DOCSLIB.ORG

Chapter 16: the South and the Slave Controversy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Chapter 16: the South and the Slave Controversy AP U.S. History – Unit 6 – Westward Expansion: The Economic and Social Issues (1790-1860) Chapter 16: The South and the Slave Controversy Enduring Understanding: Social, political, religious, international, technological, and economic issues contributed to the growth of the United States in the early 1800s. While there was conflict abroad, political partisanship, economic growth, and social and religious movements at home developed the American character. Concepts: Partisanship, Judicial Review, Internationalism, Isolationism, the Second Great Awakening, Abolitionism, Feminism, Industrialization, Expansionism, Nationalism, Nativism, Universal Male Suffrage, Women’s Suffrage Topic/Take-Away: The explosion of cotton production fastened the slave system deeply upon the South, creating a complex, hierarchical racial and social order that deeply affected whites as well as blacks. Topic/Take-Away: The economic benefits of an increasing production of cotton due to the cotton gin and slavery was shared between the South, the North, and Britain. The economics of cotton and slavery also led to bigger and bigger plantations, since they could afford the heavy investment of human capital. Topic/Take-Away: The emergence of a small but energetic radical abolitionist movement caused a fierce proslavery backlash in the South and a slow but steady growth of moderate antislavery sentiment in the North. Academic Language to Know • Eli Whitney • “Cotton Kingdom” • Planter aristocracy • Sir Walter Scott • “Poor white trash”/“hillbillies”/“crackers” • Free blacks • Sold “down the river” • Harriet Beecher Stowe • Denmark Vesey (1822) • Nat Turner (1831) • Abolitionism • American Colonization Society (1817) • Liberia (1822) • British emancipation (1833) • Theodore Dwight Weld • Lyman Beecher • William Lloyd Garrison/The Liberator (1831) • American Anti-Slavery Society (1833) • Wendell Phillips • David Walker • Sojourner Truth • Martin Delaney • Frederick Douglass • Rev. Elijah P. Lovejoy (1837) • “Free-soilers” Mr. M.A. Rivera Unit 6 – Chapter 16 –Introduction Page 1 of 2 AP U.S. History – Unit 6 – Westward Expansion: The Economic and Social Issues (1790-1860) Guided Reading Questions 1. How did Eli Whitney’s invention of the cotton gin spark the rise of slavery and improve the economy in the north and south of the U.S.? Why did the south believe that if civil war would ever break out, England would support it instead of northerners? 2. What was the planter aristocracy, its characteristics, and how was it indicative of the role of women in the south? 3. How did cotton affect the land it was planted on, what resulted from it, and how did it form a one-crop economy that raised tensions between the north and south? 4. What fragment of the southern population whites had no slaves, what were some of the nicknames used to describe them, why did they defend slavery? 5. What were conditions like for free blacks in the U.S. in the early 1800s? Why were most blacks freed in the north, why were those freed in the south free, and what were working and social conditions like for each in the north and south? 6. What year was slave importation banned, what caused the slave increase, why were the slave majorities in the deep south (like South Carolina, Florida, Mississippi, Alabama, and Louisiana), and what were conditions like with regard to procreation and auctioning? 7. What was life like for slaves in captivity in the early 1800s with regard to family, living conditions, and other more immediate social conditions like marriage? 8. In what ways did slaves jeopardize their masters’ economic ventures, what were some of the more famous rebellions in the early 1800s (including Denmark Vesey’s and Nat Turner’s), and how successful were they in achieving abolition? 9. What were some of the roots of abolitionism from the early 1800s, what were they sparked by, and who were some of the key actors in the movement? 10. Who were Williams Lloyd Garrison, Soujourner Truth, and Frederick Douglass and how did they support the abolitionist movement, specifically? 11. How did Southerners respond the abolitionist movement and what kinds of arguments did they use for the continuity of slavery? Mr. M.A. Rivera Unit 6 – Chapter 16 –Introduction Page 2 of 2 .
