A Nation Breaking Apart
by Gene Nance
Students will engage in discussions and the analysis of primary
sources to learn about the events that led to the Civil
War. Investigation of photos, sheet music, documents
and a PowerPoint presentation will take place to allow
students to discover the people, places and events that
were key to the beginning of the Civil War.
--- Overview-----------------------------------------------------------------------------Subject:
U.S. History
Time Required:
Four 50 minute class periods
Grade Range:
6-8
Understanding Goal:
Primary sources help students learn what factors led to the
breakup of the United States in 1861, an event that had
many causes.
Investigative or
Essential Question:
Why does change often lead to conflict?
+++Materials++++++++++++++++++++++++++++++++++++++++++++++++++++++
Purpose of
The primary sources help students revisit, and in some cases
Library of Congress Items: build background knowledge on the causes of the Civil War
while fostering visual literacy skills
.Library of Congress Items: Bibliographical information attached.
Additional Materials:
Nation Breaking Apart
PowerPoint Slides (attached)
Sheet Music Analysis Sheet (attached)
2
Guided Reading Sheet – Compare &
Contrast, Summarizing, Recognizing Effects,
Evaluating, Analyzing Points of View, Finding
Main Ideas, Categorizing, Analyzing Causes,
Tracing Themes (attached)
Causes of Civil War Desk Map Instructions
(attached)
http://www.eraoftheclipperships.com/page5
web.html
http://search.ezilon.com/aboutcalifornia.html
http://www.lowensteyn.com/litunits/Images/e
scape.jpg
http://americanabolitionist.liberalarts.iupui.ed
u/ugrr.htm
http://people.tribe.net/johnpowers/blog/d972
d81b-2b4b-4c6e-a79d-aeb56e341c40
http://www.latinamericanstudies.org/titusbleeding-kansas.htm
http://www.wfu.edu/~zulick/340/sumnerbrook
s.jpg
Nation Breaking Apart
3
http://www.success.co.il/knowledge/images/
Space-and-Earth-Soil-Science.jpg
http://www.galenfrysinger.com/west_virginia.
htm
http://teachers.henrico.k12.va.us/
Required Vocabulary:
Compromise of 1850, Confederate States of America, Dred
Scott, Fugitive Slave Act, Harpers Ferry, Kansas-Nebraska
Act, Abraham Lincoln, popular sovereignty, Republican
Party, secede, Wilmot Proviso, Harriet Beecher Stowe, John
Brown, Jefferson Davis, Roger Taney
Prior Content Knowledge: Students will begin the unit on the Civil War by reading a
chapter their textbook and completing the Setting the
stage/Tracing Themes/Vocabulary handout from text
materials, which will be collected as homework. After that,
students will complete a desk map activity, using laminated
desk maps and a guided activity on the Causes of the Civil
War.
Technology Skills:
None
---Standards----------------------------------------------------------------------------Illinois Learning Standards: 3
14
16
17
18
For information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/
Nation Breaking Apart
4
+++Actions+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Description of Teacher Actions:
1. Show selection 1 of the PowerPoint and discuss.
2. Analyze Daniel Webster’s notes in slide 14.
3. Zoom in on map in slide 15
4. Complete graphic organizer for section 1.
5. Show and discuss section 2 of slideshow. Analyze lyrics on
slide 36.
6. Complete graphic organizer for section 2.
7. Show and discuss section 3. Analyze lyrics on slide 47.
8. Complete graphic organizer for section 3.
9. Show and discuss section 4.
10. Complete graphic organizer for section 4 and collect.
Best Instructional Practices:
Differentiated Instruction
Differentiation occurs throughout the unit as students have
choices in activities as well as the final project. This lesson
involves students being active participants during the
PowerPoint. Students make connections between the
popular attitude of the era how it led to conflict.
Nation Breaking Apart
5
---Attachments--------------------------------------------------------------------------Library of Congress Resources:
Title:
James Hopkinson's Plantation. Planting sweet potatoes.
Collection or Exhibit
Civil War Treasures from the New York Historical Society
Media Type:
Image
URL:
http://memory.loc.gov/cgibin/query/r?ammem/cwnyhs:@field(DOCID+@lit(aa02037))
Title:
David Wilmot (after a lithograph by M.H. Traubel)
Collection or Exhibit
Prints and Photographs
Media Type:
Photo
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(
NUMBER+@band(cph+3c32936))+@field(COLLID+cph))
Title:
The United States Senate, A.D. 1850 / drawn by P. F. Rothermel ; engraved by R. Whitechurch.
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3a04607))+@field(COLLID+pga))
Title:
Henry Clay
Collection or Exhibit
Media Type:
URL
Prints and Photographs
Image
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3b18732))+@field(COLLID+pga))
Title:
Henry Clay, head-and-shoulders portrait, facing front
Collection or Exhibit
Prints and Photographs
Media Type:
Photo
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3a28515))+@field(COLLID+dag))
Title:
Daniel Webster, 1782-1852
Collection or Exhibit
Prints and Photographs
Media Type:
Photo
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3b12216))+@field(COLLID+cph))
Title:
Stephen Arnold Douglas, head-and-shoulders portrait, slightly to left
Collection or Exhibit
Prints and Photographs
Media Type:
Photo
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3c10141))+@field(COLLID+dag))
Nation Breaking Apart
6
Title:
Reynolds's political map of the United States, designed to exhibit comparative area of free and
slave states and territory open to slavery or freedom by the repeal of the Missouri Compromise.
