Timeline…Chronology 1793- Whitney ’ s cotton gin transforms southern economy

1. Timeline…Chronology • 1793- Whitney’s cotton gin transforms southern economy • 1800- Gabriel slave rebellion in Virginia • 1808- Congress outlaws slave trade • 1812 – 1814 War of 1812 • 1820 Missouri Compromise • 1822- Vesey slave rebellion in South Carolina • 1829- Walker published Appeal to the Colored Citizens of the World • 1831- Nat Turner slave rebellion in Virginia Garrison publishes The Liberator • 1833- British abolish slavery in the West Indies • 1834- Abolitionist students expelled from Lane Theological Seminary • 1835- U.S. Post Office orders destruction of abolitionist mail • 1837- Mob kills abolitionist Lovejoy in Illinois • 1839- Weld publishes American Slavery As It Is • 1845- F. Douglass publishes Narrative of the Life of Frederick Douglass • 1848- Mexican American War ends • 1850- Compromise of 1850 • 1854- Kansas Nebraska Act

2. MOTIVATION: Senator Daniel Webster of New Hampshire, 1850 “Then sir, there are those abolitionist societies...I do not think them useful. I think their operations for the last twenty years have produced nothing good or valuable. I cannot but see what mischiefs their interference with the South has produced.... At any event, they attempted to arouse, and did arouse, every strong feeling. In other words, they created great agitation in the North against Southern slavery. Well, what was the result? The bonds of slaves were bound more firmly than before; their rivets were more strongly fastened. Public opinion, which in Virginia had begun to be exhibited against slavery...drew back and shut itself up in its castle...”

3. Aim: How did abolitionists deepen sectional conflict in the United States? Vocabulary: Abolitionists cotton gin slave rebellions Fredrick Douglass Harriet Beecher Stowe Essential Questions: • What justifications existed for slavery? Could economic reliance be a legitimate excuse for the continuation of slavery? • Could slavery exist in a democratic America? (2) How did the abolitionists argue against the justifications for slavery?

4. Application Questions: • How did abolitionists exacerbate the existing hostility between the North and the South? • How did the abolitionists’ tactics change over time? How does this reflect the changing atmosphere in the nation? • Did the abolitionist movement make the Civil War inevitable? Why or why not?

5. “The Civil War could have been prevented. Extremism and failures of leadership on both sides precipitated the conflict.” Assess the validity of this statement. DBQ Question!!!

6. Causes of the Civil WarWhich occurrences/groups lead to the Civil War? What leads to the war? Abolitionists and Extremism Failure of Leadership Failure of Democracy

7. AP US History DBQ Requirements • 9-13 Documents; Use one more than half of the documents in your essay • Don’t use the documents in order; do not start paragraphs with documents - the AP exam will mix up the order to ensure that you skip around in your essay • MUST use outside information to support the documents– outside information includes facts and ideas related to, but not included in or part of the analysis of, the document • Include introduction with clear thesis statement and a conclusion • You may group and include point of view, but these are NOT requirements

10. TO BE SOLD & LETBY PUBLIC AUCTION,On MONDAY the 18th of MAY, 1829
UNDER THE TREES FOR SALE THE THREE FOLLOWING
SLAVES,
VIZ. •  HANNIBAL, about 30 Years old, an excellent House Servant, of Good Character.
 WILLIAM, about 35 Years old, a Labourer.
 NANCY, an excellent House Servant and Nurse. The MEN belonging to "LEECH'S" Estate, and the WOMAN to Mrs. D SMITH

11. TO BE LET On the usual conditions of the Hirer finding them in Food, Clothing, and Medical Maintenance,
THE FOLLOWING
MALE and FEMALESLAVES OF GOOD CHARACTERS ROBERT BAGLEY, about 20 Years old, a good House Servant.
 WILLIAM BAGLEY, about 18 Years old, a Labourer.
 JOHN ARMS, about 18 Years old.
 JACK ANTONIA, about 40 Years old, a Labourer.
 PHILIP, an Excellent Fisherman.
 HARRY, about 27 Years old, a good House Servant.
 LUCY, a Young Woman of Good Character, used to House Work and the Nursery.
 ELIZA, an Excellent Washerwoman.
 CLARA, an Excellent Washerwoman.
 FANNY, about 14 Years old, House Servant.
 SARAH, about 14 Years old, House Servant. Also for Sale, at Eleven o'Clock, Fine Rice, Gram, Paddy, Books, Muslins,
Needles, Pins, Ribbons, &c. &c. AT ONE O'CLOCK, THAT CELEBRATED ENGLISH HORSE BLUCHER, ADDISON PRINTER GOVERNMENT OFFICE

13. Group Work • Read the documents in the packet. ACTIVE READING (underline/highlight). • Discuss the information on your sheet. • Take out your CAUSES OF THE CIVIL WAR charts and fill in with your group.

14. How do these images signal a need for the persistence of the abolitionist movement? WHIPPED SLAVE CAPTURED SLAVE AUCTION BLOC

15. Group work (Teams) Each of you will actively read about a different abolitionist (underline main ideas, circle key words). • Pick a quote that best represents the views of your abolitionist. Share this quote with your team and explain why you chose it (what ideas does it represent that are fundamental to your abolitionist’s approach?) 2) Place your abolitionists on a spectrum from Least Extreme Abolitionists to Most Extreme Abolitionist. 3) [Take out your CAUSES OF THE CIVIL WAR chart and decide where to place the abolitionists.]

16. “Liberty and Union, Now and Forever, One and Inseparable”

17. ELECTION OF 1860

18. What does this map tell us about the state of the country in 1860?

19. How does the election of 1860 exacerbate tensions?

20. Who has the advantage?

21. FAILURE OF LEADERSHIP

22. What is the message about the Election of 1860?

23. What is the message about the Election of 1860?