L2+Bizier,+Daniel

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * __Teacher’s Name __****: **Mr. Bizier **__Date of Lesson__:** Lesson 2
 * __Grade Level __****: **11 **__Topic__:** Civil War and Reconstruction
 * __Objectives __**
 * Student will understand that **: there were several causes of the American Civil War, in the years leading up to when the war actually began, and these causes were related to slavery.
 * Student will know: **Abraham Lincoln, Stephen Douglass, Dred Scott ,the South becomes a cotton leader (dependent on slaves), the North industrializes, Bleeding Kansas, Lincoln-Douglas debates, the presidential election of 1860 (Lincoln elected), South Carolina secedes, all of the states that left the Union.
 * Student will be able to do: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be able to use Garage band and create a podcast of a radio interview where Civil War leaders are interviewed.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will do flow charts that outline the major events that caused the Civil War. The teacher will give examples/nonexamples of how decisions made by Civil War leaders caused the Civil War; this will help students understand the causes of the Civil War better. In class questioning will be used to help ensure that the students know the main causes of the Civil War.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pod-casts(60 points) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- You will create a podcast. The podcast will be in the form of a radio interview. The interview will be with a Civil War leader. In the radio interview you will discuss how decisions and actions in the years leading up to the American Civil War caused the war to begin. You need to explain in-depth how the events helped to cause the war, BE SPECIFIC! You will work in groups, which I will assign. You will be graded on a rubric that I will hand out before you begin the project.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **Technology:** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will utilize type II technology by using the software GarageBand to create a podcast.
 * Music:** Students may incorporate some music into their podcast radio interviews.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will break up into groups based on where they are sitting. They will compare their flow charts. They will make sure that they have the same information. I will make sure that everybody has all of the information/events on their flowcharts.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The hook will target musical learners.
 * Logical:** The flow chart will help logical learners see how the events escalated and caused the Civil War.
 * Visual:** The graphic organizer will help visual learners.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The performance task is a Podcast which will help verbal learners learn the material better.
 * Bodily-Kinesthetic:** The music from the hook may inspire some students to dance, which will help them learn and be engaged.
 * Interpersonal:** The in-class discussion will help interpersonal learners learn the material better.
 * Intrapersonal:** The student will be asked to write a reflection about how the music from the hook made them feel, which will help intrapersonal learners.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will utilize type II technology by using the internet software Glogster to create a poster online
 * Absent:** If a student is absent I will ask for them to contact me so that they can find out what the reading will be for the next, and if there is any homework due for the next class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will use GarageBand to record their podcasts. Garage Band Tutorial: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Flow Charts- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will use their textbooks to look up information Students will be asked to look for links as well about the information.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Markers
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Text-books
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Flow Charts
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Civil War Music soundtrack
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Notebooks
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Any work that will need to be handed back to students
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rubrics
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">There were a variety of resources, textbooks and links to help students understand the material. The hook will help to engage the musical learners of the class; bodily kinesthetic learners may also be engaged because the music may inspire them to dance. The reflection following the hook will be done on their own, engaging intrapersonal learners. The flow charts will engage logical learners. The group work will engage interpersonal learners. The performance task is a Podcast, which will engage verbal learners. It will be easy for students to learn because they will be in a good environment, where they feel as though they can ask questions; I will provide clarifying information for them. Students will create a radio podcast using GarageBand in which they discuss the main causes of the Civil War from the point of Civil War leaders., and if they have trouble grasping the software then they will be given additional time; I will also help them to understand the program. <span style="font-family: "Times New Roman","serif";">As for learning styles, the “clipboards” will like the fact that all of the rubrics will be available beforehand, so they will know exactly what they need to do. “Microscopes” will benefit because they are trying to dig deeper into main cause of the war, they will also be researching some of the major events. The think-pair-share, and classroom discussions will help the “puppy” students because it will make them feel like they are in a good, safe, environment. Lastly, the fact that there are many activities will help “beach balls” because they will be kept busy, and engaged.

