events leading to the - mrs. boyett's...
TRANSCRIPT
Events Leading to the
© 2014 Brain Wrinkles
SS8H6a
Standards
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens.
© 2014 Brain Wrinkles
Teacher Info – Who’s & What’s
• Print off the Who’s & What’s handout for each student.
(Print front and back to save paper.)
• BEFORE the lesson, have students fill in the squares with
what they think each term means.
• AFTER the presentation, the students will write down new
(factual) information about each term.
• Check the answers as a class.© 2014 Brain Wrinkles
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
State
s’ Rights
Nu
llifica
tion
Misso
uri C
om
pro
mise
Co
mp
rom
ise o
f 1850
Ge
org
ia Pla
tform
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
Ka
nsa
s-Ne
bra
ska A
ct
What I th
ink h
appened:
Defin
ition:
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Dre
d Sc
ott C
ase
Elec
tion
of 1860
De
ba
te O
ve
r Sec
essio
n in
G
eo
rgia
Ale
xan
de
r Step
hen
s
What I th
ink h
appened:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Teacher Directions – CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!
© 2014 Brain Wrinkles
A N
ew
Tariff
•D
urin
g th
e 18
00s, _
_________________________________
in th
e S
outh
w
hile
more
and m
ore
_____________________
were
bein
g b
uilt in
the
North
.•
North
ern
ers
wante
d to
sell th
eir g
oods in
the S
outh
, but it w
as
cheaper fo
r South
ern
ers
to _
_________________________________.
•In
182
8, _
_________________________________
on im
porte
d g
oods to
help
North
ern
industrie
s.
Nullific
atio
n•
South
ern
ers
__________________________________
because it w
as
put in
pla
ce to
help
north
ern
busin
essm
en, ra
ther th
an s
outh
ern
pla
nta
tion o
wners
who o
ften im
porte
d fo
reig
n g
oods.
•In
1832
, South
Caro
lina in
voked
the
__________________________________, s
ayin
g th
at th
e ta
riff was
_______________________
•in
the s
tate
and
thre
atin
g to
with
dra
w fro
m th
e U
nio
n.
•C
ongre
ss _
_________________________________in
1833.
Sta
tes’ R
ights
•M
any _
_________________________________
because th
ey b
elie
ved
th
e n
atio
nal g
overn
ment w
as in
trudin
g m
ore
and m
ore
on
__________________________________.
•M
any S
outh
ern
sta
tes fe
lt that s
tate
s s
hould
have
__________________________________, n
ot th
e n
atio
nal g
overn
ment.
•M
any p
eople
in th
e S
outh
belie
ved th
at s
tate
s c
ould
__________________________________to
ob
ey.
•T
hey fe
lt that if a
sta
te d
idn’t lik
e a
law
passed b
y th
e fe
dera
l govern
ment, th
en th
ey _
_________________________________.
•M
any a
lso b
elie
ved th
at a
ny s
tate
could
with
dra
w, o
r __________________________________
if it chose to
do s
o.
Sla
very
•T
he N
orth
relie
d m
ostly
on fa
cto
ries a
nd b
usin
esses, a
nd
__________________________________
in o
rder to
main
tain
its
econom
y.
•T
he S
outh
__________________________________
like c
otto
n, a
nd
depended h
eavily
on (fre
e) _
_________________________________
to
work
the la
rge p
lanta
tions.
•M
any N
orth
ern
ab
olitio
nis
ts s
poke o
ut a
gain
st th
e
__________________________________
and w
ante
d it to
end, w
hile
S
outh
ern
ers
wante
d to
__________________________________.
•B
oth
sid
es w
ere
concern
ed a
bout s
lavery
in n
ew
territo
ries b
ecause
they w
ould
eventu
ally
becom
e s
tate
s a
nd s
end
__________________________________.
•W
hic
hever s
ide h
ad th
e m
ost m
em
bers
in C
ongre
ss w
ould
have th
e
__________________________________
ab
out s
lavery
and o
ther k
ey
issues.
©2
014
Bra
in W
rinkle
s
Mis
souri C
om
pro
mis
e•
In 18
20, C
ongre
ss a
ppro
ved th
e
__________________________________
in a
n e
ffort to
appease b
oth
sid
es.
•T
he s
lave s
tate
of M
issouri a
pplie
d fo
r sta
tehood, b
ut w
ould
__________________________________
betw
een fre
e a
nd s
lave
sta
tes.
