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DO NOW
IN YOUR OWN WORDS DEFINE THE
TERM SLAVERY.
 DOES THE FEDERAL GOVERNMENT
HAVE THE RIGHT TO TAKE YOUR
PROPERTY AWAY? EXPLAIN YOUR
ANSWER

Chapter 4: The Union In Peril

Although many people escaped from slavery and
headed north into free territory, even there they
were not safe. Southerners believed that Article
4 Section 2, of the Constitution gave them the
right to retrieve an enslaved person who fled
across state lines. Some Northerners, however,
held strong beliefs to the contrary and helped
runaways. The war with Mexico only heightened
these opposing viewpoints. The war opened vast
new lands to American settlers, again raising the
divisive issue of whether slavery could be allowed
to spread westward.
ARTICLE 4 SECTION 2 OF
THE U.S. CONSTITUTION
The citizens of each state shall be entitled
to all privileges and immunities of citizens
in the several states.
 A person charged in any state with
treason, felony, or other crime, who shall
flee from justice, and be found in another
state, shall on demand of the executive
authority of the state from which he fled,
be delivered up, to be removed to the
state having jurisdiction of the crime.

Section 1: The Divisive Politics
of Slavery

Over the centuries, the Northern and Southern
sections of the United States had developed into
two very different cultural and economic regions.
The distinction between North and South had its
roots in the early 17th century, when the British
colonists began settling Virginia in the South and
Massachusetts in the North. Along with
differences in geography and climate, the two
regions were noticeable dissimilar in their
religious and cultural traditions. However, it was
the Southern dependence on the “peculiar
institution” of slavery that increased tensions
between the regions and that eventually brought
them into conflict.
Slavery and Westward Expansion: The
South with its plantation economy, had come to rely on an enslaved labor force.
The North, with its diversified industries, was less independent on slavery. As
the North industrialized, Northern opposition to slavery grew more intense. The
controversy over slavery only worsened as new territories and states were
admitted to the union. Supporters of slavery saw an opportunity to create more
slave states, while opponents remained equally determined that slavery should
not be spread.



1. North (Union)
1. industrialized;
developing
factories/urbanizing (cities)
2. industrialization  2. mass production of
products
 3. agricultural (farming);
3. South
reliant on slave labor
(Confederates)

Spread of cotton plantations,
rise in slave population in the
South!!!!

While the spread of cotton plantations boosted the Southern
economy, it also made the demand for slave labor skyrocket.
Congress had outlawed the foreign slave trade in 1808, but a
high birthrate among enslaved encouraged slave owners---kept
the population growing. Between 1820 and 1850, the number
of slaves in the South rose from about 1.5 million to nearly 3.2
million, to account for almost 37% of the total Southern
population. In a Southern white population of just over 6.1
million, a total of 347,725 families—about 30%--were
slaveholders. Of this number, around 37,000 were plantation
owners with 20 or more slaves. Of this number, around 37,000
were plantation owners with 20 or more slaves. Fewer than
8,000 of these planters held 50 or more people in slavery, and
only 11 held 500 or more. Thus wealthy slaveholders who
exploited large workforces were somewhat rare.
Due in large part to the gold rush, California had grown quickly and applied for
statehood in December 1850. California’s new constitution forbade slavery, a
fact that alarmed and angered many Southerners. They assumed that
because most of California lay south of the Missouri Compromise line of 36 30,
the state would be open to slavery. Southerners wanted the 1820
Compromise to apply to territories west of the Louisiana Purchase, thus
ensuring that California would become a slave state.



4. territory of  4. population grew quickly
California (1850) and applied for statehood
5. California’s
constitution
6. Southern
reaction


5. forbade slavery
6. began threatening
secession (withdrawal from
the Union)
Louisiana Purchase
Many Southerners assumed that because most of California lay south of
the Missouri Compromise line of 36 30, the state would be open to
slavery. Southerners wanted the 1820 Compromise to apply to territories
west of the Louisiana Purchase, thus ensuring that California would
become a slave state.
Slavery in the territories


As the 31st Congress opened in December 1849, the
question of statehood for California topped the
agenda. Of equal concern was the border dispute in
which the slave state of Texas claimed the eastern
half of the New Mexico Territory, where the issue of
slavery had not yet been settled. As passions
mounted, threats of secession, the formal withdrawal
of a state from the Union, became more frequent.
Once again, Henry Clay worked to shape a
compromise that both the North and the South could
accept.
After obtaining support of the powerful
Massachusetts senator Daniel Webster, Clay
presented to the Senate a series of resolutions later
called the Compromise of 1850.
Clay’s compromise contained provisions to appease Northerners as well as
Southerners. To please the North, the compromise provided that California be
admitted to the Union as a free state. To please the South, the compromise
proposed a new more effective fugitive slave law. To placate both sides, a
provision allowed popular sovereignty, the right to vote for or against slavery,
for residents of the New Mexico and Utah territories.


7. Compromise  7. admitted California as a
of 1850
free state; proposed a new
effective fugitive slave law;
created popular sovereignty
(i.e. New Mexico and Utah)
8. popular
sovereignty

8. the right for citizens in a
state/territory to decide for
themselves (to vote for or
against slavery)
To placate both sides, a provision allowed popular
sovereignty, the right to vote for or against slavery, for
residents of the New Mexico and Utah territories.
Popular Sovereignty

Popular sovereignty appealed
strongly to many members of
Congress because it removed the
slavery issue from national politics.
It also appeared democratic since
the settlers themselves would make
the decision. Abolitionists however,
argued that it still denied African
Americans their right not to be
enslaved.
The Compromise of 1850
Legislative Item




Victory For?

