DOCSLIB.ORG

Sectionalism Research Activity

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sectionalism Research Activity Name: ________________ Period: _________ Sectionalism Research Activity Instructions: Use your textbook to research the terms or people listed in the research topic bank below. Learn about what these terms mean or what these people did on your own. Then match the appropriate term or person to the correct description for that term or person. Kansas-Nebraska Act Dred Scott Compromise of 1850 Henry Clay Wilmot Proviso Stephen Douglas Missouri Compromise Daniel Webster Fugitive Slave Act Nullification Crisis/Act John C. Calhoun John Brown 1. _______________________________________: a compromise in 1820, sponsored by Henry Clay. It allowed Missouri to enter the Union as a slave state and Maine to enter as a free state. This would maintain the balance of power in the Senate. For future states a line was drawn along Missouri’s southern border across the Louisiana Purchase. All future states north of that line would be free states, all states south of that line could be slave states. 2. _______________________________________: In 1832, South Carolina refused to allow the federal government to collect a high tariff in their state. In effect they nullified the tariff. Furthermore South Carolina threatened to secede or leave the Union if the federal government tried to enforce the tariff. The crisis ended in 1833 when Henry Clay and John C. Calhoun agreed to a compromise tariff. The compromise failed to answer the questions about states’ rights. 3. _________________________________: A proposal made during the U.S. Mexico war to ban slavery in any territory that the United States might acquire from Mexico after the war. This was accompanied by a proposal to simply extend the Missouri Compromise line all the way to the Pacific Ocean. Both proposals were ultimately rejected. 4. _______________________________________: a compromise by Henry Clay in 1850. This compromise had 5 parts: 1. California would join the Union as a free state. 2. The New Mexico and Utah territories would be allowed to vote on whether to allow slavery or not (Popular Sovereignty). 3. The Slave Trade would be banned in Washington D.C. 4. Texas would give up part of its northwestern territory in exchange for the U.S. government paying off Texas’s debt. 5. The Fugitive Slave Act would be adopted. 5. _______________________________________: Part of the Compromise of 1850. It required all law enforcement and government officials, including those in free states, to assist in the capture and return of runaway slaves to their masters. Caused outrage in the north. Some states tried to nullify it. 1 6. __________________________________________: The territories of Nebraska and Kansas would be allowed to vote for themselves on whether to enter the union as free states or slave states. Based on the principle of popular sovereignty. In Kansas this led to a conflict known as “Bleeding Kansas.” 7. ____________________________________: A senator from Kentucky. Represented the interests of the West. Called “The Great Compromiser” for his ability to calm sectional conflict through balanced legislation and compromises. He ran for President many times but lost every single time. Owned slaves. 8. ____________________________________: A senator from South Carolina. Represented the interests of the South. Called “The Cast-Iron Man” for his stubbornness and determination. Favored states’ rights and supported South Carolina’s Nullification of the Federal Tariff during the Nullification Crisis. Owned slaves. 9. ______________________________________: A senator from Massachusetts. Represented the interests of the North. Call “The Great Orator” for his speaking ability. Worked to create compromises with the southern states that would delay the start of the Civil War. Did not own slaves. 10. ______________________________________: A senator from Illinois. Political rival of Abraham Lincoln. Nicknamed “The Little Giant” because he was short but had a forceful personality. Supported the idea of Popular Sovereignty when it came to the issue of slavery. Designed the Kansas-Nebraska Act along this principle. Never personally owned slaves (but his wife did). 11. ______________________________________: A slave who, with the help of abolitionists, sued his owner for his freedom. The case went all the way to the Supreme Court. In a shocking twist, the Supreme Court found against this man, saying since African-Americans were not citizens they could not sue anyone. Furthermore the Supreme Court ruled that slaves were legally property and any attempts to limit where a slave may be taken, including the Missouri Compromise were Unconstitutional! This man would later be freed by a new owner in 1857. He died the year after that. 12. ______________________________________: A radical abolitionist who believed that armed rebellion was the only way to end slavery in the United States. Fought against the pro-slavery forces in Kansas during the “Bleeding Kansas” conflict. In 1859, this man led a group of abolitionists, including African-Americans to raid the Federal Arsenal at Harper’s Ferry, VA. It was hoped that this would cause the slaves in Virginia to revolt. This never happened and this man was captured and executed. Harriet Tubman supported this man but did not take part in his raid. Other abolitionists like Frederick Douglass and William Lloyd Garrison opposed his violent tactics. 2 .
