Chapter 15
“The Nation Breaking Apart”
Quiz Dates:
March 25 15.1
March 27 15.2
March 31 15.3
April 2 15.4
Packet Due date: April 2
Complete the following as they are assigned throughout the chapter.
Use this packet to prepare for your quizzes.
✓
CH 15 Exchange (Due 4/2)
15.1 page 3
15.2 page 9
15.3 page 14
15.4 page 19
____15.1
Page 1-2; 3, 4
____Comparing North/South Page 5
____Graphic Organizer 15.1 Page 5
____15.2
Page 6-7; 8, 9
____Graphic Organizer 15.2 Page 10
____15-3
Page 11-13; 13, 14
____Graphic Organizer 15.3 Page 15
____15-4
Page 16-17; 18, 19
____Graphic Organizer 15.4 Page 20
____CH 15 Map
Page 21-22
____Freedom of US Episode 5 Page 23
____Road to Secession Chart Page 24
____I Am Poem
Pages 25-26
(20 points)
RUBRIC
All assignments should be neat and complete.
All work should be detailed and thoughtful.
Packet Score:_________/20
Answers must contain at least eight (8) words. (Where indicated)
Assignments should be written IN PEN and corrections made in RED PEN.
I Am Poem Due: 3/25
Format -3 stanzas
________/2
I am
I pretend
I understand
I wonder
I feel
I say
I hear
I touch
I dream
I see
I worry
I try
I want
I cry
I hope
I am
I am
I am
Content-Descriptive Poem
Based on experiences as slave
Written in First Person
Sensory words used
Final copy
Unlined paper used
Neatly Typed or Written
black marker or colored utensils
Illustrated
Creative title given for poem
TOTAL
__________/4
__________/2
__________/1
__________/1
__________/10
HLCRS (Highlighting; Close Read; Summary)
15.1 Growing Tensions Between North and South
Section 1 (pages 457-461)
BEFORE YOU READ
In the last chapter, you read about the movement to abolish slavery. In this section, you will learn how differences between the North and the South threatened to tear the nation apart. STEPS
1. Read and HL blue Terms and Names. HL blue Terms and Names in reading
2. Read Headings. Highlight orange.
3. Read each section 3 times.
st
1 Read Read the section to get the gist.
Use Close Reading tools and annotations.
nd
2 Read HL Pink Question. Read for Pink answer. HL Pink.
3rd Read HL Yellow Question. Read for Yellow answer. HL Yellow.
4. Write a five finger summary for the section on the lines. HL terms Blue.
we discuss the sections, correct answers and add information in Red Pen
5. As
Summary Terms
TERMS
and NAMES
Wilmot
Proviso A bill that proposed to ban slavery in many
territories
Free-Soil
Party A political party dedicated to stopping the expansion
of slavery
Henry Clay U.S. senator from Kentucky who proposed the
Compromise
of 1850
Daniel
Webster
U.S. senator from Massachusetts who supported the
Compromise of 1850
Stephen
A. Douglas U.S. senator from Illinois who worked to pass
the Compromise of 1850
Compromise of 1850 Effort by Congress to settle the issue of slavery
in the territories that arose when California was admitted as a free
state
North and South Take Different Paths (pages 457–458)
1. How were the economies of the North and the South different? (Pink)
The economies of the North and the South developed differently in the early 1800s. Farming was important in both
regions. But the North began to develop more industry and trade than the South. The South continued to depend on
plantation farming.
The growth of industry in the North led to the rapid growth of Northern cities. Much of this population growth
came from immigration. Many immigrants and Easterners moved west. They built farms in the new states formed
from the Northwest Territory. Roads and canals linked the Eastern and Midwestern states.
A few wealthy planters controlled Southern society. Their profits came from slave labor. Most slaves worked in the
fields to grow crops. The most important crop was cotton. Much Southern wealth came from the export of cotton.
Planters invested in slaves instead of industry. As a result, the South developed little industry.
Most Southern whites were poor farmers who owned no slaves. Poor whites accepted slavery because it kept them off
the bottom of society.
2. Why did the South develop little industry?(Yellow)
3. (Summary) (HL Terms-Blue)
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Antislavery and Racism (pages 458–459)
4. How did the antislavery movement grow? (Pink)
The issue of slavery caused tensions between the North and the South. The antislavery movement was
gaining in strength in the North in the 1830s. Many Northern workers and immigrants opposed slavery. They feared that
slaves, who did not work for pay, would take jobs away from them.
