Download Transforming Fire: The Civil War, 1861–1865

CHAPTER 15
Transforming Fire: The Civil War, 1861–1865
LEARNING OBJECTIVES
After you have studied Chapter 15 in your textbook and worked through this study guide chapter, you
should be able to:
1.
Explain the strategy of the combatants during the first two years of the Civil War; identify their
strengths and weaknesses; and indicate the relative position of each in early 1863.
2.
Examine the social, political, and economic impact of the Civil War on the South, its values, and
its people.
3.
Examine the social, political, and economic impact of the Civil War on the North, its values, and
its people.
4.
Discuss the strengths and weaknesses of the North and the South, and explain the factors that led
to northern victory and southern defeat.
5.
Discuss Abraham Lincoln’s and Congress’s approach to the slavery question during the course of
the Civil War; examine their decisions on this issue; and explain the impact of those decisions on
the Union and its war effort.
6.
Discuss Jefferson Davis’s and the Confederate Congress’s approach to the slavery question,
examine their decisions on this issue, and explain the impact of those decisions on the
Confederacy and its war effort.
7.
Discuss the impact of military life and wartime experiences on Confederate and Union soldiers
during the Civil War.
8.
Explain Grant’s strategy in the final years of the Civil War, and describe the battles that enabled
him to achieve northern victory.
9.
Examine the emergence of dissent and disorder in the Confederacy and the Union in the final two
years of the Civil War, and explain the impact of these forces on the two combatants.
10. Discuss the efforts of both North and South to achieve their diplomatic objectives, and indicate
the outcome of those efforts.
11. Examine the impact of the Civil War on the Indian peoples of the American West and on relations
between Indians and Anglo-Americans.
12. Discuss the financial and human costs of the Civil War, and indicate what issues were resolved
and what issues were left unresolved at war’s end.
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
THEMATIC GUIDE
The title of Chapter 15 appropriately calls the Civil War a “transforming fire” and, in so doing,
establishes the transformation of northern and southern societies as the chapter’s theme. Ironically, the
South, which fought to prevent change, was changed the most.
Both North and South expected the Civil War to end quickly; but, as the discussion of the military
engagements of the first two years illustrates, both were mistaken. In 1862, in an attempt to adjust to the
likelihood of a prolonged conflict, the Confederacy adopted the first conscription law in the history of
the United States. This is the first mention of the changes brought to the South by the war. These
changes also included
1.
centralization of political and economic power;
2.
increased urban growth;
3.
increased industrialization;
4.
changed roles for women;
5.
mass poverty, labor shortages, food shortages, and runaway inflation; and
6.
class conflict.
The theme of change is also apparent in the discussions of the war in the American West and in the
discussion of the war’s economic, political, and social impact on northern society.
In the midst of this change, slavery, the institution that was the underlying cause of the war, was seldom
mentioned by either Jefferson Davis or Abraham Lincoln. Lincoln’s silence on the issue during the first
year of the war reflected both his hope that a compromise could be reached with the South and his
attempt to keep intact the coalitions that constituted the Republican party. In dealing with the subject in
1862, he took a conservative and racist approach. When Congress attempted to lead on the slavery
question, Lincoln at first refused to follow; and when abolitionists prodded him on the question, he
distinguished between official duty and personal wishes. When the President did act, it was to offer the
Emancipation Proclamation—a document that was legally wanting but politically and morally of great
meaning. Then, in 1864, he supported a constitutional ban on slavery by supporting the Thirteenth
Amendment.
Ultimately, Jefferson Davis also addressed the slavery issue. Dedicated to independence for the
Confederacy, Davis became convinced that emancipation was a partial means to that end. Although he
faced serious opposition on the issue, Davis pushed and prodded the Confederacy toward emancipation,
but his actions came too late to aid the Confederate cause.
The experience of war also changed the individual soldiers who served in the Confederate and Union
armies. Accustomed to living largely unrestricted lives in rural areas, many had difficulty adjusting to
the military discipline that robbed them of their individuality. Subjected to deprivation and disease and
surrounded by dead, dying, and wounded colleagues, the reality of war had a profound emotional
impact on those who experienced it. However, the commonality of these experiences and the sense of
dedication to a common task forged bonds among soldiers that they cherished for years.
