Download File - US History: The Future

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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.1
Everything You Need To Know About Key Concept 5.1 To
Succeed In APUSH
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The New Curriculum
 Key Concept 5.1 “The United States became more connected
with the world as it pursued an expansionist foreign policy in
the Western Hemisphere and emerged as the destination for
many migrants from other countries.”
 Page 54 of the Curriculum Framework
 Big ideas:
 What were the social, economic, and political impacts of Manifest
Destiny and westward expansion?
 What impact did the Mexican-American War have on politics?
 What were reasons for, and goals on the nativist movement that
emerges during this time?
Key Concept 5.1 I
 “Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported
by claims of U.S. racial and cultural superiority, resulted in war, opening of new markets, acquisition of new
territory, and increased ideological conflicts.” – pg 44 of the curriculum framework
 Manifest Destiny and political debates




Belief that it was America’s “God-given” right to expand westward
US increased its power in the Western Hemisphere
Helped promote nationalism and belief of superiority
Shaped the era’s political debates
 Election of 1844 – Texas
 Impacts of the Mexican-American War?
 Debates over slavery – Wilmot Proviso, Free-Soil Party
 Compromise of 1850 determined how newly acquired land would enter
the Union – popular sovereignty
Key Concept 5.1 I Cont.
 Impacts of westward expansion?
 Environmental transformation:
 1870s decline of Buffalo
 Removing grass to plant led to erosion of soil
 New economic activities:
 railroad construction, cities built around RRs
 Mining – Comstock Lode – silver settlements built around resources
 Increased settlement, especially on former Native land
 US looked to expand trade beyond its own borders, especially Asia
 Economic initiatives – Clipper ships – faster travel, helped increase
trade with China (tea)
 Diplomatic initiatives – Matthew Perry and the “opening” of Japan
(1850s)
 Cultural initiatives – Missionaries in China helped spread Christianity
Key Concept 5.1 II
 “Westward expansion, migration to and within the United States, and the end of slavery reshaped North
American boundaries and caused conflicts over American cultural identities, citizenship, and the question of
extending and protecting rights for various groups of US inhabitants.” – pg 45of the curriculum framework
 Increased immigration prior to the Civil War:
 “Old Immigration”: Northern and Western Europe (Irish and Germans)
 Settled in communities together and often kept their religions,
languages, and customs
 Irish tended to settle in cities in the Northeast, were mostly Catholic
 Would work for lower wages -> resentment by American-born workers
 Germans settled on the “frontier”
 Parochial Schools – Catholic schools
 Impact of Immigration?
 Nativism – dislike/hatred of foreigners, sought to stop immigration
 “Know-Nothing” Party – became a popular political party, anti-immigrant
and anti-Catholic
 Many Americans resented the Irish and Germans because they tended to
vote Democratic
Key Concept 5.1 II
 New economic opportunities and religious refuge out west for Asians, African
Americans, and whites
 Gold Rush (1840s) in California
 Cities grew in population overnight
 Mormons – sought refuge in Utah
 Cattle ranching in the Dakotas
 The federal government (during and post-Civil War) helped promote economic
development and westward expansion
 Homestead Act (1862): 160 acres of land would be given for a small fee to anyone
that moved west
 State and federal governments often gave subsidies ($ and land) to railroad
companies to build
 US expansion led to conflict with Natives and Hispanics (those living in land
formerly belonging to Mexico), often changing their ways of life
 Sand Creek Massacre (November 29, 1864):
 CO militia attacked Cheyenne Indians, killed over 100, mostly women and children
 Little Big Horn (Custer’s Last Stand) – Natives attacked and killed Custer and all his
men
 US sought to assimilate many Natives with the expectation they would adopt white ways
 Mariana Vallejo – Mexican-born, helped the transition of CA from Mexico to US
Test Tips
 Multiple-Choice and Short Answer Questions:
 Impacts of Mexican-American War
 Nativism and characteristics of immigrants
 Economic opportunities out west
 Essay Questions:
 Manifest Destiny and its impacts (Native Americans, slavery, Civil
War, etc.)
 How the government contributed to settlement out west
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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.2
Everything You Need To Know About Key Concept 5.2 To
Succeed In APUSH
The New Curriculum
 Key Concept 5.2 “Intensified by expansion and deepening
regional divisions, debates over slavery and other economic,
cultural, and political issues led the nation into civil war.”
 Page 46 of the Curriculum Framework
 Big ideas:
 What were different factors that led to an increase in
sectionalism?
 What were different methods abolitionists used to achieve their
goals?
 Why did proposals to resolve the issue of slavery in territories
ultimately fail?
Key Concept 5.2 I

