Preview
2-23
• Pick up a your two quizzes, your notebook
and get out your study guide.
TARGET: We will summarize the key points of
Sectionalism.
SUCCESS: I will read and answer 5 essential
questions to help prepare for my unit exam.
How was the North affected by slavery
in the decades before the Civil War?
A. Northern railroad owners used slave labor to
lay railroad tracks in the North.
B. Northern workers faced competition from
large numbers of fugitive slaves.
C. Northern factory owners bought Southern
cotton for their textile mills.
D. Northern city dwellers bought Southern
manufactured goods.
Manufactured goods/
industries
South labor
How was the North affected by slavery
in the decades before the Civil War?
War between North
and South
A. Northern railroad owners used slave labor to
lay railroad tracks in the North.
B. Northern workers faced competition from
large numbers of fugitive slaves.
C. Northern factory owners bought Southern
cotton for their textile mills.
D. Northern city dwellers bought Southern
manufactured goods.
A.
B.
C.
D.
Why did the economies of the Western
territories develop so differently from the
economies of the Northeast and South?
Western territories had limited land and a
large immigrant population.
Western territories had natural harbors and
many navigable rivers.
Western territories had rocky soil and a large
supply of slave labor.
Western territories had inexpensive land and
abundant natural resources.
Breadbasket/Rancher/farmers
Why did the economies of the Western
territories develop so differently from the
economies of the Northeast and South?
Land
Factories/Slave
A. Western territories had limited land and a
large immigrant population.
B. Western territories had natural harbors and
many navigable rivers.
C. Western territories had rocky soil and a large
supply of slave labor.
D. Western territories had inexpensive land and
abundant natural resources.
Which of the following states on this map still
permitted slavery in 1861?
A.
B.
C.
D.
States 1, 2, 3
States 4, 5, 7
States 8, 9, 10
States 11, 12, 13
Study Guide
• You will have 10 minutes to work on your
study guide
• After the 10 Minutes we will go over any
questions
Small Group Talk #1
30 Second Think : What are 3
characteristics of each section of the U.S.
in the mid 1850s?
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE
Sectionalism
Small Group Talk #2
30 Second Think : How did the issue of
Tariffs affect each section of the U.S.?
Describe the Nullification Crisis.
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE
Small Group Talk #3
30 Second Think : Explain the significance
of the following
---Missouri Compromise
---Compromise of 1850
---Kansas-Nebraska Act
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
Small Group Talk #4
30 Second Think : Explain the viewpoint of
the following individuals
---John C. Calhoun
---Daniel Webster
---Henry Clay
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
Small Group Talk #5
30 Second Think : What was the impact of slavery on
each section of the U.S? What was the impact of
the Dred Scott v. Sandford decision on the North
and South?
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
What effect did the Tariff of 1828, known as “The Tariff
of Abominations.” have on John C. Calhoun, U.S. Vice
President from South Carolina?
A. He claimed that all taxes by the federal
government were illegal.
B. He believed that Congress only had the right
to pass a tariff law.
C. He argued that a state had the right to nullify
an unconstitutional federal law.
D. He attacked the idea that the Union was a
mere compact of states.
In the cases of Dred Scott v. Sanford, the Supreme
Court reopened the issue of the extension of slavery
into the territories of the Louisiana Purchase by
deciding that ----
A. Slaves were citizens of the United States with
equal rights
B. Slavery violated the U.S. constitution because
it deprived individuals of their liberty.
C. Slaves were private property, which could not
be restricted by congress
D. Congress had within its authority the power
to confiscate a slaveholder’s property
PREVIEW
2-20
• Pick up your notebook.
• Learning Target:
We will learn to summarize the characteristics of each
region during Sectional differences
• Success Criteria
I will summarize characteristics of sectionalism and
create a slogan or rap to highlight their qualities
using a sentence stem.
Sectionalism Part 2
52
Sectionalism
Small Group Talk
30 Second Think: What are the top 3 major
characteristics of each section (North, South, West).
Explain and defend.
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: TURN AND FACE THE PERSON WHO IS
SPEAKING
Sectionalism
• Create either a Sales Slogan or Rap
promoting each Section of the Country.
