Life sections.

Rubric: For each item you will be marked on how you complete the following statements. Marks will be taken away if responses are not written in complete sentences. The image I have chosen is ... /1 The object shows us that... /2 x5 = 25 in TOTAL I chose this object because... /2

Please print a copy of your finished assignment and hand in to Mr. Klapak by the due date:


King Cotton

Complete the following using the Cotton and Slavery PowerPoint as a guide.

1. Between 1800 and 1850 what industry began to grow at an incredible rate in the southern states?

2. What did the growth of the cotton industry mean for slave labour?

3. What factors prevented slavery from being used in the North?

4. Explain the historical significance of the cotton gin:

5. Explain how cotton was a national institution:

6. Explain why the South had so much influence in government.


The Underground Railroad

Complete the following using the Fleeing North PowerPoint as a guide.

1. Write a definition for the Underground Railroad:

2. What were the main methods of escape used by those slaves who were trying to get out of the USA?

3. When did slave runaways usually travel?

4. Who were the abolitionists?

5. What did the 1850 Fugitive Slave Act do?


1 0

The Underground Railroad

African Americans fled slavery in the South for a variety of reasons. Brutal physical punishment, psychological abuse and endless hours of hard labor without compensation drove many slaves to risk their lives to escape plantation life. The death of a master usually meant that slaves would be sold as part of the estate, and family relationships would be broken. While some slaves headed north with relatives of friends, most traveled alone, supported by the kindness of other African Americans or abolitionist whites they might meet on the way. Only a small number of slaves traveled by the organized network of routes, "conductors" and "stations" that came to be known as the Underground Railroad.

African American men and women of all ages left the plantation and headed North for freedom. But most runaway slaves were young men who could withstand the hardships of fugitive life. To escape the deep South and make it North to New York, Massachusetts or Canada meant a journey of hundreds of miles - - usually on foot. Escaped slaves faced a life of hardship, with little food, infrequent access to shelter or medical care, and the constant threat of local sheriffs, slave catchers or civilian lynch mobs.

Plantation owners whose slaves ran away frequently placed runway slave advertisements in local newspapers. Such ads often included a person's physical description, likely location or destination, and information about temperament -- at least as perceived by the plantation owner. While rewards varied, they could run as high as $1,000 -- a not unreasonable price considering the lifetimes of free labor a Southern planter could hope to extract from a slave and his or her children.

Not all runaway slaves fled to the North. Many fugitives sought refuge in cities such as Atlanta, Charleston or Richmond, where they could blend easily into existing African American populations -- often with the help of other fugitives or free blacks. Some runaways established freedmen's encampments in rugged rural areas where they could remain hidden from slave catchers or local legal authorities. Such groups often supported themselves by stealing food and supplies from nearby plantations.

For slaves who lived in border states such as Maryland, Kentucky and Virginia, the journey to freedom could be short and less terrorizing. The long, unguarded border of Pennsylvania, for example, represented an ideal opportunity for slaves in cities such as Baltimore. Slaves who lived with access to fresh and saltwater ports often stowed away or hired on as hands on Northbound vessels. Once they reached a free port, the fugitives jumped ship to freedom.


Page I 1.1.

The passage of the second Fugitive Slave Act in 1850 made escape from bondage harder than ever. Under the provisions of the act, slaves who escaped to free states or federal territories could be forcibly returned to their masters. Anyone who aided a fugitive slave -- and federal marshals who failed to enforce the law -- faced severe punishment. Slaves taken to court for breaking the fugitive slave law could not testify on their own behalf, and were not allowed the right to a jury trial.

In the North, Hicksite Quakers and other abolitionists provided some of the most organized support for the Underground Railroad. Particularly in the wake of the Fugitive Slave Act, a night's lodging, a place to hide from slave catchers, a meal, and covert transportation by wagon, boat or horseback proved welcome to slaves fleeing the South.

I and Ponder

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Of the thousands of slaves who fled the plantations each year, most never made it to freedom. Many returned to the plantation after a few days or weeks away, tired, hungry and unable to survive as wanted fugitives. Others were carried back in chains after their capture by lawmen or professional slave catchers. The punishments these slaves faced upon their return varied from verbal abuse to beatings, sale to another master, and even death.