“The institution of slavery and its attendant ideological debates, along with regional economic and demographic
changes, territorial expansion in the 1840s and 1850s, and cultural differences between the North and the South, all
intensified sectionalism.” – pg 46 of the curriculum framework
 Northern v. Southern economies:
 North:
 Manufacturing – use of free labor
 Population grew rapidly - immigration
 South:
 More reliant on agriculture and slavery
 Slow population growth
 Abolitionism:
 Minority in the North
 Very noticeable campaign
 William Lloyd Garrison’s Liberator called for the IMMEDIATE end to slavery
 Underground RR helped slaves escape – 1,000/ year
 Some used violence to achieve goals:
 Nat Turner’s Rebellion
 David Walker’s Appeal
 John Brown’s Raid
Key Concept 5.2 I Continued
 Many in the South defended slavery as a positive good
 John C. Calhoun
 Arguments used to defend slavery:
 States’ Rights:
 States could create laws to determine what’s in their own best interest
 Nullification:
 VA and KY Resolutions, SC Exposition and Protest – belief that states could
nullify (void) federal laws
 Racist Stereotypes:
 Minstrel Shows:
 White actors used blackface in shows that promoted racism and stereotypes
 “Jim Crow” was a major character
Key Concept 5.2 II

“Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions
worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed
by the secession of slavery and southern states.” – pg 46 of the curriculum framework
 Proposals to resolve the issue of slavery that ultimately failed to reduce
tensions:
 Compromise of 1850:
 Major Parts:
1.
2.
3.
4.





CA was added as a free state
Tips the balance in favor of free states
Slave Trade was abolished in DC
Slavery remained, just not the trade
Popular Sovereignty in land gained from Mexican Session
Those living in territories could decide status of slavery
More strict Fugitive Slave Act – will infuriate Northerners
Requires Northerners to aid in catching and return of slaves
Leads to Personal Liberty Laws
 Kansas-Nebraska Act:
 1854 Law that allowed for popular sovereignty in the Kansas and Nebraska Territories
 The expectation was that Kansas would be slave, Nebraska would be free
 Overturned the Missouri Compromise
 Many in the North were upset
 Helped lead to the creation of the Republican Party
Key Concept 5.2 II Continued
 Proposals to resolve the issue of slavery that ultimately failed to reduce
tensions:
 Dred Scott v. Sanford:
1.
2.
3.


African Americans (regardless if they were free or slave) were NOT citizens
and could not sue in court
Slaves were considered property and could not be taken away without “due
process” (5th amendment)
Congress could not regulate slavery in territories
Tensions between the North and South increase
Democratic Party splits along sectional lines
 The end of the Second Party System was caused by:
 Issues of slavery and nativism -> helped lead to sectional parties (see election
of 1860)
 Republican Party emerged in the North and Midwest:
 Made up of Free-Soilers and some former Whigs
 Lincoln’s Presidential Platform in 1860 was the NONEXTENSION of slavery
 Ultimately, this would lead to many southern states seceding, causing the Civil War
Test Tips
 Multiple-Choice and Short Answer Questions:
 Abolitionists’ methods
 Defenses of slavery
 Failed attempts at resolving slavery issues: Compromise of 1850,
KS-NB, and Dred Scott
 Republican Party and Lincoln’s election platform
 Essay Questions:
 Increase in sectional tensions
 1860 election as a turning point
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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.3
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Everything You Need To Know About Key Concept 5.3 To
Succeed In APUSH
The New Curriculum
 Key Concept 5.3 “The Union victory in the Civil War and the
contested Reconstruction of the South settled the issues of
slavery and secession, but left unresolved many questions about
the power of the federal government and citizenship rights.”
 Page 46 of the Curriculum Framework
 Big ideas:
 Why did the North ultimately prevail in the Civil War?
 How did Reconstruction affect the relationship between Congress and
the presidency?
 What impacts did the 14th and 15th amendments have on women and
African Americans?
Key Concept 5.3 I
 “The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation
eventually led to the Union military victory over the Confederacy in the devastating Civil War.”.” – pg 57 of
the curriculum framework
 The North and South dedicated their economies and societies to
fighting the war
 Conscription (draft) instituted in both
 Opposition on the home front persisted
 In the North:
 MD newspapers (shut down by Lincoln), NYC Draft riots – “Rich man’s war, but a
poor man’s fight.”
 In the South:
 Many farmers refused to fight, would not let slaves fight
 Impacts of the Emancipation Proclamation:
 Purpose of the war was changed
 Many African Americans enlisted in the Union army
 Kept European powers from siding with the South
Key Concept 5.3 I Cont.
 Why did the Union prevail, despite early challenges?





