8th grade history: us history€¦ · history unit: unity and sectionalism in the united states...
TRANSCRIPT
8th Grade History: US History
March 30th – April 3rd
Time Allotment: 30 minutes per day
Student Name: ________________________________
Teacher Name: ________________________________
8th Grade History: US History
March 30th – April 3rd
1
Packet Overview
Date Objective(s) Page
Number
Monday,
March 30th
1. Define Sectionalism and explain why Washington agrees or
disagrees with sectionalism.
2
Tuesday,
March 31st
1. Explain the causes, effects and primary motivations behind
the Missouri Compromise of 1820
6
Wednesday,
April 1st
1. Explain the Missouri Compromise through the eyes of
John Quincy Adams.
10
Thursday,
April 2nd
1. Explain the Missouri Compromise through the eyes of
John Quincy Adams, Calhoun, and Slaveholders generally.
15
Friday, April
3rd
1. Quiz: Sectionalism, Missouri Compromise and Monroe
Doctrine
24
Additional Notes: Welcome to Week 2 of Remote Learning! These are surely strange times we are in,
but know that we, your teachers, miss you dearly! It is strange to be a teacher without a classroom, but
especially with engaging face-to-face with students. I miss those daily interactions with you. This year
we have talked about the founding fathers, the Declaration of Independence, the Constitution, and the
Revolutionary War. In this next packet, the beginnings of the Civil War emerge in the Missouri
Compromise of 1820. Use your little Constitutions to refer to the Constitution and the Declaration of
Independence whenever you can! Thomas is doing well! He is 10-months already, and he is crawling,
getting ready to take some first steps!
Academic Honesty
I certify that I completed this assignment
independently in accordance with the GHNO
Academy Honor Code.
Student signature:
___________________________
I certify that my student completed this
assignment independently in accordance with
the GHNO Academy Honor Code.
Parent signature:
____________________________
8th Grade History: US History
March 30th – April 3rd
2
Monday, March 30th History Unit: Unity and Sectionalism in the United States after War of 1812
Lesson 1: Overall: Chapter 12 Lesson 3 Reading
Unit Overview: Unity and Sectionalism in the United States after War of 1812
Objective: Be able to do this by the end of this lesson.
1. Identify how Sectionalism leads to the Missouri Compromise
2. Identify how American Unity leads to the Monroe Doctrine
Introduction to Lesson 1
Last week, we looked at how the United States became more interconnected through the growth of roads,
canals, and steamboats. These three essential pieces made transportations of goods and people much
easier, leading to the growth of more cities in the United States. Particular regions begin to call for their
interests to in the national government, and essentially three major regions emerge in the United States,
North, South, and Western States. As these regions with particular interests dominate American Politics
through political parties, we start to see a growing divide. Yet, within this time period after the War of
1812, a sense of national unity emerges. For example, James Monroe, a Republican Candidate, became
our 5th President almost unanimously. Only one elector did not vote for Monroe. These two polarizing
sentiments seem to co-exist at this time, and it is a question of which one will the American people follow.
Will people think of themselves first as Virginians, then American, or first American, then Virginian?
This is the question we will dive into this week, and, honestly, for the rest of the year!
Here are several examples of how different regions desired different political laws due to their region.
1. Slavery
a. Northerners and Westerners argued that Slavery empowers the South at the expense of
Slaves, and that there were clear moral, religious and principled reasons as to why slave
labor is wrong.
b. Southerners felt that their states had greatly invested in slavery and in slave labor for their
agricultural economies and that removing slavery would cost them their livelihood and
their land. Southerners, also, argued that slavery should extend into new territories.
2. Protective Tariffs:
1. Tariffs are taxes on imported goods, or goods going into a country.
ii. Northerners, with their factories, preferred tariffs because it incentivizes buyers to
buy cheaper products from the New England factory than the England producer.
iii. Southerners did not prefer the tariff. Their agrarian economy led to the Southern
states to import more things from Europe. Tariffs make their costs for imported
goods go up.
3. National Bank:
a. Northerners favored a national bank to provide the whole economy with a stable currency
and investment funds.
b. Southerners and Westerners preferred state banks, which would give loan them money for
farms quicker in the south, and for the building of roads and canals quicker in the West.
Plan of Attack:
A. Re-write the first 7 Presidents in their proper Chronological Order
B. Read Ch. 12, Lesson 3 found on p 28-35 in your packet
C. Ch. 12 Lesson 3 Chart Part
D. Ch. 12 Lesson 3 Discussion Questions
8th Grade History: US History
March 30th – April 3rd
3
A. The First Seven Presidents (1789 – 1833)
On the lines provided, copy down our first seven Presidents in chronological order. *If you can, write an
event during their presidency that can you can use to help remember their presidency. We will be covering
James Monroe, John Quincy Adams and Andrew Jackson this week and next week*
President Vice President
Event connected with the President
(Optional)
1. John Adams
2. Thomas Jefferson
3. Aaron Burr
George Clinton
4. George Clinton1
Elbridge Gerry2
5. Daniel D. Tompkins
6. John C. Calhoun
7. John C. Calhoun3
President Vice President Years served as President
1. George Washington John Adams Apr. 30, 1789–Mar. 3, 1797
2. John Adams Thomas Jefferson Mar. 4, 1797–Mar. 3, 1801
3. Thomas Jefferson Aaron Burr Mar. 4, 1801–Mar. 3, 1805
Thomas Jefferson George Clinton Mar. 4, 1805–Mar. 3, 1809
4. James Madison George Clinton1 Mar. 4, 1809–Mar. 3, 1813
James Madison Elbridge Gerry2 Mar. 4, 1813–Mar. 3, 1817
5. James Monroe Daniel D. Tompkins Mar. 4, 1817–Mar. 3, 1825
6. John Quincy Adams John C. Calhoun Mar. 4, 1825–Mar. 3, 1829
7. Andrew Jackson John C. Calhoun3 Mar. 4, 1829–Mar. 3, 1833
8th Grade History: US History
March 30th – April 3rd
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B. Read Ch. 12, Lesson 3 in your packet page…
a. IMB, GQs, RPCs, and FCs in your notebook.
