US I Mr. Rowan Final Exam Study Guide Chapter 10 Abraham Lincoln Compromise of 1850 Fugitive Slave Act Stephen Douglas

Total Page：16

File Type：pdf, Size：1020Kb

US I Mr. Rowan Final Exam study Guide Chapter 10 Abraham Lincoln Compromise of 1850 Fugitive Slave Act Stephen Douglas “Uncle Tom’s Cabin”- Harriet Beecher Stowe Differences between North & South Kansas- Nebraska Act Popular sovereignty Republican Party Bleeding Kansas Sack of Lawrence John Brown Caning of Charles Sumner Dred Scott Decision John Brown’s Raid on Harper’s Ferry Confederate States of America Jefferson Davis Crittenden Compromise Potential Essay Questions 1. What effects did the publication of Uncle Tom’s Cabin have on the American people? Why did the book have such a strong impact? Think About: How the North and South felt about slavery The message of the book The way the message was expressed 2. The compromise of 1850 was seen as a way of preventing from permanently dividing the nation. Discuss several reasons why this compromise failed. Think About: How the Compromise of 1850 was finally passed in the Senate The reaction in the North to enforcement of the Fugitive Slave Act The publications of Uncle Tom’s Cabin Stephen Douglas’s proposal for the new territories of Kansas and Nebraska 3. Discuss John Brown’s role in the Pottawatomie Massacre and the incident at Harpers Ferry. Did his actions help or hurt the abolitionist cause? What lessons might be learned from these events? Think about: Brown’s reaction to the “sack of Lawrence” Results of the Pottawatomie Massacre Results of the attack on Harpers Ferry Effect on tensions between North and South Chapter 11 Inflation Emancipation Proclamation martial law Copperheads William Tecumseh Sherman Stonewall Jackson George McClellan Ulysses S. Grant Abraham Lincoln Jefferson Davis border states Anaconda Plan cotton diplomacy casualty ironclads Conscription Monitor v. Merrimack 13th amendment 14 amendment 15th amendment Battles Battle of Gettysburg Fort Sumter Battle of Antietam Battle of Shiloh First Battle of Bull Run Monitor v. Merrimack Battle of Vicksburg Appomattox Courthouse Potential Essay Questions 1. What are some of the main reasons that the Union won the Civil War? Think about: Advantages the Union had before and during the war The military plan used by the Union and whether it was successful Whether other countries supported each side Glory Be familiar with the movie and the characters in it. Assassination of Abraham Lincoln by John Wilkes Booth Be familiar with Lincoln’s death and the facts surrounding it. .

Copy Link

Recommended publications

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.
[Show full text]
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.
[Show full text]
Juneteenth Timeline Compiled and Edited by James Elton Johnson April, 2021
Annotated Juneteenth Timeline compiled and edited by James Elton Johnson April, 2021 The Juneteenth holiday is a uniquely American commemoration that is rooted in the Civil War. With an emphasis on southern New Jersey, this timeline is constructed from a regional perspective of metropolitan Philadelphia. 1860 November 6 Abraham Lincoln elected president December 18 The Crittenden Compromise is proposed by Kentucky Senator John J. Crittenden. This proposed legislation would have extended the Missouri Compromise line (36o 30’ latitude north) to the Pacific Ocean. Both Republicans and Democrats opposed this plan. Republicans were concerned about the territories being open tto slavery and unfair competition for white workers. Democrats were against any restriction on slavery in the territories. December 20 South Carolina secedes. President James Buchannan fails to act. 1861 January 9 Mississippi secedes January 10 Florida secedes January 11 Alabama secedes January 19 Georgia secedes January 26 Louisiana secedes February 1 Texas secedes March 4 Lincoln is inaugurated March 21 The Corvin amendment (below) is passed by Congress and submitted to the states for ratification. If ratified, this proposed 13th amendment would have explicitly enshrined the system of slavery into the U.S. Constitution. No amendment shall be made to the Constitution which will authorize or give to Congress the power to abolish or interfere, within any State, with the domestic institutions thereof, including that of persons held to labor or service by the laws of said State. 2 But for the outbreak of war, ratification of the Corvin amendment by the states was quite likely. Introduced in the Senate by William H.
