Unit 4 Resourcesimages.pcmac.org/SiSFiles/Schools/AL/LeedsCity/... · C. create a compromise by...

Unit 4 Resources

Unit 4 Map Overlay TransparenciesL2

Cause-and-Effect Transparency 4L2

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment • tav.glencoe.comActivities and Rubrics • Interactive Tutor Self-Assessment CD-ROM

• Chapter and Unit Tests • MindJogger Videoquiz• Section Quizzes • ExamView® Pro Testmaker CD-ROM• Standardized Test Skills Practice Workbook • SAT I/II Test Practice

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

CAUSE-AND-EFFECT TRANSPARENCY 4

Copyright © by The McGraw-Hill Companies, Inc.

The Crisis of UnionThe Crisis of UnionThe Crisis of Union

Emancipation Proclamation

Union Defeats the Confederacy

Slavery Ends

Southern Economy Devastated

Reconstruction

Civil War

EffectsCausesControversy over Slavery

Regional Differences

Lincoln Elected President

Southern States Secede


Map Transparency 44Boundaries of the Civil War

BaseMap

Union-Confederate border

Gulf of Mexico

PaCIFic

Ocean ATLaNTic

Ocean

LLamberambert Equal-Areat Equal-AreaprojectionprojectionLambert Equal-Areaprojection

400 kilometers400 kilometers00

400 miles400 miles00

400 kilometers0

400 miles0

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SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 4(1 Day)

Day 1Introduction

Chapter 10 (5 Days)

Day 1Chapter 10 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 10Assessment

Chapter 11 (6 Days)

Day 1Chapter 11 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Section 5Day 6Chapter 11Assessment

Chapter 12 (5 Days)

Day 1Chapter 12 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 12Assessment

Unit 4(2 Days)

Day 1Wrap-Up/Project

Day 2Unit 4Assessment

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• Critical Reading Series provides high-interest books, each written atthree reading levels.

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these products, call Glencoe at 1-800-334-7344.

http://tav.glencoe.com

Unit 4 ResourcesASSESSMENT

Unit 4 Posttests L2Unit 4 Pretests L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. white Southerners who supported Reconstruction

2. biscuit that was commonly part of a Civil War soldier’s meal

3. withdrawing from the Union

4. Northerners who traveled to the South duringReconstruction, many of whom took positions in theSouth’s new state governments

5. military rule

6. farmers who paid their rent with part of their yield ratherthan in cash

7. rebellion

8. formerly enslaved African Americans

9. the idea that the people living in the territories shoulddecide about slavery for themselves

10. paper money

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. A divisive issue that eventually contributed to the Civil War was whetherto allowA. slavery to expand into the western territories.B. slavery to expand into the North.C. enslaved Africans to become citizens of the United States.D. the continued capturing and transporting of Africans to the United States.

12. In 1849 thousands of “Forty-Niners” came to California seekingA. freedom from slavery.B. religious freedom.C. cheap land offered by the government as an incentive to settle the territory.D. gold.

13. The book Uncle Tom’s CabinA. aroused antislavery sentiment in the North.B. justified slavery by depicting African Americans as being happy in enslavement.C. justified slavery by depicting African Americans as heathens.D. led to better treatment of enslaved African Americans in the South.

Name �� Date �� Class ��

Score★ ScoreUnit 4 Pretest, Form A

(continued)

The Crisis of Union

Column B

A. carpetbaggers

B. popularsovereignty

C. greenbacks

D. hardtack

E. freedmen

F. insurrection

G. scalawags

H. martial law

I. secession

J. sharecroppers

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Column A

1. intended to combat the activities of the Ku Klux Klan

2. alleged deal that gave Rutherford B. Hayes the presidencywhen the election yielded no clear winner

3. author of Uncle Tom’s Cabin

4. declared that the right to vote “shall not be denied . . . onaccount of race, color, or previous condition of servitude”

5. this battle ended with the South’s largest city and center ofthe cotton trade in Union hands

6. prison in the South where thousands of prisoners of wardied of exposure, lack of food, and disease

7. burned Atlanta and cut a path of destruction throughGeorgia on his March to the Sea

8. Quaker who sheltered escaped African Americans

9. declared that no state could deprive any person of life,liberty, or property “without due process of law”

10. Union defeat at this battle made it clear that the Northwould need a large, well-trained army to defeat the South


11. The Wilmot Proviso was intended toA. ban slavery in any territory gained from Mexico.B. stop Congress from banning slavery in any territory gained from Mexico.C. create a compromise by dividing the territories into free and slave states.D. make it easier for slaveholders to retrieve an enslaved person.

12. The Gadsden Purchase was intended toA. balance free states and slave states. C. balance Kansas and Nebraska territory.B. expand slavery west. D. create a transcontinental railroad

route.

13. Senator Charles Sumner was beaten because he accused other senators ofA. taking bribes to vote against slavery in the new territories.B. taking bribes to vote for slavery in the new territories.C. inciting thousands of “border ruffians” to storm into Kansas. D. forcing Kansas to become a slave state.


Score★ ScoreUnit 4 Posttest, Form A

(continued)

The Crisis of Union

Column B

A. FifteenthAmendment

B. First Battle of Bull Run

C. Enforcement Acts

D. Compromise of 1877

E. William TecumsehSherman

F. Levi Coffin

G. Andersonville

H. New Orleans

I. Harriet BeecherStowe

J. FourteenthAmendment

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTAmerican Biography 4L2

History Simulation andProblem Solving 4 L1

NAME _________________________________DATE ______________________CLASS _______________________

AMERICAN BIOGRAPHY 25

HARRIET BEECHER STOWE 1811–1896

“So this is the little lady who started our bigwar!” said Abraham Lincoln while greeting HarrietBeecher Stowe in 1862.The President was clearlyexaggerating.The petite woman from New Englandwas no warmonger. But her novel Uncle Tom’sCabin had certainly played a key role in convincingboth North and South that the slavery issue wasleading the two regions to an “irrepressible conflict.”

Although she would become one of the mostfamous writers of the nineteenth century, HarrietBeecher Stowe lived much of her life in the shadowof better-known family members. Her father, LymanBeecher, and her brothers were noted speakers andsocial reformers, and her sister opened a school forwomen.

Stowe was living in Brunswick, Maine, with herhusband and seven children when she began writingUncle Tom’s Cabin in 1850. She had observed slaveryin Kentucky, but had no firsthand experience of eitherplantation slavery or of the deep South.The passage of The Fugitive Slave Act of 1850 and the promptings

of her antislavery family, however, moved her to writea novel in serial form for an antislavery newspaper.

Recounting the life of an enslaved man she namedUncle Tom, Stowe began by describing his death. Shefinished the tale at one sitting and wrote the endingon brown grocery wrap after running out of writingpaper. She then wrote the earlier chapters and sentthem off to the newspaper.The publisher decided tocombine the stories into a book, but he complainedthat the text was too long. Stowe replied that she hadnot written the book; it had written itself.

Uncle Tom’s Cabin appeared in book form in1852 and sold 10,000 copies in its first week.Charges soon appeared in the North as well as in theSouth that the tale misrepresented slavery.Themelodrama of Uncle Tom’s fate at the hands of thevicious slaveholder Simon Legree (who wasNorthern-born) and the escape to freedom byGeorge and Eliza, however, assured a sympatheticreadership in much of the North.

In 1853 Harriet Beecher Stowe published A Key to Uncle Tom’s Cabin in which she documented her portrayal of slavery by citing facts about thetreatment of enslaved African Americans in the South.This book received little attention, but her next novelabout slavery, Dred:A Tale of the Great DismalSwamp, was another bestseller. She then turned towriting about her native New England. Stowe wrotean average of nearly a book a year following UncleTom’s Cabin until her death in 1896. None of herother works, however, matched Uncle Tom’s Cabin ineither immediate impact or in long-term significance.

At a GlanceHarriet Beecher Stowe’s novel Uncle Tom’s Cabinmade a greater impact on the course of UnitedStates history than any other. Although many ofStowe’s books had more literary merit, UncleTom’s Cabin was her most significant work. Ithardened antislavery sentiment in the Northwhile convincing the South that extremists wereintent upon destroying its “peculiar institution.”

“Tom stepped upon the block, gave a few anxiouslooks round; . . . almost in a moment came thefinal thump of the hammer . . . as the auctioneerannounced his price, and Tom . . . had a master!”

Reviewing the Biography Answer the following questions on a separate sheet ofpaper.

1. Remembering the Details Why did Stowe write Uncle Tom’s Cabin?

2. Understanding Information What was the public reaction to Stowe’s novel?

Thinking Critically3. Making Inferences Why were Uncle Tom’s Cabin and Dred bestsellers?

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Directions: In this simulation, you willstudy the Second Battle of Bull Run and theBattle of Gettysburg from a variety of view-points. You will also learn about the impor-tance of the press, particularly in its abilityto influence public opinion, and the impor-tance of detecting bias in what you read. To help you prepare, read the backgroundinformation. Then answer the questionsthat follow.

BACKGROUND INFORMATIONIn late August 1862, Confederate General

Robert E. Lee decided to attack the Unionforces that were defending Washington,D.C., under General John Pope. The maneu-vers by the two sides led to the SecondBattle of Bull Run near Manassas Junctionin northern Virginia, which is where thefirst battle of the war had been fought. Asin the first encounter, the South defeatedthe North, forcing Pope to retreat with

Confederate forces camped 20 miles fromWashington. The defeat cost Pope the com-mand of his troops. A Confederate invasionof the North seemed imminent.

On July 1, 1863, less than a year after theConfederate victory at Bull Run, Uniontroops under the command of GeneralGeorge Meade engaged Lee’s troops atGettysburg, Pennsylvania. The three-daybattle, culminated by General GeorgePickett’s charge against the Union lines onJuly 3, resulted in the loss of more than one-third of Lee’s entire force. Although Leewas able to withdraw his remaining troopsthrough Pennsylvania and Maryland, thebattle proved to be the most significantevent of the war in the east. Meade’s victo-ry gave President Lincoln’s administrationa much-needed boost and convinced theBritish government not to recognize theConfederacy. Lee would never attack theNorth again.

The Power of the Press

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

1. When and where did the Second Battleof Bull Run occur? Who were the princi-pal commanders? Who won the battle?What was one consequence of the battle?

2. When and where did the Battle ofGettysburg occur? Who were the princi-pal commanders? Who won the battle?What was one consequence of the battle?

History Simulati ns and Problem Solving 4 Simulation Sheet 1

316B

Economics and History Activity 4 L2

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Economics and History Activity 4

Labor and Slavery In economics, labor refers to the supply

of workers. It is one of the basic economicresources needed for production. For almost250 years, African Americans were viewedonly as tools of labor. In this activity, youwill look at labor, labor productivity, andwhether the institution of slavery providedthe South with an efficient labor force.

ENSLAVED WORKERSProductivity depends in part on the size

and quality of the labor force. Cotton pro-duction grew tremendously in the first 70years of United States history. The graphbelow shows the startling growth in theamount of cotton cultivated in the UnitedStates between 1791 and the eve of the CivilWar. Cotton cultivation in the 1800srequired many workers performing hard,physical work. Enslaved persons were seenas an efficient labor force for the backbreak-ing, difficult work of raising cotton.

THE LABOR FORCEEconomists define the labor force as the

number of people over age 16 who are ableand willing to work. Able covers both phys-ical and mental abilities and skills. Willingmeans that people will work at the rate ofpay being offered. Employers need to con-sider labor costs when trying to achievemaximum profits. Usually, labor costsinclude training, wages, and benefits. Withenslaved persons, labor costs involved theirpurchase price, the cost of raising their chil-dren, and the costs to feed, clothe, andhouse them.

MARGINAL ANALYSISEconomists apply the rule MRL=MCL to

calculate labor costs and profitability. Thisequation says that the profit-maximizinglevel of employment is where the marginalrevenue of labor (MRL) equals the marginalcost of labor (MCL). In economics, marginalusually means additional. Therefore, MRL

0

100

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300

400

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1791 1811 1831 1841 1851 1860

10 12 20

70

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420

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Years

SOURCE: An Economic History of the United States, Gilbert C. Fite and Jim E. Reese. Houghton Mifflin Company, p. 187.

Cotton Cultivation(in millions of pounds)

American Literature Reading 4 L2

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The Crisis of Union

INTRODUCTIONWith the election of Abraham Lincoln in 1860, the states in the South seceded and the

Civil War began. Nearly every family in the nation was affected by the war and the eventsthat led up to it. American literature of this troubled period reflected the sorrow and suf-fering of the country. Famous orators, writers, and politicians, such as Frederick Douglass,Harriet Beecher Stowe, and President Lincoln stirred the population. Lesser-known writerssuch as Frances Ellen Watkins Harper and Marie Ravenal de la Coste expressed grief forlost loved ones in their poems. Walt Whitman, much more famous, shared their theme inseveral of his poems.

“The Slave Mother”Frances Ellen Watkins Harper

GUIDED READING As you read, notice words that build emotion. Identify the author’s viewpointtoward the enslavement of people. Then answer the questions that follow.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Readings 4

Name Date Class

About the Selection Frances Ellen Watkins Harper (1825–1911) was anAfrican American born into freedom in Baltimore, Maryland. She moved to Ohioat the age of 25 to teach at the Union Seminary near Columbus, but as the CivilWar came closer, she became a passionate speaker for the Anti-Slavery Societyof Maine. Her poem “The Slave Mother” carried a powerful message for the abo-lition of slavery. After the Civil War, she worked for the betterment of AfricanAmericans in the Reconstructionist South, and later for the Women’s ChristianTemperance Union.

★

Heard you that shriek? It roseSo wildly on the air,

It seemed as if a burden’d heartWas breaking in despair.

Saw you those hands so sadly clasped—The bowed and feeble head—

The shuddering of that fragile form—That look of grief and dread?

Saw you the sad, imploring eye?Its every glance was plain,

As if a storm of agonyWere sweeping through the brain.

She is a mother, pale with fear,Her boy clings to her side,

And in her kirtle vainly triesHis trembling form to hide.

He is not hers, although she boreFor him a mother’s pain;

He is not hers, although her bloodIs coursing through his veins!

(continued)

Team-Teaching InterdisciplinaryStrategies and Activities 4 L2

GEOGRAPHYGEOGRAPHY INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIESGeography and HistoryActivity 4 L2

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THE PHYSICAL GEOGRAPHY OFGETTYSBURG

In 1863 Gettysburg, Pennsylvania, was asmall town surrounded by orchards, fields,woodlands, valleys, and hills. The geogra-phy and topography of the area—the pat-terns and placement of the hills, ridges,boulders, woods, and open areas—influ-enced how the Battle of Gettysburg wasfought and its eventual outcome.

The Union forces, led by Major GeneralGeorge Meade, were positioned just southof Gettysburg in an upside-down fishhookpattern. The “hook” began at Culp’s Hill,and from there ran south along CemeteryRidge to a hill called Little Round Top.Another hill—Big Round Top—was situat-ed just south of Little Round Top.

The Confederate forces were under thecommand of General Robert E. Lee. Theyhad taken the town of Gettysburg and helda position along Seminary Ridge, an uplandarea about a mile west of Cemetery Ridge.(See Map 1.)

THE SIGNIFICANCE OF LITTLE ROUND TOPOn the second day of the battle, Union

officer Brigadier General GouverneurWarren went to investigate a smattering ofgunfire on Little Round Top. This was theextreme left flank, or side, of the Uniontroop line. When Warren arrived at the hill,he found that only a few Union signalmenoccupied the boulder-strewn bluff at thenorth crest of Little Round Top.

Warren immediately realized the impor-tance of Little Round Top. Standing on itshighest point, one could see almost theentire battlefield. In addition, because of itsposition at the far southern end of CemeteryRidge, it was the key to the battle. If the

GEOGRAPHY AND HISTORY ACTIVITY 4★

Gettysburg: The Struggle for Little Round Top

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Hagerstown Road GETTYSBURG

Carlisle Road

Chambersburg Pike

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Carlisle Road

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Big Round TopBig Round Top

Culp'sHill

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LittleRound

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PeachOrchard

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05001,000 2,000 yards1,000 2,000 yards

Map 1—Sites on the Gettysburg Battlefield

Confederates took the hill, they could movearound behind the Union lines and attackfrom the rear, or they could sweepCemetery Ridge with gunfire and cause theUnion army to retreat. Much to Warren’sdismay, he saw that Confederate troopswere already near the undefended hill andhad the opportunity to seize it. Warrenraced down the hill and intercepted Unionsoldiers moving north to Cemetery Ridge.He urged that troops were needed to occupy Little Round Top immediately.

Extending the Content

Readings for the Teacher■ America Goes to War. Fine

Communications, 1997.

Multimedia Resources■ Living American History Series. U.S.

History II: 1840–1876. PrivateLearning Systems, VHS.

The Glencoe BookLink CD-ROM is adatabase that allows you to searchmore than 15,000 titles to create a cus-tomized reading list for your students.

■ Reading lists can be organized bystudents’ reading level, author,genre, theme, or area of interest.

■ The database provides Degrees ofReading Power™ (DRP) and Lexile™readability scores for all selections.

■ A brief summary of each selection is included.

Leveled reading suggestions for this unit:

For students at a Grade 8 readinglevel:■ Harriet Tubman: Antislavery Activist,

by M.W. Taylor.

For students at a Grade 9 readinglevel:■ Portraits of War, by George Sullivan.

For students at a Grade 10 readinglevel:■ Been in the Storm So Long: The

Aftermath of Slavery, by Leon F.Litwack.

Reading List Generator

CD-ROM

316

1848–1877

Union flag flown at Fort Sumter before

surrender to the Confederates

The Crisisof Union

The growing sectional crisis in the 1800s led tothe Civil War, the most wrenching war in

American history. The peace that was forgedafter four years of internal conflict reunited the

nation and ended slavery. It did not, however,end the problems of racial inequality.

Understanding the war and the Reconstructionperiod that followed will help you understand

the challenges of a multicultural society thatour nation still faces today. The following

resources offer more information about thisperiod in American history.

Why It Matters

Primary Sources LibrarySee pages 1050–1051 for primary source

readings to accompany Unit 4.

Use the American HistoryPrimary Source Document Library

CD-ROM to find additional primarysources about the Civil War.

Cap of a Confederate soldier

Unit OverviewUnit 4 describes the crises facedby the United States thatresulted in the Civil War andReconstruction from 1848 to1877. Chapter 10 explores thegrowing sectional conflicts in theUnited States from 1848 to 1860.Chapter 11 describes the eventsof the Civil War from 1861 to1865. Chapter 12 discussesReconstruction from 1865 to1877.

Unit ObjectivesAfter studying this unit, stu-dents will be able to:1. Explain how the government

dealt with slavery in the terri-tories acquired after the warwith Mexico.

2. Contrast the political situa-tions of the Union and theConfederacy.

3. Contrast Lincoln’s plan toreunite the nation with that ofthe Radical Republicans.

Why It Matters Activity

Discuss the issues of racism and civilrights in the United States today. Makegeneralizations about how the problemsof America’s past contribute to the issuesfaced by citizens today. TEAM TEACHING ACTIVITY

Language Arts Have the language arts teacher discuss the personal accounts of the Civil War con-tained in letters between soldiers and their families. As a class discuss the role that bias plays infirst-hand accounts of events. Have the language arts teacher point out examples of bias and per-sonal opinions in a letter. Then have students work in groups to review other letters from the CivilWar and identify bias in them.

IntroducingUNIT 4

IntroducingUNIT 4

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If time does not permit teaching eachchapter in this unit, you may want touse the Reading Essentials andStudy Guide summaries.

Out of Time?

“We shall nobly save, ormeanly lose, the last best

hope of earth.”

—Abraham Lincoln, 1862

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTOrganize students into small groups. Have each group select a civil rights issue that exists in yourcommunity today. Have students evaluate the community’s response to the issue and then writean editorial supporting community efforts or suggesting constructive ways to resolve a civil rightsproblem. After reviewing the editorial, encourage groups to send their editorials to the localnewspaper.

Refer to Building Bridges: Connecting Classroom and Community through Service-Learning inSocial Studies from the National Council for the Social Studies for information about service-learning.

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsrelated to this period in history.

IntroducingUNIT 4

IntroducingUNIT 4

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More About the Photo

Point out to students that over600,000 Americans died during theCivil War, the most of any conflictinvolving the United States. Althoughthe country remained united as apolitical entity, deep feelings of mis-trust remained for a long time follow-ing the war. Ask students how unifiedthey think the country is today andwhat the American flag symbolizes tothem. (Students’ answers will vary.Encourage them to think about theflag as a symbol of unity.)

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Chapter 10 Resources

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition and

your classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize your

week, month, semester, or year with all the lesson helps you need to make

teaching creative, timely, and relevant.

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••

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 10 L2


Industrial vs. Agricultural

Racist vs. Integrated Urban vs. Rural

Republican vs. Democrat

FACT OR FICTION?“ Americans are much more American than they are Northerners, Southerners, Westerners, or Easterners.” — John Steinbeck

W hy It Matters 10Seeds of Division Chapter

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 10L3

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★ Enrichment Activity 10 ★★

Lilncoln-Douglas DebatesThe greatest challenge for the generation

of Americans living during the 1850s and1860s was to reconcile their traditional andconstitutional beliefs in rights and freedoms

with their desire to best each other in thepolitical struggle over slavery. This chal-lenge both provoked brilliant compromisesand solidified rigidly held values.

★ ★

1. What is Abraham Lincoln’s practical reason for forbidding slavery in the territories?

2. Aside from his practical arguments, what is Lincoln’s attitude toward the morality ofslavery and the morality of allowing it in the territories?

3. How did Lincoln place his moral argument against slavery alongside the American values expressed by Thomas Jefferson in the Declaration of Independence?

4. GO A STEP FURTHER ➤ You are a journalist working for a newspaper in the South. Your assignment is to cover the Lincoln-Douglas debates. Write an editorial aboutAbraham Lincoln’s speech.

DIRECTIONS: The selection below is an excerpt from Abraham Lincoln’s reply to StephenDouglas during an 1858 debate in Alton, Illinois. In this selection, Lincoln states his positionon slavery in the territories and attacks Stephen Douglas’s position on the issue. After read-ing the excerpt, answer the questions that follow on a separate sheet of paper.