Collection or Exhibit
Map Collection
Media Type:
Map
URL
http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field
(NUMBER+@band(g3701e+ct000604))
Title:
Effects of the Fugitive-Slave-Law.
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://lcweb2.loc.gov/cgibin/query/r?pp/PPALL:@field(NUMBER+@band(cph+3g04550))
Title:
Jay Rial's ideal Uncle Tom's cabin
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://memory.loc.gov/cgibin/query/r?pp/var:@field(NUMBER+@band(var+0995))
Title:
John Brown, head-and-shoulders portrait, facing slightly right
Collection or Exhibit
Prints and photographs
Media Type:
Photo
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3g11789))+@field(COLLID+cph))
Title:
John Brown exhibiting his hangman
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://memory.loc.gov/cgibin/query/r?pp/app:@field(NUMBER+@band(cph+3b38376))
Title:
John Brown song
Collection or Exhibit
Media Type:
URL
America Singing: Nineteenth-Century Song Sheets
Image
http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName
=as1/as106750/amsspage.db&recNum=0
Title:
John Browns Body Sound Recording
Collection or Exhibit
Music, Theatre and Dance
Media Type:
Sound Recording
URL
http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.100010565/default.html
Title:
Hon. Charles Sumner - the great senator and statesman, the champion of civil and political
equality - born January 6th 1811, died March 11th 1874
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph=3a27473))+@field(COLLID+pga))
Nation Breaking Apart
7
Title:
"A Paradox": From Harper's Weekly: Harper's Weekly, Vol. 24
Collection or Exhibit
Chinese in California 1850-1925
Media Type:
Image
URL
http://memory.loc.gov/cgibin/query/r?ammem/cic:@field(DOCID+@lit(brk7112))
Title:
Song for the people. Andrews, Printer, 38 Chatham St. N.Y. [n. d.]
Collection or Exhibit
America Singing: Nineteenth-Century Song Sheets
Media Type:
Published Text
URL
http://memory.loc.gov/cgibin/query/r?ammem/amss:@field(DOCID+@lit(as112780))
Title:
Grand national Republican banner: free labor, free speech, free territory
Collection or Exhibit
Prints and Photographs
Media Type:
Image
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3a10521))+@field(COLLID+pga))
Title:
Dred Scott
Collection or Exhibit
Media Type:
URL
Print and Photographs
Image
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@field
(NUMBER+@band(cph+3a08411))+2field(COLLID+cph))
Title:
Visit to Dred Scott - his family - incidents of his life - decision of the Supreme Court
Collection or Exhibit
Prints and Photographs
Media Type:
Published Text
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3b26377))+@field(COLLID+cph))
Title:
Lincoln Douglas debate Du Page County Centennial, August 27th, West Chicago / Kreger.
Collection or Exhibit
Prints and Photographs
Media Type:
Published Text
URL
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3f05233))+@field(COLLID+wpapos))
Title:
John Brown
Collection or Exhibit
Media Type:
URL
Prints and Photographs
Photograph
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field
(NUMBER+@band(cph+3c06337))+@field(COLLID+cph))
Title:
Washington, D.C. Negro boys admiring the Lincoln Memorial.
Collection or Exhibit
America from the Great Depression to World War II
Media Type:
Photograph
URL
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field
(NUMBER+@band(fsa+8d20423))
Title:
Secession exploded
Collection or Exhibit
Media Type:
URL
Nation Breaking Apart
Prints and Photographs
Image
http://memory.loc.gov/cgi-bin/query/r?pp/app:@field
(NUMBER+@band(cph+3b36109))
8
Sheet Music Analysis Sheet
During the Civil War, one popular form of entertainment was music and gathering around the
piano to sing. Sheet music and lyric sheets were mass produced, affordable, and appealed to
people from all different walks of life. Lyrics and music reflected topics and concerns of a
particular time period.
Using this worksheet, examine the sheet music or a lyric sheet to answer the questions below:
1. What is the title of the sheet music?
____________________________________________________________________________________________
2. If there is a cover or design on the page, examine it carefully and describe the image or
design? ____________________________________________________________________________________
3. In your opinion, what is the message shown on this cover or design?
_____________________________________________________________________________________________
4. Identify the date that the sheet music was written. You may need to look throughout the
piece for this information or it may be in Roman numerals.
_____________________________________________________________________________________________
5. Read through the lyrics. Write a three sentence summary describing the main idea of the
song. ______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Choose one or two phrases of the song caught your attention and explain why you find them
interesting. _________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. What civil war topic is this song about?
_____________________________________________________________________________________________
8. Based on the lyrics, in your opinion, what seems to be the viewpoint expressed in the song?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
9. Who are the types of people who might be buying and singing this song?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10. What might be the public’s reaction to this song?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Nation Breaking Apart
9
Guided Reading
A. Comparing and Contrasting As you read this section, use the chart below to take notes on
the differences between the North and the South.
NORTH
SOUTH
Economy
1.
2.
Labor System
3
4
Views on slavery in the
territories
5
6
B. Summarizing Use the chart below to take notes on the Compromise of 1850.
1. What role did these people play in passing the Compromise of 1850?
Henry Clay:
Daniel Webster:
Stephen A. Douglas:
2. What were the terms of the Compromise?
Text: McDougal Littell Inc.
