Download DIFFERENTIATING INSTRUCTION Southern States Secede

CHAPTER 15 • SECTION 3
Southern States Secede
KEY QUESTION How did seven Southern states justify their decision to secede?
Connecting History
Teach
Southern States Secede
Reader, Recorder, Reporter
Federalism
Many Southerners
claimed that their fight
for independence from
the federal government
was an echo of America’s
fight to separate from
British tyranny during the
Revolutionary War.
• In what key ways did the Confederate
Constitution differ from the U.S. Constitution?
(It supported states’ rights; it protected slavery
in the Confederacy, including any territories the
Confederacy might acquire.)
• Categorize Have students create a chart
categorizing Southern and Northern arguments
regarding secession. (Southern arguments:
states had the right to leave the Union, since
they voluntarily joined it; an abolitionist
president would threaten their slaverydependent economies; the Northern majority
would force the South to abolish slavery.
Northern arguments: secession went against
the Constitution; secession would weaken the
Union; Southerners were simply unwilling to
live with the election results of a democratic
election.)
Detail of secession
banner with tree
representing South
Carolina
Connecting History
Federalism
Why do you think that Southerners
compared themselves to American colonists
in the 1770s? (Possible Answer: Southerners
saw their fight as a struggle against
economic and political policies of the Union
that were threatening their freedom.)
Crittenden considered himself a Kentucky
man through and through. Born there, he
returned to his home state after graduating
from law school and working as territorial
attorney general in Illinois. He was a
Kentucky state legislator before being
elected to the U.S. Senate. Later he served
as Kentucky’s governor. When his famous
Crittenden Compromise was defeated in the
Senate by a narrow margin, he turned his
attention to keeping his state from joining
with the Confederacy. His passionate stand
on the issue is considered a key factor in
Kentucky’s ultimate decision to remain in
the Union.
Unit 6 Resource Book
• Connect to Today, p. 35
502 • Chapter 15
The Confederate States of America Southerners based their arguments
rights, the idea that states have certain rights that the federal govon states’ rights
ernment cannot overrule. They argued that since the states had voluntarily
joined the Union, they could voluntarily leave it.
On December 20, 1860, South Carolina became the first state to secede.
Other states in the Deep South, where the economies depended on slavery
and cotton production, also considered secession. Shortly after, Mississippi,
Florida, Alabama, Georgia, Louisiana, and Texas joined South Carolina.
In early February 1861, the states that had seceded met in Montgomery,
America. The convention
Alabama. They formed the Confederate States of America
named Jefferson Davis president of the Confederacy.
The convention then drafted a constitution. The Confederate Constitution was modeled on the U.S. Constitution. But there were a few important
differences. For example, the Confederate Constitution supported states’
rights. It also protected slavery in the Confederacy, including any territories
it might acquire.
Having formed its government, the Confederate states made plans to
defend their separation from the Union. Some believed that war between
the states could not be avoided. But everyone waited to see what the Union
government would do in response.
The Union’s Response Northerners considered the secession of the Southern states was unconstitutional. President James Buchanan argued against
secession. He believed that the states did not have the right to withdraw
from the Union because the federal government, not the state governments,
was sovereign. If secession were permitted, the Union would become weak,
like a “rope of sand.” He believed that the U.S. Constitution was framed to
prevent such a thing from happening.
In addition to these issues, secession raised the issue of majority rule.
Southerners complained that Northerners intended to use their majority to
force the South to abolish slavery. But Northerners responded that Southerners were not willing to live with the election results. As Northern writer James
Russell Lowell wrote, “[The Southerners’] quarrel is not with the Republican
Party, but with the theory of Democracy.”
The Failure of Compromise With the states in the lower South forming a
new government, some people continued to seek compromise. Senator John
J. Crittenden of Kentucky proposed that slavery should be protected south
of the line established in the Missouri Compromise, that Congress should
not abolish slavery in a slave state, and that the federal government should
compensate the owners of fugitive slaves. The Crittenden Compromise was
presented to Congress in early 1861, but it was defeated in the Senate.
More About . . .
John J. Crittenden of Kentucky
Even before the election, Southerners had warned that if Lincoln won the
secede, or withdraw, from the Union.
presidency, Southern states would secede
502 Chapter 15
DIFFERENTIATING INSTRUCTION
Struggling Readers
Inclusion
Confederate Map
Secession Time Line
To help students understand the way
Southern secession divided the country,
have them create a map. On a blank
map of the United States, have students
label the states and territories as
they existed in 1861. Then have them
create a key consisting of two colors:
one representing the Union and one
representing the original Confederacy
(before the start of the war). Then have
them color the states according to the
key, using information from the text.
