1. Georgia and the American Experience
Chapter 7:
The Antebellum Era,

2. Section 1: Manifest Destiny
Essential Question
How did Americans apply the concept of manifest destiny during the Antebellum period?
What words do I need to know?
- Manifest Destiny

3. Manifest Destiny
A Northern journalist (1845) wrote that the manifest destiny of the U.S. was “to overspread the continent allotted by Providence for the free descendants of our yearly multiplying millions”
The country’s leaders – proclaimed this as a divine duty and thus steadily increased territory and fought to protect its citizens across the continent.

4. The Nation Grows
Texas won independence from Mexico in 1836; annexed as the 28th state in 1845
The U.S. declared war on Mexico to secure Rio Grande as the Mexican/U.S. border
In 1818 treaty, the U.S. and Great Britain set boundary between the U.S. and Canada at the 49th parallel to settle the dispute over the Oregon territory.
Gold Rush - Between 1848 and 1850, the population of California increased tenfold; most of these settlers were seeking gold

5. Oregon Territory and Western Migration
Area west of the Rocky Mountains and north of California
In 1818 treaty, the U.S. and Great Britain set boundary between the U.S. and Canada at the 49th parallel
The Oregon and Santa Fe trails were the favored routes west by settlers
Between 1848 and 1850, the population of California increased tenfold; most of these settlers were seeking gold

6. Section 2: Deepening Divisions
ESSENTIAL QUESTION
How did the North and South differ before the Civil War?

7. Section 2: Deepening Divisions
What words do I need to know?
states’ rights
Missouri Compromise
sectionalism
Compromise of 1850
Kansas-Nebraska Act

8. States’ Rights
States’ rights: Belief that the state’s interests take precedence over interests of national government
Northern states believed that all states should abide by laws made by the national government
Southern states believed that states had right to govern themselves and decide what would be best for their own situation

9. Differences: North and South
Class Structure: North generally based on wealth; South based on wealth and being “born into the right family”
Slavery: Most of the North wanted it abolished; Most of the South supported the institution
Southern planter system consisted of large and small categories; the wealthiest had the most land and the most slaves
Economy: Northern based on mining, industry, banks, stores, and railroads; Southern based on agriculture, including cotton, rice, and indigo
Southerners resented tariffs, which raised import prices; the South imported more than the North

10. The Abolitionists Led the movement to do away with slavery
Many northern whites, some southern and free blacks were involved
Made speeches, wrote books and articles, and offered their homes as safe houses for runaway slaves

11. William Lloyd Garrison
The Abolitionists
Frederick Douglass
a former slave and orator, published the North Star.
Harriet Beecher Stowe
Uncle Tom’s Cabin (1852) - portrayed slavery’s evils; the book sold more than 1 million copies
William Lloyd Garrison
white abolitionist, published the first antislavery newspaper, The Liberator.

12. The Missouri Compromise
Approved in 1820; Maine entered the Union as a free state, and Missouri entered as a slave state
11 states allowed slavery and 11 free states
Prohibited slavery north of 36°20' latitude (the southern border of Missouri),
Temporarily solved slavery controversy between the states
Create a balance of representation within the Senate.

13. The Dred Scott Decision
A slave filed suit after he lived in free states with his owner but was returned to slave state
U.S Supreme Court ruled that:
slaves were not citizens and could not file lawsuits
Congress could not stop slavery in the territories
Decision further separated the North and South

14. The Compromise of 1850 California would enter Union as a free state
New Mexico territory would not become part of Texas or a guaranteed slave state
The District of Columbia would no longer trade slaves, but slave owners there could keep their slaves
Runaway slaves could be returned to their owners in slave states (Fugitive Slave Act)
Utah and New Mexico territories could decide if they wanted to allow slaves or not

15. The Kansas-Nebraska Act
Created the territories of Kansas and …………… Nebraska Act
Those territories had right of popular sovereignty
Popular sovereignty: When a territory asked for statehood, the people could vote on slavery
Freesoilers in those territories fought against proslavery supporters (bleeding Kansas)

16. Section 3: Slavery as a Way of Life
ESSENTIAL QUESTION
What was life like for Georgia slaves during the Antebellum period?
What words do I need to know?
driver
slave code
arsenal
Underground Railroad

17. Hard work, Simple living
The hardest work for Slaves was long hours in swampy rice fields
Work began at sunup and continued until sundown; overseers punished slaves who did not harvest enough
Slave Drivers - older slaves trusted by the plantation owner, also supervised the field hands
Slave Men, Women and children, as young as five, also worked hard on the plantations and farms