Load more

Recommended publications
  • Hyde Park Historical Record (Vol
    ' ' HYDE PARK ' ' HISTORICAL RECORD ^ ^ VOLUME IV : 1904 ^ ^ ISe HYDE PARK HISTORICAL SOCIETY j< * HYDE PARK, MASSACHUSETTS * * HYDE PARK HISTORICAL RECORD Volume IV— 1904 PUBLISHED BY THE HYDE PARK HISTORICAL SOCIETY HYDE PARK, MASS. PRESS OF . THE HYDE PARK GAZETTE . 1904 . OFFICERS FOR J904 President Charles G. Chick Recording Secretary Fred L. Johnson Corresponding Secretary and Librarian Henry B. Carrington, 19 Summer Street, Hyde Park, Mass. Treasurer Henry B. Humphrey Editor William A. Mowry, 17 Riverside Square, Hyde Park, Mass. Curators Amos H. Brainard Frank B. Rich George L. Richardson J. Roland Corthell. George L. Stocking Alfred F. Bridgman Charles F. Jenney Henry B, Carrington {ex ofido) CONTENTS OF VOLUME IV. THEODORE DWIGHT WELD 5-32 IVi'lliam Lloyd Garrison, "J-r., Charles G. Chick, Henry B. Carrington, Mrs. Albert B. Bradley, Mrs. Cordelia A. Pay- son, Wilbur H. Po'vers, Francis W. Darling; Edtvard S. Hathazvay. JOHN ELIOT AND THE INDIAN VILLAGE AT NATICK . 33-48 Erastus Worthington. GOING WEST IN 1820. George L. Richardson .... 49-67 EDITORIAL. William A. Mowry 68 JACK FROST (Poem). William A. Mo-vry 69 A HYDE PARK MEMORIAL, 18SS (with Ode) .... 70-75 Henry B- Carrington. HENRY A. RICH 76, 77 William y. Stuart, Robert Bleakie, Henry S. Bunton. DEDICATION OF CAMP MEIGS (1903) 78-91 Henry B. Carrington, Augustus S. Lovett, BetiJ McKendry. PROCEEDINGS OF THE SOCIETY SINCE 1892 . 92-100 Fred L. 'Johnso7i. John B. Bachelder. Henry B- Carrington, Geo. M. Harding, yohn y. E7ineking ..... 94, 95 Gov. F. T. Greenhalge. C. Fred Allen, John H. ONeil . 96 Annual Meeting, 1897. Charles G.
    [Show full text]
  • Handout 3 - Café Conversation Activity
    Handout 3 - Café Conversation Activity Instructions: 1. Spread out the following eight pages on a desk, face down, and have every member of the group choose one page at random (it’s ok if there are pages remaining). 2. Each group member has 8-10 minutes to read about the person on the page they chose. Try to memorize the person’s name, their biography, and their major accomplishments. 3. After everyone is done reading, hold a conversation, as if you were meeting each person in the group for the first time at a party. Role play as the historical figure featured on the page chosen. Introduce yourself to the others in the group, and try to hold a conversation while considering how the historical figure you are representing might talk and respond. 4. Be prepared to share what you learned about one person you talked to during the café conversa- tion with the rest of the class. Name: Lyman Beecher Profession: Presbyterian Minister Dates: 1775-1863 Bio: Lyman Beecher was born in New Haven, Connecticut. He was raised by his uncle, who worked as a blacksmith and farmer. Beecher was an intellec- tually curious adolescent, and entered Yale University in 1793. After grad- uating, he studied at Yale Divinity School, and soon became an ordained minister. From there, Beecher worked in churches throughout New England before settling in Cincinnati, Ohio, in 1832. While Beecher did not participate in the camp meetings characteristic of the Second Great Awakening, he was involved in many of the social causes related to the revivals.