A law to gradually phase out slavery in Upper Canada, which is now Ontario, was passed in 1791. The British Empire, of which Canada was apart, abolished slavery throughout its territories in 1833. Underground Railroad activity flourished in cities such as Rochester and Buffalo which were near the borders of Upper Canada. For those who endured the long journey and all its hardships, Canada was the Promised Land.

Taken From: http://wwvv.pbs.org/wgbh/amex/lincolns/slavery/es underground.html

Answer the following questions using the above article. 1. Using paragraph #1, list some of the reasons why African Americans fled slavery in the

Southern USA.

2. Using paragraph #2, list some of the hardships that escaped slaves faced on their journey north.


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3. Using paragraph #3, what strategies did plantation owners use to capture runaway slaves?

4. Using paragraph #8, did most escaped slaves make it to freedom? Why or why not?

5. Would you have tried escape if you were a slave? Why or why not?


Page

Escaped Slave Letter Assignment Go to http://www.nationalgeographic.com/raih-oad/index.html. Spend some time playing the

Underground Railroad game. Make sure you go through the whole game and read all the information; it will help you complete your assignment.

After completing the game check out: http://www.freedomcenter.org/underground-railroad/ & http://library.thinkquest.org/03oct/00394/life.htm. These websites will provide information needed to complete your assignment below:

Assignment: The year is 1851 and you are a fugitive slave from the USA and you have just crossed Lake Erie and entered Canada into freedom. Once you arrive and get settled in your new community of Bakersfield in Upper Canada, you sit down and begin writing a letter about your escape from the Southern USA.

Here are ten Required Elements that you need to include in your letter (PLEASE NOTE: ANY ELEMENT THAT IS UNDERLINED BELOW NEEDS TO BE UNDERLINED WHEN YOU WRITE ABOUT IT IN YOUR LETTER):

• Your name • Where you lived before your escape • Your job as a slave • Your life as a slave (three elements that

made you want to leave) • Did you travel alone or with others?

• What help did you receive along the way? • How did you travel on your escape? • Explain the dangers that you faced on your

journey to Canada • What are your thoughts of your new home

and the freedom you now have?

You should use ideas from class notes, movies, and the websites above. It should be 1.5 —2 pages in length. You will be assessed on:

5 4 3 2 1/0

Acc

u rac

y/

Gra

mm

ar Letter shows evidence

of editing and proof reading. Letter does not contain more than 3 careless grammatical mistakes.

Letter shows some evidence of editing and proof reading. Letter does not contain more than 5 careless grammatical mistakes.

Letter shows little evidence of editing and proofreading. Letter does not contain more than 8 careless grammatical mistakes.

Letter shows very little evidence of editing and proofreading. Letter does not contain more than 10 careless grammatical mistakes.

Letter shows no evidence of editing and proof reading. Letter contains more than 10 careless grammatical mistakes.

Req

uire

d E

lem

ents

Letter includes all required elements.

Letter includes all but one or two of the required elements.

Letter includes all but three or four of the required elements.

Letter includes all but five or six of the required elements.

Letter includes 3 or less of the required elements.

-ist

oric

al

Kno

wle

dge

Letter reflects an understanding of the Underground Railroad. Letter uses information gained from class, videos or the suggested websites to add depth to all of the required elements.

Letter reflects an understanding of the Underground Railroad. Letter uses information gained from class, videos or the suggested websites to add depth to some of the required elements.

Letter reflects a limited understanding of the Underground Railroad. Letter rarely uses information gained from class, videos or the suggested websites to add depth to the required elements

Letter reflects little understanding of the Underground Railroad. Letter does not use information gained from class, videos or the suggested websites to add depth to the required elements

Letter reflects no understanding of the Underground Railroad. Letter does not use any information gained from class, videos or the suggested websites to add depth to the required elements.


Page 14

Causes of the Civil War

As we learn about the five causes of the American Civil War, write down some notes here to help you understand the different causes. (Jigsaw Activity)

Cause

Explanation of Cause

The Road to the American Civil War began with the differences between the North and the South. While the North became more and more industrial, the South relied more and more on slavery as the economy became focused on cotton. As a result the North became uncomfortable with slavery while the South relied on slavery.


