CHAPTER 15 • SECTION 3
S
1
Plan & Prepare
CTIO
3
N
E
Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Explain how the 1860 election revealed
the divisions in the country
The formation of the antislavery
Republican Party further divided the
country.
The election of Abraham Lincoln as
president in 1860 led seven Southern
states to secede from the Union.
• Describe the reasons for, and responses
to, the secession of seven Southern states
Vocabulary
TERMS & NAMES
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “What issues
and events shattered the nation’s unity and led
to civil war?”
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Vocabulary Strategies, TT9–TT16
REVIEW
Confederate States of America
confederation formed in 1861 by the Southern
states after their secession from the Union
states’ rights idea that the states have
certain rights that the federal government
cannot overrule
Jefferson Davis first president of the
Confederate States of America
Crittenden Compromise compromise
introduced in 1861 that might have prevented
secession
BACKGROUND VOCABULARY
platform statement of beliefs
secede to withdraw
Visual Vocabulary
Visual Vocabulary
Jefferson Davis
Jefferson Davis
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use
the diagram to show why the
Democratic Party broke apart.
Reading Strategy
CATEGORIZE
Southern Democrats
See Skillbuilder Handbook, page R6.
Northern Democrats
wanted party to
defend slavery
Best Practices Toolkit
Display the T-Chart/Two-Column Chart
transparency.
• Remind students that categorizing
information, or sorting it into groups, can
help them make better sense of what they
read. This strategy can also help them
compare and contrast each group.
• Model filling in a few reasons that help
explain why the Democratic Party split.
• Have students suggest entries.
T-Chart/Two-Column Chart, TT20
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
498 Chapter 15
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Fill in the Blanks
Pronounce each term for students.
Review the meanings of words within
definitions, such as introduced,
secession, and overrule.
As a class, review the vocabulary terms
and their definitions. Then, divide the
class into six groups, assigning each a
term. Have each group come up with a
sentence that uses the assigned term.
Then have groups take turns reading
their sentences aloud, saying “blank” in
place of the term. Challenge the other
groups to be the first to call out the term
that would correctly fill in the blank.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 6 Resource Book
• Building Background Vocabulary,
p. 26
• Vocabulary Practice, p. 25
498 • Chapter 15
S
TIO
3
CHAPTER 15 • SECTION 3
N
EC
Lincoln’s Election and
Southern Secession
One American’s Story
Mary Boykin Chesnut was born into wealth but died in
poverty, one of the many victims of the political events
that tore the nation apart.
Born in South Carolina in 1823, Mary grew up in a
world of privilege and political power. At the age of 17 she
married James Chesnut, a wealthy lawyer who became a
senator. James supported slavery and resigned his senate
seat at the news of Lincoln’s election in 1860. Mary was
also upset by this political event, and recorded the moment
when she first heard the news.
2
3-Minute Warm-Up
Write on the board or display the transparency:
• Suppose that a U.S. presidential election race
divides supporters into two regions of the
country. What problems might result? (Possible
Answer: The results may favor one region,
creating fears that it will benefit more than the
other region.)
Unit 6 Transparency Book
• 3-Minute Warm-Ups, TT1
One American’s Story
More About . . .
Mary Boykin Chesnut
PRIMARY SOURCE
“
Focus & Motivate
CHARLESTON, S.C., November 8, 1860. - Yesterday on
the train, just before we reached Fernandina, a woman
called out: “That settles the hash.” Tanny touched me
on the shoulder and said: “Lincoln’s elected.” “How do
you know?” “The man over there has a telegram.”
Wedding photo of Mary
and James Chesnut
The excitement was very great. Everybody was talking at the same
time. One, a little more moved than the others, stood up and said
despondently: “The die is cast; no more vain regrets; sad forebodings are
useless; the stake is life or death.”
”
—Mary Boykin Chesnut, A Diary from Dixie
For Mary Chesnut, Lincoln’s election was a threat. Perhaps she foresaw
the coming war that would take her from riches to poverty. But like the other
Southerners on the train, she knew that Lincoln’s election meant there could
be no more compromise. Now there was no choice left but to fight.
Although they rarely spoke out publicly
against slavery, in their diaries and letters,
many southern women privately expressed
negative opinions about it. Partly, they
felt that slavery demanded more work of
the plantation wives than other types of
labor would. A few plantation wives and
daughters, when given a rare opportunity,
actually freed their enslaved captives or
helped them escape. Mary Chesnut, a
wealthy South Carolinian, accustomed to
constant service, wrote in her diary, “God
forgive us, but ours is a monstrous system.”
A Nation Breaking Apart 499
SECTION 3 PROGRAM RESOURCES
ON LEVEL
Unit 6 Resource Book
• Reading Study Guide, p. 5
• Vocabulary Practice, p. 25
• Section Quiz, p. 45
STRUGGLING READERS
Unit 6 Resource Book
• RSG with Additional Support, p. 11
• Section Quiz, p. 45
• Reteaching Activity, p. 48
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 6 Resource Book
• Reading Study Guide (Spanish),
p. 17
• RSG with Additional Support
(Spanish), p. 23
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 6 Resource Book
• RSG with Additional Support, p. 11
• Section Quiz, p. 45
• Reteaching Activity, p. 48
GIFTED & TALENTED
Unit 6 Resource Book
• Connect Geography & History, p. 33
• Readers Theater, p. 255
• Section Quiz, p. 45
PRE-AP
Unit 6 Resource Book
• Connect to Today, p. 35
• Section Quiz, p. 45
TECHNOLOGY
Unit 6 Transparency Book
• 3-Minute Warm-Ups, TT1
• Fine Art, TT2
• Geography, TT3
• Cause-and-Effect Chapter Summary,
TT4
• Essential Question Graphic, TT5
Daily Test Practice Transparencies
• Chapter 15, Section 3, TT51
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 499