[Show full text]
Secession and the Causes of the Civil War
SECESSION AND THE CAUSES OF THE CIVIL WAR TABLE OF CONTENTS 1. Slavery and the Approach to War: A Chronology 1 2. Secession and Civil War: A Chronology 2 3. Excerpts from the United States Constitution 3 4. The Crittenden Compromise, December 1860 4 5. The South Carolina Ordinance of Secession, December 1860 7 6. The South Carolina Declaration of Causes of Secession, December 1860 8 7. Abraham Lincoln to Alexander Stephens, December 1860 13 8. Excerpts from the Confederate Constitution 14 9. Abraham Lincoln’s Second Inaugural Address, March 1865 15 SLAVERY AND THE APPROACH TO WAR: A CHRONOLOGY 1780s Northern states begin to abolish slavery 1787 Northwest Ordinance bans slavery in NW Territory (Ohio, Indiana, Illinois, Michigan, Wisconsin) 1788 US Constitution adopted, including “three-fifths” and “fugitive slave” clauses 1820 Missouri Compromise admits Missouri as a slave state and bans slavery in rest of Louisiana Purchase north of 36º30' 1830s Abolitionists organize and agitate against slavery 1846 Mexican War begins; Congress begins debating slavery in territory to be acquired 1850 Compromise of 1850 concerning slavery in Mexican cession: California becomes a free state; New Mexico and Utah Territories created with no ban on slavery; new Fugitive Slave Act stiffens provisions for recovering runaway slaves 1852 Uncle Tom’s Cabin published 1854 Kansas-Nebraska Act repeals Missouri Compromise and designates two territories with no restraint on slavery. Republican Party organizes 1855–58 “Bleeding Kansas”: pro- and anti-slavery settler
[Show full text]
CHAPTER 14 the Coming of the Civil
CHAPTER 14 The Coming of the Civil War ANTICIPATION/REACTION Directions: Before you begin reading this chapter, place a check mark beside any of the following seven statements with which you now agree. Use the column entitled “Anticipation.” When you have completed your study of this chapter, come back to this section and place a check mark beside any of the statements with which you then agree. Use the column entitled “Reaction.” Note any variation in the placement of check marks from anticipation to reaction and explain why you changed your mind. Anticipation Reaction _____ 1. While a literary and theatrical success, Harriet _____ 1. Beecher Stowe’s Uncle Tom’s Cabin had little impact on public opinion toward slavery. _____ 2. The Kansas-Nebraska Act provoked a strong reaction _____ 2. because it proposed a more radical solution to the problem of slavery in the territories than had the Compromise of 1850. _____ 3. The Republican party founded in 1856 was the _____ 3. political voice of northern radical abolitionists. _____ 4. The Dred Scott decision implied that slavery could _____ 4. be legal anywhere in the United States. _____ 5. The Lincoln-Douglas debates were a public airing _____ 5. of the antislavery versus proslavery positions taken by the North and South before the Civil War. _____ 6. Lincoln’s election in 1860 was a popular mandate in _____ 6. support of emancipating southern slaves. _____ 7. The primary reason the South seceded in 1861 was to _____ 7. defend slavery. LEARNING OBJECTIVES After reading Chapter 14 you should be able to: 1.
[Show full text]
June 2019 Mark Scheme Paper 11 (PDF, 154KB)
Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level HISTORY 9389/11 Paper 1 May/June 2019 MARK SCHEME Maximum Mark: 40 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components. This document consists of 15 printed pages. © UCLES 2019 [Turn over 9389/11 Cambridge International AS/A Level – Mark Scheme May/June 2019 PUBLISHED Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts.
