HOMEWORK

Read chapter 22 in The American Pageant,"The Ordeal of Reconstruction", and answer the following questions:

1) What was the fate of Confederate leaders after the Civil War?
2) What was the state of the postwar economy in the South?
3) What did emancipation mean to Southern blacks?
4) What was the 13th Amendment?
5) What was the Freedman's Bureau?  Accomplishments?
6)Why was Andrew Johnson included on the Republican ticket in 1864?
7)  What was Lincoln's plan for Reconstruction?
8)  What was the Wade-Davis Bill?
9) What was Johnson's plan for Reconstruction?
10) What were the black codes?  Purpose?
11) What was the 14th Amendment?
12) What was the basis of the battle between Johnson and Congress?
13) What was the 15th Amendment?
14) What were the accomplishments of the Radical Reconstruction state governments?
15) Why was Johnson impeached?
16) What was the Ku Klux Klan?  What did they do?
17)  Why was Johnson acquitted in his impeachment trial?
18)  Was Reconstruction effective?

The Civil War

Today we are going to talk about the Civil War and John Brown.

I want to start with reviewing what you wrote last night on your blogs and what you thought about yesterday's debates.

Tuesday

 

"Why are you making me reteach?" - Mocha

So - we are going to finish reviewing the study questions.  Then, move on to setting up teams for debates on whether John Brown was a hero or a terrorist.  These debates will be tomorrow.  I have a series of handouts for you, but you should also research John Brown in both Kansas and at Harper's Ferry and think about what his contemporaries said about him (this would include Lincoln, writers, and people from the South).

Also remember that should should have a constructive - that is a thesis with a list of reason why John Brown is either a hero or terrorist and then be able to explain those reasons in deep detail.

On Thursday, groups will have to teach again the information that was on yesterday's test.

Goals:  

Students will gain a historical knowledge of John Brown's 1859 raid and an understanding of how to utilize
primary sources to study a historic event.

Objectives:   

1.) Students will be able to answer the question, “Was John Brown a Hero or Traitor,” citing specific content from primary sources.
2.) Students will be able to explain possible causes of the raid and the state of the country leading up to the 1859 raid. 
3.) Students will be able to discuss the events of the raid on Harpers Ferry.
4.) Students will be able to answer questions related to the use of primary documents in the study of history.

Monday - the Civil War begins

Today we are going to take a quiz (or retake it - I expect 100% by all).  Then we will review chapter 19.

UNIT GOAL:  Students will be able to analyze how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

Civil War causes (according to handout packet): 1) Slavery - moral issue in North vs. defense of expansion in South; 2) Constitutional disputes over State vs. Federal Union rights/powers; 3) Economic Differences - industrialized North vs. agricultural South; 4) Political blunders and extremism


Mexican-American War
Settlement of the West - Free Soil Party, Southern View, Popular Sovereignty
Compromise of 1850
Uncle Tom's Cabin, Southern defense of Slavery (it's good for both the slave and slave master - better than labor-slaves)
Kansas-Nebraska Act, "Bleeding Kansas"
Beating of Charles Sumner in the Senate (by Preston Brooks)
Dred Scott Case
Uncle Tom's Cabin
John Brown
Lincoln-Douglas debates 
Panic of 1857
Election of 1860
Session by Southern States 

On the Road to the Civil War

UNIT GOAL:  Students will be able to analyze how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

Civil War causes (according to handout packet): 1) Slavery - moral issue in North vs. defense of expansion in South; 2) Constitutional disputes over State vs. Federal Union rights/powers; 3) Economic Differences - industrialized North vs. agricultural South; 4) Political blunders and extremism


Mexican-American War
Settlement of the West - Free Soil Party, Southern View, Popular Sovereignty
Compromise of 1850
Uncle Tom's Cabin, Southern defense of Slavery (it's good for both the slave and slave master - better than labor-slaves)
Kansas-Nebraska Act, "Bleeding Kansas"
Beating of Charles Sumner in the Senate (by Preston Brooks)
Dred Scott Case

CHAPTER 19:  DRIFTING TOWARD DISUNION

Stowe and Helper:  Literary Incendiaries

Know:    Harriet Beecher Stowe, Hinton Helper

1.         Which book, Uncle Tom's Cabin or The Impending Crisis of the South was more important?  Explain.

The North-South Contest for Kansas

Know:    Beecher's Bibles, Border Ruffians

2.         What went wrong with popular sovereignty in Kansas?

Kansas in Convulsion

Know:    John Brown, Pottawatomie Creek, Lecompton Constitution

3.         What was the effect of "Bleeding Kansas" on the Democratic Party?

"Bully" Brooks and His Bludgeon

Know:    Charles Sumner, Preston Brooks

4.         What was the consequence of Brook's beating of Sumner in the North?  The South?

"Old Buck" versus "The Pathfinder"

