Download The Dred Scott Decision (cont.)

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Chapter Introduction
Section 1 Slavery and the West
Section 2 A Nation Dividing
Section 3 Challenges to Slavery
Section 4 Secession and War
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: Slavery and the West
• Describe how the debate over slavery was
related to the admission of new states. 
• Understand what the Compromise of 1850
accomplished.
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Chapter Objectives
Section 2: A Nation Dividing
• Explain how the Fugitive Slave Act and the
Kansas-Nebraska Act further divided the
North and South. 
• Describe how popular sovereignty led to
violence.
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Chapter Objectives
Section 3: Challenges to Slavery
• Understand why the Republican Party was
formed. 
• Describe how the Dred Scott decision, the
Lincoln-Douglas debates, and John Brown’s
raid affected Americans.
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Chapter Objectives
Section 4: Secession and War
• Explain how the 1860 election led to the
breakup of the Union. 
• Understand why secession led to the Civil War.
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Why It Matters
Slavery was a major cause of the
worsening division between the North and
South in the period before the Civil War.
The struggle between the North and South
turned more hostile, and talk grew of
separation and civil war.
The Impact Today
“If slavery is not wrong, nothing is wrong,”
Abraham Lincoln wrote in a letter to A.G.
Hodges in 1864. By studying this era of our
history, we can better understand the state
of racial relations today and develop ways
for improving them.
Guide to Reading
Main Idea
As new states entered the Union, the question
of whether to admit them as free states or slave
states arose. 
Key Terms
• sectionalism 
• secede 
• fugitive 
• abstain
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the table on page 436 of your textbook
and describe how these compromises answered
the question of admitting new states. 
Read to Learn
• how the debate over slavery was related to the
admission of new states. 
• what the Compromise of 1850 accomplished.
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Guide to Reading (cont.)
Section Theme
Government and Democracy Controversy over
slavery grew during the early and mid-1800s.
Poster warning
African Americans
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The Missouri Compromise
• When Missouri applied for statehood in
1817, it was a territory whose citizens
owned about 10,000 enslaved African
Americans. 
• At the time the Senate was balanced,
with 11 free states and 11 slave states. 
• Missouri’s admission to the Union as
a slave state would have upset that
balance of power.
(pages 436–437)
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The Missouri Compromise (cont.)
• The North and the South, with very
different economic systems, were also
competing for new lands in the West. 
• People in the North wanted to stop the
spread of slavery into new states and
territories. 
• People in the South resented the North’s
attempts to interfere with slavery, which
they considered their own affair.
(pages 436–437)
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The Missouri Compromise (cont.)
• Representative Henry Clay, Speaker of the
House, proposed a solution to the Missouri
problem. 
• Maine, which had been a part of
Massachusetts, had also applied for
admission to the Union as a new state. 
• Clay suggested admitting Missouri as a
slave state and admitting Maine as a free
state at the same time.
(pages 436–437)
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The Missouri Compromise (cont.)
• Clay also made a second proposal to
settle several arguments about slavery
in the territories. 
• He proposed prohibiting slavery in all
territories and states carved from the
Louisiana Purchase north of the latitude
line of 36°30’N. 
• The one exception would be Missouri.
(pages 436–437)
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The Missouri Compromise (cont.)
• Clay’s two proposals, which became
known as the Missouri Compromise, were
passed by Congress in 1820. 
• The Missouri Compromise preserved the
balance between free and slave states in
the Senate, and ended the debate in
Congress over slavery in new states and
territories–at least for a while.
(pages 436–437)
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The Missouri Compromise (cont.)
Why do you think the balance of power in
the Senate between free states and slave
states was so important?
Possible answer: The North and South
had different political and economic
interests. Each section felt that its
interests would be ignored if senators
from the other section were in control
of the Senate.
(pages 436–437)
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New Western Lands
• The issue of slavery in new Western lands
stayed in the background between 1820
(the year of the Missouri Compromise) and
the 1840s. 
• The proposal to add a new set of states
and territories (Texas, New Mexico, and
California) brought the issue to a head
again.
(pages 437–438)
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New Western Lands (cont.)
• After winning independence from Mexico,
Texas asked for admission to the Union. 
• Because slavery existed in Texas, it would
have entered the Union as a slave state. 
• This again brought out the question of
whether free or slave states would control
the Senate. 
• As a result Texas’s statehood became an
issue in the 1844 election.
(pages 437–438)
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New Western Lands (cont.)
• Democratic candidate James K. Polk won
the election and pressed to add Texas. 
• Texas became a state in 1845. 
• At the same time, support in the South for
taking over New Mexico and California,
which were both part of Mexico, also
grew. 
• Disputes between the United States and
Mexico over boundaries in Texas and the
desire of the United States for New
Mexico and California led to war with
Mexico.
(pages 437–438)
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New Western Lands (cont.)
• A bitter debate over slavery in new
Western lands began over proposals
by Representative David Wilmot of
Pennsylvania and Senator John C.
