Why the Civil War Happened and What We Can Learn from It
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Underground Railroad and Bleeding Kansas
Underground Railroad and Bleeding Kansas - Legal Slavery - Underground Railroad - Harriet Tubman - Kansas-Nebraska Act - Kansas Territory (2) - John Brown - Political Impasse Review: Take 10 How does an economy transition from a cottage industry to a manufacturing economy? Why can a skilled tradesmen demand higher wages than an unskilled worker? What was the major difference between the northern economy and the southern economy during the antebellum period? What is a union’s strongest, or most persuasive, tool? Why? What is the difference between a push factor and a pull factor in regard to immigration? Legal Slavery - Border states become a battleground - South tries to keep slaves in - Mixed actions in the North Underground Railroad - Secret network of abolitionists - Helped runaway slaves reach free zones - Whites, free blacks, escaped slaves all took part Harriet Tubman - Born into slavery - Escaped to the North - Went back and helped other slaves escape the South (D’TAI BAI) Kansas-Nebraska Act - Passed in 1854 by Federal government - Voided the Missouri Compromise (1820) - Kansas would decide, through popular sovereignty, if slavery would be allowed Kansas Territory - Incorporated in 1854 - People from the North and the South flooded in (Why?) - Conflict soon began between the two sides First capital of Kansas? Kansas Territory - Conflict led to violence - Newspapers started referring to the territory as “Bleeding Kansas” - Jayhawkers from Kansas used violence to keep pro-slavery people out Sumner in the Senate - Charles Sumner against slavery - Accused Stephen Douglas and Andrew Butler of having no honor (KS-NE Act Authors) - Preston Brooks, Butler’s cousin - “An offense to South Carolina” - 3yr recovery John Brown - Born a free, white man - Believed that war was the only way to end slavery - Headed to Kansas in 1855 Political Impasse - Neither side was willing to budge - Slavery was the largest wedge issue of the day - Whole country watched as Presidential election of 1860 began Break Current Wedge Issues. -
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 -
America: a Bipolar Nation--The Lamb Or the Dragon
Andrews University Digital Commons @ Andrews University Faculty Publications 2021 America: A Bipolar Nation--The Lamb or The Dragon Trevor O'Reggio Follow this and additional works at: https://digitalcommons.andrews.edu/pubs Part of the History of Christianity Commons America: A Bipolar Nation-The Lamb or The Dragon DR. TREVOR O’REGGIO Adventist Approach to history Ed., pp.176, 177 – “Every nation that has come upon the stage of action has been permitted to occupy its place on the earth, that it might be seen whether it would fulfill the purpose of the 'Watcher and the Holy One. Prophecy has traced the rise end fall of the world's great empires--Babylon, Medo-Persia, Greece, and Rome. With each of these, as with nations of less power, history repeated itself. Each had its period of test, each failed, its glory faded, its power departed, and its place was occupied by another.” “While the nations rejected God’s principles, and in this rejection wrought their own ruin, it was still manifest that the divine, overruling purpose was working through all their movements.” IDA B WELLS “THE WAY TO RIGHT WRONGS IS TO TURN THE LIGHT OF TRUTH UPON THEM” Understanding present history We cannot understand our present reality without having a correct knowledge and understanding of the past. Racism and social inequality deeply rooted in American history. Historical periods Colonial America 1607-1776 Republican America 1776- 1865 America Remade 1865- present Rioter in Capital 2021 Two men: Two Americas John Calhoun senator from South Carolina John Calhoun B 1782, d 1850 7th. -
Road to Civil War: 1848-1860
AP U.S. History: Unit 8.2 HistorySage.com Road to Civil War: 1848-1860 I. Popular Sovereignty and the Mexican Cession Use space below for A. Intense debate occurred over what to do with the Mexican Cession. notes 1. Wilmot Proviso, 1848: Proposed law sought Mexican Cession free of slavery a. Supported by northern free-soilers and abolitionists; passed by the House b. Blocked in Congress by Southern senators 2. Significance: Wilmot Proviso brought slavery into the forefront of American politics until the Civil War. 3. Issue threatened to split both Whigs and Democrats along sectional lines B. "Popular Sovereignty" emerged as a way to avoid the issue. 1. Lewis Cass, 1812 War vet, became Democratic candidate for president in 1848 a. Polk in poor health, decided not to run for reelection b. Cass was viewed as the "father of popular sovereignty" 2. Definition: Sovereign people of a territory should decide for themselves the status of slavery. 3. Supported by many because it appealed to democratic tradition of local rights. -- Politicians saw it as a viable compromise between extending slavery (Southern view) and banning it (northern Whig view). 4. Popular Sovereignty proved inadequate in averting a civil war. II. Election of 1848 A. Whigs nominated Zachary Taylor, "Hero of Buena Vista" -- Neutral on slave issue; yet owned slaves on Louisiana sugar plantation. B. Free-Soil party 1. Coalition of northern antislavery Whigs, Democrats, & Liberty Party in North 2. Supported Wilmot Proviso; against slavery in the territories -- "Free soil, free speech, free labor, and free men." 3. Sought federal aid for internal improvements; free gov’t homesteads for settlers. -