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The Road to Civil War

First complete the following box to help your understanding of the Road to Civil War.

Word Definition Example of the Diagram: word in a sentence.

Secession

Synonym

The tension between the North and the South would be revealed in a number of political events leading up to the Civil War. Based on the PowerPoint: "Road to Civil War" fill in the following chart.

Event What happened North's Reaction South's Reaction Missouri Compromise (1820)

Compromise of 1850


Page I 16

Event What happened North's Reaction South's Reaction

Uncle Tom's Cabin

Kansas-Nebraska Act (1854)

Dred Scott Decision (1857)

National Election (1860)

Secession (1860)


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Fort Sumter

We have discussed the "Road to the Civil War" and have looked at the tensions arising between the North and the South. Issues of slavery and states' rights caused increasing tension between the North and the South. Finally with the election of Abraham Lincoln some southern states decided they could no longer be a part of the Union.

For Review:

1) What does secede mean? (Use information from past worksheets if you need to!)

2) Why did Lincoln's presidential election cause South Carolina and a number of other southern states to secede from the Union? (write at least 3 sentences)

Read the short history that will be given to you and answer the following questions:

3) Read the quote from South Carolina politician David Harris on page 187. Does it seem like he really wanted South Carolina to secede or does it seem like he was hesitant to secede? What language does he use that helps you answer?

4) What important event occurred in February 1861?

5) To summarize (circle one for a and b):

a. The Confederacy = North or South b. The Union = North or South


7) How did people in the North feel about the Union?

8) On page 188 it talks about how both countries (the Union and the Confederacy) prepared for war even though both wanted peace. What issue would start the Civil War?

9) Look at the map below. Why do you think the Confederacy wanted control of Fort Sumter (which was a Union army base)?

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Fort Sumter April 12-14.1851

Page

6) Did the creation of the Confederate States of America (CSA) immediately start the Civil War?


Page 19

Lincoln refused to give up Fort Sumter because he believed that states did not have the right to break away from the Union. Lincoln saw South Carolina's attack on Fort Sumter as an act of treason and had an excuse now to go to war. The Civil War had begun...

10) You have the choice between two questions. Your response should be a well-developed paragraph. I would suggest brainstorming reasons for and against to help you organize your thoughts. We will use the rubric that is on the back of the booklet. (5 marks) Hand in.

a. What is your opinion? Should provinces here in Canada have the right to break away from Canada and form their own government if they want to? Be sure to give reasons why or why not!

b. What do you think would have happened if Lincoln had given up Fort Sumter to the Confederacy? Would there be two countries today? Would the South have gown (or shrank)?

Comparing the North and the South

The American Civil War is best defined as the military conflict between the United States of America (the Union) and the Confederate States of America (the Confederacy) from 1861-1865. Sometimes called the War Between the States, the War of Rebellion, or the War for Southern Independence, it took more than 600,000 lives, destroyed property valued at $5 billion, brought freedom to 4 million black slaves, and opened wounds that have not yet completely healed more than 145 years later.

In order to understand how each 'country' looked at the start of the war we will use our textbook to answer a few questions.

Instructions: Complete each of the following sections as outlined on the next page.


Page j 20

Part I: The Union vs. the Confederacy: A Comparison (pages 369-372)

Complete the following table to compare the Northern states with the Southern.

Characteristics Northern States Southern States

Population

Number of States

Industrial development

Transportation facilities

Financial Resources

Naval Power

2. Compare the war aims and military strategy of the North and the South.

a. Northern war aims:


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b. Southern war aims:

c. Northern military strategy:

d. Southern military strategy:

Part II: Major Events 1861 — 1865 (pages 373 — 379)

1. Indicate whether each of the following individuals were the American Civil War.

either Union or Confederate during

a. General Robert E. Lee

b. General George C. Meade

c. General Ulysses S. Grant

d. General William Tecumseh Sherman

e. General George E. Pickett

(Union or Confederate)





Part III: Civil War Questions

1. Describe the impact that the Union blockade had on the Confederate south. (p. 373)


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2. Why did Britain and France support the Confederacy? (p. 387)

In order to further understand some of the significant components of the American Civil War you will be researching and presenting your information. Mr.Klapak will provide more information. Handout: "Civil War Battles Presentation"

Topic: One thing you found interesting in the presentation?