Calhoun of South Carolina. 
• Wilmot’s proposal, called the Wilmot
Proviso, said that slavery should be
prohibited in any lands that might be
acquired from Mexico at the end of the
war.
(pages 437–438)
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New Western Lands (cont.)
• Calhoun’s counterproposal stated that
neither Congress nor any other
governmental authority had the power to
prohibit or regulate slavery in any way in
a territory. 
• Neither proposal passed Congress, but
these proposals intensified arguments
for and against slavery.
(pages 437–438)
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New Western Lands (cont.)
• The debate over slavery and the refusal
of either the Democratic or Whig candidate
for president in 1848 to take a stand on
slavery in the territories led to the
formation of the Free Soil Party, which
supported the Wilmot Proviso. 
• Whig candidate Zachary Taylor won the
election by successfully appealing to both
slave and free states. 
• But the Free Soil Party won several seats
in Congress.
(pages 437–438)
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New Western Lands (cont.)
• Once in office, President Taylor
encouraged the territories of New Mexico
and California, which had been obtained
from Mexico at the end of the war with
Mexico, to apply for statehood. 
• After California did so in 1849, the
problem of the balance of power in the
Senate came up again.
(pages 437–438)
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New Western Lands (cont.)
• California would enter the Union as a free
state, which would upset the balance of 15
free states and 15 slave states in the
Senate. 
• It was likely that some of the other
territories that might soon become states
would enter as free states as well. 
• Southerners worried they would lose
power and talked of leaving the Union.
(pages 437–438)
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New Western Lands (cont.)
Why would the proposals by David Wilmot
and John C. Calhoun regarding slavery in
the Western lands have been received
differently in the North and South?
Wilmot’s proposal would have prohibited
slavery in many new Western territories,
which would not have been acceptable to
the South; Calhoun’s proposal would
have allowed slavery in all new Western
lands, which the North would have
(pages 437–438)
opposed.
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A New Compromise
• In January 1850 Senator Henry Clay
presented a new multi-part plan to settle
a number of issues dividing Congress,
including the possible spread of slavery
into Western lands.
(pages 438–439)
A New Compromise (cont.)
• According to Clay’s plan, the following
things would happen: 
- California would be admitted as a free state. 
- The New Mexico Territory would have no
slavery restrictions. 
- A New Mexico-Texas border dispute would be
decided in favor of New Mexico. 
- The slave trade–though not slavery–would be
abolished in Washington, D.C. 
- There would be a stronger fugitive slave law.
(pages 438–439)
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A New Compromise (cont.)
• A bitter debate in Congress over the
provisions of Clay’s proposal raged for
seven months.
(pages 438–439)
A New Compromise (cont.)
• Clay’s plan could not pass as a package,
and President Taylor opposed it. 
• Then in July 1820, Taylor suddenly died. 
• The new president, Millard Fillmore,
proposed a compromise. 
• Senator Stephen Douglas split Clay’s
proposal into five different bills to allow
members of Congress to vote on them
separately. 
• That way, members could vote for
measures they agreed with and vote
against parts they did not support without
(pages 438–439)
rejecting the whole plan.
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A New Compromise (cont.)
• Congress passed the series of five
separate bills in August and September
1850. 
• Together they became known as the
Compromise of 1850. 
• Many Americans, including President
Fillmore, thought this compromise would
settle the question of slavery once and for
all. But this was not the case.
(pages 438–439)
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A New Compromise (cont.)
How did the Compromise of 1850 satisfy
both free states and slave states?
California would be admitted to the Union
as a free state, and the slave trade would
be abolished in Washington, D.C., which
satisfied the North. The New Mexico
Territory would be open to slavery, and
there would be a stronger fugitive slave
law, which pleased the South.
(pages 438–439)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. loyalty to a region
A. sectionalism
__
C 2. to leave or withdraw
__
B 3. runaway or trying to run away
B. fugitive
__
D 4. to not take part in some
activity, such as voting
D. abstain
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C. secede
Checking for Understanding
Reviewing Facts List the provisions of the
Missouri Compromise.
The provisions were that Missouri was
admitted as a slave state and Maine as
a free state. Slavery was prohibited in
the Louisiana Purchase territory in
areas north of 36°30’N latitude, except
Missouri.
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Reviewing Themes
Government and Democracy Why was
the Free Soil Party created?
It was created to take a stand opposing the
extension of slavery.
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Critical Thinking
Analyzing Information What was the
Wilmot Proviso? Why was it controversial?
The Wilmot Proviso was a proposal to
prohibit slavery in any lands acquired from
Mexico. It was controversial because
Southerners wanted to introduce slavery in
those lands.
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Analyzing Visuals
Examining Artifacts Look at the
campaign banner on page 437 of your
textbook. Compare it to a modern
political button or advertisement you
have seen. In what ways are they
similar? In what ways are they different?
The similarities include the use of
candidates’ names or photos. The
differences are the use of logos or
advertising techniques.
