Unit 6 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Unit...

$: Unit 6 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Unit 6 Resources ASSESSMENT I ... Form groups ranging in size from two or three to six$
432A

Unit 6 Resources

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

• Performance Assessment •Activities and Rubrics • Interactive Tutor

• Chapter and Unit Tests Self-Assessment CD-ROM• Section Quizzes • MindJogger Videoquiz• Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM

•The American Republic to 1877Visit The American Republic to 1877 Web site for historyoverviews, activities, assessments, and updated charts andgraphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.comTIME OnlineVisit the TIME Web site for up-to-date news and specialreports.

SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 6(1 Day)

Day 1Introduction

Chapter 15 (6 Days)

Day 1Chapter 15 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 15ReviewDay 6Chapter 15Assessment

Chapter 16 (7 Days)

Day 1Chapter 16 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Section 5Day 6Chapter 16ReviewDay 7Chapter 16Assessment

Chapter 17 (6 Days)

Day 1Chapter 17 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 17ReviewDay 6Chapter 17Assessment

Unit 6 (2 Days)

Day 1Wrap-Up/Project Day 2Unit 6 Assessment

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESUnit 6 Map Overlay Transparencies Cause-and-Effect Transparency 6

CAUSE-AND-EFFECT TRANSPARENCY 6

Copyright © by The McGraw-Hill Companies, Inc.

CAUSES EFFECTS

Secession and Reunion

Controversy overSlavery

RegionalDifferences

Secession

Civil War

Reconstruction

New South

EmancipationProclamation

Economic problems in theSouth

www.tx.tarvol1.glencoe.com

www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com

432B

Unit 6 ResourcesASSESSMENT INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

B I B L I O G R A P H Y

Readings for the StudentKallen, Stuart A. Life on the UndergroundRailroad. Lucent Books, 2000.

Tackach, James. EmancipationProclamation: Abolishing Slavery in theSouth. Lucent Books, 1999.

Readings for the TeacherSmith, John David. Black Voices fromReconstruction 1865–1877. MillbrookPress, 1996.

Davis, William C. An Illustrated History ofthe Civil War. Courage Books, 1997.

Multimedia ResourcesVHS. Civil War Combat. Produced byGraystone Communications, Inc. for theHistory Channel. A & E Television Networks,2000. Set of four videocassettes. (200 minutes).

VHS. The History Makers: AbrahamLincoln. Cromwell Productions. Producedand directed by Jeremy Freeston. Publishedby Kultur, 2000. (52 minutes).

Compact Disc. Songs of the Civil War.CMH Records, 1998. Ballads and militarysongs from the Civil War years.

Additional Glencoe Resources for This Unit:

Glencoe Skillbuilder InteractiveWorkbook CD-ROM, Level 1Reading in the Content AreaSupreme Court Case StudiesInterpreting Political CartoonsAmerican Art and MusicAmerican BiographiesAmerican Art Prints Strategies and Activities

Cooperative Learning Activity 6

Citizenship Activity 6 Hands-On History Activity 6 History Simulations and Problem Solving 6

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★ Cooperative Learning Activity 6 ★★

(continued)

How the Civil War Changed Lives

BACKGROUNDThe Civil War affected all Americans. It became the most devastating period

in United States history. Thousands of people fought, thousands of familieslost relatives, and soldiers who returned never forgot the war and their part in it. At the war’s end, 4 million enslaved African Americans had also wontheir freedom.

GROUP DIRECTIONS1. Create and present dramatic scenes showing the Civil War’s effects on

different groups of people. 2. Choose a set of characters, and create three short scenes for them: one

before the Civil War, one during the Civil War, and one after the Civil War.

3. Use the Civil War participants list to choosethe characters to include in your scenes. Use one ofthese suggested groups orany other group that comesto mind.

★

★

Cooperative GroupProcess1. Form groups ranging in

size from two or three tosix or eight to do yourscenes. Choose the group of people you represent, assign characters, anddefine the relationships between characters.

2. Coordinate with other groups to make sure that a variety of people areincluded in the scenes. For example, some scenes should involve people fromthe North, some with people from the South, some with farmers, some withfactory workers, and so on.

★

North

• Factory workers

• Farmers

• Factory owners

• School teacherand students

• Storekeeper andcustomers

• Soldiers

• Union army officers

South

• Farmers

• Slaves

• Plantation owners

• School teacherand students

• Storekeeper andcustomers

• Soldiers

• Confederate armyofficers

Civil War Participants

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Making Schools Safer

WHY IT’S IMPORTANTWhat is a common cause? What does it take to motivate individuals to

work together for a common cause? Which issues are important enough tobring together individuals? What are some issues at your school that motivatepeople to work together?

BACKGROUNDThe Civil War, like all wars, was fought for a common cause, or purpose, for

each side. The North’s common cause was to preserve the Union of states. TheNorthern side believed that no state should be allowed to leave the Union andform another country. The South’s common cause was to have the right todecide how to govern themselves. The Southern side believed that its onlychoice was to form another country. What was the common good, or best purpose, for the whole country? Disagreement over the answer to this question was a factor that led to the Civil War.

The concern for the common good can affect the entire country, a region, a state, or local areas such as your school. Determining the common goodbecomes the driving force behind new laws and policies that affect you.

One important common good issue is creating safe and secure school environments. Solving the problem of school violence takes the efforts of thetotal community. The following information is from a survey of schools acrossAmerica. Though the rate of school violence is decreasing, it continues to be a problem in many schools.

SOURCE: ERIC Clearinghouse on Educational Management: School Safety and Violence Prevention, 1998.

Citizenship Activity 6

(continued)

Crime Incidents/Reports Percent of Schools

Incident of crime or violence reported in schools Over 50% of all schools

Incidents reported in elementary school 45% of all schools

Incidents reported in middle school 74% of all schools

Incidents reported in high school 77% of all schools

Reports of one serious crime in elementary schools 4% of all schools

Reports of one serious crime in middle schools 19% of all schools

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Hands-On History Activity 6

Navigating the Underground RailroadThe Underground Railroad helped enslaved people escape to the North and

Canada. Often the runaway’s only guidance came from the North Star. A crossstaff uses the North Star to help with navigation. You can make a cross staffand learn how to use it.

BACKGROUNDThe Underground Railroad’s most heavily traveled routes ran through

Ohio, Indiana, and Pennsylvania. Although no formal records exist, historians think at least 10,000 people escaped enslavement using this network of escape routes.

★

MATERIALS• 1 long piece

of wood, 36��2��1⁄4� thick

• 2 shorter pieces of wood, 12��2��1� thick and 5��2��1� thick

• pencil• ruler• drill• two 21⁄2� bolts

with wing nuts• yardstick• masking tape

• protractor• acrylic paints• paintbrush• black, fine-tipped

marker

★

Diagram 2

Harriet Tubman, aformerly enslavedAfrican American, wasone of the best known“conductors” on theUnderground Railroad.During the 1850s areward of $40,000 wasoffered for Tubman,who made the journeysouth 19 times to bringother African Americansto freedom.

FASCINATINGFACTS

yardstick

crosspieces

Diagram 1

wing nut5� piece

12� piece

36� piece

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

History Simulations and Problem Solving 6—Teaching Strategy

Impeachment Trial of Andrew Johnson★

TopicThe impeachment trial of Andrew Johnson

ObjectiveIn a mock trial, students will decide

Andrew Johnson’s guilt or innocence of thecharges brought against him.

Materials

• Reproduce the fact sheets on pages 15and 16 so that each student will haveone copy of the appropriate fact sheet.

Preparation1. Divide the class into three groups: the

prosecution, the defense, and the members of the Senate. The defenseand prosecution groups should be smallgroups of no more than four students.They will be responsible for researchingone of the points on the appropriate factsheet. The Senate group will researchthe background that led up to the trial.

2. Give students about one to two weeksto research their topics. Have the smallgroups confer two or three times to discuss their findings. Have each groupchoose a student to be the chief lawyerfor its side. Other students can be chosen to act as witnesses or otherattorneys. Since Andrew Johnson wasnot present at the trial, he does notneed to be present in the courtroom.

3. Follow the rules under Trial Procedureon page 13 of the Unit 1 Resourcesbook. Assume the role of judge or havethe class choose a judge. Stress to studentsthat they should try to reflect the thinkingof people at the time in presenting theirarguments.

4. When the two sides have rested theircases, have the members of the Senatecast their votes in an open roll-call vote.You might wish to record each vote onthe chalkboard. Two-thirds of the Senatemust vote to convict in order to removethe president from office.

BackgroundIn 1867 the Radical Republicans passed

the Tenure of Office Act, which forbade thepresident to remove any federal officer whoseappointment the Senate approved, without the Senate approving the removal. PresidentJohnson, to test the constitutionality of the act,fired Secretary of War Edwin Stanton. TheRadical Republicans seized on this as anopportunity to impeach Johnson.

Impeachment trials are presided over by the chief justice of the United States. The entireHouse of Representatives acts as the jury.

On the advice of his attorneys, who were afraid that Johnson would lose histemper, Johnson did not appear in court.His lawyers made a strong case defendingJohnson against the bulk of the chargesconcerning Stanton’s removal from office.They showed that Johnson wanted to have the Tenure of Office Act declaredunconstitutional, and that Johnson was simply exercising his right to free speech in speaking out against Congress.

Economics and History Activity 6

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Reconstruction and the Economy of the South

BACKGROUNDAfter the Civil War, the South faced several economic problems. Many

of its large cities, including Atlanta and Richmond, lay in ruins. Factoriesand railroad lines had been damaged or destroyed. The economy of theSouth still depended on the large-scale farming of cotton and tobacco, but plantation owners could no longer benefit from the free labor provided by slavery. A new labor system, sharecropping, replaced slavery.Sharecropping opened the possibility of economic freedom for formerenslaved African Americans, as well as for poor whites.

Sharecropping is a labor-for-land exchange. A piece of land is workedby a tenant in exchange for a portion of the crop. The landowner providesliving accommodations, tools, seed, and other items needed to plant andtend the crop. The sharecropper receives no wages for the work done onthe farm. Once the crop is sold, the proceeds, or money received, aredivided between the landowner and the sharecropper.

Mounting Debt Part of the economy of sharecropping was its credit, or loan, system.

The chart below outlines this credit system.

Economics and History Activity 6

(continued)

Sharecropper signs contract agreeingto farm in exchange for half of proceeds from the sale of the crop.Landowner extends credit for food,

clothes, and other items needed by thesharecropper’s family.

Sharecropper works the land, plantingand tending the crop for no pay.

Landowner continues to extend credit,adding interest to the credit alreadyextended.

Crops are harvested and sold.

Credit and interest charges are takenout of the proceeds due to the share-cropper. Sharecropper’s debt to landowner is

greater than proceeds. New crops needto be planted to earn money to pay offdebt.More credit is extended with interest

charges immediately being added toprevious unpaid debt.

Sharecropper is deep in debt and noweconomically dependent on landowner.

THE SHARECROPPING CREDIT SYSTEM

Interdisciplinary Connection 6

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★Interdisciplinary Connection 6

(continued)

CIVIL WAR SONGSSongs and music were especially

important to soldiers on both sides duringthe Civil War. Some songs reminded themof home. Some songs helped them marchon when they felt tired and sick. Songsalso relieved the boredom of long hoursof inactivity in the army camps. SinceUnion and Confederate armies did notstand far apart on most battlefields, soldiers could often hear the other side’ssoldiers singing. Once in a while, bothsides joined in on a much-loved song like“Home Sweet Home.”

SONGS OF THE NORTH One of the most famous songs to

come out of the war was “The BattleHymn of the Republic.” The melody ofthis song comes from a tune Julia WardHowe heard Union troops singing. Uponlistening to “John Brown’s Body Lies aMolderin’ in the Grave,” Howe and herhusband agreed that the beautiful songdeserved better lyrics. With her mindfocused on the suffering, determination,and heroics of the soldiers, Howe wrote:

SONGS OF THE SOUTHThe most popular song in the South

was Daniel D. Emmett’s “Dixie,” writtenin 1859. It is doubtful that Southernerswould have sung the song as frequentlyif they were aware that its author was a Northerner!

Many Southern war songs tried toboost morale, especially as the wardragged on with no end in sight. In 1863 Patrick Gilmore published “WhenJohnny Comes Marching Home.” Itslyrics create an image of the warmth and support that await the soldierswhen they return home victorious fromthe war:

“When Johnny comes

marching home again,

Hurrah! hurrah!

We’ll give him a hearty

welcome then, Hurrah!

hurrah!The men will cheer, the

boys will shout,

The ladies they will all

turn out,

And we’ll all feel gay

When Johnny comes

marching home.”

History and Music

“In the beauty of the liliesChrist was born across the sea,With a glory in His bosom thattransfigures you and me;As He died to make men holy,let us die to make men free,While God is marching on.”

American Literature Reading 6

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Reading 6

The Road to Freedom

GUIDED READING As you read, notice from whom Clara gets the informationfor her freedom quilt.

from Sweet Clara and the Freedom Quiltby Deborah Hopkinson

I worked on the quilt for a long time. I had blue calico and flowered bluesilk for creeks and rivers, and greens and blue-greens for the fields, and whitesheeting for roads. Missus liked to wear pink a lot, so Big House, the Quarters,and finally, the Big House at North Farm, they was all pink.

The quilt got bitter and bigger, and iffolks knew what I was doin’, no one said.But they came by the sewin’ room to passthe time of day whenever they could.

“By the way, Clara,” a driver might tellme, “I heard the master sayin’ yesterday hedidn’t want to travel to Mr. Morse’s place‘cause it’s over twenty miles north ’o here.”

Or someone would sit eatin’ Cook’s foodand say, so as I could hear, “Word is theygon’ plant corn in the three west fields onthe Verona plantation this year.”

When the master went out huntin’, Cook’shusband was the guide. He come back andsay, “That swamp next to Home Plantation isa nasty place. But listen up, Clara, and I’ll tellyou how I thread my way in and out of thereas smooth as yo’ needle in that cloth.”

Then one night the quilt was done. Ilooked at it spread out in the dim light of thecabin. Aunt Rachel studied it for the longest time. She touched the stitcheslightly, her fingers moving slowly over the last piece I’d added—a hidden boat

About the Selection Holders of enslaved African Americans often torefamilies apart by selling members to distant buyers. Escape was an extremelyrisky proposition for enslaved people, since their oppressors had the law on their side. People who were caught planning or attempting to escape were oftenbeaten or even killed. Some did manage to escape to the North with the help ofthe Underground Railroad. The following selection is about an enslaved girl whosews a map in the form of a quilt in order to find the Underground Railroad.

★

Unit 6 PosttestsUnit 6 Pretests

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Civil War and Reconstruction, 1846–1896DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. agreement between North and South states over free and slave states

�� 2. abolitionist who led the raid on Harpers Ferry, Virginia

�� 3. law requiring all citizens to catch runawayenslaved people

�� 4. fort fired upon by Confederate soldiers in April 1861

�� 5. soldiers in the Confederate army

�� 6. soldiers in the Union army

�� 7. Lincoln’s speech focusing on national ideals

�� 8. Lincoln’s order that freed all enslaved people

�� 9. period of rebuilding the South after the Civil War

�� 10. succeeded Lincoln as president

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 11. Disagreement over new states being free states or slave states was a cause of theA. Spoils System. C. Civil War.B. Fugitive Slave Act. D. Emancipation Proclamation.

�� 12. Who was the president of the United States during the Civil War?A. Zachary Taylor C. James K. PolkB. Abraham Lincoln D. Ulysses S. Grant

�� 13. Who was president of the Confederacy during the Civil War?A. Robert E. Lee C. Thomas JeffersonB. Stephen A. Douglas D. Jefferson Davis

Name �� Date �� Class ��

ScoreUnit 6 Pretest, Form A

Column B

A. ReconstructionB. Gettysburg

AddressC. Fort Sumter,

South CarolinaD. Fugitive Slave

Act of 1850E. YankeesF. Andrew

JohnsonG. John BrownH. Emancipation

ProclamationI. Compromise

of 1850J. Rebels

★

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Civil War and Reconstruction

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

Column A

�� 1. to withdraw from the Union

�� 2. to not cast a vote

�� 3. Abraham Lincoln’s opponent in 1858

�� 4. to free enslaved people

�� 5. first attack of Civil War

�� 6. Union soldiers

�� 7. Confederate soldiers

�� 8. site of Robert E. Lee’s surrender

�� 9. period of rebuilding the South

�� 10. violent secret society


�� 11. What is a war between citizens of the same country called?A. cold war C. civil warB. family war D. same-country war

�� 12. Who was the violent abolitionist captured at Harpers Ferry, Virginia?A. John Brown C. Frederick DouglassB. Harriet Tubman D. Simon Legree

�� 13. What Supreme Court decision in effect meant that the Constitution protectedslavery?A. Election of 1856 C. Compromise of 1850B. Dred Scott case D. Missouri Compromise


ScoreUnit 6 Posttest, Form A

(continued)

Column B

A. Fort SumterB. ReconstructionC. RebelsD. abstainE. YankeesF. Appomattox Court HouseG. emancipateH. Ku Klux KlanI. secedeJ. Stephen A. Douglas

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT HANDS-ON ACTIVITIESHANDS-ON ACTIVITIES

CHAPTER XX Chapter Title432

Why It Matters

Civil War and

Reconstruction1846–1896

Confederate soldier’scap (upper left) andUnion soldier’s cap

(lower right)

General Patrick R. Cleburneby Don Troiani

As you study Unit 6, you will learnhow social, economic, and political dif-

ferences between the North and Southgrew. As compromises failed, the

country plunged into civil war. The fol-lowing resources offer more informa-

tion about this period in Americanhistory.

Primary Sources LibrarySee pages 602–603 for primary source

readings to accompany Unit 6. Use the American History

Primary Source Document LibraryCD-ROM to find additional primary

sources about the Civil War andReconstruction.

Unit OverviewUnit 6 examines the causes and effects of the Civil War.Chapter 15 focuses on the issue of slavery in the West.Chapter 16 discusses the strategies and battles of the Civil War. Chapter 17examines Reconstruction.

Unit ObjectivesAfter studying this unit, students will be able to:1. Explain how differences

between the North and theSouth led to the Civil War.

2. Detail the major campaignsand strategies of the war.

3. Describe the Reconstructionpolicies and their effects onthe former Confederacy.

Why It Matters Activity

Discuss the definition of civilwar as an armed conflictbetween geographical regions or political groups of the samenation. Ask students to identifyplaces where civil wars are currently taking place. Evaluatewhether a civil war could occurtoday in the United States. SS: 8.30B

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

Out of Time?