Nation Breaking Apart
10
Guided Reading
A. Recognizing Effects As you read the section, take notes on the effects of the Compromise of
1850.
Effect
Compromise of
1850
Effect
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 1850’s.
1.
Popular Sovereignty
Kansas-Nebraska Act
2.
“Bleeding Kansas”
3.
John Brown
4.
Preston Brooks
5.
Text: McDougal Littell inc.
Nation Breaking Apart
11
Guided Reading
A. Analyzing Points of View Use the chart below to take notes on people’s views of the topics
listed.
Supporters
Reasons for their support
1. Dred Scott decision
Proslavery forces
Antislavery forces
Neither
2. Douglas, in the LincolnDouglas debates
Proslavery forces
Antislavery forces
Neither
3. Lincoln, in the LincolnDouglas
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.
Founding of the Republican Party:
John C. Fremont:
James Buchanan:
Text: McDougal Littell Inc.
Nation Breaking Apart
12
Guided Reading
A. Categorizing Use the chart below to take notes on the 1860 presidential election.
Party
Candidate
Platform
Supporters
1.
2.
3.
4.
B. Analyzing Points of View Use the chart below to take notes on the views of each group
regarding secession.
Southerners
Northerners
1.
2.
Text: McDougal Littell Inc.
Nation Breaking Apart
13
Setting the Stage
Reading Strategy: Analyzing Causes
Events in history often have more than one cause. These causes may build up slowly over a long
period of time. The diagram below shows that a single effect-secession-stemmed from many
causes, occurring from 1846 to 1860. Each cause contributed to bringing about the final effect.
Fill in the diagram to help you analyze the causes that led to the Southern states’ withdrawing, or
seceding, from the Union. As you read, briefly explain the situation described in each box.
1. Wilmot Proviso (1846)
3. Kansas-Nebraska Act (1854)
SECESSION
2. Compromise of 1850
4. Election of 1860
Discussion Questions
1. What issue is related to all four causes on your chart?
2. What is the connection between the Compromise of 1850 and the Kansas-Nebraska Act?
3. Which Even on your chart do you think caused the most tension between the North and the
South? Why?
Text: McDougal Littell Inc.
Nation Breaking Apart
14
Tracing Themes
Theme: Diversity and Unity
Encounters between different cultures and
groups-and the results they produce-are a key
feature of American history and part of the
fabric of American Life.
Chapter Connection
Differences over slavery in the mid 1800’s
produced growing tensions between North
and South and threatened the nation’s unity.
Tracing Themes Through U.S. History
Examples of conflict and cooperation between cultures and regions can be seen throughout
American history.
Chapter 1 describes how societies of West Africa, Europe, and the Americas began to interact
with each other.
Chapter 19 examines the U.S. government’s clash with Native Americans, and Chapter 21
explores how the new wave of immigrants fit into American society.
Critical Thinking Activity
Create a chart like the one below, listing issues or events that divided the North and the South in
the mid- 1800’s. For each issue/event, describe the outcome and the problems that resulted.
After completing the chart, answer the critical thinking questions.
ISSUE/EVENT
OUTCOME/PROBLEMS
California: free or slave?
Runaway slaves
Kansas-Nebraska: free or slave?
Dred Scott case
Election of 1860
1. Forming and Supporting Opinions: Was the Compromise of 1850 a wise measure? Why or why
not?
_____________________________________________________________________________________________
_____________________________________________________________________________
2. Making Decisions: Many people in the North and the South held differing opinions about the
abolitionist John Brown. If you had been alive at the time, would you have supported or
condemned his actions? Explain.
_____________________________________________________________________________________________
_____________________________________________________________________________
3. Drawing Conclusions: Do you think the North and the South could have resolved the slavery
issue peacefully? Explain your reasoning.
_____________________________________________________________________________________________
_____________________________________________________________________________
McDougal Littell Inc.
Nation Breaking Apart
15
Causes of the Civil War Desk Map
The North and the South found themselves on a collision coarse over the slavery
issue during a period known as the “Era of Good Feelings.” James Monroe was
President and won the election of 1816 with a huge majority. The United States
had just fought Great Britain to a standstill in the War of 1812 and the new nation
was experiencing a feeling of pride and nationalism. However, dark clouds
loomed on the horizon. At the same time nationalism was unifying the county,
sectionalism was threatening to drive it apart. Sectionalism is loyalty to the
interests of your own region or section of the country, rather than to the nation as
a whole. Sectionalism became a major issue when Missouri applied for statehood
in 1817.
The Missouri Compromise
1. Turn to Side B of your desk map. The names of states will not be shown.
2. For the most part the boundary between the North and the South was the Ohio
River. On your desk map, trace the Ohio River from its source in Pennsylvania to its
mouth where it meets the Mississippi River. Write OHIO RIVER below it. Write NORTH
in big letters above the Ohio and SOUTH below it. The mighty Mississippi runs north
to south form Minnesota to the Gulf of Mexico. Trace the Mississippi and write
MISSISSIPPI along it.
3. In 1817 Missouri applied to statehood into the United States. Missouri was a
territory that allowed slavery. If Missouri were admitted to the United States the
number of slave states and free states would have been unequal. There would
have been ________ free states and ______ slave states.
4. To solve the problem, Henry Clay came up with the Missouri Compromise of
1820. Missouri was admitted as a slave state and Maine came in as a free state.
Write MISSOURI SLAVE STATE 1821 in the area of Missouri and write MAINE FREE
STATE, 1820 in the northeastern corner of the map.