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Government Create a poster for the FreeSoil Party presidential candidate. Include
slogans or symbols to gain popular
support.
Guide to Reading
Main Idea
Growing tensions led to differences that could
not be solved by compromise. 
Key Terms
• popular
sovereignty 
• border ruffians 
• civil war
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Guide to Reading (cont.)
Reading Strategy
As you read the section, re-create the table on
page 441 of your textbook and describe how
Southerners and Northerners reacted to the
Kansas-Nebraska Act. 
Read to Learn
• how the Fugitive Slave Act and the KansasNebraska Act further divided the North and
South. 
• how popular sovereignty led to violence.
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Guide to Reading (cont.)
Section Theme
Continuity and Change As they grew further
apart, Northerners and Southerners sought
compromise.
Anthony Burns
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to replay the audio.
The Fugitive Slave Act
• In 1850 Congress passed the Fugitive
Slave Act. It required all citizens to help
capture and return enslaved African
Americans who had run away. 
• People who helped runaways could be
fined or imprisoned.
(pages 441–442)
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The Fugitive Slave Act (cont.)
• After passage of the Fugitive Slave Act,
Southerners stepped up efforts to catch
runaways. 
• They even made new attempts to capture
enslaved laborers who had run away and
who had lived as free people in the North
for years. 
• In some cases, free African Americans
who had never been enslaved were
captured and forced into slavery.
(pages 441–442)
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The Fugitive Slave Act (cont.)
• Many Northerners who opposed slavery
refused to cooperate with the Fugitive
Slave Act and continued to aid runaway
enslaved African Americans. 
• They created the Underground Railroad
to help runaways. 
• The Underground Railroad was a network
of free African Americans and white
abolitionists who helped escaped
enslaved African Americans make their
way to freedom.
(pages 441–442)
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The Fugitive Slave Act (cont.)
• Although the Fugitive Slave Act was the
law of the land, Northern juries often
refused to convict people accused of
breaking this.
(pages 441–442)
The Fugitive Slave Act (cont.)
Why do you think many people refused
to obey the Fugitive Slave Act?
They did not support slavery, and they
felt that the law was morally wrong.
(pages 441–442)
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The Kansas-Nebraska Act
• Hoping to encourage settlement of the
West and open the way for a
transcontinental railroad, Senator
Stephen Douglas proposed organizing
the region west of Missouri and Iowa as
the territories of Kansas and Nebraska. 
• Douglas thought his plan would allow
the nation to expand while satisfying
both the North and the South. 
• But the plan reopened the conflict
between North and South concerning
the territories.
(pages 442–443)
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The Kansas-Nebraska Act (cont.)
• Because both Kansas and Nebraska lay
north of 36°30’N–the area that was
established as free of slavery in the
Compromise of 1820–it was expected
that Kansas and Nebraska would
become free states.
(pages 442–443)
The Kansas-Nebraska Act (cont.)
• Southerners were disturbed by the
possibility of Kansas and Nebraska
entering the Union as free states, because
they would tip the balance of power in the
Senate in favor of the free states. 
• So Senator Douglas proposed
abandoning the Missouri Compromise
and letting settlers in each territory decide
whether to allow slavery. 
• This was called “popular sovereignty.”
(pages 442–443)
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The Kansas-Nebraska Act (cont.)
• There was bitter debate over the issue
in Congress. 
• In 1854 Congress passed the KansasNebraska Act, which opened the door
to slavery in these territories. 
• The bill heightened animosity and
mistrust between the North and South
and convinced many Northerners that
compromise with the South was not
possible.
(pages 442–443)
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The Kansas-Nebraska Act (cont.)
Why could the North have considered the
Kansas-Nebraska Act a betrayal?
The Kansas-Nebraska Act opened the
door to slavery in the Kansas and
Nebraska territories. It overturned a
previous agreement, the Compromise
of 1820, which said that areas north of
36°30’N, which included Kansas and
Nebraska, would be free of slavery. (pages 442–443)
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Conflict in Kansas
• After the Kansas-Nebraska Act was
passed, proslavery and antislavery groups
rushed supporters into Kansas to influence
voting over whether Kansas would enter
the Union as a free state or slave state.
(pages 443–444)
Conflict in Kansas (cont.)
• In the spring of 1855, in an election
thought by antislavery supporters to be
unfair, Kansas voters elected a proslavery
legislature. 
• Although there were only about 1,500
voters in Kansas, more than 6,000 ballots
were cast in the election, largely because
many proslavery voters had crossed the
border from Missouri into Kansas just to
vote in the election.
(pages 443–444)
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Conflict in Kansas (cont.)
• Soon after the election, the new Kansas
legislature passed a series of laws
supporting slavery, such as the
requirement that candidates for political
office be proslavery. 
• Antislavery forces, refusing to accept
these laws, armed themselves, held their
own elections, and adopted a constitution
prohibiting slavery.
(pages 443–444)
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Conflict in Kansas (cont.)
