EDWARD R. MURROW HIGH SCHOOL MR. PUELLEMR. A. BARGE, PRINCIPAL AMERICAN EXPERIENCE

American Experience Fall Semester HOMEWORK PACKET ONEDirections:

· HOMEWORK WILL BE COLLECTED WEEKLY. ON AVERAGE THREE HOMEWORKS WILL BE COLLECTED WEEKLY. It is your responsibility to hand in your homework on the correct collection day.

· MY COLLECTION DAY IS ____________________· You are to use the documents on this sheet to complete the following homework

assignments · You are responsible for making sure that that your homework is handed in on time. If

you are absent, it is your responsibility to make sure that you make up your homework assignment and hand it in.

· One sentence answers are not acceptable, nor are incomplete assignments, lists, charts (unless it specifically asks you for it). All answers need to be complete and thorough. All of your answers MUST be in your own words. Answers that are copied from the packet will not be accepted and you will not have the opportunity to make it up.

· NO LATE HOMEWORKS WILL BE ACCEPTED! NO EXCEPTIONS !!!· Here is a listing of generals historical websites with very good links to more specific

historical websites that will help you to complete the assignments for the course: www.besthistorysites.net www.gilderlehrman.org www.oyez.org www.regentsprep.org www.historymatters.gmu.edu/browse/wwwhistory/ www.history.com

-----------------------------------------------------------------------------------------------------------------------------------------------------------------Unit 1: The American Revolution

1. Colonial Settlement (Read the passage and chart below and answer the questions that follow)

Who Came to the ColoniesThe settlers were a diverse group. They included Africans brought against their will. Scotch-Irish from Northern Ireland, Germans, Portuguese, Jews, Swedes, Dutch, French, Welsh, Irish, Scots, Belgians, and Swiss. In the colonial period, a large number of European immigrants came as indentured servants who contracted to work as many as seven years to repay the cost of their passage or work off their prison sentence. Most of the colony’s population, however, was English. This fact would greatly affect the nature of the government that developed in the United States.

Why They Came

Religious Reasons

Some colonies were founded for religious reasons, but the colonists represented different religions and had different motivations. Massachusetts, for example, was founded by Pilgrims, or

Economic Reasons

Economic motives were a major factor in the founding of Virginia,

Political Reasons

Separatists and Puritans came to North America after having fallen into political disfavor because of their

Separatists, who had left the Church of England, and Puritans who wanted to reform (change) it. Colonies controlled by the Puritans allowed no religious freedom. Rhode Island., on the other hand, permitted all religions. Pennsylvania was founded as a refuge for Quakers; Maryland for Roman Catholics

Delaware, and New Netherlands (later New York), as well as South Carolina. Georgia, the last of the colonies to be founded, was settled by debtors.

objections to the established Church of England and the king who headed it. Quakers, Catholics, French Huguenots, and Jews came to escape religious intolerance and even governmental persecution.

a. In your own words, why were people coming to the American colonies? b. Write a diary entry as if you were an indentured servant coming to the American colonies. Explain why you are going and what you hope to achieve.

2. The Relationship (Read the chart below and answer the questions that follow)

Analyzing the Relationship Between the Political and Economic Relationship Between the Colonists and Great Britain

Before 1763 After 1763

The Economic Relationship

The Navigation Acts: The English Navigation Acts were a series of laws which restricted the use of foreign shipping for trade between England (after 1707 Great Britain) and its colonies. The Navigation Acts required all imports either to be sold in England or bought from England no matter what price could be obtained elsewhere. The rationale was the theory of Mercantilism: the more money one country or colony has, the more power it will hold.

The Political Relationship

Pre-occupied with France, Britain governed the colonies under a policy known as salutary neglect, or healthy

The Proclamation of 1763, signed by King George III of England, prohibits any English settlement west of the Appalachian mountains and requires those already settled in those regions to return east in an attempt to ease tensions with Native Americans.

