Chapter 9

Sectional Conflict Intensifies 1848-1860

Wednesday 3-20-19

● New Unit: Civil War Period

● Key Vocabulary terms

MYP Unit Plan
● Inquiry Statement: ​Cultural conflict within a state
requires moral reasoning and a response from the
government that will ultimately change and define a
nation.

● Key Concept: Change

● Related Concept: Causality (cause and consequence),

Conflict, Culture

● Global Context: Identities and Relationships

 Inquiry Questions
● Why was the Civil War fought?
● What were the region differences between the North and the
South that led to the conflict?
● What were the major reasons that the nation was unable to
avoid war?
● What impact did the Civil War have on altering the course of
America's future?
● How does conflict affect the people around it?
● Was the Civil War worth its costs?
● To what degree could you consider the Civil War a "Total
War"?
● To what extent was the Civil War America's Second
Revolutionary War?
Learning Target 3-20-19

● I can understand key vocabulary for the Civil

War unit.
 Key Vocabulary
• Anti- (preposition)
● opposed to, go against
• Pro- (preposition)
● in favor of, for
• Confederate (Adjective)
● joined by agreement, allies
• Union (Noun)
● a political group under the
same central government
 Key Vocabulary
• Correspondence (Noun)
● similarity or connection
• Fugitive (noun)
● someone who has escaped
• Proclamation (Noun)
● an important official
announcement
• Whig Party (noun)
● Political party that favored
the federal government
• Secede (verb)
● to formally leave a group
Exit Ticket 2-20-19

On the note card create 5 sentences using the

vocabulary terms that you just learned. You
must use the word correctly!
Thursday 3-21-19

● Warm Up

● Guided Reading: Chapter 8,

Lesson 1
Warm Up…………..
● On a notecard

● Attempt to create one sentence with as many

vocabulary words as possible. Your sentence
must be grammatically correct.
Learning Target 2-21-18
● I can explain how the debate over slavery caused
tension between the North and the South.
Independent Work

● Log onto Google Classroom and go to Digital

Textbook (link at top).

● Read Chapter 8, Lesson 1 in the DIGITAL

TEXTBOOK. Complete the guided reading sheet
as you read.
Friday 3-22-19

● Learning Target: I can explain the rising tensions

between the North and the South.

● Gallery Walk: Rising Tensions

● Guided Reading Worksheet Due Monday!

Wilmot Proviso
● David Wilmot Representative
from Pennsylvania (North)
● Worried about territory gained
after Mexican American War.
● 1846
● proposed that slavery be banned
from any territory gained from
Mexico.
● ~Failed
The Compromise of 1850
● South wanted territories from Mexico to be slave
states since they were in the south.
● North wanted territories from Mexico to be free
states.
● California (former Mexican Territory) wanted to be a
free state.
● Compromise of 1850
● Proposed by Henry Clay, Representative of
Kentucky
● California-admitted as a free state.
● Slavery in Utah and New Mexico would be decided by
popular sovereignty.
The Compromise of 1850
● Popular Sovereignty: People living in a territory had
the right to decide by voting whether to allow slaves.
Fugitive Slave Act 1850.
● Passed as part of the Compromise of 1850 to please
the South.
● Required that all Americans helped with the return of
runaway slaves.
● Federal Marshals (law officer) had to assist slave
catchers.
● Marshals could “deputize” citizens to help catch
fugitive slaves.
● Accused enslaved person had no defense, were denied
trial by jury.
Fugitive Slave Act 1850

● Northerners were outraged that

almost any African American
could be arrested as a fugitive
slave, even if they had never
been a slave.
● If caught helping, they could be
charged $1,000 or up to 6
months in jail.
● Despite this, many antislavery
activists disobeyed the law.
Kansas-Nebraska Act 1854

● Proposed by Stephen Douglas, Representative

of Illinois

● Remove Missouri Compromise.

● Created Kansas and Nebraska Territory.
● Popular Sovereignty in Nebraska and Kansas
● Nebraska Voted to become a free state
● Kansas voted to become a slave state
The Kansas-Nebraska Act of 1854
Bleeding Kansas
● Kansas was to vote on whether it was entered as a
slave state of a free state.

