Monday 11-19-18I can explain how ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

I can explain how debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

Agenda Homework1. Discuss, etc. Zinn 92. APUSH Review Team Quotes & Sources for AP 18& 193. Document Set on American Slavery #2

1. Study for Test #72. Sweet Articles to read for Enrichment and puzzlement…How Walter Scott Started the American Civil WarWhat Does 'Sold Down The River' Really Mean? The Answer Isn't Pretty

Prompt 63

Connect the following terms in a meaningful topic sentence. Defend your topic sentence in a well-organized paragraph.

Kansas-Nebraska Act – Missouri Compromise

Document Comparisons from Zinn 9

“Slavery Without Submission, Emancipation Without Freedom”

Directions: Study the following documents and answer the questions on a separate sheet of paper. Use your teams to 1. Explain a relationship you can identify between Doc 1 and Doc 2.

Doc 1Doc 2

“the conduct of the Negro in the late crisis of our affairs has convinced me that we were all laboring under a delusion.... I believed that these people were content, happy, and attached to their masters. But events and reflection have caused me to change these positions.. .. If they were content, happy and attached to their masters, why did they desert him in the moment of his need and flock to an enemy, whom they did not know; and thus left their perhaps really good masters whom they did know from infancy?”

South Carolina Planter writing to the New York Tribune in 1865

2. What do you think General Cobb is saying in Doc 6? 3. Explain a relationship between Docs 3-5 and Doc 6.

Doc 3 Doc 4 Doc 5

Doc 6“The day you make soldiers of them is the beginning of the end of the revolution. If slaves will make good soldiers our whole theory of slavery is wrong but they won't make soldiers. As a class they are wanting in every qualification of a soldier. Better by far to yield to the demands of England and France and abolish slavery, and thereby purchase their aid, than to resort to this policy, which leads as certainly to ruin and subjugation as it is adopted; you want more soldiers, and hence the proposition to take negroes into the Army.”

letter from CSA General Howell Cobb toCSA Secretary of War, James A. Seddon

(January 8, 1865)

4. Defend Thomas Hall’s claim using specific historical evidence. Doc 7

“Lincoln got the praise for freeing us, but did he do it? He gave us freedom without giving us any chance to live to ourselves and we still had to depend on the southern white man for work, food, and clothing, and he held us out of necessity and want in a state of servitude but little better than slavery.”

Thomas Hall as told to the Federal Writers' Project

5. What was the Compromise of 1877? 6. Explain the claim that Woodward makes in his quote.

Doc 8“The Compromise of 1877 did not restore the old order in the South. … It did assure the dominant whites political autonomy and non-intervention in matters of race policy and promised them a share in the blessings of the new economic order. In return, the South became, in effect, a satellite of the dominant region. .. .”

Historian, C. Vann Woodward

7. Compare the positions of the two speakers in Docs 9 & 10. Doc 9

“cast down your bucket where you are”Booker T. Washington, Founder of the Tuskegee Institute

Compare to:Doc 10

“God wept; but that mattered little to an unbelieving age; what mattered most was that the world wept and still is weeping and blind with tears and blood. For there began to rise in America in 1876 a new capitalism and a new enslavement of labor.”

W.E.B. DuBois, Black Reconstruction

Document Set on American Slavery #21. Read the documents and explain the relationship between them. 2. Compare these documents to the 1832 commencement address at UNC (William Gaston) from Document Set on American Slavery #1.

