Download Part 2 – Reconstruction - Ms. Ferrari`s AP US HISTORY

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Period 5: 1844-1877
In a Nutshell
As the nation expanded and its population grew, regional tensions, especially over slavery, led to a
civil war — the course and aftermath of which transformed American society.
Key Concepts
Part 1 – Eve of the Civil War & The Civil War
A. The United States became more connected with the world, pursued an expansionist foreign
policy in the Western Hemisphere, and emerged as the destination for many migrants from other
countries
B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in
the acquisition of new territories, substantial migration westward, and new overseas initiatives.
C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship
for various groups of U.S. inhabitants.
D. Intensified by expansion and deepening regional divisions, debates over slavery and other
economic, cultural, and political issues led the nation into civil war.
E. Ideological and economic differences over slavery produced an array of diverging responses
from Americans in the North and the South.
F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the
bitter election of 1860 and the secession of Southern states.
Part 2 – Reconstruction
G. 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.
H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln
and others, and the decision to emancipate slaves eventually led to the Union military victory
over the Confederacy in the devastating Civil War.
I.
Reconstruction and the Civil War ended slavery, altered relationships between the states and the
federal government, and led to debates over new definitions of citizenship, particularly regarding
the rights of African Americans, women, and other minorities.
Period 5 / Page 1
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
Significant Topics
1.
Settlement of the American West
The desire for access to natural and mineral resources and the hope of many settlers for
economic opportunities or religious refuge led to an increased migration to and settlement in the
West.Westward migration was boosted during and after the Civil War by the passage of new
legislation promoting Western transportation and economic development.
2. Manifest Destiny
Advocates of annexing western lands argued that Manifest Destiny and the superiority of
American institutions compelled the United States to expand its borders westward to the Pacific
ocean. The U.S. added large territories in the West through victory in the Mexican-American
War and diplomatic negotiations, raising questions about the status of slavery, American
Indians, and Mexicans in the newly acquired lands.
3. The Westward Movement’s Effect on Hispanics and American Indians
U.S. government interaction and conflict with Mexican Americans and American Indians
increased in regions newly taken from American Indians and Mexico, altering these groups’
economic self- sufficiency and cultures.
4. The United States and Asia
U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create
more ties with Asia.
5. European Migration and American Nativism
Substantial numbers of international migrants continued to arrive in the United States from
Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where
they could preserve elements of their languages and customs. A strongly anti-Catholic nativist
movement arose that was aimed at limiting new immigrants’ political power and cultural
influence.
6. The Free-Soil and Abolitionist Movements
The North’s expanding manufacturing economy relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some Northerners did not object to slavery on principle
but claimed that slavery would undermine the free labor market. As a result, a free-soil movement
arose that portrayed the expansion of slavery as incompatible with free labor. African American
and white abolitionists, although a minority in the North, mounted a highly visible campaign
against slavery, presenting moral arguments against the institution, assisting slaves’ escapes,
and sometimes expressing a willingness to use violence to achieve their goals.
7. Southern Defense of Slavery
Defenders of slavery based their arguments on racial doctrines, the view that slavery was a
positive social good, and the belief that slavery and states’ rights were protected by the
Constitution.
8. Slavery in the Territories
The Mexican Cession led to heated controversies over whether to allow slavery in the newly
acquired territories. The courts and national leaders made a variety of attempts to resolve the
issue of slavery in the territories, including the Compromise of 1850, the Kansas–Nebraska Act,
and the Dred Scott decision, but these ultimately failed to reduce conflict.
9. Creation of the Republican Party
The Second Party System ended when the issues of slavery and anti-immigrant nativism
weakened loyalties to the two major parties and fostered the emergence of sectional parties,
most notably the Republican Party in the North.
10. The Election of 1860
Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of
1860 was accomplished without any Southern electoral votes. After a series of contested debates
about secession, most slave states voted to secede from the Union, precipitating the Civil War.