● Anti-Slavery supporters went to Kansas.

● So did Pro-Slavery supporters.

● Fighting between the two groups caused 200 deaths.

● Kansas ultimately became a slave state.

Bleeding Kansas
Charles Sumner
● Charles Sumner was a Abolitionist, Senator from
Massachusetts.
● May 19 1856 Made a speech, blaming proslavery
senators for making Kansas a slave state.
● May 22, 1856, Preston Brooks, a representative from
South Carolina, attacked Sumner with a cane, beating
him unconscious.
● Both men became heros for their respective sides;
Sumner for the North, as a martyr, Brooks for the
South for defending their way of life.
Charles Sumner
Exit Ticket
● How did tensions rise between the North and the
South during this time period? Use examples from
your notes.
Independent Work

1. Complete the Fugitive Slave Act reading and

questions.

2. Continue working on Guided Reading Chapter 8,

Lesson 1.

3. Both worksheets are DUE Monday!

Monday 2-26-18

● Correct Fugitive Slave Act Reading

● Review Guided Reading Chapter 8, Lesson 1

● Research Civil War Person of Choice.

Warm Up 2-23-18

● What was the compromise of 1850?

● What three things did it do?

Learning Target 2-23-18
● I can analyze the Fugitive Slave Act.
Tuesday 2-27-18

● Research day

● Research your person and create your

note card
Fugitive Slave Act 1850

● Northerners were outraged that almost any African

American could be arrested as a fugitive slave.

● Many antislavery activists disobeyed the law.

● https://www.youtube.com/watch?v=JkHK8qDrTTM\
Tuesday 2-27-18

●I can create a biography

of a person from the Civil
War period.
Tuesday 2-27-18
● Create your person’s biography on the note card.

● We will have class time today to complete the

research! We will turn these in at the end of the
class period.

● Work to become an expert on your person as you create

their biography. Look for what they did during the Civil
War Period. What was their contribution?

● Dig deeper in your research than Wikapedia!

Wednesday 2-28-18

● Review Activity, Procedures and Expectations.

● Civil War speed dating activity.

● Exit Slip.
Learning Target 2-28-18

● I can explain the role that key

people played during the Civil War
period.
“Speed Dating” Procedures
● You and your partner will have 2-3 minutes to share
information about the person you researched.

● Pay specific attention to the role the person played in the

Civil War. TAKE NOTES!

● Asked clarifying questions if needed.

● “Can you tell me more about…?”
● “What does that mean?”

● When the timer sounds STOP, and listen for Mr. Heiser’s
transition instructions.
Class Expectations

● Classroom Expectations apply.

● Be a good communicator.

● Be polite if you have a question.

● Move quickly to your next partner during transitions.

Tuesday 2-28-18

● Complete the exit sheet on the back of

your note sheet.
Warm Up
● Using your sheet of notes from the
Speed Dating Activity identify TWO
people from the civil war period that
fit two of the IB Learner Profile (In
front of the room above the board)
terms. Explain why, write 2-3
sentences about why that person fits
that particular profile term.
● http://www.pbs.org/black-culture/shows/list/undergr
ound-railroad/classroom/follow-or-not-follow/
Monday 3-25-19

● Review Guided Reading

● Warm Up

● Notes

● Harriet Tubman reading

Learning Target

● I can describe the Underground

Railroad.
Warm-Up 3-25-19

● Under what circumstances, if any, do you believe that

citizens should disobey the law? Is civil disobedience
ever justified? Write a paragraph in your notebook
explaining your stance.

● Can you think of any examples in history of civil

disobedience?
Underground Railroad

● An informal but organized system for helping

enslaved persons escape North. (Conductors, Stations,
and Signals)

● “Conductors”: provided food, shelter, and money.

● Famous conductors:
● Harriet Tubman
● Levi Coffin: hosted 2,000 escaped slaves in his home.
Harriet Tubman

● Born into slavery escaped to

Freedom 1849

● Abolitionist: person who

wants to end slavery.

