Civil War and Reconstruction 15.pdftroversy over slavery grew during the early and mid-1800s. Slavery and the West 436 CHAPTER 15 Road to Civil War Admission of new states The Missouri

CHAPTER XX Chapter Title432

Why It Matters

Civil War andReconstruction

1846–1896

Confederate soldier’scap (upper left) andUnion soldier’s cap

(lower right)

General Patrick R. Cleburneby Don Troiani

As you study Unit 6, you will learnhow social, economic, and political dif-

ferences between the North and Southgrew. As compromises failed, the

country plunged into civil war. The fol-lowing resources offer more informa-

tion about this period in Americanhistory.

Primary Sources LibrarySee pages 602–603 for primary source

readings to accompany Unit 6. Use the American History

Primary Source Document LibraryCD-ROM to find additional primary

sources about the Civil War andReconstruction.

“A house dividedagainst itself

cannot stand.”—Abraham Lincoln, 1858

434

Road toCivil War

1820–1861Why It Matters

Slavery was a major cause of the worsening division between the North and South in theperiod 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 ofracial relations today and develop ways for improving them.

The American Republic to 1877 Video The chapter 15 video, “Secrets ofthe Underground Railroad,” tells how enslaved African Americans escaped to freedom.

CHAPTER 15 Road to Civil War

1845• Texas becomes

a state

Taylor1849–1850

Fillmore1850–1853

Polk1845–1849

Tyler1841–1845

W.H. Harrison1841

1852• Uncle Tom’s Cabin

published

1848• Marx publishes

The CommunistManifesto

1845• Many people begin

emigrating to escapepotato famine in Ireland

1840 1845 1850

1850• Compromise of

1850 passed

435

1859• Raid on

Harpers Ferry

1856• Bessemer patents

steel process

1861• Alexander II frees

serfs in Russia

1863• French troops

occupy Mexico City

1857• Dred Scott

decision

HISTORY

Chapter OverviewVisit and click on Chapter 15—Chapter Overviews to pre-view chapter information.

tarvol1.glencoe.com

African Americans in 1850 About 425,000 African Americans in theUnited States were free while 3.2 million lived in slavery.


Pierce1853–1857

Buchanan1857–1861

1854• Kansas-Nebraska

Act passed

1860• Lincoln elected president

1855 1860

Slavery &the West

Acts of1850 &

1854

Dred Scott& Lincoln/

DouglasDebates

1860Election

The Road to Civil War

12

12

Step 1 Fold a sheet of paper in half from side toside, leaving a inch tab along the side.

Step 2 Turn the paper and fold it into fourths.

Step 3 Unfold and cut up along the three foldlines.

Step 4 Label your foldable as shown.

Fold in half,then fold inhalf again.

Make fourtabs.

Sequencing Events Study Foldable Make anduse this foldable to sequence some of the keyevents that led to the Civil War.

Reading and Writing As you read, write factsabout the events under each appropriate tab ofyour foldable. How did these events lead to theCivil War?

Leave inch tab

here.

1861• Civil War

begins

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1820Missouri Compromiseis passed

1845Texas becomesa state

1848Free-Soil Party nominatesMartin Van Buren

1850Compromise of1850 diverts war

Main IdeaAs new states entered the Union, thequestion of whether to admit them asfree states or slave states arose.

Key Termssectionalism, fugitive, secede,abstain

Reading StrategyOrganizing Information As you readthe section, re-create the table belowand describe how these compromisesanswered the question of admittingnew states.

Read to Learn• how the debate over slavery was

related to the admission of newstates.

• what the Compromise of 1850accomplished.

Section ThemeGovernment and Democracy Con-troversy over slavery grew during theearly and mid-1800s.

Slavery and the West

436 CHAPTER 15 Road to Civil War

Admission of new statesThe Missouri The CompromiseCompromise of 1850

Preview of Events

Guide to Reading

✦1820 ✦1830 ✦1840 ✦1850

Poster warning African Americans

“The deed is done. The . . . chains of slavery are forged for [many] yet unborn.Humble yourselves in the dust, ye high-minded citizens of Connecticut. Let your cheeksbe red as crimson. On your representatives rests the stigma of this foul disgrace.” Thesebiting, fiery words were published in a Connecticut newspaper in 1820. They were inresponse to members of Congress who had helped pave the way for the admission ofMissouri as a slaveholding state.

The Missouri CompromiseThe request by slaveholding Missouri to join the Union in 1819 caused an

angry debate that worried former president Thomas Jefferson and Secretary ofState John Quincy Adams. Jefferson called the dispute “a fire-bell in the night”that “awakened and filled me with terror.” Adams accurately predicted that thebitter debate was “a mere preamble—a title-page to a great tragic volume.”

Many Missouri settlers had brought enslaved African Americans into the ter-ritory with them. By 1819 the Missouri Territory included about 50,000 whites

437

and 10,000 slaves. When Missouri applied toCongress for admission as a state, its constitu-tion allowed slavery.

In 1819, 11 states permitted slavery and 11did not. The Senate—with two members fromeach state—was therefore evenly balancedbetween slave and free states. The admission ofa new state would upset that balance.

In addition, the North and the South, withtheir different economic systems, were compet-ing for new lands in the western territories. Atthe same time, a growing number of Northern-ers wanted to restrict or ban slavery. Southern-ers, even those who disliked slavery, opposedthese antislavery efforts. They resented theinterference by outsiders in Southerners’ affairs.These differences between the North and theSouth grew into sectionalism—an exaggeratedloyalty to a particular region of the country.

Clay’s ProposalThe Senate suggested a way to resolve the

crisis by allowing Missouri’s admittance as aslave state while simultaneously admittingMaine as a free state. Maine, formerly part ofMassachusetts, had also applied for admission tothe Union. The Senate also sought to settle theissue of slavery in the territories for good. It pro-posed prohibiting slavery in the remainder of theLouisiana Purchase north of 36°30'N latitude.

Speaker of the House Henry Clay of Ken-tucky skillfully maneuvered the Senate bill topassage in 1820 by dividing it into three pro-posals. The Missouri Compromise preservedthe balance between slave and freestates in the Senate and broughtabout a lull in the bitter debate inCongress over slavery.

Explaining What issectionalism?

New Western LandsFor the next 25 years, Congress

managed to keep the slavery issue inthe background. In the 1840s, how-ever, this heated debate moved back

into Congress. Once again the cause of the dis-pute was the issue of slavery in new territories.The territories involved were Texas, which hadwon its independence from Mexico in 1836, andNew Mexico and California, which were stillpart of Mexico.

Many Southerners hoped to see Texas, whereslavery already existed, join the Union. As aresult, the annexation of Texas became themain issue in the presidential election of 1844.Democrat James Polk of Tennessee won theelection and pressed forward on acquiringTexas, and Texas became a state in 1845. At thesame time, support for taking over New Mex-ico and California also grew in the South. Thefederal government’s actions on these lands ledto war with Mexico.

Conflicting ViewsJust months after the Mexican War began,

Representative David Wilmot of Pennsylvaniaintroduced a proposal in Congress. Called theWilmot Proviso, it specified that slavery shouldbe prohibited in any lands that might beacquired from Mexico. Southerners protestedfuriously. They wanted to keep open the possi-bility of introducing slavery to California andNew Mexico.

Senator John C. Calhoun of South Carolinacountered with another proposal. It stated thatneither Congress nor any territorial governmenthad the authority to ban slavery from a territoryor regulate it in any way.


Polk campaign banner

Neither Wilmot’s nor Calhoun’s proposalpassed, but both caused bitter debate. By thetime of the 1848 presidential election, the UnitedStates had gained the territories of Californiaand New Mexico from Mexico but had taken noaction on the issue of slavery in those areas.

The Free-Soil PartyThe debate over slavery led to the formation

of a new political party. In 1848 the Whigs choseZachary Taylor, a Southerner and a hero of theMexican War, as their presidential candidate.The Democrats selected Senator Lewis Cass ofMichigan. Neither candidate took a stand onslavery in the territories.

This failure to take a position angered voters.Many antislavery Democrats and Whigs lefttheir parties and joined with members of theold Liberty Party to form the Free-Soil Party.The new party proclaimed “Free Soil, FreeSpeech, Free Labor, and Free Men,” andendorsed the Wilmot Proviso. The party nomi-nated former president Martin Van Buren asits presidential candidate.

Whig candidate Zachary Taylor won the elec-tion by successfully appealing to both slave andfree states. Taylor defeated Cass 163 to 127 in elec-toral votes. Van Buren captured only 14 percent ofthe popular vote in the North, but several candi-dates of the Free-Soil Party won seats in Congress.

CaliforniaOnce in office President Taylor urged leaders

in the two territories of California and NewMexico to apply for statehood immediately.Once these lands had become states, he rea-soned, their citizens could decide whether toallow slavery. New Mexico did not apply forstatehood, but California did in 1850.

Taylor’s plan ran into trouble when Califor-nia’s statehood became tangled up with otherissues before Congress. Antislavery forceswanted to abolish slavery in the District ofColumbia, the nation’s capital. Southernerswanted a strong national law requiring states to return fugitive, or runaway, slaves to theirmasters. Another dispute involved the NewMexico–Texas border.

The greatest obstacle to Taylor’s plan wasconcern over the balance of power in the Senate.In 1849 the nation included 15 slave states and15 free states. If California entered as a freestate—and New Mexico, Oregon, and Utah fol-lowed as free states, which seemed likely—theSouth would be hopelessly outvoted in the Sen-ate. As tension grew, some Southerners begantalking about having their states secede from, orleave, the United States.

