Events Leading to the - Mrs. Boyett's Classroommrsboyett.weebly.com/uploads/2/0/0/0/20004625/... · • In 1820, Congress approved the Missouri Compromise in an effort to appease

Events Leading to the

© 2014 Brain Wrinkles

SS8H6a

Standards

SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens.


Teacher Info – Who’s & What’s

• Print off the Who’s & What’s handout for each student.

(Print front and back to save paper.)

• BEFORE the lesson, have students fill in the squares with

what they think each term means.

• AFTER the presentation, the students will write down new

(factual) information about each term.

• Check the answers as a class.© 2014 Brain Wrinkles

©2

014

Bra

in W

rinkle

s Wh

o’s &

Wha

t’sD

ire

ctio

ns: B

EF

OR

E th

e le

sson, w

rite w

hat y

ou th

ink

each te

rm

means. A

FT

ER

the

pre

senta

tion, y

ou w

ill write

dow

n n

ew

info

rmatio

n a

bout e

ach te

rm

.

State

s’ Rights

Nu

llifica

tion

Misso

uri C

om

pro

mise

Co

mp

rom

ise o

f 1850

Ge

org

ia Pla

tform

What I th

ink th

is m

eans:

Defin

ition:

What I th

ink th

is m

eans:

Defin

ition:

What I th

ink h

appened:

Defin

ition:

What I th

ink h

appened:

Defin

ition:

What I th

ink th

is m

eans:

Defin

ition:

Ka

nsa

s-Ne

bra

ska A

ct

What I th

ink h

appened:

Defin

ition:

©2

014

Bra

in W

rinkle

s Wh

o’s &

Wha

t’sD

ire

ctio

ns: B

EF

OR

E th

e le

sson, w

rite w

hat y

ou th

ink

each te

rm

means. A

FT

ER

the

pre

senta

tion, y

ou w

ill write

dow

n n

ew

info

rmatio

n a

bout e

ach te

rm

.

Dre

d Sc

ott C

ase

Elec

tion

of 1860

De

ba

te O

ve

r Sec

essio

n in

G

eo

rgia

Ale

xan

de

r Step

hen

s

What I th

ink h

appened:

Defin

ition:

What I th

ink h

appened:

Defin

ition:

What I th

ink h

appened:

Defin

ition:

Who I th

ink th

is is

:

Defin

ition:

Teacher Directions – CLOZE Notes

• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)

• Check the answers as a class after the presentation.

• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!


A N

ew

Tariff

•D

urin

g th

e 18

00s, _

_________________________________

in th

e S

outh

w

hile

more

and m

ore

_____________________

were

bein

g b

uilt in

the

North

.•

North

ern

ers

wante

d to

sell th

eir g

oods in

the S

outh

, but it w

as

cheaper fo

r South

ern

ers

to _

_________________________________.

•In

182

8, _

_________________________________

on im

porte

d g

oods to

help

North

ern

industrie

s.

Nullific

atio

n•

South

ern

ers

__________________________________

because it w

as

put in

pla

ce to

help

north

ern

busin

essm

en, ra

ther th

an s

outh

ern

pla

nta

tion o

wners

who o

ften im

porte

d fo

reig

n g

oods.

•In

1832

, South

Caro

lina in

voked

the

__________________________________, s

ayin

g th

at th

e ta

riff was

_______________________

•in

the s

tate

and

thre

atin

g to

with

dra

w fro

m th

e U

nio

n.

•C

ongre

ss _

_________________________________in

1833.

Sta

tes’ R

ights

•M

any _

_________________________________

because th

ey b

elie

ved

th

e n

atio

nal g

overn

ment w

as in

trudin

g m

ore

and m

ore

on

__________________________________.

•M

any S

outh

ern

sta

tes fe

lt that s

tate

s s

hould

have

__________________________________, n

ot th

e n

atio

nal g

overn

ment.

•M

any p

eople

in th

e S

outh

belie

ved th

at s

tate

s c

ould

__________________________________to

ob

ey.

•T

hey fe

lt that if a

sta

te d

idn’t lik

e a

law

passed b

y th

e fe

dera

l govern

ment, th

en th

ey _

_________________________________.

•M

any a

lso b

elie

ved th

at a

ny s

tate

could

with

dra

w, o

r __________________________________

if it chose to

do s

o.

Sla

very

•T

he N

orth

relie

d m

ostly

on fa

cto

ries a

nd b

usin

esses, a

nd

__________________________________

in o

rder to

main

tain

its

econom

y.

•T

he S

outh

__________________________________

like c

otto

n, a

nd

depended h

eavily

on (fre

e) _

_________________________________

to

work

the la

rge p

lanta

tions.

