...Comparison and Contrast between William Henry Seward, John C. Calhoun, and Daniel Webster’s Speeches on the Compromise of 1850 The Compromise of 1850 was a proposed solution to the conflict over slavery in the new territories acquired in the Mexican-American War by Kentucky Senator Henry Clay. It consisted of laws that admitted California into the Union as a free state, the Fugitive Slave Act would be amended, the slave trade in Washington, D.C. would be abolished, a government created in Utah, and boundaries set between Texas and New Mexico. The Compromise of 1850 was first introduced at the Senate meeting in February 1850. The proposal brought about heavy debates from John C. Calhoun, Daniel Webster, and William Henry Seward. They were similar because each man loved and served their country and was passionate about their view of the issues of slavery and the new territories and believed their opinion was correct; however they were very different in what each believed to be fair and true. John C. Calhoun of South Carolina did not support The Compromise of 1850. He believed it was a betrayal to the south. He argued that the North and South were almost on equal grounds when the Constitution was ratified with an equal division of the States, but all of this was threatened by the Northern influence on government. Clay also argued that if Northerners wanted the south to stay in the Union they would have to stop in their attempts to limit slavery. Daniel Webster of Massachusetts...
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...CHAPTER 18: RENEWING THE SECTIONAL STRUGGLE TERMS: Mexican Cession: A major tract of land that Mexico ceded to the United States following the Mexican-America war: included California as well as parts of other Western territories. Fire-Eaters: A general unofficial term used to describe a group of Southern politicians who were extremely in favor of slavery and thus advocated for secession. Underground Railroad: A route that slaves took to secretly escape from their masters to freedom. Harriet Tubman: A particularly famous conductor of the railroad, helping to sneak hundreds of slaves out of servitude. William H. Seward: A somewhat radical politician who advocated for the abolition of slavery on moral grounds. Higher Law: The stance that...
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...The 13th amendment The 13th amendment was very important and still is today. The thirteenth amendment was passed by congress on January 31, 1865 and ratified by the required number of states on December 6, 1865. On December 18, 1865, Secretary of State William H. Seward proclaimed its adoption. It was the first of the three reconstruction amendments adopted following the Civil War. The thirteenth amendment abolished slavery in all of the American states with exceptions of Maryland, West virginia, and East Tennessee which were not required to free their slaves. The amendment states “Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the united...
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...blockade as both sides massed armies and resources. In 1862, battles such as Shiloh and Antietam caused massive casualties unprecedented in U.S. military history. In September 1862, Lincoln's Emancipation Proclamation made ending slavery in the South a war goal, which complicated the Confederacy's manpower shortages. In the East, Confederate commander Robert E. Lee won a series of victories over Union armies, but Lee's reverse at Gettysburg in early July, 1863 proved the turning point. The capture of Vicksburg and Port Hudson by Ulysses S. Grant completed Union control of the Mississippi River. Grant fought bloody battles of attrition with Lee in 1864, forcing Lee to defend the Confederate capital at Richmond, Virginia. Union general William Sherman captured Atlanta, Georgia, and began his famous March to the Sea, devastating a...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI Chapter XVIII CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI The Art of Public Speaking BY 2 The Art of Public Speaking BY J. BERG ESENWEIN AUTHOR OF "HOW TO ATTRACT AND HOLD AN AUDIENCE," "WRITING THE SHORT-STORY," "WRITING THE PHOTOPLAY," ETC., ETC., AND DALE CARNAGEY PROFESSOR OF PUBLIC SPEAKING, BALTIMORE SCHOOL OF COMMERCE AND FINANCE; INSTRUCTOR IN PUBLIC SPEAKING, Y.M.C.A. SCHOOLS, NEW YORK, BROOKLYN, BALTIMORE, AND PHILADELPHIA, AND THE NEW YORK CITY CHAPTER, AMERICAN INSTITUTE OF BANKING THE WRITER'S LIBRARY EDITED BY J. BERG ESENWEIN THE HOME CORRESPONDENCE SCHOOL SPRINGFIELD, MASS. PUBLISHERS Copyright 1915 THE HOME CORRESPONDENCE SCHOOL ALL RIGHTS RESERVED TO F. ARTHUR METCALF FELLOW-WORKER AND FRIEND Table of Contents THINGS TO THINK OF FIRST--A FOREWORD * CHAPTER I--ACQUIRING CONFIDENCE BEFORE AN AUDIENCE * CHAPTER II--THE SIN OF MONOTONY DALE CARNAGEY * CHAPTER III--EFFICIENCY THROUGH EMPHASIS AND SUBORDINATION * CHAPTER IV--EFFICIENCY THROUGH CHANGE OF PITCH * CHAPTER V--EFFICIENCY THROUGH CHANGE OF PACE * CHAPTER VI--PAUSE AND POWER * CHAPTER VII--EFFICIENCY THROUGH INFLECTION * CHAPTER VIII--CONCENTRATION IN DELIVERY...
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