Explaining How was John C. Calhoun’s proposal different from the Wilmot Proviso?

A New CompromiseIn January 1850, Henry Clay, now a senator,

presented a multi-part plan to settle all the issuesdividing Congress. First, California would beadmitted as a free state. Second, the New MexicoTerritory would have no restrictions on slavery.Third, the New Mexico–Texas border disputewould be settled in favor of New Mexico. Fourth,the slave trade, but not slavery itself, would beabolished in the District of Columbia. Finally,Clay pushed for a stronger fugitive slave law.

Clay’s proposal launched an emotional debatein Congress that raged for seven months. Open-ing that debate were Clay and two other distin-guished senators—John C. Calhoun of SouthCarolina and Daniel Webster of Massachusetts.


“I know noSouth, noNorth, no

East, no West,to which

I owe any allegiance.”

—Henry Clay

Checking for Understanding1. Key Terms Use each of these social

studies terms in a sentence that willhelp explain its meaning: sectional-ism, fugitive, secede, abstain.

2. Reviewing Facts List the provisionsof the Missouri Compromise.

Reviewing Themes3. Government and Democracy Why

was the Free-Soil Party created?

Critical Thinking4. Analyzing Information What was

the Wilmot Proviso? Why was it con-troversial?

5. Comparing Re-create the tablebelow and describe what the Northand South each gained from theCompromise of 1850.

Analyzing Visuals6. Examining Artifacts Look at the

campaign banner on page 437. Com-pare it to a modern political buttonor advertisement you have seen. Inwhat ways are they similar? In whatways are they different?

CHAPTER 15 Road to Civil War 439

Government Create a poster forthe Free-Soil Party presidential can-didate. Include slogans or symbolsto gain popular support.

Calhoun opposed Clay’s plan. He believedthat the only way to save the Union was to pro-tect slavery. If Congress admitted California as afree state, Calhoun warned, the Southern stateshad to leave the Union.

Three days later Webster gave an eloquentspeech in support of Clay’s plan. He argued thatantislavery forces lost little in agreeing to thecompromise:

“I would rather hear of natural blasts andmildews, war, pestilence, and famine, than tohear gentlemen talk of secession.”

Webster reasoned that geography would pre-vent slavery from taking root in the new territo-ries, since most of the land was not suited forplantations. What was most important was topreserve the Union.

The Compromise of 1850Clay’s plan could not pass as a complete pack-

age. Too many members of Congress objected toone part of it or another. President Taylor alsoopposed the plan and threatened to use forceagainst the South if states tried to secede.

Then in July President Taylor suddenly died.The new president, Millard Fillmore, supportedsome form of compromise. At the same time,Stephen A. Douglas, a young senator from Illi-nois, took charge of efforts to resolve the crisis.Douglas divided Clay’s plan into a series of

measures that Congress could vote on sepa-rately. In this way members of Congress wouldnot have to support proposals they opposed.

President Fillmore persuaded several Whigrepresentatives to abstain—not to cast votes—onmeasures they opposed. Congress finally passeda series of five separate bills in August and Sep-tember of 1850. Taken together these laws,known as the Compromise of 1850, containedthe five main points of Clay’s original plan. Fill-more called the compromise a “final settlement”of the conflict between North and South. Thepresident would soon be proved wrong.

Explaining How did the Compro-mise of 1850 affect the New Mexico Territory?

Like Zachary Taylor, did most presidents make themilitary their profession? Some presidents did makethe military their principal profession. Washington,William Henry Harrison, Grant, and Eisenhower, as wellas Taylor, all made a career in the military. However,more presidents came from the ranks of attorneys thanfrom any other profession. More than half of all presi-dents, including Jefferson and Lincoln, made their livingin the practice of law.

Before They Were Presidents

Compromise of 1850

Northern gains Southern gains

Study CentralTM To review this section, go toand click on Study CentralTM.tarvol1.glencoe.com

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Critical ThinkingCritical Thinking

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. Itcan prevent you from looking at a situation in a rea-sonable or truthful way.

Learning the SkillMost people have feelings and ideas that affect their

point of view. This viewpoint, or bias, influences theway they interpret events. For this reason, an ideathat is stated as a fact may really be only an opinion.Recognizing bias will help you judge the accuracy ofwhat you read. There are several things you shouldlook for that will help you recognize bias. Identifythe author of the statement and examine his or herviews and possible reasons for writing the material.Look for language that reflects an emotion or opin-ion—words such as all, never, best, worst, might,or should. Examine the writing for imbalances—leaning only to one viewpoint and failing to provideequal coverage of other possible viewpoints.

Practicing the SkillRead the excerpts on this page. The first excerpt is from an 1858 newspaper editorial. The secondis from a speech by Senator John C. Calhoun ofSouth Carolina. Then answer the four questionsthat follow.

“Popular sovereignty for the territories willnever work. Under this system, each territorywould decide whether or not to legalize slav-ery. This method was tried in the territory ofKansas and all it produced was bloodshedand violence.”

—The Republican Leader, 1858

“. . . [T]he two great divisions of societyare not rich and poor, but white and black;and all the former, the poor as well as therich, belong to the upper classes, and arerespected and treated as such.”

—Senator Calhoun

1 Is Senator Calhoun expressing a proslavery orantislavery bias?

2 What statements indicate the racism in Calhoun’sbias?

3 What political party’s view does the editorial represent?

4 What biases or beliefs are expressed in the editorial?

Recognizing Bias

Applying the SkillRecognizing Bias Look through the letters to theeditor in your local newspaper. Write a short reportanalyzing one of the letters for evidence of bias.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social stud-ies skills.

441CHAPTER 15 Road to Civil War

1852Uncle Tom’s Cabinis published

1854Kansas-Nebraska Actis passed

1856Charles Sumnerattacked in Senate

On May 24, 1854, the people of Boston erupted in outrage. Federal officers hadseized Anthony Burns, a runaway slave who lived in Boston, to send him back to slav-ery. Abolitionists tried to rescue Burns from the federal courthouse, and city leadersattempted to buy his freedom. All efforts failed. Local militia units joined the marinesand cavalry in Boston to keep order. Federal troops escorted Burns to a ship that wouldcarry him back to Virginia and slavery. In a gesture of bitter protest, Bostonians drapedbuildings in black and hung the American flag upside down.

The Fugitive Slave ActThe Fugitive Slave Act of 1850 required all citizens to help catch runaways.

Anyone who aided a fugitive could be fined or imprisoned. People in the Southbelieved the law would force Northerners to recognize the rights of Southerners.Instead, enforcement of the law led to mounting anger in the North, convincingmore people of the evils of slavery.

After passage of the Fugitive Slave Act, slaveholders stepped up their efforts tocatch runaway slaves. They even tried to capture runaways who had lived in free-dom in the North for years. Sometimes they seized African Americans who werenot escaped slaves and forced them into slavery.

Main IdeaGrowing tensions led to differencesthat could not be solved by compro-mise.

Key Termspopular sovereignty, border ruffi-ans, civil war

Reading StrategyAs you read the section, re-create thetable below and describe how South-erners and Northerners reacted to theKansas-Nebraska Act.

Read to Learn• how the Fugitive Slave Act and the

Kansas-Nebraska Act furtherdivided the North and South.

• how popular sovereignty led to violence.

Section ThemeContinuity and Change As theygrew farther apart, Northerners andSoutherners sought compromise.

A Nation Dividing

Anthony Burns

Preview of Events

Guide to Reading

✦1850

1850Fugitive Slave Actis passed

✦1853 ✦1856

Kansas-Nebraska Act

Southern reaction Northern reaction


Writer Harriet BeecherStowe called the FugitiveSlave Act a “nightmareabomination.” Stowe, thedaughter of a New Eng-land minister, spent partof her childhood inCincinnati. There, on thebanks of the Ohio River,she saw enslaved peoplebeing loaded onto shipsto be taken to slave mar-kets. As an adult and the

wife of a religion profes-sor, she wrote manybooks and stories aboutsocial reform. Her mostfamous work was a novelabout the evils of slavery.Uncle Tom’s Cabin waspublished in 1852.Packed with dramaticincidents and vivid char-acters, the novel showsslavery as a cruel andbrutal system.

Uncle Tom’s Cabinquickly became a sensa-tion, selling over 300,000copies in the first year ofpublication. The book hadsuch an impact on publicfeelings about slaverythat when Abraham Lin-coln was introduced toStowe during the CivilWar, he said, so, you“wrote the book thatstarted this great war.”

Resistance to the LawIn spite of the penalties, many Northerners

refused to cooperate with the law’s enforce-ment. The Underground Railroad, a network offree African Americans and whites, helped run-aways make their way to freedom. Antislaverygroups tried to rescue African Americans whowere being pursued or to free those who werecaptured. In Boston, members of one suchgroup followed federal agents shouting, “Slavehunters—there go the slave hunters.” Peoplecontributed funds to buy the freedom ofAfrican Americans. Northern juries refused toconvict those accused of breaking the FugitiveSlave Law.

Explaining What was the purposeof the Underground Railroad?

The Kansas–Nebraska ActFranklin Pierce, a New Hampshire Democrat

who supported the Fugitive Slave Act, becamepresident in 1853. Pierce intended to enforce theFugitive Slave Act, and his actions hardened theopposition.

In 1854 the dispute over slavery erupted inCongress again. The cause was a bill introducedby Stephen A. Douglas, the Illinois senator whohad forged the Compromise of 1850.