•T
he p
lan a
dm
itted _
_________________________________
and
__________________________________
.•
It als
o s
tate
d th
at a
ll new
sta
tes
________________________________________________________
, and
all s
tate
s s
outh
of th
at p
oin
t would
allo
w s
lavery
.
Co
mpro
mis
e o
f 185
0•
The s
lavery
issue c
ontin
ued to
cause d
ivis
ion a
fter th
e
_______________________________
afte
r the w
ar w
ith M
exic
o in
184
8.
•T
he C
om
pro
mis
e o
f 185
0 a
dm
itted
__________________________________
, while
allo
win
g th
e re
st o
f the
weste
rn te
rritorie
s to
decid
e th
e is
sue b
y
__________________________________
. •
To p
acify
sla
ve s
tate
s, it a
lso in
clu
de
d th
e
__________________________________
, whic
h re
quire
d n
orth
ern
sta
tes to
__________________________________
to th
e S
outh
.
Ge
org
ia P
latfo
rm
•M
any G
eorg
ians o
pposed th
e c
om
pro
mis
e a
nd
__________________________________
.•
In D
ecem
ber 18
50, G
eorg
ia’s
law
makers
met to
dis
cuss th
e is
sue a
nd
adopte
d th
e _
_________________________________
.•
It sta
ted th
at G
eorg
ia w
as w
illing to
rem
ain
in th
e U
nio
n a
s lo
ng a
s
the N
orth
com
plie
d w
ith th
e F
ugitiv
e S
lave A
ct a
nd w
ould
__________________________________
in n
ew
territo
ries a
nd s
tate
s.
Kansas-N
eb
raska A
ct
•K
ansas a
nd N
eb
raska w
ere
____________________________
, but th
is
changed w
hen C
ongre
ss p
assed th
e K
ansas-N
eb
raska A
ct in
185
4.
•T
his
allo
wed th
e _
_________________________________
on w
heth
er
or n
ot th
ey w
ante
d to
allo
w s
lavery
.•
__________________________________
because th
is a
rea s
hould
be
free a
ccord
ing to
the M
issouri C
om
pro
mis
e.
•M
ore
and m
ore
people
moved in
to K
ansas to
__________________________________
, and fig
htin
g b
ecam
e s
o
vio
lent th
at th
e te
rritory
becam
e k
no
wn a
s
__________________________________
.•
In th
e e
nd, K
ansas w
as a
dm
itted a
s a
free s
tate
in 18
61.
•T
he K
ansas-N
eb
raska A
ct g
reatly
__________________________________
and d
estro
yed
the M
issouri
Com
pro
mis
e a
nd C
om
pro
mis
e o
f 185
0.
©2
014
Bra
in W
rinkle
s
Dre
d S
cott C
ase
•A
noth
er e
vent th
at s
park
ed
anger w
as th
e _
_________________________________
in 18
57.
•D
red
Scott, a
Mis
souri s
lave, _
_________________________________
be
cause h
e
had
lived
for a
perio
d o
f time w
ith h
is m
aste
r in
Illinois
and W
isconsin
(both
fre
e).
•W
hen h
e re
turn
ed to
Mis
souri, S
cott s
ued th
e s
tate
based o
n h
is b
elie
f that h
is
__________________________________
mad
e h
im a
free
man.
•W
hen th
e c
ase m
ad
e it to
the S
upre
me C
ourt, th
e c
ourt ru
led
on th
e
__________________________________
.•
It als
o d
ec
lare
d th
at s
laves a
nd fre
ed b
lac
ks w
ere
__________________________________
and
did
not h
ave th
e
__________________________________
in th
e firs
t pla
ce.
•T
his
mad
e N
orth
ern
__________________________________
be
cause it m
eant th
at
sla
ve o
wners c
ould
kee
p th
eir s
laves in
any s
tate
, while
South
ern
__________________________________
with
the
de
cis
ion.
Ele
ctio
n o
f 1860
•In
185
4, th
ose o
pposin
g th
e s
pre
ad o
f sla
very u
nite
d a
nd fo
rmed
the
__________________________________
.•
Initia
lly, th
e p
arty
only
sought to
__________________________________
and
te
rrito
ries, n
ot o
utla
w it w
here it a
lready e
xis
ted
.•
In 18
60, th
e R
epub
licans n
om
inate
d _
_________________________________
as
their c
and
idate
for p
resid
ent o
f the U
nite
d S
tate
s.
•T
he D
em
ocra
tic P
arty
was in
dis
arra
y a
nd
split b
etw
een
__________________________________
.•
Ab
raham
Lin
coln
won th
e e
lec
tion o
n _
_________________________________
.•
South
ern s
tate
s w
ere
conce
rned
be
cause th
ey fe
lt __________________________________
.•
__________________________________
from
the
Unio
n o
n D
ec
em
be
r 20, 18
60.
