March 25, 1833 Letter from John C. Calhoun to Samuel Ingham

Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Historical Question: Through an investigation of political, cultural and military factors of the United States during the Antebellum Era (1820-1860) design a plan of action for the Union and Confederacy to be victorious in the Civil War which is able to accentuate strengths while limiting weaknesses. (AP, IB)

Source A: John Calhoun letter to Samuel Ingham (March 25, 1833) Calhoun, J. C. (1833, March 25). Letter, 1833 March 25, J. C. Calhoun to Samuel D. Ingham, page 2-5 [Letter to Samuel D. Ingham].

This source is part of a letter sent from John C. Calhoun to Samuel D. Ingham on March 25, 1833 regarding the doctrine of consolidation passed by Congressmen Daniel Webster and Louise McLane aided by the influence of President Andrew Jackson.

March 25, 1833 Letter from John C. Calhoun to Samuel Ingham

"But though we have gained ground, much yet remains to be done, in order to guard against the approach of despotic power. Though the protective system is substantially put down, we have in its place the force act; a measure, which sticks more directly at the principles of our Government, than any which has ever been adopted. It was passed in fact by the join influence of Webster & McLane aided by the influence of Jackson, with the express intention of establishing the doctrine of consolidation. … I think, the South will rally against it, on the old [Democratic] Republican ground, and, I trust, that there will be sufficient aid from other sections, to erase it with disgrace from among the acts of the Government. We must establish beyond controversy the sovereignty of the State, with the right of practically asserting their reserved powers, or our system will end in the most odious despotism. It is what all, who love freedom, of every section, may agree in; and contending for it, will present the broad lines of distinction between the [Democratic] Republican, and federal party - the lovers of freedom and the lovers of powers."

Guiding Questions: 1. What is the primary concern of John C. Calhoun in this letter to Samuel Ingham in 1833?

2. When John C. Calhoun speaks about the South rallying against “the doctrine of consolidation”, is he referring to the use of warfare or political action?

3. What weakness of the North (and future Northern Republicans) is John C. Calhoun identifying in 1833?

4. How could the future Confederacy exploit the ideology of “consolidation” that was supported by Northern politicians, Daniel Webster (Massachusetts) and Louis McLane (Delaware)?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source B: Abraham Lincoln - Cooper Union Address (February 27, 1860) Lincoln, A. (n.d.). Cooper Union Address. Retrieved July 27, 2018, from http://www.abrahamlincolnonline.org/lincoln/speeches/cooper.htm (Annotation) Abraham Lincoln Speech - Cooper Union Address - New York, New York - February 27, 1860

In October 1859 Abraham Lincoln accepted an invitation to lecture at Henry Ward Beecher's church in Brooklyn, New York. The carefully crafted speech examined the views of the 39 signers of the Constitution. Lincoln noted that at least 21 of them -- a majority -- believed Congress should control slavery in the territories, rather than allow it to expand. Thus, the Republican stance of the time was not revolutionary, but similar to the Founding Fathers, and should not alarm Southerners, for radicals had threatened to secede if a Republican was elected President. Lincoln set out to use the speech to speak of the Founding Fathers and to speak directly to Democrats and Republicans in the months prior to the 1860 Election. This source is an excerpt of the speech given by Abraham Lincoln on February 27, 1860.

Excerpt of Abraham Lincoln's Cooper Union Address (February 27, 1860)

"A few words now to Republicans. It is exceedingly desirable that all parts of this great Confederacy shall be at peace, and in harmony, one with another. Let us Republicans do our part to have it so. Even though much provoked, let us do nothing through passion and ill temper. Even though the southern people will not so much as listen to us, let us calmly consider their demands, and yield to them if, in our deliberate view of our duty, we possibly can. Judging by all they say and do, and by the subject and nature South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina 2018

of their controversy with us, let us determine, if we can, what will satisfy them.