Although they opposed slavery, most Northerners were racist by today’s standards. Many whites refused to go to school
with, work with, or live near African Americans. In most states, African Americans could not vote.
White Southerners defended slavery by claiming that white people were superior to blacks. Slaveholders claimed that
slaves benefited by being introduced to Christianity. They also argued that slaves benefited by having their food, clothing,
and shelter provided for them. These differences added to tensions between the North and the South.
5. Why did Northern workers and immigrants oppose slavery? (Yellow)
6. (Summary) (HL Terms-Blue)
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
The Wilmot Proviso
(page 459)
7. What was the Wilmot Proviso? (Pink)
The North and the South disagreed whether slavery should be allowed in territories that were not yet states. In 1846,
Congress debated the Wilmot Proviso. This bill proposed to ban slavery in any territory that the United States acquired
from the War with Mexico. Slaveholders argued that slaves were property protected by the Constitution.
Congress divided along regional lines over the Wilmot Proviso. Northerners supported it. Southerners opposed it.
Although it passed the House of Representatives, the Wilmot Proviso never passed the Senate. Southerners had more
power in the Senate than in the House.
The Wilmot Proviso led to the formation of the Free-Soil Party. This party wanted to stop the expansion of slavery. It
made slavery a key issue in national politics.
8 Why did slaveholders oppose the Wilmot Proviso? (Yellow)
9. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Controversy over Territories; The Compromise of 1850 (pages 459–461)
10. How was a temporary compromise reached on the issue of slavery? (Pink)
By 1848, the nation hotly debated how to deal with slavery in the lands gained after the War with Mexico. In 1850,
California applied for admission to the Union as a free state. This would make slave states a minority in the Senate.
Southerners in Congress opposed the admission of California as a free state.
Senator Henry Clay of Kentucky offered a bill to settle the California problem. To please the North, it proposed to
admit California as a free state. For the South, it included a strong law to help slaveholders recapture runaway slaves. The
law would also let some territories decide for themselves about slavery.
Daniel Webster, senator from Massachusetts, supported the compromise. Senator Stephen A. Douglas of Illinois
worked to pass the plan. In September, the plan became law. The plan is now known as the Compromise of 1850.
11. What were two features of the Compromise of 1850? (Yellow)
12. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
15.1 Guided Reading (Answers do NOT need to be 8 words)
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. Summarizing Use the chart below to take notes on the Compromise of 1850.
(Answers must be 8 words)
B.
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?
15.1 PROGRESS CHECK
Reading Comprehension
In the space before each sentence, write N if it describes the North or S if it describes the South.
1. ____The economy here relied on plantation farming.
2. ____The growth of industry here led to the rapid growth of cities.
3. ____The abolitionist movement had been gaining strength here since the 1830s.
4. ____Racism against African Americans here was based on prejudice rather than slave ownership.
5. ____Senators from this region prevented passage of the Wilmot Proviso, which would have outlawed
slavery in any territory the United States gained from the War with Mexico.
6. ____The Free-Soil Party, dedicated to stopping the expansion of slavery, appealed to people of this
region.
7. ____People from this region favored admitting California to the union as two states, one slave and
one free.
8. _____To please the people of this region, the Compromise of 1850 promised Congress would pass a
stronger law to help slave owners recapture runaway slaves.
9. ____Daniel Webster, from this region, spoke out in support of the Compromise of 1850 for the sake of
the union.
Graphic Organizer 15.1
HLCRS (Highlighting; Close Read; Summary)
15.2 The Crisis Deepens Section 1 (pages 462-465)
BEFORE YOU READ
In the last section, you read how differences between the North and the South threatened to tear the nation apart. In this section, you will learn how conflicts over slavery led to violence. STEPS
1. Read and HL blue Terms and Names. HL blue Terms and Names in reading
2. Read
Headings. Highlight orange.
3. Read each section 3 times.
1st Read Read the section to get the gist.
