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How did Westward Expansion impact the institution of slavery? Developed July 2017 Historical Question How did Westward Expansion impact the institution of slavery? DOK 4

Introduction to DBQ In this DBQ, the students will analyze how specific legislation during Westward Expansion impacted the institution of slavery. They will analyze various mediums to draw conclusions about each primary source. Students will be guided with questions, and will record their answers on the History Thinking Chart. Lastly, the evidence gathered, will be used to synthesize an answer the Historical Question.

Historical Thinking Skills Historians use historical thinking skills to study events from the past. These skills give a framework for students to think historically. You will find as you work through these skills that they mirror many ELA standards, and will support Text Dependent Analysis. The Historical Thinking Skills addressed in this DBQ are continuity and change, causation, evidence, cause and effect, with a special focus on continuity and change, and causation. Visit this web site to learn more about historical thinking skills.

SC Standard 4-5 The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery. 4-5.5 Explain how the Compromise, slave laws, the annexation of , the Compromise of 1850, the Kansas- Act, and the Dred Scott decision impacted the institution of slavery in the United States and its .

Materials Copies of Documents for students Source to project the documents for visual learners Markers Copies of History Events Chart for each student Colored Pencils

Key Vocabulary Annexation of Texas Compromise of 1850 Dred Scott Decision Fugitive Slave Laws Kansas-Nebraska Act Popular Westward Expansion

How did Westward Expansion impact the institution of slavery? Developed July 2017 Teacher Guide There are a few ways that this DBQ can be taught. The first is to provide a hook- attention getter (quotes, image, letter, clipping, snippet of a document) for the students to get them thinking and then take them through the document analysis process. Then answer the questions. The next is to give the students all of the documents and allow them to group them based on similarities. The last way is to work through the documents as a whole group and scaffold those students who need help. Various end products could be used to assess this Document Based Question here are a few ideas to get started: - A Choice Chart with a rubric to include choices of products to demonstrate learning. Some examples are included here: Letter from new perspective, newspaper spread, poster advertising, a political cartoon, journal entry, timeline, essay, digital poster, and debate. - The questions for each of the political cartoons in included at the end of the DBQ to allow the teacher differentiate based on the needs of their students. For the high fliers, copies of the documents could be given to the students and allow them to categorize, the documents and decide what the historical question could be, and what the documents are describing. For grade level students the documents could be given to them with the questions, and they are to categorize the documents and determine the historical question. Below grade level students could work with the teacher with the documents and questions to determine the question.

Literature to support this document:

Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshall by Vaund Micheaux Nelson

Black Cowboys of the Old West: True, Sensational, And Little-Known Stories From History by Tricia Martineau Wagner

Black Frontiers: A History of African American Heroes in the Old West. By Lillian Schlissel

How did Westward Expansion impact the institution of slavery? Developed July 2017 Capstone Project At the culmination of this DBQ, students should choose a capstone activity. These choices are not limited. Allow the students to use voice and choice in their capstone activity. Activities should be chosen in accordance with student ability level. For a formative assessment idea, you could have the students rotate around the room to and write down their summary of each document, in a Table Top twitter format. Could try a “Box-it” which is questions within a boxes on a sheet of paper (prepared before hand) and the students rotate to music, discuss their answers, record their thinking, and find a new partner. (This could be used before each document as a lesson – pre-assessment, and after to check their thinking –post assessment

Capstone Activity Examples: ● Students could evaluate additional photographs of the period ● Students could write a journal entry about the plight of enslaved Africans during Westward Expansion ● Students could put together a photo essay of pictures interpreting the effects Westward Expansion on the institution of slavery. ● Students could create a play/skit based on the impacts Westward Expansion had on the institution of slavery. ● Students could create a song or dance that incorporates the effects of Westward Expansion on the institution of slavery.

Background Information Before introducing this DBQ the students should have knowledge of the motivations and methods of migrants and immigrants, who moved West, including economic opportunities, the availability of rich land, and the ’s belief in Manifest Destiny. As well have an understanding of the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Purchase, the Purchase, the Treaty, the annexation of Texas, and the .