The last two years of the war brought increasing antigovernment sentiment in both South and North.
More widespread in the South, such sentiment involved the planters—who seemed committed only to
their own selfish interests—the urban poor, and the rural masses. The deep-rooted nature of southern
war resistance affected the war effort, and the internal disintegration of the Confederacy was furthered
by disastrous defeats at Vicksburg and Gettysburg. It was in this atmosphere that southern peace
movements emerged, more anti-Davis representatives were elected to the Confederate Congress, and
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
439
secret antiwar societies began to form. Antiwar sentiment also emerged in the North; but, in large part
because of Lincoln’s ability to communicate with the common people, it never reached the proportions
of southern opposition to the war effort. Opposition in the North was either political in nature (the
Peace Democrats) or was undertaken by ordinary citizens subject to the draft (the New York draft riot).
In light of the political nature of the antiwar movement in the North, Lincoln feared for his reelection
prospects in 1864. However, owing to the success of northern efforts to prevent diplomatic recognition
of the Confederacy by Great Britain and France and to Sherman’s successful march on Atlanta and his
subsequent march to the sea, Lincoln’s reelection was assured. The “transforming fire” proceeded to its
conclusion with Lee’s surrender at Appomattox on April 9, 1865, followed by Lincoln’s assassination
five days later. The era of the Civil War had ended; the era of Reconstruction began.
BUILDING VOCABULARY
Listed below are important words and terms that you need to know to get the most out of Chapter 15.
They are listed in the order in which they occur in the chapter. After carefully looking through the list,
(1) underline the words with which you are totally unfamiliar, (2) put a question mark by those words
of which you are unsure, and (3) leave the rest alone.
As you begin to read the chapter, when you come to any of the words you’ve put question marks beside
or underlined (1) slow your reading; (2) focus on the word and on its context in the sentence you’re
reading; (3) if you can understand the meaning of the word from its context in the sentence or passage
in which it is used, go on with your reading; (4) if it’s a word that you’ve underlined or a word that you
can’t understand from its context in the sentence or passage, look it up in a dictionary and write down
the definition that best applies to the context in which the word is used.
Definitions
lyrical ____________________________________________________________________________
adjutant __________________________________________________________________________
trove _____________________________________________________________________________
dysentery _________________________________________________________________________
patronize __________________________________________________________________________
lucrative __________________________________________________________________________
conspicuous _______________________________________________________________________
pathos ____________________________________________________________________________
foil _______________________________________________________________________________
prostrate __________________________________________________________________________
exhort ____________________________________________________________________________
privation __________________________________________________________________________
hoarding __________________________________________________________________________
odium ____________________________________________________________________________
unscrupulous ______________________________________________________________________
largesse ___________________________________________________________________________
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
buttress ___________________________________________________________________________
adept _____________________________________________________________________________
furlough __________________________________________________________________________
iniquity ___________________________________________________________________________
dauntless __________________________________________________________________________
homoerotic ________________________________________________________________________
commutation ______________________________________________________________________
studious __________________________________________________________________________
tenuous ___________________________________________________________________________
reticence __________________________________________________________________________
countermand ______________________________________________________________________
crucible ___________________________________________________________________________
machination _______________________________________________________________________
instigate __________________________________________________________________________
bona fide __________________________________________________________________________
onus ______________________________________________________________________________
tentative __________________________________________________________________________
proximity _________________________________________________________________________
hinterland _________________________________________________________________________
confluence ________________________________________________________________________
tedium ____________________________________________________________________________
stupendous ________________________________________________________________________
pummel ___________________________________________________________________________
denigrate _________________________________________________________________________
inequity ___________________________________________________________________________
citadel ____________________________________________________________________________
beseech ___________________________________________________________________________
garner ____________________________________________________________________________
respite ____________________________________________________________________________
breach ____________________________________________________________________________
usurpation ________________________________________________________________________
atrophy ___________________________________________________________________________
ingenuity __________________________________________________________________________
austere ___________________________________________________________________________
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
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depose ____________________________________________________________________________
belie ______________________________________________________________________________
exhort ____________________________________________________________________________
protracted _________________________________________________________________________
grist ______________________________________________________________________________
irrepressible _______________________________________________________________________
Difficult-to-Spell Names and Terms from Reading and Lecture
IDENTIFICATION AND SIGNIFICANCE
After studying Chapter 15 of A People and a Nation, you should be able to identify fully and explain
the historical significance of each item listed below.
