MR. WINCE - AZ
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Lincoln & Secession
(1860-1861)

Image Source - Reminiscences of Abraham Lincoln - Frederick Douglass (1818–1895)
Standard
HS.H2.1 Explain multiple causes of conflict.

Learning Target
​I can explain multiple causes and effects the Civil War had on the people of the United States.

​Instructions
Use the following sources to complete the Guided Notes.
  • First, read the Background below
  • Second, watch the Video - The Election of 1860 - Crash Course (14min)
  • Third, read the Excerpts from the Article - ​South Carolina’s Declaration of the Causes of Secession

Guided Notes
Video
  • What was the cause of the Civil War?
  • Provide 3 details that you learned while watching and listening.
Reading Questions
1. According to the South Carolinian delegates, what is the 'law of compact,' a fundamental principle they believe found in the Declaration of Independence?
2. Using the principle of 'law of compact,' what was South Carolina declaring they had the right to do? 
3. In section (4), according to South Carolina, what allowed the parties to agree to the Constitution in the first place?
5. According to South Carolina, the main reason they were seceding was because of what?
6. What are the specific inequalities that are being encountered by people living in the United States?

Background

Abraham Lincoln won the presidential election of 1860 with about 40 per cent of the popular vote, the rest divided among three other candidates (Democratic Party Platform). Lincoln would have won the electoral college vote and become president even if all the votes for the other candidates had gone to just one of them, since the free states Lincoln won had sufficient electoral votes to elect a president. As a consequence of Lincoln’s election, South Carolina was the first state to secede from the Union, after decades threatening nullification and secession under the banner of states’ rights. On November 10, 1860, only days after Lincoln’s election to the presidency, the South Carolina General Assembly called for a convention of the people of the state to consider secession, members of which were elected early the next month. The convention, composed of 169 delegates, voted unanimously in favor of secession and quickly drew up the declaration of secession to explain its reasons for dissolving the Union.

President James Buchanan (1791–1868), who had not run for re-election, in his last State of the Union Address (December 3, 1860) denied the right of states to secede, disappointing the South, and blamed anti-slavery sentiment for creating discord and disunion, aggravating the North. He then denied that the president or the federal government had any authority to prevent secession. He remained in office until March 4, 1861. During that time, six states—Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas—joined South Carolina in declaring their secession from the Union. 

As others had since the time of the Missouri Compromise (Missouri Compromise Act), the authors of the South Carolina Declaration addressed the character of the Union and defended the justice of their decision by offering a history of the founding of the United States. (Compare the account here with Abraham Lincoln’s, Appendix E.) The South Carolina Declaration also echoes the argument and even some of the phrases of the Declaration of Independence, without, of course, mentioning its key premise, human equality.

Excerpt

Excerpt #1
(1) - We hold that the government thus established is subject to the two great principles asserted in the Declaration of Independence; and we hold further, that the mode of its formation subjects it to a third fundamental principle, namely: the law of compact. We maintain that in every compact between two or more parties, the obligation is mutual; that the failure of one of the contracting parties to perform a material part of the agreement, entirely releases the obligation of the other; and that where no arbiter is provided, each party is remitted to his own judgment to determine the fact of failure, with all its consequences.

(2) - In the present case, that fact is established with certainty. We assert that fourteen of the states have deliberately refused, for years past, to fulfill their constitutional obligations, and we refer to their own statutes for the proof.

(3) - The Constitution of the United States, in its fourth article, provides as follows: “No person held to service or labor in one state, under the laws thereof, escaping into another, shall, in consequence of any law or regulation therein, be discharged from such service or labor, but shall be delivered up, on claim of the party to whom such service or labor may be due.”

(4) - This stipulation was so material to the compact, that without it that compact would not have been made. The greater number of the contracting parties held slaves, and they had previously evinced their estimate of the value of such a stipulation by making it a condition in the Ordinance[3] for the government of the territory ceded by Virginia, which now composes the states north of the Ohio River.
​
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Last Updated January 27th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Class Texts and Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • American History
    • Course Info, Student Portfolios & Sources
    • Q3 - Our American Story: Why Care? >
      • Q3 American History Weekly Agendas
      • Q3 AH Student Portfolio Expectations
      • History Readings & Socractic Seminars
      • 1900-1910s: Imperialism, Progressivism & World War I
      • 1920s: The Roaring Twenties
      • 1930s: The Great Depression
      • 1930s-1945: World War II
  • Psychology
    • Psychology Course Info, Student Portfolios & Sources
    • Q3 Project My Superpower! >
      • Q3 Psychology Weekly Agendas
      • Q3 Psychology Student Portfolio Expectations
      • Psych Readings - Socractic Seminars
      • Introduction to Psychology
      • Biological Pillar >
        • Biological Bases of Behavior
        • Sensation
        • Consciousness
        • Biological Careers in Psychology
      • Cognition Pillar >
        • Cognition
        • Memory
        • Perception
        • Intelligence
        • Cognition Careers in Psychology
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
  • U.S. Government
    • Government Course Info, Student Portfolios & Sources
    • Q3 A More Perfect Union: 28th >
      • Q3 Government History Weekly Agendas
      • Q3 Government Student Portfolio Expectations
      • Gov. Readings - Socractic Seminars
      • Democracy Essential Lessons
      • Citizenship Essential Lessons
      • Voting Essential Lessons
  • Resources Dump