C. Ch 12.3 Chart Part 1. Who won the election of 1816? What party does he
belong to?
2. After the war of 1812, what did a Boston Newspaper
called this time of a united country free of political
strife?
3. What was the name of the program of Clay’s call for
higher tariffs, a new bank of the United States, and
internal infrastructural improvements?
4. What is the vocabulary word for “rivalry based on the
special interests of different areas”?
5. What three factors will contribute to sectional
differences in the United States?
6. Who represented Western interests? What particular
state does he represent?
7. Who represented Southern interests? What particular
state does he represent?
8. Who represented New England interests? What
particular state does he represent?
9. What state sought admission into the Union in 1819?
What did they believe about slavery?
10. How many representatives did the North have in
Congress? How many did the South have?
11. How many senators per state are in the Senate?
12. How was representation in the Senate balanced
between slave and free states?
13. True or false: If Missouri enters into the Union as either
a free or slave state, this would disrupt the desired
balance between free and slave state interests in the
Senate.
14. Who proposed the Missouri Compromise? He is known
as the “Great Compromiser”!
15. As a result of the Missouri Compromise, which state
would enter the Union as a free state? Which states
would enter the Union as a slave state?
16. Who negotiated with Great Britain with the Oregon
Treaty, which set the northern boundary line of the
United States as the 49th parallel?
17. Who negotiated the Adams-Onis treaty, in which Spain
ceded, or gave up control of, all claims and ownership
to east and western Florida?
18. On December 2nd, 1823: what does President Monroe
proclaim as part of his 7th annual message to Congress
about Europe?
19. What is this proclamation known as?
Correct Chart with Answer Key on page 19 with A RED PEN
8th Grade History: US History
March 30th – April 3rd
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D. Discussion Questions:
1. In his Farwell Address, Washington wrote the following:
“… Citizens, by birth or choice, of a common country, that country has a right to concentrate your
affections. The name of American, which belongs to you in your national capacity, must always exalt the
just pride of patriotism more than any appellation [or name or identity] derived from local
discriminations… You have in a common cause fought and triumphed together; the independence and
liberty you possess are the work of joint counsels, and joint efforts of common dangers, sufferings, and
successes…I have already intimated [or suggested] to you the danger of parties in the State, with
particular reference to the founding of them on geographical discriminations.”
A. For Washington, what is more important: Loyalty to your Country or Loyalty to your State? How
do you know?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
B. Write the definition of Sectionalism on the lines provided. Would Washington support
sectionalism? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8th Grade History: US History
March 30th – April 3rd
6
Tuesday, March 31st History Unit: Unity and Sectionalism in the United States after War of 1812
Lesson 1: Missouri Compromise: Cause and Effects
Unit Overview: Unity and Sectionalism in the United States after War of 1812
Objective: Be able to do this by the end of this lesson.
1. Explain the Causes and Effects of the Missouri Compromise of 1820.
Introduction to Lesson 2
In Lesson 2, we will dive into the Missouri Compromise of 1820. An interesting moment in our history as
the call for “fairness” in the Senate led to a compromise that allowed for an equal amount of slave and free
states. Equality of representation seems to be fairness. Yet, allowing for slavery to exist in Missouri led to
the spreading of slavery westward. This begs the question: Should a nation, in whose Declaration of
Independence states “All Men are created equal, endowed by the Creator with certain inalienable
rights…” allow the institution of Slavery to continue to spread because the people vote for it? In addition,
this compromise seems to delay reckoning with Slavery in a serious manner. A literal line of division is
etched as a result of the Missouri Compromise. Although one cannot make the argument that the Missouri
Compromise caused the Civil War, one can certainly argue that the Missouri Compromise did not help the
situation.
Plan of Attack:
A. The First 7 President’s and Corrections
B. Read PS: Missouri Compromise / Article IV of U.S. Constitution and Answer Response Questions
C. Correction for Map on Page 20 of Packet
D. Properly Label Map
A. The First 7 Presidents and Corrections on p. 3.
President Vice President
1. John Adams
2. Thomas Jefferson
3. Aaron Burr
George Clinton
4. George Clinton1
Elbridge Gerry2
5. Daniel D. Tompkins
6. John C. Calhoun
7. John C. Calhoun3
8th Grade History: US History
March 30th – April 3rd
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B. Read PS: Missouri Compromise / Article IV of Constitution and Answer Response Questions
PS: Missouri Compromise of 1820
Transcript of Missouri Compromise (1820)
An Act to authorize the people of the Missouri territory to form a constitution and state government, and
for the admission of such state into the Union on an equal footing with the original states, and to prohibit
slavery in certain territories.
Sec. 1 Be it enacted by the Senate and House of Representatives of the United States of America, in
Congress assembled, That the inhabitants of that portion of the Missouri territory included within the
boundaries herein after designated, be, and they are hereby, authorized to form for themselves a
constitution and state government, and to assume such name as they shall deem proper; and the said state,
when formed, shall be admitted into the Union, upon an equal footing with the original states, in all
respects whatsoever.
