As You Read. 104 Chapter 5

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1 As You Read The Antislavery Movement 1. Use a graphic organizer like this one to take notes on the origins of the antislavery movement, the role of African American abolitionists, and the role of white antislavery sympathizers. Use the Reading Focus questions on the next page to help guide your note taking. 2. As you read the section, underline or highlight definitions and descriptions of the Key Terms and People listed on the next page. Origins of the Antislavery Movement Possible responses: The antislavery movement originated before the American Revolution. The movement became a powerful force in the 1800s. The movement resulted from the Second Great Awakening, which was a spiritual revival. The abolition movement (the movement to end slavery) was the largest reform movement at the time. Role of Black Abolitionists Possible responses might include: Militant abolitionists like David Walker and Henry Highland Garnet favored the use of force to end slavery. Most black abolitionists did not favor violence. Frederick Douglass was a leading black abolitionist. Douglass contributed to the abolition movement by writing and speaking against slavery; he also published a newspaper and a slave narrative, which attracted many followers. Black abolitionists used public speeches, antislavery newspapers, and slave narratives. Sojourner Truth was a well-known abolitionist from New York. Black abolitionists also protested against discrimination (unfair treatment). Elizabeth Jennings sued a streetcar company in New York City for discrimination. Antislavery conventions were another method that African Americans used to push for equality. Role of White Abolitionists Possible responses might include: William Lloyd Garrison was a leading white abolitionist who published the antislavery newspaper The Liberator. Garrison was a radical abolitionist who favored immediate emancipation. Garrison helped create the New England and the American antislavery societies. White antislavery activists helped promote abolition by distributing newspapers, pamphlets, and slave narratives. Harriet Beecher Stowe s novel Uncle Tom s Cabin attracted many new followers. Arthur and Lewis Tappan helped create the Liberty Party, the first antislavery political party. John Brown was a militant abolitionist who thought that only war would end slavery. 104 Chapter 5

2 Section 1 The Antislavery Movement Before You Read Main Idea Both black and white Americans helped support the antislavery movement in the early to mid-1800s. Reading Focus What were the origins of the antislavery movement, and what led to its growth in the early 1800s? Who were some black abolitionists, and what methods did they use? Who were some white abolitionists, and what methods did they use? Key Terms and People abolition movement David Walker Frederick Douglass Sojourner Truth discrimination William Lloyd Garrison John Brown Building Background Reform movements swept the nation in the early 1800s. Reformers sought to improve conditions for white Americans in factories, prisons, and crowded cities. In addition, a growing number of Americans turned their attention to the issue of slavery. Both black and white Americans grew increasingly vocal in their opposition to the South s peculiar institution. These reformers demanded change and they would be heard. Origins of the Antislavery Movement The antislavery movement in the United States developed before the American Revolution. Early colonists, such as the Quakers, had long protested against slavery on moral grounds. As the colonists struggle for independence from Great Britain intensified, more people in the colonies joined the call to end slavery. In fact, the first antislavery society in North America was formed in Philadelphia in The antislavery movement did not truly become a major force in American society until the early 1800s, however. At that time, a religious revival known as the Second Great Awakening spread across the United States. This rebirth of religious fervor encouraged some Americans to try to reform, or improve, aspects of society. The increased focus on religion and social reform contributed to the growth of the antislavery movement. A growing number of Americans viewed slavery as a moral wrong that went against their religious beliefs. Social reformers began to unite and form organizations to oppose slavery. The antislavery movement soon became one of the most prominent and controversial reform movements of the period. Section Activity Use the following activities to help reinforce the main idea of this section. 1. Review with students the key points of the section. Lead a class discussion about the methods that black and white abolitionists used to spread their message. Ask students to discuss what methods they believe were most effective and why. 2. Organize the class into groups of four to five students. Ask students to imagine that they are members of an antislavery society in the mid-1800s. Ask each group to plan activities that promote the organization s antislavery message. 3. Have group members write a proposal outlining the actions their local antislavery society should take to spread its message and gain new followers. Tell students to be as specific as possible in their plans and to explain their rationale for the methods they selected. Reading Check 1. Identify What led to the growth of the antislavery movement? a religious revival known as the Second Great Awakening and the subsequent increase in social reform The Liberator, a popular antislavery newspaper steps to freedom 105

