English III – February 14, 2018 Do Now: Turn your outline in to the orange tray Take out some paper-Set it up for Cornell notes Agenda: Introduction to Civil War Era, Slave Narrative and Frederick Douglass Cornell Notes

Lincoln’s Dilemma “My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that. What I do about slavery, and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help to save the Union.” – Abraham Lincoln, in a letter to Horace Greeley August 22, 1862 · The Civil War began as a war to restore the Union, NOT to end slavery.

(left) Free and slave states prior to the Civil War. (right) Confederate and Union states after the start of the Civil War. Union Confederacy Border State – slave holding, not part of union or confederacy

Union Slave States · Lincoln was afraid that if he ended slavery, it would anger the four proslavery states in the Union (DE, MD, KY, and MO) · Therefore, Lincoln decided to free enslaved African Americans in the Confederate states only.

The Missouri Compromise and the Kansas / Nebraska Act Missouri Compromise – Maine would enter as a free state and Missouri would be slave. Territories north of Missouri would remain free. The Kansas-Nebraska Act was passed by the U.S. Congress on May 30, 1854. It allowed people in the territories of Kansas and Nebraska to decide for themselves whether or not to allow slavery within their borders.  Pro-slavery and anti-slavery settlers rushed to Kansas, each side hoping to determine the results of the first election held after the law went into effect. The conflicts that arose between pro-slavery and anti-slavery settlers in the aftermath of the act's passage led to the period of violence known as “Bleeding Kansas”, and helped paved the way for the American Civil War 

Missouri Compromise

Dred Scott v. Sandford In 1823, the U.S. Supreme Court supported Calhoun’s opinion in the Dred Scott case. Dred Scott was a slave who had been taken North with his master for work. After returning to Missouri, he sued his master for his freedom. He argued that he was no longer a slave since he had lived in a free territory. The Supreme Court ruled against him. Slave owners could take their property with them anywhere in the country.

Fugitive Slave Act (1850) Fugitive Slave Act – slave owners could point out escaped slaves and have them returned. No proof of escape was needed. Federal marshals were required to help catch the slaves and they could require ordinary citizens to help.

Emancipation Proclamation (Emancipate – to set free) · On January 1, 1863, Lincoln issued the Emancipation Proclamation. “On the 1st day of January, in the year of our Lord 1863, all persons held as slaves within any state or…part of a state (whose) people…shall then be in rebellion against the United States, shall be then, thenceforward, and forever free.” · Now the Union had two goals: - restore the Union - end slavery in Confederacy

Freed all slaves in states in the Confederacy (those in rebellion) EMANCIPATION PROCLAMATION Freed all slaves in states in the Confederacy (those in rebellion) Did not apply to slaves in border states (even those fighting for the Union) No affect on southern areas already under Union control. (West Virginia, Nevada, all the territories)

How would you feel about the Emancipation Proclamation if you were… (1) a slave owner from Texas? “The slaves are free? Not in my state their not. Abraham Lincoln isn’t my President anymore, so I don’t have to listen to the Emancipation Proclamation. I only have to free my slaves if the Confederates lose the war.” (2) a slave owner from Missouri? “I knew it was a good idea for us to stay in the Union! I get to keep my slaves, just like the slave owners in Kentucky, Maryland, and Delaware get to keep theirs.”

How would you feel about the Emancipation Proclamation if you were… (3) an abolitionist from Massachusetts? “Hmmm…the Emancipation Proclamation is a good start, but it doesn’t go far enough. Slavery should be ended in all the states, not only the one’s in rebellion against the Union!” (4) a slave from Georgia? “Yahoo, I’m free!! Wait a minute, no I’m not. I have to stay a slave until the Union wins the war!”

How would you feel about the Emancipation Proclamation if you were… (5) a slave from Maryland? “Man, this stinks. How come the slaves from most of the other states were freed but I have to remain a slave?” (6) Abraham Lincoln? “I wish that I could free the slaves in all of the states immediately. However, if I free the slaves in the border states, and anger the plantation owners, they may switch to the Confederacy, and I can’t allow that to happen. Anyway, nobody is really free until we’re able to defeat those Confederate rebels!”

Over 200, 000 freed slaves fought for the Union… BLACK TROOPS Over 200, 000 freed slaves fought for the Union… The famous 54th Black Regiment of Massachusetts was organized by Frederick Douglass Famous 54th Black Regiment of Massachusetts which was organized by Frederick Douglass…..

Black Soldiers At the start of the war the union army contained no black soldiers, other than “contraband” Two laws passed during the war, the second of which allowed for africans who left or were “captured” to fight Slaves knew the war was about them and ran away whenever they could to union soldiers, but, because of local laws, they were sent back After emancipating the slaves, Lincoln enlisted them formally. By the end of the war nearly 200,000 blacks had served and received 25 Congressional Medals of Honor Death rates for black soldiers were much higher than white soldiers.

Captured black soldiers were often executed The most famous black regiment was the 54th Mass., which was the subject of the movie Glory The South would finally try to use slaves as soldiers in 1864 and 1865, offering them freedom, but it was much too late (it was the end of the war)

African Americans in Civil War

The Slave Narrative Definition and Purpose Themes Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave

Defining Slave Narratives Slave narratives can be defined as the personal experiences of slaves before and after the Civil War (1865) Generally they include the experiences of African- Americans who have escaped from slavery

Purpose of Slave Narratives Targeted white audiences Attempted to arouse sympathy (which rhetorical appeal??) of readers in order to promote the abolition of slavery and humanitarianism Emphasized traditional Christian religious ideas Emphasized the cruelty of slave owners

Typical Timeline of Slave Narratives Loss of Innocence: Awareness of what it means to be a slave Realization of alternatives to bondage: The determination to be free The Escape Freedom Obtained

Common Themes/Motifs (recurring ideas) Exposure to physical, sexual, and emotional abuse Dehumanization: Comparison of slaves to other forms of life (ex. Cattle, pigs) Determination to write and read Vignettes (side stories) of other characters succeeding and failing Includes the loss of family members and the destruction of family ties

Frederick Douglass Life as a Slave Awareness and Education Escape Activism

Life as a Slave Douglass’s narrative appeals to the human emotion in his descriptive account of the slave experience. Includes vivid descriptions of physical and emotional abuse Captures scenes of life on the plantation Makes reference to the destruction of family ties

Education/Awareness Slaves were prevented from obtaining an education The awareness of education gave a slave freedoms limited by society Douglass’s education forced him to become more aware of the limitations placed on him by slavery

ESCAPE Douglass’s frustration with the slave system intensified with his education Douglass’s educational knowledge contributed to his desire to escape slavery His awareness of the freedoms that were taken away from him contributed to his desire to escape

ACTIVISM After his escape, Douglass worked to abolish slavery Douglass published an abolitionist paper called the North Star He spoke publicly about the flaws of slavery Worked for the Underground Railroad Recruited soldiers for Civil War to fight for equal treatment of blacks

On a half sheet of paper – respond! During the period of American slavery, it was illegal to educate an African American. In fact, you will read about how Frederick Douglass managed to obtain an education (despite the danger involved). Considering that laws are typically created to prevent something, or to keep something the way it already is (status quo), why do you think it was against the law to let a black man or woman learn to read and write?