U.S. I Practice Quiz for Chs. 14-16, & Study Questions for Final Exam Essays

IT'S HERE:  PRACTICE TEST to help prepare for final exam questions on Chapters 14, 15, and 16. Take the quiz (you'll have a chance to see your answers again at the end), then scroll down in this blog post to see study questions for the final exam.

U.S. I Practice Quiz - Chs. 14, 15, and 16 » create exam

ESSAY PRACTICE:
Some themes that were important in the third and fourth quarters are slavery, and foreign relations (America's relationship with other countries):  Here are some questions to help you think about these issues:

How did slavery affect the unity of the United States from about 1820 to 1865?  Who were the major interest groups (people who had an interest in slavery, or an opinion about it - something to gain or lose)?   What were  some of the major issues they confronted?  What were some of the compromises, acts, and other legislative solutions American statesmen attempted to work out to deal with the issue of slavery?  What was the result by the 1860s?

The United States was growing in size from its beginnings and through much of the nineteenth century.  Acquiring territories through warfare, purchase, negotiation, or other has presented the United States with many opportunities and challenges.  What were some of the opportunities and challenges presented by the following acquisitions (or attempted acquisitions) of territory:
Old Northwest Territory, Louisiana Purchase, Texas, Oregon Territory, California, Mexican Cession, Gadsden Purchase.

America’s relationship with other countries has shaped its history in important ways.  What was America’s relationship with Great Britain, France, and Mexico between 1812 and 1865?  Think about topics such as boundaries, territory, trade, treaties, or conflicts, including military conflicts.  What were some of the issues and results?

U.S. II Ch. 35 and 36 Practice Tests

Click the links below to navigate to practice tests for Chapters 35 and 36. You can take each test up to 5 times until the date of the Final Exam.  Remember to print your results if you'd like to keep a copy.

Link to Ch. 35 Practice Test: On the Eve of World War II

Link to Ch. 36 Practice Test - World War II

U.S. II: Chapter 37 Notes - The Cold War; Postscript and Study Questions

CHAPTER 37 NOTES: THE COLD WAR BEGINS – 1945-1952

“America stands at this moment at the summit of the world.” –Winston Churchill

There's more:  Click here to download the rest of the Chapter 37 notes, including a Postscript, Study Questions for the Chapter, and Study Questions for the Exam.

OVERVIEW:

WWII ended American isolationism – the U.S. was now the world’s most powerful nation.  The United States offered substantial financial assistance to rebuild Europe via its 1947 Marshall plan, and in 1949 it joined NATO, breaking a 150-year tradition of avoiding such treaties.   The postwar arrangements in Eastern Europe sparked disagreement between the United States and the Soviet Union, and they squared off in a battle of ideologies – democracy vs. communism – that became known as the Cold War.  China became communist in 1949 and complicated the picture.  Truman formulated his Doctrine of supporting peoples resisting communism.  The United States became involved in the Korean War (1950-1953) as part of its effort at “containment” of communism. At home, American freedoms suffered in the McCarthyism of the 1950s as people were accused of communist sympathies.

WWII also ended the Great Depression in the U.S.  America emerged from WWII with the world’s strongest economy.  The country embarked on a period of economic growth and prosperity that would last throughout the rest of the 40s, the 50s, and the 60s, as long as energy costs remained relatively low.  Americans experienced high standards of living, and a “baby boom” helped increase the population dramatically.  Liberal presidencies (except for Eisenhower) meant many generous government programs for Americans.  Postwar Americans were on the move - people moved out to the suburbs in great numbers, and many Americans relocated to the Sunbelt.

U.S. I: Chapter 20 - Girding for War: The North and the South, 1861-1865

The slave child John and an unnamed companion, 1862.
According to a document which accompanied the photo,
John was sold for $1,150 in 1854.

CHAPTER 20 NOTES: GIRDING FOR WAR:  THE NORTH AND THE SOUTH 1861-1865

OVERVIEW: This chapter looks at the economic aspects of the Civil war as well as the importance of the Border States and the role of Great Britain and France.  (Chapter 21 will discuss the military history in greater detail.)

