DOCSLIB.ORG

Missouri Compromise – Free Vs

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Missouri Compromise – Free Vs MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION Subject Level: Learning Objectives: Middle School History • Students will be able to explain American sectionalism in the early 1800s. Grade Level: • Students will be able to cite the parameters of the Missouri Compromise and evaluate its effectiveness. 7-8 Approx. Time Required: 60 minutes MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION Activity Description The purpose of this activity is to introduce students to the Missouri Compromise and the issues associated with the expansion of slavery in the Antebellum period of United States history. Students will begin the activity by creating a map that represents the Missouri Compromise’s impact on the United States. This map will serve as a backdrop for the activity while introducing students to political and cultural sectionalism (northern and southern states and the issue of slavery) in the early 1800s. After students complete the map, they will answer several questions using it. Students will also be prompted to examine aggregated data from the 1820 Census and a map titled “Mapping Slavery in the Nineteenth Century” to make comparisons and draw conclusions about slavery, specifically in Missouri. Suggested Grade Level: Approximate Time Required: 7–8 60 minutes Learning Objectives: • Students will be able to explain American sectionalism in the early 1800s. • Students will be able to cite the parameters of the Missouri Compromise and evaluate its effectiveness. Topics: Skills Taught: • Missouri Compromise • Analyzing historical • Slavery records • Comparing and contrasting • Drawing conclusions • Making inferences CENSUS.GOV/SCHOOLS HISTORY | PAGE 1 MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION Materials Required: • The student version of this activity, 11 pages • Colored pencils Activity Items The following items are a part of this activity. Items, their sources, and any relevant instructions for viewing them online appear at the end of this teacher version. • Item 1: Apportionment Legislation (An Act Apportioning Seats for Maine, 1820) • Item 2: The Missouri Compromise, 1820 – Blank Map Including Missouri • Item 3: Mapping Slavery in the Nineteenth Century • Item 4A: Information From the 1820 Census To download the document, click on the link on item 4A, then “Census of Population and Housing, 1820,” then “Full Document.” Once it downloads, open the folder, click on “1820a-02.pdf,” and go to Page 5 of the PDF. • Item 4B: Table of Enslaved Population in Missouri This table includes data from Item 4A in a more readable version. For more information to help you introduce your students to the Census Bureau, read “Census Bureau 101 for Students.” This information sheet can be printed and passed out to your students as well. Standards Addressed See charts below. For more information about the standards, read “Overview of Education Standards and Guidelines Addressed in Statistics in Schools Activities.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standard Strand Cluster CCSS.ELA-LITERACY.RH.6-8.1 RH 6–8 – History/Social Key Ideas and Details Cite specific textual evidence to support analysis of Studies primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.7 RH 6–8 – History/Social Integration of Knowledge Integrate visual information (e.g., in charts, graphs, Studies and Ideas photographs, videos, or maps) with other information in print and digital texts. CENSUS.GOV/SCHOOLS HISTORY | PAGE 2 MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION UCLA National Standards for History: U.S. History Content Standards Era Standard 4 – Expansion and Reform Standard 3B: Explain the Missouri Compromise and evaluate its political (1801–1861) consequences. [Identify issues and problems in the past.] UCLA National Standards for History: Historical Thinking Standards Standard Description 1 – Chronological Thinking Distinguish between past, present, and future time. Students will create a map of the United States circa 1820. Connections to the political geography of the United States before and after this era will be easy to discern. 2 – Historical Comprehension Draw upon data in historical maps. Students will create a map of the Missouri Compromise and answer several questions using it. Utilize visual and mathematical data. Students will use a data table and population density map to calculate and draw conclusions about the enslaved population of Missouri. 3 – Historical Analysis and Compare and contrast differing sets of ideas. Students will compare the Interpretation sets of values of the northern and southern states regarding slavery. 