★ ★

Now irrespective of the moral aspect of this question as to whether there is a right or wrong in enslav-ing a Negro, I am still in favor of our new territories being in such a condition that white men may find ahome—may find some spot where they can better their condition—where they can settle upon new soiland better their condition in life. I am in favor of this not merely, for our own people who are bornamongst us, but as a outlet for free white people everywhere, the world over—in which Hans and Baptisteand Patrick, and all other men from all the world, may find new homes and better their conditions in life.

The real issue in this controversy—the one pressing upon every mind—is the sentiment on the part ofone class that looks upon the institution of slavery as a wrong, and of another class that does not lookupon it as a wrong. . . . One of the methods of treating it as a wrong is to make provision that it shallgrow no larger. . . . You may have a wen or a cancer upon your person and not be able to cut it out lestyou bleed to death; but surely it is no way to cure it, to engraft it and spread it over your whole body. Thatis no proper way of treating what you regard as a wrong.

That is the real issue. That is the issue that will continue in this country when these poor tongues ofJudge Douglas and myself shall be silent. It is the eternal struggle between two principles—right andwrong—throughout the world. There are two principles that have stood face to face from the beginning of time; and will ever continue to struggle. The one is the common right of humanity and the other thedivine right of kings.

It is the same principle in whatever shape it develops itself. It is the same spirit that says, “You workand toil and earn bread, and I’ll eat it.” No matter in what shape it comes, whether from the mouth of aking, who seeks to bestride the people of his own nation and live by the fruit of their labor, or from onerace of men as an apology for enslaving another race, it is the same tyrannical principle.

Questions to Consider

Linking Past and PresentActivity 10 L2

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Linking Past and Present Activity 10

Quakers: Working for Social JusticeThe Christian group Society

of Friends, or Quakers, arosefrom the Protestant Reformationin the 1500s. Quakers believe

that God exists in everyone. They are devout pacifistsand social reformers. Persecuted in Europe, Quakersbegan immigrating to the American colonies in the1660s. Many settled in Pennsylvania, founded underQuaker principles by William Penn.

Their belief in social justice led the Quakers to takean outspoken stand against slavery as early as 1688.The image on this page was the seal of an abolitionsociety of the 1780s and appeared with the poem“Our Countrymen in Chains,” by Quaker author JohnGreenleaf Whittier in 1837.

Beginning in 1826, Quaker businessman Levi Coffinoffered his home as a refuge or station on the Under-ground Railroad. He gave $50,000 of his own moneyfor food, clothing, and transport, and collected at least$100,000 more. For his role, Coffin was called the“president of the Underground Railroad.”

From 1820 to 1860, Quaker merchant ThomasGarrett helped more than 2,000 slaves reach freedom.He was convicted of illegally aiding fugitives and finedso severely that he lost all his property, yet he did notstop. After the Civil War, former slaves drew Garrettthrough the streets in a carriage inscribed with thewords “Our Moses.”

The Quakers also promoted education and socialprogress for African Americans. After the Civil War,Quakers raised money for relief and to build schoolsfor freedmen.

The Quakers still activelywork for equality, social justice,and nonviolent change. Whenthe U.S. entered World War I in

1917, Quakers faced a crisis. They were subject to thedraft, but they opposed war and would not fight.Instead, they proposed humanitarian alternative serv-ices that they could perform as conscientious objec-tors to war. They grew crops and collected clothing toaid civilian war victims in France.

The Quakers continued to serve humanity in alter-native ways through other world conflicts. At times,they faced abuse from fellow Americans.

The American Friends Service Committee (AFSC),founded to support wartime pacifists, has grown intoan international humanitarian agency. During the civil rights movement, it helped place African Americanchildren in previously all-white schools. Among its many current activities, the AFSC operates a multimillion-dollar program to promote peace in thewar-torn Balkans. It has called for an end to nonmili-tary sanctions against Iraq and sends clothes andmedical supplies to Iraqi civilians.

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Predicting Consequences If you had lived in the 1830s and harbored runaway slaves,what might the consequences have been?

2. Analyzing Information Why do you think conscientious objectors faced abuse?

3. Making Generalizations Identify some social issues today. Based on what you know oftheir convictions, what stand do you think the Quakers take on these issues?

T H E N

Primary Source Reading 10L2

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Primary Source Reading 10-1 ★ ★ ★ ★ ★ ★

(continued)

Gold was discovered on the American River in California by Thomas W.Marshall the 19th of January, 1848.

The news of that important event reached the Atlantic Coast by the way of Cape Horn in September following, but the glowing accounts were notverified until January, 1849—one year from the date of the discovery of theprecious metal.

By this time nuggets and specimens of gold were on exhibition in showwindows; fabulous accounts were given of fortunes made in a day—of rene-gade Mexicans riding half-wild horses to the mountains, picking out chunksof gold with their bowie-knives and returning to Mexico laden with wealth.

The Digger Indians . . . were represented as having thrown away theirarrows and filling their quivers with gold dust.

Sailors on the Pacific Coast deserted their vessels for the new Eldorado.Ships were fitted out from Atlantic ports in the least possible time for a voy-age of fifteen thousand miles around Cape Horn to California, and they werecrowded with passengers.

The California fever of ’49 was raging in all its fury, and the only remedyseemed to be a change of climate with the least possible delay.

As the reports of the wonderful discovery of gold were fully confirmed,everybody became excited. Merchants closed out their businesses, clerks lefttheir employers, mechanics packed their tools, lawyers gave up their practice,preachers bade adieu to their flocks and all joined the grand procession.

Over twenty thousand persons left Boston for California in ‘49—a largemajority of them by water. While the voyage around Cape Horn by water

Gold!About the SelectionReuben Cole Shaw was born in Boston in

1826. In 1849 he left his young wife and twochildren to seek his fortune mining gold inCalifornia. Like many others, Shaw did notfind gold and returned to his family inBoston in 1851. However, his journey westopened his eyes to the rich Midwesternfarming opportunities. The Shaws eventu-ally settled into a successful and peacefullife in Farmland, Indiana. In the 1890s,Shaw wrote his memoirs of traveling westfor gold.

★

Reader’s Dictionary

El Dorado: a mythical city of gold believed to be in South Americatraverse: to crossunshorn: uncut

GUIDED READING As you read, note how the people in

Boston react to the news of the discovery of gold. Then answer the questions that follow.

★ ★

The following standards are covered in Chapter 10:Section 1 III People, Places, and Environments: B, D, G, H, ISection 2 X Civic Ideals and Practices: A, C, E, F, G, H, JSection 3 V Individuals, Groups, and Institutions: B, C, E Section 4 X Civic Ideals and Practices: C, E, F, G, I

Meeting NCSS Standards Local Standards

Time Line Activity 10 L2

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Time Line Activity 10★

The Underground Railroad operated in an organized way from approximately 1830 to

1860. John Rankin, one of Ohio’s earliest conductors on the Underground Railroad, began

helping escaped slaves in (1) . (2) , who could

be considered the “president” of the Underground Railroad because of his role in its opera-

tions, began helping escapees shortly after moving to Indiana in 1826.

The publication of the paper the Liberator by Garrison in (3)

marked the beginning of the abolitionist movement. People from many states, backgrounds, and

cultures aided slaves on their road to freedom. Elijah Pennypacker, a member of the House of

Representatives, resigned in 1839 to work full time for the (4) .

The next year, he opened his home in (5) to the Underground

Railroad. Dr. Nathan and Pamela Thomas aided 1,000 to 1,500 slaves from their home in

(6) . Samuel and Sally Wilson used their Cincinnati home as a station

on the Underground Railroad from (7) to 1852.

In 1849 Harriet Tubman escaped from slavery and went to (8) .

When the (9) was passed in 1850, helping escaped slaves became even

more dangerous. Despite the danger, Tubman made her first trip to bring slaves to freedom in

(10) , beginning with her family.

DIRECTIONS: Use the information on the time line to fill in the blanks below.

1820

1822 John Rankin beginshelping escaped slaves.

1826 From FountainSprings, Indiana, Levi Coffinbegins helping escapees.

1831 William LloydGarrison beginspublishing theLiberator.

1830

1840 Pennypacker openshis Pennsylvania home tothe Underground Railroad.

1839 Elijah Pennypackerresigns and devotes himself fully to the anti-slavery cause.

1840 Dr. Nathan and PamelaThomas begin work with theUnderground Railroad inMichigan.

1840

1847 Levi Coffin moves toCincinnati and continueshis antislavery activities.

1849 Samuel and SallyWilson offer their Cincinnati,Ohio, home as a station onthe railroad.

1849 Harriet Tubmanescapes to Philadelphia.

1850 The Fugitive Slave Act is passed.

1850 Harriet Tubmanmakes the first of 19 tripsto bring slaves to freedom.

1850

The Underground Railroad

Critical Thinking SkillsActivity 10 L2

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LEARNING THE SKILLSequencing information involves placing events in the order in which they occurred.

Sequencing can help you process and manage large quantities of information in anunderstandable way and can help you distinguish the relationships among events.

Use the following guidelines to help you sequence information:

• Read the selection carefully.

• Look for dates or cue words that provide you with a chronological (sequen-tial) order: in 2002, the late 1990s, last Thursday, first, then, next, finally, after, andso on.

• If needed to aid your understanding, construct a time line of the events, orwrite each event in sequential order on a separate line in your own words.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below from James Marshall regarding his discovery of gold atSutter’s Mill, near present-day Coloma, California, in January 1848. Then answer the ques-tions that follow.

. . . About half past seven o’clock on or about the 19th of January—I am not quite certain to aday, but it was between the 18th and 20th of that month—1848, I went down [to the race in themill] as usual, and after shutting off the water from the race [strong current of water flowingthrough a narrow channel], I stepped into it, near the lower end, and there, upon the rock, aboutsix inches beneath the surface of the water, I discovered the gold. I was entirely alone at the time. Ipicked up one or two pieces and examined them attentively; and having some general knowledgeof minerals, I could not call to mind more than two which in any way resembled this—sulphuret ofiron, very bright and brittle; and gold, bright, yet malleable; I then tried it between two rocks, andfound that it could be beaten into a different shape, but not broken. I then collected four or fivepieces and went up to Mr. Scott . . . and said, “I have found it. . . .”

[Others were called to see the gold.] About 10 o’clock the same morning, P.L. Wimmer camedown from the house, and was very much surprised at the discovery . . . which he took home toshow his wife, who, the next day, made some experiments upon it by boiling it in strong lye, andsaleratus [a leavening agent]; and Mr. Bennet by my directions beat it very thin.

Four days afterwards, I went to the Fort for provisions, and carried with me about three ouncesof the gold, which Capt. Sutter and I tested with nitric acid. I then tried it in Sutter’s presence by tak-ing three silver dollars and balancing them by the dust in the air, then immersed both in water, andthe superior weight of the gold satisfied us both of its nature and value.

1. Identify some cue words and phrases that help you organize the facts sequentially.

2. Organize the facts in the excerpt sequentially.

Critical Thinking Skills Activity 10 Sequencing Information

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 10L1

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Reteaching Activity 10★

Sectional Conflict Intensifies, 1848–1860

Territorial expansion upset the delicate balance between free and slave states. Politicalcompromises repeatedly failed to calm the growing tension between pro-slavery and anti-slavery groups. The rising tide of violence made it clear: There could be no compromise onslavery. Civil war became unavoidable.

DIRECTIONS: Indicate the year(s) of each event in the numbered rows. Then in the blankareas, briefly explain the relationship among the events in the numbered row above it.

The Road to Civil War1. a. Fugitive Slave Act ( ) b. Uncle Tom’s Cabin ( ) c. Underground Railroad ( )

d.

2. a. Gold Rush ( ) b. Transcontinental Railroad ( ) c. Kansas-Nebraska Act ( )

d.

3. a. “Bleeding Kansas” ( ) b. Senator Sumner Caned ( ) c. John Brown’s Raid ( )

d.

4. a. Republican Party ( ) b. Lincoln Elected ( ) c. Confederacy Formed ( )

d.

5. Critical Thinking Dred Scott, a Missouri slave, took the issue of slavery all the way tothe Supreme Court. Describe how his personal loss in Scott v. Sanford ultimately helpedgain the freedom of all enslaved people in the United States.

Vocabulary Activity 10L1

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Vocabulary Activity 10★

Sectional Conflict Intensifies, 1848–1860

DIRECTIONS: Match each description in the left column with the correct term in the right column. Write the letter of the correct term in the space provided. Some terms will be usedmore than once. Then answer the questions at the bottom of the page.

1. political theory that government is subject to thewill of the people

2. document that legalized slavery in Kansas

3. law that enraged many Northerners by offeringfinancial incentive for turning in escaped slaves

4. railway system extending across the country

5. act of rebellion against the established government

6. the enforcement of the law by military forces

7. the idea that people in a territory had the right tovote whether or not to allow slavery

8. former Mississippi Senator

9. withdrawal from the union

10. practice of letting voters accept or reject measuresproposed by the legislature

11. nation formed by the Southern states that secededfrom the Union

12. network of escape routes out of the South to freedom

13. law passed in 1850 that benefited slaveholders

14. president of the Confederacy

A. referendum

B. Confederacy

C. secession

D. popular sovereignty

E. UndergroundRailroad

F. insurrection

G. Jefferson Davis

H. transcontinental railroad

I. Fugitive Slave Act

J. LecomptonConstitution

K. martial law

15. Why were Southerners enraged by the passage of the Wilmot Proviso in 1846?

16. Compare and contrast the views of Conscience Whigs and Cotton Whigs.

Graphic Organizer 10 L2

Graphic Organizer 10:

Horizontal Time Line


318B


The following Spanish language materials are available:

• Spanish Reading Essentials and Study Guide• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

The following videotape programs are available from Glencoe as supplements to Chapter 10:

• Frederick Douglass (ISBN 0-76-700120-6)• Underground Railroad (ISBN 0-76-701679-3)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Vision Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA

Chapter 10 Test Form B L2

Chapter 10 Test Form A L2

ExamView® Pro Testmaker CD-ROM

Standardized Test SkillsPractice Workbook Activity 10L2

DIRECTIONS: Matching Each item in the following list was part of the Southern wayof thinking in the debate leading to the Compromise of 1850. Put these items into theproper sequence illustrated in the diagram. Write the correct letters from the diagramin the blanks provided. (4 points each)

1. Southern states seceding from the Union

2. the South losing power in national politics

3. California entered the Union as a free state

4. slaveholding states would become a minority in the Senate

5. limits being placed on slavery

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. Some items will be used more than once. (4 points each)

Column A

6. nominated Abraham Lincoln

7. supported popular sovereignty

8. nominated John Bell

9. wanted to uphold both the Constitution and the Union

10. supported the Dred Scott decision


11. Polk believed no one would take enslaved people to the Southwest becauseA. the Southwest was free territory.B. abolitionism was strong in the Southwest.C. the climate would not support plantations, which made slavery profitable.D. enslaved people could easily escape to Mexico from farms in the Southwest.

12. Conscience Whigs were Northern Whigs whoA. supported Zachary Taylor. C. supported slavery.B. opposed slavery. D. were mainly cloth manufacturers.

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Score★ ScoreChapter 10 Test, Form A

(continued)

Sectional Conflict Intensifies

Column B

A. SouthernDemocrats

B. NorthernDemocrats

C. Republicans

D. ConstitutionalUnionists

1 2 3 4 5possibly

If then resulting in resulting in and

11

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DIRECTIONS: Matching Match each prominent American in Column A with the position that the person took in Column B. Write the correct letters in the blanks.Items will be used more than once. (4 points each)

Column A

1. John Brown

2. Charles Sumner

3. John C. Calhoun

4. Levi Coffin

5. Roger B. Taney

6. Preston Brooks

7. David Atchison

8. Harriet Beecher Stowe

9. John C. Frémont

10. Daniel Webster


11. The Wilmot Proviso, which never passed, would haveA. prohibited slavery in any territory gained from Mexico.B. prevented Congress from banning slavery in any territory gained from Mexico.C. created a compromise by dividing the territories into free and slave states.D. made it easier for slaveholders to retrieve an enslaved person.

12. Most members of the Free-Soil Party opposed the spread of slaverybecause they believed thatA. slavery was immoral.B. the people of the western territories should decide about slavery.C. allowing slavery to expand would shift political power to the South.D. allowing slavery to expand would make it difficult for free men to find work.

13. In the Compromise of 1850, Henry Clay grouped his resolutions in pairs so thatA. members of Congress could then vote on each pair separately from the others.B. each pair could comprise a bill.C. the pairings made the large proposal easier for all to understand.D. each pair offered concessions to both sides.

14. The most famous conductor on the Underground Railroad wasA. Harriet Beecher Stowe. C. Frederick Douglass.B. Harriet Tubman. D. Simon Legree.


Score★ ScoreChapter 10 Test, Form B

(continued)

Sectional Conflict Intensifies

Column B

A. supported slavery

B. opposed slavery

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Name __________________________________ Date ____________________ Class ____________

★ Practicing the SkillRead the selection below and complete the activity that follows.

Social Studies Objective: The student will identify bias in written, oral, and visual material.

A viewpoint or set opinion that a person brings to a subject is called a bias. People havepreconceived feelings, opinions, and attitudes that affect their judgment on many topics. For thisreason, ideas presented as facts may actually be opinions. Detecting bias enables us to evaluate theaccuracy of information.

★ Learning to Detect BiasUse the following guidelines to help detect bias.

• Identify the writer’s or speaker’s purpose.• Find emotionally charged visuals or words,

such as hate, terrorize, and cheat.• Look for generalizations such as always,

never, nobody, and everybody.

• Examine the writing for imbalances—leaningonly to one viewpoint and failing to provideequal coverage for other possible viewpoints.

• Watch for opinions stated as facts.• Analyze the material to see if it presents

equal coverage of differing views.

ACTIVITY 10Detecting Bias

Standardized Test Practice

The Missouri Compromise (1820) broughtonly a temporary lull in the controversy overslavery. As the United States expanded westward,the issue of whether to allow slavery in theterritories continued to reappear.

In the 1840s, the debate over slavery once again heated up. Texas, which won itsindependence from Mexico in 1836, andthe territories of New Mexico andCalifornia became the focus of disagree-ment between pro-slavery and antislaveryforces.

Many Southerners hoped to see Texas,where slavery already existed, join the Unionas a slave state. This would give pro-slaveryadvocates more votes in Congress. Theannexation of Texas became a major issue inthe election of 1844. James Polk, a Democrat

from Tennessee, favored annexing Texas. He wonthe election, and Texas became a state in 1845.

The discovery of gold in California quicklyled to that territory’s application for statehood. A decision had to be made about whetherCalifornia would enter the Union as a free stateor a slave state.

The Debate Over Slavery

Performance AssessmentActivities and Rubrics 10L1/ELL


Use with Chapter 10

Slave State or Free?

BACKGROUNDBy 1850 tension between the North and the South had increased dramatically. As

new land was acquired, the debate over whether these new states should be slavestates or free states further divided public opinion. The Mexican-American War hadopened new land to American settlers. The Wilmot Proviso, which proposed that thenew territories should be free territories, made many people angry. Some peoplebelieved that the citizens of each state should be allowed to vote to determine forthemselves whether they wanted to permit slavery. The members of the Free-SoilParty opposed the spread of slavery into the new states because they believed thatslavery would make it difficult for free men to find work.

In 1849 gold was discovered in California. Nearly 80,000 people rushed toCalifornia, hoping to strike it rich. A strong government was needed to ensure peo-ple’s safety, so California began to prepare itself for statehood. In 1849 Californiaapplied for admission as a free state. However, if California entered the union as afree state, the slaveholding states would become a minority in the Senate. SomeSouthern politicians began to talk about secession. An influential senator fromKentucky, Henry Clay, offered a series of proposals to solve the slavery crisis andease the tension between the North and the South. These proposals, which weregrouped in pairs, caused yet another debate in Congress. Senator Calhoun, whowas an advocate of the South’s rights, believed that Clay’s compromise would notsave the Union. Calhoun believed that the South’s rights to slavery needed to bepreserved, even if those rights were preserved by secession. Eventually, Clay’s pro-posal was divided into several smaller bills. This allowed members of Congress tovote for the parts of the bill that they wanted and abstain from voting on otherissues. By the fall of 1850, all of the parts of Clay’s original bill had been passed byCongress and signed into law by President Fillmore. This became known as theCompromise of 1850.

TASKYou are going to take a position on whether the new states that are admitted to

the Union should be slaveholding states or free states and write a political pamphletthat supports your point of view. Your pamphlet will contain the proposals put forthin the Compromise of 1850 and give reasons citizens should either accept or rejectthose proposals. You will also include any other topics that you feel will support yourposition either for or against the Compromise of 1850.

AUDIENCEYour fellow citizens are your intended audience.

★

★

★

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★ Performance Assessment Activity 10

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit tav.glencoe.com, the Web site compan-ion to the American Vision. This innovative integration of electronicand print media offers your students a wealth of opportunities. Thestudent text directs students to the Web site for the following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.


http://www.aande.com

http://www.historychannel.com

318C


SECTION 1Slavery and Western Expansion1. Explain how the government dealt

with slavery in the territoriesacquired after the war with Mexico.

2. List the major features of theCompromise of 1850.

SECTION 2Mounting Violence1. Evaluate how both the Fugitive Slave

Act and the transcontinental railroadheightened sectional tensions.

2. Summarize the effects of the Kansas-Nebraska Act.

SECTION 3The Crisis Deepens1. Analyze the events that increased

sectional tensions in the late 1850s.2. Describe the Lincoln-Douglas Senate

campaign of 1858.

SECTION 4The Union Dissolves1. Describe the various attempts to find

a compromise between thedemands of the North and theSouth.

