2. Changes
 Lectures were far too long and way too
complicated
 Importance of topic misplaced to fit essay

3. HOA 9/20
Agenda Warm Up
 Warm Up
 Turn in Think Tank
Forms
 Turn in Textbook
Assignment From
Friday
 A Brief History of
Slavery
 Causes of the Civil War
(part 1)
 Video—John Quincy
Adams and Andrew
 Why did slavery exist
in the South and not
in the North?
 (Write in Notebook)

4. Warm Up (Possible Answers)
 South couldn‟t get free-labor to work on
plantations
 North had other industry
 Climate in South good for plantation agriculture

5. A Brief History of Slavery and
Abolitionism

6. Discussion Question
 How long has slavery existed?

7. Slavery
 Slavery has existed since the beginning of
civilization
 But, Slavery in America was distinctly different
 In the 18th and 19th Centuries, there were three
new developments.
 1. Enslavement by race
 2. Theory of White Supremacy
 3. Abolitionism (movement to end slavery)

8. Triangular Trade

9. The Middle Passage

10. Where did the Slaves go?
Destination Percentage
Portuguese America 38.5%
British America (minus North
America)
18.4%
Spanish Empire 17.5%
French Americas 13.6%
British North America 6.45%
English Americas 3.25%
Dutch West Indies 2.0%
Danish West Indies 0.3%

12. New Orleans: The Slave Auction

13. Plantation Work

14. Major Crops Grown (in Chronological
Order)
 Sugar Cane (Brazil, Central America, Carribbean)
 Tobacco (Virginia, North Carolina, Caribbean,
Venezuela, Central America)
 Rice: (South Carolina, Mexico, Brazil)
 Cotton (American South, Brazil)
 Coffee (Colombia, Brazil)

15. King Cotton (after 1793)

16. Domestic Work

17. Punishments

18. Abolitionists
 Religious Leaders were the first critics of slavery
in the Americas
 Franciscans in Latin America
 Religious Revivalists in the North US and Britain
 After the “Second Great Awakening”

19. Tomorrow:
 We Will Read Some Accounts by Slaves

20. Letter to the President
 Imagine that you are an abolitionist who lives in
the 1850s. Write a 250 word letter to the
President asking for him to end the practice of
slavery. Describe the history and conditions of
slavery. Explain why the practice should be
stopped. Quote at least one of the documents we
have read.

21. Causes of the Civil War Lecture
Part 1--Politics

22. Causes of the Civil War
Part 2—The West

23. Causes of the Civil War
Part 3: Legal

24. The Second Party System (1824-
1860)
 After the fall of the Federalists, two new parties
would emerge after the Monroe Presidency
 Democrats: Party of Andrew Jackson
 Support from lower classes
 Opposed the effects of industrialization
 Gained support from farmers
 Popular amongst farmers from the West

25. Whigs
 Support from upper classes
 Favored modernization
 Support from Northeast manufacturers

26. Jacksonian Politics
 Poor vs. Wealthy
 Uneducated vs. Educated
 South and West vs. North
 Battle of Personalities

27. Video Notes (Separate Sheet of
Paper)
 1. What 4 candidates split the vote in 1824? Who
made a deal?
 2.What was the “dirtiest campaign in history?”
 3. Why was Jackson popular with the common
man?
 4. How did Jackson deal with the nullification
crisis?

28. HOA 9/21
Agenda Warm Up
 Warm Up
 Finish Political
Causes of the Civil
War
 Review Questions
 What were the two
political parties of the
2nd party system?
 [in notebook]

29. The Fall of the 2nd Party System
 The Democratic Party had relied on a 3-part
alliance
 Southern Slave States
 The West
 Immigrants in Northern cities
 All shared a distaste for the Northeastern
business establishment
 Since the party crossed sectional boundaries, it
prevented the isolation of the South

30. The unraveling of the Democratic
Party
 Western Expansion invited settlers trying to remake
their lives
 While some slave owners brought their slaves, most
pioneers only brought their fear/hatred of African
Americans
 The Westerners, while still anti-Northeastern, began
to view the expansion of slavery as dangerous
caused tension within the Democratic Party
 Meanwhile, the Democratic Party became more
identified with Southern slaveowner interests.

31. Split of the Democratic Party
 The party unraveled in 2 phases
 1st Phase
 Disputes between Western and Southern wings of
the party over slavery
 Many left to join Free-Soilers and Republican Party
 Democratic Party splits between Northern and
Southern wings
 Northern Democrats nominate Stephen Douglas

32. 2nd Phase
 2nd Phase
 Disputes within the South about how to
handle the possible restrictions to slavery in
the West.
 Southern Whigs and Moderate Democrats
formed the Constitutional Party “the Union
as it is, and the Constitution as it is” (John
Bell)
 Extreme Southerners who favored
expanding slavery into territories that did not
want it (Dred Scott decision) or leaving the
union nominated John Breckinridge

33. The Breakup of the Whigs
 The Whig attachment to the Northeast made it a
political liability to the West
 Northern Whigs realized that that a new Party
would be needed to unite the North and the West
 Southern Whigs became alienated from the anti-
slavery direction of its Northern wing.