Se
ce
ssio
n in
Ge
org
ia•
When S
outh
Carolin
a s
ec
ed
ed fro
m th
e U
nio
n,
__________________________________
in tw
o.
•O
ne g
roup, in
clu
din
g G
ove
rnor J
ose
ph B
row
n, w
ante
d to
__________________________________
.•
Ale
xand
er S
tephens d
isag
ree
d a
nd
warned
of th
e
__________________________________
that w
ould
occur fro
m a
civ
il war.
•A
t a s
ec
essio
n c
onventio
n, G
eorg
ians _
_________________________________
on
January
19, 18
61.
Ale
xand
er S
tephens
•A
lexand
er S
tephens w
as a
_____________________
from
Cra
wfo
rdville
, Georg
ia.
•A
fter th
e e
lectio
n o
f 1860 a
nd th
e s
ece
ssio
n d
eb
ate
in G
eorg
ia, S
tephe
ns
__________________________________
with
the
Unite
d S
tate
s.
•H
ow
ever, S
tephens w
as c
hosen a
s o
ne o
f Georg
ia’s
repre
senta
tives to
C
onfe
derate
Congre
ss, w
here h
e w
as e
lec
ted
__________________________________
. •
Afte
r th
e C
ivil W
ar, S
tephens w
as _
_________________________________
.•
He w
as e
lec
ted
to th
e _
_________________________________
in 18
77, w
here h
e
served
until 18
82
. •
Ste
phens w
as e
lec
ted
__________________________________
in 18
82
, but d
ied
shortly
afte
r.
•__________________________________
is n
am
ed in
his
honor.
©2
014
Bra
in W
rinkle
s
A N
ew
Tariff
•D
urin
g th
e 18
00s, fa
rmin
g w
as th
e w
ay o
f life in
the S
outh
while
m
ore
and m
ore
facto
ries
were
bein
g b
uilt in
the N
orth
.•
North
ern
ers
wante
d to
sell th
eir g
oods in
the S
outh
, but it w
as
cheaper fo
r South
ern
ers
to im
port g
oods fro
m E
uro
pe
.•
In 18
28, P
resid
ent J
ackson p
ut a
tariff o
n im
porte
d g
oods to
help
N
orth
ern
industrie
s.
Nullific
atio
n•
South
ern
ers
opposed th
e ta
riff because it w
as p
ut in
pla
ce to
help
north
ern
busin
essm
en, ra
ther th
an s
outh
ern
pla
nta
tion o
wners
who
ofte
n im
porte
d fo
reig
n g
oods.
•In
1832
, South
Caro
lina in
voked th
e d
octrin
e o
f nullific
atio
n, s
ayin
g
that th
e ta
riff was n
ot v
alid
in th
e s
tate
and th
reatin
g to
with
dra
w
from
the U
nio
n.
•C
ongre
ss lo
were
d th
e ta
riff in 18
33.
Sta
tes’ R
ights
•M
any S
outh
ern
ers
were
angry
because th
ey b
elie
ved
the n
atio
nal
govern
ment w
as in
trudin
g m
ore
and m
ore
on s
tate
s’ rig
hts
.•
Many S
outh
ern
sta
tes fe
lt that s
tate
s s
hould
have fin
al a
uth
ority
, not
the n
atio
nal g
overn
ment.
•M
any p
eople
in th
e S
outh
belie
ved th
at s
tate
s c
ould
choose w
hic
h
federa
l law
s to
ob
ey.
•T
hey fe
lt that if a
sta
te d
idn’t lik
e a
law
passed b
y th
e fe
dera
l govern
ment, th
en th
ey d
idn’t h
ave to
follo
w it.
•M
any a
lso b
elie
ved th
at a
ny s
tate
could
with
dra
w, o
r secede, fro
m
the U
nio
n if it c
hose to
do s
o.
Sla
very
•T
he N
orth
relie
d m
ostly
on fa
cto
ries a
nd b
usin
esses, a
nd d
idnot
need s
laves in
ord
er to
main
tain
its e
conom
y.
•T
he S
outh
relie
d o
n c
ash c
rops lik
e c
otto
n, a
nd d
epend
ed h
eavily
on
(free) s
lave la
bor
to w
ork
the la
rge
pla
nta
tions.
