Section 2 SECTION 2 Standards-Based Instruction Early ... · Section 2 Standards-Based Instruction...

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Section 2Standards-Based Instruction

392 Chapter 11

Standards at a Glance

Students have learned that the Battle of Bull Run showed both sides that the war would not be easy to win. Now students will read how each side tried to rethink its strategy in order to defeat its enemy.

Section Focus QuestionHow did each side in the war try to gain an advantage over the other?Before you begin the lesson for the day, write the Section Focus Question on the chalkboard. (Lesson focus: McClellan tried to make his army bigger and stronger; Lee tried to invade the North to win support abroad and change northerners’ public opinion about the war; Grant pushed to gain control over Confed-erate territory.)

Prepare to Read

Build Background KnowledgeHave students write a description of the differences between an offensive and defensive strategy. Suggest that they think about strategies in sports such as football, basketball, or tennis. Use the Think-Write-Pair-Share (TE, p. T39) strategy to structure this activity.

Set a Purpose■ Form students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 48

■ Use the Numbered Heads strategy (TE, p. T38) to call on students to share one piece of information they want to know. The students will return to these work-sheets later.

Answer

new rifles and cannons that

were more accurate and had greater range than earlier ones, ironclad ships

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English Language Learners L1

Less Proficient Readers L1

Special Needs

Gaining Comprehension Have students read the text of Early Years of the War as they listen to the Student Edition on audio CD. Monitor student answers to the Checkpoint question to make sure they

understand. Students can be provided with a copy of the CD to work indepen-dently at home or in the school Resource Center.

SE on Audio CD, Chapter 11, Section 2

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2SECTION

392 Chapter 11 The Civil War

Early Years of the War

H-SS 8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

H-SS 8.10.6 Describe critical devel-opments and events in the war, including the major battles, geo-graphical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.

Prepare to Read

Reading Skill

Distinguish Events in Sequence As you read this sec-tion, it is important to keep events in sequence. Ask yourself: Which event happened first? Next? Last? You might number events to help you organize their sequence. This will help you to understand the unfolding drama of the Civil War.

H-SS Analysis Skill C&ST 1, HI 2

Vocabulary BuilderHigh-Use Words

superior, p. 393

reinforce, p. 393

Key Terms and People

ironclad, p. 392

George McClellan, p. 393

casualty, p. 394

Ulysses S. Grant, p. 394

Background Knowledge The Union’s crushing defeatat Bull Run made northerners realize that a long and difficult strug-gle lay ahead. In this section, you will learn how the bloody earlyyears of war caused many to worry that the North might not win.

New Technology in the WarNew weapons made the Civil War more deadly than any

previous war. Traditionally, generals had relied on an all-out chargeof troops to overwhelm the enemy. But new rifles and cannons werefar more accurate and had a greater range than the old muskets andartillery. They could also be loaded much faster. As a result, theattacking army could be bombarded long before it arrived at thedefenders’ position.

Unfortunately, Civil War generals were slow to recognize theproblem and change tactics. Thousands of soldiers on both sideswere slaughtered by following orders to cross open fields againstthese deadly new weapons.

Both sides also made use of ironclads. These were warshipscovered with protective iron plates. Cannon fire bounced harmlesslyoff this armor. The most famous naval battle of the war occurredwhen two ironclads, the Union’s Monitor and the Confederacy’sMerrimack, fought to a draw in March 1862. The use of ironcladsmarked the end of thousands of years of wooden warships. TheConfederates used ironclads against the Union’s naval blockade.Ironclad Union gunboats played an important role in the North’sefforts to gain control of the Mississippi River.

What new technologies were used in the Civil War?

Main IdeaThe use of new weapons forced commanders to rethink their tactics.

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Chapter 11 Section 2 393

History Background

Teach

New Technology in the WarThe War in the East

H-SS 8.10.5, 8.10.6

Instruction■ Vocabulary Builder

High-Use Words Before teaching this lesson, preteach the High-Use Words superior and reinforce, using the strate-gy on TE p. 385.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

■ Read New Technology in the War and The War in the East with students, using the Oral Cloze technique (TE, p. T36).

