Historical Question Evaluate the Extent of Influence the American

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Historical Question Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Introduction to DBQ This document-based question allows the student to examine primary sources from the antebellum era leading up to the Civil War. These documents concentrate upon colonization and relocation of blacks within the United States during this time period. This allows students an opportunity to gain a better understanding of the debates surrounding the American Colonization Society and its attempts to hopefully reduce sectional tensions regarding slavery in the United States.

Historical Thinking Skill: Causation The question relies on the students’ ability to explain long and /or short-term causes and/or effects of the American Colonization Society along with evaluating the relative significance of different causes and/or effects of slavery distinguishing between causation and correlation and showing an awareness of historical contingency. A student that masters this thinking skill should be able to clearly defend their stance on whether or not the American Colonization Society reduced sectional tension regarding slavery in the United States.

SC Standard(s) USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

USHC-3.1 Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states’ rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America.

DOK Level DOK Level 4: Extended Thinking  Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures  Gather, analyze, organize, and synthesize information from multiple (print and non-print) sources  Make predictions with evidence as support

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Materials  I-Pad or copied packet of the DBQ including documents  Pen and Paper to complete final essay assignment  Any materials needed to complete the assignment (ex. poster board and markers if computers are not available for visual presentation).

Teacher Guide This DBQ focuses on the period of sectional conflict in the United States primarily starting in 1820 and culminating with the end of the Civil War in 1865. Note: DBQ’s should not be the first exercise in historical writing. Students should have some understanding of how to write historical essays prior to delving into the DBQ.

Your ability to understand the DBQ process will help you effectively organize your essay. The Document-Based Question may require you to:  Answer factual questions.  Compare and contrast information.  Draw inferences (assumptions) and conclusions (decisions).  Analyze different types of documents including maps, graphs, charts, photos, political cartoons, short readings, and primary sources.  Be scored based on a grading rubric. The essay should be constructed by taking the information provided and creating a thesis statement based on the task. Additionally, the thesis statement must be proved in the body paragraphs by combining relevant outside information, citing and explaining (analysis) the information in the supporting DBQ documents. The DBQ essay requires the following elements that have been included in a checklist on the back of this form. 1. Step 1: If this is a fairly new experience for your students, you might want them to write an outline to help organize their thoughts and to categorize the documents in themes. 2. Step 2: Opening paragraph: Creatively provide the historical background (Context). Lead your reader into the time-period so that the reader understands, historically, what occurred to create the situation addressed in the DBQ question. End the opening paragraph with a strong thesis to be supported and defended in the body of your essay. 3. The body of the essay (2 to 3 paragraphs) should support your contention provided in your thesis. Additional information, not provided in the primary documents, should be incorporated into the essay to demonstrate student’s outside knowledge. 4. A concluding paragraph is optional but encouraged should there be time available. This paragraph is a great location to include synthesis and to restate your thesis.

Scaffolding the Historical Thinking Skill/ Differentiation Finished Product CP Honors AP Essay Allow students to Students must Students complete complete the essay at complete the essay in essay in specified home or using one class block. time allotment multiple classes; aligned with AP provide students with exam. graphic organizer for the essay.

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Digital poster/ Students present their Students complete a Do not use. Prezi/ findings in a visual presentation in PowerPoint presentation. No addition to the essay. essay assigned. Debate Post essay closure Post essay closure Oral representation of activity. Use guiding activity. Allow the argument questions to direct students to have produced after debate over issues. control and observe analyzing the with minimal information. interactions. Students present their findings to the class.

Background Information: African Americans, both enslaved and free, lived in all regions of the country. Although the Northern states had begun to emancipate their slaves’ rights after the Declaration of Independence (USHC 1.3), some northern states continued to have slaves into the 1830s. Slavery was prohibited in the old Northwest by the Northwest Ordinance. Although free blacks lived in the North, they could not exercise the same rights as whites, except to legally marry. In the North, African Americans were purposefully disenfranchised by law at the same time that universal manhood suffrage was established (USHC 2.1). They were often the last hired and the first fired and did the jobs that were least attractive. De facto segregation was practiced throughout the North. Most African Americans living in the South were slaves. The conditions of their lives depended in large part on where they lived and the benevolence of their masters. Those freedmen who lived in the South lived mostly in the cities where they could find work as artisans. Although their job opportunities were better than blacks in the North because many of them had skills that were in high demand, they too were not granted civil or political rights.

