06: Expansion and Sectionalism

06: Expansion and Sectionalism

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The Most Infamous Floor Brawl in the History of the U.S. House of Representatives | US House of Representatives: History, Art & Archives
The Most Infamous Floor Brawl in the History of the U.S. House of Representatives | US House of Representatives: History, Art & Archives
Short descriptive article on one of the biggest fistfights in the history of Congress. Instead of making students memorize and forget the five elements of the Compromise of 1850, teachers should let students know that this is what was happening in Congress itself.
·history.house.gov·
The Most Infamous Floor Brawl in the History of the U.S. House of Representatives | US House of Representatives: History, Art & Archives
An Act to prohibit the giving or accepting, within the District of Columbia, of a challenge to fight a duel, and for the punishment thereof.
An Act to prohibit the giving or accepting, within the District of Columbia, of a challenge to fight a duel, and for the punishment thereof.
Congress passed a law against dueling in the District of Columbia in 1839. Insults, bullying and the threats of duels and duels themselves, permeated the arguments over slavery in Congress but they are absent from the traditional narrative canon. What questions could students raise by seeing this law by itself? Could they make the connection to the fight over slavery? Or, at the very least, would they better understand the nature of the sectional debate in Congress is they knew this happened?
·loc.gov·
An Act to prohibit the giving or accepting, within the District of Columbia, of a challenge to fight a duel, and for the punishment thereof.
The Amistad Commission’s Literacy Components for Primary Grades
The Amistad Commission’s Literacy Components for Primary Grades
Notice the title "Under the Quilt of Night" which references the quilt codes that supposedly used by runaway slaves. The subject of quilts has been the subject of hot debate among historians because there is no evidence they existed. The debate last arouse in connection with a Frederick Douglas statue in Central Park. This is material for a 9th grade lesson plan - investigate the record and contact the Amistad Commission with the results
·nj.gov·
The Amistad Commission’s Literacy Components for Primary Grades
Why historians are fighting about “No Irish Need Apply” signs — and why it matters - Vox
Why historians are fighting about “No Irish Need Apply” signs — and why it matters - Vox
It is far more effective to have students read this article about disputes over historical evidence than it is to read just one explanation of a period in history. Plus - this one involves a 14 year old arguing, some say successfully, with a college professor
·vox.com·
Why historians are fighting about “No Irish Need Apply” signs — and why it matters - Vox
How is slavery taught in America? Schools struggle to teach it well - The Washington Post
How is slavery taught in America? Schools struggle to teach it well - The Washington Post
Instead of having students read the textbook section on slavery - have them read this instead. What are the differences between history as it is practiced and history as it is taught?
According to a <a href="https://www.sentencingproject.org/publications/un-report-on-racial-disparities/" target="_blank">2018 report to the United Nations</a> by the Sentencing Project, a nonprofit organization that advocates reducing racial disparities in prison sentences, American judges will send one in three black boys born in 2001 to prison in their lifetimes, compared with one in 17 white boys born the same year.
·washingtonpost.com·
How is slavery taught in America? Schools struggle to teach it well - The Washington Post
A measuring rod to test text books, and reference books in schools, colleges and libraries : Rutherford, Mildred Lewis, 1852-1928
A measuring rod to test text books, and reference books in schools, colleges and libraries : Rutherford, Mildred Lewis, 1852-1928
A quick look through pages 4 and 5 should convince teachers they can use this with students - It's textbook adoption advice from the United Daughters of the Confederacy to guide schools in the 1930s. This shows how historical understandings can be manipulated - students can explore the statements on page 5 or look through the primary documents in the booklet - how does the UDC weaponize primary source documents
·archive.org·
A measuring rod to test text books, and reference books in schools, colleges and libraries : Rutherford, Mildred Lewis, 1852-1928
Nat Turner, Freedom Fighter | Teaching Tolerance
Nat Turner, Freedom Fighter | Teaching Tolerance
Enslaved people who dreamed of freedom followed Nat once they heard the code. Since it was illegal for them to escape from plantations, the group did whatever they could to prevent their enslavers from stopping them. This meant Nat’s journey to freedom had now become a revolt or rebellion. In order to succeed, he and the others had to attack anyone who stood in their way.