Improved military leadership – Grant, Sherman, and total war
Effective Strategies – Anaconda Plan
Key Victories – Antietam – led to Emancipation Proclamation
Greater resources – industrialized north
Destruction of South’s environment and infrastructure – Sherman’s
March to the Sea
Key Concept 5.3 II
 “The Civil War and Reconstruction altered power relationships between the states and the federal
government and among the executive, legislative, and judicial branches, ending slavery and the notion of a
divisible union but leaving unresolved questions of relative power and largely unchanged social and
economic patterns.” – pg 58 of the curriculum framework
 13th Amendment – abolished slavery
 South resisted this amendment via sharecropping –
 Freedmen worked on farms and exchanged labor for using land and
housing
 Half of their crops were typically given to the land owner
 Sharecroppers had to borrow $ to get started
 Local stores gave loans at high rates (crop lien system)
 If cotton prices fell (and they did in the 1870s), perpetual debt was common
for most sharecroppers -> peonage
 A majority of blacks in the South were sharecroppers by 1890
 The goal of sharecropping was to have circumstances as close to preCivil War as possible
Key Concept 5.3 II Cont.
 Effects of Republicans to reconstruct the South?
 Change in the balance of power between the Presidency and Congress
 Presidential v. Radical Reconstruction – Congress determined when to readmit states
 Johnson’s vetoes and Congressional overrides
 Impeachment of Andrew Johnson
 Reunited the Union
 Political and leadership opportunities for former slaves:
 Robert Smalls – steamer pilot that brought a ship to the Union navy during
the Civil War; later became a Congressman
 Rearranged relationships between
VS. whites and blacks in the South
(albeit temporarily)
 Hiram Revels – Senator from MS (Jefferson Davis’ former seat), first African
American to serve in the Senate
Key Concept 5.3 II Cont.
 Why did Radical Republicans not succeed in changing racial
attitudes, culture, and establishing a base for their party?
 Determined Southern Resistance:
 “Redeemer” governments:
 Local and state governments that ousted Republican governments
 Often done through violence and intimidation
 KKK terrorized blacks and Republicans
 North’s waning resolve:
 Death of Charles Sumner in 1874
 Panic of 1873 tainted Republican Party and many began to call for a smaller
government
Key Concept 5.3 III
 “The constitutional changes of the Reconstruction period embodied a Northern idea of American identity
and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the
rights of African Americans, women, and other minorities.” – pg 58 of the curriculum framework
 14th and 15th amendments provided for:
 Citizenship, equal protection of the laws, and suffrage for African
American males
 However, these rights were restricted through:
 Segregation – Jim Crow laws
 Violence – KKK – intimidated African Americans and tried to prevent them
from voting
 Supreme Court decisions
 Civil Rights Cases – individuals and private businesses could discriminate
 Plessy v. Ferguson – Segregated facilities were OK, as long as they were “equal”
 Local political tactics – poll taxes, grandfather clauses, literacy tests
Key Concept 5.3 III Cont.
 Impact of the 14th and 15th amendments on the Women’s Rights
Movement?
 Divided the women’s rights movement:
 Frederick Douglass and others favored black suffrage PRIOR to women’s
suffrage
 Elizabeth Cady Stanton and Susan B. Anthony feared women’s suffrage
would not be granted any time soon
 Although the 13 – 15 amendments were restricted in the short term,
they later would be used to uphold civil rights:
 1950s – 1960s Civil Rights Movement – Brown v. Board
Test Tips
 Multiple-Choice and Short Answer Questions:
 Reasons for the Union’s victory in the Civil War
 Ways the South resisted Reconstruction Amendments
 How Reconstruction changed relationship between Congress and the
presidency
 Essay Questions:
 Connecting Reconstruction Amendments to Civil Rights Movement of
the 1950s-60s
 Political and Social impacts of Reconstruction on American society
APUSH Review: Key
Documents To Know From
Period 5
Everything You Need To Know About Period 5 Documents To Succeed In
APUSH
Who was he?
Publisher of The Liberator, an abolitionist newspaper
“I am aware, that many object to the severity of my
language; but is there not cause for severity? I will be as
harsh as truth, and as un-compromising as justice. On this
subject, I do not wish to think, or speak, or write, with
moderation. No! no! Tell a man whose house is on fire, to
give a moderate alarm;….. – but urge me not to use
moderation in a cause like the present. I am in earnest - I
will not equivocate - I will not excuse - I will not retreat a
single inch - and I will be heard.”
William Lloyd Garrison