The question recurs, what will satisfy them? Simply this: We must not only let them alone, but we must somehow, convince them that we do let them alone." Guiding Questions:

1. What action(s) are Abraham Lincoln advocating Republicans should take?

2. How would you contrast Lincoln’s view of the South to that of the South’s view of Lincoln?

3. What actions had the South taken to this point that threatened the North and Republican ideals?

4. Why would the South not be convinced by the content of Abraham Lincoln’s speech? Why would the North not be convinced by the content of Abraham Lincoln’s speech?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source C: James Henry Hammond - “Cotton is King” speech (March 4, 1858) Hammond, J. H. (n.d.). Speech of Hon. James H. Hammond. Retrieved July 27, 2018, from http://lincoln.lib.niu.edu/islandora/object/niu-lincoln:35455 (Annotation) Speech - James H. Hammond - "Cotton is King”

James Henry Hammond (1807--1864) was a prominent South Carolina planter who served the state as United States Congressman (1835--1836), Governor (1842--1844), and United States Senator (1857--1860). This source is an excerpt of a speech given in open session of the United States Senate by James Henry Hammond in defense of slavery and the plantation system. Hammond also co-authored the Pro-Slavery Argument: As Maintained by the Most Distinguished Writers of the Southern States with Thomas Roderick Dew, William Harper and William Gilmore Simms during the Antebellum Era.

Excerpt of James Henry Hammond's "Cotton is King" speech given in the United States Senate (March 4, 1858)

"Without firing a gun, without drawing a sword, should they make war on us we could bring the whole world to our feet. The South is perfectly competent to go on, one, two, or three years without planting a seed of cotton. … I will not stop to depict what everyone can imagine, but this is certain: England would topple headlong and carry the whole civilized world with her, save the South. No, you dare not make war on cotton. No power on earth dares to make war upon it. Cotton is king."

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Guiding Questions: 1. According to Hammond, what value does cotton have to the South during the Antebellum Era?

2. How dependent on cotton is the industry of the North and Great Britain during the Antebellum Era?

3. What are the central concerns of the North at the time of Hammond’s “Cotton is King” speech?

4. What are the vulnerabilities of the cotton system implemented in the South during the Antebellum Era that could be exploited by the North?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source D: 1863 Military Map of the United States (including Forts, Military Posts and Enlarged Southern Harbors) Johnson, A. J., Colton, J. H. & Johnson And Ward. (1863) Johnson's New Illustrated Steel Plate Family Atlas, With Descriptions, Geographical, Statistical, and Historical. New York: Johnson & Ward. [Map] Retrieved from the Library of Congress, https://www.loc.gov/item/2006458040/.

The source is one of the many maps of the United States by Alvin J. Johnson and his company Johnson and Ward, named for Johnson and a financial backer of the company, Benjamin P. Ward. Several of Johnson's maps are held in the Library of Congress archives, including this map, as important artifacts from the Civil War Era in American history.

1863 Johnson and Ward Map of the United States

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Guiding Questions: 1. What makes this map helpful to an individual studying Civil War strategy?

2. Which element of the map would be most helpful to a Union General at the start of the Civil War: the location of all American forts and military posts or enlarged and detailed plans of Southern harbors?

3. How would this map be beneficial for the implementation of the Union’s Anaconda Plan?

4. What is more vulnerable in the South: the Southern forts and military posts or Southern harbors? Which vulnerability is easier for the South to prepare for?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source E: United States Navy Ship List - December, 1860 Register of the Commissioned and Warrant Officers of the Navy of the United States. (n.d.). U.S. Navy Ship List - December 1860. Retrieved July 27, 2018, from https://bluejacket.com/usn_ship_list_1860.htm

The source is an abridged list of the United States Navy Ship list as of December, 1860. All commissioned warships remained as part of the Union's naval forces as Southern states debated and carried out secession from the Union.

Abridged United States Navy Ship List (December, 1860)

Ships of the Line (10 total in 1860) Name Guns Where Built When Built Home Port (in 1860) Ohio 84 Brooklyn, NY 1820 Boston, MA North Carolina 84 Philadelphia, PA 1820 New York, NY

Vermont 84 Charlestown, SC 1848 Boston, MA

Frigates (10 total in 1860)

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Constitution 50 Charlestown, SC 1797 Annapolis, MD Santee 50 Kittery, ME 1855 Kittery, ME

Sloops of War (20 total in 1860) Portsmouth 22 Kittery, ME 1843 Coast of Africa Saratoga 20 Kittery, ME 1842 Coast of Africa Decatur 16 Brooklyn, NY 1839 San Francisco, CA

The United States Navy had 90 commissioned ships at the end of 1860. On April 12, 1861 the United States Navy had 144 commissioned ships. On April 12, 1861 the Confederate States of America had 0 commissioned warships.

