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Transcript
Chapter Planning Guide Key to Ability Levels BL Below Level AL Above Level OL On Level ELL English Key to Teaching Resources Print Material CD-ROM or DVD Language Learners Levels BL OL AL ELL Resources Transparency Chapter Section Section Section Chapter Opener 1 2 3 Assess FOCUS BL OL AL ELL Daily Focus Skills Transparencies 3-1 3-2 3-3 p. 28 p. 31 TEACH BL OL ELL Reading Essentials and Note-Taking Guide* p. 25 BL OL ELL Reading Skills Activity, URB p. 85 BL OL 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 OL AL Critical Thinking Skills Activity, URB p. 96 Time Line Activity, URB p. 97 BL AL OL ELL OL OL AL ELL Primary Source Reading, URB BL OL AL ELL American Art and Music Activity, URB BL OL AL ELL Interpreting Political Cartoons Activity, URB AL OL BL OL BL p. 95 Linking Past and Present Activity, URB BL BL ✓ p. 98 p. 99 p. 103 p. 105 Enrichment Activity, URB ELL Guided Reading Activity, URB* AL ELL Differentiated Instruction for the American History Classroom OL AL ELL BL OL AL BL OL BL p. 101 p. 109 p. 112 p. 113 p. 114 ✓ ✓ ✓ ✓ ✓ Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓ ELL Unit Time Line Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ BL OL AL ELL American Biographies ✓ ✓ ✓ ✓ ✓ BL OL AL BL OL AL ✓ ✓ ✓ Supreme Court Case Studies ELL The Living Constitution Note: Please refer to the Unit 1 Resource Book for this chapter’s URB materials. 120A p. 13 ✓ ✓ * Also available in Spanish Planning Guide Chapter Plus • • • • All-In-One Planner and Resource Center Levels BL OL AL ELL Interactive Lesson Planner Interactive Teacher Edition Fully editable blackline masters Section Spotlight Videos Launch Resources • Differentiated Lesson Plans • Printable reports of daily assignments • Standards Tracking System Chapter Section Section Section Chapter Opener 1 2 3 Assess TEACH (continued) OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓ OL AL ELL American Art and Architecture Transparencies, ✓ Strategies, and Activities ✓ ✓ ✓ ✓ OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓ OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓ BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓ BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓ BL OL AL ELL The American Vision: Modern Times Video Program ✓ ✓ ✓ ✓ ✓ Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓ Strategies for Success ✓ ✓ ✓ ✓ ✓ Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓ Success with English Learners ✓ ✓ ✓ ✓ ✓ p. 29 p. 30 p. 31 p.33 BL BL Teacher Resources ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* BL OL AL ELL Authentic Assessment With Rubrics BL OL AL ELL Standardized Test Practice Workbook p. 5 BL OL AL ELL ExamView® Assessment Suite 3-1 p. 11 3-2 3-3 Ch. 3 CLOSE BL BL OL BL OL AL ELL Reteaching Activity, URB ELL Reading and Study Skills Foldables™ ELL American History in Graphic Novel p. 107 p. 56 p. 31 ✓ Chapter- or unit-based activities applicable to all sections in this chapter. 120B Integrating Technology Chapter ducible Using Repro ns Lesson Pla 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. Visit glencoe.com and enter ™ code TAVMT5154c3T for Chapter 3 resources. You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget. Student Media Library • Section Audio • Spanish Audio Summaries Parent ● ● ● ● ● ● ● ● ● ● • Multilingual Glossary ● ● ● • Study-to-Go ● ● ● • Chapter Overviews ● ● ● • Self-Check Quizzes ● ● ● • Student Web Activities ● ● ● • ePuzzles and Games ● ● ● • Vocabulary eFlashcards ● ● ● • In Motion Animations ● ● ● • Study Central™ ● ● ● • Section Spotlight Videos The American Vision: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ● • Web Activity Lesson Plans • Vocabulary PuzzleMaker ● • Beyond the Textbook ● ● ● • Historical Thinking Activities 120C Teacher ● ● ● Additional Chapter Resources Chapter ® • Timed Readings Plus in Social Studies helps stu- dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments. • Reading in the Content Area: Social Studies con- centrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty. The following videotape programs are available from Glencoe as supplements to this Modern Times chapter: • Civil War Battlefields (ISBN 0-76-704083-X) • Frederick Douglass (ISBN 0-76-700120-6) To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: www.aetv.com 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. Index to National Geographic Magazine: The following articles relate to this chapter: • “Fields of Honor: Pivotal Battles of the Civil War” by Thomson Gale, June 2006. Leveled reading suggestions for this chapter: For students at a Grade 8 reading level: • Gentle Annie: The True Story of a Civil War Nurse, by Mary Francis Shura • “Civil War Battlefields: Saving the Landscapes of America’s Deadliest War” by Adam Goodheart, April 2005. For students at a Grade 9 reading level: • The Battle of Gettysburg: Turning Point of the Civil War, by Gina DeAngelis National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728: For students at a Grade 10 reading level: • 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, by Susan Provost Beller Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at: www.nationalgeographic.com www.nationalgeographic.com/maps For students at a Grade 12 reading level: • Outrageous Women of Civil War Times, by Mary Rodd Furbee 120D Introducing Chapter Focus MAKING CONNECTIONS How Do Nations Fight and Recover from War? Ask students to recall how the battles of the Revolutionary War were fought. Then, activate prior knowledge by asking them about what battle was like in the Civil War. Students may recall the massive casualties of major battles, the horrors of medical amputations, and trench warfare. OL Chapter The Civil War and Reconstruction 1848–1877 SECTION 1 The Civil War Begins SECTION 2 Fighting the Civil War SECTION 3 Reconstruction 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 about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page. 1862 • Lincoln presents Emancipation Proclamation 1861 • Fort Sumter fired upon Lincoln 1861–1865 1865 • Lee surrenders to Grant • Lincoln assassinated 1863 • Battle of Gettysburg A. Johnson 1866 1865–1869 • Congress passes the Fourteenth Amendment 1867 • Congress passes the Military Reconstruction Act U.S. PRESIDENTS U.S. EVENTS WORLD EVENTS 1860 1861 • Russian serfs emancipated by Czar Alexander II 1862 • British firm builds the warship Alabama for the Confederacy 1863 1866 1864 • Karl Marx founds First International to promote socialism 1866 • Completion of transatlantic cable 1869 1868 • Meiji Restoration begins Japanese modernization 1869 • First ships pass through Suez Canal 120 Chapter 3 The Civil War and Reconstruction Section 1 120 Section 2 The Civil War Begins Fighting the Civil War Essential Question: What advantages and disadvantages did the North and the South have at the start of the Civil War? (The North had a better transportation network, more factories, and a larger population; the South had valuable export crops and many top military leaders.) Point out that in Section 1 students will learn how the Civil War began and how the fighting differed from earlier wars. OL Essential Question: How did the Emancipation Proclamation change the Civil War? (By putting the abolition of slavery at the heart of the Union’s war effort, the Emancipation Proclamation gave it a new moral dimension.) Point out that in Section 2 students will learn about the naval war, Lee’s invasion of the North, and the reasons that Lincoln issued the Emancipation Proclamation. OL Introducing Chapter Chapter Audio MAKING CONNECTIONS How Do Nations Fight and Recover From War? The Civil War was in many respects the first modern war. Both sides fielded large armies, and hundreds of thousands of soldiers were killed. Following the war, the nation faced major problems. American leaders had to find a way to reconcile Northerners and Southerners, restore Southern governments, and protect the rights of the formerly enslaved. • Why was the North able to defeat the South? • What did the United States do to reconstruct the South? More About the Photo Visual Literacy The Third Minnesota Infantry Regiment saw action in two different conflicts in the early 1860s. In July 1862, it took part in the campaign for Murfreesboro, Tennessee, during which it surrendered to Confederate forces. Shortly thereafter, however, the regiment was released and allowed to return to Minnesota to put down an uprising 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 Grant 1870 1869–1877 • Fifteenth Amendment ratified 1872 1871 • Germany is unified; the German Empire proclaimed 1877 1875 • Compromise of 1877 • “Whiskey Ring” ends Reconstruction scandal breaks efforts 1875 1874 • First Impressionist art exhibit opens in Paris Hayes 1877–1881 1878 Half-Book Foldable that lists the failure of compromise efforts before the Civil War. Complete the chart by showing the series of compromises attempted. Describe each compromise effort on the left-hand colise Outcomes Comproms umn. In the rightEffort hand column, describe the outcome of each compromise. and enter Chapter 3 resources. Chapter 3 Section 3 Reconstruction Essential Question: What key issues caused disagreements about how Reconstruction should take place? (Under what conditions Southern states could organize state governments; oaths of loyalty; amnesty for high-ranking Confederates; protection of formerly enslaved 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 Visit glencoe.com code TAVMT5147c3 for The Civil War and Reconstruction Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabulary terms, and identify main ideas. Instructions for creating and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet. 121 Visit glencoe.com and enter code TAVMT5154c3T for Chapter 3 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials. 121 Chapter 3 • Section 1 Section 1 Focus Daily Focus Transparency 3-1 ANSWER: D Teacher Tip: Remind students to carefully read each item in the table before making a decision. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. UNIT 1 DAILY FOCUS SKILLS TRANSPARENCY 3-1 Comparing and Contrasting NORTH VS. SOUTH AT THE BEGINNING OF THE CIVIL WAR CATEGORIES NORTH SOUTH Population 22 Million 9 Million (one-third enslaved) Experienced naval officers 75% 25% Experienced sailors Experienced military officers Nearly 100% Nearly 0% Directions: Answer the following question based on the table. During the Civil War, the North (the Union) fought the South (the Confederacy). In which category did the South have an advantage over the North? A factories/industries I Guide to Reading Big Ideas Struggles for Rights After Lincoln’s election to the presidency, many Southerners placed state loyalty above loyalty to the Union. B large population 690 313 Military colleges 1 7 Factories/industry 80% of nation’s total 20% of nation’s total Railroads Twice as many miles Half as many miles Finances • Controlled the National Treasury • Expected continued tax revenues • Small banks • Indebted planters C experienced military officers D military colleges Content Vocabulary • martial law (p. 126) • habeas corpus (p. 128) • attrition (p. 129) Guide to Reading 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 civil war. Reading Strategy Taking Notes Use the major headings in this section to record information about the events that led to the Civil War and the status of the opposing sides. The Union Dissolves I. The Election of 1860 A. B. C. II. To generate student interest and provide a springboard for class discussion, access the Chapter 3, Section 1 video at glencoe.com or on the video DVD. Resource Manager 122 Reading Strategies C The Union Dissolves HISTORY AND YOU Think of a time when you were unable to compromise People and Events to Identify • Crittenden’s Compromise (p. 124) • Jefferson Davis (p. 125) • Confederacy (p. 125) • Fort Sumter (p. 125) • Robert E. Lee (p. 126) • Anaconda Plan (p. 129) Students should complete the outline by including all the heads in the section. n the end, all attempts at compromise between the North and South over slavery failed. The outcome of the 1860 election triggered the first shots of the long, bloody Civil War. MAIN Idea The election of Abraham Lincoln led the Southern states to secede from the Union. Academic Vocabulary • sufficient (p. 127) • implement (p. 129) Answers: Students’ outlines should begin with the following points: The Civil War Begins The Union Dissolves I. The Election of 1860 A. The Democrats Split B. Lincoln Is Elected C. Secession Begins II. Compromise Fails R Spotlight Video The Civil War Begins Bellringer Chapter 3 Section Audio John Brown’s raid on Harpers Ferry became a turning point for the South. Many Southerners were terrified and enraged by the idea that Northerners would deliberately try to arm enslaved people and encourage them to rebel. Although Republican leaders quickly denounced Brown’s raid, many Southern newspapers and politicians blamed Republicans for the attack. To many Southerners, the key point was that both the Republicans and Brown opposed slavery. The Election of 1860 In April 1860, with the South still in an uproar, Democrats from across the United States gathered in Charleston, South Carolina, to choose their nominee for president. The Democrats Split Southern Democrats wanted their party to uphold the Dred Scott decision and defend slaveholders’ rights in the territories. Northern Democrats, led by Stephen Douglas, preferred to continue supporting popular sovereignty. When Northerners also rebuffed the idea of a federal slave code in the territories, 50 Southern delegates stormed out of the convention. The walkout meant that neither Douglas nor anyone else could muster the twothirds majority needed to become the party’s nominee. In June 1860, the Democrats reconvened in Baltimore. Again, Southern delegates walked out. The remaining Democrats then chose Stephen Douglas as their candidate. The Southerners who had bolted organized their own convention in Richmond and nominated John C. Breckinridge of Kentucky, the sitting vice president. 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 Bell to run for president. The party took no position on issues dividing Chapter 3 The Civil War and Reconstruction Critical Thinking D Differentiated Instruction W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing, p. 125 • Academic Vocab., p. 127 • Simulating, p. 128 • Identifying Central Issues, p. 126 • Gifted/Talented, p. 123 • Interpersonal, p. 128 • Persuasive Writing, p. 124 Additional Resources Additional Resources Additional Resources • Supreme Court Case Studies, p. 13 • Quizzes/Tests, p. 29 • Paraphrasing, p. 124 • Identifying Point of View, p. 125 • Creating a Circle Graph, p. 127 • Differentiated Instr. Act., • Prim. Source Read., URB URB p. 87 p. 99 Additional Resources • English Learner Act., • Foldables, p. 55 URB p. 89 • RENTG, p. 25 Additional Resources • Reading Skills Act., URB p. 85 • Guide. Read. Act., URB p. 112 Chapter 3 • Section 1 The Election of 1860 Stephen Douglas holds a bat labeled “Nonintervention”and blames Lincoln’s rail for his loss. After the slavery issue split the Democratic Party, the election of 1860 evolved into a four-way race. In the cartoon, the artist implies that Lincoln won because he had the best bat, which is labeled “equal rights and free territories,” while the other candidates were for compromise or the extension of slavery. John Breckinridge’s bat is labeled “slavery extension” and his belt says Disunion Club. Teach D Differentiated Instruction Election of 1860 OR 3 CA 4 TX 4 Presidential Candidate Gifted and Talented Ask stu- % of Popular Electoral Votes Vote Political Party Popular Votes Lincoln Republican 1,866,452 39.83% 180 Breckinridge Southern Democratic 847,953 18.10% 72 Constitutional Union 590,901 12.61% 39 Democratic 1,380,202 29.46% 12 Bell Douglas dents to use library and Internet sources to research information about the political platforms and principles of the Republican Party between 1854 and 1876 and the party’s principles today. Based on their research, have students write a three-page report comparing the party then and now. AL NH 5 VT 5 ME 8 MA MN 13 4 NY WI MI 35 RI 4 5 6 CT 6 PA IA NJ 7 27 4 IL IN OH 4 (R), 3 (D) 11 13 23 VA DE 3 MO 15 MD 8 9 KY 12 NC TN 12 10 AR SC 4 8 GA MS AL 10 LA 7 9 6 FL 3 John Bell’s bat is labeled “Fusion” and his belt says Union Club. Abraham Lincoln, the winner, stands on home base holding a rail labeled “Equal Rights and Free Territory.” Analyzing VISUALS 1. Interpreting How does the map show that Lincoln was a sectional candidate? 2. Identifying Points of View Do you think that the artist was sympathetic to abolition or not? Explain. North and South. Their purpose, they said, was to uphold the Constitution and the Union. Lincoln Is Elected The Republicans, realizing they stood no chance in the South, needed a candidate who could sweep most of the North. The most prominent Republican at the time was Senator William Seward from New York, but many Republicans did not think Seward had a wide enough appeal. Instead, they nominated Abraham Lincoln, who had gained a national reputation during his debates with Douglas. Although he was not an abolitionist, Lincoln believed that slavery was morally wrong, and he opposed its spread into the western territories. During the campaign the Republicans remained true to their free-soil principles, but they reaffirmed the right of the Southern states to preserve slavery within their borders. They also supported higher tariffs to protect manufacturers and workers, a new homestead law for settlers in the West, and federal funds for a transcontinental railroad. Chapter 3 Analyzing VISUALS Answers: 1. He won no states south of the Ohio River. 