I have one source that says that 10 men were killed, 20 women and 40 children - this article makes it sound as if they killed people "who stood in their way". There are other sources that put the total at 55- 60; it is easy to see that many of the victims were women and children
·tolerance.org·
Nat Turner, Freedom Fighter | Teaching Tolerance
"The GOP organized in the 1850s" Heather Cox Richardson (TDPR) on Twitter:
"The GOP organized in the 1850s" Heather Cox Richardson (TDPR) on Twitter:
This narrative of the sectionalism and the growth of the Republican party is every bit as valid as the narrative canon, though its significantly different. The bullet point nature of this Twiiter thread and its natural inclusion of primary source documents makes this a strong candidate as the baseline reading assignment for US history students
·twitter.com·
"The GOP organized in the 1850s" Heather Cox Richardson (TDPR) on Twitter:
American Slavery As It Is: ., by Theodore Weld, 1839 (Book)
American Slavery As It Is: ., by Theodore Weld, 1839 (Book)
This is the raw material of slave narratives, compiled at the time of slavery. Published by the American Anti-Slavery Society, this book was thought to be used by Harriet Beecher Stowe to gather material for Uncle Tom's Cabin. Teachers can have students search the text ("whip", "force", "eat", "sear", "burn", "girl", "infant", etc.)
·archive.org·
American Slavery As It Is: ., by Theodore Weld, 1839 (Book)
U.S. Senate: Clay's Last Compromise
U.S. Senate: Clay's Last Compromise
John C Calhoun held up what he claimed was a piece of George Washington's coffin while introducing the bills that would become the Compromise of 1850
He had recently called for the federal government to buy George Washington’s Mount Vernon estate. In gratitude, a supporter had presented Clay with a fragment of wood from Washington’s coffin. Was it portentous that this object had been presented to him, Clay asked? Was it a sign that the nation founded by Washington was dying? “No, sir, no,” thundered Clay, holding up the relic. “It was a warning voice, coming from the grave to the Congress ... to beware, to pause, to reflect before they lend themselves to any purposes which shall destroy the Union.”
·senate.gov·
U.S. Senate: Clay's Last Compromise
"Mud Sill" Speech in the Senate, by James Hammond, 1858 (Speech)
"Mud Sill" Speech in the Senate, by James Hammond, 1858 (Speech)
If ever there were a "one document" lesson - this could be it. There are enough references and explanations of the "positive good" argument as well as slaveholder challenges to the condition of white factory owners. More importantly, how would students react to the assertion that any society must have a permanent underclass? Better yet - look at how he threatens the north. Just as abolitionists have invaded the south to stir up slaves, he threatens to invade the north to tell the underpaid working class that they have the power of the vote to rebel against their "owners" as well
·teachingamericanhistory.org·
"Mud Sill" Speech in the Senate, by James Hammond, 1858 (Speech)
On the Dissolution of the Union (1855). By William Lloyd Garrison in THE LIBERATOR Vol. XXV., No. 24 (June 15, 1855). Whole No. 1093 // Fair Use Repository
On the Dissolution of the Union (1855). By William Lloyd Garrison in THE LIBERATOR Vol. XXV., No. 24 (June 15, 1855). Whole No. 1093 // Fair Use Repository
An example of the ferocity of the anti-slavery rhetoric that can be found in the north. This invective is not representative of the general opinion of the north, but it is driving the radical side of argument
Resolved, That the American Union is the supremacy of the bowie knife, the revolver, the slave-driver’s lash, and lynch law, over freedom of speech, of the press, of conscience, of locomotion, in more than one half of the nation—and the degrading vassalage of the entire North to the accursed Slave Power; that no other Union has existed since the adoption of the United States Constitution; that such a Union is to be resisted, denounced and repudiated, by every lover of liberty, until its utter overthrow shall be consummated; and that, to effect this glorious object, there should be one united shout of <em><q>No Union with Slaveholders, religiously or politically!</q></em>
This, Mr. Chairman, is the monster with whom we are contending. Is he to be overthrown by a grammatical thrust or a verbal criticism? I tell you nay! Sir, we are engaged in one of the deadliest conflicts the world has ever known. We are to deal with slavery as an outlaw, who cares not for grammar, or rhetoric, or logic, or parchment, or the law of the living God, but is the great lawless fiend of the universe, with whom no alliance is to be formed, no peace can be kept, no truce effected for any purpose.