    [Show full text]
  • Draft—Do Not Cite Without Permission of the Author
    Draft—Do not cite without permission of the author Chapter I: The Contradictions of American Democracy in the Antebellum Years: The Inadequacy of the Constitution; The Rise of the Anti-Slavery and Woman’s Rights Movements Between 1815 and 1860, the new nation consolidated its identity and expanded its boundaries.1 This was a time of economic growth and internal improvements.2 The antebellum era witnessed a “transformation” of the private law of torts, contracts, property, and commercial law that has been said to have unleashed “emergent entrepreneurial and commercial groups to win a disproportionate share of wealth and power in American society,” all in the name of promoting economic growth.3 These years also witnessed significant democratization of the American polity. Even though the new nation’s charter incorporated the revolutionary principle of “popular sovereignty” or the consent of the governed, its political structures and practices had been designed to be far from democratic in the beginning.4 After 1815, however, the spreading trend in the states toward universal white adult male suffrage accelerated significantly, culminating with the election of Andrew Jackson in 1828.5 The people and party operatives who put this man of humble origins into the White House poured into Washington D.C. for his inauguration. “Never before had an American ceremony of state turned into such a democratic and charismatic spectacle.”6 From the perspective of divisions between the social classes, Jacksonianism represented important gains for egalitarian thinking in politics.7 The subsequent decades before the Civil War saw a flowering of reform ferment in the United States.
    [Show full text]
  • Lincoln and the Abolitionists Allen C
    History Faculty Publications History Fall 2000 Lincoln and the Abolitionists Allen C. Guelzo Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/histfac Part of the United States History Commons Share feedback about the accessibility of this item. The definitive version was published as Guelzo, Allen C. "Lincoln and the Abolitionists," The iW lson Quarterly, 8(2000), 58-70. This is the authors's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/histfac/1 This open access article is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. Lincoln and the Abolitionists Abstract It has always been one of the ironies of the era of the Civil War and the end of slavery in the United States that the man who played the role of Great Emancipator of the slaves was so hugely mistrusted and so energetically vilified by the party of abolition. Abraham Lincoln, whatever his larger reputation as the liberator of more than three million black slaves in the Emancipation Proclamation, has never entirely shaken off the er putation of being something of a half-heart about it. [excerpt] Disciplines History | United States History This article is available at The uC pola: Scholarship at Gettysburg College: https://cupola.gettysburg.edu/histfac/1 5. "FIENDS...FACING ZIONWARDS": ABRAHAM LINCOLN'S RELUCTANT EMBRACE OF THE ABOLITIONISTS It has always been one of the ironies of the era of the Civil War and the end of slavery in the United States that the man who played the role of Great Emancipator of the slaves was so hugely mistrusted and so energetically vilified by the party of abolition.
    [Show full text]
  • Weld-Grimké Family Papers Writer Index
    Weld-Grimké Family Papers William L. Clements Library Correspondence: Writer Index The University of Michigan Finding aid: https://quod.lib.umich.edu/c/clementsead/umich-wcl-M-400wel?view=text Aaron, Samuel • 1844 August 3 (to Theodore D[wight] Weld) Abbot, Ezra, 1819-1884 • 1880 August 12 (to Theodore D[wight] Weld) Adams and Co. • 1866 December 12 (to [Sarah Moore Grimké?]) Adams, John Quincy • 1871 July 8 (to Theodore D[wight] Weld) Adams, Nancy • 1838 March 30 (to Sarah & Angelina Grimké) Aldrich, Alfreda • 1877 October 7 (to [Sarah Weld Hamilton])* Allan, William T. (see joint letters under Lyman, Huntington; and Wells, Samuel) Allan, Willam T. joint letter with Alvord, John Watson, 1807-1880 Streeter, Sereno Wright Thome, James Armstrong, 1813-1873 • 1836 August 9 (to Theodore D[wight] Weld)** Allan, William Thomas • 1879 November 3 (to [Theodore Dwight Weld]) Alvord, John Watson, 1807-1880 (see joint letters under Allan, William T.; Thome, James Armstrong) • 1838 August 29-September 1 (to Theodore D[wight] Weld)** American Anti-Slavery Society • 1838 August 16 (to T[heodore] D[wight] Weld) • [1839 August 15] (to Theodore D[wight] Weld)** American Anti-Slavery Society. Committee of Arrangements • 1836 March 10 (to Theodore D[wight] Weld)** • 1836 April 21 (to Theodore D[wight] Weld)** * Indicates letters acquired as part of the Clements Library's 2012 Weld-Grimké Family Papers acquisition. ** Indicates letters published in Gilbert H. Barnes and Dwight L. Dumond, eds. Letters of Theodore Dwight Weld, Angelina Grimké Weld, and Sarah Grimké (NY: Appleton-Century, 1934). American Anti-Slavery Society. Executive Committee • 1839 September 16 (to Rev.
