What You Have to Read for Each Possible Comparison? - New

Reminder about the Requirements with Each of These Topics - New

For Comparison Topic 1: Reminder of What You Read Previously in Unit 1 about African Servitude

For Comparison Topic 1: What You Need to Read from Unit 2 and in the Constitution (a Required Primary for This Comparison)

For Comparison Topic 1: Choices for a Second Primary (and an Optional Third Primary)

Comparison Topic 2 - New

For Comparison Topic 2: What You Read Previously in Unit 1 about Gaining Land, the Right to Vote, and Representation

For Comparison Topic 2: What You Need to Read from Unit 2 and in the Constitution (a Required Primary for This Comparison)

For Comparison Topic 2: Choices for a Second Primary (and an Optional Third Primary)

Background on the North’s Limited Opposition to Slavery and the North’s and South’s Expectations about Who Gets Access to the New Territories—Slave Owners or Those Farming without Slave Labor - New

Reminder:

- Because some of you may need all instructions and some may only need instructions that are different from the prior comparison, each heading ends with the word:
- Same if has the same information as in prior Comparison
- New if it is new information or is information specific to this Comparison

What You Have to Read for Each Possible Comparison? - New

Reminder about the Requirements with Each of These Topics - New

You must use the exact pages in the textbook from Unit 1 and from Unit 2 that are listed for the topic you choose.

You must use the sections of the Constitution listed for the topic you choose.
You must use at least 1 additional primary from those listed for the topic you choose.
For those two periods, you must examine both North and South.

o North includes on the east the old New England colonies and the Middle Colonies (above Maryland)
above the lower latitude of the Northwest Territories west of the Appalachian Mountains
and at that same latitude west through the Louisiana Purchase to the Rocky Mountains

o South includes on the east the old colonies of Virginia and Maryland down to the Carolinas and Georgia
below the lower latitude of the Northwest Territories west of the Appalachian Mounts
and at that same latitude (at about the lower border of Missouri) west through the Louisiana Purchase

Notice that the time periods vary slightly with the two Comparison topics.

You do 1 of the 2 choices exactly as written. In each these 2 choices for Comparison Topics, make sure you meet the listed requirements above.

Comparison Topic 1 - New

1. Protection of the legality of the institution of slavery from 1660 through the Constitution compared with that the protection for the institution of slavery after 1790 and through the aftermath of the Missouri Compromise.

Tip: What are some examples of the meaning of the phrase legality of the institution of slavery? Colonies such as Virginia and Maryland protected the owners of slaves (not the slaves themselves). The Constitution:

· Required free states return of escaped slaves to their owners.

· Provided increased representation for states with citizens who own slaves.

For Comparison Topic 1: Reminder of What You Read Previously in Unit 1 about African Servitude

Areas in Time Order	What You Read	What to Observe and How to Pay Attention to Terms
Servitude of Africans in English colonies in the South (about 1620 to 1660)	Chapter 2: “Africans in Early Virginia.”	**Tip: Do not deceive yourself.** You do need to cover this earlier period, but you must not write as though Africans were always slaves. Some of these Africans were servants for a period of years, not slaves for all their lives in early Virginia.
Slavery of Africans by law with the	Chapter 3: “Systems of Slavery in North America.” Focus on the South and on the beginning of that section.
Slaves (both Africans and African Americans) in the British^# colonies in the South from 1720 and “throughout the rest of the century” – a phrase used in Chapter 3 in “Plantation Economies in the Chesapeake and South Carolina” (In the 4^th edition paper, that is on 79.)	Chapter 3: “Plantation Economies in the Chesapeake and South Carolina,” focusing on African issues only. For the South Carolina variation including the Stono uprising, see the last 2 paragraphs in “Plantation Economies in the Chesapeake and South Carolina.” Chapter 4: “The Growth of the African-American Population.” Do not read about slavery outside of the South.	**Tip: Do not deceive yourself. The slavery of this period existed because of laws passed after 1660. Do not ignore them. Re-read Chapter 3: “Systems of Slavery in North America.” Focus on the South and on the beginning of that section. Notice the differences in slavery even in the South. Notice knowledge, worship, and how they resisted slavery, including the Stono Rebellion. Tip: Do not deceive yourself.** Look at the bottom of this webpage in the chart. Notice what a small proportion of the population is African in 1660 and even in 1720.