4 – Historical Research Employ quantitative analysis. Students will examine population density in Capabilities Missouri and compare these data with data for other southern states. Data for northern and southern states will be compared as well. Bloom’s Taxonomy Students will identify parameters of the Missouri Compromise and evaluate its effectiveness and sustainability. Creating Evaluating Analyzing Applying Understanding Remembering CENSUS.GOV/SCHOOLS HISTORY | PAGE 3 MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION Teacher Notes Before the Activity Teachers must show students the map found at tinyurl.com/htbv553 and review the labels and color key with students prior to the activity. Students must understand the following key terms: • Compromise • Manifest Destiny • Popular sovereignty Students should have a basic understanding of the following ideas and concepts: • Slavery, and the belief system that governed the northern and southern states on the issue of slavery • Locations of states east of the Mississippi River • The apportionment legislation that led to the Missouri Compromise; refer to Item 1: Apportionment Legislation (An Act Apportioning Seats for Maine, 1820), at www.census.gov/history/pdf/Maine_1820_Apportionment.pdf, for more information During the Activity Teachers may want to give students additional information on the Missouri Compromise and its history from this History.com page: tinyurl.com/nzqmoqr. After the Activity Students should be able to answer this essential question: In a nation divided on the issue of slavery and its existence in new territories and states, how did the United States expand its borders while keeping peace between its northern and southern regions? Following whole-class discussion and review, students will write an exit slip — which requires students to write responses to questions posed at the end of class to reflect on what they have learned and to help the teacher determine whether students understood the content. Ask students to answer the following questions: • What is a compromise, and have you ever compromised with anyone? If so, please share your example. Student answers will vary. • What was the goal of the Missouri Compromise, and did the compromise fulfill that goal? The compromise worked in the short term, but the complexities of slavery and Manifest Destiny would soon surface again. CENSUS.GOV/SCHOOLS HISTORY | PAGE 4 MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION • In a nation divided on the issue of slavery and its existence in new territories and states, how did the United States expand its borders while keeping peace between its northern and southern regions? Student answers will vary. The idea is to recognize that the 36°30’ line of the Missouri Compromise geographically favored the northern states. Teachers can build on this conversation, discussing ways the country might have avoided the Civil War in addition to the idea of popular sovereignty, the Kansas-Nebraska Act, and other terms and concepts. • Next, using the 3-2-1 approach, write down three things you learned in this activity, two questions you still have, and one aspect of the activity that you enjoyed the most. Student answers will vary. Extension Ideas • Students could read the first two paragraphs on this Senate Web page: www.senate.gov/artandhistory/history/minute/The_Caning_of_Senator_Charles_Sumner.htm. The paragraphs discuss the caning of Sen. Charles Sumner in May 1856. At the center of this attack were views on slavery and sectionalism. After reading these paragraphs and discussing them with the class, the teacher may want to explain that events like these were years in the making, as the political climate intensified over slavery. At the time of the Missouri Compromise, the differences between northern and southern states were already evident, and sectionalist views were becoming stronger. The Missouri Compromise was written and instituted to attempt to defuse these future rivalries. • Students could write a role, audience, format, topic (RAFT) piece in which they take on one of several roles: a northern abolitionist fighting to end slavery, a Mainer troubled by entering the Union with a slave state, or a southern plantation owner in support of slavery as a necessity and upset that the U.S. government has placed limits on the expansion of slavery. CENSUS.GOV/SCHOOLS HISTORY | PAGE 5 MISSOURI COMPROMISE – FREE VS. SLAVE STATES TEACHER VERSION Student Activity Printable student versions are available here. Student Learning Objectives • I will be able to explain American sectionalism in the early 1800s. • I will be able to cite the parameters of the Missouri Compromise and evaluate its effectiveness. By 1861, the issue of slavery in the United States had become so intense that it led our nation into a bloody civil war. The difference
Load more

Recommended publications
  • The Civil War Differences Between the North and South Geography of The
    Differences Between the North and The Civil War South Geography of the North Geography of the South • Climate – frozen winters; hot/humid summers • Climate – mild winters; long, hot, humid summers • Natural features: • Natural features: − coastline: bays and harbors – fishermen, − coastline: swamps and shipbuilding (i.e. Boston) marshes (rice & sugarcane, − inland: rocky soil – farming hard; turned fishing) to trade and crafts (timber for − inland: indigo, tobacco, & shipbuilding) corn − Towns follow rivers inland! Economy of the North Economy of the South • MORE Cities & Factories • Agriculture: Plantations and Slaves • Industrial Revolution: Introduction of the Machine − White Southerners made − products were made cheaper and faster living off the land − shift from skilled crafts people to less skilled − Cotton Kingdom – Eli laborers Whitney − Economy BOOST!!! •cotton made slavery more important •cotton spread west, so slavery increases 1 Transportation of the North Transportation of the South • National Road – better roads; inexpensive way • WATER! Southern rivers made water travel to deliver products easy and cheap (i.e. Mississippi) • Ships & Canals – river travels fast; steamboat • Southern town sprang up along waterways (i.e. Erie Canal) • Railroad – steam-powered machine (fastest transportation and travels across land ) Society of the North – industrial, urban Society of the South – life agrarian, rural life • Maine to Iowa • Black Northerners − free but not equal (i.e. segregation) • Maryland to Florida & west to Texas − worked