Hoping to encourage settlement of the Westand open the way for a transcontinental rail-road, Douglas proposed organizing the regionwest of Missouri and Iowa as the territories ofKansas and Nebraska. Douglas was trying towork out a plan for the nation to expand thatboth the North and the South would accept.Instead his bill reopened the conflict about slav-ery in the territories.

Because of their location, Kansas andNebraska seemed likely to become free states.Both lay north of 36°30'N latitude, the line estab-lished in the Missouri Compromise as theboundary of slavery. Douglas knew that South-erners would object to having Kansas andNebraska become free states because it wouldgive the North an advantage in the Senate. As aresult Douglas proposed abandoning the Mis-souri Compromise and letting the settlers ineach territory vote on whether to allow slavery.He called this popular sovereignty—allowingthe people to decide.


Slavery and Sectionalism

Passage of the ActMany Northerners protested strongly. Douglas’s

plan to repeal the Missouri Compromise wouldallow slavery into areas that had been free formore than 30 years. Opponents of the billdemanded that Congress vote down the bill.

Southerners in Congress, however, providedsolid support for the bill. They expected thatKansas would be settled in large part by slave-holders from Missouri who would vote to keepslavery legal. With some support from NorthernDemocrats and the backing of President Pierce,Congress passed the Kansas–Nebraska Act inMay 1854.

Division GrowsNorthern Democrats in the House split almost

evenly on the vote, revealing deep divisions inthe party. Many Northerners became convincedthat compromise with the South was no longerpossible. Sam Houston, senator from Texas, pre-dicted that the bill “will convulse [upset] thecountry from Maine to the Rio Grande.”

Describing Write a definition of“popular sovereignty” in your own words.

Conflict in KansasRight after passage of the Kansas–Nebraska

Act, proslavery and antislavery groups rushedsupporters into Kansas. In the spring of 1855,when elections took place in Kansas, a proslav-ery legislature was elected.

Although only about 1,500 voters lived inKansas at the time, more than 6,000 people castballots in the elections. Thousands of proslaverysupporters from Missouri had crossed the bor-der just to vote in the election. These Missouri-ans traveled in armed groups and becameknown as border ruffians. Soon after the elec-tion, the new Kansas legislature passed lawssupporting slavery. One law even restrictedpolitical office to proslavery candidates.

The antislavery people refused to accept theselaws. Instead they armed themselves, held theirown elections, and adopted a constitution thatbanned slavery. By January 1856, rival govern-ments existed in Kansas, one for and one againstslavery. Each asked Congress for recognition. Toconfuse matters further, President Pierce and theSenate favored the proslavery government, whilethe House backed the forces opposed to slavery.

OREGONTERR.

UTAHTERR.

NEW MEXICOTERR.

CALIF.(1850)

UNORGANIZEDTERR.

MINNESOTATERR.

WASHINGTONTERR.

NEBRASKATERR.

KANSASTERR.

OREGONTERR.

Kansas–Nebraska Act, 1854The Compromise of 1850

Free statesSlave statesTerritory closedto slaveholding

Territory opento slaveholding

Indian Territory1. Region How did the Kansas–Nebraska Act change the

amount of territory open to slaveholding?2. Analyzing Information What territories were non-

slaveholding in 1854?

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain its meaning: popular sovereignty, border ruffians, civil war.

2. Reviewing Facts Describe howNorthern abolitionists reacted to theFugitive Slave Act.

Reviewing Themes3. Continuity and Change How did

popular sovereignty lead to violencein Kansas?

Critical Thinking4. Predicting Consequences Could the

violence in Kansas have been pre-vented if Congress had not abandonedthe Missouri Compromise? Explain.

5. Organizing Information Re-createthe diagram below and list the stepsthat led to bloodshed in Kansas.

Analyzing Visuals6. Geography Skills Study the maps

on page 443. From which territory orterritories were the Nebraska andKansas Territories formed? Was theUtah territory closed to slaveholding?

“Bleeding Kansas”With proslavery and antislavery forces in

Kansas arming themselves, the outbreak of vio-lence became inevitable. In May 1856, 800 slav-ery supporters attacked the town of Lawrence,the antislavery capital. They sacked the town,burned the hotel and the home of the governor,and destroyed two newspaper offices. Soonafter, forces opposed to slavery retaliated.

John Brown, a fervent abolitionist, believedGod had chosen him to end slavery. When heheard of the attack on Lawrence, Brown wentinto a rage. He vowed to “strike terror in thehearts of the proslavery people.” One nightBrown led four of his sons and two other menalong Pottawatomie Creek, where they seizedand killed five supporters of slavery.

More violence followed as armed bandsroamed the territory. Newspapers began refer-ring to “Bleeding Kansas” and “the Civil War inKansas.” A civil war is a conflict between citi-zens of the same country. Not until October of1856 did John Geary, the newly appointed terri-torial governor, stop the bloodshed in Kansas.He suppressed guerrilla forces and used 1,300federal troops.

Violence in CongressThe violence that erupted in Kansas spilled

over to the halls of Congress as well. Abolitionistsenator Charles Sumner of Massachusetts deliv-ered a speech entitled “The Crime AgainstKansas.” Sumner lashed out against proslaveryforces in Kansas. He also criticized proslaverysenators, repeatedly attacking Andrew P. Butlerof South Carolina.

Two days after the speech, Butler’s distantcousin, Representative Preston Brooks, walkedinto the Senate chamber. He hit Sumner againand again over the head and shoulders with acane. Sumner fell to the floor, unconscious andbleeding. He suffered injuries so severe that hedid not return to the Senate for several years.The Brooks-Sumner incident and the fighting in“Bleeding Kansas” revealed the rising level ofhostility between North and South.

Explaining What is a civil war?


Descriptive Writing With mem-bers of your class, choose a scenefrom Uncle Tom’s Cabin to portrayin a one-act play. Write a shortscript, assign roles, and present it to the class.

Bloodshedin Kansas

Step

Step

Step

John Brown


tarvol1.glencoe.com

445

1856James Buchanan iselected president

1857Dred Scott decision statesthat all slaves are property

1859John Brown raidsHarpers Ferry, Virginia

Main IdeaSocial, economic, and political differ-ences divided the North and South.

Key Termsarsenal, martyr

Reading StrategySequencing Information As youread the section, re-create the dia-gram below and list major events foreach year.

Read to Learn• why the Republican Party was

formed.• how the Dred Scott decision, the

Lincoln-Douglas debates, and JohnBrown’s raid affected Americans.

Section ThemeContinuity and Change The slaveryissues continued to drive the Northand South further apart.

Challenges to Slavery


Many people considered John Brown to be a radical murderer, while others viewedhim as a fighter for the cause of freedom. When he was executed in 1859, the Anglo-African Magazine wrote that, as John Brown left the jail, “a black woman, with a littlechild in her arms, stood near his way. . . . He stopped for a moment in his course,stooped over, and with the tenderness of one whose love is as broad as the brother-hood of man, kissed the child affectionately.”

A New Political PartyEven before Brown’s raid, other events had driven the North and South

further apart. After the Kansas–Nebraska Act, the Democratic Party began todivide along sectional lines, with Northern Democrats leaving the party. Differ-ing views over the slavery issue destroyed the Whig Party.

In 1854 antislavery Whigs and Democrats joined forces with Free-Soilers toform the Republican Party. The new party was determined to rally “for the estab-lishment of liberty and the overthrow of the Slave Power.”

1854Republican Partyis formed

1846 1854 1856 1858

Preview of Events

Guide to Reading

✦1854 ✦1856 ✦1858 ✦1860

Kansas Free-Soil poster

The Republicans challenged the proslaveryWhigs and Democrats, choosing candidates torun in the state and congressional elections of1854. Their main message was that the govern-ment should ban slavery from new territories.

The Republican Party quickly showed itsstrength in the North. In the election, the Repub-licans won control of the House of Representa-tives and of several state governments. In theSouth the Republicans had almost no support.

Northern Democrats suffered a beating.Almost three-fourths of the Democratic candi-dates from free states lost in 1854. The party wasincreasingly becoming a Southern party.

The Election of 1856Democrats and Republicans met again in the

presidential election of 1856. The Whig Party,disintegrating over the slavery issue, did notoffer a candidate of its own.

The Republicans chose John C. Frémont ofCalifornia as their candidate for president. Fré-mont had gained fame as an explorer in the West.The party platform called for free territories andits campaign slogan became “Free soil, freespeech, and Frémont.”

The Democratic Party nominated JamesBuchanan of Pennsylvania, an experienced diplo-mat and former member of Congress. The partyendorsed the idea of popular sovereignty.

The American Party, or Know Nothings, hadgrown quickly between 1853 and 1856 by attack-ing immigrants. The Know Nothings nominatedformer president Millard Fillmore.

The presidential vote divided along rigid sec-tional lines. Buchanan won the election, win-ning all of the Southern states except Marylandand received 174 electoral votes compared to 114for Frémont and 8 for Fillmore. Frémont did notreceive a single electoral vote south of theMason-Dixon line, but he carried 11 of the 16free states.

Explaining What stand did the newRepublican party take on the issue of slavery?