•M
any N
orth
ern
ab
olitio
nis
ts s
poke o
ut a
gain
st th
e e
vils
of s
lavery
and w
ante
d it to
end, w
hile
South
ern
ers
wante
d to
pro
tec
t their w
ay
of life
.•
Both
sid
es w
ere
concern
ed a
bout s
lavery
in n
ew
territo
ries b
ecause
they w
ould
eventu
ally
becom
e s
tate
s a
nd s
end re
pre
senta
tives to
C
ongre
ss.
•W
hic
hever s
ide h
ad th
e m
ost m
em
bers
in C
ongre
ss w
ould
have th
e
advanta
ge in
makin
g la
ws
ab
out s
lavery
and o
ther k
ey is
sues.
©2
014
Bra
in W
rinkle
s
Mis
souri C
om
pro
mis
e•
In 18
20, C
ongre
ss a
ppro
ved th
e M
issouri C
om
pro
mis
e in
an e
ffort to
appease b
oth
sid
es.
•T
he s
lave s
tate
of M
issouri a
pplie
d fo
r sta
tehood, b
ut w
ould
upset
the b
ala
nce b
etw
een fre
e a
nd s
lave s
tate
s.
•T
he p
lan a
dm
itted M
issouri a
s a
sla
ve s
tate
and M
ain
e a
s a
free
sta
te.
•It a
lso s
tate
d th
at a
ll new
sta
tes n
orth
of a
certa
in p
oin
t would
be
free
, and a
ll sta
tes s
outh
of th
at p
oin
t would
allo
w s
lavery
.
Co
mpro
mis
e o
f 185
0•
The s
lavery
issue c
ontin
ued to
cause d
ivis
ion a
fter th
e U
.S. g
ain
ed
more
territo
ryafte
r the w
ar w
ith M
exic
o in
184
8.
•T
he C
om
pro
mis
e o
f 185
0 a
dm
itted C
alifo
rnia
as a
free s
tate
, while
allo
win
g th
e re
st o
f the w
este
rn te
rritorie
s to
decid
e th
e is
sue b
y
popula
r sovere
ignty
. •
To p
acify
sla
ve s
tate
s, it a
lso in
clu
ded th
e F
ugitiv
e S
lave A
ct, w
hic
h
req
uire
d n
orth
ern
sta
tes to
retu
rn ru
naw
ay s
laves to
the S
outh
.
Ge
org
ia P
latfo
rm
•M
any G
eorg
ians o
pposed th
e c
om
pro
mis
e a
nd th
reate
ned s
ecessio
n.
•In
Decem
ber 18
50, G
eorg
ia’s
law
makers
met to
dis
cuss th
e is
sue a
nd
adopte
d th
e G
eorg
ia P
latfo
rm.
•It s
tate
d th
at G
eorg
ia w
as w
illing to
rem
ain
in th
e U
nio
n a
s lo
ng a
s
the N
orth
com
plie
d w
ith th
e F
ugitiv
e S
lave A
ct a
nd w
ould
sto
p try
ing
to
ban s
lavery
in n
ew
territo
ries a
nd s
tate
s.
Kansas-N
eb
raska A
ct
•K
ansas a
nd N
eb
raska w
ere
orig
inally
free te
rritorie
s, b
ut th
is
changed w
hen C
ongre
ss p
assed th
e K
ansas-N
eb
raska A
ct in
185
4.
•T
his
allo
wed th
e te
rritorie
s to
vote
on w
heth
er o
r not th
ey w
ante
d
to a
llow
sla
very
.•
North
ern
ers
were
angry
because th
is a
rea s
hould
be fre
e a
cco
rdin
g
to th
e M
issouri C
om
pro
mis
e.
•M
ore
and m
ore
people
moved in
to K
ansas to
influ
ence th
e v
ote
, and
fightin
g b
ecam
e s
o v
iole
nt th
at th
e te
rritory
becam
e k
now
n a
s
“Ble
edin
g K
ansas”.
•In
the e
nd, K
ansas w
as a
dm
itted a
s a
free s
tate
in 18
61.
•T
he K
ansas-N
eb
raska A
ct g
reatly
div
ided th
e n
atio
n a
nd d
estro
yed
th
e M
issouri C
om
pro
mis
e a
nd C
om
pro
mis
e o
f 185
0.
©2
014
Bra
in W
rinkle
s
Dre
d S
co
tt Case
•A
noth
er e
ve
nt th
at s
park
ed a
ng
er w
as th
e D
red S
cott c
ase
in 18
57.