5. The Missouri Compromise banned slavery in territories west of the Mississippi
and above Missouri’s southern boarder. Draw a line on Missouri’s southern
boundary east to west until you reach mountains. Write MISSOURI COMPROMISE
LINE above it. In the region above the Missouri Compromise Line write
UNORGANIZED TERRITORY
6. The Northwest section of the country was called Oregon County. Write
OREGON COUNTY in this area.
7. Write NEW SPAIN in the area where the Spanish held territory.
8. After the Missouri Compromise in 1820. political disagreements over slavery
seemed to go away. But new disagreements arose with the outbreak of war with
Mexico in 1846. Many Northerners believed that Southerners wanted to take
territory from Mexico in order to extend slavery. Representative David Wimot tried
to prevent this by proposing the Wilmot Proviso which would outlaw slavery in any
territory won from Mexico. It failed in the Senate. Write WILMOT PROVISO 1846 in
New Spain.
9.What did the Wilmot Proviso lead to? ______ __________________________________
_______________________________________________________________________________
_______________________________________________________________________________
The Compromise of 1850
Nation Breaking Apart
16
1. Turn to Side A of your desk map.
2. By 1848, the nation’s leaders had begun to debate how to deal with slavery in the
lands gained from the War with Mexico. The proposed addition of new states once
again threatened the balance in Congress between North and South. The discovery
of gold in California brought thousands of people into that territory. California would
soon have enough settlers to apply for statehood. The Great Gold Rush of 1849 was
soon on. Write GOLD RUSH 1849 in California.
3. California applied for statehood in 1850. Congress was dived over the issue. Henry
Clay, the Great Compromiser, came up with a solution called the Compromise of
1850. California was to be admitted as a free state. On your desk map write
STATEHOOD 1850 in California.
4. Write FREE in states that did not allow slavery (don’t forget California) and SLAVE in
those that did on your desk map. Remember that Virginia and West Virginia are still
one state.
5. Draw the Missouri Compromise Line and write MISSOURI COMPROOMISE LINE above
it.
6. To appease the North, the slave trade was abolished in the nation’s capital. Circle
Washington, D.C. on the map and write SLAVE TRADE ABOLISHED 1850 next to it.
7. After the Compromise of 1850, some territories were open to slavery and others were
closed to it. Write OPEN in those where slavery could take place and CLOSED in the
territories that would not allow it.
Kansas-Nebraska Act
1. In 1854 Senator Stephen Douglas drafted a bill to organize territorial
governments for the Nebraska Territory. He proposed that it be divided into
two territories-Kansas and Nebraska. How did Douglas propose solving the
slavery question in all territories?
___________________________________________________________________________
___________________________________________________________________________
2. The Kansas-Nebraska Act turned Kansas into a bloody battleground. What did
Kansas become know as?
___________________________________________________________________________
3. Outline the basic shape of the Kansas Territory and write KANSAS. Do the
same for NEBRASKA.
Questions
1. What state allowed slavery and was north of the Missouri Compromise Line?
____________________________________________________________________
2. After the Compromise of 1850, there were_______ free states and _______ slave
states.
3. Territories that would be open to slavery after the Compromise of 1850
included___________________________________________________________________
4. Territories closed to slavery after the Compromise of 1850 included.
___________________________________________________________________________
5. How did the Kansas-Nebraska Act nullify (cancel out) the Missouri
Compromise?
___________________________________________________________________________
___________________________________________________________________________
Nation Breaking Apart
17
Chapter 15
The Nation Breaking Apart
1846-1861
1
6
Antislavery and racism
• Antislavery movement gained strength in North
since 1830’s
• Abolitionists felt slavery was unjust and should
immediately be abolished
• Northern workers and immigrants feared
slavery as an economic threat (WHY?)
• Most Northerners were racist even if they
opposed slavery (How?)
• Southerners said slavery helped slaves
(How?)
SLAVERY IN THE TERRITORIES
Section 1 - Growing Tensions
Between North and South
•
•
•
2
•
• The issue of
whether slavery in
California and the
West would be legal
led to heated
debates in Congress
• Gold rush led to
application for
statehood for
California
Find Out:
How the abolitionist movement heightened
tensions between the North and South
The controversies over slavery in the territories
How the Wilmot Proviso and potential
statehood for California deepened regional
divisions
Analyze the Compromise of 1850
7
THE DIVISIVE POLITICS OF
SLAVERY
David Wilmot was a representative from the state
of Pennsylvania. He proposed that slavery should
not be allowed in any territory won in the War with
Mexico. Angry slaveholders protested that the
government had no right to tell them what to do
with their own property since slaves were
considered property. The measure passed the
House but failed in the Senate. – Library of
Congress Prints and Photographs
• Over the centuries, the
Northern and Southern
sections of the United
States had developed
into two very different
cultural and economic
regions
• There were also
differences in geography
and climate, as well as
religious differences
The Wilmot Proviso
3
8
THE SOUTH BEFORE THE WAR
4
James Hopkinson's
Plantation. Planting
sweet potatoes.
