1. Preview
Pick up a your two quizzes, your notebook and get out your study guide.
TARGET: We will summarize the key points of Sectionalism.
SUCCESS: I will read and answer 5 essential questions to help prepare for my unit exam.

2. How was the North affected by slavery in the decades before the Civil War?
Northern railroad owners used slave labor to lay railroad tracks in the North.
Northern workers faced competition from large numbers of fugitive slaves.
Northern factory owners bought Southern cotton for their textile mills.
Northern city dwellers bought Southern manufactured goods.

3. Manufactured goods/ industries
South labor
How was the North affected by slavery in the decades before the Civil War?
War between North and South
Northern railroad owners used slave labor to lay railroad tracks in the North.
Northern workers faced competition from large numbers of fugitive slaves.
Northern factory owners bought Southern cotton for their textile mills.
Northern city dwellers bought Southern manufactured goods.

4. Why did the economies of the Western territories develop so differently from the economies of the Northeast and South?
Western territories had limited land and a large immigrant population.
Western territories had natural harbors and many navigable rivers.
Western territories had rocky soil and a large supply of slave labor.
Western territories had inexpensive land and abundant natural resources.

5. Western territories had limited land and a large immigrant population.
Breadbasket/Rancher/farmers
Land
Why did the economies of the Western territories develop so differently from the economies of the Northeast and South?
Factories/Slave
Western territories had limited land and a large immigrant population.
Western territories had natural harbors and many navigable rivers.
Western territories had rocky soil and a large supply of slave labor.
Western territories had inexpensive land and abundant natural resources.

7. Which of the following states on this map still permitted slavery in 1861?

8. Study Guide You will have 10 minutes to work on your study guide
After the 10 Minutes we will go over any questions

9. Small Group Talk #1
30 Second Think : What are 3 characteristics of each section of the U.S. in the mid 1850s?
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE

10. Sectionalism

11. Small Group Talk #2
30 Second Think : How did the issue of Tariffs affect each section of the U.S.? Describe the Nullification Crisis.
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE

13. Small Group Talk #3
30 Second Think : Explain the significance of the following
---Missouri Compromise
---Compromise of 1850
---Kansas-Nebraska Act
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE

15. Small Group Talk #4
30 Second Think : Explain the viewpoint of the following individuals
---John C. Calhoun
---Daniel Webster
---Henry Clay
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.
WRITE

17. Small Group Talk #5
30 Second Think : What was the impact of slavery on each section of the U.S? What was the impact of the Dred Scott v. Sandford decision on the North and South?
Talk: Turn and face your partner.
Partner A= 30 Seconds
Partner B= 30 Seconds
SHARE: Face the person that is talking.

19. He claimed that all taxes by the federal government were illegal.
What effect did the Tariff of 1828, known as “The Tariff of Abominations.” have on John C. Calhoun, U.S. Vice President from South Carolina?
He claimed that all taxes by the federal government were illegal.
He believed that Congress only had the right to pass a tariff law.
He argued that a state had the right to nullify an unconstitutional federal law.
He attacked the idea that the Union was a mere compact of states.

20. Slaves were citizens of the United States with equal rights
In the cases of Dred Scott v. Sanford, the Supreme Court reopened the issue of the extension of slavery into the territories of the Louisiana Purchase by deciding that ----
Slaves were citizens of the United States with equal rights
Slavery violated the U.S. constitution because it deprived individuals of their liberty.
Slaves were private property, which could not be restricted by congress
Congress had within its authority the power to confiscate a slaveholder’s property

21. PREVIEW 2-20 Learning Target: Success Criteria Pick up your notebook.
We will learn to summarize the characteristics of each region during Sectional differences
Success Criteria
I will summarize characteristics of sectionalism and create a slogan or rap to highlight their qualities using a sentence stem.

23. Sectionalism Part 2 52

25. Sectionalism

26. Small Group Talk
30 Second Think: What are the top 3 major characteristics of each section (North, South, West). Explain and defend. Talk: Turn and face your partner. Partner A= 30 Seconds Partner B= 30 Seconds SHARE: TURN AND FACE THE PERSON WHO IS SPEAKING

27. Sectionalism
Create either a Sales Slogan or Rap promoting each Section of the Country.
Each section must have 3 qualities.