•D
red S
cott, a
Mis
souri s
lave, s
ue
d fo
r his
free
dom
be
cause
he h
ad liv
ed
for a
pe
riod o
f time w
ith h
is m
aste
r in Illin
ois
and W
isconsin
(both
free
).•
When h
e re
turn
ed to
Mis
souri, S
cott s
ue
d th
e s
tate
base
d o
n h
is b
elie
f th
at h
is tim
e in
the
free
sta
tes m
ade
him
a fre
e m
an.
•W
hen th
e c
ase
made
it to th
e S
upre
me
Court, th
e c
ourt ru
led o
n th
e s
ide
of M
issouri.
•It a
lso d
ecla
red th
at s
laves a
nd fre
ed b
lacks w
ere
not c
itize
ns o
f the U
.S.
and d
id n
ot h
ave
the
right to
sue
in th
e firs
t pla
ce
.•
This
made
North
ern
ab
olitio
nis
ts fu
rious b
ecause
it meant th
at s
lave
ow
ne
rs c
ould
ke
ep th
eir s
laves in
any s
tate
, while
South
ern
sla
vehold
ers
w
ere
ple
ase
d w
ith th
e d
ecis
ion.
Ele
ctio
n o
f 186
0•
In 18
54
, those
opposin
g th
e s
pre
ad o
f sla
very
unite
d a
nd fo
rmed th
e
Repub
lican P
arty
.•
Initia
lly, th
e p
arty
only
soug
ht to
restric
t sla
very
in n
ew
sta
tes a
nd
territo
ries, n
ot o
utla
w it w
here
it alre
ady e
xis
ted.
•In
1860, th
e R
epub
licans n
om
inate
d A
bra
ham
Lin
coln
of Illin
ois
as th
eir
candid
ate
for p
resid
ent o
f the
Unite
d S
tate
s.
•T
he D
em
ocra
tic P
arty
was in
dis
arra
y a
nd s
plit b
etw
ee
n 3
diffe
rent
candid
ate
s.
•A
bra
ham
Lin
coln
won th
e e
lectio
n o
n N
ove
mb
er 6
, 1860.
•S
outh
ern
sta
tes w
ere
conce
rne
d b
ecause
the
y fe
lt Lin
coln
wante
d to
end
sla
very
.•
South
Caro
lina d
ecid
ed to
se
ce
de
from
the
Unio
n o
n D
ece
mb
er 2
0, 18
60.
Se
ce
ssio
n in
Ge
org
ia•
When S
outh
Caro
lina s
ece
de
d fro
m th
e U
nio
n, G
eorg
ians w
ere
div
ide
d in
tw
o.
•O
ne
gro
up, in
clu
din
g G
ove
rnor J
ose
ph B
row
n, w
ante
d to
leave
the
Unio
n
right a
way.
•A
lexander S
tephe
ns d
isag
ree
d a
nd w
arn
ed o
f the
econom
ic ru
in th
at
would
occur fro
m a
civ
il war.
•A
t a s
ece
ssio
n c
onve
ntio
n, G
eorg
ians e
lecte
d to
leave
the
Unio
n o
n
January
19, 18
61.
Ale
xander S
tephens
•A
lexander S
tephe
ns w
as a
law
ye
r from
Cra
wfo
rdville
, Ge
org
ia.
•A
fter th
e e
lectio
n o
f 1860 a
nd th
e s
ece
ssio
n d
eb
ate
in G
eorg
ia, S
tephe
ns
supporte
d s
tayin
g w
ith th
e U
nite
d S
tate
s.
•H
ow
eve
r, Ste
phens w
as c
hosen a
s o
ne o
f Georg
ia’s
repre
senta
tives to
C
onfe
de
rate
Cong
ress, w
here
he
was e
lecte
d V
ice
Pre
sid
ent o
f the
C
onfe
de
rate
Sta
tes o
f Am
eric
a.
•A
fter th
e C
ivil W
ar, S
tephe
ns w
as ja
iled fo
r 5 m
onth
s.
•H
e w
as e
lecte
d to
the
U.S
. House
of R
epre
se
nta
tive
s in
1877, w
he
re h
e
se
rve
d u
ntil 18
82
. •
Ste
phe
ns w
as e
lecte
d G
ove
rnor o
f Ge
org
ia in
1882
, but d
ied s
hortly
afte
r. •
Ste
phe
ns C
ounty
is n
am
ed in
his
honor.
©2
014
Bra
in W
rinkle
s
Events Leading to the
© 2014 Brain Wrinkles
SS8H6a
• Large differences divided the northern and southern states long before the Civil War started in 1861.
• The two important issues that increased tensions were states’ rights and slavery.
