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Unit 6: Crisis and Civil War

American History 1 Course Materials

Table of Contents:

Assignment Name / Date Assigned / Progress / Grade
  1. Unit 6 Vocabulary

  1. America the Story of Us: Civil War

  1. Civil War Web Quest

  1. Uncle Tom’s Cabin excerpt

  1. Comic Strip (Lincoln-Douglas DebatesorPottawatomie Massacre)

  1. Election of 1860

  1. Antebellum Economics

  1. Battles of the Civil War

  1. Suspension of Habeas Corpus

  1. Gettysburg Address

  1. Crash Course 19, 20 & 21

  1. Unit 6 Study Guide

(back of the cover page)

American History 1-Unit 6: Crisis & Civil War Vocabulary

Definition and historically accurate sentence without using the definition. / Relevant example or draw a picture
Antebellum: time period before the American Civil War
Use it in a sentence:
Confederacy: the states in the South that broke away from the United States to form their own nation
Use it in a sentence:
  1. Union: the states in the North that remained loyal to the federal government during the Civil War

Use it in a sentence:
Popular Sovereignty: the idea that the people have the right to rule themselves, power lies with the people
Use it in a sentence:
Secession: the act of withdrawing membership from a group, especially a political state.
Use it in a sentence:
Attrition: gradually reducing the strength or effectiveness of something or someone.
Use it in a sentence:
  1. Blockade: isolated a place to prevent goods or people from entering or leaving.

Use it in a sentence:
Campaign (military): series of military operation to achieve a particular goal.
Use it in a sentence:
Siege: blocking the supply lines and escape routes of a city to force it to surrender.
Use it in a sentence:
Mandate: an official order.
Use it in a sentence:
Conscription: required enlistment into the armed forces; a military draft.
Use it in a sentence:
Emancipation: to free someone (from slavery)
Use it in a sentence:
Habeas Corpus: an order requiring a person under arrest to be brought before a judge or into court.
Use it in a sentence:
Inflation: an increase in prices and fall in the value of money.
Use it in a sentence:

Stems:

Examples / Stem? / Meaning?
antebellum, anteroom, antedate
conscription, confederacy
corpus, corps, corporeal
union, united, uniform

Map Terms:Review Time! Be able to identify the following states on the map.

Delaware

Pennsylvania

New Jersey

Georgia

Connecticut

Massachusetts

Maryland

South Carolina

New Hampshire

Virginia

New York

North Carolina

Rhode Island

Vermont

Kentucky

Tennessee

Ohio

Louisiana

Indiana

Mississippi

Illinois

Alabama

Maine

Missouri

Arkansas

America: The Story of Us Episode 5: “Civil War”

  1. Why can the Civil War be described as the first “modern war”?
  2. Why was the death toll so high in the Civil War?
  3. How many people were dead on both sides by the end of the war?
  4. Who was a significantly important general of the Union Army (South)?
  5. What was one of Lincoln’s “hidden weapons” during the war? How?
  6. How long did the Civil War last?
  7. The invention of Morse Code in 1844 turns the telegraph into America’s first tool of ______. (Lincoln’s 2nd weapon)
  8. 75% of the operations performed during the war were ______.
  9. Who is Clara Barton? Describe why she is important.
  10. What business grows because of the war, turning some into millionaires?
  11. Almost ______emancipated blacks signed up as soldiers.
  12. What event was Lincoln’s Gettysburg Address written for?
  13. Which general from the North’s tactics helped Lincoln to get re-elected?

Causes of the Civil War Web Quest.

Read each question and use the website listed to find the correct answer.