•M

any N

orth

ern

ab

olitio

nis

ts s

poke o

ut a

gain

st th

e

__________________________________

and w

ante

d it to

end, w

hile

S

outh

ern

ers

wante

d to

__________________________________.

•B

oth

sid

es w

ere

concern

ed a

bout s

lavery

in n

ew

territo

ries b

ecause

they w

ould

eventu

ally

becom

e s

tate

s a

nd s

end

__________________________________.

•W

hic

hever s

ide h

ad th

e m

ost m

em

bers

in C

ongre

ss w

ould

have th

e

__________________________________

ab

out s

lavery

and o

ther k

ey

issues.

©2

014

Bra

in W

rinkle

s

Mis

souri C

om

pro

mis

e•

In 18

20, C

ongre

ss a

ppro

ved th

e

__________________________________

in a

n e

ffort to

appease b

oth

sid

es.

•T

he s

lave s

tate

of M

issouri a

pplie

d fo

r sta

tehood, b

ut w

ould

__________________________________

betw

een fre

e a

nd s

lave

sta

tes.

•T

he p

lan a

dm

itted _

_________________________________

and

__________________________________

.•

It als

o s

tate

d th

at a

ll new

sta

tes

________________________________________________________

, and

all s

tate

s s

outh

of th

at p

oin

t would

allo

w s

lavery

.

Co

mpro

mis

e o

f 185

0•

The s

lavery

issue c

ontin

ued to

cause d

ivis

ion a

fter th

e

_______________________________

afte

r the w

ar w

ith M

exic

o in

184

8.

•T

he C

om

pro

mis

e o

f 185

0 a

dm

itted

__________________________________

, while

allo

win

g th

e re

st o

f the

weste

rn te

rritorie

s to

decid

e th

e is

sue b

y

__________________________________

. •

To p

acify

sla

ve s

tate

s, it a

lso in

clu

de

d th

e

__________________________________

, whic

h re

quire

d n

orth

ern

sta

tes to

__________________________________

to th

e S

outh

.

Ge

org

ia P

latfo

rm

•M

any G

eorg

ians o

pposed th

e c

om

pro

mis

e a

nd

__________________________________

.•

In D

ecem

ber 18

50, G

eorg

ia’s

law

makers

met to

dis

cuss th

e is

sue a

nd

adopte

d th

e _

_________________________________

.•

It sta

ted th

at G

eorg

ia w

as w

illing to

rem

ain

in th

e U

nio

n a

s lo

ng a

s

the N

orth

com

plie

d w

ith th

e F

ugitiv

e S

lave A

ct a

nd w

ould

__________________________________

in n

ew

territo

ries a

nd s

tate

s.

Kansas-N

eb

raska A

ct

•K

ansas a

nd N

eb

raska w

ere

____________________________

, but th

is

changed w

hen C

ongre

ss p

assed th

e K

ansas-N

eb

raska A

ct in

185

4.

•T

his

allo

wed th

e _

_________________________________

on w

heth

er

or n

ot th

ey w

ante

d to

allo

w s

lavery

.•

__________________________________

because th

is a

rea s

hould

be

free a

ccord

ing to

the M

issouri C

om

pro

mis

e.

•M

ore

and m

ore

people

moved in

to K

ansas to

__________________________________

, and fig

htin

g b

ecam

e s

o

vio

lent th

at th

e te

rritory

becam

e k

no

wn a

s

__________________________________

.•

In th

e e

nd, K

ansas w

as a

dm

itted a

s a

free s

tate

in 18

61.

•T

he K

ansas-N

eb

raska A

ct g

reatly

__________________________________

and d

estro

yed

the M

issouri

Com

pro

mis

e a

nd C

om

pro

mis

e o

f 185

0.

©2

014

Bra

in W

rinkle

s

Dre

d S

cott C

ase

•A

noth

er e

vent th

at s

park

ed

anger w

as th

e _

_________________________________

in 18

57.

•D

red

Scott, a

Mis

souri s

lave, _

_________________________________

be

cause h

e

had

lived

for a

perio

d o

f time w

ith h

is m

aste

r in

Illinois

and W

isconsin

(both

fre

e).

•W

hen h

e re

turn

ed to

Mis

souri, S

cott s

ued th

e s

tate

based o

n h

is b

elie

f that h

is

__________________________________

mad

e h

im a

free

man.

•W

hen th

e c

ase m

ad

e it to

the S

upre

me C

ourt, th

e c

ourt ru

led

on th

e

__________________________________

.•

It als

o d

ec

lare

d th

at s

laves a

nd fre

ed b

lac

ks w

ere

__________________________________

and

did

not h

ave th

e

__________________________________

in th

e firs

t pla

ce.