© 2014 Brain Wrinkles
• During the 1800s, farming was the way of life in the South while more and more factories were being built in the North.
• Northerners wanted to sell their goods in the South, but it was cheaper for Southerners to import goods from Europe.
• In 1828, President Jackson put a tariff on imported goods to help Northern industries.
© 2014 Brain Wrinkles
• Southerners opposed the tariff because it was put in place to help northern businessmen, rather than southern plantation owners who often imported foreign goods.
• In 1832, South Carolina invoked the doctrine of nullification, saying that the tariff was not valid in the state and threating to withdraw from the Union.
• Congress lowered the tariff in 1833.© 2014 Brain Wrinkles
• Many Southerners were angry because they believed the national government was intruding more and more on states’ rights.• (The authority states have to govern what
goes on inside their own borders.)
• Many Southern states felt that states should have final authority, not the national government.
© 2014 Brain Wrinkles
• Many people in the South believed that states could choose which federal laws to obey.
• They felt that if a state didn’t like a law passed by the federal government, then they didn’t have to follow it.
• Many also believed that any state could withdraw, or secede, from the Union if it chose to do so.
© 2014 Brain Wrinkles
• In the 1800s, slavery became a heated issue between the North and the South.
• The North relied mostly on factories and businesses, and did not need slaves in order to maintain its economy.
• The South relied on cash crops like cotton, and depended heavily on (free) slave labor to work the large plantations.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Planting Sweet Potatoes at a South Carolina Plantation - 1862
© 2014 Brain Wrinkles
Slave Trader’s Business in Atlanta, 1860s
• Many Northern abolitionists spoke out against the evils of slavery and wanted it to end, while Southerners wanted to protect their way of life.
• Both sides were concerned about slavery in new territories because they would eventually become states and send representatives to Congress.
• Whichever side had the most members in Congress would have the advantage in making laws about slavery and other key issues.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Four Generations of a Slave Family– Beaufort,
South Carolina 1862
• In 1820, Congress approved the Missouri Compromise in an effort to appease both sides.
• The slave state of Missouri applied for statehood, but would upset the balance between free and slave states.
• The plan admitted Missouri as a slave state and Maine as a free state.
• It also stated that all new states north of a certain point would be free, and all states south of that point would allow slavery.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Missouri Compromise
• The slavery issue continued to cause division after the U.S. gained more territory after the war with Mexico in 1848.
• The Compromise of 1850 admitted California as a free state, while allowing the rest of the western territories to decide the issue by popular sovereignty.
• To pacify slave states, it also included the Fugitive Slave Act, which required northern states to return runaway slaves to the South.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Compromise of 1850
© 2014 Brain Wrinkles
Escaped Slaves - 1862
• Many Georgians opposed the compromise and threatened secession.
• In December 1850, Georgia’s lawmakers met to discuss the issue and adopted the Georgia Platform.
• It stated that Georgia was willing to remain in the Union as long as the North complied with the Fugitive Slave Act and would stop trying to ban slavery in new territories and states.
© 2014 Brain Wrinkles
• Kansas and Nebraska were originally free territories, but this changed when Congress passed the Kansas-Nebraska Act in 1854.
• This allowed the territories to vote on whether or not they wanted to allow slavery.
• Northerners were angry because this area should be free according to the Missouri Compromise.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• More and more people moved into Kansas to influence the vote, and fighting became so violent that the territory became known as “Bleeding Kansas”.
• In the end, Kansas was admitted as a free state in 1861.
• The Kansas-Nebraska Act greatly divided the nation and destroyed the Missouri Compromise and Compromise of 1850.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• Another event that sparked anger was the Dred Scott case in 1857.
• Dred Scott, a Missouri slave, sued for his freedom because he had lived for a period of time with his master in Illinois and Wisconsin (both free).
• When he returned to Missouri, Scott sued the state based on his belief that his time in the free states made him a free man.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• When the case made it to the Supreme Court, the court ruled on the side of Missouri.
• It also declared that slaves and freed blacks were not citizens of the U.S. and did not have the right to sue in the first place.
• This made Northern abolitionists furious because it meant that slave owners could keep their slaves in any state, while Southern slaveholders were pleased with the decision.
© 2014 Brain Wrinkles
• In 1854, those opposing the spread of slavery united and formed the Republican Party.
• Initially, the party only sought to restrict slavery in new states and territories, not outlaw it where it already existed.
• In 1860, the Republicans nominated Abraham Lincoln of Illinois as their candidate for president of the United States.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Abraham Lincoln
1864
• The Democratic Party was in disarray and split between 3 different candidates.
