Friday 11-15-19Unit 4: Period 5 1844-1877How did America address the institution of slavery and its consequences in the antebellum period, the Civil War, and the Reconstruction Era?

I can explain how ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

I can explain how debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

Agenda Homework1. Discuss, etc. Zinn 92. APUSH Review Team Quotes & Sources for AP 18& 193. Document Set on American Slavery #2

1. Keep up with your reading schedule2. Research National History Day3. Sweet Articles to read for Enrichment and puzzlement…How Walter Scott Started the American Civil War & What Does 'Sold Down The River' Really Mean? The Answer Isn't Pretty

Prompt 67

1. Describe and Explain the Missouri Compromise. (2-3 sentences)

2. Describe and Explain the Kansas-Nebraska Act. (2-3 sentences)

3. Study the following claim: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Now connect the following terms in a meaningful topic sentence. Defend your topic sentence in a well-organized paragraph.

Kansas-Nebraska Act – Missouri Compromise

Some Connections for Thought

Wilmot Proviso – Missouri CompromiseGold Rush – Compromise of 1850Kansas-Nebraska Act – Missouri CompromiseFreeport Doctrine – Dred Scott DecisionKansas-Nebraska Act – “Bleeding Kansas”John Brown – Nat Turner

Compromise of 1850 – Constitutional ConventionCommon Sense – Uncle Tom’s CabinOld Guard – Young GuardGold Rush – Underground RailroadEmpress of China – the Black ShipsCompromise of 1850 – Crittenden Compromise

Document Comparisons from Zinn 9

“Slavery Without Submission, Emancipation Without Freedom”

Directions: Study the following documents and answer the questions on a separate sheet of paper. Use your teams to 1. Explain a relationship you can identify between Doc 1 and Doc 2.

Doc 1Doc 2

“the conduct of the Negro in the late crisis of our affairs has convinced me that we were all laboring under a delusion.... I believed that these people were content, happy, and attached to their masters. But events and reflection have caused me to change these positions.. .. If they were content, happy and attached to their masters, why did they desert him in the moment of his need and flock to an enemy, whom they did not know; and thus left their perhaps really good masters whom they did know from infancy?”

South Carolina Planter writing to the New York Tribune in 1865

2. What do you think General Cobb is saying in Doc 6? 3. Explain a relationship between Docs 3-5 and Doc 6.

Doc 3 Doc 4 Doc 5

Doc 6“The day you make soldiers of them is the beginning of the end of the revolution. If slaves will make good soldiers our whole theory of slavery is wrong but they won't make soldiers. As a class they are wanting in every qualification of a soldier. Better by far to yield to the demands of England and France and abolish slavery, and thereby purchase their aid, than to resort to this policy, which leads as certainly to ruin and subjugation as it is adopted; you want more soldiers, and hence the proposition to take negroes into the Army.”

letter from CSA General Howell Cobb toCSA Secretary of War, James A. Seddon

(January 8, 1865)

4. Defend Thomas Hall’s claim using specific historical evidence. Doc 7

“Lincoln got the praise for freeing us, but did he do it? He gave us freedom without giving us any chance to live to ourselves and we still had to depend on the southern white man for work, food, and clothing, and he held us out of necessity and want in a state of servitude but little better than slavery.”

Thomas Hall as told to the Federal Writers' Project

5. What was the Compromise of 1877? 6. Explain the claim that Woodward makes in his quote.

Doc 8“The Compromise of 1877 did not restore the old order in the South. … It did assure the dominant whites political autonomy and non-intervention in matters of race policy and promised them a share in the blessings of the new economic order. In return, the South became, in effect, a satellite of the dominant region. .. .”

Historian, C. Vann Woodward

7. Compare the positions of the two speakers in Docs 9 & 10. Doc 9

“cast down your bucket where you are”Booker T. Washington, Founder of the Tuskegee Institute

Compare to:Doc 10

“God wept; but that mattered little to an unbelieving age; what mattered most was that the world wept and still is weeping and blind with tears and blood. For there began to rise in America in 1876 a new capitalism and a new enslavement of labor.”

W.E.B. DuBois, Black Reconstruction

Period 5 Claims (1844-1877)

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Period 4 ClaimsA. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Period 3 Claims

A. British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.

B. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven years’ War (the French and Indian War), in which Britain defeated France and allied American Indians.

C. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.

D. The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

E. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

F. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

G. New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.

H. Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

J. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

Resources AssessmentElectronic DevicesPenPrompt Notebook

Discussion between students and teacher

Reading Schedule for Turning Points / AP US History 2019-2020Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

10/28 – M Teacher WorkdayAmerican Pageant 348-349, 350-359 (Ch 16)

10/29 – T American Pageant 359-370 (Ch 16)10/30 – W Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)10/31 – Th American Pageant 371-379 (Ch 17)11/1 – F American Pageant 379-389 (Ch 17)

11/4 – M Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/5 – T Review11/6 – W Test #6 (AP 16-17)11/7 – Th American Pageant 390-401 (Ch 18)11/8 – F American Pageant 401-408 (Ch 18)

NHD Project Presentation & Check-in #1

11/11 – M No School – Veterans’ Day (Armistice Day)11/12 – T American Pageant 409-422 (Ch 19)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/13 – W American Pageant 422-433 (Ch 19)11/14 – Th Review11/15 – F Zinn 9 “Slavery Without Submission, Emancipation Without Freedom”

(About 40 pages!)

11/18 – M Test #7 (18-19) End Period 4 (1800-1848)11/19 – T American Pageant 434-443 (Ch 20) Start Period 5 (1844-1877)11/20 – W American Pageant 443-452 (Ch 20)11/21 – Th American Pageant 453-462 (Ch 21)11/22 – F American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3 pages)

11/25 – M American Pageant 469-478 (Ch 21)11/26 – T Zinn 10 “The Other Civil War” (About 40 pages!)11/27 – W Thanksgiving Break11/28 – Th Thanksgiving Break11/29 – F Thanksgiving Break

12/2 – M American Pageant 479-490 (Ch 22)NHD Project Presentation & Check-in #2

12/3 – T American Pageant 490-501 (Ch 22)12/4 – W Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/5 – Th Test # 8 (20-22) End Period 5 (1844-1877)12/6 – F American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)

12/9 – M NHD Project Presentation & Check-in #312/10 – T American Pageant 510-520 (Ch 23)12/11 – W American Pageant 521-529 (Ch 23)12/12 – Th American Pageant 530-538 (Ch 24)12/13 – F American Pageant 538-547 (Ch 24)

12/16 – M American Pageant 547-557 (Ch 24)NHD Final Project Due

12/17 – T EXAMS?12/18 – W EXAMS?12/19 – Th Teacher Workday12/20 – F Teacher Workday

12/23 – M WINTER BREAK12/24 – T WINTER BREAK12/25 – W WINTER BREAK12/26 – Th WINTER BREAK12/27 – F WINTER BREAK

12/30 – M WINTER BREAK12/31– T WINTER BREAK1/1/20 – W WINTER BREAK1/2/20 – Th WINTER BREAK1/3/20 – F Teacher Workday

1/6/20 – M Zinn 11 “Robber Barons and Rebels” (About 43 pages!)1/7/20 – T American Pageant 558-572 (Ch 25)1/8/20 – W Here Be Dragons!1/9/20 – Th Here Be Dragons!1/10/20 – F Here Be Dragons!

APUSH Claims

Topic One Claims

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topic Two Claims

A. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

B. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

F. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

G. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.