MSUB Lesson Plan Template Standard Information: Heidi Graves U.S.

History, Grade 11 Descriptive Title: Secession The Big Decision (the Souths View Lesson Description: This is a critica! thin"ing assign#ent $or students to re$!ect u%on everything theyve !earned a&out the con$!icts and disagree#ents !eading u% to the 'ivi! (ar. )esson ta"es %!ace in a discussion $or#at where students %retend they are Southern !egis!ators and they #ust decide whether to secede or not &ased on what has occurred u% to Dece#&er 1*+,. Objective(s) of t e Lesson: Students wi!! &e a&!e to !ist and descri&e the di$$erences &etween the -orth and the South %rior to the 'ivi! (ar and !ist the events and con$!icts that !ead to the decision $or the South to secede $ro# the Union. Students wi!! &e a&!e to ver&a!!y su%%ort and de!i&erate a %osition (even though they #ay not %ersona!!y agree with it in $ront o$ a s#a!! grou% o$ their c!ass#ates. State Standards and !rade Level "#pectations: Standard . Students ana!y/e how %eo%!e create and change structures o$ %ower, authority, and governance to understand the o%eration o$ govern#ent and to de#onstrate civic res%onsi&i!ity. Bench#ar" 0& ana!y/e the i#%act o$ the 'onstitution, !aws and court decisions on the rights and res%onsi&i!ities o$ citi/ens Bench#ar" + ana!y/e and eva!uate conditions, actions and #otivations that contri&ute to con$!ict and coo%eration within and a#ong grou%s and nations Standard 1 Students de#onstrate an understanding o$ the e$$ects o$ ti#e, continuity, and change on historica! and $uture %ers%ectives and re!ationshi%s. Bench#ar" 1& ana!y/e issues (e.g., $reedo# and e2ua!ity, !i&erty and order, region and nation, diversity and civic duty using historica! evidence to $or# and su%%ort a reasoned %osition Standard 0 Students #a"e in$or#ed decisions &ased on an understanding o$ the econo#ic %rinci%!es o$ %roduction, distri&ution, e3change, and consu#%tion. Bench#ar" 1 ana!y/e the i#%act that su%%!y and de#and, scarcity, %rices, incentives, co#%etition, and %ro$its in$!uence what is %roduced and distri&uted in various econo#ic syste#s Standard + Students de#onstrate an understanding o$ the i#%act o$ hu#an interaction and cu!tura! diversity on societies.

Bench#ar" + ana!y/e the interactions o$ individua!s, grou%s and institutions in society (e.g., socia! #o&i!ity, c!ass con$!ict, g!o&a!i/ation .

$oncept(s) and%or &e' (ords and Definition(s): (i!#ot 4roviso an a#end#ent to a &i!! that %ro%osed no s!avery within any !and the United States ac2uired $ro# 5e3ico Secession a $or#a! withdrawa! o$ a state $ro# the Union 'o#%ro#ise o$ 1*0, a series o$ reso!utions to a%%ease &oth the -orth and South, inc!uding 'a!i$ornia &eing ad#itted as a $ree state and a stricter $ugitive s!ave !aw Sovereignty su%re#e and inde%endent %ower or authority in govern#ent as %ossessed or c!ai#ed &y a state or co##unity 'otton Gin 6!i (hitneys invention o$ the cotton engine that #ade c!eaning o$ short7 sta%!e cotton e$$icient and %ro$ita&!e 8ohn '. 'a!houn %o!itician $ro# South 'aro!ina who su%%orted s!avery, resigned as Vice 4resident under 8ac"son &ecause o$ their di$$erences on states rights Tari$$ o$ 9&o#inations what 'a!houn re$erred to the Tari$$ o$ 1*.* as: tari$$ that ta3ed British i#%orts to raise their %rice #a"ing it #ore co#%ara&!e to the %rices o$ 9#erican #ade goods -u!!i$ication theory %resented &y 'a!houn in which states shou!d &e a&!e to nu!!i$y or void $edera! !aws a%%!ied within the state i$ the state did not a%%rove o$ the# Sectiona!is# su%%orting the interests o$ one region over those o$ other regions or over the nation as a who!e ;ing 'otton an idea that the South cou!d su%%ort herse!$ econo#ica!!y and %o!itica!!y &ecause cotton was an i#%ortant sta%!e $or not on!y the United States &ut $or the (or!d St)dents* Bac+,ro)nd &no-led,e: ;now!edge o$ events and con$!icts !eading u% the 'ivi! (ar and covered %revious!y in c!ass are use$u! and necessary $or this activity. This activity is not to &e used as an introduction to a to%ic. Materials and Teac in, .ids: To%ic reviews (%rovided &e!ow to aid in discussion, i$ needed 1 sheet o$ note&oo" %a%er (%rovided &y students $lassroom Mana,ement S),,estions: 63%!ain the goa!s and o&<ectives to the c!ass ahead o$ ti#e. Have students get out a %iece o$ note&oo" %a%er and writing utensi! %rior to grou%ing. Divide c!assroo# into grou%s o$ a&out + students each: grou%ing can &e done rando#!y or s%eci$ica!!y de%ending on c!assroo# environ#ent and teacher %re$erence. 5a"e sure to e3%!ain the ste%s o$ each goa! c!ear!y &e$ore &eginning. Teac in, Model: 63%!ain to students that they wi!! &e %retending to &e Southern de!egates %re%aring to vote on whether or not to secede $ro# the Union. They are to de!i&erate using the sa#e reasons the South used to su%%ort or o%%ose secession. They are to use the handouts %rovided today a!ong with any in$or#ation %rovided