2. Possible answer: Yes. The artist labels Lincoln’s larger “bat” with the words “equal rights and free territory,” and adds the words “wide awake” on Lincoln’s belt. Also, Lincoln is saying that you need a “good bat,” to hit a “fair ball.” All these words are positive. Lincoln is standing tall and the others look somewhat ridiculous. D The Civil War and Reconstruction 123 Hands-On Chapter Project Step 1 Art Show on the Civil War and Reconstruction Step 1: Researching the Topics Essential Question: What events occurred during the Civil War and Reconstruction, and how can they be captured in images? Directions Explain to students that they are going to create an art show of perhaps 10 images that they will hang in the classroom, a school hall, or foyer, complete with a title, a brief introduction near the beginning, and the accompanying explanatory tags that will identify the images. In this step, two teams of students will: a) depict events of the Civil War and Reconstruction; and b) depict themes of the Civil War and Reconstruction. Teams will discuss how to depict events and themes of the Civil War and Reconstruction using images. (Students may choose to use graphic organizers, maps, charts, paintings, or drawings. Students may create their own images or find historical images online or in the library.) Putting It Together After the two teams have selected four or five images, they should share them and see how they fit together. Each team should finalize their selections, and then begin creating them. OL (Chapter Project is continued on page 131) 123 Chapter 3 • Section 1 W Writing Support The Republican proposals angered many Southerners, but with the Democrats divided, Lincoln won the election by winning the electoral votes of all the free states except New Jersey, whose votes he split with Douglas. Persuasive Writing Ask stu- Secession Begins Many Southerners viewed dents to imagine that they are President-elect Abraham Lincoln in the winter of 1860–1861. Have students write an essay explaining what they, as Lincoln, think Congress should do to keep the Union together. OL Lincoln’s election as a threat to their society and culture, even their lives. They saw no choice but to secede. The dissolution of the Union began with South Carolina. Shortly after Lincoln’s election, the state legislature called for a convention. On December 20, 1860, amid marching bands, fireworks, and militia drills, the convention voted unanimously to repeal the state’s ratification of the Constitution and dissolve its ties to the Union. By February 1, 1861, six more states in the Lower South—Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas—had also voted to secede. Although a minority in these states did not want to leave the Union, the majority of Southerners viewed secession as similar to the American Revolution—a necessary course of action to uphold people’s rights. S Skill Practice Paraphrasing Have students read the poster on the time line. Ask them to paraphrase its message. Then, ask students to speculate about what group or individual may have written and posted this message. OL ▲ David Wilmot 1846 Wilmot Proviso proposing to ban slavery in Mexican cession enrages Southerners 1847 Vice President George Dallas proposes popular sovereignty; Democrat Lewis Cass popularizes the idea, angering Northern antislavery Democrats Additional Support 124 1848 Free-Soil Party is founded by Northern antislavery Whigs, Democrats, and members of the Liberty Party Compromise Fails W Although Lincoln was elected president in November 1860, he would not be inaugurated until the following March. The Union’s initial response to secession was the responsibility of President Buchanan. Declaring that the government had no authority to forcibly preserve the Union, Buchanan urged Congress to be conciliatory. Crittenden’s Compromise In December, Senator John J. Crittenden of Kentucky proposed a series of amendments to the Constitution. Crittenden’s Compromise, as the newspapers called it, would guarantee slavery where it already existed. It would also reinstate the Missouri Compromise line and extend it all the way to the California border. Slavery would be prohibited in all territories north of the line and protected in all territories south of the line. At Lincoln’s request, congressional Republicans voted against Crittenden’s Compromise. Accepting slavery in any of the territories, Lincoln argued,“acknowledges that 1850 Compromise of 1850 allows California to enter Union as a free state, giving free states a Senate majority, but the new Fugitive Slave law enrages Northerners 1849 California Gold Rush brings flood of settlers; California applies for statehood S 1852 Uncle Tom’s Cabin is published Chapter 3 The Civil War and Reconstruction Extending the Content Abolition Abraham Lincoln opposed the expansion of slavery into new territories, but did not propose to abolish slavery. In his election campaign of 1860, he promised not to interfere with slavery where it already legally existed (the Southern states). Indeed, even after he won the election, he wrote to future vice president of 124 the Confederacy, Alexander H. Stephens: “Do the people of the South really entertain fears that a Republican administration would, directly, or indirectly, interfere with their slaves, or with them, about their slaves? If they do, I wish to assure you, as once a friend, and still, I hope, not an enemy, that there is no cause for such fears.” slavery has equal rights with liberty, and surrenders all we have contended for.” Founding the Confederacy On February R 8, 1861, delegates from the seceding states met in Montgomery, Alabama, where they declared themselves to be a new nation—the Confederate States of America. They drafted a constitution similar to the U.S. Constitution but with major changes. The Confederate Constitution acknowledged the independence of each state, guaranteed slavery in Confederate territory, banned tariffs, and limited the president to a single six-year term. The convention delegates chose former Mississippi senator Jefferson Davis to be president. In his inaugural address, Davis declared, “The time for compromise has now passed.” He then called on the remaining Southern states to join the Confederacy. The Civil War Begins In his inaugural address on March 4, 1861, President Lincoln again promised not to inter- 1854 Kansas-Nebraska Act crafted by Stephen Douglas repeals Missouri Compromise; Republican Party is founded Chapter 3 • fere with slavery where it existed but insisted that “the Union of these States is perpetual.” Lincoln encouraged reconciliation: R Reading Strategy PRIMARY SOURCE “In your hands, my dissatisfied countrymen, and not in mine is the momentous issue of civil war. The government will not assail you. You can have no conflict, without yourselves being the aggressors. . . . We must not be enemies. Though passion may have strained, it must not break our bonds of affection.” Section 1 Organizing Have students create a chart listing the states in one of three categories: Free States, Slave States that Seceded, and Slave States That Did Not Secede. OL S —from Lincoln’s First Inaugural Address Fort Sumter Falls In April Lincoln announced that he intended to resupply Fort Sumter in Charleston Harbor, one of the few federal military bases that Southerners had not already seized. Confederate President Jefferson Davis now faced a problem. To tolerate U.S. troops in the South’s most vital Atlantic harbor seemed unacceptable for a sovereign nation. However, firing on the supply ship would undoubtedly provoke war. Jefferson decided to demand the surrender of Fort Sumter before the supply ship arrived. S Skill Practice Identifying Point of View Ask students to read Lincoln’s First Inaugural Address and then write a few paragraphs explaining the quote. Ask: What message is Lincoln sending to the seceding states? What is his tone? (He is reminding the South that despite differences, the United States must remain united; his tone is conciliatory.) OL Analyzing TIME LINES 1856 Charles Sumner is caned in the Senate 1858 Abraham Lincoln wins 1859 national attention during John Brown raids Lincoln-Douglas debates Harpers Ferry 1856 Border ruffians attack antislavery settlers in Lawrence, Kansas; John Brown leads attack on pro-slavery settlers in Pottawatomie Creek, Kansas 1857 Dred Scott decision allowing slavery in all federal territories enrages Northerners ▲ Antislavery settlers in Kansas 1860 Lincoln is elected; secession begins Answers: 1. 10 years until Lincoln is elected; 11 years until the first shots are fired 2. the Wilmot Proviso Analyzing TIME LINES 1. Specifying How many years elapsed between the Compromise of 1850 and the beginning of the Civil War? 2. Identifying Which came first—the Dred Scott decision or the Wilmot Proviso? Chapter 3 Additional Support The Civil War and Reconstruction 125 Activity: Connecting with the United States Comparing and Contrasting Provide students with a copy of the Constitution of the Confederate States of America (available online from the Library of Congress at http://memory.loc.gov/ammem/amlaw/ lwcc.html) and ask them to compare it to the Constitution of the United States of America in their textbook. Have students prepare an outline that lists the points upon which the two documents agree and disagree. Ask: On which points do the two documents agree? On which points are the two documents different? (Similarities: Students should note that the basic framework for government is the same and presented in the same order. Direct students to Article I, Section 9 and Article 6, Section 5 of the Confederate Constitution and ask them to compare these sections to the Bill of Rights. Differences: In addition to replac- ing “United States” with “Confederate States,” the Constitution of the Confederacy uses the term slave while the U.S. Constitution uses “other persons.” Direct students to examine closely those sections of the Confederate Constitution that deal with slavery and the rights of slaveholders.) AL 125 Chapter 3 • Section 1 The fort’s commander, U.S. Army Major Robert Anderson, refused. Confederate forces then bombarded Fort Sumter for 33 hours on April 12 and 13, until Anderson and his exhausted men gave up. C Critical Thinking MAIN Idea The North and South each had distinct advantages and disadvantages at the beginning of the Civil War. HISTORY AND YOU Do you believe limiting civil Identifying Central Issues The Upper South Secedes After the fall Tell students that under martial law, anyone supporting secession—or suspected of supporting secession—could be arrested and held without trial. Ask: What rights do you think people in Maryland referred to in their objections? (Students might mention either individual rights guaranteed in the Bill of Rights or the interference of the federal government in states’ rights.) OL of Fort Sumter, President Lincoln called for 75,000 volunteers to serve in the military for 90 days. This created a crisis in the Upper South. Many people in those states did not want to secede, but they were not willing to take up arms against fellow Southerners. Between April 17 and June 8, 1861, four more states chose to leave the Union—Virginia, Arkansas, North Carolina, and Tennessee. The Confederate Congress then established Richmond, Virginia, as the capital. Holding the Border States With the Northwestern Virginians— mostly owners of small farms—did not see why they should leave the Union to protect the rights of plantation slaveholders. In 1861, the northwestern counties applied for statehood as West Virginia. C Answer: Northern Democrats supported popular sovereignty to decide the issue of slavery in the territories. Additional Support The Opposing Sides Upper South gone, Lincoln could not afford to lose the slaveholding border states as well. Delaware seemed safe, but Lincoln worried about Kentucky, Missouri, and particularly Maryland. Virginia’s secession had placed a Confederate state across the Potomac River from the nation’s capital. If Maryland joined the South, Washington, D.C., would be surrounded by Confederate territory. To prevent Maryland’s secession, Lincoln imposed martial law—military rule—in Baltimore, where angry mobs had already attacked federal troops. Fearing that Confederate agents in Washington, D.C., were plotting against the Union government, Lincoln suspended the right of habeas corpus, which protects citizens from illegal imprisonment without evidence. Dozens of suspected secessionist leaders were imprisoned. Chief Justice Robert Taney ruled against the suspension, but Lincoln ignored this in the face of impending war. Kentucky initially declared neutrality in the conflict, but when Confederate troops occupied part of Kentucky, the state declared war on the Confederacy, and Lincoln sent troops to help. In Missouri, despite strong public support for the Confederacy, the state convention voted to stay in the Union. Federal troops then ended fights between the pro-Union government and secessionists. Explaining Why did Southern Democrats walk out of the Democratic Convention? 126 liberties during wartime is justified? Read on to learn how President Lincoln decided to suspend writs of habeas corpus during the Civil War. On the same day that he learned his home state of Virginia had voted to secede from the Union, Robert E. Lee—one of the best senior officers in the United States Army—received an offer from General Winfield Scott to command Union troops. Although Lee had spoken against secession and considered slavery “a moral and political evil,” he refused to fight against the South. Instead, he offered his services to the Confederacy. Lee was one of hundreds of military officers who resigned to join the Confederacy. In 1860 seven of the nation’s eight military colleges were in the South. These colleges provided the region with a large number of trained officers to quickly organize an effective fighting force. Just as the South had a strong military tradition, the North had a strong naval tradition. More than three-quarters of the Navy’s officers came from the North, and the crews of American merchant ships were almost entirely from the North. They provided a large pool of trained sailors for the Union navy as it expanded. The Opposing Economies Although the South had many experienced officers to lead its troops in battle, the North had several economic advantages. In 1860 the population of the North was about 22 million, while the South had about 9 million people. The North’s larger population gave it a great advantage in raising an army and in supporting the war effort. Industry The North’s industries also gave the region an important economic advantage over the South. In 1860 almost 90 percent of the nation’s factories were located in the Northern states. The North could provide its troops with ammunition and other supplies more easily. In addition, the South had only half as many miles of railroad track as the North and had only one line—from Memphis Chapter 3 The Civil War and Reconstruction Activity: Technology Connection Synthesizing Have students consider how the Civil War would have been reported using modern communications methods. Ask: Do you think modern reporting might have gained the South the international diplomatic support it sought? Why or why not? Have students consider how the Civil War might be covered today via media such as international satellite broadcasts, instant electronic communications, and Internet blogs. Then, ask students to predict 126 whether more intense international coverage of the war would have won more or less support for the Confederate cause. (Answers will vary.) OL Chapter 3 • The Opposing Sides Section 1 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 many of the nation’s best officers. R Reading Strategy Academic Vocabulary Have Resources of the Union and of the Confederacy 100 92% 72% 1. Interpreting Based on the graph, what were the North’s greatest advantages over the South? 2. Assessing Which of the North’s advantages do you think were most important in winning the war? Why? 20 Financing the War The Union also controlled the national treasury and could expect continued revenue from tariffs. Many Northern banks also held large reserves of cash, which they lent the government by purchasing bonds. In order to make more money available for emergency use, Congress also passed the Legal Tender Act, creating a national currency and allowing the government to issue paper money. The paper money came to be known as greenbacks, because of its color. In contrast to the Union, the Confederacy’s financial situation was poor, and it became 94% 67% 56% 44% 60 40 Confederacy 82% 80 71% Analyzing VISUALS to Chattanooga—connecting the western states of the Confederacy to the east. This made it much easier for Northern troops to disrupt the Southern rail system and prevent the movement of supplies and troops. Union 90% 29% 28% 33% 18% 10% 8% ra Mil ilr es oa o d f tra c Nu k m of be fa r rm s pr I od ro uc n tio n Ba nk i n ca g pit al an sh t ips ch M uf ac tu re go d od s Ex po rts n tio ula an M Po p S 6% 0 er ▲ Men of the 110th Pennsylvania Infantry Regiment at Falmouth, Virginia, April 1863. Union troops were generally better equipped than Confederate forces. students locate and read the sentence that includes the vocabulary word sufficient. Ask: What is a synonym for the word sufficient? Encourage students to use the thesaurus. Ask volunteers to use the word sufficient in a sentence of their own. BL ELL Source: Historical Statistics of the United States. worse over time. Most Southern planters were in debt and unable to buy bonds. Southern banks were small and had few cash reserves; as a result, they could not buy many bonds either. The best hope for the South to raise money was by taxing trade. Then, shortly after the war began, the Union Navy blockaded Southern ports, which reduced trade and, as a result, tax revenues. The Confederacy had to resort to direct taxation of its people, but many Southerners refused to pay. Lacking sufficient money from taxes or bonds, the Confederacy was forced to print paper money to pay its bills. This caused rapid inflation in the South, and Confederate paper money eventually became almost worthless. By the end of the war, the South had experienced 9,000 percent inflation, compared to only 80 percent in the North. Chapter 3 Analyzing VISUALS Answers: 1. The North produced 94% of the nation’s iron and 92% of manufactured goods; it also possessed 90% of the nation’s merchant ships. 