  1. Define the following terms:
  2. Underlying cause - 2 & 3 are the best)
  3. Immediate cause (defs 4 & 5 are the best)
  4. Why,Whereand forWhat purposewas slavery used in the United States?
  5. What was a Cotton Gin?What effect did it have on slavery in the South?
  6. As our nation expanded during the 1800s, the issue of expanding or limiting slavery in the United States was a key issue.
  7. Explain how the Missouri Compromise 1820 dealt with the issue of slavery–
  8. Explain how the Compromise of 1850 dealt with the issue of slavery –
  9. Explain how the Kansas-Nebraska Act, 1854 dealt with the issue of slavery –
  10. What effect did the Dred Scott Supreme Court case have on Dred Scott’s freedom? What effect did the case have on the Missouri Compromise?
  11. What is an Abolitionist?

  1. What was William Lloyd Garrison and what was his newspaper about?
  2. What was the purpose of the Underground Railroad?
  3. What contribution did Harriet Tubman make to the Abolitionist movement and how much would be paid for her capture?
  4. What was the new political party that was formed in Philadelphia, Pennsylvania, on June 17, 1856? What political goals were stated in their platform?
  5. Who said, “So you’re the little woman who wrote the book that started this Great War!” Who is the little woman? What is the name of the book? How could it be blamed for the war?
  6. Who was John Brown and what did he do on October 16, 1859? What happened to John Brown? page 1-4 for the whole story)
  7. Presidential elections can have a great effect on our nation. What party and person won the election of 1860?What was the South’s response to the election?
  8. What was the immediate cause of the Civil War?

Comic Strip:

Design a comic strip telling the story of one of the following events: the Lincoln-Douglas Debates or the Pottawatomie Massacre (extra information is attached here) Use your best drawing and handwriting and include multiple colors. You may draw as many panels (boxes) in your comic as you need to, there is no limit.

Lincoln-Douglas debates, series of seven debates between the Democratic senator Stephen A. Douglas and Republican challenger Abraham Lincoln during the 1858 Illinois senatorial campaign, largely concerning the issue of slavery extension into the territories.

The slavery extension question had seemingly been settled by the Missouri Compromise nearly 40 years earlier. The Mexican War, however, had added new territories, and the issue flared up again in the 1840s. The Compromise of 1850 provided a temporary respite from sectional strife, but the Kansas-Nebraska Act of 1854—a measure Douglas sponsored—brought the slavery extension issue to the fore once again. Douglas’s bill in effect repealed the Missouri Compromise by lifting the ban against slavery in territories north of the 36°30′ latitude. In place of the ban, Douglas offered popular sovereignty, the doctrine that the actual settlers in the territories and not Congress should decide the fate of slavery in their midst.

The Kansas-Nebraska Act spurred the creation of the Republican Party, formed largely to keep slavery out of the western territories. Both Douglas’s doctrine of popular sovereignty and the Republican stand on free soil were seemingly invalidated by the Dred Scott decision of 1857, in which the Supreme Court said that neither Congress nor the territorial legislature could exclude slavery from a territory.

When Lincoln and Douglas debated the slavery extension issue in 1858, therefore, they were addressing the problem that had divided the nation into two hostile camps and that threatened the continued existence of the Union. Their contest, as a consequence, had repercussions far beyond determining who would win the senatorial seat at stake.

When Lincoln received the Republican nomination to run against Douglas, he said in his acceptance speech that “A house divided against itself cannot stand” and that “this government cannot endure permanently half slave and half free.” Douglas thereupon attacked Lincoln as a radical, threatening the continued stability of the Union. Lincoln then challenged Douglas to a series of debates, and the two eventually agreed to hold joint encounters in seven Illinois congressional districts.

The debates, each three hours long, were convened in Ottawa (August 21), Freeport (August 27), Jonesboro (September 15), Charleston (September 18), Galesburg (October 7), Quincy (October 13), and Alton (October 15). Douglas repeatedly tried to brand Lincoln as a dangerous radical who advocated racial equality and disruption of the Union. Lincoln emphasized the moral iniquity of slavery and attacked popular sovereignty for the bloody results it had produced in Kansas.