34. Split and Realignment
 The Whig Party began splitting apart in the 1850s
 “Know Nothing Party” (anti-immigrant)
 Free-Soil Party (Western Party that was against
expansion of slavery)
 In 1856, a new party was created to unite these
groups: The Republican Party
 John C. Fremont lost the 1856 election, but
showed that the party was nationally viable.

35. Election of 1856

36. Election of 1860
 The Republicans believed they could win the
election, especially after Dred Scott and the
turmoil in Kansas
 In choosing a nominee, the Republicans couldn‟t
decide between radical William Seward, Southern
sympathizer Samuel Chase, and Know Nothing
sympathizer Edward Bates
 Abraham Lincoln emerged as a compromise
candidate.

37. Lincoln‟s Position on the Union and
Slavery
 "My paramount object in this struggle is to save
the Union, and is not either to save or to destroy
slavery. If I could save the Union without freeing
any slave I would do it, and if I could save it by
freeing all the slaves I would do it; and if I could
save it by freeing some and leaving others alone I
would also do that. What I do about slavery, and
the colored race, I do because I believe it helps to
save the Union; and what I forbear, I forbear
because I do not believe it would help to save the
Union.”

38. 1860 Election

39. “My great concern is not whether you
have failed, but whether
you are content with your failure.
 1816 His family was forced out of their home.
He had to work to support them.
1818 His mother died.
1831 Failed in business
1832 Ran for state legislature - lost
1832 Also lost his job - wanted to go to law school but couldn't get in.
1833 Borrowed some money from a friend to begin a business and by
the end of the year he was bankrupt. He spend the next 17 years of his
life paying off his debt.
1834 Ran for state legislature again - won.
1835 Was engaged to be married, sweetheart died and his heart was
broken. 1836 Had a total nervous breakdown and was in bed for six
months.
1838 Sought to become speaker of the state legislature - defeated.
1840 Sought to become elector - defeated.
1843 Ran for Congress - lost.
1846 Ran for Congress again - this time he won - went to Washington
and did a good job.
1848 Ran for re-election to Congress - lost.
1849 Sought the job of land officer in his home state - rejected.
1854 Ran for Senate of the United States - lost.
1856 Sought the Vice-Presidential nomination at his party's national
convention - got less than 100 votes.
1858 Ran for U.S. Senate again against Douglas - again he lost.

41. The 1860 Election
 Democrats split their votes 3 ways.
 Republicans stood on a platform of limiting the
expansion of slavery into the territories (but NOT
eliminating slavery in the South)
 2 Separate Elections
 North Lincoln vs. Douglas
 South Breckinridge vs. Bell vs. Douglas
 The Republicans didn‟t even bother putting
Lincoln on the ballot in 7 Southern States

42. HOA 9/22
Agenda Warm Up
 Warm Up
 Info about rest of
week
 Causes of the Civil
War: Par 2, The West
 Time to Work on HW
 Why are the 49ers
called the 49ers?

43. Point of Monday-Tuesday Lecture in
a sentence:
 When the West joined the North in a political
party, there was nothing left to unite the South
with the rest of the country.

44. Profile: The South
 Their system had been
under attack since the
beginning of the nation
 Believed that if the system
did not expand, it would
become extinct.
 South justified its system in
3 ways:
 1. Superior to wage labor
 2. What would be done with
free African Americans?
 3. As a necessary evil

45. Profile: North
 Many in the North
deplored slavery, but a
majority took little to no
interest.
 Believed slavery to be a
bad system that should not
grow.
 Almost all white Americans
were racist: did not want to
work with or even live near

46. Band-Aid Solutions
 Constitutional Convention delayed discussion of
slavery to another day.
 The Union was strong as long as the South could
preserve its system and the North didn‟t have to
come into contact with it
 Western Expansion changed the situation
 Decisions about if West would be slave or free
 Northern Whites feared seeing the West being
settled by black slaves and plantation owners

47. Causes of the Civil War
Part 2—The Move West

48. Missouri Compromise (1820)
 First debate over how
West should be settled
(Louisiana Purchase).
 Agreed that all future
states south of the 36-30
parallel would be a slave
state, as would Missouri
 Ensured sectional
balance

49. The
Compromise of
1850
 California complicates matters because it is not
divided by parallel
 North says Missouri Compromise doesn‟t apply to
former Mexican territories
 South threatens to secede
 Compromise:
 California enters as a free state
 More strict fugitive slave law
 Popular Sovereignty in New Mexico and Utah

50. Kansas-Nebraska Act (1854)
 Senator Stephen Douglas proposes
extending popular sovereignty to all of the
Western Territories
 This would apply to all new states,
INCLUDING THOSE ABOVE THE OLD
1820 COMPROMISE LINE
 To win the vote, South and North move
people into Kansas Bleeding Kansas

51. Pair-share question
 How did the Kansas-Nebraska Act threaten to
upset sectional balance?

52. Basic Theme of Today‟s Lecture
 Western Expansion made slavery a central issue.
When a sense of balance was threatened, both
the North and South became more aggressive.