One question you have?

Why is the topic historically significant? (will answer together)

One thing the group did a really good job at?

One suggestion you have for the group?

First Battle of Bull Run

Battle of Antietam

Battle of Gettysburg


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Topic: One thing you found interesting in the presentation?

One question you have?

Why do you think the topic is historically significant?

One thing the group did a really good job at?

One suggestion you have for the group?

Sherman's March to Sea

Battle of Vicksburg

Emancipation Proclamation & Gettysburg Address

The role of African-Americans in the Civil War

The role of Photography in the Civil War


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The role of Women in the ,..

Civil War

Reconstruction: PowerPoint: "Reconstruction"

1) What does "Sic Semper Tyrannus" mean? What is this referring to?

Video: "Assassination of Lincoln" (6 mins) 2) List three issues facing the USA after the Civil War

a.

b.

c.

3) What would you do? In groups of three come up with three laws you would want to see in order for confederate states to rejoin the Union

a.

b.

c.


Page

25

4) In order for confederate states to rejoin the Union they had to do three things:

a.

b.

C.

5) Summarize what the Freedmen's Bureau did.

6) Summarize what each constitutional amendment did: a. 13th:

b. 14th:

c. 15th:

7) What was the KKK? What was their primary goal?

8) Match the definitions:

1) Carpetbaggers 2) Scalawags

Northerners who came to the South to participate in its reconstruction. Southerners who worked with the carpetbaggers.

9) What were the Jim Crow laws? What was the goal of the Jim Crow laws?

Video: "Rise and Fall of Jim Crow" (4 mins)


Page 1 26

Jim Crow Overview

Concept being studied.

The Jim Crow Laws

Draw a picture of what the 14th or 15th amendments should like in theory.

Draw a picture of what the 14th & 15th amendments looked like with the Jim Crow laws.

Explain your drawing and how it represents the 14th & 15th amendments.

Explain your drawing and how it relates to the Jim Crow laws.

What are two questions you have on this topic?


Page

27

Please use this page for any extra notes, questions, comments, etc.


2 1 0 Evidence Evidence is accurate,

relevant, and corn. lete.

Evidence is mostly clear, relevant, and complete.

Evidence is not clear, relevant, or complete.

Reasoning & Clarity The way in which the evidence supports the thesis is clear, logical, and well explained,

The way in which the evidence supports the thesis is mostly clear and logical. Some explanation is given.

The way in which the evidence supports the thesis is not clear, is illogical, or is not explained.

How to Answer Questions

Document Source: J.H. Bruns ELA

Provide quotations as examples &/or evidence

Page I 28

STATE your answer to the question

OPERODERF

Use QWA for Clarity (Question Within the

Answer)

Means "next do this"

EXPLAIN (make it plain)

Provide a reason to support your interpretation

REFER to the text

Explain how the quotation supports/proves your point

EXTEND To broader context

Link ideas to other texts, personal experiences, the world around you (culture)

Means "here's more information about this part"


Washington Territory

ME

Utah lertitory

Kansas Territory

7,953

186 UNIT III Nationalism and Sectionalism

Nebraska Territory

'1 NY 35 13

114/ND

Unorganized Territory New Mexico

Territory

I 2 1i Ft

40%\ 1,866,4 52

,/

Electoral Vote Total: 303

90,63t

Popular Vote Total:4,680,193

Republican (Lincoln)

Southern Democratic (Breckinridtici Constitutional Union (Bell)

Northern Democratic (Douglas) lerritories

Figure 6.13 This map dearly illustrates the division over slavery revealed by the presidential election of 1860.

at issue." Given such enthusiasm, it is scarcely surprising that voter turnout was 81.2 percent—the second highest turnout in American history, exceeded only by the 81.8 percent turnout in 1876. •

The election of 1860 demonstrated the depths of sectionalism in America, with its two political contests: Lincoln versus Douglas in the North, and Breckinridge versus Bell in the South. Indeed, in ten Southern states Lincoln's name did not even appear on the ballot. In the Electoral College Lincoln won a clear mandate (180 of 303 votes), but received only 40 percent of the popu-lar vote. Douglas secured only 12 electoral votes, although he garnered almost 30 percent of the popular vote. Breckinridge swept the Southern states, while Bell took three border states.