2. Explain how and why the Civil Warbegan.

Assign the Chapter 10 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 10–1Daily Lecture and Discussion Notes 10–1Guided Reading Activity 10–1*Section Quiz 10–1*Reading Essentials and Study Guide 10–1*Performance Assessment Activities andRubrics


Reproducible Lesson Plan 10–3Daily Lecture and Discussion Notes 10–3Guided Reading Activity 10–3*Section Quiz 10–3*Reading Essentials and Study Guide 10–3*Performance Assessment Activities andRubricsInterpreting Political CartoonsSupreme Court Case Studies


Daily Focus Skills Transparency 10–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMAudio ProgramABCNews Interactive™ HistoricAmerica Electronic Field Trips

Daily Focus Skills Transparency 10–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramABCNews Interactive™ HistoricAmerica Electronic Field Trips

Daily Focus Skills Transparency 10–3American Art & ArchitectureInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

Daily Focus Skills Transparency 10–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROM*Audio Program

318D

Teacher’s Corner

The following articles relate to this chapter.

• “America’s Poet: Walt Whitman,” December 1994• “C.S.S. Alabama,” December 1994• “Philadelphia’s African Americans,” August 1990• “The Underground Railroad,” July 1984

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Immigration: The Triumph of Hope (Video)• Steal Away: The Harriet Tubman Story (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL


• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• Dinah Zike’s High School American History Reading and

Study Skills Foldables

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Tim PaloneElsik Ninth Grade CenterAlief, TX

Growing SectionalismFor the period from 1848 to 1860, students will analyze speeches, editorials, and political cartoonsfound on the Internet, in local library archives, and intextbooks. Their analyses should address content andrhetorical style. Students will then present thespeech, editorial, or cartoon to the class in a dramaticfashion, followed by their analysis.

In the next step the document will be placed on atime line, with students noting whether the rhetoricintensified over time.

Discuss the following questions with the class:

1. Did issues for Northerners and Southernerschange over time, and if so, how?

2. Was conciliatory language ever used, and did thetone and style used change over time?

3. At what point do you feel the sides were too farapart for compromise?

From the Classroom of…

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies foundin each section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

http://www.nationalgeographic.com

318

Sectional ConflictIntensifies 1848–1860

1849• California Gold

Rush begins

1847• Working hours

limited in Britain

1848• Serfdom abolished

in Austrian Empire

1852• Livingstone

explores Africa’s

Zambezi River

1850• Compromise of 1850 adopted

in an attempt to ease sectional

tensions

Why It MattersWhen the nation gained new territory, the slavery controversy intensified. Would new states be

slave or free? Who would decide? States that allowed slavery were determined to prevent freestates from gaining a majority in the Senate. Political compromise broke down by 1860, and

when Lincoln was elected president, many Southern states decided to secede.

The Impact TodayThe political and social debates of this period continue to have influence.

• Older sectional loyalties still define some regions of the country.• The modern Republican Party grew in part from opposition to slavery.

The American Vision Video The Chapter 10 video, “Tales From the Underground Railroad,” features a dramatization of enslaved African Americans using the Underground Railroad to reach freedom.

▼

▲ ▲

▼▼1853• Crimean War

pitting Russia

against Great

Britain and

Turkey begins

▼

1854• Republican Party

founded

▲

1846 1850 1854

Pierce1853–1857

Fillmore1850–1853

Taylor1849–1850

Polk1845–1849

318

Why It Matters Activity

Have students speculate on the causes ofthe Civil War. Students should evaluatetheir answers after they have completedthe chapter.

IntroducingCHAPTER 10


Refer to Activity 10 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American VisionVideo ProgramTo learn more about the UndergroundRailroad, have students view theChapter 10 video, “Tales From theUnderground Railroad,” from theAmerican Vision Video Program.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz to preview Chapter 10 content.

Available in VHS

PURPOSE FOR READING

Pre- and Post-Response This strategy serves a dual purpose. The pre-response generates students’background knowledge and sets a purpose for reading, while the post-response verifies this infor-mation. Tell students that the total population of the United States increased by 8 million during the1850s, growing from 23 million to 31 million. With railroads aiding transportation, people beganmoving to the Midwest and then on to the West. Ask students to write in their journals, speculatingon what effect this westward expansion might have on the growing sectional division over the issueof slavery. Have them share their thoughts with a partner. As a class, discuss the ideas generated inthe pre-reading discussions. After studying the chapter, have students verify the ideas in their journalsand add new information. L1

319

HISTORY

Chapter OverviewVisit the American Vision Web

site at tav.glencoe.com and

click on Chapter Overviews—Chapter ## to preview chapter

information.

19## 19##

President 19##–19##

▲

▲

▼ ▼

319

1858• Lincoln-Douglas

debates take place

during the Illinois

Senate campaign

1861• Fort Sumter bombarded

by Confederate forces; the

Civil War begins

1859• Darwin’s Origin of

Species published

HISTORY

Chapter OverviewVisit the American VisionWeb site at tav.glencoe.com

and click on ChapterOverviews—Chapter 10 to

preview chapter information.

View of Harpers Ferry by Ferdinand Richardt, 1858, depicts the peaceful town a year before a raid on the federal arsenal there triggered a crisis for the Union.

▲

▲

▼

1856• Conflict between pro-slavery

and antislavery forces causes

riots in Lawrence, Kansas

▲

1859• John Brown raids the federal

arsenal at Harpers Ferry,

Virginia

▲

1860• South Carolina

secedes from the

Union

▲

1858 1862

Buchanan1857–1861

Lincoln1861–1865

319



More About the Art

Harpers Ferry is located at the conflu-ence of the Potomac and ShenandoahRivers. In addition, it is an importantrailroad crossing over the northernShenandoah Valley. During the CivilWar, the town changed hands eighttimes.

Have students use the time line todetermine the relative chronology ofevents by identifying who was presi-dent of the United States when eachevent occurred. Quiz the students byasking events out of order. Gold Rushbegins (Taylor), Compromise of 1850(Fillmore), Republican Party founded(Pierce), “Bleeding Kansas” begins(Pierce), Lincoln-Douglas debates(Buchanan), Harpers Ferry (Buchanan),South Carolina secedes (Buchanan),Fort Sumter attacked (Lincoln)

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 10Overview at tav.glencoe.com.

Organizing Information Have students create a graphic organizer similar to the one shown below toexplain the events that increased sectional tensions during the presidential administrations of Pierce andBuchanan. (A–D: transcontinental railroad, Kansas-Nebraska Act, territorial civil war in Kansas, caningof Charles Sumner; E–F: Dred Scott decision, Kansas’s Lecompton constitution)

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

Franklin Pierce James Buchanan

E

F

AB

CD

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study SkillsFoldables booklet.

AHSGE IV-1A; COS Gr.10:8



August 1846Wilmot Proviso

presented

320 CHAPTER 10 Sectional Conflict Intensifies

✦1848

Slavery and WesternExpansion

Main IdeaThe question of whether to admit new

states to the Union led to new tensions

between the North and South over slavery.

Key Terms and NamesWilmot Proviso, Lewis Cass, popular

sovereignty, Conscience Whigs, Cotton

Whigs, Free-Soil Party, “Forty-Niners,”

secession

Reading StrategyCategorizing As you read about the

political aftermath of the war with

Mexico, complete a graphic organizer like

the one below by pairing the presidential

candidates of 1848 with their positions on

slavery in the West.

Reading Objectives• Explain how the government dealt with

slavery in the territories acquired after

the war with Mexico.

• List the major features of the

Compromise of 1850.

Section ThemeGeography and History The acquisition

of new lands heightened sectional ten-

sions over slavery.

March 1848Treaty of Guadalupe

Hidalgo signed

August 1848Free-Soil Party

formed

1849California Gold

Rush begins

September 1850Compromise of 1850

adopted

The Impact of the War With MexicoThe Crosswaits’ struggle with kidnappers was not unique. Although many people

escaped from slavery and headed north into free territory, they were not safe.Southerners believed that Article 4, Section 2, of the Constitution gave them the right to

✦1847 ✦1849 ✦1850

Candidate Position

Early one cold morning in January 1847, Mrs. Crosswait woke to the sound of pistol shots. Without

a word she rushed to her sleeping children, while her husband ran downstairs to bolt the door. The

Crosswaits knew instantly the danger they were facing. Kidnappers had come to snatch them from

their Michigan home and drag them back to Kentucky—and slavery.

The family had fled north after learning, to their horror, that the man who held them in slavery

planned to sell them away from each other. They ended up in Marshall, Michigan. Home to a strong

community of Quakers, Marshall welcomed them warmly.

Now, clutching her children, Mrs. Crosswait peeked fearfully from an upper window as three

strangers fired bullet after bullet into their front door and demanded that the family surrender. She

heard her husband pushing furniture against the door.

Then over the din came the voice of a neighbor, urging people to aid the family. Soon, friends

came running. Shouting threats at the intruders, the townspeople intimidated them into leaving,

thereby saving the family.

—adapted from Black Pioneers: An Untold Story

320

1 FOCUSSection OverviewThis section explains how theacquisition of new land height-ened sectional tensions overslavery.

CHAPTER 10Section 1, 320–324CHAPTER 10Section 1, 320–324

Project transparency and havestudents answer the question.

Interpreting Statistics

DAILY FOCUS SKILLS TRANSPARENCY 10-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Yes.—Moving the 36 votes from Taylor’s side toCass’s side would have reversed the election’s outcome.Teacher Tip: Make sure students understand that the bargraph shows the actual electoral votes that went to eachcandidate.

UNIT

4Chapter 10

THIRD-PARTY INFLUENCE ON 1848PRESIDENTIAL ELECTION

180

160

140

120

100

80

60

40

20

0Zachary Taylor,

WhigCandidate

Lewis Cass,DemocraticCandidate

163

127

Elec

tora

l Vot

es

Directions: Answer the followingquestion based on the graph.

In the election of 1848, therewere candidates from threeparties. New York was a keystate because it had 36 elec-toral votes. Support for thethird-party candidate, FreeSoiler Martin Van Buren,split the Democratic vote inNew York. As a result, thestate’s electoral votes wentto the Whig candidate,Zachary Taylor. Would theoutcome of the electionhave been different if theDemocrat candidate, LewisCass, had carried New York?Explain.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–1

Guide to Reading

Answers to Graphic: Lewis Casssupported popular sovereignty,Martin Van Buren opposed slavery inthe West, and Zachary Taylor did notexpress a position.

Preteaching VocabularyHave students create a two-columntable, labeling one column North andthe other South. Instruct students toplace each of the Key Terms andNames in one or both columns andexplain the placement.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–1• Daily Lecture and Discussion Notes 10–1• Guided Reading Activity 10–1• Section Quiz 10–1• Reading Essentials and Study Guide 10–1• Performance Assessment Activities and

Rubrics

Transparencies• Daily Focus Skills Transparency 10–1

Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

AHSGE: page 321: IV-1ACOS: page 321: Gr.10:8, 8B

STUDENT EDITION STANDARDS

CHAPTER 10 Sectional Conflict Intensifies 321

retrieve an enslaved person who fled across statelines. Some Northerners, however, held strong beliefsto the contrary and acted on those beliefs by shelter-ing runaways and helping them escape.

The Mexican War only heightened these oppos-ing viewpoints and led to increasingly divisive sec-tional tensions. The war opened vast new lands toAmerican settlers. This territorial expansion onceagain raised the divisive issue of whether slaveryshould be allowed to spread westward. As part ofthe debate over the new western territories,Southerners also demanded new laws to help themretrieve African Americans who escaped to free territory.

President Polk Sees Trouble Ahead James K.Polk, a Southern Democrat and a slaveholder,believed any argument about slavery in the new territories acquired from Mexico was “an abstract question.” No one would take enslaved AfricanAmericans to the Southwest, Polk thought, becausethe dry climate would not support the kinds of farm-ing that made slavery profitable.

As an angry debate broke out in Congress, how-ever, Polk realized that the issue of slavery in the ter-ritories was not something he could brush aside. Hisdiary reflected his fear that the question “cannot failto destroy the Democratic Party, if it does not ulti-mately threaten the Union itself.”

GOVERNMENT

The Wilmot Proviso In August 1846, RepresentativeDavid Wilmot, a Democrat from Pennsylvania, pro-posed an addition to a war appropriations bill. Hisamendment, known as the Wilmot Proviso, proposedthat in any territory the United States gained fromMexico “neither slavery nor involuntary servitudeshall ever exist.”

Wilmot was one of a group of Northern Democratswho believed the president was “pro-Southern.”Polk had supported a new tariff that helped theSouth at the expense of Northern manufacturers. Hehad then compromised with the British on Oregon, aterritory where slavery was likely to be banned, buthad gone to war against Mexico for land thatSoutherners would occupy.

Wilmot’s proposal outraged Southerners. Theybelieved that any antislavery decision about the terri-tories would threaten slavery everywhere. Despitefierce Southern opposition, a coalition of NorthernDemocrats and Whigs passed the Wilmot Proviso inthe House of Representatives. The Senate, however,refused to vote on it.

During the debate, Senator John C. Calhoun ofSouth Carolina, although weak from tuberculosis,prepared a series of resolutions to counter the WilmotProviso. The Calhoun Resolutions never came to avote—moderates in the Senate were unwilling toconsider them—but they demonstrated the growinganger of many Southerners.

In the resolutions, Calhoun argued that the statesowned the territories of the United States in common,and that Congress had no right to ban slavery in theterritories. Calhoun warned somberly that “politicalrevolution, anarchy, [and] civil war” would surelyerupt if the North failed to heed Southern concerns.

Popular Sovereignty The Wilmot Proviso hadstirred passions on both sides in Congress. The issueof slavery’s expansion had divided the country alongsectional lines, North against South. Many moderatesbegan searching for a solution that would spareCongress from having to wrestle with the issue ofslavery in the territories.

Senator Lewis Cass of Michigan proposed onesolution. Cass suggested that the citizens of each newterritory should be allowed to decide for themselvesif they wanted to permit slavery or not. This ideacame to be called popular sovereignty.

Popular sovereignty appealed strongly to manymembers of Congress because it removed the slav-ery issue from national politics. It also appeared

Poster calling for antislavery meeting

321


2 TEACH

Writing an Editorial Have stu-dents write an editorial explain-ing why slaveholding would bethe major issue of the 1848 presi-dential election in spite of themajor parties’ efforts to ignore it.

Use the rubric for a magazine/newspaper/Web sitearticle or help-wanted ad onpages 85–86 in the PerformanceAssessment Activities andRubrics.

Daily Lecture and Discussion Notes 10–1

I. The Impact of the War With Mexico (pages 320–322)

A. The Mexican War opened vast new lands to American settlers. This increase in landonce again led to increased debate over whether slavery should be allowed to spread

Daily Lecture and Discussion Notes

Chapter 10, Section 1

Did You Know? In his annual message to Congress inDecember of 1848, President Polk talked about the rich gold discov-ery in California. Within a year, tens of thousands of gold seekershad arrived in California. The three main routes to get there wereacross the Isthmus of Panama, around Cape Horn, or overland.Many of the gold seekers crossed the plains and the mountains onthe California Trail. Hundreds of inexperienced travelers died onthis trail.


Predicting Civil War John C. Calhoundied on March 31, 1850. Earlier that year,he predicted the dissolution of the Union“within twelve years or three presidentialterms.”

Although James K. Polk saw troubleahead, he did not live to see the trouble.Polk was only 50 years old when he waselected—the youngest man to serve aspresident up to that time. After finishinghis one term in March of 1849, PresidentPolk retired to his home in Nashvillewhere he died on June 15.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking an Oral Presentation Organize the class into eight groups. Read the following quotemade by Sidney George Fisher, a Philadelphia lawyer, in 1844: “Every day the difference betweenthe North and the South is becoming more prominent and apparent. The difference exists in every-thing which forms the life of the people—in institutions, laws, opinions, manners, feelings, educa-tion, pursuits, climate and soil.” Assign each group one thing which “forms the life of the people” toprepare a brief oral presentation about the growing differences between the North and South.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics.

AHSGE IV-1A

democratic since the settlers themselves wouldmake the decision. Abolitionists argued that it stilldenied African Americans their right not to beenslaved, but many Northerners, especially in theMidwest, supported the idea because they believedNorthern settlers would occupy most of the new ter-ritory and would ban slavery from their states.

The Free-Soil Party Emerges With the 1848 elec-tion approaching, the Whigs chose Zachary Taylor,hero of the war with Mexico, to run for president.The Whig Party in the North was split. ManyNorthern Whigs, known as Conscience Whigs,opposed slavery. They also opposed Taylor becausethey believed he wanted to expand slavery west-ward. Other Northern Whigs supported Taylor andvoted with the Southern Whigs to nominate him.These Northern Whigs were known as Cotton Whigsbecause many of them were linked to Northern clothmanufacturers who needed Southern cotton.

The decision to nominate Taylor convinced manyConscience Whigs to quit the party. They then joinedwith antislavery Democrats from New York whowere frustrated that their party had nominated LewisCass instead of Martin Van Buren. These two groupsjoined with members of the abolitionist Liberty Partyto form the Free-Soil Party, which opposed slavery inthe “free soil” of western territories.

Although some Free Soilers condemned slavery asimmoral, most simply wanted to preserve the west-ern territories for white farmers. They felt that allow-ing slavery to expand would make it difficult for freemen to find work. The Free-Soil Party’s slogansummed up their views: “Free soil, free speech, freelabor, and free men.”

The 1848 Election Candidates from three partiescampaigned for the presidency in 1848. DemocratLewis Cass of Michigan supported popular sover-eignty, although this support was not mentioned inthe South. His promise to veto the Wilmot Proviso,should Congress pass it, however, was oftenreported. Former president Martin Van Buren led theFree-Soil Party, which took a strong position againstslavery in the territories and backed the WilmotProviso. General Zachary Taylor, the Whig candi-date, avoided the whole issue.

On Election Day, support for the Free-Soilers splitthe Whig vote in Ohio, giving the state to Cass. Moreimportantly, it also split the Democratic vote in NewYork, giving the state to Taylor. When the votes werecounted, Taylor had won the election.

Evaluating How did the war withMexico affect the slavery debate?

The Search for CompromiseWithin a year of President Taylor’s inauguration,

the issue of slavery once again took center stage. Thediscovery of gold in California had quickly led to thatterritory’s application for statehood. The decision hadto be made about whether California would enter theUnion as a free state or a slave state.

The 1848 discovery of gold brought thousands toCalifornia. By the end of 1849, more than 80,000“Forty-Niners” had arrived to look for gold. Miningtowns sprang up overnight, and the frenzy for goldled to chaos and violence. Needing a strong govern-ment to maintain order, Californians began to organ-ize for statehood.

Reading Check

Forty-Niners Rush for Gold

In January 1848, carpenter James

Marshall found traces of gold in a stream

near a sawmill he was building in

Sacramento. Though Marshall tried to keep

his discovery a secret, word leaked out by

spring, and San Franciscans rushed to the

mountains in search of gold. During

the summer, news of the find

swept all the way to the East

Coast and beyond, and the

California Gold Rush was on.

Gold nuggets and $50 gold coin

Forty-niners at slush box in California

322


Guided Reading Activity 10–1

Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-book. Then use the information under the correct subheading to help you write each answer.

I. The Impact of the War With Mexico

A. What did Southerners believe that Article 4, Section 2, of the Constitution gave them

the right to do?

B. What event heightened viewpoints opposing slavery and led to increasingly divisive

sectional tensions?

C. Why did President Polk believe no one would take enslaved African Americans to the

Southwest?

D. What was the Wilmot Proviso?

E. Why did one group of Northern Democrats believe the president was “pro-

Guided Reading Activity 10-1★

Locating Primary SourcesHave students use library andInternet resources to locatereproductions of primarysources illustrating antislaveryactivities. Have students preparea short oral report about one oftheir findings. The Library ofCongress Web site includesscanned images of documentssimilar to the poster that appearson page 321. The URL for theLibrary of Congress iswww.loc.gov. L2

Use the rubric for an oralpresentation, monologue, song,or skit on pages 75–76 in thePerformance AssessmentActivities and Rubrics.

VIDEOCASSETTEHistoric America ElectronicField Trips

View Tape 1, Chapter 11: “Sutter’sMill.”

Answer: The war opened vast newterritory for settlers and raised thedivisive issue of whether slaveryshould be allowed in the western territories.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students Sometimes inattention is caused by the difficulty of the material. Have studentspreview Section 1 to assess components that they might find difficult. Discuss the factors thatmight affect their ability to maintain attention. For example, ask the following questions: In whichsubsection is it easier for you to maintain attention, “Congress Struggles for a Compromise”or “The Fugitive Slave Act”? Why? L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

L1/ELL

AHSGE: pages 322–323: IV-1ACOS: pages 322–323: Gr.10:8, 8B, 8E


http://www.loc.gov

Before leaving office, President Polk had urgedCongress to create territorial governments forCalifornia and New Mexico. Congress, bitterlydivided along sectional lines, had not been able toagree on whether to allow slavery in these territories.

Although Zachary Taylor was from the South anda slaveholder, he did not think slavery’s survivaldepended on its expansion westward. He believedthat the way to avoid a fight in Congress was to havethe people in California make their own decisionsabout slavery. California now had enough people toskip the territorial stage and come directly into theUnion as a state.

With Taylor’s encouragement, California appliedin December 1849 for admission to the Union as a freestate. Thus, the Gold Rush had forced the nation onceagain to confront the divisive issue of slavery.

The Great Debate Begins If California entered theUnion as a free state, the slaveholding states wouldbecome a minority in the Senate. Southernersdreaded losing power in national politics, fearing itwould lead to limits on slavery and states’ rights. Afew Southern politicians began to talk openly ofsecession—of taking their states out of the Union.

In early 1850, one of the most senior and influen-tial leaders in the Senate, Henry Clay of Kentucky,tried to find a compromise that would enableCalifornia to join the Union. Clay, nicknamed “TheGreat Compromiser” because of his role in promot-ing the Missouri Compromise in 1820 and solving thenullification crisis in 1833, proposed eight resolutionsto solve the crisis.

Clay grouped the resolutions in pairs, offeringconcessions to both sides. The first pair allowedCalifornia to come in as a free state but organized the

rest of the Mexican cession without any restrictionson slavery. The second pair settled the borderbetween New Mexico and Texas in favor of NewMexico but compensated Texas by having the federalgovernment take on its debts. This would winSouthern votes for the compromise because manySoutherners held Texas bonds.