•
Identify each item in the space provided. Give an explanation or description of the item. Answer
the questions who, what, where, and when.
•
Explain the historical significance of each item in the space provided. Establish the historical
context in which the item exists. Establish the item as the result of or as the cause of other factors
existing in the society under study. Answer this question: What were the political, social,
economic, and/or cultural consequences of this item?
1.
Charles Brewster
a. Identification
b. Significance
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442
2.
Chapter 15: Transforming Fire: The Civil War, 1861–1865
the first Battle of Bull Run
a. Identification
b. Significance
3.
General George McClellan
a. Identification
b. Significance
4.
the Anaconda plan
a. Identification
b. Significance
5.
the Union naval campaign
a. Identification
b. Significance
6.
the battles of Elkhorn Tavern, Arkansas, and Honey Springs, Arkansas
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
7.
the battles at Glorieta Pass
a. Identification
b. Significance
8.
Ulysses S. Grant
a. Identification
b. Significance
9.
Grant’s Tennessee campaign
a. Identification
b. Significance
10. the Battle of Shiloh
a. Identification
b. Significance
11. McClellan’s Peninsula campaign
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
12. General Robert E. Lee
a. Identification
b. Significance
13. the Seven Days’ Battles
a. Identification
b. Significance
14. President Jefferson Davis’s southern offensive
a. Identification
b. Significance
15. the Battle of Antietam
a. Identification
b. Significance
16. Jefferson Davis
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
17. the Confederate conscription law
a. Identification
b. Significance
18. the Confederate tax-in-kind
a. Identification
b. Significance
19. the Confederate bureaucracy
a. Identification
b. Significance
20. Confederate nationalism
a. Identification
b. Significance
21. Josiah Gorgas
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
22. Janie Smith
a. Identification
b. Significance
23. inequities in the Confederate draft
a. Identification
b. Significance
24. the twenty-slave law
a. Identification
b. Significance
25. Jay Cooke
a. Identification
b. Significance
26. the development of heavy industry in the North
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
27. the mechanization of Northern agriculture
a. Identification
b. Significance
28. northern labor activism
a. Identification
b. Significance
29. the Union Pacific and Central Pacific Railroads
a. Identification
b. Significance
30. the Morrill Land Grant Act
a. Identification
b. Significance
31. the Homestead Act of 1862
a. Identification
b. Significance
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447
448
Chapter 15: Transforming Fire: The Civil War, 1861–1865
32. establishment of a national banking system
a. Identification
b. Significance
33. Lincoln’s use of presidential power
a. Identification
b. Significance
34. the United States Sanitary Commission
a. Identification
b. Significance
35. Clara Barton, Dorothea Dix, and Mary Ann Bickerdyke
a. Identification
b. Significance
36. Walt Whitman
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
37. Lincoln’s plan for gradual emancipation
a. Identification
b. Significance
38. the Radicals
a. Identification
b. Significance
39. the confiscation acts
a. Identification
b. Significance
40. “The Prayer of Twenty Millions”
a. Identification
b. Significance
41. the Emancipation Proclamation
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
42. the Thirteenth Amendment
a. Identification
b. Significance
43. Davis’s emancipation plan
a. Identification
b. Significance
44. the “minie ball”
a. Identification
b. Significance
45. African American soldiers in the Union army
a. Identification
b. Significance
46. the Battle of Chancellorsville
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
47. the Battle of Vicksburg
a. Identification
b. Significance
48. the Battle of Gettysburg
a. Identification
b. Significance
49. southern food riots
a. Identification
b. Significance
50. desertions from the Confederate army
a. Identification
b. Significance
51. southern peace movements
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