1861: Lincoln took office with seven states having already seceded from the Union (North), and others soon followed when the first armed conflict of the Civil War broke out at Fort Sumter in Charleston, SC.  Many of Lincoln’s actions, including continuing to allow slavery, were aimed at keeping the critical Border States and southern Ohio, Indiana, and Illinois loyal to the Union. While initially it seemed that the Confederacy (South) could succeed in breaking away from the U.S., the North with its mighty industrial and agricultural economy, superior naval power and transportation, much larger population, and better-established and more unified government eventually got the upper hand, especially when no foreign power arrived to aid the Confederacy.  Defeated and destroyed by the end of the war, the South looked forward to a wrecked future under a government dominated by Northern interests.

          I.     March 4, 1861 – Lincoln inaugurated in midst of crisis

A.   Seven states had already seceded

B.    Secession would create many problems

                                             1.     What share of national debt and federal territory should South take

                                             2.     Fugitive slave issue

                                             3.     Foreign nations might try to divide and conquer, defy Monroe Doctrine

        II.     April 1861 – South Carolina attacks and captures Fort Sumter (Charleston) after Lincoln sends forces to attempt to provision it.

A.   Northern public opinion turns toward military retaliation.

B.    Lincoln calls up 75,000 volunteers for army and blockades Southern seaports

C.    Virginia, Arkansas, Tennessee, and North Carolina secede and Richmond VA becomes Confederate capital

      III.     Retaining slaveholding Border States (Missouri, Kentucky, Maryland, Delaware, later West Virginia) was crucial to preserving Union

A.   Held large white population – more than half entire Confederacy

B.    had significant manufacturing capacity

C.    had large numbers of horses and mules

D.   Navigable rivers such as Ohio, Cumberland, and Tennessee Rivers

E.    Kentucky especially important

F.    Lincoln used both legal and questionable means to retain border states

G.   Initially, Lincoln insisted the war’s only purpose was to save the Union.

                                             1.     Could not declare opposition to slavery because it would push the Border States to secede and cause problems in the Butternut region (southern OH, IN, and IL) where many southerners had settled

      IV.     Indian Territory (today Oklahoma): the “Five Civilized Tribes” sided with Confederacy while Plains Indians and a breakaway group of Cherokees sided with the Union

        V.     War divided many families between North and South; members fought on both sides

      VI.     The Balance of Forces: Confederate and Union Advantages and Disadvantages

A.   Confederate Advantages

                                             1.     fighting defensively on home ground; needed only to resist successfully

                                             2.     good morale – fighting for self-determination

                                             3.     a more-fit military

a.     talented officers like Lee  and Jackson

b.     well-prepared cavalrymen and foot soldiers

B.    Confederate Disadvantages

                                             1.     little industry led to shortages esp. of shoes, uniforms, etc.

                                             2.     poor and scant transportation

a.     supply problems for troops and civilians (food, etc.)

b.     vulnerable to Yankee attack e.g. destruction of RR

                                             3.     Smaller population – 9 million, of which more than one-third (3.5m) were slaves

C.    Northern Advantages

                                             1.     Wealthy economy

                                             2.     strong agricultural production

                                             3.     vigorous industry with many factories

                                             4.     excellent transportation including railroads and canals

                                             5.     North controlled the sea with superior navy

a.     blockaded Southern ports

b.     traded with foreign nations

                                             6.     Much larger population than the South (22 million) – growing all the time due to immigration. English, Irish, Germans, and others often recruited immediately for the Union army.

D.   Northern Disadvantages

                                             1.     mediocre military personnel

a.     many incompetent officers – talent like Ulysses S. Grant was rare

b.     foot soldiers ill-prepared for war initially

E.    The economy was South’s greatest weakness and the North’s greatest strength

    VII.     Although Europe’s upper classes supported the division of the United States, European help for the South did not arrive

A.   South counted on help from Britain, but Britain’s dependence on Southern cotton for its textile mills was more apparent than real.