Use Close Reading tools and annotations.
nd
2 Read HL Pink Question. Read for Pink answer. HL Pink.
rd
3 Read HL Yellow Question. Read for Yellow answer. HL Yellow.
4. Write a five finger summary for the section on the lines. HL terms Blue.
we discuss the sections, correct answers and add information in Red Pen
5. As
Summary Terms
TERMS
and NAMES
TERMS
AND NAMES
Harriet
Beecher Stowe Author of the antislavery novel Uncle Tom’s
Cabin
Uncle Tom’s Cabin Antislavery novel written by Harriet Beecher
Stowe
Fugitive
Slave Act Law that helped slaveholders recapture runaway
slaves
Popular sovereignty A system where residents vote to decide an issue
Kansas–Nebraska Act Law that split the Nebraska Territory into Kansas and
Nebraska
and allowed people to vote on slavery in these territories
John Brown An extreme abolitionist
The Fugitive Slave Act; Uncle Tom’s Cabin
(pages 462–463)
1. What was the Fugitive Slave Act? (Pink)
The 1850 law that helped slaveholders recapture runaway slaves was called the Fugitive Slave Act. People accused
of being fugitives could be arrested without a warrant.
Fugitives had no right to a jury trial. Instead, a federal official heard the case. The official was paid
five dollars for releasing the fugitive. He was paid ten dollars if he turned the fugitive over to a slaveholder.
The law also required that Northerners return runaway slaves to their masters. It placed fines on people who helped
runaway slaves escape.
Southern slave catchers traveled through the North. Sometimes they captured free African Americans. The Fugitive
Slave Act upset many Northerners. Northerners could no longer ignore that by supporting the Fugitive Slave Act, they
played a role in supporting slavery.
In 1852, Harriet Beecher Stowe published the novel Uncle Tom’s Cabin. The novel dealt with the moral issues of
slavery. It described slavery as cruel and immoral. The book was popular in the North. But white Southerners believed
it falsely criticized the South and slavery.
2. Why did the South object to Uncle Tom’s Cabin written by Harriet Beecher Stowe?(Yellow)
3. (Summary) (HL Terms-Blue)
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
The Kansas–Nebraska Act
(pages 463–464)
4. Who proposed the Kansas–Nebraska Act? (Pink) In 1854, Senator Stephen A. Douglas proposed a bill that would divide the Nebraska Territory into two territories—
Nebraska and Kansas. He suggested that the decision to allow slavery in these territories should be decided by popular
sovereignty. This is a system where the residents vote to decide an issue.
Popular sovereignty would allow slavery in areas where it had been banned by the Missouri Compromise. Southerners
supported the bill for this reason. But the bill angered opponents of slavery. Even so, the bill passed. The bill became known
as the Kansas–Nebraska Act.
5. How was the issue of slavery to be decided in Nebraska and Kansas? (Yellow)
6. (Summary) (HL Terms-Blue)
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
“Bleeding Kansas” (page 464-465)
7. What happened after the Kansas–Nebraska Act was passed? (Pink) Proslavery and antislavery people rushed into Kansas. Each side wanted to have enough people to win the vote on
slavery. Five thousand Missourians came and voted in the election illegally. The Kansas legislature was packed with
proslavery representatives.
Antislavery settlers boycotted the official government and formed one of their own. Settlers on both sides armed
themselves. In May 1855, a proslavery mob attacked the town of Lawrence, Kansas. They destroyed the offices and
house of the governor of the antislavery government. This attack is known as the Sack of Lawrence.
John Brown, an extreme abolitionist, entered the scene at this point. He wanted revenge for the Sack of Lawrence. He
and seven other men came into Kansas and murdered five proslavery people. This attack became known as the
Pottawatomie Massacre. As news of the violence spread, a small war broke out in Kansas. It lasted for three years. The
area came to be called “Bleeding Kansas.”
8 Why did violence break out in Kansas in 1855? (Yellow)
9. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Violence in Congress (pages 465)
10. Why did violence spread to Congress? (Pink)
Violence was not limited to Kansas. It also spread to the nation’s capital. In May 1856, Senator Charles Sumner of
Massachusetts delivered a speech against the proslavery forces in Kansas. During the speech, Sumner insulted
Senator A. P. Butler from South Carolina. The speech offended Preston Brooks, a relative of Butler. Brooks came to
the defense of Butler and the South. He attacked Sumner with a cane as Sumner sat at his desk.
Many Southerners cheered Brooks’s defense of the South. Most Northerners were upset at the violence in the
Senate. “Bleeding Kansas” and “Bleeding Sumner” became antislavery rallying cries. They also became slogans for
the new Republican Party.
