Differentiated Instruction

494 Chapter 14

Section 3 Step-by-Step Instruction

Section Focus QuestionWhy did the Lincoln-Douglas debates and John Brown’s raid increase tensions between the North and South?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: Both events highlighted divisions on slavery.)

Prepare to Read

Build Background Knowledge L2

Ask students to recall how the Missouri Compromise was repealed by later events. Use the Idea Wave strategy (TE, p. T24) to have students predict possible results from these events. (Possible answer: increased divi sion and tension)

Set a Purpose L2

Group students into pairs or groups of n

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 18

Use the Numbered Heads strategy (TE, n

p. T24) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later.

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Listening Have students read the text of A New Antislavery Party as they listen to the SE on Audio CD. Monitor student answers to Checkpoint questions to make sure they understand. Students can be

provided with a copy of the CD to work indepen dently at home or in the School Resource Center.

SE on Audio CD Chapter 14, Section 3

3SECTION3SECTION

494 Chapter 14 The Nation Divided

The Crisis Deepens

Gross Injustice and Cruelty“This rich inheritance of justice, liberty, prosperity,and independence bequeathed by your fathers isshared by you, not by me. . . . What, to the Americanslave is your Fourth of July? I answer: a day thatreveals to him, more than all other days in the year,the gross injustice and cruelty to which he is theconstant victim.”

—Frederick Douglass, Independence Day speechdelivered at Rochester, New York, 1852

Why It Matters Bitterness between northerners and south-erners weakened the nation’s two major political parties. Asa result of the growing struggle over slavery, a new partyand new leaders emerged.

� Slaves laboring on a southern plantation

Section Focus Question: Why did the Lincoln-Douglas debates and John Brown’s raid increasetensions between the North and South?

A New Antislavery PartyAs the Whig Party split apart in 1854, many northern

Whigs joined a new political party. It was called the Repub-lican Party, and its main goal was to stop the spread ofslavery into the western territories. The Republicans’ anti-slavery stand also attracted northern Democrats and Free-Soil Party members.

The Republicans quickly became a powerful force inpolitics. The congressional elections of 1854 were held onlymonths after the party was founded. Of the 245 candidateselected to the U.S. House of Representatives, 105 wereRepublicans. Republican victories in state races also cost theDemocrats control of all but two northern state legislatures.

Two years later, in 1856, the Republican Party ran its firstcandidate for President. It chose John C. Frémont, the armyofficer who had helped California win independence duringthe Mexican-American War. The Republicans waged astrong antislavery campaign. Although the Democrat JamesBuchanan was elected, Frémont won in 11 of the nation’s16 free states.

What was the result of the election of 1856?

Reading Skill

Analyze Causes and Effects Historians often disagree over exactly what caused the Civil War. As you read Section 3, watch carefully for cause-and-effect links. Analyzing these links will help you answer this difficult question for yourself. Remember that sometimes the link is not directly stated. Identify an event, then ask yourself: What caused this event to happen? What were the effects of this event?

Key PeopleDred ScottRoger B. Taney

Abraham Lincoln

Objectives• Explain why the Republican Party came into

being in the 1850s.

• Summarize the issues involved in the Dred Scott decision.

• Identify Abraham Lincoln’s and Stephen Douglas’s views on slavery.

• Describe the differing reactions in the North and the South to John Brown’s raid.

Answers James Buchanan was elected

President.

Review and Preview

Now students will read about Lincoln’s strong stand against the spread of sla very and the effect on the nation of John Brown’s raid.

Chapter 14 Section 3 495

Teach

A New Antislavery PartyThe Dred Scott Decisionpp. 494–495

Instruction L2

Vocabulary Buildern Before teaching this section, preteach the High-Use Words embrace and clarify using the strategy on TE p. T21.

Key Terms Have students continue to fill in the See It–Remember It chart for the key terms in this chapter.

Have students read A New Antislavery n

Party and The Dred Scott Decision using the Oral Cloze reading strategy (TE, p. T22).Ask: n What was the main goal of the Republican Party? (to stop expansion of slavery in the territories)Ask students why the Republican Party n

had such sudden success. Encourage them to consider the events of the 1850s they have read about in this chapter. (The success of the Republican Party resulted from growing opposition in the North to the spread of slavery.)Discuss Taney’s chain of reasoning in n

the Dred Scott decision. Ask: What were Taney’s three conclusions? (First, Taney said that African Americans were not citi zens, so they could not sue. Second, if Scott were allowed to sue, he would lose, as he was his owner’s property. Third, all slaves were property protected by the Constitution, so Congress could not make any laws banning slavery in the territories.)