• Each section must have 3 qualities.
STAAR Practice
•Justify each answer
choice
PREVIEW
2-19
• Pick up packet from the back and your notebook
• Learning Target:
We will learn to evaluate the impact of selected Supreme
Court Decisions (Dred Scot v. Sandford) on life in the U.S.
• Success Criteria
I will read the story of Dred Scott and compare my decision to
the Supreme Court and decide how this decision led to
sectional differences.
Dred Scott v. Sandford
•
•
•
•
•
Dred Scott was a slave.
He had lived in a free territory with his owner.
His owner moved back into a slave state.
While there, the owner died.
Scott had ABOLITIONIST attorneys file a law
suit for him.
Dred Scott v. Sandford
• In partners, choose a speaker and a writer.
• The speaker will read out loud.
• The writer will record the discussion.
Dred Scott
• What is Dred Scott’s point of view?
• TURN AND FACE YOUR PARTNER AND
DISCUSS (Partner A and B)
• Write your response in your notebook.
Emerson
• What is Emerson’s point of view?
• TURN AND FACE YOUR PARTNER AND
DISCUSS (Partner A and B)
• Write your response in your notebook.
Verdict
• You and your partner must decide the fate of
Dred Scott.
• Write your verdict in your notebook.
Dred Scott Decision
• It went to the Supreme Court but he LOST.
• The Court ruled he was NOT a citizen but
RATHER property and therefore he could not file
a lawsuit.
• Also, they ruled that Congress could NOT ban
slavery in any of the territories. This REPEALED
the Missouri Compromise.
• Southerners LOVED the ruling while Northerners
HATED it. It meant slavery could spread into all
the territories!
PRACTICE
PRACTICE
PRACTICE
Preview
2-18
• Pick up an OPTIC from the back (no
Notebook).
TARGET: We will learn to analyze the impact of
slavery on different sections of the U.S.
SUCCESS: I will view images of political
cartoons and make inferences of the impact of
slavery on the West.
Impact of Slavery in the
West
Purpose of reading: To analyze how the beating of
Sumner effected the North. (5 MINS to read)
Strategy: Ask yourself what is happening in this reading.
Who is involved? What was the point of the event?
How did it affect the North?
SHARE: TURN AND FACE YOUR PARTNER AND DISCUSS
THE READING (2 MINS to discuss)
Charles Sumner of Massachusetts delivered a
blistering speech in the Senate attacking the spread of
slavery into Kansas. In his speech he attacked fellow
Senators Douglas of Illinois and Butler of South
Carolina. It took Sumner three years to regain his
health enough to return to the Senate.
Hon. Charles Sumner - the great senator and
statesman, the champion of civil and political equality born January 6th 1811, died March 11th 1874 from
Library of Congress Prints and Photographs
Preston Brooks was the
nephew of A.P. Butler who was
singled out by Sumner in his
speech. Brooks was never
charged with a crime but
resigned his seat in the House
after surviving a censure vote.
He was soon reelected to fill
his own vacancy.
What violent act happened in Congress?
Charles Sumner from Massachusetts delivered a
speech in the Senate attacking proslavery forces in
Kansas
Insulted Sen. A.P. Butler of S.C.
Preston Brooks, Butler’s nephew, attacked Sumner
on the Senate floor with his cane, hitting him about
30 times and breaking the cane
In 1854, Senator Stephen A. Douglas of Illinois
drafted a bill to organize territorial governments for
the Nebraska Territory, proposing that it be divided
into two territories- Nebraska and Kansas.
The Kansas-Nebraska Act
• Proposed by Stephen A. Douglas of Illinois to
divide up Nebraska Territory into Kansas and
Nebraska
• Let people decide through popular sovereignty
whether or not to allow slavery (Why did he do
this?)
• Would end Missouri Compromise
• Turned Kansas into a bloody battleground
BLEEDING KANSAS
• The race for Kansas was on.
. .both supporters and
opponents attempted to
populate Kansas to win the
vote over slavery
• As the election neared, a
group of pro-slavery
“border ruffians” from
Missouri attempted to cross
into Kansas
• Violence erupted – Bleeding
Kansas is the legacy
Finally, after years of fighting, Kansas
is admitted as a free state in 1861
Who was John Brown?