TEAM TEACHING ACTIVITYScience The importance of sanitary procedures in medicine, particularly surgery, was just begin-ning to be developed during the Civil War era. As a result, many soldiers died from infectionscaused by unsanitary procedures. Work with the Science teacher to coordinate the study of med-ical discoveries during this era. For example, Louis Pasteur’s work with bacteria led to more sanitaryoperating room procedures and to the first use of antiseptics in surgical procedures. Students mayalso document the unsanitary conditions of field hospitals during the Civil War. L2SS: 8.29A, 8.29B; ELA: 8.15C; SCIENCE: 8.3E

IntroducingUNIT 6

IntroducingUNIT 6

432

“A house dividedagainst itself

cannot stand.”—Abraham Lincoln, 1858

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTHave students read about the daily life of a soldier from any period in American history. Have stu-dents contact their local Veteran’s Administration hospital and ask about visiting several patients.Students can visit with patients and listen to stories about their experiences. Have students writeabout the similarities and differences of the soldier they visit with those of the soldier whom theyread about. Students may want to consider serving as a volunteer for the hospital after the projectis completed. L2 SS: 8.30D; ELA: 8.11ARefer 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 the Civil War andReconstruction.

IntroducingUNIT 6

IntroducingUNIT 6

Hoping to strike at Sherman’s supplylines and improve the Confederatearmy’s morale, General John BellHood ordered a frontal assaultagainst the Army of the Ohio andCumberland outside of Franklin,Tennessee. The assault was disas-trous, resulting in a Confederatedefeat with a loss of more than 6,000men, including General PatrickCleburne. Have students describehow the cutting off of supply linescan affect a battle’s outcome. (It would prevent the army fromreceiving food, weapons, and additional troops.)

More About the Art

433

Glencoe LiteratureLibrary

The Middle School American History Literature Library from Glencoe consists of novels and available related readings. Study Guides offer instructional support and student activities.

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 andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

434A

Chapter 15 Resources

The following standards are highlighted in Chapter 15:Section 1 VI Power, Authority, & Governance: A, B, C, D, F, ISection 2 II Time, Continuity, & Change: A, B, C, ESection 3 II Time, Continuity, & Change: A, B, C, ESection 4 III People, Places, & Environments: A, B, D, H, I

Meeting NCSS Standards

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 15

Graphic Organizer 14


W hy It Matters 15Road to Civil War Chapter

Bett

man

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RBIS

Time Line Activity 15

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Time Line Activity 15★

From Lincoln’s Election to War

DIRECTIONS: Use the time line and information in the text to answer the questions.

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Vocabulary Activity 15

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Name Date Class

Vocabulary Activity 15★

DIRECTIONS: Understanding Definitions Select the term that answerseach question below. Write the correct term in the space provided.

popular sovereignty secede sectionalism fugitive

martyr states’ rights civil war abstain

secession arsenal border ruffians

1. What is an exaggerated loyalty to a particular region of the country? ��

2. What is someone called who runs away from the law? ��

3. What word means to leave the Union? ��

4. What term means not to cast votes? ��

5. What term means allowing people to decide issues for themselves? ��

��

6. What term names proslavery supporters from Missouri who traveled in armed

groups and crossed into Kansas to vote in the 1855 election? ��

7. What is a conflict between citizens of the same country? ��

8. What term names a storage place for weapons? ��

9. What is a person called who dies for a great cause? ��

10. What term means withdrawal from the Union? ��

11. Name the theory that says states are independent powers with the right to make

decisions, such as voluntarily leaving the Union. ��

Workbook Activity 15

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Road to Civil WarAs new Western territories were added to the United States, the tension

between the North and the South over slavery reached a dangerous level.

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question.

1. The Missouri Compromise admitted Missouri to the UnionA. as a slave state, provided that all enslaved people in Missouri be given their

freedom within 10 years.B. as a free state but allowed current slaveholders to keep their slaves.C. as a slave state and Maine as a free state.D. as a free state if all territories acquired in the Louisiana Purchase were

admitted as slave states.

2. Which political party nominated Martin Van Buren for president in 1848?A. Democrats C. RepublicansB. Whigs D. Free-Soilers

3. According to the Compromise of 1850,A. California would be admitted to the Union as a free state.B. the New Mexico Territory would have no restrictions on slavery.C. the slave trade would be abolished in the District of Columbia.D. all of the above

4. �� argued that the only way to save the Union was to protect slavery.A. Daniel Webster C. Henry ClayB. John C. Calhoun D. David Wilmot

5. The Fugitive Slave Act of 1850 A. was supported in the North. C. protected enslaved people.B. required citizens to catch runaways. D. punished slaveholders.

6. The Kansas-Nebraska Act allowed �� to decide whether to allowslavery in those states.A. citizens of Kansas and Nebraska C. the presidentB. Congress D. the Underground Railroad

7. In his speech entitled �� , Charles Sumner lashed out against proslavery forces in Kansas.A. “Bleeding Kansas” C. “The Crime Against Kansas”B. “Marching to Kansas” D. “The Civil War in Kansas”

Workbook Activity 15★


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Critical Thinking SkillsActivity 15

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SOCIAL STUDIES OBJECTIVE: Analyze information by making inferences

LEARNING THE SKILLAn inference is an observation or a conclusion that is made based on

known facts. For example, if you know that the Northeastern states werefree states in the early 1800s, you can infer that much of the political support for slavery was outside of the Northeast. Making inferencesallows you to go beyond what you read to arrive at a conclusion.

APPLYING THE SKILLDIRECTIONS: Use the maps to answer the following questions.

1. The Missouri Compromise fixed a line in the Louisiana Territory at36°30’ N. Slavery could not exist north of this line. Why was the lineplaced in this general area?

��

��

Critical Thinking Skills Activity 15 Making Inferences

(continued)

1821 FREE STATES AND TERRITORIESSLAVE STATES AND TERRITORIES

1850 FREE SLAVE

1854 FREE SLAVE

OPEN TO SLAVERY BYKANSAS-NEBRASKA ACT 1854

OPEN TO SLAVERY BY DREDSCOTT DECISION 1857

1861 FREE SLAVE

Free by MissouriCompromise, 1820

36°30'NAK

LAMS

MO

TNAL GA SC

NC

VAKY

IL IN OH PA MD

DC

CTDLNJ

MARI

NHVT

NY

Free by NWOrdinance, 1787

MI

Unorg.

Unorg.

Unorg.

LAMS

MO

TN

AL GA SCNC

VAKY

IL IN OH PA MD

DC

CTDLNJ

MARI

NHVT

NYMI

Unorg.

WI

IA

MN MEME

TX

NM

UTCA

OR

AK

FL

Unorg.

LAMS

MO

TN

AL GA SCNC

VAKY

IL IN OH PA MD

DC

CTDLNJ

MARI

NHVT

NYMI

WI

IA

MN ME

TX

NM

UTCA

OR

AK

FL

NE

WA

36°30'NKA

Unorg.

LAMS

MO

TN

AL GA SCNC

VAKY

IL IN OH PA MD

DC

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TX

NM

UTCA

OR

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36°30'NKA

NV

DK

D

B

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A

SOURCE: Ferrell, Robert H. and Richard, Natkiel. Atlas of American History; Facts on File. New York, 1993, p. 51.

Take-Home ReviewActivity 15

ROAD TO CIVIL WARSocial, political, and economic differences grewbetween the North and South. The number ofslave states and free states in the Senate was acentral issue linked to the issue of admitting newstates as slave states or free states. Eleven statespermitted slavery, and 11 did not in 1819.

Reviewing Chapter 15

Take-Home Review Activity 15

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?DID YOU KNOW?Jefferson Davis served as secretary of war for the UnitedStates from 1853 to 1857.During that time, he helpedcreate a strong army and navy.Davis was a Mississippi senatorwhen he was elected presidentof the Confederate States ofAmerica in 1861.

1844James Polk is elected president.

1820The Missouri Compromise passes, prohibiting slavery in any LouisianaPurchase territory north of the 36°30� Nlatitude except Missouri. This keeps aneven balance of slave states and free statesin the Senate.

1849California applies for statehood as a freestate. The nation has 15 free and 15 slavestates at the time, so this issue creates tension.

1850The Compromise of 1850 resolves theissue. The results:• California becomes a free state.• There is no restriction on slavery in the

New Mexico Territory. • The New Mexico-Texas border dispute

favors New Mexico.• Slave trading ends in Washington,

D.C., but people can still have enslavedlaborers.

• The Fugitive Slave Act of 1850 passes. Itrequires all citizens to help capture run-aways, or fugitive enslaved people.

1854The Kansas-Nebraska Act passes. This creates theterritories of Kansas and Nebraska in the regionnorth of 36°30� N latitude. It gives both areas theright of popular sovereignty. This bill sparks further conflict over slavery.

1857Two days after Buchanan takes office, theSupreme Count hands down the Dred ScottDecision. It rules that Dred Scott could not sue forfreedom because Scott was a slave, and thereforeproperty, not a citizen. It also rules that onlystates, not Congress, can prohibit slavery. Thismeans that both the Missouri Compromise andpopular sovereignty, or Congress’s rule allowingterritories to vote whether or not to allow slavery,are unconstitutional.

1861The Civil War begins on April 12 whenConfederate troops attack Fort Sumter.

1860Abraham Lincoln is elected president.

1856Proslavery and antislavery factions in Kansasbegin fighting in what newspapers call “BleedingKansas” and the “Civil War in Kansas.”

Linking Past andPresent Activity 15

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Linking Past and Present Activity 15

Cotton

At the time of theCivil War, cotton wasthe “king” crop in the

Southern United States. Eli Whitney’sinvention of the cotton gin in 1793made cotton one of the South’s mostprofitable cash crops. The cotton ginmade it easy to separate cotton fiberfrom cotton seeds mechanically, a taskpreviously done by hand.

Whitney’s invention, profit loss inthe indigo market, and soil depletionfrom tobacco crops led many Southernplanters to turn their farms into cottonplantations. Clearing new fields andgrowing and picking cotton required alarge labor force. The South came to relymore and more on enslaved workers.Turning cotton lint—unprocessed fiber—into finished cloth also required laborers.

Producing a pound of cloth at a cottonmill in 1850 included picking; carding;spinning into thread; spooling, warping,and dressing the loom; weaving; and baling. Cotton mills used enslaved laborers to keep operating costs downand increase profits for the plantation and factory owners.

DIRECTIONS:Creating a Graph

Using an almanac, find out how manybales of cotton were produced in a recentyear in your state. Then determine thetop five state producers of cotton. Arethey all Southern states? Create a bargraph to show your findings. Plot thenumber of bales along the y-axis andstate names along the x-axis.

Today cotton stillgrows in the South, but it is no longer the

top agricultural cash crop. Crops suchas corn, soybeans, and tobacco havehelped to diversify the South’s agricultural production. China is theworld’s largest producer of cotton.

Cotton and oil from cottonseed havemore uses than ever—in upholstery,photographic film, paper products, surgical supplies, and salad oil.Cottonseed oils appear in shortening,cosmetics, detergents, and paints.Cottonseed meal and hulls become animal feed.

In the past 50 years, the increased useof synthetic fibers greatly reduced thedemand for cotton fabrics. Today manypeople prefer the comfort and wear thisnatural fiber offers. Consumer demandfor both all-cotton fabrics and blends ofcotton and synthetics is on the rise.

T H E N N O W

Cotton Producers

Num

ber

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Cotton Production

Primary SourceReading 15

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★ Primary Source Reading 15 ★★

The Execution of John Brown, 1859

T his execution, which took place Dec. 2, at 11:15 A.M., was in the highest degree imposing and solemn. . . .[P]atrols and pickets encircled the field for ten miles

around, and over five hundred troops were posted aboutthe gallows. . . .

On leaving the jail, John Brown had on his face an expression of calmness and serenity [peace] characteristic of the patriot who is about to die with a living consciousnessthat he is laying down his life for the good of his fellow creatures. His face was even joyous, and a forgiving smilerested upon his lips. His was the lightest heart, amongfriend or foe, in all Charlestown that day, and not a word was spoken that was not an intuitive [instinctive] appreciation of his manly courage. Firmly and with elastic step he moved forward. No flinching of a coward’s heart there . . . John Brown was there every inch a man.

As he stepped out of the door, a black woman, with her little child in arms, stoodnear his way. The twain [two] were of the despised race for whose emancipation andelevation to the dignity of the children of God he was about to lay down his life. Histhoughts at that moment none can know except as his acts interpret them. Hestopped for a moment in his course, stooped over, and with the tenderness of onewhose love is as broad as the brotherhood of man, kissed the child affectionately.That mother will be proud of that mark of distinction for her offspring, and someday, when over the ashes of John Brown the temple of Virginia liberty is reared, shemay join in the joyful song of praise which on that soil will do justice to his memory.SOURCE: The Anglo-African Magazine, vol. 1, 1859. The American Negro: His History and Literature series.Reprint. New York: Arno Press and The New York Times, 1968.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper.What are some descriptions of John Brown that show the author admires him?

DIRECTIONS: Writing a Newspaper Report The selection above expresses an opinion about John Brown’s character aswell as reporting about the event itself. Newspaper reports, on

the other hand, are supposed to report facts objectively. Rewrite the accountof Brown’s execution as though you were a newspaper reporter.

Interpreting the Source In the years before the Civil War, the Anglo-African Magazine hoped to give African Americans a public voice. As youread, note how the article supports the African American view that JohnBrown was a martyr to freedom’s cause.

★

Geography and HistoryActivity 15

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GEOGRAPHY AND HISTORY ACTIVITY 15★

DIRECTIONS: Write your answers to questions 1–4 on the map. You mayabbreviate if you wish.1. Which region of the country had the highest population density? Draw a

circle around this region and name its location.2. Draw circles around any areas west of the Mississippi River that had densities

of 90 or more inhabitants per square mile.3. Find parts of states east of the Mississippi River with the lowest population

density. Write the letters “LD” (for lowest density) on these areas.4. Which entire territory had fewer than two inhabitants per square mile? Use green to

color this territory. Then write “LTD” (for lowest territorial density) on this territory.5. If you were to draw a population density map of the United States as it is today,

what major differences would there be between your map and the one on this page?

��

��

Oregon

Texas

Ark.

Kansas Territory

UnorganizedTerr.

Mo.

Iowa

Minn.Nebraska Territory

New Mexico Territory

WashingtonTerritory

Utah Territory

Wis.

Ill.

Mich.

Ind.

Ohio

Ky.

Tenn.

Miss. Ala.Ga.

Fla.

S.C.

Maine Vt.

N.H.

Mass.

R.I.Conn.

N.J.

N.Y.

Pa.

N.C.

Va.Md.

Del.

La.

Calif.

ATLANTICOCEAN

PACIFICOCEAN

UnorganizedTerritory

MEXICO

CANADA

Mis

siss

ippi

R.

90 and over inhabitants per square mile

18–89 inhabitants per square mile

2–17 inhabitants per square mileFewer than 2 inhabitants per square mile

2000 400 miles

2000 400 kilometers

N

E

S

W

U.S. Population Density, 1860

Causes Effects

Graphic Organizer 14: Cause–Effect ChartCopyright © by The McGraw-Hill Companies, Inc.

Foldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

434B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

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

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing 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.

The following videotape programs are available from Glencoe as supplements to Chapter 15:

• American Civil War (ISBN 0-7670-0102-8)• Images Of The Civil War (ISBN 1-56501-171-6)

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 Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

Chapter 15 Test Form B

Chapter 15 Test Form A

Performance AssessmentActivity 15

ExamView® Pro Testmaker CD-ROM

Standardized Test PracticeWorkbook Activity 15

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Road to Civil War


Column A

�� 1. won the 1848 presidential election

�� 2. Henry Clay’s plan

�� 3. wrote Uncle Tom’s Cabin

�� 4. ruled on Dred Scott decision

�� 5. Stephen Douglas’s response to slavery


�� 6. The admission of Missouri as a slave state was controversial in the Senate becauseA. the Senate was proslavery. C. it would upset the balance.B. it would create sectionalism. D. the Senate was antislavery.

�� 7. Henry Clay’s compromise became known asA. the Maine Compromise. C. Clay’s Compromise.B. the Missouri Compromise. D. Henry’s Compromise.

�� 8. Which party endorsed the Wilmot Proviso?A. Whig B. Free-Soil C. Democratic D. Republican

�� 9. Enforcement of the Fugitive Act led to A. compromise. C. recognition of Southerners’ rights.B. more anger in the North. D. an end to the struggle.

�� 10. What did Franklin Pierce become in 1853?A. senator C. a fugitiveB. editor of The Liberator D. president

�� 11. Stephen A. Douglas proposed letting the people decide about slavery throughA. popular sovereignty. C. free choice.B. states’ choice. D. people’s choice.


ScoreChapter 15 Test, Form A

(continued)

Column B

A. Harriet Beecher StoweB. Roger B. TaneyC. Zachary TaylorD. Freeport DoctrineE. Compromise of 1850

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ScoreChapter 15 Test, Form B

(continued)

Road to Civil War


Column A

�� 1. proposed Missouri Compromise

�� 2. formed on February 4, 1861

�� 3. violent abolitionist

�� 4. opponent of Abraham Lincoln

�� 5. first attack of the Civil War


�� 6. The main issue in the election of 1844 was the annexation ofA. Texas. B. Kansas. C. Missouri. D. California.

�� 7. What plan specified that slavery should be prohibited in any lands that mightbe acquired from Mexico?A. Missouri Compromise C. Mexican PlanB. Clay’s Plan D. Wilmot Proviso

�� 8. A person could be fined up to $1,000 or be imprisoned for breaking the lawstated in theA. Southern Slave Act. C. Fugitive Slave Act.B. Owners-Right Act. D. Runaway Slave Act.

�� 9. What book by Harriet Beecher Stowe showed slavery as a brutal, cruel system?A. Slavery in the South C. African Americans in Slavery

B. Slavery’s System D. Uncle Tom’s Cabin

�� 10. What was the first territory to shed blood in a civil war over slavery?A. Texas B. Kansas C. Missouri D. South Carolina

�� 11. In the election of 1856, the presidency was secured for James Buchanan byA. Northern votes. C. Southern votes.B. Republican votes. D. Whig votes.

Column B

A. Stephen A. DouglasB. Henry ClayC. John BrownD. Fort SumterE. Confederacy

Name __________________________________ Date ____________________ Class ____________

Copyright ©

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ompanies, Inc.

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.

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

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

In the 1840s the debate over slavery onceagain heated up. Texas, which won itsindependence from Mexico in 1836, NewMexico, and California became the focus ofdisagreement between pro-slavery and anti-slavery forces.

