Test Review: Unit V (1844 - 1877)

Period V (1844 - 1877)

Unit Test will cover Kennedy chapters 16 - 22.  Use the following outline to help focus your studying.  Here is the answer key to the chapter review questions.

Essay Test: Thursday December 3
Multiple Choice Test: Friday December 4

I.  Intensifying the Sectional Crisis

• How did territorial expansion lead to Civil War?
• The "peculiar institution" - What made slavery a "peculiar institution"?
• Reasons for increase in slaves in 19th century
• Characteristics of slavery on large plantations versus small farmers
• Meaning of phrase "Cotton is King"
• How did the United States acquire new territory?
• Manifest Destiny - advocates in favor of expansion versus those against expansion
• President Polk's territorial acquisitions
• Oregon
• Texas
• California
• Mexican-American War
• Treaty of Guadalupe-Hidalgo
• How did the events of the 1850s intensify political and economic sectionalism?
• Compromise of 1850
• Fugitive Slave Act
• Uncle Tom's Cabin by Harriet Beecher Stowe
• Kansas-Nebraska Act, 1854
• birth of the Republican Party
• "Bleeding Kansas" 
• Dred Scott Supreme Court decision, 1857

II.  Civil War

• How do Lincoln's speeches reflect the changing goal and course of the Civil War?
• Goals of Union and Confederacy in 1861
• Advantages and disadvantages Union and Confederacy at start of war
• Mobilization for war & reactions on homefront
• Conscription laws
• suspension of habeas corpus
• Draft Riots, 1863
• copperheads
• Important battles & turning points in the war: 
• Battle of Antietam
• Battle of Gettysburg
• Battle of Vicksburg
• Important Generals & their contributions to the war
• General Lee (Confederacy)
• General McClellan (Union)
• General Grant (Union)
• Lincoln's speeches
• First Inaugural 
• Emancipation Proclamation
• Gettysburg Address
• Second Inaugural 

III.  Reconstruction

• Constitutional Reconstruction
• 13th, 14th, 15th Amendments 
• Political Reconstruction
• President Andrew Johnson's efforts to hinder Reconstruction
• Radical Republicans v. Moderate Republicans
• Charles Sumner, Thaddeus Stephens
• African American representatives in Congress
• Southern resistance: "Redeemers"
• Economic Reconstruction
• sharecropping
• no redistribution of land to recently freed slaves
• Social Reconstruction
• African Americans experience freedom
• Freedmen's Bureau, education, church, movement to new areas
• Southern resistance to freed people
• Black Codes
• Jim Crow, Plessy v. Ferguson (1896)
• KKK

As you review for the essay, consider the successes and failures of Reconstruction, as well as what stayed the same and what changed during this time period.

Tuesday November 24, 2015

How do Lincoln's speeches reflect the changing course and goals of the war?

Tasks: 

• Begin class by looking at different Civil War photographs.
• What is the photograph's subject?
• What do the photographs tell us about war?
• Analysis of Lincoln's 2nd Inaugural Address in small groups.
• Contextualize the speech by identifying the events that led Lincoln to this moment: 
• Won election 1864
• General Grant takes command of Union Army and decides on war of attrition
• 13th Amendment abolishing slavery has passed Congress
• Discuss contents of his speech: 
• What is Lincoln's tone?
• How does Lincoln attempt to restore the Union?
• Return together as whole class to brainstorm how to answer the question: How do Lincoln's speeches reflect the changing goals and course of the war?
• To write this reflection, you will want to keep a few things in mind: 
• Your writing should reflect not only what changed in Lincoln, but why it changed.
• For example, in his First Inaugural Address, Lincoln claims he will not touch slavery where it existed, but by his Second Inaugural Address, Lincoln used the phrase "were slaves" (line 20).  A writer should identify not only what changed (Lincoln's stance on slavery), but why it changed (events of the war allowed him to take a different stance on the issue).
• Your writing should make an argument about Lincoln's change: 
• Was the change you see in Lincoln from the first to last document radical? Slow? Progressive? Cautious?
• Your writing should be four paragraphs in length (introductory paragraph, two body paragraphs, conclusion).
• Introduction paragraph should contextualize the war, and provide a thesis that addresses the question.
• Body paragraphs should expand upon the thesis to support the change you are arguing.  Possible topics to explore are Lincoln's stance on: 
• Slavery
• Goal of the war
• Course of the war
• Lincoln's stance toward the South
• Conclusion

Monday November 23, 2015

How do Lincoln's speeches reflect the changing goals and course of the Civil War?