Possible multiple-choice and short answer tips:
Example of abolitionism in North, although a minority
Used fierce arguments against the institution of slavery
Manifest Destiny
What do we notice?
Columbia is moving westward with telegraph lines
Many Americans are moving westward - towards darkness
Native Americans are moving further west
Implications of the cartoon?
Manifest Destiny is seen as positive
Possible multiple-choice and short answer tips:
Environmental transformation
near-extinction of the buffalo
John Gast, American Progress,
1872
Impact on groups of people
Native Americans, families, etc.
Ways the government encouraged expansion
Homestead Act (1862), RR subsidies
What was it?
An amendment to a bill that proposed banning slavery
in the Mexican Cession land
Wilmot Proviso
What did it say?
“Provided, That, as an express and fundamental
condition to the acquisition of any territory from the
Republic of Mexico by the United States, by virtue of
any treaty which may be negotiated between them,
and to the use by the Executive of the moneys herein
appropriated, neither slavery nor involuntary
servitude shall ever exist in any part of said territory,
except for crime, whereof the party shall first be duly
convicted.”
Possible multiple-choice and short answer tips:
Impact of the Mexican American War
Example of heated controversy over slavery in newly
acquired territories
Louis Cass
James Buchanan
Kansas-Nebraska Act
What do we notice?
4 Democrats
Slave being forced down a
free-soiler’s throat
Implications of cartoon?
Franklin Pierce
KS-NB Act is seen as negative
Steven Douglas
Democratic Party is the culprit
Possible multiple- choice and
KS-NB was a proposal to
short answer tips:
settle issue of slavery in
Overturned the MO Compromise
Instituted popular sovereignty in KS and NB
Violence soon emerged in “Bleeding Kansas”
territories
Why did this happen?
The Caning of Charles
Sumner
Charles Sumner criticized slavery and its
supporters (Andrew Butler)
Butler’s nephew, Congressman Preston
Brooks took exception to Sumner’s
speech
Possible multiple-choice and short answer tips:
Example of breaking down of trust between
leaders
Demonstrates tensions between North and
South
Helped inspire violent abolitionism (John
Brown)
Southern Chivalry – Argument versus Club’
What do we notice?
Lincoln won, without carrying a single
southern state
Electoral map of the
Election of 1860
The Election of 1860
Democratic Party was split along
sectional lines: North - Douglas, South Breckinridge
Multiple-Choice and Short Answer tips:
Lincoln’s campaigned on a Free-soil
platform - Nonextension of slavery
Impact of Election?
Southern states began to secede from
the Union
Lincoln’s Letter to Horace
Greeley, April 22, 1862
•
Message of the excerpt?
“I would save the Union. I would save
it the shortest way under the
Constitution. The sooner the national
authority can be restored; the nearer
the Union will be "the Union as it
was." If there be those who would not
save the Union, unless they could at
the same time save slavery, I do not
agree with them. If there be those
who would not save the Union unless
they could at the same time destroy
slavery, I do not agree with them. My
paramount object in this struggle is to
save the Union, and is not either to
save or to destroy slavery.”
Lincoln, in the beginning, sought to preserve the union at all costs
Multiple-choice and short answer tips:
How Lincoln’s war goals changed as time elapsed
Emancipation Proclamation, Gettysburg Address
Reconstruction: 15th
Amendment
What do we notice?
African American males are lining up to vote
Military official - impact of Emancipation Proclamation
Implications of the cartoon?
Black suffrage is seen as positive
Multiple-choice and short answer question tips:
Southern resistance to 15th amendment
Impacts of the amendment on the Women’s Rights groups
The First Vote, 1867
Reconstruction: Resistance
to Civil Rights
What do we notice?
KKK and White League are joining hands
“Worse than slavery”
Implications of cartoon?
KKK, White League, and other organizations terrorized African Americans
Would use violence to meet their goals
Multiple-choice and short answer tips:
Organizations were formed to resist the 13 - 15 amendments
Southern resistance to Radical Republicans and Reconstruction was strong
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APUSH Review: Manifest Destiny
Everything You Need To Know About Manifest Destiny To
Succeed In APUSH
Manifest Destiny: An Intro
 What is it?
 Belief that it was America’s “God-Given” right to expand from coast to coast
 Term that was created by John O’Sullivan
 When time period is associated with it?
 1840s and 1850s
 Although it has roots in the LA Purchase and Indian Removal Act
 Key Associations:
 Oregon
 Texas
 Mexican-American War
Oregon
 At one time, four countries claimed Oregon:




Spain
Britain
Russia
US
 The boundary was not settled between US and Great
Britain
 Polk campaigned on “54°40’ or Fight”
 Eventually, the two sides settle on the 49th parallel
Texas
I flip-flopped
I advocated
on the
the
annexation of
annexation of
Texas independence from Mexico
 In 1836, Texas declared
Texas…
 1844 presidential campaign focused on the issue of
Texas
 In 1845, Texas is annexed via a joint resolution
 Southerners favored the admission as a way to
expand slavery
 The boundary was not settled by both US and Mexico
 Helps lead to the…….
Mexican-American War
 Causes:
 Texas boundary
 “American blood on American soil”
 Effects:
 US gains Mexican Cession
 Land increases by 1/3
 US now expands from Atlantic to the Pacific
 Debate over slavery would be #1 topic until the Civil War
 Wilmot Proviso – wanted to keep slavery out of Mexican Cession
 Passed House, not Senate
Impacts of Manifest Destiny
 Native Americans:
 They continually lost land and were pushed further and further
west
 Eventually, they were forced on reservations
 Slavery:
 Manifest destiny thrust the issue of slavery into the national
spotlight
 Debate over whether new land should be slave or free
 Politics
 Wilmot Proviso
 Republican Party:
 One of the platforms was to keep slavery from expanding
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Mexican-American War (1846 –
1848)
Everything You Need To Know For Your APUSH Exam
Manifest Destiny
 What is it?
 Belief that US had a mandate (direction from God) to
expand from Coast to Coast
 The South generally favored westward expansion
 more land and spread of slavery
Events Leading to the War
 Election of 1844
 Clay (Whig) vs. Polk (Democrat)
 Polk embraces Manifest Destiny and the annexation of Texas,
defeats Clay 
 Slidell Mission:
 Polk wanted to purchase CA and settle boundary dispute
along TX border
 April 25, 1846 – Mexico attacks US troops on “US” soil
 Spot Resolutions
An Important Battle and a Treaty
 Battle of Buena Vista
 General Zachary Taylor becomes hero, president in 1848
 Treaty of Guadalupe Hidalgo:
 U.S. gained California, and modern-day NM, AZ, UT and
NV -- ½ of Mexican territory
 U.S. to pay $15 million
 Watch Jimmy Fallon’s skit on the Gadsden Purchase!
Effects of the War
 America increased its size by 1/3
 Future generals emerge
 Debate over slavery continues
 Wilmot Proviso
 Compromise of 1850
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APUSH Review: “Old
Immigration” and Nativism
Everything You Need To Know About Old Immigration and
Nativism To Succeed In APUSH
What is “Old Immigration?”
 What is it?
 Immigrants that came from Northern and Western Europe
 Specific countries?
 Ireland, Germany, England
 When did it occur?
 1820s – 1870s
 What group made up the largest prior to the Civil War?
 Irish
Why did they come here? Where did
they settle?
 Why they came here?
 Germans – farmers looking for land
 Irish – Potato Famine (1840s) “Black Forties”
 Settled in large cities in the Northeast
 Boston and New York
 Where did they settle?
 Germans – on the frontier and the Midwest and Northwest
 Ohio, Wisconsin, etc.
 Kindergarten
Nativism
 What is it?
 Fear, distrust, and hatred of foreigners
 Reasons for nativism:




Different cultures
Different languages
Religion
Irish and Germans “stole” elections
 Tended to vote Democratic
 Tammany Hall – NYC
 Immigrants “took” jobs
 Work for less money
 Would not unionize
The “Know-Nothing” Party
 What is it?
 Political party formed due to nativism
 Originated as the Supreme Order of the Star-Spangled Banner
 Wanted to ban Catholics from holding offices
 Called for tougher immigration and naturalization laws
 In 1856, Ex-President Millard Fillmore ran for President the KnowNothing Party
 Won 21% of the popular vote
 By 1860, they were no longer a political threat
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APUSH Review: Famous
Abolitionists
Everything You Need To Know About Abolitionists To
Succeed In APUSH
Early Abolitionism
 Quakers
 Colonial Era abolitionists
 American Colonization Society
 Founded in 1817
 Goal was to send former slaves to Africa (Liberia)
 Prominent members included Henry Clay, Abraham
Lincoln (early on) and many others
 Most African – Americans did NOT want to go
Important Abolitionists
 Harriet Beecher Stowe
 Uncle Tom’s Cabin
 Showed the evils of slavery and breaking up families
 Theodore Dwight Weld:
 American Slavery As It Is
 Married Angelina Grimké
 Angelina and Sarah Grimké
 Southern women that advocated abolitionism and women’s
rights
 Harriet Tubman:
 Former slave, helped other slaves escape via the Underground
Railroad
 Helped over 300 slaves
Important Abolitionists
 David Walker
 Called for unity among blacks, violence to end slavery
 Elijah Lovejoy
 Minster and newspaper editor from Illinois
 A mob burned his warehouse where his printing press was;
shot and killed
 Helped inspire John Brown
 John Brown:
 Part of “Bleeding Kansas” and architect of the raid at Harpers
Ferry
2 Absolutely Must-Know Abolitionists
 William Lloyd Garrison:
 The Liberator
 Called for the immediate end to slavery without
compensation
 Disliked the Constitution since it allowed slavery; urged
secession by the North
 Frederick Douglass
 Former slave, great orator, published The North Star
 Traveled to Europe to speak against slavery
 Attended the women’s rights movement at Seneca Falls
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APUSH Review: The
Compromise of 1850
Everything You Need to Know About The Compromise of
1850 To Succeed In APUSH
Key Players
 Stephen Douglas:
 Senator from IL, helped gain support for the
Compromise
 John C. Calhoun:
 Senator from SC, wanted slavery to be left alone
 Daniel Webster:
 “7th of March Speech”
 Called for North to support FSL and to
compromise
 Henry Clay!
 Introduced the Compromise at age 72
 What a champ!
Background Info
 Mexican-American War (1846 – 1848):
 “Mexico will poison us” – Ralph Waldo Emerson
 Treaty of Guadalupe Hidalgo
 Wilmot Proviso:
 If passed, slavery would have been prohibited from ALL land
gained during Mexican-American War
 Passed House, but not Senate
 Texas claimed land east of Rio Grande, in present day New
Mexico
 Threatened war
 South would come to aid of Texas if Texas was attacked
5 Parts
1.
CA was added as a free state