As Americans moved west, the United States added more territories raising the issue of whether or not to allow slavery in these new states. The national government passed legislation that affected the institution of slavery in the territories.

By the time of the Missouri Compromise in 1820, there was much controversy over slavery. The cotton gin had been invented and southern states were even more dependent on slave labor than they had been at the time of the American Revolution. Northern states were gradually emancipating their slaves. Some northerners wanted slaves in Missouri to be gradually emancipated as well. Southern states worried that they would lose power in Congress if there were more free states than there were slave states. Representatives of the free northern states outnumbered the representatives from the slave states in the House of Representatives because of the population increase due to immigration, so the South was even more determined to hold on to equal representation in the Senate. The Compromise tried to avoid future controversy by prohibiting slavery in the Louisiana , north of 36 30 latitude which was the southern boundary of Missouri. The admission of Missouri, which precipitated the national slavery and

How did Westward Expansion impact the institution of slavery? Developed July 2017 balance-of-power questions, was balanced by the simultaneous admission of Maine as a free , setting a precedent for the admission of states that averted sectional strife by balancing power between the numbers of slave and free states and therefore the numbers of senators until the admission of in 1850.

The annexation of Texas was delayed for nine years because the of Texas wanted to be admitted to the United States as a slave state. Texas was finally annexed as a slave state in 1845. The resulting Mexican War led to more controversy over slavery. Some northerners wanted Congress to declare that all parts of the territory that was from Mexico (the Mexican cession) would be “free soil.” That is, that slavery would be prohibited in this . Southerners wanted the area to be open to slavery.

The Compromise of 1850 and the Fugitive Slave Act were the result of California applying to be admitted to the union. After the discovery of gold in 1849, people flocked to California to get rich quick. They did not want to compete with slave owners who would use their slaves to mine for gold. Because Californians wanted their state to also be “free soil” they applied for admission as a . This would have upset the balance of slave and free states. The Compromise allowed California to be a free state but also outlawed the slave trade, but not slavery itself, in the nation’s capital, Washington, DC. It also allowed the remainder of the Mexican Cession to decide whether or not the residents wanted to be a slave or free state though a vote, a concept known as . Southerners also were also delighted with a new Fugitive Slave Law that gave them more opportunity to have their escaped slaves caught and returned to their masters in the South. This last provision caused much controversy as free were required to provide necessary proof or run the risk of being taken and sold in the South, a scenario made worse by unscrupulous slave catchers who often ignored or destroyed proffered proof. In defiance of this latter provision, many Northern states passed personal liberty laws that legalized disobedience of the fugitive slave law.

The Kansas-Nebraska Act (1854) was also the result of westward expansion. The was in the northern part of the Louisiana Territory and therefore, according to the Missouri Compromise, it could not be a slave state. However, some politicians wanted to build a transcontinental railroad through Kansas and they needed to get southern support. The Kansas- Nebraska Act repealed the 36’ 30’ slavery line in the of the Missouri Compromise. It allowed people in these territories to decide for themselves whether or not to allow slavery within their borders through the concept of ‘popular sovereignty.’ The concept, however, had not taken into account people’s misguided willingness to move to a territory temporarily for the express purpose of being there to influence the vote called “squatter sovereignty.” In order to affect that vote, northern abolitionists (free-state) and southern slave owners (slave-state) moved into the Kansas Territory until the election and violence predictably erupted between purposefully populated by opposing camps. Soon their fighting led people to call the area “.”