The religious revival movement, the Great Awakening of the early 1800s, was national in scope and contributed to the development of reform movements that further divided the nation. The abolitionist movement first developed among Quakers who believed that everyone, even slaves, had an inner light. Abolitionists included African Americans such as Nat Turner, Frederick Douglass, and Harriet Tubman and whites such as William Lloyd Garrison, the Grimke sisters, Harriet Beecher Stowe, and John Brown who engaged in a variety of different protest activities because of the degrees of their effectiveness and radicalness. They published newspapers and organized anti-slavery conventions and wrote books and helped slaves escape on the Underground Railroad. They also led rebellions. Such activities led to a strengthening of the resolve of slave owners to justify their culture and further divided the nation. Southerners argued that slavery was a ‘positive good’ because slaves were better off than industrial workers in the North. It is important to note that most northerners were not abolitionists and that even some abolitionists did not believe that freed slaves should have equal rights. The abolitionist movement split over the issue of whether or not to engage in the political process and whether or not to recognize the rights of women to speak in public against slavery. Abolition was not effective until the controversy over western expansion led to political confrontation.

Tensions between the regions over the expansion of slavery increased between 1820 and 1860 until compromise was impossible. In 1820, Northern opposition to the application of Missouri to enter the union as a slave state, was overcome by a compromise that also admitted Maine as a

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017 free state and drew the line on the expansion of slavery in the territories at the 36°30’. The annexation of Texas was delayed for almost a decade because of the divisiveness of admitting another large slave state. Northerners saw the Polk administration’s willingness to give up the 54°40’ in Oregon, while at the same time provoking a war with Mexico over territories in the southwest as the influence of the slave power. During the Mexican War, Representative David Wilmot of Pennsylvania proposed that the United States assert that any territories won from Mexico be “free soil”, areas not open to competition of slave labor with that of free white labor. This Wilmot Proviso passed the House but was stopped in the Senate, giving further evidence to southerners that they must maintain the balance of slave and free states in order to protect their ‘peculiar institution.’ The gold rush in 1849 sped the populating of California and its application for statehood as a free state, which would again upset the balance. The Compromise of 1850 was cobbled together and introduced the principle of popular sovereignty, which allowed the voters to decide if their state would be slave or free. California was admitted as a free state, the slavery question in other areas taken in the Mexican cession was to be decided based on popular sovereignty, the sale of slaves was prohibited in Washington DC, and a new fugitive slave law was to be enforced by the federal government. No one was happy with all parts of this compromise. Efforts by southerners to reclaim their fugitive slaves were countered by Northern states trying to circumvent the law and protect personal liberty.

The compromise intensified the animosity between the sections. Although the abolitionist movement kept the issue of slavery at the forefront of national conversation, abolitionists did not significantly impact the actions of the national government. The numerous petitions that abolitionists sent to Congress fell victim to the ‘gag rule.’ Abolitionist candidates running under the banner of the Liberty Party did not win office. However, abolitionists did impact the sentiments of the people in both the North and the South. The distribution of Garrison’s The Liberator through the mail was banned in the South and shows the fear that abolitionist sentiment struck in that region. It is important for students to understand most northerners were not abolitionists. Indeed, abolitionists were not popular and even sometimes attacked in the North. Abolitionists helped some slaves escape to the North on the Underground Railroad. However, the numbers of escaped slaves were relatively small, especially in the Deep South because of distance to free land. Harriet Beecher Stowe’s book Uncle Tom’s Cabin reached many northern readers and evoked popular sympathy for slaves and anger over the Fugitive Slave Laws. The abolitionist John Brown’s actions at Harpers’ Ferry struck fear in the hearts of slave owners and made them both determined to protect slavery and very fearful of the intentions of northerners. Brown was hailed as a martyr by vocal Northern abolitionists leading Southerners to believe the feeling was generalized in the North and thus further divided the North and the South. The actions of abolitionists were significant but it was the controversy over the spread of slavery to the territories that eventually contributed to secession, war, and ultimately, abolition.

The ideas of popular sovereignty and free soil proved most divisive when the Kansas-Nebraska Act opened the area north of the 30’ to deciding the question of slavery by popular vote, thus overturning the Missouri Compromise. Competition of pro-slavery and anti-slavery forces turned “Bleeding Kansas” into a battleground and led to the emergence of the Republican Party. The Republicans took the free soil position on the expansion of slavery into the territories. It is important to understand that the idea of free soil is not abolitionism. It means that non slave- owning whites did not want to compete with slave labor in the territories. It is essential that

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017 students understand that the Republicans and Abraham Lincoln were NOT abolitionists. This is a common misunderstanding. The Dred Scott decision further called into question the democratic principle of popular sovereignty and made compromise impossible. The Supreme Court ruled that the Missouri Compromise was unconstitutional, despite the fact that the Kansas-Nebraska Act had made the Missouri Compromise null, because slaves were property and the Constitution protected the right of slave owners to their property regardless of where they took their slaves. Therefore, Congress could make no law restricting the expansion of slavery. Although this ruling narrowly applied to the territories, it led Northerners to fear that the Supreme Court, dominated by southern Democrats, might rule state laws against slavery unconstitutional and so the democratic process of popular sovereignty would not be effective in restricting the spread of slavery. The Democratic Party split along sectional lines and the Republican candidate Abraham Lincoln won the election of 1860 running on a platform of “free soil.”