The End of the Union Southerners believed that the election of a president whose party was com-mitted to abolition threatened the very survival of their society, based as it was on the institutidn of slavery. While some sought further compromise,

/ 24% • 72 . •

The Crisis of the Union (7850-7865) CHAPTER 6 187

Figure 6.14 This cartoon from Harper's depicts the outcome of the 1860 presidential election, with (from left to right) Lincoln, Douglas, and Breckinridge tearing portions of the map while Bell uses glue in an attempt to repair it.

many agreed with the South Carolina politician David Harris, who declared:

"IS lecession is a desperate remedy, but of the two evils {secession and aboli-

tion j I do think it is the lesser."

On December 20, 1860 South Carolina became the first state to secede;

in the following weeks, six other states from Texas to Florida followed suit. In

February 1861 delegates from these seven states assembled in Montgomery,

Alabama to create the Confederate States of America (CSA), which would

eventually incorporate eleven states. 'Hie new country's constitution was mod-

elled on that of the United States, except that it explicitly safe-

guarded slavery and emphasized the rights of individual states.

'Me delegates chose Jefferson Davis of Mississippi, a US sena-

tor and former secretary of war, as president of the GSA.

In his inaugural address on February 18, 1861 Davis

argued that secession was consistent with the ideas contained

in the Declaration of Independence, for government required

the consent of the governed. Since the South's independence

posed no threat, Davis urged the North to allow the Confed-

eracy to exist in peace. Lincoln's own address, given three weeks

later, in part echoed Davis's words: "We are not enemies, but

friends. We must not be enemies. Though passion may have

strained, it must not break our bonds of affection." Such

Figure 6.15 The austere Jefferson Davis, president of the Confederate States of America.

188 UNIT 111 Nationalism and Sectionalism

sentiments proved impossible to sustain, however, for Northern opinion overwhelmingly demanded that the Union be preserved.

T.1 , Fort Sumter Despite their mutual desire for peace, both Lincoln and Davis began to pre-pare for war during the early months of 1861. The first flashpoint focused on government property in the seceded states: What would become of federal forts and naval bases there? In South Carolina Confederate forces besieged Fort Sumter, which guarded the harbour of Charleston.

The fort's commander appealed to the federal government for relief, but Lincoln hesitated. On the one hand, dispatching a naval force to relieve Fort Sumter would likely ignite a war. On the other, the Union must be defended. Lincoln eventually did send ships, but before they arrived Jefferson Davis ordered Confederate forces to capture the fort. On April 12, 1861 the assault on Fort Sumter began, and after two days of bombardment the fort capitu-lated. The Civil War had begun.

Causes of the Civil War: A Summary It is easy to see that the bombardment of Fort Sumter marked the beginning of the Civil War. It is not so easy to summarize the causes of the war, partly because the conflicts between North and South—or free and slave states—were so deeply rooted in American history. Some of the chief causes have been examined in this chapter, but others have been touched on in earlier chapters of this book. Following is a summary of what many historians consider the five main causes of the American Civil War. As you read the summary, see if you can think of any other factors that might have contributed to the start of the war. Try to decide which of the five causes listed below was the most important.

States' Rights Conflict over the question of states' rights had existed since the Revolutionary War (see Chapter 3). Thinkers like Thomas Jefferson believed in state sover-eignty (the idea that each state had the right to decide what was best fOr itself), while Federalists like Alexander Hamilton believed in a strong central government (that the good of the whole country was more important than that of any individual state).

These ideas surfaced again when, during Andrew Jackson's presidency, John Calhoun pushed the idea of nullification—that each state had the right to disregard any federal law with which it disagreed. Jackson forced Calhoun to abandon nullification by declaring it treasonous. In the years leading up to the Civil War, states' rights became an issue once more, with the Southern states fearing that those in the North would force them to free their slaves. Since nullification was no longer an option, many Southern politicians decided that secession was the onlrway to preserve their traditional rights.