Many Southerners hoped to see Texas, whereslavery already existed, join the Union as a slavestate. This would give pro-slavery advocatesmore votes in Congress. The annexation of Texasbecame a major issue in the election of 1844.James Polk, a Democrat from Tennessee, favored

annexing Texas. He won the election and Texasbecame a state in 1845.

At the same time, support for taking overNew Mexico and California grew in the South.Eventually, the federal government’s actions onthese lands led to war with Mexico.

The Debate Over Slavery

★ 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 15Detecting Bias

Standardized Test Practice


Use with Chapter 15

Interpreting the Compromise Vote

BACKGROUNDMost Southerners opposed the Republican platform in 1860. Some historiansbelieve the majority of Southerners also opposed secession. As evidence theypoint to the popular vote in 1860. Stephen A. Douglas, a Northerner, and JohnBell, a Southerner, were compromise candidates, or candidates who favoredagreements between the North and the South rather than conflict about states’rights and slavery. In 14 slave states Douglas and Bell, combined, received124,000 more votes than John C. Breckinridge, the candidate of the secession-ists. Interestingly, the combined votes for the two compromise candidatesnationwide also exceeded Abraham Lincoln’s total vote.

TASKYou are a statistician. A historian, publishing a book about secession, has askedyou to create a graph of the 1860 presidential election. Your graph will illustratethe outcome of a nationwide three-way race if votes for Douglas and Bell arecombined.

AUDIENCEYour audience is students, teachers, and other potential readers of the book.

PURPOSEThe purpose of your graph is to help your audience understand the strongsupport among voters in 1860 for compromise on secession issues.

PROCEDURE1. Consult the Performance Task Assessment List for a Graph as a guide to

help you in the completion of this project. 2. Refer to information provided in your text and conduct further research to

discover as much as possible about the results of the 1860 election.3. Design a graph that shows the popular vote in numbers and the percentages

that would have been received by the candidates if the ballots for Douglasand Bell were combined. You might use a bar graph, circle graph, or picto-graph, or a graph that uses pictures as symbols to represent quantities.

4. Share your work with a friend to make certain it is accurate and complete.Revise your graph if necessary.

5. Create your final graph.

ASSESSMENT1. Use the Performance Task Assessment List for a Graph to check your work. 2. Add or improve elements at each stage as needed.

★

★

★

★

★

★

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★ Performance Assessment Activity 15

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

434C


SECTION 1Slavery and the West1. Describe how the debate over slav-

ery was related to the admission ofnew states.

2. Understand what the Compromiseof 1850 accomplished.

SECTION 2A Nation Dividing1. Explain how the Fugitive Slave Act

and the Kansas-Nebraska Act furtherdivided the North and South.

2. Describe how popular sovereigntyled to violence.

SECTION 3Challenges to Slavery1. Understand why the Republican

Party was formed.2. Describe how the Dred Scott deci-

sion, the Lincoln-Douglas debates,and John Brown’s raid affectedAmericans.

SECTION 4Secession and War1. Explain how the 1860 election led

to the breakup of the Union.2. Understand why secession led to

the Civil War.

Assign the Chapter 15 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 15–1Daily Lecture and Discussion Notes 15–1Guided Reading Activity 15–1*Section Quiz 15–1*Reteaching Activity 15–1*Reading Essentials and Study Guide 15–1Enrichment Activity 15–1




Daily Focus Skills Transparency 15–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM



Daily Focus Skills Transparency 15–4American Music: Hits Through HistoryVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

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

PRE-AP PRE-ADVANCED PLACEMENT activities

434D


John DelucaDrexel Hill Middle SchoolDrexel Hill, Pennsylvania

A Mock Trial of John Brown—American Martyr or Radical?A mock trial of John Brown will enable students to scrutinize the events that led to the Civil War.Students can examine the viewpoints of both theNorth and South concerning issues that divided thenation. First, organize the class into four groups.Assign each group a topic to research, such as theCompromise of 1850, the Dred Scott decision, theKansas-Nebraska Act, or the Fugitive Slave Act of1850. Have students role-play real people they find in their research. For example, a student could playthe role of Stephen Douglas explaining the Kansas-Nebraska Act or Robert E. Lee discussing the captureof Brown. Some fictional characters could also bedeveloped for the trial scene. Have characters takethe stand one-by-one and let the rest of the classquestion them on activities that led to Brown’s raidand eventually to the outbreak of the Civil War.Encourage students to examine different sides to all the issues discussed.

From the Classroom of…Teacher’s Corner

The following articles relate to this chapter.

• “African Rituals in Colonial America,” Geographica, February1997.

• “C.S.S. Alabama,” by Max Guerout, December 1994.• “The Cruelest Commerce: African Slave Trade,” by Colin

Palmer, September 1992.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Story of America Library, Part 2 (CD-ROM)• PictureShow: The Civil War (CD-ROM)• PicturePack: The Civil War (Transparencies)• PicturePack: Story of America Library, Part 2

(Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

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

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: The Civil War (Kit)• GeoKit: Immigration (Kit)• United States/Territorial Growth (Map)• National Geographic Desk Reference (Book)• Steal Away: The Harriet Tubman Story (Video)• Immigration: The Triumph of Hope (Video)• The Blue and the Gray (Book)

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

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

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

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

http://www.nationalgeographic.com

434

Why It Matters Activity

Civil rights issues were paramount duringthe years surrounding the Civil War.Discuss the issues leading to the Civil War.Have students name current civil rightsissues. Then help them to draw parallelsbetween the issues impacting the nationthen and now. SS: 8.8B

434

Road toCivil War

1820–1861Why It Matters

Slavery was a major cause of the worsening division between the North and South in theperiod before the Civil War. The struggle between the North and South turned more hostile,

and talk grew of separation and civil war.

The Impact Today“If slavery is not wrong, nothing is wrong,” Abraham Lincoln wrote in a letter to A.G.

Hodges in 1864. By studying this era of our history, we can better understand the state ofracial relations today and develop ways for improving them.

The American Republic to 1877 Video The chapter 15 video, “Secrets ofthe Underground Railroad,” tells how enslaved African Americans escaped to freedom.

CHAPTER 15 Road to Civil War

1845• Texas becomes

a state

Taylor1849–1850

Fillmore1850–1853

Polk1845–1849

Tyler1841–1845

W.H. Harrison1841

1852• Uncle Tom’s Cabin

published

1848• Marx publishes

The CommunistManifesto

1845• Many people begin

emigrating to escapepotato famine in Ireland

1840 1845 1850

1850• Compromise of

1850 passed

IntroducingCHAPTER 15

IntroducingCHAPTER 15

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERWrite the words conflict and resolution on the chalkboard. Ask students to explain the meaning ofeach word. Ask them to think about what it takes to bring resolution when there is conflict. Thenask students to list the main issues that created conflict between the North and South during theearly and mid-1800s. Write these issues on the chalkboard. Discuss the probability for resolution of the conflicts facing the nation at that time. SS: 8.8B, 8.30B

Refer to Activity 15 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American Republic to1877 Video ProgramTo learn more about how enslavedAfrican Americans escaped to freedom,have students view the Chapter 15 video“Secrets of the Underground Railroad”from The American Republic to 1877Video program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 15 content.

Available in VHS

ELA: Page 434: 8.13D; Page 435:8.13D, 8.13E

Student Edition TEKS

435

435

1859• Raid on

Harpers Ferry

1856• Bessemer patents

steel process

1861• Alexander II frees

serfs in Russia

1863• French troops

occupy Mexico City

1857• Dred Scott

decision

HISTORY

Chapter OverviewVisit and click on Chapter 15—Chapter Overviews to pre-view chapter information.


African Americans in 1850 About 425,000 African Americans in theUnited States were free while 3.2 million lived in slavery.


Pierce1853–1857

Buchanan1857–1861

1854• Kansas-Nebraska

Act passed

1860• Lincoln elected president

1855 1860

Slavery &the West

Acts of1850 &

1854

Dred Scott& Lincoln/

DouglasDebates

1860Election

The Road to Civil War

12

12

Step 1 Fold a sheet of paper in half from side toside, leaving a inch tab along the side.

Step 2 Turn the paper and fold it into fourths.

Step 3 Unfold and cut up along the three foldlines.

Step 4 Label your foldable as shown.

Fold in half,then fold inhalf again.

Make fourtabs.

Sequencing Events Study Foldable Make anduse this foldable to sequence some of the keyevents that led to the Civil War.

Reading and Writing As you read, write factsabout the events under each appropriate tab ofyour foldable. How did these events lead to theCivil War?

Leave inch tab

here.

1861• Civil War

begins

Social Studies TAKS tested at Grade 8: Obj 1:8.1B, 8.7C; Obj 5:8.30CIntroducing

CHAPTER 15Introducing

CHAPTER 15

HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter Overview 15at

By the early 1850s, the technology of photography made it possible to combine sharp photo-graphic details with the ability to produce multiple copies of photographs from a single negative.The tintype proved to be a durable and relatively inexpensive means by which to produce pictures.For the first time, photographs were available to people who did not necessarily have wealth. Morephotographers began to pursue photography as a hobby or career, recording various aspects andconditions of everyday life. Discuss with students what information or details they see in this pic-ture that reflect the conditions of African American life in the 1850s.

More About the Photo

Purpose Students make and usea foldable to organize events lead-ing up to the Civil War. As stu-dents read the chapter, they arerequired to sequence and describeimportant events. When studentshave completed the activity, theyshould have a flowchart that out-lines the events leading up to theCivil War.

Have students completeReading and Study SkillsFoldables Activity 15.

As students read the chapter, have them review the time line onpages 434–435. Have students identifyhow each of the events on the timeline of the United States created con-flict between the North and South. SS: 8.8B, 8.30C; ELA: 8.13D

SOCIAL STUDIES:Page 434: 8.1B, 8.7C, 8.30C; Page435: 8.1B, 8.7C, 8.30A, 8.30C



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/644/1


1 FOCUSSection OverviewThis section describes the grow-ing division in the country overthe issue of slavery.

1820Missouri Compromiseis passed

1845Texas becomesa state

1848Free-Soil Party nominatesMartin Van Buren

1850Compromise of1850 diverts war

Main IdeaAs new states entered the Union, thequestion of whether to admit them asfree states or slave states arose.

Key Termssectionalism, fugitive, secede,abstain

Reading StrategyOrganizing Information As you readthe section, re-create the table belowand describe how these compromisesanswered the question of admittingnew states.

Read to Learn• how the debate over slavery was

related to the admission of newstates.

• what the Compromise of 1850accomplished.

Section ThemeGovernment and Democracy Con-troversy over slavery grew during theearly and mid-1800s.

Slavery and the West

436 CHAPTER 15 Road to Civil War

Admission of new statesThe Missouri The CompromiseCompromise of 1850

Preview of Events

Guide to Reading

✦1820 ✦1830 ✦1840 ✦1850

Poster warning African Americans

“The deed is done. The . . . chains of slavery are forged for [many] yet unborn.Humble yourselves in the dust, ye high-minded citizens of Connecticut. Let your cheeksbe red as crimson. On your representatives rests the stigma of this foul disgrace.” Thesebiting, fiery words were published in a Connecticut newspaper in 1820. They were inresponse to members of Congress who had helped pave the way for the admission ofMissouri as a slaveholding state.

The Missouri CompromiseThe request by slaveholding Missouri to join the Union in 1817 caused an

angry debate that worried former president Thomas Jefferson and Secretary ofState John Quincy Adams. Jefferson called the dispute “a fire-bell in the night”that “awakened and filled me with terror.” Adams accurately predicted that thebitter debate was “a mere preamble—a title-page to a great tragic volume.”

Many Missouri settlers had brought enslaved African Americans into the ter-ritory with them. By 1819 the Missouri Territory included about 50,000 whites

Social Studies TAKS tested at Grade 8: Obj 1:8.7D; Obj 5:8.30CCHAPTER 15Section 1, 436–439CHAPTER 15Section 1, 436–439

Guide to Reading

Answers to Graphic: The MissouriCompromise: Missouri, a slave state,and Maine, a free state; slavery pro-hibited from any territory acquired in the Louisiana Purchase north of36°30’N latitude, except Missouri; The Compromise of 1850: Californiaa free state; no restrictions on slaveryin New Mexico Territory, and slavetrade abolished in District of Columbia

Preteaching VocabularyAsk students to read the definition ofsectionalism on page 437. Have themcompare this to the definition ofnationalism.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 15–1• Daily Lecture and Discussion Notes 15–1• Guided Reading Activity 15–1• Section Quiz 15–1• Reteaching Activity 15–1• Reading Essentials and Study Guide 15–1• Enrichment Activity 15–1

Transparencies• Daily Focus Skills Transparency 15–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

436

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 15-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Tell students that time lines provide anorganized look at a sequence of events.UNIT

6Chapter 15

Interpreting and Organizing Information on Time Lines

Directions: Answer the following question based on the time line.

When did Clay first run for the presidency?

A 1832 B 1844 C 1806 D 1824

1805 1810 1815 1820 1825 1830 1835 1840 1845 1850

1806Elected toSenate

1824Runs for presidencyand loses

1831Elected to Senate

1825 Appointedsecretaryof state

1844Defeated inpresidentialelection

1850DevelopsCompromiseof 1850

1849Elected toSenate

Henry Clay’s Political Career

1847OpposesWar withMexico

1832Runs forpresidencyand isdefeatedagain

1811Elected to the House ofRepresentatives

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 15–1

ELA: Page 436: 8.10L, 8.13D;Page 437: 8.10K


437

2 TEACH

437

and 10,000 slaves. When Missouri applied toCongress for admission as a state, its constitu-tion allowed slavery.

In 1819, 11 states permitted slavery and 11did not. The Senate—with two members fromeach state—was therefore evenly balancedbetween slave and free states. The admission ofa new state would upset that balance.

In addition, the North and the South, withtheir different economic systems, were compet-ing for new lands in the western territories. Atthe same time, a growing number of Northern-ers wanted to restrict or ban slavery. Southern-ers, even those who disliked slavery, opposedthese antislavery efforts. They resented theinterference by outsiders in Southerners’ affairs.These differences between the North and theSouth grew into sectionalism—an exaggeratedloyalty to a particular region of the country.

Clay’s ProposalThe Senate suggested a way to resolve the

crisis by allowing Missouri’s admittance as aslave state while simultaneously admittingMaine as a free state. Maine, formerly part ofMassachusetts, had also applied for admission tothe Union. The Senate also sought to settle theissue of slavery in the territories for good. It pro-posed prohibiting slavery in the remainder of theLouisiana Purchase north of 36°30'N latitude.

Speaker of the House Henry Clay of Ken-tucky skillfully maneuvered the Senate bill topassage in 1820 by dividing it into three pro-posals. The Missouri Compromise preservedthe balance between slave and freestates in the Senate and broughtabout a lull in the bitter debate inCongress over slavery.

Explaining What issectionalism?

New Western LandsFor the next 25 years, Congress

managed to keep the slavery issue inthe background. In the 1840s, how-ever, this heated debate moved back

into Congress. Once again the cause of the dis-pute was the issue of slavery in new territories.The territories involved were Texas, which hadwon its independence from Mexico in 1836, andNew Mexico and California, which were stillpart of Mexico.

Many Southerners hoped to see Texas, whereslavery already existed, join the Union. As aresult, the annexation of Texas became themain issue in the presidential election of 1844.Democrat James Polk of Tennessee won theelection and pressed forward on acquiringTexas, and Texas became a state in 1845. At thesame time, support for taking over New Mex-ico and California also grew in the South. Thefederal government’s actions on these lands ledto war with Mexico.

Conflicting ViewsJust months after the Mexican War began,

Representative David Wilmot of Pennsylvaniaintroduced a proposal in Congress. Called theWilmot Proviso, it specified that slavery shouldbe prohibited in any lands that might beacquired from Mexico. Southerners protestedfuriously. They wanted to keep open the possi-bility of introducing slavery to California andNew Mexico.

Senator John C. Calhoun of South Carolinacountered with another proposal. It stated thatneither Congress nor any territorial governmenthad the authority to ban slavery from a territoryor regulate it in any way.


Polk campaign banner

Social Studies TAKS tested at Grade 8: Obj 1:8.7C, 8.7DCHAPTER 15Section 1, 436–439CHAPTER 15Section 1, 436–439

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYIllustrating Loyalties Review the definitions of sectionalism and nationalism. Discuss the differentlevels of loyalty to areas of a country. Lead students to define the differences among loyalty tonation, region, state, county, city, and neighborhood. Organize the class into groups of six to createa booklet illustrating the six different levels of loyalty mentioned above. Have one student in eachgroup create a page for the booklet illustrating one of the six loyalties. Each page should be a col-lage showing examples, either text or illustrations, of the particular loyalty. Have groups assemblethe pages into a booklet from the largest area of loyalty to the smallest and create a cover includ-ing title and authors. L2 SS: 8.31D; ELA: 8.15A

Compromising Discuss the defi-nition of compromise, pointingout that an effective compromisesatisfies all parties involved. Pairstudents to make a graphicorganizer for each compromisementioned in this section. Havepairs show the following on thegraphic organizer: name of thecompromise, parties involved,what each party gave up, whateach party received, the featuresof the final compromise. L2 SS: 8.7D, 8.22C, 8.30C; ELA: 8.10L

Daily Lecture and Discussion Notes 15–1

I. The Missouri Compromise (Pages 436–437)

A. When Missouri applied for statehood in 1919, it was a territory whose citizens ownedabout 10,000 enslaved African Americans. At the time the Senate was balanced, with11 free states and 11 slave states. Missouri’s admission to the Union as a slave statewould have upset that balance of power.

B. The North and the South, with very different economic systems, were also competingfor new lands in the West. People in the North wanted to stop the spread of slaveryinto new states and territories. People in the South resented the North’s attempts tointerfere with slavery, which they considered their own affair.

C. Representative Henry Clay, Speaker of the House, proposed a solution to the Missouriproblem. Maine, which had been a part of Massachusetts, had also applied for admis-sion to the Union as a new state. Clay suggested admitting Missouri as a slave stateand admitting Maine as a free state at the same time.

D. Clay also made a second proposal to settle several arguments about slavery in the territories. He proposed prohibiting slavery in all territories and states carved fromthe Louisiana Purchase north of the latitude line of 36˚30”N. The one exception would be Missouri.

E. Clay’s two proposals, which became known as the Missouri Compromise, werepassed by Congress in 1820. The Missouri Compromise preserved the balancebetween free and slave states, and ended the debate in Congress over slavery in newstates and territories––at least for a while.

