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APUSH UNIT 4B Dr. I. Ibokette
Unit 4B: Slavery, Expansionism and Sectionalism
• Slavery: “The Peculiar Institution”
• Expansion and Sectionalism
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As usual, please use the 5-step guidelines below in reading and taking notes on this unit.
Step 1: Pay attention to the “the large picture” or the central theme of the chapter and write down the titles of each unit, chapter and sub-headings/sections;
Step 2: Take notes on key points on the assigned chapters’ sub-sections; and pay particular attention to the key terms and names from the ID list (highlight/underline them).
Step 3: Briefly answer the “study questions” listed at the end of each sub-section. Your answers should be in whatever form you find to be the most useful (complete sentences, bullet points, outline format, etc.)
Step 4: Thoughtfully answer the “essential unit questions” from the unit guide. Your responses to these questions should be typed (double-spaced). Each response should be approximately 250 words long (do not exceed one page for each question).
Step 5: Draw up a timeline of about 7-10 key events/developments from the assigned reading.
A. Slavery – “The Peculiar Institution”
Essential Questions:
1. Compare and contrast the working and living conditions of black southern slaves to the lives of white northern factory workers during the first half of the nineteenth century.
2. Why was slavery more successful than other labor systems in meeting the labor needs of colonial America’s market economy?
3. How did slavery shape the southern economy and how did it make the South different from the North?
An Overview of Slavery:
a. Differences between slavery and slave trade
➢ Process: commercial
➢ Institution
b. Connection between slavery and racism
c. Origins of the trans-Atlantic slave trade: economic needs
➢ Debating the Past: “The Origins of Slavery”, 74
Documentary: “La Amistad”
Students to take notes on the essentials of the “Middle Passage” including
a. the methods used to procure (or produce) slaves in West Africa;
b. the brutal nature of the trans-Atlantic journey
c. forms of resistance by the enslaved
The Sociology of Slavery
a. Frederick Douglass, Narrative of the Life of Frederick Douglass.
The History of Slavery:
Sub-Sections, Key Names and Terms (From selected sections of chapters 2-10):
1. Masters and Slaves in the Caribbean 57
2. The Beginnings of Slavery in British America 73
➢ Debating the Past: “The Origins of Slavery” 74-75
3. The Rise of Colonial Commerce [“The Triangular Trade”] 82
4. Plantation Slavery 85
Slave codes Stono Rebellion the “Triangular Trade”
Questions on #1-5:
a. Why did slavery emerge as a major labor source in the North American colonies by the end of the seventeenth century?
b. What role did the Caribbean colonies play in the development of British North America?
c. What do historians say is the relationship between racism and slavery?
d. Which historical explanation for the origins of slavery (in “Debating the Past: The Origins of Slavery”) is most accurate; and why?
5. The War and Slavery 147
6. Toleration and Slavery 152
7. Compromise on Slave Trade 164
8. The Missouri Compromise 226
Henry Clay Tallmadge Amendment Missouri Compromise
Question on # 7-8:
Characterize the debate over slavery in America immediately following the Revolution.
Chapter 11: “Cotton, Slavery and the Old South”
Sub-sections, Key Names and Terms; and Study Questions:
a. Setting the Stage, 183
➢ “Looking Ahead”:
i. How did slavery shape the southern economy, and how did it make the South different from the North?
ii. What was the myth of what was the reality of white society in the South? Why was the myth so pervasive and widely believed?
iii. How did Slaves resist their enslavement? How successful were their efforts? What was the response of whites?
a. The Cotton Economy, 299
1. Southern cash crops
2. King Cotton
3. Southern manufacturing/transportation
4. De Bow’s Review
b. White Society in the South, 303
1. planter aristocracy 2. cult of honor 3. yeoman farmers
Questions for #b-c:
1. How did slavery function economically and socially? What was the effect of slavery on white slave owners?
2. Why did slavery become more entrenched in the South in the early 19th century?
3. Explain why the southern economy remained largely agricultural during the first half of the nineteenth century.
4. In the first half of the nineteenth century, why did cotton become the major economic crop of the American South?
5. What obstacles to industrialization existed in the South during the nineteenth century?
c. Slavery: The “Peculiar Institution”, 307
➢ Debating the Past: “The Character of Slavery”
a. slave codes
1. slave markets and domestic
slave trade
2. Amistad
3. Gabriel Prosser
4. Denmark Vesey
5. Nat Turner
d. The Culture of Slavery, 314 – 317
a. pidgin
1. music
2. slave or black religion
3. kinship networks
4. paternalistic
Questions for #3-4:
1. How did Slaves resist their enslavement? How successful were their efforts? What was the response of whites?
2. Through what means did slaves maintain a distinct African American culture?
3. What is the difference between slave resistance and slave rebellion? Why was one more prevalent than the other?
4. Compare and contrast the working and living conditions of black southern slaves to the lives of white northern factory workers during the first half of the nineteenth century.
f. End-of-Chapter Review, 317
➢ Looking Back
➢ Significant Events
Recall and Reflect 319
g. A Timeline of seven to ten key events/developments.
Chapter 12: “Ante-Bellum Culture and Reform”
1. The Crusade Against Slavery, 337 (Moved from Unit 4)
a. American Colonization Society
b. William Lloyd Garrison
c. David Walker
d. Frederick Douglass
Questions:
a. What arguments and strategies did the abolitionists use in their struggle to end slavery? Who opposed them and why?
b. How did the crusade against slavery become the preeminent issue of the reform movement?
c. Discuss the various ideas and divisions within the antislavery movement.
d. How could one argue that William Lloyd Garrison both helped and hurt the cause of abolition?