    [Show full text]
  • Missouri Compromise (1820) • Compromise Sponsored by Henry Clay
    Congressional Compromises and the Road to War The Great Triumvirate Henry Clay Daniel Webster John C. Calhoun representing the representing representing West the North the South John C. Calhoun •From South Carolina •Called “Cast-Iron Man” for his stubbornness and determination. •Owned slaves •Believed states were sovereign and could nullify or reject federal laws they believed were unconstitutional. Daniel Webster •From Massachusetts •Called “The Great Orator” •Did not own slaves Henry Clay •From Kentucky •Called “The Great Compromiser” •Owned slaves •Calmed sectional conflict through balanced legislation and compromises. Missouri Compromise (1820) • Compromise sponsored by Henry Clay. It allowed Missouri to enter the Union as a Slave State and Maine to enter as a Free State. The southern border of Missouri would determine if a territory could allow slavery or not. • Slavery was allowed in some new states while other states allowed freedom for African Americans. • Balanced political power between slave states and free states. Nullification Crisis (1832-1833) • South Carolina, led by Senator John C. Calhoun declared a high federal tariff to be null and avoid within its borders. • John C. Calhoun and others believed in Nullification, the idea that state governments have the right to reject federal laws they see as Unconstitutional. • The state of South Carolina threatened to secede or break off from the United States if the federal government, under President Andrew Jackson, tried to enforce the tariff in South Carolina. Andrew Jackson on Nullification “The laws of the United States, its Constitution…are the supreme law of the land.” “Look, for a moment, to the consequence.
    [Show full text]
  • End: Grant Sidebar>>>>>
    FINAL History of Wildwood 1860-1919 (chapter for 2018 printing) In the prior chapter, some of the key factors leading to the Civil War were discussed. Among them were the Missouri Compromise of 1820, the McIntosh Incident in 1836, the Kansas-Nebraska Act of 1854 which led to “the Bleeding Kansas” border war, and the Dred Scott case which was finally decided by the U.S. Supreme Court in 1856. Two books were published during this turbulent pre-war period that reflected the conflicts that were brewing. One was a work of fiction: Uncle Tom’s Cabin or a Life Among the Lowly by Harriet Beecher Stowe published in 1852. It was an anti-slavery novel and helped fuel the abolitionist movement in the 1850s. It was widely popular with 300,000 books sold in the United States in its first year. The second book was nonfiction: Twelve Years a Slave was the memoir of Solomon Northup. Northup was a free born black man from New York state who was kidnapped in Washington, D.C. and sold into slavery. He was in bondage for 12 years until family in New York secretly received information about his location and situation and arranged for his release with the assistance of officials of the State of New York. His memoir details the slave markets, the details of sugar and cotton production and the treatment of slaves on major plantations. This memoir, published in 1853, gave factual support to the story told in Stowe’s novel. These two books reflected and enhanced the ideological conflicts that le d to the Civil War.
    [Show full text]
  • Dred Scott Decision Uncle Tom's Cabin
    CK_5_TH_HG_P231_324.QXD 2/13/06 1:55 PM Page 275 • The Kansas-Nebraska Act of 1854 took up the issue of slavery in lands above the 36th parallel and overturned the Missouri Compromise. The new law Teaching Idea allowed voters in the two territories to determine for themselves whether the If you have taught Section I on states should be free or slave. Nebraskans voted to become a free state, but bloody Westward Expansion, ask students to fighting broke out in Kansas as pro- and antislavery factions fought each other for relate the Compromise of 1850 to the power and the outcome of the vote. The fighting was so widespread that Kansas Mexican-American War (see pp. became known as “Bleeding Kansas.” 253–254). Make sure they understand that the Compromise of 1850 Dred Scott Decision addressed the question of slavery in the Mexican Cession, the lands Dred Scott was a slave whose owner, an army doctor, had taken him from gained by the U.S. from the Treaty of Missouri (a slave state) to live in Illinois (a free state). After two years in Illinois, Guadalupe Hidalgo, which ended the Scott and his owner moved to the Wisconsin Territory to live for two years before Mexican-American War. returning to Missouri. According to the terms of the Missouri Compromise of 1820, slavery was banned in the Wisconsin Territory. When Scott’s owner took him back to Missouri, Scott sued for his freedom on the grounds that he had lived in a territory where slavery was expressly forbidden and had therefore ceased to be a slave.