•T

his

mad

e N

orth

ern

__________________________________

be

cause it m

eant th

at

sla

ve o

wners c

ould

kee

p th

eir s

laves in

any s

tate

, while

South

ern

__________________________________

with

the

de

cis

ion.

Ele

ctio

n o

f 1860

•In

185

4, th

ose o

pposin

g th

e s

pre

ad o

f sla

very u

nite

d a

nd fo

rmed

the

__________________________________

.•

Initia

lly, th

e p

arty

only

sought to

__________________________________

and

te

rrito

ries, n

ot o

utla

w it w

here it a

lready e

xis

ted

.•

In 18

60, th

e R

epub

licans n

om

inate

d _

_________________________________

as

their c

and

idate

for p

resid

ent o

f the U

nite

d S

tate

s.

•T

he D

em

ocra

tic P

arty

was in

dis

arra

y a

nd

split b

etw

een

__________________________________

.•

Ab

raham

Lin

coln

won th

e e

lec

tion o

n _

_________________________________

.•

South

ern s

tate

s w

ere

conce

rned

be

cause th

ey fe

lt __________________________________

.•

__________________________________

from

the

Unio

n o

n D

ec

em

be

r 20, 18

60.

Se

ce

ssio

n in

Ge

org

ia•

When S

outh

Carolin

a s

ec

ed

ed fro

m th

e U

nio

n,

__________________________________

in tw

o.

•O

ne g

roup, in

clu

din

g G

ove

rnor J

ose

ph B

row

n, w

ante

d to

__________________________________

.•

Ale

xand

er S

tephens d

isag

ree

d a

nd

warned

of th

e

__________________________________

that w

ould

occur fro

m a

civ

il war.

•A

t a s

ec

essio

n c

onventio

n, G

eorg

ians _

_________________________________

on

January

19, 18

61.

Ale

xand

er S

tephens

•A

lexand

er S

tephens w

as a

_____________________

from

Cra

wfo

rdville

, Georg

ia.

•A

fter th

e e

lectio

n o

f 1860 a

nd th

e s

ece

ssio

n d

eb

ate

in G

eorg

ia, S

tephe

ns

__________________________________

with

the

Unite

d S

tate

s.

•H

ow

ever, S

tephens w

as c

hosen a

s o

ne o

f Georg

ia’s

repre

senta

tives to

C

onfe

derate

Congre

ss, w

here h

e w

as e

lec

ted

__________________________________

. •

Afte

r th

e C

ivil W

ar, S

tephens w

as _

_________________________________

.•

He w

as e

lec

ted

to th

e _

_________________________________

in 18

77, w

here h

e

served

until 18

82

. •

Ste

phens w

as e

lec

ted

__________________________________

in 18

82

, but d

ied

shortly

afte

r.

•__________________________________

is n

am

ed in

his

honor.

©2

014

Bra

in W

rinkle

s

A N

ew

Tariff

•D

urin

g th

e 18

00s, fa

rmin

g w

as th

e w

ay o

f life in

the S

outh

while

m

ore

and m

ore

facto

ries

were

bein

g b

uilt in

the N

orth

.•

North

ern

ers

wante

d to

sell th

eir g

oods in

the S

outh

, but it w

as

cheaper fo

r South

ern

ers

to im

port g

oods fro

m E

uro

pe

.•

In 18

28, P

resid

ent J

ackson p

ut a

tariff o

n im

porte

d g

oods to

help

N

orth

ern

industrie

s.

Nullific

atio

n•

South

ern

ers

opposed th

e ta

riff because it w

as p

ut in

pla

ce to

help

north

ern

busin

essm

en, ra

ther th

an s

outh

ern

pla

nta

tion o

wners

who

ofte

n im

porte

d fo

reig

n g

oods.

•In

1832

, South

Caro

lina in

voked th

e d

octrin

e o

f nullific

atio

n, s

ayin

g

that th

e ta

riff was n

ot v

alid

in th

e s

tate

and th

reatin

g to

with

dra

w

from

the U

nio

n.

•C

ongre

ss lo

were

d th

e ta

riff in 18

33.

Sta

tes’ R

ights

•M

any S

outh

ern

ers

were

angry

because th

ey b

elie

ved

the n

atio

nal

govern

ment w

as in

trudin

g m

ore

and m

ore

on s

tate

s’ rig

hts

.•

Many S

outh

ern

sta

tes fe

lt that s

tate

s s

hould

have fin

al a

uth

ority

, not

the n

atio

nal g

overn

ment.