Tasks: 

• Begin class by returning to letters written by Civil War soldiers.
• Identify the affordances (strengths) and limitations (weaknesses) of using letters as a primary source for understanding the past.  Generate a list as a whole class.
• Small group discussion focused on letters: 
• How do the soldiers view emancipation?
• Are the soldiers hopeful or fearful about the future?
• Focus on central inquiry: How do Lincoln's speeches reflect the changing goals and course of the war?
• What did the Emancipation Proclamation do?
• Changed the goal of the war; Union has a cause that moves beyond simply saving the Union
• Transition to discuss Gettysburg Address.
• Contextualize the Address by identifying key moments that led Lincoln to speak.
• Battle of Gettysburg & Battle of Vicksburg - both battles occurred in 1863, which is the turning point in the war.  After 1863, the Confederacy began slow and steady retreat.
• Small group answer: How does Lincoln define the Union?
• Assign the Second Inaugural Address.
• Be prepared to discuss: How does Lincoln restore the Union?

Friday November 20, 2015

How do Lincoln's speeches reflect the changing goals and course of the Civil War?

Tasks: 

• Begin class by contextualizing the Emancipation Proclamation.
• Review the way the Union and Confederacy mobilized for war, including the distinct advantages and disadvantages of each side.
• Discuss the Battle of Antietam, and the significance of this battle as it is connected to the passage of the Emancipation Proclamation.
• Return to the Emancipation Proclamation - If the proclamation did not free a single slave, then what exactly did it do?
• Kennedy claims that the Emancipation Proclamation is "stronger on proclamation than emancipation"
• Highlight phrases in the text that relate to "proclamation" - Lincoln announcing; and phrases that relate to "emancipation" - Lincoln speaking about freedom.
• Civil War letters: How did people feel about the Emancipation Proclamation?
• Read assigned letter from Union soldier, Confederate soldier, OR African American soldier.  
• In small group, discuss the differences in opinion among the soldiers about the meaning of the Emancipation Proclamation.
• Assign Gettysburg Address - How did Lincoln define the Union?

Reminders: 

• Unit Four test corrections due December 5, 2015

Thursday November 19, 2015

How do Lincoln's speeches reflect the changing goals and course of the war?

Tasks: 

• Complete short answer quiz.
• Begin class with reflection on Lincoln's Inaugural Address: How does Lincoln defend the Union in 1861?
• Class Notes
• Objectives of the War - Union and Confederate objectives
• View excerpts from Civil War by Ken Burns 
• "A Bloody Affair" 
• "Our Boy" - What are the characteristics of the soldiers? (minute 27:35 - 31:54)
• "Arts of Death" - What type of destruction did the new technology have on the nation? (minute 43:59 - 54:06)
• Assign Emancipation Proclamation.
• What did the Emancipation Proclamation do?

Reminders: 

• Annotated Bibliography due Friday 11/20

Wednesday November 18, 2015

How do Lincoln's speeches reflect the changing goals and course of the war?

Tasks: 

• Introduce Civil War Inquiry: How do Lincoln's speeches reflect the changing course and goals of the war?
• What is this question asking you to consider?
• The ways in which Lincoln changes as the Civil War unfolds.  Course of the war = the strategies for fighting; Goals of the war = objective or aim of the war
• Why Lincoln?
• Relevant: issues he confronts (race issues, citizenship issues) are just as relevant today as they were in the 1860s
• Excellent writer: choose words meticulously
• Model for us: Lincoln changes his perspective
• How are we going to accomplish this task?
• Read 4 significant documents by Lincoln to analyze the way he changes from 1861 - 1865.  Use Civil War primary and secondary sources to better understand the context in which Lincoln is changing (what is happening in the war).
• Small group discussion: Lincoln's First Inaugural Address
• Discussion #1: use time in class to clarify the contents of his speech
• Discussion #2: use my questions to probe at the contents of his speech
• What is Lincoln's stance on slavery?
• What does Lincoln mean by the phrase "Union is perpetual"?
• How does Lincoln feel about secession?
• Discussion #3: Kennedy argues in the textbook that Lincoln is "firm, yet conciliatory" in his address.  What words or phrases would you use to support this argument?

Reminders: 

• Short Answer quiz on the decade of crisis Thursday 11/19
• Annotated Bibliography due Friday 11/20

Tuesday November 17, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Start class with Manifest Destiny quiz.
• Review components of Compromise of 1850.
• How did the Compromise of 1850 address slavery?
• How did the Compromise of 1850 increase sectional tension?
• Review components of Kansas-Nebraska Act (1854).
• How did the Kansas-Nebraska Act address slavery?
• How did the Kansas-Nebraska Act increase sectional tension?
• Introduce Dred Scott Supreme Court decision.  Use notes, as well as primary sources from class to answer questions: 
• How did Dred Scott decision address slavery?
• How did Dred Scott decision increase sectional tension?
• Debrief "Decade of Crisis" (the name given to the years between the end of the Mexican-American War and Lincoln's election) by identifying the causes of the Civil War.
• Potential causes of war may include: 
• Increased political sectionalism
• Increased economic sectionalism
• Inability of either North or South to create a compromise that addressed issue of slavery
• Absence of strong leaders in government to help create a solution that worked
• End class by discussing Lincoln's Inaugural Address.
• Contextualize his speech by considering the following points
• Lincoln is elected to presidency in 1860 without winning popular vote; some southern states did not even include Lincoln's name on the ballot
• From the time Lincoln is elected (November) to the time he takes office (March) seven southern states have seceded from the Union.  Essentially, he stands to deliver his inaugural address before a divided nation.
• Read his inaugural address, and be able to answer: How did Lincoln defend the Union?