…
SEC. 7. And be it further enacted, That in case a constitution and state government shall be formed for the
people of the said territory of Missouri, the said convention or representatives, as soon thereafter as may
be, shall cause a true and attested copy of such constitution or frame of state government, as shall be
formed or provided, to be transmitted to Congress.
SEC. 8. And be it further enacted. That in all that territory ceded by France to the United States, under the
name of Louisiana, which lies north of thirty-six degrees and thirty minutes north latitude, not included
within the limits of the state, contemplated by this act, slavery and involuntary servitude, otherwise than in
the punishment of crimes, whereof the parties shall have been duly convicted, shall be, and is hereby,
forever prohibited: Provided always, That any person escaping into the same, from whom labour or
service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully
reclaimed and conveyed to the person claiming his or her labour or service as aforesaid.
APPROVED, March 6, 1820.
Article IV, Section 3 of Constitution
Section. 3. New States may be admitted by the Congress into this Union; but no new State shall be formed
or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or
more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as
of the Congress.
The Congress shall have Power to dispose of and make all needful Rules and Regulations respecting the
Territory or other Property belonging to the United States; and nothing in this Constitution shall be so
construed as to Prejudice any Claims of the United States, or of any particular State.
8th Grade History: US History
March 30th – April 3rd
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Discussion Questions:
1. According to the Constitution, which branch is responsible for admitting new states into the Union?
_____________________________________________________________________________________
2. According to the Constitution, what power does Congress have over territories (lands not yet states)
and other property owned by the United States?
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3. In your own words, explain the result of the Missouri Compromise. You may even draw it out!
8th Grade History: US History
March 30th – April 3rd
9
Map Work: Missouri Compromise of 1820
1. Re-label this map using the new Key. Use Dots, leave blank, hatch-marks, and triangles to highlight
the different regions on this map.
2. Answer whether or not the state or territory is free, slave, open to slavery or closed to slavery.
Massachusetts: _____________________
New York: _________________________
Virginia: ___________________________
Missouri: __________________________
Maine:____________________________
Arkansas Territory: _______________________
Unorganized Territory: ____________________
Louisiana: ___________________________
New Jersey: ___________________________
South Carolina: ________________________
3. What is the latitude line or the parallel line that they use to divide the country further into free and
slave?
_______________________________________________________________________
ANSWER KEY ON PAGE 20. USE RED PEN FOR CORRECTIONS.
Key Territory closed to Slavery by Missouri
Compromise: Territory open to Slavery by Missouri Compromise:
Free States / Territories: Slave States/ Territories:
8th Grade History: US History
March 30th – April 3rd
10
Wednesday, April 1st History Unit: Unity and Sectionalism in the United States after War of 1812
Lesson 3: Arguments For and Against the Missouri Compromise
Unit Overview: Unity and Sectionalism in the United States after War of 1812
Objective: Be able to do this by the end of this lesson.
1. Explain the Missouri Compromise through the eyes of John Quincy Adams
Introduction to Lesson 3:
In reviewing the causes, effects and motivations behind the Missouri Compromise of 1820, we will be
looking at the Missouri Compromise through a diary entry from John Quincy Adams. John Quincy
Adams, son of John Adams, is the Secretary of State under President Monroe. As the Missouri
Compromise was being discussed, John Quincy Adams recorded his experience and conversations with
several Gentlemen. What you will be doing is reading through his diary entry closely, seeing if you can
find the major arguments that either support or do not support the Missouri Compromise. This primary
source will be split up into particular sections, and then tomorrow you will answer key discussion
questions about the text itself. I will first present to you the PS as a whole. What details do you see?
Plan of Action:
B. Review the President and his Cabinet
C. Read Article IV of the U.S. Constitution and answer the question
a. In PS: John Quincy Adams’ Diary Entries, he speaks of the person’s in bold.
D. Read through PS: John Quincy Adams’ Diary Entries with a special eye toward the details
a. “What details or clues do you see in this text?”
b. Who makes what argument and why?
i. John Quincy Adams
ii. “Slave-holders”
iii. John C. Calhoun
A. President and his Cabinet during the Missouri Compromise of 1820:
President James Monroe Vice President Daniel D. Tompkins
Secretary of State John Quincy Adams Secretary of the Treasury William H Crawford
Secretary of War John C. Calhoun Attorney General William Wirt
Secretary of the Navy Smith Thompson
In PS: John Quincy Adams’ Diary Entries, look out for when John Quincy Adams writes about these
particular figures .
8th Grade History: US History
March 30th – April 3rd
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B. Read through PS: John Quincy Adams’ Diary Entries with a special eye toward the details
a. “What details or clues do you see in this text?”
USH PS: John Quincy Adams’ Diary Entries (March 3rd and 4th, 1820)
The following are excerpts from John Quincy Adams’ Diary, in a book called “Memoirs of John Quincy
Adams. It was collected and published by Charles Francis Adams, John Quincy Adams’ son, and John
Adams’ grandson.
A. March 3rd “And so it is that a law for perpetuating slavery in Missouri, and perhaps in North
America, has been smuggled through both Houses of Congress. I have been convinced from the 'first
starting of this question that it could not end otherwise. The fault is in the Constitution of the United
States, which has sanctioned a dishonorable compromise with slavery. There is henceforth no remedy for
it but a new organization of the Union, to effect which a concert of all the white States is indispensable.