53. HOA 9/27
Agenda Warm Up
 Warm Up
 Causes of the Civil
War (Legal Changes)
lecture
 Dred Scott Case and
Questions
 Who decides if a law
is constitutional?

54. Causes of the Civil War
Part 3: Dred Scott Decision

55. Background: Fugitive Slave Laws
 State Level
 Basic Fugitive Law: Assisting a known fugitive
makes you an “accessory to a crime”
 Fugitive Slave Laws: Assisting a runaway slave is
an accessory to the crime of stolen property
 Federal Fugitive Slave Law
 Fugitive Slave Law of 1793 required states to
return slaves and created a $500 fine for
helping escaped slaves

56. Federal-State Law Conflict
Can California legalize marijuana?
 Federal Law
 Marijuana possession is a federal crime.
 Federal government claims that marijuana is addictive,
dangerous, and has no medical value
 DEA is in charge of enforcing this law
 State Law
 Currently, using marijuana for medical reasons is not a crime.
Not enforced by the DEA
 If California did remove the ban on marijuana within its borders
city/state police would no longer enforce it. However, the DEA

57. De Jure vs. De Facto
 De Jure=Legally
 De Facto=In reality
 De Jure, marijuana is illegal for all uses in
California. De Facto, marijuana can be used with
a doctor‟s prescription.

58. Back to Fugitives
 Federal law required return of runaway slaves
(De Jure)
 Most Northern states had no such law, so it was
not enforced. (De Facto)

59. 1850 Fugitive Slave Act
 Part of 1850 compromise
 Essentially, would force Western Territories to
enforce the law and return slaves to their owners.

60. Answer the Following on Separate
Sheet of Paper
 1. What was the issue(s) before the court?
 2. What was the decision of the court?
 3. Based on the decision, what region do you think most of
the supreme court justices were from?
 4.Do you think the makers of the constitution intended it be
interpreted this way? Why or why not?
 5. Why do you think this decision was soon followed by the
election of Abraham Lincoln?
 When you are done, summarize the case in your notebooks
(titled Dred Scott Case) in 4-6 sentences.

61. Answer the Following on Separate
Sheet of Paper
 1. What was the issue(s) before the court?
 2. What was the decision of the court?
 3. Based on the decision, what region do you think most of
the supreme court justices were from?
 4.Why do you think this decision was so controversial?
 5. Why do you think this decision was soon followed by the
election of Abraham Lincoln?
 When you are done, summarize the case in your notebooks
(titled Dred Scott Case) in 4-6 sentences.

62. View of the Taney Court
 “All blacks beings of an inferior order, and
altogether unfit to associate with the white race,
either in social or political relations, and so far
inferior that they had no rights which the white
man was bound to respect.”
 “It would give to persons of the negro race, ...the
right to enter every other State whenever they
pleased, ...the full liberty of speech in public and
in private upon all subjects upon which its own
citizens might speak; to hold public meetings
upon political affairs, and to keep and carry arms
wherever they went.”

63. HOA 9/28
Agenda Warm Up
 Warm Up
 Turn in Dred Scott Case
Questions
 Finish Dred Scott
Lecture
 Reaction to Dred Scott
Decision DBQ
 Start Essays (Due
Thursday)
 How do you think free
African-Americans felt
about the Dred Scott
Decision?

64. Dred Scott Decision
 Summarize the case in your notebooks
 Decision
 African-Americans never were and never could
become citizens
 Ineligible for protection by the law
 Declared that not returning runaway slaves was
against the constitution‟s protection of property
 Asserted that Congress could not limit the free-
movement of property into territories (invalidating
Missouri Compromise)

65. Dred Scott Decision
Consequences
 Remember: country was stable as long as North and
South were balanced and neither side felt their way of
life was being threatened
 Decision upset the balance by forcing the North to
accept and enforce slavery
 Meant that the entire West was open to slavery
 1. Moved free-soilers closer to the North
 2. Encouraged the South to make more aggressive
demands

66. HOA 9/29
Agenda Warm Up
 Warm Up
 Time to Work on
Essays
 Worksheet if you have
nothing to do
 What state was the
first to secede?