                                             1.     Britain had large reserves of surplus cotton and could find other sources in Egypt and India

                                             2.     British laboring classes were opposed to war against U.S. and supported the Union

                                             3.     Union staved off British unrest by sending food from its good harvests and captured cotton to keep Britain’s working classes on their side

  VIII.     Diplomacy helped keep Europeans from helping the South

A.   Trent affair of 1861: Union ship stopped the British steamer Trent and removed Confederate diplomats, angering Britain, but Lincoln quickly smoothed things over by releasing the men.

B.    British build warships (raiders) for the Confederacy, angering the U.S.

                                             1.     The Confederate raider Alabama sank 64 Union merchant ships before it was destroyed by a Union cruiser off coast of France in 1864; other British-build raiders sank ca. 200 other ships, permanently crippling the Yankee merchant marine (Britain later paid reparations to some Americans)

                                             2.     Britain continued to build raiders and rams (metal-clad ships with large guns) until U.S. minister Charles Adams threatened war with Great Britain if the Laird shipyard’s rams were released to the Confederacy

C.    Canada became involved in the war and was made a Dominion by Britain in 1867 to strengthen and unify it against attack by the U.S.

                                             1.     a base for southern agents to attack U.S. North,

                                             2.     a target for Yankees, especially Irish-Americans who hated Great Britain and invaded Canada on their own in 1866 and 1870

D.   France occupied Mexico in 1863 and made Archduke Maximilian of Austria its Emperor.  When Civil War ended in 1865, U.S. threatened to enforce Monroe Doctrine and France left, leaving Maximilian behind to be executed by Mexican troops in 1867.

      IX.     Confederate president Jefferson Davis had difficulty unifying the Confederacy because states’ rights were so strong in the South.

A.   Confederate states resisted central control; threatened to secede any time they objected to Confederate government demands.

B.    Infighting among states and reluctance to share troops, resources seriously hurt the South’s ability to resist the Union

C.    In contrast the North was more unified and had the advantage of personable and unusually talented Lincoln as president

        X.     Lincoln was willing to use his executive power to bend or temporarily break the law to preserve the Union, and Congress often allowed it.

A.   proclaimed blockade and appropriated millions of dollars for the war without congressional approval

B.    On different occasions Lincoln suspended civil rights like habeas corpus, secret ballot, and freedom of the press and imposed martial law in some areas.

      XI.     Volunteers and Draftees: The Armies of the North (blue) and South (grey)

A.   Northern armies manned by volunteers until 1863 when a draft was instituted

                                             1.     “Three hundred dollars or your life:” The wealthy could hire a substitute or pay $300 to avoid military service

                                             2.     Serious draft riots broke out in New York City in 1863

                                             3.     Northern bounties for military service led to bounty brokers, corruption, and bounty jumping

B.    South had to institute a draft in 1862 and take both old and young

                                             1.     “A rich man’s war but a poor man’s fight:” slaveholding wealthy southerners, too, could pay to avoid the draft, leaving poor whites to fight for them; some poor mountain whites resisted.

C.    Desertion plagued both Northern and Southern armies

    XII.     Economic Stresses of War

A.   Northern Economy stayed strong and even grew throughout the Civil War

                                             1.     Excise taxes and income tax raised money

                                             2.     Morill Tariff Act of 1861 raised import tariffs (customs duties) and other protective tariffs followed

                                             3.     Treasury issued paper money, the value of which fluctuated

                                             4.     Government borrowed through bond sales, enriching the bankers who sold them on behalf of the Treasury

                                             5.     1863: National Banking System launched to handle bonds and stabilize paper currency – first national banking network since 1836, it lasted until 1913

B.    Southern Economy weak

                                             1.     hurt by Union blockade and states’ rights opposition

                                             2.     Confederacy sold bonds, imposed taxes, and issued unstable paper money, provoking severe inflation and economic collapse by end of war

  XIII.     The North’s Economic Boom

A.   North extremely prosperous during war, with huge economic growth; many made fortunes off war profiteering and speculation, and corruption was rampant

B.    New machines like the sewing machine and mechanical reapers offset loss of workers and increased both factory and agricultural production, keeping the Union Army strong

C.    Petroleum discovered in Pennsylvania in 1859

D.   Westward expansion continued, aided by lure of gold, and free land under Homestead Act of 1862

E.    Women found more opportunities as replacement workers in factories and in government.  Prewar ratio of 1 women to 4 men in industry became 1:3