Whether that can ever be accomplished is doubtful. It is a contemplation not very creditable to human
nature that the cement of common interest produced by slavery is stronger and more solid than that of
unmingled freedom. In this instance the slave States have clung together in one unbroken phalanx, and
have been victorious by the means of accomplices and deserters from the ranks of freedom. …
B. When I came this day to my office, I found there a note requesting me to call at one o'clock at
the President's house. It was then one, and I immediately went over. He expected that the two bills, for the
admission of Maine, and to enable Missouri to make a Constitution, would have been brought to him for
his signature, and he had summoned all the members of the Administration to ask their opinions in
writing, to be deposited in the Department of State, upon two questions: [1], Whether Congress had a
Constitutional right to prohibit slavery in a Territory; and 2, Whether the eighth section of the Missouri
bill (which interdicts [or prohibits] slavery forever in the Territory north of thirty-six and a half latitude)
was applicable only to the Territorial State, or could extend to it after it should become a State.
C. As to the first question, it was unanimously agreed that Congress have the power to prohibit
slavery in the Territories; and yet neither Crawford, Calhoun, nor Wirt could find any express power to
that effect given in the Constitution; and Wirt declared himself very decidedly against the admission of
any implied powers. The progress of this discussion has so totally merged in passion all the reasoning
faculties of the slave-holders, that these gentlemen, in the simplicity of their hearts, had come to a
conclusion in direct opposition to their premises, without being aware or conscious of inconsistency. They
[the slave-holders] insisted upon it that the clause in the Constitution, which gives Congress power to
dispose of and make all needful rules and regulations respecting the territory and other property of the
United States, had reference to it only as land, and conferred no authority to make rules binding upon its
8th Grade History: US History
March 30th – April 3rd
12
inhabitants; and Wirt added the notable Virginian objection, that Congress could make only needful rules
and regulations, and that a prohibition of slavery was not needful. Their argument, as Randolph said of it
in the House, covered the whole ground, and their compromise, measured by their own principles, is a
sacrifice of what they hold to be the Constitution.
D. I had no doubt of the right of Congress to interdict [or prohibit] slavery in the Territories, and
urged that the power contained in the term "dispose of" included the authority to do everything that could
be done with it as mere property, and that the additional words, authorizing needful rules and regulations
respecting it, must have reference to persons connected [or inhabitants] with it, or could have no meaning
at all. As to the force of the term needful, I observed, it was relative, and must always be supposed to have
reference to some end. Needful to what end? Needful in the Constitution of the United States to any of the
ends for which that compact was formed. Those ends are declared in its preamble; to establish justice, for
example. What can be more needful for the establishment of justice than the interdiction [or prohibition]
of slavery where it does not exist?
E. As to the second question, my opinion was that the interdiction of slavery in the eighth section
of the bill forever would apply and be binding upon the State as well as the Territory, because, by its
interdiction in the Territory, the people, when they come to form a Constitution, would have no right to
sanction slavery.
F. Crawford said that in the new States which have been admitted into the Union upon the express
condition that their Constitutions should consist with the perpetual interdiction of slavery, slavery might
be sanctioned by an ordinary Act of their Legislatures.
G. I said that whatever a State Legislature might do in point of fact, they could not, by any rightful
exercise of power, establish slavery. The Declaration of Independence not only asserts the natural equality
of all men, and their inalienable right to liberty, but that the only just powers of government are derived
from the consent of the governed. A power for one part of the people to make slaves of the other can never
be derived from consent, and is, therefore, not a just power.”
H.… After this meeting , I walked home with Calhoun, who said that the principles which I had avowed
were just and noble; but that in the Southern country, whenever they were mentioned, they were always
understood as applying only to white men. Domestic labor was confined to the blacks, and such was the
prejudice, that if he, who was the most popular man in his district, were to keep a white servant in his
house, his character and reputation would be irretrievably ruined.
8th Grade History: US History
March 30th – April 3rd
13
I….I told Calhoun I could not see things in the same light. It is, in truth, all perverted sentiment
mistaking labor for slavery, and dominion for freedom. The discussion of this Missouri question has
betrayed the secret of their souls. In the abstract they admit that slavery is an evil, they disclaim all
participation in the introduction of it, and cast it all upon the shoulders of our old Grandam Britain. But
when probed to the quick upon it, they show at the bottom of their souls pride and vainglory in their
condition of masterdom. They fancy themselves more generous and noble-hearted than the plain freemen
who labor for subsistence. They look down upon the simplicity of a Yankee's manners, because he has no
habits of overbearing like theirs and cannot treat negroes like dogs. It is among the evils of slavery that it
taints the very sources of moral principle. It establishes false estimates of virtue and vice; for what can be
more false and heartless than this doctrine which makes the first and holiest rights of humanity to depend
upon the color of the skin? It perverts human reason… The impression produced upon my mind by the
progress of this discussion is, that the bargain between freedom and slavery contained in the Constitution
of the United States is morally and politically vicious, inconsistent with the principles upon which alone
our Revolution can be justified ; cruel and oppressive, by riveting the chains of slavery, by pledging the
faith of freedom to maintain and perpetuate the tyranny of the master; and grossly unequal and impolitic,
by admitting that slaves are at once enemies to be kept in subjection, property to be secured or restored to
their owners, and persons not to be represented themselves, but for whom their masters are privileged with
nearly a double share of representation. The consequence has been that this slave representation has
governed the Union. … I have favored this Missouri compromise, believing it to be all that could be
effected under the present Constitution, and from extreme unwillingness to put the Union at hazard. But
perhaps it would have been a wiser as well as a bolder course to have persisted in the restriction upon
Missouri, till it should have terminated in a convention of the States to revise and amend the Constitution.
This would have produced a new Union of thirteen or fourteen States unpolluted with slavery, with a great
and glorious object to effect, namely, that of rallying to their standard the other States by the universal
emancipation of their slaves. If the Union must be dissolved, slavery is precisely the question upon
which it ought to break. For the present, however, this contest is laid asleep.