Document 1 To make the matter short, I say I am in favor of the election of Fremont to the Presidency; and these are my reasons for my preference: …

2d. Because Fremont is on the right side of the great question which now disturbs the public peace. Opposition to slavery extension is neither a Northern or a sectionalism. It originated with the great Southern statesmen of the Revolution. Washington, Jefferson, Patrick Henry, Madison, and Randolph were all opposed to slavery in the abstract, and were all opposed to admitting it into new territory.… Many of these great men were slaveholders; but they did not let self-interest blind them to the evils of the system. Jefferson says that slavery exerts an evil influence both upon the whites and the blacks…

Born in the “good old North State,” I cherish a love for her and her people that I bear to no other State or people. It will ever be my sincere wish to advance her interests. I also love the Union of the States, secured as it was by the blood and toil of my ancestors; and whatever influence I possess, though small it may be, shall be exerted for its preservation. I do not claim infallibility for my opinions. Wiser and better men have been mistaken. But holding as I do the doctrines once advocated by Washington and Jefferson, I think I should be met by argument and not by denunciation. At any rate, those who prefer to denounce me should at least support their charges by their own name.

B. S. HEDRICK, Chapel Hill, October 1st, 1856.

Document 2The Faculty met under a summons from the President at 12 o’clock. A.M.

All the members were present.

The President stated to the Faculty, that in accordance with the course which he deemed his duty to pursue, with reference to the selection of a chaplain, to deliver the valedictory sermon to the Senior Class at the last commencement, he felt himself called upon to direct their attention to the publication of Professor Hedrick in the North Carolina Standard of Saturday. Very few remarks in addition to those submitted to the Senior Class on that occasion, will suffice in relation to the present subject.

In an institution sustained like this by all denominations and parties, nothing should be permitted to be done, calculated to disturb the harmonious intercourse of those who support, and those who direct and govern it. Mr Hedrick’s testimony, as student and Professor, that he “know of no institution North or South, from which partisan politics and sectarian religion are so carefully excluded”, will be received with perfect credence by our graduates, and by all familiar with the state of things among us.

To secure an end so essential to the reputation, prosperity and usefulness of the University, cautious forbearance has been practised by the Faculty and enjoined upon the students in relation to these subjects. The sermons, delivered on the Sabbath in the college chapel, have been confined to an exhibition of the leading doctrines of Christianity, with respect to which, no difference of opinion exists among us, and no student during the last twenty years, has been permitted to discuss upon the public stage, any question of party politics. This course, upon the part of all, has been regarded as not merely necessary to internal harmony and quiet, in unison with kind feelings and good taste, but as due to numbers of persons of different tenets and opinions, who honour us by their attendance upon our public exercises, and have a right to respectful considerations.

On motion of Dr Mitchell, seconded by Prof Fetter, the President’s communication was referred to a committee consisting of Dr Mitchell, Dr Phillips, and Prof Hubbard, who reported the following Resolutions:

Resolved

That the course pursued by Prof Hedrick, as set forth in his publications in the North Carolina Standard of the 4th inst. is not warranted by our usages, and that the political opinions expressed are not those entertained by any other member of this body.

That while we feel bound to declare our sentiments freely upon this occasion, we entertain none other than feelings of personal respect and kindness for the subject of them, and sincerely regret the indiscretion into which he seems in this instance to have fallen.

After a brief discussion, the Resolutions were adopted by the following vote:

Aye — Messrs. Mitchell, Phillips, Fetter Hubbard, Wheat, Shipp, C. Phillips, Brown, Pool, Lucas, Battle and Wetmore.

Nay — Mr Herrisse, who said he voted in the negative “simply on the ground that the Faculty is neither charged with Black Republicanism, nor like to be suspected of it.”

Proceedings of the Faculty of the University of North Carolina, October 6, 1856.

Document 3Raleigh Oct 11, 1856

Executive Committee met.

Present

His Excy. Gov. Bragg , Prest J. H. Bryan 

D. W. Courts C. L. Hinton Ch. Manly 

B. F. Moore R. M. Saunders 

The Prest laid before the Committee a political essay of Prof. B. S. Hedrick's published in the N. Carolina Standard of the 4thinstant together with sundry letters & papers relating thereto,

whereupon

Resolved that the Executive Committee have seen with great regret the publication of Prof. Hedrick  in the Standard of the 4thinst.; because it violates the established usage of

the University which forbids any Professor to become an Agitator in the exciting politics of the day; & is well calculated to injure the prosperity & usefulness of the Institution.