For Comparison Topic 1: What You Need to Read from Unit 2 and in the Constitution (a Required Primary for This Comparison)

Areas to Read	What You Read with Care	What to Observe and How to Pay Attention to Terms
Sections to Read from the Constitution	Use it online in this folder. Read with care the clauses specified to the right.	Use the Sorted version of the Constitution to find Slavery. Read with Care the 1^st 4 clauses on slavery. (Do not use the fifth clause—the one from 1865.) Notice the dates when those clauses are no longer protected from amendment.
Sections to Read from the Textbook Explanation of these Things in the Constitution	Read with great care Chapter 6: “The Executive, Slavery, and Commerce” Focus only on slavery sections. Notice the deal-making.	Notice Table 6.1 Enslaved Population in the United States, 1790. *Caution:* The North—not the South—will grow in population and number of states by 1820. Useful quotations and *Cautions:* · Do notice that counting 3/5s of the slaves for population gave “white southerners an unfair advantage” because “slaves…could not vote.” · “Northern delegates did almost nothing to promote the abolition of slavery” and see what they traded for a commerce clause. (For all quotations, the page number is 164 in the 4^th edition paperback.)
Missouri Compromise	Read with great care Chapter 9: “The Missouri Compromise, 1820”	Use the map in the folder to notice the latitude (how far North) is Missouri in the Louisiana Purchase and what it is even with in the Northwest Territories. It also provides the quantities of states in 1820 and 1860 and the total population so you can see who is the majority. Notice the law on escaped slaves and this area. Notice on the last page of the section Denmark Vesey and the South’s view.

For Comparison Topic 1: Choices for a Second Primary (and an Optional Third Primary)

You must use the Constitution as one primary and at least one additional primary is required. You will be better off looking at the 1820 primary to notice the sectional division over Missouri and slavery’s expansion. If you want to use one of the earlier ones, do that as a third, additional primary.

Date	Document Title and Brief Description of the Document	Brief Title for Citation	What to Read in Our Textbook with This Primary
1660	Slavery and Indentured Servants - It is a secondary source but it includes quotations from the law from 1660 through 1850. *Caution:* Do not use the sections on laws after 1840.	Laws-Servitude	Chapter 3: “Systems of Slavery in British North America”
1780	Pennsylvania – An Act for the Gradual Abolition of Slavery, 1780	PA-Abolition	Chapter 6: “The Question of Abolishing Slavery”
1807	An Act to Prohibit the Importation of Slaves into any Port or Place Within the Jurisdiction of the United States, From and After the First Day of January, in the Year of our Lord One Thousand Eight Hundred and Eight	End-Slave Trade	Chapter 8: “African Americans”- all subheadings including the last subheading on “Slave Rebellions in the South”
1820	Missouri Compromise · House vote of 90 to 87 to allow slavery in Missouri	Missouri-Slave State	Chapter 9: “The Missouri Compromise, 1820”
	· House vote of 134 to 42 to prohibit slavery in the Louisiana Territory north of the 36° 30´ latitude line	Louisiana Territory-7 Free States

Comparison Topic 2 - New

2. Opportunity for slaveholders and for those without slaves to acquire new land and to gain the right to vote for representatives from 1620s through the Northwest Ordinance in 1787 compared with their opportunities for these two things under the Constitution and through the aftermath of the Missouri Compromise.

Tip: Can slaveholders acquire land:

· In the Northwest Territory after Congress passes the Northwest Ordinances?

· In the Louisiana Purchase territory—with the exception of Missouri—after Congress passes the Missouri Compromise?

