# data[].attributes.headline
UNITED STATES HISTORY AND THE CONSTITUTIONUSHC 3.1 – June 18, 2012Standard USHC-3: The student will demonstrate an understanding of how regional andideological differences led to the Civil War and an understanding of theimpact of the Civil War and Reconstruction on democracy in America.Enduring UnderstandingDemocracy is based on the balance between majority rule and the protection of minority rights.To understand the impact of conflicting interests on the rights of minority groups, the studentwill...USHC-3.1 Evaluate the relative importance of political events and issues that divided thenation and led to civil war, including the compromises reached to maintain thebalance of free and slave states, the abolitionist movement, the Dred Scott case,conflicting views on states’ rights and federal authority, the emergence of theRepublican Party, and the formation of the Confederate States of America.Taxonomy Level: Evaluate/ Conceptual Knowledge – 5/BPrevious/future knowledge:From grades 4 and 8, students should have prior knowledge of abolitionism (4-6.2) and eventsand issues that led to the Civil War including slavery in the territories, states’ rights, the electionof Abraham Lincoln (4-6.3) and the nullification crisis compromises over westward expansion,the Kansas-Nebraska Act and the Dred Scott decision (8-4.3). They should have evaluated thearguments of secessionists in South Carolina (8-4.4). In United States Government, students mayevaluate significant documents in relation to the application of core principles such as theOrdinances of Secession (USG-2.5).It is essential for the students to know:Democracy expanded in the United States as new territories were claimed and settled and as theyentered the union as full partners under the terms of the Northwest Ordinance (USHC 1.4).However, expansion also led to the greatest challenge to democracy and the Southern elitebecame increasingly determined to maintain slavery.As new western states applied for admission to the Union, sectionalism increased as the divisionsbetween the interests of the regions became more and more evident. The struggle to maintain thebalance of power between slave and free states in the federal government was rooted in thecompromises made at the Constitutional Convention over representation in Congress, equalrepresentation of the states in the Senate and representation proportional to population in theHouse (USHC 1.4). Because of the growing population of the northern and western statesthrough immigration and westward movement, the South was losing the ability to protectsouthern interests in the House of Representatives despite the advantage given to them by beingable to count three fifths of their slaves for the purposes of representation (USHC 1.4). This ledSoutherners to fight to maintain an equal number of slave and free states so that they would haveequal numbers of votes in the Senate.Tensions between the regions over the expansion of slavery increased between 1820 and 1860until compromise was impossible. In 1820, Northern opposition to the application of Missouri to

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UNITED STATES HISTORY AND THE CONSTITUTIONUSHC 3.1 – June 18, 2012Standard USHC-3: The student will demonstrate an understanding of how regional andideological differences led to the Civil War and an understanding of theimpact of the Civil War and Reconstruction on democracy in America.Enduring UnderstandingDemocracy is based on the balance between majority rule and the protection of minority rights.To understand the impact of conflicting interests on the rights of minority groups, the studentwill...USHC-3.1 Evaluate the relative importance of political events and issues that divided thenation and led to civil war, including the compromises reached to maintain thebalance of free and slave states, the abolitionist movement, the Dred Scott case,conflicting views on states’ rights and federal authority, the emergence of theRepublican Party, and the formation of the Confederate States of America.Taxonomy Level: Evaluate/ Conceptual Knowledge – 5/BPrevious/future knowledge:From grades 4 and 8, students should have prior knowledge of abolitionism (4-6.2) and eventsand issues that led to the Civil War including slavery in the territories, states’ rights, the electionof Abraham Lincoln (4-6.3) and the nullification crisis compromises over westward expansion,the Kansas-Nebraska Act and the Dred Scott decision (8-4.3). They should have evaluated thearguments of secessionists in South Carolina (8-4.4). In United States Government, students mayevaluate significant documents in relation to the application of core principles such as theOrdinances of Secession (USG-2.5).It is essential for the students to know:Democracy expanded in the United States as new territories were claimed and settled and as theyentered the union as full partners under the terms of the Northwest Ordinance (USHC 1.4).However, expansion also led to the greatest challenge to democracy and the Southern elitebecame increasingly determined to maintain slavery.As new western states applied for admission to the Union, sectionalism increased as the divisionsbetween the interests of the regions became more and more evident. The struggle to maintain thebalance of power between slave and free states in the federal government was rooted in thecompromises made at the Constitutional Convention over representation in Congress, equalrepresentation of the states in the Senate and representation proportional to population in theHouse (USHC 1.4). Because of the growing population of the northern and western statesthrough immigration and westward movement, the South was losing the ability to protectsouthern interests in the House of Representatives despite the advantage given to them by beingable to count three fifths of their slaves for the purposes of representation (USHC 1.4). This ledSoutherners to fight to maintain an equal number of slave and free states so that they would haveequal numbers of votes in the Senate.Tensions between the regions over the expansion of slavery increased between 1820 and 1860until compromise was impossible. In 1820, Northern opposition to the application of Missouri to

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1. Abolitionism- historical movement to end slavery.
2. manpower- number of people avaliable for work.
3. Taxonomy- the classification of something.
4. Wilmot Proviso- Proposal to end slavery in territory acquired from the U.S.
5. Liberator- someone who a person or place from imprisonment.

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P: I see three men fighting over something
I: Because I see the men fighting over the U.S. map,I think they're fighting over the U.S.
C: Because I see and think they're fighting over the U.S., I think it means this is them starting the civil war.