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Reference Content notes which can be found at the end of this lesson. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">


 * Rationale:** Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * Student will be able to**: describe the main causes of the Civil War.
 * Facet of Understanding:** Explanation; I used explanation because I thought that it was important that students know how to explain the causes of the Civil War and I thought that it was important for students to be able to demonstrate that they understand and can explain the causes of the Civil War.


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students will utilize type II technology in the form of a Podcast, where they will play during the Civil War, and major battles of the Civil War, during this lesson. Other examples of varied instructional strategies and technology usage include.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The hook will target musical learners.
 * Logical:** The flow chart will help logical learners see how the events escalated and caused the Civil War.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Visual: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The graphic organizer will help visual learners.
 * Verbal:** The performance task is a Podcast which will help verbal learners learn the material better.
 * Bodily-Kinesthetic:** The music from the hook may inspire some students to dance, which will help them learn and be engaged.
 * Interpersonal:** The in-class discussion will help interpersonal learners learn the material better.
 * Intrapersonal:** The student will be asked to write a reflection about how the music from the hook made them feel, which will help intrapersonal learners.

Students will do flow charts that outline the major events that caused the Civil War. The teacher will give examples/nonexamples of how decisions made by Civil War leaders caused the Civil War; this will help students understand the causes of the Civil War better. In class questioning will be used to help ensure that the students know the main causes of the Civil War.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> As a teacher it is important that you check for understanding with your students. This is how I plan to check for understanding.
 * Formative (Assessment for Learning)**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For the second lesson the desks will be arranged in threes. Agenda: 3 day lesson We will listen to Civil War Era music, we will discuss the music as a class (10 minutes). Student will have the opportunity to reflect on how the music made them feel individually (5 minutes). I will give a lecture about some of the main causes of the Civil War following the Compromise of 1850. (Fugitive Slave Laws, Bleeding Kansas, Frederick Douglas case, caning of Charles Sumner, Lincoln-Douglas debates, the election of 1860 when Lincoln was elected). (25 minutes) At the conclusion of the lecture the class will have a discussion about what they thought the main causes of the war were (10 minutes). The students will then be given a flow chart and will get with a partner, based on their table groups, and discuss what they thought the main causes of the Civil War were, I will be available to answer any questions that the students have. The students will do the flow charts for the remainder of class, if they do not complete them then they will do them for homework (30 minutes). <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> We will then have a class discussion. I will start the discussion of giving examples of some of the major events, I will counter those with some events that are not really examples of major events. As a class we will talk about what we think the major events that caused the war were, and why they were critical points. (30 minutes). I will show a tutorial on how to use GarageBand using this URL from YouTube, <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">. After watching the video I will make sure that everyone understood the tutorial (15 minutes). The class will have a chance to start their podcasts in class, and do the rest for homework (20 minutes). After the presentations we will discuss how states started to leave the Union, starting with South Carolina. We will discuss all of the states that left the Union, and all of the states that stayed and why they stayed. (30 minutes). <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will understand that there were several causes of the Civil War. <span style="font-family: "Times New Roman","serif";">As a result of one of the causes of the war, the Missouri Compromise, Maine became a state <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">. //**Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world**//. I will play Civil War era music. We will discuss how the music made us feel as a class. The students will also have a chance to reflect individually about how the music made them fell. Students will have to opportunity to move if the music drives them to want to dance. Students will know Abraham Lincoln, Stephen Douglass, the South becomes a cotton leader (dependent on slaves), the North industrializes, Kansas Nebraska Act, Bleeding Kansas, Lincoln-Douglas debates, the presidential election of 1860 (Lincoln elected), South Carolina secedes, all of the states that left the Union (**equip**). **(see content notes below)** Students will get into groups and they will do flow charts, students will outline the major events that caused the Civil War, they will break up into groups based on what they thought the main causes of the Civil War were (**explore**). We will have a discussion using "examples/non examples" following this students will be able to think about the causes of the war on their own. (**rethink**). They will make a podcast, where they play leaders in the United States where they discuss the main causes of the Civil War. The students will break up into groups to work on their flow charts. We will discuss the flow charts and students will have the opportunity to fix their flow charts on their own. We will have a discussion about some of the main causes of the Civil War using "examples/non examples." Students will have the opportunity to ask the teacher to clear up any of their misconceptions. We will use in class questioning to ensure that student understand the what the main causes of the Civil War were. The students will have a chance to discuss the causes of the war with each other, they will also be able to ask the teacher about any misunderstandings that they still have. The students will think on their own what they thought the main causes of the war were.
 * Summative (Assessment of Learning)**
 * Pod-casts(60)**- You will create a podcast. The podcast will be in the form of a radio interview. The interview will be with a Civil War leader. In the radio interview you will discuss how decisions and actions in the years leading up to the American Civil War caused the war to begin. You need to explain in-depth how the events helped to cause the war, BE SPECIFIC! You will work in groups, which I will assign. You will be graded on a rubric that I will hand out before you begin the project.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * Day 1:** The desks will be separated into groups of three, because the students will discuss their flow charts with two other people.
 * Day 2:** As a class we will look at the flow charts, and make sure that everyone has done them. (15 minutes).
 * Day 3:** The students will spend the first 50 minutes presenting their podcasts (50 minutes).
 * Where, Why, What, Hook, Tailors: Musical, Interpersonal, Intrapersonal, Bodily Kinesthetic**
 * Equip, Explore, Rethink, Tailors: Logical, Visual, Interpersonal**, **Intrapersonal**
 * Student will be able to** describe the main causes of the Civil War.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal**
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Civil War had many causes in the years leading up to and including 1850. There were also some major events that occurred after the Compromise of 1850. These events, along with the events of the previous 50 years really sparked the Civil War.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