● Risked her life to save

hundreds of people from
slavery.
Uncle Tom’s Cabin
● Book wrote by Harriet Beecher
Stowe.

● Cruelties and horrors of slavery.

● Sold 300,000 copies (1st year).

● Upset Southerners.
Homework 3-25-19

● Read the Harriet Tubman and the Underground

Railroad reading. (1 page)

● Complete Questions

● DUE Tuesday!
Friday 3-2-18
● DUE TODAY: Harriet Tubman Reading and Quiz.

● Warm Up

● Notes: Kansas-Nebraska Act, Bleeding Kansas

● Reading and Questions on my MPS “Bleeding Kansas”

Warm Up 3-2-18

● In your notebook describe the

underground railroad. What was it
used for? How did it work? Who
were famous “conductors”?
Learning Target
●I can explain the impact of
the Kansas-Nebraska Act on
the debate over slavery.
Chromebook Work
1. Read the Harriet Tubman Reading and
finish the comprehension quiz on
MYMPS.

2. Read the Bleeding Kansas document on

MYMPS (its learning). Complete the
questions after you read the document.
SUBMIT ON MYMPS.
Tuesday 3-26-19

● Warm Up

● Topic: Dred Scott Case and John Brown

● Harriet Tubman Reading Due Today!

 Warm Up
● What is “freedom?” What does
freedom mean to you?

● What would you do or risk to be free?

Use some of the following words in your response:
● Risk - Human Rights
● Consequences - Oppression
● Pursuit of Freedom - Survival
● Oppose (v.)/opposition (n.) - Hope
Learning Target 3-26-19
● I can analyze the impact of the Dred Scott case on the
debate over slavery.
Learning Target
● I can explain the impact of John Brown’s raid on
Harpers Ferry.
Dred Scott V. Sandford 1857
● Dred Scott was a slave who was taken to live in free
territory and then taken back to Missouri (slave
territory).

● Scott sued to end his slavery.

● Case went to the Supreme Court.

● What did the Supreme Court decide?

Dred Scott Case
● Read the case study document handout. We will do
this in class.

● Answer the questions that follow on a separate piece

of paper. Use complete sentences in your answers. Be
sure that you answer all parts of the question and
your answers are complete.
Abolitionism
•Spread in North

•Frederick Douglass: runaway slave who became

abolitionist leader

•William Lloyd Garrison: editor of abolitionist

newspaper, The Liberator

•Underground Railroad: network of white abolitionists,

free blacks and slaves (not only Harriet Tubman)
•Total number of fugitives assisted by the UGR
1830-1860 was between 70,000 and 100,000
59
Compromise of 1850

•California wanted to be a free state

•The South had assumed it wouldn’t be and

was upset.

•As a compromise, California would enter the

Union as a free state with the condition that
Utah and New Mexico would vote on slavery

•Fugitive Slave Law – meant to appease

South, many Northerners felt it turned them into 60

slave-catchers.
Kansas-Nebraska Act of 1854
•Proposed by Stephen Douglas

•People in Nebraska Territory would vote on

whether to have slavery or not (popular
sovereignty).

•Sounded like a sound compromise, but it upset

some anti-slavery forces

•Freesoilers (poor farmers who couldn’t compete

with slave-owners), and pro-slavery forces
streamed in 61
•Mini civil war: “Bleeding Kansas”
John Brown
•Abolitionist

•Involved in the Underground Railroad.

•Moved to Kansas to support the

anti-slavery cause.

•Responded to violence by pro-slavery men

by organizing the murder of 5 pro-slavery
settlers. 62
John Brown’s Raid on Harper’s Ferry

•Brown planned a raid on a federal arsenal

•He wanted to distribute weapons to slaves

•Action failed. Brown and his men were

mostly captured or killed within 36 hours

•Brown was ultimately hanged

63
Due Wednesday
1. Dred Scott Readings and Questions

2. John Brown Reading- What are your

thoughts on John Brown? Write your
thoughts in a paragraph after the
reading. Your paragraph should a
minimum of 3-5 sentences.
Readings Due Wednesday

65
Individual Work
1. Complete the five questions on the DRED
SCOTT CASE a separate piece of paper. Use
complete sentences. Turn in when finished.