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American History 20G Civil War Events

Now that we have discussed how the American Civil War began, it is time to look at what happened during the Civil War. This will involve doing some research on a specific event/topic in the war and presenting the information to the class using PowerPoint.

TASK: To research and present information on a specific event/topic during the American Civil War.

Events: First Battle of Bull Run, Battle of,Antietam, Battle of Gettysburg, Battle of Vicksburg, Sherman's March to Sea.

Topics: Emancipation Proclamation & Gettysburg Address, the role of African-Americans in the Civil War, role of photography in the Civil War, women in the Civil War.

INTENT: To gain more understanding and insight into the American Civil War. This project will not only help us understand what happened during the Civil War, it will also help us improve on our research and presentation skills.

PROCEDURE:

1. Find a partner and see Mr. Klapak for a topic. 2. Research your topic. Use the websites below as well as other sources. 3. Complete at least one Web Site Evaluation page. 4. Create a presentation for the class. Your presentation should include:

a. At least 7 slides b. Pictures, maps, and/or graphs (at least one per slide) c. The historical significance of the event/topic. (Each event/topic was chosen because it played an

important role in the American Civil War! Make sure you look for the significance of the event/topic when researching).

d. Any events, dates, or people that are important. (For battles this includes who was in command of the Confederate/Union armies, who won, casualties, etc.)

e. Bibliography (for each picture and for your information). 5. Present your newly found historical expertise to the class! 6. Answer questions from the class.

SUGGES l'ED WEB STIES: • http://www.radford.edu/sbisset/civilwar.htm • http://www.civilwar.com! • http://www.civil-war.netJ • http ://timelines. corn/ • http://www.spartacus.schoolnet.co.uk/USAciviiwarC.htm

CRITERIA: See rubric on reverse side. PLEASE NO1E: While subject knowledge is listed as being out of 4, it will be worth double the marks! That means subject knowledge will be out of 8 marks.

[Students present information in logical, interesting

!sequences that the audience can follow and easily take 'notes.

American History 20G Civil War Events

1

!Audience cannot understand presentation because

!there is no sequence of ;information.

2

Audience has difficulty !Students present information

' following presentation because l in logical sequence which

!audience can follow •student jumps around. • ;somewhat take notes.

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1Students do not have a 'grasp of the information; students cannot answer questions about their subject. (2 Marks)

'Students do not have an understanding of "why the event/topic is !significant.

Students are uncomfortable with the information and are able to only answer ;rudimentary questions. (4 :marks)

•!!Students have a limited !understanding of why the ;event/topic is significant.

!Students are comfortable with :the information in their 'presentation and are at ease with answering questions. (6 ;marks)

Students have an !understanding of why the -event/topic is significant.

'Students demonstrate full 'knowledge (more than required) by answering all ;class questions with !explanations and elaboration. ;(8 marks)

!Students demonstrate an 'excellent understanding of 'why the event/topic is I significant.

Presentation has five • or more obvious

vs 10

"grammatical errors.

'Presentation has four obvious "misspellings and/or grammatical errors.

'Presentation has no more than !three obvious misspellings !and/or grammatical errors.

Presentation has no more than one or two obvious misspellings and/or grammatical errors.

spelling errors and/or

!Students read all of the 'report with no eye 'contact. Both students

Idemonstrate little 'preparation and 'rehearsal.

m 'Students use no -- -=

00 !graphics cs (..7

'Students occasionally use eye !contact, but still read most of :report. Presentation reflects a ;limited amount of preparation and rehearsal from both

;students. Participation is not

lequally distributed.

!Students use graphics on less than 5 slides that support text land presentation.

!Students maintain eye contact most of the time but :frequently return to notes in a !distracting manner. Both :students participate in the :presentation but participation is not equally distributed.

:Students use graphics on 5 or ;6 slides that relate to the text and presentation.

Students maintain eye contact with audience and return to notes so that it does not detract from the presentation. Both students participate equally in the presentation.

'Students use graphics on each slide that help explain and reinforce text and presentation.

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Presentation includes Q.) all but four or more of

(7.) E the required elements.

!Presentation includes all but two or three of the required 'elements.