67. South Carolina

68. Essay Due Thursday
 I‟ve given you the information, you need to put it
together.
 Link facts/evidence to main idea in every
paragraph
 Have a clear thesis
 Proofread and plan
 Think about why topic is important for conclusion

69. HOA 9/30
Agenda Warm Up
 Turn in Essays!
 Warm Up
 Lincoln Video
 Civil War Geography
Worksheet
 Bring Textbooks
Tomorrow
 What do you know
about Abraham
Lincoln?

70. Video Notes
 1.What happened at Fort Sumter?
 2. Why was Lincoln upset with Fremont?
 3. What was the Emancipation Proclamation?
 4. Who did Lincoln run against in 1864?
 5. What makes Lincoln a great president, according to
historians?

72. HOA 10/1
Agenda Warm Up
 Warm Up
 Finish Map Activity
(with questions)
 Get started on
assignment for break
 Throughout American
History, about 1.3
million people have
died in combat. How
many died in the Civil
War?
 A. 300,000
 B. 400,000
 C. 500,000
 D. 600,000

73. HOA 10/11
Agenda Warm Up
 Warm Up
 Turn in HW
Assignment
 Pass back essays
 54th Massachusetts
 Begin Glory
 What determines who
wins wars?

74. General Essay Feedback
 The Good
 Overall, structure of essays was strongest so far.
 Almost everyone seems to understand the importance of
relating ideas to thesis.
 Strong use of evidence.
 Highest average grades so far.
 Improvements to be made:
 Avoid crutches: basically, I think, this shows that, In conclusion,
 Fitting the pieces together. Many were clearly confused about
what the Jacksonian Party System was and what the different
compromises were about.
 If you don‟t understand, reread notes, ask questions, get some more
background information
 Lowest turn in rate so far. (83% 3rd Period, 88% 4th Period, 91%
5th Period) inexcusable

75. War
 South Carolina seceded,
prompting other Southern States
to follow
 President Buchanan did nothing
 Lincoln declared that he would
maintain the union
 The purpose of the war for the
North was to maintain the nation
(not end slavery).
 For the South, the purposewas
to get independence from the
North so that it will be able to

77. “Contraband”
 As Northern armies march into the South, slaves
begin rushing to Union lines
 The slaves are designated as “contraband”
(ceased property)

78. African-American Soldiers
 In the final year of the war, it will be the influx of
African-American soldiers that will turn the tide
against the South
 Would be about 10% of the Union Soldiers
 Most of these soldiers were ex-slaves

79. The First Regiment
 In line with the racist thinking of the day, it was
thought that African Americans could not fight (or
fight well)
 Massachusetts decided to send an all free-black
regiment to the war. They get approval from
Lincoln as long as all the officers are white.
 This will become the 54th Massachusetts.

80. The 54th
 An abolitionist Robert Gould Shaw was put in
charge of the regiment.
 If African-Americans were going to be allowed to
serve in a military capacity, this unit would have to
show how well they could fight.

81. Glory (1989)
 The film Glory portrays the
experiences of the 54th
 Relatively historically accurate
 Major inaccuracies that aren‟t
spoilers…
 The unit was made up almost entirely
of free-blacks (including two of
Frederick Douglas‟ sons) not ex-slaves
 The punishment for desertion was
death
 All of the characters except Shaw and
some generals are entirely fictional.
 General Montgomery was actually a

82. HOA 10/12
Agenda Warm Up
 Warm Up
 PSAT Tomorrow
Periods 1-3
 Continue Glory Video
 What hardships have
the soldiers of the 54th
faced so far in the
movie?

83. HOA 10/13
Agenda Warm Up
 Warm Up
 Finish Glory
 North vs. South
Brainstorm
 What does “glory”
mean to you?

84. North-South Compared
North South
Richer Poorer
Mostly drafted Mostly volunteers
More weapons Less weapons
North had more successful strategy Less successful
More diverse Less diverse
Mostly Free States All slave states
Union Confederacy
Colderss, wetter Hotter, humid
Factories Plantations
North has larger population Smaller Population

85. North-South Compared
North South
About 4 million potential soldiers (not
counting African-Americans)
About 1.5 million potential soldiers
Few experienced generals prepared to
lead an army
Stronger military tradition
Total population of about 21 million Total Population of about 8 million
Developed Industry Almost no industry
Strong Navy Almost no navy
Would be trying to occupy another land Defending their own land
United to preserve the Union United to free themselves from the North
No Potential Allies Britain needs Southern cotton, and
could enter the war
¾ of the Nation‟s wealth ¼ of the Nation‟s wealth
Had a Government committed to Union Had a Government committed to state‟s
rights
Spread out from coast to coast All linked together in the South

87. The Confederacy
 Jefferson Davis elected president of the
new country soon after secession
 A constitution was written that protected
slavery and preserved state‟s rights
 Ironically, the constitution made it difficult
for the South to organize its armies
 Throughout the war, the confederacy
suffered from lack of supplies because:
 The South had little industry when the war
began

88. Reading Questions
 Read 1.“A North Carolinian is Defiant,” 2.“Chiselers
in the South,” and the 3.“The Pinch of the Blockade.”
 1. What does William W. Holden‟s editorial show
about the difficulty of running a nation that protects
state‟s rights so strongly?
 2. What evidence is there that people in the South
were getting desperate?
 3. What economic problems did Southerners have to
face during the war?

