A Nation Divided 1861-1865

1. A Nation Divided1861-1865 This slideshow is part of a differentiated lesson created by Betsy Brown, Melanie Lewis, Gail Moore March 2006 Virginia History SOLs USI 1 and USI 9

2. Years of Conflict One strategy historians have to help them remember when and how things happen is to create a timeline. Draw a timeline on your paper. As you move through this slide show you will have an opportunity to view video clips. You will know there is a clip when you see the photo below. Click on the picture to watch the clip. When you hear a date mentioned write it on your timeline. Write what happened on the date above it.

3. Issues of the Civil War Merry Christmas! We are seceding from the Union on December 20, 1861, because of the following issues. sectionalism slavery western expansion states’ rights Click on the picture to the right to see how the above became strong issues that divided our nation.

4. Causes of the Civil War Civil War Click each link to learn more about this situation. When your finished click the flag icon below to return to this page. Boom! Secession of the South Election of 1860 Harpers Ferry Raid Dred Scott Decision Kansas-Nebraska Act Uncle Tom’s Cabin Fugitive Slave Law Compromise of 1850 Missouri Compromise Westward Expansion

5. These were slave states that sided with the Union.. These states seceded after the fall of Fort Sumpter. These states seceded before the fall of Fort Sumpter. These were the Union States. This is what the US looked like in 1860. California New Jersey Connecticut New York Illinois Ohio Indiana Oregon Iowa Pennsylvania Kansas Rhode Island Maine Vermont Massachusetts West Virginia Michigan Minnesota New Hampshire Wisconsin (Western counties of Virginia that refused to secede from the Union) Delaware Kentucky Maryland Missouri Virginia, April 17, 1861 South Carolina secedes, December 1860 Tennessee, June 8, 1861 North Carolina, May 20, 1861 Arkansas, May 6, 1861 Georgia, January 19, 1861 Mississippi, January 9, 1861 Alabama, January 11, 1861 Louisiana, January 26, 1861 , Texas, February 1, 1861 Florida, January 10, 1861 Click here to learn more about state succession.

6. “_____ states” “_____ states” What were the major differences between the North South and the __________ economy industrial agricultural __________ economy free slave

7. Emancipation Proclamation Slavery was the biggest issue dividing the North from the South. Click the picture to hear about the Emancipation Proclamation. What was the purpose of this proclamation?

8. More Differences Click on each link below to learn more about the differences between the North and the South. Work with a partner to create a Venn Diagram depicting these differences. Clicking the flags brings you back to this page. Union Strategy Confederate Strategy Grant Lee

9. Names of the War The War Between the States The war was not called “the Civil War” until the 1870s, after it was over. Consider some of the names it went by. How does each title define what the North and South were fighting for? Which side would use each title? Why? Remember that the North did not recognize the constitutional right of the South to secede, while the people in the South viewed themselves as a separate country. The Second American Revolution The Second War for Independence The War Against Slavery The Brother’s War The War of Northern Aggression

10. Let’s Play! On the next slide is a game. You will be given the name of a person and a brief fact. Try to guess whether the person was a supporter of the North or the South. Before playing the game, watch the video clip to learn the names of some of the major players in the Civil War and what their role in the war was. Your teacher may want you to complete a graphic organizer on these persons.

11. Biographies of the War North North North North North South South South

12. Battles of the War It was the most terrible war in American history. 3 million fought - 600,000 died. It was the only war fought on American soil by Americans. Your teacher may have another graphic organizer for you to complete to help you recall the battles of the war.

14. Click on the picture to hear Lincoln’s address after Gettysburg.

15. While watching this clip look for the factors that led up to the South’s surrender at Appomattox.

16. It is well that war is so terrible – we would grow too fond of it.General Lee The Civil War was a long and bloody conflict that tore the nation apart. Sectional differences over states’ rights and the expansion of slavery into new states generated great hostility between the North and South. The war divided families, sometimes pitting brother against brother and father against son. To understand the war, you must examine it from varying perspectives. On the next slide you will have several choices of perspectives to choose from. Click on the one that most interests you and complete the task that you will be given.