• An extreme abolitionist
• Avenged the Sack of Lawrence
• With 7 other men he murdered 5 proslavery
neighbors while they slept in their beds
• Known as the Pottawatomie Massacre after creek
where victims bodies were found
• Civil war broke out in Kansas for 3 more years
John Brown believed that God
commanded him to rid slavery
from the United States. After
leading raids in Kansas with 5
of his sons, he moved to
Virginia to plan an attack that
would free all the slaves. Brown
was wounded and captured and
later hanged for treason on
December 2, 1859, for his role
in trying to capture the
American fort at Harpers Ferry
from
Library of Congress Prints and
Photographs.
John Brown, head-and-shoulders portrait, facing slightly right
Impact of Slavery in the
North
Purpose of reading: To analyze how the beating of
Sumner effected the North. (5 MINS to read)
Strategy: Ask yourself what is happening in this reading.
Who is involved? What was the point of the event?
How did it affect the North?
SHARE: TURN AND FACE YOUR PARTNER AND DISCUSS
THE READING (4 MINS to discuss)
O.P.T.I.C.
Purpose : To compare two political cartoons
about slavery
Strategy: Use and fill out the OPTIC chart after
viewing each political cartoon. Compare and
contrast both cartoons.
New Testing Strategy
•
•
•
•
•
•
•
•
C= Colonization
Rev= Revolution
Con= Constitution
ERJ= Early Rep (WAJMaMo) and Jackson
WER= West. Expansion and Reform
S= Sectionalism (including I.R.)
C.W.=Civil War
Recon.=Reconstruction
Preview
2-17
• Pick up your notebook and a GRAY
textbook.
TARGET: We will learn to explain the
constitutional issues surrounding states’
rights, including the Nullification Crisis
SUCCESS: I will explain how the Tariffs of the
19th century further created sectional
differences in a summary list.
Small Group Talk
30 Second Think : As a business owner in the South, how
would you feel paying a higher tax, and seeing no
benefits come from the tax? What would you do
next? Explain.
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: TURN AND FACE THE PERSON WHO IS
SPEAKING
Tariff of Abominations (1828)
•
•
•
In 1828 Congress passed an unusually high
protective tariff. Some manufactured goods
from Europe had a tariff as high as 50%.
The tariff protected Northern factories from
competition with European manufacturers.
Northerners generally favored high
protective tariffs.
The South Reacts!
•
•
•
•
Southerners did not benefit from the tariff.
Most Southerners wanted the option of buying
goods from Europe.
Southerners were afraid that European powers
would place a tariff on their cotton making it
too expensive (e.g. no more King Cotton).
John C. Calhoun, writes his South Carolina
Exposition and Protest. Calhoun says that
states have the right to nullify any federal law
it doesn’t like.
The Nullifying Begins
•
•
•
1833 South Carolina nullifies a slightly lower
tariff passed by Congress.
Congress, at the request of President Jackson,
passed the Force Bill. South Carolina Nullifies it
as well and says it will fight any army which
marches in the state.
Henry Clay works out a compromise in Congress
which removed some of the taxes and South
Carolina rescinded its nullification.
Small Group Talk
30 Second Think : In your opinion, should states have the
power to nullify (cancel) Federal laws if they choose?
Why or Why not? What are the possible outcomes?
Defend.
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: TURN AND FACE THE PERSON WHO IS
SPEAKING
Read
• Page 244 “States’ Rights and The Defense of
Slavery”
• Page 246 (The 1st 3 Paragraphs)
Purpose: How did the issue of
State’s Rights lead to the Civil
War?
Turn N Talk- summarize the
main points to your partner
FUGITIVE SLAVE ACT
(1850)
• It was a law that
REQUIRED citizens to
catch runaway slaves.
• If a person did not
comply, they could be
fined or jailed
• MANY blacks who were
free were captured and
sent back into slavery.
• Northerners HATED this
law because it forced
them to become a part
of the system of slavery.
Sectionalism Part 2
52