Reminders: 

• Annotated bibliography due Friday 11/20.
• Short Answer Quiz Thursday 11/19 (review Compromise of 1850, Kansas-Nebraska Act, and Dred Scott decision for quiz)

Monday November 16, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Today, we will use selected video excerpts to better understand the increasing sectional tension in the nation over the expansion of slavery into western territories.
• Explain the Kansas-Nebraska Act, and answer the question "How did the Kansas-Nebraska Act address the issue of slavery?"
• Watch video excerpt from Africans in America, and answer the question "How did the Kansas-Nebraska Act increase sectional tension?"
• Watch minute 52:00 - 58:10.
• Discuss the destruction of the 2nd American Party System.  
• The political system is increasingly sectionalized.  The Whigs, a political party created during Jackson's presidency, will dissolve in the wake of the Kansas-Nebraska Act, and a new political coalition, the Republicans, are created. 
• Watch "The Early Republican Party" (begin at minute 7:43) and identify the ideology of the early Republican Party.

Reminders: 

• Annotated Bibliography due Friday 11/20

Friday November 13, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Review the components of the Compromise of 1850, and the way the compromise addresses slavery.
• Define the Fugitive Slave Act, and discuss the ways in which slaves escaped to the North using the journal digitized by Columbia University.
• Watch selected excerpt from Africans in America to see how the fugitive slave issue angered Northerners, and intensified sectional conflict.
• View minute 41:36 - minute 52:00, and answer "How did the Compromise of 1850 increase sectional tension?"

Reminders: 

• Annotated Bibliography due Friday 11/20

Research Project: Annotated Bibliography

Research Project: Annotated Bibliography
Due Friday 11/20

Use this link to help you organize your annotated bibliography.

Thursday November 12, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Review important points made by Professor Blight in his lecture about the consequences of the Mexican-American War.
• Why do Northerners and Southerners care so much about the expansion of slavery? 
• Compromise of 1850
• Identify all 5 parts of the compromise.
• Explain how each part addresses the issue of slavery.
• Discuss whether the compromise favored the north or the south.

Reminders: 

• Unit Three test corrections due 11/13
• Annotated Bibliography due 11/20

Wednesday November 11, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Begin class by reviewing information from Manifest Destiny Chart: 

• Individual assignment: purpose of this assignment is to identify the ways in which the Compromise of 1850 sought to address the issue of slavery.
• Watch video lecture by Professor David Blight to identify the reasons why the North and South cared about slavery taking root in the West.
• Using notes from video and chapter 18, identify the 5 components of the Compromise of 1850, and explain how the compromise addressed the issue of slavery.

Reminders: 

• Unit Three Test corrections due 11/13
• Annotated Bibliography due 11/20

Tuesday November 10, 2015

Period V (1844 - 1877):  How did territorial expansion lead to civil war?

Tasks: 

• Begin class with slavery quiz (chapter 16).
• Introduce term - Manifest Destiny and provide context for expansionism
• Expansionist surge of 1830s and 1840s had deep roots
• Americans conceived future as republic and empire
• Transportation Revolution helped Americans access interior & growing population from immigration to exploit the interior land
• Obstacles to expansion
• well-armed Indians controlled Great Plains
• Mexico held sovereignty over Texas
• Great Britain controlled Oregon
• Election of James Polk (1844) willingly assumed these risks, and expanded America's empire to the Pacific Coast
• Small group discussion: Analyze John Gast's painting to better understand Manifest Destiny
• Debrief elements of the painting - reality (what actually happened as Americans pushed West) and myth (what the painter did not accurately portray)
• End class by completing note taker that brings together elements of chapter 17: 

Reminders: 

• Unit Three Test corrections due 11/13
• Annotated Bibliography due 11/20

Monday November 9, 2015

Period V (1844 - 1877):  How did territorial expansion lead to civil war?

Task:

• Introduction: The first part of this fifth unit is to understand the nature of "peculiar institution" of slavery, as well as the causes and consequences of territorial expansion.  
• Today in class, we continued with an analysis of the evolving interpretations of slavery by three different historians.  The purpose of the conversation in class today is to model the next phase of the research process.  
• Small groups discuss: Determine the way the secondary sources (the three that were used in class - Phillips, Stampp, and Gray-White) could be used to support an argument by identifying the strengths and weaknesses of the secondary source.
• Affordances (or strengths) of secondary sources: What does the source information contribute to my research topic?
• Limitations (or weaknesses) of secondary sources: What information is the source excluding or leaving out that may weaken my argument?
• Use the following link to review the steps for your annotated bibliography.

Reminders: 

• Unit Three test corrections due Friday 11/13
• Annotated Bibliography due Friday 11/20