UNIT+7+--+HOW+COME+THIS+COTTON+FEELS+LIKE+SLAVERY+WHEN+I+WEAR+IT?

__AP Topics__

 * The Crisis of the Union Chapters 14, 15**
 * Pro- and antislavery arguments and conflicts pp. 389–410, 414–417
 * Compromise of 1850 and popular sovereignty pp. 391–395
 * The Kansas-Nebraska Act and the emergence of the Republican Party pp. 396–402
 * Abraham Lincoln, the election of 1860, and secession pp. 402–413, 419–424

**Chapter Objectives**
1. List and analyze the following suggestions made to solve the problem of extending slavery to new territories after the Mexican War: (a) Wilmot Proviso, (b) extension of the Missouri Compromise line, (c) squatter sovereignty, and (d) President Taylor's solution.

2. Identify the candidates and explain the platforms and outcomes of the presidential elections from 1848 to 1860.

3. Describe the series of resolutions that resulted in the Compromise of 1850.

4. Explain the motivations for and the consequences of the Kansas-Nebraska Act of 1854.

5. Contrast the intent and results of the Ostend Manifesto.

6. Analyze the reasons for shifting political alignments in this era, specifically: (a) the rise and fall of the Free-Soil party, (b) the disintegration of the Whig party, (c) the appearance and brief success of the Know-Nothing party, and (d) the emergence and victory of the Republican party.

7. Trace the development of attempts to win Kansas by the proslavery and antislavery forces, noting specifically: (a) the “sack of Lawrence,” (b) the role of John Brown, and (c) the Lecompton Constitution.

8. Discuss the effects of social and cultural sectionalism in preparing the path for southern secession.

9. Discuss the background, final decision, criticisms, and implications of the Dred Scott case of 1857.

10. Contrast the positions taken by Republican Abraham Lincoln and Democrat Stephen Douglas in the debates held for the Illinois Senate race of 1858.

11. Explain the intensification of southern fears regarding a possible Republican victory in the election of 1860, especially in light of John Brown's 1859 raid on Harpers Ferry, Virginia, and the 1860 contest for Speaker of the House.

12. Contrast the various historical interpretations that have been advanced to explain the reasons for southern secession.



[|Chapter 14 Resources]



[|Chapter 11 Quiz]
Make sure that I record your results before you submit them.

The DBQ & You
Let's review DBQ strategies, shall we? For this unit, you will be analyzing the following guiding question, which will culminate in a DBQ at the end of the unit. We will break this down one step at a time. As we go through this process, I want to challenge you to come up with a primary source strategy that you prefer to APPARTS. We will make it our new strategy for analyzing primary sources from here on out. Here's your guiding question for the unit:


 * What issues arose in the period 1848-1860, ulitmately leading to the outbreak of civil war in 1861? In your response, draw on your knowledge of the time period in question, as well as the information in the documents.**

Chapter 14 Interactive Timeline
To begin answering this question effectively we need to begin developing a timeline of events from 1848 to 1860, so let's start that process now. It really begins with the Wilmot Proviso of 1846, so we had better start there. Today, we will start there and end with the Election of 1856. When making your timeline, you need to focus on highlights. You need to think about what you would realistically be able to address during the timeframe of the DBQ.

Chapter 14 Interactive Timeline E Chapter 14 Interactive Timeline G

Primary Source Analysis
We now have a sense of the core issues impacting the nation up to the Election of 1856, so let's take a look at some documents now. First, we need to come up with a strategy of our own that you will want to use from here on out to analyze primary source documents. This question presents us with more than just text-based documents, so keep that in mind when creating your strategy. I look forward to seeing what you create.

Primary Source Strategy G
After you create your new primary source strategy, begin applying it to the documents associated with this question. Let's just do a few today: Documents 1, 2, and 9.


 * Homework:** Finish Chapter 14 and prepare to finish our timeline and analyzing the primary sources next class. The DBQ will be due the following class.

Document Analysis Roundtable
Three groups--three documents! Let's begin class with a jigsaw where you share your documentary analysis team's findings with two partners from the other teams. I will come around for Q&A.

Chapter 14 Brainstorming
What other issues arose from last night's reading that help us answer our original question?


 * What issues arose in the period 1848-1860, ulitmately leading to the outbreak of civil war in 1861? In your response, draw on your knowledge of the time period in question, as well as the information in the documents.**

Now, we need to plug these issues into our interactive timeline, so that we have these ideas to draw from when writing our essays.

Chapter 14 Interactive Timeline E Chapter 14 Interactive Timeline G

Chapter 14 DBQ Document Analysis Depot
Now, you will have time to analyze the remaining primary sources using APPARTS or APPARMS as assigned in your teams. We need to make time for a final Document Analysis Roundtable at the end of class, so that you all will have analyzed all the documents before class ends.


 * Homework:** Sectional Crisis DBQ Due