Independent PracticeHave students begin filling in the study guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, make sure individuals understand why the Republican Party became so pop ular and the effect of the Dred Scott deci sion.

Answers He had lived in places

where slavery was illegal.

He questioned the motives of the Mexican-American War, which seemed unpatriotic to his constitu-ents.

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

embrace, p. 496 v. to hold tight; to readily acceptWith the battles of Lexington and Concord, many Americans embraced the idea of independence from Britain.

clarify, p. 497 v. to make the meaning of something clearThe Virginia and Tennessee resolutions clarified the reasons for opposing the Alien and Sedition acts.

Section 3 The Crisis Deepens 495

The Dred Scott DecisionIn March 1857—only three days after Buchanan took office—the

U.S. Supreme Court delivered a shattering blow to antislavery forces.It decided the case of Dred Scott v. Sandford.

Dred Scott was an enslaved person who had once been ownedby a U.S. Army doctor. The doctor, and Scott, lived for a time in Illi-nois and in the Wisconsin Territory. Slavery was illegal in bothplaces. After leaving the army, the doctor settled with Scott inMissouri.

With the help of antislavery lawyers, Scott sued for his freedom.He argued that he was free because he had lived where slavery wasillegal. In time, the case reached the Supreme Court. Neither north-erners nor southerners were prepared for what the Court decided.

The Court Decides Chief Justice Roger B. Taney wrote thedecision for the Court. Scott was not a free man, he said, for tworeasons. First, according to Taney, Scott had no right to sue in federalcourt because African Americans were not citizens. Second, Taneysaid, merely living in free territory did not make an enslaved personfree. Slaves were property, Taney declared, and property rights wereprotected by the U.S. Constitution.

But the ruling went even further. Taneywrote that Congress did not have the power toprohibit slavery in any territory. Thus, theMissouri Compromise was unconstitutional.

Reaction Supporters of slavery rejoiced atthe Dred Scott decision. The decision meant thatslavery was legal in all territories—just as whitesouthern leaders had been demanding all along.

Northerners, however, were stunned. AfricanAmerican leaders such as Frederick Douglasscondemned the ruling. Still, Douglass declared,“my hopes were never brighter than now.” Hebelieved that outrage against the decision wouldbring more whites to the abolitionist cause.

Indeed, white northerners were also shockedby the ruling. Many had hoped that slaverywould eventually die out if it were restricted tothe South. Now, however, slavery could spreadthroughout the West.

One northerner who spoke out against theDred Scott decision was an Illinois lawyer namedAbraham Lincoln. The idea that African Ameri-cans could not be citizens, he said, was based on afalse view of American history. In a very shorttime, Lincoln would become a central figure inthe fight against the spread of slavery.

Why did Dred Scott claim he was no longer enslaved?

Biography Quest

Abraham Lincoln 1809–1865

Abraham Lincoln was not yet a nationally known figure in 1857. But he was well known in Illinois as a clever, successful lawyer and politician.

People liked Lincoln for his quick wit and down-to-earth approach. He was known as a good, straightforward speaker. Even so, a listener once complained that he could not understand a speech of Lincoln’s. “There are always some fleas a dog can’t reach,” was Lincoln’s reply.

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Differentiated Instruction

496 Chapter 14

The Lincoln-Douglas Debatesp. 496

Instruction L2

Have students read The Lincoln-Dou-n

glas Debates. Remind them to look for answers to the Section Focus Question.

Ask: n What brought Abraham Lincoln back into politics? (his opposition to the Kansas-Nebraska Act)Discuss with students Lincoln’s quote n

about a “house divided.” Ask: What did Lincoln mean by this? (The nation would have to make up its mind about slavery and allow it either everywhere or nowhere.)Frame the significance of the Lincoln-n

Douglas debates. Ask: Why do you think that debates between two candi dates for Illinois senator were impor tant to the whole country? (Answers will vary, but students should recognize that the slavery debate was taking place all over the country. They should also remember that Douglas was famous for writing the Kansas-Nebraska Act.) Tell students that Douglas was starting to campaign for President in 1860 and that the debates also helped make Lincoln a national figure.Use the transparency Lincoln-Douglas n

Debate to help students understand the impact of the Lincoln-Douglas debates.

Color Transparencies, Lincoln-Douglas Debate

Independent PracticeHave students continue filling in the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 14, Section 3 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate and make sure individu-als understand the significance of the Lincoln-Douglas debates. Provide assis-tance as needed.

L3   Advanced Readers L3   Gifted and Talented

The Lincoln-Douglas Debates Have stu dents work together to research more about the Lincoln-Douglas debates. Then

have them write a newspaper article describing one of the debates and share it with the class.