11. Why did Preston Brooks attack Sumner in the Senate in 1856? (Yellow)
12. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
15.2 Guided Reading
A. Recognizing Effects As you read the section, take notes on the effects of the Compromise of 1850. (Answers do NOT need to be 8 words)
Effect Effect Compromise of 1850 Effect 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 1850s.
(Answers must be at least 8 words)
Popular sovereignty 1. Kansas–Nebraska Act 2. “Bleeding Kansas” 3. John Brown 4. Preston Brooks 5. 15.2 PROGRESS CHECK
Analyzing Causes; Recognizing Effects
Fill in the blanks in the cause-and-effect diagram below to show how the listed the causes
affected the people named. The first row is done as an example.
Cause
People or Group
Effect (Answers must be 8 words)
People accused of being fugitives
1. Could be held without an arrest warrant;
had no right to a jury trial
Northerners
2.
Northerners
3.
White Southerners
4.
Passage of the Kansas- Nebraska Act
Settlers in territories
5.
Sack of Lawrence by proslavery mob
John Brown and abolitionists
6.
Pottawatomie Massacre
Kansas Territory
7.
Senator Charles Sumner’s speech attacking
proslavery forces in Kansas
Preston Brooks
8.
Passage of the Fugitive Slave Act
Publication of Harriet Beecher Stowe’s
Uncle Tom’s Cabin
15.2 Graphic
Organizer
HLCRS (Highlighting; Close Read; Summary)
15.3 Slavery Dominates Politics Section 1 (pages 466-470)
BEFORE YOU READ
In the last section, you read how increasing tensions over the issue of slavery led to violence. In this section, you will learn how conflicts over slavery led to the creation of a new political party. STEPS
Summary
1. Read and HL blue Terms and Names. HL blue Terms and Names in reading
2. Read Headings. Highlight orange.
3. Read
each section 3 times.
1st Read Read the section to get the gist.
Use Close Reading tools and annotations.
nd
2
Read
HL
Pink Question. Read for Pink answer. HL Pink.
rd
3 Read HL Yellow Question. Read for Yellow answer. HL Yellow.
4. Write
a five finger summary for the section on the lines. HL terms Blue.
5. As we discuss the sections, correct answers and add information in Red Pen
Terms
TERMS
and NAMES
Republican Party Antislavery political party that formed in the 1850s
John C. Frémont Republican Party candidate in the 1856 presidential
election
James
Buchanan 15th president
Dred Scott v. Sandford Court case that extended the rights of slaveholders
and limited legal efforts to challenge slavery
B. Taney Chief Justice of the Supreme Court, who wrote the lead
Roger
opinion
in the Dred Scott case
Abraham Lincoln Illinois Republican candidate for the U.S. Senate in 1858
Harpers Ferry Location of U.S. arsenal in Virginia, which was raided by
John
Brown
The Republican Party Forms (pages 466-467)
1.
Why was the Republican Party Formed? (Pink)
The Whig Party split over the issue of slavery. The Southern Whigs were destroyed by the split. A few Southern
Whigs joined the Democratic Party. Most searched for leaders who supported slavery and the Union.
The Northern Whigs, however, joined with other slavery opponents and formed the Republican Party. The Republicans
quickly gained support in the North. Many Northerners blamed the Democratic Party for the violence in Kansas.
In the 1856 presidential election, the Republicans nominated John C. Frémont. They supported him because he was in
favor of admitting California and Kansas as free states. He was also a young, handsome war hero. But the Republican
position on slavery was very unpopular in the South. Frémont’s name did not even appear on the ballot there.
2. Why did the Republicans nominate Frémont for the presidency in 1856? (Yellow)
3. (Summary) (HL Terms-Blue)
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
The Election of 1856 (pages 467)
4. Who ran for president in 1856? (Pink) The Democrats nominated James Buchanan for the presidency in 1856. He said little about slavery. He said his goal was to
keep the Union together. Southerners supported him. Some Northerners also supported him because they were afraid that the
nation would split apart if Frémont was elected.
The Know-Nothing Party nominated Millard Fillmore. He had been president following the death of President Zachary
Taylor. The Know-Nothing Party had little strength because it was divided over slavery.
The 1856 election became two separate races. In the North, it was Buchanan against Frémont. In the South, it was Buchanan
against Fillmore. Buchanan won the election.
Although Frémont lost, he did win 11 Northern states. This showed that the Republican Party was an important force in
the North. It also showed that the nation was sharply split over slavery.