17. Choose one of the following roles by clicking on the picture. You will be taken to a task slide. Civil War Political Cartoonist You will be presenting your product to the class. As a listener you will have a graphic organizer to complete on other classmates. Civil War Actor or Actress

18. References United Learning (Publisher). (1998). The Civil War (streaming video). Retrieved from United Learning at http://www.unitedstreaming.com.

19. Union Strategy • Aggressive offensive to crush the rebellion. • Attrition • Gen Winfield Scott’s Anaconda Plan • Links economics and combat • Blockade and seizure of ports • Implemented piecemeal and half-heartedly • Take Richmond • Thought to be CSA center of gravity. • Ironworks • Urgency (3 month enlistments) • Don’t allow Confederacy to rest. • Napoleonic tactics.

20. Confederate Strategy • Defend and delay until Union gives up. • Need support/intervention from Europe. • Emancipation Proclamation made support politically unsupportable. • Used as a strategic “weapon” by Union? • Threaten Washington/Keep distance from Richmond. • Sought decisive battle that would convince the Union it wasn’t worth it (Gettysburg?). • Lee favored tactical defense. • Dug in regiment can tie down a division, allowing the remainder of forces to maneuver and attack.

21. Inventions/ Innovations • Telegraph • Davis uses to gather forces for Shiloh. • Fredericksburg sees first extensive use on the battlefield. • Railway • Greatly changes logistics and strategic maneuver. • North had good system; South had acceptable quantity, but no standardized track width.

22. Grant • West Point – Class of 1843 • Mexican War • Spends first three years in West • Shiloh, Vicksburg, Chattanooga • 1864 – Command of all Union forces. • Clausewitzian (even though On War had not been published) • Aggressively seek out and defeat the enemy by finding and destroying his centers of gravity. • Understood and applied “Total War” concept • Economics and combat.

23. West Point, Class of 1829 2d in class w/ no demerits Chief of Engineers during Mexican War. “Very best soldier I ever saw in the field.” Scott Superintendent of West Point in early 50’s. Led Marines at Harper’s Ferry. Offered command of Union forces, but first loyalty was to his state (Virginia). “I could take no part in an invasion of the Southern states.” Started war as advisor to President Davis. Placed in command in June 1862. Secrets to success Inspired incredible loyalty in his troops. Student of military affairs with extensive practical experience. Knew his opponents. Weaknesses Apathy about the “Big Picture” (politics, Western Campaign). Lack of clear guidance to subordinates and reluctance to give “course corrections” once battle started. Lee

24. Western Expansion After President Thomas Jefferson acquired the Louisiana Purchase in 1803, the United States doubled in size. This purchase gave the United States control of the vast lands west of the Mississippi. As Americans pushed west, the issue of slavery came to the forefront. Would the new territories of the United States Be slave or free?

25. Missouri Compromise The first confrontation over slavery in the West occurred in 1819. Missouri applied for admission to the Union as a slave state. The admission of Missouri would upset the balance of power in the Senate where at the time there were 11 free states and 11 slave states. Senator Henry Clay proposed a compromise. In 1820, he suggested that Missouri enter as a slave state and Maine as a free state to keep the balance of power. Congress also drew an imaginary line across the Louisiana Purchase at 36 degrees 30 minutes north latitude. North of the line would be free states (with the exception of Missouri), and south of the line would be slave states

26. Compromise of 1850 In1850, California applied for admission as a free state. Once again, the balance of power in the Senate was threatened. The South did not want to give the North a majority in the Senate. They also feared that more free states would be carved from the Mexican cession. Once again, Clay, the “Great Compromiser,” pleaded for compromise. John C. Calhoun, a senator of South Carolina stated the South would not compromise. He demanded that slavery be allowed in the western territories and that there be a tough fugitive-slave law. Daniel Webster of Maine offered a solution to keep the Union together. The Compromise of 1850 had four parts: 1) California entered as a free state. 2) The rest of the Mexican cession was divided into New Mexico and Utah. In each state, voters would decide the issue of slavery. 3) Slave trade was ended in Washington D.C. 4) A strict new fugitive-slave law was passed.

27. Fugitive Slave Law The Fugitive Slave Law of 1850 was very controversial. It required that all citizens were obligated to return runaway slaves. People who helped slaves escape would be jailed and fined. The law enraged Northerners because it made them feel a part of the slave system. Persons involved with the Underground Railroad worked to subvert the law.

