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Chapter Introduction Section 1 Slavery and the West Section 2 A Nation Dividing Section 3 Challenges to Slavery Section 4 Secession and War Chapter Summary Chapter Assessment. Contents. Click on a hyperlink to view the corresponding slides. Introduction 1.

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  1. Chapter Introduction Section 1Slavery and the West Section 2A Nation Dividing Section 3Challenges to Slavery Section 4Secession and War Chapter Summary Chapter Assessment Contents Click on a hyperlink to view the corresponding slides.

  2. Introduction 1 Click the Speaker buttonto replay the audio.

  3. Chapter Objectives Section 1: Slavery and the West • Describe how the debate over slavery was related to the admission of new states. Introduction 2 • Understand what the Compromise of 1850 accomplished. Click the mouse button or press the Space Bar to display the information.

  4. Chapter Objectives Section 2: A Nation Dividing • Explain how the Fugitive Slave Act and the Kansas-Nebraska Act further divided the North and South. Introduction 3 • Describe how popular sovereignty led to violence. Click the mouse button or press the Space Bar to display the information.

  5. Chapter Objectives Section 3: Challenges to Slavery • Understand why the Republican Party was formed. Introduction 4 • Describe how the Dred Scott decision, the Lincoln-Douglas debates, and John Brown’s raid affected Americans. Click the mouse button or press the Space Bar to display the information.

  6. Chapter Objectives Section 4: Secession and War • Explain how the 1860 election led to the breakup of the Union. Introduction 5 • Understand why secession led to the Civil War. Click the mouse button or press the Space Bar to display the information.

  7. Why It Matters Slavery was a major cause of the worsening division between the North and South in the period before the Civil War. The struggle between the North and South turned more hostile, and talk grew of separation and civil war. Introduction 6

  8. The Impact Today “If slavery is not wrong, nothing is wrong,” Abraham Lincoln wrote in a letter to A.G. Hodges in 1864. By studying this era of our history, we can better understand the state of racial relations today and develop ways for improving them. Introduction 7

  9. Introduction 8

  10. Introduction 9

  11. Guide to Reading Main Idea As new states entered the Union, the question of whether to admit them as free states or slave states arose. Section 1-1 Key Terms • sectionalism • secede • abstain • fugitive Click the mouse button or press the Space Bar to display the information.

  12. Guide to Reading (cont.) Reading Strategy Organizing Information As you read the section, re-create the table on page 436 of your textbook and describe how these compromises answered the question of admitting new states. Section 1-2 Read to Learn • how the debate over slavery was related to the admission of new states. • what the Compromise of 1850 accomplished. Click the mouse button or press the Space Bar to display the information.

  13. Poster warningAfrican Americans Section 1-4 Click the Speaker buttonto replay the audio.

  14. The Missouri Compromise • When Missouri applied for statehood in 1819, it was a territory whose citizens owned about 10,000 enslaved African Americans. Section 1-5 • At the time the Senate was balanced, with 11 free states and 11 slave states. • Missouri’s admission to the Union asa slave state would have upset that balance of power. (pages 436–437) Click the mouse button or press the Space Bar to display the information.

  15. The Missouri Compromise (cont.) • The North and the South, with very different economic systems, were also competing for new lands in the West. Section 1-6 • People in the North wanted to stop the spread of slavery into new states and territories. • People in the South resented the North’s attempts to interfere with slavery, which they considered their own affair. (pages 436–437) Click the mouse button or press the Space Bar to display the information.

  16. The Missouri Compromise (cont.) • Representative Henry Clay, Speaker of the House, proposed a solution to the Missouri problem. Section 1-7 • Maine, which had been a part of Massachusetts, had also applied for admission to the Union as a new state. • Clay suggested admitting Missouri as a slave state and admitting Maine as a free state at the same time. (pages 436–437) Click the mouse button or press the Space Bar to display the information.

  17. The Missouri Compromise (cont.) • Clay also made a second proposal to settle several arguments about slaveryin the territories. Section 1-8 • He proposed prohibiting slavery in all territories and states carved from the Louisiana Purchase north of the latitude line of 36°30’N. • The one exception would be Missouri. (pages 436–437) Click the mouse button or press the Space Bar to display the information.

  18. The Missouri Compromise (cont.) • Clay’s two proposals, which became known as the Missouri Compromise, were passed by Congress in 1820. Section 1-9 • The Missouri Compromise preserved the balance between free and slave states in the Senate, and ended the debate in Congress over slavery in new states and territories–at least for a while. (pages 436–437) Click the mouse button or press the Space Bar to display the information.

  19. The Missouri Compromise (cont.) Section 1-10 Why do you think the balance of power in the Senate between free states and slave states was so important? Possible answer: The North and South had different political and economic interests. Each section felt that its interests would be ignored if senators from the other section were in controlof the Senate. (pages 436–437) Click the mouse button or press the Space Bar to display the answer.