The Dred Scott DecisionPresident Buchanan took office on March 4,

1857. Two days later the Supreme Courtannounced a decision about slavery and theterritories that shook the nation.

Dred Scott was an enslaved African Ameri-can bought by an army doctor in Missouri, aslave state. In the 1830s the doctor moved hishousehold to Illinois, a free state, and then to theWisconsin Territory, where slavery was bannedby the Northwest Ordinance of 1787. Later the

family returned to Missouri, wherethe doctor died. In 1846, with the

help of antislavery lawyers,Scott sued for his freedom. Heclaimed he should be freebecause he had once livedon free soil. Eleven yearslater, in the midst of grow-ing anger over the slavery

issue, the case reached theSupreme Court.

The case attracted enormousattention. While the immediate

issue was Dred Scott’s status, the


Family members (left) honor the memory of Dred Scott.Scott (above), who lived in slavery, had appealed to theSupreme Court in hopes of being granted his freedom.How did the Court rule?

History

447

“I believe thatthis governmentcannot endurepermanently

half slave andhalf free.”

—Abraham Lincoln

“This Union canexist forever

divided into freeand slave states,as our fathers

made it.”—Stephen Douglas

Court also had the opportunity to rule on thequestion of slavery in territories. Many Ameri-cans hoped that the Court would resolve theissue for good.

The Court’s DecisionThe Court’s decision electrified the nation.

Chief Justice Roger B. Taney (TAW•nee) saidthat Dred Scott was still a slave. As a slave, Scottwas not a citizen and had no right to bring a law-suit. Taney could have stopped there, but hedecided to address the broader issues.

Taney wrote that Scott’s residence on free soildid not make him free. An enslaved person wasproperty, and the Fifth Amendment prohibitsCongress from taking away property without“due process of law.”

Finally, Taney wrote that Congress had nopower to prohibit slavery in any territory. TheMissouri Compromise—which had banned slav-ery north of 36°30'N latitude—was unconstitu-tional. For that matter, so was popularsovereignty. Not even the voters in a territorycould prohibit slavery because that wouldamount to taking away a person’s property. Ineffect, the decision meant that the Constitutionprotected slavery. ; (See page 624 of the Appendix for a sum-mary of the Dred Scott decision.)

Reaction to the DecisionRather than settling the issue, the Supreme

Court’s decision divided the country even more.Many Southerners were elated. The Court hadreaffirmed what many in the South had alwaysmaintained: Nothing could legally prevent the

spread of slavery. Northern Democrats werepleased that the Republicans’ main issue—restricting the spread of slavery—had beenruled unconstitutional.

Republicans and other antislavery groupswere outraged, calling the Dred Scott decision “awicked and false judgment” and “the greatestcrime” ever committed in the nation’s courts.

Lincoln and DouglasIn the congressional election of 1858, the Sen-

ate race in Illinois was the center of nationalattention. The contest pitted the current senator,Democrat Stephen A. Douglas, against Republi-can challenger Abraham Lincoln. People con-sidered Douglas a likely candidate for presidentin 1860. Lincoln was nearly an unknown.

Douglas, a successful lawyer, had joined theDemocratic Party and won election to the Housein 1842 and to the Senate in 1846. Short, stocky,and powerful, Douglas was called “the LittleGiant.” He disliked slavery but thought that thecontroversy over it would interfere with thenation’s growth. He believed the issue could beresolved through popular sovereignty.

Born in the poor backcountry of Kentucky,Abraham Lincoln moved to Indiana as a child,and later to Illinois. Like Douglas, Lincoln wasintelligent, ambitious, and a successful lawyer.He had little formal education—but excellentpolitical instincts. Although Lincoln saw slaveryas morally wrong, he admitted there was noeasy way to eliminate slavery where it alreadyexisted. He was certain, though, that slaveryshould not be allowed to spread.


The Lincoln–Douglas DebatesNot as well known as Douglas, Lincoln chal-

lenged the senator to a series of debates. Dou-glas reluctantly agreed. The two met seventimes in August, September, and October of 1858in cities and villages throughout Illinois. Thou-sands came to these debates. The main topic, ofcourse, was slavery.

During the debate at Freeport, Lincolnpressed Douglas about his views on popular sovereignty. Could the people of a territorylegally exclude slavery before achieving state-hood? Douglas replied that the people couldexclude slavery by refusing to pass laws pro-tecting slaveholders’ rights. Douglas’s response,which satisfied antislavery followers but losthim support in the South, became known as theFreeport Doctrine.

Douglas claimed that Lincoln wanted AfricanAmericans to be fully equal to whites. Lincolndenied this. Still, Lincoln said, “in the right toeat the bread . . . which his own hand earns, [anAfrican American] is my equal and the equal of[Senator] Douglas, and the equal of every livingman.” The real issue, Lincoln said, is “betweenthe men who think slavery a wrong and thosewho do not think it wrong. The RepublicanParty thinks it wrong.”

Following the debates, Douglas won a narrowvictory in the election. Lincoln lost the electionbut gained a national reputation.

The Raid on Harpers FerryAfter the 1858 elections, Southerners began to

feel threatened by growing Republican power.In late 1859, an act of violence greatly increasedtheir fears. On October 16 the abolitionist JohnBrown led 18 men, both whites and AfricanAmericans, on a raid on Harpers Ferry, Virginia.His target was an arsenal, a storage place forweapons and ammunition. Brown—who hadkilled five proslavery Kansans in 1856—hopedto start a rebellion against slaveholders by arm-ing enslaved African Americans. His raid hadbeen financed by a group of abolitionists.

Brown and his men were quickly defeated bylocal citizens and federal troops. Brown was con-victed of treason and murder and was sentencedto hang. His execution caused an uproar in theNorth. Some antislavery Northerners, includingRepublican leaders, denounced Brown’s use ofviolence. Others viewed Brown as a hero. WriterRalph Waldo Emerson called Brown a martyr—a person who dies for a great cause.

John Brown’s death became a rallying pointfor abolitionists. When Southerners learned ofBrown’s connection to abolitionists, their fearsof a great Northern conspiracy against themseemed to be confirmed. The nation was on thebrink of disaster.

Explaining How did the Dred Scottdecision regulate the spread of slavery?


Checking for Understanding1. Key Terms Use the terms arsenal

and martyr in a paragraph aboutJohn Brown’s raid on Harpers Ferry.

2. Reviewing Facts Discuss stages in thedevelopment of the Republican Party.

Reviewing Themes3. Continuity and Change How did the

Dred Scott decision reverse a previousdecision made by Congress? Whatwas the reaction of Republicans?

Critical Thinking4. Making Inferences Why did Lincoln

emerge as a leader after the Lincoln-Douglas debates?

5. Organizing Information Re-createthe table shown here, and describethe positions taken by Lincoln andDouglas in their debates.

Analyzing Visuals6. Examining Art Study the painting of

the debate on page 447. What ele-ments of the painting suggest theseriousness of the debate?

Government Draw a political cartoon that illustrates Lincoln’sstatement “A house divided againstitself cannot stand.”

Lincoln–Douglas Debates

Lincoln’s position Douglas’s position


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449

February 1861Southern states form the Confederate States of America

April 1861Confederate forces attack FortSumter; the Civil War begins

Main IdeaIn 1860 Abraham Lincoln’s election aspresident of the United States was fol-lowed by Southern states leaving theUnion.

Key Termssecession, states’ rights

Reading StrategySequencing Information As youread the section, re-create the timeline below and list the major events ateach time.

Read to Learn• how the 1860 election led to the

breakup of the Union.• why secession led to the Civil War.

Section ThemeGeography and History The electionof 1860 clearly divided the nationalong sectional lines.

Secession and War


After John Brown’s raid on Harpers Ferry, calls for secession grew. South Carolina’sCharleston Mercury declared “The day of compromise is passed . . . [T]here is no peacefor the South in the Union.” The Nashville Union and American said, “The South willhold the whole party of Republicans responsible for the bloodshed at Harpers Ferry.”Republicans refused to take the threat of secession seriously. Secession is only a scaretactic, they argued, aimed at frightening voters from casting their ballot for AbrahamLincoln. To many Southerners, however, the election of Lincoln would be a final signalthat their position in the Union was hopeless.

The Election of 1860Would the Union break up? That was the burning question in the months

before the presidential election of 1860. The issue of slavery was seriously dis-cussed and eventually caused a break in the Democratic Party. As the electionapproached, a northern wing of the Democratic Party nominated Stephen

Secessionist ribbon

Preview of Events

Guide to Reading

✦1860 ✦1861 ✦1862

Nov. 1860Abraham Lincoln is elected president

Dec. 1860South Carolinasecedes

Nov. 1860

Dec. 1860 March 1861

Feb. 1861 April 1861

Abraham Lincoln’s Inaugural

Address, March 4, 1861

One section of our country

believes slavery is right and ought to

be extended, while the other believes

it

is wrong and ought not to be extende

d.

This is the only substantial dispute . . .

.

Physically speaking, we can not separa

te. We can not remove

our respective sections from each othe

r nor build an impassable

wall between them. A husband and w

ife may be divorced and go

out of the presence and beyond the re

ach of each other; but the

different parts of our country can not d

o this. . . .

In your hands, my dissatisfied fellow c

ountrymen, and not in

mine, is the momentous issue of civil

war.

Douglas for the presidency and sup-ported popular sovereignty. South-ern Democrats—vowing to upholdslavery—nominated John C. Breck-inridge of Kentucky and supportedthe Dred Scott decision. Moderatesfrom both the North and South whohad formed the ConstitutionalUnion Party nominated John Bell ofTennessee. This party took no posi-tion on slavery.