California admitted to the
Union as a free state

Popular Sovereignty to
determine slavery issue in Utah
and New Mexico territories
Clear victory for the North
Texas border dispute with New 
Mexico resolved in favor of
New Mexico
Texas receives $10 million;
Federal gov takes on its debts
Moderate Southern victories
Moderate victory for both sides

Slave trade, but not slavery
itself, abolished in the District
of Columbia

Moderate Northern Victory

Strong federal enforcement of
new Fugitive Slave Act

Clear Victory for the South
To Northerners, one of the most objectionable components of the Compromise
of 1850 was the Fugitive Slave At. Under this law, a slaveholder or slavecatcher had only to point out alleged runaways to have them taken into custody.
Marshals could even deputize citizens on the spot to help them capture an
alleged fugitive. The accused would then be brought before a federal
commissioner. With no right to testify on their own behalf, even those who
earned their freedom years earlier had no way to prove their case. An affidavit
asserting the captive had escaped from a slaveholder or testimony by white
witnesses, was all a court needed to order the person sent South.
Furthermore, federal commissioners had a financial incentive to rule in favor of
slaveholders; such judgments earned them a $10 fee, but judgments in favor of
the accused paid only $5. In addition, anyone convicted of helping a fugitive
was liable for a fine of $1,000 and imprisonment for up to six months.


9. Northerners
10. Fugitive
Slave Act


9. opposed the Fugitive Slave
Act
10. slave catchers needed no
solid proof to point out alleged
runaways; slaves not entitled to
trial by jury
The Underground Railroad

Attempting to escape from slavery was a
dangerous process. It meant traveling on foot at
night without any sense of distance or direction,
except for the North Star and other natural signs.
It meant avoiding patrols of armed men on
horseback and struggling through forests and
across rivers. Often it meant going without food
for days at a time. As time went on, free African
Americans and white abolitionists developed a
secret network of people who would, at great risk
to themselves, hide fugitive slaves. The system
of escape routes they used became known as the
Underground Railroad.
A key to many African American’s escape from the South was the Underground
Railroad. This informal but well organized network of abolitionists began to
expand in the early 1830s and helped thousands of enslaved persons flee
north. “Conductors” transported runaways in secret, gave them shelter and
food along the way, and saw them to freedom in the Northern states or Canada
with some money for a fresh start. Conductors used secret signals to
communicate about how to proceed safely—a hand lifted palm outwards, for
example, or a certain kind of tug at the ear.


11. Underground
railroad (1830s)
12. Conductors


11. organized secret
network; key to many
African American’s escape
12. transported runaways
in secret, gave them
food/shelter
The most famous conductor was Harriet Tubman, herself a runaway (born a
slave in Maryland in 1820 or 1821). In 1849, after Tubman’s owner died, she
heard rumors that she was about to be sold. Fearing this possibility, Tubman
decided to make a break for freedom and succeeded in reaching Philadelphia.
Shortly after passage of the Fugitive Slave Act, Tubman resolved to become a
conductor on the Underground railroad. Again and again, she risked journeys
into the slave states to bring out men, women, and children. In all, she made
19 trips back to the South and is said to have helped 300 slaves—including her
own parents---flee to freedom.

13. Harriet
 13. runaway slave who risked
Tubman (1850) journey’s into slave states to
rescue slaves
Meanwhile, another woman brought the horrors of slavery into the homes of
many Americans. The famous author Harriet Beecher Stowe. Her exposure to
runaway slaves and the tragic reports she heard later about victims of the
Fugitive Slave Law inspired her to “write something that would make this whole
nation feel what an accursed evil thing slavery is.” In 1852, Stowe published
her novel Uncle Tom’s Cabin, which stressed that slavery was not just a
political contest, but also a great moral struggle. As a young girl, Stowe had
watched boats filled with people on their way to be sold at slave markets.
Uncle Tom’s Cabin expressed her lifetime hatred of slavery. The book stirred
abolitionists to increase their protests against the Fugitive Slave Act, while
Southerners criticized the book as an attack on the South. The furor over Uncle
Tom’s Cabin had barely begun to settle when the issue of slavery in territories
surfaced once again.


14. Harriet Beecher
Stowe (1852)
15. Uncle Tom’s
Cabin


14. wrote Uncle Tom’s
Cabin
15. describes slavery
and victims of Fugitive
slave law
Uncle Tom’s Cabin

In 1851, from her home in Brunswick, Maine, Stowe
began writing Uncle Tom’s Cabin. After first running
as a newspaper serial, the story came out the next
year in book form an sold an astounding 300,000
copies. Stowe’s depiction of the enslaved hero, Tom,
and the villainous overseer, Simon Legree, aroused
passionate antislavery sentiment in the North.
Southerners were outraged at Stowe’s novel, and
some accused Stowe of writing distortions and
falsehoods. Despite Southern outrage, the book
eventually sold millions of copies. It had such a
dramatic impact on public opinion that many
historians consider it a cause of the Civil War.
Tension in Kansas and Nebraska


The Compromise of 1850 had provided for popular sovereignty in
New Mexico and Utah. To Senator Stephan Douglas, popular
sovereignty seemed like an excellent way to decide whether
slavery would be allowed in the Nebraska Territory.
The only difficulty was that, unlike New Mexico and Utah, the
Kansas and Nebraska territory lay north of the Missouri
Compromise line of 36 30’ and therefore was legally closed to
slavery.
Missouri Compromise of 1850
Douglas introduced a bill in Congress on January 23, 1854, that would divide
the area into two territories: Nebraska in the north and Kansas in the south. If
passed, the bill would repeal the Missouri Compromise and establish popular
sovereignty for both territories. Congressional debate was bitter. Some
Northern congressmen saw the bill as part of a plot to turn the territories into
slave states. Southerners strongly defended the proposed legislation. After
months of struggle, the Kansas-Nebraska Act became law in 1854.


