Abraham Lincoln Led the Southern States to • Controlled the National Treasury • Small Banks Finances • Expected • Indebted Planters (P

Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 3-1 3-2 3-3 TEACH BL OL ELL Reading Essentials and Note-Taking Guide* p. 25 p. 28 p. 31 BL OL ELL Reading Skills Activity, URB p. 85 BL OL AL ELL Differentiated Instruction Activity, URB p. 87 ✓ BL OL ELL English Learner Activity, URB p. 89 BL OL AL ELL Content Vocabulary Activity, URB* p. 91 BL OL AL ELL Academic Vocabulary Activity, URB p. 93 OL AL Reinforcing Skills Activity, URB p. 95 OL AL Critical Thinking Skills Activity, URB p. 96 BL OL ELL Time Line Activity, URB p. 97 OL Linking Past and Present Activity, URB p. 98 BL OL AL ELL Primary Source Reading, URB p. 99 p. 101 BL OL AL ELL American Art and Music Activity, URB p. 103 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 105 AL Enrichment Activity, URB p. 109 BL OL ELL Guided Reading Activity, URB* p. 112 p. 113 p. 114 Differentiated Instruction for the American BL OL AL ELL ✓ ✓✓✓✓ History Classroom

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓

Unit Time Line Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities Cause and Effect Transparencies, Strategies, BL OL AL ELL ✓ ✓✓✓✓ and Activities Why It Matters Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL American Biographies ✓ ✓✓✓✓ BL OL AL Supreme Court Case Studies p. 13 BL OL AL ELL The Living Constitution ✓ ✓✓✓✓ Note: Please refer to the Unit 1 Resource Book for this chapter’s URB materials. * Also available in Spanish

120A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities High School American History Literature BL OL AL ✓ ✓✓✓✓ Library American History Primary Source Documents OL AL ✓ ✓✓✓✓ Library BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓ The American Vision: Modern Times BL OL AL ELL ✓ ✓✓✓✓ Video Program Reading Strategies and Activities for the ✓ ✓✓✓✓ Social Studies Classroom Teacher Strategies for Success ✓ ✓✓✓✓ Resources Presentation Plus! with MindJogger ✓ ✓✓✓✓ CheckPoint Success with English Learners ✓ ✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 29 p. 30 p. 31 p.33 BL OL AL ELL Authentic Assessment With Rubrics p. 11 BL OL AL ELL Standardized Test Practice Workbook p. 5 BL OL AL ELL ExamView® Assessment Suite 3-1 3-2 3-3 Ch. 3 CLOSE BL ELL Reteaching Activity, URB p. 107 BL OL ELL Reading and Study Skills Foldables™ p. 56 BL OL AL ELL American History in Graphic Novel p. 31 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

120B Chapter Integrating Technology

Using Reproducible Lesson Plans Teach With Technology

What are Reproducible Lesson Plans? Reproducible Lesson Plans (RLPs) are detailed lesson plans that teachers may use to prepare their lessons throughout the year. How can RLPs help me teach? RLPs are organized by chapter and also by section, suggesting where the wide variety of technology and ancillary products can be used within the book. RLPs are organized two ways: • Teaching activities and ancillaries are presented using the FOCUS, TEACH, ASSESS, CLOSE organization of the Teacher Wraparound Edition. • Teaching activities and ancillaries are also grouped by skill level, which helps you identify the activities that are appropriate for the students in your classroom. RLPs are available on TeacherWorks™ Plus.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAVMT5154c3T for Chapter 3 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

120C Additional Chapter Resources Chapter

• Timed Readings Plus in Social Studies helps stu- The following videotape programs are available from dents increase their reading rate and fluency while Glencoe as supplements to this Modern Times chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • Civil War Battlefields (ISBN 0-76-704083-X) assessments. • Frederick Douglass (ISBN 0-76-700120-6) • Reading in the Content Area: Social Studies con- To order, call Glencoe at 1-800-334-7344. To find classroom centrates on six essential reading skills that help stu- resources to accompany many of these videos, check the dents better comprehend what they read. The book following home pages: includes 75 high-interest nonfiction passages written A&E Television: www.aetv.com at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included.

Leveled reading suggestions for this chapter: Index to National Geographic Magazine: For students at a Grade 8 reading level: The following articles relate to this chapter: • Gentle Annie: The True Story of a Civil War Nurse, by Mary • “Fields of Honor: Pivotal Battles of the Civil War” by Francis Shura Thomson Gale, June 2006. For students at a Grade 9 reading level: • “Civil War Battlefields: Saving the Landscapes of America’s • The Battle of Gettysburg: Turning Point of the Civil War, by Deadliest War” by Adam Goodheart, April 2005. Gina DeAngelis National Geographic Society Products To order the For students at a Grade 10 reading level: following, call National Geographic at 1-800-368-2728: • A Yankee Girl at Gettysburg, by Alice Turner Curtis • The Civil War (CD-ROM) For students at a Grade 11 reading level: • To Hold this Ground: A Desperate Battle at Gettysburg, Access National Geographic’s new, dynamic MapMachine by Susan Provost Beller Web site and other geography resources at: For students at a Grade 12 reading level: www.nationalgeographic.com • Outrageous Women of Civil War Times, by Mary Rodd www.nationalgeographic.com/maps Furbee

120D Introducing Chapter Chapter Focus TThehe CivilCivil WarWar andand MAKING CONNECTIONS Reconstruction How Do Nations Fight and Recover from War? 1848–1877 Ask students to recall how the battles of the Revolutionary War SECTION 1 The Civil War Begins were fought. Then, activate prior SECTION 2 Fighting the Civil War knowledge by asking them about SECTION 3 Reconstruction what battle was like in the Civil War. Students may recall the massive casualties of major battles, the horrors of medical amputa- tions, and trench warfare. OL Teach The Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think 1862 • Lincoln presents 1865 about and understand important Emancipation Proclamation • Lee surrenders to Grant • Lincoln assassinated chapter concepts. In addition, the Lincoln A. Johnson 1866 1861–1865 1865–1869 Hands-on Chapter Projects with 1861 1863 • Congress passes 1867 • Fort Sumter fired upon • Battle of the Fourteenth • Congress passes the their culminating activities relate Gettysburg Amendment Military Reconstruction Act the content from each section to U.S. PRESIDENTS U.S. EVENTS the Big Ideas. These activities 1860 1863 1866 1869 build on each other as students WORLD EVENTS progress through the chapter. 1861 1862 1864 1866 1868 1869 Section activities culminate in the • Russian serfs • British firm builds the • Karl Marx founds • Completion of • Meiji Restoration • First ships emancipated by warship Alabama for First International transatlantic begins Japanese pass through wrap-up activity on the Visual Czar Alexander II the Confederacy to promote socialism cable modernization Suez Canal Summary page. 120 Chapter 3 The Civil War and Reconstruction

Section 1 Section 2 The Civil War Begins Fighting the Civil War Essential Question: What advantages and Essential Question: How did the disadvantages did the North and the South Emancipation Proclamation change the Civil have at the start of the Civil War? (The North War? (By putting the abolition of slavery at the had a better transportation network, more fac- heart of the Union’s war effort, the Emancipation tories, and a larger population; the South had Proclamation gave it a new moral dimension.) valuable export crops and many top military Point out that in Section 2 students will learn leaders.) Point out that in Section 1 students about the naval war, Lee’s invasion of the will learn how the Civil War began and how the North, and the reasons that Lincoln issued fighting differed from earlier wars. OL the Emancipation Proclamation. OL

120 Introducing Chapter Chapter Audio MAKING CONNECTIONS How Do Nations Fight and More About the Recover From War? The Civil War was in many respects the first modern war. Photo Both sides fielded large armies, and hundreds of thou- Visual Literacy The Third sands of soldiers were killed. Following the war, the nation faced major problems. American leaders had to Minnesota Infantry Regiment find a way to reconcile Northerners and Southerners, saw action in two different con- restore Southern governments, and protect the rights of the formerly enslaved. flicts in the early 1860s. In July • Why was the North able to defeat the South? 1862, it took part in the campaign • What did the United States do to reconstruct the for Murfreesboro, Tennessee, South? during which it surrendered to Confederate forces. Shortly there- after, however, the regiment was released and allowed to return to Minnesota to put down an upris- ing among the Sioux known as the Dakota War of 1862. This painting depicts the Third Minnesota Regiment in September 1863, back in the campaign against the Confederacy.

Dinah Zike’s Foldables

Outlining Compromise Efforts Create a Dinah Zike’s Foldables are Half-Book Foldable that lists the failure of com- three-dimensional, interac- promise efforts before the Civil War. Complete the chart by showing the series of compromises tive graphic organizers that attempted. Describe each compromise effort on help students practice basic 1870 Grant Hayes the left-hand col- 1877 mise 1869–1877 1877–1881 Compro Outcomes writing skills, review vocabu- • Fifteenth 1875 • Compromise of 1877 umn. In the right- Efforts Amendment • “Whiskey Ring” ends Reconstruction hand column, lary terms, and identify main ratified scandal breaks efforts describe the out- ideas. Instructions for creat- come of each compromise. ing and using Foldables can 1872 1875 1878 be found in the Appendix at the end of this book and in 1871 1874 • Germany is unified; • First Impressionist art Visit glencoe.com the Dinah Zike’s Reading and the German Empire exhibit opens in Paris and enter code TAVMT5147c3 for Study Skills Foldables booklet. proclaimed Chapter 3 resources.

Chapter 3 The Civil War and Reconstruction 121

Section 3 Visit glencoe.com and Reconstruction enter code Essential Question: What key issues caused TAVMT5154c3T for Chapter 3 disagreements about how Reconstruction resources, including a Chapter should take place? (Under what conditions Overview, Study Central™, Southern states could organize state govern- Study-to-Go, Student Web ments; oaths of loyalty; amnesty for high-ranking Activity, Self-Check Quiz, and Confederates; protection of formerly enslaved other materials. African Americans’ rights.) Tell students that in this section they will learn about three plans for handling these issues, over which there was much debate. OL 121 Chapter 3 • Section 1 Section 1 Section Audio Spotlight Video Focus The Civil War Begins

Bellringer n the end, all attempts at compromise between the Guide to Reading North and South over slavery failed. The outcome of Daily Focus Transparency 3-1 I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: D Big Ideas the 1860 election triggered the first shots of the long, Teacher Tip: Remind students to carefully read each item UNIT in the table before making a decision. 1 DAILY FOCUS SKILLS Chapter 3 TRANSPARENCY 3-1 Struggles for Rights After Lincoln’s Comparing and Contrasting bloody Civil War.

Directions: Answer the following NORTH VS. SOUTH AT THE BEGINNING OF question based on the table. THE CIVIL WAR election to the presidency, many During the Civil War, the North (the Union) fought CATEGORIES NORTH SOUTH the South (the Confederacy). 9 Million (one-third In which category did the Southerners placed state loyalty above Population 22 Million enslaved) South have an advantage Experienced naval over the North? 75% 25% officers A factories/industries loyalty to the Union. Experienced sailors Nearly 100% Nearly 0% Experienced military B large population 690 313 The Union Dissolves officers C experienced military officers Military colleges 1 7 D military colleges Factories/industry 80% of nation’s total 20% of nation’s total Railroads Twice as many miles Half as many miles Content Vocabulary MAIN Idea The election of Abraham Lincoln led the Southern states to • Controlled the National Treasury • Small banks Finances • Expected • Indebted planters (p. 126) continued • martial law secede from the Union. tax revenues (p. 128) • habeas corpus HISTORY AND YOU Think of a time when you were unable to compromise • attrition (p. 129) over an issue. Read on to learn why Southern states refused to compromise in 1861 and instead decided to secede from the Union, sparking a bloody Guide to Reading Academic Vocabulary civil war. • sufficient (p. 127) Answers: • implement (p. 129) John Brown’s raid on Harpers Ferry became a turning point for Students’ outlines should begin People and Events to Identify the South. Many Southerners were terrified and enraged by the idea with the following points: • Crittenden’s Compromise (p. 124) that Northerners would deliberately try to arm enslaved people and The Civil War Begins • Jefferson Davis (p. 125) encourage them to rebel. Although Republican leaders quickly The Union Dissolves • Confederacy (p. 125) denounced Brown’s raid, many Southern newspapers and politicians (p. 125) blamed Republicans for the attack. To many Southerners, the key I. The Election of 1860 • Fort Sumter • Robert E. Lee (p. 126) point was that both the Republicans and Brown opposed slavery. A. The Democrats Split • Anaconda Plan (p. 129) B. Lincoln Is Elected The Election of 1860 Reading Strategy C. Secession Begins Taking Notes Use the major headings In April 1860, with the South still in an uproar, Democrats from II. Compromise Fails in this section to record information across the United States gathered in Charleston, South Carolina, to choose their nominee for president. Students should complete the about the events that led to the Civil War and the status of the opposing The Democrats Split Southern Democrats wanted their party to outline by including all the heads sides. uphold the Dred Scott decision and defend slaveholders’ rights in the in the section. territories. Northern Democrats, led by Stephen Douglas, preferred The Union Dissolves I. The Election of 1860 to continue supporting popular sovereignty. When Northerners A. B. also rebuffed the idea of a federal slave code in the territories, C. 50 Southern delegates stormed out of the convention. The walkout II. meant that neither Douglas nor anyone else could muster the two- thirds majority needed to become the party’s nominee. To generate student interest and In June 1860, the Democrats reconvened in Baltimore. Again, provide a springboard for class Southern delegates walked out. The remaining Democrats then chose Stephen Douglas as their candidate. The Southerners who had bolted discussion, access the Chapter 3, organized their own convention in Richmond and nominated John Section 1 video at glencoe.com or C. Breckinridge of Kentucky, the sitting vice president. on the video DVD. Meanwhile, many former Whigs and others were alarmed at the prospect of Southern secession. They created a new party, the Constitutional Union Party, and chose former Tennessee senator John Resource Manager Bell to run for president. The party took no position on issues dividing

122 Chapter 3 The Civil War and Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing, p. 125 • Identifying Central • Gifted/Talented, p. 123 • Persuasive Writing, • Paraphrasing, p. 124 • Academic Vocab., Issues, p. 126 • Interpersonal, p. 128 p. 124 • Identifying Point of p. 127 View, p. 125 • Simulating, p. 128 Additional Resources Additional Resources Additional Resources • Creating a Circle Graph, • Supreme Court Case • Differentiated Instr. Act., • Prim. Source Read., URB p. 127 Additional Resources Studies, p. 13 URB p. 87 p. 99 • Reading Skills Act., URB • Quizzes/Tests, p. 29 • English Learner Act., • Foldables, p. 55 Additional Resources p. 85 URB p. 89 • RENTG, p. 25 • Guide. Read. Act., URB p. 112 Chapter 3 • Section 1 The Election of 1860

After the slavery issue split the Democratic Party, the election of Stephen Douglas holds John Breckinridge’s 1860 evolved into a four-way race. In the cartoon, the artist implies a bat labeled “Non- bat is labeled “slavery that Lincoln won because he had the best bat, which is labeled intervention”and blames extension” and his belt Teach Lincoln’s rail for his loss. says Disunion Club. “equal rights and free territories,” while the other candidates were for compromise or the extension of slavery. D Differentiated Instruction Election of 1860 Gifted and Talented Ask students to use library and Internet NH 5 VT 5 ME 8 sources to research information OR MN MA 13 3 4 WI NY MI 35 about the political platforms and 5 6 RI 4 IA PA CT 6 4 OH 27 NJ 7 principles of the Republican Party IL IN 4 (R), 3 (D) 11 23 CA 13 VA DE 3 4 MO 15 between 1854 and 1876 and the 9 KY 12 MD 8 NC TN 12 10 AR SC party’s principles today. Based on 4 8 MS AL GA 9 10 their research, have students write TX LA 7 4 6 FL a three-page report comparing 3 the party then and now. AL

John Bell’s bat is Abraham Lincoln, the % of labeled “Fusion” winner, stands on home Analyzing VISUALS Presidential Political Popular Popular Electoral and his belt says base holding a rail Candidate Party Votes Vote Votes Union Club. labeled “Equal Rights Lincoln Republican 1,866,452 39.83% 180 and Free Territory.” Answers: Breckinridge Southern 847,953 18.10% 72 Democratic 1. He won no states south of the Bell Constitutional 590,901 12.61% 39 Ohio River. Union Douglas Democratic 1,380,202 29.46% 12 Analyzing VISUALS 2. Possible answer: Yes. The art- 1. Interpreting How does the map show that ist labels Lincoln’s larger “bat” Lincoln was a sectional candidate? with the words “equal rights 2. Identifying Points of View Do you think that and free territory,” and adds the artist was sympathetic to abolition or not? Explain. the words “wide awake” on Lincoln’s belt. Also, Lincoln is saying that you need a “good