3 Black Abolitionists American antislavery groups differed in their goals. For example, some groups opposed the spread of slavery but supported keeping the system in places where it already existed. Other antislavery activists supported the abolition movement, a campaign to abolish, or end, slavery. The supporters of this movement were called abolitionists. Among the most vocal abolitionists were free blacks, who often risked their freedom and even their very lives to try to end slavery. 2. Underline or highlight the descrip- FPO tion of David Walker s significance to the black antislavery movement. Black Militants Some of the first outspoken black abolitionists were militants, people who aggressively support a cause. Many militant black abolitionists favored the use of force to end slavery. Their rousing writings and speeches called on African Americans to resist slavery by any means necessary. One such militant abolitionist was a free black merchant named David Walker. In 1829 Walker published a controversial pamphlet calling on African Americans to rise up against slavery. History s Voices They want us for their slaves, and think nothing of murdering us in order to subject us to that wretched condition therefore, if there is an attempt made by us, kill or be killed... Had you not rather be killed than to be a slave to a tyrant, who takes the life of your mother, wife, and dear little children? David Walker, Appeal to the Colored Citizens of the World Faces of History Frederick Douglass was Frederick born into slavery in Maryland. He learned Douglass to read and write and in 1838 cleverly wrote his own pass to escape to the North. There, Douglass began giving speeches describing his terrible ordeals under slavery. A brilliant speaker with a sharp intellect, he mesmerized audiences and soon became a leading spokesperson for the abolitionist cause. Douglass proved to be a gifted writer as well. Today his autobiography, Narrative of the Life of Frederick Douglass, is considered a classic of American literature. During the Civil War, Douglass advised President Abraham Lincoln, urging him to enlist black soldiers and to make ending slavery a goal of the war. After the war, Douglass focused on causes such as racial prejudice, land rights for former slaves, women s rights, and lynching. In 1889 he became the first African American to hold a high rank in the U.S. government when he was appointed U.S. minister to Haiti. 3. Explain What skills made Douglass a persuasive abolitionist? his intellect and talent for writing and public speaking Walker was not alone in his call for the use of force. New York abolitionist Henry Highland Garnet urged enslaved African Americans to resist their masters. In an 1843 speech he declared, Brethren, arise, arise! Strike for your lives and liberties... Let every slave throughout the land do this. Such calls for resistance shocked some black abolitionists, who looked for more peaceful methods to end slavery. Frederick Douglass One black abolitionist who opposed the use of force was Frederick Douglass, who had escaped slavery. Douglass was a gifted writer and speaker and used these talents to try to end slavery. He published an antislavery newspaper, The North Star, and described his life under slavery in Narrative of the Life of Frederick Douglass. In addition, Douglass traveled throughout the United States and the British Isles giving speeches on the evils of slavery. His eloquent appeals drew many people to the abolition movement. 106 Chapter 5

4 The Black Abolition Movement Douglass was just one of many free blacks who worked to try to end slavery during the early to mid-1800s. To spread their message, black abolitionists gave public speeches and held antislavery conventions to push for freedom. In addition, black abolitionists wrote eloquently about the evils of slavery. By 1860 African Americans published more than a dozen antislavery newspapers in the United States. These papers included Douglass s North Star and the Mystery, a Pittsburgh paper published by Martin R. Delany. Some black abolitionists who had once been enslaved, such as Douglass, also wrote slave narratives. These personal accounts of slave life helped educate people about the horrors of slavery. Black abolitionists included brave women as well as men. One of the best-known female black abolitionists was Sojourner Truth. A tall, charismatic woman, Truth had escaped from slavery. She went on to become a leading abolitionist and women s rights activist. Truth wrote a stirring slave narrative about her life and captivated audiences with her fiery speeches and songs. Other female abolitionists include Jarena Lee, Zilpha Elaw, and Julia Foote all of whom were preachers. In addition to working to end slavery, black abolitionists protested against racial discrimination, the unfair treatment of people of a certain race. Although African Americans in the North were free, they often faced unequal treatment because of their race. Some black abolitionists took direct action to fight racial discrimination. For example, Elizabeth Jennings of New York City fought a horse-drawn streetcar company that refused to let her ride in the car reserved for white passengers. She boldly sued the Third Avenue Railway Company and won! Jennings received $225 in damages. More important, her case paved the way for a second case, after which the company let all black New Yorkers ride its streetcars. Virtual Field trip Go online to experience a virtual field trip to key sites from the period leading up to and during the Civil War. go.hrw.com Keyword: Online Quiz Keyword: SAAH CH5 Reading Check 4. Contrast How did militant abolitionists differ from other black abolitionists? Militant abolitionists favored the use of force, whereas other black abolitionists did not. White Abolitionists African Americans were not the only people to speak out against slavery in the United States. Thousands of white activists joined the antislavery movement as well during the mid-1800s. Many of these white activists were strong abolitionists who worked tirelessly to end slavery and became leaders in the movement. William Lloyd Garrison White journalist William Lloyd Garrison became one of the foremost abolitionists in the nation. In 1831 Garrison founded a leading antislavery newspaper, The Liberator. In the first issue he made his commitment to abolition clear. History s Voices I will be as harsh as truth, and as uncompromising as justice. On this subject, I do not wish to think, or to speak, or write, with moderation... I am in earnest I will not equivocate I will not excuse I will not retreat a single inch AND I WILL BE HEARD. William Lloyd Garrison, The Liberator, January 1831 As his statement shows, Garrison was a radical abolitionist. He challenged calls for gradual abolition and instead demanded an immediate end to slavery. In 1854 Garrison caused a sensation when he burned a copy of the U.S. Constitution, which he claimed supported the institution of slavery. Skills FOCUS Analyzing Primary Sources FPO 5. What is Garrison s attitude toward slavery? How can you determine his attitude? He strongly opposes it; he uses very strong language. steps to freedom 107