$ro# their te3t&oo" or in$or#ation that was discussed in c!ass u% unti! this %oint to su%%ort their %osition. Divide c!assroo# into grou%s o$ a%%ro3i#ate!y + students each. o Tea# 9 Su%%ort secession o Tea# B =%%ose secession o Students do not get to choose which %osition to re%resent. Students are to use their &est reasons to su%%ort the %osition assigned to the#. 9%%ro3i#ate!y > students wi!! &e su%%orting and > students o%%osing within each grou%. o Hand out to #e#&ers o$ each grou% a To%ic ?eview $ro# &e!ow. These are to he!% aid students in &eginning the de!i&eration. To ensure a variety o$ discussion, do not give a!! #e#&ers o$ the grou% the sa#e To%ic ?eview handout &ut it #ay &e he!%$u! i$ &oth a su%%orter and an o%%oser within the sa#e grou% had the sa#e To%ic ?eview. o Have the Tea# @9As and Tea# @BAs grou% together to identi$y reasons to su%%ort their %osition. Have students write down their reasons on a %iece o$ note&oo" %a%er as they wi!! &e using this %a%er to write their s%eech at the end o$ the !esson. Teacher shou!d wa!" around to each o$ the grou%s to o&serve tea#s !isting their reasons and assist i$ needed. Tea# 9 and Tea# B does not co##unicate &etween each other $or this section. o Have each tea#, starting with Tea# 9, %resent their &est reasons $or su%%orting their side o$ the de!i&eration. Tea#s are to &e convincing, regard!ess o$ whether or not they %ersona!!y &e!ieve in the %osition they are re%resenting. 6ach tea# is to !isten care$u!!y to the other tea#s reasons. Buestions $or c!ari$ication #ay &e as"ed, &ut no de!i&eration or argu#ent ta"es %!ace in this section. Have students write down the o%%osing tea#s reasons on their note&oo" %a%er. o ?everse 4ositionC 6ach side is to e3%!ain &ac" what the other tea#s reasons were $or su%%orting or o%%osing the %osition. o De!i&eration o$ Buestion Dis&and tea#s and have a!! students in grou% de!i&erate 2uestion. 9t end o$ de!i&eration, have each grou%, &ased on what was discussed, cast their vote (&y raise o$ hands on whether or not their South shou!d secede $ro# the Union. o 9s" students @(hy did they #a"e the decision they didDA o 5ove to genera! discussion o$ @Es it hard to %ut yourse!$ in so#eone e!ses shoes and re%resent a %osition that you do not have %ersona! interest inDA @(hy do you su%%ose its i#%ortant to have the a&i!ity to de!i&erate 2uestionsDA ?eview with students assess#ent assign#ent

Have students return to their origina! c!assroo# %ositions and %ut des"s &ac" in %!ace i$ necessary.