“Because we have spent so much money protecting the colonies (French and Indian Wars), the British

ignoring of the colonies. This policy resulted in the colonists gaining more independence in their trade policies and in local self government.

a. How did the economic relationship between the colonists and the British change?

b. How did the political relationship between the colonists and the British change?

3. No Taxation Without Representation! (Read the passage and document below and answer the questions)

Historical Background While England found governing its colonies in America difficult, it also found it expensive. Britain had recently fought the French and Indian War. The war was very expensive for England, and it now needed more money to maintain soldiers in all these areas. In 1764, the British government decided to tax the colonists to pay a share of the costs (Sugar Act). The British taxed all sugar bought from the French or Spanish. The British then created the Stamp Act, requiring all newspapers and legal documents to carry a stamp purchased from the British. While the British continued to enforce their control of the colonies, they refused to allow the colonies government representation in England. The British believed that their own appointed government officials adequately represented the colonies. Hence the term “No Taxation Without Representation.” (CONTINUE ON NEXT PAGE)Stamp Act Congress (1765)The members of this group, who are devoted and who feel honor toward the king and his government, feel our duty to make the following statements. We speak about the rights and freedoms of the colonies and the problems that recent acts of Parliament in England have caused the colonies.

I) The King’s citizens in these colonies should be as obedient to the King of England as anyone born within the lands controlled by England. The King’s citizens should also follow the lawmaking group called Parliament.

II) The King’s citizens should have the same rights and freedoms as any person born in areas controlled by England.

III) It is extremely important for people’s freedom, and it is also the right of all Englishmen, that no taxes be passed on them except when they agree to those taxes on their own or through their representatives.

IV) The people of the colonies are not represented in Parliament back in England. And because of where they live, the people of the colonies cannot be represented in Parliament.

V) The only representatives of the people of the colonies are people chosen by the people of the colonies. No taxes ever have been passed, or can ever be passed against the colonies, unless it is done by the local government and representatives of the colonies.

a. Why did England start taxing the colonies? b. How did the colonists respond (Refer specifically to the document included)?

4. Growing Tensions (Read the timeline and quote below and answer the questions that follow) Timeline of Tension 1764 – Sugar Act 1765 – Stamp Act 1766 – Parliament repeals Stamp Act 1767 – Townshend Acts -British passed new taxes on glass, paper, teas, paints and other goods shipped to the colonies from Britain1770- Boston Massacre –Three American colonists were killed by British soldiers and eight more were wounded, two of which died later in a protest 1773 – Tea Act allowed the British East India Company to sell tea directly to the colonists, bypassing the colonial wholesale merchants. This allowed the company to sell their tea cheaper than the colonial merchants who were selling smuggled tea from Holland.1773 - Boston Tea Party – American colonists, disguised as Native Americans, dumped 45 tons of tea into Boston Harbor1774 – Intolerable Acts – The British close the port of Boston until the British East India Co. they were paid for their loss of $ from Tea Party, they extend the Quartering Act (colonial citizens would be required to house and feed, in their private homes, British officers and troops) just to name a few.

a. Explain Thomas Paine’s “Common Sense.” b. Do you agree with Thomas Paine? Be sure to use at least two examples from the timeline above to support your answer. 5. The American Revolution (Read the passage and chart below and answer the questions that follow)

Military Strengths and Weaknesses During the American Revolution

United States Strengths Familiarity of home ground Leadership of George

Washington Inspiring cause of

independence

United States Weaknesses Most soldiers were untrained

and undisciplined Shortage of food and

ammunition Inferior navy No central government to

enforce wartime policies British Strengths

Strong well trained army and British Weaknesses

Large distance separating

In the following pages I offer nothing more than simple facts, plain arguments and common sense… It is right and reasonable for America to separate from England… If we stay with England we stay connected to England, we will get too involved in British political problems… Even the distance between England and America gives proof that we are not supposed to be connected… The period of debate is closed. Arms as the last resource must decide the contest… Everything that is right pleads for separation. The blood of the slain, the weeping voice of nature cries, Tis time to part.” Excerpt from Thomas Paine’s “Common Sense”

navy Strong central government

with available finds Support of colonial loyalists

(colonists who supported British rule) and Native Americans

Britain from battlefields. Troops unfamiliar with terrain Weak military leaders Sympathy of certain British

politicians for the American cause

The Battle of Saratoga – 1777 - Turning point of the Revolutionary War in that it convinced France to enter the war on the side of the Americans. The American victory convinced France that America really did have a chance of winning. Soon thereafter, French money and supplies (and eventually, troops and ships) were making their way to America.