■ Discuss the new technology and its effect on strategy. Ask: How did the new rifles and cannons force military leaders to change their tactics? (They could no longer order soldiers to charge against these weapons because the results were deadly.)

■ Ask: Why did Lee want to invade the North? (After McClellan failed to take Richmond, Lee thought a victory on Union soil would gain European support for the South and turn northern public opinion against the war.) Have students complete the biography worksheet General Rob-ert E. Lee and ask them to explain why President Lincoln had hoped that Lee would lead the federal army.

Teaching Resources, Unit 5, General Robert E. Lee, p. 53

Independent PracticeHave students begin filling in the study guide for this section.

Interactive Reading and Notetak-ing Study Guide, Chapter 11, Section 2 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand each side’s advantages and the results of the battles. Provide assistance as needed.

AnswerDraw Conclusions It would be able to do a lot of damage to the older ship without being badly damaged itself.

Caution or Cowardice? After the Union’s initial disasters, volunteers flooded the capital. Politicians and journalists were unhappy with McClellan, who appeared to be doing little more than overseeing parades. Reporters used the phrase “all quiet along the Potomac” as derisive short-hand for McClellan’s reluctance to begin the fight.

Discovery School VideoThe Monitor and the Merrimack View the video with students to help them under-stand the importance of this battle of the ironclads.

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Explore More Video

Section 2 Early Years of the War 393

The War in the EastAfter the Union’s defeat at Bull Run, Lincoln removed McDowell

and put General George McClellan in command. The general was agood organizer, but he was very cautious. For seven months hetrained his army but did not attack. “If General McClellan does notwant to use the army,” a frustrated Lincoln complained, “I would liketo borrow it for a time.”

In March 1862, McClellan was finally ready. He moved some100,000 soldiers by boat along Chesapeake Bay to a peninsula south-east of Richmond. As McClellan advanced toward the Confederatecapital, he discovered that his force was far superior to the15,000 enemy soldiers blocking the way. However, McClellan stilldid not have as many soldiers as he wanted because Lincoln hadordered 37,000 soldiers to stay behind to guard Washington, D.C.The general stopped his advance and asked for more troops.

McClellan waited nearly a month before moving again. Thisdelay gave the Confederates time to reinforce their small army ofdefenders. On May 31, 1862, the Confederates stopped McClellan’sadvance near Richmond. In late June, McClellan had to retreat.

With Richmond no longer threatened, Lee decided to invade theNorth. He hoped that a victory on Union soil would help win supportfor the South in Europe and turn northern public opinion against thewar. In early September he slipped his army into western Maryland.

Now McClellan had a stroke of luck. A Union officer found apaper showing Lee’s battle plan. McClellan thus learned that theConfederate army had divided into two parts.

Main IdeaEach side suffered setbacks in the East in 1862.

Discovery School Video To learn more about the battle of the Monitor and the Merrimack, view the video.

Vocabulary Buildersuperior (sah PIR ee ahr) adj. of greater importance or value; above the average in quality

Vocabulary Builderreinforce (ree ihn FORS) v. to make stronger; to strengthen; to make more effective

Inset shows the recovery of the Monitor’s turret, or gun chamber, in 2002.

Battle of Two Ironclads The Civil War introduced ironclad warships. Here, an artist shows the battle between the Confederacy’sMerrimack (left) and the Union’sMonitor (right) off Hampton Roads, Virginia, in 1862. CriticalThinking: Draw ConclusionsHow would you expect an ironclad ship to fare in a battle against an older warship that lacked armor? Explain.


394 Chapter 11

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The War in the West

H-SS 8.10.5, 8.10.6

Instruction■ Ask students to read The War in the

West. Remind them to look for the sequence of events.

■ Ask: How did Grant change the direc-tion of the Union army? (His military campaigns in the West were successful and enabled the North to gain important advan-tages.) Why was Grant more effective than McClellan? (He was willing to take chances.)