Indian "d)cation for .ll: none .ssessment: Students are to use the in$or#ation discussed during de!i&eration to write a one7%age s%eech su%%orting their %osition on why the South shou!d or shou!d not secede. S%eech shou!d inc!ude at !east two reasons (each su%%orting and o%%osing secession. Lin+s o)tside t is lesson: De!i&eration and co##unication s"i!!s are not on!y use$u! in controversia! historica! issues, &ut a!so in other schoo! su&<ects and in a de#ocracy. These s"i!!s he!% %ro#ote a higher !eve! o$ !earning. 'ritica! thin"ing is an i#%ortant s"i!! $or students have to &e a&!e to !oo" at the &igger %icture on where (and why events occurred. 'ritica! thin"ing he!%s %ro#ote a higher !eve! o$ !earning. This !esson crosses over into the civic c!assroo# and uses conce%ts re!ated to geogra%hic regions and econo#ics. .ccommodation for Diversit': 9!!ow 6)) students and students with reading disa&i!ities to %re7read in7c!ass handouts. Have students %re7%re%are a reason &oth su%%orting and o%%osing secession to contri&ute during grou% de!i&eration. Be sure grou%s are arranged so students are $acing each other to acco##odate students with hearing di$$icu!ties.

$itations htt%CFFwww.teachingushistory.orgF!essonsF6as!ey.ht# htt%CFFwww.virginia#e#ory.co#Fon!ineGc!assroo#FunionGorGsecessionFunitF> htt%CFFwww.virginia#e#ory.co#Fon!ineGc!assroo#FunionGorGsecessionFunitF.Fs!averyGan dGtheGnation htt%CFFwww.teachingushistory.orgF!essonsFBH4S%eech.ht# htt%CFFwww.archives.govFe3hi&itsFchartersFdec!arationGtranscri%t.ht#! htt%CFFen.wi"i%edia.orgFwi"iF?o&ertG6.G)ee 5cDouga! )itte!!s The Americans, S"yView High Schoo! Te3t&oo"

Dr. 6dgertons HST9 >1+ 9#erican 'ivi! (ar 'ourse htt%CFFwww.de!i&erating.orgF

Topic /evie- 0 "conomic iss)es

Points to $onsider

The nation was &asica!!y divided u% into three regionsC -orth, South, and (est. The -orth, &ecause its c!i#ate does not su%%ort agricu!ture as we!!, turned to %roducing the nations $inished goods &y creating $actories. The (est su%%!ied the nation with $ood !i"e wheat and &ee$. The South grew the raw #ateria!s used &y the $actories in the -orth (and in 6ng!and to #a"e $inished goods $or the %eo%!e o$ the South and the rest o$ the nation to %urchase. The invention o$ the 'otton Gin #ade c!eaning raw cotton easy and there$ore growing cotton &eca#e %ro$ita&!e. 'otton sur%assed the other raw #ateria!s grown in the south !i"e indigo and to&acco a$ter the invention o$ the cotton gin, &ecause cotton was in high de#and &oth in -orthern $actories and 6uro%ean $actories and &y the ti#e o$ the 'ivi! (ar, the South was growing I0J o$ the wor!ds cotton su%%!y and accounted $or a!#ost +,J o$ 9#ericas e3%orts. This wor!d cotton do#inance caused Senator 8a#es Ha##ond o$ South 'aro!ina to #a"e a $a#ous &oast in 1*0*C @(ithout $iring a gun, without drawing a sword, shou!d they #a"e war on us, we cou!d &ring the who!e wor!d to our $eet... (hat wou!d ha%%en i$ no cotton was $urnished $or three yearsD... 6ng!and wou!d to%%!e head!ong K&ecause their econo#y wou!d &e in ruins with no cotton $or their $actoriesL and carry the who!e civi!i/ed wor!d with her save the South. -o, you dare not to #a"e war on cotton. -o %ower on the earth dares to #a"e war u%on it. 'otton is ;ing.A This idea, that the South cou!d su%%ort herse!$ econo#ica!!y and %o!itica!!y &ecause cotton was an i#%ortant sta%!e $or not on!y the United States &ut $or the (or!d, &eca#e "nown as @;ing 'otton.A 9$ter the (ar o$ 1*1., 6ng!and so!d $inished goods in the United States at e3tre#e!y !ow %rices to destroy their 9#erican co#%etitors. This #ade the British7#ade goods #ore desira&!e than the 9#erican7#ade goods &ecause one had to %ay #ore to %urchase 9#erican goods. To co#&at 6ng!ands intentions and to he!% out 9#erican #anu$acturers, 'ongress %assed tari$$s on British goods in 1*1+, 1*.1, and 1*.*. These tari$$s raised the costs o$ British goods so they wou!d &e si#i!ar in %urchase %rice (or even #ore e3%ensive than the 9#erican7#ade goods: enticing 9#ericans to once again &uy 9#erican7#ade. Tari$$s %!aced on i#%orts today are o$ten done $or the sa#e reason: to raise the %urchase %rice o$ i#%orts so the %urchase %rice is si#i!ar to 9#erican %roducts, re#oving the te#%tation to &uy $oreign %roducts &ecause o$ %rice a!one. But these higher %rices gave $ew %urchasing choices $or consu#ers. Et he!%ed $actories se!! #ore $inished goods &ecause they were a&!e to &etter co#%ete a$ter the i#%!e#entation o$ the tari$$s &ut it $orced %urchasers to have to either &y the a!ready high7%riced 9#erican goods or the new!y high7%riced British7goods. These %rice increases hurt the South #ore than the -orth &ecause the South had a!#ost no $actories and wou!d not &ene$it when $actories were #ore $inancia!!y success$u!. Hro# the Souths %oint o$ view, the -orth was getting rich at the e3%ense o$ the South. =ne o&server re#ar"ed that when Southerners @see the $!ourishing vi!!ages o$ -ew 6ng!and they cry, M(e %ay $or a!! this.A