  20. New Western Lands • The issue of slavery in new Western lands stayed in the background between 1820 (the year of the Missouri Compromise) and the 1840s. Section 1-11 • The proposal to add a new set of states and territories (Texas, New Mexico, and California) brought the issue to a head again. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  21. New Western Lands (cont.) • After winning independence from Mexico, Texas asked for admission to the Union. Section 1-12 • Because slavery existed in Texas, it would have entered the Union as a slave state. • This again brought out the question of whether free or slave states would control the Senate. • As a result Texas’s statehood became an issue in the 1844 election. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  22. New Western Lands (cont.) • Democratic candidate James K. Polk won the election and pressed to add Texas. Section 1-13 • Texas became a state in 1845. • At the same time, support in the South for taking over New Mexico and California, which were both part of Mexico, also grew. • Disputes between the United States and Mexico over boundaries in Texas and the desire of the United States for New Mexico and California led to war with Mexico. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  23. New Western Lands (cont.) • A bitter debate over slavery in new Western lands began over proposalsby Representative David Wilmot of Pennsylvania and Senator John C. Calhoun of South Carolina. Section 1-14 • Wilmot’s proposal, called the Wilmot Proviso, said that slavery should be prohibited in any lands that might be acquired from Mexico at the end of the war. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  24. New Western Lands (cont.) • Calhoun’s counterproposal stated that neither Congress nor any other governmental authority had the power to prohibit or regulate slavery in any way in a territory. Section 1-15 • Neither proposal passed Congress, but these proposals intensified argumentsfor and against slavery. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  25. New Western Lands (cont.) • The debate over slavery and the refusalof either the Democratic or Whig candidate for president in 1848 to take a stand on slavery in the territories led to the formation of the Free Soil Party, which supported the Wilmot Proviso. Section 1-16 • Whig candidate Zachary Taylor won the election by successfully appealing to both slave and free states. • However, the Free Soil Party won several seats in Congress. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  26. New Western Lands (cont.) • Once in office, President Taylor encouraged the territories of New Mexico and California, which had been obtained from Mexico at the end of the war with Mexico, to apply for statehood. Section 1-17 • After California did so in 1850, the problem of the balance of power in the Senate came up again. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  27. New Western Lands (cont.) • California would enter the Union as a free state, which would upset the balance of 15 free states and 15 slave states in the Senate. Section 1-18 • It was likely that some of the other territories that might soon become states would enter as free states as well. • Southerners worried they would lose power and talked of leaving the Union. (pages 437–438) Click the mouse button or press the Space Bar to display the information.

  28. New Western Lands (cont.) Section 1-19 Why would the proposals by David Wilmot and John C. Calhoun regarding slavery in the Western lands have been received differently in the North and South? Wilmot’s proposal would have prohibited slavery in many new Western territories, which would not have been acceptable to the South; Calhoun’s proposal would have allowed slavery in all new Western lands, which the North would have opposed. (pages 437–438) Click the mouse button or press the Space Bar to display the answer.

  29. A New Compromise • In January 1850 Senator Henry Clay presented a new multi-part plan to settle a number of issues dividing Congress, including the possible spread of slavery into Western lands. Section 1-20 (pages 438–439)

  30. A New Compromise (cont.) • According to Clay’s plan, the following things would happen: • California would be admitted as a free state. • The New Mexico Territory would have no slavery restrictions. • A New Mexico-Texas border dispute would be decided in favor of New Mexico. • The slave trade–though not slavery–would be abolished in Washington, D.C. • There would be a stronger fugitive slave law. Section 1-21 • A bitter debate in Congress over the provisions of Clay’s proposal raged for seven months. (pages 438–439) Click the mouse button or press the Space Bar to display the information.

  31. A New Compromise (cont.) • Clay’s plan could not pass as a package, and President Taylor opposed it. • Then in July 1850, Taylor suddenly died. • The new president, Millard Fillmore, proposed a compromise. • Senator Stephen Douglas split Clay’s proposal into five different bills to allow members of Congress to vote on them separately. • That way, members could vote for measures they agreed with and vote against parts they did not support without rejecting the whole plan. Section 1-23 (pages 438–439) Click the mouse button or press the Space Bar to display the information.

  32. A New Compromise (cont.) • Congress passed the series of five separate bills in August and September 1850. Section 1-24 • Together they became known as the Compromise of 1850. • Many Americans, including President Fillmore, thought this compromise would settle the question of slavery once and for all, but this was not the case. (pages 438–439) Click the mouse button or press the Space Bar to display the information.