Clay’s third pair of resolutions outlawed the slavetrade in the District of Columbia but did not outlawslavery itself. The final two resolutions were conces-sions to the South. Congress would be prohibitedfrom interfering with the domestic slave trade andwould pass a new fugitive slave act to helpSoutherners recover enslaved African Americanswho had fled north. These concessions were neces-sary to assure the South that after California joinedthe Union, the North would not use its control of theSenate to abolish slavery.

Clay’s proposal triggered a massive debate. Anysuch compromise would need the approval ofSenator Calhoun, the great defender of the South’srights. Calhoun was too ill to address the Senate. Hecomposed a speech in reply to Clay’s proposal andthen sat, hollow-eyed and shrouded in flannel blan-kets, as another senator read it aloud.

Calhoun’s address was brutally frank. It assertedflatly that Northern agitation against slavery threat-ened to destroy the South. He did not think Clay’scompromise would save the Union. The Southneeded an acceptance of its rights, the return of fugi-tive slaves, and a guarantee of balance between thesections. If the Southern states could not live in safetywithin the Union, Calhoun darkly predicted, seces-sion was the only honorable solution.

Three days later, Senator Daniel Webster ofMassachusetts rose to respond to Calhoun’s talk of


Daniel Webster

Henry Clay John C. Calhoun

Crisis Time The slavery issue led to a memo-rable debate in the Senate in March 1850. Who

proposed the Compromise of 1850?

History

323


History

Answer: Henry ClayAsk: Why was Henry Clay called the“Great Compromiser”? (He playedsignificant roles in the MissouriCompromise, the tariff compromisethat ended the nullification crisis in1833, and the Compromise of 1850.These compromises aimed at balanc-ing the rights of free and slave states.)

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 10–1

Study GuideChapter 10, Section 1

For use with textbook pages 320–324

SLAVERY AND WESTERN EXPANSION

KEY TERMS AND NAMES

Wilmot Proviso a part of a bill that proposed that slavery not be allowed in any territory gainedfrom Mexico (page 321)

Lewis Cass Michigan senator who proposed that citizens of each new territory be allowed todecide whether to permit slavery in the territory (page 321)

popular sovereignty the idea that people living in a territory had the right to decide by votingwhether to allow slavery in the territory (page 321)

Conscience Whigs Northern Whigs who opposed slavery (page 322)

Cotton Whigs Northern Whigs who supported the South and slavery (page 322)

Free-Soil Party a political party who opposed the spread of slavery in the western territories( 322)

Name Date Class

Section Quiz 10–1


Column A

1. opposed the spread of slavery into the western territories

2. Northern Whigs opposed to slavery

3. taking states out of the Union

4. proposed that no slavery or involuntary servitude shouldexist in any territory the United States gained from Mexico

5. the idea that citizens of each new territory should beallowed to decide if they wanted to permit slavery or not

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


Score★ ScoreChapter 10

Section Quiz 10-1

Column B

A. Wilmot Proviso

B. secession

C. Free-Soil Party

D. popularsovereignty

E. Conscience Whigs

L1/ELL

L2

READING THE TEXT

Classifying and Categorizing Information When students group pieces of information together,they are better able to comprehend how the pieces relate to each other. Have students discuss thereasons senators from the North and South disagreed on the Compromise of 1850, and list thosereasons in a table with two columns and the headings “North” and “South.” Tell students that much ofthe disagreement was over the issue of states’ rights. Conclude by emphasizing the differencesbetween the politics of the North and the South. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.


secession. Calling on the Senate to put nationalunity above sectional loyalties, Webster voiced hissupport for Clay’s plan, claiming that it was theonly hope for preserving the Union. Although hesought conciliation, Senator Webster did not backaway from speaking bluntly—and with chillingforesight:

“I wish to speak to-day, not as a Massachusetts

man, nor as a Northern man, but as an American. . . .

I speak today for the preservation of the Union. Hear

me for my cause. . . . There can be no such thing as a

peaceable secession. Peaceable secession is an utter

impossibility. . . . I see as plainly as I see the sun in

heaven what that disruption itself must produce; I see

that it must produce war, and such a war as I will not

describe. . . .”—from the Congressional Globe, 31st Congress

The Compromise of 1850 In the end, Congressdid not pass Clay’s bill, in part because PresidentTaylor opposed it. Then, unexpectedly, Taylor died inoffice that summer. Vice President Millard Fillmoresucceeded him, and he quickly threw his supportbehind the compromise.

By the end of summer, Calhoun was dead, Websterhad accepted the position of secretary of state, andClay was exhausted, leaving leadership of the Senateto younger men. Thirty-seven-year-old Stephen A.Douglas of Illinois divided the large compromise ini-tiative into several smaller bills. This allowed his col-leagues from different sections to abstain or voteagainst whatever parts they disliked while support-ing the rest. By fall, Congress had passed all the partsof the original proposal as Clay had envisioned it, andPresident Fillmore had signed them into law.

For a short time, the Compromise of 1850 easedthe tensions over slavery. In the next few years, how-ever, the hope of a permanent solution through com-promise would begin to fade.

Summarizing How did the GoldRush affect the issue of slavery?

Reading Check

Writing About History

Checking for Understanding

1. Define: popular sovereignty, secession.

2. Identify: Wilmot Proviso, Lewis Cass,

Conscience Whigs, Cotton Whigs,

Free-Soil Party, “Forty-Niners.”

3. Summarize how Americans responded

to the idea of popular sovereignty.

Reviewing Themes

4. Geography and History How did the

war with Mexico and the Gold Rush

affect the slavery issue in the United

States?

Critical Thinking

5. Explaining Why did Zachary Taylor

win the election of 1848?

6. Organizing Use a graphic organizer

similar to the one below to list the main

elements of the Compromise of 1850.

Analyzing Visuals

7. Examining Art Study the painting of

the debate between Clay and Calhoun

on page 323. What elements of the

painting suggest the seriousness of the

slavery issue being debated?

Compromise

of 1850


Legislative Item

• California admitted to the Union as free state

• Popular sovereignty to determine slavery issue in Utah and New Mexico territories

• Texas border dispute with New Mexico resolved

• Texas receives $10 million

• Slave trade, but not slavery itself, abolished in the District of Columbia

• Strong federal enforcement of new Fugitive Slave Act

Victory for?

Clear victory for the North

Moderate victory for

both sides

Moderate Southern victories

Moderate Northern victory

Clear victory for the South

The Compromise of 1850

1. Interpreting Charts Did the new

Fugitive Slave Act appeal to the North

or the South?

2. Generalizing Which side, North or

South, achieved more of its goals in

the Compromise of 1850?

8. Persuasive Writing Imagine you are

Henry Clay. Write a speech to present

to the Senate. In your speech, try to

persuade Congress to pass your

compromise.

324


Answers:1. the South

2. Answers may vary. The compro-mise was something of a stale-mate with both sides gaining vic-tories in some areas and losing inothers.

Chart Skills PracticeAsk: How was the decision to allowpopular sovereignty to determinethe issue of slavery in the Utah andNew Mexico territories a victory foreach side? (Since it kept the issue ofslavery undecided, both sides couldclaim victory.)

Answer: California’s populationincreased rapidly with the Gold Rushand allowed it to apply for statehood.The decision to admit California as aslave or free state created a heatedCongressional debate.

ReteachAsk students to explain how thegovernment dealt with slaveryin the territories acquired afterthe war with Mexico.

Enrich Have students create a fact orfiction game surrounding theevents discussed in the section.Have other students play thegame and give feedback aboutwhat they have learned.

4 CLOSEHave students explain how theacquisition of new territoryheightened the sectional tensionover slavery.

1. Terms are in blue.2. Wilmot Proviso (p. 321), Lewis

Cass (p. 321), Conscience Whigs(p. 322), Cotton Whigs (p. 322),Free-Soil Party (p. 322), “Forty-Niners” (p. 322)

3. Many supported the idea becauseit was democratic. Northernershoped they could use it to ban

slavery in new territories. Manyabolitionists did not like it.

4. The victory in the war with Mexicoas well as the Gold Rush resultedin large numbers of settlers inCalifornia; its application for state-hood led to a debate over slavery’sexpansion.

5. The Democrats split their votes

between Cass and Van Burenallowing Taylor to win.

6. Students’ answers should matchthe chart on this page.

7. dignified stance of speaker, alleyes on him, gallery full

8. Speeches should address all thekey elements of the compromise.

COS Gr.10:8B

AHSGE IV-1A; COS Gr.10:8B

AHSGE: page 324: IV-1ACOS: page 324: Gr.10:8


325

Critical Thinking

Why Learn This Skill?

Did you ever wish you could see into the future?Although predicting future events is very difficult,you can develop skills that will help you identifythe logical consequences of decisions or actions.

Learning the Skill

Follow these steps to help you accurately predictconsequences:

• Review what you already know about a situationby listing facts, events, and people’s responses.The list will help you recall events and how theyaffected people.

• Analyze patterns. Try to determine what the pat-terns show.

• Use your knowledge and observations of similarsituations. In other words, ask yourself, “Whatwere the consequences of a similar decision oraction that occurred in the past?”

• Analyze each of the potential consequences byasking, “How likely is it that this will occur?”

• Make a prediction.

Practicing the Skill

Candidates for public office often make cam-paign promises based on how they think voterswill respond. Use the information in the chart onthis page to help you predict what type of candi-date would be elected president in 1848. Thenanswer the questions that follow.

1 What event initially forced candidates to addressthe issue of slavery in new territories?

2 Review the facts and events listed on the chart.Do you notice any patterns? What do the factstell you about the 1840s?

3 What kind of president do you thinkNortherners would want? Southerners?

Skills Assessment

Complete the Practicing Skills questions on page 347 and the Chapter 10 Skill ReinforcementActivity to assess your mastery of this skill.

Predicting Consequences

Applying the Skill

Predicting Consequences Read several newspaper

articles about an event affecting your community

today. Make an educated prediction about what will

happen, and explain your reasoning. Write a letter to

the editor, summarizing your prediction. You may want

to check back at a later time to see if your prediction

came true.

Glencoe’s Skillbuilder Interactive Workbook

CD-ROM, Level 2, provides instruction and

practice in key social studies skills.

Events of the 1840s

Victory in war with

Mexico creates new

territory in Southwest.

Wilmot Proviso proposes

ban on slavery in any

area taken from Mexico.

Members of Congress try

to avoid issue of slavery

in territories.

Popular sovereignty lets

settlers decide whether

territories should be free

or not.

Whig Party nomination of

Zachary Taylor angers

some party members.

Results and Reactions

Americans torn over

whether area should be

free or slave territory.

Southerners are

outraged.

Northerners and

Southerners continue to

angrily debate the issue.

Abolitionists argue against

popular sovereignty;

most Northerners

support it.

Many Northern Whigs

split and join with others

to create the Free-Soil

Party.

325

TEACHPredicting ConsequencesExplain to students that predic-tions are not based on randomguesses. Instead, they are basedon extending knowledge of facts,events, reactions, patterns, andtrends to new circumstances.

Ask students to offer examplesof how this skill is used in busi-ness, government, and personalsituations. (Students’ answers willvary. For example, a business has topredict consumer behavior before aproduct is launched.)

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 victory in the war with Mexico

2 The slavery issue dominated the decade.

3 Northerners: someone who would support popularsovereignty; Southerners: someone who would allowslavery in the new territories

Applying the SkillStudents’ predictions will vary but should be based on rea-sonable assumptions based on the facts given. Have stu-dents attach their editorials to copies of the newspaperarticles that they select.

Reinforcing Skills Activity 10

Name Date Class

Predicting Consequences

LEARNING THE SKILLPredicting future events is obviously difficult and sometimes risky. The more

information you have, however, the more accurate your predictions will be. To pre-dict consequences, gather information about the decision or action. Look for patternsin the information and try to determine what the patterns show. Use your knowl-edge of history and human behavior to identify what consequences could result.Analyze each of the consequences by asking: How likely is it that this will occur?

PRACTICING THE SKILLDIRECTIONS: Study the table, and then answer the questions below.

★

★

Reinforcing Skills Activity 10★

1. What information does this table provide?

Number of Enslaved People in

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Critical Thinking

L1

March 1852Uncle Tom’sCabin published


One evening in 1851, the comfortable, well-educated, deeply religious Stowe family sat in their

parlor in Brunswick, Maine, listening to a letter being read aloud. The letter was from Harriet Beecher

Stowe’s sister, Isabella, in Boston.

The new Fugitive Slave Act, part of the Compromise of 1850, had gone into effect, Isabella

reported, and slave-catchers prowled the streets. They pounced on African Americans without warn-

ing, breaking into their houses, destroying their shops, and carrying them off.

Isabella described daily attacks. She also told of outraged Bostonians, white and African American

alike, who rallied to resist the kidnappers.

Stowe listened with growing despair. She had lived for many years in Cincinnati, across the Ohio

River from the slave state of Kentucky. There she had met many runaways from slavery and heard

their tragic tales. She had also visited Kentucky and witnessed slavery firsthand.

As the reading of her sister’s letter continued, Stowe, who was an accomplished author, received a

challenge. “Now Hattie,” Isabella wrote, “if I could use a pen as you can, I would write something that

would make this whole nation feel what an accursed thing slavery is.” Stowe suddenly rose from her

chair and announced, “I will write something. I will if I live.” That year, she began writing sketches for

a book called Uncle Tom’s Cabin.

—adapted from Harriet Beecher Stowe: A Life

Mounting Violence

Main IdeaResentment over the Compromise of

1850 led to a further increase in sectional

tensions.

Key Terms and NamesUncle Tom’s Cabin, Fugitive Slave Act,

Underground Railroad, Harriet Tubman,

transcontinental railroad, Gadsden

Purchase, Kansas-Nebraska Act, Charles

Sumner

Reading StrategyOrganizing As you read about the grow-

ing sectional conflict over slavery in the

West, complete a graphic organizer simi-

lar to the one below by listing the

sequence of key events leading from

debate to violence.

Reading Objectives• Evaluate how both the Fugitive Slave

Act and the transcontinental railroad

heightened sectional tensions.

• Summarize the effects of the Kansas-

Nebraska Act.

Section ThemeCivic Rights and Responsibilities As

sectional tensions rose, some Americans

openly defied laws they thought were

unjust.

May 1854Kansas-Nebraska

Act adopted

November 1855“Bleeding Kansas”

conflict begins

May 1856Charles Sumner

assaulted in the Senate

✦1857✦1853✦1851

Key Events

From Debate to Violence

✦1855

Uncle Tom’s CabinAfter running as a serial in an antislavery newspaper, Uncle Tom’s Cabin came out in

book form in 1852 and sold 300,000 copies in its first year—astounding numbers for thetime. Today the writing may seem overly sentimental, but to Stowe’s original readers,

326

1 FOCUSSection OverviewThis section focuses on themounting violence as sectionaltensions continued to rise afterthe Compromise of 1850.



Identifying the Main Idea


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Explain to students that the main idea isoften stated in a topic sentence, which can be at thebeginning, in the middle, or at the end of a reading.

UNIT

4Chapter 10

NEW ENGLAND EMIGRANT AID SOCIETY

The Society’s ultimate goal was to populate Kansas with enough antislavery settlers to bring it into the Union as a free state. Its aims were:

• To secure reduced transportation fares to Kansas for antislavery settlers

• To aid settlers in building their homes and feeding their families

• To establish a weekly newspaper to act as the voice of the Society

Sample of the stock sold to

financethe Society’s

ventures.

Directions: Answer the following question based on the informationat left.

What did the founders ofthe New England EmigrantAid Society hope to accomplish?

A To promote the housingindustry

B To open a chain of hotels inthe western territories

C To perpetuate the institutionof slavery

D To bring Kansas into theUnion as a free state



Guide to Reading

Answers to Graphic: Passage ofFugitive Slave Act, publication ofUncle Tom’s Cabin, growth ofNorthern resistance to the FugitiveSlave Act, success of UndergroundRailroad, transcontinental railroad,Kansas-Nebraska Act

Preteaching VocabularyHave students make logical pairs ofthe Key Terms and Names and usethe paired words in a sentence.



Rubrics



AHSGE: pages 326–327: IV-1ACOS: pages 326–327: Gr.10:8


mostly Northerners, it was powerful. Her depictionof the enslaved hero, Tom, and the villainous over-seer, Simon Legree, changed Northern perceptions ofAfrican Americans and slavery.

Stowe presented African Americans as real peopleimprisoned in dreadful circumstances. Because shesaw herself as a painter of slavery’s horrors ratherthan an abstract debater, Stowe was able to evokepity and outrage even in readers who were unmovedby rational arguments.

Southerners tried unsuccessfully to have the novelbanned and strongly attacked its portrayal of slavery,accusing Stowe of writing “distortions” and “false-hoods.” One Southern editor told a writer he wanteda review of Uncle Tom’s Cabin to be “as hot as hellfire,blasting and searing the reputation of the vile wretchin petticoats.”

Despite Southern outrage, the book eventuallysold millions of copies. It had such a dramatic impacton public opinion that many historians consider it oneof the causes of the Civil War.

Evaluating Why was Uncle Tom’sCabin so controversial?

The Fugitive Slave ActMotivating Harriet Beecher Stowe to write Uncle

Tom’s Cabin was not the only unintended conse-quence of the Fugitive Slave Act. Although HenryClay had conceived the law as a benefit to slavehold-ers, it actually hurt the Southern cause by creatingactive hostility toward slavery among Northernerswho had previously seemed indifferent.

The Act’s Inflammatory Effects Under the Fugi-tive Slave Act of 1850, a person claiming that anAfrican American had escaped from slavery had onlyto point out that person as a runaway to take him orher into custody. The accused then would be broughtbefore a federal commissioner. A sworn statementasserting that the captive had escaped from a slave-holder or testimony by white witnesses was all acourt needed to order the person sent south. AfricanAmericans accused of being fugitives had no right toa trial and were not allowed to testify in court.

The law also included a financial incentive for thefederal commissioners to find in favor of the slave-holder. The commissioner received $10 if he decidedfor the slaveholder but only $5 if the decision wentthe other way. The law also required federal marshalsto help slaveholders capture African American fugi-tives and authorized marshals to deputize citizens on

the spot to help them capture a fugitive. AnyNortherner could be compelled to help catch AfricanAmericans. A person who refused to cooperate couldbe jailed.

Newspaper accounts of the seizure of AfricanAmericans and descriptions of the law’s injusticefueled Northern indignation. In New York, HenryLong was waiting tables at the Pacific Hotel whenkidnappers seized him. Although Long had beenliving in New York several months before his sup-posed escape from a Virginia plantation, he wasforced to return to the South and into slavery. TheNew York Independent publicized Long’s kidnap-ping, noting that “almost no colored man is safe inour streets.”

Northern Resistance Grows As outraged asNortherners were over such incidents, the law’srequirement that ordinary citizens help capture run-aways was what drove many into active defiance.Frederick Douglass emphasized this part of the lawover and over again in his speeches. A powerful ora-tor, Douglass would paint an emotional picture of anAfrican American fleeing kidnappers. Then hewould ask his audience whether they would give therunaway over to the “pursuing bloodhounds.” “No!”the crowd would roar.

Antislavery activists often used the words of writerHenry David Thoreau to justify defying the FugitiveSlave Act. In his 1849 essay “Civil Disobedience,”Thoreau advocated disobeying laws on moralgrounds. “Unjust laws exist,” he wrote. “Shall we becontent to obey them, or shall we endeavor to amendthem, and obey them until we have succeeded, or shallwe transgress them at once?” For many Northernersthe answer was to disobey them without delay.

Northern resistance became frequent, public, andsometimes violent. The violence was justified, somebelieved, by the violence and cruelty of the slave-holders and their hirelings. In a pamphlet, Douglassproposed “The True Remedy for the Fugitive SlaveLaw—A good revolver, a steady hand, and a determi-nation to shoot down any man attempting to kidnap.”

The Underground Railroad Although the FugitiveSlave Act included heavy fines and prison terms forhelping a runaway, whites and free African Americanscontinued their work with the UndergroundRailroad. This informal but well-organized systemthat was legendary during the 1830s helped thou-sands of enslaved persons escape. Members, called“conductors,” transported runaways north in secret,gave them shelter and food along the way, and

Reading Check


327


2 TEACH

Writing a Journal Entry Havestudents write journal entriesdescribing the conditions incities and towns in whichescapees from slavery lived. Tellstudents to write either from thepoint of view of a federal mar-shal, a citizen who had just beendeputized against his will tocooperate with the law, or anescapee who simply wanted tolead a normal life. L1

Use the rubric for a diary,short story, memorandum, or let-ter on pages 79–80 in thePerformance AssessmentActivities and Rubrics.

Daily Lecture and Discussion Notes 10–2

I. Uncle Tom’s Cabin (pages 326–327)

A. Uncle Tom’s Cabin, written by Harriet Beecher Stowe, ran as a serial in an antislaverynewspaper and then came out in book form in 1852. Stowe’s writings about anenslaved African American and his overseer changed Northern outlooks on AfricanAmericans and slavery.



Did You Know? Harriet Tubman helped more than 300 slavesescape to freedom on the Underground Railroad, including her ownparents. Slave owners offered $40,000 for her capture. No one evercollected the money, because Tubman was never captured. Duringthe Civil War, Tubman worked for the Union forces as a nurse,guide, and spy.


Answer: It changed Northerners’perceptions of African Americans andslavery. Southerners felt it includeddistortions and falsehoods.

In response to criticism of her work,Harriet Beecher Stowe published A Key toUncle Tom’s Cabin in 1853. This volumecontained documents and testimoniesthat supported the picture of slavery shehad painted in Uncle Tom’s Cabin.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Thematic Map Organize students into small groups to create a thematic map showingthe major Underground Railroad routes. Have students use library and Internet resources to learnmore about the extensive network of routes traveled by African Americans as they escaped slavery.Make arrangements to display the maps.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics.

AHSGE III-3A; COS Gr.10:8

AHSGE IV-1A;COS Gr.10:8

saw them to freedom in the Northern states orCanada with some money for a fresh start.

Dedicated people, many of them AfricanAmericans, made dangerous trips into the South toguide enslaved persons along the UndergroundRailroad to freedom. The most famous of these con-ductors was Harriet Tubman, herself a runaway. Sherisked many trips to the South.

