I Have Heard Something Said About Allegiance to the South. I Know No South, No North, No

Pre-Civil War

Quotes:

I have heard something said about allegiance to the South. I know no South, no North, no East, no West, to which I owe any allegiance. ~Henry Clay~

The Government of the absolute majority instead of the Government of the people is but the Government of the strongest interests; and when not efficiently checked, it is the most tyrannical and oppressive that can be devised. ~John C. Calhoun~

From the beginning of our history the country has been afflicted with compromise. It is by compromise that human rights have been abandoned. Charles Sumner

““I apprehend no danger to our country from a foreign foe... Our destruction, should it come at all, will be from another quarter. From the inattention of the people to the concerns of their government, from their carelessness and negligence, I must confess that I do apprehend some danger.” ~Daniel Webster~

"To respect the rights of the State governments is the inviolable duty of that of the Union; the government of every State will feel its own obligation to respect and preserve the rights of the whole." John Quincy Adams

Unit Overview: This unit examines the events the led to the Civil War. The people, viewpoints, facts, and controversial issues prior to this war are examined as a problem-solving topics for discussion groups. Students will discuss why these events happen and what alternative solutions to these issues. Did these events led to an inevitable war or could it have been prevented? Developing and asking questions leading into in-depth discussions are the key elements in learning and understanding.

Learning objectives:

· understanding the causes of the Civil War

· developing problem solving skills for issues

· identifying key events and details that led to the Civil War

· drawing conclusion about these events in cause and effect relationships

· writing expository essays

· analyzing primary sources

· developing questioning skills

· discussing topics in an academic setting (Socratic seminar)

Article 1 Section 2

Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons.

Article 1 Section 9

Section. 9.

The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person.

Article 4 Section 2

No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.

Article 5

Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate.

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

TEKS:

ⓅSS.7.5A Explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs.

ⓅSS.7.21ADifferentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas.

ⓅSS.7.21BAnalyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

ⓈSS.8.7A Analyze the impact of tariff policies on sections of the United States before the Civil War.

ⓈSS.8.7B Compare the effects of political, economic, and social factors on slaves and free blacksⓇSS.8.7C Analyze the impact of slavery on different sections of the United States.

ⓈSS.8.7D Identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster.

Term: 3 Dates: Jan

Notebook Assignments-Descriptions
Texas 7th graders / Page / Date / Possible Points / Teacher Assessment
Table of contents: Pre-Civil War / 1 / 1-3 / 10
Missouri Compromise 1820 / 2 / 1-4 / 10 / Class work
Nullification Act 1832 / 3 / 1-5 / 10 / classwork
Texas Annexation 1845 / 4 / 1-5 / 10 / Homework
Underground Railroad / 5 / 1-5 / 10 / Homework
Compromise of 1850 / 6 / 1-9 / 10 / Homework
Fugitive Slave Act 1850 / 7 / 1-9 / 10 / Homework
Uncle Tom’s Cabin 1852 / 8 / 1-10 / 10
Kansas-Nebraska Act 1854 / 9 / 1-10 / 10
Republican Party 1856 / 10 / 1-10 / 10 / Homework
Charles Sumner 1856 / 11 / 1-10 / 10 / Homework
Dred Scott’s Case 1857 / 12 / 1-16 / 10
John Brown’s Raid 1859 / 13 / 1-16 / 10 / Total=140 points
Lincoln becomes president / 14 / 1-16 / 10

Jan. 12-13

· Quiz: Jan. 12-13

· Homework: page 12,13,14 by Tuesday, Wednesday

· Quiz: then

· Finish Discussion groups-pages 4,5,6,7-complete part 3-4 and grade rubric

Part 1-notes on the topic

Part 2-Questions x 3-improve notes

Part 3-after group discussions: written response from discussion groups: resolve, conclude, significance

Part 4-un-answer questions and additional resources for further study

“It is with the oppressed, enslaved, African race that I cast in my lot; and if I wished anything, I would wish myself two shades darker, rather than one lighter.”―Harriet Beecher Stowe,Uncle Tom's Cabin

Texas Pre Civil War Quiz: 5 point each=50 points total

Answer with best complete responses:

1. The Missouri Compromise of 1820 had three parts, what were the parts?

2. The Nullification Act of 1833 by South Carolina was about state rights, who were the main people involved in this debate about these tariffs? Name at least 3

3. The Texas Annexation of 1845 were opposed for these reasons? 2 reasons?

4. Who was the main person known for the Underground Railroad?

5. The person known as the “Great Compromiser” is?

6. The Fugitive Slave Act allowed the return of slaves or any free black person to be return to a slave owner. True or False?