Period 5 / Page 2
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
11. The Civil War, 1861-1865
Both the Union and the Confederacy mobilized their economies and societies to wage the war
even while facing considerable home front opposition. Although the Confederacy showed military
initiative and daring early in the war, the Union ultimately succeeded due to improvements in
leadership and strategy, key victories, greater resources, and the wartime destruction of the
South’s infrastructure
12. The Abolition of Slavery
Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s
decision to issue the Emancipation Proclamation reframed the purpose of the war and helped
prevent the Confederacy from gaining full diplomatic support from European powers. Many African
Americans fled southern plantations and enlisted in the Union Army, helping to undermine the
Confederacy. Lincoln sought to reunify the country and used speeches such as the Gettysburg
Address to portray the struggle against slavery as the fulfillment of America’s founding democratic
ideals. The 13th Amendment abolished slavery, while the 14th and 15th amendments granted
African Americans citizenship, equal protection under the laws, and voting rights.
13. Reconstruction, 1865-1877
Efforts by radical and moderate Republicans to change the balance of power between Congress
and the presidency and to reorder race relations in the defeated South yielded some short-term
successes. Reconstruction opened up political opportunities and other leadership roles to former
slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning
resolve. Segregation, violence, Supreme Court decisions, and local political tactics progressively
stripped away African American rights, but the 14th and 15th amendments eventually became the
basis for court decisions upholding civil rights in the 20th century.
14. African Americans during and after the Reconstruction Era
Southern plantation owners continued to own the majority of the region’s land even after
Reconstruction. Former slaves sought land ownership but generally fell short of self-sufficiency, as
an exploitative and soil-intensive sharecropping system limited blacks’ and poor whites’ access to
land in the South.
15. Women’s Rights during the Reconstruction Era
The women’s rights movement was both emboldened and divided over the 14th and
15th amendments to the Constitution.
Period 5 / Page 3
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
PERIOD 5 PART 1:
CH 12 - “Living in a Nation of Changing Lands, Changing Faces, Changing Expectations, 1831 –
1854” Page 356-381 (Reading Quiz Tuesday 1/12/15)
“The Changing Face of the American People in the 1840s & 1850”
1. By the end of the 1850s America was a much more diverse nation than it had been for the
previous two decades. Use the table below to notate the experiences of different groups of new
Americans in the 1840s and 1850s.
Chinese
Irish
German
Mexican
Period 5 / Page 4
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
2. Why did the Chinese migrants come to the United States in large numbers in the 1840s &
1850s?
3. What was the immediate cause of the Great Famine of 1845-1850 in Ireland?
4. What was the United States Land Commission and what were the consequences of its work?
5. How did racial tension shape the California gold rush?
6. What role did hard times in China, Ireland, and Germany play in stimulating immigration in the
US 1840s & 1850s?
7. Why were most of the Chinese Immigrants to the United States men?
8. What countries contributed the largest number immigrants to the United States?
9. How did the Chinese Immigrants get the name “coolie”?
10. What was the Know Nothing Party and who made up the group?
11. What was their Party Platform?
12. How was religion impacted by immigration?
“Slavery in the United States, 1840s & 1850s”
13. In the 1840s and 1850s while slavery was dying out in the North it became even more profitable
in the South. These parallel and divergent developments led a variety of people to take rolls in
the effort to end slavery or urge it forward. Complete the following chart on various people,
where they were from, and what important events they were involved in.
Period 5 / Page 5
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
Name
Location
Events
Roger B. Taney
Harriet Tubman
Gabriel Processor
Denmark Vesey
Nat Turner
William Lloyd
Garrison
14. How did Northern public opinion about slavery change after 1830?
15. What function did an “overseer” preform on a plantation?
Period 5 / Page 6
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
16. How many enslaved people were there in the US in the mid-1800s?
17. What was Gabriel Prosser’s role in slavery resistance?
18. What function did “The Liberator” preform?
19. How did enslaved people resist their enslavement?
20. Who was Mary Boykin Chestnut? What uncomfortable fact did she make the public aware of
through diary entries?