5 John Brown supported violence to oppose slavery. Reading Check 6. Identify What methods did white abolitionists use to help spread the antislavery message? published newspapers, distributed pamphlets, gave public speeches, published accounts of slavery by former slaves, created a political party The Granger Collection Over the years, Garrison worked hard to end slavery. He helped found the New England Anti-Slavery Society and the American Anti-Slavery Society. He and other white abolitionists contributed their own money to pay for lecture tours and to purchase the freedom of many enslaved people. Like black abolitionists, white abolitionists often risked their lives as well. For example, in 1835 a mob in Boston physically attacked Garrison until he was rescued. Other White Abolitionist Leaders To abolish slavery, abolitionists needed to persuade people to join their cause. White abolitionists, like black abolitionists, used many methods to spread their message. Some white abolitionists, such as Garrison, published antislavery newspapers. Other white abolitionists, such as Theodore Weld, published antislavery pamphlets and books. Weld s 1839 pamphlet Slavery As It Is helped inspire one of the most famous abolitionist literary works Uncle Tom s Cabin by Harriet Beecher Stowe. This novel, published in 1852, depicts the terrors and tragedies of slave life. The novel sold some 300,000 copies the first year and drew new supporters to the antislavery cause. Some white abolitionists used political means to oppose slavery. New York abolitionists Arthur and Lewis Tappan favored the use of legislation rather than protest. More moderate than Garrison and his followers, the Tappan brothers thought that the government should put an end to slavery. In 1839 they helped establish the Liberty Party, the first antislavery political party in the United States. Other white abolitionists were willing to take even more drastic steps to free enslaved people. One of these militant white abolitionists was John Brown. Like black militants, Brown thought that only force could end slavery. In 1849 he moved his family to a black community in North Elba, New York. There, he learned firsthand from former slaves of the evils of slavery. Brown came to believe that nothing short of war could end slavery. In time, his belief would come true. Section 1 Assessment go.hrw.com Online Quiz Keyword: SAAH HP5 Reviewing Ideas, Terms, and People 7. Recall What was the abolition movement, and who were some important male and female participants in the movement? movement to end slavery; participants David Walker, Frederick Douglass, Sojourner Truth, William Lloyd Garrison, John Brown, Arthur and Lewis Tappan 8. Make Inferences Why did militant abolitionists such as David Walker and John Brown inspire some people and shock others? Walker and Brown inspired some people and shocked others because they rousingly called for the use of force to end slavery. 9. Evaluate Which tactic used by abolitionists do you think was most successful? Why? Possible answer the use of slave narratives, because they could educate many people about the harsh realities of slavery 108 Chapter 5

6 Building Social Studies Skills Analyzing Primary Sources Understand the Skill Primary sources are documents or other historical sources created by people present at historical events either as witnesses or participants. Letters, diaries, newspaper stories, and speeches are all examples of primary sources. By analyzing primary sources, historians can learn valuable information about people s attitudes during a specific period in history. Learn the Skill Use the strategies shown at right to learn how to analyze primary sources. Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them... My subject, then fellow-citizens, is AMERICAN SLAVERY. I shall see, this day, and its popular characteristics, from the slave s point of view. Standing, there, identified with the American bondman, making his wrongs mine, I do not hesitate to declare, with all my soul, that the character and conduct of this nation never looked blacker to me than on this 4th of July! Whether we turn to the declarations of the past, or to the professions of the present, the conduct of the nation seems equally hideous and revolting. America is false to the past, false to the present, and solemnly binds herself to be false to the future. Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity which is outraged, in the name of liberty which is fettered [held back], in the name of the constitution and the Bible, which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery the great sin and shame of America! Frederick Douglass, What to the Slave Is the Fourth of July? speech, presented to the Rochester Ladies Antislavery Society, July 5, 1852 Step 1: Identify the author or creator and the purpose of the primary source. Who created this speech, and what was his or her purpose? creator Frederick Douglass; purpose to explain why he thought Americans should not celebrate the Fourth of July as long as slavery continued Step 2: Determine the point of view of the author or creator. What is the speaker s attitude toward his subject? He is passionate and outraged in his belief that slavery is wrong and that the United States cannot declare itself a free nation as long as millions of its people are enslaved. APPLY the SKILL 1. Infer Douglass was originally asked to give his speech on July 4, but he refused. Why might Douglass have refused to give this speech on that day? Possible answer He did not think that people should celebrate freedom on the Fourth of July as long as African Americans were enslaved, as he had once been, and denied the very freedom and liberty being celebrated. 2. Evaluate How would this source help a historian understand the speaker s views on slavery? The source explains how Frederick Douglass, a leading black abolitionist, viewed slavery as inconsistent with the expressed ideals of liberty and freedom celebrated on the Fourth of July in the United States. steps to freedom 109

