19–9 the Compromise of 1850
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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. -
John Brown Visual Thinking Strategy Activity Worksheet 1 – “John Brown: Friend Or Foe”
tragic prelude Pre and Post Visit Packet 7th & 8th grade students Tragic Prelude pre AND POST VISIT Packet Table of Contents Section 1 – Pre-Visit Materials Section 2 – Post-Visit Materials Supplemental Math and Science Programs can be found on the Mahaffie website (Mahaffie.org). – “How Does the Cannon Work” – “Trajectory” Page 2 Tragic Prelude pre VISIT Packet Section 1 – Pre-Visit Materials Page 3 Tragic Prelude Pre-Visit Lesson Plan OBJECTIVES 1. The student will analyze how the issues of slavery and popular sovereignty fostered a bloody feud between the states of Kansas and Missouri. 2. The student will analyze the specific events that occurred during “Bleeding Kansas” and put those events into context with the U.S. Civil War. 3. The student will identify key figures during the Kansas/Missouri Border Wars. ESSENTIAL QUESTIONS 1. What led to the disputes between Kansas and Missouri? 2. How was the issue of slavery decided in Kansas? STANDARDS Kansas Social Studies Benchmark 1.3 - The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. Benchmark 2.2 - The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. Benchmark 4.2 - The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. Common Core CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -
Bleeding Kansas Series Returns to Constitution Hall State Historic Site
December 30, 2014 Bleeding Kansas Series Returns to Constitution Hall State Historic Site LECOMPTON, KS—Dramatic interpretations and talks about the violent conflict over slavery highlight the 19th annual Bleeding Kansas series, which begins January 25, 2015. The programs are held at 2 p.m. Sundays, through March 1. Bleeding Kansas describes that time in Kansas Territory, from 1854 to 1861, during the struggle to determine whether the new state would be free or slave. Each of these programs explores aspects of the state’s unique history. January 25 - “The Kansas Statehouse Restoration,” Barry Greis, statehouse architect, with remarks by Matt Veatch, state archivist, Kansas Historical Society. This program is a Kansas Day commemoration. February 1 - “Railroad Empire Across the Heartland: Rephotographing Alexander Gardner's 1867 Westward Journey Through Kansas,” John Charlton, photographer, Kansas Geological Survey, University of Kansas with remarks by Nancy Sherbert, curator of photographs, Kansas Historical Society. Charlton will sign copies of his book after the presentation, which will be available for purchase the day of the event. February 8 - “John Brown vs. W.B. 'Ft. Scott' Brockett,” first-person portrayals by Kerry Altenbernd, as abolitionist John Brown, and Jeff Quigley, as proslavery advocate W.B. Brockett, discussing Bleeding Kansas and the Battle of Black Jack. February 15 - “James Montgomery, The Original Jayhawker,” Max Nehrbass, Labette Community College history instructor, with historian Rich Ankerholz portraying James Montgomery. February 22 - "If It Looks Like a Man: Female Soldiers and Lady Bushwhackers in the Civil War in Kansas and Missouri," Diane Eickhoff and Aaron Barnhart, authors and historians. March 1 - “John Brown’s Money Man: George Luther Stearns, Abolitionist,” Dr. -
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. -
FORT SCOTT HISTORICAL AREA Capt
FORT SCOTT HISTORICAL AREA Capt. Philip St. George Cooke [1843], Maj. Clifton Wharton [1844], and Col. Stephen W. Kearny [1845]. Fort Scott, in Bourbon County, extreme eastern Ranging the northern Plains and the Rocky Moun Kansas, was established in 1842 as a base for U.S. tains, the dragoons marched as far as the modern Fort Scott Army peace-keeping efforts along the vague "Per states of New Mexico, Colorado and Wyoming. HISTORICAL AREA, KANSAS manent Indian Frontier" between the established They also helped provide escort for wagon-trains on states of the Union and the unorganized territories the Santa Fe Trail. to the west. It was abandoned in 1853, after this concept was dropped, and Kansas and Nebraska THE "BLEEDING KANSAS" YEARS territories were opened to white settlement. The fort area then became a civilian community and, during In 1846 — four years after Fort Scott was estab the "Bleeding Kansas" period [1854-1861] — when lished — came the War with Mexico. Most of the free-staters and pro-slavery factions struggled for dragoons were rushed off to distant battle-fields; supremacy — was the focus of much civil distur i0rit some fifty infantry soldiers kept the post function (0ft % ^^ bance. ing. Things were quiet here during those war years During the Civil War [1861-1865] Fort Scott was — 1846-1848. Perhaps this was because the fort was reactivated and was an important supply center and here; if so, the "Indian Frontier" idea was working staging area for Union armies fighting in Missouri, well hereabouts. the Indian Territory [modern Oklahoma], and Arkan War's end [1848] brought over a half-million square sas. -