North and South. Their purpose, they said, was with Douglas. Although he was not an aboli- bat,” to hit a “fair ball.” All to uphold the Constitution and the Union. tionist, Lincoln believed that slavery was mor- these words are positive. ally wrong, and he opposed its spread into the Lincoln is standing tall and Lincoln Is Elected The Republicans, realiz- western territories. the others look somewhat ing they stood no chance in the South, needed During the campaign the Republicans a candidate who could sweep most of the remained true to their free-soil principles, but ridiculous. North. The most prominent Republican at the they reaffirmed the right of the Southern states time was Senator William Seward from New to preserve slavery within their borders. They D York, but many Republicans did not think also supported higher tariffs to protect manu- Seward had a wide enough appeal. Instead, facturers and workers, a new homestead law they nominated Abraham Lincoln, who had for settlers in the West, and federal funds for a gained a national reputation during his debates transcontinental railroad. Hands-On

Chapter 3 The Civil War and Reconstruction 123 Chapter Project Step 1 Art Show on the Civil War the accompanying explanatory tags that will Putting It Together After the two teams and Reconstruction identify the images. In this step, two teams have selected four or five images, they should of students will: a) depict events of the share them and see how they fit together. Step 1: Researching the Topics Civil War and Reconstruction; and b) depict Each team should finalize their selections, Essential Question: What events occurred themes of the Civil War and Reconstruction. and then begin creating them. OL during the Civil War and Reconstruction, Teams will discuss how to depict events and (Chapter Project is continued on page 131) and how can they be captured in images? themes of the Civil War and Reconstruction using images. (Students may choose to use Directions Explain to students that they are graphic organizers, maps, charts, paintings, going to create an art show of perhaps 10 or drawings. Students may create their own images that they will hang in the classroom, images or find historical images online or in a school hall, or foyer, complete with a title, a the library.) brief introduction near the beginning, and 123 Chapter 3 • Section 1 The Republican proposals angered many Compromise Fails W Southerners, but with the Democrats divided, Lincoln won the election by winning the elec- Although Lincoln was elected president in toral votes of all the free states except New November 1860, he would not be inaugurated Writing Support Jersey, whose votes he split with Douglas. until the following March. The Union’s initial W response to secession was the responsibility of Persuasive Writing Ask stu- Secession Begins Many Southerners viewed President Buchanan. Declaring that the gov- dents to imagine that they are Lincoln’s election as a threat to their society ernment had no authority to forcibly preserve President-elect Abraham Lincoln and culture, even their lives. They saw no the Union, Buchanan urged Congress to be choice but to secede. The dissolution of the conciliatory. in the winter of 1860–1861. Have Union began with South Carolina. Shortly students write an essay explaining after Lincoln’s election, the state legislature Crittenden’s Compromise In December, what they, as Lincoln, think called for a convention. On December 20, 1860, Senator John J. Crittenden of Kentucky pro- amid marching bands, fireworks, and militia posed a series of amendments to the Con- Congress should do to keep the drills, the convention voted unanimously to stitution. Crittenden’s Compromise, as the Union together. OL repeal the state’s ratification of the Constitution news papers called it, would guarantee slavery and dissolve its ties to the Union. where it already existed. It would also reinstate By February 1, 1861, six more states in the the Missouri Compromise line and extend it all S Skill Practice Lower South—Mississippi, Florida, Alabama, the way to the California border. Slavery would Georgia, Louisiana, and Texas—had also voted be prohibited in all territories north of the line Paraphrasing Have students to secede. Although a minority in these states and protected in all territories south of the line. read the poster on the time line. did not want to leave the Union, the majority At Lincoln’s request, congressional Ask them to paraphrase its mes- of Southerners viewed secession as similar to Republicans voted against Crittenden’s sage. Then, ask students to the American Revolution—a necessary course Compromise. Accepting slavery in any of the of action to uphold people’s rights. territories, Lincoln argued, “acknowledges that speculate about what group or individual may have written and posted this message. OL

1850 Compromise of 1850 allows California S 1846 1848 to enter Union as Wilmot Proviso Free-Soil Party is a free state, giving proposing to ban founded by Northern free states a Senate slavery in Mexican antislavery Whigs, majority, but the new cession enrages Democrats, and mem- Fugitive Slave law Southerners bers of the Liberty Party enrages Northerners ▲ David Wilmot

1847 1849 1852 Vice President George California Gold Uncle Tom’s Dallas proposes popular Rush brings Cabin is sovereignty; Democrat ﬂ ood of settlers; published Lewis Cass popular- California applies izes the idea, angering for statehood Northern antislavery Democrats

Additional

Support 124 Chapter 3 The Civil War and Reconstruction

Extending the Content

Abolition Abraham Lincoln opposed the the Confederacy, Alexander H. Stephens: “Do the expansion of slavery into new territories, but did people of the South really entertain fears that a not propose to abolish slavery. In his election Republican administration would, directly, or indi- campaign of 1860, he promised not to interfere rectly, interfere with their slaves, or with them, with slavery where it already legally existed (the about their slaves? If they do, I wish to assure you, Southern states). Indeed, even after he won the as once a friend, and still, I hope, not an enemy, election, he wrote to future vice president of that there is no cause for such fears.”

124 slavery has equal rights with liberty, and sur- fere with slavery where it existed but insisted Chapter 3 • Section 1 renders all we have contended for.” that “the Union of these States is perpetual.” Lincoln encouraged reconciliation: Founding the Confederacy On February 8, 1861, delegates from the seceding states met PRIMARY SOURCE R Reading Strategy in Montgomery, Alabama, where they declared “In your hands, my dissatisfied countrymen, and not themselves to be a new nation—the in mine is the momentous issue of civil war. The gov- Organizing Have students cre- Confederate States of America. They drafted a ernment will not assail you. You can have no conflict, ate a chart listing the states in one S constitution similar to the U.S. Constitution without yourselves being the aggressors. . . . We of three categories: Free States, but with major changes. The Confederate must not be enemies. Though passion may have Constitution acknowledged the independence strained, it must not break our bonds of affection.” Slave States that Seceded, and R of each state, guaranteed slavery in Confederate —from Lincoln’s First Inaugural Address Slave States That Did Not Secede. territory, banned tariffs, and limited the presi- OL dent to a single six-year term. Fort Sumter Falls In April Lincoln an- The convention delegates chose former nounced that he intended to resupply Fort Mississippi senator Jefferson Davis to be Sumter in Charleston Harbor, one of the few S Skill Practice president. In his inaugural address, Davis federal military bases that Southerners had not declared, “The time for compromise has now already seized. Confederate President Jefferson Identifying Point of View passed.” He then called on the remaining Davis now faced a problem. To tolerate U.S. Ask students to read Lincoln’s First Southern states to join the Confederacy. troops in the South’s most vital Atlantic harbor Inaugural Address and then write seemed unacceptable for a sovereign nation. However, firing on the supply ship would a few paragraphs explaining the The Civil War Begins undoubtedly provoke war. Jefferson decided to quote. Ask: What message is In his inaugural address on March 4, 1861, demand the surrender of Fort Sumter before Lincoln sending to the seceding President Lincoln again promised not to inter- the supply ship arrived. states? What is his tone? (He is reminding the South that despite differences, the United States must remain united; his tone is conciliatory.) OL

1854 Kansas-Nebraska Act crafted by Analyzing TIME LINES Stephen Douglas 1860 repeals Missouri 1858 Lincoln is Answers: Compromise; 1856 Abraham Lincoln wins 1859 elected; Republican Party Charles Sumner is national attention during John Brown raids secession 1. 10 years until Lincoln is is founded caned in the Senate Lincoln-Douglas debates Harpers Ferry begins elected; 11 years until the first shots are fired 2. the Wilmot Proviso

1856 1857 Border rufﬁ ans Dred Scott attack antislavery decision allow- settlers in Lawrence, ing slavery in Kansas; John Brown all federal ter- Analyzing TIME LINES leads attack on ritories enrages 1. Specifying How many years elapsed pro-slavery settlers Northerners between the Compromise of 1850 and the in Pottawatomie Creek, Kansas beginning of the Civil War? 2. Identifying Which came first—the Dred ▲ Antislavery settlers in Kansas Scott decision or the Wilmot Proviso? Additional

Chapter 3 The Civil War and Reconstruction 125 Support

Activity: Connecting with the United States

Comparing and Contrasting Provide disagree. Ask: On which points do the ing “United States” with “Confederate States,” students with a copy of the Constitution of two documents agree? On which points the Constitution of the Confederacy uses the the Confederate States of America (avail- are the two documents different? term slave while the U.S. Constitution uses able online from the Library of Congress at (Similarities: Students should note that the “other persons.” Direct students to examine http://memory.loc.gov/ammem/amlaw/ basic framework for government is the same closely those sections of the Confederate lwcc.html) and ask them to compare it to and presented in the same order. Direct stu- Constitution that deal with slavery and the the Constitution of the United States of dents to Article I, Section 9 and Article 6, rights of slaveholders.) AL America in their textbook. Have students Section 5 of the Confederate Constitution and prepare an outline that lists the points upon ask them to compare these sections to the Bill which the two documents agree and of Rights. Differences: In addition to replac- 125 Chapter 3 • Section 1 The fort’s commander, U.S. Army Major Robert Anderson, refused. Confederate forces The Opposing Sides then bombarded Fort Sumter for 33 hours on MAIN Idea The North and South each had dis- April 12 and 13, until Anderson and his tinct advantages and disadvantages at the begin- C Critical Thinking exhausted men gave up. ning of the Civil War. Identifying Central Issues HISTORY AND YOU Do you believe limiting civil The Upper South Secedes After the fall liberties during wartime is justified? Read on to Tell students that under martial of Fort Sumter, President Lincoln called for learn how President Lincoln decided to suspend writs of habeas corpus during the Civil War. law, anyone supporting seces- 75,000 volunteers to serve in the military sion—or suspected of supporting for 90 days. This created a crisis in the Upper South. Many people in those states did not On the same day that he learned his home secession—could be arrested and want to secede, but they were not willing to state of Virginia had voted to secede from the held without trial. Ask: What take up arms against fellow Southerners. Union, Robert E. Lee—one of the best senior rights do you think people in Between April 17 and June 8, 1861, four more officers in the United States Army—received an offer from General Winfield Scott to com- Maryland referred to in their states chose to leave the Union—Virginia, Arkansas, North Carolina, and Tennessee. The mand Union troops. Although Lee had spoken objections? (Students might men- Confederate Congress then established against secession and considered slavery “a tion either individual rights guaran- Richmond, Virginia, as the capital. moral and political evil,” he refused to fight against the South. Instead, he offered his ser- teed in the Bill of Rights or the vices to the Confederacy. Holding the Border States With the interference of the federal govern- Lee was one of hundreds of military officers Upper South gone, Lincoln could not afford to who resigned to join the Confederacy. In 1860 ment in states’ rights.) OL lose the slaveholding border states as well. seven of the nation’s eight military colleges Delaware seemed safe, but Lincoln worried were in the South. These colleges provided the about Kentucky, Missouri, and particularly region with a large number of trained officers Maryland. Virginia’s secession had placed a to quickly organize an effective fighting force. Confederate state across the Potomac River Just as the South had a strong military tradi- Northwestern Virginians— from the nation’s capital. If Maryland joined tion, the North had a strong naval tradition. the South, Washington, D.C., would be sur- mostly owners of small More than three-quarters of the Navy’s officers rounded by Confederate territory. To prevent came from the North, and the crews of American farms —did not see why Maryland’s secession, Lincoln imposed merchant ships were almost entirely from the they should leave the Union martial law—military rule—in Baltimore, North. They provided a large pool of trained where angry mobs had already attacked fed- to protect the rights of plan- sailors for the Union navy as it expanded. tation slaveholders. In 1861, eral troops. Fearing that Confederate agents in Washington, D.C., were plotting against the C the northwestern counties Union government, Lincoln suspended the The Opposing Economies applied for statehood as right of habeas corpus, which protects citizens Although the South had many experienced West Virginia. from illegal imprisonment without evidence. Dozens of suspected secessionist leaders were officers to lead its troops in battle, the North imprisoned. Chief Justice Robert Taney ruled had several economic advantages. In 1860 the against the suspension, but Lincoln ignored population of the North was about 22 million, this in the face of impending war. while the South had about 9 million people. Kentucky initially declared neutrality in the The North’s larger population gave it a great conflict, but when Confederate troops occu- advantage in raising an army and in support- Answer: pied part of Kentucky, the state declared war ing the war effort. Northern Democrats supported on the Confederacy, and Lincoln sent troops to Industry The North’s industries also gave popular sovereignty to decide help. In Missouri, despite strong public sup- the region an important economic advantage port for the Confederacy, the state convention over the South. In 1860 almost 90 percent of the issue of slavery in the voted to stay in the Union. Federal troops then territories. the nation’s factories were located in the ended fights between the pro-Union govern- Northern states. The North could provide its ment and secessionists. troops with ammunition and other supplies more easily. In addition, the South had only Explaining Why did Southern half as many miles of railroad track as the Additional Democrats walk out of the Democratic Convention? North and had only one line—from Memphis

Support 126 Chapter 3 The Civil War and Reconstruction

Activity: Technology Connection

Synthesizing Have students consider how whether more intense international coverage the Civil War would have been reported using of the war would have won more or less sup- modern communications methods. Ask: Do port for the Confederate cause. (Answers will you think modern reporting might have vary.) OL gained the South the international diplomatic support it sought? Why or why not? Have students consider how the Civil War might be cov- ered today via media such as international satellite broadcasts, instant electronic communications, and Internet blogs. Then, ask students to predict 126 Chapter 3 • Section 1 The Opposing Sides

S Skill Practice Creating a Circle Graph Have students create a circle graph showing the populations of the North and the South as percentages of the total U.S. population. BL ELL ▲ Confederate soldiers of the 3rd Georgia Infantry (above) fought under Lee’s command during the Peninsula campaign. The Confederacy had fewer soldiers but R Reading Strategy many of the nation’s best officers. Academic Vocabulary Have students locate and read the sen- Resources of the Union and of the Confederacy tence that includes the vocabu- ▲ Men of the 110th Pennsylvania Infantry lary word sufficient. What Union Confederacy Ask: Regiment at Falmouth, Virginia, April 1863. 100 92% 90% 94% Union troops were generally better equipped 82% is a synonym for the word 80 71% 72% than Confederate forces. 67% sufficient? Encourage students to 60 56% 44% use the thesaurus. Ask volunteers Analyzing VISUALS 40 29% 28% 33% 18% S to use the word sufficient in a sen- 1. Interpreting Based on the graph, 20 10% 8% 6% what were the North’s greatest advan- 0 tence of their own. BL ELL tages over the South? on Iron goods ships Exports capital 2. Assessing Which of the North’s Miles of Numberof farms Banking Population Merchant producti advantages do you think were most railroad track Manufactured Analyzing VISUALS important in winning the war? Why? Source: Historical Statistics of the United States. Answers: to Chattanooga—connecting the western worse over time. Most Southern planters were 1. The North produced 94% of states of the Confederacy to the east. This in debt and unable to buy bonds. Southern the nation’s iron and 92% of made it much easier for Northern troops to banks were small and had few cash reserves; manufactured goods; it also disrupt the Southern rail system and prevent as a result, they could not buy many bonds the movement of supplies and troops. either. The best hope for the South to raise possessed 90% of the nation’s money was by taxing trade. Then, shortly after merchant ships. Financing the War The Union also con- the war began, the Union Navy blockaded 2. Possible answers include a trolled the national treasury and could expect Southern ports, which reduced trade and, as a larger population, more continued revenue from tariffs. Many Northern result, tax revenues. The Confederacy had to banks also held large reserves of cash, which resort to direct taxation of its people, but many factories, better funding they lent the government by purchasing bonds. Southerners refused to pay. In order to make more money available for Lacking sufficient money from taxes or emergency use, Congress also passed the Legal bonds, the Confederacy was forced to print Tender Act, creating a national currency and paper money to pay its bills. This caused rapid allowing the government to issue paper money. inflation in the South, and Confederate paper The paper money came to be known as green- money eventually became almost worthless. R backs, because of its color. By the end of the war, the South had experi- In contrast to the Union, the Confederacy’s enced 9,000 percent inflation, compared to financial situation was poor, and it became only 80 percent in the North. Additional

Chapter 3 The Civil War and Reconstruction 127 Support

Activity: Collaborative Learning

Creating a Graphic Organizer Have stu- which category to depict on the graphic orga- dents work in groups of four to create a graphic nizer. Finally, each student should illustrate the organizer about the strengths and weaknesses information in his or her category on the graphic of the North and the South. They should scan organizer. OL the section for information and cooperatively place each strength and weakness into one of the following categories: cultural, social, economic, or political. As a group, students should decide which type of graphic organizer they want to use. Then have each student decide 127 Chapter 3 • Section 1 The Political Situation oned person with a crime or let the person go free. When writs of habeas corpus are sus- Although many Republicans wanted to end pended, a person can be imprisoned indefi- slavery, Lincoln wanted to preserve the Union, nitely without trial. In this case, President R Reading Strategy even if it meant allowing slavery to continue. Lincoln suspended the writ for anyone who Simulating Have students take The president also had to contend with the openly supported the rebels or encouraged Democrats. A faction known as the War others to resist the militia draft. “Must I shoot on the role of an army recruiter Democrats supported a war to save the Union a simple-minded soldier boy who deserts,” the addressing potential soldiers. but opposed ending slavery. Peace Democrats president asked, “while I must not touch a hair Have students write newspaper wanted to negotiate instead of fighting a war. of a wily agitator who induces him to desert? articles listing five reasons to One major disagreement between Republi- Although the South had no organized oppo- cans and Democrats concerned conscription— sition party, Confederate president Jefferson enlist in the Union Army. OL or forcing people through a draft into military Davis also faced political problems. The R service. In 1862, Congress passed a militia law Confederate constitution protected states’ rights requiring states to use conscription if they and limited the central government’s power. This D Differentiated could not recruit enough volunteers, but many interfered with Davis’s ability to conduct the war. Instruction Democrats opposed it. Some Southern leaders opposed Davis when he Criticism also greeted President Lincoln’s supported conscription and established martial Interpersonal Ask students decision to suspend writs of habeas corpus. A law early in 1862. They also opposed the suspen- if they know anyone who has writ of habeas corpus is a court order that sion of writs of habeas corpus, which the South, served in the military or Peace requires the government to charge an impris- like the North, had introduced. Corps. Ask how that person kept in touch with family and friends. Then, encourage students to D TECHNOLOGY& HISTORY consider how Civil War soldiers Civil War Technology Military conflict often leads to the communicated with their use of new technologies. The Civil War was no exception. families. OL BL New weapons, ships and means of communication greatly changed the nature of warfare.

