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24.2 Uniter or Divider

24.2 Uniter or Divider. CA. Standard. 8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. California Annexation, 1849 . Backed by President Taylor.

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24.2 Uniter or Divider

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  1. 24.2 Uniteror Divider

  2. CA. Standard 8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

  3. California Annexation, 1849 • Backed by President Taylor. • Statehood would upset balance between free and slave votes in congress. -South threaten to secede. • Henry Clay of Kentucky proposes compromise to save Union.

  4. HenryClay’s Compromise • CA. becomes a free State • Fugitive Slave Law • Popular Sovereignty- New Mexico and Utah territories vote for slavery or not. • Government pays Texas $10 mil. for eastern New Mexico. • Slave trade banned in Washington D.C. -Allows slavery

  5. Debate over Compromise • North • Daniel Webster • Asked for compromise to preserve Union. • South • John C. Calhoun • Annexation of CA. would threaten Southern way of life. • Demanded constitutional amendment to protect states’ rights. • Or would Secede.

  6. Compromise of 1850 North Gets • California admitted as a free state • Slave trade prohibited in Washington D.C. • Texas loses boundary dispute with New Mexico South Gets • No slavery restrictions in Utah or New Mexico territories • Slaveholding permitted in Washington D.C. • Texas gets $10 million • Fugitive Slave Law

  7. Essential Question Is a compromise to preserve the Union more important than individual states’ rights (slavery)? • By the end of the period you will answer this question using the TEES format. -Reading and citing two primary sources.

  8. Historical Reading Skills • Sourcing- Identifying the authors’ reasoning and point of view before reading the document. -Use your prior knowledge and the “story” before reading any primary source. -Why would this author write this document? • Contextualization- Students will need to place themselves in time period of the written document to recognize the factors that shaped its content. • Place yourself in the author “shoes.”

  9. Close Reading- Evaluate the sources and analyzing the language used. -Why did the author choose the words or type of writing to express him/herself. • Corroboration- Comparing and contrasting sources to get to the truth. -You can’t get the whole “story” by just reading one “story.”

  10. T.E.E.S • T: Thesis -Answer the question. -Remember it is the main argument you are going to have to prove. • E: Explanation -Explain your thesis, define your key words. -Give at least one reason. • E: Evidence -Prove it, by citing the sources. • S: Significance -Why is this important?

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