■ Discuss the Battle of Shiloh and its con-sequences. Ask: Why was control of the railroad junction at Corinth and the eventual control of the Mississippi River important to the Union army? (These were major transportation routes for moving troops and supplies.)

Independent PracticeHave students complete the study guide for this section.


Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure they understand the events of the early years of the war.

■ Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they had expected to learn.


Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 5, Section Quiz, p. 61

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chap-ter 11, Section 2

Answers

(a) Check to see that stu-dents find these places correctly. (b) Grant traveled from Fort Henry to Fort Donelson and then to Shiloh.

It gave the Confederates

time to reinforce their troops at Richmond and force the Union army to retreat. It prevented the Union army from further hurting Lee’s troops at Sharpsburg.

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Gifted and Talented

Research Have students research the kinds of equipment that Union and Con-federate soldiers typically carried. Then, have students either draw a picture of a representative from each side and label the items they carried or write a description.

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80°W

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Fort Henry

Fort Donelson

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New OrleansPort Hudson

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McClellan’s troops attacked the larger part of Lee’s army atAntietam Creek, near Sharpsburg, Maryland, on September 17, 1862.This was the bloodiest day of the Civil War. The Union army attackedagain and again. It suffered about 12,000 casualties—the militaryterm for persons killed, wounded, or missing in action. Lee lostnearly 14,000 men—almost one third of his army. He was forced topull his battered army back into Virginia. To Lincoln’s dismay,McClellan did not press his advantage by pursuing Lee.

Neither side won a clear victory at the Battle of Antietam. Butbecause Lee had ordered a retreat, the North claimed victory.

How did McClellan’s caution hurt the Union?

The War in the WestAs McClellan moved cautiously, Union armies in the West went

on the attack. General Ulysses S. Grant led the most successful ofthese armies. McClellan and Grant were very different. McClellanwore carefully fitted uniforms. Grant, once a poor store clerk, worerumpled clothes. McClellan was cautious. Grant took chances.

Early Days of the War

In 1862, Union troops tried but failed to capture Richmond, the capital of the Confederacy. To the west, meanwhile, the Union’s land and naval forces won some significant victories.

(a) Locate Find: Bull Run, Shiloh, Richmond, Antietam.

(b) Interpret a Map Describe Grant’s route to Shiloh. What city on the Mississippi River did Grant attack after the Battle of Shiloh?

For: Interactive mapVisit: PHSchool.comWeb Code: myp-5112

Main IdeaIn the West, Union forces seized control of most of the Mississippi River in 1862.

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ssah11.book 94 Wednesday, February 23, 2005 3:16 PM


ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide.

Interactive Reading and Notetaking Study Guide, Chapter 11, Section 2 (Adapted Version also available.)

ExtendHave students do further Internet research on Ulysses S. Grant. Then ask them to create an illustrative biography using what they learned about his life. For example, the biography could be in the form of a timeline with illustrations or a picture book. Then have students share their work with the class. Provide students with the Web Code to help start the activity.

Web Code: mye-0269

Writing Rubric Share this writing rubric with students.

Score 1 Does not contain logical ideas and is poorly organizedScore 2 Contains little supporting evi-dence, organization is unclearScore 3 Presents developed, supported ideas and is logicalScore 4 Presents clearly organized, well-developed, and interesting ideas

Answers

Reading Skill In February 1862, Grant captured Fort Henry and then Fort Donelson. In April 1862, troops met at the Battle of Shiloh. Late in April, Union forces captured New Orleans.

The South lost control of

western Tennessee, a railroad junction, and part of the Mississippi River.

Section 2 Check Your Progress

1. (a) harsh, boring, miserable(b) New guns killed more soldiers, and malnutrition and exposure killed many prisoners.

2. (a) He was overly cautious and failed to take advantage of opportunities.(b) Chart should include the following information: Shiloh—Corinth, Tennes-see; 11,000 Confederates killed; 13,000

Union soldiers killed; Grant led Union and Johnston led Confederates; Johnston was killed, Confederates had to withdraw; the Union gained control of western Tennessee, a railroad junc-tion, and part of the Mississippi River. Antietam Creek—Sharpsburg, Mary-land; 14,000 Confederates killed; 12,000 Union soldiers killed; McClellan led the Union troops and Lee led the Confeder-ates; Lee was forced to retreat but McClellan did not pursue the Confeder-

ates, squandering an opportunity for a more decisive Union victory.