•M

any p

eople

in th

e S

outh

belie

ved th

at s

tate

s c

ould

choose w

hic

h

federa

l law

s to

ob

ey.

•T

hey fe

lt that if a

sta

te d

idn’t lik

e a

law

passed b

y th

e fe

dera

l govern

ment, th

en th

ey d

idn’t h

ave to

follo

w it.

•M

any a

lso b

elie

ved th

at a

ny s

tate

could

with

dra

w, o

r secede, fro

m

the U

nio

n if it c

hose to

do s

o.

Sla

very

•T

he N

orth

relie

d m

ostly

on fa

cto

ries a

nd b

usin

esses, a

nd d

idnot

need s

laves in

ord

er to

main

tain

its e

conom

y.

•T

he S

outh

relie

d o

n c

ash c

rops lik

e c

otto

n, a

nd d

epend

ed h

eavily

on

(free) s

lave la

bor

to w

ork

the la

rge

pla

nta

tions.

•M

any N

orth

ern

ab

olitio

nis

ts s

poke o

ut a

gain

st th

e e

vils

of s

lavery

and w

ante

d it to

end, w

hile

South

ern

ers

wante

d to

pro

tec

t their w

ay

of life

.•

Both

sid

es w

ere

concern

ed a

bout s

lavery

in n

ew

territo

ries b

ecause

they w

ould

eventu

ally

becom

e s

tate

s a

nd s

end re

pre

senta

tives to

C

ongre

ss.

•W

hic

hever s

ide h

ad th

e m

ost m

em

bers

in C

ongre

ss w

ould

have th

e

advanta

ge in

makin

g la

ws

ab

out s

lavery

and o

ther k

ey is

sues.

©2

014

Bra

in W

rinkle

s

Mis

souri C

om

pro

mis

e•

In 18

20, C

ongre

ss a

ppro

ved th

e M

issouri C

om

pro

mis

e in

an e

ffort to

appease b

oth

sid

es.

•T

he s

lave s

tate

of M

issouri a

pplie

d fo

r sta

tehood, b

ut w

ould

upset

the b

ala

nce b

etw

een fre

e a

nd s

lave s

tate

s.

•T

he p

lan a

dm

itted M

issouri a

s a

sla

ve s

tate

and M

ain

e a

s a

free

sta

te.

•It a

lso s

tate

d th

at a

ll new

sta

tes n

orth

of a

certa

in p

oin

t would

be

free

, and a

ll sta

tes s

outh

of th

at p

oin

t would

allo

w s

lavery

.

Co

mpro

mis

e o

f 185

0•

The s

lavery

issue c

ontin

ued to

cause d

ivis

ion a

fter th

e U

.S. g

ain

ed

more

territo

ryafte

r the w

ar w

ith M

exic

o in

184

8.

•T

he C

om

pro

mis

e o

f 185

0 a

dm

itted C

alifo

rnia

as a

free s

tate

, while

allo

win

g th

e re

st o

f the w

este

rn te

rritorie

s to

decid

e th

e is

sue b

y

popula

r sovere

ignty

. •

To p

acify

sla

ve s

tate

s, it a

lso in

clu

ded th

e F

ugitiv

e S

lave A

ct, w

hic

h

req

uire

d n

orth

ern

sta

tes to

retu

rn ru

naw

ay s

laves to

the S

outh

.

Ge

org

ia P

latfo

rm

•M

any G

eorg

ians o

pposed th

e c

om

pro

mis

e a

nd th

reate

ned s

ecessio

n.

•In

Decem

ber 18

50, G

eorg

ia’s

law

makers

met to

dis

cuss th

e is

sue a

nd

adopte

d th

e G

eorg

ia P

latfo

rm.

•It s

tate

d th

at G

eorg

ia w

as w

illing to

rem

ain

in th

e U

nio

n a

s lo

ng a

s

the N

orth

com

plie

d w

ith th

e F

ugitiv

e S

lave A

ct a

nd w

ould

sto

p try

ing

to

ban s

lavery

in n

ew

territo

ries a

nd s

tate

s.

Kansas-N

eb

raska A

ct

•K

ansas a

nd N

eb

raska w

ere

orig

inally

free te

rritorie

s, b

ut th

is

changed w

hen C

ongre

ss p

assed th

e K

ansas-N

eb

raska A

ct in

185

4.

•T

his

allo

wed th

e te

rritorie

s to

vote

on w

heth

er o

r not th

ey w

ante

d

to a

llow

sla

very

.•

North

ern

ers

were

angry

because th

is a

rea s

hould

be fre

e a

cco

rdin

g

to th

e M

issouri C

om

pro

mis

e.