Source of background knowledge: http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPPROVED SSStandardsAugust182011.pdf

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 1

Letter from Thomas Jefferson to John Lynch, January 21, 1811 The Works of Thomas Jefferson in Twelve Volumes. Federal Edition. Collected and Edited by Paul Leicester Ford.

Sir, —You have asked my opinion on the proposition of Mrs. Mifflin, to take measures for procuring, on the coast of Africa, an establishment to which the people of color of these States might, from time to time, be colonized, under the auspices of different governments. Having long ago made up my mind on this subject, I have no hesitation in saying that I have ever thought it the most desirable measure, which could be adopted, for gradually drawing off this part of our population, most advantageously for themselves as well as for us. Going from a country possessing all the useful arts, they might be the means of transplanting them among the inhabitants of Africa, and would thus carry back to the country of their origin, the seeds of civilization, which might render their sojournment and sufferings here a blessing in the end to that country.

Monticello, January 21, 1811. Thomas Jefferson http://memory.loc.gov/service/mss/mtj/mtj1/045/045_0075_0077.pdf

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 2 Francis Scott Key Addressing Memorial of American Colonization Society on removal of colored people to Africa. February 2, 1820

The least observation shows that this description of persons are not, and cannot be, either useful or happy among us; and many considerations, which need not be mentioned, prove, beyond dispute, that it is best, for all the parties interested, that there should be a separation; that those who are now free, and that those who may become so hereafter, should be provided with the means of attaining to a state of respectability and happiness, which, it is certain, they have never yet reached, and, therefore, can never be likely to reach in this country. http://www.pbs.org/wgbh/aia/part3/3h483t.html

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 3 William Lloyd Garrison addressing readers concerning the American Colonization Society in The Liberator. January 4, 1834 Now as more than two-thirds of the managers of the Colonization Society are establishment of the Society has freed his slaves, we must believe that the object of the American Colonization Society, as a whole, is to rid themselves of a profitless part of the southern population. We admit the sincerity of many northern colonizationists, but they do not constitute the Society, nor can they manage the Society. It is beyond their control. http://fair-use.org/the-liberator/1834/01/04/the-liberator-04-01.pdf

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 4 Proceedings of the Mississippi State Colonization Society and the Annual Report of the Executive Committee. Mississippi State Colonization Society, 1838.

Our Agents were equally gratified with the location of the Colony, viewed in connection with its natural advantages. The population of the settlement had enjoyed good health, and from the situation of the country it was supposed that the climate must be salubrious. The banks of the Sinoe River are high and composed of granite rock, and the country abounds in pure and wholesome water. The soil is fertile, and the Territory abounds in cattle and grain. Rice and Palm Oil, important articles for foreign export, as well as for domestic consumption, are represented as abundant among the natives, and the interior of the country is said to abound in that valuable article of African commerce, Camwood. http://digital.tcl.sc.edu/cdm/compoundobject/collection/vcw/id/79/rec/1

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 5 Society of District of Columbia for colonization and civilization of Africa, praying establishment of commercial agency at colony of Liberia, and asking appropriation. MARCH 22, 1844. It will be evident, from these publications, that, guided and assisted by the American Colonization Society, and with the favor of Providence, free colored emigrants from the United States have founded upon the shores of Africa a republican and Christian commonwealth, capable of indefinite enlargement; that, through its influence, a district of country of considerable extent is partially reclaimed from barbarism, and entirely from the horrors of the slave trade; that its schools, churches, courts of justice, and a legislative assembly, demonstrate the existence of a new social order and moral state, and that it is only necessary to multiply the civilized settlements beginning to smile along almost three hundred miles of coast, to enlighten and bless a numerous population, hitherto debased by ignorance and superstition, and exposed to intolerable wrongs and calamities. It is of great importance that the colonies of Liberia should neither be disturbed in the possession and exercise of the rights they have acquired as free and independent communities, nor restricted in their growth; and, especially, that they should not be restrained from extending their authority, with the assent of the native tribes, over the entire line of coast from Cape Mount to Cape Palmas. http://congressional.proquest.com/congressional/docview/t47.d48.434_s.doc.218?accountid=13965

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 6 Frederick Douglas THE NORTH STAR January 26, 1849