18. Slave Family Life Slave families sometimes became separated
Owners encouraged marriage; slave children became property of the mother’s owner
Religion was important; black preachers spoke of freedom and justice
Spiritual songs encouraged slaves throughout their lives
Education was nearly nonexistent, although minimal reading and writing skills were permitted by some slave owners

19. Slave Rebellions
Nat Turner led bloody rebellion in Virginia; between 57 and 85 people died; Turner was hanged
Nat Turner’s Rebellion and other unsuccessful rebellions prompted strict laws (Slave Codes) across the South designed to curtail slave movements, meetings, and efforts to learn to read and write
These laws applied to both slaves and freed blacks

20. Slave Codes Took away nearly all rights of slaves
Slaves could not carry weapons, make any contact with white people
People who tried to teach people of color were punished; slaves could not work any job involving reading and writing
Slaves had little time to talk together

21. John Brown
White abolitionist led a raid on federal arsenal (arms storehouse) at Harper’s Ferry, Virginia
Brown wanted ammunition to lead a rebellion to free the South’s slaves
He was captured and hanged for treason
The Brown raid added to fear and distrust, especially in the South; to many Northerners, Brown became a hero and a martyr

22. The Underground Railroad
Network of roads, houses, river crossings, boats, wagons, woods, and streams operated by blacks and whites
Provided a trail of flight for runaway slaves seeking freedom in Canada or the Northern states
Safe stops along the way called stations
Ex-slave Harriet Tubman personally helped more than 300 slaves escape to freedom

23. Section 4: Antebellum Georgia
ESSENTIAL QUESTION
What was Georgia like before the Civil War?

24. Section 4: Antebellum Georgia
What words do I need to know?
Know-Nothing Party
Great Revival Movement
Milledgeville

25. Georgia’s Pre-War Economy
68,000 farms by 1860; cotton was chief crop
500 plantations (500 acres or more); most farms were less than 100 acres
60 percent of Georgians owned no slaves; only 236 had 100 or more slaves
Half of Georgia’s total wealth was in slaves ($400 million)
1,890 factories in Georgia by 1860; about $11 million in value

26. Education Most Georgians had little education
20 percent of Georgians were illiterate in 1850
$100,000 allotted in 1858 to begin free schools; the outbreak of the Civil War delayed these plans
Georgia’s first law school founded in Athens in 1859
Slaves were not given educational opportunities

27. Religion
Georgians were involved in the Great Revival Movement of the early 1800s
Camp meetings popular, especially among Methodists
By 1860, Georgia second only to Virginia in the South in number of churches
Methodists and Baptists most common denominations

28. Antebellum Georgia Politics
Democrats and Whigs were two major political parties
Democrats supported states’ rights; took strong stand for slavery
Whigs mainly from upper social classes; favored moderate protective tariff and federal help for the South
Most governors were Whigs; most legislators were Democrats

29. Know-Nothing Party
Leading Georgians formed two new political parties; one party favored the Compromise of 1850 while the other did not
A secret party, the Know-Nothing party, did not want immigrants to become citizens or anyone not born in the United States to hold political office
Members answered all questions, “I don’t know” 
By 1856, Democrats were dominant party; Dem. Joseph E. Brown, elected governor in 1856, served during the Civil War                 

30. Section 5: The Election of 1860
ESSENTIAL QUESTION
What steps led to Georgia’s secession from the Union in 1861?

31. Section 5: The Election of 1860
What words do I need to know?
Republican Party
secession
platform
ordinance
Confederate States of America

32. The Republican Party Republican Party formed in 1854 in free states
Antislavery Whigs and Democrats joined
Nominated Abraham Lincoln of Illinois as their candidate in 1860
Southern and Northern Democrats split over slavery issues and nominated separate candidates
Southerners angrily viewed the plans of the Republicans as non-beneficial to the South

33. Georgia and Lincoln’s Election
Georgians were, for the most part, supporting the Union; however, they were strong advocates for states’ rights
Despite lawmakers’ strong debates for and against secession, a Secession convention began in January 1861 in Milledgeville, the capital
A secession ordinance (bill) passed
The Southern states who seceded met in Montgomery, Alabama in February, 1861; they formed the Confederate States of America

34. Georgians in Leadership
Robert Toombs named Secretary of State of the Confederate States of American (CSA)
Alexander H. Stephens named Vice-President
Governor Joseph E. Brown favored secession and used his terms as governor to prepare Georgia for war