Discussion QuestionWhy do you think the balance of power in the Senate between free states and slavestates was so important? (Answers will vary, but should include the idea that the North andSouth had different political and economic interests. Each section felt that its interests would beignored if senators from the other section were in control of the Senate.)


Daily Lecture and Discussion Notes

Chapter 15, Section 1

Did You Know? Throughout its history the United StatesSenate has sometimes been evenly divided between the politicalparties. When that happens, it is the vice president who breaks anytie votes. This has happened more than 230 times. Since the 1870s,however, no vice president has cast more than 10 tie-breaking votes.

turn

Answer: a strong loyalty to a particular region of the country

SOCIAL STUDIES:Page 436: 8.1B, 8.7C, 8.7D, 8.22C,8.30C; Page 437: 8.6D, 8.7C, 8.7D,8.13A, 8.22A


438

Answer: The Wilmot Proviso speci-fied that slavery would be prohibitedin any lands acquired from Mexico.Calhoun’s proposal, however, statedthat government did not have theauthority to ban or regulate slaveryanywhere.

Neither Wilmot’s nor Calhoun’s proposalpassed, but both caused bitter debate. By thetime of the 1848 presidential election, the UnitedStates had gained the territories of Californiaand New Mexico from Mexico but had taken noaction on the issue of slavery in those areas.

The Free-Soil PartyThe debate over slavery led to the formation

of a new political party. In 1848 the Whigs choseZachary Taylor, a Southerner and a hero of theMexican War, as their presidential candidate.The Democrats selected Senator Lewis Cass ofMichigan. Neither candidate took a stand onslavery in the territories.

This failure to take a position angered voters.Many antislavery Democrats and Whigs lefttheir parties and joined with members of theold Liberty Party to form the Free-Soil Party.The new party proclaimed “Free Soil, FreeSpeech, Free Labor, and Free Men,” andendorsed the Wilmot Proviso. The party nomi-nated former president Martin Van Buren asits presidential candidate.

Whig candidate Zachary Taylor won the elec-tion by successfully appealing to both slave andfree states. Taylor defeated Cass 163 to 127 in elec-toral votes. Van Buren captured only 14 percent ofthe popular vote in the North, but several candi-dates of the Free-Soil Party won seats in Congress.

CaliforniaOnce in office President Taylor urged leaders

in the two territories of California and NewMexico to apply for statehood immediately.Once these lands had become states, he rea-soned, their citizens could decide whether toallow slavery. New Mexico did not apply forstatehood, but California did in 1849.

Taylor’s plan ran into trouble when Califor-nia’s statehood became tangled up with otherissues before Congress. Antislavery forceswanted to abolish slavery in the District ofColumbia, the nation’s capital. Southernerswanted a strong national law requiring states to return fugitive, or runaway, slaves to theirmasters. Another dispute involved the NewMexico–Texas border.

The greatest obstacle to Taylor’s plan wasconcern over the balance of power in the Senate.In 1849 the nation included 15 slave states and15 free states. If California entered as a freestate—and New Mexico, Oregon, and Utah fol-lowed as free states, which seemed likely—theSouth would be hopelessly outvoted in the Sen-ate. As tension grew, some Southerners begantalking about having their states secede from, orleave, the United States.

Explaining How was John C. Calhoun’s proposal different from the Wilmot Proviso?

A New CompromiseIn January 1850, Henry Clay, now a senator,

presented a multi-part plan to settle all the issuesdividing Congress. First, California would beadmitted as a free state. Second, the New MexicoTerritory would have no restrictions on slavery.Third, the New Mexico–Texas border disputewould be settled in favor of New Mexico. Fourth,the slave trade, but not slavery itself, would beabolished in the District of Columbia. Finally,Clay pushed for a stronger fugitive slave law.

Clay’s proposal launched an emotional debatein Congress that raged for seven months. Open-ing that debate were Clay and two other distin-guished senators—John C. Calhoun of SouthCarolina and Daniel Webster of Massachusetts.


“I know noSouth, noNorth, no

East, no West,to which

I owe any allegiance.”

—Henry Clay

Social Studies TAKS tested at Grade 8: Obj 1:8.5C, 8.7C Obj 1:8.7C; Obj 2:8.6E Obj 1:8.7DCHAPTER 15Section 1, 436–439CHAPTER 15Section 1, 436–439

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial The West was the final destination of many immigrant groups. Have students createmaps showing were immigrants settled around the country. Students should use library resourcesto determine what religious, racial, and ethnic groups settled in the United States and why theysettled in specific areas. Have students complete this activity for the eighteenth and nineteenthcenturies. The information about the identity of the group, the reasons for settling, and the yearsthe group settled in the areas should be written on the maps. SS: 8.10A, 8.24A; ELA: 8.20D

Guided Reading Activity 15–1Name Date Class

Guided Reading Activity 15-1★

DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanks usingthe words in the box. Use another sheet of paper if necessary.

John C. Calhoun slavery seven months California 1850

Compromise of 1850 Henry Clay Wilmot Proviso Senate

Missouri Compromise Texas Missouri Free-Soil

Stephen A. Douglas Mexico Maine eleven

The Missouri Compromise

In 1819 eleven states in the Union permitted slavery and (1) did not.

The request by (2) for admission as a state caused a debate, because its

constitution allowed slavery. (3) suggested that Congress admit Missouri

l t t d (4) f t t Cl ’ l ll d th (5)

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

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 15–1

★

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Section Quiz 15-1


Column A

1. slave state

2. free state

3. Free-Soil Party candidate

4. runaway slaves

5. to leave the Union


6. An exaggerated loyalty to a particular region of the country is calledA. abolitionism. C. secede.B. fugitive. D. sectionalism.

7. The plan that preserved the balance between slave and free states in theSenate was theA. North/South Compromise. C. Maine Compromise.B. Missouri Compromise. D. Slavery Compromise.

8. The main issue in the presidential election of 1844 was theA. annexation of Texas. C. annexation of New Mexico.B. annexation of Maine. D. annexation of Missouri.

9. Who proposed that neither Congress nor local governments had the authorityto ban slavery from a territory?A. Daniel Webster C. Henry Clay B. John C. Calhoun D. Zachary Taylor

10. President Millard Fillmore persuaded several Whig representatives to not cast votes, or toA. secede. C. abstain.B. become a fugitive. D. increase sectionalism.


ScoreChapter 15

Column B

A. MaineB. MissouriC. fugitivesD. secedeE. Martin Van Buren

ELA: Page 438: 8.10K; Page 439:8.10L, 8.11A, 8.13D, 8.22B, 8.24A


439

Checking for Understanding1. Key Terms Use each of these social

studies terms in a sentence that willhelp explain its meaning: sectional-ism, fugitive, secede, abstain.

2. Reviewing Facts List the provisionsof the Missouri Compromise.

Reviewing Themes3. Government and Democracy Why

was the Free-Soil Party created?

Critical Thinking4. Analyzing Information What was

the Wilmot Proviso? Why was it con-troversial?

5. Comparing Re-create the tablebelow and describe what the Northand South each gained from theCompromise of 1850.

Analyzing Visuals6. Examining Artifacts Look at the

campaign banner on page 437. Com-pare it to a modern political buttonor advertisement you have seen. Inwhat ways are they similar? In whatways are they different?

CHAPTER 15 Road to Civil War 439

Government Create a poster forthe Free-Soil Party presidential can-didate. Include slogans or symbolsto gain popular support.

Calhoun opposed Clay’s plan. He believedthat the only way to save the Union was to pro-tect slavery. If Congress admitted California as afree state, Calhoun warned, the Southern stateshad to leave the Union.

Three days later Webster gave an eloquentspeech in support of Clay’s plan. He argued thatantislavery forces lost little in agreeing to thecompromise:

“I would rather hear of natural blasts andmildews, war, pestilence, and famine, than tohear gentlemen talk of secession.”

Webster reasoned that geography would pre-vent slavery from taking root in the new territo-ries, since most of the land was not suited forplantations. What was most important was topreserve the Union.

The Compromise of 1850Clay’s plan could not pass as a complete pack-

age. Too many members of Congress objected toone part of it or another. President Taylor alsoopposed the plan and threatened to use forceagainst the South if states tried to secede.

Then in July President Taylor suddenly died.The new president, Millard Fillmore, supportedsome form of compromise. At the same time,Stephen A. Douglas, a young senator from Illi-nois, took charge of efforts to resolve the crisis.Douglas divided Clay’s plan into a series of

measures that Congress could vote on sepa-rately. In this way members of Congress wouldnot have to support proposals they opposed.

President Fillmore persuaded several Whigrepresentatives to abstain—not to cast votes—onmeasures they opposed. Congress finally passeda series of five separate bills in August and Sep-tember of 1850. Taken together these laws,known as the Compromise of 1850, containedthe five main points of Clay’s original plan. Fill-more called the compromise a “final settlement”of the conflict between North and South. Thepresident would soon be proved wrong.

Explaining How did the Compro-mise of 1850 affect the New Mexico Territory?

Like Zachary Taylor, did most presidents make themilitary their profession? Some presidents did makethe military their principal profession. Washington,William Henry Harrison, Grant, and Eisenhower, as wellas Taylor, all made a career in the military. However,more presidents came from the ranks of attorneys thanfrom any other profession. More than half of all presi-dents, including Jefferson and Lincoln, made their livingin the practice of law.

Before They Were Presidents

Compromise of 1850

Northern gains Southern gains

Social Studies TAKS tested at Grade 8: Obj 1:8.7DCHAPTER 15Section 1, 436–439CHAPTER 15Section 1, 436–439

4 CLOSEAsk students to reexamine thegraphic organizers they createdat the beginning of this section.Have them point out parts ofeach compromise that had thepotential to lead to civil war. SS: 8.7D, 8.30C

Answer: There were no restrictionson slavery, and the New Mexico—Texas border dispute favored NewMexico.

Reading Essentials and Study Guide 15–1

Enrichment Activity 15–1Name Date Class

★ Enrichment Activity 15-1 ★★

Representation in the HouseAs new lands were added to the United States, the issue of equal voting

power in the Senate for the free states and slave states became veryimportant. Yet the voting power of states in the House of Representatives,whose membership was based on population, could not be controlled bycompromises. The table below shows membership in the House ofRepresentatives.

DIRECTIONS: Analyzing a Table Usethe information in the table to fill inthe following information.

1. Free states had ��representatives in the House in 1800, but slave states had only

Representation in theHouse of Representatives,1800–1850Number of Members Number of Members

Year from Free States from Slave States

1800 76 65

1810 96 79

For use with textbook pages 436–439

SLAVERY AND THE WEST

Study GuideChapter 15, Section 1

KEY TERMS

sectionalism Exaggerated loyalty to a particular region of the country (page 437)

fugitive Someone who runs away from the law (page 438)

secede To separate or leave the Union (page 438)

abstain To not cast a vote (page 439)

DRAWING FROM EXPERIENCEII

Have you ever had to give up something to get something you wanted more? How did you decidewhich item was more important? What were some times when you would not compromise?

This section focuses on how the Northern states and the Southern states debated and compromisedover the issue of slavery in new states.

Reteaching Activity 15–1Name Date Class

Reteaching Activity 15-1★

DIRECTIONS: Organizing Facts The items in the Fact Bank list the characteristicsof plans made in Congress during the first part of the 1800s to settle issuesover slavery. In the blanks on the chart, write the letter of each item in thecorrect category.

Plans to Avoid Conflict Over SlaveryWilmot Proviso/ Compromise of 1850

Missouri Compromise Calhoun’s Proposal (Clay’s Five-Part Plan)

1. Student work should reflect correctuse of terms. SS: 8.31A

2. Missouri admitted as slave stateand Maine as free state; prohibitedslavery in Louisiana Purchase terri-tory in areas north of 36°30’ N lati-tude, except Missouri SS: 8.7D

3. to take a stand opposing the extension of slavery SS: 8.5C

4. a proposal to prohibit slavery inany lands acquired from Mexico;some wanted to introduce slaveryin those lands SS: 8.7D

5. North: California admitted as afree state, slave trade abolished inDistrict of Columbia; South: norestrictions on slavery in NewMexico, slavery not abolished

in District of Columbia, strongerfugitive slave law SS: 8.7D

6. Similarities: use of candidates’names or photos; Differences: useof logos or advertising techniquesSS: 8.30A

Interdisciplinary Activity Postersshould address the slavery issue. SS: 8.31D

SOCIAL STUDIES:Page 438: 8.5C, 8.6E, 8.7C, 8.7D,8.22C; Page 439: 8.5C, 8.7D,8.30B, 8.30C, 8.31A, 8.31D


440

TEACHRecognizing Bias This skillillustrates how bias preventssomeone from looking at a situa-tion in a reasonable and truthfulway. By analyzing two excerpts,students apply the steps to rec-ognizing bias.

Have students work in pairs toapply these steps to the quota-tions in Section 1 to determineeach speaker’s bias. Discuss thequotations and the biases. Pointout to students how their ownbiases can influence their inter-pretation of bias. SS: 8.30F;ELA: 8.10J

Additional Practice


Critical ThinkingCritical Thinking

Why Learn This Skill?Cats make better pets than dogs. If you say this,

then you are stating a bias. A bias is a prejudice. Itcan prevent you from looking at a situation in a rea-sonable or truthful way.

Learning the SkillMost people have feelings and ideas that affect their

point of view. This viewpoint, or bias, influences theway they interpret events. For this reason, an ideathat is stated as a fact may really be only an opinion.Recognizing bias will help you judge the accuracy ofwhat you read. There are several things you shouldlook for that will help you recognize bias. Identifythe author of the statement and examine his or herviews and possible reasons for writing the material.Look for language that reflects an emotion or opin-ion—words such as all, never, best, worst, might,or should. Examine the writing for imbalances—leaning only to one viewpoint and failing to provideequal coverage of other possible viewpoints.

Practicing the SkillRead the excerpts on this page. The first excerpt is from an 1858 newspaper editorial. The secondis from a speech by Senator John C. Calhoun ofSouth Carolina. Then answer the four questionsthat follow.

“Popular sovereignty for the territories willnever work. Under this system, each territorywould decide whether or not to legalize slav-ery. This method was tried in the territory ofKansas and all it produced was bloodshedand violence.”

—The Republican Leader, 1858

“. . . [T]he two great divisions of societyare not rich and poor, but white and black;and all the former, the poor as well as therich, belong to the upper classes, and arerespected and treated as such.”

—Senator Calhoun

1 Is Senator Calhoun expressing a proslavery orantislavery bias?

2 What statements indicate the racism in Calhoun’sbias?

3 What political party’s view does the editorial represent?

4 What biases or beliefs are expressed in the editorial?

Recognizing Bias

Social Studies TAKS tested at Grade 8: Obj 5:8.30F

Applying the SkillRecognizing Bias Look through the letters to theeditor in your local newspaper. Write a short reportanalyzing one of the letters for evidence of bias.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social stud-ies skills.

Critical ThinkingCritical Thinking

ANSWERS TO PRACTICING THE SKILL1 proslavery

2 by saying that rich and poor whites are of the upper classes and that the divisions of society are black and white

3 Republican

4 Popular sovereignty does not work.

Applying the Skill Have students work through the stepsto identify bias before they write their reports.

Chapter Skills Activity 15Name Date Class

Chapter Skills Activity 15★

Recognizing BiasTo recognize bias, ask yourself questions such as: Does the author consider

more than one point of view? Why did the author write the piece? How might theauthor’s background influence his or her viewpoint?

DIRECTIONS: In the passage below, Nellie Thomas describes the lives of enslavedAfrican Americans on her grandfather’s plantation in South Carolina. Read thepassage and answer the questions that follow on a separate sheet of paper.

. . . Grandfather held his slaves as part of his official family. He owned them infamilies and encouraged the making of family ties among them. By these naturalmethods of economic conservation there were before very long many Negroes in the “quarters.” As Grandfather was his own overseer, he gave his personalattention and supervision to every detail of his business and looked closely after

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

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

ELA: Page 440: 8.10J, 8.10K,8.15C; Page 441: 8.13D


441

441CHAPTER 15 Road to Civil War

1852Uncle Tom’s Cabinis published

1854Kansas-Nebraska Actis passed

1856Charles Sumnerattacked in Senate

On May 24, 1854, the people of Boston erupted in outrage. Federal officers hadseized Anthony Burns, a runaway slave who lived in Boston, to send him back to slav-ery. Abolitionists tried to rescue Burns from the federal courthouse, and city leadersattempted to buy his freedom. All efforts failed. Local militia units joined the marinesand cavalry in Boston to keep order. Federal troops escorted Burns to a ship that wouldcarry him back to Virginia and slavery. In a gesture of bitter protest, Bostonians drapedbuildings in black and hung the American flag upside down.

The Fugitive Slave ActThe Fugitive Slave Act of 1850 required all citizens to help catch runaways.

Anyone who aided a fugitive could be fined or imprisoned. People in the Southbelieved the law would force Northerners to recognize the rights of Southerners.Instead, enforcement of the law led to mounting anger in the North, convincingmore people of the evils of slavery.

After passage of the Fugitive Slave Act, slaveholders stepped up their efforts tocatch runaway slaves. They even tried to capture runaways who had lived in free-dom in the North for years. Sometimes they seized African Americans who werenot escaped slaves and forced them into slavery.

Main IdeaGrowing tensions led to differencesthat could not be solved by compro-mise.

Key Termspopular sovereignty, border ruffi-ans, civil war

Reading StrategyAs you read the section, re-create thetable below and describe how South-erners and Northerners reacted to theKansas-Nebraska Act.

Read to Learn• how the Fugitive Slave Act and the

Kansas-Nebraska Act furtherdivided the North and South.

• how popular sovereignty led to violence.

Section ThemeContinuity and Change As theygrew farther apart, Northerners andSoutherners sought compromise.

A Nation Dividing

Anthony Burns

Preview of Events

Guide to Reading

✦1850

1850Fugitive Slave Actis passed

✦1853 ✦1856

Kansas-Nebraska Act

Southern reaction Northern reaction

Social Studies TAKS tested at Grade 8: Obj 1:8.7C; Obj 5:8.30C Obj 1:8.7CCHAPTER 15Section 2, 441–444CHAPTER 15Section 2, 441–444

1 FOCUSSection OverviewThis section describes how com-promises continued to fail, lead-ing to increased tensionsbetween the North and South.

Guide to Reading

Answers to Graphic: Southern reac-tion: supported bill; Northern reaction:protested passage of act, demandedCongress vote down the bill

Preteaching VocabularyLead students to understand thatpopular means “of or carried on bythe common people” and sovereigntymeans “supreme, independent politi-cal authority.” Combining the twomeanings, popular sovereignty,means “let the people decide.”