21. What was the “Free Soil Party’s” political platform? Who was their candidate?
22. What was so unusual of the Joseph Taper and Harriet Jacobs story?
23. What percent of the world’s cotton was produced by the American South in the 1860’s?
24. What methods did William Lloyd Garrison endorse in the struggle to end slavery?
25. How did slave holders justify slavery as a “Positive good”
26. Who was Thomas Wentworth Higginson?
27. What connections can you make between changes in American slavery and developments in
the global economy in the 1840s and 1850s?
Period 5 / Page 7
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
“New Strengths for American Women”
28. At the same time that the abolition movement was growing, a number of women, many of them
abolitionists, decided the time had come to fight for women’s rights. Identify the importance of
the key figures in the early women’s rights movement in the chart below.
Name
Importance
Sarah & Angelina
Grimke
Elizabeth Cady
Stanton
Lucretia Mott
Susan B. Anthony
Amelia Bloomer
Period 5 / Page 8
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
Lucy Stone
Sojourner Truth
29. Why did Sarah Grimke publish her Letters on Equality of the Sexes?
30. Why was Sarah and Angelina Grimke’s roll in the American Anti-Slavery Society significant?
31. What impact did the “World Anti-Slavery Convention” in London have on the Women’s Rights
Convention?
32. What was a major contributing factor in women being able to own their own property?
33. What were some of the first colleges to admit women as students in the years before the Civil
War?
34. How did members of the larger abolitionist movement respond to the Seneca Falls Convention?
35. What were the results of Seneca Falls?
36. How did members of the women’s rights movement view the issues of marriage and divorce?
37. How did the women’s rights movement of the 1840s differ from earlier efforts to call attention
to gender-based inequality?
Period 5 / Page 9
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
38. How was the women’s movement divided?
IDENTIFY: Use a separate sheet of paper to create a collection of well-defined terms, which
fully explain that Person, Place or Things contribution to the time period we are currently
discussing in relation to the Historical Thinking Skills allowing you to utilize it in the future to
fully expand on a given topic and discuss in an educated manner.
1. Nativism
2. Know Nothings
3. Free Soil Party
4. Underground Railroad, 1850-1860
5. Peculiar institution
6. Slave Codes
7. William Lloyd Garrison
8. Frederick Douglass
9. David Ruggles
10. American Anti-Slavery Society
11. Wilmot Proviso, 1846
12. Freeport Doctrine, 1858
13. Harper’s Ferry, 1859
14. King Cotton
15. Black Codes
16. Susan B. Anthony
17. Victoria Woodhull
18. Seneca Falls Convention (1848)
19. Feminists
20. Cult of Domesticity
Period 5 / Page 10
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
CH 13 -“The Politics of Separation, 1850 - 1861” Page 383-411 (Reading Quiz Tuesday
1/12/15)
“From Union to Disunion”
1. The issue of slavery had been building for decades, in the 1850s the debate over territory
acquired in the Mexican-American war caused the tension to explode. Describe how the
following events moved the nation ever closer to the civil war.
Event
Progression toward civil war
Compromise of
1850
Fugitive Slave Act
1850
Wilmot Proviso
Uncle Tom’s Cabin
Kansas Nebraska
Act
1. Why was the Congress that met in 1848 so contentious? Who were the men the played a
prominent role in that congress?
2. What were key provisions of the Compromise of 1850?
3. Why was the Fugitive Slave Act of 1850 so much more divisive than previous fugitive slave acts
Period 5 / Page 11
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
4. How did the Republican Party differ from the Whig and Democratic Parties?
5. What role did free-soil advocates play in the Antislavery movement?
6. Why did Northerners find “Uncle Tom’s Cabin” by Harriet Beecher Stowe so compelling while
Southerners found it so repellent?