In Des Moines, Iowa, Isaac Brandt used secret sig-nals to communicate with conductors on theUnderground Railroad—a hand lifted palm out-wards, for example, or a certain kind of tug at the ear.“I do not know how these signs or signals origi-nated,” he later remembered, “but they had becomewell understood. Without them the operation of thesystem of running slaves into free territory would nothave been possible.”

Levi Coffin, a Quaker born in North Carolina,allowed escaped African Americans to stay at hishome in Indiana, where three Underground Railroadroutes from the South converged.

“We knew not what night or what hour of the

night we would be roused from slumber by a gentle

rap at the door. . . . Outside in the cold or rain, there

would be a two-horse wagon loaded with fugitives,

perhaps the greater part of them women and chil-

dren. I would invite them, in a low tone, to come in,

and they would follow me into the darkened house

without a word, for we knew not who might be

watching and listening.”—quoted in The Underground Railroad

An estimated 2,000 African Americans stopped atCoffin’s red brick house on their way to freedom.Coffin later moved to Cincinnati, Ohio, where heassisted another 1,300 African Americans who hadcrossed the river from Kentucky to freedom. A thornin the side to slaveholders, the Underground Railroaddeepened Southern mistrust of Northern intentions.

Examining What was an unin-tended consequence of the Fugitive Slave Act?

The Transcontinental RailroadSectional disagreements did not fade away when

settlers left their old homes and headed west into newterritories. The settlers firmly retained their identitiesas Northerners or Southerners. By the early 1850s,many settlers and land speculators had become inter-ested in the fertile lands west of Missouri and Iowa.Unfortunately for the settlers, the territory was unor-ganized. Until the federal government organized it asa territory, it could not be surveyed and settled.

At the same time, the opening of Oregon and theadmission of California to the Unionhad convinced Americans that atranscontinental railroad should bebuilt to connect the West Coast to therest of the country.

In the 1850s, getting to the WestCoast of the United States requiredmany grueling weeks of travel over-land or a long sea voyage around thetip of South America. A transcontinen-tal railroad would reduce the journeyto four relatively easy days while pro-moting further settlement and growthin the territories along the route.

The transcontinental railroad hadbroad appeal, but the choice of its east-ern starting point became a new ele-ment in the sectional conflict. ManySoutherners preferred a southernroute from New Orleans, but the geog-raphy of the Southwest required therailroad to pass through northernMexico. Secretary of War JeffersonDavis, a strong supporter of theSouth’s interests, sent James Gadsden,

Reading Check

i n H i s t o r y

Harriet Tubman c. 1820–1913

Known as “Moses” for her courage

in leading enslaved persons to free-

dom, Harriet Tubman was a heroine of

the antislavery movement. Tubman was

born into slavery in Maryland and

struggled early against the system’s

brutality. At age 13, when she tried to

save another enslaved person from

punishment, an overseer struck her

savagely and fractured her skull.

Miraculously, she recovered from the

injury, but she suffered from occasional

blackouts for the rest of her life.

Tubman escaped to freedom in 1849

when she was 29 years old. Upon

crossing into Pennsylvania, she later

wrote, “I looked at my hands to see if I

was the same person. There was such a

glory over everything. The sun came up

like gold through

the trees, and I

felt like I was in

Heaven.”

Her joy inspired

her to help others.

After Congress passed the

Fugitive Slave Act, Tubman returned to

the South 19 times to guide enslaved

persons along the Underground

Railroad to freedom.

Tubman became notorious in the

eyes of slaveholders, but despite a large

reward offered for her capture, no one

ever betrayed her whereabouts.

Furthermore, in all her rescues on the

Underground Railroad, she never lost a

single “passenger.” Tubman’s bravery

and determination made her one of the

most important figures in the anti-

slavery movement.


328



Name Date Class

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that bestcomplete the sentence. Refer to your textbook to fill in the blanks.

1. After running as a serial in an antislavery newspaper, came out in

book form in 1852 and sold 300,000 copies in its first year.

2. Harriet Beecher Stowe was able to evoke pity and outrage in readers who were

unmoved by .

3. Uncle Tom’s Cabin had such a dramatic impact on public opinion that many historians

consider it .

4. The had been conceived as a benefit to slaveholders, but it actual-

ly hurt the Southern cause by creating .

5. Under the Fugitive Slave Act of 1850, a person claiming that an African American had

escaped from slavery had only to that person as a runaway to

take him or her into custody.


Answer: It created active hostilitytoward slavery among Northerners.

in HistoryHarriet Tubman’s original first namewas Araminta. At some point shestarted calling herself Harriet, whichwas her mother’s first name. She mar-ried John Tubman, a free man, aboutfive years before she escaped slavery.Ask: What do you think Tubmanmeant when she wrote, “I looked atmy hands to see if I was the sameperson”? (Answers will vary. She mayhave meant that she felt freedom hadtransformed her as well as the worldaround her.)

Slaveholders offered $40,000 for HarrietTubman’s capture. After the Civil Warbegan, she worked as a cook, nurse, andeven as a spy for the Union forces.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have students select one of the people mentioned in the section on thetranscontinental railroad. Have them prepare a speech that could have been given by that personexpressing his or her views on the railroad, its proposed route, and its purpose. Have studentspresent their speeches to the class. L1


L1/ELL

AHSGE: pages 328–329: IV-1ACOS: pages 328–329: Gr.10:7C, 8, 8B



a South Carolina politician and railroad promoter, tobuy land from Mexico. The Mexican leader, SantaAnna, agreed to sell a 30,000-square-mile strip ofland that today is part of southern Arizona and NewMexico and includes the city of Tucson. In 1853Mexico accepted $10 million for the territory, knownas the Gadsden Purchase.

Meanwhile in Congress, the head of the Senatecommittee on territories, Democratic SenatorStephen A. Douglas, had his own ideas for atranscontinental railroad. Douglas was from Illinois.He wanted the eastern terminus to be in Chicago, buthe knew that any route from the north requiredCongress to organize the territory west of Missouriand Iowa.

In 1853 Douglas prepared a bill to organize theregion into a new territory to be called Nebraska.Although the House of Representatives passed thebill quickly, Southern senators who controlled keycommittees refused to go along, and they prevented

the bill from coming to a vote. These senators made itclear to Douglas that if he wanted Nebraska organized,he needed to repeal the Missouri Compromise andallow slavery in the new territory.

Summarizing Why did the UnitedStates make the Gadsden Purchase?

The Kansas-Nebraska ActStephen Douglas knew that any attempt to repeal

the Missouri Compromise would divide the country.Nevertheless, he wanted to open the northern GreatPlains to settlement. Douglas also believed that if heskillfully maneuvered his bill through Congress, hecould split the Whig Party and quiet the slavery issue.Unfortunately, Douglas had badly misjudged thedepth of antislavery feelings in the North. By persist-ing, he inadvertently set the country on the road to war.

Reading Check

Ashtabula, OHIO–site ofHubbard House, one of the end

points on the route north

Battle Creek, MICH.–burial site of abolitionist Sojourner Truth

Thousands of African Americansescaped slavery through

the Underground Railroad between 1830 and 1860.

The Underground Railroadexisted as early as the 1780s,

but its spread throughout mostof the North occurred after 1830.

90°W 80°W

70°

30°

40°N

Gulf of Mexico

L. Erie

L. Ontario

ATLaNTicOcean

L.M

ichi

gan

L. Superior

Missouri River

noru

H.L

Mis

siss

ipp

iR

iver

Ohio River

C A N A D A

M E X I C O

S.C.

N.C.

PA.

OHIO

IND.

ILL.

MICH.

WIS.

KY.

TENN.

GA.

FLA.

ALA.MISS.

LA.

ARK.

MO.

IOWA

MINN.

UNORG.TERR.

TEX.

N. MEX.TERR.

UTAHTERR.

KANS.TERR.

NEBR.TERR.

UNORG.TERR.

WASH.TERR.

VA.

MD.

DEL.N.J.

CONN.

R.I.MASS.

ME.

N.Y. VT.N.H.

OREG.

CALIF.Cumberland

Columbia

Buffalo

Rochester

OswegoToronto

London

Toledo

Windsor

ClevelandSandusky

Marietta

Ironton

Cincinnati

Evansville

NashvilleCairo

Chester

Quincy

Springfield

Davenport

Des Moines

Percival

Albany

Atlanta

Montgomery

Tuscaloosa

Jackson

LittleRock

New Orleans

Tallahassee

Savannah

Charleston

New Bern

Norfolk

PhiladelphiaNew York City

Providence

Portland

Boston

Columbus

Chicago

Milwaukee

Indianapolis

Lambert Equal-Area projection400 kilometers0

400 miles0

N

S

EW

1. Interpreting Maps How far north did many under-

ground routes reach?

2. Applying Geography Skills How many states had

areas where more than 50 percent of the people were

enslaved?

More than 50%of people enslaved

10–50%

Less than 10%

No enslaved or data

Underground RR routes

1860 borderDoll of

runaway child

Slavery and the Underground Railroad, 1830–1860

329


Answers:1. to Canada

2. 11

Geography Skills PracticeAsk: What means of transportationwas likely used to free enslavedpersons from Charleston, SouthCarolina? (boats or ships)

Answer: The land was needed forthe transcontinental railroad.

Drawing a Thematic Map Havestudents use library and Internetresources to learn more aboutthe area acquired in the GadsdenPurchase. Instruct students tocreate/draw a thematic mapshowing the Mexican borderbefore and after the GadsdenPurchase. L2

Use the rubric for creatinga map, display, or chart on pages77–78 in the PerformanceAssessment Activities andRubrics.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Jane Smiley’s book The All True Tales of Liddie Newton is a first-person account of aNortherner moving with her husband to Kansas in order to help establish it as a non-slaveholdingstate. Organize the class into small groups and assign each group to read and summarize a chapterof the book. Have the groups present their summaries to the class.

VIDEOCASSETTEHistoric America ElectronicField Trips

View Tape 1, Chapter 9: “FrederickDouglass’s Home.”


AHSGE III-2A; COS Gr.10:8B


Antislaverycapital

May 24, 1856–Site of John Brown's massacre

on the Pottawatomie Creek

Pro-slaverycapital

May 21, 1856–"Border ruffians" from pro-slavery Missouridestroy printing press and burn buildings

Albers Conic Equal-Area projection30 kilometers0

30 miles0

N

S

EW

38°N

96°W94°W

Antislavery

settlers-

New England Emigrant

AidSociety

Pro-slavery Settlers

Potta

wat

omie

Cr.

Kansas R.

Marais

d

e s Cygnes R.

Miss ouri R .

Osage R.

MISSOURI

NEBRASKATERRITORY

KANSAS TERRITORY

Osawatomie

Kansas CityLawrence

LecomptonTopeka

“Bleeding Kansas,” 1856

Two New Territories At first, Douglas tried tododge the issue and gain Southern support for hisbill by saying that any states organized in the newNebraska territory would be allowed to exercise pop-ular sovereignty on slavery.

Southern leaders in the Senate were not fooled. Ifthe Missouri Compromise remained in place while theregion was settled, slaveholders would not movethere. As a result, the states formed in the regionwould naturally become free states. Determined to getthe territory organized, Douglas went a fateful stepfurther. In his next version of the bill, he proposed toundo the Missouri Compromise and allow slavery inthe region. He also proposed dividing the region intotwo territories. Nebraska would be on the north, adja-cent to the free state of Iowa, and Kansas would be onthe south, west of the slave state of Missouri. Thislooked like Nebraska was intended to be free territory,while Kansas was intended for slavery.

Douglas’s bill outraged Northern Democrats andWhigs. Free-Soilers and antislavery Democrats calledthe act an “atrocious plot.” They charged that aban-doning the Missouri Compromise broke a solemnpromise to limit the spread of slavery. Despite thisopposition, the leaders of the Democrats in Congresswon enough support to pass the Kansas-NebraskaAct in May 1854.

Bleeding Kansas Kansas became the first battle-ground between those favoring the extension ofslavery and those opposing it. Since eastern Kansasoffered the same climate and rich soil as the slavestate of Missouri, settlers moving there fromMissouri were likely to bring enslaved personswith them and claim Kansas for the South.Northerners responded by hurrying into the terri-tory themselves, intent on creating an antislaverymajority. Northern settlers could count on the sup-port of the New England Emigrant Aid Society, anabolitionist group founded to recruit and outfitantislavery settlers bound for Kansas. Carryingsupplies and rifles, hordes of Northerners headedfor the new territory.

Pro-slavery senator David Atchison of Missouriresponded by calling on men from his state to storminto Kansas. In the spring of 1855, thousands ofarmed Missourians—called “border ruffians” in thepress—voted illegally in Kansas, helping elect a pro-slavery legislature. Furious antislavery settlers coun-tered by holding a convention in Topeka and draftingtheir own constitution that excluded slavery. ByMarch 1856, Kansas had two governments.

On May 21, 1856, border ruffians, worked up bythe arrival of more Northerners, attacked the town ofLawrence, a stronghold of antislavery settlers. The

Outbreak of violence

1. Interpreting Maps In 1856, how

many governments were there in

the Kansas territory?

2. Applying Geography Skills What

other territory lay to the north of

Kansas?

Antislavery supporters in“Bleeding Kansas”

330


Answers:1. 2

2. Nebraska

Geography Skills PracticeWhy were there two capitals of theKansas territory? (Lecompton wasthe pro-slavery capital and Topekawas the antislavery capital.)

Discussing a Topic Ask stu-dents to explain why slavehold-ers would not move to theNebraska territory while theMissouri Compromise remainedin effect. L1

Kansas was admitted to the Union as afree state on January 29, 1861.






MOUNTING VIOLENCE

KEY TERMS AND NAMES

Uncle Tom’s Cabin a novel written by Harriet Beecher Stowe that depicted the horrors of slavery(page 326)

Fugitive Slave Act law that required citizens to help catch runaway slaves (page 327)

Underground Railroad an organized system for helping enslaved persons escape (page 327)

Harriet Tubman a conductor of the Underground Railroad (page 328)

transcontinental railroad railroad that connected the West Coast to the rest of the country(page 328)

Gadsden Purchase strip of land purchased from Mexico that today is part of southern Arizonaand New Mexico (page 329)

Name Date Class

L1/ELL

READING THE TEXT

Identifying Cause and Effect The cause-and-effect structure is used to explore the reasons forsomething happening and to examine the results of previous events. Copy the following headings onthe board: CAUSES→EVENT→EFFECTS. Under Event, write “Kansas-Nebraska Act, 1854.” As studentsread through the section, have them come up to the board and complete the chain by adding thecauses and effects related to the passage of the Kansas-Nebraska Act. (Causes: desire to organizenew territories; desire to resolve the issue of expanding slaveholding; Effects: Northern anger overspread of slavery to “free” land; outbreak of violence in Kansas) L1



AHSGE: pages 330–331: IV-1ACOS: pages 330–331: Gr.10:8, 8F


attackers wrecked newspaper presses,plundered shops and homes, andburned a hotel and the home of theelected free-state governor.

“Bleeding Kansas,” as newspapersdubbed the territory, became the scene ofa territorial civil war between pro-slaveryand antislavery settlers. By the end of 1856,200 people had died in the fighting and twomillion dollars’ worth of property had beendestroyed.

The Caning of Charles Sumner Whilebullets flew and blood ran in Kansas, theSenate hotly debated the future of theWestern territories. In mid-May 1856,Senator Charles Sumner of Massachusetts,a fiery abolitionist, delivered a speechaccusing pro-slavery senators of forcing Kansasinto the ranks of slave states. He singled out SenatorAndrew P. Butler of South Carolina, saying Butlerhad “chosen a mistress . . . the harlot, Slavery.”

Several days later, on May 22, Butler’s secondcousin, Representative Preston Brooks, approachedSumner at his desk in the Senate chamber. Brooksshouted that Sumner’s speech had been “a libel onSouth Carolina, and Mr. Butler, who is a relative ofmine.” Before Sumner could respond, Brooks raised agold-handled cane and beat him savagely, leavingthe senator severely injured and bleeding on thefloor. The growing violence over slavery had come tothe very center of government.

Many Southerners considered Brooks to be ahero. Some Southerners even sent him canes

inscribed “Hit Him Again.” Shocked by the attackand outraged by the flood of Southern support forBrooks, Northerners strengthened their determina-tion to resist the “barbarism of slavery.” One NewYork clergyman confided in his journal that “noway is left for the North, but to strike back, or beslaves.”

Describing Why did StephenDouglas propose repealing the Missouri Compromise?

Reading Check




1. Define: Underground Railroad,

transcontinental railroad.

2. Identify: Uncle Tom’s Cabin, Fugitive

Slave Act, Harriet Tubman, Gadsden

Purchase, Kansas-Nebraska Act, Charles

Sumner.

3. Explain how the transcontinental rail-

road intensified the slavery issue.

Reviewing Themes

4. Civic Rights and Responsibilities

How did antislavery activists justify

disobeying the Fugitive Slave Act?

Critical Thinking

5. Synthesizing What events led to

“Bleeding Kansas”?

6. Categorizing Use a graphic organizer

similar to the one below to list the

effects of the Fugitive Slave Act.

Analyzing Visuals

7. Interpreting Maps Study the map of

the Underground Railroad on page 329.

Consider the entire expanse of the

United States and its territories in the

1850s. If slavery failed to expand, what

effect would this have on the South’s

influence on national policy?

8. Expository Writing Imagine you are

a reporter for a Southern or Northern

newspaper in the 1850s. Write an

article on public reaction to UncleTom’s Cabin.

Fugitive Slave Act

Effects

Violence in the Senate Representative Preston Brooks beat Senator CharlesSumner savagely for criticizing Brooks’s cousin, Senator Andrew Butler. ManySoutherners voiced their approval by sending Brooks canes like the one shownhere. What emotions did the event stir up in the North and South?

Analyzing Political Cartoons

331


Section Quiz 10–2


Column A

1. book that changed Northern perceptions of AfricanAmericans and slavery

2. conceived by Henry Clay to benefit slaveholders

3. informal but well-organized system that helped thousandsof enslaved persons escape

4. organized the Nebraska territory

5. helped guide many enslaved persons to freedom



★ ScoreChapter 10

Section Quiz 10-2

Column B

A. Kansas-NebraskaAct

B. UndergroundRailroad

C. Harriet Tubman

D. Uncle Tom’s Cabin

E. Fugitive Slave Act

Answer: outrage in the North andgratification in the SouthAsk: Which side of the issue do youthink the cartoonist supports? (Thecartoonist’s sarcasm about Southernchivalry leads you to conclude that hesupports the Northern position.)


Answer: in order to get Southernsupport to organize the Nebraska territory

ReteachAsk students to summarize theeffects of the Kansas-NebraskaAct.

Enrich Have students create their ownpolitical cartoon expressing theirpoint of view about one of theevents described in this section.

4 CLOSEAsk students to evaluate howthe Fugitive Slave Act and thetranscontinental railroad height-ened sectional tensions.1. Terms are in blue.

2. Uncle Tom’s Cabin (p. 326),Fugitive Slave Act (p. 327), HarrietTubman (p. 328), GadsdenPurchase (p. 329), Kansas-Nebraska Act (p. 330), CharlesSumner (p. 331)

3. The need to organize the Nebraskaterritory for the railroad created a

debate over whether slavery wouldbe permitted in states created fromthe territory.

4. They used civil disobedience.5. Pro-slavery and antislavery settlers

tried to establish a majority toensure that they could control thefuture of slavery in Kansas.

6. Students’ organizers should draw

on information from the text.7. The South would have lost much

of its influence on national policy.8. Students’ articles should be well

organized with a clear outline,introduction, body, and conclusion.

L2



July 1854Republican Party

founded


✦1856

By the 1850s, feelings were running high among Northerners and Southerners over whether slav-

ery should be allowed in new territories. These strong feelings also tore old political parties apart and

created new ones. Soon after Lincoln was defeated in his race for senator from Illinois, he wrote to a

Springfield friend:

“I think I am a Whig; but others say there are not Whigs, and that I am an abolitionist. . . . I now

do no more than oppose the extension of slavery. I am not a Know-Nothing. . . . How could I be?

How can any one who abhors the oppression of negroes, be in favor of degrading classes of white

people? . . . As a nation, we began by declaring ‘all men are created equal.’ We now practically read

it ‘all men are created equal except negroes.’ When the Know-Nothings get control, it will read ‘all

men are created equal, except negroes, and foreigners, and catholics.’ When it comes to this I should

prefer emigrating to some country where they make no pretence of loving liberty—to Russia for

instance. . . .”—quoted in Abraham Lincoln

The Crisis Deepens

Main IdeaThe slavery controversy accelerated both

the breakdown of the major political par-

ties and the growth of hostility between

North and South.

Key Terms and NamesRepublican Party, Know-Nothings, Dred

Scott, referendum, Lecompton constitu-

tion, Freeport Doctrine, insurrection

Reading StrategyCategorizing As you read about the

North-South split, complete a graphic

organizer like the one below to group

events as executive, legislative, judicial, or

nongovernmental.

Reading Objectives• Analyze the events that increased sec-

tional tensions in the late 1850s.

• Describe the Lincoln-Douglas Senate

campaign of 1858.

Section ThemeGroups and Institutions Due to differing

opinions within established parties,

Americans forged new political alliances

in the 1850s.

✦1854

1857Lecompton constitution

drafted in Kansas

March 1857Supreme Court announces

Dred Scott decision

1858Lincoln-Douglas

debates

October 1859John Brown and followers

raid Harpers Ferry

Birth of the Republican PartyWhen the Kansas-Nebraska Act repealed the Missouri Compromise, it enraged many

people who opposed the extension of slavery. A few of these people resorted to violence,but the effect was just as dramatic on political parties—both the Whigs and the Democratswere split. In the Whig Party, pro-slavery Southern Whigs and antislavery NorthernWhigs had long battled for control of their party. With passage of the Kansas-Nebraska

Executive

Legislative

Judicial

Nongovernmental

✦1860✦1858

332

1 FOCUSSection OverviewThis section explains the break-down of the major political par-ties and the growth in hostilitybetween the North and Southresulting from the issue of slavery.



Identifying Point of View


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: GTeacher Tip: Suggest that students use the process ofelimination to determine which response best answers thequestion.

UNIT

4Chapter 10

THE PRESIDENTIAL ELECTION OF 1856

John C. Frémont, a famous Western explorer, was

the Republican candidatefor president in 1856.

