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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 968–969 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.
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“A house dividedagainst itself
cannot stand.”—Abraham Lincoln, 1858
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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 Journey Video The chapter 15 video, “Secrets of the
Under-ground 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
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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 taj.glencoe.com andclick on Chapter
15—Chapter Overviews to pre-view chapter information.
African Americans in 1850 About 425,000 African Americans in
theUnited States were free while 3.2 million lived in slavery.
CHAPTER 15 Road to Civil War
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
http://www.glencoe.com/sec/socialstudies/ushistory/taj2003/content.php4/272/1
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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
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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
cri-
sis by allowing Missouri’s admittance as a slavestate while
simultaneously admitting Maine as afree state. Maine, formerly part
of Massachu-setts, had also applied for admission to theUnion. The
Senate also sought to settle the issueof slavery in the territories
for good. It proposedprohibiting slavery in the remainder of
theLouisiana Purchase north of 36º30’N latitude.
Speaker of the House Henry Clay of Ken-tucky skillfully
maneuvered the Senate bill topassage in 1820 by dividing it into
three propos-als. The Missouri Compromise preserved thebalance
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.
CHAPTER 15 Road to Civil War
Polk campaign banner
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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.
438 CHAPTER 15 Road to Civil War
“I know noSouth, noNorth, no
East, no West,to which
I owe any allegiance.”
—Henry Clay
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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
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440 CHAPTER 15 Road to Civil War
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.
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
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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
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442 CHAPTER 15 Road to Civil War
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.
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WASHINGTONTERR.
NEBRASKATERR.
KANSASTERR.
OREGONTERR.
443
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.
Slavery and Sectionalism
OREGONTERR.
UTAHTERR.
NEW MEXICOTERR.
CALIF.(1850)
UNORGANIZEDTERR.
MINNESOTATERR.
1. Region How did the Kansas–Nebraska Act change theamount of
territory open to slaveholding?
2. Analyzing Information What territories were non-slaveholding
in 1854?
Free statesSlave statesTerritory closedto slaveholding
Territory opento slaveholding
Indian Territory
Kansas–Nebraska Act, 1854The Compromise of 1850
-
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 referringto “Bleeding Kansas” and “the Civil War
inKansas.” A civil war is a conflict between citizensof the same
country. Not until October of 1856 didJohn Geary, the newly
appointed territorial gover-nor, stop the bloodshed in Kansas. He
suppressedguerrilla forces and used 1,300 federal 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?
444 CHAPTER 15 Road to 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
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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
CHAPTER 15 Road to Civil War
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
446 CHAPTER 15 Road to Civil War
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 997 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.
CHAPTER 15 Road to Civil War
-
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 wasconvicted of treason and murder and was
sen-tenced to hang. His execution caused an uproarin the North.
Some antislavery Northerners,including Republican leaders,
denouncedBrown’s use of violence. Others viewed Brownas a hero.
Writer Ralph Waldo Emerson calledBrown a martyr—a person who dies
for a greatcause.
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?
448 CHAPTER 15 Road to Civil War
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 the stagesin the development of the
RepublicanParty.
Reviewing Themes3. Continuity and Change How did
the Dred Scott decision reverse aprevious decision made by
Congress?
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 Artifacts Examine the
poster on page 445. What is theposter advertising? Explain why
someof the phrases are in larger type.
Government Draw a political cartoon that illustrates
Lincoln’sstatement “A house divided againstitself cannot
stand.”
Lincoln–Douglas Debates
Lincoln’s position Douglas’s position
-
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
CHAPTER 15 Road to Civil 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.
450 CHAPTER 15 Road to Civil War
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
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?
-
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 nottrust the party, fearing that the
Republicanadministration would not protect Southernrights. On
December 20, 1860, the South’s long-standing threat to leave the
Union became areality when South Carolina held a special
con-vention and voted 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?
452 CHAPTER 15 Road to Civil War
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.
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?
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
-
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?
CHAPTER 15 Road to Civil War 453
Citizenship Make up a campaignslogan or song for Abraham
Lin-coln, Stephen A. Douglas, John C.Breckinridge, or John Bell in
the1860 presidential election.