•M

ore

and m

ore

people

moved in

to K

ansas to

influ

ence th

e v

ote

, and

fightin

g b

ecam

e s

o v

iole

nt th

at th

e te

rritory

becam

e k

now

n a

s

“Ble

edin

g K

ansas”.

•In

the e

nd, K

ansas w

as a

dm

itted a

s a

free s

tate

in 18

61.

•T

he K

ansas-N

eb

raska A

ct g

reatly

div

ided th

e n

atio

n a

nd d

estro

yed

th

e M

issouri C

om

pro

mis

e a

nd C

om

pro

mis

e o

f 185

0.

©2

014

Bra

in W

rinkle

s

Dre

d S

co

tt Case

•A

noth

er e

ve

nt th

at s

park

ed a

ng

er w

as th

e D

red S

cott c

ase

in 18

57.

•D

red S

cott, a

Mis

souri s

lave, s

ue

d fo

r his

free

dom

be

cause

he h

ad liv

ed

for a

pe

riod o

f time w

ith h

is m

aste

r in Illin

ois

and W

isconsin

(both

free

).•

When h

e re

turn

ed to

Mis

souri, S

cott s

ue

d th

e s

tate

base

d o

n h

is b

elie

f th

at h

is tim

e in

the

free

sta

tes m

ade

him

a fre

e m

an.

•W

hen th

e c

ase

made

it to th

e S

upre

me

Court, th

e c

ourt ru

led o

n th

e s

ide

of M

issouri.

•It a

lso d

ecla

red th

at s

laves a

nd fre

ed b

lacks w

ere

not c

itize

ns o

f the U

.S.

and d

id n

ot h

ave

the

right to

sue

in th

e firs

t pla

ce

.•

This

made

North

ern

ab

olitio

nis

ts fu

rious b

ecause

it meant th

at s

lave

ow

ne

rs c

ould

ke

ep th

eir s

laves in

any s

tate

, while

South

ern

sla

vehold

ers

w

ere

ple

ase

d w

ith th

e d

ecis

ion.

Ele

ctio

n o

f 186

0•

In 18

54

, those

opposin

g th

e s

pre

ad o

f sla

very

unite

d a

nd fo

rmed th

e

Repub

lican P

arty

.•

Initia

lly, th

e p

arty

only

soug

ht to

restric

t sla

very

in n

ew

sta

tes a

nd

territo

ries, n

ot o

utla

w it w

here

it alre

ady e

xis

ted.

•In

1860, th

e R

epub

licans n

om

inate

d A

bra

ham

Lin

coln

of Illin

ois

as th

eir

candid

ate

for p

resid

ent o

f the

Unite

d S

tate

s.

•T

he D

em

ocra

tic P

arty

was in

dis

arra

y a

nd s

plit b

etw

ee

n 3

diffe

rent

candid

ate

s.

•A

bra

ham

Lin

coln

won th

e e

lectio

n o

n N

ove

mb

er 6

, 1860.

•S

outh

ern

sta

tes w

ere

conce

rne

d b

ecause

the

y fe

lt Lin

coln

wante

d to

end

sla

very

.•

South

Caro

lina d

ecid

ed to

se

ce

de

from

the

Unio

n o

n D

ece

mb

er 2

0, 18

60.

Se

ce

ssio

n in

Ge

org

ia•

When S

outh

Caro

lina s

ece

de

d fro

m th

e U

nio

n, G

eorg

ians w

ere

div

ide

d in

tw

o.

•O

ne

gro

up, in

clu

din

g G

ove

rnor J

ose

ph B

row

n, w

ante

d to

leave

the

Unio

n

right a

way.

•A

lexander S

tephe

ns d

isag

ree

d a

nd w

arn

ed o

f the

econom

ic ru

in th

at

would

occur fro

m a

civ

il war.

•A

t a s

ece

ssio

n c

onve

ntio

n, G

eorg

ians e

lecte

d to

leave

the

Unio

n o

n

January

19, 18

61.

Ale

xander S

tephens

•A

lexander S

tephe

ns w

as a

law

ye

r from

Cra

wfo

rdville

, Ge

org

ia.

•A

fter th

e e

lectio

n o

f 1860 a

nd th

e s

ece

ssio

n d

eb

ate

in G

eorg

ia, S

tephe

ns

supporte

d s

tayin

g w

ith th

e U

nite

d S

tate

s.

•H

ow

eve

r, Ste

phens w

as c

hosen a

s o

ne o

f Georg

ia’s

repre

senta

tives to

C

onfe

de

rate

Cong

ress, w

here

he

was e

lecte

d V

ice

Pre

sid

ent o

f the

C

onfe

de

rate

Sta

tes o

f Am

eric

a.