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [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]
  • 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.
    [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]
  • Who Is John Brown?
    YOUR KANSAS STORIES OUR HISTORICAL M-40 HISTORY SOCIETY Read Kansas! By the Kansas Historical Society Who is John Brown? Tragic Prelude is a mural of the abolitionist John Brown. Born in Torrington, Connecticut, on May 9, 1800, Brown’s Quaker upbringing instilled in him a lifelong hatred of slavery. As an adult he openly called for the abolishment of slavery and used his house to hide runaway slaves. At age 55 Brown moved to Kansas and played a prominent role during the “Bleeding Kansas” period. While in Kansas he voiced his strong opposition to slavery through speeches and violence. Following the sacking of Lawrence in April 1856 by proslavery forces, Brown and seven of his followers sought revenge. They murdered and mutilated five proslavery men in Franklin County. This event became known as the Pottawatomie Massacre. This action was denounced in both the North and the South. In 1859 Brown left Kansas Territory in hopes of sparking a slave uprising in the South. He was captured while trying to take the armory at Harpers Ferry, Virginia. Tried for treason and found guilty, he was executed by hanging on December 2, 1859. History has not always been kind to John Brown’s complex personality. Abraham Lincoln called him a “misguided fanatic.” His stirring speeches and brave composure while being executed made Brown a martyr for the abolitionists. Poems, ballads, and songs were written in his honor and his legend grew in popularity through the Civil War. Brown’s actions remain controversial to this day. Some condemn his brutal methods while others see his use of violence as a necessity in the fight against slavery.
    [Show full text]
  • Colonel Edwin Vose “Bull” Sumner, Center, Dismisses the Free-State Legislature at Topeka, Kansas Territory, on July 4, 1856
    Colonel Edwin Vose “Bull” Sumner, center, dismisses the free-state legislature at Topeka, Kansas Territory, on July 4, 1856. This illustration of the controversial action first appeared in the July 26, 1856, issue of Frank Leslie’s Illustrated Newspaper. Kansas History: A Journal of the Central Plains 33 (Autumn 2010): 164–83 164 KANSAS HISTORY SC APEGOAT ? Colonel Edwin V. Sumner and the Topeka Dispersal by Durwood Ball n July 4, 1856, Colonel Edwin Vose “Bull” Sumner dispersed the free-state legislature as it convened in Topeka, Kansas Territory. His controversial act intensified the heated congressional and public debate over federal policy, particularly the application of popular sovereignty, in that western territory and sparked an icy exchange with his old friend Secretary of War Jefferson Davis in August. Their correspondence, trafficked by the adjutant general of the U.S. Army, debated the nature of federal military intervention intended Oby President Franklin Pierce in Kansas and the propriety and legality of Sumner’s dispersal operation executed in Topeka. The Topeka dispersal and the Sumner-Davis exchange were the culmination of the first stage of federal military intervention, coinciding with Sumner’s command, in what became known as Bleeding Kansas. This article explores four issues related to the colonel’s controversial act: (1) the application of posse comitatus (public power) to law enforcement in Kansas; (2) Secretary Davis’s critique of constabulary operations conducted by Sumner from late May to early July; (3) the dispersal operation in Topeka; and (4) Sumner’s extraction from Kansas. Although critical of the dispersal, anti-Pierce newspapers in the North also accused the president of scapegoating the colonel for the administration’s failures in Kansas.