5. Who were the candidates in the 1856 election and what parties did they represent? (Yellow) 6. (Summary) (HL Terms-Blue)
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
The Case of Dred Scott
(page 467-468)
7. Who was Dred Scott? (Pink)
Dred Scott was a slave who had been taken by his master into free states. Scott claimed that being in free states
had made him a free man. He sued for his freedom.
His case, Dred Scott v. Sandford, reached the Supreme Court in 1856. The Supreme Court, under Chief
Justice Roger B. Taney, ruled that Dred Scott was not a U.S. citizen. As a result, he could not sue in U.S.
courts.
The Court also ruled that slaves were property.
As such, slaveholders’ right to own slaves was protected by the Constitution. Southerners supported the
decision. Northerners looked to the Republican Party to stop the growing power of Southern slaveholders.
8 Why did slaveholders oppose the Wilmot Proviso? (Yellow)
9. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Lincoln and Douglas Debate (pages 468-469)
10. What were the Lincoln-Douglas Debates? (Pink)
After the Dred Scott decision, the Republicans charged that the Democrats wanted to make slavery legal in all U.S.
states and territories. Senator Stephen
A. Douglas, a Democrat from Illinois, was one of their main targets.
In 1858, Stephen Douglas ran for reelection to the Senate. Republican Abraham Lincoln ran against him. Lincoln
and Douglas held a series of debates about the expansion of slavery. Lincoln argued that slavery should not be expanded.
Douglas argued that voters in each territory should decide the slavery issue for themselves.
Douglas won the election. But the Lincoln–Douglas debates made Lincoln a national figure.
11. What was the main issue in the Lincoln–Douglas debates? (Yellow)
12. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
John Brown Attacks Harpers Ferry (pages 469-470)
10. What happened at Harpers Ferry? (Pink)
In 1859, John Brown wanted to inspire slaves to fight for their freedom. He planned to capture the weapons in the
U.S. arsenal at Harpers Ferry, Virginia. He hoped to inspire slaves to rebel against slavery.
On October 16, 1859, Brown and his followers captured the arsenal. He sent out the word to arm local slaves. But
no slaves joined to fight with Brown.
Brown and his followers were captured by the U.S. Marines. They were tried, convicted, and executed.
Brown was praised in the North for his fight against slavery. Southerners were furious at the reaction of
Northerners to Brown’s execution.
11. What was the result of Brown’s attack on Harpers Ferry? (Yellow)
12. (Summary) (HL Terms-Blue)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
____ 15.3 Guided Reading
A. Analyzing Points of View Use the chart below to take notes on people’s views of the topics listed. Who Were the Supporters? (Circle)
Reasons for their Support
(Answers must be 8 words)
1. Dred Scott decision ■ Proslavery forces ■ Antislavery forces ■ Neither 2. Douglas, in the Lincoln–
Douglas debates ■ Proslavery forces ■ Antislavery forces ■ Neither 3. Lincoln, in the Lincoln–
Douglas debates ■ Proslavery forces ■ Antislavery forces ■ Neither 4. John Brown’s hanging ■ Proslavery forces ■ Antislavery forces ■ Neither B. Finding Main Ideas Use the chart below to note something important you learned about each of the
following. (Answers must be at least 8 words)
Founding of the Republican Party: John C. Frémont: James Buchanan: 15.3 PROGRESS CHECK
Reading Comprehension
Read each clue below and answer the question “Who am I?” Write your answer in the blank.
(Answers do NOT need to be 8 words)
1. I was nominated by the Republicans in the election of 1856 and earned the nickname of “Pathfinder.”
WHO AM I?
2. I was minister to Great Britain and nominated by the Democrats in the election of 1856.
WHO AM I?
3. I was a slave who claimed the status of a free man after my master’s death; however, the Supreme Court
denied my claim.
WHO AM I?
4. I was the Chief Justice of the Supreme Court who argued that Congress could not ban slavery in the territorie
because to do so would violate the slaveholders’ property rights.
WHO AM I?
5. I was nominated by the Republicans in 1858 to run for the senate seat from Illinois.
WHO AM I?
6. I faced Abraham Lincoln in a series of debates that became famous as models of political debate.
WHO AM I?
7. I led the attack against the arsenal at Harpers Ferry as a way of starting a slave rebellion.
WHO AM I?