Copyright © by The McGraw-Hill Companies, Inc. ANSWER: ATeacher Tip: Explain to students that bar graphs providean easy way to compare data over time.UNIT

6Chapter 15

Interpreting Bar Graphs

Directions: Answer the following question based on the bar graph.

About how many more enslaved African Americans were there in 1860 than in 1830?

A 2,000,000 B 4,500,000 C 2,250,000 D 2,500,000

African American Population of the United States

4,500,000

4,000,000

3,500,000

3,000,000

2,500,000

2,000,000

1,500,000

1,000,000

500,000

1790 1800 1810 1820 1830 1840 1850 1860

Popu

latio

n

YearFree

Enslaved



SOCIAL STUDIES:Page 440: 8.30F, 8.31D; Page441: 8.1B, 8.6C, 8.7C, 8.24C,8.25A, 8.30C


442


Writer Harriet BeecherStowe called the FugitiveSlave Act a “nightmareabomination.” Stowe, thedaughter of a New Eng-land minister, spent partof her childhood inCincinnati. There, on thebanks of the Ohio River,she saw enslaved peoplebeing loaded onto shipsto be taken to slave mar-kets. As an adult and the

wife of a religion profes-sor, she wrote manybooks and stories aboutsocial reform. Her mostfamous work was a novelabout the evils of slavery.Uncle Tom’s Cabin waspublished in 1852.Packed with dramaticincidents and vivid char-acters, the novel showsslavery as a cruel andbrutal system.

Uncle Tom’s Cabinquickly became a sensa-tion, selling over 300,000copies in the first year ofpublication. The book hadsuch an impact on publicfeelings about slaverythat when Abraham Lin-coln was introduced toStowe during the CivilWar, he said, so, you“wrote the book thatstarted this great war.”

Resistance to the LawIn spite of the penalties, many Northerners

refused to cooperate with the law’s enforce-ment. The Underground Railroad, a network offree African Americans and whites, helped run-aways make their way to freedom. Antislaverygroups tried to rescue African Americans whowere being pursued or to free those who werecaptured. In Boston, members of one suchgroup followed federal agents shouting, “Slavehunters—there go the slave hunters.” Peoplecontributed funds to buy the freedom ofAfrican Americans. Northern juries refused toconvict those accused of breaking the FugitiveSlave Law.

Explaining What was the purposeof the Underground Railroad?

The Kansas–Nebraska ActFranklin Pierce, a New Hampshire Democrat

who supported the Fugitive Slave Act, becamepresident in 1853. Pierce intended to enforce theFugitive Slave Act, and his actions hardened theopposition.

In 1854 the dispute over slavery erupted inCongress again. The cause was a bill introducedby Stephen A. Douglas, the Illinois senator whohad forged the Compromise of 1850.

Hoping to encourage settlement of the Westand open the way for a transcontinental rail-road, Douglas proposed organizing the regionwest of Missouri and Iowa as the territories ofKansas and Nebraska. Douglas was trying towork out a plan for the nation to expand thatboth the North and the South would accept.Instead his bill reopened the conflict about slav-ery in the territories.

Because of their location, Kansas andNebraska seemed likely to become free states.Both lay north of 36°30'N latitude, the line estab-lished in the Missouri Compromise as theboundary of slavery. Douglas knew that South-erners would object to having Kansas andNebraska become free states because it wouldgive the North an advantage in the Senate. As aresult Douglas proposed abandoning the Mis-souri Compromise and letting the settlers ineach territory vote on whether to allow slavery.He called this popular sovereignty—allowingthe people to decide.

Social Studies TAKS tested at Grade 8: Obj 3:8.24E Obj 3:8.25A Obj 1:8.7C, 8.7DCHAPTER 15Section 2, 441–444CHAPTER 15Section 2, 441–444

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMediating Conflict Organize the class into groups of four to devise alternative compromises thatmight have avoided the bloodshed following the Kansas-Nebraska Act. Ask each group to role-playa debate over an alternative compromise. Make sure students accurately represent the point ofview of the person whose role they are playing. If the sides cannot agree on an alternative planwith the help of the mediator, then the mediator should assume the role of binding arbitrator, whoevaluates the different positions and imposes a decision. Have each group analyze the process ofcompromise and binding arbitration. L3/PRE-AP SS: 8.30D, 8.31D

Creating a Graphic OrganizerAsk students to create a cause-and-effect graphic organizershowing the effects of theFugitive Slave Act and theKansas-Nebraska Act. Use theorganizers as the basis for dis-cussing why the nation wasdividing. L1 SS: 8.7C, 8.30C;ELA: 8.10L


I. The Fugitive Slave Act (Pages 441–442)

A. In 1850 Congress passed the Fugitive Slave Act. It required all citizens to help captureand return enslaved African Americans who had run away. People who helped run-aways could be fined or imprisoned.

B. After passage of the Fugitive Slave Act, Southerners stepped up efforts to catch runaways. They even made new attempts to capture enslaved laborers who had runaway and who had lived as free people in the North for years. In some cases, freeAfrican Americans who had never been enslaved were captured and forced into slavery




Did You Know? The success of the Underground Railroad wasdue to many people, including those they called the conductors,who escorted or guided freedom seekers between stations or safehouses, and the stationmasters, who provided shelter or a hidingplace to freedom seekers.

As the popularity of Uncle Tom’sCabin grew, Southern critics unsuc-cessfully began to denounce HarrietBeecher Stowe’s work. Stowe, how-ever, stood steadfast in the wave ofcriticism and continued to write, pro-ducing about a book each year from1862 to 1884. Ask: Why wereSoutherners more critical ofStowe’s work than Northernerswere? (Stowe encouraged people toturn against slavery, an institutionlargely supported by Southerners.)

Answer: to help runaway enslavedAfrican Americans make their wayto freedom

ELA: Page 442: 8.10K; Page 443:8.10K, 8.22B



Slavery and Sectionalism

Passage of the ActMany Northerners protested strongly. Douglas’s

plan to repeal the Missouri Compromise wouldallow slavery into areas that had been free formore than 30 years. Opponents of the billdemanded that Congress vote down the bill.

Southerners in Congress, however, providedsolid support for the bill. They expected thatKansas would be settled in large part by slave-holders from Missouri who would vote to keepslavery legal. With some support from NorthernDemocrats and the backing of President Pierce,Congress passed the Kansas–Nebraska Act inMay 1854.

Division GrowsNorthern Democrats in the House split almost

evenly on the vote, revealing deep divisions inthe party. Many Northerners became convincedthat compromise with the South was no longerpossible. Sam Houston, senator from Texas, pre-dicted that the bill “will convulse [upset] thecountry from Maine to the Rio Grande.”

Describing Write a definition of“popular sovereignty” in your own words.

Conflict in KansasRight after passage of the Kansas–Nebraska

Act, proslavery and antislavery groups rushedsupporters into Kansas. In the spring of 1855,when elections took place in Kansas, a proslav-ery legislature was elected.

Although only about 1,500 voters lived inKansas at the time, more than 6,000 people castballots in the elections. Thousands of proslaverysupporters from Missouri had crossed the bor-der just to vote in the election. These Missouri-ans traveled in armed groups and becameknown as border ruffians. Soon after the elec-tion, the new Kansas legislature passed lawssupporting slavery. One law even restrictedpolitical office to proslavery candidates.

The antislavery people refused to accept theselaws. Instead they armed themselves, held theirown elections, and adopted a constitution thatbanned slavery. By January 1856, rival govern-ments existed in Kansas, one for and one againstslavery. Each asked Congress for recognition. Toconfuse matters further, President Pierce and theSenate favored the proslavery government, whilethe House backed the forces opposed to slavery.

OREGONTERR.

UTAHTERR.

NEW MEXICOTERR.

CALIF.(1850)

UNORGANIZEDTERR.

MINNESOTATERR.

WASHINGTONTERR.

NEBRASKATERR.

KANSASTERR.

OREGONTERR.

Kansas–Nebraska Act, 1854The Compromise of 1850

Free statesSlave statesTerritory closedto slaveholding

Territory opento slaveholding

Indian Territory

Social Studies TAKS tested at Grade 8: Obj 1:8.7C, 8.7D Obj 5:8.30C

1. Region How did the Kansas–Nebraska Act affect theagreement reached in the Compromise of 1850?

2. Analyzing Information What territories were non-slaveholding in 1854?

CHAPTER 15Section 2, 441–444CHAPTER 15Section 2, 441–444

Answers:1. It repealed the Compromise of

1850.2. Washington, Oregon, and

Minnesota

Answer: Answers will vary, butshould show evidence of under-standing popular sovereignty.



DIRECTIONS: Outlining Locate heading in your textbook. Then use theinformation under the heading to help you write each answer. Use anothersheet of paper if necessary.

I. The Fugitive Slave Act

A. Introduction1. What did the Fugitive Slave Act of 1850 require? ��

2. What did free African Americans and whites who opposed slavery set up

to help runaways escape? ��

3. Who wrote Uncle Tom’s Cabin? ��4. What did Uncle Tom’s Cabin show about slavery?

��

II. The Kansas-Nebraska Act



Section Quiz 15–2

Section Quiz 15-2


Column A

1. bought freedom of enslaved people

2. boundary of slavery

3. allowing the people to decide

4. caused over 200 deaths

5. violent abolitionist

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the

★


ScoreChapter 15

Column B

A. 36°30�N latitudeB. “Bleeding Kansas”C. John BrownD. popular sovereigntyE. antislavery groups

443

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic When Uncle Tom’s Cabin was published as a novel in 1852, George Aikendramatized the story into a play. Countless stage versions of this story were enacted before theCivil War. Have students find a copy of the play Uncle Tom’s Cabin at the library. Choose differentstudents to read parts aloud in class. SS: 8.30A; ELA: 8.8B

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

SOCIAL STUDIES:Page 442: 8.6C, 8.7C, 8.7D, 8.24E,8.25A; Page 443: 8.7C, 8.7D,8.24C, 8.30C


444

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain its meaning: popular sovereignty, border ruffians, civil war.

2. Reviewing Facts Describe howNorthern abolitionists reacted to theFugitive Slave Act.

Reviewing Themes3. Continuity and Change How did

popular sovereignty lead to violencein Kansas?

Critical Thinking4. Predicting Consequences Could the

violence in Kansas have been pre-vented if Congress had not abandonedthe Missouri Compromise? Explain.

5. Organizing Information Re-createthe diagram below and list the stepsthat led to bloodshed in Kansas.

Analyzing Visuals6. Geography Skills Study the maps

on page 443. From which territory orterritories were the Nebraska andKansas Territories formed? Was theUtah territory closed to slaveholding?

“Bleeding Kansas”With proslavery and antislavery forces in

Kansas arming themselves, the outbreak of vio-lence became inevitable. In May 1856, 800 slav-ery supporters attacked the town of Lawrence,the antislavery capital. They sacked the town,burned the hotel and the home of the governor,and destroyed two newspaper offices. Soonafter, forces opposed to slavery retaliated.

John Brown, a fervent abolitionist, believedGod had chosen him to end slavery. When heheard of the attack on Lawrence, Brown wentinto a rage. He vowed to “strike terror in thehearts of the proslavery people.” One nightBrown led four of his sons and two other menalong Pottawatomie Creek, where they seizedand killed five supporters of slavery.

More violence followed as armed bandsroamed the territory. Newspapers began refer-ring to “Bleeding Kansas” and “the Civil War inKansas.” A civil war is a conflict between citi-zens of the same country. Not until October of1856 did John Geary, the newly appointed terri-torial governor, stop the bloodshed in Kansas.He suppressed guerrilla forces and used 1,300federal troops.

Violence in CongressThe violence that erupted in Kansas spilled

over to the halls of Congress as well. Abolitionistsenator Charles Sumner of Massachusetts deliv-ered a speech entitled “The Crime AgainstKansas.” Sumner lashed out against proslaveryforces in Kansas. He also criticized proslaverysenators, repeatedly attacking Andrew P. Butlerof South Carolina.

Two days after the speech, Butler’s distantcousin, Representative Preston Brooks, walkedinto the Senate chamber. He hit Sumner againand again over the head and shoulders with acane. Sumner fell to the floor, unconscious andbleeding. He suffered injuries so severe that hedid not return to the Senate for several years.The Brooks-Sumner incident and the fighting in“Bleeding Kansas” revealed the rising level ofhostility between North and South.

Explaining What is a civil war?


Descriptive Writing With mem-bers of your class, choose a scenefrom Uncle Tom’s Cabin to portrayin a one-act play. Write a shortscript, assign roles, and present it to the class.

Bloodshedin Kansas

Step

Step

Step

John Brown

Social Studies TAKS tested at Grade 8: Obj 3:8.25ACHAPTER 15Section 2, 441–444CHAPTER 15Section 2, 441–444

4 CLOSEAsk students to speculate aboutwhat the federal governmentcould have done, if anything, to prevent the violence thaterupted over the Kansas-Nebraska Act. SS: 8.30B


Enrichment Activity 15–2

Answer: a conflict between citizensof the same country

Name Date Class


Runaway!The Fugitive Slave Act of 1850 was

supported by many Southerners but hated,attacked, and ignored by many Northerners.The poster, or placard, shown to the rightwas posted in 1851.

DIRECTIONS: Interpreting InformationPosters were a little like newspaper articles in the 1800s. They often providedinformation to answer the questions Who?,What?, When?, Where?, and Why? Study the poster and then fill in the informationbelow with as much detail as you can.

CAUTION!!��

COLORED PEOPLEOF BOSTON, ONE & ALL,

You are hereby respectfully CAUTIONED andadvised, to avoid conversing with the

Watchmen and Police Officersof Boston,

For since the recent ORDER OF THE MAYOR &ALDERMEN, they are empowered to act as

KIDNAPPERSAND


A NATION DIVIDING


Have you ever been part of one group that split into two smaller groups because of a disagreement?Did you or anyone try to bring the group back together? Could the disagreement be resolved?

In the last section, you read how Western states were added to the Union with compromises fromthe North and the South. This section focuses on how the issue of slavery further divided the


KEY TERMS

popular sovereignty The idea that allows the people to make their own decisions about the area in which they live (page 442)

border ruffians Armed groups from another state that cross a border solely to vote (page 443)

civil war A conflict between citizens of the same country (page 444)

Reteaching Activity 15–2Name Date Class


DIRECTIONS: Recognizing Causes and Effects After each Cause, write the letter of its Effect from the Fact Bank.1. Cause: The Fugitive Slave Act is

strictly enforced.

Effect: ��

2. Cause: Harriet Beecher Stowewrites Uncle Tom’s Cabin, a novel thatillustrates the brutality of slavery.

Effect: ��

3. Cause: In 1854 Senator Stephen A.Douglas proposes a bill to organizethe territories of Kansas andNebraska.

5. Cause: Southerners, someNorthern Democrats, and PresidentFranklin Pierce support the repeal ofthe Missouri Compromise.

Effect: ��

6. Cause: A proslavery legislature inKansas passes laws supporting slavery.

Effect: ��

7. Cause: Violence erupts first inLawrence, Kansas, and then inPottawatomie Creek.


2. refused to accept the terms, aidedrunaways, refused to convict thoseaccused of breaking the law SS: 8.7C

3. Outsiders corrupted the election,and fighting broke out over theresults. SS: 8.7C

4. Students should state yes or noand use evidence to support theiranswers. SS: 8.30B

5. Answers may include: passage ofKansas-Nebraska Act; supportersand antislavery groups rush toKansas; Missouri proslavery resi-dents vote in Kansas; proslaverylegislature elected; laws supporting

slavery passed in Kansas; antislav-ery groups hold elections andadopt constitution; and two rivalstate governments exist. SS: 8.1B

6. Unorganized Territory; no SS: 8.10B

Interdisciplinary ActivityScripts should include convincing dialogue. ELA: 8.15A

ELA: Page 444: 8.10L, 8.11A,8.13D, 8.15A, 8.22B; Page 445:8.8C, 8.13D


445

445

1856James Buchanan iselected president

1857Dred Scott decision statesthat all slaves are property

1859John Brown raidsHarpers Ferry, Virginia

Main IdeaSocial, economic, and political differ-ences divided the North and South.

Key Termsarsenal, martyr

Reading StrategySequencing Information As youread the section, re-create the dia-gram below and list major events foreach year.

Read to Learn• why the Republican Party was

formed.• how the Dred Scott decision, the

Lincoln-Douglas debates, and JohnBrown’s raid affected Americans.

Section ThemeContinuity and Change The slaveryissues continued to drive the Northand South further apart.

Challenges to Slavery


Many people considered John Brown to be a radical murderer, while others viewedhim as a fighter for the cause of freedom. When he was executed in 1859, the Anglo-African Magazine wrote that, as John Brown left the jail, “a black woman, with a littlechild in her arms, stood near his way. . . . He stopped for a moment in his course,stooped over, and with the tenderness of one whose love is as broad as the brother-hood of man, kissed the child affectionately.”

A New Political PartyEven before Brown’s raid, other events had driven the North and South

further apart. After the Kansas–Nebraska Act, the Democratic Party began todivide along sectional lines, with Northern Democrats leaving the party. Differ-ing views over the slavery issue destroyed the Whig Party.

In 1854 antislavery Whigs and Democrats joined forces with Free-Soilers toform the Republican Party. The new party was determined to rally “for the estab-lishment of liberty and the overthrow of the Slave Power.”

1854Republican Partyis formed

1846 1854 1856 1858

Preview of Events

Guide to Reading

✦1854 ✦1856 ✦1858 ✦1860

Kansas Free-Soil poster

Social Studies TAKS tested at Grade 8: Obj 1:8.1B; Obj 5:8.30C Obj 1:8.5C, 8.7CCHAPTER 15Section 3, 445–448CHAPTER 15Section 3, 445–448

1 FOCUSSection OverviewThis section examines how Abraham Lincoln and theRepublican Party viewed the issue of slavery.

Guide to Reading

Answers to Graphic: 1846: DredScott sued for his freedom; 1854:Republican Party was formed; 1856:James Buchanan was elected presi-dent; 1858: Lincoln and Douglas metfor a series of debates

Preteaching VocabularyEncourage students to write definitionsfor the terms arsenal and martyr.Then have them find the terms in the text to check the accuracy of their definitions.








Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Northerners considered him a martyr;Southerners were outraged.Teacher Tip: Tell students to use the factual informationpresented to recognize the consequences of John Brown’sactions.

UNIT

6Chapter 15

Examining Decisions Made in History

Directions: Answer the following question based on the information presented.