3. Grant captured Fort Henry. Signal clues include the word first.

4. Yes

5. No, they were important to the North to control the Mississippi River.

6. Use the rubric to evaluate students’ work.

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Section 2 Check Your ProgressProgress Monitoring

Section 2 Early Years of the War 395

Union forces made major advances in western land and navalbattles in 1862, seizing control of most of the Mississippi River. InFebruary 1862, Grant moved his army south from Kentucky. First,he captured Fort Henry on the Tennessee River. Then, he capturedFort Donelson on the Cumberland River.

Two water routes into the western Confederacy were now wideopen. Grant’s army continued south along the Tennessee Rivertoward Corinth, Mississippi, an important railroad center.

Before Grant could advance on Corinth, Confederate GeneralAlbert Sidney Johnston attacked. On April 6, 1862, he surprisedGrant’s troops at Shiloh Church. (For more on the Battle of Shiloh, seethe Life at the Time feature in this chapter.)

The Battle of Shiloh was costly yet important for both sides. TheSouth suffered nearly 11,000 casualties and the North more than13,000. However, the Union forced the Confederate army to with-draw from the railroad center. Union forces also gained control ofwestern Tennessee and part of the Mississippi River.

Two weeks after the Battle of Shiloh, a Union fleet commanded byDavid Farragut entered the Mississippi River from the Gulf ofMexico. On April 26, Farragut captured New Orleans, Louisiana. Bysummer, nearly the entire river was in Union hands.

What was the result of the Battle of Shiloh?

Looking Back and Ahead Northern and southern gen-erals both tried to carry the war into enemy territory. At first, neitherside gained a decisive advantage. In the next section, you will readhow the Emancipation Proclamation changed the nature of the war.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-5112H-SS: 8.10.5, 8.10.6, C&ST 1, HI 2

Comprehension and Critical Thinking1. (a) Describe Explain what life

was like for a Civil War soldier.(b) Evaluate Information How did harsh conditions and new technology result in a high num-ber of casualties?

2. (a) Summarize Why was Gener-al McClellan considered to be an ineffective leader?(b) Organize InformationMake a chart that shows the place, casualties, leaders, out-come, and importance of the bat-tles at Shiloh and Antietam Creek.

Reading Skill3. Distinguish Events in

Sequence During the Battle of Shiloh, what came first: Grant captured Fort Henry, Johnston attacked, Grant won a stunning victory? Identify the signal clues that you used.

Vocabulary BuilderRead each sentence. If the sentence is true, write YES. If the sentence is not true, write NO and explain why.4. Both the Union and the Confeder-

acy suffered many casualties.

5. Ironclads were of little impor-tance in the war at sea.

Writing6. Use library or Internet resources

to find more information about one of the topics covered in this section. Suggestions for topics include the ironclad warships, the Battle of Shiloh, or the Battle of Antietam. Then, write a short introduction to a research paper that would present information about the topic.

Distinguish Events in SequenceWhat was the sequence of

battles in the West? When did these occur?


Universal Access

396 Chapter 11

The Battle of Shiloh

H-SS 8.10.6

Build Background KnowledgeHave students recall what they learned about the Battle of Shiloh in Section 2. Ask: Which side lost more troops? (the North) What did the North gain from the battle? (It won control over Corinth’s railroad junc-tion, western Tennessee, and part of the Missis-sippi River.)

Instruction■ Have student volunteers read the intro-

duction and captions aloud.■ Ask: Why did Confederates call the

Union’s position the “Hornet’s Nest”? (The Union fired intensely at the Confeder-ates from their position along a sunken road.)

■ Ask: Why were Confederate troops at a disadvantage as they approached the Union positions? (Union soldiers were crouched behind mounds of earth along a sunken road; the Confederates had no such protection as they marched against Union positions.)