Lincoln NominatedThe Republicans nominated Abra-

ham Lincoln. Their platform,designed to attract voters from manyquarters, was that slavery should beleft undisturbed where it existed, butthat it should be excluded from theterritories. Many Southerners feared,however, that a Republican victorywould encourage slave revolts.

Lincoln ElectedWith the Democrats divided, Lin-

coln won a clear majority of the elec-toral votes—180 out of 303. Hereceived only 40 percent of the pop-ular vote, but this was more thanany other candidate. Douglas wassecond with 30 percent of the vote.

The vote was along purely sec-tional lines. Lincoln’s name did noteven appear on the ballot in mostSouthern states, but he won everyNorthern state. Breckinridge sweptthe South, and Bell took most borderstates. Douglas won only the state ofMissouri and three of New Jersey’sseven electoral votes.

In effect, the more populous Northhad outvoted the South. The victoryfor Lincoln was a short-lived one,however, for the nation Lincoln wasto lead would soon disintegrate.

Examining Whatcaused the split in the Democratic Party in 1860?


Union or Secession? President Abraham Lincoln and JeffersonDavis, president of the Confederacy, wereinaugurated just several weeks apart. Theseexcerpts from their Inaugural Addresses willhelp you understand differing points of viewabout secession from the United States in 1861.

Abraham Lincoln

1. According to Lincoln, what was theonly substantial disagreementbetween the North and the South?

2. What did Lincoln compare theUnited States to?

3. Did Lincoln and Davis say anythingin their inaugural addresses thatwas similar?

Learning From History

Jefferson Davis’s Inaugural Address, February 18, 1861As a necessity, not a choice, we have resorted to theremedy of separation, and henceforth our energies mustbe directed to the conduct of our own affairs, and the[continuation] of the Confederacy which we haveformed. If a just perception of mutual interest shallpermit us peaceably to pursue our separate polit-ical career, my most earnest desire will havebeen fulfilled. But if this be denied to us . . .[we will be forced] to appeal to arms. . . .

Jefferson Davis

451CHAPTER 15 Road to Civil War

The South SecedesLincoln and the Republicans had promised

not to disturb slavery where it already existed.Many people in the South, however, did not trustthe party, fearing that the Republican adminis-tration would not protect Southern rights. OnDecember 20, 1860, the South’s long-standingthreat to leave the Union became a reality whenSouth Carolina held a special convention andvoted to secede.

Attempt at CompromiseEven after South Carolina’s action, many

people still wished to preserve the Union. Thequestion was how. As other Southern statesdebated secession—withdrawal from theUnion—leaders in Washington, D.C., workedfrantically to fashion a last-minute compromise.On December 18, 1860, Senator John Critten-den of Kentucky proposed a series of amend-ments to the Constitution. Central to Critten-den’s plan was a provision to protect slaverysouth of 36°30'N latitude—the line set by theMissouri Compromise—in all territories “nowheld or hereafter acquired.”

Republicans considered this unacceptable.They had just won an election on the principlethat slavery would not be extended in any terri-tories. “Now we are told,” Lincoln said,

“the government shall be broken up, unlesswe surrender to those we have beaten.”

Leaders in the South also rejected the plan.“We spit upon every plan to compromise,”exclaimed one Southern leader. “No humanpower can save the Union,” wrote another.

The ConfederacyBy February 1861, Texas, Louisiana, Missis-

sippi, Alabama, Florida, and Georgia had joinedSouth Carolina and also seceded. Delegatesfrom these states and South Carolina met inMontgomery, Alabama, on February 4 to form anew nation and government. Calling themselvesthe Confederate States of America, they choseJefferson Davis, a senator from Mississippi, astheir president.

Southerners justified secession with the the-ory of states’ rights. The states, they argued, hadvoluntarily chosen to enter the Union. Theydefined the Constitution as a contract among theindependent states. Now because the nationalgovernment had violated that contract—byrefusing to enforce the Fugitive Slave Act and bydenying the Southern states equal rights in theterritories—the states were justified in leavingthe Union.

Reactions to SecessionMany Southerners welcomed secession. In

Charleston, South Carolina, people rang churchbells, fired cannons, and celebrated in thestreets. A newspaper in Atlanta, Georgia, saidthe South “will never submit” and woulddefend its liberties no matter what the cost.

Other Southerners, however, were alarmed. A South Carolinian wrote,

“My heart has been rent [torn] by . . . thedestruction of my country—the dismember-ment of that great and glorious Union.”

Virginian Robert E. Lee expressed concern aboutthe future. “I see only that a fearful calamity isupon us,” he wrote.

In the North some abolitionists preferred toallow the Southern states to leave. If the Unioncould be kept together only by compromisingon slavery, they declared, then let the Union bedestroyed. Most Northerners, however, believedthat the Union must be preserved. For Lincolnthe issue was “whether in a free government theminority have the right to break up the govern-ment whenever they choose.”

Presidential ResponsesLincoln had won the election, but he was not

yet president. James Buchanan’s term ran untilMarch 4, 1861. In December 1860, Buchanan senta message to Congress saying that the Southernstates had no right to secede. Then he added thathe had no power to stop them from doing so.

As Lincoln prepared for his inauguration onMarch 4, 1861, people in both the North and theSouth wondered what he would say and do.They wondered, too, what would happen in Vir-

secession would not be permitted, vowing tohold federal property in the South and toenforce the laws of the United States. At thesame time, Lincoln pleaded with the people ofthe South for reconciliation:

“We are not enemies, but friends. We must notbe enemies. Though passion may have strained, itmust not break our bonds of affection.”

Explaining How did the secedingstates justify their right to leave the Union?


N

S

EW

500 kilometers0Lambert Equal-Area projection

500 miles0

AtlanticOcean

PacificOcean

On February 4, 1861,delegates met in Alabamato form a new nation.

South Carolina was thefirst state to secedefrom the Union.

West Virginia secededfrom Virginia in 1861and was admitted tothe Union in 1863.

40°N

30°N

90°W 70°W80°W

60°W

PA.ILL. IND.

MINN.

CALIF.

OREGON

WIS.

IOWA

MO.KY.

ARK.

KANSAS

COLORADOTERR.

UTAHTERR.

NEVADATERR.

WASHINGTONTERR.

DAKOTATERR.

NEBRASKA TERR.

NEW MEXICOTERR.

LA.TEXAS

INDIANTERR. TENN.

N.C.

S.C.

GA.

FLA.

ALA.MISS.

MICH. N.Y.

VT.N.H.

ME.

MASS.

R.I.

N.J.

DEL.MD.

VA.

OHIOW.VA.

CONN.

ginia, North Carolina, Kentucky, Tennessee,Missouri, and Arkansas. These slave states hadchosen to remain in the Union, but the decisionwas not final. If the United States used forceagainst the Confederate States of America, theremaining slave states also might secede. In hisInaugural Address, the new president mixedtoughness and words of peace. He said that

Seceding States, 1860–1861

Boundary between Unionand Confederacy

Union free stateUnion slave state

Union Territories

Slave state seceding beforeFort Sumter, April 1861Slave state seceding afterFort Sumter, April 1861

After the attack on Fort Sumter, four more Southern statesjoined the seven that had already seceded from the Union.1. Region Which slave states remained in the Union after

the Fort Sumter attack?2. Analyzing Information Which states did not secede

until after the Fort Sumter attack?

MotionIn

Fort SumterThe South soon tested President Lincoln’s vow

to hold federal property. Confederate forces hadalready seized some United States forts withintheir states. Although Lincoln did not want tostart a war by trying to take the forts back, allow-ing the Confederates to keep them wouldamount to admitting their right to secede.

On the day after his inauguration, Lincolnreceived a dispatch from the commander of FortSumter, a United States fort on an island guard-ing Charleston Harbor. The message warnedthat the fort was low on supplies and that theConfederates demanded its surrender.

The War BeginsLincoln responded by sending a message to

Governor Francis Pickens of South Carolina. Heinformed Pickens that he was sending anunarmed expedition with supplies to FortSumter. Lincoln promised that Union forceswould not “throw in men, arms, or ammuni-tion” unless they were fired upon. The president thus left the decision to start shooting up to the Confederates.

Confederate president Jefferson Davis and hisadvisers made a fateful choice. They orderedtheir forces to attack Fort Sumter before theUnion supplies could arrive. Confederate guns

Checking for Understanding1. Key Terms Write a newspaper arti-

cle about the election of 1860, usingthe terms states’ rights and seces-sion.

2. Reviewing Facts Who served as thepresident of the Confederate Statesof America?

Reviewing Themes3. Geography and History What role

did sectionalism play in Lincoln’swinning the 1860 election?

Critical Thinking4. Drawing Conclusions Do you think

either Northerners or Southernersbelieved that secession would notlead to war? Explain.

5. Organizing Information Re-createthe diagram below. In the ovals,describe the events leading to the firing on Fort Sumter.

Analyzing Visuals6. Geography Skills Examine the map

on page 452. How many states madeup the Confederacy? Which stateseceded earlier—Mississippi orArkansas?


Expository Writing Reread theexcerpts on pages 450 and 452from Lincoln’s first inauguraladdress. Write a paragraphexpressing in your own words what Lincoln said about govern-ment, union, liberty, and equality.

Fort Sumter

opened fire on the fortearly on April 12, 1861.Union captain AbnerDoubleday witnessedthe attack from insidethe fort:

“Showers of balls . . .and shells . . . pouredinto the fort in oneincessant stream, causing great flakes of masonryto fall in all directions.”