a. Why was The Battle of Saratoga seen as a turning point in the American Revolution? b. Using the information from the chart above, could the American colonists have defeated the British without the help from the French? EXPLAIN

6. The American Revolution and Thematic Essay Writing: Below you will find a Thematic Essay question. Read the question carefully and write an introduction, with a THESIS STATEMENT, as if you were answering the essay question. Remember, you are not writing a full essay, just an introduction in response to this question. Be sure to underline your thesis statement in your introduction paragraph.

Theme: Independence

UNIT 2: The Constitution 7. Creating a Constitution (Read the passage and chart below and answer the questions that follow)

The new nation’s first attempt at creating a government was the Articles of Confederation which established a weak, ineffective central government. The

Historical Context: By the 1760s and 1770s, a number of events and the colonial tradition of self-government led to a debate about independence from Britain.

Task: Select three events/policies which led to the colonists declaring their independence in 1776. For each event/policy be sure:

Describe the event/policy. Explain how each event/policy contributed the revolutionary

sentiment of 1776.

Americans, afraid of a monarch, figured that if the central government was weak, no one person could take over. Instead, people identified with their state, not their nation, and the government was powerless to keep peace and order.

In 1787, Madison, Hamilton and other nationalists gathered 55 delegates from 12 states in Philadelphia to discuss changing and strengthening the Articles. In order to create a Constitution, the delegates had to address some of the major debates that still existed including representation and counting slaves.

a. Why did 55 delegates gather at a “Constitutional Convention” in 1787? b. What impact did theses delegates have on the United States?

8. The Constitution (Read the chart below and answer the question that follows)

Popular sovereign

ty

Limited governme

nt

Separation of powers

Checks and

balances

Judicial review

Federalism

"We the People of the United States, in Order to form a more perfect Union…"

Opening line to the United States Constitution.

Congress shall make no law…

These words are often the first few words of an amendment to the Constitution.

An amendment is a change to the Constitution.

Article I, Section 1: All legislative Powers herein granted shall be vested in a Congress of the United States...Article II, Section 1: The executive Power shall be vested in a President of the United States of America.Article III, Section 1: The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish.

Every Bill which shall have passed the House of Representatives and the Senate, shall, before it becomes a law, be presented to the President of the United States....

Marbury v. Madison (1803): Ruling in this case established this constitutional principle which gave the Supreme Court the power to decide whether an act of Congress or of the president was or was not allowed by the Constitution (or to decide whether it is unconstitutional).

Amendment X: The powers not delegated to the United States by the Constitution nor prohibited by it to the States are reserved to the States respectively, or to the people.

a. Review the constitutional principles and documents associated with each principle in the chart above. Describe each principle based on the information from the documents.

9. How “democratic” is the Constitution? (A handout and assignment will be given to you) UNIT 3: The Early Republic and its Leaders 10. Political Parties (Read the chart below and answer the question that follows)

a. Create a dialogue (conversation) between Alexander Hamilton and Thomas Jefferson about the power of the federal government. Be creative and historically accurate.

11. President George Washington (Read the passage and chart below and answer the questions that follow)

In February of 2009, C-SPAN asked 65 historians to rank all 42 presidents from George Washington through George W. Bush. The survey results were timed for release on Presidents Day. Here are the results:

We will be looking at this ranking over the course of the school year. For tonight's homework, take a look at where George Washington is placed and answer the following questions:

a. What criteria do you think these 65 historians used to determine the rankings. (In other words, what makes a great president?)