2. If you finish the questions early, get an ipad and

log into MYMPS (its learning) and finish the
“Bleeding Kansas” reading and questions.

3. Read Chapter 8, Lesson 2 in digital textbook.

Wednesday 3-7-18
● Dred Scott case questions are due TODAY!

● Warm Up

● Emergence of Abraham Lincoln

● Lincoln WebQuest
Learning Target 3-7-18
● I can trace the emergence of
Abraham Lincoln as an
important figure in US history.
Warm Up 3-7-18

● What do you know about Abraham Lincoln?

● Brainstorm a list of everything you know about

Abraham Lincoln. Try to come up with at least 10
things. Include anything that makes you think of
Abraham Lincoln.
Abraham Lincoln
● Born Feb. 12, 1809
● He grew up in the Western Frontier of Kentucky and
Indiana.
● He was a self taught lawyer in Illinois.
● He was a leader in the Whig Party.
● While in Congress he opposed the Mexican-American
War.
● He was elected president of the United States.
● He led the United States through its bloodiest war and its
greatest moral, constitutional and political crisis.
● His complex moves toward ending slavery centered on
the Emancipation Proclamation.
● He was the first president to be assassinated.
● He is regarded as one of the greatest Presidents.
The Lincoln-Douglas Debates of 1858
● Illinois Senate race of 1858.

● Abraham Lincoln (Republican) v. Stephen Douglas

(Democrat)

● In 1858, Abraham Lincoln and Stephen Douglas met

for debates in 7 towns.

● Format: first candidate gave a 1 hour speech, Second

gave a 1 and half hour speech, 1st candidate 3o minute
response.
● “A house divided against itself cannot stand.”~Lincoln
What do Debates look like today?

● 1st Televised Presidential Debate

● http://www.history.com/topics/us-presidents/kennedy-
nixon-debates

● 2012 Obama V. Romney

● https://www.youtube.com/watch?v=aYKKsRxhcro
● https://www.youtube.com/watch?v=WD0RH9PLxQY
 Lincoln WebQuest
● Using your Chromebook search the web to complete
the Lincoln WebQuest.

● Answer the questions and provide the website

address that you used to answer the questions.

● If you finish early make sure you have the following

complete: Tubman Quiz, Bleeding Kansas Questions,
and Dred Scott Questions(Due today).
Thursday 3-8-18

● Dred Scott Case Questions Due.

● Lincoln WebQuest.

● Topic: Abolitionist: John Brown

Learning Target
● I can explain the impact of John Brown’s raid on
Harpers Ferry.
Abraham Lincoln called Brown a “misguided
fanatic.”

Abraham Lincoln John Brown

Central Historical Question:

Was John Brown a

“misguided fanatic”?
Abolitionism
•Spread in North

•Frederick Douglass: runaway slave who became

abolitionist leader

•William Lloyd Garrison: editor of abolitionist

newspaper, The Liberator

•Underground Railroad: network of white abolitionists,

free blacks and slaves (not only Harriet Tubman)
•Total number of fugitives assisted by the UGR
1830-1860 was between 70,000 and 100,000
78
Compromise of 1850

•California wanted to be a free state

•The South had assumed it wouldn’t be and

was upset.

•As a compromise, California would enter the

Union as a free state with the condition that
Utah and New Mexico would vote on slavery

•Fugitive Slave Law – meant to appease

South, many Northerners felt it turned them into 79

slave-catchers.
Kansas-Nebraska Act of 1854
•Proposed by Stephen Douglas

•People in Nebraska Territory would vote on

whether to have slavery or not (popular
sovereignty).