89. HOA 3rd Period 10/14
Agenda Warm Up
 Finish Glory
 Military History of the
Civil War
 Bring Textbooks
Tomorrow!
 What does “glory”
mean to you?

90. HOA 4th Period
Agenda Warm Up
 Warm Up
 Finish Glory Video
 Sherman March
Document
 Bring Textbooks
Tomorrow!
 Why was the battle of
Gettysburg
significant?

91. HOA 5th Period 10/14
Agenda Warm Up
 Warm Up
 Finish Military History
of the Civil War
Lecture
 Sherman March
Document
 Bring Textbooks
 What was the South‟s
strategy in the Civil
War?

92. HOA 10/18 (3rd Period)
Agenda Warm Up
 Warm Up
 Turn in Assignments
(textbook
Reconstruction, Glory
Video Response)
 Military History of the
Civil War Lecture
 Based on the movie
Glory, describe a Civil
War battlefield.

93. HOA 10/18 (4th Period)
Agenda Warm Up
 Warm Up
 Turn in Assignments
(textbook
Reconstruction, Glory
Video Response)
 Sherman DBQ
 Why was Sherman‟s
March significant?

94. Sherman Dooms Atlanta
 1. How does Sherman justify his actions? (hint: what
does he say about war?)
 2. What does Sherman mean when he writes, “Now
that war comes home to you, you feel very different.”
 3. According to Sherman, how will peace be
achieved?
 4. Write an editorial to the Chicago Tribune. Write
whether you think Sherman‟s actions are justified.
Was Sherman committing a war crime by deliberately
disturbing civilians? [About 100 words]

95. HOA 10/18 (5th Period)
Agenda Warm Up
 Warm Up
 Turn in Assignments
(textbook
Reconstruction, Glory
Video Response)
 Civil War Politics
 What is “dissent?”

96. HOA 10/19
Agenda Warm Up
 Warm Up
 Politics of the Civil
War Lecture
 Pass out Study Guide
 Bring Textbooks
Tomorrow
 What is dissent?

97. HOA 10/19
Agenda Warm Up
 Warm Up
 Politics of the Civil
War Lecture
 Emancipation
Proclamation
 Pass out Study Guide
 Bring Textbooks
Tomorrow
 Under what
circumstances is it ok
to go to war?

98. Civil War Politics
 What is dissent?

99. Dissent
 To disagree with a majority opinion. To protest.

100. Lincoln‟s Mixed Record on Civil
Liberties
 2 Issues
 Suspension of Writ of Habeus Corpus
 The arrest of Clement Vallandigham

101. Habeus Corpus
 The Constitution states that you must charge
someone with a crime before you hold them in
jail.
 During the war, Lincoln suspended the writ in 9
states in order to stop “sabotage”
 How would you justify this action?

102. Lincoln‟s Argument
 “Are all the laws, but one, to go unexecuted, and
the government itself go to pieces, lest that one
be violated?”

103. Clement Vallandigham
 An outspoken critic of Lincoln and the
Republicans
 Leader of the “Peace Democrats”
(those that wanted an immediate end
to the war)
 General Burnside issues a military
order threatening to arrest anyone
“expressing sympathy for the enemy”
on the charge of treason
 Arrests Vallandigham after a political
rally

104. Discuss:
 What is treason?
 Can words be treason?

105. Vallandigham‟s Arrest
 Lincoln supports the arrest of
Vallandigham.
 In response to complaints, he
writes “Must I shoot a simple-
minded soldier boy who deserts,
while I must not touch a hair of a
wiley agitator who induces him to
desert?”
 “He who dissuades one man from
volunteering, or induces one
soldier to desert, weakens the
Union cause as much as he who

106. In notebooks
 1. What limits should there be on a president
during wartime? Should there be any?
 2. What are the dangers of allowing a president to
have unlimited powers during wartime? What are
the dangers of not allowing unlimited power?

107. HOA 10/20
Agenda Warm Up
 Warm Up
 CAS Meeting Reminder
 Finish Politics of the
Civil War Lecture
 Finish Emancipation
Proclamation Questions
 Study for Test
 Why was Lincoln‟s
suspension of Habeus
Corpus controversial?

