Project critical

Frederick Douglass Academy

Mr. Devery

mrdevery@schools.nyc.gov

SLAVERY IN THE NEW TERRITORIES AND HOW IT LED TO THE CIVIL WAR

Daniel Webtser

John C. Calhoun

Henry Clay

The Civil War was the costliest war the United States fought in. Over 600,000 Americans died after four years of fighting. Great hardships were endured on both sides. How did the United States get to this cataclysmic point in history? What were the great underlying causes of the Civil War? Most emphatically it had to do with the peculiar institution, slavery. From the ratification of our nations Constitution, America was flawed. As one region of the country became less dependent on the bondage of African slaves another region became increasingly dependent on it. These diverging situations came to a boiling point. How did the United States come to such differences? What events led up to this point in history? Well, those questions will be answered

Imagine that you are one of the most gifted historians in the country on the Antebellum Period. You have been approached by the National Civil War Museum and asked to join a group of other historians to investigate how decisions prior to 1860 led to the outbreak of the Civil War. As a team of historians your job will be to assess and evaluate the social problem of slavery during the antebellum period and how it led to the division between the North and South and ultimately the Civil War. More specifically you will focus on how slavery influenced Congress, the economy, and Supreme Court decisions and how this created the conditions that started the Civil War. The Museum wants you to create an exhibit that will reflect your finding in an intelligent and academic fashion.

In this web quest you and your team will investigate the SOCIAL PROBLEM of slavery and how it led to the outbreak of the Civil War. In specific, each group will be assigned the same topic on Westward Expansion and the Dred Scot Decision.

Step #1: The class will be divided into teams of five. Each team will be assigned the topic of slavery and it expansion in the new territories.

Step #2: Each team will prepare a TEN-MINUTE oral report that includes a PowerPoint presentation of a minimum of 10 slides

a. Each PowerPoint must use the American History Public Policy Analysis to analyze how the expansion of slavery in the west led to the Civil War.

b. The Oral report using the power point presentation must be ten minutes long and must be done in a clear, intelligent, professional manner.

Step #3: All PowerPoint presentations must be citied in correct MLA format at the end of the presentation in a bibliography

a. The Introduction and bibliography slides do not count as part of the total.

b. MUST ADHERE TO PowerPoint Guidelines

Step#4: Throughout your PowerPoint, graphs, pictures, and audio clips are strongly encouraged to be added to your team of historians PowerPoint presentation.

Step#1: The class will be divided into groups of FIVE as follows. Each team member will have individual responsibilities decided upon by the group members. The grading for both products will be done on a group basis so cooperation is a necessity.

TWO RESEARCHERS-These students will access the resource sites, take notes and complete the AHPPA worksheets. These worksheets will then be given to the Power point creator. All group members may take part in research but the researcher will coordinate completion of the worksheets. These students must be good internet researchers and have an in-depth understanding of the different causes provided that led to the Civil War

ONE- POWER POINT CREATOR-This student will complete the power point slides using the data from the AHPPA worksheets and from the input of the two researchers. This student will also be TME KEEPER and make sure the group is on task and on deadline. The power point must include all the steps from the AHPPA with a focus on steps # 4.

TWO ORAL PRESENTERS & ORGANIZERS-These students will coordinate the oral presentation, create a script and construct props along with acquiring detailed knowledge of the power point slides. These students may delegate responsibilities to other group members for completion of the 10 minute presentation. The group presenters MUST use all the steps in the GHPPA accompanied by citations from Macbeth

You must use specific citations from the resources provided in the section below including your textbook. Using your resources you must complete the worksheets for the AHPPA.

• Step # 1: Identify Problem related to either Westward Expansion
• Step # 2: Gather the Evidence related to Westward Expansion and Dred Scot Decision
• Step # 3: Determine Causes for each policy that Congress created (such as the Missouri Compromise) In other words, why did Congress make these policies related to slavery?
• Step # 4: Evaluate the Policy Were Congresses policies toward the expansion of slavery and the Dred Scot decision feasible and effective in dealing with the divisive issue of slavery?

