Renewing the Sectional Struggle

1. Renewing the Sectional Struggle

2. Activity – Day 1 • Working in a group of three, read over the presidential bios (Fillmore, Pierce, Buchanan). • First, read the quote at the beginning of the page, to each other, for each of the presidents. What stands out to you about the quotes? Discuss as a group and paraphrase. • Next, as you individually read over the biographies, what are the 5 most significant events that took place during each of their presidencies? • For each event, using prior knowledge, write 3 sentences to justify why these events are significant and what they tell you about the events to come in the next decade. • Finally, discuss within your group what you have found among the three presidential biographies.

3. Assignment • Read over the Differing Viewpoints on pg. 460 • Complete the “What’s the Angle?” chart for your assignment.

4. Activity – Day 2 • Working in groups (discussing what you see/read)… • Look through each of the documents 12.3-12.7 using the “Primary Source Analysis Sheets” for the appropriate documents. • Answer all questions that are listed on the worksheets for each of the documents. Be thorough in your responses. Consider the ideas that the documents present at the beginning while reading. • At the end of the packet there are two “end of chapter” questions. Answer these questions on the back of your packet.

5. Renewing the Sectional Struggle Compromise of 1850

6. Bell Ringer – What is the difference? Why is this an issue?

7. Objectives • Discuss the conflicts created by the Mexican War acquisitions and explain how the Compromise of 1850 tried to resolve them. • Show the connection between the proslavery expansionist schemes and the sectional controversy.

8. Mexican Cession • Wilmot Proviso • No slavery in territories acquired • NEVER PASSED!!! Why? • Popular Sovereignty – let the people rule • A compromise between two extremes

9. Election of 1848 • Candidates appeal to both the North and the South • Zachary Taylor (Whig) • “born in Virginia, grew up in Kentucky, plantation in Louisiana” • Does not believe in veto, war hero • Lewis Cass (Democrat) • Popular sovereignty • Emergence of the Free Soil party

10. Compromise of 1850 • California becomes a free state as a result of the Gold Rush • Harriet Tubman acts as an agent against the spread of slavery • Underground Railroad • Senator lead the way to compromise • Clay, Douglas, Calhoun, Webster, Seward • Taylor’s death helped the compromise pass

11. Compromise Details and Fugitive Slave Law • Details • What the North got… • Texas loses territory • No slave trade in D.C. • What the South got… • Popular sovereignty in Mexican Cession lands • Fugitive Slave Law • Fleeing slaves could not testify • Cost of the case, $5 or $10 • Brings about the death of the Whig Party

12. Renewing the Sectional Struggle Kansas-Nebraska Act

13. Bell Ringer • Was the Compromise of 1850 a wise effort to balance sectional differences or a futile attempt to push the slavery issue out of sight?

14. Objectives • Examine the Kansas-Nebraska Act and explain why it brought wrath in the North.

15. Expanding South of the Border (and West) • Franklin Pierce was prepared to be a Southern tool • Events in Nicaragua by Billy Walker spur a “slavocracy” theory • Ostend Manifesto attempts to acquire Cuba for the US • Relations open in China and Japan on behalf of Matthew Perry

16. Opening the West • US government considers creating a transcontinental railroad • James Gadsden appointed minister to Mexico • Why Mexico? • Gadsden Purchase leads to the organization of the Nebraska territory

17. Kansas-Nebraska Act • Determined by popular sovereignty • Repeals the Missouri Compromise • Indirectly wrecks the Compromise of 1850 • Controversy over Act brings about the Republican party • Support stopping the spread of slavery

18. Drifting Toward Disunion, 1854-1861

19. Bell Ringer • Turn to page 439 in your textbook and read over Harriet Beecher Stowe and an excerpt from her book, Uncle Tom’s Cabin. Answer the questions within the reading. • Based on what you read, why would Abraham Lincoln refer to Harriet Beecher Stowe as the “Little lady that started the great war?”

20. Objectives • Explain how the events of the late 1850s developed in a chain reaction. • Analyze the Kansas conflict as a small-scale rehearsal for the Civil War.

21. Stowe and Helper: Literary Incendiaries • Harriet Beecher Stowe • Published Uncle Tom’s Cabin, presents evils of slavery • Helps Britain stay out of war • Hinton Helper • The Impending Crisis of the South • Use of statistics to portray who was hurt the most by slavery • Banned in the South

22. Bleeding Kansas • “Border ruffians” pour in from Missouri, set up fraudulent government • John Brown leads followers to make “Bleeding Kansas” a reality • Lecompton Constitution leads to slaves in Kansas, despite vote • Buchanan becomes a strong supporter of the South and slavery

23. Effects of Bleeding Kansas in Government • Preston Brooks attacks Charles Sumner, beats him with a cane • Election of 1856 candidates • John C. Fremont (Rep.) • James Buchanan (Dem.) • Millard Fillmore (K-N) • Results show apathy toward slavery • What is the symbolism behind this picture?