Southern Demographic Patterns, 1850s:
All Slave States Cotton States
Number of slave holding families 347,525 154,391
Number of families owning 1 to 9 slaves 255,258 104,956
Number of families owning 10 to 49 slaves 84,328 43,299
Number of families owning 50 or more slaves 7,939 6,144
White population 6,242,418 2,137,284
Free Black population 238,187 34,485
Slave population 3,204,077 1,808,768
Cotton States: S/Carolina, GA, Florida, Alabama, Mississippi, Louisiana, Arkansas, and Texas
Non-Cotton Slave States: DE, MD, N/Carolina, Virginia, Missouri, and Tennessee.
1. How many slaves (range of numbers) did the majority of these families have?
2. (a) How did the number of slaves owned by families in the cotton states compare with the number owned by slave holding families in all of the South?
(b) What is one reason for this disparity in numbers?
B. Expansion and Sectionalism
Essential Questions:
a. Describe the territorial gains made by the United States between 1783 and 1860. Why was the United States able to add so much new territory to its control in the 1840s?
b. How did the annexation of western territories in the 1840s intensify the conflict over slavery and lead to deeper divisions between the North and the South?
c. What compromises attempted to resolve the conflicts over the expansion of slavery into new territories? Why did they eventually fail to resolve the differences between the North and the South?
d. What were the major arguments for or against slavery and its expansion into new territories?
Chapter 13: “The Impending Crisis”
Sub-sections, Key Names and Terms; and Study Questions:
a. Setting the Stage:
➢ Looking Ahead:
i. How did the annexation of western territories intensify the conflict over slavery and lead to the deeper division between the North and South?
ii. What compromises attempted to resolve the conflicts over the expansion of slavery into new territories? To what degree were these compromises successful? Why did they eventually fail to resolve the differences between the North and the South?
iii. What were the major arguments for and against slavery and its expansion into new territories?
a. Looking Westward, 348 – 354
1. Manifest Destiny
2. Stephen Austin
3. General Santa Anna
4. Sam Houston
5. Oregon/Oregon Trail
Questions:
1. How were the boundary disputes between Oregon and Texas resolved? Why were the resolutions in the two cases so different?
b. Expansion and War, 354 – 359
1. James Polk
2. Compromise over Oregon
3. Slidell Mission
4. Bear Flag Revolution
5. Treaty of Guadalupe Hidalgo
6. Wilmot Proviso
7. popular sovereignty
8. CA gold rush
Questions:
1. How did Polk’s decisions and actions as president intensify the sectional conflict?
2. Why was the United States able to add so much new territory to its control in the 1840s?
3. Assess the ideology known as Manifest Destiny. Looking back, was it more helpful or hurtful?
4. Compare the westward expansion of the United States during the first half of the nineteenth century with westward expansion during the eighteenth century. What was similar and what was different?
5. How did participants in the California gold rush differ from other migrants to the West prior to 1860?
6. Why did the United States go to war with Mexico in 1846? What were the major consequences of the Mexican War?
c. The Sectional Debate, 359 – 363
1. Wilmot Proviso
2. popular sovereignty
3. Free-Soil Party
4. CA gold rush
5. Compromise of 1850
6. Fugitive Slave Act
7. Questions:
1. How did the slave issue affect the United States’ westward expansion?
2. Why was the Compromise of 1850 struck? How did it affect national politics?
d. The Crises of the 1850s, 363 – 371
1. Young America
2. Ostend Manifesto
3. Gadsden Purchase
4. Kansas-Nebraska Act
5. Stephen Douglas
6. Republican Party
7. “Bleeding Kansas”
8. Pottawatomie Massacre
9. John Brown
10. Brooks-Sumner fight
11. Free Soil Party
12. “slave power conspiracy”
13. Southern defenses of slavery
14. Dred Scott v. Sandford
15. Lecompton Constitution
16. Lincoln-Douglas Debates
17. John Brown’s raid
18. 1860 election
Questions:
1. How did the growing sectional crisis affect the nation’s major political parties?
2. What was the issue at stake in “Bleeding Kansas”, and how did events in Kansas reflect the growing sectional divisions between North and South?
3. What was the Dred Scott Decision? What was the decision’s impact on the sectional crisis?
4. Why did the Whig Party collapse and the Republican Party come into being?
5. Since 1800, what were the factors in the regional development of the United States that made civil war more likely?
6. Prior to his election as president, describe Abraham’s Lincoln’s positions on slavery.
e. End-of-Chapter Review, 371
➢ Looking Back
➢ Significant Events
Recall and Reflect, 372
g. A Timeline of seven to ten key events/developments
Essay Activity: Mid-19th Century Expansionism and America’s Manifest Destiny
a. Map work: “Back to the Good Old Days of Crayons, Milk and Cookies”
- Color-coding American expansionism
a) The area of the original 13 States b) the 1783 acquisition
c) The 1803 Louisiana Purchase d) Ex-Mexican territories, 1845-53
e) All others
b. Group Work:
(I): Brainstorm on the specific circumstances through which the US acquired Mexican territories
➢ Generate a timeline of specific events, 1820 – 1853
➢ Identify specific motives, course and outcome of these events
(II). Brainstorm on the inter-relationships between causalities
➢ focus on the “practical” (economic, political and social) and psychological (or rationale and justifications)
c. Essay Question
With a focus on the period 1820 to 1853, to what extent does the concept of manifest destiny serve as an effective explanation for the United States’ acquisition of Mexican territories?
Possible Organizational Format:
a. A thesis paragraph that includes the definition of the key concept, your position on the question, and, perhaps, a roadmap.
b. The context and process in which the United States acquired various chunks of Mexican territories.
c. Your interpretation of the main impetus in American expansionism, that is, your answer to the question.
LENGTH: 600-750 words: double-spaced, one-inch margins, 12 or 13 point font. Write your word count on the bottom of the last page of your paper.
Due Date: TBA
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