28. STAAR Practice
Justify each answer choice

29. PREVIEW 2-19 Pick up packet from the back and your notebook
Learning Target:
We will learn to evaluate the impact of selected Supreme Court Decisions (Dred Scot v. Sandford) on life in the U.S.
Success Criteria
I will read the story of Dred Scott and compare my decision to the Supreme Court and decide how this decision led to sectional differences.

30. Dred Scott v. Sandford Dred Scott was a slave.
He had lived in a free territory with his owner.
His owner moved back into a slave state.
While there, the owner died.
Scott had ABOLITIONIST attorneys file a law suit for him.

31. Dred Scott v. Sandford In partners, choose a speaker and a writer.
The speaker will read out loud.
The writer will record the discussion.

32. Dred Scott What is Dred Scott’s point of view?
TURN AND FACE YOUR PARTNER AND DISCUSS (Partner A and B)
Write your response in your notebook.

33. Emerson What is Emerson’s point of view?
TURN AND FACE YOUR PARTNER AND DISCUSS (Partner A and B)
Write your response in your notebook.

34. Verdict You and your partner must decide the fate of Dred Scott.
Write your verdict in your notebook.

35. Dred Scott Decision It went to the Supreme Court but he LOST.
The Court ruled he was NOT a citizen but RATHER property and therefore he could not file a lawsuit.
Also, they ruled that Congress could NOT ban slavery in any of the territories. This REPEALED the Missouri Compromise.
Southerners LOVED the ruling while Northerners HATED it. It meant slavery could spread into all the territories!

36. PRACTICE

37. PRACTICE

38. PRACTICE

39. Preview 2-18 Pick up an OPTIC from the back (no Notebook).
TARGET: We will learn to analyze the impact of slavery on different sections of the U.S.
SUCCESS: I will view images of political cartoons and make inferences of the impact of slavery on the West.

41. Impact of Slavery in the West
Purpose of reading: To analyze how the beating of Sumner effected the North. (5 MINS to read) Strategy: Ask yourself what is happening in this reading. Who is involved? What was the point of the event? How did it affect the North? SHARE: TURN AND FACE YOUR PARTNER AND DISCUSS THE READING (2 MINS to discuss)

42. Charles Sumner of Massachusetts delivered a blistering speech in the Senate attacking the spread of slavery into Kansas. In his speech he attacked fellow Senators Douglas of Illinois and Butler of South Carolina. It took Sumner three years to regain his health enough to return to the Senate.
Hon. Charles Sumner - the great senator and statesman, the champion of civil and political equality - born January 6th 1811, died March 11th 1874 from Library of Congress Prints and Photographs
Preston Brooks was the nephew of A.P. Butler who was singled out by Sumner in his speech. Brooks was never charged with a crime but resigned his seat in the House after surviving a censure vote. He was soon reelected to fill his own vacancy.
Top Picture: Hon. Charles Sumner - the great senator and statesman, the champion of civil and political equality - born January 6th 1811, died March 11th 1874
Bottom Picture:

43. What violent act happened in Congress?
Charles Sumner from Massachusetts delivered a speech in the Senate attacking proslavery forces in Kansas
Insulted Sen. A.P. Butler of S.C.
Preston Brooks, Butler’s nephew, attacked Sumner on the Senate floor with his cane, hitting him about 30 times and breaking the cane

44. In 1854, Senator Stephen A. Douglas of Illinois drafted a bill to organize territorial governments for the Nebraska Territory, proposing that it be divided into two territories- Nebraska and Kansas.