Top Ten Presidents (C-Span) 1. Abraham Lincoln 2. George Washington3. Franklin D. Roosevelt4. Theodore Roosevelt 5. Harry Truman 6. John F. Kennedy7. Thomas Jefferson8. Dwight Eisenhower9. Woodrow Wilson10. Ronald Reagan

b. Why do you think President George Washington is ranked 2nd amongst the nation's leaders?

12. President John Adams (2nd President of the United States)

Adams was the first president to live in what would later be called the White House. Just 6 of the structure's 30 rooms were plastered. The White House's main staircases were not installed for another four years. The mansion's grounds were cluttered with workers' shanties, privies, and stagnant pools of water. The president's wife, Abigail, hung laundry to dry in the East Room. The city of Washington consisted of a brewery, a half-finished hotel, an abandoned canal, an empty warehouse and wharf, and 372 dwellings, "most of them small miserable huts." Cows and hogs ran freely in the capital's streets, and snakes frequented the city's many bogs and marshes. The entire population consisted of 500 families and some 300 members of government.

During Adams' presidency, the United States faced its most serious international crisis yet: an undeclared naval war with France. In the Jay Treaty, France perceived an American tilt toward Britain, especially in a provision permitting the British to seize French goods from American ships in exchange for financial compensation. France retaliated by capturing hundreds of vessels flying the United States flag. Adams sent a negotiating team to France to settle the dispute. The French foreign minister continually postponed official negotiations. Meanwhile, three French emissaries (known later simply as X, Y, and Z) demanded that the Americans pay a bribe of $250,000 and provide a $10 million loan. The Americans refused to pay anything. Word of the "XYZ affair" aroused a popular demand for war. In the midst of the crisis, the Federalist dominated Congress passed the notorious Alien and Sedition Acts, which were designed to suppress public criticism of the government.

lengthened the period necessary before immigrants could become citizens from 5 to 14 years;

gave the president the power to imprison or deport any foreigner believed to be dangerous to the United States; and

made it a crime to attack the government with "false, scandalous, or malicious" statements or writings.

a. Describe the XYZ Affair. b. Describe the Alien and Sedition Acts. c. Was Congress and President John Adams justified in passing these laws?

13. President Thomas Jefferson (Analyze the map and passage below and answer the questions that follow) The United States purchased the Louisiana territory from France for $15 million under the leadership and guidance of President Thomas Jefferson in 1803 doubling the size of the United

States. This land deal was arguably the greatest achievement of Thomas Jefferson's presidency but also posed a major philosophical problem for Jefferson.

a. Why would President Jefferson want to purchase the Louisiana territory? Give at least three reasons why you think he made that decision.

` b. How did President Jefferson’s philosophy change regarding the powers of the Federal government when purchasing the Louisiana Territory from the French? (Consider the debate over the creation of the National Bank….Hamilton vs. Jefferson…interpretation of the Constitution)

14. The Marshall Court (Read the quotes below and answer the questions that follow)

Marbury v. Madison (1803)Definition: First decision by the Supreme Court to declare a law unconstitutional (1803). Here is a summary:

At the very end of his term, President John Adams had made many federal appointments, including William Marbury as justice of the peace in the District of Columbia.

Thomas Jefferson, the new president, refused to recognize the appointment of Marbury. The normal practice of making such appointments was to deliver a "commission," or notice, of appointment. This

was normally done by the Secretary of State. Jefferson's Secretary of State at the time was James Madison. At the direction of Jefferson, Madison refused to deliver Marbury's commission. Marbury sued Madison, and the

Supreme Court took the case. Chief Justice John Marshall wrote that the Judiciary Act of 1789, which spelled out the practice of delivering

such commissions for judges and justices of the peace, was unconstitutional because it gave the Supreme Court authority that was denied to it by Article III of the Constitution. Thus, the Supreme Court said, the Judiciary Act of 1789 was illegal and not to be followed.