·fair-use.org·
On the Dissolution of the Union (1855). By William Lloyd Garrison in THE LIBERATOR Vol. XXV., No. 24 (June 15, 1855). Whole No. 1093 // Fair Use Repository
North Carolina Town Populations 1860 Census
North Carolina Town Populations 1860 Census
Chart displaying the population of towns and counties in North Carolina in 1860. As a do-now or mid-lesson activity, (or even homework), ask students to speculate on the nature of society in counties by comparing the relative size of the free white, colored and slave population. How can society be organized in such a way that the number of people owned is one-third, or even half the size of the population that "owns" them? What about the "free colored" population?
·ncpedia.org·
North Carolina Town Populations 1860 Census
Census report of 1860
Census report of 1860
The introduction to the census report of 1860 provides fascinating insight into the nation at the time of the Civil War. Although the data may have been collected before the war, the report was written during it. Selected paragraphs can be included in lessons for students, teachers should skim through the report
·www2.census.gov·
Census report of 1860
Source Documents: Mary Boykin Chesnut, A Confederate Lady's Diary (1861)
Source Documents: Mary Boykin Chesnut, A Confederate Lady's Diary (1861)
Short quote usable as intro exercise or mid-lesson discussion. This speaks directly to the sexual assault of slaves by their owners - and the knowledge of this by slave owners wives. This could also be used to expose the complexity of opinion - not all southern slave owners thought of all aspects of the slave system the same way
our men live all in one house with their wives &amp; their concubines, &amp; the Mulattos one sees in every family exactly resemble the white children-&amp; every lady tells you who is the father of all the Mulatto children in everybody's household, but those in her own, she seems to think drop from the clouds or pretends so to think-.
·wps.prenhall.com·
Source Documents: Mary Boykin Chesnut, A Confederate Lady's Diary (1861)
Speech on the Kansas Nebraska Act at Peoria, Illinois (abridged) , 1854, by Abraham Lincoln, (Speech)
Speech on the Kansas Nebraska Act at Peoria, Illinois (abridged) , 1854, by Abraham Lincoln, (Speech)
Notice how Lincoln laments the hypocrisy of the United States - being at once for both freedom and slavery. This can be linked to the Civil Rights movement and the Cold War when the United States establishes itself as freedom in contrast to the Soviet Union while half the nation continues in apartheid
I hate it because of the monstrous injustice of slavery itself. I hate it because it deprives our republican example of its just influence in the world — enables the enemies of free institutions, with plausibility, to taunt us as hypocrites — causes the real friends of freedom to doubt our sincerity, and especially because it forces so many really good men amongst ourselves into an open war with the very fundamental principles of civil liberty — criticizing the Declaration of Independence, and insisting that there is no right principle of action but&nbsp;<em>self-interest</em>.
·teachingamericanhistory.org·
Speech on the Kansas Nebraska Act at Peoria, Illinois (abridged) , 1854, by Abraham Lincoln, (Speech)
Running a thousand miles for freedom by William William, 1860 (Book)
Running a thousand miles for freedom by William William, 1860 (Book)
Running a thousand miles for freedom; : or, the escape of William and Ellen Craft from slavery. This is the story of a women who looked white enough to successfully escape to the north with her husband, who acted as her slave. Published in 1860, this edition of the book was given to William Lloyd Garrison
·archive.org·
Running a thousand miles for freedom by William William, 1860 (Book)
A Note on Uncle Tom's Cabin De Bow's Notice (1853)
A Note on Uncle Tom's Cabin De Bow's Notice (1853)
Teachers looking for a straightforward defense of slavery and southern perspective of Uncle Tom's cabin can use this short editorial for that purpose. Easy to read, direct language sets forth the complexity of abolition. The defense of slavery sounds to modern ears like the claim of "It's just fake news" - perfect for students today
·utc.iath.virginia.edu·
A Note on Uncle Tom's Cabin De Bow's Notice (1853)
Kennedy's Swallow Barn - Period Book about Life on a Plantation
Kennedy's Swallow Barn - Period Book about Life on a Plantation
This description of southern life does much to create the myth of the idyllic southern life on a plantation. Although the author claimed he was against slavery, the description of slaves reinforced the idea that they were happy. Students today would be shocked by the casual racism of his descriptions of slaves. They can Ctrl-F the word "negroes" in any of the four chapters of the book published here.