Analyzing VISUALS

Answers: 1. Hot air balloons made it pos- ▲ Telegraph ▲ Conoidal Bullets Invented before the war, the telegraph sible to view the location of ▲ These new bullets made let generals learn the results of battles Balloons the enemy’s troops, enabling gunfire more accurate at almost immediately, and change their The Civil War marked the first time aerial military leaders to plan more greater ranges and increased strategy and give new orders quickly. reconnaissance was used in war. Both sides the number of casualties. used balloons to observe enemy troops. elaborate strategies for attack.

▲ Ironclads 2. Generals learned the results To operate on enemy rivers and coast lines of battles and could transmit guarded by shore-based cannon, both sides built armor-plated steamships. Ironclads orders long distance almost marked the beginning of the shift from immediately. wooden ships to steel ships.

Analyzing VISUALS 1. Explaining How did balloons change warfare? 2. Describing How did the telegraph Additional help both sides fight the war? Support

Activity: Interdisciplinary Connection

Science Invite a physics teacher or physicist to explain the science behind the effectiveness of the conoidal bullet. Ask the speaker to use and define scientific terminology and to demonstrate the applicable laws of physics. OL

128 The outbreak of the Civil War put the major governments of Chapter 3 • Section 1 Europe in a difficult situation. The Union government did not REVIEW want the Europeans interfering in the war, but Southern leaders Section 1 wanted them to recognize the Confederacy and provide it with military aid. Southern leaders knew that European textile factories depended on Southern cotton. To pressure the British and Vocabulary Answer: French, many Southern planters agreed to stop selling their cot- 1. Explain the significance of: Crittenden’s ton in these markets until the Europeans recognized the Compromise, Jefferson Davis, Confederacy, The South had a strong military Confederacy. Despite these efforts, both countries chose not to Fort Sumter, martial law, Robert E. Lee, tradition, no organized opposi- go to war against the United States. habeas corpus, attrition, Anaconda Plan. tion party, a smaller population, and weaker economy. The North The First Modern War Main Ideas 2. Identifying Where and under what cir- had a strong naval tradition, a The North and South were about to embark on what was, in cumstances did the American Civil War larger population, and more many respects, the first modern war. Unlike earlier European begin? wars, the Civil War involved huge armies that consisted mostly of industry; controlled the national civilian volunteers and required vast amounts of supplies. 3. Explaining Why did the South resort to treasury; and had to deal with Military Technology By the 1850s, French and American using paper money during the war? political turmoil. inventors had developed an inexpensive conoidal—or cone- Critical Thinking shaped—bullet that was accurate at much greater distances. At the same time, instead of standing in a line, troops defending positions 4. Big Ideas How did the Southerners’ began to use trenches and barricades to protect themselves. This belief in states’ rights hamper the resulted in much higher casualties. Attrition—the wearing down Confederate government during the war? Assess of one side by the other through exhaustion of soldiers and 5. Organizing Using a graphic organizer resources—also played a critical role as the war dragged on. similar to the one below, list the military The South’s Strategy Early in the war, Jefferson Davis imag- innovations of the Civil War era. ined a struggle similar to the American war for independence. Southern generals would pick their battles carefully, attacking Study Central™ provides and retreating when necessary to avoid heavy losses. By waging Military Innovations summaries, interactive games, a defensive war of attrition, Davis believed the South could force the Union to spend its resources until it became tired of the war and online graphic organizers to and agreed to negotiate. Although this strategy made sense, help students review content. Davis felt great pressure to strike for a quick victory. Many 6. Analyzing Visuals Examine the conoi- Southerners believed that their military traditions made them dal bullets shown on page 128. How did superior fighters. In the war, Southern troops went on the offen- conoidal bullets affect the war effort? Close sive in eight battles, suffering 20,000 more casualties than the What other innovations made the Civil Union by charging enemy lines. These were heavy losses the War the first “modern” war? Contrasting Have students South could not afford. Writing About History contrast the effects of the war on The Union’s Anaconda Plan The general in chief of the 7. Persuasive Writing Suppose you are the economies of the North and United States, Winfield Scott, suggested that the Union blockade living in one of the border states at the the South. OL Confederate ports and send gunboats down the Mississippi River beginning of the Civil War. Write a letter to divide the Confederacy in two. The South, thus separated, to a relative explaining why you are would gradually run out of resources and surrender. Many planning to join either the Union or Northerners rejected the strategy, which they called the Anaconda Confederate army. Plan, after a snake that slowly strangles its prey to death. They thought it was too slow and indirect for certain victory. Lincoln eventually agreed to implement Scott’s suggestions and imposed a blockade of Southern ports. He and other Union leaders realized that only a long war that focused on destroying the South’s armies had any chance of success. Study Central™ To review this section, go Comparing In what areas did the opposing sides to glencoe.com and click on Study Central. have advantages and disadvantages? Section 1 REVIEW 129

Answers

1. All definitions can be found in the section 5. huge armies, civilian volunteers, conoidal and the Glossary. bullets, trenches and barricades 2. The Confederacy attacked Fort Sumter in 6. Conoidal bullets caused high casualty rates; Charleston Harbor, which belonged to the other innovations included quick-loading United States, forcing the Union troops rifles, new defensive strategies such as there to surrender. trenches and barricades. 3. The Confederacy was unable to raise suffi- 7. Students’ letters will vary, but should offer cient funds from taxes or bonds. plausible scenarios about the decision to 4. The South lacked a strong central govern- join one side or the other. ment needed to coordinate the war effort.

129 Chapter 3 • Section 2 Section 2 Section Audio Spotlight Video Focus Fighting the Civil War

Bellringer espite early losses, with the help of key victories at Guide to Reading Vicksburg and Gettysburg, the North defeated the Daily Focus Transparency 3-2 D

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: Union troops Big Ideas South after four long years of fighting. Debate over Teacher Tip: Point out to students that Confederate troops UNIT occupied the town of Gettysburg and Seminary Ridge, DAILY FOCUS SKILLS whereas the Union troops defended their “fishhook” 1 pattern. Chapter 3 TRANSPARENCY 3-2 Individual Action In the final year of Reading a Map slavery continued until President Lincoln decided that

Directions: Answer the following BATTLE AT GETTYSBURG ON JULY 3, 1863 question based on the map. the war, Grant refused to let up the The Battle of Gettysburg GETTYSBURG was fought July 1–3, 1863. the time was right for emancipation. N Which troops occupied Cemetery Ridge? pressure the Union forces were putting et em ery H e C il g l

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m e C Content Vocabulary The Early Stages Confederate Troops Union Troops Devil's Roads Den Little 0 500 1000 Round (p. 130) Top MAIN Yards • blockade runner Idea With Union casualties rising, President Lincoln issued the Big Round Top • siege (p. 134) Emancipation Proclamation. • mandate (p. 137) HISTORY AND YOU Do you know someone who experienced rationing during World War II? Read on to learn how the war affected daily life. Guide to Reading Academic Vocabulary • crucial (p. 133) Soon after the Civil War began, President Lincoln approved an Answers: • guarantee (p. 137) assault on Confederate troops gathered near Manassas Junction, First Battle of Bull Run: People and Events to Identify Virginia, only 25 miles (40 km) south of Washington, D.C. The First Confederate victory; Battle of • “Stonewall” Jackson (p. 130) Battle of Bull Run, as it came to be called, started well for the Union Shiloh: Union victory, both sides • Ulysses S. Grant (p. 131) as it forced Confederate troops to retreat. Then the tide turned when suffered high casualties; Seven • Battle of Antietam (p. 133) reinforcements under the command of Thomas J. “Stonewall” (p. 133) Jackson helped the Confederates defeat the Union forces. This out- Days’ Battle: no decisive victory, • Emancipation Proclamation • Gettysburg (p. 134) come made it clear that the North would need a large, well-trained heavy casualties, Union retreated; • William Tecumseh Sherman (p. 136) army to prevail against the South. Second Battle of Bull Run: • Thirteenth Amendment (p. 137) Lincoln had originally called for 75,000 men to serve for three months. The day after Bull Run, he signed a bill for the enlistment of Confederate victory, invasion of Reading Strategy 500,000 men for three years. The North initially tried to encourage Maryland; Antietam: Bloodiest Categorizing Complete a graphic voluntary enlistment by offering a bounty—a sum of money given as one-day battle in American his- organizer similar to the one below by a bonus—to individuals who promised three years of military service. tory, Lee retreated due to such filling in the results of each battle listed. Eventually both the Union and the Confederacy instituted the draft. high casualties Battle Results The Naval War First Battle of Bull Run Battle of Shiloh While the Union and Confederacy mobilized their armies, Seven Days’ Battle President Lincoln proclaimed a blockade of all Confederate ports Second Battle of Bull Run in an effort to cut Confederate trade with the world. Although the Antietam blockade became increasingly effective as the war dragged on, Union vessels were thinly spread and found it difficult to stop all the To generate student interest and blockade runners—small, fast vessels the South used to smuggle provide a springboard for class goods past the blockade. The South could ship at least some of its discussion, access the Chapter 3, cotton to Europe in exchange for shoes, rifles, and other supplies. Section 2 video at glencoe.com or As part of its effort to close Southern ports, the Union navy decided to seize New Orleans—the South’s largest city and a center on the video DVD. of the cotton trade. In April 1862, forty-two warships under the command of Admiral David G. Farragut fought their way up the Mississippi to New Orleans and unloaded some 15,000 Union troops. Resource Manager Six days later, the troops took control of the city.

130 Chapter 3 The Civil War and Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Outlining, p. 134 • Evaluating, p. 137 • Verbal/Linguistic, p. 132 • Descriptive, p. 133 • Visual Literacy, p. 132 • Determining • Visual/Spatial, p. 136 • Identifying Point of Importance, p. 135 Additional Resources Additional Resources View, p. 134 • Using Context Clues, • Linking Past and Additional Resources • Foldables, p. 56 p. 135 Present, URB p. 98 • Enrichment Act., URB Additional Resources • Quizzes/Tests, p. 30 p. 109 • RENTG, p. 23 Additional Resources • Guide. Read. Act., URB p. 113 Chapter 3 The Early Years of the Civil War, 1861–1863 • Section 2

Union states Confederate states Teach Union blockade Union forces N.Y. Confederate forces Union victory Confederate victory Union Blockade Pa. Inconclusive battle

Gettysburg 40°N Historians disagree over July 1–3, N Antietam 1863 N.J. E whether or not the Union Ohio Sept. 17, 1862 W Bull Run Md. Del. S blockade of the Confederacy July 21, 1861, Washington, D.C. was a success. Although Aug. 29–30, 1862 Fredericksburg Dec. 13, 1862 70°W ▲ The Battle of Shiloh resulted Chancellorsville May 1–5, 1863 most blockade runners in enormous casualties. Ohi W.Va. o R. (admitted to Richmond Ill. Ind. Louisville Union, 1863) Seven Days made it through the block- Mo. Perryville June 25–July 1, 1862 Hampton Roads Ky. March 8–9 , 1862 Kans. Wilson’s Creek Ft. Donelson Oct. 8, 1862 Va. ade, their impact on the Feb. 16, Roanoke Island Aug. 10, 1861 Paducah 35°N Ft. Henry 1862 Feb. 8, 1862 war’s outcome remains Feb. 6, 1862 Nashville Tenn. Ar Murfreesboro Cape Hatteras ka N.C. ns Pea Ridge Dec. 31, 1862–Jan. 2, 1863 questionable. By the end of as Shiloh Aug. 27–28, 1862 R. March 7–8, 1862 April 6–7, Chattanooga Indian 1862 Nov. 23–25,1863 the war, the Confederacy was Territory Memphis Corinth ATLANTIC Chickamauga . suffering from a lack of sup- R Sept. 19–20, 1863 S.C. Ark. Corinth OCEAN Red R. Oct. 3–4, plies, weakening its ability to i

p 1862 Birmingham Atlanta p Ft. Sumter i s 0 200 kilometers s continue fighting. i Miss. Ga. April 12–14, 1861 s

s Mansﬁeld i Ala. Port Royal 0 200 miles (Sabine M Cross Roads) Vicksburg Ft. Pulaski Nov. 7, 1861 Albers Equal-Area projection April 8, 1864 May 19– April 10–11, 1862 Jackson 30°N S a July 4, 1863 b Natchez i Tex. n e R La. Sabine Pass . Baton Mobile Analyzing GEOGRAPHY Sept. 24–25, Port Hudson Rouge Fla. 80°W 75°W 1862 May 8– New Orleans Galveston July 9, 1863 Oct. 4, 1862 New April 24–25, 1862 Orleans Analyzing GEOGRAPHY Answers: 95°W 90°W 85°W 1. Answers may include 1. Location Name four battles that occurred along the eastern seaboard. Hampton Roads, Roanoke 2. Movement What purpose did the North have Island, Cape Hatteras, Fort in fighting so many battles along the coasts? Sumter, Port Royal, and Ft. Pulaski. 2. The North wanted to control The War in the West Corinth, Mississippi. Seizing Corinth would cut the Confederacy’s only rail line connecting the coastline to cut off sup- In February 1862, as Farragut prepared for Mississippi and western Tennessee to the east. plies headed for the his attack on New Orleans, Union general Early on April 6, 1862, Confederate forces Confederacy. Ulysses S. Grant began a campaign to seize launched a surprise attack on Grant’s troops, control of the Cumberland and Tennessee near a small church named Shiloh. The Union Rivers. Control of these rivers would cut won the Battle of Shiloh the following day, but Tennessee in two and provide the Union with both sides paid an enormous cost. Twenty a river route deep into Confederate territory. thousand troops had been killed or wounded. All of Kentucky and most of western When newspapers demanded Grant be fired Tennessee fell into Union hands. Grant next because of the high casualties, Lincoln refused, headed up the Tennessee River to attack saying, “I can’t spare this man; he fights.” Hands-On

Chapter 3 The Civil War and Reconstruction 131 Chapter Project Step 2 Art Show on the Civil War show. The informational tags should be Putting It Together In one or two sittings, and Reconstruction typed sheets that include the following students should review the submissions information: and decide which will be hung in the exhibit. Step 2: Selecting the Paintings for • Image title (School policy and space may determine if the Art Exhibit Essential Question: • Brief summary of how the image relates this ends up being an actual exhibit or a vir- What art best represents the Civil War and to the Civil War and/or Reconstruction tual exhibit.) OL Reconstruction, and why? • Media (oil, watercolor, drawing, and (Chapter Project is continued on page 141) so on) Directions Student teams will continue to • Date of completion create their images. In this step, students • Any other pertinent information will determine which members of their team will create the informational tags that will accompany the images in the art 131 Chapter 3 • Section 2

S Skill Practice Visual Literacy Have students examine Civil War photographs, sketches, and paintings. Ask them to select an image they find particularly moving. Students can write descriptive paragraphs or ▲ President Lincoln meets General George McClellan (left center, facing poems about the mood or atmo- Lincoln) after the Battle of Antietam. sphere of the image. The Library of Congress maintains Web sites ▲ With their backs to Antietam Creek, D Union troops under the command of containing many photographs General McClellan attack Confederate S from the Civil War. OL BL positions, September 17, 1862. The Battle of Antietam D Differentiated and the Emancipation Instruction Proclamation Verbal/Linguistic Make avail- The Battle of Antietam marked an important turning point in the war. The Union’s victory kept Britain able to students a copy of the from recognizing the Confederacy as a separate Emancipation Proclamation. nation. If Britain had taken this action, the balance in the struggle might have tipped in favor of the Working in pairs, students should Confederacy. Also, the victory at Antietam and the ter- choose a part of the proclamation ribly high casualties brought President Lincoln to the they think is the most important decision that the time had come to end slavery in the South by issuing the Emancipation Proclamation. and rewrite it in their own The Proclamation was the first step toward finally words. BL ELL outlawing slavery throughout the United States. ▲ Lincoln reads the Emancipation Proclamation to members of his cabinet. ANALYZING HISTORY How did emancipation Left of Lincoln are Secretary of War Edwin M. Stanton and Secretary of change the war? Write a brief essay explaining the Treasury Salmon P. Chase. In front of the table sits Secretary of State your opinion. William Seward.