This was the first time the Supreme Court struck down a law because it was unconstitutional. It was the beginning of the practice of "judicial review."

“Whoever attentively considers the different departments of power must perceive…the judiciary…will always be the least dangerous to the political rights of the Constitution; because it will be the least in capacity to annoy or injure them…The judiciary…has no influence over either the sword or the purse; nor direction either of the strength of society; and can take no active resolution whatsoever. It may truly be said to have neither FORCE nor WILL, but merely judgment…”

- Alexander Hamilton, Federalist #78

“It is a very dangerous doctrine to consider the judge as the ultimate authority of all Constitutional questions…this type of authority would make the Judiciary a despotic (tyrant or dictator) branch.”

- Thomas Jefferson *** the dangerous doctrine Jefferson was referring to was the constitutional principle of judicial review which gives the Supreme Court the power to declare laws unconstitutional. Also remember how Supreme Court justices are selected and how long they serve on the bench.***

a. Explain how the ruling in Marbury v. Madison (1803) impacted the power of the Supreme Court.

b. How are the views (regarding the Supreme Court) of Hamilton and Jefferson different?

c. Why would each person feel that way? (Refer to suggested websites and the powers of the Judicial Branch and the functioning of the government).

d. With whom do you agree with the most? Explain.

15. President James Madison and the War of 1812 (Read the passage below and answer the question that follow)

Events in Europe from 1789 to 1815 influenced domestic (policies within the United States) and foreign policies (American dealings with other nations) of the United States. Presidents maintained American neutrality, staying out of European wars while insisting on the rights of the United States as a nation. The distance from Europe made it easier to keep out of European affairs. However, their right to trade with European nations remained a major concern because America’s economics well-being depended on such trade.

Meanwhile, Britain and France remained at war, and Britain outraged Americans by seizing American merchant ships trying to reach France. Congress passed the Embargo Act of 1807 – which prohibited trade with other nations – in an attempt to punish Britain. American exports fell, but Britain was largely unaffected. Protests led to the repeal of the act in 1809. Britain continued to violate American freedom of the seas, seizing American ships and forcing America sailors to serve in the British navy (this was called IMPRESSMENT). Meanwhile, western and southern “War Hawks” interested in expanding into British Canada and Spanish Florida urged war.

a. Describe the relationship between Great Britain and America in the early 19th century.

b. Would you have supported the “War Hawks” in Congress and called for the United States to go to war with Great Britain (once again)?

16. President James Monroe (Analyze the cartoon below and answer the questions that follow)

Historical Background:

The War of 1812 gave the United States a sense of self confidence that enabled it to establish diplomatic relationships with other nations. By 1823, the idea of nationalism had also spread to smaller nations in the western hemisphere, inspiring many of Spain’s colonies to set up independent rule. European nations, eager to retain colonial rule, were set to assist Spain in putting down these rebellions, but this threatened the stability of the United States in the Western Hemisphere. Therefore, in 1823 President Monroe issued an important piece of foreign policy aimed at maintaining the neutrality of the United States and preventing further colonization in the Western Hemisphere.

a. Identify the symbols in the cartoon. (What do they represent?)b. What is the message of the cartoon? c. Identify 3 major aspects of this piece of American foreign policy in 1823 and how

The Monroe Doctrine could impact America’s relationship with other nations in Europe and Russia. (Use suggested websites for assistance looking up information regarding the Monroe Doctrine)

17. President Andrew Jackson (Analyze the cartoon below and answer the questions that follow)

A cartoon of President Andrew Jackson

a. Describe the cartoon. b. What was cartoonist’s purpose for creating

this cartoon? c. Write three questions you have about this

cartoon.

18. President Andrew Jackson continued (Use the information from today’s lesson to answer the following questions)

a. Write a one page response to the following question: “ Is the picture of Andrew Jackson (found on HW #17) an accurate portrayal of Andrew Jackson?”