15.3 Graphic
Organizer
HLCRS (Highlighting; Close Read; Summary)
15.4 Growing Tensions Between North and South
Section 1 (pages 457-461)
Summary Terms
BEFORE YOU READ
In the last section, you learned how the slavery issue led to the formation of the Republican Party. In this section, you will learn how the 1860 election led to the secession of the Southern states from the Union. STEPS
1. Read and HL blue Terms and Names. HL blue Terms and Names in reading
2. Read
Headings. Highlight orange.
3. Read
each
section 3 times.
st
1 Read Read the section to get the gist.
Use Close Reading tools and annotations.
nd
2 Read HL Pink Question. Read for Pink answer. HL Pink.
3rd Read HL Yellow Question. Read for Yellow answer. HL Yellow.
4. Write a five finger summary for the section on the lines. HL terms Blue.
we discuss the sections, correct answers and add information in Red Pen
5. As
TERMS
and NAMES
platform A statement of beliefs
To formally withdraw from the Union
secede
Confederate
States of America Confederation formed by the seceded
Southern states
Jefferson Davis President of the Confederacy
Crittenden
Plan Compromise plan to prevent secession
Political Parties Splinter (pages 471-472)
1. Who were the presidential candidates in the 1860 election?? (Pink) The Republicans nominated Abraham Lincoln for president in 1860. The Democratic party split over the issue of
slavery. They disagreed about what to say about slavery in the party’s platform, or statement of beliefs.
The Southern Democrats wanted the party to defend slavery in the platform. The Northern Democrats wanted the
platform to support popular sovereignty. They believed that would be the best way to decide the issue of slavery in new
territories and states.
The Northern Democrats nominated Stephen A. Douglas for president. He was a supporter of popular sovereignty.
The Southern Democrats refused to support Douglas. They nominated John Breckinridge of Kentucky, a supporter of
slavery. A fourth party, called the Constitutional Union Party, nominated John Bell of Tennessee. This party had one
aim—to preserve the Union.
2. What parties nominated presidential candidates in 1860? (Yellow) 3. (Summary) (HL Terms-Blue)
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
The Election of 1860
(pages 472–473) 4. What were the results of the election of 1860? (Pink) The election turned into two different races for president. Lincoln and Douglas had support in the North. Breckinridge and
Bell had support in the South.
Lincoln and Breckinridge were believed to have the most extreme views on slavery. Lincoln was against expanding
slavery in the territories.
Breckinridge wanted the federal government to protect slavery in any territory.
Douglas and Bell were considered to be moderates. They did not want the government to pass any new laws on slavery.
The election made it clear that the nation was tired of compromise. Lincoln carried the North.
Breckinridge won in the South. The North had the most people, so Lincoln won the election. Lincoln stated that he would do
nothing about slavery in the South. White Southerners did not trust him. They viewed his victory as a threat to slavery and their
way of life.
5. How did white Southerners view Lincoln’s election as president? (Yellow) 6. (Summary) (HL Terms-Blue)
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
Southern States Secede (pages 473–474)
7. How did the Southern states react to the election of President Lincoln? (Pink) Many Southerners warned that if Lincoln was elected, the Southern states would secede, or withdraw from the Union.
They believed that the states had voluntarily joined the Union. As a result, they believed the states had the right to leave the
Union.
In December 1860, South Carolina became the first state to secede. By February 1861, six more states seceded. They
formed the Confederate States of America. They named Jefferson Davis president of the Confederacy.
8 What was the Confederacy? (Yellow)
9. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The Union Responds to Secession (pages 474-475)
10. How did the Union respond to secession? (Pink)
Northerners believed that secession of the Southern states was unconstitutional. President James Buchanan argued
against secession. He believed that the states did not have the right to leave the Union. He said the federal government,
not the state governments, was sovereign.
Secession also brought up the issue of majority rule. Southerners claimed that the Northerners wanted to use their
majority to abolish slavery.
Northerners claimed that the Southerners did not want to accept the election results.
11. What did Northerners say about Southern attempts to secede? (Yellow)
12. (Summary) (HL Terms-Blue)
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
Efforts to Compromise Fail (pages 475)
13. Who tried to find a compromise between the North and the South? (Pink) Some people tried to find a compromise to stop the South from seceding. In February 1861, Senator John J.
Crittenden of Kentucky created a compromise plan. His plan, called the Crittenden Plan, did not pass.