The Dred Scott decision (1858) was a test case taken by the Supreme Court, which was comprised of a majority of proslavery Southerners, to settle the controversy over slaves taken or escaped to areas where slavery was not legal. Dred Scott was a slave whose master had taken him into free territory. With the help of northern abolitionists, Scott sued his master for his

How did Westward Expansion impact the institution of slavery? Developed July 2017 freedom claiming ‘once free, always free. The Supreme Court decided that African Americans were not citizens of the United States, even if they had been born in the United States, and therefore they had no right to sue in the Supreme Court. Furthermore, the court ruled that slaves were instead property and they had no rights at all and could be taken anywhere in the United States. By extension, this ruling meant that slavery was legal throughout the United States. This concept affected all legislation that Congress had passed regarding the expansion of slavery into the western territories and states beginning with the Missouri Compromise. Instead of settling the controversy over slavery, the Dred Scott decision fanned the flames of sectional discord further Northerners saw the ruling as denying them the right to outlaw slavery in their states as well as in the territories through popular sovereignty, thus creating an entire country in which slavery was legalized and democracy was limited. Southerners, on the other hand, were overjoyed. Sectional distrust and discord was at its zenith at this point when radical abolitionist John Brown (infamous after Kansas) reappeared, this time in Harper’s Ferry, .

The Documents for this DBQ are arranged as follows: Economic - Sources A-C Social - Sources D-E Political- Sources F-N

How did Westward Expansion impact the institution of slavery? Developed July 2017

http://www.theproecenter.info/uploads/2/2/5/5/22551316/whatitmeanstoteachdisciplinaryliteracy .ppt.pdf

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source A

How did this source impact Westward Expansion and the institution of slavery? This document is an example of a contract between Railroad Contractors agreeing to use 24 slaves to work on railroad for eight months. http://www.teachingushistory.org/lessons/SlaveLaborContract.htm

Transcription: State Of South Carolina Richland 8th, 1849

This is to certify that we Dr. William Boyd of Williamsburg District & William S. Belser Lawrence Belser & James Gadsden known as contractors on the Charlotte - & So Ca. Rail Road as the firm of William S. Belser & Company have entered into this following agreement with Dr. William Boyd. He has hired to William Belser & Company, twenty-four slaves to work their railroad for eight months beginning the 1st of January. Dr. Boyd agrees to lose all time by relieving Wm. Belser & Company to lose the time of sickness. Dr. Boyd is to clothe his own slaves in the employ of William Belser & Company. William Belser is to furnish the necessary shoes at the expense of the company. Dr. Boyd agrees to receive as payment for the hire of said Negroes five hundred dollars on or about the 1st of April. The next five Hundred Dollars more (these two payments being in part) on the 1st of July, and the remainder of the of the time for which the 24 negroes were hired- at the rate of hire- is eighty dollars for each slave for eight months making for the whole nineteen Hundred & Twenty dollars. ($1920.00)

Wm. S. Belser & Co. W.S. Boyd (signatures)

How did Westward Expansion impact the institution of slavery? Developed July 2017 Exterior: Agreement Laborers W Belser & Co & W Boyd

Source A:

1. What do you notice about this contract? 2. Explain how this contract affected the life of the enslaved person mentioned.

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source B

How did this source impact Westward Expansion on the institution of slavery? Created by Louis D. De Saussure, this pamphlet was created in 1852 in Charleston, South Carolina. This document shows a description of slaves based on their abilities, age, and health. Key workers would go for a modest price at auction. In the search for manifest destiny, much land was purchased, and to work the land many felt that slaves were needed to work the land. In the West if you were planning to begin a big farm or business, you would want slaves who would give you the most bang for your buck, or be able to do as much as possible for the money you paid.

http://digital.tcl.sc.edu/cdm/singleitem/collection/bro/id/1528/rec/12

How did Westward Expansion impact the institution of slavery? Developed July 2017 Transcription Gang of 25 Sea Island, Cotton and Rice Negroes by Louis R. De Saussure On Thursday, the 25th of September 1852 at 11o’clock A.M., will be sold at RYAN’S MART, in Chalmers Street, in the of Charleston. A prime gang of 25 Negroes, accustomed to the culture of Sea Island Cotton and Rice. Conditions- One-half cash, balance by bond, bearing interest from day of sale, payable in one and two years, to be secured by a mortgage by the negroes and approved personal security. Purchasers are to pay for papers.

