Transcript CAUSES of the AMERICAN CIVIL WARx

Pick up the handout with the two
poems. Read and annotate
each and answer the related
questions (on the handout).
How did regional differences
increase sectionalism and
lead to conflict between the
North and the South?
Strong loyalty to one region than to the nation as a
whole.
Discovery Education: Chapter 1.3 or 9.2
1. Click Elaborate
2. Data Analysis: Same Nation, Different Worlds
3. Launch activity!
4. Answer the questions on the paper provided.
 On each notecard provided, write down words to
describe the North and the South during the early
to mid-1800’s. One word per card!
 Sort the words into two groups: North and South.
 Discuss and categorize the words into three
groups: political, social, or economic.
Quickwrite: Which difference, political,
social, or economic, had the greatest
impact on increasing sectionalism?
Explain your choice.
Missouri applied for statehood as a slave state
 North: Opposed
 What would keep slavery from spreading into
the rest of the Louisiana Purchase
 It was north of the Ohio River and east of the
Mississippi that was free territory
 South: Favored
 The federal government did not have the right
to tell states if they could be free or slave
 It would give them more power in Congress
 Missouri entered the Union as a slave state and
Maine as a free state to keep the balance of power
Slavery was to be south of latitude 36’ 30
 Effect: Maintains balance of free and slave states; both
sides satisfied.
After the compromise was made, Thomas
Jefferson wrote, “This momentous question
[slavery], like a fire bell in the night,
awakened and filled one with terror. I
considered it at once the knell [death bell]
of the Union. It is hushed, indeed, only for
the moment…”
What do you think Jefferson meant by this
statement? Do you agree? Explain.
1. California admitted as a free state
2.
Slavery continues in Washington, DC, but abolition of
the slave trade
3.
A tougher fugitive slave law. The new fugitive slave law
would make it a crime to help a fugitive slave, and force
northerners to help hunt down runaway slaves in their
states. Accused runaways could not testify in court and
would not get a jury trial.
4.
New Mexico & Utah open as territories to slavery if the
people there vote for it (popular sovereignty)
5. Settlement of the border dispute in favor of a larger New
Mexico (smaller Texas), in exchange for the national
government paying off the debts of Texas
 Designed to help slaveholders
recapture runaway slaves.
 No right to a jury trial; money received
if fugitive was caught and returned.
 Fines and even jail time placed on
people who did not help or aided
runaway slaves.
 Law enraged Northerners because it made them feel a part
of the slave system. Increased involved in the
Underground Railroad and the abolitionist movement.
 Southerners supported the law.
 A novel that exposed the evils
and cruelty of slavery. The novel
influenced the abolitionist
movement and changed the
way many felt about slavery.
 Effect:
Northerners enraged
Southerners claimed the novel
was a false depiction of
the institution.
 Law stating that settlers of the new territories, Kansas
and Nebraska, would decide (popular sovereignty)
whether they would enter the Union as a slave state or
free state.
 Northerners: felt this was a betrayal
 Southerners: supported the law
Effect: Thousands of pro and anti-slavery supporters
flood Kansas to vote and fight for their position on
slavery.
 Pro-slavery and anti-slavery (John Brown) groups
fight. More than 200 people died over the issue of
slavery. The area became known as “Bleeding Kansas.”
Anti-slavery and pro-slavery forces set up rival
governments. The town of Lawrence was destroyed by
pro-slavery forces.
 Effect: Foreshadows the Civil War.
America: The Story of Us
On May 22, 1856, Preston Brooks (a Democratic
Congressman from South Carolina) physically
attacked Senator Charles Sumner of Massachusetts
in the Senate chambers, hitting him on the head with
his thick cane. Sumner was blinded by his own blood,
and staggered away until he collapsed, lapsing into
unconsciousness. Brooks continued to beat Sumner
until he broke his cane. Several other senators
attempted to help Sumner, but were blocked by Rep.
Laurence Keitt who was holding a pistol and shouted
“Let them be!" This was in retaliation for the
insulting language Sumner used against Brooks's
relative in a speech Sumner made that criticized
Southerners for proslavery violence in Kansas.
Sumner was beaten severely and did not return to his
Senate desk for three years as a result of his injuries
to the head and neck area; he became regarded as an
antislavery martyr.
Abolitionist: a person that favors doing away with a
practice or institution (slavery).