High seas had prevented Union relief shipsfrom reaching the besieged fort. The Union gar-rison held out for 33 hours before surrenderingon April 14. Thousands of shots were exchangedduring the siege, but there was no loss of life oneither side. The Confederates hoisted their flagover the fort, and all the guns in the harborsounded a triumphant salute.

News of the attack galvanized the North.President Lincoln issued a call for 75,000 troopsto fight to save the Union, and volunteersquickly signed up. Meanwhile, Virginia, NorthCarolina, Tennessee, and Arkansas voted to jointhe Confederacy. The Civil War had begun.

Explaining What action did Lincoln take after the attack on Fort Sumter?

HISTORY

Student Web ActivityVisit and click on Chapter 15—Student Web Activitiesfor an activity on theperiod leading up to theCivil War.

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454

N O T E B O O K

What were people’s lives like in the past?What—and who—were people talking about? What did they eat? What did they do for fun? These two pages will give you some clues to everyday life in the U.S. as you step back in time with TIME Notebook.

ProfileIt’s 1853, and AMELIA STEWART is heading west to Oregon with herhusband and seven children in a covered wagon. How hard can thefive-month trip be? Here are two entries from her diary:

MONDAY, AUGUST 8 We have to make a drive of 22 miles withoutwater today. Have our cans filled to drink. Here we left, unknowingly,our [daughter] Lucy behind, not a soul had missed her until we hadgone some miles, when we stopped a while to rest the cattle; just thenanother train drove up behind us, with Lucy. She was terribly fright-ened and said she was sitting under the bank of the river when westarted, busy watching some wagons cross, and did not know that wewere ready. …It was a lesson for all of us.

FRIDAY, AUGUST 12 Lost one of our oxen. We were traveling slowlyalong, when he dropped dead in the yoke. …I could hardly help shedding tears, when we drove round this poor ox who had helped us along thus far, and had given us his very last step.

M I L E S T O N E SM I L E S T O N E SEVENTS OF THE T IME

CLOTHED. Hundreds of miners in 1850 by LEVI STRAUSS. Usingcanvas he originally intended to make into tents, Levi madesturdy, tough pants with lots ofpockets—perfect clothing for therough work of mining. Can youimagine anyone in the city everwearing them?

MARCHED. Just under 100camels in 1857, from San Antonioto Los Angeles, led by hired Turkish, Greek, and Armeniancamel drivers. It is hoped thedesert beasts will help the U.S.Army open the West.

MAILED. Thousands of letterscarried by PONY EXPRESS in1860 from Missouri to Californiain an extremely short time—only10 days! Riders switch to fresh horses every 10 or 15 miles andcontinue through the night, blizzards, and attacks by outlaws.

BE

TTMA

NN

/CO

RB

IS

INGREDIENTS: 3 cups flour • 3 tsp. salt • 1 cup waterMix all ingredients and stir until it becomes too difficult.Knead the dough; add more flour until mixture is very dry.Roll to 1/2-inch thickness and cut into 3" squares, poke with a skewer [pin] to make several holes in each piece (for easybreaking). Bake 30 minutes in a hot oven until hard. Store for up to 10 years.

FRONTIER FOOD

Trail MixHard Tack for a Hard Trip

BR

OW

N B

RO

THE

RS

••

••

••

••

•

SALE OF SLAVES AND STOCKThe Negroes and Stock listed below are a Prime Lot, and belong to the ESTATE

OF THE LATE LUTHER McGOWAN, and will be sold on Monday, Sept. 22nd,

1852, at the Fair Grounds, in Savannah, Georgia, at 1:00 P.M. The Negroes will

be taken to the grounds two days previous to the Sale, so that they may be

inspected by prospective buyers.On account of the low prices listed below, they will be sold for cash only, and

must be taken into custody within two hours after sale.No. Name Age Remarks

Price1 Lunesta 27 Prime Rice Planter

$1,275.002 Violet 16 Housework and Nursemaid

900.003 Lizzie 30 Rice, Unsound

300.004 Minda 27 Cotton, Prime Woman

1,200.005 Adam 28 Cotton, Prime Young Man 1,100.006 Abel 41 Rice Hand, Eyesight Poor

675.007 Tanney 22 Prime Cotton Hand

950.008 Flementina 39 Good Cook, Stiff Knee

400.009 Lanney 34 Prime Cotton Man

1,000.0010 Sally 10 Handy in Kitchen

675.00

455

L O O K I N G W E S T W A R D : 1 8 5 0 – 1 8 6 0

N U M B E R S N U M B E R SU.S. AT THE T IME

$81,249,700Estimated value of gold mined in 1852

89 Days it takes theAmericanclipper ship,the FlyingCloud, to gofrom Bostonaround Cape Horn toSan Francisco in 1851—a tripthat normally takes eight or nine months

12 Poems included in WaltWhitman’s new collection, calledLeaves of Grass (1855)

33 Number of states in 1859after Oregon enters the union

100 Seats in Congress wonby the Republicans in 1854, theyear the party was created

300,000Copies of Harriet BeecherStowe’s novel, Uncle Tom’s Cabin, sold in 1852

WESTERN WORD PLAY

Word WatchCan you talk “Western”? Match the words below to their meaning.

a. gold rush favorite, made of eggs, bacon,and oysters

b. inexperienced ’49er; eastern type notused to wearing boots

c. a lucky discovery of gold; a source ofsudden wealth

d. a style of hat worn by gold rush miners

e. an individual who takes an independentstand, from the name of a Texas cattleman who left his herd unbranded

f. food provided by an investor to a goldprospector in exchange for a share ofwhatever gold the prospector finds

The Price of a LifeThis notice appeared in 1852.

NO

RTH

WIN

D P

ICTU

RE

AR

CH

IVE

S

CH

ICA

GO

HIS

TOR

ICA

L SO

CIE

TY/P

HO

TO R

ES

EA

RC

HE

RS

INC

.

1 maverick

2 Hangtown fry

3 grubstake

4 bonanza

5 palo alto

6 pard or rawwheel

answers:1. e; 2. a; 3. f; 4. c; 5. d; 6. b

BR

OW

N B

RO

THE

RS

Political parties change

456

Reviewing Key TermsWrite five true and five false statements using the termsbelow. Use only one term in each statement. Indicatewhich statements are true and which are false. Below eachfalse statement explain why it is false.1. sectionalism 6. fugitive2. secede 7. popular sovereignty3. border ruffians 8. civil war4. arsenal 9. martyr5. secession 10. states’ rights

Reviewing Key Facts11. What was the purpose of the Missouri Compromise?12. List the five parts of the Compromise of 1850.13. What was Stephen Douglas’s solution to the slavery

issue in the Kansas and Nebraska territories?14. How did Abraham Lincoln become a national figure

in politics?15. What was the Dred Scott decision? What did it mean

for those opposed to slavery?16. Why were there four parties and candidates in the

presidential election of 1860? 17. How did Lincoln plan to prevent secession?

Critical Thinking18. Finding the Main Idea Why was the balance of free

and slave states in the Senate such an importantissue?

19. Drawing Conclusions Why did Northerners protestDouglas’s plan to repeal the Missouri Compromise?

20. Determining Cause and Effect Re-create the diagrambelow. List three ways pro- or antislavery groupschanged the structure of political parties in the 1850s.

21. Analyzing Themes: Geography and History Howdid the North’s larger population give it an edge overthe South in the 1860 election?

1820• Missouri Compromise

passed

1844• Polk elected president

1845• Texas becomes a state

1848• Free-Soil Party nominates

Van Buren

1850• Compromise of 1850 passed

1852• Uncle Tom’s Cabin published

1854• Kansas-Nebraska Act passed

• Republican Party formed

1856• Violence erupts in Kansas

• Buchanan elected president

1857• Dred Scott decision handed down

1858• Lincoln-Douglas debates held

1859• John Brown attacks Harpers Ferry

1860• Lincoln is elected president• South Carolina becomes first state to secede

1861• Confederate States of America formed• Fort Sumter attacked

Road to Civil War

Self-Check QuizVisit and click on Chapter 15—Self-Check Quizzes to prepare for the chapter test.

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HISTORY


Directions: Use the map of the Compromise of 1850 on page 443 to choose the best answer to the following question.

Which of the following statements is true?

A The Compromise of 1850 allowed the OregonTerritory to be open to slaveholding.

B The Compromise of 1850 did not make anyland on the Pacific Ocean open to slaveholding.

C The Compromise of 1850 made every statetouching the southern border of the UnitedStates open to slaveholding.

D The Compromise of 1850 gave the MinnesotaTerritory the authority to choose whether itwould allow slaveholding.

Test-Taking TipRemember to use the information on the map to sup-port your answer. Don’t rely only on your memory.

Check each answer choice against the map. Only one choice is correct.

Citizenship Cooperative Activity27. Making Compromises With a partner, think of a contro-

versial issue that is a source of disagreement today. Takeopposite sides on the issue; then work together to comeup with a list of three compromises that would make thesolution to this problem acceptable to both sides. Sharethe issue and your compromises with the class.

Alternative Assessment28. Portfolio Writing Activity Write a report that answers

these questions: Why was Congress in conflict over thequestion of statehood for California? How did the Com-promise of 1850 address this question? What role didClay, Calhoun, and Webster play in the Compromise?

Geography and History ActivityThe election of 1860 divided the nation along sectional lines.Study the map below; then answer the questions that follow.

OREG.

CALIF.

TEXAS

MINN.

IOWA

MO.

ARK.

LA.

WIS.

ILL.

MISS.ALA. GA.

S.C.

N.C.

