The Road to the Civil War Unit TestWriting Component

DirectionsFor the written portion of the Road to the Civil War test you will need to find your class period below for your type of assessment. I will accept no typed assignments nor will accept any assignment not composed in blue or black ink. Pencil responses are now strictly forbidden. Any assignment submitted that does not comply will not be graded. We must start practicing like the AP Exam for the remainder of the year. These are due on Monday unless you have an excused absence.

DirectionsFor the written portion of the Road to the Civil War Unit test you will need to find your class period below for your type of assessment. I will accept no typed assignments nor will accept any assignment not composed in blue or black ink. Pencil responses are now strictly forbidden. Any assignment submitted that does not comply will not be graded. We must start practicing like the AP Exam for the remainder of the year. These are due on Monday unless you have an excused absence.

Periods 2 and 3 SAQsQuestion 1 is based upon the two excerpts below“That Texas is to be, sooner or later, included in the Union, we have long regarded as event already indelibly inscribed in the book of the future fate and a necessity. And as for what may be termed as anti-slavery objection, this has no greater force than any other argument. The questions of slavery is not a federal or national but a local question…”

Senator Robert Walker (Dem) MS, The Texas Question, 1844

“There has long been a supposed conflict between the interests of free labor and slave labor. But let us admit Texas and shall place the balance of power in the hands of Texans themselves…Are our friends of the North prepared to deliver over the great national policy to the people of Texas.in order to purchase a slave market for our neighbors, who in the words of Thomas Jefferson Randolph, ‘breed men for the market like oxen in shackles’?”

Congressmen Joshua Giddings (Whig) OH, Upon the Annexation of Texas, 1844

Part AExplain the authors point of view in the first excerpt.

Part BExplain the authors point of view in the second excerpt.

Part COther than the context of the above passages, list and explain another historical example of a similar debate in Congress.

Answer part A, B, and C below for Question 2 Part AChoose ONE of the historical forces listed below and explain how it best demonstrates the statement “The development of western territory during the period 1820 – 1860 was driven mostly by force of numbers.”

Nationalism Population Growth Transportation and Technology

Part BChoose a second choice from the three above and explain why you do not feel that it was as important as your selection from part A

Part CChoose two of the historical figures below and explain their importance to western development.Stephen F Austin Samuel F.B. Morse James K. Polk Eli Whitney

Question 3 is based upon the image below

Part AOn the political cartoon is listed Kansas, Cuba, and Central America. Choose One of the these and explain how they reflect the political Impact of Manifest Destiny 1830 – 1860

Part BList and explain the position on the slavery debate for the political parties below (please note that you must be detailed because there can be more than a single answer based upon sectionalism).

Democrats Whigs Free Soilers

Part CList and explain the new Republican Party’s position on the slavery question. What events helped it come into existence during the 1850s.

Part DList and explain Two examples of violence resulting from the intensified slavery debate during the 1850s

Periods 5 LEQ EssayComplete the followingDirections: Read the question carefully. Use complete sentences; an outline or bulleted list alone is not acceptable.

In your response, you should do the following.

State a relevant thesis that directly addresses all parts of the question.

Support your argument with evidence, using specific examples.

Apply historical thinking skills as directed by the question.

Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context/time frame, or connects it to a different category of analysis.

Prompt: Evaluate the extent to which the Mexican-American War (1846–1848) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.

Periods 4 and 6 DBQ EssayThesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a relevant argument.Sourcing the Documents: Explain the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following. A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).

Prompt: Evaluate the extent to which Manifest Destiny led to the Civil War between 1835 - 1860

Document One“The most dramatic event in the history of relations between Mexico and the United States took place a century and a half ago. US historians refer to this event as “The Mexican War,” while in Mexico we prefer to use the term “The U.S. Invasion.”... From Mexico’s point of view, the annexation of Texas to the United States was inadmissible for both legal and security reasons. Thus, when the Mexican government learned of the treaty signed between Texas and the United States in April 1844, it ... would consider such an act “a declaration of war.”...(In early 1846, on Polk’s orders) the troops commanded by General Zachary Taylor arrived at the Rio Grande, across from the city of Matamoros, thus occupying the territory in dispute and increasing the possibilities of a confrontation.... In the eyes of the (Mexican) government, the mobilization of the US army was an outright.attack on Mexico.... As a consequence, the Mexican government reaffirmed the instruction to protect the border, meaning the territory located

between the Rio Grande and the Nueces River –an order which led to the battles of Palo Alto and Resaca de la Palm... (One article) in the daily El Tiempo... stated: “The American government acted like a bandit who came upon a traveler.”