52. the Peace Democrats
a. Identification
b. Significance
53. Clement L. Vallandigham
a. Identification
b. Significance
54. Copperheads
a. Identification
b. Significance
55. New York City draft riot
a. Identification
b. Significance
56. the Sand Creek Massacre
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
57. the Long Walk
a. Identification
b. Significance
58. the presidential election of 1864
a. Identification
b. Significance
59. northern diplomatic strategy
a. Identification
b. Significance
60. the Trent affair
a. Identification
b. Significance
61. the Alabama
a. Identification
b. Significance
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453
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
62. Sherman’s southern campaign
a. Identification
b. Significance
63. Appomattox Court House
a. Identification
b. Significance
64. John Wilkes Booth
a. Identification
b. Significance
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
455
ORGANIZING, REVIEWING, AND USING INFORMATION
Chart A
Year
Selected Civil War Battles and Campaigns, 1861 and 1862
Battle or Campaign
Noteworthy Feature
Outcome
(if any)
1861
Bull Run
Virginia
July 21, 1861
Union Campaign
Along Southern Coast
off the Carolinas
Aug.–Dec. 1861
1862
Fort Henry
Tennessee
February 6, 1862
Fort Donelson
Tennessee
February 13–16, 1862
Elkhorn Tavern
Arkansas
March 6–8, 1862
Glorieta Pass battles
New Mexico
March 26–28, 1862
Shiloh
Tennessee
April 6, 1862
New Orleans
Louisiana
April 18, 1862
Seven Days Battles
Virginia
June 25–July 1, 1862
Antietam/Sharpsburg
Maryland
September 16–18, 1862
Fredericksburg
Virginia
December 13, 1862
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(Union, Conf., Draw)
Consequences
456
Chapter 15: Transforming Fire: The Civil War, 1861–1865
Chart B
Year
Selected Civil War Battles and Campaigns, 1863–1865
Battle or Campaign
Noteworthy Feature
Outcome
(if any)
Consequences
(Union, Conf., Draw)
1863
Chancellorsville
Virginia
May 2–3, 1863
Vicksburg
Mississippi
May 22–July 4, 1863
Gettysburg
Pennsylvania
July 1–3, 1863
Chattanooga
Tennessee
November 23–25, 1863
1864
Red River
Louisiana
March 10–May 22, 1864
Battle of the
Wilderness
Virginia
May 5–6, 1864
Spotsylvania
Virginia
May 8–20, 1864
Cold Harbor
Virginia
June 1–12, 1864
Sherman’s March on
Atlanta
Georgia
May 7–September 2,
1864
1864 and 1865
Siege of Petersburg
Virginia
June 16, 1864–April 2,
1865
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
Year
Selected Civil War Battles and Campaigns, 1863–1865
Battle or Campaign
Noteworthy Feature
Outcome
(if any)
Mobile Bay
Alabama
August 2–23, 1864
Sherman’s March to
the Sea
Georgia
September 12–December
21, 1864
Sherman’s March
Through the
Carolinas
South Carolina and North
Carolina
December 1864–April 18,
1865
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(Union, Conf., Draw)
457
Consequences
458
Chapter 15: Transforming Fire: The Civil War, 1861–1865
Chart C
The Confederacy’s Wartime Problems at Home, 1861–1865
Problems
Responses
Ultimate Effects
CONFEDERATE GOVERNMENT
Role of central government
Relation with foreign
governments
Specific governmental
policies, proposals
Responsibility for fiscal
health/taxation
Economy (balance)
Dissidence/activism
Morale
CONFEDERATE MILITARY MACHINE
Recruitment/volunteering
Enlistment period
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
459
The Confederacy’s Wartime Problems at Home, 1861–1865
Problems
Obtaining civilian labor
Desertions
Provisions (food, equipment,
supplies)
Casualties
CONFEDERACY’S CIVILIAN POPULATION
Food availability
Labor availability
Availability of manufactured goods/services
(normally obtained from
outside South)
Availability of needed
skills/services
Class structure
Intrusion of warfare
(through troop movements,
invasion)
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Responses
Ultimate Effects
460
Chapter 15: Transforming Fire: The Civil War, 1861–1865
Chart D
Wartime Progress Toward Emancipation of Slaves
Actors
Inducements/Impediments to Action
Types of Action
Limitations
Congress
President
African Americans
Northern
Southern
Press
Political Parties
Democrat
Republican
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
461
IDEAS AND DETAILS
Objective 1
1.
