8th grade history: us history€¦ · history unit: unity and sectionalism in the united states...

8th Grade History: US History

March 30th – April 3rd

Time Allotment: 30 minutes per day

Student Name: ________________________________

Teacher Name: ________________________________



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:

____________________________



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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



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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

https://history.house.gov/People/Detail/8309?ret=True

















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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


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



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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?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



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Tuesday, March 31st History Unit: Unity and Sectionalism in the United States after War of 1812

Lesson 1: Missouri Compromise: Cause and Effects



1. Explain the Causes and Effects of the Missouri Compromise of 1820.


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.


1. John Adams

2. Thomas Jefferson

3. Aaron Burr

George Clinton

4. George Clinton1

Elbridge Gerry2


6. John C. Calhoun

7. John C. Calhoun3








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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.



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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?

_____________________________________________________________________________________

3. In your own words, explain the result of the Missouri Compromise. You may even draw it out!



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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:



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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



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 .



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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



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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.



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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.



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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?



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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



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?



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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


“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.”

_____________________________________________________________________________________

_____________________________________________________________________________________



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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…”

_____________________________________________________________________________________



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_____________________________________________________________________________________

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.



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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


Henry Clay of Kentucky

7. Who represented Southern interests? What particular


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



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.


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


slave?

36’ 30 degree latitude line






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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


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



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


“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



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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.



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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



1. Complete quiz on the Missouri Compromise


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.***



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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.


1. John Adams

2. Thomas Jefferson

3. Aaron Burr / George Clinton

4. George Clinton1 / Elbridge Gerry2


6. John C. Calhoun

7. John C. Calhoun3








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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.


Arkansas Territory: _______________________

Maine:____________________________

Massachusetts: _____________________

Missouri: __________________________

New York: _________________________

Ohio: ___________________________

South Carolina: ________________________

Tennessee: ___________________________

Unorganized Territory: ____________________

Virginia: ___________________________


slave?

_______________________________________________________________________






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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?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



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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?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



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8th grade history: us history€¦ · history unit: unity and sectionalism in the united states...

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