Have students create a time line of key
events, such as
• South Carolina’s secession
• the secession of six other states
• the formation of the Confederacy and
naming of a president
• the drafting of the Confederate
Constitution
Remind students to look for signal words
such as first, then, and after.
With the election of 1860, it was clear that attempts at compromise had
failed. The issue of slavery had pulled the nation apart. Every Congressional
attempt to reach a compromise only served to enrage one section of the
country or the other. The following chart shows how the events and laws of
these years brought the nation closer to civil war.
CONNECT
1846
1846
War with Mexico
to the Essential Question
SOUTHERN REACTION
fear that slavery would expand into the
territories won from Mexico
desire to extend slavery into territory taken
from Mexico
support for Wilmot Proviso
Compromise of 1850
relief that California would
be a free state
1850
founding of Free-Soil Party dedicated
to stopping expansion of slavery
outrage over Fugitive Slave Act
Southerners fear that more free states will
be created and upset the balance of power.
Southern senators prevent passage of
Wilmot Proviso
relief that Congress would
not ban slavery from territories won
from Mexico with the exception of
California
satisfaction with Fugitive Slave Act
Uncle Tom’s Cabin is
published.
The novel becomes highly popular.
Kansas–Nebraska Act
anger over repeal of Missouri
Compromise, which banned slavery in
some territories
support for popular sovereignty, which
allowed people to vote for slavery in
territories where Missouri Compromise had
banned it
1854
Whig Party splits over
Kansas–Nebraska Act.
Northern Whigs join other groups to
form antislavery Republican Party.
Southern Whigs join Democrats.
1860
Election of 1860
satisfaction with election of Republican
candidate Abraham Lincoln
Seven Southern states secede from Union.
1852
1854
to the Essential Question
Ask students what they have learned so far
that can help them answer this question.
Use the graphic on page 503 or display the
transparency.
NORTHERN REACTION
Wilmot Proviso
proposes that slavery
be outlawed in territory
taken from Mexico.
CONNECT
What issues and events shattered the
nation’s unity and led to civil war?
What issues and events shattered the nation’s unity
and led to civil war?
EVENT
CHAPTER 15 • SECTION 3
Southerners believe the book gives a false
impression of the South and slavery.
Unit 6 Transparency Book
• Essential Question Graphic, TT5
• Remind students that in addition to the
information on the chart, the economies
of the North and South were also
developing differently.
• Ask: How might differences in two
regions’ economies also divide the
regions politically? (Possible Answer:
People may vote based on what is in their
economic interest, which may not be in
another’s best interest.)
CRITICAL THINKING ANSWER
Causes and Effects Each of these
laws and events pleased one section
of the nation while angering the other.
This caused an ever-widening rift
between North and South, which made
compromise seemingly impossible and
eventually broke the nation apart.
CRITICAL THINKING Causes and Effects Why did this series of laws and events shatter the unity of the nation?
Teacher-Tested Activities
Jim Sorensen, Chippewa Middle School,
Des Plaines, Illinois
A Nation Breaking Apart 503
DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES
OBJECTIVE Compare and contrast two events from the chapter that contributed to the
nation’s breaking apart by 1861.
Basic
Assign pairs of students
two events discussed in
the chapter. Then have
them list the differences
and similarities between
the events using a graphic
organizer of their choice—
such as a compare-andcontrast chart or an idea
web.
On Level
Challenge
Have students form three
groups. Have the first group
compare and contrast events
from Sections 1 and 2; the
second group, events from
Sections 2 and 3; the third
group, Sections 1 and 3.
Have students give an oral
presentation on the events
that includes at least one
visual.
Have students work
individually to write essays
comparing and contrasting
two events from the chapter
that played a role in the
break up of the United
States. Ask volunteers to
present or post their essays.
Students find it fun to picture themselves as a
first-person eyewitness to history as it unfolds
in this chapter.
• Students write a journal entry in their diaries
that details their feelings and thoughts
toward the events of the day: What are your
hopes and fears for the future? What advice
would you give to the leaders? Where do
you stand on the issues of the day?
• Students select a person from the chapter
to begin their diary. People they can choose
from include Alexis de Tocqueville, Emily
Edmondson, Abraham Lincoln, Jefferson
Davis, Harriet Beecher Stowe, Dred Scott,
and Mary Boykin Chesnut.