•A

fter th

e C

ivil W

ar, S

tephe

ns w

as ja

iled fo

r 5 m

onth

s.

•H

e w

as e

lecte

d to

the

U.S

. House

of R

epre

se

nta

tive

s in

1877, w

he

re h

e

se

rve

d u

ntil 18

82

. •

Ste

phe

ns w

as e

lecte

d G

ove

rnor o

f Ge

org

ia in

1882

, but d

ied s

hortly

afte

r. •

Ste

phe

ns C

ounty

is n

am

ed in

his

honor.

©2

014

Bra

in W

rinkle

s

Events Leading to the


SS8H6a

• Large differences divided the northern and southern states long before the Civil War started in 1861.

• The two important issues that increased tensions were states’ rights and slavery.


• During the 1800s, farming was the way of life in the South while more and more factories were being built in the North.

• Northerners wanted to sell their goods in the South, but it was cheaper for Southerners to import goods from Europe.

• In 1828, President Jackson put a tariff on imported goods to help Northern industries.


• Southerners opposed the tariff because it was put in place to help northern businessmen, rather than southern plantation owners who often imported foreign goods.

• In 1832, South Carolina invoked the doctrine of nullification, saying that the tariff was not valid in the state and threating to withdraw from the Union.

• Congress lowered the tariff in 1833.© 2014 Brain Wrinkles

• Many Southerners were angry because they believed the national government was intruding more and more on states’ rights.• (The authority states have to govern what

goes on inside their own borders.)

• Many Southern states felt that states should have final authority, not the national government.


• Many people in the South believed that states could choose which federal laws to obey.

• They felt that if a state didn’t like a law passed by the federal government, then they didn’t have to follow it.

• Many also believed that any state could withdraw, or secede, from the Union if it chose to do so.


• In the 1800s, slavery became a heated issue between the North and the South.

• The North relied mostly on factories and businesses, and did not need slaves in order to maintain its economy.

• The South relied on cash crops like cotton, and depended heavily on (free) slave labor to work the large plantations.



Planting Sweet Potatoes at a South Carolina Plantation - 1862


Slave Trader’s Business in Atlanta, 1860s

• Many Northern abolitionists spoke out against the evils of slavery and wanted it to end, while Southerners wanted to protect their way of life.

• Both sides were concerned about slavery in new territories because they would eventually become states and send representatives to Congress.

• Whichever side had the most members in Congress would have the advantage in making laws about slavery and other key issues.



Four Generations of a Slave Family– Beaufort,

South Carolina 1862

• In 1820, Congress approved the Missouri Compromise in an effort to appease both sides.

• The slave state of Missouri applied for statehood, but would upset the balance between free and slave states.

• The plan admitted Missouri as a slave state and Maine as a free state.

• It also stated that all new states north of a certain point would be free, and all states south of that point would allow slavery.



Missouri Compromise

• The slavery issue continued to cause division after the U.S. gained more territory after the war with Mexico in 1848.

• The Compromise of 1850 admitted California as a free state, while allowing the rest of the western territories to decide the issue by popular sovereignty.

• To pacify slave states, it also included the Fugitive Slave Act, which required northern states to return runaway slaves to the South.



Compromise of 1850


Escaped Slaves - 1862

• Many Georgians opposed the compromise and threatened secession.

• In December 1850, Georgia’s lawmakers met to discuss the issue and adopted the Georgia Platform.

• It stated that Georgia was willing to remain in the Union as long as the North complied with the Fugitive Slave Act and would stop trying to ban slavery in new territories and states.


• Kansas and Nebraska were originally free territories, but this changed when Congress passed the Kansas-Nebraska Act in 1854.

• This allowed the territories to vote on whether or not they wanted to allow slavery.

• Northerners were angry because this area should be free according to the Missouri Compromise.



• More and more people moved into Kansas to influence the vote, and fighting became so violent that the territory became known as “Bleeding Kansas”.

• In the end, Kansas was admitted as a free state in 1861.

• The Kansas-Nebraska Act greatly divided the nation and destroyed the Missouri Compromise and Compromise of 1850.




• Another event that sparked anger was the Dred Scott case in 1857.

• Dred Scott, a Missouri slave, sued for his freedom because he had lived for a period of time with his master in Illinois and Wisconsin (both free).

• When he returned to Missouri, Scott sued the state based on his belief that his time in the free states made him a free man.



• When the case made it to the Supreme Court, the court ruled on the side of Missouri.