His party’s slogan was:

Free Speech,

Free Press, Free Soil,

Free Men,

Frémont & Victory

Directions: Answer the following question based on the informationat the left.

What was the RepublicanParty’s stand on slavery?

F The party had no opinion.

G The party was strongly anti-slavery.

H The party was strongly pro-slavery.

J The party wanted to maintainthe current ratio of slave andfree states.



Guide to Reading

Answers to Graphic: executive:Buchanan elected in 1856; legislative:Kansas’s Lecompton constitutionauthorized slavery in territory; judi-cial: Dred Scott decision; nongovern-mental: John Brown’s raid onHarpers Ferry’s federal arsenal

Preteaching VocabularyHave students make a list of the KeyTerms and Names and add a person’sname, date, or phrase to help clarifythe significance of the terms andnames.


Reproducible Masters• Reproducible Lesson Plan 10–3• Daily Lecture and Discussion Notes 10–3• Guided Reading Activity 10–3• Section Quiz 10–3• Reading Essentials and Study Guide 10–3• Interpreting Political Cartoons• Supreme Court Case Studies

Transparencies• Daily Focus Skills Transparency 10–3Multimedia

Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

AHSGE: pages 332–333: IV-1ACOS: pages 332–333: Gr.10:8, 8D


Act, disaster was complete. Every Northern Whig inCongress had voted against the bill, while mostSouthern Whigs had supported it. “We Whigs of theNorth,” wrote one member from Connecticut, “areunalterably determined never to have even the slight-est political correspondence or connexion” with theSouthern Whigs.

Anger over the Kansas-Nebraska Act convincedformer Whigs, members of the Free-Soil Party, and afew antislavery Democrats to work together duringthe congressional elections of 1854. These coalitionstook many different names, including the Anti-Nebraska Party, the Fusion Party, the People’s Party,and the Independent Party. The most popular namefor the new coalition was the Republican Party.

Republicans Organize At a convention in Mich-igan in July 1854, the Republican Party was officiallyorganized. In choosing the same name as Jefferson’soriginal party, the Republicans declared their inten-tion to revive the spirit of the American Revolution.Just as Jefferson had chosen the name because hewanted to prevent the United States from becoming amonarchy, the new Republicans chose their namebecause they feared that the Southern planters werebecoming an aristocracy that controlled the federalgovernment.

Republicans did not agree on whether slaveryshould be abolished in the Southern states, but theydid agree that it had to be kept out of the territories.A large majority of Northern voters seemed to agree,enabling the Republicans and the other antislaveryparties to make great strides in the elections of 1854.

The Know-Nothings At the same time, publicanger against the Northern Democrats also enabledthe American Party—better known as the Know-Nothings—to make great gains as well, particularlyin the Northeast. The American Party was an anti-Catholic and nativist party. It opposed immigration,particularly Catholic immigration, into the UnitedStates. Prejudice and fear that immigrants would takeaway jobs enabled the Know-Nothings to win manyseats in Congress and the state legislatures in 1854.

Soon after the election, the Know-Nothings suf-fered the same fate as the Whigs. Many Know-Nothings had been elected from the Upper South,particularly Maryland, Tennessee, and Kentucky.They quickly split with Know-Nothings from theNorth over their support for the Kansas-Nebraska


Party

Whig (1834–1854)

Democrat(1828–present)

Liberty(1839–c. 1844)

Free-Soil(1848–1854)

Republican(c. 1854–present)

American Party (Know-Nothings)(1849–c. 1860)

Characteristics

Party strongly divided into sectional factions; united onlyin opposition to Democratic Party

Largely controlled federal government from 1828 to1860 but increasingly dominated by Southern Democratsafter 1840

Promoted abolition of slavery; after LibertyParty’s failure, members supported Free-Soil andRepublican Parties

Composed of Liberty Party members, antislavery Whigs,and antislavery New York Democrats

Composed of Northern Whigs and Free-Soilers; opposedfurther expansion of slavery

Anti-immigrant and anti-Catholic

Major Leaders

Daniel Webster, Henry Clay

John C. Calhoun

James Birney

Martin Van Buren, Charles FrancisAdams

Abraham Lincoln

Millard Fillmore (former Whig)

Source: Encarta Encyclopedia

Political Parties of the Era

1. Interpreting Charts Which party had the shortest

life span?

2. Drawing Conclusions Does any party listed not

have an obvious connection to the slavery issue?

333


2 TEACHDaily Lecture and Discussion Notes 10–3

I. Birth of the Republican Party (pages 332–334)



Did You Know? Abraham Lincoln volunteered for service inthe Illinois militia during the Black Hawk War. Lincoln served withmen from the New Salem, Illinois, area. The men elected Lincolncaptain because of his friendliness, honesty, skill at storytelling, andhis sportsmanship in contests. After the war, Lincoln ran for thestate legislature, but he lost. Then he and a partner, William F. Berry,bought a New Salem store on credit. The store failed shortly there-after, and left both men in debt. When Berry died two years later, allthe debt fell on Lincoln. He eventually paid off the debt, helpinghim earn the nickname, “Honest Abe.”


Answer:1. Liberty Party

2. Know-Nothings

Chart Skills PracticeAsk: Why do you think the Whigsdid not last as a political party?(They split over the Kansas–NebraskaAct, which caused such dissensionamong them that the party collapsed.)

Synthesizing Information Havestudents reread Lincoln’s state-ment on page 332. Discuss as aclass the reasons that Lincolncould not support the Know-Nothings. L1

In 1852 the Whigs nominated WinfieldScott rather than the incumbent MillardFillmore, whose strident enforcement ofthe Fugitive Slave Act had alienated manyNorthern members of the party. Fillmoresought the presidency again in 1856 asthe candidate of the Know-Nothings. Hefinished third with about 22 percent of thepopular vote.

READING THE TEXT

Checking Comprehension To review the Dred Scott decision, organize the class into groups offour. Have each student present one aspect of the event to the rest of the group. Include thefollowing topics: President Buchanan’s reasons for not deciding on the issue, the reasons for theSupreme Court’s decision, reaction in the North, and reaction in the South. The other students ineach group should comment on the presentations, adding any information that might be missing.Based on the discussion, have each group form a hypothesis stating what might have happened ifNortherners had not challenged the Court’s decision. L1

COS Gr.10:8


Act. Furthermore, the violence in Kansas and thebeating of Charles Sumner made slavery a far moreimportant issue to most Americans than immigra-tion. Eventually, the Republican Party absorbed theNorthern Know-Nothings.

Examining What events led to thefounding of the Republican Party?

The Election of 1856To gain the widest possible support in the 1856

campaign, the Republicans nominated John C.Frémont, a famous Western explorer nicknamed“The Pathfinder.” Frémont had spoken in favor ofKansas becoming a free state. He had little politicalexperience but also no embarrassing record todefend.

The Democrats nominated James Buchanan.Buchanan had served in Congress for 20 years andhad been the American ambassador to Russia andthen to Great Britain. He had been in Great Britainduring the debate over the Kansas-Nebraska Act andhad not taken a stand on the issue, but his record inCongress showed that he believed the best way tosave the Union was to make concessions to the South.

The American Party tried to reunite its Northernand Southern members at its convention, but most of

the Northern delegates walked out when the partyrefused to call for the repeal of the Kansas-NebraskaAct. The rest of the convention then chose formerpresident Millard Fillmore to represent the AmericanParty, hoping to attract the vote of former Whigs.

The campaign was really two separate contests:Buchanan against Frémont in the North, andBuchanan against Fillmore in the South. Buchananhad solid support in the South and only needed hishome state of Pennsylvania and one other to win thepresidency. Democrats campaigned on the idea thatonly Buchanan could save the Union and that theelection of Frémont would cause the South to secede.When the votes were counted, Buchanan had won.

Identifying What political party andcandidate won the presidency in 1856?

Sectional Divisions GrowDespite Buchanan’s determination to adopt poli-

cies that would calm the growing sectional strife inthe country, a series of events helped drive Americansin the North and South even further apart.

The Dred Scott Decision In his March 1857 inau-gural address, James Buchanan suggested that thenation let the Supreme Court decide the question ofslavery in the territories. Most people who listened tothe address did not know that Buchanan had con-tacted members of the Supreme Court and thereforeknew that a decision was imminent.

Many Southern members of Congress had quietlypressured the Supreme Court justices to issue a rul-ing on slavery in the territories. They expected theSouthern majority on the court to rule in favor of theSouth. They were not disappointed. Two days afterthe inauguration, the Court released its opinion inthe case of Dred Scott v. Sandford. ; (See page 1080 formore information on Dred Scott v. Sandford.)

Dred Scott was an enslaved man whose Missourislaveholder had taken him to live in free territorybefore returning to Missouri. Assisted by abolitionists,Scott sued to end his slavery, arguing that the time hehad spent in free territory meant he was free. The casewent all the way to the Supreme Court.

On March 6, 1857, Chief Justice Roger B. Taneydelivered the majority opinion in the case. Taneyruled against Scott because, he claimed, AfricanAmericans were not citizens and therefore could notsue in the courts. Taney then addressed the MissouriCompromise’s ban on slavery in territory north ofMissouri’s southern border:

Reading Check

Reading Check

“Born in a Log Cabin” The image of a “common

man” president was appealing to campaign man-

agers in the 1800s. As voting rights spread beyond

landowners, the candidate with humble roots was a

potent political image. Although many nineteenth-

century candidates sought to appeal to the masses,

only five presidents were actually born in a log

home: Andrew Jackson, James K. Polk, James

Buchanan, Abraham Lincoln, and James Garfield. Of

these five, Jackson, Lincoln, Buchanan, and Garfield

actually experienced serious poverty

in childhood. William Henry

Harrison campaigned with

images of a log cabin child-

hood, but he was actually

born into an elite Virginia

family that was acquainted

with George Washington.


334



Name Date Class

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-book to fill in the blanks.

I. Birth of the Republican Party

A. The destroyed the Whig Party.

B. Anger at the Kansas-Nebraska act convinced several political parties to form a new

coalition, known as the , for the election of 1854.

C. The members of the new party chose their name because they feared that the

Southern planters were becoming an .

D. Prejudice and fear that immigrants would take away enabled

the Know-Nothings to win many seats in Congress and the state legislatures in 1846.

II. The Election of 1856

A. For the 1856 presidential campaign, the Republicans nominated John C. Frémont,

partly because he had and


Answer: passage of the Kansas-Nebraska Act repealing the MissouriCompromise, the upcoming 1854elections

Answer: Democrats, James Buchanan

Many candidates for political officetry to make connections with ordi-nary people.Ask: How does the current presi-dent make connections with ordi-nary people? (Answers will vary.Some students might identify activi-ties such as visiting a factory or aschool, attending religious services,or playing with the family pet.)

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have interested students write a script for a “You Are There” radio program onthe reaction to the Dred Scott decision. Suggest that the scripts include an introduction that pro-vides background information and interviews with lawyers, Dred Scott, John F. A. Sandford, othereyewitnesses at the court, and various experts on the Supreme Court. Encourage students to“broadcast” their scripts for the rest of the class. L2


The sons of Peter Blow, Dred Scott’s origi-nal slaveholder, helped pay Scott’s legalbills. Following the Supreme Court’s deci-sion, these childhood friends bought Scottand his wife Harriet and freed them. Scottdied within the year.

L1/ELL

AHSGE IV-1AAHSGE: pages 334–335: IV-1ACOS: pages 334–335: Gr.10:8


“It is the opinion of the court that the Act of

Congress which prohibited a citizen from holding and

owning [enslaved persons] in the territory of the United

States north of the line therein mentioned is not war-

ranted by the Constitution and is therefore void.”—from Dred Scott v. Sandford

Instead of removing the issue of slavery in the ter-ritories from politics, the Dred Scott decision itselfbecame a political issue that further intensified thesectional conflict. The Supreme Court had said thatthe federal government could not prohibit slavery inthe territories. Free soil, one of the basic ideas unitingRepublicans, was unconstitutional.

Democrats cheered the decision, but Republicanscondemned it and claimed it was not binding.Instead they argued that it was an obiter dictum, anincidental opinion not called for by the circumstancesof the case. Southerners, on the other hand, calledon Northerners to obey the decision if theywanted the South to remain in the Union.

Many African Americans, among themPhiladelphia activist Robert Purvis, pub-licly declared contempt for any govern-ment that could produce such an edict:

“Mr. Chairman, look at the facts—

here, in a country with a sublimity of

impudence that knows no parallel, setting

itself up before the world as a free coun-try, a land of liberty!, ‘the land of the free,and the home of the brave,’ the ‘freest coun-try in all the world’ . . . and yet here are millions

of men and women . . . bought and sold, whipped,

manacled, killed all the day long.”—quoted in Witness for Freedom

Kansas’s Lecompton Constitution Frustrationwith the government also fueled the conflict betweenantislavery and pro-slavery forces in “BleedingKansas.” Hoping to end the troubles there, PresidentBuchanan urged the territory to apply for statehood.The pro-slavery legislature scheduled an election fordelegates to a constitutional convention, but anti-slavery Kansans boycotted it, claiming it was rigged.The resulting constitution, drafted in the town ofLecompton in 1857, legalized slavery in the territory.

Each side then held its own referendum, or popu-lar vote, on the constitution. Antislavery forces voteddown the constitution; pro-slavery forces approved it.Buchanan accepted the pro-slavery vote and asked

Congress to admit Kansas as a slave state. The Senatequickly voted to accept the Lecompton constitution,but the House of Representatives blocked it. Manymembers of Congress became so angry during thedebates that fistfights broke out. Southern leaderswere stunned when even Stephen Douglas of Illinoisrefused to support them. Many had hoped thatDouglas, a Northern leader and possible future presi-dent, understood the South’s concerns and wouldmake the compromise necessary to keep the South inthe Union.

Finally, to get the votes they needed, PresidentBuchanan and Southern leaders in Congress agreedto allow another referendum in Kansas on the con-stitution. Southern leaders expected to win thisreferendum. If the settlers in Kansas rejected theLecompton constitution, they would delay state-hood for Kansas for at least two more years.


Front-Page News Chief Justice Roger B. Taneydelivered the Supreme Court’s ruling in the Dred Scottcase. The decision made Scott a topic for the nation’spress. What impression of Scott’s family do you get

from the engravings shown here?

History

335


Making Predictions Ask stu-dents to predict which justiceswere likely to side with DredScott and which were not. (Curtisand McLean dissented.) L2

Justice StateJohn Archibald Alabama

CampbellJohn Catron TennesseeBenjamin R. Curtis MassachusettsPeter Vivian Daniel VirginiaRobert Cooper Pennsylvania

GrierJohn McLean OhioSamuel Nelson New YorkRoger Brooke Taney MarylandJames Moore Wayne Georgia

History

Answer: They appear to be respectablepeople whose clothing suggests a non-slave and middle-class status.

Explaining a Quote Ask stu-dents to explain the words ofRobert Purvis that are quoted on this page. Encourage studentsto use a dictionary to look up the meaning of unfamiliar words such as sublimity andimpudence. L2

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Encourage students to act as reporters attending the Lincoln-Douglas debates. Askthem to write a news story on the debates, detailing the major issues raised and the exchangesbetween Lincoln and Douglas. Recommend that students review recent news articles to help themunderstand the style used in good news reporting. L2

American Music: Hits ThroughHistory: “Joshua Fit the Battle ofJericho,” “John Brown’s Dream”American Music: CulturalTraditions: “Hard Times ComeAgain No More,” ”Get Off theTrack!”American Art & Architecture:John Brown Going to HisHanging

History and theHumanities

AHSGE IV-1B

Despite these conditions, the settlers in Kansasvoted overwhelmingly in 1858 to reject theLecompton constitution. They did not want slaveryin their state. As a result, Kansas did not become astate until 1861.

Summarizing Why did Dred Scottsue the slaveholder who held him?

Lincoln and DouglasIn 1858 Illinois Republicans chose a relative

unknown named Abraham Lincoln to run for theSenate against the Democratic incumbent, Stephen A.Douglas. Lincoln launched his campaign in Junewith a memorable speech, in which he declared:

“A house divided against itself cannot stand. I

believe this Government cannot endure, permanently

half slave and half free. I do not expect the Union to

be dissolved—I do not expect the house to fall—but

I do expect it will cease to be divided. It will become

all one thing or all the other.”—quoted in The Civil War: An Illustrated History

The nationally prominent Douglas, a short, stockyman nicknamed “The Little Giant,” regularly drewlarge crowds on the campaign trail. Seeking to over-come Douglas’s fame, Lincoln proposed a series ofdebates between the candidates, which wouldexpose him to larger audiences than he could attracton his own. Douglas confidently accepted.

Born on the Kentucky frontier and raised in Indiana,Lincoln had experienced little more than small-town

life. A storekeeper, mill hand, and rail-splitter duringhis youth, he went on to study and practice law. Laterhe served in the Illinois state legislature and, for asingle term, in the U.S. House of Representatives as amember of the Whig Party. Despite this modest back-ground, Lincoln proved himself a gifted debater.Both witty and logical, he regularly illuminated hispoints with quotations from scripture or appealinghomespun stories from everyday life.

Although not an abolitionist, Lincoln believedslavery to be morally wrong and opposed its spreadinto western territories. Douglas, by contrast, sup-ported popular sovereignty. During a debate inFreeport, Lincoln asked Douglas if the people of aterritory could legally exclude slavery before achiev-ing statehood? If Douglas said yes, he would appearto be supporting popular sovereignty and opposingthe Dred Scott ruling, which would cost him Southernsupport. If he said no, it would make it seem as if hehad abandoned popular sovereignty, the principle onwhich he had built his national following.

Douglas tried to avoid the dilemma, formulatingan answer that became known as the FreeportDoctrine. He replied that he accepted the Dred Scottruling, but he argued that people could still keepslavery out by refusing to pass the laws needed to

Reading Check


“The right of the people to make a slave

Territory or a freeTerritory is perfect

and complete.”—Stephen Douglas

336


Answer: His slaveholder had takenhim to live in a free territory beforereturning to Missouri. Scott arguedthat since he had spent time in a freeterritory, he was free.

Explaining a Quote Ask stu-dents to explain the words ofAbraham Lincoln that arequoted on pages 336 and 337.Ask students to explain howLincoln’s words foreshadowedthe direction the country would take by the end of hispresidency. L2

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Have students work in pairs to analyze the effects of the growth of slavery.Tell them that in 1790, there were about 694,000 enslaved persons in the United States. By 1860there were almost 4 million enslaved persons in the South. Ask each pair to list reasons why politi-cal compromise over the slavery question might have been easier right after the American Revo-lution than during the 1850s. (possible reasons: Slavery had spread throughout the South by the1850s, the economy of the South depended on slavery, and a better political climate for compro-mise may have existed after the Revolution.) Discuss student responses as a class. L2



Use Interpreting PoliticalCartoons, Cartoon 8.

Use Supreme Court CaseStudy 5, Dred Scott v. Sandford.




THE CRISIS DEEPENS

KEY TERMS AND NAMES

Republican Party a political party formed in 1854 as an antislavery party (page 333)

Know-Nothings an anti-catholic and nativist political party (page 333)

Dred Scott an enslaved man who argued that he should be free because he was taken to a freeterritory; his case went to the Supreme Court (page 334)

referendum popular vote (page 335)

Lecompton constitution the constitution drafted by a Kansan pro-slavery legislature that legal-ized slavery in Kansas (page 335)

Freeport Doctrine Stephen Douglas’s statement that slavery could be excluded in a territory ifpeople refused to pass the laws needed to regulate and enforce slavery (page 336)

Name Date Class

L1/ELL

COS Gr.10:8

AHSGE: page 336: IV-1Bpage 337: IV-1A, 1B

COS: pages 336–337: Gr.10:8


regulate and enforce it. “Slavery cannot exist . . . any-where,” said Douglas, “unless it is supported by localpolice regulations.” Douglas’s response pleasedIllinois voters but angered Southerners.

Lincoln also attacked Douglas’s claim that he“cared not” whether Kansans voted for or againstslavery. Denouncing “the modern Democratic ideathat slavery is as good as freedom,” Lincoln called onvoters to elect Republicans, “whose hearts are in thework, who do care for the result”:

“Has any thing ever threatened the existence of this

Union save and except this very institution of slavery?

What is it that we hold most dear amongst us? Our own

liberty and prosperity. What has ever threatened our

liberty and prosperity save and except this institution of

slavery? If this is true, how do you propose to improve

the condition of things by enlarging slavery—by

spreading it out and making it bigger? You may have

a wen [sore] or cancer upon your person and not be

able to cut it out lest you bleed to death; but surely it

is no way to cure it, to engraft it and spread it over

your whole body. That is no proper way of treating

what you regard a wrong.”—quoted in The Civil War: Opposing Viewpoints

Douglas won the election, but Lincoln did notcome away empty-handed. He had seized the oppor-tunity in the debates to make clear the principles ofthe Republican Party. He had also established anational reputation for himself as a man of clear,insightful thinking who could argue with force andeloquence. Within a year, however, national attentionshifted to another figure, a man who opposed slaverynot with well-crafted phrases, but with a gun.

Examining What were the positionsof Stephen Douglas and Abraham Lincoln on slavery?

John Brown’s RaidJohn Brown was a fervent abolitionist who

believed, as one minister who knew him in Kansassaid, “that God had raised him up on purpose tobreak the jaws of the wicked.” In 1859, he developeda plan to seize the federal arsenal at Harpers Ferry,Virginia (today in West Virginia), free and arm theenslaved people of the neighborhood, and begin aninsurrection, or rebellion, against slaveholders.

On the night of October 16, 1859, Brown and 18followers seized the arsenal. To the terrified nightwatchman, he announced, “I have possession now ofthe United States armory, and if the citizens interferewith me I must only burn the town and have blood.”

Soon, however, Brown was facing a contingent ofU.S. Marines, rushed to Harpers Ferry fromWashington, D.C., under the command of ColonelRobert E. Lee. Just 36 hours after it had begun,Brown’s attempt to start a slave insurrection endedwith his capture. A Virginia court tried and

Reading Check

“Has any thing everthreatened the existence of

this Union save and except this very

institution of slavery?”—Abraham Lincoln


Charleston Confrontation Lincolnand Douglas matched wits seven timesduring the 1858 senatorial campaign.This painting by Robert Root showsthem in Charleston, Illinois. How did

the debates help Lincoln?