n March of 1857, the United States Supreme Court, led by Chief Justice Roger B. Taney, declared that all blacks -- slaves as well as free -- were not and could never become citizens of the United States. The court also declared the 1820 Missouri Compromise unconstitutional, thus permitting slavery in all of the country's territories.
 * Dred Scott Case:**

The case before the court was that of //Dred Scott v. Sanford//. Dred Scott, a slave who had lived in the free state of Illinois and the free territory of Wisconsin before moving back to the slave state of Missouri, had appealed to the Supreme Court in hopes of being granted his freedom.

Taney -- a staunch supporter of slavery and intent on protecting southerners from northern aggression -- wrote in the Court's majority opinion that, because Scott was black, he was not a citizen and therefore had no right to sue. The framers of the Constitution, he wrote, believed that blacks "had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit. He was bought and sold and treated as an ordinary article of merchandise and traffic, whenever profit could be made by it."

Referring to the language in the Declaration of Independence that includes the phrase, "all men are created equal," Taney reasoned that "it is too clear for dispute, that the enslaved African race were not intended to be included, and formed no part of the people who framed and adopted this declaration. . . ."

Abolitionists were incensed. Although disappointed, Frederick Douglass, found a bright side to the decision and announced, "my hopes were never brighter than now." For Douglass, the decision would bring slavery to the attention of the nation and was a step toward slavery's ultimate destruction. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

The Compromise of 1850 brought relative calm to the nation. Though most blacks and abolitionists strongly opposed the Compromise, the majority of Americans embraced it, believing that it offered a final, workable solution to the slavery question. Most importantly, it saved the Union from the terrible split that many had feared. People were all too ready to leave the slavery controversy behind them and move on. But the feeling of relief that spread throughout the country would prove to be the calm before the storm.
 * Bleeding Kansas/ Kansas Nebraska Act:**

On December 14, 1853, Augustus C. Dodge of Iowa introduced a bill in the Senate. The bill proposed organizing the Nebraska territory, which also included an area that would become the state of Kansas. His bill was referred to the Committee of the Territories, which was chaired by Stephen A. Douglas of Illinois.

Douglas had entered politics early and had advanced quickly; at 21 he was Illinois state's attorney, and by age 35 he was a U.S. Senator. He strongly endorsed the idea of popular sovereignty, which allowed the settlers in a territory to decide for themselves whether or not to have slavery. Douglas was also a fervent advocate of Manifest Destiny, the idea that the United States had the God-given right and obligation to take over as much land as possible and to spread its "civilizing" influence. And he was not alone. A Philadelphia newspaper expounded Manifest Destiny when it proclaimed the United States to be a nation rightfully bound on the "East by sunrise, West by sunset, North by the Arctic Expedition, and South as far as we darn please."