Resolved that the prompt action of a majority of the Faculty of the University on the 6th in. meets with the cordial approbation of this Committee.

Resolved that in the Opinion of this Committee Mr Hedrick has greatly, if not entirely destroyed his power to be of further benefit to the University in the office which he now fills.

The President also laid before the Committee a supplemental memorial & statement of Mr H. Herrisse the Instructor in French, in addition to that of the last meeting, setting forth a want of

discipline & maladministration of the affairs & government of the College by the Faculty; & he submitted also a copy of the Journal of the Faculty in pursuance of a Resolution of the last

meeting & other papers relating to this subject, when it was ordered that the whole matter be laid upon the Table.

Ordered that the Secretary furnish the President with a copy of the foregoing minutes to be laid before the Faculty—

Committee adjourned.

Executive Committee of the UNC Board of Trustees Minutes, October 11, 1856

Guilford College: Child of the Second Great Awakening & Civil War

Investigation Instructions:

1. Read the “Quaker Heritage” page from the Guilford College Website. Take notes on the history of the school (when founded, who, why, etc.).

2. Use the map of Guilford College to find the following names associated with the college.

George Fox Quadrangle Elizabeth Frye

Nathan Hunt Levi Coffin Mary Hobbs

3. Research the people from #2 and create a short report (400-500 words) that links Guilford College to US history with an emphasis on the movements of the Second Great Awakening.

From Levi Coffin, Reminiscences of Levi Coffin, the Reputed President of the Underground Railroad: Being a Brief History of the Labors of a Lifetime in Behalf of the Slave, with the Stories of Numerous Fugitives, who Gained Their Freedom Through His Instrumentality, and Many Other Incidents. 1880.

I now come to the relation of an occurrence in which, strange as it may seem, I turned slave-hunter. A gentleman by the name of Barnes, who lived in the eastern part of the State, had a body servant named Jack, to whom he was much attached. Barnes was a bachelor, with no direct heirs, and being in ill-health, he made his will, in which, as was allowed by a provision of the law, he bequeathed to Jack his freedom for faithfulness and meritorious conduct, also a considerable portion of his estate.

At his death, distant relatives flocked to the scene, seized upon the property and entered suit to contest the will. Jack knew very well that from Southern courts of justice he could expect no favor; so procuring a copy of the will, and a certificate of good conduct, signed by several leading white men of the place, who were friendly to him, he sought a more secure place in which to await the decision of the court.

He had heard of a settlement of Quakers at New Garden, near Greensboro, Guilford County, who were opposed to slavery and friendly to colored people. He obtained directions to aid him in finding this place, and left home privately, that it might not be known where he was if the case should go against him. He reached New Garden safely, was introduced to me, and I took him to my father’s house.

Jack remained in our neighborhood for some time, employed on the farms of my father, of Vestal Coffin, and others, and proved himself to be an industrious and faithful servant. He won the esteem and sympathy of all who knew him and his story, by his steady habits, intelligent character and manly deportment.

He came to New Garden in the fall of 1821, and in the following March received the news that the case in court had been decided against him. The property that had been willed to him was turned over to the relatives of his master, and he was consigned again to slavery. The judge decided that Barnes was not in his right mind at the time he made the will; this was apparent from the nature of the will. The heirs took possession of the property, but where was Jack, the able-bodied valuable servant, who also belonged to them? He was not to be found, and they advertised in the papers, offering one hundred dollars reward to any one who would secure him till they could get hold of him, or give information that would lead to his discovery.

This advertisement appeared in the paper published at Greensboro, and when Jack saw it he was greatly alarmed. The questions which occupied his mind and with which he greeted his friends were, “What shall I do? Can I get to a free State, or any place, where I can enjoy liberty in safety?”