Monitor Progress

Have students share their answers to the Analyze Geography and History question on the Student Edition page. Correct any misunderstandings.

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Advanced Readers L3

Gifted and Talented

Writing a Journal Entry Have students write a journal entry as if they were Gener-al Johnston during the Battle of Shiloh. Tell them to include information about the bat-

tle and how the general may have felt about it. Have students share their entries with the class. Ask: What impact would this journal entry have on his troops?

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In April 1862, the Confederacy seized an opportunity to attack Union forces in the West. Two Union armies were attempting to join each other in south- western Tennessee. Confederate troops were camped close by in Corinth, Mississippi. The Confederates attacked near Pittsburgh Landing, Tennessee, on April 6, hoping to crush one Union force before the other could arrive.

The initial Confederate attack caughtUnion troops by surprise. They retreateda mile before establishing a defensiveposition along a sunken road. Troops crouched behind the road bank and foughtoff a dozen Confederate charges.

Confederate troops attacked Union forcesat Shiloh.

A Sunken Road

The Battleof Shiloh

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History-Social Science8.10.6 Describe critical develop-ments and events in the war, includ-ing the major battles, geographical advantages and obstacles, techno-logical advances, and General Lee’s surrender at Appomattox.

ssahtech11c06FW_s.fm Page 396 Tuesday, March 8, 2005 2:25 PM

History Background

Chapter 11 397

Answer

Analyze GEOGRAPHY AND HISTORY

They positioned themselves along a sunk-en road to fight off the Confederates. Answers will vary but should highlight the natural cover used by the northern troops against Confederate rifle and cannon fire.

Success and Failure General Don Carlos Buell’s troops helped the Union defeat the Confederates at the Battle of Shiloh in the spring of 1862, but a fall campaign in Kentucky by Buell’s troops was not as successful. At the Battle of Perryville, Buell

failed to quickly pursue the Confederates as they retreated. His failure to decisively win the battle and his objection to strategic plans given to him by the Union govern-ment led to Buell’s removal from com-mand.

Confederate troops marched towardthe Union position without the protection of trees or foxholes. Everycharge was met with a flurry of bulletsfrom Union soldiers using vegetationand raised mounds of earth as cover.

As the battle wore on, the Confederatesnicknamed the Union position the “Hornet’sNest” because of the intense fire the Con- federate soldiers encountered. Union bulletscaused many Confederate injuries. Oneofficer’s jacket shows the devastating resultsof the battle.

Exposed to Counterattack

The “Hornet’s Nest”

The Battle of Shiloh was oneof the bloodiest engagementsof the Civil War. Although the Union emerged the victor, both sides suffered heavy losses. Union General Ulysses S. Grantwould continue to guide his armyas it gradually seized controlof the entire Mississippi Valley.

A Bloody VictoryUnderstand Effects:

� Minié ball bullets

Confederatejacket �

Analyze GEOGRAPHYAND HISTORY

Write a paragraph explaininghow northern troops used geography to give themselvesan advantage over the Confederates.

Geography and History 397

Writing Rubric Share the rubric with stu-dents before they begin.

Score 1 Essay is unorganized and missing facts.Score 2 Essay has simple sentences and few facts.Score 3 Essay has good organization and some details.Score 4 Essay is clear, has many details, shows careful thought.


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398 Chapter 11


Students have read about the early fight-ing and heavy casualties in the Civil War. They will now read how President Lincoln’s Emancipation Proclamation expanded the goals of the war to include the ending of slavery.

Section Focus QuestionWhat were the causes and effects of the Emancipation Proc-lamation?Before you begin the lesson for the day, write the Section Focus Question on the chalkboard. (Lesson focus: Causes: Lincoln understood that slavery was important to the South’s success in the war; abolitionists were calling for emancipation. Effects: It changed the war into a war for freedom, kept Britain from supporting the South’s independence, united African Americans in support of the war.)