• By January 1856, rival governments–one
proslavery and one antislavery–existed in
Kansas. 
• Both of them applied for statehood on
behalf of Kansas and asked Congress for
recognition.
(pages 443–444)
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Conflict in Kansas (cont.)
• The opposing forces, both armed, clashed
in Kansas. 
• Many people were killed. 
• Newspapers began to refer to the area as
“Bleeding Kansas.”
(pages 443–444)
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Conflict in Kansas (cont.)
• The fighting went on from May of 1856
until October of 1856, when John Geary,
the newly appointed territorial governor,
was finally able to end the bloodshed. 
• Geary overpowered guerrilla forces and
used 1,300 federal troops. 
• But the animosity between the two sides
continued.
(pages 443–444)
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Conflict in Kansas (cont.)
Why did people who opposed slavery
mistrust the results of the 1855 election
for the Kansas legislature?
In an election that chose a proslavery
legislature, there were more votes cast
than there were voters in Kansas.
(pages 443–444)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. Missourians who traveled in
armed groups to vote in
Kansas’s election during the
mid-1850s
__
C 2. conflict between opposing
groups of citizens of the same
country
__
A 3. political theory that
government is subject to the
will of the people; before the
Civil War, the idea that people
living in a territory had the
right to decide by voting if
slavery would be allowed
there
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A. popular
sovereignty
B. border ruffians
C. civil war
Checking for Understanding
Reviewing Facts Describe how Northern
abolitionists reacted to the Fugitive Slave
Act.
They refused to accept the terms, aided
runaways, and refused to convict those
accused of breaking the law.
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Reviewing Themes
Continuity and Change How did popular
sovereignty lead to violence in Kansas?
Outsiders corrupted the election, and fighting
broke out over the results.
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Critical Thinking
Predicting Consequences Could the
violence in Kansas have been prevented if
Congress had not abandoned the Missouri
Compromise? Explain.
Analyzing Visuals
Geography Skills Study the maps on
page 443 of your textbook. From which
territory or territories were the Nebraska
and Kansas territories formed? Was the
Utah territory closed to slaveholding?
The Nebraska and Kansas territories
were formed from Unorganized Territory.
The Utah territory was not closed to
slaveholding.
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Descriptive Writing With members of your
class, choose a scene from Uncle Tom’s Cabin
to portray in a one-act play. Write a short script,
assign roles, and present it to the class.
Guide to Reading
Main Idea
Social, economic, and political differences
divided the North and South. 
Key Terms
• arsenal 
• martyr
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Guide to Reading (cont.)
Reading Strategy
Sequencing Information As you read the section,
re-create the diagram on page 445 of your textbook
and list major events for each year. 
Read to Learn
• why the Republican Party was formed. 
• how the Dred Scott decision, the LincolnDouglas debates, and John Brown’s raid
affected Americans.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The slavery issues
continued to drive the North and South further apart.
Kansas
Free-Soil poster
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to replay the audio.
A New Political Party
• In 1854 antislavery Whigs and antislavery
Democrats joined with Free Soilers to
create the Republican Party. 
• The Republican Party’s main issue was
the abolition of slavery, or at least the
prevention of its spread into Western
lands.
(pages 445–446)
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A New Political Party (cont.)
• Republican candidates began to challenge
proslavery Whigs and Democrats in state
and congressional elections of 1854, with
the message that the government should
ban slavery in the territories. 
• The election showed that the Republican
Party had strength in the North, but
almost no support in the South. 
• The Democratic Party’s strength was
almost totally in the South.
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A New Political Party (cont.)
• Democrat James Buchanan won the
presidential election of 1856, with the
strong support of Southerners. 
• The Democrats supported popular
sovereignty–the right of the voters in each
new territory or state to decide for
themselves whether to allow slavery.
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The Dred Scott Decision
• Two days after President Buchanan took
office, the Supreme Court announced the
Dred Scott decision. 
• Dred Scott was an enslaved African
American who had been taken by his
owner from the South to live for a time
in Illinois and Wisconsin, areas where
slavery was not allowed. 
• After his owner died, antislavery lawyers
helped Scott sue for his freedom, claiming
that he had for a time lived on free soil.
(pages 446–448)
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The Dred Scott Decision (cont.)
• In the Dred Scott decision, Chief Justice
Taney said that Scott was a slave, not a
citizen, and therefore had no right to bring
a lawsuit. 
• He added that Scott’s residence on free
soil did not make him free, because he
was property. 
• As property, he could not be taken away
from his owner without “due process of
law.”
(pages 446–448)
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The Dred Scott Decision (cont.)
• Furthermore, Taney maintained that
because the Congress had no power to
prohibit slavery in any territory, the
Missouri Compromise, which had limited
slavery north of the 36°30’N latitude line in
many Western territories, was
unconstitutional. 
• Finally Taney added that popular
sovereignty was unconstitutional because
not even voters could prohibit slavery, as
it would amount to taking away someone’s
property.