FLA.

TENN.

KY.

IND.

MICH.

OHIO

VA.

PA.

N.Y.

MAINEN.H.

VT.

MASS.

R.I.CONN.

N.J.DEL.MD.

NON-VOTING

TERRITORIES

Candidate ElectoralVote

PopularVote

PoliticalParty

180

Southern Democrat

39 Constitutional Union

72

Republican1,865,593

848,356

592,906

Breckinridge

Lincoln

Bell

12 Northern Democrat1,382,713Douglas

22. Location Which states supported Douglas?23. Region In what region(s) was the Republican Party

strongest?24. Region In what region did Breckinridge find support?

Practicing Skills25. Recognizing Bias Find written material about a topic of

interest in your community. Possible sources include edi-torials, letters to the editor, and pamphlets from politicalcandidates and interest groups. Write a short report ana-lyzing the material for evidence of bias.

Technology Activity26. Using the Internet Search the Internet for a list of politi-

cal parties in existence today. Make a table that brieflysummarizes each party’s current goals. Then research tofind the date that the party was founded. Include thisinformation on your table, too. Then compare your tableto the political parties discussed in Chapter 15.

Election of 1860

Standardized Test Practice

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The American Republic To 1877 - Kentucky EditionKentucky Core Content for Social Studies Assessment, Grade 8Table of ContentsCore Content for Social Studies Assessment, Grade 8Correlation to the Core Contents for Social Studies Assessment, Grade 8Preparing for the Kentucky Core Content Test for Social StudiesCountdown to the KCCT, Grade 8Focus on KentuckyDepth of Knowledge Levels

Table of ContentsPreviewing Your TextbookScavenger HuntHow Do I Study History?Reading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What you ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States Territorial GrowthMiddle America Physical/PoliticalCanada Physical/PoliticalMiddle East Physical/PoliticalWorld PoliticalUnited States Facts

National Geographic Geography HandbookWhat Is Geography?How Do I Study Geography?How Do I Use Maps?How Does Geography Influence History?Geographic Dictionary

Reading for InformationUnit 1: Different Worlds Meet, Beginnings to 1625Chapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American PeoplesChapter 1 Assessment and Activities

Chapter 2: Exploring the Americas, 1400–1625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North AmericaChapter 2 Assessment and Activities

Unit 2: Colonial Settlement, 1587–1770Chapter 3: Colonial America, 1587–1770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern ColoniesChapter 3 Assessment and Activities

Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian WarChapter 4 Assessment and Activities

Unit 3: Creating a Nation, 1763–1791Chapter 5: Road to Independence, 1763–1776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward IndependenceThe Declaration of IndependenceChapter 5 Assessment and Activities

Chapter 6: The American Revolution, 1776–1783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is WonChapter 6 Assessment and Activities

Chapter 7: A More Perfect Union, 1777–1790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment and Activities

Civics in Action: A Citizenship HandbookSection 1: The ConstitutionSection 2: The Federal GovernmentSection 3: Citizens' Rights and ResponsibilitiesHandbook Assessment

The Constitution of the United States

Unit 4: The New Republic, 1789–1825Chapter 8: A New Nation, 1789–1800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political PartiesChapter 8 Assessment and Activities

Chapter 9: The Jefferson Era, 1800–1816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and Activities

Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and SectionalismChapter 10 Assessment and Activities

Unit 5: The Growing Nation, 1820–1860Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the BankChapter 11 Assessment and Activities

Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and UtahChapter 12 Assessment and Activities

Chapter 13: North and South, 1820–1860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's PeopleChapter 13 Assessment and Activities

Chapter 14: The Age of Reform, 1820–1860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's MovementChapter 14 Assessment and Activities

Unit 6: Civil War and Reconstruction, 1846–1896Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and WarChapter 15 Assessment and Activities

Chapter 16: The Civil War, 1861–1865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to VictoryChapter 16 Assessment and Activities

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the SouthChapter 17 Assessment and Activities

Unit 7: Modern America Emerges, 1877–PresentChapter 18: Reshaping the Nation, 1877–1929Section 1: The Western FrontierSection 2: Invention and IndustrySection 3: Reform at Home, Expansion AbroadSection 4: World War I and Its AftermathChapter 18 Assessment and Activities

Chapter 19: The Making of Modern America, 1929–PresentSection 1: Depression and a Second World WarSection 2: Turning PointsSection 3: Modern AmericaSection 4: The War on TerrorismChapter 19 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Primary Sources LibraryPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGazetteerGlossarySpanish GlossaryIndexAcknowledgments and Photo Credits

Feature ContentsNational Geographic Geography & HistoryPrimary Sources LibraryDocuments of America's HeritageTwo ViewpointsMore About…Technology & HistoryLinking Past & PresentWhat If…You DecideTIME NotebookWhy It MattersCauses and EffectsWhat Life Was Like…America's LiteratureSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People in HistoryFact Fiction FolklorePrimary Source QuotesCharts and GraphsNational Geographic Maps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 1400–1625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 1587–1770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 1763–1776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 1776–1783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 1777–1790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 1789–1800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 1800–1816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 1820–1860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 1820–1860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 1861–1865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: Reshaping the Nation, 1877–1929Section 1: The Western FrontierSection 2: Invention and IndustrySection 3: Reform at Home, Expansion AbroadSection 4: World War I and Its Aftermath

Chapter 19: The Making of Modern America, 1929–PresentSection 1: Depression and a Second World WarSection 2: Turning PointsSection 3: Modern AmericaSection 4: The War on Terrorism

Activity Workbook - Student EditionLocal history activitiesActivity 1: The First AmericansActivity 2: Exploring the AmericasActivity 3: Colonial AmericaActivity 4: The Colonies GrowActivity 5: Road to IndependenceActivity 6: The American RevolutionActivity 7: A More Perfect UnionActivity 8: A New NationActivity 9: The Jefferson EraActivity 10: Growth and ExpansionActivity 11: The Jackson EraActivity 12: Manifest DestinyActivity 13: North and SouthActivity 14: The Age of ReformActivity 15: Road to Civil WarActivity 16: The Civil WarActivity 17: Reconstruction and Its AftermathActivity 18: Reshaping the NationActivity 19: The Making of Modern America

Haitian Creole SummariesChapit 1: Premye Ameriken-yo, Soti Preyistwa rive ane 1492Chapit 2: Esplore Amerik- yo, 1400–1625Chapit 3: Amerik Kolonyal la, 1587–1770Chapit 4: Koloni yo Devlope, 1607–1770Chapit 5: Sou Wout Endepandans, 1763–1776Chapit 6: Revolisyon Ameriken an, 1776–1783Chapit 7: Yon Inyon Ki Pi Pafe, 1777–1790Chapit 8: Yon Nouvel Nasyon, 1789–1800Chapit 9: Epok Jefferson nan, 1800–1816Chapit 10: Devlopman ak Ekspansyon, 1790–1825Chapit 11: Epok Jackson nan, 1824–1845Chapit 12: Manifest Destiny, 1818–1853Chapit 13: No ak Sid, 1820–1860Chapit 14: Refom la, 1820–1860Chapit 15: Nan Wout pou Ge Sivil, 1820–1861Chapit 16: Ge sivil la, 1861–1865Chapit 17: Rekonstriksyon ak Sa Ki Vin Touswit Apre l' Yo, 1865–1896Chapit 18: Chanje Figi Nasyon an, 1877–1929Chapit 19: Mete Amerik Modèn nan sou Pye, 1929–Kounye-a

KCCT Practice WorkbookContentsOverviewGuide to Analyzing GraphicsKentucky Core Content for Assessment, Grade 8Depth of Knowledge LevelsDiagnostic TextStandardized Test PracticeActivity 1: Interpreting MapsActivity 2: Interpreting DigramsActivity 3: Interpreting Maps and DiagramsActivity 4: Interpreting Primary SourcesActivity 5: Perceiving Cause-and-Effect RelationshipsActivity 6: Distinguishing Between Fact and OpinionActivity 7: Drawing ConclusionsActivity 8: Detecting BiasActivity 9: Making InferencesActivity 10: Comparing and Contrasting

Practice Test

Reading Essentials and Study Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Study Guide 1-1: Early PeoplesStudy Guide 1-2: Cities and EmpiresStudy Guide 1-3: North American Peoples

Chapter 2: Exploring the Americas, 1400–1625Study Guide 2-1: A Changing WorldStudy Guide 2-2: Early ExplorationStudy Guide 2-3: Spain in AmericaStudy Guide 2-4: Exploring North America

Chapter 3: Colonial America, 1587–1770Study Guide 3-1: Early English SettlementsStudy Guide 3-2: New England ColoniesStudy Guide 3-3: Middle ColoniesStudy Guide 3-4: Southern Colonies

Chapter 4: The Colonies Grow, 1607–1770Study Guide 4-1: Life in the ColoniesStudy Guide 4-2: Government, Religion, and CultureStudy Guide 4-3: France and Britain ClashStudy Guide 4-4: The French and Indian War

Chapter 5: Road to Independence, 1763–1776Study Guide 5-1: Taxation Without RepresentationStudy Guide 5-2: Building Colonial UnityStudy Guide 5-3: A Call to ArmsStudy Guide 5-4: Moving Towards Independence

Chapter 6: The American Revolution, 1776–1783Study Guide 6-1: The Early YearsStudy Guide 6-2: The War ContinuesStudy Guide 6-3: The War Moves West and SouthStudy Guide 6-4: The War Is Won