No. Age Capacity No. Age Capacity 1, Aleck 33 Carpenter 16, Hannah 69 cook 2. MaryAnn 22 Fine Field Hand 17, Cudjoe 22 prime field hand 3-3 Louisa 10 3- 18, Nancy 20 prime field hand Sister of Cudjoe

4, Abram 25 Prime Field hand 19, Hannah 34 prime field hand 5, Judy 24 Prime Field hand 20, James 13 slight defect in knee from broken leg 6, Carolina 5 21, Richard 9 7, Simon 11/2 22 Thomas 6 5-8 Daphne infant 5-23 John 3

9, Daniel 45 Field Hand, not prime 1- 24, Squash 40 Prime Field hand 10, Phillis 32 Field hand 1-25, Thomas 28 Prime Field hand 11, Will 9 12, Daniel 6 13, Margaret 4 14, Delia 2 7-15, Hannah 2 months

Source B Question

Looking over the ad “Gang of 25 Sea Island Cotton and Rice Negroes”, what conclusions can you draw about slavery?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source C

This document is a tax collection statement that lists all items that are taxable as property, to include slaves. This document shows that slaves were not seen as people but as property, and that mindset continued with the Westward Expansion Movement. Document created by city of Norfolk, Virginia, Tax collection statement, 1858, Norfolk Virginia

http://teachingushistory.org/documents/NorfolkTax.pdf

How did Westward Expansion impact the institution of slavery? Developed July 2017 Document D Charles Remond letter dated July 10th, 1857 to describe celebration the nation’s independence when slaves were still being held as property. http://www.blackpast.org/1857-charles-lenox-redmond-anti-slavery-discourse

How did Westward Expansion impact the institution of slavery? Developed July 2017

How did Westward Expansion impact the institution of slavery? Developed July 2017

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source D

1. What can you infer about the author’s feelings on slavery? 2. What facts (evidence from the text) would you select to support the author’s view of slavery in this article?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source E

Fugitive Slave Law Background and Political Cartoon Analysis Background of The Fugitive Slave Act of 1850

The Fugitive Slave Act of 1850 was one of the most controversial laws ever passed. What was the Fugitive Slave Act? Why was it enacted?

In 1793, Congress passed a law that states that all fugitive slaves (runaways) had to be returned to their masters. While it was enforced after it was passed, as time went by, many people in the Northern states (where slavery was illegal) began ignoring the law.

In fact, many Northerners did everything they could to circumvent the old Fugitive Slave Act, helping slaves run away and escape into Canada. It was this refusal to enforce the old law that prompted Southern slave owners to desire a new law. This led to the Fugitive Slave Act of 1850.

The act was part of a larger package of five bills known as the Compromise of 1850. The Compromise of 1850 was an agreement made between Northern legislators and Southern congressmen in which they each gave up something they desired in order to avoid conflict. This agreement, which had been orchestrated by the legendary Senator , helped to avoid civil war for several years.

The Fugitive Slave Act was one of the principle parts of the compromise. It stated that all fugitive slaves must be returned to their masters. It also stated that any law enforcement official who did not assist with the return of a runaway would be fined $1,000 (that would be over $25,000 today!)

According to the law, even an African American who was suspected of being a fugitive slave could be apprehended. Once arrested, the suspected runaway had no right to a trial (because slaves and most free blacks were not considered full citizens). Police officers, and other law enforcement officials, who arrested runaways would be given a pay bonus for their work (this gave them a reason to arrest anyone who looked like they might be an escaping slave).

Additionally, any person who was caught giving shelter, food, or protection to a runaway slave could be subject to up to six months in prison.

The Fugitive Slave Act of 1850 infuriated Northerners. They felt that obligating Northern law enforcement agents to enforce this law was an underhanded method of expanding the power and reach of slavery. Congress had made it illegal to even assist a fugitive slave, and offering bonuses to law enforcement officials who caught suspected runaways made it dangerous for free blacks everywhere—not just in the South.