7 As You Read The Coming Conflict 1. Use a graphic organizer like this one to take notes on the key events and key disagreements that led up to the secession of the southern states. Use the Reading Focus questions on the next page to help guide your note taking. 2. As you read the section, underline or highlight definitions and descriptions of the Key Terms and People listed on the next page. UNION STATES CONFEDERATE STATES Key Disagreements Possible responses include: Possible responses include: 1820s 1840s 1820s 1840s The Missouri Compromise keeps balance of slave and free states and outlaws slavery in the northern Louisiana territory. The expansion of slavery into the western territories creates conflict between the slave states and the free states. Disagreement over Missouri s admission as a slave state. Disagreement over California s request for statehood causes the South to threaten to secede from the Union. 1850s 1850s The Compromise of 1850 admits California as a free state, creates a new fugitive slave act, and abolishes slave trade in Washington. The Fugitive Slave Act makes it easier to retrieve runaway slaves. Free blacks in the North create self-protection groups as a result of the Fugitive Slave Act. 1854: The Kansas-Nebraska Act lets Kansas and Nebraska territories use popular sovereignty to determine if slavery will exist. 1857: The Dred Scott decision declares African Americans are not U.S. citizens and the Missouri Compromise is unconstitutional. 1859: John Brown leads a failed slave revolt at Harpers Ferry, Virginia. The Fugitive Slave Act of 1850 causes controversy over capturing runaway slaves and free blacks in the North. The Kansas-Nebraska Act leads to disagreements and violence between proslavery and antislavery groups in the two territories. The Dred Scott decision further heightens tensions between proslavery and antislavery forces. 1860s Abraham Lincoln is elected U.S. president without winning a single southern state. South Carolina, Georgia, Alabama, Florida, Louisiana, Texas, and Mississippi secede from the Union and in December 1860 form the Confederate States of America. 110 Chapter s The election of Abraham Lincoln in 1860 leads to the secession of seven southern states. Key Events

8 Section 2 The Coming Conflict Before You Read Main Idea Disagreement over slavery led to conflict between the North and South and to the eventual secession of eleven southern states. Building Background Reading Focus How did the issue of slavery cause tensions to rise between the North and the South? How did African Americans react to the Fugitive Slave Act? What conflicts intensified the debate over slavery into a crisis? What further events led the nation to split apart? Key Terms and People Missouri Compromise sectionalism Compromise of 1850 popular sovereignty Fugitive Slave Act Kansas-Nebraska Act Dred Scott decision Republican Party Abraham Lincoln Confederate States of America As tensions over slavery heightened, the North and the South edged closer to conflict. Disputes over the expansion of slavery escalated, and violence began to break out. Could the country continue like this half slave and half free? The rising tensions between the two opposing forces would soon tear the country apart at its seams. Section Activity Use the following activities to help reinforce the main idea of this section. 1. Review with students the key points of the section. Lead a class discussion about the events that led to the secession of seven southern states. Ask students to discuss if they think this crisis could have been avoided or if it was inevitable. 2. Organize the class into groups of four to five students. Assign each group one of the major events leading up to secession. Ask students to imagine that television existed during the 1800s. Have students in each group create a short newscast about their event. Roles students might play are anchors, on-the-spot reporters, writers, and editors. 3. Have each group present its newscast to the class. Rising Tensions For years Americans had looked hopefully to the West. Some people hoped to find wealth by moving west. Other people just hoped to get land of their own. Whatever the reason, growing numbers of Americans had begun settling the West. As they did so, the issue of slavery s expansion soon arose. Would settlers be allowed to bring enslaved people into the new territories? By the early 1800s the expansion of slavery had become a sectional concern that threatened the peace and unity of the nation. The Missouri Compromise The tensions between the slave states and the free states began to increase in the early 1800s. In 1819 the Missouri Territory s application for statehood caused an uproar. At the time, the nation was equally balanced with 11 slave states and 11 free states. This balance meant that the slave states and the free states had the same number of senators in the U.S. Congress. If Missouri joined the Union as a slave state, this balance in the Senate would be upset. Eventually, Congress resolved the issue with the Missouri Compromise of Under this agreement, Missouri was admitted as a slave state and Maine was admitted as a free state. In addition, the agreement banned slavery north of the 36 30' N latitude in the unorganized territory of the Louisiana Purchase. The Missouri Compromise helped maintain the delicate balance in the U.S. Senate. Despite the success of the compromise, though, strong disagreements between the North and the South over the expansion of slavery remained. Feelings of sectionalism, or devotion to the interests of one geographic region over those of the nation, were increasing. 1. Why was the westward expansion of slavery a controversial issue? because the westward expansion of slavery could upset the balance of power in Congress between slave and free states and because some people opposed the expansion of slavery on moral grounds Steps to Freedom 111