Library of Congress
The Wilmot Proviso
• Proposed by Penn. Rep. David Wilmot
• Most disagreements settled with Compromise
of 1820
• New land won from Mexico caused tension over
spread of slavery for many Northerners
• Wilmot proposed to outlaw the spread of
slavery in any territory won from War with
Mexico
• Southerners argued that slaves were property
• Rural plantation
economy
• Relied on slave labor
• “Peculiar Institution”
created tension
• Southerners feared
that the loss of
slavery would mean
lose of culture
9
The Wilmot Proviso cont.
THE NORTH BEFORE THE WAR
• Slave holders said the gov’t couldn’t prevent
them from taking property anywhere they
wanted
• Said Wilmot Proviso would be unconstitutional
• Divided Congress along regional lines
• Passed in House of Reps but not in Senate
• Led to creation of Free Soil Party to stop
expansion of slavery
• Made slavery a national issue
• The North had a more
diverse economy
• Industry flourished
• Openly opposed
slavery in the South
and the new
territories
• More urbanized than
South
BOSTON HARBOR
5
Nation Breaking Apart
10
18
Controversy over Territories
11
• 1848 Nation debates what to do with land won
from Mexico
• Addition of new states threatened balance of
power between Northern and Southern states
• Gold discovered in California would soon
cause it to apply for statehood as its
population grew
• Most in California wanted to be a free state
and applied in 1850
• Balance of power upset
16
COMPROMISE OF 1850
• Southerners threatened
secession over issue
• Henry Clay again worked
a Compromise
• For the North: California
would be admitted as free
state
• For the South: A more
effective fugitive slave
law
• Residents of New Mexico
& Utah would vote
themselves
12
UNDERGROUND RAILROAD
• Escape from slavery was
dangerous and meant
traveling on foot at night
• As time went on, African
Americans and white
abolitionists developed a
secret network of people
who would hide fugitive
slaves
• ”Conductors” would hide
runaways in tunnels and
even cupboards
CONGRESSIONAL DEBATE
The United States Senate, A.D.
1850 – Library of Congress
Prints and Photographs
17
Compromise of 1850
• Proposed by Henry Clay (The Great Compromiser)
• California admitted as a free state
• Slave trade ended in Washington, D.C.
• Congress would pass no laws regarding slavery for
the rest of the territories won from Mexico
• Stronger fugitive slave laws passed
Henry Clay, known as the
Great Compromiser for coming
up with the Missouri
Compromise of 1820. Years
and years in the Senate can
surely age a man!
Henry Clay – Library of Congress
Prints and Photographs
13
18
Compromise of 1850 cont.
• Northerners now feel they are part of slavery
because of fugitive slave law
• Daniel Webster supports measure for good of
country
• Bill pushed through by Stephen Douglas of
Illinois
• Many felt the Union was saved
Daniel Webster
supported the
Compromise of
1850 for the good
of the country.
Stephen Douglas
helped his friend
Henry Clay by
pushing the bill
through Congress.
Notes and images from Library of
Congress Prints and Photographs
14
HARRIET TUBMAN
HARRIET TUBMAN 1820-1913
19
• One of the most
famous conductors
was Harriet Tubman
• Tubman escaped
slavery and vowed to
help others do the
same
• She made 19 trips
back to South and
freed over 300 slaves
(Including her own
parents)
A. Comparing and Contrasting Use the chart below to take notes on the
differences between the North and the South
North
15
Reynolds's political map of the United States, designed to exhibit the comparative
area of the free and slave states and the territory open to slavery or freedom by the
repeal of the Missouri Compromise. - Library of Congress
Nation Breaking Apart
20
South
Economy
1.
North’s economy was more
diverse. Agriculture remained an
important part of the economy, but
they began to rely on industry more.
People moved to cities in the North
to work in factories, causing it to be
more urbanized.
2.
The South remained largely
agricultural, relying on plantation
crops that required a large number
of workers. A few wealthy planters
controlled Southern society. The
South had little industry.
Labor System
3.
People worked on farms or in
factories in the North. Slavery was
illegal in the North.
4.
Relied on slaves to do heavy work
on the plantation. Most Southerners
were poor white men who farmed.
Views on slavery in the territories
5.
Anti-slavery movement gained
strength since 1830’s. Most weren’t
too extreme though. Northern
workers and immigrants opposed
slavery because it was an economic
threat to them.
6.
Southerners saw it as a way of life
to be preserved. Most Southern
whites were poor farmers who
owned no slaves.
19
B. Summarizing Use the chart below to take note on the Compromise of 1850.
1. What role did these play in passing the Compromise of 1850?
•
Henry Clay:
He worked out a compromise that would allow California to be admitted as a free state but put a harsh slave law
into affect.
•
•
Daniel Webster:
He gave a dramatic speech in the Senate in which he forgot his section of the country and spoke for the good of
the country as a whole. Without Webster’s support the Compromise of 1850 wouldn’t have passed.
Stephen A. Douglas:
He introduced each measure of the Compromise of 1850 as an individual bill instead of all of them as one single
bill. He managed to get each one passed separately
21
The Fugitive Slave Act cont.
Southerners felt FSA was justified because
slaves were considered property
Northerners resented law because it made
them part of the slavery system
Northerners faced a moral choice
a.
Obey law and support slavery
b.
Disobey law and oppose slavery
Question: How could a northerner break the law
under the Fugitive Slave Act?
