Download The Coming of the Civil War

4
SE C
CT I O N
S
Section
4
Step-by-Step Instruction
The Confederate States
“
In the exercise of a right so ancient, so wellestablished, and so necessary for self-preservation,
the people of the Confederate states . . . passed
[laws] resuming all their rights as sovereign and
independent States and dissolved their connection
with the other States of the Union.
”
—President Jefferson Davis, message to the
Confederate Congress, April 29, 1861
�
�
Review and Preview
The students have read about the in­
creased tensions between North and South
after John Brown’s raid. Now they will
focus on how the 1860 election broke the
nation apart.
Newspaper announcing secession of
southern states
Confederate seal
The Coming of the Civil War
Objectives
• Describe the results of the election of 1860.
• Explain why southern states seceded from the
Union.
• Summarize the events that led to the outbreak of the Civil War.
Why It Matters John Brown’s raid increased tensions
between North and South. So did the growing power of the
Republican Party. The nation was on the verge of a civil war.
Section Focus Question: Why did the election of
Abraham Lincoln spark the secession of southern states?
The Nation Divides
As the election of 1860 drew near, Americans everywhere felt a sense of crisis. The long and bitter debate over
slavery had left the nation seriously divided.
Reading Skill
Analyze Multiple Causes or Effects
Many events in history have more than one cause,
as the Civil War certainly did. Other events lead to
more than one effect, which is also certainly true
of the Civil War. As you read about this turning
point in American history, look for causes with
multiple effects and effects with multiple causes.
Key Term
civil war
Election of 1860 The Republicans chose Abraham
Lincoln as their presidential candidate. His criticisms of
slavery during his debates with Douglas had made him
popular in the North.
Southern Democrats wanted the party to support
slavery in the territories. But northerners refused to do so. In
the end, the party split in two. Northern Democrats chose
Stephen Douglas as their candidate. Southern Democrats
picked Vice President John Breckinridge of Kentucky.
Some southerners still hoped to heal the split between
North and South. They formed the Constitutional Union
Party and nominated John Bell of Tennessee. Bell promised
to protect slavery and keep the nation together.
Stephen Douglas was sure that Lincoln would win the
election. However, he believed that Democrats “must try to
save the Union.” He pleaded with southern voters to stay
with the Union, no matter who was elected. However, when
Douglas campaigned in the South, hostile southerners often
pelted him with eggs and rotten fruit.
Section 4 The Coming of the Civil War 499
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
accommodation,
p. 501
n. adjustment; adaptation
With the Treaty of Ghent, Britain and the United States reached an
accommodation to end the War of 1812.
isolate, p. 503
v. to set apart; to separate
With the French fleet in place, Cornwallis was isolated on the
Yorktown peninsula.
Section Focus Question
Why did the election of Abraham
Lincoln spark the secession of
southern states?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Southerners believed
that Lincoln would make laws that would limit
or abolish slavery.)
Prepare to Read
Build Background
Knowledge
L2
Ask students to identify events that led to
the political divisions in the United States
in 1860. (the Fugitive Slave Law, the KansasNebraska Act, the Dred Scott decision, John
Brown’s raid on Harpers Ferry) Ask students
whether they think the nation could still
have held together.
Set a Purpose
n
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 19
n
Have students discuss the statements in
pairs or groups of four, then mark their
worksheets again. Use the Numbered
Heads strategy (TE, p. T24) to call on
students to share their group’s perspec­
tives. The students will return to these
worksheets later.
Chapter 14 Section 4 499
S
N
40°
ATLANTIC
OCEAN
PERCENTAGE ELECTORAL VOTE
4%
Georgia
LA
30°N
59%
13%
24%
120°W
110°W
FL
130°
W
Lincoln, Republican
PERCENTAGE POPULAR VOTE
Douglas, Northern Democrat
0 km
Bell, Constitutional Union
Breckinridge, Southern Democrat
E
W
NC
SC
AL
°W
60
500 Chapter 14
MS
W
(a) four political parties:
green-Republican; purple-Northern
Dem­ocrat; yellow-Constitutional Union;
orange-Southern Democrat; Republicans
won the northern states, Southern Demo­
crats won the southern states (b) sections
of the country voted as united blocks
INDIAN
TERRITORY Arkansas
Texas
MEXICO
12.6%
400
0 miles
400
Albers Equal-Area Projection
39.8%
20°N
18.1%
29.5%
Due to rising tensions between the North and South, the election of 1860
took place in an atmosphere of distrust and suspicion.
(a) Read a Map Key What do the four colors on the map stand for?
Which party won nearly all the northern states? Which party won
nearly all the southern states?
