1. Chapter 15: Slavery and Sectionalism STUDY PRESENTATION © 2010 Clairmont Press

2. Section 1: Slavery in Georgia Slavery in GeorgiaSlavery in Georgia Section 2: Georgia, the Nation, and Sectionalism, 1820-1848 Georgia, the Nation, and Sectionalism, 1820-1848Georgia, the Nation, and Sectionalism, 1820-1848 Section 3: The Road to War: 1848-1861 The Road to War: 1848-1861The Road to War: 1848-1861 2

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4. Section 1: Slavery in Georgia  Essential Question: What was life like for slaves in Georgia? 4

5. Section 1: Slavery in Georgia  What terms do I need to know? driver arson 5

6. Georgia Time Line 1819-1861 6

7. Slavery in Georgia  The slave code was the set of laws under which all slaves in Georgia lived. The owner determined a slave’s quality of life.  Additional factors that affected slave’s quality of life: where they lived in Georgia size of the farm or plantation where they lived amount of time away from white culture (to develop a culture of their own)  Women were expected to work and raise children, too. 7 Link: Slavery in Antebellum GeorgiaSlavery in Antebellum Georgia

8. What were the regulations that governed slave behavior A)Service codes B)Morris codes C)Slave codes D)Secret codes 8

9. Work  Slaves on rice plantations used the task system where each day an assigned amount of work was done.  Cotton plantation slaves worked on the gang system, where slaves worked in groups and work was based on time.  Some house servants lived in the main house, but most slaves lived in small cabins.  Overseerers and drivers (older slaves the plantation owners thought were loyal) watched field slaves to make sure they worked. 9

10. WORK  Slaves on rice _________s used the t___ system where each day an assigned amount of ____ was done.  C_____ plantation slaves worked on the g___ system, where slaves worked in _____s and work was based on ____.  Some h____ _______s (slaves) lived in the main house, but most slaves lived in small cabins.  O______rs and _______ (older slaves thought to be loyal) watched field slaves to make sure they worked. 10

11.  Owners encouraged slaves to have children to increase their slave population.  Slave marriages were not recognized as “legal” and owners could sell a slave at any time and split up a family.  Religion was an important part of the lives of many slaves. Most had religious services on plantations.  Some churches had a separate balcony for slaves’ worship.  There were some independent black churches. 11 Family and Religion This 1862 photo of a slave family shows four generations of slaves. Source: Public Domain.

12.  Owners encouraged slaves to ____ ________to increase their slave population.  Slave marriages were not recognized as “_____” and owners could ____ a slave at any time and split up a family.  Religion was an important part of the lives of many slaves. Most had ________ services on plantations.  Some churches had a separate balcony for slaves’ worship.  There were some independent black churches. 12 Family and Religion This 1862 photo of a slave family shows four generations of slaves. Source: Public Domain.

13.  Laws passed in 1833 made it illegal to teach slaves to read and write.  Slaves could not work in print shops, could not own property, or could not travel without an owner’s written permission.  Crimes such as arson and plotting a rebellion could result in execution.  Slaves could not testify against whites, which made it difficult for them to defend themselves in court. 13 Slave Laws and Resistance to Slavery Slave trader’s business in Atlanta, Georgia in 1864. Image: Public Domain.

14.  Laws passed in 1833 made it _______ to teach slaves to read and write.  Slaves could not work in _____ _____, could not own ________, or could not ______ without an owner’s written ___________.  Crimes such as _____ and p_______ a r________ could result in _________.  Slaves could not _______ against whites, which made it difficult for them to defend themselves in court. 14 Slave Laws and Resistance to Slavery Slave trader’s business in Atlanta, Georgia in 1864. Image: Public Domain.