Know:    James Buchanan, John C. Fremont, The American Party

5.         Assess the candidates in the 1856 election.

The Electoral Fruits of 1856

6.         Interpret the results of the election of 1856.

The Dred Scott Bombshell

Know:    Dred Scott, Roger B. Taney

7.         Why was the Dred Scott decision so divisive?

The Financial Crash of 1857

8.         How did the Panic of 1857 make Civil War more likely?

An Illinois Rail-Splitter Emerges

9.         Describe Abraham Lincoln's background.

The Great Debate:  Lincoln versus Douglas

Know:    Freeport Doctrine

10.        What long term results occurred because of the Lincoln-Douglas debates?

John Brown:  Murderer or Martyr

Know:    Harper's Ferry, Robert E. Lee

11.        Why were the actions of one (crazy?) man so important in the growing conflict between North and South?

The Disruption of the Democrats

Know:    John C. Breckenridge, John Bell

12.        What happened when the Democratic Party attempted to choose a candidate for the presidency in 1860?

A Rail-Splitter Splits the Union

13.        Why was Lincoln chosen as the Republican candidate instead of Seward?

The Electoral Upheaval of 1860

14.        Did the South have any power in the national government after Lincoln’s election, or were they helpless?

The Secessionist Exodus

Know:    Secession, Jefferson Davis

15.        What did President Buchanan do when the South seceded?  Why?

The Collapse of Compromise

16.        What was the Crittendon Compromise and why did it fail?

Farewell to Union

17.        What advantages did southerners see in secession?  Who did they compare themselves to?

Varying Viewpoints:  The Civil War: Repressible or Irrepressible

18.        Was the Civil War irrepressible?  Explain.

UNIT GOAL:  Students will be able to analyze how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

4) Students can analyze and evaluate how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

3) Students can analyze how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

2) Students can explain how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

1) Students are able to recognize how the United States -- intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues -- led the nation into civil war.

 Now - let's go back and discuss last Unit's unit goal and talk about how to attack it.  And then we return to our current Unit Goal. 

Unit Goal: Students will be able to analyze and evaluate how the United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.  

1800 - 1848 

Louisiana Purchase  (1803)
War of 1812 
Missouri Compromise (1820) 
Monroe Doctrine (1823)
Corrupt Bargain (1824) - 
Bank of American
The 2nd Great Awakening
    - Education chances
    - Temperance Movement
    - Women's Right 
    - Abolitionist Movement
Literary - Arts 
Transcendentalists - Thoreau and Emerson
Romantics - Poe, Hawthorne, Copper 
Mexican-American War

 

Chapter 19 Review Questions

Today, I will give you a few minutes - 10 to 15 - to finish your projects then we will present these to class.  Remember, I expect the information to be on your blogs.  If we have time left in class we will look at a video on John Brown.  Below are the study questions for your trip work.  

 

CHAPTER 19:  DRIFTING TOWARD DISUNION

Stowe and Helper:  Literary Incendiaries

Know:    Harriet Beecher Stowe, Hinton Helper

1.         Which book, Uncle Tom's Cabin or The Impending Crisis of the South was more important?  Explain.

The North-South Contest for Kansas

Know:    Beecher's Bibles, Border Ruffians

2.         What went wrong with popular sovereignty in Kansas?

Kansas in Convulsion

Know:    John Brown, Pottawatomie Creek, Lecompton Constitution

3.         What was the effect of "Bleeding Kansas" on the Democratic Party?

"Bully" Brooks and His Bludgeon

Know:    Charles Sumner, Preston Brooks

4.         What was the consequence of Brook's beating of Sumner in the North?  The South?

"Old Buck" versus "The Pathfinder"

Know:    James Buchanan, John C. Fremont, The American Party

5.         Assess the candidates in the 1856 election.

The Electoral Fruits of 1856

6.         Interpret the results of the election of 1856.

The Dred Scott Bombshell

Know:    Dred Scott, Roger B. Taney

7.         Why was the Dred Scott decision so divisive?

The Financial Crash of 1857

8.         How did the Panic of 1857 make Civil War more likely?

An Illinois Rail-Splitter Emerges

9.         Describe Abraham Lincoln's background.

The Great Debate:  Lincoln versus Douglas

Know:    Freeport Doctrine

10.        What long term results occurred because of the Lincoln-Douglas debates?

John Brown:  Murderer or Martyr

Know:    Harper's Ferry, Robert E. Lee

11.        Why were the actions of one (crazy?) man so important in the growing conflict between North and South?

The Disruption of the Democrats

Know:    John C. Breckenridge, John Bell

12.        What happened when the Democratic Party attempted to choose a candidate for the presidency in 1860?

A Rail-Splitter Splits the Union

13.        Why was Lincoln chosen as the Republican candidate instead of Seward?

The Electoral Upheaval of 1860

14.        Did the South have any power in the national government after Lincoln’s election, or were they helpless?

The Secessionist Exodus

Know:    Secession, Jefferson Davis

15.        What did President Buchanan do when the South seceded?  Why?

The Collapse of Compromise

16.        What was the Crittendon Compromise and why did it fail?

Farewell to Union

17.        What advantages did southerners see in secession?  Who did they compare themselves to?

Varying Viewpoints:  The Civil War: Repressible or Irrepressible

18.        Was the Civil War irrepressible?  Explain.

Thursday

In small groups you will be researching and teaching one of the following

1) Compromise of 1850
2) Kansas-Nebraska Act
3) Dred Scott Case

Please use the links I have given and cite the sources you use (do not use Wikipedia)