16. Nebraska  16. north of Missouri; asking
territory
for admission into U.S. as a
state
17. Kansas-  17. breaks Nebraska into two
Nebraska Act territories: Nebraska & Kansas;
creates popular sovereignty;
(1854)
this Act would repeal the
Missouri Compromise angering
Northerners
Missouri Compromise of 1850
The race for Kansas was on. Both supporters and opponents of slavery
attempted to populate Kansas in order to win the vote on slavery in the territory.
By March 1855 Kansas had enough settlers to hold an election for a territorial
legislature. However, thousands of “border ruffians” from the slave state of
Missouri crossed into Kansas, voted illegally, and won a fraudulent majority for
the proslavery candidates. A government was set up at Lecompton and
promptly issued a series of proslavery acts. Furious over these events,
abolitionists organized a rival government at Topeka in the fall of 1855. It
wasn’t long before bloody violence surfaced in the struggle for Kansas, earning
the territory the name “Bleeding Kansas”


18. borderruffians

19. abolitionists

18. from Missouri crossed
into Kansas to vote
illegally/won pro-slavery
candidates
19. organized a rival gov. at
Topeka & violence surfaced
DO NOW


What were the differences between the North
and the South economically? Why did the
Southerners want to increase the number of
slave states?
LOOK IN YOUR NOTES OR READ IN YOUR
TEXTBOOKS ON PAGES 156-157 UNDER THE
SECTION TITLED “DIFFERENCES BETWEEN THE
NORTH AND THE SOUTH”
New Political Parties Emerge

By the end of 1856, the nation’s political
landscape had a very different appearance than it
had exhibited in 1848. The Whig Party had split
over the issue of slavery and had lost support in
both the North and the South. The Democratic
Party which had survived numerous crises in its
history, was still alive, though scarred. A new
Republican Party had formed and was moving
within striking distance of the presidency.
Northern opposition to slavery in the territories was not necessarily based on
positive feelings toward African Americans. It was not unusual for Northerners
to be Free-Soilers without being abolitionists. Unlike abolitionists, a number of
Northern Free-Soilers supported racist laws prohibiting settlement by blacks in
their communities and denying them the right to vote. What Free-Soilers
primarily objected to was slavery’s competition with free white workers, or
wage-based labor force, upon which the North depended. They feared that
such competition would drive down wages. Free-Soilers detected a dangerous
pattern in such events as the passage of the Fugitive Slave Act and the repeal
of the Missouri Compromise. They were convinced that a conspiracy existed
on the part of the “diabolical slave power” to spread slavery throughout the
United States.

20. Free-Soil
Party


20. which opposed the
spread of slavery onto “free
soil” western territories
objected to slavery’s
competition w/ free white
workers or wage-based labor
force
The Dred Scott Decision

A major Supreme Court decision was brought
about by Dred Scott, a slave whose owner took
him from the slave state of Missouri to free
territory in Illinois and Wisconsin and back to
Missouri. Scott appealed to the Supreme Court
for his freedom on the grounds that living in a
free state Illinois—and a free territory--Wisconsin made him a free man.
The case was in court for years. Finally, on March 6th 1857, the Supreme Court
ruled against Dred Scott. According to the ruling, Scott lacked any legal
standing to sue in federal court because he was not, and never could be, a
citizen. Moreover, the Court ruled that being in free territory did not make a
slave free. The 5th Amendment protected property, including slaves. For
territories to exclude slavery would be to deprive slaveholders of their property.


21. Dred Scott

22. Supreme
Court

21. slave whose owner took
him from slave state Missouri
to free territory; appealed to
Supreme Court for freedom
22. ruled against Scott
claiming that the 5th
Amendment protected
property; including slaves
Reactions to Dred Scott
Decision

Sectional passions exploded immediately. Many
Northerners showered a torrent of abuse upon
the Supreme Court, in part because a majority of
its justices were Southerners. Warnings about
the slave states’ influence on the national
government spread. Southern slaveholders, on
the other hand, were jubilant. In their
interpretations, the Dred Scott decision not only
permitted the extension of slavery but actually
guaranteed it.
Several months after the Dred Scott Decision, one of Illinois’s greatest political
contests got underway: the 1858 race for the U.S. Senate between Democratic
incumbent Stephen Douglas and Republican challenger Congressman
Abraham Lincoln. The two men’s positions were simple and consistent.
Neither wanted slavery in the territories, but they disagreed on how to keep it
out. Douglas believed deeply in popular sovereignty. Lincoln, on the other
hand, believed that slavery is immoral. However, he did not expect individuals
to give up slavery unless Congress abolished slavery with an amendment.


23. Stephen
Douglas

23. incumbent Senator who
believed in popular sovereignty
24. Abraham  24. believed slavery was
Lincoln
immoral but did not want
individuals to give it up unless
Congress abolished slavery with
an amendment
John Brown’s Raid

About a year after the Lincoln Douglas
debates, national attention shifted to John
Brown, a fervent abolitionist who opposed
slavery not with words but with a gun.
Brown had inflamed the violence in the
Kansas conflict. After pro-slavery forces
attacked the town of Lawrence, Brown
took revenge by abducting and murdering
five pro-slavery settlers living near
Pottawatomie Creek.
In 1850 Brown developed a plan to incite an insurrection, or rebellion,
against slaveholders. He would first conduct a raid into the Appalachian
foothills, then move southward in hopes of attracting enslaved African
Americans as he went. In his efforts, Brown had encouragement and
financial aid from several Eastern abolitionists.

25. John Brown

26. insurrection


25. fervent
abolitionist who
opposed slavery
violently
26. planned to incite
a rebellion against
slaveholders
JOHN BROWN’S RAID

To obtain weapons, Brown planned to seize the
federal arsenal at Harpers Ferry, Virginia (now
West Virginia). On the night of October 16,
1859, Brown and about 21 followers attacked the
arsenal. To the terrified watchman, he
announced, “I came here from Kansas, and this
is a slave state”; I want to free all the (African
Americans) in this state; I have possession now
of the U.S. armory, and if the citizens interfere
with me I must only burn the town and have
blood.”
Soon, however, Brown was facing a contingent of U.S. Marines rushed to
Harpers Ferry from Washington D.C., and commanded by Colonel Robert E.
Lee. After 10 of his men were killed, Brown surrendered—less than 36 hours
after his attack had begun. A Virginia court tried and convicted him and
sentenced him to death. Many northerners viewd Brown as a martyr in a noble
cause. For most Southerners however, Brown’s raid offered all the proof they
needed that Northerners were actively plotting the murder of slaveholders.