On April 12, 1861 only one of the twenty Ships-of-the-Line and Frigates will be posted (and available) in an American port (Brooklyn, NY) as most commissioned ships will be posted in international locations or not available for use. Source: Register of the Commissioned and Warrant Officers of the Navy of the United States, including Officers of the Marine Corps, and other, for the Year 1861

Guiding Questions: 1. What is the significance of the home port of the ships in 1860?

2. Why would warships of the United States Navy be located in major ports around the world by 1860?

3. What events (domestic or foreign) from 1800 to 1860 could have caused such a rapid growth of the American Navy? South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina 2018

4. What advantages and disadvantages face the Union when attempting to use the United States Navy as part of their strategy of the Civil War? How did they use these advantages and how did they respond to the disadvantages?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source F: 1856 Political Map of the United States (Comparative Area of Free and Slave States and Statistics) Reynolds, W. C. & Jones, J. C. (1856) Reynolds's political map of the United States, designed to exhibit the comparative area of the free and slave states and the territory open to slavery or freedom by the repeal of the Missouri Compromise. New York: Wm. C. Reynolds and J.C. Jones. [Map] Retrieved from the Library of Congress, https://www.loc.gov/item/2003627003/.

This source was a map published by William Reynolds, a supporter of the Republican Party, during the presidential campaign of 1856. The map was designed and published as a stand-alone map by William C. Reynolds, J.C. Jones and Rufus Blanchard.

Political Map of the United States (1856) – See Next Page

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Guiding Questions: 1. What value does this map provide for the military planning of the Union and Confederacy as the Civil War began?

2. Compare the map in Source F to the map in Source D. Which map would be more beneficial for the military planning of the Confederacy?

3. Use the chart on the right of the map titled “Congressional Representation”: Create a timeline of events that led to the inequality referenced in the chart.

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4. What weaknesses of the Union and Confederacy can be identified through the use of the map in Source F?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source G: Resources of the Union and the Confederacy, 1856 Reynolds, W. C. & Jones, J. C. (1856) Reynolds's political map of the United States, designed to exhibit the comparative area of the free and slave states and the territory open to slavery or freedom by the repeal of the Missouri Compromise. New York: Wm. C. Reynolds and J.C. Jones. [Map] Retrieved from the Library of Congress, https://www.loc.gov/item/2003627003/.

The chart of information was created according to data from the 1850 census and contained on a map designed and published as a stand-alone map by William C. Reynolds, J.C. Jones and Rufus Blanchard in 1856 (see Source F).

Resources of the Union and Confederacy

Union Confederacy Union Advantage

Total Population 13,434,922 9,664,656* 1.4 to 1

White Population 13,238,670 6,184,477 2.1 to 1

Manufacturing Value $431,290,351 $95,029,877 $4.53 to 1

Valuation of Property $4,102,162,098 $2,936,090,737 $1.39 to 1

Railroad Mileage 16,828 miles 6,414 miles 2.6 to 1

Land Area 612,597 sq. miles 851,508 sq. miles 1 to 1.38

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* Slaves accounted for 3,204,313 or 33.15% of the Confederate total population.

Guiding Questions:

1. What role will manufacturing play in the Civil War?

2. What is the significance of the number of slaves counted as part of the Southern population and how will this affect the South during the Civil War?

3. How could the North use their advantages in population, manufacturing and railroad to develop a strategy for the Civil War? How could the South use their superior size to develop a strategy for the Civil War?

4. What is the nature of the discrepancy between the data in the chart (Valuation of Property) and the speech given in Source C (Hammond - “Cotton is King”)?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source H: Remarks in the Citadel Register (1859-1860) Gibbs, R. W. (1860). Official Register: South Carolina Military Academy (pg. 2, 1860 ed., Vol. April, Official Register by State Printer). Columbia, SC. doi:https://www.dropbox.com/s/2ifr6onqo1gb84v/1860.pdf?dl=0