8th Grade History: US History
March 30th – April 3rd
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Discussion Question: You may answer this question in phrases.
1. What key details do you see?
a. Sub Questions (Do not answer ALL of these questions now. Let them guide your thoughts?
ii. Why is the meeting held between the President and his cabinet?
iii. What two questions did the meeting seek to answer?
iv. What did John Quincy Adams believe about the constitutionality of the Missouri
Compromise?
v. What did slaveholders argue about the constitutionality of the Missouri Compromise?
vi. How does the institution of slavery taint the American mind?
vii. Why does John Quincy Adams cite the Declaration of Independence?
viii. What does he foreshadow in the last line of his diary entry?
8th Grade History: US History
March 30th – April 3rd
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Thursday, April 3rd History Unit: Unity and Sectionalism in the United States after War of 1812
Lesson 3: Arguments For and Against the Missouri Compromise
Unit Overview: Unity and Sectionalism in the United States after War of 1812
Objective: Be able to do this by the end of this lesson.
1. Explain the Missouri Compromise through the eyes of Slaveholders, Calhoun, and John Quincy
Adams.
Introduction to Lesson 4:
Having read through John Quincy Adams Diary Entries yesterday, now we will pinpoint a few particular
sections and do some textual analysis questions. Feel free to flip back in your packet to pages … to re-read
particular sections. I will be citing sections in the questions themselves.
Afterwards, we will read through the Monroe Doctrine and answer a few questions regarding this doctrine.
Plan of Action:
A. Textual Analysis Questions on PS: John Adams’ Diary Entries”
B. Corrections using key on page 21 – 23 and USE A RED PEN
A. Textual Analysis Questions on PS: John Adams’ Diary Entries
1. According to John Quincy Adams, the cabinet and President met to discuss two questions: “[1],
Whether Congress had a Constitutional right to prohibit slavery in a Territory; and 2, Whether the
eighth section of the Missouri bill (which interdicts [or prohibits] slavery forever in the Territory
north of thirty-six and a half latitude) was applicable only to the Territorial State, or could extend
to it after it should become a State.” (Section B) Re-state the first question into your own words.
Question 1: ___________________________________________________________________________
Question 2: If a territory that is north of the 36, 30 line becomes a state, can the state legislature vote to
become a slave state?
8th Grade History: US History
March 30th – April 3rd
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2. Adams and the other members of the cabinet agree that Congress, through Article IV, does have
the power to prohibit slavery in the territories. However, “ They [the slave-holders] insisted upon it
that the clause in the Constitution, which gives Congress power to dispose of and make all needful
rules and regulations respecting the territory and other property of the United States, had reference
to it only as land, and conferred no authority to make rules binding upon its inhabitants; and Wirt
added the notable Virginian objection, that Congress could make only needful rules and
regulations, and that a prohibition of slavery was not needful.” (Section C) What did the Slave-
holders argue as an answer to Question #1 of the meeting?
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Using Section D., why does John Quincy Adams argue that Congress does have the power to
prohibit slavery? Why does he use the Preamble as part of his argument?
“I had no doubt of the right of Congress to interdict [or prohibit] slavery in the Territories, and urged that
the power contained in the term "dispose of" included the authority to do everything that could be done with
it as mere property, and that the additional words, authorizing needful rules and regulations respecting it,
must have reference to persons connected [or inhabitants] with it, or could have no meaning at all. As to the
force of the term needful, I observed, it was relative, and must always be supposed to have reference to
some end. Needful to what end? Needful in the Constitution of the United States to any of the ends for
which that compact was formed. Those ends are declared in its preamble; to establish justice, for example.
What can be more needful for the establishment of justice than the interdiction [or prohibition] of slavery
where it does not exist?”
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Using Section G., Would John Quincy Adams support the state legislature’s ability to vote to
become a slave state?
“I said that whatever a State Legislature might do in point of fact, they could not, by any rightful exercise
of power, establish slavery. The Declaration of Independence not only asserts the natural equality of all
men, and their inalienable right to liberty, but that the only just powers of government are derived from the
consent of the governed. A power for one part of the people to make slaves of the other can never be derived
from consent, and is, therefore, not a just power.”
_____________________________________________________________________________________
_____________________________________________________________________________________
8th Grade History: US History
March 30th – April 3rd
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_____________________________________________________________________________________
_____________________________________________________________________________________
5. Using Section H., what is Calhoun’s perception of the Adams’ argument?
“After this meeting , I walked home with [Secretary of War] Calhoun, who said that the principles which I
had avowed were just and noble; but that in the Southern country, whenever they were mentioned, they
were always understood as applying only to white men. Domestic labor was confined to the blacks, and
such was the prejudice, that if he, who was the most popular man in his district, were to keep a white servant
in his house, his character and reputation would be irretrievably ruined.” (Section H)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Using Section J, what effects or evils does slavery have on moral principles and on a person’s
reason?
“….I told Calhoun I could not see things in the same light. It is, in truth, all perverted sentiment mistaking
labor for slavery, and dominion for freedom. The discussion of this Missouri question has betrayed the
secret of their souls. In the abstract they admit that slavery is an evil, they disclaim all participation in the
introduction of it, and cast it all upon the shoulders of our old Grandam Britain. But when probed to the
quick upon it, they show at the bottom of their souls pride and vainglory in their condition of masterdom.
…. It is among the evils of slavery that it taints the very sources of moral principle. It establishes false
estimates of virtue and vice; for what can be more false and heartless than this doctrine which makes the
first and holiest rights of humanity to depend upon the color of the skin? It perverts human reason…”
(Section J)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Using Section J., how does slavery effect representation in Congress? Why is this effect important?
