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Unit Four of a Series on American History for Secondary School Students in Los the Return of South to the Union. Each Chapter Co DOCUMENT RESUME ED 026 429 UD 007 708 By-Phelps. Eugene: And Others Adventures in United States History. Unit 4: The Civil War Divides the North and South. Los. Angeles City Schools. Calif. Div. of Secondary Education. Repor t No-LACS-Pub-ESEA- 1 -4 Pub Date 67 Note-6Ip. EDRS Price MF-0.50 NC-13.15 Descriptors-ActivityUnits.*Civil War (UnitedStates).*InstructionalMaterials.*NegroHistory. Reconstruction Era, Secondary School Students, Slavery. *United States History, Units of Study(Subject Fields) Unit Four of a series on American history for secondary school students in Los Angeles is devoted to the Civil War. The three chapters discuss slavery, the war, and the return of South to the union. Each chapter contains a summary reading, various activities, some enrichment material, and a review discussion.For other units in this series, see UD 007705. UD 007706, and UD 007707. (NH) rio tr 110 I eft If 4. w 411 .1114it "*:4i'Ailzli' .i V..- 1 '8:::::,S 8 I ,,Iviq:7,,,,,;.!..),,:i:.: .. tIl" Vi /..1''' ift; l'-4'''' ""*"4''''Y'' nd ,, ,1,1%,11 1 '.' ? t , ,- . ..V.k 4,1Y11;04.!,-;.:;'/. 88')!ii1(2{1 i c,r,i "Ak41 .'e0 4 4 :. 1Th C.4;:(1!/:,f,'8.'t+ ''' . 4. ), , cz,,../4J1V% 'S.1.., v..3j,!.40,,IVA4. i l'Xik, ,Ots ; -,..,e.t.:-.Cto,tiT,i,40",,,',""V'ftilt.471):. 14.;;Y:1 4 ''''"'1/4\h :;';.,1,4?rAtt:4'..4t--` 4,1.4 .t .4..vres..t..,1,1....":',''.c.'''.1 4. Z.t'S, le.IPM5'iWiclo't . ekTiOVP4131tr: .A:\'''Ll:('\%°44'. .,1),`,..,,v, 11,..v,,,,, ,4.,,r. le' I NI ,k1,- ,4v.. ' il.N,1k.4.et' :ft 't A%,V"1,1'.Plan' ;r4S '.? ..,L,..;1' V,p%..1 2,,k.,!.; 'P.C., i k4Lt.; 1:11::/:.:1:74'1?1:12:11.111:4';'141;:rilltt:::::il,'443:tryi;'i,, A62.;6N.t.'fi";:Zt;...4 P 44-?",:::`"!' IS:`,,P,V.:4; '1414 4' :4'Lt.;1:4'::4:1;:t4:4:1:1'4P'C't:.14:..til'I'llt'^e... .0,. t.1.440,_1:c:... 6/5!'44W;,.1.4.44."41A 1..,t I . '1 qi- s."4 let'iA:YA ''it Atlif5. .4.4.',:i 8.':1.. ''.8V4P,O;liri'4 .' ' 1444.141,7 i 4 ,...0 I4,,aifk J t '..,,... d .... 1,,l'Ilri 1 ,..N. !. 1 r COC:P -4 v . 't ? 4e. :4745, Arpg U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE Cr` OFFICE OF EDUCATION C\J THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINALNG IT,POINTS OF VIEW OR OPINIONS c\J STATED DO VT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION Co POSITION OR POLICY. ADV URES IN UNITED STATES HISTORY UNIT 4: THE CIVIL WAR DIVIDES THE NORTH AND SOUTH FOR PUPILS IN UNITED STATES HISTORY AND GEOGRAPHY 1 LOS ANGELES CITY SCHOOLS DIVISION OF SECONDARY EDUCATION PUBLICATION NO. ESEA 1-4 1967 This publication wasdeveloped with funds provided by thefederal government under Title I, Elementaryand Secondary Education Act of 1965. APPROVED: EVERETT CHAFFEE Associate Superintendent Division of InstructionalPlanning and Services ROBERT E. KELLY Associate Superintendent Division of Secondary Education ACKNOWLEDGMENTS The guidance and contributions of staff members to this publication are gratefully acknowledged. This booklet was written in its present form by EUGENE PHELPS, MORRIS S. GREENBERG, ROBERT M. ALMANZO, and LIONEL RILEY, Consultants, Division of Secondary Education, Specially- Funded Programs, Beverly Boulevard Center. Much of the original material included inthispublication was developed by DAVID BURLEIGH. The illustrations were prepared by R. WHITNEY DRA- NEY. The cover was designed by MARION SAMPLER. Valuable guidance and assistance were contributed by the following staff members: Division of Secondary Education Helen Burge Supervisor, Eng lish/Sociai Studies Donald T. Perryman Supervisor, English/Social Studies Walter J. Lansu Assistant Administrative Coordinator, SFP Division of Instructional Planning and Services Alfred T. Clark, Jr. Supervisor, Secondary Social Studies Albert J. Dunkel Supervising Illustrator, Audio-Visual Section Particular appreciation is expressed to the following members of the Teacher Advisory Committee: Joseph Arguello Mark Twain Junior High School John Avakian Lincoln High School Addison Clark Stevenson Junior High School Laverne Deal Virgil Junior High School Oscar Ossorio Griffith Junior High School Virgil Patterson Hollenbeck Junior High School Grateful acknowledgment is made to thefollowing persons for their valuable suggestions and contributions in evaluatingand testing the material: Fred Baumeister Berendo Junior High School Addison Clark Stevenson Junior High School George Edwards Edison Junior High School Lillian Lipton Virgil Junior High School Dan McCarthy Foshay Junior High School Wayne Marshall Drew Junior High School Gordon Wilk Drew Junior High School HARRIETTE F. WILLIAMS Pilot Projects Coordinator Specially-Funded Programs THOMAS 0. LAWSON Administrative Coordinator Specially-Funded Programs iv TABLE OF CONTENTS Page ACKNOWLEDGMENTS iii CHAPTER ONE: SLAVERY DIVIDES THENORTH AND THE SOUTH 1 Summary Reading 