The War in the East The South again forced the North to retreat, For the text leaving the Confederates only 20 miles (32 km) Answer: of the Emancipation While Grant fought in the West, Union from Washington, D.C. Soon after, Lee’s forces Proclamation, see General George B. McClellan’s forces set out invaded Maryland. Students’ answers will vary, but page R49 in students should generally men- Documents in to capture Richmond, Virginia, the Confederate Both Lee and Jefferson Davis believed that American History. capital. In late June 1862, Confederate General an invasion would convince the North to tion that emancipation gave the Robert E. Lee began a series of attacks on accept the South’s independence. They also Union cause an important moral McClellan’s forces that became known as the thought that a victory on Northern soil might dimension. Seven Days’ Battle. Lee’s attacks forced the help the South win recognition from the British Union troops to retreat. Together the two sides and help the Peace Democrats gain control of suffered over 30,000 casualties. Congress in the upcoming elections. Lee could As McClellan’s forces withdrew, Lee marched also feed his troops from Northern farms and toward Union forces defending Washington. draw Union troops out of Virginia during har- Additional The maneuver led to another battle at Bull Run. vest season.

Support 132 Chapter 3 The Civil War and Reconstruction

Activity: Interdisciplinary Connection

Mathematics Write the following typical 1,000 soldiers; brigade = 5,000 soldiers; division = organizational structure of Civil War infantry 15,000 soldiers; corps = 45,000 soldiers; brigade = units on the chalkboard: company = 100 sol- 50 companies; division = 15 regiments; corps = diers; regiment = 10 companies; brigade = 5 450 companies) OL regiments; division = 3 brigades; corps = 3 divisions. Ask: How many soldiers make up each military unit (regiment, brigade, division, corps)? How many companies are in a brigade? How many regiments are in a division? How many companies are in a corps? (regiment = 132 On September 17, 1862, Lee’s forces met transportation system and the presence of Chapter 3 • Section 2 Union troops under the command of General Union troops in several important agricultural McClellan at Antietam (an·TEE·tuhm) Creek. regions led to severe food shortages in the The fight was the bloodiest one-day battle in winter of 1862. In several communities, food American history, ending with over 6,000 men shortages led to riots. Hearing of such hard- W Writing Support killed and another 16,000 wounded. McClellan ships, many Confederate soldiers deserted to Descriptive Have students did not break Lee’s lines, but he inflicted so return home to help their families. many casualties that Lee decided to retreat to In contrast, the North actually experienced imagine themselves as a soldier Virginia. an economic boom because of the war. With in the 54th Massachusetts regi- The Battle of Antietam was a crucial vic- its large, well-established banking industry, ment, an African American unit. tory for the Union. The British government had the North raised money for the war more Ask: What does it mean to you been ready to intervene in the war as a media- easily than the South. Its growing industries tor if Lee’s invasion had succeeded. Britain also also supplied Union troops with clothes, muni- to participate in the war? What had begun making plans to recognize the tions, and other necessities. are your goals as a soldier and Confederacy should the North reject media- free African American? Have stu- tion. Now the British decided to wait and see Daily Life Both Union and Confederate sol- dents write a journal entry how the war progressed. With this decision, diers endured a hard life with few comforts. Student Web the South lost its best chance at gaining inter- They faced the constant threat of disease and Activity Visit answering the question. OL national recognition and support. The South’s extreme medical procedures if injured in battle. glencoe.com defeat at Antietam had an even more impor- Life for prisoners of war was just as difficult, and complete the tant political impact in the United States. It especially in Southern prisons that faced food activity on Civil War letters. convinced Lincoln that the time had come to shortages. end slavery in the South. Innovations in agriculture helped minimize Answer: the loss of labor as men left to fight. Greater Answers will vary. One possible Proclaiming Emancipation use of mechanical reapers and mowers made farming possible with fewer workers, many of answer is that African Americans Most Democrats opposed any move to end whom were women. Women also filled labor saw volunteering to fight in the slavery, while Republicans were divided on the shortages in various industries, particularly in war as a way to ensure their free- issue. With Northern casualties rising, how- clothing and shoemaking factories. ever, many Northerners began to agree that dom from enslavement. slavery had to end, in part to punish the South African Americans While the war brought and in part to make the soldiers’ sacrifices hardship to many Americans, it offered new worthwhile. On September 22, 1862, encour- opportunities for African Americans. The aged by the Union victory at Antietam, Lincoln Emancipation Proclamation officially permit- W publicly announced that he would issue the ted African Americans to enlist in the Union Emancipation Proclamation—a decree free- army and navy. Almost immediately, thou- ing all enslaved persons in states still in rebel- sands of African Americans rushed to join the lion after January 1, 1863. military. Because the Proclamation freed enslaved African Americans only in states at war with Women Women helped in the war effort at the Union, it did not address slavery in the home by managing family farms and busi- border states. Short of a constitutional amend- nesses. Perhaps their most important contri- ment, Lincoln could not end slavery in the bution to the Civil War was in serving as nurses border states, nor did he want to endanger to the wounded. One of the most prominent their loyalty. The Proclamation, by its very exis- war nurses was Clara Barton, who left her job tence, transformed the conflict over preserving in a Washington patent office to aid soldiers on the Union into a war of liberation. the battlefield. The Civil War was a turning point for the American nursing profession. The Life During the Civil War courage shown by women helped break down the belief that women were emotionally weaker As the war intensified, the economies of the than men. North and South went in different directions. By the end of 1862, the South’s economy had Analyzing Why do you think begun to suffer greatly. The collapse of its African Americans were willing to volunteer to fight? Additional

Chapter 3 The Civil War and Reconstruction 133 Support

Activity: Interdisciplinary Activity

Health Ask a health care professional to speak to the class about first aid and infection preven- tion. Have students describe to the professional some of the unsanitary conditions that existed in battlefield hospitals during the Civil War. Then ask the speaker to describe how modern facili- ties and techniques would have prevented many of the diseases and infections (and ampu- tations and deaths) that occurred. OL BL

133 Chapter 3 • Section 2 R Confederate stronghold on the river, then the The Turning Point North could cut the South in two. MAIN Idea Key victories at Vicksburg and In May 1863, Grant launched two assaults Gettysburg helped the North defeat the South. on Vicksburg, but the city’s defenders repulsed R Reading Strategy HISTORY AND YOU Recall a time when you faced a both attacks and inflicted high casualties. situation you had been dreading. Did the outcome Grant decided to put the city under siege—to Outlining As students read surprise you? Read on to learn about Confederate cut off its food and supplies and bombard it about “The Turning Point,” have General Robert E. Lee’s surrender to Ulysses S. Grant. until its defenders gave up. On July 4, 1863, them take notes using the head- with his troops starving, the Confederate com- ings found in the text. Students As 1863 began, there was no end to the war mander at Vicksburg surrendered. in sight. More than two years of battle lay may want to use an outline to ahead for Americans, and the casualties would S help them organize the informa- continue to rise steeply. Still, 1863 marked the Gettysburg tion. Remind students that turning point of the war. Three major Union Meanwhile, in Virginia, Lee had been able victories put the Confederacy on the defensive to defeat Union forces at Fredericksburg and although they do not have to and set the stage for its surrender. Chancellorsville. Emboldened by these victo- write complete sentences, they ries, Lee decided in June 1863 to launch another should be able to understand Vicksburg invasion of the North. At the end of June, as what they have written. After stu- Lee’s army foraged in the Pennsylvania coun- Gaining control of the Mississippi River tryside, some of his troops headed into dents read the section, ask ques- was a vital element of the Union strategy for Gettysburg, hoping to seize a supply of shoes. tions about what they have read. winning the Civil War. If the Union could cap- When they arrived near the town, they discov- Students should use their notes to ture Vicksburg, Mississippi, the last major ered two brigades of Union cavalry. On July 1, help answer the questions. OL BL ELL The Gettysburg Address

The bloody victory at Gettysburg was a major turning point in the ▲ On July 3, 1863, the Confederate forces launched S Skill Practice an attack known later as Pickett’s Charge. Charging Civil War. It kept Britain out of the war, inflicted serious losses on up Cemetery Ridge into withering cannon fire, Identifying Point of View Tell the Confederacy and helped restore Union morale. In November the Confederates suffered nearly 7,000 casualties students to imagine that they are 1863 Lincoln went to Gettysburg to dedicate part of the battle- in less than two hours. Soon after the attack failed, field as a cemetery. His speech, the Gettysburg Address, became General Lee ordered Southern forces to withdraw. newspaper reporters covering the one of the best-known orations in American history. Battle of Gettysburg. Have each student write two accounts of the battle, one for a Northern newspaper, and one for a Southern newspaper. OL

Additional Support

Extending the Content

Military Terms The Civil War was the first leave), pup tents (originally known as dog tents), war in which strictly military terms were passed and shoddy (uniforms made from recycled into widespread usage. Many of these terms are woolen fibers known as shoddy, which came to still used in common speech today, including: denote any article of inferior quality.) K.P. (kitchen police), AWOL (absent without

134 1863, as Confederates pushed the Union troops Grant Secures Tennessee Chapter 3 • Section 2 out of the town, the main forces of both armies hurried to the scene of the fighting. After the Union’s major victories at Vicksburg On July 2, Lee attacked, but the Union troops and Gettysburg, fierce fighting erupted in held their ground. The following day, Lee ordered Tennessee near Chattanooga. Chattanooga R1 Reading Strategy nearly 15,000 men under the command of was a vital railroad junction. Both sides knew General George E. Pickett and General A.P. Hill that if the Union forces captured Chattanooga, Determining Importance to make a massive assault. The attack, known as they would control a major railroad running Ask students to explain how bat- Pickett’s Charge, caused 7,000 casualties in less south to Atlanta. Following several battles, tles in Tennessee began turning than half an hour, but failed to break the Union Union forces under the command of General the war in favor of the Union. OL lines. “It is all my fault,” said Lee. “It is I who have Grant succeeded in scattering the Confederate lost this fight.” Lee’s troops retreated to Virginia. soldiers who blocked the way to the city. At Gettysburg, the Union suffered 23,000 casual- By the spring of 1864, Grant’s capture of R1 ties, the South an estimated 28,000, more than Vicksburg had given the Union control of the R2 Reading Strategy one-third of Lee’s entire force. Mississippi River, while his victory at Using Context Clues Some The disaster at Gettysburg proved to be the Chattanooga had secured eastern Tennessee text passages are more difficult to turning point of the war in the East. The and cleared the way for an invasion of Georgia. Union’s victory strengthened the Republicans Lincoln rewarded Grant by appointing him read than others. This is particu- politically and ensured once again that the general in chief of the Union forces and pro- larly true of many historical docu- British would not recognize the Confederacy. moting him to lieutenant general, a rank no ments that use words and phrases For the remainder of the war, Lee’s forces one had held since George Washington. The remained on the defensive, slowly giving president had finally found a general he trusted that have fallen out of everyday ground to the advancing Union army. to win the war. use. Remind students to slow down when they encounter unusual phrases, difficult concepts, connections to previous ideas, new vocabulary, or text PRIMARY SOURCE that contains a great deal of “Four score and seven years ago our fathers brought forth on this continent information. OL BL ELL a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, Answers: can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of 1. the issuing of the Declaration that field, as a final resting place for those who here gave their of Independence in 1776 lives that that nation might live. It is altogether fitting and proper that we should do this. 2. He says that the main pur- R2 But, in a larger sense, we cannot dedicate—we cannot conse- pose of the war is to restore crate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor the Union and preserve the ▲ power to add or detract. The world will little note, nor long remem- More than 50,000 Americans republic, which is a unique ber what we say here, but it can never forget what they did here. were killed or wounded during the Battle of Gettysburg. It is for us the living, rather, to be dedicated here to the unfin- “government of the people, ished work which they who fought here have thus far so nobly by the people, for the people.” advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead 1. Specifying To what event is Lincoln referring that shall not have died in vain—that this nation, under God, shall occurred “fourscore and seven years ago”? have a new birth of freedom—and that government of the people, 2. Identifying Central Issues What does Lincoln by the people, for the people, shall not perish from the earth.” say is the main purpose of the Civil War and the rea- —The Gettysburg Address, November 19, 1863 son for the sacrifices at Gettysburg? Additional

Chapter 3 The Civil War and Reconstruction 135 Support

Activity: Interdisciplinary Connection

Language Arts Tell students that Stephen War. He based his book on war stories told by Crane’s novel The Red Badge of Courage presents veterans and on the photographs taken by a realistic view of the war. Select a few passages Mathew Brady, a famous Civil War photogra- from the book that demonstrate how Crane pher. Discuss the difference between participat- paints a picture of the war. Then, tell students ing in an event and having the event described that Crane did not actually fight in the Civil by others. OL BL

135 Chapter 3 • Section 2 The Cost of the Civil War

D Differentiated Instruction Visual/Spatial Have students research images and written accounts of the fall of Atlanta. ▲ Robert E. Lee surrenders to Then have them draw their own General Grant at Appomattox depictions of the city’s capture. Courthouse on April 9, 1865. Encourage students to be as historically accurate as possible. OL AL

Analyzing VISUALS

Answers: ▲ The war devastated the South. American War Deaths* 1. World War II and World War I Casualties of the Civil War Hundreds of thousands of people were War with Mexico War on Terror dead, and several major cities, including 400 North South 13,000 4,600 Richmond (above), lay in ruins. 2. the North 350 Revolutionary War Other major 25,000 wars 300 5,000 Korean War 250 36,500 200 Analyzing VISUALS Vietnam War 150 58,000 Civil War 1. Identifying The Civil War cost 100 World 620,000 World War II more American lives than any Troops (thousands) Troops 50 War I 407,000 0 107,000 other conflict. What were the next Total Battle- Non- two most deadly wars? Deaths related battle deaths deaths *approximate ﬁgures 2. Specifying Which region suffered Sources: United States Civil War Center; Source: For the Common Defense. For the Common Defense the highest number of battle- related deaths?