7. Name the author of Uncle Tom’s Cabin.

8. The Compromise of 1850 had these parts? At least 2 parts?

9. What were the reaction by the South to Uncle Tom’s cabin? 2 parts?

10. Who was the U. S. President who wanted Texas to be annexed?

Classwork//Homework Assignments
Texas 7th graders / Date Assigned / Due Date / Grade / Other
Causes essay-ABC / 1-3 / \50 / Homework
Pre-Civil war spiral / 1-3 / \140 / Class work\homework
Questions sets for unit / \100 / Homework
Discussion groups-Socratic questions / \100 / Class work
Quiz x 2 / \50 / Quiz
Pre-Civil War test / \110 / Test

Objectives:

· understanding the causes of the Civil War

· identifying key events and details that led to the Civil War

· drawing conclusion about these events in cause and effect relationships

· writing expository essays

· analyzing primary sources

· developing questioning skills

· discussing topics in an academic setting

Part 1-notes on the topic

Part 2-Questions x 3

Part 3-written response from discussion groups: resolve, conclude, significance

Part 4-un-answer questions and additional resources for further study

had ceased to read newspapers, yet the Missouri question aroused and filled me with alarm. The old schism of federal & republican, threatened nothing because it existed in every state, and united them together by the fraternize of party. But the coincidence of a marked principle, moral & political with a geographical line, once conceived, I feared would never more be obliterated from the mind; that it would be recurring on every occasion & renewing irritations until it would kindle such mutual & mortal hatred, as to render separation preferable to eternal discord. I have been among the most sanguine in believing that our Union would be of long duration. I now doubt it much Thomas Jefferson to William Short, April 13, 1820

The people of the United States have declared that the Constitution shall be the supreme law. We must either admit the proposition, or dispute their authority. The States are, unquestionably, sovereign, so far as their sovereignty is not affected by this supreme law. But the State legislatures, as political bodies, however sovereign, are yet not sovereign over the people. So far as the people have given the power to the general government, so far the grant is unquestionably good, and the government holds of the people, and not of Daniel Webster 1830 reply to Hayes on nullification

I freed a thousand slaves I could have freed a thousand more if only they knew they were slaves.

Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.

I had reasoned this out in my mind, there was one of two things I had a right to, liberty or death; if I could not have one, I would have the other. Harriet Tubman

My great desire is that our country Texas shall be annexed to the United States are very able to sustain ourselves against any power . . . , yet I am free to say to you that we cannot do it. Sam Houston

I shall feel that the blood of our martyred heroes had been shed in vain Mirabeau Lamar

Pre-Civil War Discussion Groups Period: ____

Instructions: take notes on sources in spiral (use Cornell or primary source analysis formats) -- write discussion questions, resolve\conclude\significance of the issues\topics via discussion: write un-answer questions and add additional resources needed: complete rubric evaluation for class work grade

Group members: ______Discussion dates: signed by group leader:

Day / Dates / Topics / Discussion Questions\ Problem-solving issue / Sources-Handouts, www.
1 / Jan / Missouri Compromise 1820 / Should Congress have a balance between political parties? Why or why not? / Map:
Primary Source doc.
2 / Jan / Nullification Act 1832
Texas Annexation 1845
Underground Railroad / Does a state have the right to disobey a federal law?
????
3 / Jan / Compromise of 1850-Fugitive Slave Act
Uncle Tom’s Cabin 1852 / ????? / Article: “Did a novel start the Civil War”
4 / Jan / Kansas-Nebraska Act 1854 / ????
5 / Jan
Jan / Republican Party 1854
Charles Sumner 1856
Dred Scott’s 1857 / ??? / Court case: opinions
6 / Jan / John Brown’s Raid 1859
Lincoln’s election 1860 / ???? / John Brown’s song
Lincoln’s inaugural address 1860
7 / Jan 26-27 / Test and Spiral Due: / Causes of the Civil War Essay: Due: Jan 30th Test

Grades:

Assignments / Dates: Assign + Due / Points / Category
Discussion groups / Class work
Discussion groups / Class work
Discussion groups / Class work
Discussion groups / Class work
Pre-civil war quiz x 2 / \50 / Quiz
Daniel Webster’s response (1830)
South Carolina’s Ordinance (1832) / \50 / Homework
Texas Annexation (1845)
Polk’s speech / \50 / Homework
Douglass’s speech (1850)
Defending slavery (1835) / \50 / Homework
Colonial Slave Imports
1860 Texas Census analysis / \50 / Homework
Learning objective essay / 1-30-17 / \50 / Homework
Causes of the Civil War Essay / 1-30-2017 / \100 / Test
Pre-Civil War Test
Unit Spiral / 1-26\27
1-4-17 1-26-17 / \100
\140 / Test
Classwork\Homework
Topic / Date / Quote / Primary Source
1 / Missouri Compromise / 1820 / n a letter to William Short from April 13, 1820, Jefferson wrote that the "Missouri question aroused and filled me with alarm...I have been among the most sanguine in believing that our Union would be of long duration. I now doubt it much." / Congressional Act
2 / Nullification Act
Tariff 1832 / 1832 / By Andrew Jackson
The wisdom of man never yet contrived a system of taxation that would operate with perfect equality.
Proclamation regarding nullification, December, 1832 / Calhoun’s speech
3 / Texas Annexation / 1845 / But let us admit Texas, and we shall place the balance of power in the hands of the Texans themselves. They, with the Southern states, will control the policy and the destiny of this nation; our tariff will then be held at the will of the Texan advocates of free trade. Are our friends of the North prepared to deliver over this great national policy to the people of Texas?