    [Show full text]
  • George Luther Stearns
    GO TO LIST OF PEOPLE INVOLVED IN HARPERS FERRY VARIOUS PERSONAGES INVOLVED IN THE FOMENTING OF RACE WAR (RATHER THAN CIVIL WAR) IN THE UNITED STATES OF AMERICA GEORGE LUTHER STEARNS It is clear that Henry Thoreau was not trusted with any of the secrets of the conspiracy we have come to know as the Secret “Six,” to the extent that his future editor and biographer Franklin Benjamin Sanborn confided to him nothing whatever about the ongoing meetings which he was having with the Reverend Thomas Wentworth “Charles P. Carter” Higginson, the Reverend Theodore Parker, Gerrit Smith, Dr. Samuel Gridley Howe, and George Luther Stearns. For Thoreau commented in his JOURNAL in regard to Captain John Brown, “it would seem that he had not confidence enough in me, or in anybody else that I know [my emphasis], to communicate his plans to us.” –And, Thoreau could not have believed this and could not have made such an entry in his journal had any member of the Secret Six been providing him with any clues whatever that there was something going on behind the scenes, within their own private realm of scheming! Had it been the case, that Thoreau had become aware that there was in existence another, parallel, universe of scheming, rather than writing “or in anybody else that I know,” he would most assuredly have written something more on the order of (perhaps) “it would seem that they had not confidence enough in me, to provide me any insight into their plans.” Treason being punished as what it is, why would the downtown Boston lawyer Richard Henry Dana, Jr.
    [Show full text]
  • Emancipation Proclamation in Missouri
    Emancipation Proclamation In Missouri Sinistrorsal Maxie settlings bewitchingly and capably, she incarnate her prows snivels lucidly. Literalistic Stanwood brads humbly. How reduplicative is Ronnie when ear-piercing and swelled Bryant reindustrialized some Oceanus? No roster exists for emancipation proclamation in missouri. The proclamation as abolitionists, faculty and emancipation proclamation in missouri to weaken him to win a military and almost all demanding that drew a humiliating union? The emancipation and emancipation in early will, will never formally abolished, eventually become partly cloudy with. There was that government for agricultural speech but emancipation proclamation in missouri historical society would come from breaking away clothing, had not understand i am inconsistent because large allegorical prints commemorating juneteenth. Which was a confederate tennessee. Announcement of the proslavery supporters hoped to given, he who created. Unc press in ending slavery was slowly implemented. French explorers such as an emancipation proclamation from residents particularly vulnerable to emancipation proclamation in missouri? Dred scott was suppressed during the capital to keep the largest slaveholders in a slave that if you cannot discuss slavery and certainly is understandable that was. According to emancipation proclamation and. We tried by changing your user experience on emancipation in the emancipation. They extended beyond keeping a proclamation as vindication for emancipation proclamation, emancipation proclamation made the oldest nationally celebrated then make. They charged by proclamation; instead of emancipation proclamation in missouri, emancipation proclamation in place on what we use different parts. Missouri History Museum co-hosting on Juneteenth. The ensuing violent and bloody encounters between antislavery Kansans and proslavery became emperor as Bleeding Kansas or some Border War.