Which of the following is true of the blockade of southern ports by the Union navy?
a.
It was never completely successful in blocking the Confederacy’s avenues of commerce and
supply.
b. It began an industrialization effort that caused the South’s industrial capacity to match that
of the North by 1865.
c.
It was the major reason for mass starvation in the Confederate states.
d. It angered France and led to a Franco-Confederate alliance.
Objectives 1 and 11
2.
Which of the following battles ended attempts by the Confederacy to take the New Mexico
Territory?
a.
the Battle for the Cimarron River
b. the Battles of Fort Yuma
c.
the Battle of Shiloh
d. the Battles of Glorieta Pass
Objective 2
3.
The Civil War changed southern society by forcing
a.
farmers to buy cotton from England.
b. businessmen to extend loans to the army.
c.
an abandonment of the philosophy of weak central government.
d. most plantation owners to sell their estates.
Objectives 3 and 4
4.
The mechanization of agriculture in the North caused
a.
severe depression in rural areas as farm hands lost their jobs.
b. an expansion of the food supply for the expanding urban work force.
c.
overproduction and declining prices for farm goods.
d. most farmers to become so heavily burdened with debt that they faced bankruptcy.
Objective 3
5.
Which of the following is true of the Homestead Act of 1862?
a.
It offered cheap land to people who would settle in the West and improve their property.
b. It sold western lands directly to mining companies.
c.
It ended the reservation system by giving small tracts of western land to Indian families.
d. It provided interest-free loans and free western land to railroad companies.
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
Objective 3
6.
Which of the following inferences may be drawn from the facts surrounding the shipbuilding
program supported by President Lincoln?
a.
Lincoln engaged in defense spending that was unnecessary and unwise.
b. The war years witnessed an increase in presidential power.
c.
The northern press had a decided impact on military decisions made by the president.
d. Lincoln often acted against the advice of the Joint Chiefs of Staff.
Objective 5
7.
In his first mention of slavery in connection with the war, Lincoln
a.
promised to negotiate with any southern state agreeing to free its slaves.
b. promised the large planters in the South that they would be allowed to keep twenty slaves if
they freed all others.
c.
proposed that Congress promise aid to any state agreeing to gradual emancipation of its
slaves.
d. promised federal aid to all slaves who were able to escape to the North.
Objective 5
8.
Which of the following is true of the group of Republicans in Congress known as the Radicals?
a.
From the beginning of the Civil War, they dedicated themselves to transforming the struggle
into a war for emancipation.
b. They actively worked against the northern war effort, believing that the United States would
be stronger and more stable without the return of the Confederate states to the Union.
c.
Against the explicit instructions of Republican-party leaders and President Lincoln, they
worked to bring about a negotiated settlement of the Civil War.
d. Believing that the United States could not continue to exist as a biracial society, they argued
in favor of the removal of African Americans to a reservation in the American West.
Objective 5
9.
The Emancipation Proclamation
a.
abolished slavery in the United States.
b. freed slaves in the border states only.
c.
provided for the gradual abolition of slavery in the Confederate states but not in the border
states.
d. freed slaves in those areas in rebellion against the United States.
Objective 5
10. Although ambiguous, Lincoln’s Emancipation Proclamation had great meaning as a(n)
a.
legal document.
b. economic document.
c.
moral and political document.
d. humanitarian and religious document.
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
463
Objective 6
11. To achieve the goal of independence, Jefferson Davis
a.
issued an executive order that outlawed the practice of hiring substitutes for military service.
b. proposed that full equality be given to all southern blacks willing to actively support the
Confederacy.
c.
ordered that the eligible age for Confederate recruits be lowered to twelve.
d. proposed that emancipation be promised to slave soldiers and their families.