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. -
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. -
Slavery and the Civil War
National Park Service U.S. Department of the Interior Slavery and the Civil War www.nps.gov The role of slavery in bringing on the Civil War has been hotly debated for decades. One important way of approaching the issue is to look at what contemporary observers had to say. In March 1861, Alexander Stephens, vice president of the Confederate States of America, gave his view: The new [Confederate] constitution has put at rest, forever, all the agitating questions relating to our peculiar institution — African slavery as it exists amongst us — the proper status of the negro in our form of civilization. This was the immediate cause of the late rupture and present revolution . The prevailing ideas entertained by . most of the leading statesmen at the time of the formation of the old constitution, were that the enslavement of the African was in violation of the laws of nature; that it was wrong in principle, socially, morally, and politically . Those ideas, however, were fundamentally wrong. They rested upon the assumption of the equality of races. This was an error . Alexander H. Stephens, vice Our new government is founded upon exactly the opposite idea; its foundations are laid, its president of the Confederate corner–stone rests upon the great truth, that the negro is not equal to the white man; that States of America. slavery — subordination to the superior race — is his natural and normal condition. — Alexander H. Stephens, March 21, 1861, reported in the Savannah Republican, emphasis in the original. Today, most professional historians agree with Stephens that could not be ignored. -
John C. Fremont and the Violent Election of 1856
Civil War Book Review Fall 2017 Article 9 Lincoln's Pathfinder: John C. rF emont And The Violent Election Of 1856 Stephen D. Engle Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Engle, Stephen D. (2017) "Lincoln's Pathfinder: John C. rF emont And The Violent Election Of 1856," Civil War Book Review: Vol. 19 : Iss. 4 . DOI: 10.31390/cwbr.19.4.14 Available at: https://digitalcommons.lsu.edu/cwbr/vol19/iss4/9 Engle: Lincoln's Pathfinder: John C. Fremont And The Violent Election Of Review Engle, Stephen D. Fall 2017 Bicknell, John Lincoln’s Pathfinder: John C. Fremont and the Violent Election of 1856. Chicago Review Press, $26.99 ISBN 1613737971 1856: Moment of Change The famed historian David Potter once wrote that if John Calhoun had been alive to witness the election of 1856, he might have observed “a further snapping of the cords of the Union.” “The Whig cord had snapped between 1852 and 1856,” he argued “and the Democratic cord was drawn very taut by the sectional distortion of the party’s geographical equilibrium.” According to Potter, the Republican party “claimed to be the only one that asserted national principles, but it was totally sectional in its constituency, with no pretense to bi-sectionalism, and it could not be regarded as a cord of the Union at all.”1 He was right on all accounts, and John Bicknell captures the essence of this dramatic political contest that epitomized the struggle of a nation divided over slavery. To be sure, the election of 1856 marked a turning point in the republic’s political culture, if for no other reason than it signaled significant change on the democratic horizon. -
The Compromise of 1850
IN, p. 20R The Compromise of 1850 The Missouri Compromise maintained an uneasy peace between the North and the South for several decades. Then, in 1850, the issue of slavery and its expansion surfaced once more. The discovery of gold at a sawmill in California in 1848 led to the Gold Rush of 1849, which resulted in California's population increasing more than tenfold in a few years. This led to Californians applying for admission to the Union as a free state in 1849 and a resumption of the slavery-expansion controversy. The issue was even more complicated because of the terms of the Treaty of Guadalupe Hidalgo that ended the Mexican War in 1848. By its terms, Mexico relinquished claims to Texas above the Rio Grande River and ceded New Mexico and Upper California to the United States. This vast territory was organized into Utah Territory in the North and New Mexico Territory in the South. (In time, the states of Nevada, Utah, Arizona, and New Mexico would be formed from the region, as well as parts of Colorado and Wyoming.) The burning question was: Would these new territories be free or slave? Would another compromise be worked out that would once again avert war? The North hammered away at the evils of slavery, while the South, if it did not have its way, threatened to secede from the Union. With storm clouds on the horizon, the future looked bleak. Once again, the Great Compromiser, Henry Clay, came to the rescue. In 1850, he was over 70 years old and in failing health.