:Presentation includes all but Presentation includes all one of the required elements. !required elements.

1 Comments:

TOTAL: /32

Segregation — The Jim Crow Laws

'Jim Crow' was a character in an old song who was revived by a white comedian called Daddy' Rice. Rice used the character to make fun of black people and the way that they spoke. The term 'Jim Crow' came to be used as an insult against black people.

In a bid to stop black Americans from being equal, the southern states passed a series of laws known as 'Jim Crow' laws which discriminated against blacks and made sure that they were segregated (treated unequally) from whites.

The case went to the Supreme Court who supported the railroad company.

A black man, Homer Plessey, took a railroad company to court because he had been made to sit in a 'coloured only' carriage.

that a anthorize or even r

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he convey ;treasonable.

The ruling meant that the 'Jim Crow' laws were legal and that it was not illegal to keep blacks and whites separate.

Taken from: www.historyonthenet.co.uk 2002

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1) Review: (Make sure to check your notes for help & above for help) 1) What did the 13th, 14th, and 15th amendments do?

2) In response to these amendments, some southern states started passing the Jim Crow laws. What was the purpose of the Jim Crow laws?

3) Who was Homer Plessey? Why is his court case significant?

Because of Jim Crow Laws...

...segregation occurs between whites and blacks.

Jim Crow laws were passed to "change" the 14th & 15th amendments. By passing Jim Crow laws states could create a

arate but equal" policy. So while the 14th, & 15th amendments gave African-Americans more and more rights, the Jim Crow laws essentially made it impossible for African-Americans to truly participate in American society as a "free person."

Why the 14th & 15th Amendments did not work...

FEAR: While African-Americans had more rights in theory, the threat of violence and murder stopped many from being able to practice their rights. The Ku Klux Klan is an example of a group of people who harassed and abused African-Americans.

"The Klan spread ... to every state in the South and included mayors, judges, and sheriffs as well as common criminals. The Klan systematically murdered black politicians and political leaders. It beat, whipped, and murdered thousands, and intimidated tens of thousands of others from voting. Blacks often tried to fight back, but they were outnumbered and out gunned. While the main targets of Klan wrath were the political and social leaders of the black community, blacks could be murdered for almost any reason. Men, women, children, aged and crippled, were victims. A 103-year-old woman was whipped, as was a completely paralyzed man." Taken from http://w-ww.pbs.org/wnet/jimerow/storiesevents_kkk.html

4) Why do you think intimidation and fear stops people from practicing their rights? Write at least three sentences.

5) Can you think of an example today where people do not always do something they are allowed to do because they are scared of what others will do?

6) Read the firsthand account below of being terrorized by the Ku Klux Klan from an African-American in Georgia. After reading the firsthand account, how do you think this affects the practice of democracy?

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statements." ANDzEtsoNviLL'a, GA-, Feb, 1.2, 1869,

STATII.IMENT OF -GEORGIE SMITH.

George Smith now resides five miles from Ellaville, in Schley county, Georgia, Fie .5Et.r.;

"Before the election of Grant, large bodies of men were riding about the country in ttTel night ror more than a month, They and their horses were covered with /rage white sheets, so that Ton could not tell them or their hors e.s_ They gave out word that they would whip every Radical in the country that intend-ed to vote for Grant, and did whip all they could get hold of. They sent word to me that I was one of the leaders of the Grant club, aziti they would whip me. I ,ssw them pass my house one night, and I should think there were thirty or forty of them. They looked in the night like Jersey wagons. I supposed they were after me, and I took my blanket and gnu_ and ran to the woods and lay out all night, and a good many other nights. Nearly all the Radicals in the neighborhood ley in the woods every night for two weeks before election. The Knklux would go to the houses of all that belonged to the Grant club, call them to the door, throw a blanket over them and carry them off and whip them, and try and make them pro-mise to vote for Sevmont and Blair. The night I Faw them they went to the house of Mr. Henry Davis and ordered him out. He refused to eome out and they tore down both of his doors. He fired at them and escaped. I heard a good many shots fired -at him. He lay out about a week in the woods, and then slipped back la the night and got his family and moved off, He had bought a place and paid $250 on it; but he could not get a deed, and he has gone off and left it. They then went to the house of Tom Pitman and Jonas Swanson, called the to

. the door, threw blankets over their heads, carried them off an.d whipped them tremendously. They told them that they were damned Radicals and leaders of the Grant club, and that they would whip e- ery one that voted for Grant, and would not give any work to any but Democrats.