History Through Art

337


Answer: Douglas supported popularsovereignty. Although Lincoln wasnot an abolitionist, he believed slav-ery to be morally wrong andopposed its spread into western territories.

Answer: He used the debates to putforth the principles of the RepublicanParty and to establish his reputation asa clear, insightful thinker who couldargue with force and eloquence. Ask: From the picture, what similar-ities and differences do you seebetween this debate and moderntelevised presidential debates? (pos-sible answers—similarities: both candi-dates well dressed, both have a glassof water available, patriotic trappingssurround them; differences: todayonly the candidates are on thepodium, no supporting signs would bedisplayed)

History Through Art

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTPolitical Science Edmund Ruffin, a Southern publisher and a strident supporter of slavery andsecession, predicted in his diary that no Southerner could win enough support in the North to beelected president. Part of his August 28, 1858, diary entry reads: “Nothing can be done until afterthe nomination & election of 1860. Then these southern leaders, blinded now by their ambition,will all be disappointed, & may understand the truth that no southern man can be made president,or as a candidate, receive the support of the northern democrats.”

Section Quiz 10–3


Column A

1. legalized slavery in the Kansas territory

2. enslaved man whose Missouri slaveholder had taken himto live in free territory

3. officially organized in 1854 at a convention in Michigan

4. rebellion

5. better known as the Know-Nothings


6. In 1858, the Illinois Republican nominee for Senate was a relativek d


Score★ ScoreChapter 10

Section Quiz 10-3

Column B

A. Lecomptonconstitution

B. insurrection

C. Dred Scott

D. American Party

E. Republican Party

L2

convicted him and sentenced him to death. In hislast words to the court, Brown, repenting nothing,declared:

“I believe that to have interfered as I have done, as

I have always freely admitted I have done in behalf of

[God’s] despised poor, I did no wrong, but right. Now

if it is deemed necessary that I should

forfeit my life for the furtherance of

the ends of justice and mingle my

blood . . . with the blood of millions in

this slave country whose rights are

disregarded by wicked, cruel and

unjust enactments, I say, let it be

done!”—quoted in John Brown, 1800–1859

On December 2, the day of his exe-cution, Brown handed one of his jailersa prophetic note: “I, John Brown, amnow quite certain that the crimes of thisguilty land will never be purged awaybut with Blood. I had as I now thinkvainly flattered myself that without verymuch bloodshed it might be done.”

Many Northerners viewed Brownas a martyr in a noble cause. The exe-cution, Henry David Thoreau pre-dicted, would strengthen abolitionistfeeling in the North. “He is not oldBrown any longer,” Thoreau declared,“he is an angel of light.”

For most Southerners, however,Brown’s raid offered all the proof they

needed that Northerners were actively plotting themurder of slaveholders. “Defend yourselves!” criedGeorgia senator Robert Toombs. “The enemy is atyour door!”

Evaluating In what ways mighta Northerner and a Southerner view John Brown’s action differently?

Reading Check



1. Define: referendum, insurrection.

2. Identify: Republican Party, Know-

Nothings, Dred Scott, Lecompton

constitution, Freeport Doctrine.

3. List the two rulings in Dred Scott v.

Sandford that increased sectional

divisiveness.

Reviewing Themes

4. Groups and Institutions What were

the main goals of the Republican and

American Parties?

Critical Thinking

5. Synthesizing How did Americans react

to John Brown’s raid?


similar to the one below to list causes

of the growing tensions between North

and South.

Analyzing Visuals

7. Studying Charts Examine the chart on

page 333. Did any parties besides the

Republican and Democratic survive after

1865? How does this support the idea

that the 1850s and 1860s were an

important transition era in the nation’s

history?

8. Expository Writing Imagine you have

just read the Supreme Court’s ruling

in the Dred Scott case. Write a letter to

the editor explaining your reaction

to the decision.

Growing Tensions

Causes


i n H i s t o r y

John Brown 1800–1859

John Brown, who

believed he was act-

ing with God’s

approval, helped to

bring about the Civil

War. A dedicated

abolitionist, Brown

initially worked with

the Underground

Railroad in Pennsylvania.

When conflict between pro-

slavery and free-soil settlers in

Kansas became violent, Brown moved

to Kansas to help six of his sons and

other free-soil settlers in their struggle

against slavery.

After pro-slavery forces from

Missouri sacked the town of Lawrence,

Kansas, on May 21, 1856, Brown

vowed revenge. The following day, he

learned of the caning of Charles

Sumner in the Senate and,

in the words of one wit-

ness, he “went crazy—

crazy.” Two days

later, he abducted

and murdered five

pro-slavery settlers

living near

Pottawatomie Creek.

Later he said of the

deaths, “I believe that

I did God service in

having them killed.”

Brown was never

arrested for the Pottawatomie

Massacre, and for some Northern abo-

litionists he became a hero for his will-

ingness to fight back. Three years later,

he launched his raid on Harpers Ferry.

Although the raid ended in disaster

and Brown himself was hanged, his

desperate act terrified Southerners and

brought the nation another step closer

to disunion and civil war.

338


in HistoryTwo of John Brown’s sons participatedin the raid on Harpers Ferry. Bothmen were killed. Ask: What issuestoday create such strong emotionsthat a few people believe they havethe right to ignore laws and commitcrimes similar to John Brown?(Students will likely identify terrorism—by Timothy McVeigh domestically orby radical individuals based in theMiddle East.)

Answer: Northerners: a martyr forthe cause of abolition; Southerners:fear of attacks from others in theNorth

ReteachHave students chronicle theLincoln-Douglas Senate cam-paign of 1858.

Enrich Have students use library andInternet resources to create aprofile of one of the people men-tioned in this section.

4 CLOSEAsk students to identify andwrite one sentence about each ofthe events that increased sec-tional tensions in the late 1850s.

1. Terms are in blue.2. Republican Party (p. 333),

Know-Nothings (p. 333), DredScott (p. 334), Lecompton constitution (p. 335), FreeportDoctrine (p. 336)

3. African Americans could not sue inthe courts because they were notcitizens and the prohibition of slav-

ery established by the MissouriCompromise was unconstitutional.

4. Republican Party: limit the influenceof Southern planters and keep slav-ery out of the territories; AmericanParty: opposed immigration

5. Northerners viewed Brown’sactions as heroic. Southernerswere terrified by his actions.

6. Kansas-Nebraska Act, Dred Scottdecision, Lecompton constitution,John Brown’s raid

7. No. It led to the rise of theDemocratic and Republican partiesas the main political parties.

8. Letters should be written in properbusiness letter format and expressa clear point of view.

AHSGE IV-1B




339

“Now,” said [Mr. Auld], “if youteach that [boy] how to read, therewould be no keeping him. It wouldforever unfit him to be a slave. Hewould at once become unmanage-able, and of no value to his master. As to himself, it could do him nogood, but a great deal of harm. Itwould make him discontented andunhappy.” These words sank deepinto my heart, stirred up sentimentswithin that lay slumbering, and calledinto existence an entirely new train ofthought. It was a new and special rev-elation, explaining dark and mysteri-ous things, with which my youthfulunderstanding had struggled, butstruggled in vain. . . . From thatmoment, I understood the pathwayfrom slavery to freedom. It was justwhat I wanted, and I got it at a timewhen I least expected it. Whilst I wassaddened by the thought of losing theaid of my kind mistress, I was glad-dened by the invaluable instructionwhich, by the merest accident, I hadgained from my master. Though con-scious of the difficulty of learningwithout a teacher, I set out with highhope, and a fixed purpose, at what-ever cost of trouble, to learn toread. . . . That which to [Mr. Auld] wasa great evil, to be carefully shunned,was to me a great good, to be dili-

gently sought; and the argumentwhich he so warmly urged, againstmy learning to read, only served toinspire me with a desire and determi-nation to learn. In learning to read, Iowe almost as much to the bitteropposition of my master, as to thekindly aid of my mistress. I acknowl-edge the benefit of both.

Frederick Douglass was born

into slavery in Maryland in

1818. During the course of his

incredible life, he escaped from

slavery and eventually became

renowned for eloquent lectures

and writings for the causes of

abolition and liberty. One of his

most famous works is his auto-

biography about growing up

under the shadow of slavery. In

the following excerpt, Douglass

is around eight years old, and

Mrs. Auld, the wife of his slave-

holder, has begun to teach him

to read. Mr. Auld discovers what

his wife has been doing, and his

reaction causes young Frederick

to decide to learn to read on his

own, no matter what.

Read to DiscoverWhy did some slaveholders not

want enslaved people to learn

to read?

Reader’s Dictionarysentiments: feelings

revelation: discovery

conscious: aware

diligently: with great effort

from Narrative of the Lifeof Frederick Douglass

by Frederick Douglass


Analyzing Literature1. Recall Why did Mr. Auld oppose the

idea of Douglass learning to read?

2. Interpret What do you think Douglass

means when he speaks of “a revela-

tion, explaining dark and mysterious

things”?

3. Evaluate and Connect How would

you feel if someone had forbidden

you to learn to read?

Interdisciplinary ActivityArt Design a poster promoting literacy.

Include reasons why everyone should learn

to read and write and get an education.

Answers to Analyzing Literature1. It would make him forever unfit to be a slave.

2. possible answer: that education could be the pathwayto freedom

3. possible answer: frustrated that others could dosomething important that you could not

Interdisciplinary ActivityPosters should support reading and education in visual andcreative ways.

Team Teaching This selectionfrom Narrative of the Life of FrederickDouglass can be presented in a teamteaching context, in conjunction withEnglish or Language Arts.

Read to DiscoverAnswer: If enslaved personscould read, they would think forthemselves and question theirstatus.

Reinforcing VocabularyAsk students to use each of theterms in a sentence that is notrelated to the reading.

Historical ConnectionNarrative of the Life of FrederickDouglass was the first of two vol-umes of Frederick Douglass’sautobiography. Douglass felt theneed to tell his life story becausewhite abolitionists could neverquite get a complete picture ofslavery.

Portfolio Writing ActivityAsk students to write a short essayon Douglass’s attitude towardeducation.

HISTORY

Refer to tav.glencoe.com for addi-tional Glencoe Literature titles, lesson plans, and study guidesrelated to this unit.


“I do not pretend to sleep,” wrote Mary Chesnut of the night of April 12, 1861. “How can I?”

Hours earlier her husband, former South Carolina senator James Chesnut, had gone by rowboat

to Fort Sumter, in Charleston Harbor. He was delivering an ultimatum to U.S. Army Major Robert

Anderson to surrender the fort by four o’clock in the morning or be fired upon by the South

Carolina militia.

Through the long night Mary Chesnut lay awake, until she heard chimes from a local church ring

four times. The hour of surrender had arrived, and, she confessed, “I beg[a]n to hope.” Her hopes of

a peaceful outcome faded when, a half-hour later, she heard the cannons begin to boom. “I sprang

out of bed. And on my knees . . . I prayed as I never prayed before.”

She ran to the roof, where others had gathered to watch the bombardment of Fort Sumter. Mary

Chesnut shivered and felt the first terrifying evidence of the horrors to come.

“The regular roar of the cannon—there it was. And who could tell what each volley accomplished

of death and destruction.”

—adapted from Mary Chesnut’s Civil War

The Union Dissolves

Main IdeaMany events pushed the nation into

civil war.

Key Terms and NamesJohn C. Breckinridge, John Bell,

Crittenden’s Compromise, Confederacy,

Jefferson Davis, martial law

Reading StrategyTaking Notes As you read about the

downward spiral toward civil war in the

United States, use the major headings of

the section to create an outline similar to

the one below.

Reading Objectives• Describe the various attempts to find a

compromise between the demands of

the North and the South.

• Explain how and why the Civil War

began.

Section ThemeCivic Rights and Responsibilities After

Lincoln’s election, many Southerners

placed state loyalty above loyalty to the

Republic.

December 20, 1860South Carolina secedes

from the Union


✦May 1861

The Election of 1860John Brown’s raid on Harpers Ferry was a turning point for the South. The possibility

of an African American uprising had long haunted many Southerners, but they werefrightened and angered by the idea that Northerners would deliberately try to armenslaved people and encourage them to rebel.

✦March 1861

February 8The Confederate States

of America is formed

March 4Lincoln inaugurated

April 12Fort Sumter

bombarded

April 17Virginia secedes

✦January 1861

The Union DissolvesI. The Election of 1860

A.B.C.

II.

340

1 FOCUSSection OverviewThis section focuses on theevents leading up to the attackon Fort Sumter and the secessionof the Lower South.



Interpreting Maps


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Students need to pay close attention to thedates given along with the state names.UNIT

4Chapter 10

TEXASFeb.1, 1861

MISSISSIPPI

Jan. 9, 1861

ALABAMA

Jan. 11, 1861

TENNESSEEJune 8, 1861

KENTUCKY

GEORGIA

Jan. 19, 1861

SOUTHCAROLINADec. 20, 1869

NORTH CAROLINAMay 20, 1861

VIRGINIA

April 17, 1861

MARYLAND

FLORIDA

Jan. 10, 1861

LOUISIANA

Jan. 26,1861

ARKANSASMay 6, 1861

OHIOINDIANAWEST

VIRGINIA

PENNSYLVANIA

INDIANTERRITORY

NEW

MEX

ICO

TERR

ITOR

Y

ATLANTICOCEAN

Gulf of Mexico

THE SOUTHERN STATES SECEDE

Union

ConfederacyUnion/Confederacy Boundary

Directions: Answer the following question based on the map.

According to the map, whatwere the first threeSouthern states to secedefrom the Union?

A Virginia, Arkansas, andTennessee

B South Carolina, Mississippi,and Florida

C South Carolina, Mississippi,and Alabama

D Mississippi, Alabama, andGeorgia



Guide to Reading

Answers to Graphic: I. The Election of 1860

A. The Democrats SplitB. Lincoln Is ElectedC. Secession

II. Compromise FailsA. A Last Attempt at PeaceB. Founding the Confederacy

Students should complete the outlineby including all heads in the section.

Preteaching VocabularyHave students scan the section andwrite a sentence using each of theKey Terms and Names in context.



Rubrics



AHSGE: pages 340–341: IV-1BCOS: pages 340–341: Gr.10:8, 8D


Although the Republican leadersquickly denounced Brown’s raid,many Southerners blamed Repub-licans. To them, the key point was thatboth the Republicans and John Brownopposed slavery. As one Atlanta news-paper noted: “We regard every manwho does not boldly declare that hebelieves African slavery to be a social,moral, and political blessing as anenemy to the institutions of the South.”

In the Senate, Robert Toombs ofGeorgia warned that the South would“never permit this Federal governmentto pass into the traitorous hands of theBlack Republican party.” In April 1860,with the South in an uproar, Democratsheaded to Charleston, South Carolina,to choose their nominee for president.

The Democrats Split In 1860 thedebate over slavery in the western ter-ritories finally tore the DemocraticParty apart. Their first presidentialnominating convention ended in dis-pute. Northern delegates wanted tosupport popular sovereignty, whileSouthern delegates wanted the partyto uphold the Dred Scott decision and endorse a fed-eral slave code for the territories. Stephen Douglaswas not able to get the votes needed to be nominatedfor president, but neither could anyone else.

In June 1860, the Democrats met again, this time inBaltimore, to select their candidate. Douglas’s sup-porters in the South had organized rival delegationsto ensure Douglas’s endorsement. The originalSouthern delegations objected to these rival delegatesand again walked out. The remaining Democrats thenchose Douglas as their candidate for president.

The Southern Democrats who had walked outorganized their own convention and nominated thecurrent vice president, John C. Breckinridge ofKentucky, for president. Breckinridge supported theDred Scott decision and agreed to endorse the idea ofa federal slave code for the western territories.

The split in the Democratic Party greatlyimproved Republican prospects, which was whatsome of the more radical Southern delegates hadintended all along. They hoped that a Republican vic-tory would be the final straw that would convincethe Southern states to secede.

Other people, including many former Whigs,were greatly alarmed at the danger to the Union.

They created another new party, the ConstitutionalUnion Party, and chose former Tennessee senatorJohn Bell as their candidate. The ConstitutionalUnionists campaigned on a position of upholdingboth the Constitution and the Union.

TURNING POINT

Lincoln Is Elected With no possibility of winningelectoral votes in the South, the Republicans neededa candidate who could sweep the North. Delegates atthe Republicans’ Chicago convention did not thinktheir first choice, William Seward, had a wide enoughappeal. Instead they nominated Lincoln, whosedebates with Douglas had made him very popular inthe North.

During the campaign, the Republicans tried to per-suade voters they were more than just an antislaveryparty. They denounced John Brown’s raid and reaf-firmed the right of the Southern states to preserve


The Election of 1860

1. Interpreting Maps How does the map show that

Lincoln was a sectional candidate?

2. Applying Geography Skills What explains the fact that

Stephen Douglas won only one state, Missouri?

43

4

4 6

4

9

4

5

11

79

3

12

12

13

6

23

10

8

10

15

27

35

8

5

5

13

4

6

4

3

3

8

CALIF.

OREG.

NonvotingTerritories

MO.

MINN.

WIS.

ILL.

ARK.

TEX. LA.

IND.

MICH.

KY.

TENN.

OHIO

VA.

N.C.

S.C.

MISS.ALA. GA.

FLA.

IOWA PA.

N.Y.

VT.N.H.

ME.

MASS.

R.I.

CONN.N.J.

MD.

DEL.

Lincoln Republican

CandidatePolitical

Party

Douglas Northern Democrat

Breckinridge Southern Democrat

Bell

180

ElectoralVote

12

72

39

1,865,593

PopularVote

1,382,713

848,356

592,906 Constitutional Union

Presidential Election, 1860

341


2 TEACHDaily Lecture and Discussion Notes 10–4

I. The Election of 1860 (pages 340–342)

A. John Brown’s raid on Harpers Ferry was a turning point for the South. Southernersfeared an African American uprising and were angered that Northerners would armthem and encourage them to rebel. Republicans renounced John Brown’s raid, butmany Southerners blamed the Republicans since they opposed slavery.



Did You Know? After Stephen A. Douglas lost the 1860 presi-dential election to Abraham Lincoln, he worked hard to save theUnion. Douglas gave all his support to Abraham Lincoln in thisendeavor. He went on an extensive speaking tour of the border andwestern states. He became exhausted by the travel and contracted acase of typhoid fever. He died in Chicago on June 3, 1861.


Answers:1. He won no states south of the

Ohio River.

2. He lost the North to Lincoln andhe was not pro-slavery enoughfor the South.

Geography Skills PracticeAsk: What do the election resultstell you about the Northern andSouthern populations in 1860? (TheNorth had a much larger populationthan the South.)

Creating a Circle Graph Havestudents use the data shown inthe 1860 election map to create apair of circle graphs illustratingthe results of the presidentialelection of 1860. L1

Use the rubric for creatinga map, display, or chart on pages77–78 in the Performance Assess-ment Activities and Rubrics.

READING THE TEXT

Understanding Word Parts A root is the part of a word that contains the word’s basic meaning.Unlike a base word, a root is not a word by itself. Many roots come from Greek or Latin. For example,bio means “life” (biology, biography); tele means “distant” (television, telescope); and dent means“tooth” (dentist, trident). While students are reading the section, have them seek out the roots ofunfamiliar words and find their meanings using a dictionary. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

slavery within their borders. They also supportedhigher tariffs, a new homestead law for western set-tlers, and a transcontinental railroad.

The Republican proposals greatly angered manySoutherners. Nevertheless, with Democratic votessplit between Douglas and Breckinridge, Lincolnwon the election without Southern support. For theSouth, the election of a Republican president repre-sented the victory of the abolitionists. The survivalof Southern society and culture seemed to be atstake. For many, there was now no choice but tosecede.

Secession The dissolution of the Union beganwith South Carolina, where anti-Northern seces-sionist sentiment had long been intense. Shortlyafter Lincoln’s election, the state legislature calledfor a convention. Amid a frenzy of fireworks anddrills, the convention unanimously voted for theOrdinance of Secession. By February 1, 1861, sixmore states in the Lower South—Mississippi,Florida, Alabama, Georgia, Louisiana, and Texas—had voted to secede. Many Southerners felt

secession was in the Revolutionary tradition andthat they were fighting for American rights.

Identifying What main event triggered the secession of Southern states?

Compromise FailsAs the states of the Lower South seceded one after

another, Congress tried to find a compromise to savethe Union. Ignoring Congress’s efforts, the seces-sionists seized all federal property in their states,including arsenals and forts. Only the island strong-holds of Fort Sumter in Charleston Harbor and FortPickens in Pensacola Harbor, as well as a few otherislands off the coast of Florida, remained out ofSouthern hands.

Although the confiscation of property horrifiedNorthern members of Congress, they were willing tocompromise. To that end, Kentucky senator John J.Crittenden proposed several amendments to theConstitution. One would guarantee slavery where italready existed. Another would also reinstate the

Reading Check


Baseball and Politics In this cartoon, baseball language is used to explain Lincoln’s 1860 victory. John Bellis sad that the opponents struck out. Stephen Douglas claims Lincoln had the advantage of his “rail,” and JohnBreckinridge admits they were “skunk’d.” Why is Lincoln pictured with a rail?


JohnBell Stephen

Douglas

JohnBreckinridge

Abraham Lincoln

342



Name Date Class

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to yourtextbook to write the answers.

1. Why were Southerners terrified and enraged by John Brown’s raid on Harpers Ferry?

2. Who, according to one Atlanta newspaper, was an enemy to the institutions of the

South?

3. What, in 1860, finally tore the Democratic Party apart?

4. What were the elements of the disagreement between the Southern Democrats and the

Northern Democrats?

5. Who was the Southern Democrats’ nominee for president, and why?

6. How did Abraham Lincoln come to win the presidency in 1860?


Answer: He once worked as a rail-splitter.Ask: How does the cartoonist makeLincoln appear stronger than theothers? (He placed Lincoln in theforeground and showed him standingtall.)