27. Brown

28. court



29. north


30. south

27. had to surrender to
U.S. Marines
28. tried and convicted
him sentenced to death
29. saw him as a martyr
30. viewed him as a
rebel
As the 1860 presidential election approached, the Republicans nominated
Abraham Lincoln. Lincoln appeared to be moderate in his views. Although he
pledged to halt the further spread of slavery, he also tried to reassure
Southerners that a Republican administration would “interfere with their slaves,
or with them, about their slaves.” Nonetheless, many Southerners viewed him
as an enemy.



31. 1860
presidential
election
32. Southern
reaction
33. Jefferson
Davis



31. Lincoln is elected
32. secedes from the Union
creating the Confederate
States of America
33. elected as president of
Confederacy
DO NOW

WHAT WAS THE COMPROMISE THAT
ALLOWED CALIFORNIA TO BE
ADMITTED TO THE UNION? HOW
DID THIS COMPROMISE APPEASE
(SATISFY) THE SOUTHERN STATES?
DO NOW

WHAT DO THE OVERALL DATA SUGGEST
ABOUT THE EVENTUAL OUTCOME OF THE
AMERICAN CIVIL WAR?
DO NOW

WHAT DOES THE OVERALL DATA SUGGEST ABOUT
THE EVENTUAL OUTCOME OF THE AMERICAN CIVIL
WAR?


Robert E. Lee was only one of hundreds of military
officers who resigned to join the Confederacy. These
officers enabled the South to organize an effective
fighting force quickly. So too did the strong military
tradition in the South. In 1860 seven of the nation’s
eight military colleges were in the South. These
colleges provided the South with a large number of
trained officers to lead its armies.
Just as the South had a strong military tradition, the
North had a strong naval tradition. More than threequarters of the United States Navy’s officers came from
the North. At the same time, 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.
Section 2: The Civil War Begins: The
Union and the Confederacy were unevenly matched. The Union enjoyed
enormous advantages in resources over the South---more people, more
factories, greater food production, and a more extensive railroad system. The
Confederacy’s advantages included “King Cotton,” first-rate generals, and
highly motivated soldiers.


1. Union’s
strengths

1. experienced navy;
industrial economy; high
population (22 million);
provided troops
w/ammunition & supplies;
extensive railroad system
2. Confederate’s  2. highly motivated soldiers
strengths
(motivated by personal
rights); first-rate generals
Resources of the Union and of
the Confederacy
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 also gave it a great
advantage in raising an army and in supporting
the war effort.
The North’s industries also gave the region an important
economic advantage over the South. In 1860 almost 90% of the
nation’s factories were located in the Northern states. Thus, 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 tracks as the North and had only one line from Memphis
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.

3. railroads

3. the South had only ½ as
many railroad tracks
making movement of
supplies and troops difficult
Financing the war

Both the North and the South had to act quickly
to raise money for the war. The North enjoyed
several financial advantages. In addition to
controlling the national treasury, the Union could
expect continued revenue from tariffs. Many
Northern banks also held large reserves of cash,
which they loaned the government by purchasing
bonds.
In order to make more money available for emergency use, Congress passed
the Legal Tender Act in February 1862. This act created a national currency
and allowed the government to issue paper money. The paper money came to
be known as greenbacks, because of its color. Although the use of paper
money helped to cause inflation—a decline in the value of money—it also
enabled the government to pay its bills and keep the war effort going.

4. Legal
Tender Act



5. greenbacks
4. Union created a
national currency called
greenbacks
5. paper money that
allowed federal gov. to
keep war effort going
In contrast to the Union, the Confederacy’s financial situation was not good,
and it became worse over time. Most Southern planters were in debt and
unable to buy bonds. At the same time, 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. Shortly after the
war began, however, the Union Navy blockaded Southern ports, which reduced
trade and revenues. The Confederacy then resorted to direct taxation of its
people, but many Southerners refused to pay.


6. Northern
finance
7. Southern
finance


6. controlled national
treasury; banks contained
large revenues
7. in debt; banks were small
w/few cash reserves
The Financial/Political Situation


The Confederacy also printed 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 7,000% inflation,
compared to only 80% in the North.
As both sides worked to address their various
economic dilemmas, they also had to contend
with a variety of political problems, including
opposition to the war in the Northand quarrels
over war policies in the South.
Although the South had no organized opposition party, Confederate president
Jefferson Davis still faced political problems. The Confederate constitution
emphasized states’ rights and limited the central government’s power. This
often interfered with Davis’s ability to conduct the war with a united commitment
from every Confederate state government. Although many Southern leaders
supported the war, some opposed Jefferson Davis when he supported
conscription and established martial law early in 1862. They objected to the
Confederacy forcing people to join the army. They also opposed the
suspension of writs of habeas corpus, which the South had also introduced.


8. Confederate
Constitution
9. issues
w/Confederate
Constitution


8. emphasized states’
rights and limited
central gov.
9. lacked strong
central gov. needed to
coordinate war effort
The outbreak of the Civil War put the major governments of Europe in a
difficult situation. The United States government did not want the Europeans
interfering in the war. Confederate leaders wanted the Europeans, particularly
the British, to recognize the South and provide it with military assistance.
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.


