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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 -
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. -
Compromise of 1850 Earlier You Read About the Missouri Compromise and the Wilmot Proviso
Compromise of 1850 Earlier you read about the Missouri Compromise and the Wilmot Proviso. Keep them in mind as you read here What is a compromise? A compromise is a resolution of a problem in which each side gives up demands or makes concession. Earlier you read about the Missouri Compromise. What conflict did it resolve? It kept the number of slave and free states equal by admitting Maine as free and Missouri as slave and it provided for a policy with respect to slavery in the Louisiana Territory. Other than in Missouri, the Compromise prohibited slavery north of 36°30' N latitude in the land acquired in the Louisiana Purchase. Look at the 1850 map. Notice how the "Missouri Compromise Line" ends at the border to Mexican Territory. In 1850 the United States controls the 36°30' N latitude to the Pacific Ocean. Will the United States allow slavery in its new territory? Slavery's Expansion Look again at this map and watch for the 36°30' N latitude Missouri Compromise line as well as the proportion of free and slave states up to the Civil War, which begins in 1861. WSBCTC 1 This map was created by User: Kenmayer and is licensed under Creative Commons Attribution 3.0 Unported license (CC-BY 3.0) [http://commons.wikimedia.org/wiki/File:US_Slave_Free_1789-1861.gif]. Here's a chart that compares the Missouri Compromise with the Compromise of 1850. WSBCTC 2 Wilmot Proviso During the Mexican-American War in 1846, David Wilmot, a Democratic congressman from Pennsylvania, proposed in an amendment to a military appropriations bill that slavery be banned in all the territories acquired from Mexico. -
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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. -
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. -
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. -
The Wilmot Proviso the Wilmot Proviso Was a Rider (Or Provision) Attached to an Appropriations Bill During the Mexican War
The Wilmot Proviso The Wilmot Proviso was a rider (or provision) attached to an appropriations bill during the Mexican War. It stated that slavery would be banned in any territory won from Mexico as a result of the war. While it was approved by the U.S. House of Representatives (where northern states had an advantage due to population), it failed to be considered by the U.S. Senate (where slave and free states were evenly divided). Though never enacted, the Wilmot Proviso signaled significant challenges regarding what to do with the extension of slavery into the territories. The controversy over slavery’s extension polarized public opinion and resulted in dramatically increased sectional tension during the 1850s. The Wilmot Proviso was introduced by David Wilmot from Pennsylvania and mirrored the wording of the Northwest Ordinance on slavery. The proviso stated “neither slavery nor involuntary servitude shall ever exist in any part of said territory” that might be gained from Mexico as a result of the Mexican-American War. The issue of the extension of slavery was not new. As northern states abolished the institution of slavery, they pushed to keep the practice from extending into new territory. The push for abolition began before the ratification of the Constitution with the enactment of the Northwest Ordinance which outlawed slavery in the Northwest Territory. The Louisiana Purchase in 1803 brought a large amount of new land into the U.S. that, over time, would qualify for territorial status and eventually statehood. The proviso stated “neither slavery nor involuntary servitude shall ever exist in any part of said territory” that might be gained from Mexico as a result of the Mexican-American War. -
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. -
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. -
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. -
Read Kansas! Read Kansas!
YOUR KANSAS STORIES HISTORICAL OUR M-10 HISTORY SOCIETY Read Kansas! By the Kansas Historical Society The Fight Over Slavery in the United States: A Series of Compromises In 1820 tensions over slavery in the United States were growing. To maintain the balance of power in the U.S. Congress, a series of compromise were reached. The Missouri Compromise and the Compromise of 1850 both had effects on Kansas becoming a state. Missouri Oregon Territory Country Michigan Territory Free States Slave States Florida (slave) Mexico Territory Arkansas (slave) Territory The United States Constitution did not address the issue of slavery in 1787. Slavery was considered a “domestic issue” and was left up to each state to decide. In 1820 there were 22 states in the United States of America. Eleven southern states allowed slavery. Eleven northern states outlawed it. As new states wanted to join the Union, neither the North nor the South wanted to upset the balance of power. This meant the U.S. Congress had to make a series of compromises. The Missouri Compromise Under the Missouri Compromise of 1820 two new states entered the Union. • Maine became a free state, prohibiting slavery. • Missouri entered as a slave state. This maintained the balance of power in the U.S. Congress. The Missouri Compromise did something else that made it important. • For the first time the federalgovernment, rather than the states, decided on the issue of slavery. • The compromise banned slavery in the northern portion of the Louisianam Territory. This included the land that was to become Kansas. The Compromise of 1850 The Compromise of 1850 was a series of bills that passed the U.S. -
The Fugitive Slave Act of 1850: the Tipping Point
The Fugitive Slave Act of 1850: The Tipping Point During the Antebellum period, tensions between the Northern and Southern regions of the United States escalated due to debates over slavery and states’ rights. These disagreements between the North and South set the stage for the Civil War in 1861. Following the end of the Mexican-American War in 1848, the United States acquired 500,000 square miles of land from Mexico and the question of whether slavery would be allowed in the territory was debated between the North and South. As a solution, Congress ultimately passed the The Compromise of 1850. The Compromise resulted in California joining the Union as a free state and slavery in the territories of New Mexico, Nevada, Arizona and Utah, to be determined by popular sovereignty. In order to placate the Southern States, the Fugitive Slave Act was put into place to appease the Southerners and to prevent secession. This legislation allowed the federal government to deputize Northerners to capture and return escaped slaves to their owners in the South. Although the Fugitive Slave Act was well intentioned, the plan ultimately backfired. The Fugitive Slave Act fueled the Abolitionist Movement in the North and this angered the South. The enforcement of the Fugitive Slave Act increased the polarization of the North and South and served as a catalyst to events which led to the outbreak of the Civil War. The Fugitive Slave Act of 1850 brought into sharp focus old differences between the North and South and empowered the Anti-Slavery movement. Prior to the Fugitive Slave Act of 1850, the Act of 1793 was passed and this allowed for slave owners to enter free states to capture escaped slaves.