How do you think John Brown’s actions helped spark the Civil War?

John Brown, Abolitionist, 1800–1859

Developed a plan for a rebellion with enslaved people in northern VirginiaWanted to create a stronghold for escaped enslaved people

Supported financially by Northern abolitionists

Brown injured and captured during raid at Harpers Ferry

Brown tried and convicted of treason; hanged December 2, 1859

In the North Brown had much popular support,

was considered a martyr

The South was outraged,feared more Northern

attacks on slavery



SOCIAL STUDIES:Page 444: 8.1B, 8.7C, 8.10B,8.25A, 8.30B, 8.30C, 8.31A, 8.31D;Page 445: 8.1B, 8.5C, 8.7C, 8.22A,8.25A, 8.30C


446

The Republicans challenged the proslaveryWhigs and Democrats, choosing candidates torun in the state and congressional elections of1854. Their main message was that the govern-ment should ban slavery from new territories.

The Republican Party quickly showed itsstrength in the North. In the election, the Repub-licans won control of the House of Representa-tives and of several state governments. In theSouth the Republicans had almost no support.

Northern Democrats suffered a beating.Almost three-fourths of the Democratic candi-dates from free states lost in 1854. The party wasincreasingly becoming a Southern party.

The Election of 1856Democrats and Republicans met again in the

presidential election of 1856. The Whig Party,disintegrating over the slavery issue, did notoffer a candidate of its own.

The Republicans chose John C. Frémont ofCalifornia as their candidate for president. Fré-mont had gained fame as an explorer in the West.The party platform called for free territories andits campaign slogan became “Free soil, freespeech, and Frémont.”

The Democratic Party nominated JamesBuchanan of Pennsylvania, an experienced diplo-mat and former member of Congress. The partyendorsed the idea of popular sovereignty.

The American Party, or Know Nothings, hadgrown quickly between 1853 and 1856 by attack-ing immigrants. The Know Nothings nominatedformer president Millard Fillmore.

The presidential vote divided along rigid sec-tional lines. Buchanan won the election, win-ning all of the Southern states except Marylandand received 174 electoral votes compared to 114for Frémont and 8 for Fillmore. Frémont did notreceive a single electoral vote south of theMason-Dixon line, but he carried 11 of the 16free states.

Explaining What stand did the newRepublican party take on the issue of slavery?

The Dred Scott DecisionPresident Buchanan took office on March 4,

1857. Two days later the Supreme Courtannounced a decision about slavery and theterritories that shook the nation.

Dred Scott was an enslaved African Ameri-can bought by an army doctor in Missouri, aslave state. In the 1830s the doctor moved hishousehold to Illinois, a free state, and then to theWisconsin Territory, where slavery was bannedby the Northwest Ordinance of 1787. Later the

family returned to Missouri, wherethe doctor died. In 1846, with the

help of antislavery lawyers,Scott sued for his freedom. Heclaimed he should be freebecause he had once livedon free soil. Eleven yearslater, in the midst of grow-ing anger over the slavery

issue, the case reached theSupreme Court.

The case attracted enormousattention. While the immediate

issue was Dred Scott’s status, the


Family members (left) honor the memory of Dred Scott.Scott (above), who lived in slavery, had appealed to theSupreme Court in hopes of being granted his freedom.How did the Court rule?

History

Social Studies TAKS tested at Grade 8: Obj 1:8.5C, 8.7CCHAPTER 15Section 3, 445–448CHAPTER 15Section 3, 445–448

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYConflict Resolution Conflicts can be resolved in many different ways. Organize students into threegroups. Have the groups research how conflicts were resolved between racial, ethnic, and religiousgroups. Within each group, students should research how conflicts were resolved in the 1600s,1700s, and 1800s. As a class, create a chart that identifies the different racial, ethnic, and religiousgroups, the resolutions, and the centuries in which the resolutions occurred. L3/PRE-AP

Creating a Diagram Discuss thereasons why a third party coulddevelop in a two-party politicalsystem, such as the United States.Explain that the Kansas-NebraskaAct changed the political partiesin the United States. Ask studentsto work in small groups to createa poster-size diagram of thechanges in the political partiesoutlined in this section. Post thediagrams on the bulletin board tobe used in the “CLOSE” activity.L1, SS: 8.22A, 8.31C; ELA: 8.10LELL


I. A New Political Party (Pages 445–446)

A. In 1854 antislavery Whigs and antislavery Democrats joined with Free Soilers to createthe Republican Party. The Republican Party’s main issue was the abolition of slavery,or at least the prevention of its spread into Western lands.

B. Republican candidates began to challenge proslavery Whigs and Democrats in stateand congressional elections of 1854, with the message that the government should banslavery in the territories. The election showed that the Republican Party had strengthin the North, but almost no support in the South. The Democratic Party’s strength wasalmost totally in the South.




Did You Know? Before his election as president, the only political offices Abraham Lincoln held were as a four-term Illinoisstate legislator and one-term United States member of Congress.

Answer: It wanted to ban slavery fromexpanding into the new territories.

Answer: The Court ruled that Scottwas an enslaved person who had noright to bring a lawsuit; an enslavedperson was property and Congresscould not take the property awaywithout “due process of law”; andCongress had no power to prohibitslavery in any territory.

History

ELA: Page 446: 8.10K; Page 447:8.8C


447

447

“I believe thatthis governmentcannot endurepermanently

half slave andhalf free.”

—Abraham Lincoln

“This Union canexist forever

divided into freeand slave states,as our fathers

made it.”—Stephen Douglas

Court also had the opportunity to rule on thequestion of slavery in territories. Many Ameri-cans hoped that the Court would resolve theissue for good.

The Court’s DecisionThe Court’s decision electrified the nation.

Chief Justice Roger B. Taney (TAW•nee) saidthat Dred Scott was still a slave. As a slave, Scottwas not a citizen and had no right to bring a law-suit. Taney could have stopped there, but hedecided to address the broader issues.

Taney wrote that Scott’s residence on free soildid not make him free. An enslaved person wasproperty, and the Fifth Amendment prohibitsCongress from taking away property without“due process of law.”

Finally, Taney wrote that Congress had nopower to prohibit slavery in any territory. TheMissouri Compromise—which had banned slav-ery north of 36°30'N latitude—was unconstitu-tional. For that matter, so was popularsovereignty. Not even the voters in a territorycould prohibit slavery because that wouldamount to taking away a person’s property. Ineffect, the decision meant that the Constitutionprotected slavery. ; (See page 624 of the Appendix for a sum-

mary of the Dred Scott decision.)

Reaction to the DecisionRather than settling the issue, the Supreme

Court’s decision divided the country even more.Many Southerners were elated. The Court hadreaffirmed what many in the South had alwaysmaintained: Nothing could legally prevent the

spread of slavery. Northern Democrats werepleased that the Republicans’ main issue—restricting the spread of slavery—had beenruled unconstitutional.

Republicans and other antislavery groupswere outraged, calling the Dred Scott decision “awicked and false judgment” and “the greatestcrime” ever committed in the nation’s courts.

Lincoln and DouglasIn the congressional election of 1858, the Sen-

ate race in Illinois was the center of nationalattention. The contest pitted the current senator,Democrat Stephen A. Douglas, against Republi-can challenger Abraham Lincoln. People con-sidered Douglas a likely candidate for presidentin 1860. Lincoln was nearly an unknown.

Douglas, a successful lawyer, had joined theDemocratic Party and won election to the Housein 1842 and to the Senate in 1846. Short, stocky,and powerful, Douglas was called “the LittleGiant.” He disliked slavery but thought that thecontroversy over it would interfere with thenation’s growth. He believed the issue could beresolved through popular sovereignty.

Born in the poor backcountry of Kentucky,Abraham Lincoln moved to Indiana as a child,and later to Illinois. Like Douglas, Lincoln wasintelligent, ambitious, and a successful lawyer.He had little formal education—but excellentpolitical instincts. Although Lincoln saw slaveryas morally wrong, he admitted there was noeasy way to eliminate slavery where it alreadyexisted. He was certain, though, that slaveryshould not be allowed to spread.

Social Studies TAKS tested at Grade 8: Obj 4:8.19B; Obj 5:8.30A Obj 4:8.19B



Reteaching Activity 15–3



Section Quiz 15–3

Name Date Class


DIRECTIONS: Organizing Facts The items in the Fact Bank describe StephenDouglas and Abraham Lincoln before the 1858 congressional election.Complete the chart by writing the letter of each item in the correct place on the chart.

Lincoln-Douglas DebatesAbraham Lincoln Stephen Douglas

★

Section Quiz 15-3


Column A

1. sued for freedom

2. 1856 Republican candidate

3. 1856 Democratic candidate

4. 1856 Know-Nothing candidate

5. “the Little Giant”

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of theh h b l h h (10 i h)


ScoreChapter 15

Column B

A. John C. FrémontB. Millard FillmoreC. Stephen A. DouglasD. Dred ScottE. James Buchanan



DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. Who joined forces to form the Republican Party in 1854? ��2. What was the main message of Republican candidates in the elections of 1854?

��

3. What did the results of the elections reveal about the Democratic Party?

��

4. Whom did each party nominate in the presidential election of 1856?

a) Republican: ��

b) Democratic: ��

c) American: ��

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIntrapersonal Discuss the effects of the Dred Scott decision, the Lincoln-Douglas debates, andJohn Brown’s raid. Have students imagine living in the North or the South during the time periodcovered in this section and think about what it would have been like. Have students decide whichevent would have had the most impact on their lives. Then have students write a poem or shortstory describing the event and its personal impact. SS: 8.19B, 8.30D, 8.31D; ELA: 8.15A


SOCIAL STUDIES:Page 446: 8.5C, 8.7C, 8.19B,8.22A; Page 447: 8.19B, 8.23A,8.30A


448

The Lincoln–Douglas DebatesNot as well known as Douglas, Lincoln chal-

lenged the senator to a series of debates. Dou-glas reluctantly agreed. The two met seventimes in August, September, and October of 1858in cities and villages throughout Illinois. Thou-sands came to these debates. The main topic, ofcourse, was slavery.

During the debate at Freeport, Lincolnpressed Douglas about his views on popular sovereignty. Could the people of a territorylegally exclude slavery before achieving state-hood? Douglas replied that the people couldexclude slavery by refusing to pass laws pro-tecting slaveholders’ rights. Douglas’s response,which satisfied antislavery followers but losthim support in the South, became known as theFreeport Doctrine.

Douglas claimed that Lincoln wanted AfricanAmericans to be fully equal to whites. Lincolndenied this. Still, Lincoln said, “in the right toeat the bread . . . which his own hand earns, [anAfrican American] is my equal and the equal of[Senator] Douglas, and the equal of every livingman.” The real issue, Lincoln said, is “betweenthe men who think slavery a wrong and thosewho do not think it wrong. The RepublicanParty thinks it wrong.”

Following the debates, Douglas won a narrowvictory in the election. Lincoln lost the electionbut gained a national reputation.

The Raid on Harpers FerryPolitical tensions heightened after the election

of 1858. Southerners felt threatened by growingRepublican power. In October 1859, an act ofviolence further fed their fears.

On October 16 the abolitionist John Brown led18 men, both whites and free African Americans,on a raid on Harpers Ferry, Virginia. His targetwas an arsenal, a storage place for weapons andammunition. Brown—who had killed five pro-slavery Kansans in 1856—was financed by someabolitionists to carry out his plan. Brown and hismen were quickly defeated by local citizens andfederal troops. Brown was convicted of treasonand murder and sentenced to hang.

Brown’s trial and execution created an uproarin the North. Some antislavery Northerners,including Republican leaders, denouncedBrown for promoting violence. To some North-erners, though, Brown was a great hero. WriterRalph Waldo Emerson called Brown a martyr—a person who dies for a great cause.

John Brown’s death became a rallying pointfor abolitionists. When Southerners learned ofBrown’s connection to abolitionists, their fearsof a great Northern conspiracy against themseemed to be confirmed. The nation was on thebrink of disaster.

Explaining How did the Dred Scottdecision regulate the spread of slavery?


Checking for Understanding1. Key Terms Use the terms arsenal

and martyr in a paragraph aboutJohn Brown’s raid on Harpers Ferry.

2. Reviewing Facts Discuss stages in thedevelopment of the Republican Party.

Reviewing Themes3. Continuity and Change How did the

Dred Scott decision reverse a previousdecision made by Congress? Whatwas the reaction of Republicans?

Critical Thinking4. Making Inferences Why did Lincoln

emerge as a leader after the Lincoln-Douglas debates?

5. Organizing Information Re-createthe table shown here, and describethe positions taken by Lincoln andDouglas in their debates.

Analyzing Visuals6. Examining Artifacts Examine the

poster on page 445. What is theposter advertising? Explain why someof the phrases are in larger type.

Government Draw a political cartoon that illustrates Lincoln’sstatement “A house divided againstitself cannot stand.”

Lincoln–Douglas Debates

Lincoln’s position Douglas’s position

Social Studies TAKS tested at Grade 8: Obj 3:8.25A Obj 4:8.19BCHAPTER 15Section 3, 445–448CHAPTER 15Section 3, 445–448

4 CLOSEAsk students to form the samegroups as in the “TEACH” activ-ity on page 446 to complete theirdiagrams of the political parties.Tell students to add the follow-ing to their diagrams for eachpolitical party: party platform,major party leaders, party supporters. SS: 8.31D; ELA: 8.10L


Enrichment Activity 15–3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class


Dred Scott

The Supreme Court decision on the case of Dred Scott v. Sanford caused anuproar. Eventually, it became one of only four Supreme Court decisions thatwere overturned by a constitutional amendment. Study the poster below thatappeared in 1857.

DIRECTIONS:Understanding InformationAnswer the following questions.

1. What is the poster announcing?

��

��

2. At what point in the case wasthis announcement made?

��

��

3. Exactly when and where is the

meeting to be held? ��

��

4. Who will speak at the meeting?Who else of note will attend?

��

��

5. Who is invited? ��

��

6. What is the cost? ��

DIRECTIONS: Writing a Speech Imagine that you are C.L.Remond. Prepare a speech for today’s meeting. Include

visual aids where appropriate. Then present your speech to your classmates.

A PUBLIC MEETINGWILL BE HELD ON

THURSDAY EVENING, 2D INSTANT.7 o’clock in ISRAEL CHURCH, to consider

atrocious decision of the Supreme Court in the

DRED SCOTT CASEand other outrages to which the

colored people are subject under the Justices of the United States.

C.L. REMOND,

ROBERT PURVIS,and others will be speakers on the occasion.

Mrs. MOTT, Mr. M’KIM and B.S. JONES of Ohio,have also accepted invitations to be present.

All persons are invited to attend. Admittance is free.


CHALLENGES TO SLAVERY


Have you ever taken an argument to someone else to settle? Were you pleased or disappointedwith the result? Did you think the decision was fair?

In the last section, you read about the growing division of the country over slavery. This sectionfocuses on decisions and beliefs about slavery that drive the North and South even further apart.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes as you read the summaries that follow. Think about


KEY TERMS

arsenal A storage place for weapons and ammunition (page 448)

martyr A person who dies for a great cause (page 448)

Answer: It stated that neitherCongress nor voters had any power to prohibit slavery in any territory.


2. Northern Democrats left the party;the Whig Party dissolved; antislav-ery Whigs and Democrats joinedFree-Soilers to form the RepublicanParty. SS: 8.5C

3. It ruled the Missouri Compromiseunconstitutional by stating that

Congress could not prohibit slaveryin any territory; they were out-raged. SS: 8.17C

4. He gained a national reputation.SS: 8.23A

5. Lincoln: government could notendure half slave and half free, allpeople have the right to enjoy thebenefits of their work; Douglas:

could exclude slavery by refusingto pass laws protecting slavehold-ers’ rights SS: 8.22A

6. the free state of Kansas; slavery isin larger print because it was animportant issue and mass meetingis enlarged because it emphasizesgroup support SS: 8.30C

Interdisciplinary Activity Cartoonsshould illustrate the idea. SS: 8.31D

ELA: Page 448: 8.10K, 8.10L,8.11A, 8.13D, 8.22B, 8.24A; Page449: 8.8B, 8.9E, 8.10B, 8.10F,8.13D, 8.22B


449

449

February 1861Southern states form the Confederate States of America

April 1861Confederate forces attack FortSumter; the Civil War begins

Main IdeaIn 1860 Abraham Lincoln’s election aspresident of the United States was fol-lowed by Southern states leaving theUnion.

Key Termssecession, states’ rights

Reading StrategySequencing Information As youread the section, re-create the timeline below and list the major events ateach time.

Read to Learn• how the 1860 election led to the

breakup of the Union.• why secession led to the Civil War.

Section ThemeGeography and History The electionof 1860 clearly divided the nationalong sectional lines.

Secession and War


After John Brown’s raid on Harpers Ferry, calls for secession grew. South Carolina’sCharleston Mercury declared “The day of compromise is passed . . . [T]here is no peacefor the South in the Union.” The Nashville Union and American said, “The South willhold the whole party of Republicans responsible for the bloodshed at Harpers Ferry.”Republicans refused to take the threat of secession seriously. Secession is only a scaretactic, they argued, aimed at frightening voters from casting their ballot for AbrahamLincoln. To many Southerners, however, the election of Lincoln would be a final signalthat their position in the Union was hopeless.

The Election of 1860Would the Union break up? That was the burning question in the months

before the presidential election of 1860. The issue of slavery was seriously dis-cussed and eventually caused a break in the Democratic Party. As the electionapproached, a northern wing of the Democratic Party nominated Stephen

Secessionist ribbon

Preview of Events

Guide to Reading

✦1860 ✦1861 ✦1862

Nov. 1860Abraham Lincoln is elected president

Dec. 1860South Carolinasecedes

Nov. 1860

Dec. 1860 March 1861

Feb. 1861 April 1861

Social Studies TAKS tested at Grade 8: Obj 1:8.1B; Obj 5:8.30CCHAPTER 15Section 4, 449–453CHAPTER 15Section 4, 449–453

1 FOCUSSection OverviewThis section details the finalevents that culminated in thesecession of the Southern statesfrom the Union.

Guide to Reading

Answers to Graphic: November1860: Abraham Lincoln is electedpresident; December 1860: SouthCarolina secedes; February 1861:Southern states form the ConfederateStates of America; March 1861:Lincoln gives Inaugural Address; April1861: Confederate forces attack FortSumter; the Civil War begins

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.




MultimediaAmerican Music: Hits Through HistoryVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Point out to students that there are twovertical axes on this graph. Each one has differentnumbers.