Bob Wiggins, a preacher, was whipped all most to death be-cause they said he was preaching ,Radieal doctrines to the col-

NEW LAWS: The Jim Crow laws effectively limited the power of the 14th & 15th amendments. So while in theory African-Americans could vote, some southern states passed laws that made it more and more difficult to vote. Read the two quotes and answer the following questions below.

"Ida Wells (1862-1931), an African American journalist, was one of the leaders of the fight against Jim Crow laws.

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In the ten years succeeded the Civil War thousands of Negroes were murdered for the crime of casting a ballot. As a consequence their vote is entirely nullified throughout the entire South. The laws of the Southern states make it a crime for whites and Negroes to inter-marry or even ride in the same railway carriage. Both crimes are punishable by fme and imprisonment. The doors of churches, hotels, concert halls and reading rooms are alike closed against the Negro as a man, but every place is open to him as a servant." Taken from: http://www.spartacus.schoolnet.co.uk/USAjimcrow.htm

"For African Americans who tried to vote, the results were potentially dangerous [because of fear for their lives from groups such as the KKK]. The laws to prevent African Americans from voting were complex because they could not directly violate the Fifteenth Amendment. Among these restrictions was the poll tax, which required voters to pay an additional tax to vote. It was designed primarily to exclude African Americans, who were usually too poor to pay the tax..." Taken from: wwwl .cuny.eduiportal_ur/content/voting curriculum/1 ith_pdfs/1 lth%20Lesson%206_Voting%20(66- 75).pdf Democracy's Turnstile

7) On the right is a picture from Dr. Seuss. While the 15th amendment guaranteed African-Americans the right to vote, laws were passed that restricted voting rights. What law is Dr. Seuss referring to and how did this law limit voting rights?

8) Some southern states also passed laws that forced people to take a reading and writing comprehension test. Why do you think that this law might have been unfair for recently freed slaves? What did very few slaves have that we take for granted today?

How Jim Crow Affected the AveraRe Person...

The impact of the Jim Crow laws were not just felt when it came time to vote. Jim Crow affected the day to day lives of millions of people throughout the South. Below is a firsthand account of living under Jim Crow. Read through the example and answer the questions below.

"Richard Wright was born in Mississippi. At the age of fifteen he moved to Chicago and later he described what it was like to travel for the first time on non-segregated transport.

10) These two pictures say a lot about the "equality" in segregated areas of the USA. While the Jim Crow laws were meant to create a "separate but equal" society, do you think this picture on the right shows a "separate but equal" society? Why or why not?

We see white men and women get on the train, dressed in expensive new clothes. We look at them guardedly and wonder will they bother us. Will they ask us to stand up while they sit down? Will they tell us to go to the back of the coach? Even though we have been told that we need not to be afraid, we have lived so long in fear of all white faces that we cannot help but sit and wait. We look around the train and we do not see the old familiar signs: "For Colored" and "For White".

Then we board our first Yankee streetcar to go to a cousin's home. We pay the conductor our fare and look about where we please, but we were still scared. We cannot shake off 300 years of fear in three hours. We ease into a seat and look out of the window at the crowded streets. A white man or woman comes and sits besides us, not even looking at us, as though this was a normal thing to do. The muscles of our bodies tighten. Indefinable sensations crawl over our skins and our blood tingles. Out of the corners of our eyes we try to get a glimpse of the strange white face that floats but a few inches from ours." Taken from http://www.spartacus.schoolnet.co.uk/USAjimcrow.htm

9) What is your reaction to the story? Write at least three sentences.

11) Look at the cartoon to the right. What is the artist saying about the Jim Crow laws? Make sure to use evidence from the picture to help your explanation.

Documents

Slavery in the American Coloniesklapakvmc.weebly.com/uploads/1/1/8/3/11839917/unit_2_booklet.pdfUnderstanding Slavery in the USA Slavery's Early Presence I. First African-Americans