 XIV.     The South’s Cotton Kingdom was crushed by the blockade and military destruction and desperate measures at the end of the war

A.   Southern economy was severely crippled and did not recover until the 20th century

B.    After the Civil War, northern interests dominated national economic policies, often to the detriment of the South

Study Goals

         1.     Explain how the firing on Fort Sumter and Lincoln’s call for troops galvanized both sides for war

         2.     Describe the crucial early struggle for the Border States.

         3.     Indicate the strength and weaknesses of both sides as they went to war

         4.     Compare Lincoln and Davis’s political leadership and situation during the war.

         5.     Describe the curtailment of civil liberties in the North during the war.

         6.     Describe the mobilization of military manpower on both sides.

         7.     Analyze the economic consequences of the war for both sides.

Study Questions

1. How did the Civil war change from a limited war to preserve the Union into a “total war” to abolish slavery?
2. What political factors affected Lincoln’s approach to the goals and conduct of the war? What enabled him to be a more successful political leader than Jefferson Davis?
3. How did careful Union diplomacy manage the Civil War crisis with Britain and end British flirtations with the Confederacy?
4. Why were the economic consequences of the Civil War so different for the North and the South?
5. What changes did the Civil war bring about in civilian society in North and South?  How did it affect rich and poor, men and women, immigrants?
6. What-ifs: the South might have succeeded in seceding

·      if the Border States had seceded

·      if Butternut region had turned against Union

·      if Northern public opinion had been against war

·      if Britain or France had broken Yankee blockade of South
Can you think of any other possibilities?

Adv. U.S. I - Ch. 19 Study Guide and Study Questions

Horace Pippin, John Brown Going To His Hanging, 1942.

ADVANCED U.S. HISTORY I

Ch. 19  Drifting Toward Disunion, 1854- 1861

Study objectives:  Be able to: 

1.      Tell the sequence of major crises that led from the Kansas-Nebraska Act to secession.

2.      Explain how and why “bleeding Kansas” became a dress rehearsal for the Civil War

3.      Trace the growing power of the Republican Party in the 1850s and the increasing divisions of the Democrats

4.      Explain how the Dred Scott decision and Brown’s Harpers’ Ferry raid deepened antagonism between the North and the South

5.      Trace the rise of Lincoln as the leading advocate of the Republican doctrine of no expansion of slavery.

6.      Analyze the complex election of 1860 in relation to the crisis between the North and South

7.      Describe the movement toward secession, the formation of the Confederacy, and the failure of the Crittenden compromise effort.

Study Questions:

1.      Beginning with the Kansas Nebraska Act, what were the crisis events of the 1850s and how did each one help lead toward the Civil War?

2.      Name some violent incidents of the 1850s.  What role did violence play in the increasing conflict between the North and South?

3.      How did the political developments of the period 1854-1861 work to fragment the Democratic party and benefit the Republicans?

4.      Could the Crittenden Compromise or some other proposal have prevented or at least postponed the Civil War? Why was compromise successful in 1820 and 1850 but not in 1861?

5.      How did the North and the South each view the various crisis events of the 1850s?  Select 3 events, explain how they were viewed by the North and the South.  Why were their views so different?

Rarely Seen Faces of the Civil War

Follow this LINK for a slide show of rarely seen portraits from the Civil War era.  Be sure to mouse down to the bottom of each image to see a pop-up caption with fascinating information about each image.
Then take this QUIZ.

U.S. I Ch. 19 Notes: The U.S. Drifts Toward Disunion

CHAPTER 19 – DRIFTING TOWARD DISUNION - 1854-1861

“A house divided against itself cannot stand...” –Abraham Lincoln, 1858

Overview:  As emotions rose and violence broke out in the Kansas Territory in 1855, a political solution to the slavery issues became less and less likely.  The Supreme Court ruled against the slave Dred Scott and went even further, saying the Missouri Compromise of 1820 had been unconstitutional.  A financial panic hurt the North in 1857 and gave the South confidence in its economic strength.  Lincoln opposed Douglas for the Illinois senate and engaged in the Great Debate of 1858.  John Brown attacked Harper’s Ferry in 1859 and was executed, outraging abolitionists. When the Republicans Abraham Lincoln, who opposed the expansion of slavery, won the Election of 1860, South Carolina seceded from the Union, followed quickly by other states. Attempts at compromise led by Sen. Crittendon failed, and the no-longer-United States drifted toward civil war between North and South.