Answer: the election of Lincoln, aRepublican, as president

States seceded in this order: SouthCarolina, December 20, 1860; Mississippi,January 9, 1861; Florida, January 10, 1861;Alabama, January 11, 1861; Georgia,January 19, 1861; Louisiana, January 26,1861; Texas, February 1, 1861; Virginia,April 17, 1861; Arkansas, May 6, 1861; andNorth Carolina, May 20, 1861. TheTennessee legislature adopted a“Declaration of Independence” on May 7,1861—effectively breaking with the Union.Convention delegates did not formallyaccept secession until a referendum waspassed on June 8, 1861.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONGifted and Talented Ask students to use library and Internet resources to research informationabout the stated political platforms and principles of the 1854–1876 Republican Party and theRepublican Party today. Based on their research, have students write a three- to five-page reportcomparing the party then and now. L3


L1/ELL

AHSGE: pages 342–343: IV-1BCOS: page 342: Gr.10:8, 8D

page 343: Gr.10:8, 9

STUDENT EDITION STANDARDSCOS Gr.10:8D

Missouri Compromise line,extending it to the Cali-fornia border. Slaverywould be prohibited northof the line and protectedsouth of it.

Lincoln, however, askedcongressional Republicansto stand firm, andCrittenden’s Compromisedid not pass.

A Last Attempt at PeaceFinally, Virginia—a slave

state but still in the Union—proposed a peace confer-ence in a last-ditch effort at peace. Delegates from 21states attended the conference in Washington, D.C.The majority came from Northern and border states.None came from the secessionist states. The dele-gates met for three weeks but came up with littlemore than a modified version of Crittenden’sCompromise. When presented to Congress, the planwent down in defeat.

Founding the Confederacy On the same day thepeace conference met, delegates from the secedingstates met in Montgomery, Alabama. There, in earlyFebruary, they declared themselves to be a newnation—the Confederate States of America—or theConfederacy, as it became known.

Their convention drafted a constitution basedlargely on the U.S. Constitution but with some impor-tant changes. It declared that each state was inde-pendent and guaranteed the existence of slavery inConfederate territory. It also banned protective tariffsand limited the presidency to a single six-year term.

The convention then chose former Mississippi sen-ator Jefferson Davis as president of the Confederacy.In his inaugural address, Davis declared, “The timefor compromise has now passed. The South is deter-mined to . . . make all who oppose her smell Southernpowder and feel Southern steel.”

Summarizing What did Virginia doto try to reverse secession?

The Civil War BeginsIn the months before Lincoln took office, he had

watched the nation fall apart. Preparing for hisinauguration, he faced a splintered Union, a newlydeclared nation to the south, and the possibilitythat other states would soon secede.

Lincoln Takes Office In his inaugural speech onMarch 4, 1861, Lincoln addressed the seceding statesdirectly. He repeated his commitment not to interferewith slavery where it existed but insisted that “theUnion of these States is perpetual.” Lincoln did notthreaten the seceded states, but he said he intendedto “hold, occupy, and possess” federal property inthose states. Lincoln also encouraged reconciliation:

“In your hands, my dissatisfied countrymen, and

not in mine is the momentous issue of civil war. The

government will not assail you. You can have no con-

flict, without yourselves being the aggressors. . . . We

are not enemies, but friends. We must not be ene-

mies. Though passion may have strained, it must not

break our bonds of affection.”—from Lincoln’s Inaugural Address, March 4, 1861

TURNING POINT

Fort Sumter Falls In April Lincoln announced thathe intended to resupply Fort Sumter. PresidentJefferson Davis of the Confederacy now faced adilemma. To tolerate federal troops in the South’s mostvital harbor seemed unacceptable for a sovereign

Reading Check

“The time forcompromise

has nowpassed.”— Jefferson Davis

Southern Leader A former soldier, representative, and senator, Jefferson Davis became the first president of theConfederacy. Why did Davis give up on compromise?

History


Student WebActivity Visit the

American Vision Web

site at tav.glencoe.com

and click on StudentWeb Activities—Chapter 10 for an

activity on sectional

conflicts.

HISTORY

343


HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at tav.glencoe.com.

Answer: proposed a peace confer-ence that was held in Washington,D.C., in February 1861

Creating a Thematic Map Havestudents create a map that JohnJ. Crittenden could have used asa visual aid when he presentedhis compromise to Congress. L2

Use the rubric for creatinga map, display, or chart on pages77–78 in the PerformanceAssessment Activities andRubrics.

History

As Jefferson Davis left the U.S. Senateon January 21, 1861, he gave a movingfarewell speech that included a pleafor peace. He headed home to leadthe Mississippi armed forces, butbefore he could take his post, he waschosen as the provisional president ofthe Confederacy. He was inauguratedon February 18, 1861.Answer: He believed the time forcompromise had passed.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Provide students an outline map of the United States with the current state bound-aries. Have students create a thematic map by first labeling and shading in one color all the statesthat were part of the Union on June 10, 1861, then labeling and shading in another color all thestates that had seceded. Finally have students shade the remaining area and label it “Territories.” L1AHSGE IV-1B; COS Gr.10:9A



nation, as the South now saw itself. After Lincoln’swarning, however, firing on the supply ship wouldundoubtedly lead to war with the United States.

Davis decided to take Fort Sumter before the sup-ply ship arrived. If he was successful, peace might bepreserved. Confederate leaders then delivered a noteto Major Robert Anderson demanding Fort Sumter’ssurrender by the morning of April 12, 1861.

Anderson stood fast. The fateful hour came andwent, and cannon fire suddenly shook the air.Confederate forces bombarded Fort Sumter for 33relentless hours, wrecking the fort but killing no one,until Anderson and his exhausted men finally sur-rendered. The Civil War had begun.

The Upper South Secedes After the fall of FortSumter, President Lincoln called for 75,000 volun-teers to serve in the military for 90 days. The call fortroops created a crisis in the Upper South. Manypeople there did not want to secede, but faced withthe prospect of civil war, they believed they had nochoice but to leave the Union. Virginia acted first,

passing an Ordinance of Secession on April 17, 1861.The Confederate Congress responded by movingthe capital of the Confederacy to Richmond,Virginia. By early June of 1861, Arkansas, NorthCarolina, and Tennessee had also seceded.

GEOGRAPHY

Hanging on to the Border States With theUpper South gone, Lincoln was determined to keepthe slaveholding border states from seceding.Delaware seemed safe, but Lincoln worried aboutKentucky, Missouri, and Maryland. Virginia’ssecession had placed a Confederate state across thePotomac River from the nation’s capital. IfMaryland seceded, Washington would be sur-rounded by Confederate territory.

To prevent Maryland’s secession, Lincolnimposed martial law in Baltimore, where angrymobs had already attacked federal troops. Undermartial law, the military takes control of an areaand replaces civilian authorities, and it suspends


MOMENTinHISTORYRUSH TO THE COLORSIn the turbulent days followingthe bombardment of FortSumter in April 1861, tens ofthousands of young men in theNorth and South hastened tojoin their states’ volunteer regiments. Most had no idea ofthe horrors that awaited them.Many saw the war as an escapefrom the boredom of the fam-ily farm or the misery of citytenements.Their only fear was that the fighting might end before they could takepart. Here, members of theFirst Virginia Militia, the“Richmond Grays,” pose forthe camera before their firsttaste of battle.

344




Section Quiz 10–4


Column A

1. a new nation, the Confederate States of America

2. when the military takes control of an area, replacingcivilian authorities and suspending certain civil rights

3. proposed several amendments to the Constitutionconcerning slavery issues

4. candidate of the Constitutional Union Party whocampaigned to uphold both the Constitution and the Union

5. chosen as president of the Confederate States of America

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatb t l t th t t t th ti (10 i t h)


★ ScoreChapter 10

Section Quiz 10-4

Column B

A. John Bell

B. martial law

C. Confederacy

D. Jefferson Davis

E. Crittenden’sCompromise




THE UNION DISSOLVES

KEY TERMS AND NAMES

John C. Breckinridge vice president of the United States and Southern Democrat candidate forpresident in 1860 election (page 341)

John Bell Constitutional Union Party candidate in 1860 presidential election (page 341)

Crittenden’s Compromise compromise proposed to stop the secession of Southern states (page 343)

Confederacy the new nation declared by the seceding Southern states (page 343)

Jefferson Davis president of the Confederacy (page 343)

martial law the situation in which the military takes control of an area, replacing civilianauthorities and suspending certain civil rights (page 344)

Name Date Class

Militia groups were common in manystates and many more arose when thewar broke out. The “Richmond Grays,”formed in the early 1850s, sported thegray uniforms later associated withConfederate troops. Reorganized asthe 1st Virginia Regiment during thewar, they saw action in many impor-tant battles, including Antietam andGettysburg.

MOMENTinHISTORY

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Have students pick five states that seceded and research to identify the specific reasonsthese states gave for seceding. Have students consider what, if anything, the United States mighthave done to prevent their secession. L2

L1/ELL

L2

AHSGE IV-1B; COS Gr.10:9

certain civil rights. Anyone supporting secessioncould be arrested and held without trial. UnionArmy officers imprisoned dozens of suspectedsecessionist leaders.

Lincoln knew that Kentucky was divided overwhether to secede and that its control of the OhioRiver ’s south bank was strategically important.When Kentucky declared itself neutral, Lincolnpromised to leave the state alone so long as theConfederacy did the same.

Kentucky’s neutrality lasted until September1861, when Confederate forces occupied the south-west corner of the state, prompting Union troops tomove in as well. The Confederate invasion angeredmany in the Kentucky legislature, who now voted togo to war against the Confederacy. This decision ledother Kentuckians who supported the Confederacyto create a rival government and secede.

The third border state Lincoln worried aboutwas Missouri. Although many people in the statesympathized strongly with the Confederacy, itsconvention voted almost unanimously againstsecession. A struggle then broke out between theconvention and pro-secession forces led byGovernor Claiborne F. Jackson. In the end, Missouriwas held to the Union’s cause with the support offederal forces.

From the very beginning of the Civil War,Lincoln had been willing to take political, even con-stitutional, risks to preserve the Union. The issue ofits preservation now shifted to the battlefield.

Describing Why were the borderstates of Maryland and Kentucky important to the Union?

Reading Check




1. Define: Confederacy, martial law.

2. Identify: John C. Breckinridge, John

Bell, Crittenden’s Compromise,

Jefferson Davis.

3. List two provisions of Crittenden’s

Compromise.

Reviewing Themes

4. Civic Rights and ResponsibilitiesHow did Lincoln prevent Kentucky,

Missouri, and Maryland from seceding?

Was Lincoln justified in his actions?

Why or why not?

Critical Thinking

5. Analyzing Why did Virginia’s seces-

sion surprise Northerners?


similar to the one below to list the vari-

ous parties’ candidates and political

positions in the 1860 election.

Analyzing Visuals

7. Analyzing Political Cartoons Study

the cartoon on page 342 about the

presidential election of 1860. What

does the use of a baseball comparison

imply about politics?

Party Candidate Position

Northern Democrat

Southern Democrat

Constitutional Unionist

Republican

• Disagreement over the legality,morality, and politics of slavery

• Kansas-Nebraska Act sparkedviolence in Kansas.

• Dred Scott ruling voided any limita-tions on expansion of slavery.

• John Brown's raid on Harpers Ferrypolarized North and South.

• Southern states seceded fromthe Union.

• Confederates attacked FortSumter in South Carolina.

• Slavery was outlawed in theUnited States.

• Southern states rebuilt their economy.• African Americans gained citizenship

and voting rights.• The first U.S. civil rights laws were

passed.

Mounting sectional tensions erupted into open warfare

in 1861.

8. Persuasive Writing Imagine you are

an adviser to President Lincoln, and

you have just heard about the firing on

Fort Sumter. Write a brief report for

the president, advising him on what

steps to take next.

Analyzing What do you think was the most important

cause of the Civil War? Why?

345


Answer: Answers will vary, but shouldbe supported.

Graphic Organizer Skills PracticeAsk: What type of legislationresulted from the Civil War? (civilrights laws and legislation abolishingslavery)

Answer: If Maryland seceded,Washington, D.C., would be com-pletely surrounded by Confederateterritory. Kentucky was important forits control of the southern bank ofthe Ohio River.

ReteachAsk students to describe thevarious attempts to find a com-promise between the demandsof the North and the South.

Enrich Have students obtain a copy ofthe constitution of the Confeder-ate States of America. Have stu-dents prepare either a chart or awritten summary comparing theConfederate constitution to theU.S. Constitution.

4 CLOSEAsk students to briefly explainhow and why the Civil Warbegan.

1. Terms are in blue.2. John C. Breckinridge (p. 341), John

Bell (p. 341), Crittenden’sCompromise (p. 343), JeffersonDavis (p. 343)

3. a constitutional amendment guar-anteeing slavery where it alreadyexisted, and another reinstatingand extending the Missouri

Compromise line to the Californiaborder

4. He declared martial law inMaryland, promised to leaveKentucky alone as long as theConfederacy did the same, andsent federal forces to Missouri.Students’ responses should bewell-thought out.

5. Students might note that Virginiahad worked hard for peace.

6. Candidates’ positions shouldmatch the text.

7. Both elections and baseball havewinners and losers. Both might beconsidered a “national sport.”

8. Reports should include recommen-dations for action.

AHSGE: pages 344–345: IV-1BCOS: pages 344–345: Gr.10:9, 9B


COS Gr.10:9

AHSGE IV-1B; COS Gr.10:9

Reviewing Key Facts

9. Identify: Wilmot Proviso, Fugitive Slave Act, Harriet Tubman,

Kansas-Nebraska Act, Charles Sumner, Dred Scott, John C.

Breckinridge, John Bell.

10. What were the main elements of the Compromise of 1850?

11. Why did Southern politicians begin talking about secession?

12. Why did Northerners resist the Fugitive Slave Act?

13. How did the Republican Party try to gain Southern voters in

the presidential election of 1860?

14. Why is John Brown's Harpers Ferry raid considered a turning

point on the road to war?

15. What efforts were made to prevent the outbreak of war?

16. What border states did Lincoln try to keep in the Union?

Critical Thinking

17. Analyzing Themes: Civic Rights and Responsibilities

How did the Fugitive Slave Act and the Dred Scott decision

affect formerly enslaved African Americans living in the

North?

18. Evaluating Why did many members of Congress support

popular sovereignty?

19. Forming an Opinion John Brown’s goal in seizing the arse-

nal at Harpers Ferry was to begin a rebellion against slave-

holders. Do you think John Brown should have been executed

for this action? Why or why not?

20. Organizing Use a graphic organizer similar to the one below

to list the main events that pushed the nation into civil war.

21. Interpreting Primary Sources Many people have written

essays on the causes of the Civil War. Edward A. Pollard of

Virginia was the editor of the Daily Richmond Examiner dur-

ing the Civil War. He wrote a book, The Lost Cause, about

the Civil War from a Southern point of view. In the book,

Pollard includes his view of the causes of the Civil War. Read

the excerpt and answer the questions that follow.

“In the ante-revolutionary period, the differences

between the populations of the Northern and Southern

colonies had already been strongly developed. The

Main

Events

1. popular sovereignty

2. secession

3. Underground Railroad

4. transcontinental railroad

5. referendum

6. insurrection

7. Confederacy

8. martial law

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Key Events of the 1850s:

Kansas-Nebraska Actheightened tensions:

Election of 1860:

• California entered Union as a free state, giving free states

a Senate majority

• Fugitive Slave Act passed to help Southerners recover

enslaved people who escaped to North; act caused outrage

in North

• Uncle Tom’s Cabin published, angered many Southerners

• Kansas-Nebraska Act passed

• Angered Northerners by repealing Missouri Compromise

• Popular sovereignty regarding slavery issue led toviolence in “Bleeding Kansas”

• Republican Party formed by former Whigs and membersof Free-Soil Party

• Dred Scott decision by Southern-dominated SupremeCourt angered Northerners

• Debates in Senate over Kansas led to caning of CharlesSumner

• Events in Kansas angered John Brown, who then raidedHarpers Ferry

• Democratic Party split between North and South

• Republicans nominated eventual winner Abraham Lincoln

• Southern states established Confederacy in February 1861

• Fort Sumter fired upon in April 1861, starting the Civil War


CHAPTER 10Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. popular sovereignty (p. 321)

2. secession (p. 323)

3. Underground Railroad (p. 327)

4. transcontinental railroad (p. 328)

5. referendum (p. 335)

6. insurrection (p. 337)

7. Confederacy (p. 343)

8. martial law (p. 344)

Reviewing Key Facts9. Wilmot Proviso (p. 321), Fugitive

Slave Act (p. 327), Harriet Tubman(p. 328), Kansas-Nebraska Act (p. 330), Charles Sumner (p. 331),Dred Scott (p. 334), John C.Breckinridge (p. 341), John Bell (p. 341)

10. California admitted to the Union as afree state, popular sovereignty todetermine the slavery issue in theUtah and New Mexico territories,Texas border dispute resolved withMexico, slave trade but not slaveryabolished in the District of Columbia,federal enforcement of the newFugitive Slave Act, Congress notallowed to interfere with interstateslave trade

11. When California was about to enterthe Union as a free state, the slave-holding states feared becoming theminority in the Senate.

12. They thought it was unjust and theywere distressed by the provision thatrequired ordinary citizens to helpcapture enslaved persons who hadrun away.

13. Republicans denounced John Brown’s raid and reaffirmed the rights of Southern states to preserveslavery within their borders.

14. Southerners were frightened and angry thatNortherners would deliberately arm enslaved personsand encourage them to rebel.

15. Crittenden Compromise and a peace conference

16. Kentucky, Maryland, and Missouri

Critical Thinking 17. Because of the Dred Scott case, African Americans

could not sue in the courts because they were not citi-zens. The prohibition of slavery established by theMissouri Compromise was declared unconstitutional.Under the Fugitive Slave Act, accused runaways wereto be returned to slavery with little or no evidence andno opportunity to testify on their own behalf.

346

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 10 content.

Available in VHS

early colonists did not bear with them from the mother-

country to the shores of the New World any greater

degree of congeniality than existed among them at

home. They had come not only from different stocks of

population, but from different feuds in religion and poli-

tics. There could be no congeniality between . . . New

England, and the . . . South. . . .”—from The Lost Cause

a. According to Pollard, when did the differences

between the North and South begin?

b. What did he believe caused the differences between

the people of the North and the South?

Practicing Skills

22. Predicting Consequences Review the skill on predicting

consequences on page 325. Then read the following state-

ments and predict three consequences for each. Rank the

three consequences in order of the one most likely to occur

to the one least likely to occur.

a. A person elected to a political office does not support the

issues he or she claimed to represent while campaigning.

b. Engineers develop an effective, efficient automobile pow-

ered by solar energy.

Writing Activity

23. American History Primary Source Document Library

CD-ROM Read the decision in Dred Scott v. Sandford by

Roger B. Taney, under Civil War and Reconstruction. Work

with your classmates to outline the major points. Then pre-

pare a counter-decision, addressing each major point and

explaining why it could or should be overturned.

Chapter Activity

24. Research Project: Mental Mapping Mental maps are the

images people have in their minds of places they know or

imagine. Based on what you have read in the chapter and

additional research, sketch a possible escape route on the

Underground Railroad as an enslaved person in the South

might have drawn it. Make sure to include important geo-

graphic features. Share your findings with your class.

Geography and History

25. The map above shows states that seceded from 1860 to

1861. Study the map and answer the questions below.

a. Interpreting Maps Which slave states remained in the

Union after the Fort Sumter attack?

b. Applying Geography Skills Which states did not secede

until after the Fort Sumter attack?

Self-Check QuizVisit the American Vision Web site at tav.glencoe.com

and click on Self-Check Quizzes—Chapter 10 toassess your knowledge of chapter content.

HISTORY

StandardizedTest Practice

Directions: Choose the best answer to the

following questions.

Several events in the 1850s caused anger in both North and

South, making war more likely. Which of the following was

not a cause of increasing tension?

A The Fugitive Slave Act

B The publication of Uncle Tom’s CabinC John Brown’s Harpers Ferry raid

D Crittenden’s Compromise

Test-Taking Tip: Be careful—overlooking the words not or

except on a question is a common error. Also, answer D

refers to a compromise, which does not suggest a cause of

anger.

W. VA. separatedfrom VA. in 1861

and was admitted tothe Union in 1863.

S.C. was thefirst state to secede

from the Union.

On February 8, 1861,delegates from severalSouthern states created

the Confederacy.

30°N

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TROPIC OF CANCER

90°W

Gulf of Mexico

PaCIFicOcean

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WIS.MICH.

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MINN.DAK.TERR.

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NEBR. TERR.

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PA.

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Lambert Equal-Areaprojection

400 kilometers0

400 miles0

N

S

EW

Union free stateUnion slave stateSlave state secedingbefore Fort Sumter, April 1861Slave state secedingafter Fort Sumter, April 1861

Union-Confederate border

Territory


Seceding States, 1860–1861 CHAPTER 10Assessment and Activities

347

Chapter Activity24. Students’ maps should reflect what

they have learned about slavery andthe Underground Railroad in their textand lessons, but imagination shouldalso play a role in their sketches.

Geography and History25. a. Delaware, Kentucky, Maryland,

West Virginia, and Missouri; b.Virginia, Arkansas, North Carolina,and Tennessee

18. Northerners thought that people from the North wouldsettle the territories and that they would vote to pro-hibit slavery. Southerners did not want an outright banon slavery in the territories.

19. Students’ answers should express a clear point of view.

20. Kansas-Nebraska Act, Dred Scott decision, JohnBrown’s raid on Harpers Ferry

21. a. before settlers even arrived in the colonies; b. religious and political backgrounds

Practicing Skills22. a. possible answers: 1. not re-elected; 2. people don’t

really object to changed point of view; 3. people support changed point of view b. possible answers: 1. market for cars explodes; 2. the price of gasolinegoes down; 3. pollution declines

Writing Activity23. Student’s position papers should reflect each position

and should include attempts to find a compromiseposition.

StandardizedTest Practice

Answer: DTest-Taking Tip: Tell students thatwhen the question stem contains anegative, they should try to rewordthe sentence or phrase to make itpositive. For example, which of thefollowing was a cause of tension?

HISTORY

Have students visit the Web site attav.glencoe.com to review Chapter 10and take the Self-Check Quiz.





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