Lincoln’s Statement:

MR. PRESIDENT AND GENTLEMEN OF THE CONVENTION:

If we could first know where we are, and whither we are tending, we could better judge what to do, and how to do it. We are now far into the fifth year since a policy was initiated with the avowed object, and confident promise, of putting an end to slavery agitation. Under the operation of that policy, that agitation has not only not ceased, but has constantly augmented. In my opinion, it will not cease, until a crisis shall have been reached and passed. "A house divided against itself cannot stand." I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved -- I do not expect the house to fall -- but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction; or its advocates will push it forward, till it shall become alike lawful in all the States, old as well as new -- North as well as South

 

What is Lincoln referring to when he mentions “house?”

What changes does Lincoln see in the future for the country?

 

Douglas’ Statement

The question then arises, What are those privileges, and what is the nature and extent of them? My answer is that that is a question which each State must answer for itself. We in Illinois have decided it for ourselves. We tried slavery, kept it up for twelve years, and finding that it was not profitable, we abolished it for that reason, and became a free State. We adopted in its stead the policy that a negro in this State shall not be a slave and shall not be a citizen. We have a right to adopt that policy. For my part, I think it is a wise and sound policy for us. You in Missouri must Judge for yourselves whether it is a wise policy for you. If you choose to follow our example, very good; if you reject it, still well; it is your business, not ours. So with Kentucky. Let Kentucky adopt a policy to suit herself. If we do not like it, we will keep away from it; and if she does not like ours, let her stay at home, mind her own business, and let us alone. If the people of all the States will act on that great principle, and each State mind its own business, attend to its own affairs, take care of its own negroes, and not meddle with its neighbors, then there will be peace between the North and the South, the East and the West, throughout the whole Union. Why can we not thus have peace? Why should we thus allow a sectional party to agitate this country, to array the North against the South, and convert us into enemies instead of friends, merely that a few ambitious men may ride into power on a sectional hobby? How long is it since these ambitious Northern men wished for a sectional organization? Did any one of them dream of a sectional party as long as the North was the weaker section and the South the stronger? Then all were opposed to sectional parties. But the moment the North obtained the majority in the House and Senate by the admission of California, and could elect a President without the aid of Southern votes, that moment ambitious Northern men formed a scheme to excite the North against the South, and make the people be governed in their votes by geographical lines, thinking that the North, being the stronger section, would outvote the South, and consequently they, the leaders, would ride into office on a sectional hobby. I am told that my hour is out. It was very short.

Does Douglas feel the state or the federal government should decide on the issue of slavery?

According to this document what section of this country does Douglas believe has the majority vote in the House and Senate and why?

 

Who will be debating?

What are the topics of the debate?

 


 

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Mrs. Coppola's Social Studies Class
JFK Middle School
Port Jefferson Station, New York

STANDARD 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

STANDARD 3: Geography Students will use a variety of intellectual skills to demonstrate their under-standing of the geography of the interdependent world in which we live— local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

STANDARD 4: Economics

Students will use a variety of intellectual skills to demonstrate their under-standing of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

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