15. Section 2: Georgia, the Nation, and Sectionalism, 1820-1848  Essential Question: How did sectional differences cause problems for Americans during the antebellum period? 15

16. Section 2: Georgia, the Nation, and Sectionalism, 1820-1848  What terms do I need to know? urban rural sectionalism tariff slave state free state Missouri Compromise nullification states’ rights Underground Railroad annex 16

17. Georgia, the Nation, and Sectionalism, 1820-1848  Crops grown in the lower Southern region, such as rice, cotton, sugar cane, and tobacco, required many workers. Slavery grew in this area.  In the upper Midwestern states, grains were the major crops, and specialized machinery meant cultivation of grain crops took less labor.  Northeastern states relied on merchants and trade for their economy. Textile mills and manufacturing created urban areas; the South remained mainly rural.  After the American Revolution, the northern states ended slavery over time; the Southern states relied on slave labor.  From 1820 until 1848, events increased sectionalism in the United States, in which regions adopted policies best suited for their people. 17

18. Georgia, the Nation, and Sectionalism, 1820-1848  Crops grown in the lower Southern region, such as rice, cotton, sugar cane, and tobacco, required many workers. S_____ grew in this area.  In the upper Midwestern states, grains were the major crops, and s_________d machinery meant cultivation of grain crops took less labor.  Northeastern states relied on ________ts and t____ for their economy. Textile mills and manufacturing created _____ areas; the South remained mainly ____.  After the American Revolution, the northern states ended slavery over time; the Southern states relied on slave labor.  From 1820 until 1848, events increased ____________ in the United States, in which regions adopted policies best suited for their people. 18

19. Georgia's Slave Population: 1790-1860 19

20. The Missouri and Tariff Cases  After the War of 1812, the national government grew stronger.  Tariffs on imported goods were added to encourage Americans to buy American made products.  Time from the end of the War of 1812 to mid- 1820s is known as the “Era of Good Feelings” in the U.S. 20

21. The Missouri and Tariff Cases  After the War of ____, the national government grew ________.  _______ on imported goods were added to encourage Americans to buy American made products.  Time from the end of the War of 1812 to mid- 1820s is known as the “___ __ ________” in the U.S. 21

22. The Missouri Compromise  Missouri was admitted to the United States as a slave state (slavery allowed) in 1821.  Maine was made a state and would be a free state (slavery not allowed).  The Missouri Compromise of 1820 kept the balance between free states and slave states equal.  A line was drawn even with Missouri’s southern border that would allow slavery only south of that line; north of that line would be free.  This issue showed that the issues of expansion and slavery would divide Americans. 22

23. Missouri Compromise 23

24. The Missouri Compromise  _______i was admitted to the United States as a _____ _____(slavery allowed) in 1821.  _____ was made a state and would be a ____ _____(slavery not allowed).  The _________ __________of ____ kept the balance between ___ states and _____states equal.  A line was drawn even with Missouri’s southern border that would allow slavery only south of that line; north of that line would be free.  This issue showed that the issues of expansion and slavery would ______ Americans. 24

25. Nullification Crisis  Protective tariffs taxed foreign made imports and encouraged Americans to buy less expensive American-made products.  By 1828, Southerners felt new higher tariffs benefited the Northern states, which had more manufacturing centers.  Vice President John C. Calhoun of South Carolina argued that a state had a right to void a law it felt was unconstitutional.  Nullification was the idea of voiding and not following national laws within a state.  These issues boosted the states’ rights arguments, in which a state had the right to put itself between the national government and its people.  Additional tariffs in 1832 prompted South Carolina to refuse to honor the tariff laws; South Carolina threatened to break from the Union (secede) if the President tried to enforce the tariffs.  Georgia’s Legislature was against the protective tariffs, but was also against nullification.  South Carolina finally agreed to follow the national law.  This issue of states’ rights showed that Americans in different parts of the country had big differences. 25

26. Nullification Crisis  Protective _______s taxed foreign made imports and encouraged Americans to buy less expensive American-made products.  By 1828, Southerners felt new ______ tariffs benefited the Northern states, which had more manufacturing centers.  Vice President John C. Calhoun of South Carolina argued that a state had a right to void a law it felt was unconstitutional.  ______________ was the idea of voiding and not following national laws within a state.  These issues boosted the ______ ______ arguments, in which a state had the right to put itself between the national government and its people.  Additional tariffs in 1832 prompted South Carolina to refuse to honor the tariff laws; South Carolina threatened to break from the Union (secede) if the President tried to enforce the tariffs.  Georgia’s Legislature was against the protective tariffs, but was also against nullification.  South Carolina finally agreed to follow the national law.  This issue of states’ rights showed that Americans in different parts of the country had big differences. 26