I.      1850s: Public opinion in the North turned strongly against slavery, while Southerners became less and less willing to remain in the Union.

A.   Harriet Beecher Stowe’s novel Uncle Tom’s Cabin (1852) ignited a firestorm of anti-slavery opinion in the North and around the world.

1.              Many Northerners vowed not to obey the Fugitive Slave Law of 1850

2.              The novel’s strong effect on public opinion against slavery in Britain and France deterred those nations from assisting the South.

B.    1857: Southerner Hinton R. Helper’s anti-black and anti-slavery book, The Impending Crisis of the South, argued that non-slaveholding whites suffered the most from slavery.  It aroused outrage in the South but was used as campaign literature by the Republicans.

II.    Election of 1856: 

A.   Candidates:

1.              James Buchanan (PA, Democrat)

2.              Capt. John Fremont (fought in California – Republican)

3.              Millard Fillmore for 3rd-party “Know-Nothings” (nativist, anti-immigrant)

B.    Issues: Democrats for popular sovereignty; Republicans against slavery in the territories; Know-Nothings against foreigners and Catholics

C.    Buchanan won, but Republicans made a strong showing

III.  Violence and civil war in Kansas Territory; “Bleeding Kansas”

A.   Settlers moved to Kansas and fight over land and slave issue

1.              ca. 2000 were armed abolitionist settlers assisted by the New England Emigrant Aid Society, which hoped to use popular sovereignty to make Kansas a free territory

2.              Southerners were angered, having assumed the Kansas-Nebraska Act (1854) meant Kansas would be slave and Nebraska free; tried to send their own pro-slavery settlers

3.              1855:  thousands of proslavery Missouri residents crossed into Kansas to vote fraudulently in elections for the territory’s legislature

4.              Proslavery supporters and Free-soilers set up competing governments in Kansas; sporadic violence over land claims

5.              1856: pro-slavery raiders burn free-soil Lawrence, KS

B.    1856: John Brown retaliated for burning of Lawrence with bloody massacre of supposed pro-slavery men at Pottawatomie Creek

C.    Civil war in Kansas continued until it merged with the national Civil War of 1861-1865

D.   Lecompton Constitution (1857) drawn up by proslavery forces, forced population to vote on state constitution “with slavery” or “without slavery” but either way would permit existing slave ownership in Kansas

1.              Passed with slavery 1857

2.              Buchanan administration supported, Sen. Stephen Douglas opposed, and entire Lecompton Constitution was submitted to vote and defeated

3.              Democratic party split between North and South; no national parties remained

IV. Violence on the Senate floor leads to further divisions

A.   1856 Sen. Charles Sumner of Massachusetts insulted pro-slavery proponents and SC Senator Andrew Butler on senate floor

B.    SC Senator Preston “Bully” Brooks beat and seriously injured Sumner in retaliation

C.    North and South driven even further apart

V.   Dred Scott Decision (1857)

A.   Dred Scott, a slave, sued for freedom on the grounds that he had lived for many years in free state IL and free territory WI

B.    Supreme Court ruling against Scott stated

1.              Slaves were not citizens and could not sue in Federal Court

2.              Slaves were property and could be taken into any territory, slave or free, and must remain slaves

3.              Missouri Compromise of 1820, banning slavery north of 36°30', and repealed by Compromise of 1850, had been unconstitutional all along; congress had no power to ban slavery in territories even if free.

4.              [More info on Dred Scott Case:  http://www.oyez.org/cases/1851-1900/1856/1856_0/]

C.    Northern Democrats and Republicans disagreed, defied Supreme Court

VI. Financial Crash of 1857

A.   Causes were inflation from California gold, land and railroads speculation, low prices for grain, and the lower Tariff of 1857

B.    North (grain-growing, manufacturing) hit harder than South (cotton), contributing to southern overconfidence

C.    Republicans sought higher, protective tariff and free homesteads, both of which would benefit the North.

VII.                 Illinois Senatorial Race of 1858:  Lincoln v. Douglas

A.   1858 Douglas and Lincoln held 7 debates together called the Great Debate

1.              Lincoln asked, if the people voted against slavery in a territory and the Supreme Court said they could not, who would prevail? 