Topic /evie- 1 States* /i, ts

Points to $onsider

The strugg!e &etween $edera! %ower and state %ower started !ong &e$ore the 'ivi! (ar. The United States was a @-ation o$ Sections.A Et was a nation o$ vi!!ages: iso!ated and su%%orted on their own. Hor its citi/ens, sectiona!is# (su%%orting the interests o$ one region over those o$ other regions or over the nation as a who!e was #ore %o%u!ar than the idea o$ nationa!is#, and %eo%!e identi$ied the#se!ves according to their geogra%hic !ocation (as a Virginian or a -ew Nor"er rather than as an 9#erican. By 1*+,, secession ca#e to &e genera!!y acce%ted &y the South as the on!y #eans o$ %reserving its institutions $ro# the inter$erence o$ the -orth. Those in $avor o$ secession argued that the $edera! govern#ent was a union o$ states: as %art o$ that union, the states had trusted that their rights wou!d &e %rotected. Enter$ering with s!avery went against the rights o$ the Southern states and was, there$ore, unconstitutiona!. Southern secessionists &e!ieved that the Dec!aration o$ Ende%endence gave %eo%!e the right to change their govern#ent when it no !onger served the#C @(hen in the course o$ hu#an events, it &eco#es necessary $or one %eo%!e to disso!ve the %o!itica! &ands which have connected the# with anotherOA 9ccording to so#e #e#&ers in the South, the 'onstitution recogni/ed and acce%ted state sovereignty (su%re#e and inde%endent %ower or authority in govern#ent as %ossessed or c!ai#ed &y a state &ecause at the ti#e o$ rati$ication o$ the 9rtic!es o$ 'on$ederation, co!onia! sovereignty was recogni/ed. The Souths %osition was that this sovereignty then trans$erred over to the States once they <oined the Union. The 2uestion o$ <ust how #uch %ower (and there$ore sovereignty the States retained a$ter <oining the Union was an ongoing and continuous discussion $or the $edera! and state govern#ents, and a!though the United States Su%re#e 'ourt deter#ined through various court &att!es that the States $or$eited their sovereignty when they signed the 'onstitution, States ?ights advocates did not see it that way. The @-u!!i$ication TheoryA written &y 8ohn '. 'a!houn in 1*.* was &ased on the idea that states were sovereign and he!d authority over the $edera! govern#ent. The theory was written in res%onse to a series o$ tari$$s %assed &y 'ongress in which severa! (southern states did not su%%ort and &e!ieved har#ed the econo#y o$ their states. 'a!houns argu#ent was that the United States constitution was &ased on a co#%act a#ong the sovereign states. E$ the 'onstitution had &een esta&!ished &y 1> sovereign states, he reasoned then each had the right to nu!!i$y, or re<ect, a $edera! !aw that it considered unconstitutiona!C and that i$ the $edera! govern#ent re$used to %er#it a state to nu!!i$y a $edera! !aw, the state had the right to withdraw $ro# the Union. @(e #aintain that in every co#%act &etween two or #ore %arties, the o&!igation is #utua!: that the $ai!ure o$ one o$ the contracting %artiesOo$ the agree#ent, entire!y re!eases the o&!igation o$ the other.A

Topic /evie- 1 T e Le,alit' 2 "conomics of Slaver'