• Abraham Lincoln won the election on November 6, 1860.
• Southern states were concerned because they felt Lincoln wanted to end slavery.
• South Carolina decided to secede from the Union on December 20, 1860.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
President Lincoln’s Inauguration at the U.S. Capitol, 1861
• When South Carolina seceded from the Union, Georgians were divided in two.
• One group, including Governor Joseph Brown, wanted to leave the Union right away.
• Alexander Stephens disagreed and warned of the economic ruin that would occur from a civil war.
• At a secession convention, Georgians elected to leave the Union on January 19, 1861.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Status of the States, 1861
© 2014 Brain Wrinkles
• Alexander Stephens was a lawyer from Crawfordville, Georgia.
• After the election of 1860 and the secession debate in Georgia, Stephens supported staying with the United States.
• However, Stephens was chosen as one of Georgia’s representatives to Confederate Congress, where he was elected Vice President of the Confederate States of America.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Alexander Stephens was a sickly man who never weighed over 100 pounds. Still, one northern politician
called him “the strongest man in the
South”.
• After the Civil War, Stephens was jailed for 5 months.
• He was elected to the U.S. House of Representatives in 1877, where he served until 1882.
• Stephens was elected Governor of Georgia in 1882, but died shortly after.
• Stephens County is named in his honor. © 2014 Brain Wrinkles
Teacher Info – Comprehension Questions
• Students should answer the questions after
discussing the presentation. Afterwards, check and
share answers as a class.
• *You can also use this as a quiz!
© 2014 Brain Wrinkles
1. The
North
’s e
conom
y w
as b
ase
d o
n w
hat?
2. T
he
South
’s e
conom
y d
epende
d h
eavily
on w
hat?
3. W
hic
h c
om
pro
mis
e s
tate
d th
at w
he
n a
free
sta
te is
adm
itted to
the U
nio
n, a
sla
ve
sta
te m
ust b
e a
dm
itted to
ke
ep
the
bala
nce
?
4. W
hic
h c
om
pro
mis
e a
dm
itted C
alifo
rnia
as a
free s
tate
and
institu
ted th
e F
ug
itive S
lave A
ct?
5. W
hat w
as th
e G
eorg
ia P
latfo
rm?
6. W
hic
h la
w a
llow
ed p
opula
r sove
reig
nty
in s
eve
ral U
.S.
territo
ries?
7. W
hat w
as th
e S
upre
me
Court’s
decis
ion in
the
Dre
d S
cott
Case
?
8. W
ho w
as e
lecte
d p
resid
ent in
1860? W
hy w
ere
South
ern
ers
unhappy w
ith th
e e
lectio
n?
9. A
fter th
e e
lectio
n o
f 1860, w
hic
h w
as th
e firs
t sta
te to
se
ce
de
from
the
Unio
n?
10. E
ven th
oug
h A
lexander S
tephe
ns s
poke
ag
ain
st s
ece
ssio
n,
what w
as h
is ro
le in
the C
onfe
de
rate
govern
me
nt?
©2
014
Bra
in W
rinkle
s
1. The
North
’s e
conom
y w
as b
ase
d o
n w
hat?
Facto
ries (in
dustry
)2
. The
South
’s e
conom
y d
epende
d h
eavily
on w
hat?
Sla
ve
lab
or
3. W
hic
h c
om
pro
mis
e s
tate
d th
at w
he
n a
free
sta
te is
adm
itted to
the U
nio
n, a
sla
ve
sta
te m
ust b
e a
dm
itted to
ke
ep
the
bala
nce
?M
issouri C
om
pro
mis
e4
. Whic
h c
om
pro
mis
e a
dm
itted C
alifo
rnia
as a
free
sta
te a
nd
institu
ted th
e F
ug
itive S
lave A
ct?
Com
pro
mis
e o
f 185
05
. What w
as th
e G
eorg
ia P
latfo
rm?
Ge
org
ia w
as w
illing
to re
main
in th
e U
nio
n if th
e N
orth
com
plie
s w
ith th
e F
ug
itive S
lave
Act a
nd s
toppe
d try
ing to
ban
sla
ve
ry in
ne
w te
rritorie
s6. W
hic
h la
w a
llow
ed p
opula
r sove
reig
nty
in s
eve
ral U
.S.
territo
ries?