For Comparison Topic 2: What You Read Previously in Unit 1 about Gaining Land, the Right to Vote, and Representation

Areas in Time Order	What You Read	What to Observe and How to Pay Attention to Terms
Those paying their own way gained 100 acres	Chapter 2: “Tobacco Boom” Chapter 3: “War in the Chesapeake”	Notice those who were wealthy also “speculated in large acreages.”
Servitude of English servants who received land	Chapter 2: “Tobacco Boom” and “The Colony Expands” and Chapter 3: “War in the Chesapeake”—but only for content about the years before about 1660.	Notice in this period English servants received land—50 acres--at the end of their service.
Servitude of English servants in English colonies in the South (1660s through Bacon’s Rebellion in 1676)	Chapter 3: “War in the Chesapeake”—but only for content about the years after about 1660.	What did the investigation say about these events and what happens to landless freemen? What happens about the slave trade and the planters (the owners of land)? The textbook makes some powerful statements at the end of that section. Notice carefully. Term: freemen and landless freemen – English servants who had completed their term of service, with some having no land in return for their promised years of labor
“Non-landholding whites” in British^# colonies in the South after 1720 – a phrase used in Chapter 3 in “Plantation Economies in the Chesapeake and South Carolina” (In the 4^th edition paper, that is on 79.)	Chapter 3: “Plantation Economies in the Chesapeake and South Carolina,” focusing on “non-landholding whites” only. For the conditions of the Anglican Church, see Chapter 4:“Religious Diversity Before the Great Awakening” (In the 4^th edition paper, that is on 91.) For the absence of education for this group, see Chapter 4:“Education in the British Colonies.” Look for the phrase “large numbers of poor whites.” (In the 4^th edition paper, that is on page 88.)	The term “non-landholding whites” is explained at the beginning of that section. Ask yourself if it means the same thing as “landless freemen” at the time of Bacon’s Rebellion. Notice the South develops without needing ports. (In the 4^th edition paper, that is on page 80.) Notice what that does. Notice worship. Reminder: The Anglican Church is the established church. If you don’t know what that is, ask. Notice knowledge. **Tip: Do not deceive yourself.** Look at the bottom of this webpage in the chart. Notice what a small proportion of the population is African in 1660 and even in 1720.

For Comparison Topic 2: What You Need to Read from Unit 2 and in the Constitution (a Required Primary for This Comparison)

Areas to Read	What You Read with Care	What to Observe and How to Pay Attention to Terms
Northwest Ordinance – at the end of the Articles of Confederation period	Look at Chapter 6: “The Northwest Ordinances of 1785 and 1787”	Use the map in the module to notice the latitude (how far North) of the Northwest Territories. Useful quotations: · “Men were eligible to vote if they owned at least fifty acres of land.” · “New states would have equal status with the original thirteen.” Notice what being a state also means: 2 Senators + at least 1 member of the House of Representatives + the same number in the electoral college that determines the president. · “It prohibited slavery from the region forever.” (For all quotations, the page number is 157 in the 4^th edition paperback.)
Sections to Read from the Constitution	Use it online in this folder. Read with care the clauses specified to the right.	Use the Sorted version of the Constitution to find Slavery. Read with Care the 1^st 4 clauses on slavery. (Do not use the fifth clause—the one from 1865.) Notice the dates when those clauses are no longer protected from amendment. Notice there is nothing stated about the right of expansion of slavery.
Sections to Read from the Textbook Explanation of these Things in the Constitution	Read with great care Chapter 6: “The Executive, Slavery, and Commerce” Focus only on slavery sections. Notice the deal-making.	Notice Table 6.1 Enslaved Population in the United States, 1790. *Caution:* The North—not the South--will grow in population and number of states by 1820. Notice all the clauses described. Useful quotations and *Cautions:* · Do notice that counting 3/5s of the slaves for population gave “white southerners an unfair advantage” because “slaves…could not vote.” · “Northern delegates did almost nothing to promote the abolition of slavery” and see what they traded for a commerce clause. (For all quotations, the page number is 164 in the 4^th edition paperback.)
Louisiana Purchase	Look at Chapter 8: “The Louisiana Purchase”	Use the map in the folder to notice the latitude (how far North) of the Louisiana Purchase. Useful quotations: · Jefferson called this “the empire of liberty” · “A successful republic was dependent on broad property holding, for virtuous, independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For all quotations, the page number is 211 in the 4^th edition paperback.)
Missouri Compromise	Read with great care Chapter 9: “The Missouri Compromise, 1820”	Use the map in the folder to notice the latitude (how far North) is Missouri in the Louisiana Purchase and what it is even with in the Northwest Territories. It also provides the quantities of states in 1820 and 1860 and the total population so you can see who is the majority. Notice all of the Northern issues about representation.