    [Show full text]
  • Whitewashing Or Amnesia: a Study of the Construction
    WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES A DISSERTATION IN Sociology and History Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by DEBRA KAY TAYLOR M.A., University of Missouri-Kansas City, 2005 B.L.A., University of Missouri-Kansas City, 2000 Kansas City, Missouri 2019 © 2019 DEBRA KAY TAYLOR ALL RIGHTS RESERVE WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES Debra Kay Taylor, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2019 ABSTRACT This inter-disciplinary dissertation utilizes sociological and historical research methods for a critical comparative analysis of the material culture as reproduced through murals and monuments located in two counties in Missouri, Bates County and Cass County. Employing Critical Race Theory as the theoretical framework, each counties’ analysis results are examined. The concepts of race, systemic racism, White privilege and interest-convergence are used to assess both counties continuance of sustaining a racially imbalanced historical narrative. I posit that the construction of history of Bates County and Cass County continues to influence and reinforces systemic racism in the local narrative. Keywords: critical race theory, race, racism, social construction of reality, white privilege, normality, interest-convergence iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies, have examined a dissertation titled, “Whitewashing or Amnesia: A Study of the Construction of Race in Two Midwestern Counties,” presented by Debra Kay Taylor, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance.
    [Show full text]
  • A Founding Father on the Missouri Compromise, 1819 Introduction
    1 A Founding Father on the Missouri Compromise, 1819 Introduction In 1819 a courageous group of Northern congressmen and senators opened debate on the most divisive of antebellum political issues—slavery. Since the Quaker petitions of 1790, Congress had been silent on slavery. That silence was shattered by Missouri’s request to enter the Union as a slave state, threatening to upset the tenuous balance of slave and free states. The battle to prevent the spread of slavery was led by a forgotten Founding Father: the Federalist US senator from New York, Rufus King. When the Missouri debates began, King was completing a third term as US senator and was one of the most respected statesmen in America. As a signer of the Constitution, a former ambassador to Great Britain, and a candidate for president in 1816, his political career gave him a unique standing from which to lead the debates against expanding the institution of slavery. The dispute over Missouri’s status began in February 1819 when Representative James Tallmadge Jr. of New York proposed an amendment to prohibit slavery in Missouri. His proposal would allow for the gradual emancipation of slaves in the territory. When the bill was sent to the Senate, King supported Tallmadge’s amendment in an uphill battle. The Senate debates were not recorded, but the substance of King’s argument was preserved in a pamphlet on the Substance of Two Speeches . on the Subject of the Missouri Bill that he prepared at his estate in Jamaica, Long Island. Using the formal tone and logical arguments of a lawyer, as well as his authority as one of the few remaining members of the Senate who had signed the Constitution, King made a case that the power of Congress included the right to regulate the conditions of new states, including the restriction of slavery.
    [Show full text]
  • Unit Title: Reality Check – Unresolved Issues
    Colorado Teacher-Authored Instructional Unit Sample Social Studies 8th Grade Unit Title: Reality Check – Unresolved Issues INSTRUCTIONAL UNIT AUTHORS Ellicott School District Kelli Cabrera Richard Campbell Anja Centennial Diane Garduno Nathaniel Miller BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Archuleta School District Scott White Del Norte School District Jill Martinez Greeley School District Therese Gilbert Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Poudre School District Gabrielle Wymore This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JANUARY 15, 2016 Colorado Teacher-Authored Sample Instructional Unit Content Area Social Studies Grade Level 8th Grade Course Name/Course Code 8th Grade Social Studies Standard Grade Level Expectations (GLE) GLE Code 1. History 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and SS09-GR.8-S.1-GLE.1 perspectives 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through SS09-GR.8-S.1-GLE.2 Reconstruction and their relationships with one another 2. Geography 1. Use geographic tools to analyze patterns in human and physical systems SS09-GR.8-S.2-GLE.1 2. Conflict and cooperation occur over space and resources SS09-GR.8-S.2-GLE.2 3. Economics 1.