UNIT

6Chapter 15

Interpreting Bar Graphs

Directions: Answer the following question based on the bar graph.

Who won the most popular votes in the presidential election of 1860?

A Breckinridge B Lincoln C Douglas D Bell

Popu

lar V

ote Electoral Vote

Stephen A.Douglas

AbrahamLincoln

John C.Breckinridge

John Bell

2,000,000

1,750,000

1,500,000

1,250,000

1,000,000

750,000

500,000

250,000

0

200180160140120100

80604020

0

Electoral Vote

Popular Vote

Presidential Election of 1860



SOCIAL STUDIES:Page 448: 8.5C, 8.7C, 8.17C,8.19B, 8.22A, 8.23A, 8.24C, 8.25A,8.30B, 8.30C, 8.31A, 8.31D; Page449: 8.1B, 8.5C, 8.7C, 8.30B, 8.30C,8.31A


450

Abraham Lincoln’s Inaugural

Address, March 4, 1861

One section of our country

believes slavery is right and ought to

be extended, while the other believes it

is wrong and ought not to be extended.

This is the only substantial dispute . . . .

Physically speaking, we can not separate. We can not remove

our respective sections from each other nor build an impassable

wall between them. A husband and wife may be divorced and go

out of the presence and beyond the reach of each other; but the

different parts of our country can not do this. . . .

In your hands, my dissatisfied fellow countrymen, and not in

mine, is the momentous issue of civil war.

Douglas for the presidency and sup-ported popular sovereignty. South-ern Democrats—vowing to upholdslavery—nominated John C. Breck-inridge of Kentucky and supportedthe Dred Scott decision. Moderatesfrom both the North and South whohad formed the ConstitutionalUnion Party nominated John Bell ofTennessee. This party took no posi-tion on slavery.

Lincoln NominatedThe Republicans nominated Abra-

ham Lincoln. Their platform,designed to attract voters from manyquarters, was that slavery should beleft undisturbed where it existed, butthat it should be excluded from theterritories. Many Southerners feared,however, that a Republican victorywould encourage slave revolts.

Lincoln ElectedWith the Democrats divided, Lin-

coln won a clear majority of the elec-toral votes—180 out of 303. Hereceived only 40 percent of the pop-ular vote, but this was more thanany other candidate. Douglas wassecond with 30 percent of the vote.

The vote was along purely sec-tional lines. Lincoln’s name did noteven appear on the ballot in mostSouthern states, but he won everyNorthern state. Breckinridge sweptthe South, and Bell took most borderstates. Douglas won only the state ofMissouri and three of New Jersey’sseven electoral votes.

In effect, the more populous Northhad outvoted the South. The victoryfor Lincoln was a short-lived one,however, for the nation Lincoln wasto lead would soon disintegrate.

Examining Whatcaused the split in the Democratic Party in 1860?


Union or Secession? President Abraham Lincoln and JeffersonDavis, president of the Confederacy, wereinaugurated just several weeks apart. Theseexcerpts from their Inaugural Addresses willhelp you understand differing points of viewabout secession from the United States in 1861.

Abraham Lincoln

1. According to Lincoln, what was theonly substantial disagreementbetween the North and the South?

2. What did Lincoln compare theUnited States to?

3. Did Lincoln and Davis say anythingin their inaugural addresses thatwas similar?

Learning From History

Jefferson Davis’s Inaugural Address, February 18, 1861As a necessity, not a choice, we have resorted to theremedy of separation, and henceforth our energies mustbe directed to the conduct of our own affairs, and the[continuation] of the Confederacy which we haveformed. If a just perception of mutual interest shallpermit us peaceably to pursue our separate polit-ical career, my most earnest desire will havebeen fulfilled. But if this be denied to us . . .[we will be forced] to appeal to arms. . . .

Jefferson Davis

Social Studies TAKS tested at Grade 8: Obj 1:8.5C Obj 1:8.8CCHAPTER 15Section 4, 449–453CHAPTER 15Section 4, 449–453

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating an Illustrated Time Line Organize the class into groups of six to create a bulletin boardtime line illustrating factors leading to the Civil War. Have groups skim the chapter to determinewhat factors to include on the time line. Have students choose the following roles: identify dates;draw the time line listing dates, people, and events; illustrate the people; illustrate the events; writeshort descriptions of people; write short descriptions of events. Have groups construct the time lineon the bulletin board. L1, SS: 8.30C; ELA: 8.10LELL

Predicting Outcomes Ask students to create a chart of the election of 1860, listing thecandidates and how the statesvoted. Have students use themap in the Chapter Assessmentand Activities to find this infor-mation. Then have them add acolumn to their charts to predictwhich states will secede from theUnion. Tell students to keepthese charts to use for the“CLOSE” activity. L1 SS: 8.30B,8.30C; ELA: 8.10L


I. The Election of 1860 (Pages 449–450)

A. In the months leading up to the election of 1860, the issue of slavery split theDemocratic Party along sectional lines. A Northern wing of the Democratic Partynominated Stephen Douglas, supporter of popular sovereignty. Southern Democratsnominated John C. Breckinridge of Kentucky, who supported the Dred Scott decision.Moderates from the North and South formed the Union Party and nominated John




Did You Know? Although Mary Todd Lincoln was the First Ladyof the United States during the Civil War, the South considered VarinaHowell Davis, Jefferson Davis’s wife, First Lady of the ConfederateStates during the same time. After her husband’s death in 1889, shewrote her memoirs and moved to New York City to support herselfby writing magazine articles. She died in 1905.

Answers:1. the issue of whether slavery

was right and should have been extended or whether it was wrong and should not have been extended

2. a divorced husband and wife3. Both hinted that war may be

necessary to resolve the issue.

Answer: the issue of slavery

ELA: Page 450: 8.10K; Page 451:8.8C


451

451CHAPTER 15 Road to Civil War

The South SecedesLincoln and the Republicans had promised

not to disturb slavery where it already existed.Many people in the South, however, did nottrust the party, fearing that the Republican gov-ernment would not protect Southern rights. OnDecember 20, 1860, the South’s long-standingthreat to leave the Union became a reality whenSouth Carolina held a special convention andvoted to secede.

Attempt at CompromiseEven after South Carolina’s action, many

people still wished to preserve the Union. Thequestion was how. As other Southern statesdebated secession—withdrawal from theUnion—leaders in Washington, D.C., workedfrantically to fashion a last-minute compromise.On December 18, 1860, Senator John Critten-den of Kentucky proposed a series of amend-ments to the Constitution. Central to Critten-den’s plan was a provision to protect slaverysouth of 36°30'N latitude—the line set by theMissouri Compromise—in all territories “nowheld or hereafter acquired.”

Republicans considered this unacceptable.They had just won an election on the principlethat slavery would not be extended in any terri-tories. “Now we are told,” Lincoln said,

“the government shall be broken up, unlesswe surrender to those we have beaten.”

Leaders in the South also rejected the plan.“We spit upon every plan to compromise,”exclaimed one Southern leader. “No humanpower can save the Union,” wrote another.

The ConfederacyBy February 1861, Texas, Louisiana, Missis-

sippi, Alabama, Florida, and Georgia had joinedSouth Carolina and also seceded. Delegatesfrom these states and South Carolina met inMontgomery, Alabama, on February 4 to form anew nation and government. Calling themselvesthe Confederate States of America, they choseJefferson Davis, a senator from Mississippi, astheir president.

Southerners justified secession with the the-ory of states’ rights. The states, they argued, hadvoluntarily chosen to enter the Union. Theydefined the Constitution as a contract among theindependent states. Now because the nationalgovernment had violated that contract—byrefusing to enforce the Fugitive Slave Act and bydenying the Southern states equal rights in theterritories—the states were justified in leavingthe Union.

Reactions to SecessionMany Southerners welcomed secession. In

Charleston, South Carolina, people rang churchbells, fired cannons, and celebrated in thestreets. A newspaper in Atlanta, Georgia, saidthe South “will never submit” and woulddefend its liberties no matter what the cost.

Other Southerners, however, were alarmed. A South Carolinian wrote,

“My heart has been rent [torn] by . . . thedestruction of my country—the dismember-ment of that great and glorious Union.”

Virginian Robert E. Lee expressed concern aboutthe future. “I see only that a fearful calamity isupon us,” he wrote.

In the North some abolitionists preferred toallow the Southern states to leave. If the Unioncould be kept together only by compromisingon slavery, they declared, then let the Union bedestroyed. Most Northerners, however, believedthat the Union must be preserved. For Lincolnthe issue was “whether in a free government theminority have the right to break up the govern-ment whenever they choose.”

Presidential ResponsesLincoln had won the election, but he was not

yet president. James Buchanan’s term ran untilMarch 4, 1861. In December 1860, Buchanan senta message to Congress saying that the Southernstates had no right to secede. Then he added thathe had no power to stop them from doing so.

As Lincoln prepared for his inauguration onMarch 4, 1861, people in both the North and theSouth wondered what he would say and do.They wondered, too, what would happen in Vir-

Social Studies TAKS tested at Grade 8: Obj 1:8.7D Obj 1:8.7C, 8.8A, 8.8B Obj 1:8.7CCHAPTER 15Section 4, 449–453CHAPTER 15Section 4, 449–453

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Many songs were used as rallying cries at the beginning of the Civil War. Havestudents decide whether each song rallied the North or the South. Assign individual students towrite the lyrics of a patriotic song favoring either the North or the South. Ask volunteers to readaloud their lyrics to the class and allow the class to decide whether the song best represents theNorth or the South. SS: 8.8B; ELA: 8.8B


Guided Reading Activity 15–4

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class


DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Some words may be used more than oncve. Useanother sheet of paper if necessary.

John Breckinridge Charleston Harbor Texas Confederate States of AmericaAbraham Lincoln federal property Georgia popular sovereigntyJefferson Davis Civil War slavery December 20, 1860John Crittenden states’ rights shooting unarmed expedition75,000 troops April 12, 1861 36˚30�N 33 hours

The Election of 1860

The issue of (1) caused the Democrats to split. Before the election of 1860,

a northern wing of the Democratic Party chose Stephen A. Douglas as their

candidate and endorsed (2) . Southern Democrats chose (3) as

their candidate, while the Republicans chose (4) .

The South Secedes

On (5) , South Carolina voted to secede. As other Southern states debated

secession, Senator (6) of Kentucky proposed a plan to protect slavery in

territories south of (7) latitude. By February 1, 1861, (8) , Louisiana,

Mississippi, Alabama, Florida, and (9) had also seceded. The seceded states

called themselves the (10) and elected (11) as their president.

Southerners justified secession with the theory of (12) . In his Inaugural

Address, Abraham Lincoln said that secession would not be permitted, vowing to

hold (13) in the South and to enforce the nation’s laws.

Fort Sumter

Confederate troops demanded the surrender of Fort Sumter, a United States fort

on an island guarding (14) . In response, Lincoln sent an (15) with

much-needed supplies to the fort. Lincoln left the decision to start (16) up

to the Confederacy. On (17) , Confederate guns opened fire on the fort. The

Union garrison held out for (18) before surrendering. Following the attack,

President Lincoln issued a call for (19) to fight to save the Union. The

(20) had begun.

American Music: Hits ThroughHistory: “John Brown’s Dream”

History and theHumanities

Jefferson Davis Jefferson Davis wasa leading spokesperson for states’rights. While in the Senate, hedefended slavery, including its consti-tutional protection in the territories.He also advocated reinstituting theslave trade. Though he favored seces-sion, he did not immediately wel-come being chosen as president ofthe Confederacy.

Who?What?Where?When?

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452

secession would not be permitted, vowing tohold federal property in the South and toenforce the laws of the United States. At thesame time, Lincoln pleaded with the people ofthe South for reconciliation:

“We are not enemies, but friends. We must notbe enemies. Though passion may have strained, itmust not break our bonds of affection.”

Explaining How did the secedingstates justify their right to leave the Union?


N

S

EW

500 kilometers0Lambert Equal-Area projection

500 miles0

Atlantic

Ocean

Pacific

Ocean

On February 4, 1861,delegates met in Alabamato form a new nation.

South Carolina was thefirst state to secedefrom the Union.

West Virginia secededfrom Virginia in 1861and was admitted tothe Union in 1863.

40°N

30°N

90°W 70°W80°W

60°W

PA.ILL. IND.

MINN.

CALIF.

OREGON

WIS.

IOWA

MO.KY.

ARK.

KANSAS

COLORADOTERR.

UTAHTERR.

NEVADATERR.

WASHINGTONTERR.

DAKOTATERR.

NEBRASKA TERR.

NEW MEXICOTERR.

LA.TEXAS

INDIANTERR. TENN. N.C.

S.C.

GA.

FLA.

ALA.MISS.

MICH. N.Y.

VT.N.H.

ME.

MASS.

R.I.

N.J.

DEL.MD.

VA.

OHIOW.VA.

CONN.

ginia, North Carolina, Kentucky, Tennessee,Missouri, and Arkansas. These slave states hadchosen to remain in the Union, but the decisionwas not final. If the United States used forceagainst the Confederate States of America, theremaining slave states also might secede. In hisInaugural Address, the new president mixedtoughness and words of peace. He said that

Seceding States, 1860–1861

Boundary between Unionand Confederacy

Union free stateUnion slave state

Union Territories

Slave state seceding beforeFort Sumter, April 1861Slave state seceding afterFort Sumter, April 1861

Social Studies TAKS tested at Grade 8: Obj 5:8.30C; Obj 1:8.8B Obj 1:8.8C Obj 1:8.8B

After the attack on Fort Sumter, four more Southern statesjoined the seven that had already seceded from the Union.1. Region Which slave states remained in the Union after

the Fort Sumter attack?2. Analyzing Information Which states did not secede

until after the Fort Sumter attack?


Reteaching Activity 15–4

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.


Section Quiz 15–4

Name Date Class


DIRECTIONS: Recalling the Facts In the space provided, write the words or sentence that answers the question.1. Who was the Democratic presidential candidate in the election of 1860?

2. What did the Southern Democrats support and who was their candidate?

3. Who did the Republicans choose as their candidate? ��

4. How did the population of the North affect the outcome of the election?

5. What happened on December 20, 1860? ��

Section Quiz 15-4


Column A

1. name not on Southern ballots

2. withdrawal from the Union

3. candidate of Southern Democrats

4. February 4, 1861

5. proposed last-minute compromise

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the

★


ScoreChapter 15

Column B

A. John BreckinridgeB. Abraham LincolnC. John CrittendenD. secessionE. Confederate States of

America formed

Answers:1. Missouri, Kentucky, Maryland,

Delaware 2. Virginia, North Carolina,

Tennessee, Arkansas

Answer: They believed their states’rights had been violated by the fed-eral government, nullifying the con-tract between the states and theUnion.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYHealth More soldiers died from sickness during the Civil War than from bullets. Improper food and sanitation caused diarrhea, dysentery, measles, smallpox, typhoid, gangrene, and chicken pox,killing more than 400,000 soldiers. Have students investigate the causes, symptoms, and cures forthe sicknesses noted above. L2 SS: 8.8B, 8.29B; ELA: 8.8B; SCIENCE: 8.3EELA: Page 452: 8.10K, 8.22B;

Page 453: 8.10H, 8.10K, 8.10L,8.11A, 8.22B


453

Fort SumterThe South soon tested President Lincoln’s vow

to hold federal property. Confederate forces hadalready seized some United States forts withintheir states. Although Lincoln did not want tostart a war by trying to take the forts back, allow-ing the Confederates to keep them wouldamount to admitting their right to secede.

On the day after his inauguration, Lincolnreceived a dispatch from the commander of FortSumter, a United States fort on an island guard-ing Charleston Harbor. The message warnedthat the fort was low on supplies and that theConfederates demanded its surrender.

The War BeginsLincoln responded by sending a message to

Governor Francis Pickens of South Carolina. Heinformed Pickens that he was sending anunarmed expedition with supplies to FortSumter. Lincoln promised that Union forceswould not “throw in men, arms, or ammuni-tion” unless they were fired upon. The president thus left the decision to start shooting up to the Confederates.

Confederate president Jefferson Davis and hisadvisers made a fateful choice. They orderedtheir forces to attack Fort Sumter before theUnion supplies could arrive. Confederate guns

Checking for Understanding1. Key Terms Write a newspaper arti-

cle about the election of 1860, usingthe terms states’ rights and seces-sion.

2. Reviewing Facts Who served as thepresident of the Confederate Statesof America?

Reviewing Themes3. Geography and History What role

did sectionalism play in Lincoln’swinning the 1860 election?

Critical Thinking4. Drawing Conclusions Do you think

either Northerners or Southernersbelieved that secession would notlead to war? Explain.

5. Organizing Information Re-createthe diagram below. In the ovals,describe the events leading to the firing on Fort Sumter.

Analyzing Visuals6. Geography Skills Examine the map

on page 452. How many states madeup the Confederacy? Which stateseceded earlier—Mississippi orArkansas?


Expository Writing Reread theexcerpts on pages 450 and 452from Lincoln’s first inauguraladdress. Write a paragraphexpressing in your own words what Lincoln said about govern-ment, union, liberty, and equality.

Fort Sumter

opened fire on the fortearly on April 12, 1861.Union captain AbnerDoubleday witnessedthe attack from insidethe fort:

“Showers of balls . . .and shells . . . pouredinto the fort in oneincessant stream, causing great flakes of masonryto fall in all directions.”

High seas had prevented Union relief shipsfrom reaching the besieged fort. The Union gar-rison held out for 33 hours before surrenderingon April 14. Thousands of shots were exchangedduring the siege, but there was no loss of life oneither side. The Confederates hoisted their flagover the fort, and all the guns in the harborsounded a triumphant salute.

News of the attack galvanized the North.President Lincoln issued a call for 75,000 troopsto fight to save the Union, and volunteersquickly signed up. Meanwhile, Virginia, NorthCarolina, Tennessee, and Arkansas voted to jointhe Confederacy. The Civil War had begun.

Explaining What action did Lincoln take after the attack on Fort Sumter?

HISTORY

Student Web ActivityVisit and click on Chapter 15—Student Web Activitiesfor an activity on theperiod leading up to theCivil War.


Social Studies TAKS tested at Grade 8: Obj 1:8.8A, 8.8BCHAPTER 15Section 4, 449–453CHAPTER 15Section 4, 449–453

4 CLOSEHave students correct the chartsthey created in the “TEACH”activity to accurately showwhich states seceded from theUnion. Ask volunteers to discussthe accuracy of their predictions.SS: 8.8B; ELA: 8.19C

Answer: He issued a call for 75,000troops to fight to save the Union.