10. United States  10. did not want Europeans
interfering in the war
11. Confederate
leaders

11. wanted the Europeans
(i.e. France & Britain) to
assist the South; Southern
planters agreed to stop selling
their cotton in these markets
until the Europeans recognized
the Confederacy.
As Jefferson Davis’s Confederacy struggled in vain to gain foreign recognition,
abolitionist feeling grew in the North. Although Lincoln disliked slavery, he did
not believe that the federal government had the power to abolish it where it
already existed. As the war progressed, however, Lincoln did find a way to use
his constitutional war powers to end slavery. The Confederacy used the labor
of slaves to build fortifications and grow food. Lincoln’s powers as commander
in chief allowed him to order this troops to seize enemy resources. Therefore,
he decided that just as he could order the Union army to take Confederate
supplies, he could also authorize the army to emancipate slaves. Emancipation
was not just a moral issue it became a weapon of war.

12. Emancipation
Proclamation
(1863)

12. freed slaves in states
that remained in rebellion
during the American Civil
War
Emancipation Proclamation of
1863

The proclamation did not free any
slaves immediately because it
applied only to areas behind
Confederate lines, outside Union
control. Nevertheless, for many, the
proclamation gave the war a moral
purpose by turning the struggle into
a fight to free the slaves. It also
ensured that compromise was no
longer possible.
As they readied for battle, the North and South were about to embark on what
was, in many respects, the first modern war. Most of the wars fought in Europe
during the previous two centuries were fought by small, disciplined armies with
limited goals. In contrast, the Civil War involved huge armies that consisted
mostly of civilian volunteers and which required vast amounts of supplies and
equipment.


13. Civil War
14. military
technology


13. first modern war in
America; involved huge
armies/supplies/equipment
14. rifles firing minie bullets
(accurate); trenches and
barricades
American Revolution
battle formation
Instead of standing in a line, troops defending position in the Civil War began
to use trenches and barricades to protect themselves. The combination of
accurate firing rifles, and protective cover created situations where the
attacking force often suffered very high casualties. High casualties meant that
armies had to keep replacing their soldiers. Attrition—the wearing down of
one side by the other through exhaustion of soldiers and resources—thus
played a critical role as the war dragged on.

15. attrition

15. the wearing down of
armies through exhaustion
of soldiers and resources
Soldiers suffer on both sides


Both Union and Confederate soldiers had
marched off to war thinking it would be a
glorious affair. They were soon disillusioned,
not just by heavy battlefield casualties but also
by such unhealthy conditions as filthy
surroundings, a limited diet, and inadequate
medical care. In the 1860s, the technology of
killing had outrun the technology of medical
care.
Except when fighting or marching, most
soldiers lived amid heaps of rubbish and open
latrines. As a result, boy lice, dysentery, and
diarrhea were common.
Soldiers suffer on both sides


If conditions in the army camps were bad, those in war
prisons were atrocious. The Confederate camps were
especially overcrowded and unsanitary. The South’s
lack of food an tent canvas also contributed to the
appalling conditions. Prison camps in the North were
only slightly better. Northern prisons provided more
space and adequate amounts of food.
However, thousands of Confederate prisoners, housed
in quarters with little or no heat, contracted pneumonia
and died. Historians estimate that 15% of Union
prisoners in Southern prisons died, while 12% of
Confederate prisoners died in Northern prisons.
Reaction of the North and the South during
the Abolitionist Movement
Northern Views
Southern Views
 Economy is tied to
 Disapproved of slavery
agriculture (cotton) and
(immoral/unethical) wrong
enslaved people who
 Enslavement of human
planted and picked it
beings
 Claimed slaves had no
 Some regarded abolitionist
desire for freedom
movement a threat to the  Claimed slaves enjoyed a
existing system
close and beneficial
• Civil war
• Threatening housing markets
• Southern cotton fed textile

mills

Debt owed to Northern
banks by Southern farmers

relationship with their
slaveholders
Argued that the federal
government were infringing
on state’s rights
5th Amendment protected
right to own/protect
property
DO NOW
Explain the Emancipation Proclamation.
In what way was the Emancipation
Proclamation a part of Lincoln’s military
strategy?
 Look in your notes or read in your
textbooks on pages 172-173 under the
section titled “Proclaiming Emancipation”

DO NOW
Why did Sherman and Grant want to
wage “total war”? Do you think that
Sherman’s destructive march to the sea
was necessary? Why or why not?
Explain your answer.
 READ IN YOUR TEXTBOOKS ON PAGES
180-181 UNDER THE SECTION TITLED
“THE CONFEDERACY WEARS DOWN”

DO NOW

DEFINE THE TERM CHANGE AND
RECONSTRUCTION. (THINK ABOUT
WHAT CONSTRUCTION MEANS AND
WHAT “RE” MEANS.) WHAT DO THOSE
WORDS MEAN TO YOU. IF YOU LOSE AN
ARGUMENT, ARE YOU ABLE TO ADMIT
YOUR LOSS OR ARE YOU STUBBORN
WHEN IT COMES TO LOSSING?
EXPLAIN YOUR ANSWER.
The Surrender at Appomattox

On April 3, 1865, Union troops conquered
Richmond, the Confederate capital. Southerners
had abandoned the city the day before, setting it
afire to keep the Northerners from taking it. On
April 9, 1865, Grant met at a private home to
arrange a Confederate surrender. At Lincoln’s
request, the terms were generous. Grant paroled
Lee’s soldiers and sent them home with their
possessions and three days’ worth of rations.
Officers were permitted to keep their side arms.
Within a month all remaining Confederate
resistance collapsed. After four long years, the
Civil War was over.
Section 3: The North takes charge
and the South surrenders
The War Changes the Nation

The Civil War caused tremendous political,
economic, technological, and social change in
the United States. It also exacted a high price
in terms of human life. Approximately 360,000
Union soldiers and 260,000 Confederates died,
nearly as many American combat deaths as in
all other American wars combined.
The Civil War greatly increased the federal government’s power and authority.
During the war, the federal government passed laws, including income tax and
conscription laws, that gave it much more control over individual citizens. And
after the war, no state ever threatened secession again. Economically, the Civil
War dramatically widened the gap between North and South. During the war,
the economy of the Northern states boomed. The Southern economy, on the
other hand, was devastated. The war not only marked the end of slavery as a
labor system but also wrecked most of the region’s industry and farmland. The
economic gulf between the regions would not diminish until the 20th century.