    [Show full text]
  • Nat Turner's Rebellion
    Abolitionism • Abolitionism refers to the movement in the United states in the 19th Century to end racial slavery in the entire country. • Popular abolitionists included William Lloyd Garrison, Angelina and Sarah Grimke, and Theodore Dwight Weld. • The abolitionists wrote many articles and books as well as other propaganda to motivate the society against the institution of slavery. Important Publications • David Walker, a historian, published a stirring pamphlet called An Appeal the Colored Citizens of the World. • Walker called a national anti-slavery convention in Philadelphia • John Russwurm and Samuel D. Cornish published Freedom’s Journal, the first black newspaper, in New York. Nat Turner’s Rebellion • The anti-slavery publications of the time influenced a slave rebellion. • Nat Turner was a Virginia Slave who organized his namesake slave rebellion. • He believed that thousands of blacks would join his rebellion, however he only had about 60 followers. • The rebellion was put down by a local white militia after the rebels killed about 60 whites • The revolt triggered a bill that would gradually emancipate the slaves in Virginia, however, the bill was rejected in 1832. William Lloyd Garrison • Garrison was an abolitionist printer from Massachusetts. • Garrison advocated the equality of all humans by race as well as gender. • He helped form the American Anti-Slavery Society. • He is responsible for such abolitionist works as The Liberator and the Genius of Universal Emancipation. Weld and The Grimke Sisters • Theodore Dwight Weld was a minister who preached the moral responsibility of all Americans for slavery. • Along with Garrison he helped form the AASS. • The Grimke sisters worked with Weld (especially Angelina) and together they published The Bible Against Slavery.
    [Show full text]
  • Treatment of the Enslaved in the United States - Wikipedia
    Treatment of the enslaved in the United States - Wikipedia https://en.wikipedia.org/wiki/Treatment_of_the_enslaved_in_the_United... Treatment of the enslaved in the United States The treatment of enslaved people in the United States varied by time and place, but was generally brutal, especially on plantations. Whipping and rape were routine, but usually not in front of white outsiders, or even the plantation owner's family. ("When I whip niggers, I take them out of the sight and hearing of the house, and no one in my family knows it."[1]:36) An enslaved person could not be a witness against a white; enslaved people were sometimes required to whip other enslaved people, even family members.[2]:54 There were also businesses to which a slave owner could turn over the whipping.[2]:24[3]:53 Families were often split up by the sale of one or more members. There were some relatively enlightened slave owners—Nat Turner said his master was kind[4]—but not on large plantations. Only a small minority of enslaved people received anything resembling decent treatment; one contemporary estimate was 10%, not without noting that the ones well treated desired freedom just as much as those poorly treated.[3]:16, 31 Good treatment could vanish upon death of an owner. As put by William T. Allan, a slaveowner's abolitionist son who could not safely return to Alabama, "cruelty was the rule, and kindness the exception".[5][6] There is no known instance in which an enslaved person, having escaped to freedom, returned voluntarily to slavery, or even stated that they were sorry they had fled, because they had been better off enslaved.
