xxvi Contents Contents xxviiChapter 11 The Union Undone? 251
Seeking the Main Point 252
TOPIC I The Breakdown of Compromise 253
Document 11.1 John C. Calhoun, “The Clay Compromise Measures,” 1850 253
Document 11.2 Harriet Beecher Stowe, Uncle Tom’s Cabin, 1852 254
Document 11.3 Mary Henderson Eastman, Aunt Phillis’s Cabin, 1852 256
Document 11.4 Map of Kansas-Nebraska Act, 1854 259
Document 11.5 Republican Campaign Song, 1856 260
Document 11.6 Roger B. Taney, Dred Scott v. Sandford, 1857 261
Document 11.7 Abraham Lincoln, Speech at Edwardsville, Illinois, 1858 262
Applying AP® Historical Thinking Skills
S kIll rEvIEW Appropriate Use of Historical Evidence and Contextualization 264TOPIC II Explaining Secession 266
Document 11.8 Jefferson Davis, Inaugural Address, 1861 266
Document 11.9 Abraham Lincoln, First Inaugural Address, 1861 267
Document 11.10 James E. Taylor, The Cause of the Rebellion, c. 1861 269
Document 11.11 Emily Dickinson, “Much Madness is Divinest
Sense,” 1862 270
Applying AP® Historical Thinking Skills
S kIll rEvIEW Comparison and Synthesis 270
PUTTIng IT All TOgETHEr Revisiting the Main Point 272
Building AP® Writing Skills Addressing Exceptions in Historical Argument:
The Role of the Qualifier 272Chapter 12 War and Emancipation 275
Seeking the Main Point 277
TOPIC I Emancipation 278
Document 12.1 “What to Do with the Slaves When Emancipated,”
New York Herald, 1862 278
Document 12.2 Abraham Lincoln, Letter to Horace Greeley, 1862 279
Document 12.3 Abraham Lincoln, Emancipation Proclamation, 1862 281
Document 12.4 “President Lincoln and His Scheme of Emancipation,”
Charleston Mercury, 1862 283
Document 12.5 Thomas Nast, “The Emancipation of the Negroes, January,
1863—The Past and the Future,” Harper’s Weekly, 1863 284
Applying AP® Historical Thinking Skills
S kIll rEvIEW Comparison, Contextualization, and Historical Argumentation 28501_STA_2012_FM_001-xxxvi.indd 26 08/04/15 5:07 PM