24. Social Issues of the Late 1850s • Dred Scott sues for freedom, master appeals • C.J. Roger Taney, slave is not a citizen • Goes against the 5th amendment, due process • Results in more impassioned abolitionists • The government and Constitution favor the South • North is hard hit by the Panic of 1857

25. Assignment • Compare and Contrast the efforts of the following people: • Harriet Beecher Stowe • John Brown • Dred Scott • Complete the assignment based on the following criteria: • Intentions • Methods • Emotional appeal • Results/Impact on slavery • What their actions say about 19th century culture

26. Emergence of Lincoln

27. Bell Ringer • Look at the image on page 451. How is the painting an “allegorical expression of the pathos (emotional appeal to audience) of Brown’s martyrdom?”

28. Objectives • Use the Lincoln-Douglas debates to explain the rise of Lincoln and the Republican party. • Examine the 1860 election and its consequences.

29. Illinois Rail-Splitter • Lincoln was looking to replace Douglas as senator • Most famous debate came with the most famous question about slavery • Douglas supports the Freeport Doctrine – popular sovereignty • Lincoln only wins the moral victory • Statement ruins Douglas’s chances at presidency

30. John Brown: Murderer? Martyr? • Brown plans to invade the South • Use slaves at Harper’s Ferry • Portrays himself as a martyr • Reflects actions of a radical North

31. Election of 1860 • Candidates • Stephen Douglas (N-Dem.) • John C. Breckinridge (S-Dem.) • John Bell (K-N) • Abraham Lincoln (Rep.) • Platform helps all regions (except the South) • Wins with 40% of popular vote

32. Secession and Collapse of the Union • South Carolina threatens to secede, 6 states follow the lead • Confederate States of America nominate Jefferson Davis as president • James Crittendonattempts a compromise to mend fences • The South hopes to relive history in their attempts

33. Assignment • “Somebody, Wanted, But, So, Then” • For this assignment you will summarize the events that took place in chapters 18 & 19. You can divide each side up into two parts or try summarize the chapter as a whole, you decide. • The objective of this assignment is to present the big picture of the content we just covered and identify the major events that took place.

34. Activity • At the beginning of class you will be assigned one of the 10 quotes. It is your responsibility as a group to complete the following task by the end of the class period: • Create a Poster/Collage – At the center of the poster should be the quote you were assigned (write it big enough to see from the back of the classroom). Surrounding the quote should be images (drawn or clipped from magazines) that represent the events that took place during the 1850s in relation to the slave issue. • Develop an Argument – Explain to the class why your quote best represents the time period discussed in Chapters 18 & 19. You need to come up with 3 solid points and justify them to the class. Please write out your explanation on a separate sheet of paper to be turned in.

35. Activity Continued • Order of presentation • Pictures – explain how they relate • Read the quotation – explain the meaning • Quote – justify

36. REVIEW

37. Question 1 • The government of each new territory should be elected by the people • The American public should vote on whether to admit states with or without slavery • The people of a territory should determine whether or not to permit slavery • The United States should assume popular control of the territory acquired from Mexico

38. Question 2 • The desire of antislavery forces to gain a new state for their cause • The threat that Mexico would reconquer the territory • The need to have a government capable of building a transcontinental railroad • The large and unruly population drawn into the state by the discovery of gold

39. Question 3 • William Seward and Zachary Taylor • Henry Clay and Daniel Webster • John C. Calhoun and Abraham Lincoln • Stephen Douglas and Harriet Tubman

40. Question 4 • The North • The South • Neither the North nor the South • Border States

41. Question 5 • Canada and Alaska • Venezuela and Colombia • Nicaragua and Cuba • Hawaii and Japan

42. People, Places, Events • Lewis Cass • Zachary Taylor • California • District of Colombia • Harriet Tubman • Daniel Webster • William Seward • Utah and New Mexico • Franklin Pierce • Winfield Scott • Nicaragua • Matthew Perry • Cuba • Kansas and Nebraska • Stephen A. Douglas

43. Question 6 • Greatly strengthened northern antislavery feeling • Argued that nonslaveholding whites suffered the most from slavery • Increased the desire for sectional compromise on the issue of slavery • Was based on Stowe’s long personal experience with slavery in the Deep South

44. Question 7 • The Democrats’ surprising loss of the White House • The support immigrants and Catholics gave to the American Party • Rise of the Republican party • The absence of the slavery issue from the campaign

45. Question 8 • Its economy was fundamentally stronger than that of the North • It ought to take new steps to develop its own banking and manufacturing institutions • It would be wise to support the Homestead Act • Its economic future was closely tied to that of the North

46. Question 9 • Whether secession from the Union was legal • Whether the people of a territory could prohibit slavery • Whether Illinois should continue to prohibit slavery • Whether Kansas should be admitted to the Union as a slave or a free state

47. Question 10 • With an electoral majority derived only from the North • With a majority of both the electoral and the popular vote • Primarily because of the divisions in the Democratic party • With an electoral majority evenly derived from all sections of the nation

48. People, Places and Events • Harriet Beecher Stowe • Hinton Helper • New England Emigrant Aid Company • John Brown • James Buchanan • Charles Sumner • Preston Brooks • John C. Fremont • Dred Scott • Harpers Ferry, VA • Stephen A. Douglas • Pottawatomie Creek, KS • John C. Breckenridge • Montgomery, AL • Jefferson Davis