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. -
Trouble in Kansas SECTION 2
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A Trouble in Kansas SECTION 2 If YOU were there... TEKS 7C, 7D, 8B, 10A, 24A You live on a New England farm in 1855. You often think about moving West. But the last few harvests have been bad, and you What You Will Learn… can’t afford it. Now the Emigrant Aid Society offers to help you get Main Ideas to Kansas. To bring in antislavery voters like you, they’ll give you a 1. The debate over the expan- wagon, livestock, and farm machines. Still, you know that Kansas sion of slavery influenced the election of 1852. might be dangerous. 2. The Kansas-Nebraska Act allowed voters to allow or Would you decide to risk settling in Kansas? prohibit slavery. 3. Pro-slavery and antislavery groups clashed violently in what became known as “Bleeding Kansas.” BUILDING BACKGROUND The argument over the extension of slavery grew stronger and more bitter. It dominated American politics The Big Idea in the mid-1800s. Laws that tried to find compromises ended by caus- The Kansas-Nebraska Act ing more violence. The bloodiest battleground of this period was in heightened tensions in the Kansas. conflict over slavery. Key Terms and People Election of 1852 Franklin Pierce, p. 483 Four leading candidates for the Democratic presidential nomination Stephen Douglas, p. 484 emerged in 1852. It became clear that none of them would win a Kansas-Nebraska Act, p. 485 Pottawatomie Massacre, p. 487 majority of votes. Frustrated delegates at the Democratic National Charles Sumner, p. -
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. -
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. -
The Democratic Party and the Transformation of American Conservatism, 1847-1860
PRESERVING THE WHITE MAN’S REPUBLIC: THE DEMOCRATIC PARTY AND THE TRANSFORMATION OF AMERICAN CONSERVATISM, 1847-1860 Joshua A. Lynn A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Harry L. Watson William L. Barney Laura F. Edwards Joseph T. Glatthaar Michael Lienesch © 2015 Joshua A. Lynn ALL RIGHTS RESERVED ii ABSTRACT Joshua A. Lynn: Preserving the White Man’s Republic: The Democratic Party and the Transformation of American Conservatism, 1847-1860 (Under the direction of Harry L. Watson) In the late 1840s and 1850s, the American Democratic party redefined itself as “conservative.” Yet Democrats’ preexisting dedication to majoritarian democracy, liberal individualism, and white supremacy had not changed. Democrats believed that “fanatical” reformers, who opposed slavery and advanced the rights of African Americans and women, imperiled the white man’s republic they had crafted in the early 1800s. There were no more abstract notions of freedom to boundlessly unfold; there was only the existing liberty of white men to conserve. Democrats therefore recast democracy, previously a progressive means to expand rights, as a way for local majorities to police racial and gender boundaries. In the process, they reinvigorated American conservatism by placing it on a foundation of majoritarian democracy. Empowering white men to democratically govern all other Americans, Democrats contended, would preserve their prerogatives. With the policy of “popular sovereignty,” for instance, Democrats left slavery’s expansion to territorial settlers’ democratic decision-making. -
2011 Compass Draft 2.Indd Sec1:35 4/18/2011 5:03:35 PM Wal-Mart Superstore in New Hampshire” (50)
1 22011011 ccompass_draftompass_draft 22.indd.indd 1 44/18/2011/18/2011 55:02:46:02:46 PPMM Dedicated to Jeanne Jackson 22011011 ccompass_draftompass_draft 22.indd.indd 2 44/18/2011/18/2011 55:03:31:03:31 PPMM A Journal of Leadership and Service at Birmingham-Southern College Volume XIII Spring 2011 Editor-in-Chief Assistant Editor Staff Advisor Charlsie Wigley Claire Burns Jeanne Jackson This year has produced a number of questions involving the ethics, effectiveness, and evolution of leadership on this campus. The Birmingham-Southern community has directly learned the startling impact that leadership can have on our lives. Now, perhaps more than ever before, there exists the opportunity and need for us to discover and critique the boundaries of leadership through learning, challenging, and re-imagining possibilities. As Keith Grint writes in Leadership: Limits and Possibilities, “Leadership is not just a theoretical arena but one with critical practical implications for us all and the limits of leadership—what leaders can do and what followers should allow them to do – are foundational aspects of this arena. Leadership, in effect, is too important to be left to leaders.” It is this axiom that guides the study of leadership and reminds us of the calling that we, as both leaders and followers, must answer in order to continue progress “forward ever.” Like a compass that points us to a destination, the Compass seeks to foster an academic discussion on the concepts of leadership and service. By showing the evolution of followers’ attitudes towards the infamous John Brown, Walter Lewellyn provides a case study on radical leadership in “Waiting for Superman: The Pottawatomie Creek Massacre and the Legend of John Brown.” MK Foster, in “Virgins and Pokerfaces: A Comparative Analysis of Madonna’s and Lady Gaga’s Leadership in Gender Representation,” analyzes how two popular cultural icons have redefi ned the limits of gender representation through their creative and transformational leadership. -
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. -
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.