2.              Douglas’s answered in his Freeport Doctrine that no matter how the Court ruled, if the people voted slavery down it would stay down.

B.    Lincoln won the Illinois Senate seat

VIII.               John Brown attacks Harper’s Ferry, Oct. 1859

A.   Brown plotted to incite a black rebellion in the South, arm the slaves, and create a black free state.

B.    Attacked arsenal, killing several, and was captured by Lt.Col. Robert E. Lee, tried, and executed

C.    Many abolitionists considered Brown a martyr, unaware he had been a murderer in Kansas and was possibly deranged.

IX. Election of 1860

A.   Democrats divide; N and S cannot agree on candidate

1.              Northern Democrats choose Douglas (IL)

2.              Southern Dems choose John Breckinridge (KY)

B.    Constitutional Union party (former Whigs and Know-Nothings) choose John Bell (TN)

C.    Republicans choose Lincoln (IL)

1.              platform: no slavery in territories; protective tariff; rights for immigrants; Pacific railroad; internal improvements at federal expense; free homesteads

2.              Southerners deeply opposed to Lincoln (who up until then had advocated compensation for slave owners)

D.   Lincoln won, and extremist Southerners vowed to secede from the Union

X.   Southern States Secede from the Union

A.   December 1860 – South Carolina secedes from the Union even before Lincoln takes office

B.    1861: Within 6 weeks Alabama, Mississippi, Florida, Georgia, Louisiana, and Texas seceded from the union. 

C.    Spring 1861: Virginia, Arkansas, North Carolina, and Tennessee secede (see p. 437)

D.   Why Southerners supported secession in 1860-61 (Led by Jefferson Davis)

1.               Believed they were wealthy enough to not need Northern bankers and shippers, and could trade directly with Europe for manufactured goods

2.              thought Northern economic interests with south would prevent North from attacking

3.              Believed they were emulating the 13 colonies when they rebelled against England

XI. Crittendon’s Compromise fails

A.   Crittendon proposed amendments to Constitution to appease the South

1.              Slavery prohibited north of 36°30'  but protected for all territories existing south of that, and all future territories

2.              Future states north or south of the line could enter as slave or free by popular sovereignty

3.              Lincoln rejects compromise, believing U.S. would constantly war against countries to its south to obtain new slave territories

US II- Ch. 36 WWII Video Project

                                            Shipyard Worker, WWII - Kearny, New Jersey n.d.
                                            (source - Library of Congress)


Your mission:  Find and retrieve quality historic video footage to help your class understand American participation in World War II.

Where to look for videos:  loc.gov (library of Congress) or try the Library of Congress channel on You Tube.  An easy way to search is to go to YouTube.com then enter "Library of Congress WWII" or some combination to come up with videos.  You can look at other videos on YouTube, TeacherTube, etc. but try to choose something of quality that pertains to what we are learning in Chapter 36, "America in World War II, 1941-1945." You can also search on some particular topic, e.g. "Women's Army Corps" or "Eisenhower WWII"

Length:  Choose video between 1 and 5 minutes.  A longer video doesn't get you a better grade!  If your video is longer than 5 minutes, select the segment you want the class to view, and mention that in your e-mail to me (e.g., write "segment 3:36 to 4:45" to let me know the section of a longer video you have chosen)

Reporting and Sharing:  Send me an e-mail that included the following:
1) a link to the video (the URL address - copy it from the location bar of your browser)
2) a paragraph summarizing the content of the video  - who, what, where, when, why.
3) a paragraph stating how the video pertains to something about WWII you read in our book, the page number we should refer to, and how you think it will help the class to understand this event or concept better.  For example, the video you choose might expand on information we've read, provide additional information, clarify something, illustrate something, or even contradict something you read in our textbook.
You may choose something from the Home Front, or something from the Asian or European theaters of the war.

