--Road to Civil War--

I. COMPROMISE OF 1850

1845: 15-13 (Texas and Florida)
1846: 15-14 (Iowa)
1848: 15-15 (Wisconsin)

1. Fugitive Slave Act
2. Abolish slave trade in D.C.
3. Cali in as Free State
4. Popular Sovereignty in new territories
5. Resolved boundary dispute btw. Texas
and New Mexico

II. The Trouble Escalates:
A. Transcontinental Railroad
--Stephen Douglas
B. Kansas-Nebraska Act
C. “Bleeding Kansas”
--New England Emigrant Aid Company
--“Beecher’s Bibles”
--John Brown
--Pottawatomie Creek
D. The Caning of Sumner

IV. Party Politics
A. Decline of the Whigs
B. Rise and Fall of the "Know-Nothings"
C. Rise of the Republicans
--The Election of 1856--

V. On the Verge of War:
A. Dred Scott
B. Panic of 1857
C. Lincoln-Douglas Debates
D. John Brown's Raid
E. The Election of Lincoln

War with Mexico

War with Mexico
Causes of War
Economic Expansion:
Playing Politics:
British Interests in Texas
Slave State Power Grab
Ideas:
Manifest Destiny
John L. O’Sullivan

Two Wars:
Mexico

California
John C. Fremont
Bear Flag Republic
Commodore John Drake Sloat


Outcome:

A. Treaty of Guadalupe Hidalgo (1848)

1. Mexican cession of 525,000 square miles
2. U.S. pays $15 million
3. U.S. assumes $3.25 million in debt to Mexico

B. Gadsen Purchase: $10 million

C. Trouble: (imbalance)

Two Articles from Treaty of G-H
ARTICLE VIII
Mexicans now established in territories previously belonging to Mexico, and which remain for the future within the limits of the United States, as defined by the present treaty, shall be free to continue where they now reside, or to remove at any time to the Mexican Republic, retaining the property which they possess in the said territories, or disposing thereof, and removing the proceeds wherever they please, without their being subjected, on this account, to any contribution, tax, or charge whatever.
Those who shall prefer to remain in the said territories may either retain the title and rights of Mexican citizens, or acquire those of citizens of the United States. But they shall be under the obligation to make their election within one year from the date of the exchange of ratifications of this treaty; and those who shall remain in the said territories after the expiration of that year, without having declared their intention to retain the character of Mexicans, shall be considered to have elected to become citizens of the United States.
In the said territories, property of every kind, now belonging to Mexicans not established there, shall be inviolably respected. The present owners, the heirs of these, and all Mexicans who may hereafter acquire said property by contract, shall enjoy with respect to it guarantees equally ample as if the same belonged to citizens of the United States.
ARTICLE IX
The Mexicans who, in the territories aforesaid, shall not preserve the character of citizens of the Mexican Republic, conformably with what is stipulated in the preceding article, shall be incorporated into the Union of the United States. and be admitted at the proper time (to be judged of by the Congress of the United States) to the enjoyment of all the rights of citizens of the United States, according to the principles of the Constitution; and in the mean time, shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without; restriction.

FINAL EXAM STUDY GUIDE

Wed 3/17 from 8am-10:30am

I. Identifications(4 OF 6) 5% each=40%

You will answer 4 identifications out of the 6 that I give you:

Remember, each term requires a complete paragraph
defining the term with sufficient detail and explaining why the term is significant.

Worcester v. Georgia
Battle of Manassas (Bull Run)
John Brown
Battle of New Orleans
Lewis and Clark
Lowell Factory System
Caning of Sumner
St. Patrick's Battalion
Manifest Destiny
John C. Calhoun
Embargo Act
John Marshall
Marbury v. Madison
Louisiana Purchase
Kansas-Nebraska Act
Bleeding Kansas
Treaty of Guadalupe-Hidalgo
Compromise of 1850
“Beecher’s Bibles”
Dred Scott Case
Election of 1860
Jefferson Davis
Gettysburg Address
Erie Canal


II. Essay Questions: (60%)
One of the following questions will be on the test.

1.The sectionalism that developed between the North and South, ultimately causing the Civil War, was the product of numerous factors. What were the most important political, economic, and social issues that drove the two sections of the nation apart? What role did slavery play in causing the war?

2.Compare and contrast the War of 1812, the War with Mexico, and the Civil War.

3.Thomas Jefferson urged Congress to withdraw the United States “from all further participation in those violations of human rights which have long continued upon the unoffending inhabitants of Africa.” His ideas were contradicted by his actions. How did this contradiction, the presence of the ideal of freedom alongside the reality of slavery, change the United States in the period from the Revolution to the Civil War?