To fulfill its Manifest Destiny, especially following the discovery of gold in California, America was making plans to build a transcontinental railroad from east to west. The big question was where to locate the eastern terminal -- to the north, in Chicago, or to the south, in St. Louis. Douglas was firmly committed to ensuring that the terminal would be in Chicago, but he knew that it could not be unless the Nebraska territory was organized.

Organization of Nebraska would require the removal of the territory's Native Americans, for Douglas regarded the Indians as savages, and saw their reservations as "barriers of barbarism." In his view, Manifest Destiny required the removal of those who stood in the way of American, Christian progress, and the Native American presence was a minor obstacle to his plans. But there was another, larger problem.

In order to get the votes he needed, Douglas had to please Southerners. He therefore bowed to Southern wishes and proposed a bill for organizing Nebraska-Kansas which stated that the slavery question would be decided by popular sovereignty. He assumed that settlers there would never choose slavery, but did not anticipate the vehemence of the Northern response. This bill, if made into law, would repeal the Missouri Compromise of 1820, which said that slavery could not extend above the 36' 30" line. It would open the North to slavery. Northerners were outraged; Southerners were overjoyed.

Douglas was stubborn. Ignoring the anger of his own party, he got President Pierce's approval and pushed his bill through both houses of Congress. The bill became law on May 30, 1854.

Nebraska was so far north that its future as a free state was never in question. But Kansas was next to the slave state of Missouri. In an era that would come to be known as "Bleeding Kansas," the territory would become a battleground over the slavery question.

The reaction from the North was immediate. Eli Thayer organized the New England Emigrant Aid Company, which sent settlers to Kansas to secure it as a free territory. By the summer of 1855, approximately 1,200 New Englanders had made the journey to the new territory, armed to fight for freedom. The abolitionist minister Henry Ward Beecher furnished settlers with Sharps rifles, which came to be known as "Beecher's Bibles."

Rumors had spread through the South that 20,000 Northerners were descending on Kansas, and in November 1854, thousands of armed Southerners, mostly from Missouri, poured over the line to vote for a proslavery congressional delegate. Only half the ballots were cast by registered voters, and at one location, only 20 of over 600 voters were legal residents. The proslavery forces won the election.

On March 30, 1855, another election was held to choose members of the territorial legislature. The Missourians, or "Border Ruffians," as they were called, again poured over the line. This time, they swelled the numbers from 2,905 registered voters to 6,307 actual ballots cast. Only 791 voted against slavery.

The new state legislature enacted what Northerners called the "Bogus Laws," which incorporated the Missouri slave code. These laws leveled severe penalties against anyone who spoke or wrote against slaveholding; those who assisted fugitives would be put to death or sentenced to ten years hard labor. (Statutes of Kansas) The Northerners were outraged, and set up their own Free State legislature at Topeka. Now there were two governments established in Kansas, each outlawing the other. President Pierce only recognized the proslavery legislature.

Most settlers who had come to Kansas from the North and the South only wanted to homestead in peace. They were not interested in the conflict over slavery, but they found themselves in the midst of a battleground. Violence erupted throughout the territory. Southerners were driven by the rhetoric of leaders such as David Atchison, a Missouri senator. Atchison proclaimed the Northerners to be "negro thieves" and "abolitionist tyrants." He encouraged Missourians to defend their institution "with the //bayonet// and with //blood//" and, if necessary, "to kill every God-damned abolitionist in the district."

The northerners, however, were not all abolitionists as Atchison claimed. In fact, abolitionists were in the minority. Most of the Free State settlers were part of a movement called Free Soil, which demanded free territory for free white people. They hated slavery, but not out of concern for the slaves themselves. They hated it because plantations took over the land and prevented white working people from having their own homesteads. They hated it because it brought large numbers of black people wherever it went. The Free Staters voted 1,287 to 453 to outlaw black people, slave or free, from Kansas. Their territory would be white.