  33. A New Compromise (cont.) Section 1-25 How did the Compromise of 1850 satisfy both free states and slave states? California would be admitted to the Union as a free state, and the slave trade would be abolished in Washington, D.C., which satisfied the North. The New Mexico Territory would be open to slavery, and there would be a stronger fugitive slave law, which pleased the South. (pages 438–439) Click the mouse button or press the Space Bar to display the answer.

  34. Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. loyalty to a region __ 2. to leave or withdraw __ 3. runaway or trying to run away __ 4. to not take part in some activity, such as voting A. sectionalism B. fugitive C. secede D. abstain A Section 1-26 C B D Click the mouse button or press the Space Bar to display the answers.

  35. Checking for Understanding Reviewing Facts List the provisions of the Missouri Compromise. Section 1-27 The provisions were that Missouri was admitted as a slave state and Maine as a free state. Slavery was prohibited in the Louisiana Purchase territory in areas north of 36°30’N latitude, except Missouri. Click the mouse button or press the Space Bar to display the answer.

  36. Reviewing Themes Government and Democracy Why was the Free Soil Party created? Section 1-28 It was created to take a stand opposing the extension of slavery. Click the mouse button or press the Space Bar to display the answer.

  37. Critical Thinking Analyzing Information What was the Wilmot Proviso? Why was it controversial? Section 1-29 The Wilmot Proviso was a proposal to prohibit slavery in any lands acquired from Mexico. It was controversial because Southerners wanted to introduce slavery in those lands. Click the mouse button or press the Space Bar to display the answer.

  38. Analyzing Visuals Examining Artifacts Look at the campaign banner on page 437 of your textbook. Compare it to a modern political button or advertisement you have seen. In what ways are they similar? In what ways are they different? Section 1-30 The similarities include the use of candidates’ names or photos. The differences are the use of logos or advertising techniques. Click the mouse button or press the Space Bar to display the answer.

  39. End of Section 1

  40. Guide to Reading Main Idea Growing tensions led to differences that could not be solved by compromise. Section 2-1 Key Terms • popular sovereignty • border ruffians • civil war Click the mouse button or press the Space Bar to display the information.

  41. Guide to Reading (cont.) Reading Strategy As you read the section, re-create the table on page 441 of your textbook and describe how Southerners and Northerners reacted to the Kansas-Nebraska Act. Section 2-2 Read to Learn • how the Fugitive Slave Act and the Kansas-Nebraska Act further divided the North and South. • how popular sovereignty led to violence. Click the mouse button or press the Space Bar to display the information.

  42. Anthony Burns Section 2-4 Click the Speaker buttonto replay the audio.

  43. The Fugitive Slave Act • In 1850 Congress passed the Fugitive Slave Act. It required all citizens to help capture and return enslaved African Americans who had run away. Section 2-5 • People who helped runaways could be fined or imprisoned. (pages 441–442) Click the mouse button or press the Space Bar to display the information.

  44. The Fugitive Slave Act (cont.) • After passage of the Fugitive Slave Act, Southerners stepped up efforts to catch runaways. Section 2-6 • They even made new attempts to capture enslaved laborers who had run away and who had lived as free people in the North for years. • In some cases, free African Americans who had never been enslaved were captured and forced into slavery. (pages 441–442) Click the mouse button or press the Space Bar to display the information.

  45. The Fugitive Slave Act (cont.) • Many Northerners who opposed slavery refused to cooperate with the Fugitive Slave Act and continued to aid runaway enslaved African Americans. Section 2-7 • They created the Underground Railroadto help runaways. • The Underground Railroad was a network of free African Americans and white abolitionists who helped escaped enslaved African Americans make their way to freedom. • Although the Fugitive Slave Act was the law of the land, Northern juries often refused to convict people accused of breaking it. (pages 441–442) Click the mouse button or press the Space Bar to display the information.

  46. The Fugitive Slave Act (cont.) Section 2-9 Why do you think many people refusedto obey the Fugitive Slave Act? They did not support slavery, and they felt that the law was morally wrong. (pages 441–442) Click the mouse button or press the Space Bar to display the answer.

  47. The Kansas-Nebraska Act • Hoping to encourage settlement of the West and open the way for a transcontinental railroad, Senator Stephen Douglas proposed organizing the region west of Missouri and Iowa as the territories of Kansas and Nebraska. Section 2-10 • Douglas thought his plan would allow the nation to expand while satisfying both the North and the South. • But the plan reopened the conflict between North and South concerning the territories. (pages 442–443) Click the mouse button or press the Space Bar to display the information.

  48. The Kansas-Nebraska Act (cont.) • Because both Kansas and Nebraska lay north of 36°30’N–the area that was established as free of slavery in the Compromise of 1820–it was expected that Kansas and Nebraska would become free states. Section 2-11 (pages 442–443)

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