    [Show full text]
  • President-Elect in Springfield (1860-1861)
    Chapter Seventeen “I Will Suffer Death Before I Will Consent to Any Concession or Compromise”: President-elect in Springfield (1860-1861) During the four months separating his election from his inauguration, Lincoln faced the daunting challenge of Southern secession. Though he would not officially take power until March 1861, his party looked to him for guidance. Like most Republicans, he was startled when the Cotton States made good their supposedly idle threats to withdraw from the Union.1 Should they be allowed to go in peace? Should they be forcibly resisted? Should they be conciliated or appeased? What compromise measures might preserve national unity without sacrificing the party’s principles? Radicals like Zachariah Chandler believed “all will be well” if Lincoln would only “‘Stand like an Anvil when the sparks fall thick & fast, a fiery shower,’” but some Republicans feared that he would not do so.2 A few days after the election, Charles Francis Adams viewed Southern threats to secede as a means “to frighten Mr Lincoln at the outset, and to compel him to declare himself in opposition to the principles of the party that has elected him.” Adams confessed that the awaited the president-elect’s 1 David M. Potter, Lincoln and His Party in the Secession Crisis (New Haven: Yale University Press, 1942), 75-80. 2 Zachariah Chandler to Lyman Trumbull, Detroit, 13 November 1860, Trumbull Family Papers, Lincoln Presidential Library, Springfield. Chandler was quoting, somewhat inaccurately, from a poem by George Washington Doane. 1875 Michael Burlingame – Abraham Lincoln: A Life – Vol. 1, Chapter 17 reaction “with some misgivings,” for “the swarms that surround Mr Lincoln are by no means the best.”3 Adams need not have worried, for Lincoln sided with the “stiff-backed” Republicans in rejecting any concession of basic principle, just as he had rebuffed those eastern Republicans who two years earlier had supported the reelection of Douglas.
    [Show full text]
  • Ending the Civil War and Consequences for Congress
    ENDING THE CIVIL WAR AND CONSEQUENCES FOR CONGRESS EDITED BY PAUL FINKELMAN AND DONALD R. KENNON Ending the Civil War and Consequences for Congress Perspectives on the History of Congress, 1801–1877 Donald R. Kennon, Series Editor Congress and the Emergence of Sectionalism: From the Missouri Compromise to the Age of Jackson, edited by Paul Finkelman and Donald R. Kennon In the Shadow of Freedom: The Politics of Slavery in the National Capital, edited by Paul Finkelman and Donald R. Kennon Congress and the Crisis of the 1850s, edited by Paul Finkelman and Donald R. Kennon Lincoln, Congress, and Emancipation, edited by Paul Finkelman and Donald R. Kennon Congress and the People’s Contest: The Conduct of the Civil War, edited by Paul Finkelman and Donald R. Kennon Civil War Congress and the Creation of Modern Amer i ca: A Revolution on the Home Front, edited by Paul Finkelman and Donald R. Kennon Ending the Civil War and Consequences for Congress, edited by Paul Finkelman and Donald R. Kennon Ending the Civil War and Consequences for Congress Edited by Paul Finkelman and Donald R. Kennon Published for the United States Capitol Historical Society by Ohio University Press • Athens Ohio University Press, Athens, Ohio 45701 ohioswallow . com © 2019 by Ohio University Press All rights reserved To obtain permission to quote, reprint, or other wise reproduce or distribute material from Ohio University Press publications, please contact our rights and permissions department at (740) 593-1154 or (740) 593-4536 (fax). Printed in the United States of Amer i ca Ohio University Press books are printed on acid- free paper ™ 29 ​28 ​27 ​26 ​25 ​24 ​23 ​22 ​21 ​20 ​19 5 ​4 ​3 ​2 ​1 Library of Congress Cataloging- in- Publication Data Names: Finkelman, Paul, 1949– editor.