Enrichment Activity 15–4Name Date Class


A Battle of SongsA popular Confederate song at the start of the Civil War was “The Bonny

Blue Flag.” Soon, Northerners wrote “The Northern Bonny Blue Flag” for thesame melody. Read the following stanzas.

Northern

We’re fighting for our Union,We’re fighting for our trust,We’re fighting for that happy land,Where sleeps our fathers’ dust.It cannot be dissevered,Though it cost us bloody wars,We never can give up the landWhere floats the Stripes and Stars.Hurrah! hurrah! For equal rights, hurrah!

h h d ld l

Southern

We are a band of brothers,And native to the soil,Fighting for the propertyWe gained by honest toil;And when our rights were threatened,The cry rose near and far:“Hurrah for the Bonny Blue FlagThat bears a single star!”Hurrah! hurrah! For Southern rights, hurrah!

h h l l

��

��


SECESSION AND WAR


Have you ever had to make a difficult decision? Did it affect other people? What kind of difficultdecisions do you think your parents have to make? What difficult decisions do your teachers,police, or the president of the United States have to make?

In the last section, you read about the decisions on slavery that caused growing division in theUnited States. This section focuses on how the Southern states separated from the Union.

ORGANIZING YOUR THOUGHTSII


KEY TERMS

secession Withdrawal from the Union (page 451)

states’ rights The rights of the state overrule the rights of the federal government (page 451)

HISTORY

Objectives and answers to the student activity can be found in theWeb Activity Lesson Plan featureat

SOCIAL STUDIES:Page 452: 8.8B, 8.8C, 8.10B,8.11A, 8.30B, 8.30C; Page 453:8.7C, 8.8A, 8.8B, 8.8C, 8.10B,8.23A, 8.30B, 8.30C, 8.30E, 8.31A,8.31D

Student Edition TEKS1. Student work should reflect correctuse of terms. SS: 8.31A

2. Jefferson Davis SS: 8.8A3. He won in every Northern state;

votes in the South were dividedamong three other candidates.SS: 8.7C

4. Students should support theiranswers with valid reasoning. SS: 8.30E

5. Dispatch received warning that fort is low on supplies andConfederates demand its surren-der; Lincoln sends expedition with

supplies; Davis decides to attackFort Sumter; Civil War begins.SS: 8.8B

6. 11 states; Mississippi SS: 8.10B

Interdisciplinary Activity Studentsshould offer valid paraphrases. SS: 8.8C


http://www.glencoe.com/qe/qe36tx.php?&st=644&pt=2&bk=19


N O T E B O O K

454

N O T E B O O K

What were people’s lives like in the past?What—and who—were people talking about? What did they eat?

What did they do for fun? These two pages will give you some clues to

everyday life in the U.S. as you step back in time with TIME Notebook.

ProfileIt’s 1853, and AMELIA STEWART is heading west to Oregon with herhusband and seven children in a covered wagon. How hard can thefive-month trip be? Here are two entries from her diary:

MONDAY, AUGUST 8 We have to make a drive of 22 miles withoutwater today. Have our cans filled to drink. Here we left, unknowingly,our [daughter] Lucy behind, not a soul had missed her until we hadgone some miles, when we stopped a while to rest the cattle; just thenanother train drove up behind us, with Lucy. She was terribly fright-ened and said she was sitting under the bank of the river when westarted, busy watching some wagons cross, and did not know that wewere ready. …It was a lesson for all of us.

FRIDAY, AUGUST 12 Lost one of our oxen. We were traveling slowlyalong, when he dropped dead in the yoke. …I could hardly help shedding tears, when we drove round this poor ox who had helped us along thus far, and had given us his very last step.

M I L E S T O N E SM I L E S T O N E SEVENTS OF THE T IME

CLOTHED. Hundreds of miners in 1850 by LEVI STRAUSS. Usingcanvas he originally intended to make into tents, Levi madesturdy, tough pants with lots ofpockets—perfect clothing for therough work of mining. Can youimagine anyone in the city everwearing them?

MARCHED. Just under 100camels in 1857, from San Antonioto Los Angeles, led by hired Turkish, Greek, and Armeniancamel drivers. It is hoped thedesert beasts will help the U.S.Army open the West.

MAILED. Thousands of letterscarried by PONY EXPRESS in1860 from Missouri to Californiain an extremely short time—only10 days! Riders switch to fresh horses every 10 or 15 miles andcontinue through the night, blizzards, and attacks by outlaws.

BE

TTMA

NN

/CO

RB

IS

INGREDIENTS: 3 cups flour • 3 tsp. salt • 1 cup water

Mix all ingredients and stir until it becomes too difficult.Knead the dough; add more flour until mixture is very dry.Roll to 1/2-inch thickness and cut into 3" squares, poke with a skewer [pin] to make several holes in each piece (for easybreaking). Bake 30 minutes in a hot oven until hard. Store for up to 10 years.

FRONTIER FOOD

Trail MixHard Tack for a Hard Trip

BR

OW

N B

RO

THE

RS

••

••

••

••

•

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTLife on the Trail Life along the Oregon Trail was long, extremely difficult, and often tragic. Thoughoften starting as part of a wagon train, individual families would be left behind to care for a sickfamily member or repair a wagon. Children were born along the trail, and family members died.Tolls were charged to ferry wagons across rivers or to travel along sections of the trail. Treasuredfamily items and furniture were left behind as oxen labored to pull heavy wagons up steepembankments and mountains.

TEACHAnalyzing Primary SourcesHave students read AmeliaStewart’s diary entry of her fam-ily’s difficult trip to Oregon.Ask: What happened to Lucy?(She was accidentally left behindand rescued by another wagon trainfamily.) Discuss the details in theexcerpt that show how difficulttravel along the Oregon Trailwas. Ask: What other problemsdo you think the travelers facedin their long journey to Oregon?(Possible answers may include: disease, conflict with NativeAmericans, death of a family member, traveling in the mountains,bad weather, lack of food, and so on.)Have students look at a reliefmap. Note the geography alongthe Oregon Trail. SS: 8.12A, 8.30A;ELA: 8.8C

Have students select a section of the Oregon Trail. Studentsshould then create a diary entrybased on the area they are cross-ing. Weather and geographyshould be elements included in their diary entry. Compile thediary entries creating a journallog about crossing the OregonTrail. L1 SS: 8.31D; ELA: 8.15F

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

454

ELA: Page 454: 8.8C; Page 455:8.8CMATH: Page 454: 8.14A; Page455: 8.14A


http://www.time.com

N O T E B O O K

SALE OF SLAVES AND STOCKThe Negroes and Stock listed below are a Prime Lot, and belong to the ESTATE

OF THE LATE LUTHER McGOWAN, and will be sold on Monday, Sept. 22nd,

1852, at the Fair Grounds, in Savannah, Georgia, at 1:00 P.M. The Negroes will

be taken to the grounds two days previous to the Sale, so that they may be

inspected by prospective buyers.On account of the low prices listed below, they will be sold for cash only, and

must be taken into custody within two hours after sale.No. Name Age Remarks

Price1 Lunesta 27 Prime Rice Planter

$1,275.002 Violet 16 Housework and Nursemaid 900.003 Lizzie 30 Rice, Unsound

300.004 Minda 27 Cotton, Prime Woman

1,200.005 Adam 28 Cotton, Prime Young Man 1,100.006 Abel 41 Rice Hand, Eyesight Poor

675.007 Tanney 22 Prime Cotton Hand

950.008 Flementina 39 Good Cook, Stiff Knee

400.009 Lanney 34 Prime Cotton Man

1,000.0010 Sally 10 Handy in Kitchen

6

455

L O O K I N G W E S T W A R D : 1 8 5 0 – 1 8 6 0

N U M B E R S N U M B E R SU.S. AT THE T IME

$81,249,700Estimated value of gold mined in 1852

89 Days it takes theAmericanclipper ship,the FlyingCloud, to gofrom Bostonaround Cape Horn toSan Francisco in 1851—a tripthat normally takes eight or nine months

12 Poems included in WaltWhitman’s new collection, calledLeaves of Grass (1855)

33 Number of states in 1859after Oregon enters the union

100 Seats in Congress wonby the Republicans in 1854, theyear the party was created

300,000Copies of Harriet BeecherStowe’s novel, Uncle Tom’s Cabin, sold in 1852

WESTERN WORD PLAY

Word WatchCan you talk “Western”? Match the words below to their meaning.

a. gold rush favorite, made of eggs, bacon,and oysters

b. inexperienced ’49er; eastern type notused to wearing boots

c. a lucky discovery of gold; a source ofsudden wealth

d. a style of hat worn by gold rush miners

e. an individual who takes an independentstand, from the name of a Texas cattleman who left his herd unbranded

f. food provided by an investor to a goldprospector in exchange for a share ofwhatever gold the prospector finds

The Price of a LifeThis notice appeared in 1852.

NO

RTH

WIN

D P

ICTU

RE

AR

CH

IVE

S

CH

ICA

GO

HIS

TOR

ICA

L SO

CIE

TY/P

HO

TO R

ES

EA

RC

HE

RS

INC

.

1 maverick

2 Hangtown fry

3 grubstake

4 bonanza

5 palo alto

6 pard or rawwheel

answers:1. e; 2. a; 3. f; 4. c; 5. d; 6. b

BR

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COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYResearching the Pony Express Have students research the Pony Express including informationabout the route, age of riders, horse-changing stations, dangers, success of mail delivery, and soon. Have the class create an illustrated wall display about the Pony Express. L1 SS: 8.30A, 8.31D;ELA: 8.13C, 8.24A

CLOSEHave students make a list of frequently used slang terms. Listthe words on the chalkboard.Write both the slang and diction-ary definitions next to eachword. Discuss how wordsdevelop new meanings. ELA: 8.6C

Alternative AssessmentHave students read the auction notice andthe prices listed in The Price of a Life sec-tion. Discuss the ethics and ramificationsof the sale. Have students pay attention tothe location and date of the sale, the ageof the enslaved people, and the pricelisted for each enslaved person. Have students write an account of the auctionthrough the eyes of one of the enslavedpersons listed on the auction sheet. SS: 8.30A, 8.31D; ELA: 8.15E

455

Walt Whitmanwas born on Long Island in 1819. Heworked in a series of odd jobs includingnewspaper reporter, editor, printer, car-penter, and schoolteacher. Whitman vol-unteered as a nurse in military hospitalsduring the Civil War. He continued towork on his Leaves of Grass throughouthis life, eventually expanding the pam-phlet of 12 poems to more than 300.Whitman, considered by many to be thefirst true American poet, died at Camden,New Jersey, in 1892.

SOCIAL STUDIES:Page 454: 8.30C; Page 455:8.27A, 8.30C


CHAPTER 15Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 15 content.

Available in VHS

Political parties change

456

Reviewing Key TermsWrite five true and five false statements using the termsbelow. Use only one term in each statement. Indicatewhich statements are true and which are false. Below eachfalse statement explain why it is false.1. sectionalism 6. fugitive2. secede 7. popular sovereignty3. border ruffians 8. civil war4. arsenal 9. martyr5. secession 10. states’ rights

Reviewing Key Facts11. What was the purpose of the Missouri Compromise?12. List the five parts of the Compromise of 1850.13. What was Stephen Douglas’s solution to the slavery

issue in the Kansas and Nebraska territories?14. How did Abraham Lincoln become a national figure

in politics?15. What was the Dred Scott decision? What did it mean

for those opposed to slavery?16. Why were there four parties and candidates in the

presidential election of 1860? 17. How did Lincoln plan to prevent secession?

Critical Thinking18. Finding the Main Idea Why was the balance of free

and slave states in the Senate such an importantissue?

19. Drawing Conclusions Why did Northerners protestDouglas’s plan to repeal the Missouri Compromise?

20. Determining Cause and Effect Re-create the diagrambelow. List three ways pro- or antislavery groupschanged the structure of political parties in the 1850s.

21. Analyzing Themes: Geography and History Howdid the North’s larger population give it an edge overthe South in the 1860 election?

1820• Missouri Compromise

passed

1844• Polk elected president

1845• Texas becomes a state

1849• California applies for

statehood

1850• Compromise of 1850 passed

1852• Uncle Tom’s Cabin published

1854• Kansas-Nebraska Act passed

• Republican Party formed

1856• Violence erupts in Kansas

• Buchanan elected president

1857• Dred Scott decision handed down

1858• Lincoln-Douglas debates held

1859• John Brown attacks Harpers Ferry

1860• Lincoln is elected president

• South Carolina becomes first state to secede

1861• Confederate States of America formed

• Fort Sumter attacked

Road to Civil War

Reviewing Key Terms1.–10. Students should write five true

statements and five false state-ments, each of which shouldinclude one of the ten terms.Students should provide a writ-ten explanation for each falsestatement. SS: 8.31A

Reviewing Key Facts11. to ease tension between the North

and South by preserving the balancebetween slave and free states inCongress SS: 8.7D

12. California: admitted as free state; no restrictions on slavery in NewMexico Territory; New Mexico–Texasborder dispute resolved in favor ofNew Mexico; slave trade abolishedin District of Columbia; fugitive slavelaw was strengthened SS: 8.7D

13. to abandon the Missouri Compro-mise and let settlers in each territorydecide by popular sovereignty SS: 8.7D

14. Lincoln became a national figure following a series of debates withStephen Douglas. SS: 8.23A

15. a Supreme Court decision that con-sidered enslaved African Americansnot to be free just because they livedon free soil, declared enslavedAfrican Americans were property,and stated that neither Congress norvoters could prohibit slavery in anyterritory; that the Constitution nowprotected slavery SS: 8.19B

16. The issue of slavery divided theDemocratic Party into three factions:Northern Democrats nominatedStephen Douglas, SouthernDemocrats nominated John C.Breckinridge, moderate Democrats

formed the Constitutional Union Party and nominatedJohn Bell, Republicans nominated Abraham Lincoln.SS: 8.5C

17. He vowed to hold federal property in the South andenforce the laws of the United States. SS: 8.8B

Critical Thinking18. If the balance was upset, one section of the country

would have more decision-making power than theother. SS: 8.18B

19. because it would allow slavery into areas that hadbeen free for more than 30 years SS: 8.7D

20. The Democratic Party divided along sectional lines; the Whig Party dissolved; the antislavery Whigs andDemocrats joined the Free-Soil Party to form theRepublican Party. SS: 8.5C

21. The North had more electoral votes even if the Southhad not been divided among three candidates. SS: 8.11B

456

CHAPTER 15Assessment and Activities

457

Ask: What was FrederickDouglass’s last name before hechanged it to Douglass when heescaped to the North? (Bailey)

Bonus QuestionBonus Question ??

Alternative Assessment28. Admission of California as a free

state would tip the balance of powerin the Senate in favor of the freestates. The Compromise made con-cessions to Southern states andCalifornia was admitted as a freestate. Clay outlined the Compromise,Webster supported Clay, andCalhoun rejected the Compromiseas unfair to the South. SS: 8.7D

Geography and History Activity22. Missouri (He also received three of New Jersey’s seven

electoral votes.) SS: 8.30C23. Northeast, upper Midwest, and West Coast SS: 8.11A24. South SS: 8.30C

Practicing Skills25. Reports should show an understanding of how to

recognize bias. SS: 8.30F

Technology Activity26. Students’ tables should contain a list of the major

political parties and some of the lesser-known parties,a brief description of their goals, and each party’sfounding date. SS: 8.22A

Citizenship Cooperative Activity27. Students should choose a controversial issue and

identify three compromises that would be acceptable to both sides. SS: 8.32A

Self-Check QuizVisit and click on Chapter 15—Self-Check Quizzes to prepare for the chapter test.


HISTORY


Directions: Use the map of the Compromise of 1850 on page 443 to choose the best answer to the following question.

Which of the following statements is true?

A The Compromise of 1850 allowed the OregonTerritory to be open to slaveholding.

B The Compromise of 1850 did not make anyland on the Pacific Ocean open to slaveholding.

C The Compromise of 1850 made every statetouching the southern border of the UnitedStates open to slaveholding.

D The Compromise of 1850 gave the MinnesotaTerritory the authority to choose whether itwould allow slaveholding.

Test-Taking Tip

Remember to use the information on the map to sup-port your answer. Don’t rely only on your memory.

Check each answer choice against the map. Only one choice is correct.

Citizenship Cooperative Activity27. Making Compromises With a partner, think of a contro-

versial issue that is a source of disagreement today. Takeopposite sides on the issue; then work together to comeup with a list of three compromises that would make thesolution to this problem acceptable to both sides. Sharethe issue and your compromises with the class.

Alternative Assessment28. Portfolio Writing Activity Write a report that answers

these questions: Why was Congress in conflict over thequestion of statehood for California? How did the Com-promise of 1850 address this question? What role didClay, Calhoun, and Webster play in the Compromise?

Geography and History ActivityThe election of 1860 divided the nation along sectional lines.Study the map below; then answer the questions that follow.

OREG.

CALIF.

TEXAS

MINN.

IOWA

MO.

ARK.

LA.

WIS.

ILL.

MISS.ALA. GA.

S.C.

N.C.

FLA.

TENN.

KY.

IND.

MICH.

OHIO

VA.

PA.

N.Y.

MAINEN.H.

VT.

MASS.

R.I.CONN.

N.J.DEL.MD.

NON-VOTING

TERRITORIES

Candidate ElectoralVote

PopularVote

PoliticalParty

180

Southern Democrat

39 Constitutional Union

72

Republican1,865,593

848,356

592,906

Breckinridge

Lincoln

Bell

12 Northern Democrat1,382,713Douglas

22. Location Which states supported Douglas?23. Region In what region(s) was the Republican Party

strongest?24. Region In what region did Breckinridge find support?

Practicing Skills25. Recognizing Bias Find written material about a topic of

interest in your community. Possible sources include edi-torials, letters to the editor, and pamphlets from politicalcandidates and interest groups. Write a short report ana-lyzing the material for evidence of bias.

Technology Activity26. Using the Internet Search the Internet for a list of politi-

cal parties in existence today. Make a table that brieflysummarizes each party’s current goals. Then research tofind the date that the party was founded. Include thisinformation on your table, too. Then compare your tableto the political parties discussed in Chapter 15.

Election of 1860

HISTORY

Have students visit the Web site atto review

Chapter 15 and take the Self-CheckQuiz.

Answer: BQuestion Type: GeographyAnswer Explanation: The map onpage 443 shows the states and terri-tories that were impacted by theCompromise of 1850. The OregonTerritory is shown closed to slave-holding. California, which became a state in 1850, is a free state. Noother territories or states are foundalong the coast of the Pacific Ocean.SS: 8.30C




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