2. Possible answers include a larger population, more factories, better funding R The Civil War and Reconstruction 127 Additional Support Activity: Collaborative Learning Creating a Graphic Organizer Have students work in groups of four to create a graphic organizer about the strengths and weaknesses of the North and the South. They should scan 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 which category to depict on the graphic organizer. Finally, each student should illustrate the information in his or her category on the graphic organizer. OL 127 Chapter 3 • Section 1 The Political Situation R Reading Strategy Simulating Have students take on the role of an army recruiter addressing potential soldiers. Have students write newspaper articles listing five reasons to enlist in the Union Army. OL R D Differentiated Instruction Interpersonal Ask students if they know anyone who has served in the military or Peace Corps. Ask how that person kept in touch with family and friends. Then, encourage students to consider how Civil War soldiers communicated with their families. OL BL D Although many Republicans wanted to end slavery, Lincoln wanted to preserve the Union, even if it meant allowing slavery to continue. The president also had to contend with the Democrats. A faction known as the War Democrats supported a war to save the Union but opposed ending slavery. Peace Democrats wanted to negotiate instead of fighting a war. One major disagreement between Republicans and Democrats concerned conscription— or forcing people through a draft into military service. In 1862, Congress passed a militia law requiring states to use conscription if they could not recruit enough volunteers, but many Democrats opposed it. Criticism also greeted President Lincoln’s decision to suspend writs of habeas corpus. A writ of habeas corpus is a court order that requires the government to charge an impris- TECHNOLOGY oned person with a crime or let the person go free. When writs of habeas corpus are suspended, a person can be imprisoned indefinitely without trial. In this case, President Lincoln suspended the writ for anyone who openly supported the rebels or encouraged others to resist the militia draft. “Must I shoot a simple-minded soldier boy who deserts,” the president asked,“while I must not touch a hair of a wily agitator who induces him to desert? Although the South had no organized opposition party, Confederate president Jefferson Davis also faced political problems. The Confederate constitution protected states’ rights and limited the central government’s power. This interfered with Davis’s ability to conduct the war. Some Southern leaders opposed Davis when he supported conscription and established martial law early in 1862. They also opposed the suspension of writs of habeas corpus, which the South, like the North, had introduced. & HISTORY Civil War Technology Military conflict often leads to the use of new technologies. The Civil War was no exception. New weapons, ships and means of communication greatly changed the nature of warfare. Analyzing VISUALS ▲ Telegraph ▲ Conoidal Bullets These new bullets made gunfire more accurate at greater ranges and increased the number of casualties. Invented before the war, the telegraph let generals learn the results of battles almost immediately, and change their strategy and give new orders quickly. ▲ Balloons The Civil War marked the first time aerial reconnaissance was used in war. Both sides used balloons to observe enemy troops. ▲ Answers: 1. Hot air balloons made it possible to view the location of the enemy’s troops, enabling military leaders to plan more elaborate strategies for attack. 2. Generals learned the results of battles and could transmit orders long distance almost immediately. Ironclads To operate on enemy rivers and coast lines guarded by shore-based cannon, both sides built armor-plated steamships. Ironclads marked the beginning of the shift from wooden ships to steel ships. Analyzing VISUALS 1. Explaining How did balloons change warfare? 2. Describing How did the telegraph help both sides fight the war? Additional 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 Europe in a difficult situation. The Union government did not want the Europeans interfering in the war, but Southern leaders 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 French, many Southern planters agreed to stop selling their cotton in these markets until the Europeans recognized the Confederacy. Despite these efforts, both countries chose not to go to war against the United States. The First Modern War The North and South were about to embark on what was, in many respects, the first modern war. Unlike earlier European wars, the Civil War involved huge armies that consisted mostly of civilian volunteers and required vast amounts of supplies. Military Technology By the 1850s, French and American inventors had developed an inexpensive conoidal—or coneshaped—bullet that was accurate at much greater distances. At the same time, instead of standing in a line, troops defending positions began to use trenches and barricades to protect themselves. This resulted in much higher casualties. Attrition—the wearing down of one side by the other through exhaustion of soldiers and resources—also played a critical role as the war dragged on. The South’s Strategy Early in the war, Jefferson Davis imagined a struggle similar to the American war for independence. Southern generals would pick their battles carefully, attacking and retreating when necessary to avoid heavy losses. By waging 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 agreed to negotiate. Although this strategy made sense, Davis felt great pressure to strike for a quick victory. Many Southerners believed that their military traditions made them superior fighters. In the war, Southern troops went on the offensive in eight battles, suffering 20,000 more casualties than the Union by charging enemy lines. These were heavy losses the South could not afford. The Union’s Anaconda Plan The general in chief of the United States, Winfield Scott, suggested that the Union blockade Confederate ports and send gunboats down the Mississippi River to divide the Confederacy in two. The South, thus separated, would gradually run out of resources and surrender. Many Northerners rejected the strategy, which they called the Anaconda 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. Comparing In what areas did the opposing sides have advantages and disadvantages? Section 1 REVIEW Vocabulary 1. Explain the significance of: Crittenden’s Compromise, Jefferson Davis, Confederacy, Fort Sumter, martial law, Robert E. Lee, habeas corpus, attrition, Anaconda Plan. Main Ideas 2. Identifying Where and under what circumstances did the American Civil War begin? 3. Explaining Why did the South resort to using paper money during the war? Critical Thinking 4. Big Ideas How did the Southerners’ belief in states’ rights hamper the Confederate government during the war? 5. Organizing Using a graphic organizer similar to the one below, list the military innovations of the Civil War era. Military Innovations 6. Analyzing Visuals Examine the conoidal bullets shown on page 128. How did conoidal bullets affect the war effort? What other innovations made the Civil War the first “modern” war? Writing About History 7. Persuasive Writing Suppose you are living in one of the border states at the beginning of the Civil War. Write a letter to a relative explaining why you are planning to join either the Union or Confederate army. Study Central™ To review this section, go to glencoe.com and click on Study Central. Chapter 3 • Section 1 Answer: The South had a strong military tradition, no organized opposition party, a smaller population, and weaker economy. The North had a strong naval tradition, a larger population, and more industry; controlled the national treasury; and had to deal with political turmoil. Assess Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. Close Contrasting Have students contrast the effects of the war on the economies of the North and the South. OL Section 1 REVIEW 129 Answers 1. All definitions can be found in the section and the Glossary. 2. The Confederacy attacked Fort Sumter in Charleston Harbor, which belonged to the United States, forcing the Union troops there to surrender. 3. The Confederacy was unable to raise sufficient funds from taxes or bonds. 4. The South lacked a strong central government needed to coordinate the war effort. 5. huge armies, civilian volunteers, conoidal bullets, trenches and barricades 6. Conoidal bullets caused high casualty rates; other innovations included quick-loading rifles, new defensive strategies such as trenches and barricades. 7. Students’ letters will vary, but should offer plausible scenarios about the decision to join one side or the other. 129 Chapter 3 • Section 2 Section 2 Focus Daily Focus Transparency 3-2 ANSWER: Union troops Teacher Tip: Point out to students that Confederate troops occupied the town of Gettysburg and Seminary Ridge, whereas the Union troops defended their “fishhook” pattern. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. UNIT 1 DAILY FOCUS SKILLS TRANSPARENCY 3-2 Reading a Map BATTLE AT GETTYSBURG ON JULY 3, 1863 N C ary Ridge S e m in Directions: Answer the following question based on the map. The Battle of Gettysburg was fought July 1–3, 1863. Which troops occupied Cemetery Ridge? GETTYSBURG emetery H ill Cul H ill Cemetery Ridge p 's Devil's Den Little Round Top 0 500 D Guide to Reading Big Ideas Individual Action In the final year of the war, Grant refused to let up the pressure the Union forces were putting on Lee’s weary troops. Content Vocabulary • blockade runner (p. 130) • siege (p. 134) • mandate (p. 137) Confederate Troops Union Troops Roads 1000 Yards Big Round Top Guide to Reading Answers: First Battle of Bull Run: Confederate victory; Battle of Shiloh: Union victory, both sides suffered high casualties; Seven Days’ Battle: no decisive victory, heavy casualties, Union retreated; Second Battle of Bull Run: Confederate victory, invasion of Maryland; Antietam: Bloodiest one-day battle in American history, Lee retreated due to such high casualties ing World War II? Read on to learn how the war affected daily life. People and Events to Identify • “Stonewall” Jackson (p. 130) • Ulysses S. Grant (p. 131) • Battle of Antietam (p. 133) • Emancipation Proclamation (p. 133) • Gettysburg (p. 134) • William Tecumseh Sherman (p. 136) • Thirteenth Amendment (p. 137) Reading Strategy Categorizing Complete a graphic organizer similar to the one below by filling in the results of each battle listed. While the Union and Confederacy mobilized their armies, President Lincoln proclaimed a blockade of all Confederate ports in an effort to cut Confederate trade with the world. Although the blockade became increasingly effective as the war dragged on, Union vessels were thinly spread and found it difficult to stop all the blockade runners—small, fast vessels the South used to smuggle goods past the blockade. The South could ship at least some of its cotton to Europe in exchange for shoes, rifles, and other supplies. 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 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. Six days later, the troops took control of the city. Seven Days’ Battle Second Battle of Bull Run Antietam To generate student interest and provide a springboard for class discussion, access the Chapter 3, Section 2 video at glencoe.com or on the video DVD. Resource Manager Reading Strategies C Soon after the Civil War began, President Lincoln approved an assault on Confederate troops gathered near Manassas Junction, Virginia, only 25 miles (40 km) south of Washington, D.C. The First Battle of Bull Run, as it came to be called, started well for the Union as it forced Confederate troops to retreat. Then the tide turned when reinforcements under the command of Thomas J. “Stonewall” Jackson helped the Confederates defeat the Union forces. This outcome made it clear that the North would need a large, well-trained army to prevail against the South. 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 500,000 men for three years. The North initially tried to encourage voluntary enlistment by offering a bounty—a sum of money given as a bonus—to individuals who promised three years of military service. Eventually both the Union and the Confederacy instituted the draft. The Naval War Results Battle of Shiloh 130 The Early Stages HISTORY AND YOU Do you know someone who experienced rationing dur- Academic Vocabulary • crucial (p. 133) • guarantee (p. 137) Battle espite early losses, with the help of key victories at Vicksburg and Gettysburg, the North defeated the South after four long years of fighting. Debate over slavery continued until President Lincoln decided that the time was right for emancipation. MAIN Idea With Union casualties rising, President Lincoln issued the Emancipation Proclamation. First Battle of Bull Run R Spotlight Video Fighting the Civil War Bellringer Chapter 3 Section Audio Chapter 3 The Civil War and Reconstruction Critical Thinking D Differentiated Instruction W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Outlining, p. 134 • Determining Importance, p. 135 • Using Context Clues, p. 135 • Evaluating, p. 137 • Verbal/Linguistic, p. 132 • Visual/Spatial, p. 136 • Descriptive, p. 133 • Visual Literacy, p. 132 • Identifying Point of View, p. 134 Additional Resources • Guide. Read. Act., URB p. 113 Additional Resources • Linking Past and Present, URB p. 98 • Quizzes/Tests, p. 30 Additional Resources • Enrichment Act., URB p. 109 Additional Resources • Foldables, p. 56 Additional Resources • RENTG, p. 23 Chapter 3 • The Early Years of the Civil War, 1861–1863 Pa. Antietam Sept. 17, 1862 Ohio Gettysburg July 1–3, 1863 Teach Union states Confederate states Union blockade Union forces Confederate forces Union victory Confederate victory Inconclusive battle N.Y. 40°N Union Blockade N N.J. E W Md. Del. Bull Run Washington, D.C. July 21, 1861, 1862 Aug. 29–30, Fredericksburg Dec. 13, 1862 70°W Chancellorsville ▲ The Battle of Shiloh resulted W.Va. May 1–5, 1863 Ohio R. in enormous casualties. Richmond (admitted to Seven Days Union, 1863) Ind. Ill. Louisville Mo. Hampton Roads June 25–July 1, 1862 Perryville Ky. March 8–9, 1862 Ft. Donelson Va. Kans. Oct. 8, 1862 Wilson’s Creek Roanoke Island Feb. 16, Paducah 35°N Aug. 10, 1861 Feb. 8, 1862 1862 Ft. Henry Nashville Tenn. Feb. 6, 1862 Ar Murfreesboro Cape Hatteras ka N.C. ns Dec. 31, 1862–Jan. 2, 1863 Pea Ridge Aug. 27–28, 1862 as Shiloh R. March 7–8, 1862 April 6–7, Chattanooga 1862 Indian Nov. 23–25,1863 Memphis ATLANTIC Corinth Territory Chickamauga S.C. OCEAN Sept. 19–20, 1863 Ark. Corinth Oct. 3–4, Red R. Birmingham Atlanta 1862 Ft. Sumter 0 200 kilometers Miss. April 12–14, 1861 Ga. Ala. Mansfield 0 200 miles Port Royal (Sabine Nov. 7, 1861 Albers Equal-Area projection Ft. Pulaski Cross Roads) Vicksburg April 10–11, 1862 April 8, 1864 May 19– Jackson 30°N July 4, 1863 Natchez Mississip pi R. S e R. b in Sa Tex. Sabine Pass Sept. 24–25, 1862 Galveston Oct. 4, 1862 La. Port Hudson May 8– July 9, 1863 Baton Rouge New Orleans 95°W Mobile Fla. 80°W 75°W Section 2 Historians disagree over whether or not the Union blockade of the Confederacy was a success. Although most blockade runners made it through the blockade, their impact on the war’s outcome remains questionable. By the end of the war, the Confederacy was suffering from a lack of supplies, weakening its ability to continue fighting. Analyzing GEOGRAPHY New Orleans April 24–25, 1862 Analyzing GEOGRAPHY 90°W 85°W 1. Location Name four battles that occurred along the eastern seaboard. 2. Movement What purpose did the North have in fighting so many battles along the coasts? The War in the West In February 1862, as Farragut prepared for his attack on New Orleans, Union general Ulysses S. Grant began a campaign to seize control of the Cumberland and Tennessee Rivers. Control of these rivers would cut Tennessee in two and provide the Union with a river route deep into Confederate territory. All of Kentucky and most of western Tennessee fell into Union hands. Grant next headed up the Tennessee River to attack Corinth, Mississippi. Seizing Corinth would cut the Confederacy’s only rail line connecting Mississippi and western Tennessee to the east. Early on April 6, 1862, Confederate forces launched a surprise attack on Grant’s troops, near a small church named Shiloh. The Union won the Battle of Shiloh the following day, but both sides paid an enormous cost. Twenty thousand troops had been killed or wounded. When newspapers demanded Grant be fired because of the high casualties, Lincoln refused, saying, “I can’t spare this man; he fights.” Chapter 3 The Civil War and Reconstruction 131 Answers: 1. Answers may include Hampton Roads, Roanoke Island, Cape Hatteras, Fort Sumter, Port Royal, and Ft. Pulaski. 2. The North wanted to control the coastline to cut off supplies headed for the Confederacy. Hands-On Chapter Project Step 2 Art Show on the Civil War and Reconstruction Step 2: Selecting the Paintings for the Art Exhibit Essential Question: What art best represents the Civil War and Reconstruction, and why? Directions Student teams will continue to create their images. In this step, students will determine which members of their team will create the informational tags that will accompany the images in the art show. The informational tags should be typed sheets that include the following information: • Image title • Brief summary of how the image relates to the Civil War and/or Reconstruction • Media (oil, watercolor, drawing, and so on) • Date of completion • Any other pertinent information Putting It Together In one or two sittings, students should review the submissions and decide which will be hung in the exhibit. (School policy and space may determine if this ends up being an actual exhibit or a virtual exhibit.) OL (Chapter Project is continued on page 141) 131 Chapter 3 • Section 2 S Skill Practice Visual Literacy Have students D Differentiated Instruction Verbal/Linguistic Make available to students a copy of the Emancipation Proclamation. Working in pairs, students should choose a part of the proclamation they think is the most important and rewrite it in their own words. BL ELL ▲ President Lincoln meets General George McClellan (left center, facing Lincoln) after the Battle of Antietam. ▲ examine Civil War photographs, sketches, and paintings. Ask them to select an image they find particularly moving. Students can write descriptive paragraphs or poems about the mood or atmosphere of the image. The Library of Congress maintains Web sites containing many photographs from the Civil War. OL BL With their backs to Antietam Creek, Union troops under the command of General McClellan attack Confederate positions, September 17, 1862. D S The Battle of Antietam and the Emancipation Proclamation The Battle of Antietam marked an important turning point in the war. The Union’s victory kept Britain from recognizing the Confederacy as a separate nation. If Britain had taken this action, the balance in the struggle might have tipped in favor of the Confederacy. Also, the victory at Antietam and the terribly high casualties brought President Lincoln to the decision that the time had come to end slavery in the South by issuing the Emancipation Proclamation. The Proclamation was the first step toward finally outlawing slavery throughout the United States. ANALYZING HISTORY How did emancipation change the war? Write a brief essay explaining your opinion. Answer: Students’ answers will vary, but students should generally mention that emancipation gave the Union cause an important moral dimension. Additional Support For the text of the Emancipation Proclamation, see page R49 in Documents in American History. 