In his inaugural address, President Lincoln assured the South that he would not abolish slavery there. But
he spoke strongly against secession.
Lincoln did not want to press the South. He did not want to force the South to stay in the Union. Several
forts in the South were still under Union control. These included Fort Sumter in South Carolina. These forts
needed to be resupplied. The whole nation waited to see what would happen to the fort.
14. What did Northerners say about Southern attempts to secede? (Yellow)
15. (Summary) (HL Terms-Blue)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
15.4 Guided Reading
Categorizing Use the chart below to take notes on the 1860 presidential election.
(Answers do NOT need to be 8 words)
Party
Candidate
Platform
Supporters
1.
2.
3.
4.
Analyzing Points of View Use the chart below to take notes on the views of each group regarding secession.
(Answers must be 8 words)
Southerners
Northerners
1.
2.
15.4 PROGRESS CHECK
Evaluating
Write T in the blank if the statement is true.
If the statement is false, write F in the blank and then write the corrected statement on the line
below.
(Answers must be 8 words. if false, rewrite the sentence correctly)
1. The members of the Democratic Party were united behind support of slavery in their platform.
2. Northern Democrats wanted their party’s platform to support popular sovereignty.
3. Popular sovereignty meant that people in a territory could determine whether their territory
allowed slavery or not.
4. One Democrat and one Republican competed in the election of 1860.
5. Abraham Lincoln lost the election of 1860.
6. South Carolina was the first state to secede from the Union.
7. Jefferson Davis was chosen president of the Confederate States of America.
8. After the election of 1860, the South felt that the North was unwilling to accept majority rule.
9. In his First Inaugural Address, Lincoln said that he would free the slaves in the South.
15.4 Graphic
Organizer
CH 15 Map The Election of 1860
Do
First
è
A. Use the map on textbook page 473 to locate the following states and to learn which
candidate won the electoral votes in each state in the presidential election of 1860. Then
label the states on the outline map on the back of this page and use shading and the
map’s key to show the election results. Include in the key the number of electoral and
popular votes each candidate received.
(Check off as you label. If you are unsure of the abbreviation, look it up on the map.)
✓States
__MS
__NJ
__IA
__AL
__SC
__MI
__VA
✓Candidates
__Lincoln (Republican) 180
Democrat) 72
__CA
__FL
__RI
__TX
__OR
__TN
__LA
__MN
__AK
__MA
__GA
__IN
__ME
__WI
__Douglas (N. Democrat) 12
__CT
__IL
__VT
__NC
__MD
__PA
__NH
__OH
__NY
__KY
__DE
__MO
__Breckinridge (S.
__Bell
B. After labeling your map, use it to answer the following questions (8 words NOT necessary for answers.
(Constitutional Union) 39
Answers must be thoughtful and complete)
1.
What state split its electoral votes between two candidates?
2.
Which candidate won the electoral votes of the Pacific Coast states?
3.
Which states cast their electoral votes for Bell and where were these states located?
4.
In which states did Douglas win electoral votes?
5.
How might you describe the election results in the New England states?
6.
How might you describe the election results in the Southern states?
7.
How many states cast their electoral votes for Lincoln?
Freedom: A History of US
Episode 5: A Fatal Contradiction 1. In what decade did the British abolish slavery?
2. What were conditions like aboard the slave ships?
3. How many slaves were in the US by 1800?
4. How was slavery different in the US compared to other countries?
5. What kinds of laws were passed to keep slaves from learning?
6. What were the slave cabins on the plantations like?
7. What power did the overseer have over the slaves?
8. How many slaves did Harriet Tubman lead to freedom?
9. What did Frederick Douglass leave out of his book? Why?
10. By the 1850s, how many slaves were there in the US?
11. What was Stephen Douglas’s nickname?
12. How did Stephen Douglas want the slavery issue decided in
Kansas and Nebraska?
13. What office were Douglas and Lincoln competing for in 1858?
14. Who won?
15. Which Southern state seceded from the Union first?
16. How many states seceded all together?
17. Who was elected president of the Confederacy?
18. What happened on April 12, 1861?
Road to Secession Chart: Causes of the Civil War
Directions: Complete the chart below by providing a description for each cause in the “What
Happened” column and then explain how that cause helped contribute to the outbreak of the
American Civil War in the “Significance” column.