As the two factions struggled for control of the territory, tensions increased. In 1856 the proslavery territorial capital was moved to Lecompton, a town only 12 miles from Lawrence, a Free State stronghold. In April of that year a three-man congressional investigating committee arrived in Lecompton to look into the Kansas troubles. The majority report of the committee found the elections to be fraudulent, and said that the free state government represented the will of the majority. The federal government refused to follow its recommendations, however, and continued to recognize the proslavery legislature as the legitimate government of Kansas.

There had been several attacks during this time, primarily of proslavery against Free State men. People were tarred and feathered, kidnapped, killed. But now the violence escalated. On May 21, 1856, a group of proslavery men entered Lawrence, where they burned the Free State Hotel, destroyed two printing presses, and ransacked homes and stores. In retaliation, the fiery abolitionist John Brown led a group of men on an attack at Pottawatomie Creek. The group, which included four of Brown's sons, dragged five proslavery men from their homes and hacked them to death.

The violence had now escalated, and the confrontations continued. John Brown reappeared in Osawatomie to join the fighting there. Violence also erupted in Congress itself. The abolitionist senator Charles Sumner delivered a fiery speech called "The Crime Against Kansas," in which he accused proslavery senators, particularly Atchison and Andrew Butler of South Carolina, of [cavorting with the] "harlot, Slavery." In retaliation, Butler's nephew, Congressman Preston Brooks, attacked Sumner at his Senate desk and beat him senseless with a cane.

In September of 1856, a new territorial governor, John W. Geary, arrived in Kansas and began to restore order. The last major outbreak of violence was the Marais des Cynges massacre, in which Border Ruffians killed five Free State men. In all, approximately 55 people died in "Bleeding Kansas."

Several attempts were made to draft a constitution which Kansas could use to apply for statehood. Some versions were proslavery, others free state. Finally, a fourth convention met at Wyandotte in July 1859, and adopted a free state constitution. Kansas applied for admittance to the Union. However, the proslavery forces in the Senate strongly opposed its free state status, and stalled its admission. Only in 1861, after the Confederate states seceded, did the constitution gain approval and Kansas become a state. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