Objectives 4 and 9
12. In the midst of the Civil War, southern planters
a.
increasingly stood in opposition to the Confederate government.
b. demonstrated their commitment to building an independent southern nation.
c.
accepted change as a natural consequence of the revolutionary path they had chosen.
d. did everything in their power to aid the war effort.
Objective 4
13. Abraham Lincoln, unlike Jefferson Davis, was
a.
able to reach the common people.
b. quiet, shy, and retiring.
c.
cold and aloof.
d. sincere in his beliefs.
Objective 10
14. The Union’s primary diplomatic goal was to
a.
break the Franco-Confederate alliance.
b. prevent recognition of the Confederacy by European nations.
c.
prevent European financiers from extending loans to the Confederacy.
d. convince European nations to sell valuable arms and supplies to the Union.
Objective 8
15. In late 1863, General Grant decided to try the innovative strategy of
a.
repatriation of strategic southern areas under Union control.
b. guerrilla warfare led by Union loyalists throughout the South.
c.
massive raids deep into the Confederacy.
d. flexible response.
ESSAY QUESTIONS
Objectives 2, 4, and 6
1.
Defend the contention that the revolutionary means chosen by secession leaders were
incompatible with their conservative purpose.
Objective 2
2.
Examine the impact of the Civil War on the Confederate government. Why is it said that “Life in
the Confederacy proved to be a shockingly unsouthern experience”?
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
Objectives 2 and 3
3.
Discuss the impact of the Civil War on women in northern and southern societies.
Objective 5
4.
Discuss Lincoln’s issuance of the Emancipation Proclamation. Why is it said that “as a legal
document it was wanting, as a moral and political document it had great meaning”? What was its
impact on the war?
Objective 9
5.
Discuss the similarities and differences in antiwar sentiment in the South and in the North.
Objective 4
6.
Discuss the strengths and weaknesses of the North and the South during the Civil War, and
explain why the North won.
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
465
ANSWERS
Multiple-Choice Questions
1.
a.
Correct. In 1861 about 90 percent of the blockade runners successfully penetrated the
North’s blockade, and by war’s end some 50 percent were successful. Although these statistics
indicate that the blockade gradually became more successful, they also indicate that the blockade
was never a complete success. See page 384.
b. No. Although the South made impressive gains in industrialization, especially in the
production of small arms and ammunition, it never matched the North’s industrial capacity.
Therefore, although Confederate soldiers had weapons, they often did not have boots, uniforms,
or blankets. See page 384.
c.
No. There was never “mass starvation” throughout the South. Furthermore, the food
shortages that existed were caused by a multiplicity of factors, such as destruction of food crops
by advancing armies, a shortage of farm labor, hoarding of food, and inadequate transportation
facilities. See page 384.
d. No. France never allied with the Confederacy and there is no mention of this in the text. See
page 384.
2.
d. Correct. The battles that occurred at Glorieta Pass, a strategic location on the Santa Fe Trail,
marked the turning point of the war in the New Mexico Territory. In a series of battles from
March 26 through March 28, 1862, Union forces under the command of Major John M.
Chivington defeated the Confederate forces under the command of Major Charles L. Pyron and
Lt. Col. William R. Scurry. As a result, Confederate forces retreated to Santa Fe and ultimately to
San Antonio, Texas. This ended Confederate incursions into the Southwest. See page 386.
a.
No. The Cimarron River is located in Oklahoma and was not the site of a Civil War battle.
See page 386.
b. No. Fort Yuma, located on the Colorado River at the southeastern tip of California and the
southwestern tip of Arizona, was established as a U.S. Army post in 1852 but was not the site of a
Civil War battle in the American West. In 1884 Fort Yuma was established as a reservation for the
Quechan and Cocopah Indians. See page 386.
c.
3.
No. Shiloh is located in Tennessee, not the American West. See page 386.
c.
Correct. Although the South advocated the states’ rights philosophy and the philosophy of
weak central government, it became apparent, especially to Jefferson Davis, that centralization of
power was necessary for the Confederacy to survive the Civil War. See pages 389–390.
a.