2.
Slave Trade was abolished in DC

3.
Those living in territories could decide status of slavery
More strict Fugitive Slave Act – will infuriate Northerners


5.
Slavery remained, just not the trade
Popular Sovereignty in land gained from Mexican
Session

4.
Tips the balance in favor of free states
Requires Northerners to aid in catching and return of
slaves
Leads to Personal Liberty Laws
Texas paid $10 million to settle border dispute
Impact of Compromise
 Demonstrates tension in Congress – sign of things to
come
“Let the
 Civil War was averted
assassin
 North had more time to industrialize
fire!”
 Most Northerners did not support war in 1850
 Many in the North move towards the abolitionist
movement
 Personal Liberty Laws are not enforced in the North
 Essentially nullification
Past Essay Topics
 Analyze the effectiveness of political compromise in reducing
sectional tensions in the period 1820 to 1861. (2004 Free
Response)
 In the early nineteenth century, Americans sought to resolve
their political disputes through compromise, yet by 1860 this no
longer seemed possible. Analyze the reasons for this change.
Use the documents and your knowledge of the period 18201860 in constructing your response. (2005 Form B DBQ)
 Analyze how western expansion contributed to growing
sectional tensions between the North and the South. Confine
your answer to the period from 1800 to 1850. (2012 Free
Response)
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APUSH Review: “Bleeding
Kansas”
Everything You Need To Know About “Bleeding Kansas” To
Succeed In APUSH
Kansas-Nebraska Act (1854)
 1854 Law that allowed for popular sovereignty in the Kansas
and Nebraska Territories
 Devised by the “Little Giant” Stephen Douglas
 The expectation was that Kansas would be slave, Nebraska would be
free
 Overturned the Missouri Compromise
Stephen, why are
 Many in the North were upset
you overturning my
compromise bro?
 Helped lead to the creation of the Republican Party
Lawrence, Kansas
 Free-Soil city
 Burned by pro-slavery individuals
 Exhibited the tensions in KS over popular sovereignty
and slavery
Caning of Charles Sumner
 Who was Charles Sumner?
 Senator from Massachusetts
 Abolitionist
 Political speech, “Crime against Kansas”, criticized Douglas
and Butler, Senator from SC
 Enter Preston Brooks:
 Relative of Butler
 Wanted to defend honor of the South
 The caning:
 Brooks attacked Sumner at his desk with a cane
 Sumner knocked unconscious
Potawatomie Creek
 John Brown (Harpers Ferry fame) and his sons plot
revenge for Lawrence and Charles Sumner
 He and his followers kill 5 pro-slavery individuals
 Brown and his followers leave Kansas
 Fighting continues throughout the 1850s
Lecompton Constitution
 Kansas applied for statehood
 Voters could vote for a constitution with or without
slavery
 HOWEVER, if they voted without slavery, those slaves
that were already in Kansas could stay and be slaves
 Sham election
 Free-Soilers refuse to vote
 President Buchanan supports the Constitution
 Kansas does not become a state until early 1861, as a
free state
Impact of “Bleeding Kansas”
 Democratic Party split along sectional lines
 Northern Democrats:
 Stephen Douglass
 1860 election all but guarantees the Democrats would
not win
 Abe Lincoln (Republican Party) wins the election
 Civil War begins shortly after
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APUSH Review: Dred Scott v.
Sanford
Everything You Need to Know About Dred Scott v. Sanford
To Succeed In APUSH
Background: Who was Dred
Scott?
 Dred Scott, his wife, and two daughters were slaves
of a US military Doctor
 Prior to Dr. Emerson’s death, Scott traveled with him
in different areas of the country, including:
 Illinois (a free state)
 Wisconsin (a free territory)
 After Emerson’s death, Scott sued for freedom on his
and his family’s behalf
 The Supreme Court hoped to address the issue of
slavery once and for all
The Supreme Court’s Decision
 Chief Justice Roger B. Taney, wrote the majority
opinion and stated the following:
1. African Americans (regardless if they were free or
slave) were NOT citizens and could not sue in court
2. Slaves were considered property and could not be
taken away without “due process” (5th amendment)
3. The Missouri Compromise was unconstitutional;
Congress could not regulate slavery in territories
Impact of the Ruling
 Tensions increase between North and South
 Stephen Douglas, in his famous “Freeport Doctrine”
believed territories could not enforce the decision
 Splits the Democratic Party along sectional lines
 In order for African Americans to become citizens, a
new court case, or amendment would be needed
 14th amendment (granted citizenship)
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Period 5: 1844 – 1877
APUSH Review: The Election
of 1860
Everything You Need To Know About The Election Of 1860
To Succeed In APUSH
Background Info
 James Buchanan (incumbent) is NOT running for re-election
 Democratic Party was split along sectional lines – Douglass’
“Freeport Doctrine”
 John Brown’s raid at Harpers Ferry took place one year
before
 The South fears Republicans and the North are “John Brown
loving abolitionists”
The Candidates
 Democratic Candidate:
 North – Stephen Douglass – advocate of popular sovereignty
 South – John C. Breckenridge – Buchanan’s VP
 Republican Candidate:
 Abe Lincoln – free-soil platform – non-extension of slavery
 Constitutional Union Party:
 John Bell – hoped to preserve the union
The Issues
 Slavery:
 Compromise of 1850, the KS-NB Act, and Dred Scott failed to
reduce sectional tensions
 Many “fire-eater” southerners threatened secession if
Lincoln won…..
The Results
 Electoral results: 152 needed to win