1 Enrichment 1: The Big GameNorth vs. South 4 Enrichment 2: Fred Learns How Negroes Helped MakeHistory 7 Enrichment 3: An Interview With Eli Whitney 9 Enrichment 4: Lincoln Favors Free Speech 12 Enrichment 5: The Underground Railroad 14 Enrichment 6: Harriet TubmanConductor on the Underground Railroad 17 Chapter Review Discussion 19 CHAPTER TWO: CIVIL WAR THREATENSTHE UNION 20 Summary Reading 21 Enrichment 1: Map of Northern and SouthernStates During the Civil War 24 Enrichment 2: The Monitor and the Merrimac 25 Enrichment 3: Grant Takes Vicksburg 29 Enrichment 4: Frederick Douglass 31 Enrichment 5: Lincoln at Gettysburg 33 Enrichment 6: Negro Troops at Richmond 35 Chapter Review Discussion 37 CHAPTER THREE: THE SOUTH RETURNS TOTHE UNION 38 Summary Reading 39 Enrichment 1: At the Freedmen's Bureau 43 Enrichment 2: Diary of a Confederate Captain 45 Enrichment 3: The Ku Klux Klan 47 Enrichment 4: Robert SmallsNaval Hero 50 Enrichment 5: New Factories in the South 52 Chapter Review Discussion 54 CHAP SLAVE of, North SUMMARY READING VOCABULARY Watch for these words in today'sreading. They are underlined in the story.Try to understand how these underlined words are usedin the story. 1. territories 4. central government 2. abolitionist 5. secede 3. manufacturing Persons in the same family often disagree on somethings. They might even have strong arguments. Usually, they staytogether as one family because theythink it is better to do so. Sometimes,however, family members do break away. In1861, several "family mem- bers" (states) in the country disagreed sostrongly with the rest of the nationthat they tried to leave the Union. Today youwill read how some southern states tried tobreak away from the rest of the country. WHY WAS THE INVENTIONOF THE HOW DID THE NORTH FEEL COTTON GIN IMPORTANT? ABOUT SLAVERY? Our story will have to begin many yearsbe- Most people in the North did not wantslavery fore the big fight. When the n -,;,United States to spread. The peoplein the North had small government was started,there was some slavery, farms and factories. For them, it wascheaper to but it looked as though itwould end soon. In pay men to workthan to own slaves. Besides this, 1787, Congress passed a lawcalled the North- many more peoplein the North than in the South west Ordinance. Oneof the things that thelaw felt that slavery was wrong. SomeNortherners said was that there was tobe no slavery in the wanted to end slavery little by little.Still others Northwest Territory. Thisseemed to show that wanted to free all the slaves at once.People who the United States governmentdid not want slav- wanted slavery to end at once werecalled abo- ery to spread. litionists. Many abolitionists were busyspeaking, Then, something happened tochange this. In printing newspapers, and writingbooks against 1793, Eli Whitney invented amachine that took slavery. the seeds out of cotton. Thismachine was called Slaves wanted to be free. Many peoplehelped the cotton gin. Before the cottongin was in-them escape. They hid runawayslaves in their vented, the people in the southernstates did not houses and passed them on to theirfriends. This grow large amountsof cotton. It took toolong was called the"Underground Railroad." Their to take the seeds outof the cotton boll. Withthe houses were known as the "stations"along the help of the cotton gin, southernplanters could "railroad." grow and sell moreand more cotton. Cotton WHY DID THE NORTH AND soon becamethe main business in theSouth. Most cotton was grown onlarge plantations. SOUTH ARGUE? Because of the size of theseplantations, it was As you read in the last unit, theUnited States cheaper to use slave labor to growthe cotton. gained new lands in the West. These newlands Now, southern plantation ownerswanted laws were calledterritories. When enough people they would ask for it to to keep slaveryand to allow it to spread into new came into a territory, territories. They wanted a UnitedStates govern- become a state. Most of the peoplein the South into the ment that wouldfavor slavery. wanted all the new territories to come 1 North and South, too.Northerners wanted laws Union as slave states.Most Northernerswanted passed that wouldhelp theirmanufacturing. them to come in asfree states. Whenever a new always came up: Southerners did not wantsuch laws. Northerners state came in,the argument South- "free"? The South was wanted a strongcentral government; would it be "slave" or Southern ways in as a slave statein erners did not.The Northern and pleased when Texas came too. quarrel between theUnited States and of life were different, 1845. A against the spreadof Mexico over Texasled to a war.The United Northerners who were Republican party in1854.In States won this warand added theSouthwest to slavery started the The added land led to more 1860,their candidate,Abraham Lincoln, was the United States. When this happened,the arguments overslavery.
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