[Show full text]
Kansas-Nebraska Act Lawrence, Kansas Caning of Charles Sumner Potawatomie Creek Lecompton Constitution
Name: ___________________________________________ “Bleeding Kansas” Video Guide Big Idea Guided Notes Areas of Concern Questions Kansas-Nebraska Act 1854 Law that allowed for ______________________________________ in the Kansas and Nebraska Territories Devised by the “Little Giant” Stephen Douglas The expectation was that Kansas would be _________________, Nebraska would be __________________ Overturned the ______________________________________ Many in the North were upset Helped lead to the creation of the _________________________ Party Lawrence, Kansas • __________________________ city • Burned by ____________________ individuals • Exhibited the tensions in KS over popular sovereignty and slavery Caning of Charles Sumner • Who was Charles Sumner? • Senator from _______________________ • Abolitionist • Political speech, “______________________________________”, Why didn’t criticized Douglas and Butler, Senator from SC other senators • Enter Preston Brooks: stop the • Relative of _____________________ attack? • Wanted to defend honor of the South • The caning: • Brooks attacked Sumner at his desk with a cane • Sumner knocked unconscious • Showed deep tensions in __________________ between North and South Potawatomie Creek • John Brown (Harpers Ferry fame) and his sons plot revenge for Lawrence and Charles Sumner • He and his followers ___________________ pro-slavery individuals • Brown and his followers leave Kansas • Fighting continues throughout the 1850s Lecompton Constitution • Kansas applied for statehood • Voters could vote
[Show full text]
President-Elect in Springfield (1860-1861)
Chapter Seventeen “I Will Suffer Death Before I Will Consent to Any Concession or Compromise”: President-elect in Springfield (1860-1861) During the four months separating his election from his inauguration, Lincoln faced the daunting challenge of Southern secession. Though he would not officially take power until March 1861, his party looked to him for guidance. Like most Republicans, he was startled when the Cotton States made good their supposedly idle threats to withdraw from the Union.1 Should they be allowed to go in peace? Should they be forcibly resisted? Should they be conciliated or appeased? What compromise measures might preserve national unity without sacrificing the party’s principles? Radicals like Zachariah Chandler believed “all will be well” if Lincoln would only “‘Stand like an Anvil when the sparks fall thick & fast, a fiery shower,’” but some Republicans feared that he would not do so.2 A few days after the election, Charles Francis Adams viewed Southern threats to secede as a means “to frighten Mr Lincoln at the outset, and to compel him to declare himself in opposition to the principles of the party that has elected him.” Adams confessed that the awaited the president-elect’s 1 David M. Potter, Lincoln and His Party in the Secession Crisis (New Haven: Yale University Press, 1942), 75-80. 2 Zachariah Chandler to Lyman Trumbull, Detroit, 13 November 1860, Trumbull Family Papers, Lincoln Presidential Library, Springfield. Chandler was quoting, somewhat inaccurately, from a poem by George Washington Doane. 1875 Michael Burlingame – Abraham Lincoln: A Life – Vol. 1, Chapter 17 reaction “with some misgivings,” for “the swarms that surround Mr Lincoln are by no means the best.”3 Adams need not have worried, for Lincoln sided with the “stiff-backed” Republicans in rejecting any concession of basic principle, just as he had rebuffed those eastern Republicans who two years earlier had supported the reelection of Douglas.
[Show full text]
The Caning of Charles Sumner: Slavery, Race, and Ideology in the Age of the Civil War" (2003)
University of Massachusetts Amherst ScholarWorks@UMass Amherst Afro-American Studies Faculty Publication Series Afro-American Studies 2003 The ac ning of Charles Sumner: Slavery, race, and ideology in the age of the Civil War M Sinha [email protected] Follow this and additional works at: https://scholarworks.umass.edu/afroam_faculty_pubs Part of the History Commons Recommended Citation Sinha, M, "The caning of Charles Sumner: Slavery, race, and ideology in the age of the Civil War" (2003). Journal of the Early Republic. 21. 10.2307/3125037 This Article is brought to you for free and open access by the Afro-American Studies at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Afro-American Studies Faculty Publication Series by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE CANING OF CHARLES SUMNER: SLAVERY, RACE, AND IDEOLOGY IN THE AGE OF THE CIVIL WAR Manisha Sinha On May 22, 1856, Preston Smith Brooks, a South Carolinian congressman, assaulted a seated Charles Sumner, antislavery senator from Massachusetts, in the Senate chamber. Brooks rained blows on Sumner's head and shoulders with his cane while Representative Laurence M. Keitt, a secessionist colleague from South Carolina, kept others at bay. Brooks later described the caning in a letter to his brother, "I struck him with my cane and gave him about 30 first rate stripes with a gutta perch cane.... Every lick went where I intended. For about the first five of six licks he offered to make fight but I plied him so rapidly that he did not touch me.