You must refer to at least THREE supporting facts/examples from the lesson.

19. DBQ Essay Writing – A handout with a document based question will be given to you.

UNIT 4: Sectionalism and Slavery

20. Manifest Destiny It is the Manifest Destiny of America to spread out principles (main beliefs) of democracy (rule by the people) and liberty (freedom) across the whole continent of North America. This is what God wants us to do”

-John O’Sullivan Explain Manifest Destiny in the 1840s

It is obvious that the white race was told by God to take control of and rule over the earth. The white race is the only race that looks for new lands to control and rule. Other races that have come into contact with whites have either been civilized (advanced) by the white race

a. According to the quotes above, why should the United States expand? b. Based on the quotes above, how would you describe Manifest Destiny?

21. Early Reform Movements (Read the chart below and answer the questions that follow)

Early Reform Movements

Movement Key People Goal of the ReformersAbolitionist Movement

William Lloyd Garrison and Frederick Douglas

End (abolish) slavery

Women’s Rights Movement

Lucretia Mott and Elizabeth Cady Stanton

Equality for women. A women’s rights convention was held in Seneca Falls, NY (1848) where women issued their Declaration of Sentiments which stated that all men and women were created equal. At the time women were not allowed to vote or own property.

Temperance Movement

American Temperance Society - 1826

Ban alcohol

a. Why do you think, such movements were formed in the 1820s and 1830s? b. Had you lived during this time period, which movement would you have supported? EXPLAIN

22. Slavery and Compromise (Read the chart as well as the handout on compromises, and answer the questions that follow)

Northern States Southern StatesPopulation 21.5 million 9 millionNumber of Factories 110,100 20,600Miles of Railroad 21,700 9,000Bank Deposits $207 million $47 millionCotton Production 4 thousand bales 5 million bales

a. How would you describe the differences between the North and the South?

b. How does the information in the chart above help us to better understand compromises of 1820 and 1850?

It is obvious that the white race was told by God to take control of and rule over the earth. The white race is the only race that looks for new lands to control and rule. Other races that have come into contact with whites have either been civilized (advanced) by the white race

HW # 9 READING “Undemocratic” elements of the Constitution In his book, How Democratic is the Constitution, Robert Dahl defines “democratic” as alignment with the principle of one person, one vote, also known as majority rule. The author praises the Framers of the Constitution as “men of exceptional talent and virtue”(p. 7) who made admirable progress in the creation of their republican government. Dahl also points out that innovation and change in democratic techniques and ideals continued even after the Constitution was ratified, and the American system has not adopted all of those new ideas. He says that the Founders were partially constrained by public opinion, which including maintenance of the sovereignty (power or control) of the thirteen states. The primary “undemocratic” aspects of the Constitution that the book sets out are:

· Tolerance of slavery - Necessary to ensure the cooperation participation of the Southern states, and only outlawed after the American Civil War

· Suffrage (voting) - The voting rights of women, African-Americans, and Native Americans were either not protected or specifically abridged. (In 1870, the Fifteenth Amendment prohibited denial of suffrage due to race. In 1920, the Nineteenth Amendment prohibited denial of suffrage due to sex. In 1964, the Twenty-Fourth Amendment prohibited poll taxes, which were then being used in some states to discriminate against African-Americans without explicit racial provisions.)

▪ Election of the president - Article II Section 1 establishes the Electoral College, which gives each state a number of electors proportional to its representation in Congress (which, because each state has two Senators, is not proportional to population). Electors were to be appointed by whatever method the state legislatures chose, and would presumably use their own judgment in choosing a President. In modern times, most states use a "winner take all" system to allocate the votes of their electors based on the outcome of the popular vote within that state, but the allocation of votes among the states is unchanged.

▪ Representation in the Senate - Each state gets two senators, regardless of population. This is known as the Connecticut Compromise, and was incorporated into the Constitution to secure the continued participation of the smaller states. Election of senators. Article I, Section 3 declared

that senators were to be appointed directly by state legislatures. In 1913, the Seventeenth Amendment changed the system so that Senators were popularly elected in staggered state-wide races.