26
2. What were the terms of the Compromise of 1850?
1. California admitted as a free state
2. Slave trade is abolished in Washington, D.C.
3. People in New Mexico Territory can decide for
themselves about slavery in their territory
4. A stronger Fugitive Slave Law was passed
27
22
Section 2 - The Crisis Deepens
UNCLE TOM’S CABIN
Find Out:
•
How the Fugitive Slave Act and Uncle Tom’s
Cabin affected Northerners
•
The concept of popular sovereignty
•
The violence in “Bleeding Kansas”
•
The attack on Senator Sumner in the Senate
23
• In 1852, Harriet
Beecher Stowe
published her
influential novel,
Uncle Tom’s Cabin
• The book stressed
the moral evil of
Eliza Pursued by Bloodhounds
from the Library of Congress Prints
slavery
and Photographs
• Abolitionist protests
increased
Instant best
seller sold
500,000 by
1857
28
FUGITIVE SLAVE ACT
TENSION BUILDS IN KANSAS
• Under the law, runaway
slaves were not entitled
to a trial by jury
• Anyone helping a slave
escape was jailed for 6
months and fined $1,000
• Northerners were upset
by the harshness of the
new law and often helped
hide fugitive slaves
Effects of the Fugitive Slave
Law – Library of Congress
Prints and Photographs
24
vs.
29
The Kansas-Nebraska Act
• Proposed by Stephen A. Douglas of Illinois to
divide up Nebraska Territory into Kansas and
Nebraska
• Let people decide through popular sovereignty
whether or not to allow slavery (Why did he do
this?)
• Would end Missouri Compromise
• Turned Kansas into a bloody battleground
The Fugitive Slave Act
•
•
•
Federal Commissioner ruled on each case
Received $5 for releasing defendant
Received $10 to return to slaveholder
What do
25
Nation Breaking Apart
• After Stephen Douglas
worked to pass the
Kansas-Nebraska Act
in 1854, Kansas would
vote to decide on
whether slavery would
be legal or outlawed
• This contradicted the
36° 30” of the Missouri
Compromise
you think happened?
30
20
“Glory hally, hallelujah! or The John
Brown song! Hip, hip, hip hurrah! !” Both
images from Library of Congress Prints
and Photographs.
BLEEDING KANSAS
• The race for Kansas was
on. . .both supporters and
opponents attempted to
populate Kansas to win
the vote over slavery
• As the election neared, a
group of pro-slavery
“border ruffians” from
Missouri attempted to
cross into Kansas
• Violence erupted –
Bleeding Kansas is the
legacy
john brown link
Finally, after years of fighting, Kansas
is admitted as a free state in 1861
31
36
Violence in Congress
• Charles Sumner from Massachusetts
delivered a speech in the Senate attacking
proslavery forces in Kansas
• Insulted Sen. A.P. Butler of S.C.
• Preston Brooks, Butler’s nephew, attacked
Sumner on the Senate floor with his cane,
hitting him about 30 times and breaking the
cane
More Bleeding Kansas
•
•
•
•
•
•
Election for government held in 1855
More proslavery than antislavery
5000 proslavery Missourian’s voted illegally to
swing vote for proslavery
Proslavery government won
Antislavery forces elected own government
“Sack of Lawrence” in May of 1855
37
32
Charles Sumner of Massachusetts delivered a
blistering speech in the Senate attacking the spread of
slavery into Kansas. In his speech he attacked fellow
Senators Douglas of Illinois and Butler of South
Carolina. It took Sumner three years to regain his
health enough to return to the Senate.
Hon. Charles Sumner - the great senator and
statesman, the champion of civil and political equality born January 6th 1811, died March 11th 1874 from
Library of Congress Prints and Photographs
33
Ruins of the Free-State Hotel in Lawrence in 1856 as sketched in Sara T. D.
Robinson's book, Kansas; Its Interior and Exterior Life. The hotel was destroyed by
Proslavery men led by Sheriff Samuel J. Jones, who were acting without
authorization. Both the New England Emigrant Aid Company and its assignee, the
University of Kansas, several times tried unsuccessfully to collect damages from the
federal government.
Preston Brooks was the
nephew of A.P. Butler who was
singled out by Sumner in his
speech. Brooks was never
charged with a crime but
resigned his seat in the House
after surviving a censure vote.
He was soon reelected to fill
his own vacancy.
38
A. Recognizing Effects Take notes on the Compromise of 1850.
Effect
Effect
John Brown
• Avenged the Sack of Lawrence
• With 7 other men he murdered 5 proslavery
neighbors while they slept in their beds
• Known as the Pottawatomie Massacre after
creek where victims bodies were found
• Civil war broke out in Kansas for 3 more years
The Fugitive Slave Act
brought the issue of
slavery to Northerners.
They resented being
involved in the slavery
issue.
Compromise
of 1850
California is admitted as
a free state which
changed the balance
between the number of
slave and free states
Effect
Residents in western
territories will decide by vote
whether to allow slavery or
not
39
34
B. Evaluating Use the chart below to evaluate the role of these people and ideas in raising tensions over the issue of
slavery in the1850’s.
popular sovereignty
John Brown believed that God
commanded him to rid slavery
from the United States. After
leading raids in Kansas with 5
of his sons, he moved to
Virginia to plan an attack that
would free all the slaves. Brown
was wounded and captured and
later hanged for treason on
December 2, 1859 for his role in
trying to capture the American
fort at Harpers Ferry - from
Library of Congress Prints and
Photographs.
1.