4.I overheard the following conversation in the Music Building yesterday:
Student A: No one lives with as much freedom as we
have here in the good ol' U.S.A. Our principles and our civil liberties are desired by people all over the world.

Student B: You moron, we are a nation founded on racism and exclusion. Ignorance and hatred are as American as freedom.

Student A: Shut up.

Considering the relevant events from the founding of the nation to the Civil War, whose argument is more valid, Student A or B?

Douglass Quotes

FREDERICK DOUGLASS

READING QUIZ:
1. Did you finish the book?

2. What part of this book struck you most
profoundly?





















INTERPRET THE FOLLOWING QUOTES:




"The slaveholder, in cases not a few, sustains to his slaves the double relation of master and father." (20)
How does this relate to Celia’s life?







"In August, 1832, my master attended a Methodist camp-meeting held in the Bayside, Talbot County, and there experienced religion. I indulged a faint hope that his conversion would lead him to emancipate his slaves, and that, if he did not do this, it would, at any rate, make him more kind and humane. I was disappointed in both respects...If it had any effect on his character, it made him more cruel and hateful in all his ways." (65)






"It was deemed a disgrace not to get drunk at Christmas; and he was regarded as lazy indeed, who had not provided himself with the necessary means, during the year, to get whisky enough to last him through Christmas." (83)
--freedom hurts


Are there any modern parallels to this, people expected and encouraged to adopt personality traits that are harmful?






"I received the tidings of her death (his mother) with much the same emotions I should have probably felt at the death of a stranger." (19)
[“Mother died today. Or maybe yesterday, I don’t know." Camus, The Stranger]









Is Douglass representative of slavery or a singular and unique case?










What happens to FD's grandmother in this narrative? What is the relationship with Mr. Auld?





What are Douglass' best arguments against slavery?

According to Douglass, how does slavery affect slaves' human development (personality, behavior, sense of self)?












“I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed…behold a man transformed into a brute.”(75)

"The more I read, the more I was lead to abhor(hate) and detest my enslavers." (53)

Would he have lived a happier life had he not known how to read?
Would he have been able to break free without knowing how to read?

“Those who don’t read are as poor off as those
who can’t read.”



















After his confrontation with Mr. Covey, why does Douglass write, "however long I might remain a slave in form, the day had passed forever when I could be a slave in fact"?
--why is Douglass not punished for the fight?






Why is Douglass able to "understand the deep meaning of those rude and apparently incoherent songs" sung by slaves only when he no longer is a slave himself?





When Douglass writes, "You have seen how a man was made a slave; you shall see how a slave was made a man," what does he understand a man to be?
What does Douglass mean when he talks of "the right of each man to own his own body and soul"?





How is Douglass able to maintain his religious faith when that of his owners is used to justify their treatment of him?
Why does Douglass consider holiday celebrations as part of the "inhumanity of slavery"? (p. 115)





Douglass says that "Slavery proved as injurious to his master's wife as it did to him." What impact does slavery have on gender roles in the South?




Douglass describes knowledge as "valuable bread" and the Liberator as his "meat and drink.” Discuss.





This is the story of a man struggling to break free from a system that HELD HIM captive. Are any of the ideas of this story still analogous today?




HOMEWORK:

Do some reading online about the causes of the War with Mexico.
On Monday, I’ll ask you to share your findings.

The Character of FD

In the summer of 1843, I was traveling and lecturing, in company with William A. White, Esq., through the state of Indiana. Anti- slavery friends were not very abundant in Indiana, at that time, and beds were not more plentiful than friends. We often slept out, in preference to sleeping in the houses, at some points. At the close of one of our meetings, we were invited home with a kindly-disposed old farmer, who, in the generous enthusiasm of the moment, seemed to have forgotten that he had but one spare bed, and that his guests were an ill-matched pair. All went on pretty well, till near bed time, when signs of uneasiness began to show themselves, among the unsophisticated sons and daughters. White is remarkably fine looking, and very evidently a born gentleman; the idea of putting us in the same bed was hardly to be tolerated; and yet, there we were, and but the one bed for us, and that, by the way, was in the same room occupied by the other members of the family. White, as well as I, perceived the difficulty, for yonder slept the old folks, there the sons, and a little farther along slept the daughters; and but one other bed remained. Who should have this bed, was the puzzling question. There was some whispering between the old folks, some confused looks among the young, as the time for going to bed approached. After witnessing the confusion as long as I liked, I relieved the kindly-disposed family by playfully saying, "Friend White, having got entirely rid of my prejudice against color, I think, as a proof of it, I must allow you to sleep with me to-night." White kept up the joke, by seeming to esteem himself the favored party, and thus the difficulty was removed.
My Bondage and My Freedom, another FD autobio