Teacher’s Edition • 503
CHAPTER 15 • SECTION 3
Lincoln’s Inauguration With the hopes for compromise fading, Americans waited for Lincoln’s inauguration. What would the new president do
about the crisis? On March 4, Lincoln took the oath of office and gave his
First Inaugural Address. He assured the South that he had no intention of
abolishing slavery there. But he spoke forcefully against secession. Then he
ended his speech with an appeal to friendship.
More About . . .
Lincoln’s Inauguration
PRIMARY SOURCE
March 4, 1861, marked a historic event—
and, in at least one way, an ironic one. As
with every new president, Abraham Lincoln
was sworn in by the Chief Justice of the
Supreme Court. In 1861, that justice was
none other than Roger Taney—who had
ruled in the Dred Scott case.
4
Assess & Reteach
Assess Have students complete the Section
Assessment.
“
We are not enemies, but friends. We must not be enemies. Though
passion may have strained, it must not break our bonds of affection. The
mystic chords of memory, stretching from every battle-field and patriot
grave, to every living heart and hearthstone, all over this broad land, will
yet swell the chorus of the Union, when again touched, as surely they will
be, by the better angels of our nature.
”
Abraham Lincoln, First Inaugural Address
Answer: They argued
that since the states had
voluntarily joined the
Union, they had the right
to leave it.
Lincoln did not want to invade the South. But he would not abandon
the government’s forts that stood on Southern soil. These forts would soon
need to be resupplied. Throughout March and into April, Northerners and
Southerners waited anxiously to see what would happen next.
SEQUENCE Explain how the Southern states justified secession.
Unit 6 Resource Book
• Section Quiz, p. 45
Interactive Review
@ ClassZone.com
Power Presentations
ONLINE QUIZ
3
Test Generator
Section Assessment
For test practice, go to
Interactive Review @ ClassZone.com
TERMS & NAMES
1. Explain the importance of
• Confederate States of America
• Jefferson Davis
• Crittenden Compromise
Reteach Have small groups of students
compare the reasons for the North’s position on
secession with those of the South’s. Then discuss
as a class how the Supreme Court might have
ruled in 1861 if the case of “North v. South” had
been brought before it.
KEY IDEAS
3. Who were the candidates in the 1860 presidential
election, and what policies did each candidate
support?
4. What attempts did the North and the South make to
compromise? What were the results?
USING YOUR READING NOTES
2. Categorize Complete the diagram you started at
the beginning of this section.
Southern Democrats
Unit 6 Resource Book
• Reteaching Activity, p. 48
CRITICAL THINKING
5. Analyze Point of View Do you think the
Southern states seceded to protect slavery or states’
rights?
Northern Democrats
6.
wanted party to
defend slavery
Unit 6 Transparency Book
• Cause-and-Effect Chapter Summary, TT4
Connect to Today What can the events
in this section teach us about compromise in the
political process today?
7. Writing News Article Imagine you are a
newspaper reporter covering the 1860 election.
Write a short analysis of the election results for
either Northern or Southern readers.
504 Chapter 15
SECTION 3 ASSESSMENT ANSWERS
Terms & Names
1. Confederate States of America, p. 502;
Jefferson Davis, p. 502; Crittenden
Compromise, p. 502
4. Possible Answer: The Crittenden Compromise
sought to protect slavery in the South and
compensate owners of fugitive slaves, but it
was defeated in the Senate.
Using Your Reading Notes
2. Southern Democrats: lost platform vote,
backed Breckinridge; Northern Democrats:
wanted party to support popular sovereignty,
won platform vote, backed Douglas
Critical Thinking
5. Possible Answer: The threat to slavery was
likely the reason states’ rights were so
important.
6. Possible Answer: People on both sides of an
issue must work together and make sacrifices
to reach an agreement for the greater good.
7. News articles should include supporting
factual details while making points relevant to
Northern or Southern readers.
Key Ideas
3. Douglas: supported popular sovereignty,
did not want new slavery laws passed;
Breckinridge: wanted to defend slavery;
Bell: wanted to preserve the Union;
Lincoln: opposed expansion of slavery
504 • Chapter 15
News Article Rubric
Content
Accuracy
4
excellent; addresses all
important points
no errors
3
good; addresses some
important points
few/minor
errors
2
fair; addresses few important
points
several
errors
1
poor; addresses no important
points
many
errors