(b) Draw Conclusions How does the map show that sectionalism was
important in the election?
For: Interactive map
Visit: PHSchool.com
Web Code: myp-5104
The election showed just how fragmented the nation had become.
Lincoln won in every free state and Breckinridge in all the slaveholding states except four. Bell won Kentucky, Tennessee, and
Virginia—all in the upper South. Douglas carried only Missouri.
Although Lincoln got only 40 percent of the popular votes, he
received enough electoral votes to win the election.
Southern States Secede Lincoln’s election sent shock waves
through the South. To many southerners, it seemed that the South no
longer had a voice in the national government. They believed that
the President and Congress were now set against their interests—
especially slavery.
One Virginia newspaper expressed the feelings of many southerners. “A party founded on the single sentiment . . . of hatred of
African slavery, is now the controlling power,” it observed. “The
honor, safety, and independence of the Southern people are to be
found only in a Southern Confederacy.”
South Carolina was the first southern state to secede from
the Union. When news of Lincoln’s election reached the state, the
500 Chapter 14 The Nation Divided
Differentiated Instruction
L1
Answers
70°
n
n
n
Kentucky
Tennessee
KEY
Have students read The Nation Divides
using the Structured Silent Reading
strategy (TE, p. T22).
Ask: Which party split along regional
lines? Who were the candidates from
each region? (the Democratic Party;
North: Stephen Douglas, South: John
Breck­inridge)
Ask: Why did the South and North
choose separate candidates? (Neither felt
it could trust a candidate from the other
region.)
Have students use the 1860 Electoral
Vote worksheet to analyze the results of
the election of 1860. Discuss the implica­
tions of these results for the unity of the
country.
At this time, you may also assign the
worksheet The Election of 1860. (See
Differentiated Instruction activity
below.)
Ask: Why did southern states secede
after Lincoln’s election? (They believed
that Lincoln was opposed to slavery.)
Discuss with students how Lincoln’s
election led to secession. Ask: Why did
many southerners feel that they had no
choice? (The election of a President hostile
to their interests, which is how they saw
Lincoln and the Republicans, persuaded
them to take the ultimate step of secession.)
Ohio
Virginia
KANSAS TERRITORY Missouri
Teaching Resources, Unit 5,
1860 Electoral Votes, p. 23
n
Illinois IN
NEW MEXICO
TERRITORY
80°W
n
ga
n
Iowa
California
PACIFIC
OCEAN
hi
n
Wisconsin
N
Maine
VT
NH
New MA
York CT
RI
PA
NJ
MD
DE
ic
n
NEBRASKA
TERRITORY
UTAH TERRITORY
this section, preteach the High-Use
Words accommodation and isolate
using the strategy on TE p. T21.
Key Terms Have students complete the
See It–Remember It chart for the key
terms in this chapter.
BRITISH
TERRITORY
M
Vocabulary Builder Before teaching
90°W
L2
RY
ITO
RR
TE
n
Oregon
50°N
Minnesota
N
p. 499
Instruction
WA
SH
IN
GT
O
ED
NIZ
GA RY
OR RITO
UN TER
The Nation Divides
100°W
Election of 1860
Teach
English Language Learners
L1
Less Proficient Readers
The Election of 1860 Have students use
the worksheet The Election of 1860 to
ana­lyze the results of the election of 1860.
Discuss the implications of these results
for the unity of the country.
L1
Special Needs
Teaching Resources, Unit 5, The
Election of 1860, p. 24
Instruction (continued)
legislature called for a special convention. On December 20, 1860,
the convention passed a declaration that “the union now subsisting
between South Carolina and the other states, under the name of the
‘United States of America’ is hereby dissolved.”
The Confederate States of America With the hope of
accommodation all but gone, six more states followed South
Carolina out of the Union. However, not all southerners favored
secession. Tennessee Senator Andrew Johnson and Texas Governor
Sam Houston were among those who opposed it. Yet, the voices of
the moderates were overwhelmed. “People are wild,” said one
opponent of secession. “You might as well attempt to control a
tornado as attempt to stop them.”
In early February, leaders from the seven seceding states met in
Montgomery, Alabama, to form a new nation that they called the
Confederate States of America. By the time Lincoln took office in
March, they had written a constitution and named former Mississippi Senator Jefferson Davis as their president.
n
Vocabulary Builder
accommodation (ak kom moh DAY
shuhn) n. adjustment; adaptation
To help the students better understand
the concept of secession, which is impor­
tant to the understanding of this chap­
ter, use the Concept Lesson Secession.
Provide students with copies of the
Con­cept Organizer.
Teaching Resources, Unit 5,
Concept Lesson, p. 26; Concept Organizer, p. 6
Independent Practice
Have students continue filling in the study
guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 14,
Section 4 (Adapted Version also available.)