The critical issues dividing the nation--slavery versus free labor, popular sovereignty, and the legal and political status of black Americans --were brought into sharp focus in a series of dramatic debates during the 1858 election campaign for U.S. senator from Illinois. The campaign pitted a little-known lawyer from Springfield named Abraham Lincoln against Senator Stephen A. Douglas, the front runner for the Democratic presidential nomination in 1860. The public knew little about the man the Republicans selected to run against Douglas. Lincoln had been born on February 12, 1809, in a log cabin near Hodgenville, Kentucky, and he grew up on the wild Kentucky and Indiana frontier. At the age of 21, he moved to Illinois, where he worked as a clerk in a country store, volunteered to fight Indians in the Black Hawk War, became a local postmaster and a lawyer, and served four terms in the lower house of the Illinois General Assembly. A Whig in politics, Lincoln was elected in 1846 to the U.S. House of Representatives, but his stand against the Mexican War had made him too unpopular to win reelection. After the passage of the Kansas-Nebraska Act in 1854, Lincoln reentered politics, and in 1858 the Republican Party nominated him to run against Douglas for the Senate. Lincoln accepted the Republican nomination with the famous words: "'A house divided against itself cannot stand.' I believe this Government cannot endure permanently half-slave and half-free." He did not believe the Union would fall, but he did predict that it would cease to be divided. Lincoln proceeded to argue that Stephen Douglas's Kansas-Nebraska Act and the Supreme Court's Dred Scott decision were part of a conspiracy to make slavery lawful "in all the States, old as well as new--North as well as South." For four months Lincoln and Douglas crisscrossed Illinois, traveling nearly 10,000 miles and participating in seven face-to-face debates before crowds of up to 15,000. Douglas's strategy in the debates was to picture Lincoln as a fanatical "Black Republican" whose goal was to incite civil war, emancipate the slaves, and make blacks the social and political equals of whites. Lincoln denied that he was a radical. He said that he supported the Fugitive Slave Law and opposed any interference with slavery in the states where it already existed. During the course of the debates, Lincoln and Douglas presented two sharply contrasting views of the problem of slavery. Douglas argued that slavery was a dying institution that had reached its natural limits and could not thrive where climate and soil were inhospitable. He asserted that the problem of slavery could best be resolved if it were treated as essentially a local problem. Lincoln, on the other hand, regarded slavery as a dynamic, expansionistic institution, hungry for new territory. He argued that if Northerners allowed slavery to spread unchecked, slave-owners would make slavery a national institution and would reduce all laborers, white as well as black, to a state of virtual slavery. The sharpest difference between the two candidates involved the issue of black Americans' legal rights. Douglas was unable to conceive of blacks as anything but inferior to whites, and he was unalterably opposed to Negro citizenship. "I want citizenship for whites only," he declared. Lincoln said that he, too, was opposed to "bringing about in any way the social and political equality of the white and black races." But he insisted that black Americans were equal to Douglas and "every living man" in their right to life, liberty, and the fruits of their own labor. The debates reached a climax on a damp, chilly August 27. At Freeport, Illinois, Lincoln asked Douglas to reconcile the Supreme Court's Dred Scott decision, which denied Congress the power to exclude slavery from a territory, with popular sovereignty. Could the residents of a territory "in any lawful way" exclude slavery prior to statehood? Douglas replied by stating that the residents of a territory could exclude slavery by refusing to pass laws protecting slaveholders' property rights. "Slavery cannot exist a day or an hour anywhere," he declared, "unless it is supported by local police regulations." Lincoln had maneuvered Douglas into a trap. Any way he answered, Douglas was certain to alienate Northern Free Soilers or proslavery Southerners. The Dred Scott decision had given slave-owners the right to take their slavery into any western territories. Now Douglas said that territorial settlers could exclude slavery, despite what the Court had ruled. Douglas won reelection, but his cautious statements antagonized Southerners and Northern Free Soilers alike. In the fall election of 1858, the general public in Illinois did not have an opportunity to vote for either Lincoln or Douglas because the state legislature, and not individual voters, actually elected the Illinois senator. In the final balloting, the Republicans outpolled the Democrats. But the Democrats had gerrymandered the voting districts so skillfully that they kept control of the state legislature. Although Lincoln failed to win a Senate seat, his battle with Stephen Douglas had catapulted him into the national spotlight and made him a serious presidential possibility in 1860. As Lincoln himself noted, his defeat was "a slip and not a fall." [|**http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=336**]<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Lincoln Douglass Debates:**

In April 1860, the Democratic Party assembled in Charleston, South Carolina to select a presidential nominee. Southern delegates insisted that the party endorse a federal code to guarantee the rights of slaveholders in the territories. When the convention rejected the proposal, delegates from the deep South walked out. The remaining delegates reassembled six weeks later in Baltimore and selected Stephen Douglas as their candidate. Southern Democrats proceeded to choose John C. Breckinridge as their presidential nominee. In May, the Constitutional Union Party, which consisted of conservative former Whigs, Know Nothings, and pro-Union Democrats nominated John Bell of Tennessee for President. This short-lived party denounced sectionalism and tried to rally support around a platform that supported the Constitution and the Union. Meanwhile, the Republican Party nominated Abraham Lincoln on the third ballot. The 1860 election revealed how divided the country had become. There were actually two separate sectional campaigns: one in the North, pitting Lincoln against Douglas, and one in the South between Breckinridge and Bell. Only Stephen Douglas mounted a truly national campaign. The Republicans did not campaign in the South and Lincoln's name did not appear on the ballot in 10 states. In the final balloting, Lincoln won only 39.9 percent of the popular vote, but received 180 Electoral College votes, 57 more than the combined total of his opponents. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Seven Deep South cotton states seceded by February 1861, starting with South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. These seven states formed the Confederate States of America (February 4, 1861), with Jefferson Davis as president, and a governmental structure closely modeled on the U.S. Constitution. Following the attack on Fort Sumter, President Lincoln called for a volunteer army from each state. Within two months, four more Southern slave states declared their secession and joined the Confederacy: Virginia, Arkansas, North Carolina and Tennessee. The northwestern portion of Virginia subsequently seceded from Virginia, joining the Union as the new state of West Virginia on June 20, 1863. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[]
 * Election of 1860**
 * States that left the Union:**

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