28. Uncle Tom’s Cabin In 1852, Harriet Beecher Stowe wrote Uncle Tom’s Cabin. This novel told of the story of Uncle Tom, an enslaved African American, and his cruel master, Simon Legree. In the novel, Stowe wrote of the evils and cruelty of slavery. While it is argued whether the book was a true portrayal of slavery, the novel still had an enormous influence. The book sold more than 300,000 copies, was published in many languages, and was made into a play. It also helped change the way many Northerners felt about slavery. Slavery was now not only a political problem but a moral problem.

29. Kansas-Nebraska Act In 1854, Stephen Douglas introduced a bill to help solve the problem of slavery in the new Nebraska territory. He proposed that Nebraska be divided into two territories — Kansas and Nebraska. The settlers of the new territories would decide whether they would be slave or free. This proposal set off a storm of controversy because it effectively undid the Missouri Compromise. Southerners supported the act, while Northerners felt it was a betrayal. The Act set off bitter violence in the Kansas territory. More than 200 people died over the issue of slavery. The area became known as Bleeding Kansas. Anti- and pro-slavery forces set up rival governments. The town of Lawrence was destroyed by pro-slavery forces. In revenge, John Brown and a small group killed five pro-slavery supporters in the middle of the night.

30. Dred Scott Decision In 1857, the United States Supreme Court made a landmark ruling in the Dred Scott case. Dred Scott was a slave who applied for freedom. He claimed that because his master had taken him to the free territories of Illinois and Wisconsin, he should be free. The court ruled that because Dred Scott was not considered a citizen, but property, he could not file a lawsuit. The Court also ruled that Congress had no power to decide the issue of slavery in the territories. This meant that slavery was legal in all the territories and the Missouri Compromise was unconstitutional..

31. Harpers Ferry Raid In 1859, John Brown and a group of followers organized a raid on Harpers Ferry, Virginia, a federal arsenal. Brown hoped that slaves would come to the arsenal and he would then lead a massive slave uprising. It was Brown’s belief that slavery could be ended only through the use of violence. Brown was unsuccessful, and troops led by Robert E. Lee killed 10 raiders and captured John Brown. He was found guilty of murder and treason and sentenced to death. Brown conducted himself with great composure during his trial. While many northerners thought his plan to lead a slave revolt was misguided, they also saw Brown as a hero. Southerners felt that the North wanted to destroy slavery and the South along with it.

32. Election of 1860 In the mid-1850s, people who opposed slavery were looking for a new voice. Free Soilers, Northern Democrats, and anti-slavery Whigs formed the Republican Party. Their main goal was to keep slavery out of the western territories, not to end slavery in the South. The party grew and was ready in 1856 to challenge the older parties in power. They were not successful in 1856. In 1860, the Republicans ran Abraham Lincoln from Illinois. Lincoln was known to oppose slavery on the basis of its being morally wrong. However, Lincoln was not willing to end slavery at the risk of tearing the Union apart.

33. Secession of the South The Southerners’ reaction to the election of President Lincoln was strong. They felt that the country had put an abolitionist in the White House. The South felt that secession was the only option. In 1860, South Carolina seceded from (left) the Union. By February of 1861, Alabama, Florida, Texas, Georgia, Louisiana, and Mississippi had seceded. In 1861, the seven states held a convention in Montgomery, Alabama, and formed the Confederate States of America. Jefferson Davis of Mississippi was named the President. The South felt they had the right to secede. The Declaration of Independence stated that “it is the right of the people to alter or to abolish” a government that denies the rights of its citizens. Lincoln, they believed, would deny them the right to own slaves.

34. Beginning of Civil War The Southerners’ reaction to the election of President Lincoln was strong. They felt that the country had put an abolitionist in the White House. The South felt that secession was the only option. In 1860, South Carolina seceded from (left) the Union. By February of 1861, Alabama, Florida, Texas, Georgia, Louisiana, and Mississippi had seceded. In 1861, the seven states held a convention in Montgomery, Alabama, and formed the Confederate States of America. Jefferson Davis of Mississippi was named the President. The South felt they had the right to secede. The Declaration of Independence stated that “it is the right of the people to alter or to abolish” a government that denies the rights of its citizens. Lincoln, they believed, would deny them the right to own slaves.