“… by admitting that slaves are at once enemies to be kept in subjection, property to be secured or restored
to their owners, and persons not to be represented themselves, but for whom their masters are privileged
with nearly a double share of representation. The consequence has been that this slave representation has
governed the Union…”
_____________________________________________________________________________________
8th Grade History: US History
March 30th – April 3rd
18
_____________________________________________________________________________________
8. Using Section J., why does Adams favor the Missouri Compromise? What does he think might
have been a wiser choice?
“I have favored this Missouri compromise, believing it to be all that could be effected under the present
Constitution, and from extreme unwillingness to put the Union at hazard. But perhaps it would have been a
wiser as well as a bolder course to have persisted in the restriction upon Missouri, till it should have
terminated in a convention of the States to revise and amend the Constitution.”
_____________________________________________________________________________________
_____________________________________________________________________________________
9. Ultimately, Adams ends his diary entry with the following reflection: “If the Union must be
dissolved, slavery is precisely the question upon which it ought to break. For the present, however,
this contest is laid asleep.” What is Adams’ concern about the future of the United States? What is
Adams’ foreshadowing?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Use answer key on page 21-23 for corrections.
8th Grade History: US History
March 30th – April 3rd
19
Answer Keys
1. Who won the election of 1816? What party does he
belong to?
James Monroe; Part of the Republican
Party
2. After the war of 1812, what did a Boston Newspaper
called this time of a united country free of political
strife?
“Era of Good Feelings”
3. What was the name of the program of Clay’s call for
higher tariffs, a new bank of the United States, and
internal infrastructural improvements?
American System
4. What is the vocabulary word for “rivalry based on the
special interests of different areas”?
Sectionalism
5. What three factors will contribute to sectional
differences in the United States?
Geography, Economics and History (along
with differing ways of life)
6. Who represented Western interests? What particular
state does he represent?
Henry Clay of Kentucky
7. Who represented Southern interests? What particular
state does he represent?
John C. Calhoun of South Carolina
8. Who represented New England interests? What
particular state does he represent?
Daniel Webster of Massachusetts
9. What state sought admission into the Union in 1819?
What did they believe about slavery?
Missouri; argued that slavery should be
legal (many Missourians are from
Tennessee and Kentucky where slavery is
legal)
10. How many representatives did the North have in
Congress? How many did the South have?
North had 105 members in Congress,
South had 81 members in Congress
11. How many senators per state are in the Senate? 2 (two)
12. How was representation in the Senate balanced
between slave and free states?
11 free states and 11 slave states
22 Free State Senators
22 Slave State Senators
13. True or false: If Missouri enters into the Union as either
a free or slave state, this would disrupt the desired
balance between free and slave state interests in the
Senate.
True
14. Who proposed the Missouri Compromise? He is known
as the “Great Compromiser”!
Henry Clay
15. As a result of the Missouri Compromise, which state
would enter the Union as a free state? Which states
would enter the Union as a slave state?
Missouri enters as a Slave State
Maine enters as a Free State
16. Who negotiated with Great Britain with the Oregon
Treaty, which set the northern boundary line of the
United States as the 49th parallel?
John Quincy Adams, Secretary of State
17. Who negotiated the Adams-Onis treaty, in which Spain
ceded, or gave up control of, all claims and ownership
to east and western Florida?
John Quincy Adams. Secretary of State
18. On December 2nd, 1823: what does President Monroe
proclaim as part of his 7th annual message to Congress
about Europe?
U.S. will not be enter European Wars;
Europe shall not seek to colonize North or
South America any more.
19. What is this proclamation known as? The Monroe Doctrine
8th Grade History: US History
March 30th – April 3rd
20
Map Work: Missouri Compromise of 1820
4. Re-label this map using the new Key. Use Dots, leave blank, hatch-marks, and triangles to highlight
the different regions on this map.
5. Answer whether or not the state or territory is free, slave, open to slavery or closed to slavery.
Massachusetts: Free
New York: Free
Virginia: Slave
Missouri: Save
Maine: Slave
Arkansas Territory: Open to Slavery
Unorganized Territory: Closed to Slavery
Louisiana: Slave
New Jersey: Free
South Carolina: Slavery
6. What is the latitude line or the parallel line that they use to divide the country further into free and
slave?
36’ 30 degree latitude line
Key Territory closed to Slavery by Missouri
Compromise: Territory open to Slavery by Missouri Compromise:
Free States / Territories: Slave States/ Territories:
8th Grade History: US History
March 30th – April 3rd
21
PS: John Quincy Adams’ Dairy Entries” Answer Key
1. According to John Quincy Adams, the cabinet and President met to discuss two questions: “[1],
Whether Congress had a Constitutional right to prohibit slavery in a Territory; and 2, Whether the
eighth section of the Missouri bill (which interdicts [or prohibits] slavery forever in the Territory
north of thirty-six and a half latitude) was applicable only to the Territorial State, or could extend
to it after it should become a State.” (Section B) Re-state the first question into your own words.
Question 1: Whether or not is it Constitutional for Congress to prevent slavery in a territory?
Question 2: If a territory that is north of the 36, 30 line becomes a state, can the state legislature vote to
become a slave state?
2. Adams and the other members of the cabinet agree that Congress, through Article IV, does have
the power to prohibit slavery in the territories. However, “ They [the slave-holders] insisted upon it
that the clause in the Constitution, which gives Congress power to dispose of and make all needful
rules and regulations respecting the territory and other property of the United States, had reference
to it only as land, and conferred no authority to make rules binding upon its inhabitants; and Wirt
added the notable Virginian objection, that Congress could make only needful rules and
regulations, and that a prohibition of slavery was not needful.” (Section C) What did the Slave-
holders argue as an answer to Question #1 of the meeting?