Posting Your Video and Content to Wikispaces

1. If you're in Pattern 1, go to http://advusiipat1.wikispaces.com/
   If you're in Pattern 6, go to http://advusiipat6.wikispaces.com/
2. SCROLL DOWN to the small blue link called "Sign in with a Password"  (Ignore the Open ID and sign-in button stuff)
3. Click the link.  A sign-in screen will come up.  Enter the Username and Password you were given in class.
4. Our class Wikispaces webpage will come up.  Find your page (listed on the right), click on it, click Edit, then post your link and your paragraph content.  View this Jing video to see how:

Ms. PushkalWikispaces: Posting Content US History II

Here's a link to a video of Rosie the Riveter to get you started.

US II - link to Ch. 35 Test - print and practice

At the end of this paragraph is link to your Chapter 35 test - take the test as a practice test, then print your results.  Keep the printout in your binder to use for studying for exams.  You may take the practice test up to 5 times.
When you're ready to take Ch. 35 as a practice test, click here:   Chapter 35 Test

U.S. I - Ch. 18 Notes: Sectional Struggle 1848-1854

CHAPTER 18 – RENEWING THE SECTIONAL STRUGGLE

I.                               Political Events and the Election of 1848

A.                Lewis Cass (Dem) Zachary Taylor (Whig) and Van Buren (Free Soil Party) Major parties hoped to avoid slavery issue

1.                  Cass: Popular sovereignty: People of territories choose for themselves whether or not to permit slavery

2.                  Taylor:  not committed to slavery though owned slaves.  Whig party waffled

3.                  Free Soil party: northerners who supported Wilmot Proviso abolitionists, others unhappy with other parties.  Opposed slavery in territories, supported federal aid, free govt. homesteads)
“Free soil, free speech, free labor, free men.”

4.                  Taylor won

II.                            California Gold 1848

A.                Huge numbers of prospectors poured into California, creating a crime wave as well as business opportunities serving miners

B.                 1849: California applied for admission as free state

III.                         Disputes over Slavery around 1850

1.                  Political balance between North and South about equal in 1850: 15 slave states and 15 free states

2.                  South worried that balance would tip in favor of free states

3.                  Texas claimed area that stretched into today’s New Mexico

4.                  Arguments over abolishing slavery in District of Columbia

5.                  Southerners angered by loss of 1000 runaway slaves per year

a.       Underground Railroad abolitionist network helped slaves escape (e.g. Harriet Tubman)

b.      Personal liberty laws

c.       South demanded stronger runaway slave laws

IV.                         Compromise of 1850

A.                Crisis between North and South provoked a debate in Congress

1.                  Whigs, urged compromise

a.       led by Sen. Henry Clay (“the Great Compromiser”) and Sen. Stephen A. Douglas (“The Little Giant”) 

b.      later Daniel Webster “Seventh of March Speech”

2.                  Southern Sen. John C. Calhoun (“The Great Nullifier”) rejected Clay’s compromises, wanted

a.       slavery left alone,

b.      runaway slaves returned

c.       2 presidents – 1 for North and 1 for South

3.                  Both South and North stood to lose financially if South seceded

4.                  Young Guard (north) not alert to dangers of breaking up union, urged abolition e.g. William H. Seward

5.                  Pres. Zachary Taylor died in 1850; Millard Fillmore took over, signed Compromise of 1850

B.                 Compromise of 1850- agreements:

1.                  Concessions to North:

a.       California admitted as free state

b.      Territory disputed by TX and New Mexico given to NM

c.       Abolition of slave trade (but not slavery) in District of Columbia

2.                  Concessions to South:

a.       Remaining Mexican Cession area formed into New Mexico and Utah territories, popular sovereignty would determine whether or not they would permit slavery

b.      Texas received $10 million compensation for territory given to NM

c.       Stricter fugitive slave law

C.                 Results of the Compromise of 1850:

1.                  Senate balance tipped against South (see Maps p. 399, 400)

2.                  In reality NM and UT likely to become free territories

3.                  abolition of slave trade in DC created dissent

4.                  harsh Fugitive Slave Law of 1850 stirred up powerful (sometimes violent) opposition in the North

a.       crowds protested capture of slaves

b.      Northern states refused to enforce Fugitive Slave Law by variety of means