John Brown, head-and-shoulders portrait, facing slightly right
35
Nation Breaking Apart
40
This was a hotly contested idea about the spread of slavery. It caused violence
to break out in Kansas as pro- and anti-slavery forces fought to have the most
supporters for their side. It did allow for slavery to spread into new territories. It
allowed citizens to vote whether to favor slavery or not.
Kansas-Nebraska Act
2.
Once this legislation was passed, Kansas became a bloody battleground between
proslavery and antislavery believers. The K-N Act allowed for popular sovereignty to
determine the slavery issue in the new territories of Kansas and Nebraska.
“Bleeding Kansas”
3.
What happened in Kansas caused the entire nation to take a look at just how deep the
rift was over the issue of slavery. People began to take sides one way or the other.
John Brown
4.
Became a hero in the North because of his abolitionist ideas. He stirred up the flames
in Kansas and later tried to capture the federal arsenal at Harpers Ferry. Brown was
hanged for his actions.
Preston Brooks
5.
Even the Senate of the United States was not immune from violence. Preston Brooks
severely beat Senator Charles Sumner on the floor of the Senate. Brooks, a
Southerner, became a hero in the South while Sumner took years to get back to the
Senate floor.
21
Section 3 - Slavery Dominates
Politics
The Republican Party Forms
• Grew from split in the Whig Party over the
Kansas-Nebraska Act
• Southern whigs were destroyed
• Northern whigs joined with other opponents of
slavery and formed the Republican Party
• Ran John C. Frémont for President in 1856
Find Out:
•
Why the Republican Party was formed
•
The effects of the Dred Scott case
•
The Lincoln-Douglas Debates
•
The impact of John Brown’s raid on Harper’s
Ferry
41
46
song
NEW POLITICAL PARTIES EMERGE
• The political landscape by
1856 was very different
than it had been just a few
years earlier
• Gone was the Whig Party
• The Democrats were still
alive but faced increasing
challenge from new parties
• An alternative was the
Know-Nothing Party
42
Know-Nothing members answered
questions by saying, “I know Nothing”
47
Song for the people from
the Library of Congress
Campaign poster from 1856 election
from Library of Congress Prints and
Photographs
THE FREE-SOILERS
• Another party that
emerged in the mid-19th
century was the FreeSoilers
• They were northerners
who opposed slavery in
the territories
• Free-Soilers objections to
slavery were based on
economics not moral
objection to slavery
• They believed slavery
drove down wages for
white workers
43
“Soil”
48
REPUBLICANS EMERGE AS
LEADING PARTY
• In 1854, opponents of
slavery in the territories
formed a new political
party, the Republican
Party
• As the party grew it took
on Free-Soilers, some
anti-slavery Democrats
and Whigs, and KnowNothings
44
Republicans won all but 3 presidential
elections from 1861-1933
49
The Election of 1856
• Democrats nominate James Buchanan from
Pennsylvania
• Buchanan was minister to Great Britain and
out of the country since 1853
• Said little about slavery and claimed his goal
was to maintain the Union
• Frémont ran in the North for the Republicansnot on Southern ballot
• Former President Millard Fillmore ran in South
• Buchanan won but Frèmont won 11 states for
Republicans
THE DRED SCOTT DECISION
• A major Supreme Court
decision occurred when
slave Dred Scott was
taken by his owner to free
states Illinois & Wisconsin
• Scott argued that that
made him a free man
• Finally in 1857, the Court
ruled against Dred Scott
citing the Constitution’s
protection of property
• The decision increased
tensions over slavery
"A Paradox“ from the
Library of Congress
The Republicans and
Democrats fight over
the foreign vote
45
Nation Breaking Apart
50
DRED SCOTT LOST HIS
CHANCE AT FREEDOM –
From Library of Congress
Prints and Photographs
22
B. Finding Main Ideas Use the chart below to note something important you learned about each of the
following.
Founding of the Republican Party:
In 1854, opponents of slavery in the territories formed a new political party, the Republican Party. It grew from a
split in the Whig Party over the Kansas-Nebraska Act. It also included Free Soilers, Know Nothings, and antislavery Democrats.
John C. Frémont:
Frémont was an army hero who became the first Republican presidential candidate in the election of 1856. He lost
the election to Democrat James Buchanan.
Dred Scott and his wife sued for their
freedom because they had lived for
9 years in free territory. The decision had
more to do with property rights than
whether they deserved their freedom.
51
From Library of Congress Prints
and Photographs
James Buchanan:
Democrats nominated James Buchanan from Pennsylvania who was minister to Great Britain and out of the
country since 1853.He said little about slavery and claimed his goal was to maintain the Union
56
LINCOLN – DOUGLAS DEBATES
52
• The 1858 race for U.S.
Senate in Illinois was hotly
contested between
Republican Lincoln and
Democratic Douglas
• One of the most celebrated
debates in history ensued as
the topic was slavery in the
territories
• Douglas favored popular
sovereignty while Lincoln
wanted a Constitutional
Amendment
• Made Lincoln a national
figure
Section 4 - Lincoln’s Election and
Southern Secession
Lincoln Douglas debate Du Page
County Centennial, August 27th
From the Library of Congress Prints
and Photographs
57
HARPERS FERRY
ARSENAL
BROWN
53
54
• While politicians debated the
slavery issue, John Brown
plotted a major slave revolt
• On October 16, 1859, he led a
band of 21 men, black and
white, into Harpers Ferry,
Virginia
• He hoped to seize a large
federal arsenal, but troops put
down the rebellion
• Brown was tried and executed
58
John Brown Attacks Harpers Ferry
• Wanted to arm slaves to revolt for their
freedom
• Planned to capture weapons at the U.S.
arsenal at Harpers Ferry, VA
• Oct. 16, 1859, Brown and his followers
captured the arsenal, killing 4 people
• Brown sent out word to arm the slaves but
none came
• Marines attacked the fort and captured Brown
6 of his followers
• Brown was hung for treason
Find Out:
•
Why the Democratic Party split in the
election of 1860
•
The issues in the election of 1860
•
The secession of the Southern states from
the Union
•
The Union’s response to
secession
Political Parties Splinter
• Democrats held convention to nominate
candidate for President in Charleston, S.C. in
April of 1860
• No. and So. Democrats disagreed on issue of
slavery in their platform (How?)