Grant Versus Lee Sherman’s March to the Sea “Whatever happens, there will be no turn- General Grant had put his most trusted ing back,” Grant promised Lincoln. He was subordinate, William Tecumseh Sherman, in determined to march southward, attacking charge of Union operations in the west while Lee’s forces relentlessly, regardless of the cost, he headed east to fight Lee. In early August until the South surrendered. 1864, Sherman marched into Georgia, heading D Grant kept his forces on the move and gave toward the city of Atlanta. After capturing the Lee’s troops no time to recover. He attacked city, Sherman’s troops set fires to destroy its them first in the Wilderness, a densely forested railroads, warehouses, mills, and factories. The area near Fredericksburg, Virginia, then at fires spread, however, destroying more than Spotsylvania Courthouse, then at Cold Harbor, one-third of Atlanta. a strategic crossroads northeast of Richmond. On November 15, 1864, Sherman led his He then put the town of Petersburg under troops east across Georgia in what became siege knowing that once it fell, Richmond, known as the March to the Sea. The purpose Additional Virginia, would be cut off from supplies. of the march was to make Southern civilians

Support 136 Chapter 3 The Civil War and Reconstruction

Activity: Interdisciplinary Connection

Art Although Mathew Brady revolutionized completed from sketches he drew from the the artistic documentation of the Civil War field. Have students research a painting that through his photography, many artists of the stirs up personal feelings about the Civil War. time captured this historic era through fine art. Then, ask students to present and explain the For example, Winslow Homer’s paintings Veteran painting to the class. OL BL ELL in a New Field and Prisoners from the Front were

136 understand the horrors of war and to pressure them into giving Chapter 3 • Section 2 up the struggle. Sherman’s troops cut a path of destruction REVIEW through Georgia that was at times 60 miles (97 km) wide. By Section 2 December 21, 1864, they had reached the coast and seized the city of Savannah. Sherman now turned north and headed into C Critical Thinking South Carolina, the state that many people believed had started Vocabulary Have students the Civil War. 1. Explain the significance of: “Stonewall” Evaluating Jackson, blockade runner, Ulysses S. Grant, search the Web for articles about The South Surrenders Battle of Antietam, Emancipation Abraham Lincoln. Ask students to Proclamation, siege, Gettysburg, William print out the home page of each The capture of Atlanta revitalized Northern support for the Tecumseh Sherman, mandate, Thirteenth war and for Lincoln, who was elected president to another term. Amendment. site and write a brief explanation Lincoln interpreted his reelection as a mandate to end slavery of whether or not they rate the permanently by amending the Constitution. On January 31, 1865, Main Ideas site as authoritative. OL with the help of Democrats opposed to slavery, the Thirteenth 2. Identifying Central Issues What was Amendment to the Constitution, banning slavery in the United the significance of the Battle of Antietam States, passed the House of Representatives and was sent to the for the South? states for ratification. 3. Explaining Why was capturing Appomattox Courthouse Meanwhile, Lee knew that time Vicksburg important to the Union? Answer: was running out. On April 1, 1865, Union troops led by Philip Sherman wanted to make Sheridan cut the last rail line into Petersburg at the Battle of Five Critical Thinking Southern civilians understand Forks. The following night, Lee’s troops withdrew from their 4. Big Ideas How did northern military the horrors of war and pressure positions near the city and raced west. strategy change after Ulysses S. Grant Lee’s desperate attempt to escape Grant’s forces failed when took command of the Union Army. them into surrendering. Sheridan’s cavalry got ahead of Lee’s troops and blocked the road at Appomattox Courthouse. With his ragged and battered 5. Organizing Using a graphic organizer, troops surrounded and outnumbered, Lee surrendered to Grant list the results of the Battle of Gettysburg. on April 9, 1865. Grant’s generous terms of surrender guaran- Make sure that you consider both the teed that the United States would not prosecute Confederate Union and the Confederacy. soldiers for treason. When Grant agreed to let Confederates take Assess their horses home “to put in a crop to carry themselves and their Battle of families through the next winter,” Lee thanked him, adding that Gettysburg the kindness would “do much toward conciliating our people.” 6. Analyzing Visuals Examine the graphs Lincoln’s Assassination With the war over, Lincoln delivered a of war deaths on page 136. What would Study Central™ provides speech describing his plan to restore the Southern states to the account for the thousands of noncombat summaries, interactive games, Union. In the speech, he mentioned including African Americans in deaths? Southern state governments. One listener, actor John Wilkes Booth, and online graphic organizers to sneered to a friend, “That is the last speech he will ever make.” Writing About History help students review content. Although his advisers had repeatedly warned him not to 7. Descriptive Writing Take on the role appear unescorted in public, Lincoln went to Ford’s Theater with of a reporter living in Georgia during his wife to see a play on the evening of April 14, 1865. Just after Sherman’s March to the Sea. Write a brief Close C 10 P.M., Booth slipped quietly behind the president and shot him article describing the Union’s actions and in the back of the head. Lincoln died the next morning. their effects on the people. Explaining Ask students to The North’s victory in the Civil War saved the Union and explain the importance of Union strengthened the power of the federal government over the states. It transformed American society by ending slavery, but it victories in Virginia and the Deep also left the South socially and economically devastated, and South. OL many questions unresolved. Americans from the North and the South tried to answer these questions in the years following the Civil War—an era known as Reconstruction. Study Central™ To review this section, go Examining Why did General Sherman march his army to glencoe.com and click on Study Central. to the sea? Section 2 REVIEW 137

Answers

1. All definitions can be found in the section 5. strengthened Republicans politically, very and the Glossary. high casualties, put Confederacy on the 2. It kept Great Britain from joining the defensive, ended the South’s hope for help Confederacy when it was poised to do so, from Britain and led to the Emancipation Proclamation. 6. disease spread rapidly in military camps 3. It cut the South in two by giving the Union leading to death from disease, conditions control of the Mississippi River. were difficult for civilians too 4. It became focused on relentlessly attacking 7. Students’ articles will vary, but should be the Confederate troops and making life very based on facts, not on the writer’s opinion. difficult for Southern civilians.

137 Town of Gettysburg Focus Culp’s Hill Thirty years after the war ended, The Battle of Gettysburg Congress made Gettysburg a The Confederate invasion of the North in 1863 was a bold National Military Park in tribute to stroke. By moving north, General Robert E. Lee gained the armies that fought there. Each access to the rich farms and other resources of summer, historical reenactors Pennsylvania. When his troops arrived in Gettysburg on have recreated the battle. Today July 1, they forced Union troops to flee to the hills south of the town. Had Confederate forces attacked the Union National Park Service rangers also troops in the hills immediately, they might have won. The provide information to visitors. decision not to attack enabled Union troops to reinforce their position and build a formidable defensive line. How Did Geography Shape the Battle? Teach The Union line stretched from Culp’s Hill and Cemetery Hill in the north, south along Cemetery Ridge to another hill called Little Round Top. The Union forces controlled the high ground and were deployed in such a way that C Critical Thinking troops could easily be moved from one part of the line to another depending on where the enemy attacked. Comparing and Contrasting On July 2, Lee tried to seize Little Round Top. Tell students that the Union and Controlling the hill would have let his artillery fire down Confederate armies were similar the length of the Union line. After savage fighting, his in many ways. For example, both attack was repulsed, but Lee believed the Union had shifted so many troops south to hold Little Round Top that armies used similar weapons. it had left its line on Cemetery Ridge vulnerable to attack. Have students use the library or On July 3, Lee ordered some 12,500 troops to attack Seminary Ridge Internet resources to identify Cemetery Ridge in what became known as Pickett’s Charge. Union artillery ripped holes in the Confederate other ways in which the two line as it advanced. When the Confederates neared the armies were alike and different. C crest of the ridge, Union troops, protected by trenches and You may recommend the National barricades they had built, unleashed volley after volley. Park Service Web site as a starting Firing at point-blank rage, stabbing with bayonets, and battering with rifle butts, the Union soldiers drove the point for their research. OL Confederates back. Lee knew he had been beaten. The next day he began his retreat to Virginia. Army of Northern Virginia General Robert E. Lee Analyzing GEOGRAPHY 1. Place Why was the Union army in such a strong position in the Battle of Gettysburg? 2. Movement What made Pickett’s charge so difficult? Why did Lee think it would succeed? Additional

Support 138 Chapter 3 The Civil War and Reconstruction

Extending the Content

The Hero of Little Round Top The extreme forces withstood numerous attacks. Finally, left flank of the Union lines at Gettysburg—a hill Chamberlain led his troops in a bayonet charge called Little Round Top—was commanded by that drove the Confederates from the field. Colonel Joshua Lawrence Chamberlain, a col- Chamberlain received the Medal of Honor for lege professor who had taken leave from teach- his bravery at Gettysburg. ing to fight in the war. Chamberlain knew that if the Confederates took Little Round Top, they would have a view of the whole Union line. Although greatly outnumbered, Chamberlain’s

138 Carlisle Pennsylvania Wrightsville S Chambersburg u sq u e h Gettysburg a n R n E . a

D P o A t E o m M ac Frederick Baltimore

h Winchester a Maryland o R. West d n a . Virginia en Washington, Front Royal h R Assess/Close S R D.C. E K O

L H On July 3, Lee ordered some 12,500 EE Virginia men to attack Cemetery Ridge. The Fredericksburg C Skill Practice h S Confederates marched three-quarters of a e Union advance Chancellorsville s Ra a mile across open fields and then uphill pp p N a e Reading Maps Have students Confederate advance h a a toward Union lines. Although the attack is n k n o e 0 40 kilometers c identify the landforms on the known as Pickett’s Charge, General Pickett’s W E k B R a . troops made up only about one-third of the 0 40 miles S y Richmond image and explain how the armies Confederate force that attacked. Albers Equal-Area projection used those landforms. OL

Analyzing GEOGRAPHY

Cemetery Ridge Army of the Potomac Answers: General George G. Meade 1. The Union army controlled high ground, allowing them to fire down on Confederate S troops, and they could move troops easily from one part of the line to another. 2. Pickett’s Charge was difficult because the Union troops Little Round Top were protected by barricades and trenches and could fire at the Confederate soldiers as they advanced. Lee believed it would succeed because he The Devil’s Den thought the Union army had Peach Orchard shifted most of the troops to On July 2, Lee ordered Longstreet to attack the Union lines near the hill named Little hold Little Round Top, leaving Round Top. Savage fighting erupted in the Cemetery Ridge vulnerable. Peach Orchard, on the slopes of Little Round Top, and near a jumble of boulders called the Devil’s Den. The Union forces held Little Round Top and drove back the Confederates.

Chapter 3 The Civil War and Reconstruction 139

Activity: Collaborative Learning

Newspaper Page Organize the class into using their book, the Internet, and other sources. groups to create a newspaper page highlight- Groups should illustrate their newspaper page ing the details from the Battle of Gettysburg. with drawings depicting a scene from the battle. Have each group choose whether to describe Have each group compose its newspaper page the Northern or Southern view of the battle. on a computer using desktop publishing Have students research the Battle of Gettysburg software.

139 Chapter 3 • Section 3 Section 3 Section Audio Spotlight Video Focus Reconstruction

Bellringer resident Lincoln, moderate Republicans, and Guide to Reading Radical Republicans had different ideas about how Daily Focus Transparency 3-3 P

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: C Big Ideas to rebuild the South and to secure the rights of African Teacher Tip: Tell the students to look at the illustration UNIT and its caption and then choose the most appropriate 1 DAILY FOCUS SKILLS answer. Chapter 3 TRANSPARENCY 3-3 Economics and Society After Making Inferences Americans. As Democrats regained power in the South,

Directions: Answer the following FREEDMEN’S BUREAU 1865–1872 question based on the illustration. Reconstruction, the South tried to build The aim of the Freedmen’s Bureau was to provide Reconstruction ended. assistance to newly emancipated African Americans a new economy, but many problems and to poor whites after the Civil War. Which of the Freedmen’s Bureau’s responsibilities would be remained. most important to the people shown in the illustration?

A regulation of wages and working conditions Reconstruction Begins B establishment and mainte- Content Vocabulary nance of schools C the furnishing of food and medical supplies (p. 140) Newly freed African Americans line up for rations at a D control and distribution of • amnesty MAIN Idea In the months after the Civil War, the nation began the effort Freedmen’s Bureau in the South. confiscated lands • pocket veto (p. 142) to rebuild and reunite. (p. 143) • black codes HISTORY AND YOU Think of a war you have studied in a history course. • carpetbagger (p. 145) What were the terms of the peace treaty, and who benefited? Read on to Guide to Reading • scalawag (p. 145) learn about President Lincoln’s policies after Union victory in the Civil War. (p. 149) Answers: • sharecropper Helping freed African Americans find their way as citizens of the black codes: severely limited Academic Vocabulary United States was only one of a myriad of problems the nation faced. rights of African Americans in the • commissioner (p. 145) At the end of the Civil War, the South was a defeated region with a • infrastructure (p. 147) South; Civil Rights Act of 1866: devastated economy. While some Southerners were bitter over the People and Events to Identify Union military victory, for many rebuilding their land and their lives allowed African Americans to own was more important. Meanwhile, the president and Congress grap- • Reconstruction (p. 140) property and stated that they pled with the difficult task of Reconstruction, or rebuilding the • Radical Republicans (p. 140) nation after the war. were to be treated equally in • Freedmen’s Bureau (p. 142) (p. 143) court; Fourteenth Amendment: • Fourteenth Amendment Lincoln and the Radical Republicans guaranteed all citizens equal pro- • Fifteenth Amendment (p. 145) • Compromise of 1877 (p. 148) tection of the laws; Fifteenth In December 1863, President Lincoln offered a general amnesty, or pardon, to all Southerners who took an oath of loyalty to the Reading Strategy Amendment: guaranteed the United States and accepted the Union’s proclamations concerning Organizing Complete a graphic orga- right to vote to all adult male slavery. When 10 percent of a state’s voters in the 1860 presidential nizer similar to the one below to explain election had taken this oath, they could organize a new state govern- citizens. how each piece of legislation listed ment. Certain people, such as Confederate government officials and affected African Americans. military officers, could not take the oath or be pardoned. In March

Legislation Effect 1865, in his Second Inaugural Address, President Lincoln spoke of black codes ending the war “with malice toward none, with charity for all.” Civil Rights Act of 1866 Therefore, President Lincoln wanted a moderate plan to reconcile the Fourteenth Amendment South with the Union instead of punishing it for treason. To generate student interest and Fifteenth Amendment Resistance to Lincoln’s plan surfaced at once among a group of provide a springboard for class Republicans in Congress known as Radical Republicans. Led by discussion, access the Chapter 3, Representative Thaddeus Stevens of Pennsylvania and Senator Section 3 video at or Charles Sumner of Massachusetts, the radicals wanted to prevent the glencoe.com leaders of the Confederacy from returning to power after the war. on the video DVD. They also wanted the Republican Party to become a powerful institution in the South. Finally, and perhaps most importantly, they wanted the federal government to help African Americans achieve political Resource Manager equality by guaranteeing their right to vote in the South.