Search Engines

https://www.google.com/

http://www.yahoo.com/

AHPPA Websites

Identify Problem:

Gather the Evidence:

Determine Causes:

Evaluate Policy:

Missouri Compromise

http://en.wikipedia.org/wiki/Missouri_Compromise

http://civilwar.bluegrass.net/secessioncrisis/200303.html

http://www.ambrosevideo.com/resources/docs/144.PDF

Wilmot Proviso

http://www.teachingamericanhistory.org/library/index.asp?document=948

http://en.wikipedia.org/wiki/Wilmot_Proviso

http://www.ohiohistorycentral.org/entry.php?rec=1400

Compromise of 1850

http://www.teachingamericanhistory.org/library/index.asp?document=431

http://www.mce.k12tn.net/civil_war/compromise_of_1850.htm

http://www.pbs.org/wgbh/amex/lincolns/politics/es_shift.html

http://www.pbs.org/wgbh/aia/part4/4p2951.html

Dred Scot Decision

http://www.teachingamericanhistory.org/library/index.asp?document=540

http://civilwar.bluegrass.net/secessioncrisis/dredscott.html

http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html

Fugitive Slave Law

http://www.spartacus.schoolnet.co.uk/USASfugitive.htm

Kansas Nebraska Act 1854

http://www.spartacus.schoolnet.co.uk/USASkansas.htm

http://www.pbs.org/wgbh/aia/part4/4p2932.html

Maps

http://regentsprep.org/Regents/ushisgov/themes/immigration/images/kansasnebraskaact_big.gif

http://www.teachingamericanhistory.org/neh/interactives/sectionalism/lesson1/

http://www.phschool.com/curriculum_support/brief_review/us_history/images/unit2_dbq.gif

http://www.vvgeocivtrenches.com/images/maps/1820_missouri_compromise.jpg

PowerPoint and use of AHPPA

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACEPTABLE
Research	Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast.	Group researched the subject and integrated 2 "tidbits" from their research into their newscast.	Group researched the subject and integrated 1 "tidbit" from their research into their newscast.	Either no research was done or it was not clear that the group used it in the newscast.
Accuracy of Facts	All supportive facts are reported accurately (3 of 3).	Almost all facts are reported accurately (2 of 3).	One fact is reported accurately.	No facts are reported accurately OR no facts were reported.
Speaks clearly	Speaks clearly and distinctly all of the time and mispronounces no words.	Speaks clearly and distinctly all of the time but mispronounces 1 or more words.	Speaks clearly and distinctly most of the time and mispronounces no words.	Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.
Group Work	The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!	Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.
USE OF PPA	USES PPA EXTENSIVELY IN ORAL PRESENTATION	USES PPA IN MANY PARTS OF THE PRESENTATION	USES PPA BUT INACCURATELY AND SPORATICALLY	SHOWS NO USE OF THE PPA MODEL

Grading

A = 18-20

B = 16-17

C = 14-15

D = 13

F = ≥ 13

Your total score on the PowerPoint will then be multiplied by 5 so it then will be out of 100 points.

For example: 16 points were earned on the rubric. 16 x 5 = 80 points out of 100, thus the group earned a B.

From this web quest you should have learned that the slavery drastically divided the people and politicians of the United States. Some historians have made the argument that the Founding Fathers had created a flawed Constitution because it did not adequately address the question of slavery.

Throughout the early to mid nineteenth century the institution of slavery created tremendous controversy. The Missouri Compromise was the first of many potential compromises during this period that attempted to solve the nation’s addiction to slave labor. The southern and northern economies had gradually diverged from the colonial period and accelerated as King Cotton became the South’s staple cash crop. The South, with little diversification in their economy suffered from its own medicine. Large plantations dotted the Deep South which was dependent on slave labor while the North was increasingly diversifying its economy with small farms, great manufacturing innovation, and large commercial centers.

As you have learned, Congress had to keep on addressing the problem of slavery especially in regards to the new territories. But as we have seen, the compromises devised by Congress would never be successful in the United States. Since the colonization of the America’s, the institution of slavery had already been embedded in the fabric of the country. Once the United States began to grow, slave labor grew along with it. Slave labor was not only dehumanizing and morally wrong, but it also had created deep political division in the country during the first half of the nineteenth century. As Abraham Lincoln stated “A country cannot long remain half slave and half free.” The North fought in order to get the South to rejoin the Union and to finally eradicate the institution of slavery. The South fought for secession and to keep a legacy that was dependent on the backs of black slaves.

This Web Quest was made with the intent that each student could see the consequences that slavery had created in the United States. The American South was absolutely dependent on the institution of slavery to maintain its financial predominance. But the failure of politicians and American citizens to grapple with this vexing problem could only be solved with civil war.

THIS WEB QUEST ADDRESSES THE FOLLOWING SOCIAL STUDIES STANDARDS

New York State American History Standards Website

Standard #1 History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

Standard #3 Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard #4 Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms

Standard #5 Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Standards

STANDARD #1 Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Standard #3 Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

54^TH MASSACHUSSETS ASSUALT ON FORT WAGNER, S.C., JULY 18^TH, 1863