•Sounded like a sound compromise, but it upset

some anti-slavery forces

•Freesoilers (poor farmers who couldn’t compete

with slave-owners), and pro-slavery forces
streamed in 80
•Mini civil war: “Bleeding Kansas”
John Brown
•Abolitionist

•Involved in the Underground Railroad

•Moved to Kansas to support the

anti-slavery cause

•Responded to violence by pro-slavery men

by organizing the murder of 5 pro-slavery
settlers. 81
John Brown’s Raid on Harper’s Ferry

•Brown planned a raid on a federal arsenal

•He wanted to distribute weapons to slaves

•Action failed. Brown and his men were

mostly captured or killed within 36 hours

•Brown was ultimately hanged

82
Central Historical Question:

Was John Brown a

“misguided fanatic”?
Independent Work
1. Review the John Brown Timeline and
Documents on MYMPS (itslearning).

2. Answer the questions using evidence from the

documents.

3. If you finish early complete your Lincoln webquest.

***BRING BOTH OF THESE ASSIGNMENTS TO

CLASS ON FRIDAY!
Friday 3-9-18

● John Brown Questions due.

● Notes: The start of the civil war.

● Work time.

● Assessment Next week Wednesday!

Learning Target

● I can describe the events that

led to the beginning of the Civil
War.
Warm Up Questions
● Based on the Timeline and Document A, what kind of
person would you say John Brown Was?

● Did the Douglas document change your opinion of

John Brown? Why or Why not?

● Was John Brown a “misguided fanatic”? Why or why

not?
John Brown
● “I, John Brown, am now quite
certain that the crimes of
this guilty land can never be
purged away but with blood.”
Effects of John Brown’s Raid
NORTH SOUTH
Many Speeches Slave owners horrified it
condemning Slavery. almost succeeded.

Brown was considered a Convinced they can not

Martyr. live in the US.
Presidential Election of 1860
● Democrats: Stephen Douglas, John C. Breckinridge

● Constitutional Union: John Bell.

● Republicans: Abraham Lincoln.

● Lincoln wins (No Southern Support).

● Lincoln’s win was seen as win for abolitionists and the

north.
Civil War Begins

● South Carolina 1st state to secede (leave US).

● South formed the: Confederate States of America.

● Jefferson Davis-President
Civil War Begins
● Confederate forces attacked Fort Sumter (S.C) and
captured it.

● Virginia, Arkansas, Tennessee, and North Carolina

secede.

● In an attempt to keep Maryland in the US Lincoln

used Martial Law.

● Lincoln added 70,0o0 volunteer troops to the Union

army.
Independent Work Time:

● Work on any of the following that you need to

complete:

● Harriet Tubman Reading and quiz (on MYMPS)

● Bleeding Kansas reading and questions(on MYMPS)
● Dred Scott questions (write out on paper)
● Lincoln Webquest
● John Brown Reading (on MYMPS) and questions
Monday 3-12-18

● Video: America The Story of Us: Division

● Tuesday: Review

● Wednesday: Assessment

● Thursday/Friday: Comparing the Sides

Tuesday 3-13-18

● Review Questions with Video WS/ Hand in

● Assessment Resources

● Kahoot Game Review.

● Assessment Wednesday

● Hand back assignments

Learning Target

● I can describe the BIG Ideas and

describe where to find study
resources.
Big Ideas
● Mexican Land Cession
● Compromise of 1850
● Fugitive Slave Law
● Underground Railroad
● Bleeding Kansas
● Popular Sovereignty
● Kansas-Nebraska Act
● Dred Scott Case
● Lincoln/Douglas Debates
● John Brown and Harpers Ferry
Resources
●
● Class Notes (Slides): MYMPS
● OnLine Textbook: Review Questions, Self Quiz
questions
● Other Class work: Warm-ups, worksheets, readings,
writing assignments
Wednesday 3-27-19

● Dred Scott and John Brown Readings due

today!

● Kahoot Review

● Assessment on Thursday. Bring your notes. No

cell phones!
 Thursday 3-28-19
● Complete Pre-Civil war Assessment. NO CELL
PHONES! Cell Phone=0 on your Assessment.

● If you finish your assessment early check for any

missing work. Did you complete ALL of the
following:
● Mind Map Project
● Expansion DBQ Packet
● Harriet Tubman reading
● Dred Scott Reading and Questions
● John Brown Paragraph