    [Show full text]
  • University Microfilms, Inc., Ann .Arbor, Mich
    This dissertation has been G3—6 5 microfilmed exactly as received LEWIS, Ruth Bartlett, 1933- ' ANGELINA GRIMKE WELD. REFORMER. The Ohio State University, Ph.D., 1962 Speech—Theater University Microfilms,inc., Ann .Arbor, Mich, . Copyright by Ruth Bartlett Lewi ANGELINA GRIMK^ WELD, REFORMER DISSERTATION sented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Ruth Bartlett Lewis, B.S., M.A. ****** The Ohio State University 1962 Approved by <sLSLG Adviser Department of Speech Respectfully Dedicated To Mrs. Carrie Bartlett Dr. Paul R. Brees Professor Karl G. Lind ii PREFACE This dissertation presented several interesting challenges in research. It was necessary to find all of the available published and unpublished materials which pertained to the subject, Angelina Grimke Weld. I wanted to located as much original material as possible. I discussed this matter with my adviser, Dr. Paul A. Carmack. He sug­ gested that I contact the Curator of the William L. Clements Library at the University of Michigan in Ann Arbor. It was learned that this library had original source material con­ cerning the Grimke sisters. Special arrangements were made to survey the material. Plans were then made to make clear reproductions of the manuscripts'. A Wollensack Tape Recorder was used to record those materials which could not be photographed or * microfilmed. A Rolliflex camera, with adaptable portrait lenses was used to photograph materials that could be more accurately read after being enlarged from four to six times - the original size. The remaining materials were microfilmed by the University of Michigan Microfilming Service.
    [Show full text]
  • To Make Their Own Way in the World
    To Make Their Own Way in the World The Enduring Legacy of the Zealy Daguerreotypes Edited by Ilisa Barbash Molly Rogers Deborah Willis 020 PRESIDENT AND FELLOWS OF HARVARD COLLEGE COPYRIGHT © 2 To Make Their Own Way in the World The Enduring Legacy of the Zealy Daguerreotypes Edited by Ilisa Barbash Molly Rogers Deborah Willis With a foreword by Henry Louis Gates, Jr. COPYRIGHT © 2020 PRESIDENT AND FELLOWS OF HARVARD COLLEGE Contents 9 Foreword by Henry Louis Gates, Jr. 15 Preface by Jane Pickering 17 Introduction by Molly Rogers 25 Gallery: The Zealy Daguerreotypes Part I. Photographic Subjects Chapter 1 61 This Intricate Question The “American School” of Ethnology and the Zealy Daguerreotypes by Molly Rogers Chapter 2 71 The Life and Times of Alfred, Delia, Drana, Fassena, Jack, Jem, and Renty by Gregg Hecimovich Chapter 3 119 History in the Face of Slavery A Family Portrait by Evelyn Brooks Higginbotham Chapter 4 151 Portraits of Endurance Enslaved People and Vernacular Photography in the Antebellum South by Matthew Fox-Amato COPYRIGHT © 2020 PRESIDENT AND FELLOWS OF HARVARD COLLEGE Part II. Photographic Practice Chapter 5 169 The Curious Art and Science of the Daguerreotype by John Wood Chapter 6 187 Business as Usual? Scientific Operations in the Early Photographic Studio by Tanya Sheehan Chapter 7 205 Mr. Agassiz’s “Photographic Saloon” by Christoph Irmscher Part III. Ideas and Histories Chapter 8 235 Of Scientific Racists and Black Abolitionists The Forgotten Debate over Slavery and Race by Manisha Sinha Chapter 9 259 “Nowhere Else” South Carolina’s Role in a Continuing Tragedy by Harlan Greene Chapter 10 279 “Not Suitable for Public Notice” Agassiz’s Evidence by John Stauffer Chapter 11 297 The Insistent Reveal Louis Agassiz, Joseph T.