It was decided that for the present he must be concealed, and he was secreted among his friends, part of the time at our house, and part at the house of Vestal Coffin. A council was held by Jack’s friends to devise some plan to get him to a free State. Bethuel Coffin, my uncle, who lived a few miles distant, was then preparing to go to Indiana, on a visit to his children and relatives who had settled there. He would be accompanied by his son Elisha, then living in Randolph County, and by his daughter Mary. They intended to make the journey in a two-horse wagon, taking with them provisions and cooking utensils, and camp out on the way. This was the usual mode of traveling in those days.

The road they proposed to take was called the Kanawha road. It was the nearest route, but led through a mountainous wilderness, most of the way. Crossing Dan River, it led by way of Patrick Court-House, Virginia, to Maberry’s Gap, in the Blue Ridge mountains, thence across Clinch mountain, by way of Pack’s ferry on New River, thence across White Oak mountain to the falls of the Kanawha, and down that river to the Ohio, crossing at Gallipolis.

This was thought to be a safe route for Jack to travel, as it was very thinly inhabited, and it was decided that my cousin Vestal and I should go to see our uncle, and learn if he was willing to incur the risk and take Jack with him to Indiana. He said he was willing, and all the arrangements were made, and the time for starting fixed. The night after they started, Vestal Coffin took Jack, on horseback, to Dan River, about twenty miles distant, where they camped the first night, and where the fugitive joined them.

Period 4 Claims

A. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Period 5: 1844-1877

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Reading Schedule for Turning Points / AP US History 2018-2019

Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

10/29 – M Test #5 (AP 13-15)10/30 – T American Pageant 348-349, 350-359 (Ch 16)10/31 – W American Pageant 359-370 (Ch 16)11/1 – Th Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)11/2 – F American Pageant 371-378 (Ch 17)

11/5 – M American Pageant 378-389 (Ch 17)11/6 – T Review11/7 – W Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/8 – Th Test #6 (AP 16-17) End Period 4 (1800-1848)11/9 – F American Pageant 390-401 (Ch 18) Start Period 5 (1844-1877)

NHD Project Presentation & Check-in #1

11/12 – M No School – Veterans’ Day (Armistice Day)11/13 – T American Pageant 401-408 (Ch 18)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/14 – W Review11/15 – Th American Pageant 409-422 (Ch 19)11/16 – F American Pageant 422-433 (Ch 19)

11/19 – M Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” (About 40 pages!)

11/20 – T Test #7 (18-19)11/21 – W Thanksgiving Break11/22 – Th Thanksgiving Break11/23 – F Thanksgiving Break

11/26 – M American Pageant 434-443 (Ch 20)11/27 – T American Pageant 443-452 (Ch 20)11/28 – W American Pageant 453-462 (Ch 21)11/29 – Th American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3 pages)11/30 – F American Pageant 469-478 (Ch 21)

NHD Project Presentation & Check-in #2

12/3 – M Zinn 10 “The Other Civil War” (About 40 pages!)12/4 – T American Pageant 479-490 (Ch 22)12/5 – W American Pageant 490-501 (Ch 22)12/6 – Th Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/7 – F Test # 8 (20-22) End Period 5 (1844-1877)

12/10 – M American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)NHD Project Presentation & Check-in #3

12/11 – T American Pageant 510-520 (Ch 23)12/12 – W American Pageant 521-529 (Ch 23)12/13 – Th American Pageant 530-538 (Ch 24)12/14 – F American Pageant 538-547 (Ch 24)

12/17 – M American Pageant 547-557 (Ch 24)NHD Final Project Due

12/18 – T EXAMS?12/19 – W EXAMS?12/20 – Th EXAMS?12/21 – F Teacher Workday?

12/24 – M WINTER BREAK12/25 – T WINTER BREAK12/26 – W WINTER BREAK12/27 – Th WINTER BREAK12/28 – F WINTER BREAK

12/31 – M WINTER BREAK1/1/19 – T WINTER BREAK1/2/19 – W Teacher Workday?1/3/19 – Th Zinn 11 “Robber Barons and Rebels” (About 43 pages!)1/4/19 – F American Pageant 558-572 (Ch 25)