This source is from the annual Official Register of the South Carolina Military Academy, an act of the South Carolina State Legislature that created two military academies in South Carolina and established a common Board of Visitors that would oversee the operations at both institutions. One would be located in Columbia, South Carolina and called "the Arsenal Academy" and the other would be located in Charleston, South Carolina and called "the Citadel Academy". The two military academies would operate independently until 1845, when the Arsenal Academy was modified into an auxiliary to the Citadel Academy and would only accept first year cadets who would then transfer to the Citadel Academy to complete their education. The Official Register of the South Carolina Military Academy was thereby produced annually and would contain general remarks, a listing of the Board of Visitors, Academic Boards, Cadet Academic and Discipline Records and Records of Graduates of the institutions. (Thomas, 30-31)

John Thomas, The History of the South Carolina Military Academy (Charleston, S.C.: Walkers, Evans and Cogswell 1893), p. 30-31.

Citadel Register Remarks (1859-1860) – See Next Page

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Guiding Questions: 1. What was the purpose of the two military schools located in South Carolina during the Antebellum Era?

2. Why would the government of South Carolina choose to create a pair of schools modeled after the United States Military Academy at West Point?

3. What events in the South during the Antebellum Era (1820-1860) could have prompted the construction of military colleges (The Citadel, 1842 - South Carolina, Virginia Military Institute, 1839 - Virginia) throughout the future Confederate states?

4. How did the Confederate strategy in the Civil War benefit from military schools such as The Citadel, Columbia Arsenal Military Academy and the Virginia Military Institute?

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source I: Andrew C.L. Gatewood (VMI Student) letter to Gatewood Family (April 18, 1861) Gatewood, A. C. (1861, April 18). Andrew C. L. Gatewood Letters, 1860-1864 [Letter to Andrew C.L. Gatewood to Family (pg. 2)]. Virginia Military Institute Campus, Lexington, Virginia. (Annotation) April 18, 1861 Letter from Andrew C.L. Gatewood to Gatewood Family in Virginia Military Institute Archives

This source is part of a letter sent from VMI (Virginia Military Institute) cadet Andrew C.L. Gatewood to his family in Mountain Grove, Virginia on April 18, 1861. This letter is part of a larger series preserved at the Virginia Military Institute Archives in Lexington, Virginia of Andrew C.L. Gatewood's correspondence with family before, during and after the Civil War.

April 18, 1861 Letter from Andrew C.L. Gatewood to Gatewood Family

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Transcript: "any other way. I will stand up and fight like a man for our rights with as light a heart as anybody else. If we are ordered off to any point it will be to Washington. But I think we will be distributed over the state in a few days to drill recruits for the Army. If I am ordered off any where to drill recruits I will write to you and let you know where I am going. That will be fine fun for us but if I do have drill I am going to be very strict, &c &c."

Guiding Questions: 1. What role does the speaker expect to play as the Civil War starts?

2. Why would this VMI cadet expect that his early assignment in the Civil War may include being ordered to Washington DC?

3. Create a list of the rights that the Confederacy were fighting for during the Civil War.

4. For each of the listed rights, develop a plan for the South to accomplish it successfully.

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Historical Question: Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War for the Union and Confederacy. (CP, Honors)

Source J: List of Graduates from South Carolina Military Academies and Current Profession - The Citadel (Charleston, SC) and Columbia Arsenal Military Academy (Columbia, SC) in 1863 Gibbs, R. W. (1863). Official Register: South Carolina Military Academy (pg. 23, 1863 ed., Vol. April, Official Register by State Printer). Columbia, SC. doi:https://www.dropbox.com/s/2ifr6onqo1gb84v/1860.pdf?dl=0

John Thomas, The History of the South Carolina Military Academy (Charleston, S.C.: Walkers, Evans and Cogswell 1893), p. 30-31.

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1863 Occupations of the Graduates of the South Carolina Military Academies (the Citadel - Charleston, South Carolina and the Columbia Arsenal Military Academy (Columbia, South Carolina) – See Next Page

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Guiding Questions: 1. How many men listed were not actively participating in the Civil War in 1863?

2. After reading Source I and Source J compare the experiences of students or recent graduates of military academies in the South during the Civil War.

3. How were the volunteer soldiers of the Confederacy different from the volunteer soldiers of the Union during the Civil War or the militias that served as part of the Continental Army during the American Revolution?

4. Use Sources D, E and F: What military advantages did the Union possess during the Civil War and how could they defeat a superiorly trained force?

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