We do not mean to go to Liberia. Our minds are made up to live here if we can, or die here if we must; so every attempt to remove us, will be, as it ought to be, labor lost. Here we are, and here we shall remain. While our brethren are in bondage on these shores; it is idle to think of inducing any considerable number of the free colored people to quit this for a foreign land. For two hundred and twenty-eight years has the colored man toiled over the soil of America, under a burning sun and a driver's lash - plowing, planting, reaping, that white men might roll in ease, their hands unhardened by labor, and their brows unmoistened by the waters of genial toil; and now that the moral sense of mankind is beginning to revolt at this system of foul treachery and cruel wrong, and is demanding its overthrow, the mean and cowardly oppressor in meditating plans to expel the colored man entirely from the country. Shame upon the guilty wretches that dare propose, and all that countenance such a proposition. We live here - have lived here - have a right to live here, and mean to live here. http://library.sc.edu/p/Research/Resources/historicalnewspapers

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 7 Headpiece illustration by Hammat Billings for Uncle Tom's Cabin; or, Life Among the Lowly, by Harriet Beecher Stowe. 1853 Caption: Freedom to Africa.

http://utc.iath.virginia.edu/uncletom/illustra/53illf.html

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Document 8

Published from the New York Daily Tribune on August 15, 1862. Abraham Lincoln Addressing on Colonization to a Deputation of Negroes on August 14, 1862

…and why, (Lincoln asked) should the people of your race be colonized, and where? Why should they leave this country? This is, perhaps, the first question for proper consideration. You and we are different races. We have between us a broader difference than exists between almost any other two races. Whether it is right or wrong I need not discuss, but this physical difference is a great disadvantage to us both, as I think your race suffer very greatly, many of them by living among us, while ours suffer from your presence. In a word we suffer on each side. If this is admitted, it affords a reason at least why we should be separated…It is better for us both, therefore, to be separated. I know that there are free men among you, who even if they could better their condition are not as much inclined to go out of the country as those, who being slaves could obtain their freedom on this condition. I suppose one of the principal difficulties in the way of colonization is that the free colored man cannot see that his comfort would be advanced by it. You may believe you can live in Washington or elsewhere in the United States the remainder of your life [as easily], perhaps more so than you can in any foreign country, and hence you may come to the conclusion that you have nothing to do with the idea of going to a foreign country. This is (I speak in no unkind sense) an extremely selfish view of the case. http://chroniclingamerica.loc.gov/lccn/sn83030213/1862-08-15/ed-1/seq-1/

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

Resources

Abraham Lincoln Addressing on Colonization to a Deputation of Negroes. (1862, August 15). New York Daily Tribune. Chronicling America: Historic American Newspapers. Library of Congress. http://chroniclingamerica.loc.gov/lccn/sn83030213/1862-08-15/ed-1/seq-7/

Douglas, Frederick. (1849, January 26). The North Star. http://library.sc.edu/p/Research/Resources/historicalnewspapers

Garrison, William Lloyd. The Liberator. (1834, January 4). http://fair-use.org/the- liberator/1834/01/04/the-liberator-04-01.pdf

James, A., & Committee on Foreign Relations., S. (1844). Society of District of Columbia for colonization and civilization of Africa, praying establishment of commercial agency at colony of Liberia, and asking appropriation. http://congressional.proquest.com/congressional/docview/t47.d48.434_s.doc.218?accountid=139 65

Jefferson, Thomas. (1811, January 21). From The Works of Thomas Jefferson in Twelve Volumes. Letter From Thomas Jefferson to John Lynch. Federal Edition. Collected and Edited by Paul Leicester Ford. http://www.loc.gov/resource/mtj1.045_0075_0077

Key, Francis Scott. (1820). Memorial of American Colonization Society on removal of colored people to Africa. Civil Rights and the Black American. A Documentary History, edited by Albert P Blaustein and Robert L. Zangrando, published by Washington Square Press, a Division of Simon & Schuster, Inc., 1968. http://www.pbs.org/wgbh/aia/part3/3h483t.html

Mississippi State Colonization Society. (1838). Proceedings of the Mississippi State Colonization Society and the Annual Report of the Executive Committee. Contributing Institution University of South Carolina. Irvin Department of rare Books and Special Collections. http://digital.tcl.sc.edu/cdm/ref/collection/vcw/id/79

South Carolina Department of Education. (2015). Profile of the South Carolina graduate. [PDF document]. Retrieved from http://ed.sc.gov/newsroom/profile-of-the-south-carolina-graduate/

Evaluate the extent of influence the American Colonization Society had at reducing sectional tensions concerning slavery in the United States? Developed July 2017

South Carolina Department of Education. (2011). South Carolina social studies academic standards [PDF document]. Retrieved from http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPPROVED SSStandardsAugust182011.pdf

Stowe, Harriet Beecher. (1853). Uncle Tom's Cabin; or, Life Among the Lowly. Illustrated Edition. Complete in One Volume. Original Designs by Billings; Engraved by Baker and Smith. (Boston: John P. Jewett and Company). http://utc.iath.virginia.edu/uncletom/illustra/53illf.html