496 Chapter 14 The Nation Divided

The Lincoln-Douglas DebatesLincoln had had only a brief career in politics. After serving in the

Illinois state legislature, he was elected to Congress as a Whig. There,he voted for the Wilmot Proviso. After a single term, he returned toIllinois to practice law.

Lincoln’s opposition to the Kansas-Nebraska Act brought himback into politics, this time embracing the Republican cause. He hadlong been a rival of Illinois Senator Stephen Douglas, the author ofthe Kansas-Nebraska Act. Their rivalry was personal as well as polit-ical. Both men had courted Mary Todd, who married Lincoln.

A House Divided In 1858, Illinois Republicans chose Lincoln torun for the Senate against Douglas. Accepting the nomination,Lincoln made a stirring speech in favor of the Union:

“A house divided against itself cannot stand. I do not believe this government can endure, permanently, half slave and half free. I do not expect the Union to be dissolved—I do not expect the house to fall—but I do expect it will cease to be divided. It will become all one thing or all the other.”

—Abraham Lincoln, Springfield, Illinois, June 16, 1858

Lincoln did not state that he wanted to ban slavery. Still, many south-erners became convinced that Lincoln was an abolitionist.

Elections and the Media

Elections and the Media Today The digital revolution is again changing American political campaigns. What media do candidates use today?

1858 Americans followed the Lincoln-Douglas debates as telegraph reports circulated around the country. 1960 Americans were for the first time able to watch presidential candidates debate live on television. Richard Nixon and John F. Kennedy debated before an enormous television audience. Many experts believe that the debates played a major role in Kennedy’s victory.

Vocabulary Builderembrace (ehm BRAYS) v. to hold tight; to readily accept

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History Background

Chapter 14 Section 3 497

John Brown’s Raidp. 497

Instruction L2

Have students read John Brown’s Raid. n

Remind them to look for the sequence of events.

Ask students how southerners felt about n

the raid. (threatened, angry)Ask: n What was the effect of John Brown’s raid? (It further increased the tension between the North and the South.)

Independent PracticeHave students complete the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 14, Section 3 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study n

Guide, circulate and make sure individ­uals understand the effects of John Brown’s raid. Provide assistance as needed.

Tell students to fill in the last column of n

the Reading Readiness Guide. Ask them to consider whether what they learned was what they expected to learn.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 18

Answers

voters should decide

Reading Skill Brown’s raid made the debate more heated. Southerners were shocked and angered at northern support of Brown.

Detect Points of View Answers will vary. Some may feel Curry admired Brown, showing him as a dynamic figure, leading the fight against slavery. Others might say Curry was criticizing Brown as a violent, angry man.

Lincoln and Abolitionists Lincoln was not an abolitionist in 1858, and many his torians argue that he never was. At the time, many abolitionists were ardent social reformers who sometimes also advanced such causes as women’s suffrage, public

education, and prison reform. The Free­Soil Party and its successor, the Republi­can Party, never called for the abolition of slavery. Their platforms only opposed the expansion of slavery into the territories.

Section 3 The Crisis Deepens 497

Debating Slavery Lincoln then challenged Douglas to a seriesof public debates. Thousands of people gathered to hear them speak.Newspapers throughout the nation reported what each man said.

Douglas strongly defended popular sovereignty. “Each state ofthis Union has a right to do as it pleases on the subject of slavery,” hesaid. “In Illinois we have exercised that sovereign right by prohib-iting slavery. . . . It is none of our business whether slavery exists inMissouri.” Douglas also painted Lincoln as a dangerous abolitionistwho wanted equality for African Americans.

Lincoln took a stand against the spread of slavery. He declared,“If slavery is not wrong, nothing is wrong.” Lincoln predicted thatslavery would die on its own. In the meantime, he said, it was theobligation of Americans to keep it out of the western territories.

In reply to Douglas, Lincoln stated: “I am not, nor ever have beenin favor of bringing about in any way the social and political equalityof the white and black races.” But he did clarify this view. He insistedthat “there is no reason in the world why the Negro is not entitled toall the rights enumerated in the Declaration of Independence, theright to life, liberty and the pursuit of happiness.”

In the end, Douglas won the Senate election. However, thedebates had made Lincoln known throughout the country. Two yearslater, the men would be rivals again—this time for the presidency.

What position did Douglas take on slavery?

John Brown’s RaidThe nation’s attention soon was captured by the actions of John

Brown. Driven out of Kansas after the Pottawatomie Massacre,Brown had returned to New England. There he hatched a plot to raisean army and free people in the South who were enslaved.

In 1859, Brown and a small band of supporters attacked the townof Harpers Ferry in Virginia. His goal was to seize guns the U.S.Army had stored there. He thought that enslaved African Americanswould support him. He would then give them weapons and leadthem in a revolt.