    [Show full text]
  • Combating Slavery and Colonization: Student Abolitionism and the Politics of Antislavery in Higher Education, 1833-1841
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses Dissertations and Theses July 2015 Combating Slavery and Colonization: Student Abolitionism and the Politics of Antislavery in Higher Education, 1833-1841 Michael E. Jirik University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/masters_theses_2 Part of the Intellectual History Commons, Political History Commons, and the United States History Commons Recommended Citation Jirik, Michael E., "Combating Slavery and Colonization: Student Abolitionism and the Politics of Antislavery in Higher Education, 1833-1841" (2015). Masters Theses. 205. https://doi.org/10.7275/6953930 https://scholarworks.umass.edu/masters_theses_2/205 This Campus-Only Access for Five (5) Years is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. COMBATING SLAVERY AND COLONIZATION: STUDENT ABOLITIONISM AND THE POLITICS OF ANTISLAVERY IN HIGHER EDUCATION, 1833-1841 A Thesis Presented by MICHAEL E. JIRIK Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS MAY 2015 Department of History COMBATING SLAVERY AND COLONIZATION: STUDENT ABOLITIONISM AND THE POLITICS OF ANTISLAVERY IN HIGHER EDUCATION, 1833-1841 A Thesis Presented By MICHAEL E. JIRIK Approved as to style and content by: _______________________________ Sarah Cornell, Chair _______________________________ Manisha Sinha, Member _______________________________ Barbara Krauthamer, Member ________________________________ Joye Bowman, Chair History Department ACKNOWLEDGEMENTS I would like to thank my undergraduate mentors, Professors Greg Kaster and Doug Huff.
    [Show full text]
  • Stark Mad Abolitionists’: Anti-Slavery Conversion in the United States, 1824-1854
    1 The Making of the North’s ‘Stark Mad Abolitionists’: Anti-Slavery Conversion in the United States, 1824-1854 Jonathan Earle1 Department of History The University of Kansas In the late 1920s an economics professor at Ohio Wesleyan University stumbled upon a forgotten trunk in an attic belonging to Dr. L.D.H. Weld. The trunk contained the papers and letters of the abolitionists Theodore Dwight Weld and Angelina Grimké Weld, and opened up a rich, untapped source of material about the anti-slavery movement. The professor, Gilbert Hobbs Barnes, noticed dramatic differences between the Welds’ abolitionism and that of the far more famous William Lloyd Garrison, the central figure in most accounts of American anti-slavery. Perhaps most significantly, Weld’s abolitionism was inextricably linked with the concept of conversion: from his own conversion (to Christ) at the hands of the evangelical revivalist Charles Grandison Finney to his subsequent conversion of countless others to the religious crusade against slavery. Garrison and his New England supporters may have been religious men and women (ranging from John Greenleaf Whittier's Quakerism to Theodore Parker’s New Agey transcendentalism), but few of them could match Weld’s direct link to the Great Revival and the Second Great Awakening – to sudden, emotionally-wrenching conversion. Barnes’ book The Anti-Slavery Impulse, published in 1933, seriously challenged the prevailing interpretations of his day. Instead of putting a small group of New 2 England agitators front and center in the anti-slavery struggle, Barnes inserted a groundswell of evangelical westerners, “turned on” to their crusade by a tousled, wild- eyed evangelical preacher.
    [Show full text]
  • Viewed Black Insanity
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2018 The Controversy Surrounding Slave Insanity: The Diagnosis, Treatment and Lived Experience of Mentally Ill Slaves in the Antebellum South Kristi Marie Simon Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE CONTROVERSY SURROUNDING SLAVE INSANITY: THE DIAGNOSIS, TREATMENT AND LIVED EXPERIENCE OF MENTALLY ILL SLAVES IN THE ANTEBELLUM SOUTH By KRISTI M. SIMON A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts. 2018 Kristi M. Simon defended this thesis on March 23, 2018. The members of the supervisory committee were: Katherine C. Mooney Professor Directing Thesis Joseph Gabriel Committee Member Maxine Jones Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii ACKNOWLEDGMENTS I am grateful for the guidance and support I received from faculty members, colleagues, friends, and family throughout the thesis writing process. First and foremost, I would like to thank the members of my thesis committee who devoted their time, attention, and expertise to helping me finish this project. Dr. Katherine C. Mooney, the professor directing this thesis, was a constant source of encouragement and information. Thank you for reading countless drafts and pushing me to continue with this process- I feel blessed and honored to have worked with you. I also have immense gratitude for Dr.
    [Show full text]