7. What role did Popular Sovereignty play in the Kansas Nebraska Act?
8. Why did the Kansas Nebraska Act prove so divisive?
“Bleeding Kansas and Dred Scott v. Sanford”
9. What impact did Bleeding Kansas have on public opinion?
10. Who were the Border Ruffians?
11. What was the Lecompton Constitution, how was it received by Congress?
12. Why was the Lecompton Constitution vote in congress so heavily weighted one way?
13. On what basis did Dred Scott claim that he was a free man?
14. What were the points of the Supreme Court ruling in the Dred Scott case? What did it assert?
15. Look at the illustration in your text on page 394 of the attack by Preston Brooks on Charles
Sumner. How does the illustration reflect northern views of southern society and culture?
16. How did the Supreme Court’s ruling in Dred Scott v. Sanford make a civil war more likely?
Period 5 / Page 12
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
“The Economy, the Panic of 1857, and the Lincoln-Douglas Debates”
17. The debate over slavery was not the only contribution to the dissolving of the Union. Economic
factors were also important. Fill out the chart below on the key economic developments of the
first half of the 19th century.
Economic Factor or Development
Consequences
Cotton Economy
Erie Canal
Transcontinental Railroad
Panic of 1857
18. What does Sumner’s “Lords of the lash and lords of the loom”, refer to?
19. Why did the southern planter elite reject the economic initiatives like import tariffs and
infrastructure improvements favored by most northerners?
Period 5 / Page 13
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
20. What caused the price of wheat to fall contributing to the Panic of 1857?
21. How did the Mason-Dixon Line come to exist and what was it’s impact?
22. How did Lincoln characterize his position on slavery and race relations during the LincolnDouglas debates?
23. What led John Brown and his men to attack Harper’s Ferry in the fall of 1859?
24. How did famous anti-slavery advocate Frederick Douglass feel about Browns attack on Harper’s
Ferry?
25. How did southerners respond to northern sympathy for John Brown?
26. How did economic developments divide the nation in the second half of the 19th century?
“The Election of 1860 and the Secession of the South”
27. Why did the Democrats splinter in the run-up to the 1860 election?
28. What was the Crittenden Compromise and why did Lincoln reject it?
29. What was the American Party? What role did they play in the election of 1860?
30. What was the Constitutional Union Party? What role did they play in the election of 1860?
31. What kind of war did most Americans anticipate in the immediate aftermath of the attack on
Fort Sumter?
32. Look at the painting on page 401 of John Brown, how does it capture the anti-slavery
sentiment of the north in the wake of the events at Harper’s Ferry?
Period 5 / Page 14
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide
33. Looking at the map on page 405 and considering the Election of 1860 what accounts for
Douglas’s poor electoral showing?
34. What caused Lincoln to gain so few votes in the Southern states?
35. Why do you think that it proved impossible to hold the Union together after Lincoln was
elected president?
IDENTIFY: Use a separate sheet of paper to create a collection of well-defined terms, which
fully explain that Person, Place or Things contribution to the time period we are currently
discussing in relation to the Historical Thinking Skills allowing you to utilize it in the future to
fully expand on a given topic and discuss in an educated manner.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Republican Party, 1854
Lincoln-Douglas Debates, 1858
Abraham Lincoln
Crittenden Compromise, 1860
Southern Secession
Confederate States of America
Fort Sumter, 1861
Compromise of 1850
popular sovereignty
Fugitive Slave Law, 1850
Kansas-Nebraska Act, 1854
Lecompton Constitution, 1857
Dred Scott v. Sandford, 1857
“Uncle Tom’s Cabin”
Mason-Dixon Line
Period 5 / Page 15
Developed Using work by James L. Smith from the AP® U. S. History Curriculum
Framework, John Irish’s Historical Thinking skills & Pearson Reading and Note Taking
Guide