Answer: Slave-holders argued that Congress can make laws regarding boundaries, and things related to
the land itself, but not to the political processes, laws or institutions in the area. Another argument is not
preventing slavery in the territories is not a necessary law.
3. Using Section D., why does John Quincy Adams argue that Congress does have the power to
prohibit slavery? Why does he use the Preamble as part of his argument?
“I had no doubt of the right of Congress to interdict [or prohibit] slavery in the Territories, and urged that
the power contained in the term "dispose of" included the authority to do everything that could be done with
it as mere property, and that the additional words, authorizing needful rules and regulations respecting it,
must have reference to persons connected [or inhabitants] with it, or could have no meaning at all. As to the
force of the term needful, I observed, it was relative, and must always be supposed to have reference to
some end. Needful to what end? Needful in the Constitution of the United States to any of the ends for
which that compact was formed. Those ends are declared in its preamble; to establish justice, for example.
What can be more needful for the establishment of justice than the interdiction [or prohibition] of slavery
where it does not exist?”
Answer: Because the Constitution uses the phrases “dispose of” and “make all needful rules and
regulations” gives explicit evidence that Congress has the authority to make laws that prohibit the
spreading of slavery westward into new territories. It seems as if containing the disease of slavery is
8th Grade History: US History
March 30th – April 3rd
22
important to John Quincy Adams. He uses the Preamble as a call toward the telos of American
Government. Plus, every political official knows the Preamble and its call to ‘establish Justice’.
4. Using Section G., Would John Quincy Adams support the state legislature’s ability to vote to
become a slave state?
“I said that whatever a State Legislature might do in point of fact, they could not, by any rightful exercise
of power, establish slavery. The Declaration of Independence not only asserts the natural equality of all
men, and their inalienable right to liberty, but that the only just powers of government are derived from the
consent of the governed. A power for one part of the people to make slaves of the other can never be derived
from consent, and is, therefore, not a just power.”
Answer: Adams argues against the state’s right to vote to become a slave state because it is not a just
power. AS the Declaration of Independence states how governments derive their just power from the
“consent of the governed”. Slavery, which involves on group of people owning another, does not allow for
consent, and is therefore an unjust power.
5. Using Section H., what is Calhoun’s perception of the Adams’ argument?
“After this meeting , I walked home with [Secretary of War] Calhoun, who said that the principles which I
had avowed were just and noble; but that in the Southern country, whenever they were mentioned, they
were always understood as applying only to white men. Domestic labor was confined to the blacks, and
such was the prejudice, that if he, who was the most popular man in his district, were to keep a white servant
in his house, his character and reputation would be irretrievably ruined.” (Section H)
Calhoun believes in the nobility of Adams’ argument and in the Declaration of Independence, but he
would argue that when the Declaration of Independence says “all men are created equal”, that it is not
referring to all of mankind, as the Founder’s intended, bur that rather all men, means “All white men.” In
addition, Calhoun believes that the household work is reserved for slaves, and not for whites.
6. Using Section J, what effects or evils does slavery have on moral principles and on a person’s
reason?
“….I told Calhoun I could not see things in the same light. It is, in truth, all perverted sentiment mistaking
labor for slavery, and dominion for freedom. The discussion of this Missouri question has betrayed the
secret of their souls. In the abstract they admit that slavery is an evil, they disclaim all participation in the
introduction of it, and cast it all upon the shoulders of our old Grandam Britain. But when probed to the
quick upon it, they show at the bottom of their souls pride and vainglory in their condition of masterdom.
…. It is among the evils of slavery that it taints the very sources of moral principle. It establishes false
estimates of virtue and vice; for what can be more false and heartless than this doctrine which makes the
first and holiest rights of humanity to depend upon the color of the skin? It perverts human reason…”
(Section J)
Answer: Slavery taints the soul and mind of all who pursue its existence. It upends and destroys moral
principle, turning virtue into vice, and vices into virtues. Liberty is to be pursued by all, and to claim that
8th Grade History: US History
March 30th – April 3rd
23
skin color somehow denies someone freedom is an outrage. In reality, slavery is the will to have power
over other people, and this is not follow moral principle. He also, argues that slavery is about pride and
vainglory rather than serving the good of the other.
7. Using Section J., how does slavery effect representation in Congress? Why is this effect important?
“… by admitting that slaves are at once enemies to be kept in subjection, property to be secured or restored
to their owners, and persons not to be represented themselves, but for whom their masters are privileged
with nearly a double share of representation. The consequence has been that this slave representation has
governed the Union…”
Answer: Adams argues that Southern states and interests are benefitted by the extra representation receied
by Slaves and the 3/5ths compromise. However, it should be noted that in the House of Representatives in
1820, Southern states at 81 members of the House of Representatives, while the Free states had 105
members.
8. Using Section J., why does Adams favor the Missouri Compromise? What does he think might
have been a wiser choice?
“I have favored this Missouri compromise, believing it to be all that could be effected under the present
Constitution, and from extreme unwillingness to put the Union at hazard. But perhaps it would have been a
wiser as well as a bolder course to have persisted in the restriction upon Missouri, till it should have
terminated in a convention of the States to revise and amend the Constitution.”
Answer: He favors the Compromise because it is constitutionally legal, and he fears putting the Union in
danger. If Free states pushed too far in the abolition of Slavery, they may lose the Union fought for by the
revolution. He regrets not pursuing a stronger plan for the abolition of slavery in the Western territories.