• Northern Democrats won out causing 50
Southern delegates to walk out
• Northern Democrats tried to nominate
Stephen Douglas of Illinois
• He couldn’t win enough votes
Political Parties Splinter cont.
• Democrats gave up and decided to meet in
Baltimore in June of 1860
• Couldn’t agree on candidate and Northern
Democrats nominated Douglas
• Southern Democrats nominated John
Breckinridge of Kentucky (current VP)
and supporter of slavery
• Republicans had already nominated Lincoln
• John Bell ran for Constitutional Union Party
which formed to preserve Union
59
A. Analyzing Points of View Use the chart below to take notes on people’s views of the topics listed.
Supporters
Reasons for their Support
1. Dred Scott decision
‰Proslavery forces
‰Antislavery forces
‰Neither
Proslavery people supported this
decision because it said that slaves
were property and not allowing
slavery anywhere was a violation of
the Fifth Amendment. Slave owners
had a right to keep their property.
2. Douglas, in the
Lincoln-Douglas debates
‰Proslavery forces
‰Antislavery forces
‰Neither
Proslavery forces liked it because it
allowed new territories to use
popular sovereignty to determine
slavery; however, they could vote to
keep slavery out.
3. Lincoln, in the
Lincoln-Douglas debates
‰Proslavery forces
‰Antislavery forces
‰Neither
Antislavery favored Lincoln because
he did not want to see slavery
spread although he did not want to
abolish it. He called slavery “a
moral, a social, and a political
wrong.”
4. John Brown’s hanging
‰Proslavery forces
‰Antislavery forces
‰Neither
Antislavery supporters saw John
Brown as a hero while Proslavery
people reviled him.
55
Nation Breaking Apart
1860 PRESIDENTIAL ELECTION
• Republicans
nominated Abe
Lincoln while the
Democrats split
• Lincoln won the 1860
election with less than
half the popular vote
and no Southern
electoral votes
• The Southern states
were not happy
60
Washington, D.C. Negro boys
admiring the Lincoln Memorial –
from Library of Congress .
23
The Nation Breaking Apart
1860 ELECTION RESULTS
Students discuss and analyze primary sources through a
power point presentation while discovering the main
causes of the Civil War.
•
„ Growing
Tensions Between the North
and the South
„ The Crisis Deepens
„ Slavery Dominates Politics
„ Lincoln’s Election and Southern
Secession
Gene Nance – Charleston, Illinois 8th Grade American History
66
61
SOUTHERN SECESSION
•
•
•
•
•
Lincoln’s victory in 1860 election
convinced Southerners that they
had to act quickly
South Carolina led the way,
seceding from the union in
December of 1860
Mississippi was next, then Florida,
Alabama, Georgia, Louisiana, &
Texas
Southern delegates met in
February, 1861 and formed the
Confederate States with
Jefferson Davis as President
Secession Exploded from Library of Congress
Prints and Photographs.
62
Efforts to Compromise Fail
•
•
•
•
•
•
Some want compromise
John J. Crittenden proposed a
compromise to extend the Missouri
Compromise Line to the Pacific Ocean
Never passed Congress
Lincoln took oath of office on March 4,1861
Told South he had no intention of
abolishing slavery
Lincoln did not press the South
63
A. Categorizing Use the chart below to take notes on the 1860’s presidential election.
Party
Candidate
Platform
Supporters
1.
Republican
Abraham Lincoln
Preserve the Union
Not let slavery spread into
new territories
Not to abolish slavery
Not on Southern ballot
Northern anti-slavery
supporters
2.
Democratic
Stephen A. Douglas
Believed in popular
sovereignty to resolve
issue of slavery in
territories
Northern Democrats
3.
Democrats
John Breckinridge
Believed the federal
government should protect
slavery in any territory
Southern Democrats
and Republicans
4.
Constitutional Union
John Bell
Preserve the Union
Kentucky, Virginia, and
Tennessee
64
B. Analyzing Points of View Use the chart below to take notes on the views of each group regarding
secession.
Southerners
Northerners
1.
Many states warned they would secede from Union if
Lincoln was elected president. They argued that they
had voluntarily joined the Union and they can voluntarily
leave the Union. Southerners feared Northerners would
use their majority to abolish slavery. South Carolina
was the first to leave followed by 7 other states. They
formed the Confederate States of America and elected
Jefferson Davis as President in February of 1861. They
also wrote their own constitution.
2.
Northerners considered secession to be
unconstitutional. They believed the federal government,
not state governments, was sovereign. Northerners
said Southerners didn’t want to live by rules of
democracy in which the majority rules.
65
Nation Breaking Apart
24