5.                  Bitter antagonism between North and South

V.                            Election of 1852: End of the Whig Party

A.                Democrats choose “dark horse” Franklin Pierce (New Hampshire)

1.                  supported Compromise of 1850

B.                 Whigs nominated Gen. Winfield Scott

1.                  supported Compromise of 1850, though less than Dems

2.                  Whigs split between Northern abolitionist and Southern proslaveryWhigs, losing election

3.                  Whig party would dissolve within a few years

VI.                         Expansionism under President Pierce:
--“Young America:” Pierce seeks to extend Manifest Destiny
--South interested in new territory to expand slavery after Compromise of 1850 closed lands of Mexican Cession to slavery

A.                Central America:

1.                  Nicaragua, Panama proposed sites of canal to shorten route to California

a.       1850: Clayton-Bulwer Treaty – Britain and U.S. agree neither side would build or monopolize a canal in Central America without the other’s consent.

2.                   Southerners interested in territory to restore political balance

a.       1856 William Walker took over Nicaragua, legalized slavery (1860: Walker executed)

B.                 Asia: U.S. now has Pacific coastline in CA, OR so interested in Asian trade

1.                  1854:  Japan: Commodore Matthew Perry sails warships to Japan, strongarms Japanese to sign treaty to trade with U.S.

C.                 Cuba: Spanish-held island. South coveted to create new states out of this sugar island to restore political balance.

1.                  Polk offered to buy Cuba for $100 million; Spain refused.

2.                  1850-1851 – two American (mostly southerners) “filibustering” expeditions attempted to capture Cuba by force and failed

3.                  1854 - Spain seized U.S. ship Black Warrior – Southerners demanded U.S. war with Spain and seize Cuba.

4.                  Ostend Manifesto of 1854: On U.S. orders American diplomats drew up plan to buy Cuba for $120 million or seize it by force if Spain refused to sell.  Manifesto leaked out, caused embarrassment for U.S. govt.

D.                South and North each opposed each other’s plans to expand

VII.                      North and South: Divisions over Territory within United States

A.                Gadsden Purchase of 1853, and a Pacific Railroad

1.                  U.S. worried that CA and Oregon too hard to reach by land; sea routes long, impractical

2.                  Debate: Should transcontinental RR run through North or South?

a.       RR would provide huge benefits to regions it ran through

b.      Best route seemed partly below Mexican border

3.                  1853: U.S. purchased land from Mexico  for $10 million [today’s southern New Mexico and AZ]

4.                  Result:

a.       South now had advantage regarding railroad to Pacific

1.      proposed route would run through states or organized territories rather than thru unorganized territory like Nebraska;

2.      Rockies were lower in south

b.      North tried to organize Nebraska terr. but South blocked it.

B.                 Kansas-Nebraska Act of 1854 [See Map p. 407]

1.                  Sen. Stephen A. Douglas, IL (Little Giant) proposed splitting Nebraska Territory into Nebraska and Kansas

a.       New terrs. would decide slavery question by popular sovereignty

b.      expectation that KS would become slave and Nebraska free

c.       However, Missouri Compromise of 1820 prohibited slavery above 36º30' line; would have to be repealed

2.                  Douglas pushed bill through Congress (underestimated how north would react)

a.       Northerners shocked; saw Compromise of 1820 as sacred, reacted angrily

1.      refused to honor Fugitive Slave Law of 1850

2.      antislavery movement grew significantly

3.      North unwilling to compromise on future issues

b.      Southerners angry that free-soilers tried to make Kansas a free state

1.      Democratic party broken apart

c.       Kansas-Nebraska Act demolished Missouri Compromise of 1820 and the Compromise of 1850

3.                  Birth of the Republican Party 1854

a.       Republican party formed in response to Kansas-Nebraska Act

b.      Included Whigs, Democrats, Free-Soilers, Know-Nothings, and others opposed to KS-NB act

c.       Republican party not allowed in the South

4.                  Kansas-Nebraska Act considered by historians to be main short-term cause of Civil War