132 ▲ Lincoln reads the Emancipation Proclamation to members of his cabinet. Left of Lincoln are Secretary of War Edwin M. Stanton and Secretary of the Treasury Salmon P. Chase. In front of the table sits Secretary of State William Seward. The War in the East While Grant fought in the West, Union General George B. McClellan’s forces set out to capture Richmond, Virginia, the Confederate capital. In late June 1862, Confederate General Robert E. Lee began a series of attacks on McClellan’s forces that became known as the Seven Days’ Battle. Lee’s attacks forced the Union troops to retreat. Together the two sides suffered over 30,000 casualties. As McClellan’s forces withdrew, Lee marched toward Union forces defending Washington. The maneuver led to another battle at Bull Run. The South again forced the North to retreat, leaving the Confederates only 20 miles (32 km) from Washington, D.C. Soon after, Lee’s forces invaded Maryland. Both Lee and Jefferson Davis believed that an invasion would convince the North to accept the South’s independence. They also thought that a victory on Northern soil might help the South win recognition from the British and help the Peace Democrats gain control of Congress in the upcoming elections. Lee could also feed his troops from Northern farms and draw Union troops out of Virginia during harvest season. Chapter 3 The Civil War and Reconstruction Activity: Interdisciplinary Connection Mathematics Write the following typical organizational structure of Civil War infantry units on the chalkboard: company = 100 soldiers; regiment = 10 companies; brigade = 5 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 1,000 soldiers; brigade = 5,000 soldiers; division = 15,000 soldiers; corps = 45,000 soldiers; brigade = 50 companies; division = 15 regiments; corps = 450 companies) OL On September 17, 1862, Lee’s forces met Union troops under the command of General McClellan at Antietam (an·TEE·tuhm) Creek. The fight was the bloodiest one-day battle in American history, ending with over 6,000 men killed and another 16,000 wounded. McClellan did not break Lee’s lines, but he inflicted so many casualties that Lee decided to retreat to Virginia. The Battle of Antietam was a crucial victory for the Union. The British government had been ready to intervene in the war as a mediator if Lee’s invasion had succeeded. Britain also had begun making plans to recognize the Confederacy should the North reject mediation. Now the British decided to wait and see how the war progressed. With this decision, the South lost its best chance at gaining international recognition and support. The South’s defeat at Antietam had an even more important political impact in the United States. It convinced Lincoln that the time had come to end slavery in the South. Proclaiming Emancipation Most Democrats opposed any move to end slavery, while Republicans were divided on the issue. With Northern casualties rising, however, many Northerners began to agree that slavery had to end, in part to punish the South and in part to make the soldiers’ sacrifices worthwhile. On September 22, 1862, encouraged by the Union victory at Antietam, Lincoln publicly announced that he would issue the Emancipation Proclamation—a decree freeing all enslaved persons in states still in rebellion after January 1, 1863. Because the Proclamation freed enslaved African Americans only in states at war with the Union, it did not address slavery in the border states. Short of a constitutional amendment, Lincoln could not end slavery in the border states, nor did he want to endanger their loyalty. The Proclamation, by its very existence, transformed the conflict over preserving the Union into a war of liberation. Life During the Civil War As the war intensified, the economies of the North and South went in different directions. By the end of 1862, the South’s economy had begun to suffer greatly. The collapse of its Chapter 3 • transportation system and the presence of Union troops in several important agricultural regions led to severe food shortages in the winter of 1862. In several communities, food shortages led to riots. Hearing of such hardships, many Confederate soldiers deserted to return home to help their families. In contrast, the North actually experienced an economic boom because of the war. With its large, well-established banking industry, the North raised money for the war more easily than the South. Its growing industries also supplied Union troops with clothes, munitions, and other necessities. W Writing Support Descriptive Have students Daily Life Both Union and Confederate soldiers endured a hard life with few comforts. They faced the constant threat of disease and extreme medical procedures if injured in battle. Life for prisoners of war was just as difficult, especially in Southern prisons that faced food shortages. Innovations in agriculture helped minimize the loss of labor as men left to fight. Greater use of mechanical reapers and mowers made farming possible with fewer workers, many of whom were women. Women also filled labor shortages in various industries, particularly in clothing and shoemaking factories. Section 2 Student Web Activity Visit glencoe.com and complete the activity on Civil War letters. imagine themselves as a soldier in the 54th Massachusetts regiment, an African American unit. Ask: What does it mean to you to participate in the war? What are your goals as a soldier and free African American? Have students write a journal entry answering the question. OL Answer: Answers will vary. One possible answer is that African Americans saw volunteering to fight in the war as a way to ensure their freedom from enslavement. African Americans While the war brought hardship to many Americans, it offered new opportunities for African Americans. The Emancipation Proclamation officially permitted African Americans to enlist in the Union army and navy. Almost immediately, thousands of African Americans rushed to join the military. W Women Women helped in the war effort at home by managing family farms and businesses. Perhaps their most important contribution to the Civil War was in serving as nurses to the wounded. One of the most prominent war nurses was Clara Barton, who left her job in a Washington patent office to aid soldiers on the battlefield. The Civil War was a turning point for the American nursing profession. The courage shown by women helped break down the belief that women were emotionally weaker than men. Analyzing Why do you think African Americans were willing to volunteer to fight? Chapter 3 The Civil War and Reconstruction 133 Additional Support Activity: Interdisciplinary Activity Health Ask a health care professional to speak to the class about first aid and infection prevention. 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 facilities and techniques would have prevented many of the diseases and infections (and amputations and deaths) that occurred. OL BL 133 Section 2 R Reading Strategy Outlining As students read about “The Turning Point,” have them take notes using the headings found in the text. Students may want to use an outline to help them organize the information. Remind students that although they do not have to write complete sentences, they should be able to understand what they have written. After students read the section, ask questions about what they have read. Students should use their notes to help answer the questions. OL BL ELL S Skill Practice Identifying Point of View Tell students to imagine that they are newspaper reporters covering the Battle of Gettysburg. Have each student write two accounts of the battle, one for a Northern newspaper, and one for a Southern newspaper. OL R The Turning Point MAIN Idea Key victories at Vicksburg and Gettysburg helped the North defeat the South. HISTORY AND YOU Recall a time when you faced a situation you had been dreading. Did the outcome surprise you? Read on to learn about Confederate General Robert E. Lee’s surrender to Ulysses S. Grant. As 1863 began, there was no end to the war in sight. More than two years of battle lay ahead for Americans, and the casualties would continue to rise steeply. Still, 1863 marked the turning point of the war. Three major Union victories put the Confederacy on the defensive and set the stage for its surrender. Vicksburg Gaining control of the Mississippi River was a vital element of the Union strategy for winning the Civil War. If the Union could capture Vicksburg, Mississippi, the last major Confederate stronghold on the river, then the North could cut the South in two. In May 1863, Grant launched two assaults on Vicksburg, but the city’s defenders repulsed both attacks and inflicted high casualties. Grant decided to put the city under siege—to cut off its food and supplies and bombard it until its defenders gave up. On July 4, 1863, with his troops starving, the Confederate commander at Vicksburg surrendered. Gettysburg Meanwhile, in Virginia, Lee had been able to defeat Union forces at Fredericksburg and Chancellorsville. Emboldened by these victories, Lee decided in June 1863 to launch another invasion of the North. At the end of June, as Lee’s army foraged in the Pennsylvania countryside, some of his troops headed into Gettysburg, hoping to seize a supply of shoes. When they arrived near the town, they discovered two brigades of Union cavalry. On July 1, The Gettysburg Address The bloody victory at Gettysburg was a major turning point in the Civil War. It kept Britain out of the war, inflicted serious losses on the Confederacy and helped restore Union morale. In November 1863 Lincoln went to Gettysburg to dedicate part of the battlefield as a cemetery. His speech, the Gettysburg Address, became one of the best-known orations in American history. ▲ Chapter 3 • On July 3, 1863, the Confederate forces launched an attack known later as Pickett’s Charge. Charging up Cemetery Ridge into withering cannon fire, the Confederates suffered nearly 7,000 casualties in less than two hours. Soon after the attack failed, General Lee ordered Southern forces to withdraw. Additional Support Extending the Content Military Terms The Civil War was the first war in which strictly military terms were passed into widespread usage. Many of these terms are still used in common speech today, including: K.P. (kitchen police), AWOL (absent without 134 leave), pup tents (originally known as dog tents), and shoddy (uniforms made from recycled woolen fibers known as shoddy, which came to denote any article of inferior quality.) S 1863, as Confederates pushed the Union troops out of the town, the main forces of both armies hurried to the scene of the fighting. On July 2, Lee attacked, but the Union troops held their ground. The following day, Lee ordered nearly 15,000 men under the command of General George E. Pickett and General A.P. Hill to make a massive assault. The attack, known as Pickett’s Charge, caused 7,000 casualties in less than half an hour, but failed to break the Union lines.“It is all my fault,”said Lee.“It is I who have lost this fight.” Lee’s troops retreated to Virginia. At Gettysburg, the Union suffered 23,000 casualties, the South an estimated 28,000, more than one-third of Lee’s entire force. The disaster at Gettysburg proved to be the turning point of the war in the East. The Union’s victory strengthened the Republicans politically and ensured once again that the British would not recognize the Confederacy. For the remainder of the war, Lee’s forces remained on the defensive, slowly giving ground to the advancing Union army. Grant Secures Tennessee After the Union’s major victories at Vicksburg and Gettysburg, fierce fighting erupted in Tennessee near Chattanooga. Chattanooga was a vital railroad junction. Both sides knew that if the Union forces captured Chattanooga, they would control a major railroad running south to Atlanta. Following several battles, Union forces under the command of General Grant succeeded in scattering the Confederate soldiers who blocked the way to the city. By the spring of 1864, Grant’s capture of R1 Vicksburg had given the Union control of the Mississippi River, while his victory at Chattanooga had secured eastern Tennessee and cleared the way for an invasion of Georgia. Lincoln rewarded Grant by appointing him general in chief of the Union forces and promoting him to lieutenant general, a rank no one had held since George Washington. The president had finally found a general he trusted to win the war. PRIMARY SOURCE R2 “Four score and seven years ago our fathers brought forth on this continent 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, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly 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 shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.” 1. Specifying To what event is Lincoln referring that occurred “fourscore and seven years ago”? 2. Identifying Central Issues What does Lincoln say is the main purpose of the Civil War and the reason for the sacrifices at Gettysburg? Chapter 3 Section 2 R1 Reading Strategy Determining Importance Ask students to explain how battles in Tennessee began turning the war in favor of the Union. OL R2 Reading Strategy Using Context Clues Some text passages are more difficult to read than others. This is particularly true of many historical documents that use words and phrases that have fallen out of everyday use. Remind students to slow down when they encounter unusual phrases, difficult concepts, connections to previous ideas, new vocabulary, or text that contains a great deal of information. OL BL ELL Answers: 1. the issuing of the Declaration of Independence in 1776 2. He says that the main purpose of the war is to restore the Union and preserve the republic, which is a unique “government of the people, by the people, for the people.” ▲ More than 50,000 Americans were killed or wounded during the Battle of Gettysburg. —The Gettysburg Address, November 19, 1863 Chapter 3 • The Civil War and Reconstruction 135 Additional Support Activity: Interdisciplinary Connection Language Arts Tell students that Stephen Crane’s novel The Red Badge of Courage presents a realistic view of the war. Select a few passages from the book that demonstrate how Crane paints a picture of the war. Then, tell students that Crane did not actually fight in the Civil War. He based his book on war stories told by veterans and on the photographs taken by Mathew Brady, a famous Civil War photographer. Discuss the difference between participating in an event and having the event described 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. Then have them draw their own depictions of the city’s capture. Encourage students to be as historically accurate as possible. OL AL ▲ Robert E. Lee surrenders to General Grant at Appomattox Courthouse on April 9, 1865. Analyzing VISUALS Casualties of the Civil War Troops (thousands) Answers: 1. World War II and World War I 2. the North 400 350 300 250 200 150 100 50 0 North Total Deaths Battlerelated deaths 136 Nonbattle deaths War on Terror 4,600 Other major wars 5,000 War with Mexico 13,000 Revolutionary War 25,000 Korean War 36,500 Vietnam War 58,000 Source: For the Common Defense. Additional Support South American War Deaths* World War I 107,000 ▲ The war devastated the South. Hundreds of thousands of people were dead, and several major cities, including Richmond (above), lay in ruins. Analyzing VISUALS World War II 407,000 Civil War 620,000 *approximate figures Sources: United States Civil War Center; For the Common Defense 1. Identifying The Civil War cost more American lives than any other conflict. What were the next two most deadly wars? 2. Specifying Which region suffered the highest number of battlerelated deaths? Grant Versus Lee Sherman’s March to the Sea “Whatever happens, there will be no turning back,” Grant promised Lincoln. He was determined to march southward, attacking Lee’s forces relentlessly, regardless of the cost, until the South surrendered. Grant kept his forces on the move and gave Lee’s troops no time to recover. He attacked them first in the Wilderness, a densely forested area near Fredericksburg, Virginia, then at Spotsylvania Courthouse, then at Cold Harbor, a strategic crossroads northeast of Richmond. He then put the town of Petersburg under siege knowing that once it fell, Richmond, Virginia, would be cut off from supplies. General Grant had put his most trusted subordinate, William Tecumseh Sherman, in charge of Union operations in the west while he headed east to fight Lee. In early August 1864, Sherman marched into Georgia, heading toward the city of Atlanta. After capturing the city, Sherman’s troops set fires to destroy its railroads, warehouses, mills, and factories. The fires spread, however, destroying more than one-third of Atlanta. On November 15, 1864, Sherman led his troops east across Georgia in what became known as the March to the Sea. The purpose of the march was to make Southern civilians Chapter 3 The Civil War and Reconstruction Activity: Interdisciplinary Connection Art Although Mathew Brady revolutionized the artistic documentation of the Civil War through his photography, many artists of the time captured this historic era through fine art. For example, Winslow Homer’s paintings Veteran in a New Field and Prisoners from the Front were 136 completed from sketches he drew from the field. Have students research a painting that stirs up personal feelings about the Civil War. Then, ask students to present and explain the painting to the class. OL BL ELL D understand the horrors of war and to pressure them into giving up the struggle. Sherman’s troops cut a path of destruction through Georgia that was at times 60 miles (97 km) wide. By December 21, 1864, they had reached the coast and seized the city of Savannah. Sherman now turned north and headed into South Carolina, the state that many people believed had started the Civil War. The South Surrenders The capture of Atlanta revitalized Northern support for the war and for Lincoln, who was elected president to another term. Lincoln interpreted his reelection as a mandate to end slavery permanently by amending the Constitution. On January 31, 1865, with the help of Democrats opposed to slavery, the Thirteenth Amendment to the Constitution, banning slavery in the United States, passed the House of Representatives and was sent to the states for ratification. Appomattox Courthouse Meanwhile, Lee knew that time was running out. On April 1, 1865, Union troops led by Philip Sheridan cut the last rail line into Petersburg at the Battle of Five Forks. The following night, Lee’s troops withdrew from their positions near the city and raced west. Lee’s desperate attempt to escape Grant’s forces failed when Sheridan’s cavalry got ahead of Lee’s troops and blocked the road at Appomattox Courthouse. With his ragged and battered troops surrounded and outnumbered, Lee surrendered to Grant on April 9, 1865. Grant’s generous terms of surrender guaranteed that the United States would not prosecute Confederate soldiers for treason. When Grant agreed to let Confederates take their horses home “to put in a crop to carry themselves and their families through the next winter,” Lee thanked him, adding that the kindness would “do much toward conciliating our people.” Lincoln’s Assassination With the war over, Lincoln delivered a C speech describing his plan to restore the Southern states to the Union. In the speech, he mentioned including African Americans in Southern state governments. One listener, actor John Wilkes Booth, sneered to a friend,“That is the last speech he will ever make.” Although his advisers had repeatedly warned him not to appear unescorted in public, Lincoln went to Ford’s Theater with his wife to see a play on the evening of April 14, 1865. Just after 10 P.M., Booth slipped quietly behind the president and shot him in the back of the head. Lincoln died the next morning. The North’s victory in the Civil War saved the Union and strengthened the power of the federal government over the states. It transformed American society by ending slavery, but it also left the South socially and economically devastated, and 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. Examining Why did General Sherman march his army to the sea? Section 2 REVIEW Vocabulary 1. Explain the significance of: “Stonewall” Jackson, blockade runner, Ulysses S. Grant, Battle of Antietam, Emancipation Proclamation, siege, Gettysburg, William Tecumseh Sherman, mandate, Thirteenth Amendment. Main Ideas 2. Identifying Central Issues What was the significance of the Battle of Antietam for the South? 