Douglass – 12
Bell – 39
Breckenridge – 72
Lincoln – 180
 Lincoln wins election without carrying a single Southern
state!
Impact
 Immediate cause of the Civil War
 Southern states begin to secede before Lincoln’s inauguration on
March 4, 1861







SC (12/20/1860)
MS (1/9/1861)
FL (1/10/1861)
AL (1/11/1861)
GA (1/19/1861)
LA (2/1/1861)
Buchanan did NOTHING to stop the secession!
 More secede after the war starts on 4/12/1861




VA (4/17/1861)
AR (5/6/1861)
TN (5/7/1861)
NC (5/20/1861)
Test Tips
 Multiple-Choice and Short Answer Questions:
 Lincoln’s platform was for the NON-EXTENSION of slavery
 Immediate cause secession and Civil War
 Essay Questions:
 Failures of compromises
 1860 election as a turning point
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platform was for the
NON-EXTENSION of
slavery!
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APUSH Review: The
Civil War
Everything You Need to Know About The Civil
War To Succeed In APUSH
Causes of the War
 Long-term:




Expansion of slavery
Popular Sovereignty
States’ Rights vs. Federal Power
Uncle Tom’s Cabin
 Immediate:
 Election of Abraham Lincoln in 1860
 Lincoln wanted to PRESERVE the Union in the beginning
 April 12, 1861:
 Fort Sumter
Key Terms To Know
 Conscription:
 Draft (forced enlistment)
 Substitutes could be hired for people that were drafted
 NYC Draft Riots (1863)
 100s of people were killed
 Contraband:
 Escaped slaves that crossed over into the Union
 Worked at camps and fought in the war
 Copperheads:
 Democrats that spoke out against the war
Key Strategies and Battles to Know
 Union blockade of the South:
 When Congress was NOT in session
 Anaconda Plan
 Antietam:
 Bloodiest day of the war
 South withdraws
 Helped persuade Europe to NOT intervene on behalf of the
South
 Helps lead to the issuance of the Emancipation Proclamation
Emancipation Proclamation
 Issued on January 1, 1863
 Freed slaves only in areas of rebellion
 Not in Border States
 Not in areas under Union control
 New Orleans
 Helped change the goal(s) of the war
 Originally, the war was fought to preserve the Union
The Border States
 What were border states?
 Slave states that did NOT secede during the Civil War
 Many fought on BEHALF of the Union.
 Which states did this include?
 Missouri, Kentucky, Maryland, Delaware, and West Virginia
(later)
Gettysburg Address
 Issued on November 19, 1863
 Dedicated the battlefield as a cemetery
 Referenced the Declaration of Independence
 4 score and 7 years ago (87 years ago)
 “we here highly resolve that these dead shall not have died
in vain—that this nation, under God, shall have a new birth
of freedom—and that government of the people, by the
people, for the people, shall not perish from the earth.”
African Americans in the War
 Beginning in 1862, African Americans could enlist in the war
 54th Regiment
 “Glory”
 Fought in segregated units
 Often did manual labor
 African Americans were paid less than whites
Women in the War
 As men fought in the war, women’s employment
opportunities increased
 Teachers, factories, and nursing
 National Woman’s Loyal League:
 Elizabeth Cady Stanton and Susan B. Anthony
 Hoped to abolish slavery and gain female suffrage
 Clara Barton:
 Helped distribute medical supplies during the war
 Later founded the Red Cross
APUSH Review: Reconstruction
Everything You Need To Know For Your APUSH Exam
Reconstruction: An Intro
 What was it?
 Attempting to achieve national unification after the Civil
War
 Key questions regarding Reconstruction:
 Who would control it? Congress? President?
 How would South be treated?
Lincoln vs. Congressional
Reconstruction
 Lincoln: Favorable to the South
 Lincoln’s 10% Plan:
 If 10% of voters in 1860 election pledged loyalty to US, state
could be readmitted
 Congress felt it was too lenient
 Wade-Davis Bill:
 Congress (Republicans) sought 50% of voters in 1860 election
to pledge allegiance
 Pocket-vetoed by Lincoln
President Johnson
 His Reconstruction Plan was similar to Lincoln
 10%
 Ratification of the 13th Amendment
 Confederates could appeal to him for a pardon
 Disliked by “Radical Republicans”
 Johnson was a Democrat from the South
 Impeached for violating Tenure of Office Act
 Secretary of War Stanton
 Johnson was not removed
Why did “Radical” Reconstruction
occur?
 Congress (Republicans) wanted to maintain their power
 2 key Congressmen: Thaddeus Stevens and Charles Sumner
 Former Confederate officials ran for federal office
 Former CSA VP Alexander Stevens
 Black Codes
 Regulated affairs of freedmen; conditions similar to slavery
 South was divided into 5 military zones
Freedmen’s Bureau
 Goal:
 Help former slaves survive and adjust
 Food, medicine, and clothing were provided to former slaves
and poor whites
 Promised “40 Acres and a Mule”
 Rarely happened
 Biggest Success of the Freedmen’s Bureau?
 EDUCATION!
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Period 5: 1844 – 1877
th
13
APUSH Review: The
th
15 Amendments
Everything You Need To Know About The 13th –
15th Amendments To Succeed In APUSH
Shoutouts to Alyssa S., Sophia L., Haley
W., Chloe L., and Khush H. Thanks so
much for your support. Best of luck,
you’re brilliant!
–
Background Info
 The Emancipation Proclamation gave a moral cause to the Civil
War
 Lincoln worried that it would not be applicable post-Civil War
 Republicans wanted to gain power in the South post Civil War
 Radical Republicans sought to punish former Confederate leaders
13th Amendment
 What it says:
 “Section 1. Neither slavery nor involuntary servitude, except as a
punishment for crime whereof the party shall have been duly
convicted, shall exist within the United States, or any place subject
to their jurisdiction.
 Section 2. Congress shall have power to enforce this article by
appropriate legislation”
 What the amendment did:
 Abolished slavery EVERYWHERE in the US
 Huge economic and social implications for the country
th
14
Amendment
 What it says:
 “Section 1. All persons born or naturalized in the United States, and
subject to the jurisdiction thereof, are citizens of the United States and of
the State wherein they reside. No State shall make or enforce any law
which shall abridge the privileges or immunities of citizens of the United
States; nor shall any State deprive any person of life, liberty, or property,
without due process of law; nor deny to any person within its jurisdiction
the equal protection of the laws.
 Section 3. No person shall be a Senator or Representative in Congress, or
elector of President and Vice President, or hold any office, civil or military,
under the United States, or under any State, who, having previously taken
an oath, as a member of Congress, or as an officer of the United States, or
as a member of any State legislature, or as an executive or judicial officer
of any State, to support the Constitution of the United States, shall have
engaged in insurrection or rebellion against the same, or given aid or
comfort to the enemies thereof. But Congress may, by a vote of two-thirds
of each House, remove such disability.
 What it did:
 Section 1 – Born in the US? You’re a citizen (Overturned Dred Scott decision);
equal protection of laws – used frequently in the future
 Section 3 – Confederate officials could not hold US office – sorry Alexander
Stephens
15th Amendment
 What it says:
 “Section 1. The right of citizens of the United States to vote shall not
be denied or abridged by the United States or by any State on account
of race, color, or previous condition of servitude.
 Section 2. The Congress shall have power to enforce this article by
appropriate legislation”
 What it did:
 Provided suffrage for African American males
 Helped provide for large Republican support from blacks in the South
Impacts of the Amendments
 Women’s Rights Movement:
 The 14th and 15th amendments divided the group
 Frederick Douglass and others favored black suffrage PRIOR to women’s
suffrage
 Lucy Stone and the American Women Suffrage Association hoped to achieve
suffrage after Reconstruction
 Elizabeth Cady Stanton feared suffrage was not likely near, National Woman
Suffrage Association advocated an amendment for women’s suffrage
 Ways Southern states got around the amendments:
 Segregation
 Violence – KKK intimidated many southern blacks and discouraged voting
 Supreme Court decisions:
 Civil Rights Cases – Congress could not prohibit discrimination by private
businesses and individuals
 Plessy v. Ferguson – upheld separate but equal facilities
 Local political tactics:
 Poll taxes, literacy tests, and grandfather clauses
 Eventually, these amendments were used in court decisions that upheld
civil rights
 Brown v. Board of Education, court cases of the 1960s (Warren Court) that
increased rights of the accused
Test Tips
 Multiple-Choice and Short Answer Questions:
 Ways Southern states got around the 14th and 15th amendments
 Impact of the 14th amendment on women’s rights groups
 Essay Questions:
 Comparing the effectiveness of amendments over time (how the
Civil Rights Era of the 1950s and 1960s completed the goals of the
amendments)
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I’m Salmon P. Chase
and I’m from
Cincinnati! Go Reds!