Why did southern states secede from the Union?
Monitor Progress
The Civil War Begins
As students fill in the Notetaking Study
Guide, circulate and make sure individu­
als understand the political consequences
of the slavery debate and why the South
decided to secede. Provide assistance as
needed.
On March 4, 1861, Abraham Lincoln became President of a nation
facing the greatest crisis in its history. In his inaugural address, he
assured the seceded states that he meant them no harm. “I have no
purpose, directly or indirectly, to interfere with the institution of
slavery where it exists,” he promised. But he also warned them about
continuing on the course they had chosen:
hands, my dissatisfied fellow countrymen,
“andIn your
not in mine, is the momentous issue of . . . war.
The Civil War Begins
The government will not assail [attack] you. . . . We are
not enemies, but friends. We must not be enemies.
Though passion may have strained, it must not break
our bonds of affection.
p. 501
Instruction
”
n
—Abraham Lincoln, Inaugural Address, March 4, 1861
Lincoln’s assurance of friendship was rejected.
The seceding states took over post offices, forts,
and other federal property within their borders.
The new President had to decide how to respond.
n
Fort Sumter Lincoln’s most urgent problem
was Fort Sumter, located on an island in the
harbor of Charleston, South Carolina. The fort’s
commander would not surrender it. South
Carolina authorities decided to starve the fort’s
100 troops into surrender. They had been cut off
from supplies since late December and could not
hold out much longer.
Abraham Lincoln speaks at
his first inauguration
L2
Have students read The Civil War
Begins. Remind students to look for the
sequence of events.
Ask: Why did the South decide to open
fire on Fort Sumter? (Confederate leaders
decided to capture the fort while it was
isolated.)
501
History Background
Jefferson Davis Although he believed in
states’ legal right to secede, Jefferson
Davis opposed secession and spoke
publicly in both the North and the South
in the 1850s about the need for national
harmony. Davis continued to hope for a
peaceful resolution to the crisis even after
secession. When his own state of Missis­
sippi seced­ed, Davis made a farewell
speech to the Senate urging peace. His first
act as presi­dent of the Confederacy in 1861
was to send a delegation to Washington,
D.C., to prevent war—a delegation
Lincoln refused to see.
Answer
Many southerners felt that
with Lincoln’s election, the South no
longer had a voice in the national govern­
ment.
Chapter 14 Section 4 501
Instruction (continued)
n
n
INFOGRAPHIC
Have students discuss whether Lincoln
could have prevented war by surrender­
ing Fort Sumter. Ask: Could Lincoln
allow the fort to be surrendered and
not reply militarily? (Answers will vary,
but students should understand the pressure
for war from both sides.)
America’s most tragic conflict began early on the morning of
April 12, 1861, at Fort Sumter. The dark night was suddenly lit
up by Confederate shells fired from the mainland. Within a
few hours, the fort’s wooden barracks had caught fire and
portions of the fort had crumbled. At midday, a Confederate
shell knocked over the fort’s flagpole. The firing went on
throughout the day and evening. By the next day, the Union
garrison was exhausted and every wooden structure in the fort
was ablaze. “The men lay . . . on the ground, with wet
handkerchiefs over their mouths and eyes, gasping for breath.”
Critical Thinking: Analyze Cause and Effect What was
the cause of the Confederate attack on Fort Sumter?
What were the effects?
Show History Interactive transparency
Attack on Fort Sumter. Ask: Why did
the attack on Fort Sumter begin the
war? (It was the first time the Confederates
fired on a Union fort.)
American flag from
Fort Sumter �
Color Transparencies, Attack on Fort Sumter
Inside Fort Sumter
Independent Practice
Visit: PHSchool.com
Web Code: myp-5107
Have students complete the study guide
for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 14,
Section 4 (Adapted Version also available.)
� Confederate Troops Fire on the Fort
Confederate artillery pounded Fort
Sumter for 34 hours. Fires raged out of
control and threatened to ignite the
fort’s magazine, where many barrels of
gunpowder were stored. Facing shortages
of food and ammunition, the Union
commander surrendered. The bloodiest
of all American wars had begun.
Monitor Progress
n
n
n
As students fill in the Notetaking Study
Guide, circulate and make sure individ­
uals understand how the Civil War
began. Provide assistance as needed.
Major Robert �
Anderson, Union
commander of
Fort Sumter
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with a definition or example.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 19; Word
Knowledge Rating Form, p. 15
502 Chapter 14 The Nation Divided
Differentiated Instruction
L3
Advanced Readers
L3
Gifted and Talented
Secession Dialogue Have students work
Answer
Analyze Cause and Effect Cause: The
Union fort was in Confederate territory
and its commander refused to surrender.