No. Although the agrarian economy of the South was devastated by the war, cotton was still
produced for export. See pages 389–390.
b. No. Although the government forced factories to work on government contracts to supply
government needs, businesspeople were not forced to extend loans to the army during the Civil
War. See pages 389–390.
d. No. The evidence does not indicate that the Civil War changed southern society by forcing
most plantation owners to sell their estates. See pages 389–390.
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4.
Chapter 15: Transforming Fire: The Civil War, 1861–1865
b. Correct. The shortage of labor in western agricultural areas caused increased reliance on
labor-saving farm machinery. This in turn created a boom in the sale of agricultural machinery
and increased the food supply for the growing urban work force. See page 393.
a.
No. There was a labor shortage in the western agricultural areas. This labor shortage resulted
from (l) the food demands of the army and the industrial work force and (2) the drafting of men
into the army. See page 393.
c.
No. The expansion of the northern urban work force and the need to feed the army caused
the demand for farm products to remain constant and farm prices to remain high. See page 393.
d. No. Northern farm families turned increasingly to commercialized agriculture as the demand
for farm products remained constant and farm prices remained high. The farm segment of the
northern economy did not suffer depression during the war years. See page 393.
5.
a.
Correct. Congress promoted westward agricultural expansion by passing the Homestead Act
of 1862. The act offered 160 acres of land to any citizen who was the head of a family and over 21
years of age. Such land could be acquired by either (1) living on the land continuously for five
years and paying a registration fee of around $30.00, or (2) by living on the land for six months
and paying an acquisition price of $1.25 per acre. See page 394.
b. No. The Homestead Act of 1862 did not provide for the sale of public lands to mining
companies. See page 394.
c.
No. The Homestead Act of 1862 did not end the reservation system and did not give public
land to Indian families. See page 394.
d. No. Although Congress did provide loans and land to railroad companies, this was not a
provision of the Homestead Act of 1862. See page 394.
6.
b. Correct. Although Congress later approved the shipbuilding program, the fact that it was
initiated by Lincoln before Congress assembled indicates an increase in executive power. See
pages 394–395.
a.
No. There is no indication that the shipbuilding program initiated by President Lincoln and
approved by Congress was either unnecessary or unwise. See pages 394–395.
c.
No. There is no indication that the northern press influenced Lincoln’s decision to support
the shipbuilding program. See pages 394–395.
d. No. Lincoln had no Joint Chiefs of Staff. This advisory body was not created until 1942. See
pages 394–395.
7.
c.
Correct. Lincoln first mentioned the slavery issue in a major way in March 1862. He
advocated (l) that Congress promise aid to any state that agreed to emancipate its slaves and (2)
colonization of blacks outside the United States. See pages 397–398.
a.
No. Lincoln never made such a promise. See pages 397–398.
b.
No. Lincoln made no such promise to the plantation elite of the South. See pages 397–398.
d. No. Lincoln never offered federal aid to slaves who were able to escape to the North. See
pages 397–398.
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Chapter 15: Transforming Fire: The Civil War, 1861–1865
8.
467
a.
Correct. From the beginning of the Civil War, the Radicals tried to push President Lincoln
and the U.S. government into making emancipation of the slaves a primary war goal. It was with
this goal in mind that the Radicals supported and gained passage of the Confiscation Acts of 1861
and 1862. See page 398.
b. No. The Radicals supported the northern war effort, the defeat of the Confederacy, and the
ultimate return of the Confederate states, as free states, to the Union. See page 398.
c.
No. The Radicals supported Lincoln’s commitment to unconditional surrender of the
Confederate States of America. See page 398.
d. No. The Radicals did not support colonization of African Americans or their removal to a
reservation. In fact, in the antebellum period, the men who constituted the faction in Congress
known as the Radicals generally supported the immediatist/black equality goals of the American
Anti-Slavery Society, not the gradualist/colonization goals of the American Colonization Society.
See page 398.
9.
d. Correct. The Emancipation Proclamation freed slaves only in those areas over which the
Union had no control. It did not free slaves in any area of the Confederacy that had fallen under
Union control and did not free slaves in the border states. See pages 398–399.
a.