At Freeport Lincoln challenged Douglas to reconcile popular sovereignty with the Dred Scott decision. Douglas replied that settlers could circumvent the decision by not establishing the local police regulations—i.e., a slave code—that protected a master’s property. Without such protection, no one would bring slaves into a territory. This became known as the “Freeport Doctrine.”

Douglas’s position, while acceptable to many Northern Democrats, angered the South and led to the division of the last remaining national political institution, the Democratic Party. Although he retained his seat in the Senate, narrowly defeating Lincoln when the state legislature (which then elected U.S. senators) voted 54 to 46 in his favour, Douglas’s stature as a national leader of the Democratic Party was gravely diminished. Lincoln, on the other hand, lost the election but won acclaim as an eloquent spokesman for the Republican cause.

In 1860 the Lincoln-Douglas debates were printed as a book and used as an important campaign document in the presidential contest that year, which once again pitted Republican Lincoln against Democrat Douglas. This time, however, Douglas was running as the candidate of a divided party and finished a distant second in the popular vote to the triumphant Lincoln.

"Lincoln-Douglas debates".Encyclopædia Britannica. Encyclopædia Britannica Online.
Encyclopædia Britannica Inc., 2012. Web. 27 Sep. 2012

Pottawatomie Massacre
The fifth victim floated nearby as John Brown and his men washed blood from their swords in Pottawatomie Creek. Brown said that the killings had been committed in accordance to "God’s will," and that he wanted to "strike terror in the hearts of the proslavery people." His killings would provoke fear and reprisals -- pushing America one step closer to an all-out civil war.

In the mid-1850’s, "Kansas Fever" swept the country. 126,000 square miles of wilderness lying west of Missouri had just been opened for settlement. Five of John Brown’s sons responded to the call, joining thousands of settlers heading west in search of a better future. But the Brown boys also went to stake a claim for liberty; they went to ensure that the new territories would be kept free of slavery.
The Missouri Compromise, which restricted the expansion of slavery, was swept aside by the Kansas-Nebraska Act of 1854. With a nod to Southern power, the federal government decided to place the volatile issue of slavery into the hands of those settling the new territories. The people would decide, by popular vote, whether to be "free" or "slave."

Free soil and proslavery forces poured into Kansas, and the territory erupted in violence. On March 30th, 1855, a horde of 5000 heavily armed Missourians -- known as "Border Ruffians" -- rode into the territory. They seized the polling places and voted in their own legislature. Severe penalties were leveled against anyone who spoke or wrote against slaveholding; those who assisted fugitives would be put to death or sentenced to ten years hard labor.

John Brown was initially reluctant to join his sons in Kansas. He was 55, an old man by the actuarial tables of his day. He seemed worn down, broken by a lifetime of failures and disappointments. But a letter from Kansas changed his mind. The free-soilers needed arms "more than bread," his son John Jr. wrote. "Now we want you to get for us these arms."

The next day John Brown packed a wagon and headed west, gathering weapons along the way. "I’m going to Kansas," he declared, "to make it a Free state."

When Brown arrived at his son’s homestead, he was dismayed at what he found; his boys were starving, shivering with fever. In three weeks Brown built a sturdy log cabin, then another. He quickly brought order to their homestead - named "Brown’s Station."

Of the five sons, John Jr. was most like his father. A blunt talking abolitionist, he was the captain of the Pottawatomie Rifles, a small group of free-state men living near the creek from which they took their name. They frequently exchanged threats of violence with their proslavery neighbors, but maintained an uneasy truce.

Throughout the winter, the Brown men heard stories of Southern aggression: a battalion of 400 armed Southerners were marching into the territory, a free-state man was hacked to death, his body tossed onto his doorstep, President Pierce, a Southern sympathizer, warned that organized resistance on the part of free-state Kansans would be regarded as treasonable insurrection.