Chapter 7: A More Perfect Union, 1777–1790Study Guide 7-1: The Articles of ConfederationStudy Guide 7-2: Convention and CompromiseStudy Guide 7-3: A New Plan of Government

Chapter 8: A New Nation, 1789–1800Study Guide 8-1: The First PresidentStudy Guide 8-2: Early ChallengesStudy Guide 8-3: The First Political Parties

Chapter 9: The Jefferson Era, 1800–1816Study Guide 9-1: The Republicans Take PowerStudy Guide 9-2: The Louisiana PurchaseStudy Guide 9-3: A Time of ConflictStudy Guide 9-4: The War of 1812

Chapter 10: Growth and Expansion, 1790–1825Study Guide 10-1: Economic GrowthStudy Guide 10-2: Westward BoundStudy Guide 10-3: Unity and Sectionalism

Chapter 11: The Jackson Era, 1824–1845Study Guide 11-1: Jacksonian DemocracyStudy Guide 11-2: Conflicts Over LandStudy Guide 11-3: Jackson and the Bank

Chapter 12: Manifest Destiny, 1818–1853Study Guide 12-1: The Oregon CountryStudy Guide 12-2: Independence for TexasStudy Guide 12-3: War with MexicoStudy Guide 12-4: New Setters in California and Utah

Chapter 13: North and South, 1820–1860Study Guide 13-1: The North’s EconomyStudy Guide 13-2: The North’s PeopleStudy Guide 13-3: Southern Cotton KingdomStudy Guide 13-4: The South’s People

Chapter 14: The Age of Reform, 1820–1860Study Guide 14-1: Social ReformStudy Guide 14-2: The AbolitionistsStudy Guide 14-3: The Women’s Movement

Chapter 15: Road to Civil War, 1820–1861Study Guide 15-1: Slavery and the WestStudy Guide 15-2: A Nation DividingStudy Guide 15-3: Challenges to SlaveryStudy Guide 15-4: Secession and War

Chapter 16: The Civil War, 1861–1865Study Guide 16-1: The Two SidesStudy Guide 16-2: Early Years of the WarStudy Guide 16-3: A Call for FreedomStudy Guide 16-4: Life During the Civil WarStudy Guide 16-5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Study Guide 17-1: Reconstruction PlansStudy Guide 17-2: Radicals in ControlStudy Guide 17-3: The South During ReconstructionStudy Guide 17-4: Change in the South

Chapter 18: Reshaping the Nation, 1877–1929Study Guide 18-1: The Western FrontierStudy Guide 18-2: Invention and IndustryStudy Guide 18-3: Reform at Home, Expansion AbroadStudy Guide 18-4: World War I and Its Aftermath

Chapter 19: The Making of Modern America, 1929–PresentStudy Guide 19-1: Depression and a Second World WarStudy Guide 19-2: Turning PointsStudy Guide 19-3: Modern AmericaStudy Guide 19-4: The War on Terrorism

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Los primeros americanos, prehistoria a 1492Guía de estudio 1-1: Los primeros pueblosGuía de estudio 1-2: Ciudades e imperiosGuía de estudio 1-3: Pueblos norteamericano

Capítulo 2: La exploración de las Américas, 1400–1625Guía de estudio 2-1: Un mundo cambianteGuía de estudio 2-2: Primeras exploracionesGuía de estudio 2-3: España en AméricaGuía de estudio 2-4: Exploración de Norteamérica

Capítulo 3: La América colonial, 1587–1770Guía de estudio 3-1: Primeros asentamientos inglesesGuía de estudio 3-2: Colonias de Nueva InglaterraGuía de estudio 3-3: Colonias del CentroGuía de estudio 3-4: Colonias del Sur

Capítulo 4: Las colonias prospera, 1607–1770Guía de estudio 4-1: La vida en las coloniasGuía de estudio 4-2: Gobierno, religión y culturaGuía de estudio 4-3: Choque entre Francia e InglaterraGuía de estudio 4-4: La guerra francesa e india

Capítulo 5: El camino hacia la independencia, 1763–1776Guía de estudio 5-1: Impuestos sin representaciónGuía de estudio 5-2: Formación de la unidad colonialGuía de estudio 5-3: Un llamado a las armasGuía de estudio 5-4: Avanzar hacia la independencia

Capítulo 6: La Revolución Estadounidense, 1776–1783Guía de estudio 6-1: Los primeros añosGuía de estudio 6-2: La guerra continúaGuía de estudio 6-3: La guerra se mueve hacia el Oeste y el SurGuía de estudio 6-4: La guerra se gana

Capítulo 7: Una unión más perfecta, 1777–1790Guía de estudio 7-1: Los artículos de la ConfederaciónGuía de estudio 7-2: Convención y compromisoGuía de estudio 7-3: Un nuevo plan de gobierno

Capítulo 8: Una nueva nación, 1879–1800Guía de estudio 8-1: El primer presidenteGuía de estudio 8-2: Primeros retosGuía de estudio 8-3: Los primeros partidos políticos

Capítulo 9: La era de Jefferson, 1800–1816Guía de estudio 9-1: Los republicanos toman el poderGuía de estudio 9-2: La compra de LouisianaGuía de estudio 9-3: Una época de conflictoGuía de estudio 9-4: La guerra de 1812

Capítulo 10: Crecimiento y expansión, 1790–1825Guía de estudio 10-1: Crecimiento económicoGuía de estudio 10-2: Rumbo al OesteGuía de estudio 10-3: Unidad y seccionalismo

Capítulo 11: La era Jackson, 1824–1845Guía de estudio 11-1: Democracia jacksonianaGuía de estudio 11-2: Conflictos por la tierraGuía de estudio 11-3: Jackson y el banco

Capítulo 12: El Destino Manifiesto, 1818–1853Guía de estudio 12-1: El país de OregónGuía de estudio 12-2: Independencia para TexasGuía de estudio 12-3: Guerra con MéxicoGuía de estudio 12-4: Nuevos colonos en California y Utah

Capítulo 13: El norte y el sur, 1820–1860Guía de estudio 13-1: La economía del NorteGuía de estudio 13-2: La gente del NorteGuía de estudio 13-3: El reino sureño del algodónGuía de estudio 13-4: La gente del Sur

Capítulo 14: La era de la reforma, 1820–1860Guía de estudio 14-1: Reforma socialGuía de estudio 14-2: Los abolicionistasGuía de estudio 14-3: El movimiento femenino

Capítulo 15: El camino a la Guerra Civil, 1820–1861Guía de estudio 15-1: La esclavitud y el OesteGuía de estudio 15-2: Una nación divididaGuía de estudio 15-3: Retos para la esclavitudGuía de estudio 15-4: Secesión y guerra

Capítulo 16: La Guerra Civil, 1861–1865Guía de estudio 16-1: Los dos bandosGuía de estudio 16-2: Los primeros años de la guerraGuía de estudio 16-3: Un llamado a la libertadGuía de estudio 16-4: La vida durante la guerra civilGuía de estudio 16-5: El camino a la victoria

Capítulo 17: La Reconstrucción y sus consecuencias, 1865–1896Guía de estudio 17-1: Planes de reconstrucciónGuía de estudio 17-2: Los radicales toman el controlGuía de estudio 17-3: El Sur durante la reconstrucciónGuía de estudio 17-4: Cambio en el Sur

Capítulo 18: La reforma de la nación, 1877–1929Guía de estudio 18-1: La frontera del oesteGuía de estudio 18-2: Inventos e industriaGuía de estudio 18-3: Reforma en casa, expansión en el extranjeroGuía de estudio 18-4: La Primera Guerra Mundial y sus consecuencias

Capítulo 19: La creación de una nación moderna, 1929–presenteGuía de estudio 19-1: Depresión y una Segunda Guerra MundialGuía de estudio 19-2: Momentos decisivosGuía de estudio 19-3: El moderno Estados UnidosGuía de estudio 19-4: La guerra contra el terrorismo

Spanish SummariesCapítulo 1: Los primeros americanos, prehistoria a 1492Capítulo 2: La exploración de las Américas, 1400–1625Capítulo 3: La América colonial, 1587–1770Capítulo 4: Las colonias prospera, 1607–1770Capítulo 5: El camino hacia la independencia, 1763–1776Capítulo 6: La Revolución Estadounidense, 1776–1783Capítulo 7: Una unión más perfecta, 1777–1790Capítulo 8: Una nueva nación, 1879–1800Capítulo 9: La era de Jefferson, 1800–1816Capítulo 10: Crecimiento y expansión, 1790–1825Capítulo 11: La era Jackson, 1824–1845Capítulo 12: El Destino Manifiesto, 1818–1853Capítulo 13: El norte y el sur, 1820–1860Capítulo 14: La era de la reforma, 1820–1860Capítulo 15: El camino a la Guerra Civil, 1820–1861Capítulo 16: La Guerra Civil, 1861–1865Capítulo 17: La Reconstrucción y sus consecuencias, 1865–1896Capítulo 18: La reforma de la nación, 1877–1929Capítulo 19: La creación de una nación moderna, 1929–presente

Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity 1: Arranging Events in Sequential OrderActivity 2: Interpreting Charts and TablesActivity 3: Using Bar Graphs to Interpret DataActivity 4: Using the Scale of Distance on a MapActivity 5: Distinguishing Between Fact and NonfactActivity 6: Descriptive Writing About a VisualActivity 7: Comparing and ContrastingActivity 8: Making InferencesActivity 9: Drawing ConclusionsActivity 10: Interpreting DiagramsActivity