    [Show full text]
  • A Nation Divided- 2021 W
    A Nation Divided Binder Page 85 Name ______________________________________________________ Per ______________ “A Nation Divided” Date ___________________ A Nation Divided- The Coming of the Civil War “’A house divided against itself cannot stand.’ I believe this government cannot endure permanently, half slave and half free. I do not expect the Union to be dissolved—I do not expect the house to fall— but I do expect it will cease to be divided. It will become all of one thing or all the other.” … Abraham Lincoln 1858 I. The Missouri Compromise (1820) Devised by Henry Clay in order to keep the number of free and slave states equal. It had three parts: A. Missouri would be admitted as a slave state. B. Maine would be broken off from Massachusetts and admitted as a free state to keep the balance in the Senate. C. A line would be drawn through the Louisiana Purchase. North of that line, slavery would not be allowed. South of that line, it would be. The main reason that this compromise was only a temporary solution was because: Manifest Destiny. New land would be added that wasn’t part of the United States when the Missouri Compromise was passed. A Nation Divided II. The Compromise of 1850. In the year 1850, California requested to enter the Union as a free state, and for the first time the Missouri Compromise of 1820 did not help to keep the states balanced. Henry Clay came up with a more complicated compromise this time. It had four parts. For the 1. California would be 2.
    [Show full text]
  • DIFFERENTIATING INSTRUCTION Southern States Secede
    CHAPTER 15 • SECTION 3 Southern States Secede Connecting History KEY QUESTION How did seven Southern states justify their decision to secede? Federalism Even before the election, Southerners had warned that if Lincoln won the Many Southerners presidency, Southern states would secede, or withdraw, from the Union. claimed that their fight The Confederate States of America Southerners based their arguments Teach for independence from the federal government on states’ rights, the idea that states have certain rights that the federal gov- Southern States Secede was an echo of America’s ernment cannot overrule. They argued that since the states had voluntarily fight to separate from joined the Union, they could voluntarily leave it. British tyranny during the On December 20, 1860, South Carolina became the first state to secede. Revolutionary War. Reader, Recorder, Reporter Other states in the Deep South, where the economies depended on slavery • In what key ways did the Confederate and cotton production, also considered secession. Shortly after, Mississippi, Constitution differ from the U.S. Constitution? Florida, Alabama, Georgia, Louisiana, and Texas joined South Carolina. (It supported states’ rights; it protected slavery In early February 1861, the states that had seceded met in Montgomery, in the Confederacy, including any territories the Alabama. They formed the Confederate States of America. The convention Confederacy might acquire.) named Jefferson Davis president of the Confederacy. The convention then drafted a constitution. The Confederate Constitu- • Categorize Have students create a chart tion was modeled on the U.S. Constitution. But there were a few important categorizing Southern and Northern arguments differences. For example, the Confederate Constitution supported states’ regarding secession.
    [Show full text]
  • Road to Secession Chart
    Road to Secession Chart Missouri Compromise (1820) • Missouri wants to join as slave state which would upset balance of power in congress • Maine breaks off from MA and joins as a free state – keeps balance at 12/12 • Missouri Compromise Line: Slavery prohibited north of Missouri line, but permitted south of line • Missouri permitted as a slave state Road to Secession Chart Wilmot Proviso (1846) • Bill to outlaw slavery in territories taken from Mexico (Mexican Cession)Maine breaks off from MA and joins as a free state – keeps balance at 12/12 • Caused conflict in congress between northerners and southerners • Never passed, but led to Free Soil Party Road to Secession Chart Compromise of 1850 • Goal – to end slavery “issue” • California admitted a free state • Territory gained in war with Mexico opened to slavery • Abolished slave trade in Washington D.C • New Fugitive Slave Law passed – caused conflict by failing to resolve slavery issue Road to Secession Chart California Joins the Union (1850) • Wanted to join as a free state • California skipped territorial stage because of its large population • Lead to the Compromise of 1850 Road to Secession Chart Uncle Tom’s Cabin (1852) • Written by Harriet Beecher Stowe • Written from her own experiences • Portrayed brutality and hardships of slavery • Appealed to people on a moral basis Road to Secession Chart Kansas-Nebraska Act (1854) • Law to organize Kansas and Nebraska territories • Led to overturning Missouri Compromise • Caused violence in Kansas • Popular Sovereignty to decide – the
    [Show full text]