Effect: The fort surrendered and the Civil
War began.
502 Chapter 14
in pairs to write a dialogue between a
moderate, pro-Union southerner and one
who favors secession. Ask students to
con­sider what they have read in this
chapter and the likelihood of war if states
secede. Ask students to perform their
dialogues for the class.
Lincoln did not want to give up the fort. But he feared that
sending troops might cause other states to secede. Therefore, he
announced that he would send food to the fort, but that the supply
ships would carry no troops or guns.
Confederate leaders decided to capture the fort while it was
isolated. On April 12, Confederate artillery opened fire on the fort.
After 34 hours, with the fort on fire, the U.S. troops surrendered.
Assess and Reteach
Assess Progress
Vocabulary Builder
isolate (ì sah layt) v. to set apart;
to separate
Was War Avoidable? The Confederate attack on Fort Sumter
marked the beginning of a long civil war. A civil war is a war
between opposing groups of citizens of the same country.
The Civil War probably attracts more public interest today than
any other event in American history. Americans continue to debate
why the war took place and whether it could have been avoided.
In 1850, southerners might have been satisfied if they had been
left alone. But by 1861, many Americans in both the North and the
South had come to accept the idea that war could not be avoided. At
stake was the nation’s future. Four years later, a weary Lincoln
looked back to the beginning of the conflict. He noted:
Both parties [condemned] war, but one of them would
“make
war rather than let the nation survive, and the other
—Abraham Lincoln, Second Inaugural Address, March 4, 1865
Comprehension
and Critical Thinking
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mya-5104
(b) Evaluate Information
Explain what Abraham Lincoln
meant by the following remark:
“Both parties [condemned] war,
but one of them would make war
rather than let the nation
survive. . . .”
1. (a) Recall How did divisions
among the Democrats help lead
to the election of Republican
Abraham Lincoln in 1860?
(b) Explain Problems What was
the South’s reaction to Lincoln’s
Reading Skill
election? How did Lincoln try to
3. Analyze Multiple Causes or
reassure the South?
Effects What were three effects
2. (a) Identify What event marked
of Lincoln’s warning to the
the start of war between the
South?
North and the South?
4 Check Your Progress
1.(a)Northern and southern Democratic
candidates split the Democratic vote,
which allowed Lincoln to win with a
minority of the popular vote.
(b)Seven southern states seceded.
Lin­coln tried to assure the South of his
good intentions.
2.(a) the Confederate attack on Fort
Sumter
(b)The South would make war to
secede, while the Union would fight
L3
For: Help in starting the History
Interactive activity
Visit: PHSchool.com
Web Code: myp-5107
Key Terms
4. Write two definitions for the key
term civil war. First, write a formal definition for your teacher.
Second, write a definition in
everyday English for a classmate.
Writing
5. Based on what you have read in
this section, write a thesis statement for an essay explaining why
the election of Abraham Lincoln
caused the South to secede.
Section 4 The Coming of the Civil War 503
Section
Interactive Reading and
Notetaking Study Guide, Chapter 14,
Section 4 (Adapted Version also available.)
Have students complete the History
Inter­active activity online. Provide stu­
dents with the Web Code below.
Looking Back and Ahead Confederate cannons had
nearly destroyed Fort Sumter. To many, it seemed like a huge fireworks display. No one knew that the fireworks marked the beginning of a terrible war that would last four years.
Check Your Progress
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Extend
Why was Lincoln reluctant to give up Fort Sumter?
Section 4
Teaching Resources, Unit 5,
Section Quiz, p. 30
To further assess student understanding,
use the Progress Monitoring Transparency.
Reteach
According to this section,
what were two causes of the Civil
War?
”
Have students complete Check Your
Progress. Administer the Section Quiz.
Progress Monitoring Transparencies,
Chapter 14, Section 4
Analyze Multiple
Causes or Effects
would accept war rather than let it perish, and the war
came.
L2
Progress Monitoring Online
Students may check their comprehen­
sion of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
only to keep the country together.
3. Accept any three of these: The seceding
states took over U.S. property; South
Carolina cut off food supplies to Fort
Sumter; Lincoln sent food to the fort;
Confederate artillery fired on the fort.
4. Formal: A civil war is a war between
opposing groups in the same country.
Informal: A civil war is when two
groups in the same country fight.
Answers
Reading Skill Lincoln’s election;
the Confederates firing on Ft. Sumter
Possible answer: Lincoln
feared giving it up would show weakness
and encourage further secession.
5. Thesis should be clear and supported by
details.
Chapter 14 Section 4 503