• It also declared that slaves and freed blacks were not citizens of the U.S. and did not have the right to sue in the first place.

• This made Northern abolitionists furious because it meant that slave owners could keep their slaves in any state, while Southern slaveholders were pleased with the decision.


• In 1854, those opposing the spread of slavery united and formed the Republican Party.

• Initially, the party only sought to restrict slavery in new states and territories, not outlaw it where it already existed.

• In 1860, the Republicans nominated Abraham Lincoln of Illinois as their candidate for president of the United States.



Abraham Lincoln

1864

• The Democratic Party was in disarray and split between 3 different candidates.

• Abraham Lincoln won the election on November 6, 1860.

• Southern states were concerned because they felt Lincoln wanted to end slavery.

• South Carolina decided to secede from the Union on December 20, 1860.



President Lincoln’s Inauguration at the U.S. Capitol, 1861

• When South Carolina seceded from the Union, Georgians were divided in two.

• One group, including Governor Joseph Brown, wanted to leave the Union right away.

• Alexander Stephens disagreed and warned of the economic ruin that would occur from a civil war.

• At a secession convention, Georgians elected to leave the Union on January 19, 1861.



Status of the States, 1861


• Alexander Stephens was a lawyer from Crawfordville, Georgia.

• After the election of 1860 and the secession debate in Georgia, Stephens supported staying with the United States.

• However, Stephens was chosen as one of Georgia’s representatives to Confederate Congress, where he was elected Vice President of the Confederate States of America.



Alexander Stephens was a sickly man who never weighed over 100 pounds. Still, one northern politician

called him “the strongest man in the

South”.

• After the Civil War, Stephens was jailed for 5 months.

• He was elected to the U.S. House of Representatives in 1877, where he served until 1882.

• Stephens was elected Governor of Georgia in 1882, but died shortly after.

• Stephens County is named in his honor. © 2014 Brain Wrinkles

Teacher Info – Comprehension Questions

• Students should answer the questions after

discussing the presentation. Afterwards, check and

share answers as a class.

• *You can also use this as a quiz!


1. The

North

’s e

conom

y w

as b

ase

d o

n w

hat?

2. T

he

South

’s e

conom

y d

epende

d h

eavily

on w

hat?

3. W

hic

h c

om

pro

mis

e s

tate

d th

at w

he

n a

free

sta

te is

adm

itted to

the U

nio

n, a

sla

ve

sta

te m

ust b

e a

dm

itted to

ke

ep

the

bala

nce

?

4. W

hic

h c

om

pro

mis

e a

dm

itted C

alifo

rnia

as a

free s

tate

and

institu

ted th

e F

ug

itive S

lave A

ct?

5. W

hat w

as th

e G

eorg

ia P

latfo

rm?

6. W

hic

h la

w a

llow

ed p

opula

r sove

reig

nty

in s

eve

ral U

.S.

territo

ries?

7. W

hat w

as th

e S

upre

me

Court’s

decis

ion in

the

Dre

d S

cott

Case

?

8. W

ho w

as e

lecte

d p

resid

ent in

1860? W

hy w

ere

South

ern

ers

unhappy w

ith th

e e

lectio

n?

9. A

fter th

e e

lectio

n o

f 1860, w

hic

h w

as th

e firs

t sta

te to

se

ce

de

from

the

Unio

n?

10. E

ven th

oug

h A

lexander S

tephe

ns s

poke

ag

ain

st s

ece

ssio

n,

what w

as h

is ro

le in

the C

onfe

de

rate

govern

me

nt?

©2

014

Bra

in W

rinkle

s

1. The

North

’s e

conom

y w

as b

ase

d o

n w

hat?

Facto

ries (in

dustry

)2

. The

South

’s e

conom

y d

epende

d h

eavily

on w

hat?

Sla

ve

lab

or

3. W

hic

h c

om

pro

mis

e s

tate

d th

at w

he

n a

free

sta

te is

adm

itted to

the U

nio

n, a

sla

ve

sta

te m

ust b

e a

dm

itted to

ke

ep

the

bala

nce

?M

issouri C

om

pro

mis

e4

. Whic

h c

om

pro

mis

e a

dm

itted C

alifo

rnia

as a

free

sta

te a

nd

institu

ted th

e F

ug

itive S

lave A

ct?

Com

pro

mis

e o

f 185

05

. What w

as th

e G

eorg

ia P

latfo

rm?

Ge

org

ia w

as w

illing

to re

main

in th

e U

nio

n if th

e N

orth

com

plie

s w

ith th

e F

ug

itive S

lave

Act a

nd s

toppe

d try

ing to

ban

sla

ve

ry in

ne

w te

rritorie

s6. W

hic

h la

w a

llow

ed p

opula

r sove

reig

nty

in s

eve

ral U

.S.

territo

ries?