108. The 1864 Election
 Even after Gettysburg, many are weary (tired) of
war.
 Democrats split into 3 factions:
 War Democrats (Wanted to fully prosecute war;
they join the Republicans)
 Moderate Democrats (Wanted to find a path
towards reconciliation)
 Peace Democrats (Wanted immediate end to the
war on any terms

109. Copperheads
 The Democrats get called copperheads for their
position
 George McClellan (a moderate) is nominated, but
Vallandigham writes the party platform (calls for
immediate end to the war)

110. The Election
 Because of recent Confederate victories and
overall frustration, Lincoln was not optimistic in
the summer of 1864.
 Lincoln made his cabinet sign a letter stating that
they would step down if they lost the election.
 Sherman‟s capture in October made it clear that
the South‟s defeat was eminent.
 Turns out to be a landslide victory

111. 1864 Election

112. The Military Vote
 80% of soldiers voted for Lincoln
 The soldier vote was the difference in the states
of New York, Connecticut, Maryland,
Pennsylvania, and Ohio
 Why do you think so many soldiers voted for
Lincoln?

114. To Turn In:
 A. List 5 terms from today‟s lecture that you think
are important.
 B. Create 3 Questions based on the lecture that
could be asked on a quiz.
 C. Create 1 essay question you could write about
today‟s lecture.

115. Emancipation Proclamation
 1. What is the Origin of this document? (Who
wrote it and when?)
 2.What is the Purpose of this document?
 3. (see 2nd paragraph) Which slaves will be
freed?
 4. (see 3rd paragraph) How will states be able to
prove to Lincoln that they are NOT in rebellion
against the federal government?
 5. (see 5th paragraph) Which state‟s slaves were
freed? Which states had exceptions?
 6. Why do you think Lincoln did NOT free the
slaves all at once? Explain your answer.

116. Lincoln‟s Assassination
 The War officially ends April 9, 1865.
Lincoln is killed on the 14th
 John Wilkes Booth and a group of
Southerners originally make a kidnapping
plot to force the Union to exchange
prisoners of war in March
 Lincoln gave a speech in which he
discussed extending voting rights to
African-Americans. This angered Booth
and convinced him he had to kill Lincoln.

117. The Assassination
 Booth (an actor) found out that Lincoln would be
seeing a play at a theater he had performed.
 Booth snuck in the back-door of Ford‟s Theater
and coordinated his gunshots with a funny part of
the play
 Booth then yelled “Sic Semper Tyrannis” (Latin for
„Thus Always for Tyrants‟)

118. HOA 10/21
Agenda Warm Up
 5 Minute Study Time
 Discuss Friday-
Monday
 Test
 Bring Textbooks
Friday
 [5 Minute Study Time
 Turn in Warm Up
Sheets]

119. HOA 10/26
Agenda Warm Up
 Warm Up
 Turn in Timelines
 Extra Credit Opportunity
 Think Tank Forms Due
Friday
 Discuss Work from
Friday-Monday
 Johnson and Grant
Presidency Video
 Reconstruction Lecture
 What was
reconstruction?

120. Video Questions (Johnson-Grant)
 1. Why was Johnson selected as Lincoln‟s
running mate in 1864?
 2. What were Johnson‟s views of African-
Americans?
 3. What was the Freedmen‟s Bureau?
 4. Why was Grant elected president?
 5. What was the Ku Klux Klan? What did Grant
do about it?

121. Reconstruction Lecture

122. Reconstruction Goals
 1. Unify the Nation
 2. Develop the South Economically
 3. Establish Racial Equality

123. Lecture Outline
 I. Wartime Reconstruction
 II. Postwar Johnson Reconstruction
 III. Radical Reconstruction
 IV. Redemption

124. I. Wartime Reconstruction
 A. Lincoln‟s 10% Plan (1864)
 1. States would be readmitted when 10% of
the population took a loyalty oath
 2. Only most high ranking Confederate
officials would be held for treason

125. 2. Wade-Davis Bill (1864)
 Congress thought Lincoln was too lenient
 A. 50% of voters had to take oath of allegiance
 B. Required new state constitutions that accepted
13th amendment

126. 3. 13th Amendment (April 8,
1864)
 Ended Slavery

127. 4. Freedmen‟s Bureau (1865)
 Set up during the war to help African-Americans
transition to freedom
 Provided education, healthcare, and redistributed
ceased land.

128. Freedmen’s Bureau Seen
Through
Southern
Eyes
Plenty to eat
and nothing
to do.

129. Freedmen’s Bureau School

130. II. Postwar Johnson
Reconstruction
 A. Offered amnesty upon oath to all except
Confederate leaders and wealthy plantation
owners
 B. In new constitutions, they must accept
minimum
conditions repudiating slavery.