While the Fugitive Slave Act, as well as the other provisions in the Compromise of 1850, was supposed to diffuse tensions, it only succeeded in making things worse. As the 1850s progressed, and resentment towards the new law grew, it drove the two sides closer and closer to civil war. http://readingthroughhistory.com/2017/01/26/free-assignments/

How did Westward Expansion impact the institution of slavery? Developed July 2017

Document E is a Political Cartoon written in 1840 in the American Anti-slavery Almanac to depict the Fugitive slave law.

http://www.pbs.org/video/2319483495/ This source is also a video that has much helpful information about the Fugitive Slave Law. Once the cartoon has been analyzed, watching the video and asking the students to write down facts to participate in a give one get one activity support this topic. Source E:

1. To what political event is this cartoon referring? 2. What key person(s) are targeted in this cartoon? 3. How has the artist depicted these people? Are they distorted in any way? Does the artist’s portrayal of characters cast them in a negative or positive light? 4. Identify and explain any symbols incorporated in the cartoon. 5. What is the message of the cartoon? How is the artist trying to persuade the reader?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source F

Fugitive Slave Meeting article excerpt from an article in the Times written on October 12 1850 in Hartford, . This article calls for a meeting to express concerns about the Fugitive slave bill.

Document F Questions:

1. For whom is this article written? 2. What is the purpose of the meeting? 3. Why is this meeting being held?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source G

Notice to slave owners from slave catchers asking for their payment for goods rendered. Written on April 29th, 1848 by A. Ribble. Not sure of location other than Clarksville Red River .

http://digital.sfasu.edu/cdm/landingpage/collection/RSP

Source G Questions

1. Who is the audience of this ad? 2. What do you notice about this ad? 3. What is your interpretation of this ad?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source H

Dred Scott vs. Sanford 1857 http://landmarkcases.org/en/landmark/cases/dred_scott_v_sandford#Tab=Background Dred Scott v. Sandford (1857) Slavery, Due Process, the Missouri Compromise

Source H Questions

1. Why was Dred Scott suing his owner Sandford? 2. What impact did this case have upon the institution of slavery?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source I

Census Data of Slave Population- to show the growth of slavery over the course of 1790-1860 This excerpt of a census chart shows the growth of slavery overtime. This document is property of the U.S. Census bureau and was created in 1860.

United States Census, Statistics of Slaves 1890-1860 https://www.census.gov/history/www/through_the_decades/overview/1860.html

Source I Questions

1. Analyze the chart above, how has the number of slaves changed from 1790 to 1860? 2. Why do you think that change has occurred? 3. How has this change impacted Westward Expansion and institution of slavery?

How did Westward Expansion impact the institution of slavery? Developed July 2017 **** Before using these maps, you will want to frontload the students with background information. (Ex. From the SC Support Document, Reading Comprehension sheet with the information.)

Source J

This secondary source map shows the expansion of the U.S. over the course of years of 1800- 1860 and the various additions. Author, Location and date are unknown.

This primary source map also shows the expansion of the U.S. over the course of the years of 1800-1860 and the additions. Activity Compare and contrast the maps.

. https://johndwilsey.com/2014/06/20/interactive-map-of-the-territorial-expansion-of-the-us-1783- 1912/

Source J Questions Compare and Contrast the two maps. What do you notice- deeper than the surface- i.e. NOT- One is bright colors, the other is muted color. And they are both maps. A t-chart with the differences at the top and the similarities in a box at the bottom or a Venn diagram could be used.