140 Chapter 3 The Civil War and Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing, p. 141 • Analyzing Information, • Visual/Spatial, p. 143 • Persuasive Writing, p. 141 • Sequencing Information, • Questioning, p. 145 p. 143 • Gifted/Talented, p. 146 • Expository Writing, pp. 144, 148 • Academic Vocabulary, • Predicting • Verbal/Linguistic, p. 148 p. 142 • Evaluating, p. 145 p. 147 Consequences, p. 144 • Conduct. Research, Additional Resources Additional Resources p. 146 Additional Resources Additional Resources • Interpreting Political • Content Voc. Act., URB • Drawing Concl., • Prim. Source Read., URB • Crit. Think. Skills Act., Cartoons, URB p. 105 p. 91 pp. 147, 149 p. 101 URB p. 96 • Academic Voc. Act., URB • Guide. Read. Act., URB • Quizzes/Tests, p. 31 p. 93 Additional Resources p. 114 • Time Line Act., URB p. 97 • Reteacing Act., URB p. 107 • RENTG, p. 31 Chapter 3 • Section 3 Three Plans for Reconstruction 2. Congressional Reconstruction • Passed the Fourteenth After the Civil War, three plans were proposed to and Fifteenth restore the South to the Union. The political struggle Amendments that resulted revealed that sectional tensions had • Military Reconstruction Teach not ended with the Civil War. Act divided the South into five military districts Writing Support 1. Lincoln’s Plan for • New state constitutions W Reconstruction required to guarantee ▲ Thaddeus Persuasive Writing Have stu- voting rights Stevens dents assume the role of a former • Amnesty to all but a few • Military rule protected voting Southerners who took rights for African Americans Confederate officer and write a an oath of loyalty to the • Empowered African letter to the president requesting United States and Americans in government accepted its proclama- and supported their a pardon. Remind students that tions concerning slavery education those receiving amnesty must • When 10 percent of a state’s voters in the ▲ Charles Sumner sign a loyalty oath. OL 1860 presidential election had taken the oath, they could organize a new state government R Reading Strategy • Members of the former Confederate government, officers of the Confederate army, and former federal 3. Johnson’s Plan Organizing Have students judges, members of Congress, and military officers complete a two-column chart list- who had left their posts to help the Confederacy for Reconstruction ing the components of Lincoln’s would not receive amnesty • Amnesty for those taking an oath of loyalty to the United plan for Reconstruction and the States; excluded high-ranking Wade-Davis Bill. Ask: What Confederates and those with W points make the Wade-Davis Bill Analyzing VISUALS property over $20,000, but they could apply for pardons harsher than Lincoln’s plan? (The 1. Identifying Which plan made the most provisions individually Wade-Davis Bill forbade all former for formerly enslaved African Americans? • Required states to ratify the 2. Specifying Which plan was most forgiving of Thirteenth Amendment abol- Confederate government officials former Confederate political and military leaders? ishing slavery and military officers to vote or hold office and required the majority of white males to pledge allegiance to the Union.) OL Congressional Republicans knew that the of them had been abolitionists before the Civil abolition of slavery would give the South more War and had pushed Lincoln into making seats in the House of Representatives. Before emancipation a goal of the war. They believed Analyzing VISUALS the Civil War, enslaved people had only counted in a right to political equality for all Americans, in Congress as three-fifths of a free person. regardless of their race. Now that African Americans were free, the Answers: South was entitled to more seats in Congress. The Wade-Davis Bill R 1. Congress’s plan This would endanger Republican control of 2. Johnson’s plan Congress unless Republicans could find a way Many moderate Republicans considered to protect African American voting rights in Lincoln too lenient, but they also thought the the South. radicals were going too far in their support for Although the radicals knew that giving African American equality and voting rights. African Americans in the South the right to By the summer of 1864, the moderates and vote would help the Republican Party win radicals had come up with a plan for elections, most were not acting cynically. Many Reconstruction that they could both support. Hands-On

Chapter 3 The Civil War and Reconstruction 141 Chapter Project Step 3 Art Show on the Civil War by date of the artwork, by the artists, or (Chapter Project is continued on Visual Summary and Reconstruction by a perceived theme in the images. page) Another task is to review the informational Step 3: Hanging the Show Essential tags that will accompany the images. Question: How should the images best Will the tags give the audience enough be presented to illustrate the Civil War and information to understand the Civil War and Reconstruction? Reconstruction? Directions The final job is to hang the Putting It Together If there is space for show, but this requires decisions about the the show to actually be hung, getting the best order in which to present the images materials to hang it is the last step. Students for the audience. Students may choose to from other classes might view it and review hang the images by chronological order, it. OL 141 Chapter 3 • Section 3 This alternative to Lincoln’s plan was the been seized from plantation owners and given Wade-Davis Bill of 1864, which required the to them. majority of the adult white males in a former Confederate state to take an oath of allegiance W Writing Support to the Union. The state could then hold a con- Johnson Takes Office stitutional convention to create a new state Expository Writing Andrew Shortly after Congress established the government. The people chosen to attend the Freedmen’s Bureau, Lincoln was assassinated. Johnson had been vice president constitutional convention had to take an “iron- Although his successor, Vice President Andrew for less than six weeks when clad” oath asserting that they had never fought Johnson, was a Democrat from Tennessee, he President Lincoln was assassi- against the Union or supported the Confederacy had remained loyal to the Union. Like Lincoln, in any way. Each state’s convention would then he believed in a moderate policy to bring the nated. He then faced the formida- have to abolish slavery, reject all debts the state South back into the Union. ble challenge of reuniting the had acquired as part of the Confederacy, and In the summer of 1865, with Congress in W nation. Inform students that deprive all former Confederate government recess, Johnson began implementing his officials and military officers of the right to Johnson had no formal schooling reconstruction plan. He offered to pardon all vote or hold office. former citizens of the Confederacy who took and remained unable to read well Although Congress passed the Wade-Davis an oath of loyalty to the Union and to return or write until he was almost 20. In Bill, Lincoln blocked it with a pocket veto. their property. He excluded from the pardon pairs, have students research Although Lincoln sympathized with some of the same people Lincoln had excluded. Like the radicals’ goals, he believed that imposing a Lincoln, Johnson required Southern states to Johnson’s background and write a harsh peace would only alienate many whites ratify the Thirteenth Amendment. personality profile that tries to in the South. The former Confederate states, for the most explain how his early life was part, met Johnson’s conditions. They then reflected in his plans for The Freedmen’s Bureau organized new governments and held elections. By the time Congress gathered for its Student Web Lincoln realized that the South was already Reconstruction. OL next session in December 1865, Johnson’s Activity Visit in chaos, with thousands unemployed, home- glencoe.com plan was well underway. Many members of and complete the less, and hungry. At the same time, the victori- activity on Southern ous Union armies had to try to help the large Reconstruction. numbers of African Americans who flocked to Union lines as the war progressed. As Sherman marched through Georgia and South Carolina, thousands of freed African Americans—now Answer: known as freedmen—began following his The Fourteenth troops seeking food and shelter. The Fourteenth Amendment In March 1865, Congress established the Amendment expanded federal power over the Bureau of Refugees, Freedmen, and Abandoned The passage of the Fourteenth Amendment was states; its equal protection clause Lands, better known as the Freedmen’s a turning point in American political and legal history. Since its ratification, the amendment has has been used to extend civil Bureau. The Bureau was directed to feeding and clothing war refugees in the South using been used to expand federal power over the states rights. surplus army supplies. Beginning in September and to extend civil rights through its equal protection clause. It also provided the foundation for the 1865, it issued nearly 30,000 rations a day for doctrine of incorporation—the concept that the the next year. rights and protections in the Bill of Rights apply to The Bureau helped formerly enslaved peo- the states. This doctrine was first upheld by the ple find work on plantations and negotiated Supreme Court in Gitlow v. New York in 1925. In labor contracts with planters. Many Northerners the 1950s and 1960s, the Warren Court used the argued that people who had been enslaved clause extensively to extend civil rights in cases should receive land to support themselves now such as Brown v. Board of Education, Gideon v. that they were free. To others, however, taking Wainwright, and Reynolds v. Sims, among others. land from plantation owners and giving it to ANALYZING HISTORY What is significant freedmen seemed to violate the nation’s com- about the ratification of the Fourteenth mitment to individual property rights. As a Amendment? Write a brief essay to explain result, Congress refused to confirm the right of your answer. Additional African Americans to own the lands that had

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Additional Background The Four- General Assembly ratified the amendment ing persons of life, liberty, or property without teenth Amendment was formally proposed in 1867; after an intervening election, a due process of law; 3. ensures equal protec- on June 13, 1866. By July 1868, enough had new legislature voted to rescind approval tion of the laws) ratified it for the amendment to be added in 1868. To settle the issue, the Ohio to the Constitution. Other states continued General Assembly again voted to ratify to ratify it, however, for many years to come. the Fourteenth Amendment in 2003. Ask: On March 18, 1976, Kentucky ratified the What are the three main provisions of the amendment, 109 years after first rejecting Fourteenth Amendment? (1. grants citi- it. Ohio’s position on the amendment long zenship to all persons born or naturalized in remained open to legal questions. The Ohio the United States; 2. forbids states from depriv- 142 Congress were astonished and angered when The Fourteenth Amendment In March Chapter 3 • Section 3 they realized that Southern voters had elected 1866, congressional Reconstruction began with dozens of Confederate leaders to Congress. the passage of an act intended to override the Moderate Republicans joined with the Radical black codes. The Civil Rights Act of 1866 Republicans and voted to reject the new granted citizenship to all persons born in the D Differentiated Southern members of Congress. United States except for Native Americans. Instruction Congressional Republicans were also angry The act guaranteed the rights of African that the new Southern legislatures had passed Americans to own property and stated that Visual/Spatial Have students laws, known as black codes, which seemed to they were to be treated equally in court. It also research the harsh restrictions be intended to keep African Americans in a gave the federal government the power to sue placed on African Americans by condition similar to slavery. They required people who violated those rights. Johnson D African Americans to enter into annual labor vetoed the act, arguing it was unconstitutional the black codes. Then ask stu- contracts. Those who did not could be arrested and would “[cause] discord among the races.” dents to work in pairs, using their for vagrancy and forced into involuntary servi- The veto convinced the remaining moderate C research to create a political car- tude. Several codes established specific hours Republicans to join the radicals in overriding toon that expresses their reaction of labor and also required them to get licenses Johnson’s veto, and the act became law. to work in nonagricultural jobs. Fearing that the Civil Rights Act might later to these laws. Encourage students be overturned in court, however, the radicals to share their cartoons with the introduced the Fourteenth Amendment to class and have others interpret Radical Reconstruction the Constitution. This amendment granted With the election of former Confederates to citizenship to all persons born or naturalized their meaning. OL ELL office and the introduction of the black codes, in the United States and declared that no state more and more moderate Republicans joined could deprive any person of life, liberty, or the radicals. Finally, in late 1865, House and property “without due process of law.” It also C Critical Thinking Senate leaders created a Joint Committee on declared that no state could deny any person Analyzing Information As Reconstruction to develop their own program “equal protection of the laws.” In 1868, the for rebuilding the Union. amendment was ratified. students read this section, remind them that one goal of the Radical Republicans was equal citizenship for African Americans. Ask: Why ▲ Clarence The Fourteenth Amendment Gideon do you think Radical Republicans “No State shall make or enforce any law which shall abridge the privileges had difficulty putting equal or immunities of citizens of the United citizenship into effect during States; nor shall any State deprive any Reconstruction? (Even some gov- person of life, liberty, or property, ernment leaders in the North were without due process of law; nor deny to any person within its jurisdiction not in favor of granting full equality

the equal protection of the laws.” ▲ to freed African Americans.) OL ▲ In 1964, in Reynolds v. Sims, the Court Ernesto used the Fourteenth Amendment’s equal Miranda protection clause to ensure that state ▲ voting districts were of equal size. In two major cases, Gideon v. Wainwright in 1963 and Miranda ▲ In 1925, in Gitlow v. Arizona in 1966, the Court v. New York, the clarified that the Fifth and Sixth Supreme Court Amendments of the Bill of Rights began using the had to be upheld by the states. Fourteenth Amendment to apply the Bill of Rights to the states. In this case, it held that

▲ In 1954 the Supreme Court based its state laws had decision ending school segregation, to protect free Brown v. Board of Education, on the speech. Fourteenth Amendment’s equal ▲ Benjamin Gitlow protection clause. Additional

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Activity: Collaborative Learning

p choose Understanding the Fourteenth brief background of the case. The rest of the Suggest that one grou Bush the Supreme Court’s ruling in Amendment Divide the class into three group should be divided into two teams— v. Gore (2000). It should produce groups. Have each group research a one for each side of the argument. Each of an interesting class discussion of Supreme Court case based on the the members should present one point for tion of the contemporary applica Fourteenth Amendment. They may use one or against the plaintiff’s case. After the pre- equal protection clause. of the cases mentioned on this page or any sentations, the class should render a deci- other case they find. Students will assume sion for each case. OL the role of attorneys arguing the case before the Court—in this case, the rest of the class. One member of the group should present a 143 Chapter 3 • Section 3 Military Reconstruction, 1867

Military Districts and Commanders What Are the Provisions of the Pa. N.J. 1 General John Schoﬁeld Ohio Reconstruction Amendments? Ill. Indiana Md. S Skill Practice 2 General Daniel Sickles Del. The 13th Amendment (1865) 3 General John Pope West 1 Sequencing Information • Slavery is illegal. 4 General Edward Ord Virginia Virginia 1870 Have students use library and The 14th Amendment (1868) 5 General Philip Sheridan Kentucky 1868 Date of readmission to Union Internet resources to research • All people born or naturalized in the United North Carolina States are citizens. Tennessee 1866 2 1868 • The states may not deny anyone the equal pro- Indian (not part of a the presidency of Andrew military district) Territory Johnson. Then write the title tection of the laws. New Mexico Arkansas South • Leaders of the ConfederacyTerritory cannot serve in the 1868 Carolina 1868 U.S. government or military without a two-thirds 4 3 “Reconstruction During Andrew Alabama Georgia vote by Congress. Mississippi 1868 ATLANTIC Johnson’s Presidency” on the 1870 1870 The 15th Amendment (1870) Texas OCEAN board and draw a time line that Louisiana • The rights of citizens to vote shall not be denied 1870 30°N 5 1868 begins with 1865 and ends with on account of race, color, or previous condition N of servitude. Florida 1868. Call on volunteers to come 1868 E W to the board and enter the major MEXICO Gulf of 90°W S events that occurred during these Mexico years. Ask students to use information on the time line to write 0 300 kilometers Analyzing GEOGRAPHY 0 300 miles a chronological summary of 80°W 1. Location Which former Confederate state was not part Albers Equal-Area projection Reconstruction up to the presi- of a military district? dential election of 1868. OL BL 2. Movement How many years after the war ended was the last Southern state readmitted to the United States? See StudentWorksTM Plus or C Critical Thinking glencoe.com. Predicting Consequences Write the phrase “Military Recon- struction” on the board. Ask stu- President Johnson attacked the Fourteenth to maintain peace and “protect the rights of Amendment and made it the major issue of persons and property.” dents to predict the response of the 1866 congressional elections. He hoped In the meantime, each former Confederate people living in the former Con- Northerners would vote out the Radical state had to hold another constitutional confederate states to being placed Republicans and elect representatives who vention to design a constitution acceptable to under the charge of a Union S supported his plan for Reconstruction. Instead, Congress. The new state constitutions had to the Republicans won approximately a three- give the right to vote to all adult male citizens, general. (anger or resentment at to-one majority in Congress. They now could regardless of race. Each state also had to ratify living under Northern control) OL override any presidential veto and could claim the Fourteenth Amendment before it would be that they had a mandate, or command, to enact allowed to elect people to Congress. their own Reconstruction program in place of Johnson’s plan. Johnson’s Impeachment Republicans Analyzing GEOGRAPHY knew that they had the votes to override presi- Military Reconstruction Begins In March dential vetoes, but they also knew that 1. Tennessee 1867, Congress passed the Military Recon- President Johnson could still refuse to enforce struction Act, which essentially nullified the laws they passed. To restrict Johnson, 2. 5 years C Johnson’s programs. The act divided the former Congress passed two new laws: the Command Confederacy, except for Tennessee—which had of the Army Act and the Tenure of Office Act. ratified the Fourteenth Amendment in 1866— The Command of the Army Act required all into five military districts. A Union general was orders from the president to go through the Additional placed in charge of each district with orders headquarters of the General of the Army. This

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Extending the Content

Section 2 of the Fourteenth Amendment intro- duces the word “male” into the Constitution for the first time. Although many woman suffrag- ists also supported civil rights for African Americans, the Fourteenth Amendment caused a split in the women’s movement between those who supported ratification despite the exclu- sion of women and those who opposed ratification of an amendment that enshrined gender discrimination in the Constitution. 144 was the headquarters of General Grant, whom Chapter 3 • Section 3 the Republicans trusted. The Tenure of Office Republican Rule Act required the Senate to approve the removal MAIN Idea As African Americans entered poli- of any official whose appointment had required tics, some white Southerners began to resist the Senate’s consent. Republican reforms. R Reading Strategy In order to challenge the Tenure of Office HISTORY AND YOU Have you heard of recent Questioning Only Andrew Act, Johnson fired Secretary of War Edwin activities of the Ku Klux Klan? Read on to find out M. Stanton, who supported the Radical when and why the KKK was founded. Johnson and Bill Clinton have Republicans. Three days later, the House of been impeached. Ask: For what Representatives voted to impeach Johnson, R By late 1870, all former Confederate states offenses do you think a presi- meaning that they charged him with “high had rejoined the Union. With many issues dent should be impeached? crimes and misdemeanors” in office. They unresolved, reunification did little to restore accused Johnson of breaking the law by refus- harmony between the North and South. (Answers will vary, but may include ing to uphold the Tenure of Office Act. breaking the law, treason, and As provided in the Constitution, the Senate other reasonable answers.) OL then put the president on trial. If two-thirds of Carpetbags and Scalawags the senators found the president guilty of the During Reconstruction, a large number of charges, he would be removed from office. In S Northerners traveled to the South. Many were May 1868, the Senate voted 35 to 19 that S Skill Practice eventually elected or appointed to positions in Johnson was guilty of high crimes and misde- the new state governments. Southerners, Evaluating Organize students meanors. This was just one vote short of the particularly supporters of the Democratic into several small groups. Ask: votes needed for conviction. Party, called these newcomers carpetbaggers Although Johnson remained in office, he If you had been a member of because some arrived with their belongings finished his term quietly and did not run for the House of Representatives in in suitcases made of carpet fabric. Local election in 1868. That year, the Republicans residents saw them as intruders seeking to 1868, would you have voted for nominated Ulysses S. Grant. During the cam- exploit the South for their own gain. paign, Union troops in the South enabled or against the impeachment of Some white Southerners did work with the African Americans to vote in large numbers. Johnson? Why? (Answers will Republicans and supported Reconstruction. As a result, Grant won six Southern states and Other Southerners called them scalawags— vary.) After groups discuss the most Northern states. The Republicans also an old Scots-Irish term for weak, underfed, issue, call on representatives to retained large majorities in Congress. worthless animals. The scalawags were a present their responses. diverse group. Some were former Whigs who The Fifteenth Amendment With their had grudgingly joined the Democratic Party majority secure, and a trusted president in before the war. Others were owners of small office, congressional Republicans moved rap- farms who did not want the wealthy planters idly to expand their Reconstruction program. to regain power. Some were business people Answer: Recognizing the importance of African who favored Republican economic plans. American suffrage, Congress passed the to make former slaves citizens of Fifteenth Amendment. This amendment the United States with equal declared that the right to vote “shall not be African Americans rights, to give voting rights to denied . . . on account of race, color, or previous Having gained the right to vote, African condition of servitude.” By March 1870, the African American men, who were American men entered into politics with amendment had been ratified. great enthusiasm. They served as legislators more likely to vote Republican Radical Reconstruction had a dramatic and administrators for nearly all levels of and would help the Republicans impact on the South, particularly in the short government. Hundreds served as delegates term. It brought hundreds of thousands of control Congress to the conventions that created the new African Americans into the political process for state constitutions. They also won election to the first time. It also began to change Southern many local offices, from mayor to police chief society. As it did so, it angered many white to school commissioner. Dozens served in Southerners, who began to fight back against the South’s state legislatures, 14 were elected the federal government’s policies. to the House of Representatives, and two, Analyzing Why did congressional Hiram Revels and Blanche K. Bruce, were Republicans pass amendments to the Constitution? elected to the Senate. Additional