131. The Constitutional Crisis
 Congress didn‟t like how
Johnson was handling
reconstruction
 Didn‟t allow Southerners to
enter Congress
 Tried to remove Johnson from
office

132. HOA 10/27
Agenda Warm Up
 Warm Up
 Finish Reconstruction
Lecture
 Birth of a Nation
Video
 Jim Crow Laws
Reading
 Why did Congress try
to impeach Andrew
Johnson?

133. III. Radical Reconstruction
 What is a radical?
 “Radical Republicans” in
Congress wanted to
guarantee civil rights for
African Americans.
 A. 14th Amendment
 Gave federal government the
power to protect the
constitutional rights of all
citizens
 Applied Bill of Rights to the

134. The Balance of Power in
Congress
State White Citizens Freedmen
SC 291,000 411,000
MS 353,000 436,000
LA 357,000 350,000
GA 591,000 465,000
AL 596,000 437,000
VA 719,000 533,000
NC 631,000 331,000

135. B. Reconstruction Acts of 1867
 1. Reconstruction treated as a military occupation
 2. New State Constitutions required to ratify the 13th
and 14th amendments and give voting rights to
African-Americans
 3.Congress given the power to protect African-
American voters
4. 1868 Election produced
first African-American
congressmen and senators

136. Black & White Political Participation

137. Black Senate & House Delegates

138. Establishment of Historically
Black Colleges in the South

139. 15th Amendment
 Grants all male citizens over the age of 21 the
right to vote
 Women‟s rights groups were outraged

140. “Redemption” and the KKK
 KKK was founded in 1865
 Goal was to intimidate
African-Americans and keep
them from participating in
politics

141. Why the North lost the Peace
 1873 Panic
 People more concerned with jobs than helping African-
Americans
 Corruption scandals tarnished Grant and the
Freedmen‟s Bureau
 Goal of unifying the nation was more important to the
North than protecting African-Americans
 1877 Hayes-Tilden Compromise: Ended
Reconstruction in exchange for Hayes becoming
president

142. The Legacy of Reconstruction
 Failed to develop the Southern economy
 Sharecropping emerged as a deal between black
and white southerners, but became a system of
exploitation
 Southern view shaped perceptions of
Reconstruction
 African-Americans unsuited for equal rights
 Reconstruction was unjust
 KKK saved the day
 Segregation System put in place

143. Birth of a Nation Video Notes
 1. Why was Birth of a Nation different than movies
that came before?
 2. How were African-Americans portrayed in the
movie?
 3.What did president Wilson think of the movie?
4. What group was made famous for opposing the
movie?
 5. How did the movie influence African-American film
making?

144. To Turn In
 1. What caused the conflict between the
President and Congress during Reconstruction?
 2. How did the “Radical Republicans” try to get
African-Americans equal rights?
 3. What allowed whites to “recapture” the South?

145. OPVL
 Stands for
 Origin
 Purpose
 Value
 Limitation
 Get used to them, because you‟ll do them a lot over the
next 2 years!
 Good way of analyzing primary sources.
 Will be the method required for your Paper 1 Test in May
2012
 The graphic organizer is meant to help you. Obviously, on
the test you won‟t have it. As practice:
 Always write in complete sentences.
 Begin each box with “The origin of Document A is…” “The
purpose of document A is…”

146. OPVL
 Origin: Write where the document is from (in terms of people,
sources, time)
 Purpose: Why did the author write the document? What is the
main idea?
 Value: Why is the document important to understanding history?
What “value” is it to historians? What does it tell you about the
topic.
 Limitation: Imagine you had the perfect document that had
everything you needed to know about a time period. Explain
why the Document X is not “perfect.” Think about:
Emotional state of the author
Proximity to event
Selective use of information
Political Bias
Lack of Depth or Detail
Limited point of view
Translation issues
Face Saving
Propaganda
Purposeful Exaggeration

147. Document A
 Origin: The origin of Document A is from an
announcement by Abraham Lincoln on January 1,
1863.
 Purpose: The purpose of Document A was to
announce that slaves would be set free in the
states that had rebelled against the government.
Lincoln aimed to punish the South for rebelling,
focus the war‟s goals on ending slavery in the
South, and assure border states that their slaves
would remain untouched.

148. Document A
 Value: Document A‟s value is that it is a direct
quote from Lincoln‟s Emancipation Proclamation.
It was the law as written. It is evidence that
Lincoln‟s goals were not to end slavery directly,
but to win the war. The document also is valuable
as it is one of the first promises to slaves that
they will receive freedom after the war.
 Limitation: The limitation of Document A is that it
is a public pronouncement and therefore does not
include a thorough justification, the perspective of
those that disagreed with the proclamation (from
both pro-slavery and anti-slavery

149. Document F
 Origin: The origin of Document F is that it was a
message adopted by a Black convention in Virginia to
be sent to the U.S. Congress in August of 1865
 Purpose: Document F had three purposes. One was
to let Congress know that abuses were still occurring
towards African-Americans. The second was to tell
Congress that African-Americans were unhappy with
the treatment of former Confederates. The third was
to suggest that Congress do something to change the
situation.