(pages 446–448)
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The Dred Scott Decision (cont.)
• The Dred Scott decision outraged
antislavery advocates in the North, but
pleased Southerners, dividing the country
more than ever.
(pages 446–448)
The Dred Scott Decision (cont.)
• In 1858 the Senate race in Illinois attracted
national attention. 
• It pitted Democratic Senator Stephen
Douglas against a little-known Republican
challenger named Abraham Lincoln. 
• Douglas was against slavery personally,
but believed that popular sovereignty
would resolve the issue without interfering
with national unity.
(pages 446–448)
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The Dred Scott Decision (cont.)
• Lincoln also personally opposed slavery,
but thought there was no easy way to
eliminate it where it already existed. 
• He thought the solution was to prevent its
spread into the territories.
(pages 446–448)
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The Dred Scott Decision (cont.)
• Lincoln challenged Douglas to a series of
debates leading up to the election. 
• The seven debates took place between
August and October 1858. 
• Slavery was the main topic.
(pages 446–448)
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The Dred Scott Decision (cont.)
• During the debates Douglas put forth his
idea that people in a territory could exclude
slavery by refusing to pass laws protecting
slaveholders’ rights. 
• This became known as the Freeport
Doctrine, after the Illinois town where
Douglas made the statement. 
• This point of view gained Douglas support
among those that were against slavery
but lost Douglas support among the
proslavery population.
(pages 446–448)
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The Dred Scott Decision (cont.)
• Douglas claimed that Lincoln wanted
African Americans to be equal to whites. 
• Lincoln denied this. 
• He said that he and the Republican Party
merely felt that slavery was wrong. 
• Douglas narrowly won the election, but
during the debates, Lincoln earned a
national reputation. 
• After the election of 1858, Southerners felt
increasingly threatened by the growing
power of the antislavery Republican Party.
(pages 446–448)
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The Dred Scott Decision (cont.)
• A raid on Harpers Ferry, Virginia, further
fed Southern fears. 
• On October 16, 1859, abolitionist John
Brown led a small group of whites and
free African Americans in a raid on an
arsenal at Harpers Ferry. 
• The aim was to arm enslaved African
Americans and spark a slave uprising.
(pages 446–448)
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The Dred Scott Decision (cont.)
• The plan failed and the United States
Marines under Colonel Robert E. Lee
captured Brown and some of his
followers. 
• Brown was tried, found guilty of murder
and treason, and hanged. 
• Several of Brown’s followers met the
same fate.
(pages 446–448)
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The Dred Scott Decision (cont.)
• John Brown’s death became a rallying
point for abolitionists in the North. 
• But when Southerners learned of Brown’s
connection to abolitionists–he had been
encouraged and financed by a group of
abolitionists–their fears of a great
Northern conspiracy were confirmed. 
• Distrust and animosity between the North
and South were about to reach the
breaking point.
(pages 446–448)
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The Dred Scott Decision (cont.)
How did the Dred Scott decision and John
Brown’s raid at Harpers Ferry increase mistrust
between the North and South?
Northern antislavery forces protested the Dred
Scott decision, while Southern slaveholders
were pleased with the decision. John Brown’s
attempt to arm enslaved African Americans and
start a revolt in the South had been encouraged
and financed by Northern abolitionists,
convincing Southerners that the North was
conspiring to end slavery in any way it could.
(pages 446–448)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a person who sacrifices his
or her life for a principle or
cause
__
A 2. a storage place for weapons
and ammunition
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A. arsenal
B. martyr
Checking for Understanding
Reviewing Facts Discuss the stages in the
development of the Republican Party.
Northern Democrats left the party and the
Whig Party dissolved. Antislavery Whigs
and Democrats joined Free-Soilers to
form the Republican Party.
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Reviewing Themes
Continuity and Change How did the Dred
Scott decision reverse a previous decision
made by Congress?
It ruled the Missouri Compromise
unconstitutional by stating that Congress
could not prohibit slavery in any territory.
The Republicans were outraged.
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Critical Thinking
Making Inferences Why did Lincoln
emerge as a leader after the LincolnDouglas debates?
Though Lincoln lost the election, he gained a
national reputation.
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Analyzing Visuals
Examining Artifacts Examine the poster
on page 445 of your textbook. What is the
poster advertising? Explain why some of
the phrases are in larger type.
The poster is advertising the free state of
Kansas. Slavery is in larger print because it
was an important issue and mass meeting
is enlarged because it emphasizes group
support.
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Government Draw a political cartoon that
illustrates Lincoln’s statement “A house divided
against itself cannot stand.”
Guide to Reading
Main Idea
In 1860 Abraham Lincoln’s election as president
of the United States was followed by Southern
states leaving the Union. 
Key Terms
• secession 
• states’ rights
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Guide to Reading (cont.)
Reading Strategy
Sequencing Information As you read the
section, re-create the time line on page 449 of
your textbook and list the major events at each
time. 
Read to Learn
• how the 1860 election led to the breakup
of the Union. 
