Exploring U.S. Regions and the Slavery Debate: Historical Context and Implications

1. To Begin… • Turn in FRQ3 that you completed as homework. • Identify and describe two regions in the United States (modern or historical). • Remember a “region” is a geographical term that describes an area with shared characteristics

2. Unit 2 Historiography Debate Question: Did the actions of the Jackson Presidency reflect its reputation as the Era of the Common Man? B4: Mary Kathryn/Jasmine v. Yevgeniy/Amanda • Opening Statements • Direct Questioning • Audience Questions • Closing Statements • Vote and Debrief

3. Exam 2 Thoughts • Several made big improvements . • Practice timed writing and MC questions. • 1 event does not equal a category. • 1 example does not equal a topic.

4. All of the following contributed to the coming of the War of 1812 EXCEPT • the Chesapeake-Leopard Incident • British impressment of American seamen from American ships on the high seas • the concerns of Western Americans that the Indian raids they suffered were being carried out with British encouragement • the Congressional “War Hawks” desire to annex Canada • the armed confrontation between U.S. and British forces along the Maine-Canada border

5. The War of 1812 had all the following effects EXCEPT • It strengthened American industrial and manufacturing production. • It virtually destroyed the Federalist Party as a credible opposition to the Republican Party • It restored a sense of pride in most Americans and led to a wave of nationalism • It destroyed the power of the Indian tribes in the Northwest Territory • It led to an increased and more active American role in world politics

6. Region Groups • Each group is assigned a particular geographical region (South, West, North). • As a group, brainstorm characteristics associated with your region (mid-1800s). • Determine your region’s stance on slavery. • Every member must be able to explain and defend your slavery stance.

7. Mixed Groups • Each region (North, South, West) is present in this group. • Representing your assigned region, the group must work together to create a policy for how to deal with slavery in the new territories. Be sure to explain why you think your plan is a good one. • Remember, as an advocate for your region, you want the final policy to benefit your region as much as possible. • You will share your policy with the class.

8. Slavery and Sectionalism • Tenuous Balance (as of 1819) • 11 free • 11 slave • Ohio River the dividing line • No clear decision on the presence of slavery in Louisiana Territory • Southern transplants brought slaves with them

9. Missouri Compromise (1820) • Tallmadge Amendment (1819) • Introduced as an amendment to Missouri’s application for statehood by NY representative Tallmadge • proposed the prohibition of slavery in Missouri and the eventual emancipation of slaves currently in Missouri. • Southerners were upset because this would destroy the slave/free balance.

10. Taylor PD • Working individually or with a partner, examine the PD to complete the chart

11. Missouri Compromise (1820) • Tallmadge Amendment (1819) • Introduced as an amendment to Missouri’s application for statehood by NY representative Tallmadge • proposed the prohibition of slavery in Missouri and the eventual emancipation of slaves currently in Missouri. • Southerners were upset because this would destroy the slave/free balance. • Compromise: • Missouri admitted as slave state • Maine admitted as free state • 36°30’ (Missouri’s southern border) the new dividing line

12. Missouri Compromise

13. Missouri Compromise • The Compromise DOES NOT • establish a one free/one slave rule • solve the slavery debate • The Compromise DOES • soothe Southern concerns (temporarily) • set a precedent for future attempts to deal with this dilemma

14. …To End • To what degree to you think territorial expansion fueled the slavery debate? Defend your position.