Kansas-N
eb
raska A
ct
7. W
hat w
as th
e S
upre
me
Court’s
decis
ion in
the
Dre
d S
cott
Case
?D
enie
d S
cott h
is fre
edom
& s
aid
that s
laves a
nd fre
ed b
lacks
we
re n
ot c
itize
ns a
nd d
id n
ot h
ave
the
right to
sue
8. W
ho w
as e
lecte
d p
resid
ent in
1860? W
hy w
ere
South
ern
ers
unhappy w
ith th
e e
lectio
n?
Ab
raham
Lin
coln
–th
ey fe
lt he
would
ban s
lave
ry9. A
fter th
e e
lectio
n o
f 1860, w
hic
h w
as th
e firs
t sta
te to
se
ce
de
from
the
Unio
n?
South
Caro
lina
10. E
ven th
oug
h A
lexander S
tephe
ns s
poke
ag
ain
st s
ece
ssio
n,
what w
as h
is ro
le in
the
Confe
dera
te g
overn
ment?
Vic
e P
resid
ent
©2
014
Bra
in W
rinkle
s
Teacher Info – Comparing Compromises Venn Diagram
• Have the students compare and contrast the Missouri Compromise and the Compromise of 1850 on the Venn diagram.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Compare and ContrastMissouri
CompromiseCompromise of
1850
Teacher Directions – History Board• Print out the Events that Led to the Civil War History Board for each student.
• They will create a 6-panel storyboard that outlines important events leading to the Civil War.
• The students will draw an illustration and write a caption for each square.
• *Interactive Option: Print off two copies of the History Boards for each student and have the students cut out the board from ONE copy. They will cut out each box and staple the boxes to the full-page History Board (right on top). This will create a flap over each box. On the top box, the students will draw an illustration of the event. On the bottom box, the students will write a caption describing the event.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Events that Led to the Civil War: History BoardMissouri Compromise Compromise of 1850 & the Georgia Platform Kansas-Nebraska Act
Dred Scott Case Election of 1860 Debate Over Secession in Georgia
Teacher Info – “Events Leading to the Civil War Movie” Flixster-Inspired Review
• Flixster is an awesome movie-related app. Some of your movie-loving students will be familiar with Flixster.
• In this activity, students will create a movie about the events leading to the Civil War. The movie could be about the whole time period in general, or about one specific part (Missouri Compromise, Compromise of 1850, GA Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, Debate Over Secession in GA, Alexander Stephens, etc.).
• Project the directions screen onto the board and pass out the Flixster handout to each student.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Synopsis:
Cast:
In Theaters:
Rating:
Running Time:
Director:
_________
_________
_________
__ % __ %
Draw the poster for the movie here.
Write a paragraph to summarize your “movie” (Should
include information about the events leading to the Civil
War).
Title of movie
Date it comes outLength of movie
Picture
Name of Key Figure
Name of Key Figure
Name of Key Figure
Picture
Picture
What % thought it was bad
What % thought it was good
What’s it rated? G, PG
Your name
Poster
© 2014 Brain Wrinkles
Synopsis:
Cast:
In Theaters:
Rating:
Running Time:
Director:
_________
_________
_________
__ % __ %
Poster
Teacher Directions – Happy Birthday to You!
• The students will create a birthday gift for Alexander Stephens. (The gift should represent something that is significant to his life, so they should review facts from their notes before starting.)
• In the textbox, they will write about the significance of the gift. (Why is it perfect for Stephens? Why does he need it? What will he use it for? How could it help him?)
© 2014 Brain Wrinkles
Directions: Alexander Stephens’ birthday is February 11th. If he was still alive, what gift would you give him? (It can be more than one thing.) Draw the gift inside of the present. Next, write about the significance of your gift for Stephens’ life. (Why does he need the gift? What will he use if for? How will it help him?)
© 2014 Brain Wrinkles
Teacher – “Give Me Five” Ticket Out the Door
• Have students write down 5 things that they learned from today’s lesson on the fingers.
• (They can write down facts, dates, people, draw symbols, etc.)
• In the center of the palm, they will write down the most important thing that they learned.
© 2014 Brain Wrinkles
Write down 5 things that you learned from today’s lesson on the fingers. In the palm, write down the most important thing you learned.
Write down 5 things that you learned from today’s lesson on the fingers. In the palm, write down the most important thing you learned.
© 2014 Brain Wrinkles © 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store.
If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways.
Best of luck to you this school year,
Ansley at Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store.
This resource is not to be used:• By an entire grade level, school, or district without purchasing the proper number of licenses. For
school/district licenses at a discount, please contact me.• As part of a product listed for sale or for free by another individual.• On shared databases.• Online in any way other than on password-protected website for student use only.
© Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by theoriginal purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Thank you,
Ansley at Brain Wrinkles
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