9 Compromises over Slavery FPO Examine the maps below. In the space provided, write a description of each of the compromises that addressed the issue of the expansion of slavery. OREGON COUNTRY UNORGANIZED TERRITORY OREGON TERR. UNORGANIZED TERR. MINNESOTA TERR. NEW SPAIN Missouri Compromise line (36 30 N) ARKANSAS TERR. MICHIGAN TERR. MO CA UTAH TERR. NEW MEXICO TERR. Missouri Compromise line (36 30 N) FLORIDA TERR. Disputed UNORGANIZED TERR. 2. Missouri Compromise of Compromise of 1850 Admitted Missouri as a slave state and Maine as a Admitted California as a free state; in the New free state; prohibited slavery above 36 30' N latitude Mexico and Utah territories, popular sovereignty in the unorganized territory of the Louisiana Purchase would decide whether to allow slavery in those areas; abolished the slave trade in the District of Columbia; created a stricter fugitive slave law Academic Vocabulary 4. Use the context, or surrounding words in the sentence, to write a definition of acquired. Possible definitions gained or received. The Compromise of 1850 As time passed and new territories sought statehood, the leading question remained: Would each new state be a slave state or a free state? While many politicians struggled and fought over this issue, a few worked furiously to maintain the balance. In 1848, however, the United States gained a vast amount of land in the West as a result of the Mexican-American War. Almost immediately, a debate began in Congress over whether new territories in the region should allow slavery. The conflict over slavery in the new territories went unresolved until California, part of the newly acquired region, applied for statehood in California s leaders wanted the region to enter as a free state. However, this move would upset the balance in the U.S. Senate between the slave states and the free states. To leaders in the South, an imbalance of power was unacceptable. Outraged southern leaders feared that the South would lose economic and political power. As a last resort, some southerners in Congress even threatened that their states would secede, or break away, from the United States if the balance of power was upset. Let them secede! countered some northerners scornfully. Sentiment among a growing number of people in the North was that slavery had outlived its usefulness. The Cleveland Plain Dealer stated bluntly, Rather than see slavery extended one inch beyond its present limits, we would see this Union rent asunder [split apart]! 112 Chapter 5

10 In Congress, veteran senator Henry Clay of Kentucky, who had helped develop the Missouri Compromise, came up with a plan to solve the California problem. After debating Clay s plan for months, Congress agreed to a series of laws called the Compromise of Under this compromise, California joined the Union as a free state. The rest of the land gained from Mexico was then organized into the New Mexico and Utah territories. In each territory, the issue of whether to allow slavery would be decided by popular sovereignty, or by the popular vote of the people. In addition, the Compromise of 1850 ended the slave trade in the District of Columbia and, to appease the slave states, provided a tougher fugitive slave law. Although neither the North nor the South was completely satisfied with the compromise, it had prevented a larger conflict for the time being. Reading Check 5. Analyze Why were the Missouri Compromise of 1820 and the Compromise of 1850 necessary? to prevent further disputes between the free states and the slave states and to enable new states to join the Union The Fugitive Slave Act Although the Compromise of 1850 seemed to settle one dispute in the battle over slavery, it triggered another. As part of the compromise, the Fugitive Slave Act established strict new measures concerning runaway slaves. For years, southern slaveholders had complained that northerners ignored fugitive slave laws by aiding escaped slaves. In an effort to stop such actions, the Fugitive Slave Act made assisting runaway slaves a federal crime. Federal commissioners were appointed to enforce the law, and all citizens were expected to aid and assist in its execution. Under the new law, people who helped or hid fugitive slaves were subject to heavy fines and imprisonment. Federal marshalls could enter northern states where slavery was illegal and arrest fugitive slaves, even those who had been free for decades. Furthermore, African Americans accused of being runaways had to prove that they were free, often a difficult or impossible task. The law put many black northerners both those who were legally free and those who had escaped slavery at risk. Fighting the Fugitive Slave Act The Fugitive Slave Act enfuriated many northerners and encouraged more of them to support the fight against slavery. Across the North, people openly resisted the new law and organized to fight it. As slave catchers began capturing fugitive slaves, abolitionists urged African Americans to prepare to defend themselves. History s Voices What is life to me if I am to be a slave in Tennessee?... My home is here, and my children were born here... I will not live a slave, and if force is employed to reenslave me, I shall make preparations to meet the crisis. Reverend Jermain Wesley Loguen, I Won t Obey the Fugitive Slave Law, 1850 Harriet Tubman, the famous black conductor for the Underground Railroad, was determined to help fight the Fugitive Slave Act. In 1860 in Troy, New York, Tubman learned that a man named Charles Nalle had been captured and was to be returned to slavery in Virginia. Determined to help Nalle, Tubman bravely rushed to the U.S. commissioner s office, where he was being held. There, she waited along with a large crowd that had gathered. As Nalle was being escorted out of the office, the crowd pushed forward and tore him away from his captors. Tubman stated that she tied her bonnet to the man s head so that he could escape undetected through the crowd. This broadside warned African Americans in Boston to keep alert for slave catchers in the area. steps to freedom 113