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source K Background of the Missouri Compromise of 1820 Slavery had come to America in 1619. It existed through the American Revolution, even after Thomas Jefferson penned his famous lines in the Declaration of Independence, "All men are created equal. They are endowed by their creator with certain unalienable rights. That among these are: life, liberty, and the pursuit of happiness." Obviously, slaves were not part of this equation. When it came time to write the Constitution, the word "slavery" was never used. Instead, the framers chose to use the term "other people." These other people were counted as 3/5 of a person for the purposes of representation in Congress according to the 3/5 Compromise. The Missouri Compromise kept slavery intact in the United States. The founders also decided not to do anything about the issue of slavery for twenty years. Someone else would have to deal with it. In 1820 with the admission of Missouri to the Union, the issue of slavery came up again. There was already a great deal of tension between the North and the South. The South was highly agricultural. It wanted to keep slavery as a way of life on their plantations. The North, which was far more industrial, saw this "peculiar institution" as unnecessary and increasingly morally wrong. One way the government tried to limit the tension was by keeping the number of slave and free states equal. So, in 1820, when Missouri met the requirements for statehood and applied for as a slave state, there was a problem. The balance of free and slave states would be destroyed. The Missouri Compromise seemed to solve the problem by admitting Missouri as a slave state and Maine as a free state, keeping the number of free and slave states equal. It also divided the rest of the Louisiana Purchase into slave and free territory. http://mrkash.com/activities/compromise.html

How did Westward Expansion impact the institution of slavery? Developed July 2017

http://mrkash.com/activities/compromise.html

Source K Questions

1. Using the Map of the Missouri Compromise, What do you notice? 2. How would you summarize the effect of this Act upon Westward Expansion and the institution of slavery?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source L

The Compromise of 1850 Until 1845, it had seemed likely that slavery would be confined to the areas where it already existed. It had been given limits by the Missouri Compromise in 1820 and had no opportunity to overstep them. The new territories made renewed expansion of slavery a real likelihood.

Many Northerners believed that if not allowed to spread; slavery would ultimately decline and die. To justify their opposition to adding new slave states, they pointed to the statements of Washington and Jefferson, and to the Ordinance of 1787, which forbade the extension of slavery into the Northwest. Texas, which already permitted slavery, naturally entered the Union as a slave state. But the California, , and territories did not have slavery. From the beginning, there were strongly conflicting opinions on whether they should.

Southerners urged that all the lands acquired from Mexico should be thrown open to slave holders. Antislavery Northerners demanded that all the new be closed to slavery. One group of moderates suggested that the Missouri Compromise line be extended to the Pacific with free states north of it and slave states to the south. Another group proposed that the question be left to "popular sovereignty." The government should permit settlers to enter the new territory with or without slaves as they pleased. When the time came to organize the region into states, the people themselves could decide.

Despite the vitality of the abolitionist movement, most Northerners were unwilling to challenge the existence of slavery in the South. Many, however, were against its expansion. In 1848 nearly 300,000 men voted for the candidates of a new , which declared that the best policy was "to limit, localize, and discourage slavery." In the immediate aftermath of the war with Mexico, however, popular sovereignty had considerable appeal.

In January 1848 the discovery of gold in California precipitated a headlong rush of settlers, more than 80,000 in the single year of 1849. Congress had to determine the status of this new region quickly in order to establish an organized government. The venerable Kentucky Senator Henry Clay, who twice before in times of crisis had come forward with compromise arrangements, advanced a complicated and carefully balanced plan. His old Massachusetts rival, , supported it. Democratic Senator Stephen A. Douglas, the leading advocate of popular sovereignty, did much of the work in guiding it through Congress.

The Compromise of 1850 contained the following provisions: (1) California was admitted to the Union as a free state; (2) the remainder of the Mexican cession was divided into the two territories of New Mexico and Utah and organized without mention of slavery; (3) the claim of Texas to a portion of New Mexico was satisfied by a payment of $10 million; (4) new legislation (the Fugitive Slave Act) was passed to apprehend runaway slaves and return them to their masters; and (5) the buying and selling of slaves (but not slavery) was abolished in the District of Columbia.

The country breathed a sigh of relief. For the next three years, the compromise seemed to settle nearly all differences. The new Fugitive Slave Law, however, was an immediate source of tension. It deeply offended many Northerners, who refused to have any part in catching slaves.