Cause
Wilmot Proviso
1846
Compromise of
1850
Fugitive Slave Act
1850
Uncle Tom’s
Cabin
1852
Kansas-Nebraska
Act of 1854
Dred Scott Case
1856
John Brown’s
Raid on Harpers
Ferry
1859
Lincoln’s Election
1860
What Happened?
Significance?
Stories of Slavery
Read the following firsthand accounts of what it was like to be a slave. Use the information to
complete an “I AM” Poem about slavery.
Slave Auction
The following is one slave’s account of a slave auction:
My brother and sisters were bid off first, one by one, while my mother, paralyzed with grief, held me by
the hand. Her turn came, and she was bought by Isaac Riley of Montgomery County. Then I was offered to the
assembled purchasers. My mother, half distracted with the thought of parting forever from her children, pushed
through the crowd while the bidding for me was going on, to the spot where Riley was standing. She fell at his
feet, and clung to his knees, entreating him in tones that a mother only could command, to buy her baby as well
as herself, and spare to her one, at least, of her little ones. Will it, can it be believed that this man, thus appealed
to, was capable not merely of turning a deaf ear to her supplication, but of disengaging himself from her with
such violent blows and kicks, as to reduce her to the necessity of creeping out of his reach, and mingling the
groan of bodily suffering with the sob of a breaking heart?
Slave Labor
The following describes the work of a field slave on a cotton plantation:
In the latter part of August begins the cotton picking season. At this time each slave is
presented with a sack. A strap is fastened to it, which goes over the neck, while the bottom reaches
nearly to the ground. Each one is also presented with a large basket to put the cotton in when the sack
is filled. The baskets are carried to the fields and put at the beginning of the rows. ‘When a new hand,
one unaccustomed to the business, is sent for the first time in the field, he is whipped up smartly, and
made for that day to pick as fast as he can possibly. At night it is weighed, so that his capacity in cotton
picking is known. He must bring in the same weight each night following. If it falls short, it is
considered evidence that he has been a laggard, and a greater or lesser number of lashes is the penalty.’
No matter how fatigued and weary he may be – no matter how much he longs for sleep and
rest – a slave never approaches the gin house with his basket of cotton but with fear. If it falls short in
weight, he knows that he must suffer. And if he has exceeded it by ten or twenty pounds, in all
probability his master will measure the next day’s task accordingly. So whether he has too little or too
much, his approach to the gin-house is always with fear and trembling. After weighing follows the
whippings, then all are sent to the cotton house to tramp it down.
This done, the labor of the day is not yet ended, by any means. Each one must then tend to his
respective chores. One feeds the mules, another the swine – another cuts the wood, and so forth;
besides the cotton packing is all done by candlelight. Finally, at a late hour, they reach the quarters,
sleepy and overcome with the long day’s toil.
Black Bondage – The Life of Slaves in the South by Walter Goodman (New York: Farrar, Straus, & Giroux, 1969)
pp. 19-21, 98, 101.
Living Conditions
The following shows a slave’s view of the living conditions on one plantation:
We lodged in log huts and on the bare ground. In a single room were huddled, like cattle, ten
or a dozen persons, men, women, and children. All ideas of decency and refinement were, of course,
out of the question. There were neither beds nor furniture of any description. Our beds were
collections of straw and old rags, a single blanket the only covering. The wind whistled and the rain
and snow blew in through the cracks, and the damp earth soaked in the moisture until the floor was as
miry as a pig sty.
The principal food of those upon my master’s plantation consisted of cornmeal and salt herring, to which was added in summer a
little buttermilk and a few vegetables which each might raise for himself and his family on the little piece of ground which was assigned to
him for the purpose, called a truck patch.
Father Henson’s Story of His Own Life by Josiah Henson (New York: Corinth Books, 1962), pp. 17-18.
I Am Poem
Directions: Read the stories of slavery, Nettie’s Story, and slave narratives. Imagine you are one of the slaves
mentioned. Use the format below to write a descriptive poem (3 stanzas) based on what you are experiencing.
Use lots of sensory words. The thesaurus is a wonderful resource to help you find descriptive words.
Remember, your goal is to show your experience. Use this paper as a rough draft and include it in your folder.
Your final copy must be done on unlined paper and must be typed or written in black marker or colored utensils.
Create a title for your poem
I am I wonder
I hear I see
I want
I am
I pretend
I feel
I touch I worry I cry I am
I understand
I say I dream
I try I hope I am