• why secession led to the Civil War.
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Guide to Reading (cont.)
Section Theme
Geography and History The election of 1860
clearly divided the nation along sectional lines.
Secessionist ribbon
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to replay the audio.
The Election of 1860
• In the months leading up to the election of
1860, the issue of slavery split the
Democratic Party along sectional lines. 
• A Northern wing of the Democratic Party
nominated Stephen Douglas, supporter of
popular sovereignty. 
• Southern Democrats nominated John C.
Breckinridge of Kentucky, who supported
the Dred Scott decision. 
• Moderates from the North and South
formed the Union Party and nominated
John Bell, who took no position on
(pages 449–450)
slavery.
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The Election of 1860 (cont.)
• The Republican Party nominated Abraham
Lincoln. 
• The Republican Party said that slavery
should be left alone where it existed, but
should not be allowed to spread into the
territories.
(pages 449–450)
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The Election of 1860 (cont.)
• With the Democratic Party split, Lincoln
narrowly won the election. 
• But he won primarily with Northern votes. 
• His name did not even appear on most
ballots in the South. 
• In effect, the more populous North had
outvoted the South. 
• The South feared a Republican victory
would encourage slave revolts or other
dreaded consequences. 
• The Union was about to split apart.
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(pages 449–450)
The Election of 1860 (cont.)
Why could you call the Republican Party
in 1860 a strictly sectional party?
The Republican Party’s strength was
basically in the North, where Lincoln,
the Republican candidate for president,
received most of his votes in the 1860
election. In fact, Lincoln’s name did not
even appear on most ballots in the South.
(pages 449–450)
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The South Secedes
• Although Lincoln had promised to leave
slavery alone where it existed,
Southerners did not trust the Republican
Party to protect their rights. 
• On November 20, 1860, South Carolina
held a special convention and voted to
secede from the Union. 
• Even after South Carolina’s secession,
leaders in Washington worked to find a
compromise that would preserve the
Union.
(pages 451–452)
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The South Secedes (cont.)
• Senator John Crittendon of Kentucky
proposed a plan to protect slavery in all
present and future territories south of the
36°30’N line set by the Missouri
Compromise. 
• This was unacceptable to both
Republicans and Southern leaders.
(pages 451–452)
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The South Secedes (cont.)
• By February 1861 Texas, Louisiana,
Mississippi, Alabama, Florida, and Georgia
had joined South Carolina in secession. 
• Delegates from those states met at
Montgomery, Alabama, on February 4 to
form a new nation and government, called
the Confederate States of America. 
• They chose Jefferson Davis, a Mississippi
senator, as their president.
(pages 451–452)
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The South Secedes (cont.)
• The Southern states felt justified in leaving
the Union because, they argued, they had
voluntarily entered the Union. 
• They saw the United States Constitution as
a voluntary contract among independent
states. 
• According to the states that seceded, the
refusal of the United States government to
enforce the Fugitive Slave Act and its
attempt to deny Southern states equal
rights in the territories had violated that
contract. The Southern states were
therefore justified in leaving the Union.
(pages 451–452)
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The South Secedes (cont.)
• Lincoln’s term as president did not begin
until March 1861. 
• So while the Southern states were
seceding, James Buchanan was still
president. 
• Buchanan sent a message to Congress
stating that the Southern states had no
right to secede. 
• He added that the United States
government did not have the power
to stop them.
(pages 451–452)
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The South Secedes (cont.)
• Lincoln disagreed with Buchanan. 
• He said secession was unlawful. 
• But in his inaugural speech in March
1861, Lincoln took on a calming tone. 
• He said secession would not be
permitted, but pleaded with the South
for reconciliation.
(pages 451–452)
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The South Secedes (cont.)
How did the Southern states that seceded
justify leaving the Union?
They stated that they had joined the Union
voluntarily, so they had the right to leave.
They also stated that the Constitution was a
voluntary contract among independent
states, which the government had broken by
refusing to enforce the Fugitive Slave Act
and by refusing to give slave states equal
access to the Western territories.
(pages 451–452)
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Fort Sumter
• Confederate forces had taken over some
federal property after secession, including
several forts. 
• Lincoln had vowed to protect federal
property in Southern states and felt that
allowing the Confederate forces to keep
the forts would amount to acknowledging
the right of the Southern states to secede.
(page 453)
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Fort Sumter (cont.)
• On the day after his inauguration, Lincoln
received a message from the commander
of Fort Sumter, which was located on an
island at the entrance of the harbor in
Charleston, South Carolina. 
• The fort was low on supplies, and the
Confederates were demanding its
surrender.
(page 453)
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Fort Sumter (cont.)
• Lincoln informed the governor of South
Carolina that the Union would send
supplies to the fort, but would not include
additional troops, arms, or ammunition
unless the fort was fired upon. 
• Lincoln was telling the Confederates that
the Union had no intention of starting a
shooting war.
(page 453)
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Fort Sumter (cont.)