How did Westward Expansion impact the institution of slavery? Developed July 2017 Some actively and violently obstructed its enforcement. The became more efficient and daring than ever. www.StudentHandouts.com

http://www.ushistory.org/us/30d.asp

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source L Questions

1. Application/Simulation The Compromise of 1850 overturned the Missouri Compromise of 1820, and this fueled the flames of war against slavery. If you were in charge of handling this decision, what would you do to balance the country?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source M

Background Information Kansas-Nebraska Act: In 1854, Congress passed the Kansas-Nebraska Act, which organized the remaining territory acquired in the Louisiana Purchase so that such territories could be admitted to the Union as states.

Probably the most important result of the Kansas-Nebraska Act was its language concerning the contentious issue of slavery. Proposed by Stephen A. Douglas, and signed by president , the bill divided the region into two territories. Territory north of the 40th parallel was called Nebraska Territory, and territory south of the 40th parallel was called Kansas Territory. The most controversial aspect of the Kansas-Nebraska Act was that each territory would decide for itself whether or not to permit slavery. This stipulation repealed the Missouri Compromise of 1820 which stated that slavery was prohibited north of 36° 30′.

As there was more support for slavery in Kansas, both pro-slavery and anti-slavery advocates organized teams of people to settle in the state. Not surprisingly, the area became a battleground for both sides, and the resulting violence caused the territory to be referred to as “Bleeding Kansas,” and was one of the first major causes of the Civil War. Eventually, on January 29, 1861, after much controversy, Kansas was admitted to the Union as a free state – just months before the first shots of the Civil War were fired. http://mrnussbaum.com/history-2-2/kansasnebraska/

What is Popular Sovereignty?

The Idea of Popular Sovereignty and the Declaration of Independence The idea and concept of Popular Sovereignty is the belief that the authority, legality and legitimacy of the government is created by the will or consent of its people. The American people are the source of all political power. John Locke (1632 – 1704) was an English philosopher whose ideas had a significant influence on American revolutionaries. In 1690 he published the 'Second Treatise of Government' in which he expressed the political doctrine that the government was only empowered to legislate for the public good and if this trust was violated, the people had the power to replace the government with a new legislative. John Locke was one of the first to express the idea of Popular Sovereignty and the concept was developed by Benjamin Franklin and used as the foundation for the act of separation from the tyrannical British . The Declaration of Independence, written by Thomas Jefferson, abolished the British rule and replaced it with the American government. The Declaration of Independence is based on the idea of Popular Sovereignty stating that all men are equal and has unalienable Rights such as Life, Liberty and the pursuit of Happiness. It goes on to say that:

"Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government."

How did Westward Expansion impact the institution of slavery? Developed July 2017 The words in the Declaration of Independence replaced government by the rule of Hereditary Monarchy with that of a government based on the principle of Popular Sovereignty. The American Revolutionaries exchanged the rule of King George III with a rule composed of the people. "Governments...derive their just Powers from the Consent of the Governed." http://www.government-and-constitution.org/united-states-government/popular-sovereignty.htm

Source M Questions Utilizing the map and background information, answer the questions below. 1. What is Popular Sovereignty? 2. The Kansas-Nebraska Act was created to repeal the Missouri Compromise. 3. What were the ramifications of this legislation? Differentiate between a state and a territory. Which would you rather live in? Why?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Source N

War with Mexico

At the end of the the were signed on May 14, 1836 ending the war. Before Santa Anna left Texas, he acknowledged Texas as an independent Republic. The government of Mexico did not. Mexico believed Texas still belonged to them. Problems between Texas, Mexico, and the United States continued.

The grew stronger over the years by creating economic and political ties with the United States, Great Britain, and other in Europe. These countries recognized Texas as an independent nation. Trade was good, and Texans settled into a more comfortable and secure way of life.