1. post-war
Northern economy
2. post-war
Southern economy


1. economy boomed
(increased)
2. economy was
devastated; destroyed
southern industry and
farmland
A Revolution in Warfare


Because of the developments in technology, the Civil
War has been called the last old-fashioned war, or the
first modern war. The two deadliest technological
improvements were the rifle and the Minnie ball, a soft
lead bullet that was more destructive and accurate
than earlier bullets. Two other weapons that became
more lethal were hand grenades and land mines.
Another technological improvement was the ironclad
ship, which could splinter wooden ships by ramming
them, withstand cannon fire, and resist burning. On
March 9, 1862, every wooden warship in the world
became obsolete after the North’s ironclad Monitor
exchanged fire with the South’s ironclad Merrimack.
The war not only revolutionized weaponry but also changed people’s lives.
Perhaps the biggest change came for African Americans. The Emancipation
Proclamation freed only those slaves who lived in states that were behind
Confederate lines, and not yet under Union control. The government had to
decide what to do about the border states, where slavery still existed. The
president believed that the only solution was a constitutional amendment
abolishing slavery.

3. Thirteenth
Amendment (1865)


3. abolished slavery in
the United States
U.S. Constitution now
stated “Neither slavery nor
involuntary servitude,
except as a punishment for
crime whereof the party
shall have been duly
convicted, shall exist in the
United States.”
Whatever further plans Lincoln had to reunify the nation after the war, he never
got to implement them. On April 14, 1865, five days after Lee surrendered to
Grant at Appomattox, Lincoln and his wife went to Ford’s Theatre in
Washington to see a British comedy, Our American Cousin. During its third act,
a man crept up behind Lincoln and shot the president in the back of his head.
Lincoln, who never regained consciousness, died on April 15. It was the first
time a president of the United States had been assassinated. After the
shooting, the assassin, John Wilkes Booth—a 26 year-old actor and Southern
sympathizer then leaped down from the presidential box to the stage and
escaped. Twelve days later Union cavalry trapped him in a Virginia tobacco
shed and shot him dead.

4. Lincoln
assassinated

4. by a 26 yr old
actor John Wilkes
Booth
The Civil War had ended. Slavery and secession were no more.
Now the country faced two new problems: how to restore the
Southern states to the Union and how to integrate approximately 4
million newly freed African Americans into national life.

5. post-war
problems in U.S.

5. how to restore the
Southern states; how to
integrate 4 million African
Americans
Section 4: Reconstruction and
its Effects

The need to help former slaves was just one of
many issues the nation confronted after the war.
In addition, the government, led by Andrew
Johnson, Lincoln’s vice-president and eventual
successor, had to determine how to bring the
Confederate states back into the Union.
Reconstruction, the period during which the United States began to rebuild after
the Civil War, lasted from 1865 to 1877. The term also refers to the process the
federal government used to readmit the defeated Confederate states to the
Union. Complicating the process was the fact that Abraham Lincoln, Andrew
Johnson, and the members of Congress all had different ideas about how
Reconstruction should be handled.


1. Reconstruction
(1865-1877)
2. Lincoln’s plan



3. Ten-Percent
Plan


1. rebuilding the nation
after war
2. Ten-percent plan
3. pardoned all
Confederates who would
swear allegiance to the
Union
besides high ranking officials and those
accused of crimes against prisoners of
war
Johnson’s Plan for Reconstruction

Lincoln was assassinated before he could fully implement his
Reconstruction plan. In May 1865, his successor, Andrew
Johnson, announced his own plan. Johnson’s plan differed
little from Lincoln’s. He issued a new Proclamation of
Amnesty (pardoned) to supplement the one Lincoln had
issued earlier. Johnson 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, such as former
Confederate officers and officials. Those who were excluded
could apply to the president individually for a pardon. Like
Lincoln, Johnson also required Southern states to ratify the
Thirteenth Amendment abolishing slavery.
The Seven remaining ex-confederate states quickly agreed to Johnson’s terms.
In the following months, these states—except for Texas—set up new state
governments and elected representatives to Congress. In December 1865, the
newly elected Southern legislators arrived in Washington to take their seats.
Congress, however, refused to admit the new Southern legislators. At the
same time, moderate Republicans pushed for new laws to remedy weaknesses
they was in Johnson’s plan. In 1866, Congress voted to enlarge the
Freedmen’s Bureau and passed the Civil Rights Act of 1866


4. Johnson’s plan  4. similar to Lincoln’s plan;
pardoning Confederates;
requiring southern states to
ratify the 13th Amendment
5. moderate
Republicans

5. pushed for new laws to
fix weaknesses in Johnson’s
plan
In 1866, Congress voted to enlarge the Freedmen’s Bureau and passed the
Civil Rights Act of 1866. That law gave African American’s citizenship and
forbade states from passing discriminatory laws—black codes—that severely
restricted African American’s lives. Johnson shocked everyone when he
vetoed both the Freedmen’s Bureau Act and the Civil Rights Act. Congress,
Johnson contended, had gone far beyond anything” contemplated by the
authors of the Constitution. Angered by Johnson’s actions, radical and
moderate Republican factions decided to work together to shift the control of
the Reconstruction process from the executive branch to the legislature. In
mid-1866, they overrode the president’s vetoes of the Civil Rights Act and
Freemen’s Bureau Act.


6. Congress
6. enlarged Freedmen’s Bureau
and passed Civil Rights Act of
1866
7. Freedmen’s 7. gov provides food, clothing,
hospitals,
legal
protection,
and
Bureau
education for former slaves and
poor whites in south

Another development in the South also angered congressional Republicans.
The new Southern state legislatures had passed laws known as black codes
limiting the rights of African Americans in the South. These codes varied from
state to state, but all of them seemed intended to keep African Americans in a
condition similar to slavery. African Americans were generally required 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 non-agricultural jobs.