Jesus Valasco-Marquez, Instituto Technologico Autonomo de Mexico, “A Mexican Viewpoint on the War with the United States,” 2006

Document 2 “The American people having derived their origin from many other nations, and the Declaration of National Independence being entirely based on the great principle of human equality, these facts demonstrate at once our disconnected position as regards any other nation; that we have, in reality, but little connection with the past history of any of them, and still less with all antiquity, its glories, or its crimes. On the contrary, or national birth was the beginning of a new history, the formation and progress of an untried political system, which separates us from the past and connects us with the future only; and so far, as regard the entire development of the natural rights of man, in moral, political, and national life, we may confidently assume that our country is destined to be the great nation of futurity”

John L. O’Sullivan, On Manifest Destiny, 1839

Document 3“But, sir the issue now presented is not whether slavery shall exist unmolested where it now is, but whether it shall be carried to new and distant regions, now free, where the footprint of a slave cannot be found. This, sir, is the issue....We are fighting this war for Texas and for the South. I affirm it - every intelligent man knows it - Texas is the primary cause of this war.... Now, sir, we are told that California is ours, that New Mexico is ours - won by the valor of our arms. They are free. Shall they remain free? Shall these fair provinces be the inheritance and homes of the whole labor of freemen or the black labor of slaves? This, sir, is the issue- this the question. The North has the right, and her representatives here have the power.”

Representative David Wilmot, Democrat (PA)

Documents 4

Document 5“….Now, I hold that Illinois has a right to abolish and prohibit slavery as she did, and I hold that Kentucky has the same right to continue ad protect slavery that Illinois has to abolish it. I hold that New York has as much right to abolish slavery as Virginia has to continue it, and that each and every state of this Union is a sovereign power, with the right to do as it pleases upon this question of slavery, and upon all its domestic institutions…. Now, my friends, if we will only act conscientiously and rigidly upon this great principle of popular sovereignty, which guarantees to each state and Territory the right to do as it pleases on all things, local and domestic, instead of Congress interfering, we will at peace one with another. Why should Illinois at war with Missouri, or Kentucky with Ohio, or Virginia with New York, merely because their institutions differ? Our fathers intended our institutions should differ. They knew that the North and the South, having different climates, productions, ad interests, required different institutions.”

Stephen A. Douglas, Senate Debate with Abraham Lincoln, Ottawa, Illinois, 1858

Document 6“Whereas, in the settlement of the difficulties pending between this country and Mexico, territory may be acquired, in which slavery does not exist. And, whereas, Congress, in the organization of a territorial government, at an early period of our political history, established a principle worthy of imitation in all future time, forbidding the existence of slavery in free territory; therefore, Resolved, that in any territory, which may be acquired from Mexico, over which shall be established territorial government, slavery, or involuntary servitude, except as a punishment for crimes, whereof the party shall have been duly convicted, should be forever prohibited; and that in any act or resolution, establishing such government, a fundamental provision should be inserted to that effect. This resolution, which was a palpable violation of the Missouri compromise, the territory to be acquired lying on both sides the

compromise line, was sustained, on a motion to lay it on the table, by the whole Northern vote, except 21 Democrats.... Provided, that there shall be neither slavery nor involuntary servitude, in the territories hereby ceded, otherwise than in punishment of crimes, whereof the party shall have been duly convicted for attaching this article to the treaty, there were 15 northern votes an article which palpably violated the Missouri compromise line, if that was a final compromise line; if not, it palpably violated the Constitution.”

The United States Magazine and Democratic Review, January 1856.

Document 7“I do not, then, hesitate to avow before this House and the country, and in the presence of the living God, that if by your legislation you [northerners] seek to drive us from the territories of California and New Mexico, purchases by the common blood and treasure of the whole peoples, and to abolish slavery in this District [Washington, D.C.] thereby attempting to fix national degradation upon half the states of this Confederacy, I am for disunion. And if my physical courage be equal to maintenance of my convictions or right and duty, I will devote all I am and all I have on earth to its consummation.”

Congressman Robert Toombs of Georgia, Debates over Mexican Cession, 1849