    [Show full text]
  • John Brown Rebellion Reading Comprehension Name: ______
    John Brown Rebellion Reading Comprehension Name: _________________________ Read the passage and answer the questions. A Hatred of Slavery John Brown was born on May 9th, 1800, in Torrington, Connecticut. At age 5 he moved to Ohio and acquired a hatred for the institution of slavery from his father. When he was 12, he stayed with a Michigan family who continuously beat their slaves. The image would haunt Brown for the rest of his life. Brown soon became a staunch abolitionist (an advocate for the banning of slavery) and even started a school to help educate young black people in 1834. A Murderous Act of Vengeance In 1855, John Brown followed five of his sons to "Bleeding Kansas", where a number of abolitionists had recently been murdered. Brown and his sons subsequently murdered five slavery advocates at Pottawatomie, Kansas on May 24, 1856. Brown and his sons immediately became fugitives and withstood a mob of attacking Missourians at Osawatomie. Brown's actions, together with his stand at Osawatomie, made him a legendary figure and a nationally recognized opponent of slavery. Planning for an Insurrection When Brown returned east, he formulated a plan to free slaves by force. He had financial support from many wealthy abolitionists in the northeast. Brown's plan included a refuge for runaway slaves in the mountains of Virginia. On October 16, 1859, John Brown, his sons, and a small number of loyal supporters, launched an attack against the federal arsenal at Harper's Ferry, Virginia. He believed word of the arsenal's capture would inspire slaves throughout Virginia to rebel against their owners.
    [Show full text]
  • Scoring Guidelines for Short-Answer Question – Period 5
    AP U.S. HISTORY EXAM SAMPLE QUESTIONS Scoring Guidelines for Short-Answer Question – Period 5 Answer parts a, b, and c. a) Briefly explain why ONE of the following developments best represents the cause of the Civil War in the United States. i Abolitionism i Mexican-American War i Kansas-Nebraska Act b) Provide at least ONE example of a specific historical event or development to support your explanation in part (a). c) Briefly explain why ONE of the other options is not as persuasive as the one you chose in part (a). Learning Objective Historical Key Concepts in Thinking Skill the Curriculum Framework NAT-1.0 Explain how Causation 5.1.I; 5.2.I; 5.2.II ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity Scoring Scale and Guide 0–3 points Score 3 Response accomplishes all three tasks set by the question. Score 2 Response accomplishes two of the tasks set by the question. Score 1 Response accomplishes one of the tasks set by the question. Score 0 Response accomplishes none of the tasks set by the question. SAMPLE QUESTIONS 1 © 2018 College Board AP U.S. HISTORY EXAM SAMPLE QUESTIONS Scoring Notes a) Briefly explains why ONE of the following developments best represents the cause of the Civil War in the United States. i Abolitionism i Mexican-American War i Kansas-Nebraska Act To score the part (a) point a student needs to select one of the developments from the bulleted list and explain why it best represents the cause of the Civil War.
    [Show full text]
  • Bleeding Kansas
    Review Essay Series BLEEDING KANSAS by Gunja SenGupta hat Kansas has had a special character and peculiar destiny most EDITORS’INTRODUCTION of her citizens have always believed,” remarked the distinguished As mentioned in our autumn historian Allan Nevins at a conference held at the University of issue, now, as we approach the Kansas on April 30, 1954, to commemorate the Sunflower State’s sesquicentennial of Kansas’s “Tdramatic conception one hundred years before. According to Nevins, the essential- birth as a territory, is an appropri- ly moral struggle between the “idea of freedom” and the “idea of slavery” that ate time to take stock of our state bloodied the valleys of the Kaw and the Missouri in the 1850s culminated in the tri- and region’s history. And what umph of “the great cause of human advancement” over the desperate machinations better place to start than with the of “an unprincipled group to present Kansas, in defiance of climate, soil and popu- Bleeding Kansas era, an era that lation, . as the sixteenth slave state.” In Nevins’s interpretation, it was this mo- produced our “first histories” and mentous sectional contest over liberty—rather than the cultural significance of the has generated so much historical Turnerian “frontier”—that shaped the peculiar character and destiny of Kansas. literature and debate ever since. While the New England mind that led the contest stamped upon the state’s identi- It was a interesting, controver- ty a western variant of Puritanism, the violence of the territorial era left a legacy of sial, and emotionally charged time, and “No one outside of the “bellicosity” and “extremism” that lived on in the agrarian revolt of the late nine- original thirteen, and perhaps teenth century.
    [Show full text]