▪ Judicial power - In the United States, judge(s) have the power to rule unconstitutional any law or regulation, even if duly approved by the legislature and signed by the president. Judges are appointed (not elected) for life with a high threshold for removal, which makes them independent. Dahl feels that the judiciary has used its rather unconstrained authority to essentially make national policy through judicial fiat.

The Framers created a representative democracy because they were fearful of direct democracy. Dahl says this is a result of underestimating the ability of the American people as a whole to guide the country on a stable, free-market path that would have respected the property rights of land owners.

SLAVERY AND COMPROMISES (HW#22 Reading)

Before the Civil War there were three arguments to frustrate the north and the south, Causing them to become enemies. There are the Three Fifths Compromise, the Missouri Compromise of 1820, And the Compromise of 1850. All three compromises were about the way slaves were used and if they would be set free or stay slaves. Some solutions to these compromises were to fight and some other ones are they would compromise until the north and the south felt happy about the decision. All these compromises led into the Civil War because all the time they would have a compromise, the compromise would get worse and worse, until the Civil War where the south and north couldn't take it anymore. This would make the time when the Civil War comes, surprising.

The Three Fifths Compromise

Many compromises were happening over the slaves and their freedom. This compromise was the first. While the U.S. Constitution was being written, the South decided not to sign it. The South wanted their slaves to be used for the purpose of the counting of taxes. The northerners did not want this to happen. If the South were to be allowed to do this, they would have more Representatives. This was a problem because the north thought it was unfair for the slave owner to vote and have the right to vote for all their slaves, too.

For the south to have more Representatives would make the southerners have more of a say in all the decisions that were going on. they would only be Representatives for only another 2 years, until they would pick new representatives With making some changes, the U.S. Congress decided the slaves would be counted, when they decided representatives for both sides, as three fifths of a free white or black person. That's why the Three Fifths Compromise got it's name. In conclusion the slaves didn't vote, but were counted for three fifths of a free white or black person.

The Missouri Compromise

This compromise was another way the South and the North argued over slavery. The Compromise of 1820 required that all free states and slave states were to be equal. There was a balance of free and slave states, there were eleven each. The state of Missouri was a slave state and wanted to come to the North as a free state. This would make a big deal because this would make the balance uneven, and if this happened it would not be approved. That's not the last of hope for the South because the state of Maine also wanted to join the North and become a free state. The U. S. Congress decided to make Maine a free state because it didn't have any slaves in the state and Missouri did. They had about 10,000 slaves already in it, and the South didn't want to free all those slaves. Missouri then stayed a slave state.

The Compromise of 1850

Another 30 years passed, and the North and South made an even bigger compromise. This compromise was called the Compromise of 1850. It would try to settle the slavery question once and for all by making the North and South happy. The compromise allowed the slaves to work for the South, but it did not allow the slave trade to continue. The state of California was made a free state by the U.S. Congress, but if the balance of free and slave states were to be

broken it would not be allowed (like in the Missouri Compromise of 1820.) There just had to be another discussion about the state of Texas it wanted to own the territory of New Mexico. The compromise would give Texas an amount of ten million dollars to give up its claims of New Mexico's territory. This would provide much of the needed money to pay for Texas's debts. After planning they decided to make the Texas boundary as it is to day.

The Compromise of 1850 made an even stricter law which was the Fugitive Slave Act; the North just had to stop this act too. The Fugitive Slave Act made the North return the slaves back to their rightful owners that had escaped from the Underground Railroad. This railroad was for slaves that escaped from their owners and who had gone to the free states of the north or parts of Canada. The South wanted to just take the slaves back, but they had to show evidence to the U.S. Congress to prove they were their rightful owners. If they had no evidence the slaves would be free and would not go back and work for the South on the plantations. The compromise was successful by keeping the nation united. This was only temporary until more further on when the South wanted to separate from the North.