9. Ultimately, Adams ends his diary entry with the following reflection: “If the Union must be
dissolved, slavery is precisely the question upon which it ought to break. For the present, however,
this contest is laid asleep.” What is Adams’ concern about the future of the United States? What is
Adams’ foreshadowing?
Answer: Adams is concerned that the Union will split on the question of slavery. He is foreshadowing the
Civil War.
8th Grade History: US History
March 30th – April 3rd
24
Friday, April 3rd History Unit: Unity and Sectionalism in the United States after War of 1812
Lesson 5: Quiz on Sectionalism and the Missouri Compromise of 1820
Unit Overview: Unity and Sectionalism in the United States after War of 1812
Objective: Be able to do this by the end of this lesson.
1. Complete quiz on the Missouri Compromise
Introduction to Lesson 5
There was a great deal of reading and analysis this week! Review those key notes and Answer keys, but
do not flip to the quiz too early.
Plan of Attack:
A. Review (8min)
a. Review specifically, President Monroe’s Cabinet members, Missouri Compromise Map,
Discussion Questions on Sectionalism and the PS: John Quincy Adams’ Diary Entries
B. Quiz: (22min. max)
***Do not turn to page 25 until you are ready to begin the quiz. Please do not use
your study packet to complete the quiz. By signing the academic integrity statement
on page 2 of this packet, you are saying that you completed the quiz on your own and
without use of your notes.***
8th Grade History: US History
March 30th – April 3rd
25
Quiz: Sectionalism, Missouri Compromise and Monroe Doctrine
I. The First 7 President of the United States: List the first 7 Presidents on the lines provided.
President Vice President
1. John Adams
2. Thomas Jefferson
3. Aaron Burr / George Clinton
4. George Clinton1 / Elbridge Gerry2
5. Daniel D. Tompkins
6. John C. Calhoun
7. John C. Calhoun3
8th Grade History: US History
March 30th – April 3rd
26
II. Missouri Compromise: Map – Work:
Re-label this map using the new Key. Use Dots, leave blank, hatch-marks, and triangles to highlight the
different regions on this map.
7. Answer whether or not the state or territory is free, slave, open to slavery or closed to slavery.
Arkansas Territory: _______________________
Maine:____________________________
Massachusetts: _____________________
Missouri: __________________________
New York: _________________________
Ohio: ___________________________
South Carolina: ________________________
Tennessee: ___________________________
Unorganized Territory: ____________________
Virginia: ___________________________
8. What is the latitude line or the parallel line that they use to divide the country further into free and
slave?
_______________________________________________________________________
Key Territory closed to Slavery by Missouri
Compromise: Territory open to Slavery by Missouri Compromise:
Free States / Territories: Slave States/ Territories:
8th Grade History: US History
March 30th – April 3rd
26
III. Historical Quotes: Missouri Compromise of 1820: Match the quote with the speaker.
1. ___: I am the Secretary of War.
2. ___: “The prohibition of Slavery in the territories is not a needful regulation that Congress should
place upon territories”
3. ___: I am the Secretary of the State.
4. ___: I have favored this Missouri compromise, believing it to be all that could be effected under
the present Constitution, and from extreme unwillingness to put the Union at hazard.
5. ___:Your arguments, Mr. Adams, are noble, but in the South, those arguments apply solely to the
whites.
6. ___: I fear that if the United States were to split up, it would split because of slavery.
7. ___: The Missouri Compromise is unconstitutional. Congress only has power over the territories
land, but not the inhabitants of the land.
8. ___: When a territory becomes a state, it cannot vote itself into a slave state. This clearly
contradicts the principles we fought for in the Revolution and the Declaration of Independence.
A. John Quincy Adams B. Slave-holders C. John C. Calhoun
IV. Textual Analysis: Answer the questions below using the quotes provided.
A. “… Citizens, by birth or choice, of a common country, that country has a right to concentrate your
affections. The name of American, which belongs to you in your national capacity, must always
exalt the just pride of patriotism more than any appellation [or name or identity] derived from local
discriminations… You have in a common cause fought and triumphed together; the independence
and liberty you possess are the work of joint counsels, and joint efforts of common dangers,
sufferings, and successes…I have already intimated [or suggested] to you the danger of parties in
the State, with particular reference to the founding of them on geographical discriminations.”
- George Washington, Farewell Address (1798)
1. Complete Sentence Respose: Washington calls for Unity against sectionalism or parties based on
geographic or state lines. What should unite the United States people, according to Washington?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Complete Sentence Response: In what way is the Missouri Compromise a nightmare for
Washington?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8th Grade History: US History
March 30th – April 3rd
27
B. “I thank you, dear Sir, for the copy you have been so kind as to send me of the letter to your
constituents on the Missouri question.… But this momentous question, like a fire bell in the night,
awakened and filled me with terror. I considered it at once as the [death] knell of the Union. It is
hushed, indeed, for the moment. But this is a reprieve only, not a final sentence. A geographical line,
coinciding with a marked principle, moral and political, once conceived and held up to the angry
passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper…
as it is, we have the wolf by the ears, and we can neither hold him, nor safely let him go. Justice is
in one scale, and self-preservation in the other…I regret that I am now to die in the belief, that the
useless sacrifice of themselves by the generation of 1776, to acquire self-government and happiness
to their country, is to be thrown away by the unwise and unworthy passions of their sons…”
- Thomas Jefferson’s Letter to John Holmes, April 20th, 1820
1. Underline answer: Does Jefferson approve of the Missouri Compromise? Yes or No
2. Complete Sentence Response: Why does he call the Missouri Compromise the “death knell” for
the Union?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Complete Sentence Response: For Jefferson, why does he call the sacrifice of the generation of
1776, useless after the Missouri Compromise?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________