Points to $onsider

Both the -orth and the South %ro$ited great!y &y s!avery. The South @ownedA and wor"ed the s!aves &ut the -orth %ro$ited $ro# the re$ining o$ the raw #ateria!s the s!aves grew. The -orth a!so had the &an"s and insurance co#%anies the South used and the shi%s the South used to shi% their cotton, to&acco, and indigo and to &uy their s!aves $ro# 9$rica. The nationa! econo#y, not <ust the South, was de%endent u%on the s!avery syste# and a si#%!e so!ution (si#%!y turning o$$ the switch, having s!avery one day and not the ne3t was not a via&!e o%tion and wou!d create an econo#ic crisis $or the country. Virginia governor 8ohn H!oyd wrote o$ his wish $or a @!awOgradua!!y a&o!ishing s!avery in this State.A By 8anuary 1*>. the state !egis!ature was hot!y de&ating that very %ros%ect. The de&ate over the $uture o$ s!avery in Virginia resu!ted in a #otion $or a&o!ition in the state !egis!ature. The #otion !ost &y a I> to 0* vote, %ri#ari!y &ecause the state !egis!ature was &a!anced toward eastern s!aveho!ders rather than non7s!aveho!ders in the western %art o$ the state (this was &e$ore the western %art o$ the state &ro"e away $ro# Virginia and $or#ed their own state, (est Virginia . The -orth sees the 5e3ican (ar as a &ra/en !and gra& &y Southerners (the -orth wanted nationa! $ocus on industria!i/ation, not territoria! e3%ansion %ro#%ting 4ennsy!vanias David (i!#ots %ro%osed @(i!#ot 4rovisoA %rohi&iting s!avery in any territory ac2uired $ro# 5e3ico. 6ven though it doesnt %ass, his %ro%osition a!ienates southerners, and the sectiona! de&ate &egins to turn even ug!ier and #ore stress$u!. The 'onstitution recogni/ed the institution o$ s!avery and that in the case o$ $ugitive s!aves @-o %erson he!d to serviceOin one StateOesca%ing into another, sha!!O&e discharged $ro# such serviceO&ut sha!! &e de!ivered u% Kca%tured and returnedL, on c!ai# o$ the %arty to who# such service or !a&or #ay &e due.A 4rior to the Hugitive S!ave 9ct, northern states o$ten !oo"ed the other way in regards to runaway s!aves or even s%eci$ica!!y %assed %rotections $or s!aves "nown as @4ersona! )i&erty )aws.A To ease tensions &etween the -orth and the South, @'o#%ro#ise o$ 1*0,A was %assed. The 'o#%ro#ise is actua!!y 0 se%arate &i!!s that inc!udes 'a!i$ornia &eing ad#itted as a $ree state, the s!ave trade in (ashington D.'. to &e a&o!ished (on!y the sa!e, or trade, o$ s!aves not the institution o$ s!avery , -ew 5e3ico (inc!uding %resent7day 9ri/ona and Utah were to decide $or the#se!ves whether or not to have s!avery, and the Hugitive S!ave 9ct was %assed re2uiring a!! U.S. citi/ens to assist in the return o$ runaway s!aves or ris" a P1,,, $ine and + #onths in <ai!. The 'o#%ro#ise o$ 1*0, did not #a"e the %ro&!e# go away, it on!y de!ayed it. The 'o#%ro#ise had no rea! winners and a&o!itionists in the -orth $e!t that they, and the -orth, were the rea! !osers. The South %erceived &eing outnu#&ered %o!itica!!y (&ased on the nu#&er o$ $ree states versus s!ave states and resented -orthern7&ac"ed decisions a$$ecting the South. They $eared the -orth #ay start !istening to a&o!itionists and atte#%t to contro! the south even #ore. They $eared this over&earingness wou!d a$$ect their !ive!ihood, and contingency %!ans &egan to &e discussed. (%ro&a&!y an overreaction

Topic /evie- 1 So)t ern P)blic Opinion re,ardin, Secession 5ost 9#ericans were not antici%ating a civi! war in 1*1+ or even in 1*+,. 1,J o$ a!! Virginian o$$icers re#ained !oya! to the Union.