Share your biography with your classmates. Listen
and record 3- 5 facts about each abolitionist.
2. Quotes
1.
Interpretation
(What does the
quote mean?)
How did his/her
background
influence his/her
statement?
Personal Response/
Personal / World
Connection
Instead of looking the other way, what are some
things you can do to help someone who is in
trouble or being treated unfairly? Do you
think theses things would have worked
during the time of slavery?
or
Do you consider the actions of all the
abolitionists discussed in class to be heroic?
Why or why not? Use your Language Arts
definition of a hero! Support using specific
examples.
Dred scott
decision (DRED
Scott vs.
Sandford)
Dred Scott was a
slave who claimed
that because his
master had taken
him to free territories
(Illinois and
Wisconsin), he
should be free.
 The court ruled that because Scott was not considered
a citizen, but property, he could not file a lawsuit.
 The court also ruled that Congress had no power to
decide the issue of slavery in the territories. This
meant that slavery was legal in ALL territories and the
Missouri Compromise was unconstitutional.
Effect:
Northerners: Outraged and looked to Republican party
to stop the growing power of Southern slaveholders.
Southerners: Happy about the decision.
Harper’s
Ferry (led
by John Brown)
 John Brown led a group of abolitionists to Harpers
Ferry, Virginia to raid a federal arsenal.
 Goal: to arm slaves and lead a massive slave revolt.
 Brown was unsuccessful and captured. He was found
guilty of murder and treason and sentenced to death.
Effect: Convinced many in the South that War was
inevitable.
Northerners: Many saw him as a hero.
Southerners: Felt that the North wanted to destroy
slavery and the South along with it.
 A series of debates for the Illinois Senate seat in which
Lincoln gave his famous speech, “A House Divided.”
 Models of political debates seen today.
Douglas: popular sovereignty is the best way to handle
the issue of slavery.
Lincoln: slavery is “a moral, a social and a policial
wrong.”
Effect: Put issue of slavery in the forefront for the 1860
Presidential election.
A House Divided
The Southerners reaction to the election of President Lincoln was
strong. They felt that the country had put an abolitionist in the
White House. Felt secession (withdrawal) was the only option.
Stop and Jot: If you were Lincoln, how would you
keep the nation together? Do you think anything
could have stopped the South from seceding?
Effect: In 1860, South Carolina seceded from the Union.
Date of Secession South Carolina December 20, 1860
Mississippi January 9, 1861
Florida January 10, 1861
Alabama January 11, 1861
Georgia January 19, 1861
Louisiana January 26, 1861
Texas February 1, 1861
Virginia April 17, 1861
Arkansas May 6, 1861
North Carolina May 20, 1861
Tennessee June 8, 1861arolina seceded America: The Story of Us
Southern states believed it was their right to secede
because according to the Declaration of
Independence, “it is the right of the people to alter or
to abolish” a government that denies the rights of its
citizens. Lincoln, they believed, would deny them the
right to own slaves.
Quickwrite: Was the South justified in seceding from
the Union? Support your response using specific
examples from our study.
 South Carolina has seceded (split) from the Union, so
who now controlled the U.S Fort Sumter in SC?
 Lincoln informed SC that he was sending U.S. supply
ships to the fort.
 Confederacy attacked the supply ships and U.S. troops
at Fort Sumter.
 U.S. forces surrendered the fort to the Confederacy.
April 12, 1861: Marks the beginning of the Civil War
Confederate States of America (Jefferson Davis) vs.
United States of America (Abraham Lincoln)
1. Listen to each statement.
2. Decide if the statement would have
been said by someone supporting
secession (South) or opposed to
secession (North).
3. Write North or South on your desk!
“The Union should remain
together at all costs!”
NORTH
“The tax on cotton is far too
high.”
SOUTH
 “States’ rights are a basic freedom and states
should have the right to decide if they want
slavery.”
 SOUTH
 “Abraham Lincoln will hold the nation
together.”
 NORTH
 “Cotton is King.”
 SOUTH
“Jefferson Davis is a traitor.”
NORTH
“States formed the Union and a
state can leave the Union.”
SOUTH
 A leader in international trade.
 NORTH
 Innovators in technology.
 NORTH
 Agriculture based economy.
 SOUTH
 Large urban centers.
 NORTH
 Higher percentage of factories and
1.3 million factory workers.
 NORTH
 Primitive transportation system.
 SOUTH