For Comparison Topic 2: Choices for a Second Primary (and an Optional Third Primary)

You must use the Constitution as one primary and at least one additional primary is required.

Date	Document Title and Brief Description of the Document	Brief Title for Citation	What to Read in Our Textbook with This Primary
1787	Northwest Ordinance; July 13, 1787	NW-Ordinance	Chapter 6: The Northwest Ordinance of 1785 and 1787.” Use the last 3 sentences and the section on voting and representation.
1820	Missouri Compromise · House vote of 90 to 87 to allow slavery in Missouri	Missouri-Slave State	Chapter 9: “The Missouri Compromise, 1820”
	· House vote of 134 to 42 to prohibit slavery in the Louisiana Territory north of the 36° 30´ latitude line	Louisiana Territory-7 Free States

Background on the North’s Limited Opposition to Slavery and the North’s and South’s Expectations about Who Gets Access to the New Territories—Slave Owners or Those Farming without Slave Labor - New

Two broad reasons for Northerners not wanting slavery to spread to new territories were:

· Some Northerners were opposed to enslaving anyone.

· Some Northerners did not care about slaves or African Americans in general, but did not want

o To compete with slave labor
(Example: if all you had to sell was your own manual labor, you would want to live where people were free.)

o To compete in growing crops against the price of slave-produced crops.
(Example: you would not want your own children to live as poorly as slaves did.)

The areas below are where the national decision (the laws passed by Congress) was:

· To limit the expansion of slavery

· The expectation of the use of the land was for “middling” landholdings (not large plantations)

Parts of This Comparison Topic	What You Look at or Read with Care	What to Observe and How to Pay Attention to Terms
Northwest Ordinance – at the end of the Articles of Confederation period	Look at Chapter 6: “The Northwest Ordinances of 1785 and 1787”	Use the map in the module to notice the latitude (how far North) of the Northwest Territories. Useful quotations: · “Men were eligible to vote if they owned at least fifty acres of land.” · “New states would have equal status with the original thirteen.” Notice what being a state also means: 2 Senators + at least 1 member of the House of Representatives + the same number in the electoral college that determines the president. · “It prohibited slavery from the region forever.” (For all quotations, the page number is 157 in the 4^th edition paperback.)
Louisiana Purchase	Look at Chapter 8: “The Louisiana Purchase” or just look at the information to the right.	Use the map in the module to notice the latitude (how far North) of the Louisiana Purchase. Useful quotations: · Jefferson called this “the empire of liberty” · “A successful republic was dependent on broad property holding, for virtuous, independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For all quotations, the page number is 211 in the 4^th edition paperback.)
Missouri Compromise	Chapter 9: “The Missouri Compromise, 1820”	Use the map in the module to notice the latitude (how far North) is Missouri in the Louisiana Purchase and what it is even with in the Northwest Territories. · With the exception of Missouri, none of the Louisiana Purchase will have slavery. · That also means the South will not have additional slave-supporting Senators (2 per state) nor representatives in the House of Representatives nor more electors in the electoral college for all those potential states. Instead the North will.

WCJC Department:	History – Dr. Bibus
Contact Information:	281.239.1577 or bibusc@wcjc.edu
Last Updated:	2015
WCJC Home:	http://www.wcjc.edu/