27. Abolition Movement in the North  William Lloyd Garrison founded The Liberator, a newspaper calling for an end to slavery.  By 1831, a system of safe houses and routes for runaway slaves had developed as the Underground Railroad.  Antislavery movements and attacks on the morality of slavery increased in the North; Southerners increased attempts to protect slavery. 27

28. Mexican-American War  Americans began moving into Mexico’s northern territory (Texas) in the 1820s.  The region was good for growing cotton, and many farmers brought slaves to the Texas region.  Mexico abolished slavery in 1829, and tried to stop Americans from settling in Texas.  Americans continued to move to Texas, and in 1836, they rebelled and set up their own country – The Lone Star Republic.  The annexation of Texas by the U.S. in 1845 brought another slave state into the Union; most Georgians supported this.  Arguments took place as to whether Congress had a right to decide in advance if a territory not yet a state could have slavery or not.  28

29. Section 3: The Road to War: 1848-1861  Essential Question: How did slavery and the expansion of the United States lead to the Civil War? 29

30. Section 3: The Road to War: 1848-1861  What terms do I need to know? manifest destiny free soil popular sovereignty Compromise of 1850 Georgia Platform Kansas-Nebraska Act border states 30

31. The Road to War: 1848-1861  America expanded its territories to the Pacific coast following the Mexican-American War; the idea of the United States extending from the Atlantic to the Pacific oceans was called America’s manifest destiny.  Free soil proponents argued that the national government had a right to prevent slavery from spreading into new territories.  The Democratic Party argued for popular sovereignty in which people living in a new territory should decide important issues, such as allowing slavery. 31

32. California and the Compromise of 1850  The Compromise of 1850 attempted to keep the states together.  California, by its own choice, would be a free state.  New Mexico and Utah territories would decide for themselves about slavery.  Slave trading ended in the District of Columbia, and law enforcement would return runaway slaves to their owners. 32

33. The Compromise of 1850 33

34.  Southern leaders met to discuss how to defend the South and the institution of slavery as a result of the Compromise of 1850. They discussed the idea of leaving the Union.  The Georgia Platform passed, accepting the Compromise of 1850 but agreeing to resist if the North hindered slavery or failed to live up to its obligations.  Other Southern states followed the Georgia Platform.  Harriet Beecher Stowe wrote Uncle Tom’s Cabin (1852) as a reaction to the compromise. The book increased antislavery feelings in the north. 34 The Georgia Platform Cover of Uncle Tom’s Cabin, 1852. Image: Public Domain.

35. Kansas-Nebraska Act  The Kansas and Nebraska territories were organized and were allowed to decide on slavery for themselves (idea of popular sovereignty).  The Republican Party formed, believing the national government could ban slavery in new territories.  By 1856, Kansas had two governments, one proslavery and one antislavery. Murders and fighting took place in “Bleeding Kansas.”  The Democrats, which supported popular sovereignty, won the 1856 presidential election. 35

36. The Dred Scott Case  Dred Scott argued that since he lived in a free state with his owner and his daughter was born in a free territory, he and his family should be freed.  The Supreme Court ruled that blacks were not citizens, could not sue, and that slaves were property regardless of where they lived.  The Court ruled that Congress never had the right to forbid slavery in territories.  The ruling supported the Southern position, but angered many Northerners. 36

37. Election of 1860 and Secession  Abraham Lincoln and the Republican Party won the presidential election in 1860.  The Republicans wanted no slavery in territories, national banking, and protective tariffs. Southerners felt Lincoln’s election would lead to abolition of slavery in all states.  Some citizens in border states, located between free states and slave states, supported John Bell of Tennessee. Georgia’s electoral votes went to John C. Breckinridge. 37

38. Election of 1860 38

39. Secession  In December 1860, South Carolina declared that it had seceded from the Union and was no longer a part of the United States.  By mid-January 1861, Georgia was one of seven Southern states to secede from the United States.  Alexander Stephens of Georgia, who opposed secession, noted in a famous “cornerstone speech” that the “immediate cause” of the conflict between North and South was African slavery. 39

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