• The Confederates responded by attacking
Fort Sumter before the Union supplies
could arrive. 
• Confederate guns opened fire on the fort
on April 12, 1861. 
• The fort surrendered on April 14, with no
loss of life on either side. 
• News of the attack got the North fired
up. 
• Lincoln’s call for volunteers to fight the
Confederacy was quickly answered.
(page 453)
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Fort Sumter (cont.)
• In the meantime, Virginia, North Carolina,
Tennessee, and Arkansas also voted to
join the Confederacy. 
• The Civil War had begun.
(page 453)
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Fort Sumter (cont.)
Why do you think the Confederacy
decided to fire on Fort Sumter rather than
accept Lincoln’s request to peacefully
resupply the soldiers there?
Possible answer: The Confederacy
wanted to drive home the point that it did
not want reconciliation with the Union and
intended to fight to maintain itself as a
separate nation.
(page 453)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A. states’ rights
A 1. rights and powers
independent of the federal
B. secession
government that are
reserved for the states by
the Constitution; the belief
that states’ rights supersede
federal rights and law
__
B 2. withdrawal from the Union
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Checking for Understanding
Reviewing Facts Who served as the
president of the Confederate States of
America?
Jefferson Davis served as president of the
Confederate States of America.
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Reviewing Themes
Geography and History What role did
sectionalism play in Lincoln’s winning the
1860 election?
He won in every Northern state; votes in
the South were divided among three other
candidates.
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Critical Thinking
Drawing Conclusions Do you think either
Northerners or Southerners believed that
secession would not lead to war? Explain.
Analyzing Visuals
Geography Skills Examine the map on
page 452 of your textbook. How many
states made up the Confederacy? Which
state seceded earlier–Mississippi or
Arkansas?
The Confederacy was made up of eleven
states. Mississippi seceded before Arkansas.
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Citizenship Make up a campaign slogan or
song for Abraham Lincoln, Stephen A. Douglas,
John C. Breckinridge, or John Bell in the 1860
presidential election.
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
J 1. rights and powers
independent of the federal
government that are
reserved for the states by
the Constitution; the belief
that states’ rights supersede
federal rights and law
A. sectionalism
__
D 2. a storage place for weapons
and ammunition
F. fugitive
B. secede
C. border ruffians
D. arsenal
E. secession
__
A 3. loyalty to a region
G. popular
sovereignty
__
B 4. to leave or withdraw
H. civil war
I.
martyr
J. states’ rights
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
I 5. a person who sacrifices his
or her life for a principle or
cause
__
G 6. political theory that
government is subject to the
will of the people; before the
Civil War, the idea that
people living in a territory
had the right to decide by
voting if slavery would be
allowed there
__
H 7. conflict between opposing
groups of citizens of the
same country
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A. sectionalism
B. secede
C. border ruffians
D. arsenal
E. secession
F. fugitive
G. popular
sovereignty
H. civil war
I.
martyr
J. states’ rights
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 8. Missourians who traveled in
armed groups to vote in
Kansas’s election during the
mid-1850s
A. sectionalism
__
E 9. withdrawal from the Union
__10.
runaway or trying to run
F
away
D. arsenal
B. secede
C. border ruffians
E. secession
F. fugitive
G. popular
sovereignty
H. civil war
I.
martyr
J. states’ rights
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Reviewing Key Facts
What was the purpose of the Missouri
Compromise?
The purpose of the Missouri Compromise
was to ease tension between the North and
South by preserving the balance between
slave and free states in Congress.
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Reviewing Key Facts
What was Stephen Douglas’s solution to the
slavery issue in the Kansas and Nebraska
territories?
His solution was to abandon the Missouri
Compromise and let settlers in each
territory decide by popular sovereignty.
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Reviewing Key Facts
How did Abraham Lincoln become a national
figure in politics?
Lincoln became a national figure following
a series of debates with Stephen Douglas.
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Reviewing Key Facts
What was the Dred Scott decision? What did
it mean for those opposed to slavery?
It was a Supreme Court decision that
considered enslaved African Americans not
to be free just because they lived on free
soil, declared enslaved African Americans
were property, and stated that neither
Congress nor voters could prohibit slavery
in any territory. To those who opposed
slavery, this decision meant that the
Constitution now protected slavery.
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Reviewing Key Facts
How did Lincoln plan to prevent secession?
He vowed to hold federal property in the
South and enforce the laws of the United
States.
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Critical Thinking
Finding the Main Idea Why was the
balance of free and slave states in the
Senate such an important issue?
If the balance was upset, one section of the
country would have more decision-making
power than the other.
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Critical Thinking
Drawing Conclusions Why did
Northerners protest Douglas’s plan
to repeal the Missouri Compromise?
Northerners protested because it
would allow slavery into areas that
had been free for more than 30 years.
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Geography and History Activity
The election of 1860 divided the nation along sectional lines.
Study the map below and answer the questions on the
following slides.
Geography and History Activity
Location Which
states supported
Douglas?