No. Slavery was abolished by the Thirteenth Amendment, not by the Emancipation
Proclamation. See pages 398–399.
b. No. The Emancipation Proclamation allowed the border states (the slave states that had
remained in the Union) to keep the institution of slavery. See pages 398–399.
c.
No. The Emancipation Proclamation did not provide for the gradual abolition of slavery in
the Confederate states. See pages 398–399.
10. c.
Correct. The document raised legal questions and physically freed no slaves; however, it was
nearly flawless as a political document and defined the Civil War as a war against slavery. Both
liberals and conservatives could accept it, and its ambiguity gave Lincoln the political flexibility
he wanted. See page 399.
a.
No. The Emancipation Proclamation was flawed as a legal document and, in fact, raised a
number of legal questions. See page 399.
b.
No. The document was not economic in its intent or language. See page 399.
d. No. The Emancipation Proclamation was not humanitarian or religious in its intent or
content. See page 399.
11. d. Correct. Toward the end of the war, Davis realized that the only hope for the Confederacy
was to increase the number of men in arms. Therefore, he proposed that slave soldiers be recruited
and that the soldiers and their families be promised freedom. See page 400.
a.
No. The Conscription Act of 1862, passed by the Confederate Congress, allowed a young
man eligible for the draft to hire a substitute. Not until passage of the Conscription Act of 1864,
again passed by the Confederate Congress, was this practice ended. See page 400.
b. No. Davis never supported the concept of “full equality” for blacks and never questioned the
political, social, and economic discrimination of free blacks that was part of the fabric of southern
society. See page 400.
c.
No. Although Davis and his men became desperate for Confederate recruits and even began
using the army to round up deserters, the eligible age for recruits was never lowered to twelve.
See page 400.
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468
Chapter 15: Transforming Fire: The Civil War, 1861–1865
12. a.
Correct. As the Confederate government’s powers increased, southern planters, committed
only to their own selfish interests, increasingly resented and resisted the government’s
encroachment on their lives. See page 405.
b. No. Southern planters demonstrated little or no commitment to building a southern nation.
They seemed committed only to their own selfish interests. See page 405.
c.
No. Secession and war were bound to bring change to southern society. However, southern
planters seemed not to recognize this fact and wanted a guarantee that their lives would remain
unchanged and untouched. See page 405.
d.
No. Southern planters had little sense of commitment to the war effort. See page 405.
13. a.
Correct. Lincoln, unlike Davis, was at ease among common people and was able to
communicate the sincerity of his feelings to them. He did not show the aloofness and austerity that
were part of Davis’s nature. See pages 406 and 407.
b.
No. Lincoln was not quiet, shy, and retiring. See pages 406 and 407.
c.
No. Davis, rather than Lincoln, was cold and aloof. See pages 406 and 407.
d. No. Lincoln and Davis appear to have been equally sincere in their beliefs. See pages 406
and 407.
14. b. Correct. Recognition of the Confederacy by European nations would hurt the Union cause in
several respects; therefore, the Union’s primary diplomatic goal was to prevent such recognition.
See page 409.
a.
No. Although France under Napoleon III was hostile toward the North, it never concluded
an alliance with the Confederacy. See page 409.
c.
No. Although European loans to the Confederacy were certainly not in the North’s best
interest, the North’s primary diplomatic goal was more all-encompassing than simply preventing
such loans. See page 409.
d. No. The North’s industrial capacity was such that it could produce its own war materiel. See
page 409.
15. c.
Correct. General Grant, with the goal of devastating the South economically and striking a
decisive blow to southern morale, decided to use whole armies to conduct raids deep into the
Confederacy. See pages 411–412.
a.
No. General Grant was not concerned with repatriation in 1863 and did not suggest this as
an “innovative strategy.” See pages 411–412.
b. No. General Grant did not attempt to organize Union loyalists in the South and did not adopt
the strategy of guerrilla warfare on the part of such forces. See pages 411–412.
d. No. Flexible response is a strategy associated with President John F. Kennedy, not with
General Ulysses S. Grant. See pages 411–412.
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