Unit 5: Civil war - Paulding County School District / THE BIG IDEA SS8H6: The student will analyze...

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  • Griffith-GA Studies

    Unit 5: Civil war


    http://upload.wikimedia.org/wikipedia/commons/9/95/Alexander_Hamilton_Stephens.jpg http://www.classic-literature.co.uk/american-authors/19th-century/abraham-lincoln/


     SS8H6: The student will analyze the impact of the Civil War and Reconstruction on Georgia

     Analyze- to divide a complex idea into parts or elements; dissect, break down

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  • SS8H6a - Antebellum

     SS8H6a: Explain the importance of key issues and events that led to the Civil War:

     Explain-to make understandable, spell out; illustrate, interpret

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  • Antebellum SS8H6a

     Antebellum- “before the war”

     What was life like in the South before the War?

     In fact… only a small number of people lived in this way

     Small amount of people with most of the wealth

     Agricultural based economy b/c of warm climate and fertile topsoil

     Agricultural, Independent lifestyle

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  • Slavery SS8H6a

     Cotton was important to the South’s economy

     Cheap labor was needed to grow and clean cotton  Rapid growth after cotton gin

     Slavery WAS the cheap labor

     Slaves did resist:  Running away

     Working slow

     Damage tools

     Pretending sick

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  • Griffith-GA Studies

  • Griffith-GA Studies

    Using the maps above, what conclusions can we draw about the relationship between slaves and cotton?

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  • Slave Market SS8H6a

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  • Argument for/against Slavery SS8H6a

     Abolitionists- pushed to end slavery  (Douglas, Tubman, Stowe, Garrison)

     The more abolitionists pushed… the more southerners supported slavery

     As abolitionists worked to end slavery or at least stop it from spreading, support for slavery grew in the south

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    http://en.wikipedia.org/wiki/Frederick_Douglass http://en.wikipedia.org/wiki/Harriet_Tubman http://en.wikipedia.org/wiki/Harriet_Beecher_Stowe http://en.wikipedia.org/wiki/William_Lloyd_Garrison http://www.gpb.org/georgiastories/story/growth_of_slavery

  • The Underground Railroad

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  • The Underground Railroad

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  • North vs. South SS8H6a

     Tensions grew between Northern states and Southern states

     Tariffs

     States’ rights

     Expansion of slavery into western states

    “Sectionalism”- Putting the interests of a particular section or region above those of the nation

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  • Griffith-GA Studies

    North vs. South SS8H6a

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  • States’ Rights SS8H6a

     States’ Rights: The idea that the federal government (U.S.) only has those powers spelled out in the Constitution. The states therefore have rights that the U.S. Government cannot violate.  How much power do the individual states have in relation to the

    Federal Government?

     The main right that most states were arguing for at this time was the right to have slavery

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  • Balance of Power SS8H6a

     There was a great struggle at the national level to balance the number of slave states and free states

     For the North/South to have equal power, there had to be an equal number of slave states and free states

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  • Nullification SS8H6a

     Nullification- the theory that a state can “nullify” or invalidate a law that they see as unconstitutional.  This disagreement came from an argument over tariffs. North

    supported tariffs and South did not b/c it would hurt their cotton profits

     Nullification was a slap in the face to the U.S. Government.  SC threatened to nullify the tariff and secede

     President Jackson threatened to attack SC if they tried to secede and they backed down

     GA did not jump on the nullification bandwagon at 1st b/c they respected President Jackson for removing the Indians

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  • Missouri Compromise SS8H6a

    AKA: Compromise of 1820

    Would Missouri be free state or would

    it be a slave state?  Missouri came into union as a slave state

     Maine would be admitted as a free state

     Slavery would be prohibited North of 36°30’ latitude (Missouri’s Southern Border)

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  • Compromise of 1820- SS8H6a

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  • Compromise of 1850 SS8H6a

     The compromise of held off the war for a few more years…

     California is admitted as a free state

     Fugitive slave law

     New states have “popular sovereignty”

     Upon admission, state would decide for themselves whether or not to have slavery

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  • Griffith-GA Studies

  • Compromise of 1850

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    North Gets

    California admitted as a free state

    Slave trade prohibited in Washington D.C.

    Texas loses boundary dispute w/ New Mexico

    South Gets

    No slavery restrict. in Utah or New Mexico territories (Popular Sovereignty regarding slavery in New States)

    Slaveholding permitted in Washington D.C.

    Texas gets $10 million

    Fugitive Slave Law

  • Georgia Platform SS8H6a

     GA Platform- (1850) was a document that showed GA’s effort to preserve the Union (Led by Stephens and Toombs)

     GA would remain in the Union as long as the North abided by the compromise of 1850 (Fugitive slave law), and stopped trying to block the entry of slave states

    Howell Cobb

    Robert Toombs

    Alexander Stephens Griffith-GA Studies

    http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-798 http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-615&sug=y http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-799&sug=y http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2492&sug=y http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2492&sug=y

  • Kansas-Nebraska Act SS8H6a

     (1854) Would Kansas/Nebraska be free or slave states?

     Kansas/Nebraska Act:

     Voters in KA/NE would decide whether slavery would be permitted

     Pro slavery and Abolitionists flew to Kansas to sway the vote… “Bleeding Kansas.”

     Kansas became a free state

     Nebraska came in as a free state after the war Griffith-GA Studies

    http://en.wikipedia.org/wiki/Kansas-Nebraska_Act http://en.wikipedia.org/wiki/Kansas-Nebraska_Act http://en.wikipedia.org/wiki/Kansas-Nebraska_Act

  • Dred Scott v. Sanford SS8H6a

     Dred Scott sued the state of Missouri to get his freedom after master moved to Illinois and Wisconsin and then back to Missouri

     The Supreme court decision was 7-2 against him saying that he was not a citizen, and was not free

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  • Dred Scott Case Effects SS8H6a

     Pro slavery advocates loved the decision

     Court had decided that slaves and free blacks were not citizens

     Northerners outraged at decision

     Helped to doom the Compromise of 1850

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  • Election of 1860 SS8H6a

     Republicans (new party) opposed slavery

     Lincoln, Republican won election

     Lincoln’s name was not even on the ballot in most Southern states

     The election of 1860 sent a strong signal to the south that slavery days were coming to an end.

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  • 1860 Candidates  Democrats split, opened

    door for Republicans

     4 Candidates

     Abraham Lincoln (Illinois)

     Republican

     Stephen Douglas (Illinois)

     Northern Democrat

     John Breckenridge (Kentucky)

     Southern Democrat

     John Bell (Tennessee)

     Constitutional Union Party  Primarily concerned with

    avoiding secession




    Bell Griffith-GA Studies

    http://upload.wikimedia.org/wikipedia/en/2/2e/StephenADouglas.png http://upload.wikim