8. Civil Rights Act
of 1866
9. Southern state
legislatures
(passing black
codes)


8. granted African
Americans citizenship and
forbade states from
passing discriminatory laws
9. laws limiting the rights
of African Americans in the
South
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.
Congress drafted the Fourteenth Amendment, which prevented states from
denying rights and privileges to any U.S. citizen, now defined as “all persons
born or naturalized in the U.S.” This definition was expressly intended to
overrule and nullify the Dred Scott decision.

10. Congress
drafted the 14th
Amendment

10. prevented states
from denying rights and
privileges to any U.S.
citizen
DO NOW
EXPLAIN WHAT THE FREEDMAN’S
BUREAU AND THE CIVIL RIGHTS ACT OF
1866 WERE ABOUT. WHAT WERE THE
BLACK CODES? HOW DID THE RADICAL
REPUBLICANS OF CONGRESS RESPONSE
TO THE BLACK CODES?
 LOOK IN YOUR NOTES AND IN YOUR
TEXTBOOKS ON PAGE 185 UNDER THE
SECTION TITLED “JOHNSON’S PLAN FOR
RECONSTRUCTION AND
CONGRESSIONAL RECONSTRUCTION”

DO NOW
HOW DID THE RADICAL REPUBLICANS
HOPE TO RECONSTRUCT THE SOUTH?
 READ IN YOUR TEXTBOOKS ON PAGE
185 UNDER THE SECTION TITLED
“LINCOLN’S PLAN”

In 1866 elections, moderate and radical Republicans gained control of
Congress. They joined together to pass the Reconstruction Act of 1867, which
did not recognize state governments—except Tennessee—formed under the
Lincoln and Johnson plans. The act divided the former Confederate states into
five military districts. The states were required to grant African American men
the vote and to ratify the 14th Amendment in order to reenter the Union. When
Johnson vetoed the Reconstruction legislation, Congress promptly overrode the
veto.


11. moderate and  11. minority in Congress;
radical Republicans concerned w/civil rights of
African Americans
12. Reconstruction
 12. required southern
Act of 1867
states to grant African
American men the right to
vote and to ratify the 14th
Amendment
Differences between the
political parties of the 1870s
Radical Republicans
 African American Civil
Rights (Equality for
African Americans)
 Poor white farmers
 Passed 14th and 15th
Amendment
Southern Democrats
 In favor of laws which
discriminate against
African Americans
 Wealthy planters
Johnson Impeached

Because the Radicals thought Johnson
was blocking Reconstruction, they
looked for grounds on which to
impeach him. They found grounds
when Johnson removed Secretary of
War Edwin Stanton from office in
1868. Johnson’s removal of the
cabinet member violated the Tenure
of Office Act, which stated that a
president could not remove cabinet
officers during the term of the
president who had appointed them
without Senate’s approval. The House
impeached Johnson, but he remained
in office after the Senate voted not to
convict.
In the 1868 presidential election, the Civil War hero Ulysses S. Grant won by a
margin of only 306,000 votes out of almost 6 million ballots cast. More than
500,000 Southern African Americans had voted. Of this number 9 out of 10
voted for Grant. The importance of the African-American vote to the
Republican Party was obvious. After the election, the Radicals introduced the
15th Amendment, which states that no one can be kept from voting because of
“race, color, or previous condition of servitude” The 15th Amendment, which
was ratified by the states in 1870, was an important victory for the Radicals.



13. U.S. Grant
(1868)
14. Radical
republicans

15. 15th
Amendment


13. Civil War hero for Union
elected president
14. ratify (pass) 15th
Amendment
15. no one can be kept from
voting because of “race, color
or previous condition of
servitude”
Reconstructing Society

Under the congressional
Reconstruction program,
state constitutional
conventions met and
Southern voters elected new,
Republican-dominated
governments. By 1870, all of
the former Confederate states
had completed the process.
However, even after all of the
states were back in the
Union, the Republicans did
not end the process of
Reconstruction because they
wanted to make economic
changes in the South.
The war had devastated the South economically. Southern planters returned
home to find that the value of their property had plummeted. Throughout the
South, many small farms were ruined. The region’s population was also
devastated. Hundreds of thousands of Southern men had died in the war. The
Republican governments began public works programs to repair the physical
damage and to provide social services.


16. devastation in
South
17. reconstructing
society


16. value of property
plummeted; small farms
ruined; population decline
17. gov. repair physical
damage and provide
social services for south
Politics in the Postwar South

Another difficulty facing the new
Republican governments was that
the three groups that constituted the
Republican Party in the South—
scalawags, carpetbaggers, and
African-Americans—often had
conflicting goals.
Scalawags were white Southerners who joined the Republican Party. Many
were small farmers who wanted to improve their economic position and did not
want the former wealthy planters to regain power. Carpetbaggers were
Northerners who moved South after the war. This negative name from the
misconception that they arrived with so few belongings that they carried
everything in small traveling bags made of carpeting. The third and largest
group of Southern Republicans—African Americans—gained voting rights as a
result of the 15th Amendment. During Reconstruction, African-American men
registered to vote for the first time; nine out of ten of them supported the
Republican Party. Although many former slaves could neither read nor write
and were politically inexperienced, they were eager to exercise their voting
rights.

18. Scalawags

18. southerners who joined
Republican party; small
farmers; not concerned about civil
rights for African Americans


19. carpetbaggers
19. Northerners who moved
to South after the war
The third and largest groups of Southern Republicans—African Americans—
gained voting rights as a result of the 15th Amendment. During Reconstruction,
African-American men registered to vote for the first time; nine out of ten of
them supported the Republican Party. Although many former slaves could
neither read or write and were politically inexperienced, they were eager to
exercise their voting rights. During Reconstruction African Americans founded
their own churches, which often became the center of the African American
community and the only institutions that the African Americans fully controlled.
Many African American ministers emerged as influential community leaders
who also played an important role in the broader political life of the country.
With 95% of former slaves illiterate, former slaves required education to
become economically self-sufficient.