Points to $onsider

The %eo%!e o$ the 1*+,s where chi!dren or grandchi!dren o$ the ?evo!utionary (ar: even though they $e!t !oya!ty to their country, the United States, they $e!t !oya!ty to their State even #ore. 3ames L4 Peti,r) (southern !awyer, %o!itician, unionist @They are going to ca!! a 'onvention. E a!ways thought they wou!d: and the 'onvention can on!y do #ischie$. How #uch, no one can te!!. (e ought to give than"sOthat the rest o$ the country is i#&ued with #ore sense and a higher notion o$ socia! duty than South 'aro!ina.A @-o&ody can te!! what the end o$ a!! this is to &e &ut it can not &e $or good. 9s to the Southern 'on$ederacy, it is $or#ed on %rinci%!es that are ho!!ow, and rotten, on the sha!!ow conceit that a!! nations wi!! %ay tri&ute to ;ing 'ottonOgoing out o$ the Union at wi!!, de#onstrates that $a!!acy o$ atte#%ting to co#&ine the %rinci%!e o$ unity with that o$ se%arate inde%endence o$ the StateO.9nd when it co#es to &e so considered, it wi!! &e des%ised and disowned and a genera! disintegration #ust $o!!ow.A 4etigru &e!ieved that his &e!oved South 'aro!ina was @too s#a!! to &e an (inde%endent re%u&!ic and too !arge to &e an insane asy!u#.A Benjamin 54 Perr' (unionist and S.'. Governor @that $or thirty years E had tried to save the Union and that now the state was going to the devi! and E was going with her E we%t !i"e a chi!d at her #adness and $o!!y and %redicted that secession wou!d %rove the deathOo$ s!avery.A 4erry was a Unionist who s%o"e out against secession. 4erry gave a s%eech during the 1*+, De#ocratic -ationa! 'onvention out!ining his de$ense o$ &oth the Union and o$ s!avery. He &e!ieved that secession wou!d hurt s!avery #ore than the $edera! govern#ent. Mar' Bo'+in $ esn)t (wi$e to southern s!ave owner 9ccording to her diary, she su%%orted the idea o$ secession and understood that once secession occurred, there was no going &ac". @(e want to se%arate $ro# the# to &e rid o$ Nan"ees $orever at any %rice. 9nd they hate us so and wou!d c!as% us or hoo" usOto their &oso#s with hoo"s o$ stee!. (e are an unwi!!ing &ride. E thin" inco#%ati&i!ity o$ te#%er &egan when it was #ade %!ain to us that we get a!! the o%%ro&riu# Ksha#e or disgraceL o$ s!avery and they a!! the #oney there was in it with their tari$$.A @They thin" we &e!ong to the#. (e have &een good #i!" cows. 5i!"ed &y the tari$$, or s"i##ed. (e !et the# have a!! o$ our hard earnings. (e &ore the &an o$ s!avery. They got the #oney. 'otton %ays every&ody who hand!es it, se!!s it, #anu$actures it.A

/obert "4 Lee (Virginian, Genera! o$ the 'on$ederate 9r#y )ee %rivate!y ridicu!ed the 'on$ederacy in !etters in ear!y 1*+1, denouncing secession as Qrevo!utionQ and a &etraya! o$ the e$$orts o$ the $ounders. (riting to his son (i!!ia# Hit/hugh, )ee stated, QE can antici%ate no greater ca!a#ity $or the country than a disso!ution o$ the Union.Q He had ear!ier &een as"ed &y one o$ his !ieutenants i$ he intended to $ight $or the 'on$ederacy or the Union, to which )ee re%!ied, QE sha!! never &ear ar#s against the Union, &ut it #ay &e necessary $or #e to carry a #us"et in the de$ense o$ #y native state, Virginia, in which case E sha!!.A His daughter 5ary 'ustis was the on!y one a#ong those c!ose to )ee who $avored secession. (illiam &in, "asle' (S.'. state !egis!ator Gave a s%eech in Dece#&er 1*+, in su%%ort o$ secession. En e3%ressing the urgency o$ the ti#e, 6as!ey stated that the govern#ent was no !onger @an association o$ sovereign states united $or their #utua! &ene$it and %rotection.A Enstead, the nation was ra%id!y &eco#ing @conso!idatedA in $avor o$ the northern states and that the interests o$ the southern states were &eing %ushed aside. 6as!ey !i"ened the southern secessionists o$ 1*+, to the %atriots o$ the ?evo!ution. 6as!ey was certain that war wou!d co#e with secession and that the cause was <ust since @a!! $reedo# has &een %urchased &y &!ood.A !eor,e (illiam Brent @The re#edy is worse than the disease.A Brent warned that s!aveho!ders wou!d !ose the %rotection o$ the Hugitive S!ave 9ct and the %ower o$ the U.S. govern#ent to he!% the# rec!ai# runaway s!aves.