3. Explaining Why was capturing Vicksburg important to the Union? Chapter 3 • Section 2 C Critical Thinking Evaluating Have students search the Web for articles about Abraham Lincoln. Ask students to print out the home page of each site and write a brief explanation of whether or not they rate the site as authoritative. OL Answer: Sherman wanted to make Southern civilians understand the horrors of war and pressure them into surrendering. Critical Thinking 4. Big Ideas How did northern military strategy change after Ulysses S. Grant took command of the Union Army. 5. Organizing Using a graphic organizer, list the results of the Battle of Gettysburg. Make sure that you consider both the Union and the Confederacy. Assess Battle of Gettysburg 6. Analyzing Visuals Examine the graphs of war deaths on page 136. What would account for the thousands of noncombat deaths? Writing About History 7. Descriptive Writing Take on the role of a reporter living in Georgia during Sherman’s March to the Sea. Write a brief article describing the Union’s actions and their effects on the people. Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. Close Explaining Ask students to explain the importance of Union victories in Virginia and the Deep South. OL Study Central™ To review this section, go to glencoe.com and click on Study Central. Section 2 REVIEW 137 Answers 1. All definitions can be found in the section and the Glossary. 2. It kept Great Britain from joining the Confederacy when it was poised to do so, and led to the Emancipation Proclamation. 3. It cut the South in two by giving the Union control of the Mississippi River. 4. It became focused on relentlessly attacking the Confederate troops and making life very difficult for Southern civilians. 5. strengthened Republicans politically, very high casualties, put Confederacy on the defensive, ended the South’s hope for help from Britain 6. disease spread rapidly in military camps leading to death from disease, conditions were difficult for civilians too 7. Students’ articles will vary, but should be based on facts, not on the writer’s opinion. 137 Town of Gettysburg Focus Culp’s Hill Thirty years after the war ended, Congress made Gettysburg a National Military Park in tribute to the armies that fought there. Each summer, historical reenactors have recreated the battle. Today National Park Service rangers also provide information to visitors. The Battle of Gettysburg Teach How Did Geography Shape the Battle? The Confederate invasion of the North in 1863 was a bold stroke. By moving north, General Robert E. Lee gained access to the rich farms and other resources of Pennsylvania. When his troops arrived in Gettysburg on July 1, they forced Union troops to flee to the hills south of the town. Had Confederate forces attacked the Union troops in the hills immediately, they might have won. The decision not to attack enabled Union troops to reinforce their position and build a formidable defensive line. C Critical Thinking Comparing and Contrasting Tell students that the Union and Confederate armies were similar in many ways. For example, both armies used similar weapons. Have students use the library or Internet resources to identify other ways in which the two armies were alike and different. You may recommend the National Park Service Web site as a starting point for their research. OL C 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 troops could easily be moved from one part of the line to another depending on where the enemy attacked. On July 2, Lee tried to seize Little Round Top. Controlling the hill would have let his artillery fire down the length of the Union line. After savage fighting, his attack was repulsed, but Lee believed the Union had shifted so many troops south to hold Little Round Top that it had left its line on Cemetery Ridge vulnerable to attack. On July 3, Lee ordered some 12,500 troops to attack Cemetery Ridge in what became known as Pickett’s Charge. Union artillery ripped holes in the Confederate line as it advanced. When the Confederates neared the crest of the ridge, Union troops, protected by trenches and barricades they had built, unleashed volley after volley. Firing at point-blank rage, stabbing with bayonets, and battering with rifle butts, the Union soldiers drove the Confederates back. Lee knew he had been beaten. The next day he began his retreat to Virginia. Sem inar y Ri dge 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? Additional Support 2. Movement What made Pickett’s charge so difficult? Why did Lee think it would succeed? 138 Chapter 3 The Civil War and Reconstruction Extending the Content The Hero of Little Round Top The extreme left flank of the Union lines at Gettysburg—a hill called Little Round Top—was commanded by Colonel Joshua Lawrence Chamberlain, a college professor who had taken leave from teaching 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 forces withstood numerous attacks. Finally, Chamberlain led his troops in a bayonet charge that drove the Confederates from the field. Chamberlain received the Medal of Honor for his bravery at Gettysburg. Carlisle Pennsylvania Wrightsville to Po MEAD E Gettysburg ac m do a R. an West Virginia Maryland Assess/Close en R Sh Washington, D.C. HOO KE R . Front Royal Frederick Baltimore h Winchester a nn ha ue R. sq Su Chambersburg L EE Virginia Richmond Reading Maps Have students identify the landforms on the image and explain how the armies used those landforms. OL Bay Albers Equal-Area projection p eake S S Skill Practice p esa 40 miles E R. 0 N W k oc 40 kilometers Ra p n an 0 Fredericksburg Chancellorsville Ch Union advance Confederate advance ah On July 3, Lee ordered some 12,500 men to attack Cemetery Ridge. The Confederates marched three-quarters of a mile across open fields and then uphill toward Union lines. Although the attack is known as Pickett’s Charge, General Pickett’s troops made up only about one-third of the Confederate force that attacked. Analyzing GEOGRAPHY Cem eter y Ri dge Army of the Potomac General George G. Meade S Little Round Top The Devil’s Den Peach Orchard On July 2, Lee ordered Longstreet to attack the Union lines near the hill named Little Round Top. Savage fighting erupted in the 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 Answers: 1. The Union army controlled high ground, allowing them to fire down on Confederate 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 were protected by barricades and trenches and could fire at the Confederate soldiers as they advanced. Lee believed it would succeed because he thought the Union army had shifted most of the troops to hold Little Round Top, leaving Cemetery Ridge vulnerable. 139 Activity: Collaborative Learning Newspaper Page Organize the class into groups to create a newspaper page highlighting the details from the Battle of Gettysburg. Have each group choose whether to describe the Northern or Southern view of the battle. Have students research the Battle of Gettysburg using their book, the Internet, and other sources. Groups should illustrate their newspaper page with drawings depicting a scene from the battle. Have each group compose its newspaper page on a computer using desktop publishing software. 139 Chapter 3 • Section 3 Section 3 Focus Daily Focus Transparency 3-3 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. UNIT 1 DAILY FOCUS SKILLS TRANSPARENCY 3-3 ANSWER: C Teacher Tip: Tell the students to look at the illustration and its caption and then choose the most appropriate answer. Making Inferences FREEDMEN’S BUREAU 1865–1872 Directions: Answer the following question based on the illustration. The aim of the Freedmen’s Bureau was to provide assistance to newly emancipated African Americans and to poor whites after the Civil War. Which of the Freedmen’s Bureau’s responsibilities would be most important to the people shown in the illustration? A regulation of wages and working conditions B establishment and maintenance of schools C the furnishing of food and Newly freed African Americans line up for rations at a Freedmen’s Bureau in the South. medical supplies D control and distribution of confiscated lands Guide to Reading Answers: black codes: severely limited rights of African Americans in the South; Civil Rights Act of 1866: allowed African Americans to own property and stated that they were to be treated equally in court; Fourteenth Amendment: guaranteed all citizens equal protection of the laws; Fifteenth Amendment: guaranteed the right to vote to all adult male citizens. P Guide to Reading Big Ideas Economics and Society After Reconstruction, the South tried to build a new economy, but many problems remained. Content Vocabulary • amnesty (p. 140) • pocket veto (p. 142) • black codes (p. 143) • carpetbagger (p. 145) • scalawag (p. 145) • sharecropper (p. 149) What were the terms of the peace treaty, and who benefited? Read on to learn about President Lincoln’s policies after Union victory in the Civil War. Reading Strategy Organizing Complete a graphic organizer similar to the one below to explain how each piece of legislation listed affected African Americans. Effect black codes Civil Rights Act of 1866 Fourteenth Amendment Fifteenth Amendment Resource Manager 140 Reading Strategies C Reconstruction Begins HISTORY AND YOU Think of a war you have studied in a history course. People and Events to Identify • Reconstruction (p. 140) • Radical Republicans (p. 140) • Freedmen’s Bureau (p. 142) • Fourteenth Amendment (p. 143) • Fifteenth Amendment (p. 145) • Compromise of 1877 (p. 148) To generate student interest and provide a springboard for class discussion, access the Chapter 3, Section 3 video at glencoe.com or on the video DVD. resident Lincoln, moderate Republicans, and Radical Republicans had different ideas about how to rebuild the South and to secure the rights of African Americans. As Democrats regained power in the South, Reconstruction ended. MAIN Idea In the months after the Civil War, the nation began the effort to rebuild and reunite. Academic Vocabulary • commissioner (p. 145) • infrastructure (p. 147) Legislation R Spotlight Video Reconstruction Bellringer Chapter 3 Section Audio Helping freed African Americans find their way as citizens of the United States was only one of a myriad of problems the nation faced. At the end of the Civil War, the South was a defeated region with a devastated economy. While some Southerners were bitter over the Union military victory, for many rebuilding their land and their lives was more important. Meanwhile, the president and Congress grappled with the difficult task of Reconstruction, or rebuilding the nation after the war. Lincoln and the Radical Republicans In December 1863, President Lincoln offered a general amnesty, or pardon, to all Southerners who took an oath of loyalty to the United States and accepted the Union’s proclamations concerning slavery. When 10 percent of a state’s voters in the 1860 presidential election had taken this oath, they could organize a new state government. Certain people, such as Confederate government officials and military officers, could not take the oath or be pardoned. In March 1865, in his Second Inaugural Address, President Lincoln spoke of ending the war “with malice toward none, with charity for all.” Therefore, President Lincoln wanted a moderate plan to reconcile the South with the Union instead of punishing it for treason. Resistance to Lincoln’s plan surfaced at once among a group of Republicans in Congress known as Radical Republicans. Led by Representative Thaddeus Stevens of Pennsylvania and Senator Charles Sumner of Massachusetts, the radicals wanted to prevent the leaders of the Confederacy from returning to power after the war. 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 equality by guaranteeing their right to vote in the South. Chapter 3 The Civil War and Reconstruction Critical Thinking D Differentiated Instruction W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing, p. 141 • Questioning, p. 145 • Academic Vocabulary, p. 147 • Analyzing Information, p. 143 • Predicting Consequences, p. 144 • Visual/Spatial, p. 143 • Gifted/Talented, p. 146 • Verbal/Linguistic, p. 148 Additional Resources Additional Resources • Persuasive Writing, p. 141 • Sequencing Information, • Expository Writing, pp. 144, 148 p. 142 • Evaluating, p. 145 • Conduct. Research, Additional Resources p. 146 • Content Voc. Act., URB • Drawing Concl., p. 91 pp. 147, 149 • Academic Voc. Act., URB Additional Resources p. 93 • Time Line Act., URB p. 97 • Reteacing Act., URB p. 107 • RENTG, p. 31 • Prim. Source Read., URB • Crit. Think. Skills Act., p. 101 URB p. 96 • Guide. Read. Act., URB • Quizzes/Tests, p. 31 p. 114 Additional Resources • Interpreting Political Cartoons, URB p. 105 Teacher Edition • Passed the Fourteenth and Fifteenth Amendments • Military Reconstruction Act divided the South into five military districts • New state constitutions required to guarantee ▲ Thaddeus Stevens voting rights • Military rule protected voting rights for African Americans • Empowered African Americans in government and supported their education After the Civil War, three plans were proposed to restore the South to the Union. The political struggle that resulted revealed that sectional tensions had not ended with the Civil War. 1. Lincoln’s Plan for Reconstruction ▲ • Amnesty to all but a few Southerners who took an oath of loyalty to the United States and accepted its proclamations concerning slavery • When 10 percent of a state’s voters in the 1860 presidential election had taken the oath, they could organize a new state government • Members of the former Confederate government, officers of the Confederate army, and former federal judges, members of Congress, and military officers who had left their posts to help the Confederacy would not receive amnesty Section 3 Teach W Writing Support Persuasive Writing Have students assume the role of a former Confederate officer and write a letter to the president requesting a pardon. Remind students that those receiving amnesty must sign a loyalty oath. OL Charles Sumner R Reading Strategy Organizing Have students 3. Johnson’s Plan for Reconstruction • Amnesty for those taking an oath of loyalty to the United States; excluded high-ranking Confederates and those with property over $20,000, but they could apply for pardons individually • Required states to ratify the Thirteenth Amendment abolishing slavery Analyzing VISUALS 1. Identifying Which plan made the most provisions for formerly enslaved African Americans? 2. Specifying Which plan was most forgiving of former Confederate political and military leaders? Congressional Republicans knew that the abolition of slavery would give the South more seats in the House of Representatives. Before the Civil War, enslaved people had only counted in Congress as three-fifths of a free person. Now that African Americans were free, the South was entitled to more seats in Congress. This would endanger Republican control of Congress unless Republicans could find a way to protect African American voting rights in the South. Although the radicals knew that giving African Americans in the South the right to vote would help the Republican Party win elections, most were not acting cynically. Many Chapter 3 • 2. Congressional Reconstruction Three Plans for Reconstruction W of them had been abolitionists before the Civil War and had pushed Lincoln into making emancipation a goal of the war. They believed in a right to political equality for all Americans, regardless of their race. The Wade-Davis Bill Analyzing VISUALS R Many moderate Republicans considered Lincoln too lenient, but they also thought the radicals were going too far in their support for African American equality and voting rights. By the summer of 1864, the moderates and radicals had come up with a plan for Reconstruction that they could both support. Chapter 3 complete a two-column chart listing the components of Lincoln’s plan for Reconstruction and the Wade-Davis Bill. Ask: What points make the Wade-Davis Bill harsher than Lincoln’s plan? (The Wade-Davis Bill forbade all former Confederate government officials and military officers to vote or hold office and required the majority of white males to pledge allegiance to the Union.) OL The Civil War and Reconstruction 141 Answers: 1. Congress’s plan 2. Johnson’s plan Hands-On Chapter Project Step 3 Art Show on the Civil War and Reconstruction Question: How should the images best be presented to illustrate the Civil War and Reconstruction? by date of the artwork, by the artists, or by a perceived theme in the images. Another task is to review the informational tags that will accompany the images. Will the tags give the audience enough information to understand the Civil War and Reconstruction? Directions The final job is to hang the show, but this requires decisions about the best order in which to present the images for the audience. Students may choose to hang the images by chronological order, Putting It Together If there is space for the show to actually be hung, getting the materials to hang it is the last step. Students from other classes might view it and review it. OL Step 3: Hanging the Show Essential (Chapter Project is continued on Visual Summary page) 141 Chapter 3 • Section 3 This alternative to Lincoln’s plan was the Wade-Davis Bill of 1864, which required the majority of the adult white males in a former Confederate state to take an oath of allegiance to the Union. The state could then hold a constitutional convention to create a new state government. The people chosen to attend the constitutional convention had to take an “ironclad” oath