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Activity: Collaborative Learning

Analyzing Primary Sources In groups, Ohio]. I get twenty-five dollars a month, balance will show what we are in justice have students read the following excerpt with victuals and clothing; have a comfort- entitled to. . . . from a letter written by Jourdon Anderson able home for Mandy,—the folks call her Say howdy to George Carter, and thank (who had escaped slavery) in response to Mrs. Anderson,—and the children . . . go to him for taking the pistol from you when you an invitation to work for his former slave- school and are learning well. . . . [W]e have were shooting at me.” (See URB pp. 101–102 holder after the Civil War: decided to test your sincerity by asking you for a longer excerpt from the letter.) Ask: “Sir: . . . . I want to know particularly what to send us our wages for the time we served What aspects of freedom does Anderson the good chance is you propose to give me. you. . . . Add to this the interest for the time most value? (economic independence, being I am doing tolerably well here [in Dayton, our wages have been kept back, and deduct treated with respect, education for his what you paid for our clothing . . . and the children) 145 Chapter 3 • Section 3 African Americans Enter Politics

Reconstruction provided African Americans with new opportunities S Skill Practice to participate in politics. Many took part in the state constitutional Conducting Research Have conventions and were elected to state legislatures—achieving a students research and then write a majority in South Carolina’s state assembly—and to local offices. short profile of one of the African Americans who served in Congress during Reconstruction. Encourage students to use library and Internet resources to conduct their research.

D Differentiated Instruction ▲ This drawing from 1867 depicts the primary groups Gifted and Talented Invite that became political leaders of the South’s African interested students to use histori- American community—artisans (shown with tools), the middle class, and Union soldiers. cal statistical abstracts to find data on African American enrollment in schools from 1860 to 1900. Have students report on what they find ▲ This sketch from 1868 shows African Americans campaigning. and present the information in a African Americans were excited to participate in politics. The sketch shows women and children as well, suggesting that the bar or line graph. Display the entire community regarded political issues as important, even graphs in the classroom. AL though only adult males could vote.

Analyzing VISUALS Analyzing VISUALS 1. Identifying Central Issues Why do you think African Americans were so enthusiastic about participating in politics?

Answers: 2. Explaining What about the illustration above indicates the ▲ The sketch above from the 1870s shows South political position of women? Carolina’s legislature—the only state legislature with 1. Under slavery, they had had an African American majority during Reconstruction. no power to control their own lives. Voting and holding public office gave them political As formerly enslaved people entered Bureau, with the help of Northern charities, power. Southern politics, many white Southerners established schools for African Americans claimed that “Black Republicanism” ruled the across the South. In the 1870s, Reconstruction 2. They are seated on the side- South. Such claims were greatly exaggerated. governments built a public school system in D lines, not among the men at S No African American ever served as governor. the South, and by 1876 about 40 percent of all the table, indicating their sta- In South Carolina, where African Americans African American children (roughly 600,000 were a majority of the population, they did students) attended school. tus as nonvoters and their gain control of the legislature, but it lasted for Formerly enslaved people across the South lack of political power. only one term. African Americans participated also began building their own churches. in government, but they did not control it. Churches frequently served as the center of Many African Americans wanted an education, many African American communities, as they something they had been denied under slav- housed schools and hosted social events and Additional ery. As Reconstruction began, the Freedmen’s political gatherings.

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Historically Black Colleges After the American ministers. Soon the idea Reconstruction, Spelman College—the first Civil War, African American institutions of expanded to the creation of an entire uni- college for African American women—and higher education were established in versity, named for one of the founders and the Tuskegee Institute, now Tuskegee the South. These included Fisk University in head of the Freedmen’s Bureau, General University, were founded. The Tennessee and Atlanta University and Oliver Howard. Howard University quickly first teacher at Tuskegee was Booker T. Morehouse College in Georgia. The institu- expanded to include the first law school for Washington, who later became an impor- tion that would become Howard University African Americans established in 1869. The tant African American leader. was founded in 1867 in Washington, D.C., Hampton Institute was started in 1868 in by a group of Congregationalists who Virginia to teach African Americans a trade wanted to establish a seminary for African or agricultural techniques. In 1881, after 146 Republican Reforms Reconstruction Ends Chapter 3 • Section 3 Because of past disloyalty, some Southern MAIN Idea Reconstruction ended as Democrats whites were barred from participating in the regained power in the South and in Congress. new Southern governments, and many others HISTORY AND YOU What values and policies do R Reading Strategy simply refused to do so. Republicans did have you associate with the Republican and Democratic the support of many poor white farmers, who parties? Read to learn about the roles these parties Academic Vocabulary A pre- resented the planters and Democratic Party played during the Reconstruction period. fix is a word part that comes that had dominated the South before the war. before a base word, or root, and This enabled a coalition of poor Southern-born As commander of the Union forces, Ulysses whites, African Americans, and Northern car- S. Grant had led the North to victory in modifies the meaning of the petbaggers to elect Republican candidates. the Civil War. His reputation had then carried word. Discuss how knowing the The Republican governments in the South him into the White House in the election of meaning of a prefix helps stu- instituted a number of reforms. They repealed 1868. Unfortunately, Grant had little exper- dents decipher the meaning of the black codes, and established state hospitals ience in politics. He believed that the presi- words such as infrastructure. R and institutions for orphans. To improve the dent’s role was to carry out the laws and infrastructure, they rebuilt roads, railways, leave the development of policy to Congress. OL BL ELL and bridges damaged during the Civil War and This approach pleased the Radical Republi- provided funds for the construction of new cans in Congress, but it left the president railroads and industries in the South. weak and ineffective when dealing with other S Skill Practice Many white Southerners scorned these issues. Eventually, Grant’s lack of political reforms, which did not come without cost. experience helped to divide the Republican Drawing Conclusions Have Many state governments had to borrow money Party and to undermine public support for students research Ulysses S. and impose high property taxes to pay for the Reconstruction. Grant’s background. Ask: How repairs and new programs. Many landowners, During his first term, Ulysses S. Grant unable to pay these new taxes, lost their land. faced a growing number of Republicans did Grant’s background improve who were concerned that interests in making or deter his effectiveness as money and selling influence were begin- president? (military experience: Southern Resistance ning to dominate the Republican Party. These S leadership; lack of political experi- critics also argued that the economic policies Unable to strike openly at the Republicans ence: unable to gain backing for running their states, some Southern oppo- most Republicans supported, such as high nents of Reconstruction organized secret soci- tariffs, favored the rich over the poor. In 1872, programs, stop corruption, or eties to undermine Republican rule. The largest these critics, known as Liberal Republicans, choose reliable cabinet members; of these groups was the Ku Klux Klan. Started split from the Republican Party and nomi- lack of financial background to deal nated their own candidate, the influential in 1866 by former Confederate soldiers in with the Panic of 1873.) OL Pulaski, Tennessee, the Klan spread rapidly newspaper publisher Horace Greeley. Despite throughout the South. Hooded, white-robed this split, Grant easily won reelection to a Klan members rode in bands at night terroriz- second term. ing African Americans, white Republicans, car- During Grant’s second term, a series of petbaggers, teachers in African American scandals damaged his reputation. In addition, Answer: the nation endured a staggering and long- schools, and others who supported the Poor white farmers and African Republican governments. Republicans and lasting economic crisis that began during African Americans responded by organizing Grant’s second term. After a powerful banking Americans supported the their own militias to fight back. firm declared bankruptcy, a wave of fear known reforms; others opposed giving As the violence increased, Congress passed as the Panic of 1873 quickly spread through the rights to African Americans and nation’s financial community. The panic soon three Enforcement Acts in 1870 and 1871, one having to pay for programs. of which outlawed the activities of the Klan. set off a full-fledged depression that lasted Although local authorities and federal agents until almost the end of the decade. arrested more than 3,000 Klan members, only The scandals in the Grant administration about 600 were convicted, and fewer still served and the nation’s deepening economic depres- any time in prison. sion hurt the Republicans politically. In the 1874 midterm elections, the Democrats won Explaining Why did only some back control of the House of Representatives Southerners support Republican reforms? and made gains in the Senate. Additional

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Activity: Collaborative Learning

Debating Show students an electoral nically, citizens have no right under the In making the assignment, mention the map of the 1876 presidential election, Constitution to cast a vote for president. concept of One Person, One Vote. OL AL including the states where the outcome The Electoral College elects the president was in dispute. Inform students that the and the manner for selecting electors in the Democrat, Samuel Tilden, won 51% of the Electoral College is decided by individual popular vote compared to 48% for states. Divide the class into two teams and Republican Rutherford B. Hayes—but Tilden ask them to do research on the Electoral lost the election. Remind students that College. Then have them debate the topic there is no provision in the U.S. Constitution “The Electoral College Should Be Abolished.” for popular election of the president; tech- 147 Chapter 3 • Section 3 The New South Sharecropping in the South, 1880 Percentage of sharecropped farms by county Pa. 40°N The New South was a blend of the old and the N.J. 34.2% to 81.0% 12.7% to 19.5% Ohio Md. D Differentiated new. Industry began to develop, but agriculture 25.8% to 34.1% 0% to 12.6%Ind. Del. remained vital to the economy. By the 1890s, 19.6% to 25.7% W.Va. Instruction the South was exporting more cotton, rice, and Va. Kans. Ky. Verbal Linguistic Help stu- tobacco than before the Civil War. Although Mo. slavery had ended, many African Americans N.C. Tenn. dents review the section by spec- were poor sharecroppers who harvested crops Indian Terr. Ark. for landowners. S.C. ulating about the problems that 4 ATLANTIC million enslaved people would Ala. Ga. OCEAN Miss. confront when they were sud- 30°N Tex. La. N denly set free but had no money, Florida E housing, education, or jobs. BL W 0 300 kilometers S Gulf of Mexico 0 300 miles MEXICO Albers Equal-Area projection S Skill Practice 100°W 90°W 80°W Sequencing Information D Have students reread the section on the Compromise of 1877. Ask them to create a list of the events leading to the compromise. BL

▲ The industry of the “New South” was still driven by agricultural products, such as tobacco. The workers shown Analyzing VISUALS above are processing tobacco in a Richmond tobacco factory in 1899. Answers: Analyzing VISUALS 1. North Carolina, South Carolina, Georgia 1. Specifying In which three states was sharecropping most common? 2. Possible answer: The South 2. Explaining Why do you think the South’s economy ▲ Sharecroppers harvest cotton in Georgia in 1898. still had fertile land, the remained so dependent on agriculture after Reconstruction? know-how to do it, and African Americans who, while The Compromise of 1877 Republicans of corruption. Southern Democrats technically free, were still viewed their efforts to regain power as a cru- available and with sharecrop- The rising power of the Democrats in sade to help save the South from Republican ping could be forced to farm Congress and Republican concerns over scan- rule. By 1876, the Democrats had taken control dals made enforcing Reconstruction more dif- of all but three Southern state legislatures. the land. ficult. At the same time, many Northerners That year, the nation’s presidential election were becoming more concerned about the pitted Republican Rutherford B. Hayes, a for- S economy than the situation in the South. S mer governor of Ohio, against Democrat In the 1870s, Democrats began to regain Samuel Tilden, a wealthy corporate lawyer and power in the South. They did so in part through former governor of New York. On Election Day, intimidation and fraud, and in part by defining twenty electoral votes were disputed. Nineteen elections as a struggle between whites and of the votes were in the three Southern states African Americans. They also won back sup- controlled by Republicans. As a result, con- port by promising to cut the high taxes the gressional leaders worked out a deal known as Additional Republicans had imposed and by accusing the Compromise of 1877.

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Activity: Economics Connection

Trends in the Labor Force Invite the eco- the service sector. Help them create line charts nomics teacher to describe the labor force and using the data to see if their estimations about how jobs are classified into agricultural, manu- the trends were accurate. AL facturing, or service sector jobs. Ask students to estimate what the trends in each category have been from the Civil War to the present. Then, have students use resources such as Historical Statistics of the United States to research the trends over time in the number of people employed in agriculture, manufacturing, and 148 Historians are not sure if a deal really took place or what its exact Chapter 3 • Section 3 terms were. The Compromise of 1877 reportedly included a promise REVIEW by the Republicans to pull federal troops out of the South, if Hayes Section 3 was elected, and that is in fact what happened within a month of Hayes taking office. However, it is also true that the nation was S Skill Practice tired of the politics of Reconstruction and that Republican leaders Vocabulary Write were ready to end Reconstruction. Indeed, President Grant had 1. Explain the significance of: Reconstruction, Drawing Conclusions pulled troops out of Florida even before Hayes took office. amnesty, Radical Republicans, pocket veto, on the board: “Difficult Problem” Freedmen’s Bureau, black codes, Fourteenth and “Difficult Solution.” Ask stu- A “New South” Arises Amendment, Fifteenth Amendment, carpet- dents to list the problems they baggers, scalawags, Compromise of 1877, Many Southern leaders realized the South could never return think were the most difficult for to the pre–Civil War agricultural economy dominated by the sharecroppers. planter elite. Instead, they called for the creation of a “New the South to solve during South”—a phrase coined by Henry Grady, editor of the Atlanta Main Ideas Reconstruction—and why. Then Constitution. They believed the region had to develop a strong 2. Identifying Points of View What was have the class vote on the most President Lincoln’s attitude toward the industrial economy. difficult. OL An alliance between powerful white Southerners and Northern Reconstruction goals of the Radical financiers brought great economic changes to some parts of the Republicans? South. Northern capital helped to build railroads, and by 1890, 3. Explaining What was the goal of one of almost 40,000 miles of railroad track crisscrossed the South—nearly the Enforcement Acts, passed in 1870–1871? four times the amount there in 1860. Southern industry also grew. Answer: A thriving iron and steel industry developed around Birmingham, 4. Determining Cause and Effect What the outcome of the presidential Alabama. In North Carolina, tobacco processing became big busi- was the cause and effect of the Panic of ness, and cotton mills appeared in numerous small towns. 1873? election of 1876 In other ways, however, the South changed little. Despite its industrial growth, the region remained agrarian. As late as 1900, Critical Thinking only 6 percent of the Southern labor force worked in manufac- 5. Big Ideas What factors contributed to turing. For many African Americans in particular, the end of the improving economy of the South after Reconstruction meant a return to the “Old South,” where they Reconstruction? Assess had little political power and were forced to labor under difficult and unfair conditions. S 6. Organizing Use a graphic organizer sim- The collapse of Reconstruction ended African American hopes ilar to the one below to identify the prob- of being granted their own land in the South. Instead, many lems faced by Grant’s administration. returned to plantations owned by whites, where they either Study Central™ provides worked for wages or became tenant farmers, paying rent for the Problems Faced by summaries, interactive games, Grant’s Administration land they farmed. Most tenant farmers eventually became share- and online graphic organizers to croppers. Sharecroppers did not pay their rent in cash. Instead, they paid a share of their crops—often as much as one-half to 7. Analyzing Visuals Review the map on help students review content. two-thirds—to cover their rent as well as the cost of the seed, page 144. In what year were most south- fertilizer, tools, and animals they needed. ern states readmitted to the Union, and Many sharecroppers needed more seed and supplies than their which states were they? Close landlords could provide. Local suppliers, known as furnishing merchants, provided the supplies on credit, but at interest rates as high Writing About History Summarizing Ask students as 40 percent. To make sure sharecroppers paid their debts, laws 8. Expository Writing Write a short how conditions changed for allowed merchants to put liens on their crops. This meant the mer- essay explaining what you consider to African Americans in the South chant could take crops to cover the debts. The crop lien system and be the three most important events of high interest rates trapped sharecroppers on the land because they Reconstruction and why you chose them. from before the war to after could not pay off their debts and leave, nor could they declare Reconstruction. (They were free, bankruptcy. Failure to pay off debts could lead to imprisonment or but rights gained initially were lost forced labor. The Civil War had ended slavery, but Reconstruction after Reconstruction.) had left many African Americans trapped in poverty. Study Central™ To review this section, go Explaining What major issue was settled by the to glencoe.com and click on Study Central. Compromise of 1877? Section 3 REVIEW 149