11 Reading Check 6. Summarizing How did African Americans try to protect themselves from the Fugitive Slave Act? They helped captured African Americans escape, and they formed self-protection groups to warn one another of danger. Black Self-Protection Groups As the threat of capture for escaped slaves increased, many black communities in the North organized groups to protect themselves. On more than one occasion, these self-protection groups helped save African Americans from capture. One such incident involved the Christiana organization, a group in Christiana, Pennsylvania. William Parker, a formerly enslaved black man, had organized this group. Like many similar groups in the North, the Christiana organization had developed a plan in which members would alert one another if a slave catcher was seen in the area. In September 1851 a Maryland slaveholder accompanied by a U.S. marshal and an armed group pounded on Parker s door. The slaveholder had warrants claiming that four African Americans staying in Parker s house had escaped from him. When the slaveholder demanded the men s return, Parker s wife blew a horn for help. Neighbors came to the Parkers aid, and the battle was on. The intruders shot at Parker and his group, who fired back. In time, the group of slave catchers retreated. The African Americans had successfully defended their freedom. During the shooting, however, the slaveholder was killed and others were badly injured. Many southerners demanded vengeance. Authorities eventually seized two white Quaker abolitionists and several African Americans and arrested them for treason. William Parker, now a fugitive himself, had to flee and leave his family behind. The Conflict Becomes a Crisis Throughout the 1850s the dispute over slavery raged on. Three key events the passage of the Kansas-Nebraska Act, the Dred Scott decision, and John Brown s raid would bring the crisis between the North and the South to a head. The Kansas-Nebraska Act No sooner had the Compromise of 1850 cooled rising tensions, then another crisis heated them up again. In 1854 Congress passed the Kansas-Nebraska Act. This act organized Kansas and Nebraska into federal territories and, overriding the restrictions of the Missouri Compromise, stated that popular sovereignty would decide the issue of slavery. Thus, the people of the territories would vote whether to allow slavery there. The Kansas-Nebraska Act bitterly divided the nation. Proslavery and antislavery forces both sent supporters to live in Kansas to help influence the vote. Slaveholders and abolitionists, such as John Brown, settled in Kansas to provide additional support. Heated exchanges between Dred Scott had no rights which the white man was bound to respect, ruled Chief Justice Roger Taney. the two groups soon led to violence. Bleeding Kansas, as the situation was called, became yet another battleground in the dispute over the expansion of slavery. 114 Chapter 5

12 The Dred Scott Decision As conflict raged in Kansas, a case came before the Supreme Court in 1857 that was to have landmark significance. The case dealt with Dred Scott, an enslaved Missouri man. Scott had traveled with his master to Illinois and Wisconsin Territory, both areas where slavery was illegal. When Scott returned to Missouri, he sued for his freedom. He argued that living on free soil had made him free. Scott s case made its way to the U.S. Supreme Court. In the Dred Scott decision, a deeply divided Court ruled against Scott s argument. Led by Chief Justice Roger Taney, the Court stated that Scott could not sue in federal court because he was not a citizen under the U.S. Constitution. The Court further stated that the Missouri Compromise, which had prohibited slavery in certain territories, was unconstitutional. The Court explained that the Fifth Amendment of the U.S. Constitution protected the property rights of slaveholders and that the Missouri Compromise deprived slaveholders of those rights without due process of law. Even though many white southerners viewed the Primary Sources John Brown s Raid: A Letter Dred Scott decision as a victory, abolitionists were outraged. Did the ruling mean the Supreme Court was on the side of slavery? Frederick Douglass declared that the decision should serve as a link in the chain of events preparatory to the downfall and complete overthrow of the whole slave system. Among the members of John Brown s unsuccessful raid at Harpers Ferry were five African Americans. One of them was John Copeland, who wrote this letter to his brother shortly before his execution. Not that I am terrified by the gallows which I see staring me in the face, and upon which I am so soon to stand and suffer death for doing what George Washington... was made a hero for doing... Washington entered the field to fight for the freedom of the American people not for the white men alone, but for both black and white... It was a sense of the wrongs which we have suffered that prompted the noble but unfortunate Captain Brown and his associates to attempt to give freedom to a small number, at least of those who are now held by cruel and unusual laws, and by no less cruel and unjust men. Skills FOCUS Analyzing Primary Sources 7. Points of View What is Copeland s view of John Brown? Copeland sees Brown as a noble hero who is unfortunate because he is being executed.. John Brown s Raid Radical abolitionist John Brown contributed another link in the growing chain of events. By 1859 Brown could no longer stand slavery. He decided that force was the only way to end the institution. Brown came up with a plan to raid a federal arsenal at Harpers Ferry, Virginia. An arsenal is a place where weapons are stored. His plan was to seize the weapons and use them to arm a slave revolt. Some abolitionists, such as Harriet Tubman, supported Brown s plan, but others warned him against it. Despite such warnings, Brown struck on the night of October 16, Along with a band of 21 comrades, he successfully broke into the federal arsenal. Then a snag occurred. Few enslaved African Americans in the area were willing to run away and join Brown. The next afternoon local militias trapped Brown s group inside the arsenal. The following day, U.S. Marines captured what remained of the group. Brown s raid inflamed many white southerners. In contrast, many northerners viewed Brown and his comrades as heroes. After being convicted in a trial, John Brown was sentenced to hang on December 2, On that day, church bells tolled across the North in salute of Brown. Reading Check 8. Sequence What series of events in the mid- to late 1800s led to increased conflict between the North and the South? Kansas-Nebraska Act, Dred Scott decision, and John Brown s raid steps to freedom 115