45. The Kansas-Nebraska Act
Proposed by Stephen A. Douglas of Illinois to divide up Nebraska Territory into Kansas and Nebraska
Let people decide through popular sovereignty whether or not to allow slavery (Why did he do this?)
Would end Missouri Compromise
Turned Kansas into a bloody battleground

46. BLEEDING KANSAS
The race for Kansas was on. . .both supporters and opponents attempted to populate Kansas to win the vote over slavery
As the election neared, a group of pro-slavery “border ruffians” from Missouri attempted to cross into Kansas
Violence erupted – Bleeding Kansas is the legacy
Picture from an unknown source
Finally, after years of fighting, Kansas is admitted as a free state in 1861

47. Who was John Brown?
An extreme abolitionist
Avenged the Sack of Lawrence
With 7 other men he murdered 5 proslavery neighbors while they slept in their beds
Known as the Pottawatomie Massacre after creek where victims bodies were found
Civil war broke out in Kansas for 3 more years

48. Library of Congress Prints and Photographs.
John Brown believed that God commanded him to rid slavery from the United States. After leading raids in Kansas with 5 of his sons, he moved to Virginia to plan an attack that would free all the slaves. Brown was wounded and captured and later hanged for treason on December 2, 1859, for his role in trying to capture the American fort at Harpers Ferry
from
Library of Congress Prints and Photographs.
John Brown, head-and-shoulders portrait, facing slightly right
John Brown, head-and-shoulders portrait, facing slightly right

49. Impact of Slavery in the North
Purpose of reading: To analyze how the beating of Sumner effected the North. (5 MINS to read) Strategy: Ask yourself what is happening in this reading. Who is involved? What was the point of the event? How did it affect the North? SHARE: TURN AND FACE YOUR PARTNER AND DISCUSS THE READING (4 MINS to discuss)

50. O.P.T.I.C. Purpose : To compare two political cartoons about slavery
Strategy: Use and fill out the OPTIC chart after viewing each political cartoon. Compare and contrast both cartoons.

53. New Testing Strategy C= Colonization Rev= Revolution Con= Constitution
ERJ= Early Rep (WAJMaMo) and Jackson
WER= West. Expansion and Reform
S= Sectionalism (including I.R.)
C.W.=Civil War
Recon.=Reconstruction

57. Preview 2-17 Pick up your notebook and a GRAY textbook.
TARGET: We will learn to explain the constitutional issues surrounding states’ rights, including the Nullification Crisis
SUCCESS: I will explain how the Tariffs of the 19th century further created sectional differences in a summary list.

58. Small Group Talk
30 Second Think : As a business owner in the South, how would you feel paying a higher tax, and seeing no benefits come from the tax? What would you do next? Explain. Talk: Turn and face your partner. Partner A= 30 Seconds Partner B= 30 Seconds SHARE: TURN AND FACE THE PERSON WHO IS SPEAKING

60. Tariff of Abominations (1828)
In 1828 Congress passed an unusually high protective tariff. Some manufactured goods from Europe had a tariff as high as 50%.
The tariff protected Northern factories from competition with European manufacturers.
Northerners generally favored high protective tariffs.

62. The South Reacts! Southerners did not benefit from the tariff.
Most Southerners wanted the option of buying goods from Europe.
Southerners were afraid that European powers would place a tariff on their cotton making it too expensive (e.g. no more King Cotton).
John C. Calhoun, writes his South Carolina Exposition and Protest. Calhoun says that states have the right to nullify any federal law it doesn’t like.

63. The Nullifying Begins
1833 South Carolina nullifies a slightly lower tariff passed by Congress.
Congress, at the request of President Jackson, passed the Force Bill. South Carolina Nullifies it as well and says it will fight any army which marches in the state.
Henry Clay works out a compromise in Congress which removed some of the taxes and South Carolina rescinded its nullification.

64. Small Group Talk
30 Second Think : In your opinion, should states have the power to nullify (cancel) Federal laws if they choose? Why or Why not? What are the possible outcomes? Defend. Talk: Turn and face your partner. Partner A= 30 Seconds Partner B= 30 Seconds SHARE: TURN AND FACE THE PERSON WHO IS SPEAKING

65. Read
Page 244 “States’ Rights and The Defense of Slavery”
Page 246 (The 1st 3 Paragraphs)
Purpose: How did the issue of State’s Rights lead to the Civil War?
Turn N Talk- summarize the main points to your partner

67. FUGITIVE SLAVE ACT (1850)
It was a law that REQUIRED citizens to catch runaway slaves.
If a person did not comply, they could be fined or jailed
MANY blacks who were free were captured and sent back into slavery.
Northerners HATED this law because it forced them to become a part of the system of slavery.

68. Sectionalism Part 2 52