For the Browns, another proslave invasion seemed imminent. When word came on May 21st that hundreds of Border Ruffians had marched on Lawrence, John Jr.'s Pottawatomie Rifles quickly assembled. Old Brown accompanied them, but did not join their ranks.

He took orders from no man, certainly not one of his sons.

En route to Lawrence they learned that the Ruffians had sacked the town, burned the Free-State Hotel, and not one abolitionist had dared to fire a gun. Brown was furious at this cowardly response. Within hours they received another disturbing report -- abolitionist Senator Charles Sumner had been brutally attacked on the United States Senate floor by a southern Congressman. Sumner’s speech, "The Crime Against Kansas," had provoked the attack. He was beaten within an inch of his life.

"Something must be done to show these barbarians that we, too, have rights," Brown declared. He took a small group of men under his command and told them to prepare for a "secret mission." John Jr. tried to keep his father in camp, cautioning him to commit no rash acts. But the old man stuck a revolver in his belt and led his men away. They marched toward Pottawatomie Creek, to the homes of proslavery sympathizers.

On the night of May 24th, 1856, Brown banged on the door of James Doyleand ordered the men to come outside. Brown’s men attacked them with broadswords. They executed three of the Doyles, splitting open heads and cutting off arms. Brown watched as if in a trance. When they were done, he put a bullet into the head of James Doyle. Brown’s party visited two more cabins, dragged out and killed two more men -- five in all.

"It was in response to extraordinary frustration and despair," comments author Russell Banks. "I really think he was like Samson trying to pull down the Temple. I don’t mean to condone it, any more than I would condone a car bomb in Belfast or Jerusalem, but there is a context, there is a progression, and we have to take a leap, an imaginative leap into his time and see the world as he saw it."
Proslavery forces launched a manhunt, plundering homesteads as they searched the countryside for the Pottawatomie killers. John Brown took to the woods and evaded capture. His sons did not fair as well; John Jr. and Jason -- who had not been involved at Pottawatomie -- were savagely beaten. Frederick was shot through the heart. Brown’s Station was burnt to the ground.
In September of 1856, a new territorial governor, John W. Geary, arrived in Kansas and began to restore order. The last major outbreak of violence was the Marais des Cynges massacre, in which Border Ruffians killed five Free State men. In all, approximately 55 people died in "Bleeding Kansas."

Election of 1860

Directions: Color in the map to show which candidate won which states.

Results:

  1. Lincoln won: Oregon, California, Minnesota, Iowa, Wisconsin, Michigan, Illinois, Indiana, Ohio, Pennsylvania, New York, Vermont, New Hampshire, Maine, Massachusetts, Connecticut, Rhode Island and 4 of New Jersey’s votes
  2. Douglas won: Missouri & 3 of New Jersey’s votes
  3. Breckinridge won: Maryland, Delaware, Texas, Arkansas, Louisiana, Mississippi, Alabama, North Carolina, South Carolina, Georgia and Florida
  4. Bell won: Virginia, Kentucky and Tennessee

Do the math!

  1. How many votes did each candidate have? (add)
  2. Lincoln: _____
  3. Douglas: _____
  4. Breckinridge: _____
  5. Bell: _____
  6. How many total electoral votes? (add all states) _____
  7. What PERCENT did each candidate get? (To solve = # of votes ÷ # total electoral votes × 100)
  8. Lincoln: ___%
  9. Douglas: ___%
  10. Breckinridge: ___%
  11. Bell: ___%

Graph it!

  1. Use the information you just calculated to make a pie chart that shows each candidates’ percent of the vote. Use the same colors you used for the map!

Antebellum Economics

Compared to the Southern states, the Northern states had a larger population (21.5 million, compared to 9 million), more factories (110,100, compared to 20,600), larger bank deposits ($207 million, compared to $47 million), and more horses (4.2 million, compared to 1.7 million). Using this data, create four pie charts showing what proportion of the United States' total of each of these four resources belonged to the North and to the South.

Population

□North