13 The Nation Splits Apart Throughout the 1850s unpopular compromises, laws, and court decisions had deepened the divisions in the United States. Many Americans feared that ideological, economic, and political divisions over slavery would permanently rip the nation apart. Info to Know Shortly after it was created, the Republican Party absorbed two existing antislavery political parties the Liberty Party and the Free- Soil Party. The Election of 1860 Since the 1840s, antislavery groups had tried without success to form antislavery political parties. Spurred on by the Kansas-Nebraska Act, however, antislavery forces united to try again. In 1854 they formed the antislavery Republican Party. The new party quickly gained support across the North. In 1856 Illinois lawyer and politician Abraham Lincoln joined the Republican Party. Lincoln quickly became a leader of the party. Addressing the Illinois Republican convention, he made a dire prediction. History s Voices A house divided against itself cannot stand. I believe this government cannot 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, June 16, 1858 Reading Check 9. Identify Points of View Why did many southerners oppose Lincoln s election to the presidency in 1860? They feared that because Lincoln was a Republican, he might try to outlaw slavery in the South. In 1860 the Republican Party chose Lincoln as its candidate for president. Southerners vowed to defeat Lincoln and the antislavery Republicans. However, a division in the Democratic Party, which dominated the South, split the southern vote. As a result, Lincoln won the presidency despite receiving less than 40 percent of the popular vote and not winning a single southern state. The First Southern States Secede Many southerners were angered by Lincoln s election. A party founded on the... hatred of African slavery is now the controlling power, wrote the New Orleans Delta. The election propelled southerners into action. Seven southern states South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas seceded from the United States. In December 1861, the seven states formed the new nation of the Confederate States of America, also called the Confederacy. Lincoln, not officially president until his inauguration in March 1861, could only watch in frustration. Despite attempts to restore the nation, it remained divided. 2 Choose the letter of the term or person in the right column that best matches each description in the left column. e c a b d Section Assessment 10. this agreement allowed one new slave state and one new free state to enter the Union and prohibited slavery in the northern portion of the Louisiana Territory. 11. this law established strict new laws for the capture of escaped slaves. 12. his election led directly to the secession of seven southern states. 13. this agreement allowed California to enter the Union as a free state. 14. Violence erupted as a result of this controversial legislation. go.hrw.com Online Quiz Keyword: a. Abraham Lincoln b. Compromise of 1850 c. Fugitive Slave Act d. Kansas-Nebraska Act e. Missouri Compromise 116 Chapter 5

14 Applying What You ve Learned Creating a Time Line The years leading up to the secession of the southern states were some of the most turbulent in U.S. history. The conflict over slavery led to political disagreements, protests, and even violence. Use your notes from Section 2 to complete the time line of key events that led to increasing tensions between the North and the South Missouri Compromise Compromise of The Kansas-Nebraska Act leads to violence and conflict in Bleeding Kansas Dred Scott decision 1859 John Brown s raid of the arsenal at Harpers Ferry, V November 1860 Abraham Lincoln wins the presidential election December 1860 Founding of the Confederate States of America ASSESS YOUR KNOWLEDGE 1. Recall What event resulted from Lincoln s election to the presidency? the secession of seven southern slaveholding states from the Union 2. Compare What two events on the time line were attempts to settle conflicts between the free states and the slave states? Missouri Compromise of 1820; Compromise of 1850 steps to freedom 117

15 As You Read The Civil War Freedom Won 1. Use a graphic organizer like this one to take notes on war breaks out, African Americans in the Civil War, and the Emancipation Proclamation. Use the Reading Focus questions on the next page to help guide your note taking. 2. As you read the section, underline or highlight definitions and descriptions of the Key Terms listed on the next page. War Breaks Out Possible responses include: Seven southern states secede from the Union and form the Confederate States of America, also known as the Confederacy. Confederacy officials start seizing federal arsenals and other property in the South. April 12, 1861: Confederates fire on Fort Sumter in South Carolina; war begins. Lincoln calls for volunteer troops to put down the southern rebellion. Four additional southern states secede. African Americans in the Civil War Possible responses include: The Union initially rejects black troops, but informal black military units form in the North. The Union begins to use contrabands, other African Americans in noncombat roles. The Confederacy uses slave labor to support the war effort. In 1862 the Union allows black troops to enlist (First Louisiana Native Guards). In 1863 the U.S. Congress approves the recruitment of black troops. The Massachusetts 54th Infantry is one of the first all-black regiments. Black troops faced discrimination but won medals for their bravery. Black women served in the war as nurses, cooks, spies, and fundraisers. The Emancipation Proclamation Possible responses include: Lincoln gradually came to agree that the Constitution allowed him to free enslaved African Americans in areas of the Confederacy in rebellion. January 1, 1863: Lincoln issued the Emancipation Proclamation, which freed all enslaved people in areas that were in rebellion against the United States but did not free slaves in areas of the Confederacy under Union control. Reactions were mixed, from celebrations to anger over partial emancipation. 118 Chapter 5

