UNITED STATES CIVIL WARThe Origins of the Civil War

The Abolitionist Debate

WHAT ARE THE PROS AND CONS OF HAVING A STRONG CENTRAL

GOVERNMENT?

PROS

+

CONS

-

WHERE US POLITICS CAME FROM

• If someone says it better, let them say it… CRASH COURSE #9• While watching, complete the fill-in notes!

PRIMARY SOURCE ANALYSIS

• Read…• “The Clash over States’ Rights (1780s-1820s)” [pgs.192-193]

• Answer…• Who supports strong states’ rights? Why?• Who supports strong central government? Why?

• Discuss…• With a peer• With the class

The Problem of Tariffs (taxes on imports)

• North = Industrial • Northerners support tariffs keeps out European

manufactured goods

• South = Agricultural• Southerners opposed tariffs more expensive American

made goods

“Tariff of Abominations” (which greatly increased tariffs) passed by Congress in 1828

THE NULLIFICATION CRISIS

• South Carolina Exposition and Protest• Tariff is “unconstitutional, unequal, and oppressive”• Constitutional safeguard = nullification power of state government

PRIMARY SOURCE ANALYSIS 1. “South Carolina Threatens Secession (1832)” (pgs. 273-274)

Were the South Carolinians acting in earnest? Were they willing to not only “talk the talk but walk the walk”?

2. “Andrew Jackson Denounces Nullification (1832)” (pg. 275)

Was Andrew Jackson prepared to negotiate with the South Carolinians?

3. “Bracketed” text (pg. 277)

How did the nullification crisis end?

SECTIONAL FRAMEWORK FOR THE ANTEBELLUM

SOUTH1. Read the sectional “overviews”2. Read the vignettes of three typical individuals3. Predict how each of the three men (James Watson,

Richard Fitzhugh, and George Hicks) would react to each of the sectional issues of the antebellum period

WARM-UP: AMERICAN EXPERIENCE THE ABOLITIONISTS, PART ONE, CHAPTER 1

• Think about the following questions while watching…• What conceptions of abolitionism do you already have?

What was it? Why was it? • How are the “Abolitionists” depicted in the video clip?

Is it accurate? Why or why not?

THE “ABOLITIONISTS”

• Difficult to categorize…• Some were conservative, some were radical• Some were religious, some were by

“scientific” concern• However…• Most were from urban areas• Most were well-educated and fairly wealthy• Women and free blacks played an important

role

ABOLITIONIST PROBLEMS IN THE NORTH

Northern Racism• “The prejudice of race

appears stronger in the states that have abolished slavery than in those where it still exists” – Alexis De Tocqueville

• Fear of a exodus of liberated slaves

Limited Political Success• Failed to win the

support of either the Whig or Democrat Parties

• Set up their own party—the Liberty Party—but votes were few and far between

Disagreements on Strategy • Some favored direct

action

• Some favored “moral” force

• Some favored the North breaking with the South

THE SOUTHERN RESPONSE TO ABOLITIONISM

“There is no rivalry, no competition to get employment among slaves, as among free laborers. Nor is there a war between master and slave. The master’s interest prevents his reducing the slaves’ allowance or wages in infancy or sickness, for he might lose the slave by so doing. His feeling for his slave never permits him to stint him in old age. The slaves are all well fed, well clad, have plenty of fuel, and are happy. They have no dread of the future--no fear of want. A state of dependence is the only condition in which reciprocal affection can exist among human beings--the only situation in which the war of competition ceases, and peace, amity and good will arise.”

From George Fitzhugh’s Sociology for the South (1854)

THE SOUTHERN RESPONSE TO ABOLITIONISM

• Southerners took action against abolitionists• Anti-slavery literature was excluded from most

Southern states• Dangerous for anyone to express anti-slavery opinions• Abolitionists “driven out”

TAKING SIDES:WERE THE ABOLITIONISTS

“UNRESTRAINED FANATICS”?

YES: Avery Craven

• Asserts that the fanaticism of the abolitionist crusade created an atmosphere of crisis that resulted in the outbreak of the Civil War

NO: Irving H. Bartlett

• Differentiates between agitation and fanaticism and states that abolitionists like Wendell Philips were deeply committed to improving the quality of life for all Americans, including African Americans held as slaves

TAKING SIDES:WERE THE ABOLITIONISTS

“UNRESTRAINED FANATICS”? 1. While reading compile a list of points that the author uses to

support their perspective…• Make sure you have a direct quote AND an explanation as to

what it means

2. When you have read through the entirety of the text, decide on which three points are your strongest

3. Write a introductory paragraph in your Quickwrite notebook that includes a thesis and outline of your points

4. Share your paragraph with a peer with the opposing viewpoint and discuss the differing arguments

WARM-UP—WAR & EXPANSION

• If someone says it better, let them say it… CRASH COURSE #17• While watching, complete the fill-in notes!

MAPPING: GROWTH OF THE UNITED STATES TO 1853

1. Use a textbook and/or own technology to identify and locate each region described in the statements

2. Label each region with its name, the year it became part of the United States, and the letter of the description (DO NOT SHADE THE AREAS!)

3. Answer the following critical thinking questions…a. How does your map illustrate the idea of “manifest

destiny”? b. What do you think Mexico and Britain thought about

manifest destiny? Explain.

DOCUMENT ANALYSIS—THE MEXICAN WAR—WAS IT IN THE NATIONAL INTEREST?

Arguments for American expansion Arguments against American Expansion

• fksdjfhsddfhksdfkfhsdk (doc. A) • • • •

• fdjdfjfdjdfj (doc. D)• • • •

Manifest Destiny furnished the drive and umbrella of respectability for westward expansion. However, each of the sections and, in many instances, individuals and groups had their own motives for promoting American expansion to the Pacific. Some of these motives were idealistic, while others were based on economic greed or prejudices.

Objective = to examine the values of decision-makers of that era and contrast them with your own values and biases

MAPPING: COMPROMISES OF THE 1800S

1. Insert the Missouri Compromise (1820) line2. Use different colors or patterns to shade each of the

following:a. Free states and territories in 1850b. Slave states and territories in 1850c. Territories open to slavery by popular sovereignty under

the Compromise of 18503. Answer the following critical thinking questions…

a. How did the settlement of the West increase tension between the North and the South?

b. Why did the Missouri Compromise line not provide a solution to the problem of California’s statehood?

QUICKWRITE: THE MEXICAN WAR

•Write an introductory paragraph in your Quickwrite journal that includes both a thesis and an outline of points of argument for the following question:• To what extent did the Mexican War promote the national interest?