Prepare to Read

Build Background KnowledgeAsk students to recall what they learned about slavery in Chapter 10. Draw a con-cept web on the board and write “Slavery” in the center circle. Use the Give One, Get One (TE, p. T39) participation strategy to expand the web. Suggest that students include the names of important politicians and their views, and the views of the North and the South in the web. Then have students preview the headings in the sec-tion and predict whether slavery would end under Lincoln.

Set a Purpose■ Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements true or false.


■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE, p. T38) to call on students to share their group’s perspec-tives. The students will return to these worksheets later.

L3

Advanced Readers L3

Gifted and Talented

Predicting Have students work in pairs. Have each select a major event from this chapter and assume either that it had not occurred or that it had a different outcome. (For example, what if Lincoln had not

issued the Emancipation Proclamation?) Have each pair give a brief newscast in which they speculate how subsequent events in American History might have been different.

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3SECTION


The Emancipation Proclamation

H-SS 8.10.4 Discuss Abraham Lin-coln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proc-lamation (1863), and inaugural addresses (1861 and 1865).


H-SS 8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare.

Prepare to Read

Reading Skill

Explain How Events Are Related in Time President Lincoln and others made many choices in fighting the war. They made these choices in the context of the events at the time. When reading about history, it is impor-tant to see how events in a peri-od are related in time. Do events influence the attitudes and deci-sions of people going forward in time? Do they change people’s actions and freedoms?



restore, p. 398

sustain, p. 399


emancipate, p. 398

Horace Greeley, p. 398

Background Knowledge The first two years of war hadnot been good for the North. However, the North’s victory atAntietam was a turning point. As you will now learn, that battlecreated the conditions that ended slavery and led to a Union victory.

Emancipating the EnslavedMany abolitionists rejoiced when the war began. They urged

Lincoln to end slavery and thus punish the South for starting the war.

Lincoln Changes His Mind At first, the President resisted. Heknew most northerners did not want to end slavery. “You . . .overestimate the number in the country who hold such views,” he toldone abolitionist. He feared that any action to emancipate, or free,enslaved African Americans might make the border states secede.

Lincoln said his goal was to restore the Union, even if that meantletting slavery continue. He stated this very clearly in a letter to aboli-tionist newspaper publisher Horace Greeley.

“If I could save the Union without freeing any slave, I would do it, and if I could save it by freeing all the slaves, I would do it. . . . What I do about slavery . . . I do because I believe it helps to save the Union.”

—Abraham Lincoln, letter to Horace Greeley, August 1862

Main IdeaLincoln was slow to decide on emancipation but finally embraced it as a necessary war measure.

Vocabulary Builderrestore (ree STOR) v. to bring back to a normal state; to put back; to reestablish



History Background

Teach

Emancipating the Enslaved

H-SS 8.10.4, 8.10.5, 8.10.7


High-Use Words Before teaching this lesson, preteach the High-Use Words restore and sustain, using the strategy on TE p. 385.Key Terms Have students continue to fill in the See It–Remember It chart for the Key Terms in this chapter.

■ Have students read Emancipating the Enslaved using the Paragraph Shrinking technique (TE, p. T37).

■ To help students better understand the concept of emancipation, which is important to understanding this section, use the Concept Lesson Emancipation. Distribute copies of the Concept Orga-nizer.

Teaching Resources, Unit 5, Concept Lesson, p. 59; Concept Organizer, p. 6

■ Point out how Lincoln’s point of view about slavery changed. Ask: How did Lincoln think ending slavery would weaken the South? (Slaves were a vital labor source in the South’s war effort; end-ing slavery would lessen the South’s fight-ing capabilities.)

■ Ask: How did the focus of the war change? (It became a struggle for freedom.) How did the proclamation affect Brit-ain’s view? (Although Britain might have favored an independent South, it would not support a government fighting to keep peo-ple enslaved.)


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the effect of the Emancipation Proc-lamation. Provide assistance as needed.

AnswersReading Primary Sources (a) Emancipa-tion Proclamation, then the general’s announcement; (b) The President’s decla-ration applies in areas still fighting the Union. The general’s applies in the City of Winchester in the county of Frederick.