[Show full text]
A Thematic Approach to Sectionalism and the Civil War
Jason Scott Abington High School CHARMS – Year 2 Final Project A Thematic approach to Sectionalism and the Civil War Background and Objective: Through this 5 day unit, students will take a thematic approach to learning about Sectionalism as a major cause of the Civil War. This unit will focus on three main elements: the Nullification Crisis, key sectional compromises, and a historiography of the causes of the Civil War. The difference between this approach and a traditional chronological approach is that the unit objectives will drive instruction rather than the demands of presenting information in a strict chronological order. Therefore, allowing a greater breadth of coverage within the theme of sectionalism and the causes of the Civil War. Specific focus will be given to the outcomes and content listed below. Please refer to the individual lesson agendas and core questions for further interpretation on the importance of each topic. Student Outcomes: ‐ Students will comprehend the growing sectional tension which led to the Civil War ‐ Students will identify the strengths and weaknesses of the attempted sectional compromises leading up to the Civil War ‐ Students will demonstrate their understanding of change over time by identifying how interpretations over the causes of the Civil War have changed. Specific Content: ‐ The Nullification Crisis ‐ Key Sectional compromises (Missouri Compromise, Compromise of 1850, the Kansas‐ Nebraska Act, and the Crittenden Act) ‐ Historiography of the Causes of the Civil War Massachusetts Standards: US1.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails E.
[Show full text]
Civil War Research at Keene State College, Spring 2018
Civil War Research at Keene State College, Spring 2018 Table of Contents Section 1: The Road to War Nicholas M. Yialiades, “Pre-War Politics in the Papers: The Role of the Newspaper in Sparking the Civil War” Section 2: Combatants Jordan J. Bruso, “Granite State Warriors: The Professionalization of Civilian Soldiers during the Civil War” Peter L. Powers, “Spies and Stuff: Espionage in the Civil War” Sean R. Curtin, John Wilkes Booth, Actor, Lover, Killer: Challenging the Conspiracy Theory Behind the Assassination of President Abraham Lincoln” Section 3: Women Taylor A. Montgomery, “Navigation Agency within Oppression” Patrick C. Driscoll, “Rebelling Against Rebellion: Southern White Women during the Civil War” Sean M Sodders, “Women of the Union” Section 4: Culture Raymond M. Alosky, “Through the Lens of the Civil War” Matthew S. Geary, “The Christian Civil War: A Study on Religion’s Role Leading up to and during the American Civil War” Jesse J. Guerra, “Baseball: From Muskets to Bats” Section 5: Memory Paul I. Beling, “The Power of Race in the Bluegrass: Memory of the Civil War” Tristan D. Slicer, “Memorial Day: An American Tradition of Forgetting” 1 Chapter 1 Pre-War Politics in the Papers: The Role of the Newspaper in Sparking the Civil War Nicholas Yialiades http://yialiades.kscopen.org/ Charles Sumner. Dred Scott. John Brown. In the years leading up to the Civil War, these individuals all had starring roles in the tumultuous politics of the antebellum period. While one can point to numerous factors that led to the outbreak of war, what were arguably the most significant were those political in nature.
[Show full text]
DIFFERENTIATING INSTRUCTION Southern States Secede
CHAPTER 15 • SECTION 3 Southern States Secede Connecting History KEY QUESTION How did seven Southern states justify their decision to secede? Federalism Even before the election, Southerners had warned that if Lincoln won the Many Southerners presidency, Southern states would secede, or withdraw, from the Union. claimed that their fight The Confederate States of America Southerners based their arguments Teach for independence from the federal government on states’ rights, the idea that states have certain rights that the federal gov- Southern States Secede was an echo of America’s ernment cannot overrule. They argued that since the states had voluntarily fight to separate from joined the Union, they could voluntarily leave it. British tyranny during the On December 20, 1860, South Carolina became the first state to secede. Revolutionary War. Reader, Recorder, Reporter Other states in the Deep South, where the economies depended on slavery • In what key ways did the Confederate and cotton production, also considered secession. Shortly after, Mississippi, Constitution differ from the U.S. Constitution? Florida, Alabama, Georgia, Louisiana, and Texas joined South Carolina. (It supported states’ rights; it protected slavery In early February 1861, the states that had seceded met in Montgomery, in the Confederacy, including any territories the Alabama. They formed the Confederate States of America. The convention Confederacy might acquire.) named Jefferson Davis president of the Confederacy. The convention then drafted a constitution. The Confederate Constitu- • Categorize Have students create a chart tion was modeled on the U.S. Constitution. But there were a few important categorizing Southern and Northern arguments differences. For example, the Confederate Constitution supported states’ regarding secession.
[Show full text]