Brown quickly gained control of thearms. But troops commanded by ColonelRobert E. Lee surrounded Brown’s forcebefore it could escape. Ten of Brown’sfollowers were killed. Brown waswounded and captured.

Vocabulary Builderclarify (KLAIR ih fì) v. to make the meaning of something clear

John Brown in KansasJohn Steuart Curry began painting this 10-foot-high mural in 1937. It shows John Brown as a fiery abolitionist with a rifle in one hand and a Bible in the other. Critical Thinking: Detect Points of View Based on this painting, do you think Curry admired John Brown?

Analyze Causes and EffectsHow did John Brown’s raid

affect the national debate over slavery?

498 Chapter 14

Assess and Reteach

Assess Progress L2

Have students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 5, Section Quiz, p. 29

To further assess student understanding, use the Progress Monitoring Transparen­cies.

Progress Monitoring Transparencies, Chapter 14, Section 3

Reteach L1

If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Interactive Reading and Notetaking Study Guide, Chapter 14, Section 3 (Adapted Version also available.)

Extend L3

Have students write a letter to the court that convicted John Brown expressing their opinions about the verdict. Ask them to tell the court whether or not they think John Brown deserved a lighter sentence and why.

Progress Monitoring Online

Students may check their comprehen­sion of this section by completing the Progress Monitoring Online graphic organizer and self­quiz.

AnswersContrast Curry’s painting stirs up strong emotions and anger, Hovenden’s creates feelings of sympathy or sadness.

His goal was to capture arms and start a slave rebellion.

Section 3 Check Your Progress

1. (a) northern Democrats and Free­Soil Party members(b) Possible Answer: Their success encouraged Republicans.

2. (a) He had lived in territories where slavery was illegal.(b) The South was happy, but the North was angry because the ruling meant slavery could spread west.

3. (a) The South became convinced that the North was out to destroy its way of life; John Brown was hanged.(b) Enslaved African Americans did not join him; he was outnumbered by troops.

4. Brown’s goal was to seize U.S. Army guns to supply enslaved African Ameri cans with weapons so they could join the fight for their freedom. As a result of the raid, Brown was executed

and southerners, shocked by the support Brown received in the North, were con vinced that northerners wanted to destroy the southern way of life.

5. Paraphrasing should follow the content and sequence of Lincoln’s speech.

498 Chapter 14 The Nation Divided

Section 3 Check Your Progress

At his trial, Brown sat quietly as thecourt found him guilty of murder andtreason. Before hearing his sentence, hegave a moving defense of his actions. TheBible, he said, instructed him to care forthe poor and enslaved. “If it is deemednecessary that I should forfeit my life forthe furtherance of the ends of justice . . . Isay, let it be done.” He showed noemotion as he was sentenced to death.

When the state of Virginia hangedBrown for treason on December 2, 1859,church bells across the North tolled tomourn the man who many considered ahero. But southerners were shocked.People in the North were praising a manwho had tried to lead a slave revolt! More

than ever, many southerners were convinced that the North was outto destroy their way of life.

What was John Brown’s goal in launching the raid on Harpers Ferry?

Looking Back and Ahead The nation had suffered onedispute after another over the expansion of slavery since the end ofthe Mexican-American War in 1846. By the election of 1860, talk ofthe breakup of the United States was everywhere. In the next sec-tion, you will read how that breakup came about.

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Comprehension and Critical Thinking1. (a) Summarize Which groups

supported the newly formed Republican Party?(b) Draw Conclusions How did the outcomes of the elec-tions of 1854 and 1856 affect the Republican Party?

2. (a) Identify On what grounds did Dred Scott sue for his free-dom in court?(b) Draw Conclusions How did Taney’s ruling further divide the North and the South?

3. (a) Recall What were the Lincoln-Douglas debates?(b) Apply Information Why do you think the Lincoln-Douglas debates received national attention?

Reading Skill4. Analyze Causes and Effects

Identify one cause and one effect of John Brown’s raid. Why did Brown and his followers attack Harpers Ferry? What happened as a result?

Writing5. Reread the paragraphs in this sec-

tion that describe the Lincoln-Douglas debates. When you have finished, paraphrase the excerpt from Lincoln’s Springfield speech. Remember, when you paraphrase, you restate something said by someone else, using only your own words.

Death of John BrownThomas Hovenden painted this portrait of a saintly John Brown. On his way to his death, Brown stops to kiss a child. Hovenden did not personally witness the events he showed here. Critical Thinking: Contrast Compare this painting to the one on the previous page. How do these two paintings try to stir different emotions?