The term Manifest Destiny was a belief that the United States was going to extend from the Atlantic Ocean to the Pacific Ocean. The United States wanted to annex Texas into the United States. There were issues in annexing Texas. Many people believed annexing Texas would lead to war with Mexico. Others did not want to annex another slave state into the Union.

In 1845, Texas became the 28th state of the United States even though slavery and the boundary of Texas were still issues. The boundary of Texas had always been an issue between Texas and Mexico. Now it was an issue between Mexico and the United States. Mexico believed that the was the border of Texas. Texas believed the border was the River.

Due to the belief in manifest destiny, President James Polk offered to negotiate a deal with Mexico to buy California and determine the Texas boundary at the Rio Grande. Mexico refused the deal. President Polk ordered US General to move his troops to Fort Brown near the Rio Grande River. The United States decided the boundary of Texas and the United States was the Rio Grande River. Mexican military commander, Francisco Mejia ordered Taylor and the United States troops to leave the territory. When Taylor refused to withdraw, General Arista moved his army north of the Rio Grande. On May 8 and 9, battles were fought. Taylor claimed victories for the United States.

The US won the war. The Treaty of Guadalupe Hidalgo was signed on February 2, 1848. The treaty granted the U.S control of Texas; established the U.S.-Mexican border at the Rio Grande River, and took control of California, , Utah, and parts of , , New Mexico, and . In return, Mexico received $15,000,000 US dollars. This exchange is known as the Mexican Cession. Mexicans living in the conquered lands could choose to return to Mexico or stay and become American citizens.

Source N Questions

1. Discuss the importance of the Annexation of Texas. 2. How did this decision impact slavery?

How did Westward Expansion impact the institution of slavery? Developed July 2017 Scaffolding of Historical Thinking Skills

Teaching History is more than dates, events, and facts, it requires deep thinking, and looking at events/periods in history from different perspectives. A way to introduce history to students is to treat them like mysteries or cases they need to solve and this will motivate them to have a vested interest in their learning. It will become meaningful to them. The first step in teaching elementary students to think like a historian is to make sure they are able to delineate between fiction and evidence-based historical narratives. One way they can do this, they should be able to take all of the evidence and categorize it with the 5 W’s. After they have done this then they can ask the question, “ How are these things related?” This teaches them how to synthesize the information.

Teaching the historical thinking skills takes much modeling and practice, so the students will have a command of the skills. When analyzing a document, article, advertisement, political cartoon, graph/charts, or maps (should have a variety of text, audio and visual sources if applicable), gradual release should be used to demonstrate how to analyze the documents correctly. Students should be able to observe the item (in quadrants) record their findings (evidence) and then deduce a conclusion. With guidance, show the students how this event/period of time influences other things within the course of history. (Causation) They should also realize that an event going on in one place, but that other events can go on in others at the same time. (Continuity and Change over time).

Teaching History is about using real primary and secondary sources, and taking the time to look over the plethora of historical resources that are available to us. It is more than just beginning a textbook and going to end. History requires a hands-on approach. To begin analyzing primary sources, the is a good place to start, and has a wonderful selection of graphic organizers to gets started. (http://www.loc.gov/teachers/usingprimarysources/guides.html)

The Historical Thinking Skill of this DBQ is Causation To understand the impact of Westward Expansion on the institution of slavery, one must understand the impact of why the colonists wanted to move west (Manifest Destiny, Free Land, Opportunities). They must understand how the role of government in the acquisition of land to the west. The understanding of the legislative acts and the impacts it had on the slaves, because they were seen a property and not as citizens of the United States. As a result of these acts tensions began to grow which led to the Civil War. Demonstrating this thinking skill, teachers should model analyzing these documents using gradual release and showing the students how to answer the guiding questions were recorded. To consider the DBQ a success the students should have demonstrated this skill by using evidence to support their final product.

How did Westward Expansion impact the institution of slavery? Developed July 2017 Resources The Missouri Compromise and the Compromise of 1850.

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