·utc.iath.virginia.edu·
Kennedy's Swallow Barn - Period Book about Life on a Plantation
A Key to Uncle Tom’s Cabin, by Harriet Beecher Stowe (Book)
A Key to Uncle Tom’s Cabin, by Harriet Beecher Stowe (Book)
21st century teachers and students are used to being challenged on the veracity of their claims - they know that they always have to provided documented evidence to support their claims. Many mid-19th century southerners said the same to Harriet Beecher Stowe - they said that her book was fake. It was propaganda - Fake news! In order to prove her case, Stowe came out with a book that documented all of the claims in the book of Uncle Tom's Cabin itself
·gutenberg.org·
A Key to Uncle Tom’s Cabin, by Harriet Beecher Stowe (Book)
Abraham Lincoln's 1855 Letter to Joshua Speed
Abraham Lincoln's 1855 Letter to Joshua Speed
Every student should read the first paragraph of this letter as it captures so well the gray area between pro slave and anti-slave. Lincoln admits that slavery makes him sick, but he remains quiet about it because of the constitution. In this admission, he reflects the struggle so many historians have identified (DeFalco, David Potter, etc) that the northerner was always caught having to choose between the deal that created the United States and slavery. Would you risk one to get rid of the other? When the circumstances of the ever-changing situation brought on by western expansion made that question impossible to avoid anymore - the union was going to be lost anyway - might as well get rid of slavery
It is hardly fair for you to assume, that I have no interest in a thing which has, and continually exercises, the power of making me miserable. You ought rather to appreciate how much the great body of the Northern people do crucify their feelings, in order to maintain their loyalty to the Constitution and the Union.
I am not a Know-Nothing. That is certain. How could I be? How can any one who abhors the oppression of negroes, be in favor or degrading classes of white people? Our progress in degeneracy appears to me to be pretty rapid. As a nation, we began by declaring that <i>"all men are created equal."</i> We now practically read it "all men are created equal, <i>except negroes"</i> When the Know-Nothings get control, it will read "all men are created equal, except negroes, and <i>foreigners, and Catholics."</i> When it comes to this I should prefer emigrating to some country where they make no pretence of loving liberty -- to Russia, for instance, where despotism can be taken pure, and without the base alloy of hypocracy [sic].
·abrahamlincolnonline.org·
Abraham Lincoln's 1855 Letter to Joshua Speed
Why The Americans Are So Restless In The Midst Of Prosperity - Alexis de Tocqueville
Why The Americans Are So Restless In The Midst Of Prosperity - Alexis de Tocqueville
Why do Americans work so hard? What are Americans so intent of clearing the west? This quote and the chapter from which it comes is a great way to generate discussion - combine with Rick Burn's American Experience video on the Donner Party
In the United States a man builds a house in which to spend his old age, and he sells it before the roof is on; he plants a garden and lets it just as the trees are coming into bearing; he brings a field into tillage and leaves other men to gather the crops; he embraces a profession and gives it up; he settles in a place, which he soon afterwards leaves to carry his changeable longings elsewhere. If his private affairs leave him any leisure, he instantly plunges into the vortex of politics; and if at the end of a year of unremitting labor he finds he has a few days’ vacation, his eager curiosity whirls him over the vast extent of the United States, and he will travel fifteen hundred miles in a few days to shake off his happiness. Death at length overtakes him, but it is before he is weary of his bootless chase of that complete felicity which forever escapes him.
·selfeducatedamerican.com·
Why The Americans Are So Restless In The Midst Of Prosperity - Alexis de Tocqueville