Compromise of 1850
1) List all parts/bills of this compromise
2) How did the Compromise address the slave question
3) What are some reactions or debates connected with it
4) How did it lead the nation closer to war?
5) Please find a map and another image connected with the Compromise

Place all info on your blogs

Sites to use: Our documents
Atlas
U.S. History
SparkNotes

Kansas-Nebraska Act

1) List what it was and what it did
2) When, by who, who was President
3) How did it address the slave question
4) What are reactions/debates to it
5) How did it lead the country closer to war?
6) Find a map and another image connected with it.

Post all information on your blogs.

Sites to use:

The Library of Congress
U.S. History
Our Documents

Dred Scott Case

1) List what it was and what it did
2) Who was involved and who delivered the verdict
3) How did it address the slave question
4) What are reactions/debates to the verdict
5) How did it lead the country closer to war?
6) Find a map and another image connected with it.

Post all information on your blogs

This Day in History
PBS
U.S. History
Shmoop
Our Documents

Note - do your best on these because if anyone misses the information on the quiz your group will be required to RETEACH the section.

  Unit 5: 1844-1877 – The American Pageant, chapters 18-22; Don’t Know Much About History pages 127-165

 

Content: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.  Tensions over slavery; reform movements; imperialism; Mexican War; Civil War; and Reconstruction.

Key Concepts:

 

5.1 The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

 

5.2 Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues led the nation into civil war.

 

5.3 The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about federal government power and citizenship rights.

Activities:

 

History Log – notes and short answers to reading assignments.

 

Primary Source Analysis: Narrative of the Life of Frederick Douglass, Accounts about poor Whites, Fugitive Slave Law, Dred Scott v. Sanford, The Impending Crisis in the South, the Lincoln –Douglas debates, Lincoln’s 2^nd Inaugural Address, Emancipation Proclamation, Mississippi Black Codes, map delineating southern session, two paintings of Manifest Destiny, Civil War photos.

Viewpoints: John Brown – Terrorist or Hero?

 

Viewpoints: Who Freed the Slaves – Students will present their viewpoint on who freed the slaves from one of the following groups: Congress, Lincoln, Military, or African-Americans.  In addition students will explain why the other three groups were not as effective.

Students will read “Popular Sovereignty Should Settle the Slavery Question” by Stephen A. Douglas; “Slavery Should Not Be Allowed to Spread” by Abraham Lincoln from Opposing Viewpoints.  Students will identify major arguments of each man, and then debate whose argument was most persuasive.  Their analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered.

 

Six Degrees of Separation: From 1776 to the Compromise of 1877.

 

Chronological Reason: Students look at the evolution of public policies related to slavery and racial inequality to 1877. 

 

UNIT Test – multiple-choice questions, short answer questions, DBQ and Long Essay (on public policies related to slavery).

During this unit students will discuss possible answers to the following essential questions:

 

Identity: How did migration to the United States change popular ideas of American Identity and citizenship as well as regional and racial identities?  How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities?  How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities throughout this period?

 

Work, Exchange, and Technology: How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the nation economic system by 1877?

 

Peopling: How did the growth of mass migration to the United States and the railroad affect settlement patterns in cities and the West?

 

Politics and Power: Why did attempts at compromise before the war fail to prevent the conflict?  To what extent, and in what ways, did the Civil War and Reconstruction transform American political and social relationships?

 

America in the World: How was the American conflict over slavery part of larger global events?

 

Environment and Geography: How did the end of slavery and technological and military developments transform environment and settlement patterns in the South and West?

 

Ideas, Beliefs, and Cultures: How did the doctrine of Manifest Destiny debates over territorial expansionism and the Mexican War?  How did the Civil War struggle shape Americans’ beliefs about equality, democracy, and national destiny? 

 

UNIT GOAL:  Students will be able to analyze and evaluate how the United States intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues led the nation into civil war.

 

Today we are going to take a few notes and find out what you know about the Civil War.

 

 

 

For Gilder Lehrman overview go HERE

Test

Today - we will be taking Unit 4 Test.  Good luck.

Review for TEST tomorrow

So - in groups I want you to work on the Thematic Questions below.  On the test tomorrow you will have to answer three of the thematic questions using specific examples from history to back up your answer; answer five multiple choice questions, and write an essay on the Unit Goal. 

I will hand out the possible multiple choice questions.  These are the questions you will have (or at least five of them).

AP students will have AP-style short questions to answer.  I will hand out some of them.  And, a DQB take home essay.