asserting that they had never fought against the Union or supported the Confederacy in any way. Each state’s convention would then have to abolish slavery, reject all debts the state had acquired as part of the Confederacy, and deprive all former Confederate government officials and military officers of the right to vote or hold office. Although Congress passed the Wade-Davis Bill, Lincoln blocked it with a pocket veto. Although Lincoln sympathized with some of the radicals’ goals, he believed that imposing a harsh peace would only alienate many whites in the South. W Writing Support Expository Writing Andrew Johnson had been vice president for less than six weeks when President Lincoln was assassinated. He then faced the formidable challenge of reuniting the nation. Inform students that Johnson had no formal schooling and remained unable to read well or write until he was almost 20. In pairs, have students research Johnson’s background and write a personality profile that tries to explain how his early life was reflected in his plans for Reconstruction. OL The Freedmen’s Bureau Student Web Activity Visit glencoe.com and complete the activity on Southern Reconstruction. Answer: The Fourteenth Amendment expanded federal power over the states; its equal protection clause has been used to extend civil rights. Additional Support 142 Lincoln realized that the South was already in chaos, with thousands unemployed, homeless, and hungry. At the same time, the victorious Union armies had to try to help the large 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 known as freedmen—began following his troops seeking food and shelter. In March 1865, Congress established the Bureau of Refugees, Freedmen, and Abandoned Lands, better known as the Freedmen’s Bureau. The Bureau was directed to feeding and clothing war refugees in the South using surplus army supplies. Beginning in September 1865, it issued nearly 30,000 rations a day for the next year. The Bureau helped formerly enslaved people find work on plantations and negotiated labor contracts with planters. Many Northerners argued that people who had been enslaved should receive land to support themselves now that they were free. To others, however, taking land from plantation owners and giving it to freedmen seemed to violate the nation’s commitment to individual property rights. As a result, Congress refused to confirm the right of African Americans to own the lands that had been seized from plantation owners and given to them. Johnson Takes Office Shortly after Congress established the Freedmen’s Bureau, Lincoln was assassinated. Although his successor, Vice President Andrew Johnson, was a Democrat from Tennessee, he had remained loyal to the Union. Like Lincoln, he believed in a moderate policy to bring the South back into the Union. In the summer of 1865, with Congress in recess, Johnson began implementing his reconstruction plan. He offered to pardon all former citizens of the Confederacy who took an oath of loyalty to the Union and to return their property. He excluded from the pardon the same people Lincoln had excluded. Like Lincoln, Johnson required Southern states to ratify the Thirteenth Amendment. The former Confederate states, for the most part, met Johnson’s conditions. They then organized new governments and held elections. By the time Congress gathered for its next session in December 1865, Johnson’s plan was well underway. Many members of The Fourteenth Amendment The passage of the Fourteenth Amendment was a turning point in American political and legal history. Since its ratification, the amendment has been used to expand federal power over the states and to extend civil rights through its equal protection clause. It also provided the foundation for the doctrine of incorporation—the concept that the rights and protections in the Bill of Rights apply to the states. This doctrine was first upheld by the Supreme Court in Gitlow v. New York in 1925. In the 1950s and 1960s, the Warren Court used the clause extensively to extend civil rights in cases such as Brown v. Board of Education, Gideon v. Wainwright, and Reynolds v. Sims, among others. ANALYZING HISTORY What is significant about the ratification of the Fourteenth Amendment? Write a brief essay to explain your answer. Chapter 3 The Civil War and Reconstruction Turning Point Additional Background The Fourteenth Amendment was formally proposed on June 13, 1866. By July 1868, enough had ratified it for the amendment to be added to the Constitution. Other states continued to ratify it, however, for many years to come. On March 18, 1976, Kentucky ratified the amendment, 109 years after first rejecting it. Ohio’s position on the amendment long remained open to legal questions. The Ohio 142 General Assembly ratified the amendment in 1867; after an intervening election, a new legislature voted to rescind approval in 1868. To settle the issue, the Ohio General Assembly again voted to ratify the Fourteenth Amendment in 2003. Ask: What are the three main provisions of the Fourteenth Amendment? (1. grants citizenship to all persons born or naturalized in the United States; 2. forbids states from depriv- ing persons of life, liberty, or property without due process of law; 3. ensures equal protection of the laws) W Radical Reconstruction Chapter 3 • Instruction Visual/Spatial Have students research the harsh restrictions placed on African Americans by the black codes. Then ask students to work in pairs, using their research to create a political cartoon that expresses their reaction to these laws. Encourage students to share their cartoons with the class and have others interpret their meaning. OL ELL C C Critical Thinking Analyzing Information As Clarence Gideon The Fourteenth Amendment ▲ “No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” Ernesto Miranda ▲ In 1964, in Reynolds v. Sims, the Court used the Fourteenth Amendment’s equal protection clause to ensure that state voting districts were of equal size. ▲ Benjamin Gitlow students read this section, remind them that one goal of the Radical Republicans was equal citizenship for African Americans. Ask: Why do you think Radical Republicans had difficulty putting equal citizenship into effect during Reconstruction? (Even some government leaders in the North were not in favor of granting full equality to freed African Americans.) OL ▲ In two major cases, Gideon v. Wainwright in 1963 and Miranda v. Arizona in 1966, the Court clarified that the Fifth and Sixth Amendments of the Bill of Rights had to be upheld by the states. ▲ In 1925, in Gitlow v. New York, the Supreme Court began using the Fourteenth Amendment to apply the Bill of Rights to the states. In this case, it held that state laws had to protect free speech. Section 3 D Differentiated ▲ With the election of former Confederates to office and the introduction of the black codes, more and more moderate Republicans joined the radicals. Finally, in late 1865, House and Senate leaders created a Joint Committee on Reconstruction to develop their own program for rebuilding the Union. The Fourteenth Amendment In March 1866, congressional Reconstruction began with the passage of an act intended to override the black codes. The Civil Rights Act of 1866 granted citizenship to all persons born in the United States except for Native Americans. The act guaranteed the rights of African Americans to own property and stated that they were to be treated equally in court. It also gave the federal government the power to sue people who violated those rights. Johnson vetoed the act, arguing it was unconstitutional and would “[cause] discord among the races.” The veto convinced the remaining moderate Republicans to join the radicals in overriding Johnson’s veto, and the act became law. Fearing that the Civil Rights Act might later be overturned in court, however, the radicals introduced the Fourteenth Amendment to the Constitution. This amendment granted citizenship to all persons born or naturalized in the United States and declared that no state could deprive any person of life, liberty, or property “without due process of law.” It also declared that no state could deny any person “equal protection of the laws.” In 1868, the amendment was ratified. ▲ D Congress were astonished and angered when they realized that Southern voters had elected dozens of Confederate leaders to Congress. Moderate Republicans joined with the Radical Republicans and voted to reject the new Southern members of Congress. Congressional Republicans were also angry that the new Southern legislatures had passed laws, known as black codes, which seemed to be intended to keep African Americans in a condition similar to slavery. They required African Americans to enter into annual labor contracts. Those who did not could be arrested for vagrancy and forced into involuntary servitude. Several codes established specific hours of labor and also required them to get licenses to work in nonagricultural jobs. In 1954 the Supreme Court based its decision ending school segregation, Brown v. Board of Education, on the Fourteenth Amendment’s equal protection clause. Chapter 3 Additional Support The Civil War and Reconstruction 143 Activity: Collaborative Learning oup choose Suggest that one gr ruling in Bush the Supreme Court’s ld produce v. Gore (2000). It shou cussion of an interesting class dis n of the tio ca pli contemporary ap e. us equal protection cla Understanding the Fourteenth Amendment Divide the class into three groups. Have each group research a Supreme Court case based on the Fourteenth Amendment. They may use one of the cases mentioned on this page or any other case they find. Students will assume 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 brief background of the case. The rest of the group should be divided into two teams— one for each side of the argument. Each of the members should present one point for or against the plaintiff’s case. After the presentations, the class should render a decision for each case. OL 143 Chapter 3 • Section 3 S Skill Practice Sequencing Information Have students use library and Internet resources to research the presidency of Andrew Johnson. Then write the title “Reconstruction During Andrew Johnson’s Presidency” on the board and draw a time line that begins with 1865 and ends with 1868. Call on volunteers to come to the board and enter the major events that occurred during these years. Ask students to use information on the time line to write a chronological summary of Reconstruction up to the presidential election of 1868. OL BL Military Reconstruction, 1867 What Are the Provisions of the Reconstruction Amendments? The 13th Amendment (1865) • Slavery is illegal. The 14th Amendment (1868) • All people born or naturalized in the United States are citizens. • The states may not deny anyone the equal protection of the laws. New Mexico • Leaders of the Confederacy cannot serve in the Territory U.S. government or military without a two-thirds vote by Congress. The 15th Amendment (1870) • The rights of citizens to vote shall not be denied on account of race, color, or previous condition of servitude. Pa. Military Districts and Commanders 1 2 3 4 5 1868 General John Schofield General Daniel Sickles General John Pope General Edward Ord General Philip Sheridan Date of readmission to Union Ohio Ill. Indiana Kentucky 1 West Virginia Virginia 1870 North Carolina 1868 Tennessee 1866 Indian Territory (not part of a military district) Arkansas 1868 4 Mississippi 1870 Texas 1870 5 Alabama 1868 2 South Carolina 1868 3 Georgia ATLANTIC 1870 OCEAN Louisiana 1868 MEXICO N.J. Md. Del. 30°N N Florida 1868 Gulf of Mexico 90°W 0 Analyzing GEOGRAPHY 0 S 300 kilometers 300 miles Albers Equal-Area projection 1. Location Which former Confederate state was not part of a military district? E W 80°W 2. Movement How many years after the war ended was the last Southern state readmitted to the United States? See StudentWorksTM Plus or glencoe.com. C Critical Thinking Predicting Consequences Write the phrase “Military Reconstruction” on the board. Ask students to predict the response of people living in the former Confederate states to being placed under the charge of a Union general. (anger or resentment at living under Northern control) OL S Analyzing GEOGRAPHY President Johnson attacked the Fourteenth Amendment and made it the major issue of the 1866 congressional elections. He hoped Northerners would vote out the Radical Republicans and elect representatives who supported his plan for Reconstruction. Instead, the Republicans won approximately a threeto-one majority in Congress. They now could override any presidential veto and could claim that they had a mandate, or command, to enact their own Reconstruction program in place of Johnson’s plan. Military Reconstruction Begins In March 1. Tennessee 2. 5 years Additional Support C 144 1867, Congress passed the Military Reconstruction Act, which essentially nullified Johnson’s programs. The act divided the former Confederacy, except for Tennessee—which had ratified the Fourteenth Amendment in 1866— into five military districts. A Union general was placed in charge of each district with orders to maintain peace and “protect the rights of persons and property.” In the meantime, each former Confederate state had to hold another constitutional convention to design a constitution acceptable to Congress. The new state constitutions had to give the right to vote to all adult male citizens, regardless of race. Each state also had to ratify the Fourteenth Amendment before it would be allowed to elect people to Congress. Johnson’s Impeachment Republicans knew that they had the votes to override presidential vetoes, but they also knew that President Johnson could still refuse to enforce the laws they passed. To restrict Johnson, Congress passed two new laws: the Command of the Army Act and the Tenure of Office Act. The Command of the Army Act required all orders from the president to go through the headquarters of the General of the Army. This Chapter 3 The Civil War and Reconstruction Extending the Content Section 2 of the Fourteenth Amendment introduces the word “male” into the Constitution for the first time. Although many woman suffragists 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 exclusion 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 the Republicans trusted. The Tenure of Office Act required the Senate to approve the removal of any official whose appointment had required the Senate’s consent. In order to challenge the Tenure of Office Act, Johnson fired Secretary of War Edwin M. Stanton, who supported the Radical Republicans. Three days later, the House of Representatives voted to impeach Johnson, meaning that they charged him with “high crimes and misdemeanors” in office. They accused Johnson of breaking the law by refusing to uphold the Tenure of Office Act. As provided in the Constitution, the Senate then put the president on trial. If two-thirds of the senators found the president guilty of the charges, he would be removed from office. In May 1868, the Senate voted 35 to 19 that Johnson was guilty of high crimes and misdemeanors. This was just one vote short of the votes needed for conviction. Although Johnson remained in office, he finished his term quietly and did not run for election in 1868. That year, the Republicans nominated Ulysses S. Grant. During the campaign, Union troops in the South enabled African Americans to vote in large numbers. As a result, Grant won six Southern states and most Northern states. The Republicans also retained large majorities in Congress. The Fifteenth Amendment With their majority secure, and a trusted president in office, congressional Republicans moved rapidly to expand their Reconstruction program. Recognizing the importance of African American suffrage, Congress passed the Fifteenth Amendment. This amendment declared that the right to vote “shall not be denied . . . on account of race, color, or previous condition of servitude.” By March 1870, the amendment had been ratified. Radical Reconstruction had a dramatic impact on the South, particularly in the short term. It brought hundreds of thousands of African Americans into the political process for the first time. It also began to change Southern society. As it did so, it angered many white Southerners, who began to fight back against the federal government’s policies. Analyzing Why did congressional Republicans pass amendments to the Constitution? Chapter 3 • Republican Rule MAIN Idea As African Americans entered politics, some white Southerners began to resist Republican reforms. HISTORY AND YOU Have you heard of recent activities of the Ku Klux Klan? Read on to find out when and why the KKK was founded. R By late 1870, all former Confederate states had rejoined the Union. With many issues unresolved, reunification did little to restore harmony between the North and South. Carpetbags and Scalawags During Reconstruction, a large number of S Northerners traveled to the South. Many were eventually elected or appointed to positions in the new state governments. Southerners, particularly supporters of the Democratic Party, called these newcomers carpetbaggers because some arrived with their belongings in suitcases made of carpet fabric. Local residents saw them as intruders seeking to exploit the South for their own gain. Some white Southerners did work with the Republicans and supported Reconstruction. Other Southerners called them scalawags— an old Scots-Irish term for weak, underfed, worthless animals. The scalawags were a diverse group. Some were former Whigs who had grudgingly joined the Democratic Party before the war. Others were owners of small farms who did not want the wealthy planters to regain power. Some were business people who favored Republican economic plans. African Americans Having gained the right to vote, African American men entered into politics with great enthusiasm. They served as legislators and administrators for nearly all levels of government. Hundreds served as delegates to the conventions that created the new state constitutions. They also won election to many local offices, from mayor to police chief to school commissioner. Dozens served in the South’s state legislatures, 14 were elected to the House of Representatives, and two, Hiram Revels and Blanche K. Bruce, were elected to the Senate. Chapter 3 The Civil War and Reconstruction 145 Section 3 R Reading Strategy Questioning Only Andrew Johnson and Bill Clinton have been impeached. Ask: For what offenses do you think a president should be impeached? (Answers will vary, but may include breaking the law, treason, and other reasonable answers.) OL S Skill Practice Evaluating Organize students into several small groups. Ask: If you had been a member of the House of Representatives in 1868, would you have voted for or against the impeachment of Johnson? Why? (Answers will vary.) After groups discuss the issue, call on representatives to present their responses. Answer: to make former slaves citizens of the United States with equal rights, to give voting rights to African American men, who were more likely to vote Republican and would help the Republicans control Congress Additional Support Activity: Collaborative Learning Analyzing Primary Sources In groups, have students read the following excerpt from a letter written by Jourdon Anderson (who had escaped slavery) in response to an invitation to work for his former slaveholder after the Civil War: “Sir: . . . . I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here [in Dayton, Ohio]. I get twenty-five dollars a month, with victuals and clothing; have a comfortable home for Mandy,—the folks call her Mrs. Anderson,—and the children . . . go to school and are learning well. . . . [W]e have decided to test your sincerity by asking you to send us our wages for the time we served you. . . . Add to this the interest for the time our wages have been kept back, and deduct what you paid for our clothing . . . and the balance will show what we are in justice entitled to. . . . Say howdy to George Carter, and thank him for taking the pistol from you when you were shooting at me.” (See URB pp. 101–102 for a longer excerpt from the letter.) Ask: What aspects of freedom does Anderson most value? (economic independence, being treated with respect, education for his children) 145 Chapter 3 • Section 3 African Americans Enter Politics S Skill Practice Conducting Research Have students research and then write a 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. Reconstruction provided African Americans with new opportunities to participate in politics. Many took part in the state constitutional conventions and were elected to state legislatures—achieving a majority in South Carolina’s state assembly—and to local offices. D Differentiated Instruction ▲ This drawing from 1867 depicts the primary groups that became political leaders of the South’s African American community—artisans (shown with tools), the middle class, and Union soldiers. Gifted and Talented Invite interested students to use historical statistical abstracts to find data on African American enrollment in schools from 1860 to 1900. Have students report on what they find and present the information in a bar or line graph. Display the graphs in the classroom. AL Analyzing VISUALS Answers: 1. Under slavery, they had had no power to control their own lives. Voting and holding public office gave them political power. 