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 taj.glencoe.com andclick on Chapter
15—Student Web Activitiesfor an activity on theperiod leading up to
theCivil War.
http://www.glencoe.com/qe/qe37.php?&st=272&pt=2&bk=13
-
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
••
••
••
••
•
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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
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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 taj.glencoe.com and click on Chapter
15—Self-Check Quizzes to prepare for the chapter test.
HISTORY
CHAPTER 15 Road to Civil War 457
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.
Standardized Test Practice
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 Make a list
of 10 important
events that you read about in Chapter 15. Next select thetwo
events that you think did the most to create conflictbetween the
North and South. Write a one-page essay inwhich you explain how
these events led to conflict.
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
http://www.glencoe.com/qe/qe37.php?&st=272&pt=3&bk=13
The American JourneyTable of ContentsHow Do I Study
History?National Geographic Reference AtlasUnited States
PoliticalUnited States PhysicalUnited States Territorial
GrowthNorth America PhysicalNorth America PoliticalMiddle East
Physical/PoliticalWorld PoliticalUnited States Facts
Geography HandbookWhat Is Geography?How Do I Study Geography?How
Do I Use Maps?How Does Geography Influence History?Geographic
Dictionary
Be an Active ReaderUnit 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: Citizen's
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: Reshaping the Nation: 1858–1914Chapter 18: The Western
Frontier, 1858–1896Section 1: The Mining BoomsSection 2: Ranchers
and FarmersSection 3: Native American StrugglesSection 4: Farmers
in ProtestChapter 18 Assessment and Activities
Chapter 19: The Growth of Industry, 1865–1914Section 1:
Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big
BusinessSection 4: Industrial WorkersChapter 19 Assessment and
Activities
Chapter 20: Toward an Urban America, 1865–1914Section 1: The New
ImmigrantsSection 2: Moving to the CitySection 3: A Changing
CultureChapter 20 Assessment and Activities
Unit 8: Reform, Expansion, and War: 1865–1920Chapter 21:
Progressive Reforms, 1877–1920Section 1: The Progressive
MovementSection 2: Women and ProgressivesSection 3: Progressive
PresidentsSection 4: Excluded from ReformChapter 21 Assessment and
Activities
Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding
HorizonsSection 2: Imperialism in the PacificSection 3:
Spanish-American WarSection 4: Latin American PoliciesChapter 22
Assessment and Activities
Chapter 23: World War I, 1914–1919Section 1: War in
EuropeSection 2: America's Road to WarSection 3: Americans Join the
AlliesSection 4: The War at HomeSection 5: Searching for
PeaceChapter 23 Assessment and Activities
Unit 9: Turbulent Decades: 1919–1945Chapter 24: The Jazz Age,
1919–1929Section 1: Time of TurmoilSection 2: Desire for
NormalcySection 3: A Booming EconomySection 4: The Roaring
TwentiesChapter 24 Assessment and Activities
Chapter 25: The Depression and FDR, 1929–1941Section 1: The
Great DepressionSection 2: Roosevelt's New DealSection 3: Life
During the DepressionSection 4: Effects of the New DealChapter 25
Assessment and Activities
Chapter 26: World War II, 1939–1945Section 1: Road to WarSection
2: War BeginsSection 3: On the Home FrontSection 4: War in Europe
and AfricaSection 5: War in the PacificChapter 26 Assessment and
Activities
Unit 10: Turning Points: 1945–1975Chapter 27: The Cold War Era,
1945–1954Section 1: Cold War OriginsSection 2: Postwar
PoliticsSection 3: The Korean WarSection 4: The Red ScareChapter 27
Assessment and Activities
Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower
in the White HouseSection 2: 1950s ProsperitySection 3: Problems in
a Time of PlentyChapter 28 Assessment and Activities
Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil
Rights MovementSection 2: Kennedy and JohnsonSection 3: The
Struggle ContinuesSection 4: Other Groups Seek RightsChapter 29
Assessment and Activities
Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's
Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years
at HomeSection 4: Nixon and VietnamChapter 30 Assessment and
Activities
Unit 11: Modern America: 1968–PresentChapter 31: Search for
Stability, 1968–1981Section 1: Nixon's Foreign PolicySection 2:
Nixon and WatergateSection 3: The Carter PresidencyChapter 31
Assessment and Activities
Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan
PresidencySection 2: The Bush PresidencySection 3: A New
CenturySection 4: The War on TerrorismChapter 32 Assessment and
Activities
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