Kansas-N

eb

raska A

ct

7. W

hat w

as th

e S

upre

me

Court’s

decis

ion in

the

Dre

d S

cott

Case

?D

enie

d S

cott h

is fre

edom

& s

aid

that s

laves a

nd fre

ed b

lacks

we

re n

ot c

itize

ns a

nd d

id n

ot h

ave

the

right to

sue

8. W

ho w

as e

lecte

d p

resid

ent in

1860? W

hy w

ere

South

ern

ers

unhappy w

ith th

e e

lectio

n?

Ab

raham

Lin

coln

–th

ey fe

lt he

would

ban s

lave

ry9. A

fter th

e e

lectio

n o

f 1860, w

hic

h w

as th

e firs

t sta

te to

se

ce

de

from

the

Unio

n?

South

Caro

lina

10. E

ven th

oug

h A

lexander S

tephe

ns s

poke

ag

ain

st s

ece

ssio

n,

what w

as h

is ro

le in

the

Confe

dera

te g

overn

ment?

Vic

e P

resid

ent

©2

014

Bra

in W

rinkle

s

Teacher Info – Comparing Compromises Venn Diagram

• Have the students compare and contrast the Missouri Compromise and the Compromise of 1850 on the Venn diagram.



Compare and ContrastMissouri

CompromiseCompromise of

1850

Teacher Directions – History Board• Print out the Events that Led to the Civil War History Board for each student.

• They will create a 6-panel storyboard that outlines important events leading to the Civil War.

• The students will draw an illustration and write a caption for each square.

• *Interactive Option: Print off two copies of the History Boards for each student and have the students cut out the board from ONE copy. They will cut out each box and staple the boxes to the full-page History Board (right on top). This will create a flap over each box. On the top box, the students will draw an illustration of the event. On the bottom box, the students will write a caption describing the event.



Events that Led to the Civil War: History BoardMissouri Compromise Compromise of 1850 & the Georgia Platform Kansas-Nebraska Act

Dred Scott Case Election of 1860 Debate Over Secession in Georgia

Teacher Info – “Events Leading to the Civil War Movie” Flixster-Inspired Review

• Flixster is an awesome movie-related app. Some of your movie-loving students will be familiar with Flixster.

• In this activity, students will create a movie about the events leading to the Civil War. The movie could be about the whole time period in general, or about one specific part (Missouri Compromise, Compromise of 1850, GA Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, Debate Over Secession in GA, Alexander Stephens, etc.).

• Project the directions screen onto the board and pass out the Flixster handout to each student.



Synopsis:

Cast:

In Theaters:

Rating:

Running Time:

Director:

_________

_________

_________

__ % __ %

Draw the poster for the movie here.

Write a paragraph to summarize your “movie” (Should

include information about the events leading to the Civil

War).

Title of movie

Date it comes outLength of movie

Picture

Name of Key Figure

Name of Key Figure

Name of Key Figure

Picture

Picture

What % thought it was bad

What % thought it was good

What’s it rated? G, PG

Your name

Poster


Synopsis:

Cast:

In Theaters:

Rating:

Running Time:

Director:

_________

_________

_________

__ % __ %

Poster

Teacher Directions – Happy Birthday to You!

• The students will create a birthday gift for Alexander Stephens. (The gift should represent something that is significant to his life, so they should review facts from their notes before starting.)

• In the textbox, they will write about the significance of the gift. (Why is it perfect for Stephens? Why does he need it? What will he use it for? How could it help him?)


Directions: Alexander Stephens’ birthday is February 11th. If he was still alive, what gift would you give him? (It can be more than one thing.) Draw the gift inside of the present. Next, write about the significance of your gift for Stephens’ life. (Why does he need the gift? What will he use if for? How will it help him?)


Teacher – “Give Me Five” Ticket Out the Door

• Have students write down 5 things that they learned from today’s lesson on the fingers.

• (They can write down facts, dates, people, draw symbols, etc.)

• In the center of the palm, they will write down the most important thing that they learned.


Write down 5 things that you learned from today’s lesson on the fingers. In the palm, write down the most important thing you learned.

Write down 5 things that you learned from today’s lesson on the fingers. In the palm, write down the most important thing you learned.

© 2014 Brain Wrinkles © 2014 Brain Wrinkles


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Documents

Events Leading to the - Mrs. Boyett's Classroommrsboyett.weebly.com/uploads/2/0/0/0/20004625/... · • In 1820, Congress approved the Missouri Compromise in an effort to appease