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Chapter 6 – Civil War & Reconstruction
P174
Ch 6 Overview
 Lesson 1 – Early years of Civil War
 Lesson 2 – hardships faced by soldiers & civilians
during the war
 Lesson 3 – describes how the North won the war
 Lesson 4 – Reconstruction
 Lesson 5 – challenges faced by former slaves
after the end of Reconstruction
 Begin p176
Ch 6 Lesson 1 – A Nation at War
 Vocab: border states, casualties, draft,
emancipation
 Objectives:
 U3-10: Compare strengths of Confederacy & Union
 U3-11: Identify important early battles and events
of the Civil War
 U3-12: Describe the significance of the
Emancipation Porclamation
Ch 6 L1 – p176
 The Confederacy’s plan for winning the war was
to fight off northern attacks until the Union gave
up and to get help from Britain & France
 At the battle of Antietam, the Union army
stopped General Lee from invading the North.
The armies suffered a combined 22000 casualties
 Jefferson Davis, president of the Confederacy
(South) couldn’t get enough food, $, & weapons
because the Union blockade closed most
southern ports. Davis had to start a draft b/c not
enough people wanted to join the army. The
Confederate states ignored his orders b/c they
didn’t want to give up their power
Ch 6 L1
 Lincoln issued the Emancipation Proclamation
b/c he knew that freeing the enslaved people
could hurt the Confederacy. Enslaved people
who worked on southern farms could help the
North instead
 The Battle of Gettysburg was a turning point of
the war b/c about ½ of General Lee’s men were
killed or wounded. The Confederate army was so
weakened that their army had to retreat
Objectives & Summary Ch6 L1
 Confederacy strengths included fighting on
home turf & talented military commanders.
Union advantages were greater population,
more factories (= more $), and more railroad
lines
 Important battles = 1st battle of Bull Run, Battle of
Antietam, Vicksburg & Gettysburg
 Emancipation Proclamation declared enslaved
people in the Confederacy free and turned
slavery into the key issue of the war
Ch 6 L2 – The Human Face of War p184
 Vocab: camp, homefront, civilian
 Objectives:
 U3-13: Describe conditions that soldiers faced
during Civil War
 U3-14: Explain how the war affected people on the
home fronts both in North & South
 Clara Barton: headed the American Red Cross
Ch 6 L2 p184
Soldiers faced
many
problems
Life on the
home front
was difficult
Not enough
food
Women ran
their families’
homes &
businesses
Dangers in
battle & from
diseases
Civilians in the
South did not
have enough
food
Ch 6 L2
 Women on both sides of the war dressed as men
and joined the army, spied, cared for the sick &
wounded
 Soldiers read, sang, & wrote letters to eliminate
boredom of camp life. Others put on shows or
printed newspapers
 Immigrants from Germany, Ireland, & Italy joint
the Union army
 The Civil War was so deadly because rifles could
shoot farther and more accurately than ever,
and disease killed twice as many soldiers as
fighting did
Ch 6 L2
 Women ran farms & businesses. Thousands
sewed uniforms, knitted socks, made bandages
& raised $$ for both armies. Some were nurses
 Confederate $$ became almost worthless this
Inflation made food and other items very
expensive
Objectives & Summary Ch 6 L2
 Soldiers lived in camps, where they waited for
news from home. Powerful rifles & rampant
disease led to many casualties
 Home front effects included inflation and hunger
in the South & personal losses to families in the
North & South. Many women had to take over
traditionally male responsibilities
Overview
Union
Soldiers
Ate poor
food; Some
were
immigrants &
African
Americans
Confederate
Soldiers
Did not
have
enough
food
Ch 6 L3 – The War Ends p190
 Vocab: telegraph, total war, desert
 Objectives:
 U3-15: Explain factors, including strategy of total war, which
helped Union defeat Confederacy
 U3-16: Describe end of war, including Lee’s surrender to
Grant
 Telegraph messages were sent by Morse code, a system of
patters of dots & dashes created by inventor Samuel Morse
 William Tecumseh Sherman went to West Point as a young
man. After graduating, he served several military
assignments in the South, which helped him learn about
southern people & geography
Ch 6 L3 p190
 General Grant planned to end the war by leading an
army to defeat General Lee’s soldiers and capture
Richmond. At the same time, General Sherman’s
army would attack Atlanta
 During Sherman’s march at Sea, Sherman’s army
marched though Georgia from Atlanta to Savannah,
destroying nearly everything they passed