2. They are seated on the sidelines, not among the men at the table, indicating their status as nonvoters and their lack of political power. Additional Support ▲ This sketch from 1868 shows African Americans campaigning. African Americans were excited to participate in politics. The sketch shows women and children as well, suggesting that the entire community regarded political issues as important, even though only adult males could vote. Analyzing VISUALS 1. Identifying Central Issues Why do you think African Americans were so enthusiastic about participating in politics? 2. Explaining What about the illustration above indicates the political position of women? S 146 ▲ The sketch above from the 1870s shows South Carolina’s legislature—the only state legislature with an African American majority during Reconstruction. As formerly enslaved people entered Southern politics, many white Southerners claimed that “Black Republicanism” ruled the South. Such claims were greatly exaggerated. No African American ever served as governor. In South Carolina, where African Americans were a majority of the population, they did gain control of the legislature, but it lasted for only one term. African Americans participated in government, but they did not control it. Many African Americans wanted an education, something they had been denied under slavery. As Reconstruction began, the Freedmen’s Bureau, with the help of Northern charities, established schools for African Americans across the South. In the 1870s, Reconstruction governments built a public school system in the South, and by 1876 about 40 percent of all African American children (roughly 600,000 students) attended school. Formerly enslaved people across the South also began building their own churches. Churches frequently served as the center of many African American communities, as they housed schools and hosted social events and political gatherings. Chapter 3 The Civil War and Reconstruction Extending the Content Historically Black Colleges After the Civil War, African American institutions of higher education were established in the South. These included Fisk University in Tennessee and Atlanta University and Morehouse College in Georgia. The institution that would become Howard University was founded in 1867 in Washington, D.C., by a group of Congregationalists who wanted to establish a seminary for African 146 American ministers. Soon the idea expanded to the creation of an entire university, named for one of the founders and head of the Freedmen’s Bureau, General Oliver Howard. Howard University quickly expanded to include the first law school for African Americans established in 1869. The Hampton Institute was started in 1868 in Virginia to teach African Americans a trade or agricultural techniques. In 1881, after Reconstruction, Spelman College—the first college for African American women—and the Tuskegee Institute, now Tuskegee University, were founded. The first teacher at Tuskegee was Booker T. Washington, who later became an important African American leader. D Republican Reforms R Because of past disloyalty, some Southern whites were barred from participating in the new Southern governments, and many others simply refused to do so. Republicans did have the support of many poor white farmers, who resented the planters and Democratic Party that had dominated the South before the war. This enabled a coalition of poor Southern-born whites, African Americans, and Northern carpetbaggers to elect Republican candidates. The Republican governments in the South instituted a number of reforms. They repealed the black codes, and established state hospitals and institutions for orphans. To improve the infrastructure, they rebuilt roads, railways, and bridges damaged during the Civil War and provided funds for the construction of new railroads and industries in the South. Many white Southerners scorned these reforms, which did not come without cost. Many state governments had to borrow money and impose high property taxes to pay for the repairs and new programs. Many landowners, unable to pay these new taxes, lost their land. Southern Resistance Unable to strike openly at the Republicans running their states, some Southern opponents of Reconstruction organized secret societies to undermine Republican rule. The largest of these groups was the Ku Klux Klan. Started in 1866 by former Confederate soldiers in Pulaski, Tennessee, the Klan spread rapidly throughout the South. Hooded, white-robed Klan members rode in bands at night terrorizing African Americans, white Republicans, carpetbaggers, teachers in African American schools, and others who supported the Republican governments. Republicans and African Americans responded by organizing their own militias to fight back. As the violence increased, Congress passed three Enforcement Acts in 1870 and 1871, one of which outlawed the activities of the Klan. Although local authorities and federal agents arrested more than 3,000 Klan members, only about 600 were convicted, and fewer still served any time in prison. Explaining Why did only some Southerners support Republican reforms? Chapter 3 • Reconstruction Ends MAIN Idea Reconstruction ended as Democrats regained power in the South and in Congress. R Reading Strategy HISTORY AND YOU What values and policies do you associate with the Republican and Democratic parties? Read to learn about the roles these parties played during the Reconstruction period. As commander of the Union forces, Ulysses S. Grant had led the North to victory in the Civil War. His reputation had then carried him into the White House in the election of 1868. Unfortunately, Grant had little experience in politics. He believed that the president’s role was to carry out the laws and leave the development of policy to Congress. This approach pleased the Radical Republicans in Congress, but it left the president weak and ineffective when dealing with other issues. Eventually, Grant’s lack of political experience helped to divide the Republican Party and to undermine public support for Reconstruction. During his first term, Ulysses S. Grant faced a growing number of Republicans who were concerned that interests in making money and selling influence were beginning to dominate the Republican Party. These critics also argued that the economic policies most Republicans supported, such as high tariffs, favored the rich over the poor. In 1872, these critics, known as Liberal Republicans, split from the Republican Party and nominated their own candidate, the influential newspaper publisher Horace Greeley. Despite this split, Grant easily won reelection to a second term. During Grant’s second term, a series of scandals damaged his reputation. In addition, the nation endured a staggering and longlasting economic crisis that began during Grant’s second term. After a powerful banking firm declared bankruptcy, a wave of fear known as the Panic of 1873 quickly spread through the nation’s financial community. The panic soon set off a full-fledged depression that lasted until almost the end of the decade. The scandals in the Grant administration and the nation’s deepening economic depression hurt the Republicans politically. In the 1874 midterm elections, the Democrats won back control of the House of Representatives and made gains in the Senate. Chapter 3 Section 3 Academic Vocabulary A prefix is a word part that comes before a base word, or root, and modifies the meaning of the word. Discuss how knowing the meaning of a prefix helps students decipher the meaning of words such as infrastructure. OL BL ELL S Skill Practice Drawing Conclusions Have S The Civil War and Reconstruction 147 students research Ulysses S. Grant’s background. Ask: How did Grant’s background improve or deter his effectiveness as president? (military experience: leadership; lack of political experience: unable to gain backing for programs, stop corruption, or choose reliable cabinet members; lack of financial background to deal with the Panic of 1873.) OL Answer: Poor white farmers and African Americans supported the reforms; others opposed giving rights to African Americans and having to pay for programs. Additional Support Activity: Collaborative Learning Debating Show students an electoral map of the 1876 presidential election, including the states where the outcome was in dispute. Inform students that the Democrat, Samuel Tilden, won 51% of the popular vote compared to 48% for Republican Rutherford B. Hayes—but Tilden lost the election. Remind students that there is no provision in the U.S. Constitution for popular election of the president; tech- nically, citizens have no right under the Constitution to cast a vote for president. The Electoral College elects the president and the manner for selecting electors in the Electoral College is decided by individual states. Divide the class into two teams and ask them to do research on the Electoral College. Then have them debate the topic “The Electoral College Should Be Abolished.” In making the assignment, mention the concept of One Person, One Vote. OL AL 147 Chapter 3 • Section 3 Sharecropping in the South, 1880 The New South The New South was a blend of the old and the new. Industry began to develop, but agriculture remained vital to the economy. By the 1890s, the South was exporting more cotton, rice, and tobacco than before the Civil War. Although slavery had ended, many African Americans were poor sharecroppers who harvested crops for landowners. D Differentiated Instruction Verbal Linguistic Help students review the section by speculating about the problems that 4 million enslaved people would confront when they were suddenly set free but had no money, housing, education, or jobs. BL Percentage of sharecropped farms by county 34.2% to 81.0% 25.8% to 34.1% 19.6% to 25.7% N.C. Tenn. S.C. Miss. Ala. Ga. ATLANTIC OCEAN 30°N Tex. La. N Florida E W 0 S Va. Ark. Gulf of Mexico MEXICO Skill Practice Sequencing Information Del. Ky. Mo. Indian Terr. N.J. Md. W.Va. Kans. 40°N Pa. 12.7% to 19.5% Ohio 0% to 12.6%Ind. 0 300 kilometers 300 miles Albers Equal-Area projection 90°W 100°W S 80°W 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 Analyzing VISUALS Answers: 1. North Carolina, South Carolina, Georgia 2. Possible answer: The South still had fertile land, the know-how to do it, and African Americans who, while technically free, were still available and with sharecropping could be forced to farm the land. ▲ The industry of the “New South” was still driven by agricultural products, such as tobacco. The workers shown above are processing tobacco in a Richmond tobacco factory in 1899. Analyzing VISUALS 1. Specifying In which three states was sharecropping most common? The Compromise of 1877 S Additional Support ▲ Sharecroppers harvest cotton in Georgia in 1898. 2. Explaining Why do you think the South’s economy remained so dependent on agriculture after Reconstruction? 148 The rising power of the Democrats in Congress and Republican concerns over scandals made enforcing Reconstruction more difficult. At the same time, many Northerners were becoming more concerned about the economy than the situation in the South. In the 1870s, Democrats began to regain power in the South. They did so in part through intimidation and fraud, and in part by defining elections as a struggle between whites and African Americans. They also won back support by promising to cut the high taxes the Republicans had imposed and by accusing S Republicans of corruption. Southern Democrats viewed their efforts to regain power as a crusade to help save the South from Republican rule. By 1876, the Democrats had taken control of all but three Southern state legislatures. That year, the nation’s presidential election pitted Republican Rutherford B. Hayes, a former governor of Ohio, against Democrat Samuel Tilden, a wealthy corporate lawyer and former governor of New York. On Election Day, twenty electoral votes were disputed. Nineteen of the votes were in the three Southern states controlled by Republicans. As a result, congressional leaders worked out a deal known as the Compromise of 1877. Chapter 3 The Civil War and Reconstruction Activity: Economics Connection Trends in the Labor Force Invite the economics teacher to describe the labor force and how jobs are classified into agricultural, manufacturing, 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 the service sector. Help them create line charts using the data to see if their estimations about the trends were accurate. AL Historians are not sure if a deal really took place or what its exact terms were. The Compromise of 1877 reportedly included a promise by the Republicans to pull federal troops out of the South, if Hayes 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 tired of the politics of Reconstruction and that Republican leaders were ready to end Reconstruction. Indeed, President Grant had pulled troops out of Florida even before Hayes took office. Section 3 REVIEW Vocabulary 1. Explain the significance of: Reconstruction, amnesty, Radical Republicans, pocket veto, Freedmen’s Bureau, black codes, Fourteenth Amendment, Fifteenth Amendment, carpetbaggers, scalawags, Compromise of 1877, sharecroppers. A “New South” Arises Many Southern leaders realized the South could never return to the pre–Civil War agricultural economy dominated by the planter elite. Instead, they called for the creation of a “New South”—a phrase coined by Henry Grady, editor of the Atlanta Constitution. They believed the region had to develop a strong industrial economy. An alliance between powerful white Southerners and Northern financiers brought great economic changes to some parts of the South. Northern capital helped to build railroads, and by 1890, almost 40,000 miles of railroad track crisscrossed the South—nearly four times the amount there in 1860. Southern industry also grew. A thriving iron and steel industry developed around Birmingham, Alabama. In North Carolina, tobacco processing became big business, and cotton mills appeared in numerous small towns. In other ways, however, the South changed little. Despite its industrial growth, the region remained agrarian. As late as 1900, only 6 percent of the Southern labor force worked in manufacturing. For many African Americans in particular, the end of Reconstruction meant a return to the “Old South,” where they had little political power and were forced to labor under difficult and unfair conditions. The collapse of Reconstruction ended African American hopes of being granted their own land in the South. Instead, many returned to plantations owned by whites, where they either worked for wages or became tenant farmers, paying rent for the land they farmed. Most tenant farmers eventually became sharecroppers. Sharecroppers did not pay their rent in cash. Instead, they paid a share of their crops—often as much as one-half to two-thirds—to cover their rent as well as the cost of the seed, fertilizer, tools, and animals they needed. Many sharecroppers needed more seed and supplies than their landlords could provide. Local suppliers, known as furnishing merchants, provided the supplies on credit, but at interest rates as high as 40 percent. To make sure sharecroppers paid their debts, laws allowed merchants to put liens on their crops. This meant the merchant could take crops to cover the debts. The crop lien system and high interest rates trapped sharecroppers on the land because they could not pay off their debts and leave, nor could they declare bankruptcy. Failure to pay off debts could lead to imprisonment or forced labor. The Civil War had ended slavery, but Reconstruction had left many African Americans trapped in poverty. Explaining What major issue was settled by the Compromise of 1877? Main Ideas 2. Identifying Points of View What was President Lincoln’s attitude toward the Reconstruction goals of the Radical Republicans? 3. Explaining What was the goal of one of the Enforcement Acts, passed in 1870–1871? 