150. Document F
 Value: The value of Document F is that it shows the
perspective of African-Americans in the South during
Reconstruction. It presents how they felt about both
how they were being treated and how Southern whites
were being treated. It is evidence that African-
Americans were becoming organized and were willing
to present their positions through legal channels.
 Limitation: Document F is limited both in its timing and
its perspective. It is from the beginning of
Reconstruction (1865) so there is no information given
about how African-Americans in the South felt about
later Reconstruction Plans. Also, the document is
limited to participants at a convention without mention
of the size or the makeup of that convention. Not only
is there no evidence from Southern Whites, this

151. Homer Plessy

153. HOA 11/1
Agenda Warm Up
 Warm Up
 Compare and
Contrasting
Documents
 Preparation for
Tomorrow‟s Essay
 Explain why the
Plessy vs. Ferguson
case was significant.

154. Compare and Contrast
 Similarities and Differences
 Example: Compare and contrast the views
expressed in Documents A and B about the end
of slavery.
 Assignment: Compare and contrast the views
expressed in Documents E and F about how
Reconstruction should be implemented.

155. HW Assignment and Preparation
 Bring a paper tomorrow that does the following for
Documents C and D:
 1. Describes where the document is from.
 2. Explains what the document is about (purpose)
 3. Explains why document would be useful to the study
of Reconstruction.
 Essay Question to be answered in class tomorrow:
 Using Documents A-F and your knowledge from the
class, evaluate how well Reconstruction fulfilled its
goals.

156. HOA 11/2
Agenda Warm Up
 Warm Up
 In-class essay
 What was the main
idea of Document D?

157. Tips
 Using Documents A-F and your knowledge from
the class, evaluate how well Reconstruction
fulfilled its goals.
 Identify the goals of reconstruction. Then show how
those goals were or were not met.
 Documents D and F show how goals were not met.
Documents B and E put focus on a goal that was met
(national union)
 If you are completely lost, for each document, explain
its relationship to the goals of Reconstruction. You
won‟t get full points, but you will get some.

158. HOA 11/3
Agenda Wrap Up
 Benchmark
 Introduce Immigration
Project
 Brief Immigration
Timeline
 Wrap Up
 Bring Textbook
Tomorrow
 What are you going to
start tonight for your
project?

159. HOA 11/4
Agenda Warm Up
 Warm Up
 Go over project
 Go over Immigration
Timeline
 Time to begin project
 Which immigrant
group would you like
to present on?

162. Immigration Project Groups
 Germans
 Irish
 Italians
 Jews
 Chinese
 Japanese
 Mexicans (1820-1954, including those that were already
here)
 Puerto Ricans (to 1954)
 Filipinos (1900-Present)
 Vietnamese (to Present)

163. Immigration Project Roles
 Researcher #1: Researches necessary information. Checks
to make sure that all information is accurate.
 Researcher #2:Researches necessary information. Checks
to make sure that all information is accurate.
 Technology and Design Expert: Makes sure that
powerpoint is clear and visually appealing. Must have
thorough understanding of Google Docs.
 Group Leader and Image Finder: Coordinates group and
makes sure everyone is on task. Asks questions for the
group. Finds suitable images for presentation. Compiles
Bibliography.
 Editor, fact checker and organizer: Plans out how
presentation will be presented (both order and substance of
slides and who will speak when). Proofreads text to make

164. Brief Immigration History
 Early Republic
 No Immigration restrictions
 Only white immigrants could become citizens
 Anyone born in US would be citizen
 1884: Chinese Exclusion Act (first immigration
restriction)
 1906: Naturalization Act (Agency set up to deal with
immigration. Some knowledge of English required for
citizenship)
 1907: Gentleman‟s Agreement (Japanese immigration
stopped so that Japanese-Americans wouldn‟t face

165. Brief Immigration Timeline (cont.)
 1921 and 1924: Immigration Acts (set limit on
immigrants to U.S. based on percentage of American
population from that country in 1880s)
 1952: Immigration and Nationality Act (allowed
refugees from WWII into US, including East Asia)
 1965: Immigration and Nationality Act (Set a total limit
for number of immigrants allowed per year and only
20,000 from one country)
 1986: Immigration Reform and Control Act (gave
amnesty to illegal immigrants who came before 1982)

166. Project Totals
 Presentation + Peer Review=40 Points

168. HOA 11/10
Agenda HW
 Turn in Warm Ups
From Last Week if
You Haven‟t
 Finish Presentations
 Peer Reviews