Answers

1. All definitions can be found in the section 6. perception that wealthy Americans had too and the Glossary. much influence, a series of scandals, the 2. He sympathized with some of their views, Panic of 1873 but did not want to alienate Southerners 7. 1868; Arkansas, Florida, North Carolina, with a harsh peace. Louisiana, South Carolina, Alabama 3. to outlaw the activities of the Ku Klux Klan 8. Essays should include three events and an 4. cause: A major banking firm declared bank- explanation for each. ruptcy; effect: a major economic depression that lasted for nearly the entire decade 5. investment by Northerners, growth of new industries 149 Chapter 3 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Analyzing Have students research the point of view that ▲ North v. South The capture of New Orleans (below) someone in one of the following gave the Union control of the mouth of the Mississippi River. groups might have had about the 1861 war: Southern farmers, Southern • Lincoln orders a blockade of Southern ports. shopkeepers, Southern merchant • The Confederacy organizes its government. ship owners, Northern farmers, • The South wins the First Battle of Bull Run. • Both sides begin building up their forces. free Northern African American laborers, or Northern textile mill 1862 owners. Tell students to then write • Farragut captures New Orleans. an essay explaining how a person • After the Battles of Shiloh and Murfreesboro, ▲ Jefferson Davis meets with his in one of these groups might have cabinet and General Lee. the Union gains control of western Tennessee. felt about the war once it was • Led by McClellan, Union troops land in over and why. Have students Virginia to begin the Peninsula Campaign; after a series of battles with Lee’s forces, share their essays in class, and McClellan’s forces withdraw.

have classmates evaluate whether • Lee invades the North but is defeated ▲ The failure of Pickett’s Charge at the Battle of Antietam. convinced Lee to withdraw from each essay accurately portrays the Gettysburg. It was the turning point of view of the person point of the war. selected. AL 1863: The Turning Point • Lincoln issues the Emancipation Proclamation. • Grant captures Vicksburg after a long siege and cuts the Confederacy in two. • After winning the battles of Fredericksburg and Chancellorsville, Lee invades the north but is defeated at the Battle of Gettysburg. • After losing the Battle of Chickamauga, ▲ After the Battle of Antietam (above), Lincoln issued the Emancipation Union forces drive back Southern forces at Proclamation. the Battle of Chattanooga. • Grant is given command of all Union forces.

1864 ▲ Mourners surround Lincoln’s hearse in Philadelphia in April 1865. • Grant battles Lee’s forces in northern Virginia; Lee retreats into Petersburg, which Grant puts under siege. • Sherman captures Atlanta, then begins his March to the Sea across Georgia.

1865 • Lee attempts to escape from Petersburg but is surrounded by Grant’s forces and surrenders ▲ Grant’s forces wore down Lee’s troops at Appomattox Courthouse; other Confederate in a series of battles in northern forces surrender as well. Virginia. At Cold Harbor (above), the • Lincoln is assassinated. Hands-On Union suffered heavy losses.

Chapter Project 150 Chapter 3 The Civil War and Reconstruction Step 4: Wrap Up Art Show on the Civil War • What was good about the show? Putting It Together Have students write and Reconstruction • Did the images illustrate the Civil War a brief summary of their reactions to the and/or Reconstruction clearly? Why or project, explaining how it illustrated the Step 4: Wrap Up After students have why not? Civil War and Reconstruction and whether hung the presentation, they will acquire • How could the show have been the project helped them review the feedback and learn from it. improved? chapter. OL • What would you do differently if you did Directions Ask viewers of the exhibit for this project again? their feedback. (You may want to put com- ment cards out.) As a class, review the com- ments and discuss your own reactions to the show. Ask the following questions to start the discussion: 150 Chapter 3 • Assessment Chapter ASSESSMENT Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the sentence. Directions: Choose the best answer for each of the following questions. 1. A Martial law is when the mili- 1. Abraham Lincoln declared in Baltimore to prevent tary takes over for local govern- Maryland’s secession. Section 1 (pp. 122–129) ment and people’s civil rights are A martial law 6. The Civil War began when suspended. Abolition is to end B abolition A Lincoln refused to send troops into Kentucky. something, and does not make C habeas corpus B Fort Sumter fell to the Confederacy. sense. Habeas corpus was sus- D popular sovereignty C Virginia seceded from the Union. pended during the war, not D Army officers imprisoned many suspected secessionists. 2. Because of the effectiveness of the Union Navy, the declared. Lincoln did not declare Confederacy often used to get needed supplies. popular sovereignty. 7. Which of the following was part of the Union’s Anaconda A ironclads Plan for defeating the Confederacy? B blockade runners 2. B Three of the answers are A a blockade of Southern ports C cavalry types of ships, which may confuse B a quick ground offensive D British warships students. However, the Union C the assassination of Jefferson Davis navy used blockades, which 3. General Ulysses S. Grant employed a strategy known as a D a defensive war of attrition means they sealed off Southern to capture the city of Vicksburg. harbors and cut them off to trade. Section 2 (pp. 130–137) A battle Blockade runners literally ran 8. One result of the Battle of Antietam was that B blockade (moved) through the blockades to A Lincoln issued the Emancipation Proclamation. C siege smuggle supplies. D charge B the Confederacy was split in two. C Great Britain decided to support the Confederacy. 3. C Students should think of a 4. Part of President Lincoln’s plan for Reconstruction was to D David Farragut became a hero in the North. offer to Southerners who would take an oath of siege as an all-out attack. Grant loyalty to the United States. cut off the food supply and troops 9. The institution of slavery was formally abolished in the United bombarded the city. Battle and A imprisonment States by the charge are too general to work in B amnesty A Compromise of 1850. the blank. A blockade cuts off C debt peonage B Emancipation Proclamation of 1863. food and supplies, but does not D exile C ratification of the Thirteenth Amendment. involve a coordinated attack to D creation of the Freedmen’s Bureau in 1865. 5. Northerners who came to the South during Reconstruction devastate a city. were called by Southerners who believed the Northerners were exploiting the South’s misfortune for personal gain. 4. B For fill-in-the-blank ques- A scalawags TEST-TAKING TIP tions ask students to read the question and fill in the blank B sharecroppers Be sure to read each question carefully to identify any key C carpetbaggers words that may help you to either choose the correct before looking at the answer D furnishing merchants answer choice or eliminate incorrect answer choices. choices. The answer choice that most closely matches their origi- Need Extra Help? nal choice is most likely correct. If You Missed Questions . . . 123456789GO ON Go to Page . . . 126 130 134 140 145 125 129 133 137 Amnesty is the only answer choice that is a positive, and based on Chapter 3 The Civil War and Reconstruction 151 the question, it is likely that Lincoln offered something positive in return for a loyalty oath. Fort Sumter fell before the events in the other 8. A Lincoln had not emancipated enslaved answer choices happened. Virginia seceded African Americans at the beginning of the 5. C Carpetbaggers were called right after Sumter fell. Army officers imprisoned war, for fear of alienating border states. so because of their bags made of suspected secessionists during martial law in However, after Antietam, the issuance of the carpet remnants. A scalawag was Maryland. Shortly after that, Lincoln refused to Proclamation added a new motivation to the a white Southerner who sup- send troops into Kentucky. war: freeing enslaved people. ported Reconstruction. Furnishing merchant is a distracter based on 7. A Remind students that an anaconda is a 9. C Students may be tempted to choose B, similarity to “carpet.” snake that kills its prey by strangulation. The but remind them that the Proclamation only Anaconda plan included a blockade, A, in addi- declared free those enslaved persons residing tion to splitting the Confederacy by taking the in areas still in rebellion against the United Reviewing Main Ideas Mississippi. This would slowly “strangle” the States. The Thirteenth Amendment formally 6. B Students can approach this South. ended slavery. question in a chronological way. 151 Chapter 3 • Assessment Chapter ASSESSMENT

10. D Grant’s capture of Vicksburg and victory at 10. After the successful capture of Chattanooga, Lincoln Critical Thinking Chattanooga proved his military A recalled General Sherman to Washington, D.C. Directions: Choose the best answers to the following questions. skill and leadership. B issued the Emancipation Proclamation. C began negotiations for peace with the Confederacy. 15. One advantage that the Confederacy held during the Civil War was that 11. A This question can be D made General Grant general in chief of the Union. A it received military and financial support from the British answered using the process of and French. elimination. B is incorrect, because Section 3 (pp. 140–149) B many battles occurred on lands with which Southerners under the Bill, once all white men 11. Which of the following was a provision of the Wade-Davis were more familiar. in the state had taken an oath of Bill for readmitting Southern states to the Union? C the largest weapons factories were located in the South. allegiance, they could then hold a A The majority of white men in the state had to take an D most people in the country agreed with the position of constitutional convention. C is the oath of allegiance to the United States. the Southern states. opposite of one of the provisions, B States could not hold constitutional conventions. C All former Confederate political and military leaders Base your answers to questions 16 and 17 on the map below and your which stated the constitutions would be given the right to vote. knowledge of Chapter 3. must ban all former Confederate D Freed African Americans had to be provided with “forty Peninsula Campaign, April–May 1862 leaders from voting. D was not a acres and a mule.” Ra Hanover Courthouse pp N a May 27, 1862 R h provision of the Wade-Davis Bill. . a n n Seven Pines o W E 12. In the Compromise of 1877, supposedly Rutherford B. Hayes c May 31– k would be made president if he would do which of the fol- June 1, 1862 Eltham’s Landing S 12. D The Compromise of 1877 May 7, 1862 M Y C lowing once in office? Richmond o C r L was the name given to the elec- k E C L

h M R L A A e A free all enslaved African Americans in the Southern states Drewry’s Bluff GR . U N DER s tion of Hayes. Although the May 15, 1862 Yorktown Siege a B ensure the passage of the Enforcement Acts April 5– p May 4, 1862 e details of a compromise, if there a

Union victory k Williamsburg C pardon members of President Grant’s administration e indeed was one, are murky, it Confederate victory May 5, 1862 B

D remove all federal troops from the Southern states Other battle a Virginia J y was said that Hayes promised to Fortiﬁcation am e s Fort Railroad R remove federal troops from the . Monroe 13. Following the Civil War, many Southern states enacted Black Union advance 0 20 kilometers Confederate advance South. Federal troops were Codes to 0 20 miles Confederate retreat removed from the South shortly A provide free farmland for African Americans. Albers Equal-AreaEqual-Area projectionprojection after Hayes became president, B guarantee equal civil rights for African Americans. 16. How did General McClellan move his troops to Virginia? which confirmed for some that a C restrict the rights of formerly enslaved persons. A by railroad compromise had taken place. D support the creation of the Freedmen’s Bureau. B by wagon C by land 13. C The culture of the South 14. One way in which Reconstruction failed was that, in the during Reconstruction makes end, it D by water choices A, B, and D highly unlikely. A did not reunite the Confederate states with the Union. 17. The object of the Peninsula Campaign for the Union was to Black codes limited the rights of B led to much corruption in the Grant administration. A capture Richmond. Southern African Americans. C gave the Democrats complete control of every level of government. B capture Yorktown. 14. D Choice A is untrue. B is D allowed African Americans to lose many of their new C beat Magruder to Fredericksburg. incorrect because Reconstruction rights. D blockade Chesapeake Bay. was not the cause of the scandal Need Extra Help? in Grant’s administration. Demo- If You Missed Questions . . . 10 11 12 13 14 15 16 17 GO ON crats did not gain complete con- Go to Page . . . 135 141–142 148–149 143 147–149 132–133 R15 R15 trol of every level of government; 152 Chapter 3 The Civil War and Reconstruction C is too broad. Reconstruction failed because African Americans, although freed from slavery, faced Confederacy failed in its efforts to gain support 17. A Even without knowledge from the chap- massive discrimination and eco- from Great Britain and France. ter, it is evident from the map that all of the nomic hardship. Union and Confederate paths move toward a 16. D General McClellan was a Union general. convergence at Richmond. Have students trace the black arrow, which, Critical Thinking according to the key, represents the Union 15. B Choices A, C, and D are advance. Have students trace their finger along untrue. The largest weapons fac- the line. tories were in the North. It cannot be said that most people in the country agreed with the Southern states, given the number of states that stayed with the Union. The 152 Chapter 3 • Assessment Chapter ASSESSMENT Document-Based 18. After the Civil War, many formerly enslaved African Document-Based Questions Americans earned a living by becoming Questions Directions: Analyze the document and answer the short-answer ques- A railroad workers in the West. tions that follow the document. 21. Lee did not want to stay in B sharecroppers on Southern farms. the Union Army and fight fellow C workers in Northern factories. At the beginning of the Civil War, Robert E. Lee wrote a letter to his sister, Anne Marshall, explaining his decision to resign from Virginians. Lee, like hundreds of D gold miners in California. the U.S. Army. Below is an excerpt from that letter: other Southern military men, did not want to break up the Union, Analyze the cartoon and answer the question that follows. Base your “My Dear Sister: but his loyalty to his “countrymen” answer on the cartoon and on your knowledge of Chapter 3. . . . With all my devotion to the Union and the feeling of would not permit him to take up loyalty and duty of an American citizen, I have not been arms against them. able to make up my mind to raise my hand against my rel- atives, my children, my home. I have, therefore, resigned my commission in the Army, and, save in defense of my 22. Answers will vary. Possible native state . . . I hope I may never be called on to draw answer: He probably thought it my sword. I know you will blame me; but you must think was a terrible tragedy, and he as kindly of me as you can. . . .” could not fight a war against his —from Personal Reminiscences, Anecdotes, and Letters of General Robert E. Lee own family.

21. Why did Robert E. Lee think it was necessary to resign from Extended Response the U.S. Army at the start of the war? 23. Students’ essays must present 22. What do you think Lee’s feelings were about the war? a clear position, either for or 19. This cartoon features Peace Democrats, called against the suspension of writs of “Copperheads,” and the main idea is that they are Extended Response habeas corpus during war and A helpful to the Union cause. 23. President Lincoln suspended writs of habeas corpus during in other circumstances. Argu- B a threat to the Union cause. the Civil War to prevent interference with the draft. In a persuasive essay, explain your views on the suspension of civil ments must be focused and well- C frightening to many people. liberties in this case, and in general. Do you think that the reasoned. Essays must include D peaceful and caring. suspension of civil liberties is justified in some situations? In supporting details from the text, your essay, include an introduction and at least three para- as well as an introduction, con- 20. Which of the following statements best describes the aims graphs with details from the chapter to support your views. of the Peace Democrats? clusion, and at least three body A They wished to join with the seceding Southern states. paragraphs. B They wished to remove Abraham Lincoln from office. C They wanted to avoid war by negotiating with the Confederacy. STOP D They wanted Jefferson Davis to replace Lincoln as president.

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Chapter 3 The Civil War and Reconstruction 153

18. B Many formerly enslaved African ing way. A and D do not fit with the threaten- Americans became sharecroppers, which left ing nature of the Copperheads. C is too general Have students visit the Web them little better off than they had been when to describe the cartoon. site at glencoe.com to review they were enslaved. Sharecroppers were tied to 20.C The Peace Democrats were located in the Chapter 3 and take the Self- the land because they were constantly working Check Quiz. to pay off debts that could never be repaid; North, but they wanted to put an end to the they were essentially economically enslaved. war. This was the reason that they were seen as treasonous to their Northern critics. 19. B Help students analyze the cartoon. The Need Extra Help? woman, carrying a shield that says “Union” rep- Have students refer to the resents the Union. This is a play on the tradi- pages listed if they miss any of tional Lady Liberty figure. The Copperheads are the questions. clearly advancing on the woman in a threaten- 153