 Grant’s army received food, supplies & soldiers while
in Richmond. The Confederate army was running out
of reinforcements
 Lee surrendered to Grant at Appomattox Court
House on April 9, 1865
Ch 6 L3 Objective & Summary
 Factors that helped the Union defeat the
Confederacy were greater availability of soldiers
and supplies in the North & Sherman’s strategy of
total war, which devastated much of the South
 The war ended with Lee’s surrender to Grant
after a long face-off near Richmond and
increased desertion by Confederate troops
Sequence of Events leading to the
END of the WAR
Sherman’s
March
Lee & Grant
face each
other near
Richmond
Confederate
Army runs out
of supplies
Lee
surrenders
Ch 6 L4 – Reconstruction p196
 Vocab: reconstruction, assassination,
Freedmen’s Bureau, impeach
 Objectives:
 U3-17: Compare different plans for reuniting the
country and rebuilding the South after the Civil
War
 U3-18: Describe how the Constitution changed to
protect the rights of African Americans after the
war
Ch 6 L4 p196
Some people
wanted to punish
the South
Some people
wanted to make
it easy for the
South to come
back to the
Union
Some people
wanted to
protect the rights
of African
Americans
The country
could not
agree on
how to
rebuild the
South
Ch 6 L4
 Reconstruction was a huge challenge for
Americans b/c the South had to be reunited w/
the rest of the country, but Americans could not
agree on how it should be done
 Lincoln planned to let the southern states set up
new state gov’ts and quickly rejoin the Union
 Booth assassinated Lincoln b/c he supported the
Confederacy & was angry about the South’s
defeat
Ch 6 L4
 Black Codes were laws passed by southern
states to limit rights of former enslaved people to
travel, vote, & work in certain jobs
 The purpose of the Freedman’s Bureau was to
provide food, clothing, medical care, & legal
advice to poor blacks and whites. It set up
hospitals & schools for newly freed people
 Congress took over reconstruction & put the
South under military rule. Then Congress tried to
impeach President Johnson – but failed
Ch 6 L4
 Carpetbaggers were people from the North who went South to
make $$ during Reconstruction
 Scalawags was a slang for an old worthless horse but was used
to refer to those southerners who helped the gov’t during
Reconstruction
 KNOW that the 13th amendment abolished slavery in the US
 14th Amendment = gave African Americans full citizenship &
guaranteed due process of law
 15th Amendment = gave African American men the right to vot
 Many African Americans began taking part in gov’t, ran for
office & became gov’t leaders after winning right to vote
Ch 6 L4 Objective & Summary
 After the war some northerners wanted to punish
the South; Lincoln wanted to let the South rejon
the Union easily; Radical Republicans wanted to
change the South, especially with regard to
African Americans’ rights
 The Constitution’s 13th Amendment ended
slavery; 14th Amendment full citizenship to
African Americans; 15th Amendment African
American men right to vote
Ch 6 L5 – The Challenge of Freedom p206
 Vocab: sharecropping, Jim Crow, segregation
 Objectives:
 U3-20: Explain the effects of Reconstruction policies on the
South after the Civil War
 U3-21: Describe the end of Reconstruction in the South
 Background/Info on the Tuskegee Institute – The Tuskegee
Institute began w/ $2000 for teachers’ salaries but nothing
for land or buildings. Booker T. Washington got a $200 loan
to purchase land for the school. Students built its first
buildings and grew food for the school. Wealthy people
such as Andrew Carnegie & John D Rockefeller contributed
to the Tuskegee Institute
Ch 6 L5
 Sharecropping: a farmer keeps a part (or a share) of
a crop & gives the rest to the landowner
 Benefits of sharecropping: landowners let poor
farmers farm small areas of land in return for a share
of the crop
 Sharecroppers usually stayed poor because they
owed $$ to the landowners, making it hard to get out
of debt
 Many freed African Americans became
sharecroppers b/c they wanted to be farmers but
could not afford to buy land
Ch 6 L5
 Many Americans felt disappointed with
Reconstruction b/c they felt it has not
successfully reunited the nation
 Jim Crow laws refer to laws that promoted
segregation and unequal treatment during this
time period
 Jim Crow laws segregated schools, hospitals,
cemeteries, etc.
 George Washington Carver is known for studying
the peanut & credited for its’ many uses
Challenges of newly freed African Americans
Jim Crow laws
Lack of good
schools &
hospitals
African
Americans
faced
challenges
segregation
sharecropping