16 Section 3 The Civil War Freedom Won Before You Read Main Idea The Civil War led to new roles, rights, and freedoms for African Americans in the North and the South. Reading Focus What events led to the outbreak of war between the Union and the Confederacy? What different roles did African Americans play during the course of the Civil War? What led Lincoln to issue the Emancipation Proclamation? Key Terms contrabands First Louisiana Native Guards 54th Massachusetts Infantry border states Emancipation Proclamation Juneteenth Building Background After years of painful dispute, the United States broke apart. Several southern states formed the Confederate States of America to protect their way of life, including the institution of slavery. Secession, however, did not end the dispute between the North and the South. The tense situation would require only a spark to unleash the heat of war. War Breaks Out On March 4, 1861, Abraham Lincoln became president of the United States. He immediately set out to assure southerners that his government would not provoke war. Like most Americans, Lincoln hoped the southern states would return peacefully to the Union. In less than two months, however, civil war had broken out. Section Activity Use the following activities to help reinforce the main idea of this section. 1. Review with students the key points of the section. Lead a class discussion about the ways in which the Civil War affected African Americans in both the North and the South. 2. Organize the class into groups of four to five students. Have each group create a chart identifying the key roles of African Americans in the war. Students might use the following categories: Black Troops, Black Laborers, Black Military Spies, Black Women, Confederate Enslaved People, and Black Leaders. 3. Have each group share some of the roles it listed for one category. 4. As an extension, have each student create a flyer or poster announcing the passage of the Emancipation Proclamation. Remind students to provide specific information about the Proclamation. An Attack Leads to War During the months before Lincoln took office as president, Confederate officials had begun seizing federal arsenals, forts, and other property in the South. After he became president, Lincoln argued that this federal property belonged to the Union. Therefore, he ordered Union forces to protect all federal property in seceded states. In South Carolina, Confederates were determined to take Fort Sumter, which guarded Charleston Harbor. Union forces were equally determined to keep the fort. To help defend Fort Sumter, President Lincoln sent in ships with essential supplies. When Confederate leaders learned of the ships, they worried that troops might follow. Before that could happen, Confederate forces took action. On April 12, 1861, they began firing on Fort Sumter. After more than 30 hours of cannon fire, Union forces surrendered. The Civil War had begun. In response to the fall of Fort Sumter, President Lincoln declared that the South was in a state of rebellion. Lincoln called on each state to send troops to put down the rebellion. Most states rallied to his call. However, most of the slave states that were still in the Union refused. Instead, shortly after Lincoln s call for troops, Virginia, Arkansas, Tennessee, and North Carolina seceded and joined the new Confederacy. Academic Vocabulary 1. Use the context, or surrounding words in the sentence, to write a definition of essential. Possible definitions necessary; vital; important. steps to freedom 119

17 Info to Know After Union leaders called for volunteers, some African Americans who had gone to Canada to escape slavery wrote to President Lincoln offering to return to fight for the Union. Reading Check 2. Draw Conclusions Why might Union generals have accepted black troops despite the lack of official government approval? Possible answers Union generals desperately needed more troops; the generals did not agree with the federal policy against black troops. Preparing for War With the outbreak of war, armies on both sides prepared to fight. When Union leaders called for volunteers, many black men in the North were eager to join. U.S. Army officials hesitated, however. Many northerners did not consider African Americans to be equals and were afraid of arming them. As a result, the U.S. Army turned away black volunteers, although the U.S. Navy accepted them. Unable to serve in the army, African Americans in some northern cities created informal military units. The units then trained in preparation for the day they might be called to duty. Frustrated by the Union army s refusal to use black troops, a few Union generals took African Americans into their ranks anyway. Shortly after the war began, runaway slaves from the South began appearing at Union army camps seeking protection and wanting to help. Some Union commanders allowed these escaped slaves, known as contrabands, to work in their camps. Union leaders soon compromised on the use of African Americans in the army. Some black men were allowed to join the army as cooks, as hospital orderlies, or in other noncombat roles. Meanwhile, the U.S. Navy approved the active enlistment of black men in September African Americans contributed to the war effort in the Confederacy as well. Enslaved people on farms and plantations grew much of the food for the South. Their slave labor freed white men to fight for the Confederacy. Slaves also performed many Confederate noncombat jobs, such as cooking and driving wagons. African Americans in the Civil War African Americans eventually received the chance to fight in the Union army. Once able to participate, they played a crucial role by going on dangerous missions as soldiers and spies as well as serving in other capacities. Black soldiers, such as those in Company E of the 4th U.S. Colored Infantry, fought bravely and proudly in the Civil War. 120 Chapter 5 African American Union Soldiers The Enlistment of Black Troops The Union did not experience the quick victory in the Civil War that leaders had expected. As the war continued, northern attitudes about the use of black troops began to change. In July 1862 the U.S. Congress approved the limited enlistment of black men in areas of the South where the fighting was heaviest.