20. African American
men
21. Reconstruction
gov. & African
American Churches


20. registered to vote
for the first time
21. developed public
school systems and
Universities
Without their own land, freed African Americans, as well as poor white farmers,
could not grow crops to sell or to use to feed their families. Therefore,
economic necessity forced many former slaves and impoverished whites to
becoming sharecroppers. In the system of sharecropping, landowners divided
their land and assigned each head of household a few acres, along with seed
and tools. Sharecroppers kept a small share of their crops and gave the rest to
the landowners. In theory, “croppers” who saved a little might even rent land for
cash and keep all their harvest in a system known as tenant farming.

22. sharecoppers

23. rent land for cash and
23. tenant farming keep all their harvest


22. assigned land w/seed
and tools; kept small share
of crops & gave rest to
landowners
DO NOW
HOW DID SOUTHERN AFRICAN
AMERICANS RESPOND TO THEIR
NEW STATUS?
 READ IN YOUR TEXTBOOKS ON
PAGES 187-188 UNDER THE
SECTIONS TITLED “FORMER SLAVES
IMPROVE THEIR LIVES” AND
“AFRICAN AMERICANS IN
RECONSTRUCTION”

DO NOW
HOW DID SOUTHERN DEMOCRATS
REGAIN THEIR POLITICAL POWER?
 READ IN YOUR TEXTBOOKS ON
PAGES 188-189 UNDER THE
SECTION TITLED “OPPOSITION TO
RECONSTRUCTION”

Differences between the
political parties of the 1870s
Radical
Republicans



African American
Civil Rights
(Equality for
African Americans)
Poor white farmers
Passed 14th and
15th Amendment
Southern
Democrats


In favor of laws
which discriminate
against African
Americans
Wealthy planters
The Collapse of Reconstruction

Most white Southerners swallowed
whatever resentment they felt over
African-American suffrage and
participation in government. Some whites
expressed their feelings by refusing to
register to vote. Others frustrated by
their loss of political power and by the
South’s economic stagnation. These were
the people who formed vigilante groups
and used violence to intimidate African
Americans.
The most notorious and widespread of the Southern vigilante groups was the
Ku Klux Klan (KKK). The Klan’s goals were to destroy the Republican party, to
throw out the Reconstruction governments, to aid the planter class, and to
prevent African Americans from exercising their political rights. To achieve
these goals, the Klan and other groups killed perhaps 20,000 men, women, and
children. In addition to violence, some white Southerners refused to hire or do
business with African Americans who voted Republican.


24. Ku Klux Klan
(KKK)
25. goals of Ku
Klux Klan


24. used violence to
intimidate African Americans
25. destroy the Republican
party, to throw out the
Reconstruction governments,
to aid the planter class, and
to prevent African Americans
from exercising their political
rights
To curtail Klan violence and Democratic intimidation, Congress passed a series
of Enforcement Acts in 1870 and 1871. One act provided for the federal
supervision of elections in Southern states. Another act gave the president the
power to use federal troops in areas where the Klan was active. Although
Congress seemed to shore up Republican power with the Enforcement Acts, it
soon passed legislation that severely weakened the power of the Republican
Party in the South. In May 1872, Congress passed the Amnesty Act, which
returned the right to vote and the right to hold federal and state offices to about
150,000 former Confederates. In the same year Congress allowed the
Freedmen’s Bureau to expire. These actions allowed Southern Democrats to
regain political power.


26. Enforcement  26. provided federal supervision
Acts (1870-1871) of elections in Southern states &
27. Amnesty Act 
(1872)
gave the president the power to
use federal troops where Klan
was active
27. returned the right to vote
and hold federal and state offices
to 150,000 former Confederates
Eventually, support for Reconstruction weakened. The breakdown of
Republican unity made it even harder for Radicals to continue to impose their
Reconstruction plan on the South. In addition, a series of bank failures known
as the panic of 1873 triggered a five-year depression, which diverted attention
in the North away from the South’s problems. The Supreme Court also began
to undo some of the social and political changes that the Radicals had made.
Although political violence continued in the South and African Americans were
denied civil and political rights, Republicans slowly retreated from the policies of
Reconstruction.



28. Freedman’s
Bureau
29. Radical
Republican Party
decentralizes


30. panic of 1873 
28. was allowed to expire
by the Congress
29. breakdown of party
makes it hard to impose
their Reconstruction plan
on the South
30. bank failures in North
triggers a 5 yr depression
Democrats “Redeem” the South


As the Republicans’ hold on the South loosened,
Southern Democrats began to regain control of the
region. As a result of “redemption”—as the Democrats
called their return to power—and a political deal made
during the national election of 1876, congressional
Reconstruction came to an end.
In the election of 1876, Democratic candidate Samuel
J. Tilden won the popular vote, but was one vote short
of the electoral victory. Southern democrats in
Congress agreed to accept Hayes if federal troops were
withdrawn from the South. After Republican leaders
agreed to the demands, Hayes was elected, and
Reconstructed ended in the South.
The end of Reconstruction

Reconstruction ended without much
real progress in the battle against
discrimination. However, the
Thirteenth, Fourteenth, and Fifteenth
Amendments remained part of the
Constitution. In the late 20th
century, these amendments provided
the necessary constitutional
foundation for important civil rights
legislation.
Quiz Essay #1

Define the term Reconstruction. Explain
the post-war problems that the U.S. had.
List five problems facing the South after
the Civil War. Then describe the solution
that was attempted for each problem.
Do you think that Reconstruction had
positive effects on Southern society?
Why or why not? Think about:
The formation of the Ku Klux Klan
 The establishment of African American
churches and schools
 Why do many African Americans turned
to sharecopping?

Bonus Quiz Essay Question

What advantages did he Union have
over the South during the American
Civil War?