35. Sectionalism In the days leading up to the Civil War President Abraham Lincoln is quoted as saying " A house divided against itself cannot stand." What did he mean by this? In the years before the Civil War the political power in the Federal government, centered in Washington, D.C., was changing. Northern and mid-western states were becoming more and more powerful as the populations increased. Southern states lost political power because the population did not increase as rapidly. As one portion of the nation grew larger than another, people began to talk of the nation as sections. This was calledsectionalism.

36. States’ Rights Just as the original thirteen colonies fought for their independence almost 100 years earlier, the Southern states felt a growing need for freedom from the central Federal authority in Washington. Southerners believed that state laws carried more weight than Federal laws, and they should abide by the state regulations first. This issue was called State's Rights and became a very warm topic in congress.

37. Slavery Another quarrel between the North and South and perhaps the most emotional one, was over the issue of slavery. America was an agricultural nation and crops such as cotton were in demand around the world. Cotton was a plant that grew well in the southern climate, but it was a difficult plant to gather and process. Labor in the form of slaves were used on large plantations to plant and harvest cotton as well as sugar, rice, and other cash crops. The invention of the Cotton Gin by Eli Whitney made cotton more profitable for southern growers. Before this invention, it took one person all day to process two pounds of cotton by hand, a slow and inefficient method. Whitney's Cotton Gin machine could process that much within a half hour. Whitney's invention revolutionized the cotton industry and Southern planters saw their profits soar as more and more of them relied on cotton as their main cash crop. Slaves were a central part of that industry.

38. Western Expansion After President Thomas Jefferson acquired the Louisiana Purchase in 1803, the United States doubled in size. This purchase gave the United States control of the vast lands west of the Mississippi. As Americans pushed west, the issue of slavery came to the forefront. Would the new territories of the United States Be slave or free?

39. Actor/Actress • Use the links on the next slide to access letter and diary entries from the Civil War. Browse through these letters. • What do these tell you about the cultures and economy of the North and South? • How did the issues divide the North and South, especially with regard to the issue of slavery? • Write a script that could be presented to the class. The script should contain accurate information about the economy and cultures of the North and South.

40. Links to Use • From Revolution to Reconstruction. Biographies. This site contains data regarding historical persons related to American History. • Letters from an Iowa Soldier in the Civil War. These letters are part of a collection written by Newton Robert Scott, Private, Company A, of the 36th Infantry, Iowa Volunteers. Most of the letters were written to Scott’s neighborhood friend Hannah Cone.

41. Political Cartoonist • Use the links on the next slide to view cartoons f from the Civil War. Browse through these cartoons. • What do these tell you about the cultures and economy of the North and South? • How did the issues divide the North and South, especially with regard to the issue of slavery? • Draw a cartoon. The cartoon should contain accurate information about the economy and cultures of the North and South.

42. Links to Use Civil War Cartoons • http://www.dartmouth.edu/~library/Library_Bulletin/Apr1997/Wait.html • http://xroads.virginia.edu/~CAP/SCARTOONS/car1860.html • http://www.boondocksnet.com/cartoons/mc18.html • http://www.boondocksnet.com/gallery/cartoons/cw/index_abe.html • http://gaston.k12.nc.us/schools/highland/Projects/TheCivilWar/Political_cartoon.htm

43. Civil War Musician • Use the links on the next slide to listen to music from the Civil War. Browse through these songs. • What do these tell you about the cultures and economy of the North and South? • How did the issues divide the North and South, especially with regard to the issue of slavery? • Choose a familiar tune and write an original song or poem. The tune should contain accurate information about the economy and cultures of the North and South.

44. Links to Use Civil War Songs • http://www.niehs.nih.gov/kids/lyrics/johnny.htm - When Johnny Comes Marching Home • http://www.cyberhymnal.org/htm/s/w/swinglow.htm - Swing Low Sweet Chariot • http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/lyrics_follow.htm • http://www.nationwide.net/~amaranth/gourd.htm • Follow the Drinking Gourd (no music) • http://www.tngenweb.org/tncolor/gourd.htm - Follow the Drinking Gourd • http://www.songsforteaching.com/folk/followthedrinkinggourd.htm • http://www.geocities.com/Nashville/8313/dixielyr2.htm - Dixie • http://school.eb.com/lm/worksheet/civil_war.pdf