4. Determining Cause and Effect What was the cause and effect of the Panic of 1873? Critical Thinking 5. Big Ideas What factors contributed to the improving economy of the South after Reconstruction? S Chapter 3 • Section 3 S Skill Practice Drawing Conclusions Write on the board: “Difficult Problem” and “Difficult Solution.” Ask students to list the problems they think were the most difficult for the South to solve during Reconstruction—and why. Then have the class vote on the most difficult. OL Answer: the outcome of the presidential election of 1876 Assess 6. Organizing Use a graphic organizer similar to the one below to identify the problems faced by Grant’s administration. Problems Faced by Grant’s Administration 7. Analyzing Visuals Review the map on page 144. In what year were most southern states readmitted to the Union, and which states were they? Writing About History 8. Expository Writing Write a short essay explaining what you consider to be the three most important events of Reconstruction and why you chose them. Study Central™ To review this section, go to glencoe.com and click on Study Central. Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. Close Summarizing Ask students how conditions changed for African Americans in the South from before the war to after Reconstruction. (They were free, but rights gained initially were lost after Reconstruction.) Section 3 REVIEW 149 Answers 1. All definitions can be found in the section and the Glossary. 2. He sympathized with some of their views, but did not want to alienate Southerners with a harsh peace. 3. to outlaw the activities of the Ku Klux Klan 4. cause: A major banking firm declared bankruptcy; effect: a major economic depression that lasted for nearly the entire decade 5. investment by Northerners, growth of new industries 6. perception that wealthy Americans had too much influence, a series of scandals, the Panic of 1873 7. 1868; Arkansas, Florida, North Carolina, Louisiana, South Carolina, Alabama 8. Essays should include three events and an explanation for each. 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 ▲ North v. South The capture of New Orleans (below) gave the Union control of the mouth of the Mississippi River. 1861 • Lincoln orders a blockade of Southern ports. • The Confederacy organizes its government. • The South wins the First Battle of Bull Run. • Both sides begin building up their forces. 1862 ▲ Jefferson Davis meets with his cabinet and General Lee. • Farragut captures New Orleans. • After the Battles of Shiloh and Murfreesboro, the Union gains control of western Tennessee. • Led by McClellan, Union troops land in Virginia to begin the Peninsula Campaign; after a series of battles with Lee’s forces, McClellan’s forces withdraw. • Lee invades the North but is defeated at the Battle of Antietam. ▲ The failure of Pickett’s Charge convinced Lee to withdraw from Gettysburg. It was the turning point of the war. 1863: The Turning Point ▲ After the Battle of Antietam (above), Lincoln issued the Emancipation Proclamation. • 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, Union forces drive back Southern forces at the Battle of Chattanooga. • Grant is given command of all Union forces. ▲ research the point of view that someone in one of the following groups might have had about the war: Southern farmers, Southern shopkeepers, Southern merchant ship owners, Northern farmers, free Northern African American laborers, or Northern textile mill owners. Tell students to then write an essay explaining how a person in one of these groups might have felt about the war once it was over and why. Have students share their essays in class, and have classmates evaluate whether each essay accurately portrays the point of view of the person selected. AL 1864 • 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. Mourners surround Lincoln’s hearse in Philadelphia in April 1865. 1865 Hands-On Chapter Project ▲ Grant’s forces wore down Lee’s troops in a series of battles in northern Virginia. At Cold Harbor (above), the Union suffered heavy losses. • Lee attempts to escape from Petersburg but is surrounded by Grant’s forces and surrenders at Appomattox Courthouse; other Confederate forces surrender as well. • Lincoln is assassinated. 150 Chapter 3 The Civil War and Reconstruction Step 4: Wrap Up Art Show on the Civil War and Reconstruction Step 4: Wrap Up After students have hung the presentation, they will acquire feedback and learn from it. Directions Ask viewers of the exhibit for their feedback. (You may want to put comment cards out.) As a class, review the comments and discuss your own reactions to the show. Ask the following questions to start the discussion: 150 • What was good about the show? • Did the images illustrate the Civil War and/or Reconstruction clearly? Why or why not? • How could the show have been improved? • What would you do differently if you did this project again? Putting It Together Have students write a brief summary of their reactions to the project, explaining how it illustrated the Civil War and Reconstruction and whether the project helped them review the chapter. OL Chapter 3 • Assessment Chapter ASSESSMENT Answers and Analyses Reviewing Vocabulary Reviewing Vocabulary Reviewing Main Ideas Directions: Choose the word or words that best complete the sentence. Directions: Choose the best answer for each of the following questions. 1. Abraham Lincoln declared Maryland’s secession. in Baltimore to prevent Section 1 (pp. 122–129) A martial law 6. The Civil War began when B abolition A Lincoln refused to send troops into Kentucky. C habeas corpus B Fort Sumter fell to the Confederacy. D popular sovereignty C Virginia seceded from the Union. 2. Because of the effectiveness of the Union Navy, the Confederacy often used to get needed supplies. D Army officers imprisoned many suspected secessionists. 7. Which of the following was part of the Union’s Anaconda Plan for defeating the Confederacy? A ironclads B blockade runners 2. B Three of the answers are types of ships, which may confuse students. However, the Union navy used blockades, which means they sealed off Southern harbors and cut them off to trade. Blockade runners literally ran (moved) through the blockades to smuggle supplies. A a blockade of Southern ports C cavalry B a quick ground offensive D British warships C the assassination of Jefferson Davis D a defensive war of attrition 3. General Ulysses S. Grant employed a strategy known as a to capture the city of Vicksburg. A battle Section 2 (pp. 130–137) B blockade 8. One result of the Battle of Antietam was that C siege A Lincoln issued the Emancipation Proclamation. D charge B the Confederacy was split in two. C Great Britain decided to support the Confederacy. 4. Part of President Lincoln’s plan for Reconstruction was to offer to Southerners who would take an oath of loyalty to the United States. A imprisonment D David Farragut became a hero in the North. 9. The institution of slavery was formally abolished in the United States by the B amnesty A Compromise of 1850. C debt peonage B Emancipation Proclamation of 1863. D exile C ratification of the Thirteenth Amendment. 5. Northerners who came to the South during Reconstruction were called by Southerners who believed the Northerners were exploiting the South’s misfortune for personal gain. D creation of the Freedmen’s Bureau in 1865. A scalawags TEST-TAKING TIP B sharecroppers Be sure to read each question carefully to identify any key words that may help you to either choose the correct answer choice or eliminate incorrect answer choices. C carpetbaggers D furnishing merchants Need Extra Help? If You Missed Questions . . . Go to Page . . . 1 126 2 130 3 134 4 140 5 145 6 125 7 129 Chapter 3 8 133 9 137 GO ON The Civil War and Reconstruction 1. A Martial law is when the military takes over for local government and people’s civil rights are suspended. Abolition is to end something, and does not make sense. Habeas corpus was suspended during the war, not declared. Lincoln did not declare popular sovereignty. 151 Fort Sumter fell before the events in the other answer choices happened. Virginia seceded right after Sumter fell. Army officers imprisoned suspected secessionists during martial law in Maryland. Shortly after that, Lincoln refused to send troops into Kentucky. 8. A Lincoln had not emancipated enslaved African Americans at the beginning of the war, for fear of alienating border states. However, after Antietam, the issuance of the Proclamation added a new motivation to the war: freeing enslaved people. 7. A Remind students that an anaconda is a snake that kills its prey by strangulation. The Anaconda plan included a blockade, A, in addition to splitting the Confederacy by taking the Mississippi. This would slowly “strangle” the South. 9. C Students may be tempted to choose B, but remind them that the Proclamation only declared free those enslaved persons residing in areas still in rebellion against the United States. The Thirteenth Amendment formally ended slavery. 3. C Students should think of a siege as an all-out attack. Grant cut off the food supply and troops bombarded the city. Battle and charge are too general to work in the blank. A blockade cuts off food and supplies, but does not involve a coordinated attack to devastate a city. 4. B For fill-in-the-blank questions ask students to read the question and fill in the blank before looking at the answer choices. The answer choice that most closely matches their original choice is most likely correct. Amnesty is the only answer choice that is a positive, and based on the question, it is likely that Lincoln offered something positive in return for a loyalty oath. 5. C Carpetbaggers were called so because of their bags made of carpet remnants. A scalawag was a white Southerner who supported Reconstruction. Furnishing merchant is a distracter based on similarity to “carpet.” Reviewing Main Ideas 6. B Students can approach this question in a chronological way. 151 Chapter 3 • Assessment Chapter 10. D Grant’s capture of Vicksburg and victory at Chattanooga proved his military skill and leadership. ASSESSMENT 10. After the successful capture of Chattanooga, Lincoln Critical Thinking A recalled General Sherman to Washington, D.C. Directions: Choose the best answers to the following questions. B issued the Emancipation Proclamation. 15. One advantage that the Confederacy held during the Civil War was that C began negotiations for peace with the Confederacy. Section 3 (pp. 140–149) D most people in the country agreed with the position of the Southern states. B States could not hold constitutional conventions. Base your answers to questions 16 and 17 on the map below and your knowledge of Chapter 3. C All former Confederate political and military leaders would be given the right to vote. D Freed African Americans had to be provided with “forty acres and a mule.” Peninsula Campaign, April–May 1862 Hanover Courthouse May 27, 1862 Seven Pines May 31– June 1, 1862 A provide free farmland for African Americans. B guarantee equal civil rights for African Americans. Yorktown Siege April 5– May 4, 1862 Williamsburg May 5, 1862 Virginia Jam es 0 20 kilometers R 0 20 miles Fort Monroe Albers Equal-Area projection 16. How did General McClellan move his troops to Virginia? C restrict the rights of formerly enslaved persons. A by railroad D support the creation of the Freedmen’s Bureau. B by wagon C by land D by water A did not reunite the Confederate states with the Union. 17. The object of the Peninsula Campaign for the Union was to B led to much corruption in the Grant administration. A capture Richmond. C gave the Democrats complete control of every level of government. 12 148–149 DE R . 13. Following the Civil War, many Southern states enacted Black Codes to 11 141–142 GRU E S L AN D remove all federal troops from the Southern states 10 135 MA Union victory Confederate victory Other battle Fortification Railroad Union advance Confederate advance Confederate retreat C pardon members of President Grant’s administration Need Extra Help? If You Missed Questions . . . Go to Page . . . Eltham’s Landing May 7, 1862 Chesapeake Bay B ensure the passage of the Enforcement Acts W R. Drewry’s Bluff May 15, 1862 N p Richmond A free all enslaved African Americans in the Southern states D allowed African Americans to lose many of their new rights. Ra M CCLEL 12. In the Compromise of 1877, supposedly Rutherford B. Hayes would be made president if he would do which of the following once in office? 14. D Choice A is untrue. B is incorrect because Reconstruction was not the cause of the scandal in Grant’s administration. Democrats did not gain complete control of every level of government; C is too broad. Reconstruction failed because African Americans, although freed from slavery, faced massive discrimination and economic hardship. 152 C the largest weapons factories were located in the South. A The majority of white men in the state had to take an oath of allegiance to the United States. 14. One way in which Reconstruction failed was that, in the end, it 15. B Choices A, C, and D are untrue. The largest weapons factories 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 B many battles occurred on lands with which Southerners were more familiar. 11. Which of the following was a provision of the Wade-Davis Bill for readmitting Southern states to the Union? 13. C The culture of the South during Reconstruction makes choices A, B, and D highly unlikely. Black codes limited the rights of Southern African Americans. Critical Thinking A it received military and financial support from the British and French. rk Yo 12. D The Compromise of 1877 was the name given to the election of Hayes. Although the details of a compromise, if there indeed was one, are murky, it was said that Hayes promised to remove federal troops from the South. Federal troops were removed from the South shortly after Hayes became president, which confirmed for some that a compromise had taken place. D made General Grant general in chief of the Union. k oc nn ha pa R. 11. A This question can be answered using the process of elimination. B is incorrect, because under the Bill, once all white men in the state had taken an oath of allegiance, they could then hold a constitutional convention. C is the opposite of one of the provisions, which stated the constitutions must ban all former Confederate leaders from voting. D was not a provision of the Wade-Davis Bill. B capture Yorktown. C beat Magruder to Fredericksburg. D blockade Chesapeake Bay. 13 143 14 147–149 15 132–133 16 R15 17 R15 GO ON 152 Chapter 3 The Civil War and Reconstruction Confederacy failed in its efforts to gain support from Great Britain and France. 16. D General McClellan was a Union general. Have students trace the black arrow, which, according to the key, represents the Union advance. Have students trace their finger along the line. 17. A Even without knowledge from the chapter, it is evident from the map that all of the Union and Confederate paths move toward a convergence at Richmond. Chapter 3 • Assessment Chapter 18. After the Civil War, many formerly enslaved African Americans earned a living by becoming ASSESSMENT Document-Based Questions Directions: Analyze the document and answer the short-answer questions that follow the document. A railroad workers in the West. B sharecroppers on Southern farms. At the beginning of the Civil War, Robert E. Lee wrote a letter to his sister, Anne Marshall, explaining his decision to resign from the U.S. Army. Below is an excerpt from that letter: C workers in Northern factories. D gold miners in California. “My Dear Sister: Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of Chapter 3. . . . With all my devotion to the Union and the feeling of loyalty and duty of an American citizen, I have not been able to make up my mind to raise my hand against my relatives, my children, my home. I have, therefore, resigned my commission in the Army, and, save in defense of my native state . . . I hope I may never be called on to draw my sword. I know you will blame me; but you must think as kindly of me as you can. . . .” —from Personal Reminiscences, Anecdotes, and Letters of General Robert E. Lee 21. Why did Robert E. Lee think it was necessary to resign from the U.S. Army at the start of the war? 22. What do you think Lee’s feelings were about the war? 19. This cartoon features Peace Democrats, called “Copperheads,” and the main idea is that they are Extended Response A helpful to the Union cause. 23. President Lincoln suspended writs of habeas corpus during the Civil War to prevent interference with the draft. In a persuasive essay, explain your views on the suspension of civil liberties in this case, and in general. Do you think that the suspension of civil liberties is justified in some situations? In your essay, include an introduction and at least three paragraphs with details from the chapter to support your views. B a threat to the Union cause. C frightening to many people. D peaceful and caring. 20. Which of the following statements best describes the aims of the Peace Democrats? A They wished to join with the seceding Southern states. Document-Based Questions 21. Lee did not want to stay in the Union Army and fight fellow Virginians. Lee, like hundreds of other Southern military men, did not want to break up the Union, but his loyalty to his “countrymen” would not permit him to take up arms against them. 22. Answers will vary. Possible answer: He probably thought it was a terrible tragedy, and he could not fight a war against his own family. Extended Response 23. Students’ essays must present a clear position, either for or against the suspension of writs of habeas corpus during war and in other circumstances. Arguments must be focused and wellreasoned. Essays must include supporting details from the text, as well as an introduction, conclusion, and at least three body 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. For additional test practice, use Self-Check Quizzes— Chapter 3 at glencoe.com. Need Extra Help? If You Missed Questions . . . Go to Page . . . 18 149 19 R18 20 128 21 R19 22 R19 23 R12 Chapter 3 18. B Many formerly enslaved African Americans became sharecroppers, which left them little better off than they had been when they were enslaved. Sharecroppers were tied to the land because they were constantly working to pay off debts that could never be repaid; they were essentially economically enslaved. 19. B Help students analyze the cartoon. The woman, carrying a shield that says “Union” represents the Union. This is a play on the traditional Lady Liberty figure. The Copperheads are clearly advancing on the woman in a threaten- The Civil War and Reconstruction 153 ing way. A and D do not fit with the threatening nature of the Copperheads. C is too general to describe the cartoon. 20.C The Peace Democrats were located in the North, but they wanted to put an end to the war. This was the reason that they were seen as treasonous to their Northern critics. Have students visit the Web site at glencoe.com to review Chapter 3 and take the SelfCheck Quiz. Need Extra Help? Have students refer to the pages listed if they miss any of the questions. 153