Missouri supported
Douglas. He also
received three of
New Jersey’s
seven electoral
votes.
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Geography and History Activity
Region In what
region(s) was
the Republican
Party strongest?
The Republican
Party was strongest
in the Northeast,
upper Midwest,
and the West Coast.
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Geography and History Activity
Region In what
region did
Breckinridge find
support?
Breckinridge found
support in the South.
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Standardized Test Practice
Directions: Use the map of the Compromise of 1850 below to
choose the best answer to the question on the following slide.
Standardized Test Practice
Which of the following statements is true?
A
B
C
D
The Compromise of 1850 allowed the Oregon Territory to
be open to slaveholding.
The Compromise of 1850 did not make any land on the
Pacific Ocean open to slaveholding.
The Compromise of 1850 made every state touching the
southern border of the United States open to
slaveholding.
The Compromise of 1850 gave the Minnesota Territory
the authority to choose whether it would allow
slaveholding.
Test-Taking Tip Remember to use the information on the
map to support your answer. Don’t rely only on your memory.
Check each answer choice against the map. Only one choice
is correct.
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What was Frederick Douglass’s last name
before he changed it to Douglass when he
escaped to the North?
Frederick Douglass’s last name was Bailey.
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Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and
go to The American Republic to 1877 Web site. At this
site, you will find interactive activities, current events
information, and Web sites correlated with the chapters
and units in the textbook. When you finish exploring, exit
the browser program to return to this presentation. If you
experience difficulty connecting to the Web site, manually
launch your Web browser and go to
http://tarvol1.glencoe.com
Jefferson Davis Jefferson Davis was a leading
spokesperson for states’ rights. While in the Senate,
he defended slavery, including its constitutional
protection in the territories. He also advocated
reinstituting the slave trade. Though he favored
secession, he did not immediately welcome being
chosen as president of the Confederacy.
Recognizing Bias
Why Learn This Skill?
Cats make better pets than dogs. If you say this,
then you are stating a bias. A bias is a prejudice.
It can prevent you from looking at a situation in a
reasonable or truthful way.
This feature can be found on page 440 of your textbook.
Click the Speaker button to replay the audio.
Recognizing Bias
Learning the Skill
Most people have feelings and ideas that affect their point of
view. This viewpoint, or bias, influences the way they
interpret events. For this reason, an idea that is stated as a
fact may really be only an opinion. Recognizing bias will help
you judge the accuracy of what you read. There are several
things you should look for that will help you recognize bias.
Identify the author of the statement and examine his or her
views and possible reasons for writing the material. Look for
language that reflects an emotion or opinion–words such as
all, never, best, worst, might, or should. Examine the writing
for imbalances–leaning only to one viewpoint and failing to
provide equal coverage of other possible viewpoints.
This feature can be found on page 440 of your textbook.
Recognizing Bias
Practicing the Skill
Read the excerpts that follow. The first excerpt is from an
1858 newspaper editorial. The second is from a speech by
Senator John C. Calhoun of South Carolina. Then answer
the four questions that follow. 
“Popular sovereignty for the territories will never work. Under
this system, each territory would decide whether or not to
legalize slavery. This method was tried in the territory of
Kansas and all it produced waSs bloodshed and violence.”
–The Republican Leader, 1858
This feature can be found on page 440 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Recognizing Bias
Practicing the Skill
“. . . [T]he two great divisions of society are not rich and poor,
but white and black; and all the former, the poor as well as
the rich, belong to the upper classes, and are respected and
treated as such.”
–Senator Calhoun
This feature can be found on page 440 of your textbook.
Recognizing Bias
Practicing the Skill
1. Is Senator Calhoun expressing a proslavery or antislavery
bias?
Senator Calhoun is expressing a proslavery bias.
2. What statements indicate the racism in Calhoun’s bias?
Saying that rich and poor whites are of the upper
classes and that the divisions of society are black and
white indicate racism.
This feature can be found on page 440 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Recognizing Bias
Practicing the Skill
3. What political party’s view does the editorial represent?
It represents the Republican Party’s view.
4. What biases or beliefs are expressed in the editorial?
Popular sovereignty does not work.
This feature can be found on page 440 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Secrets of the
Underground Railroad
Objectives
After viewing “Secrets of the Underground Railroad,” you
should: 
• Understand what the Underground Railroad was, and
how escaping slaves used
it as a road to freedom. 
• Appreciate the difficulties that
slaves faced as they sought to
escape enslavement. 
• Know the purpose of the
American Colonization Society.
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window above to view a preview of The American Republic to 1877 video.
Secrets of the
Underground Railroad
Discussion Question
What was the role of the American Colonization
Society?
It paid for the passage of Africans to go to Africa
and bought them land there.
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Secrets of the
Underground Railroad
Discussion Question
What was the symbol on the house that
designated safety for escaped slaves?
The symbol, a red marker, let slaves know that
they had reached a safe haven.
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Northerners considered him a martyr; Southerners were outraged.
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