The World Supports Freedom The tide of the world’s opinion was clearly turning on the issue of slavery. After the Emancipa-tion Proclamation was issued, English workers refused to build ships for the Confederacy and the czar of Russia sent warships to New York and San Francisco to show support for the Union.

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Section 3 The Emancipation Proclamation 399

Gradually, Lincoln began to change his mind. He realized howimportant slavery was to the South’s war effort. He told his Cabinetthat he intended to issue an Emancipation Proclamation. But Cabinetmembers advised him to wait until after a success on the battlefield.

A Famous Proclamation On September 22, 1862, a few daysafter Lee’s retreat from Antietam, Lincoln met again with his Cabinetand issued a preliminary proclamation.

On January 1, 1863, Lincoln issued the final Emancipation Procla-mation. This document had little immediate effect, however, becauseit freed enslaved people only in areas that were fighting the Union.Those were places where the Union had no power. The Proclamationdid not apply to parts of the South already under Union control. Nordid it free anyone in the border states.

The Proclamation was both criticized and praised. Some abolition-ists said it should be applied throughout the country. White southernersaccused Lincoln of trying to cause a slave revolt. But many Unionsoldiers were enthusiastic. They welcomed anything that weakened theSouth. “This army will sustain the emancipation proclamation andenforce it with the bayonet,” an Indiana soldier said.

Effects of the Proclamation Even though the Proclamationfreed few slaves at first, it had other important effects. Above all, itchanged the Civil War into a struggle for freedom. This was no longer justa fight to save the nation. It was now also a fight to end slavery.

Vocabulary Buildersustain (suh STAYN) v. to keep going; to endure; to supply with food; to support as just

(a) Understand Sequence In what order were these two declarations issued?

(b) Evaluate Information In what way is the declaration on the right more specific than the one by President Lincoln?

President Lincoln’s proclamation specified that it applied only to certain parts of the United States.

Once the Emancipation Proclamation had become final, a Union general posted the announcement at right, declaring the freedom of enslaved African Americans in the part of Virginia occupied by his troops.

“That on the first day of January, in the year of our Lord [1863], all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free. . . .”

—Emancipation Proclamation, January 1, 1863

The Emancipation Proclamation


400 Chapter 11

Universal Access

African Americans Help the Union

H-SS 8.10.4, 8.10.5, 8.10.7

Instruction■ Have students read African Americans

Help the Union. Remind students to look for how events are related in time.

■ Ask: Why was a war about freedom more appealing to African Americans than a war to hold the country together? (African Americans wanted free-dom; without it, the state of the nation probably made little difference to them.)

■ Display the African Americans Join the War transparency and have students answer the questions on it.

Color Transparencies, Africans Americans Join the War■ Ask: In what other ways did African

Americans help weaken the South’s war effort? (They provided information useful to Union armies; many refused to work on plantations while their owners were away.)


Monitor Progress

■ As students fill in the Notetaking Study Guide, circulate to make sure individu-als understand how African Americans contributed to the Union war effort.

■ Tell students to complete the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.


AnswersApply Information Possible answer: Afri-can American soldiers received less pay, faced extra risks if captured, and served in segregated units under white officers.

It changed the Civil War into

a struggle for freedom, dashed any hopes that Britain would recognize the South’s independence, and united African Ameri-cans in the North in support of the war.

Reading Skill Many African Americans were not allowed to serve in the army until after the Emancipation Proclamation was issued.

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Special Needs

Comparing Give students a page protec-tor to put over the text. Have students reread the section The Emancipation Proc-lamation and mark each sentence with a ? if they are uncertain or don’t understand the sentence, a * if they understand the sentence, or a ! (wow) if they find the

information interesting or new. Review any sentences students have marked with a question mark. Pair students to compare the “wow” sentences. Then, have them write one sentence about the importance of the Emancipation Proclamation.

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Also, the Emancipation Proclamation dashed any hopes thatBritain would recognize the South’s independence. Britain would nothelp a government that was fighting to keep people enslaved.

In both North and South, Lincoln’s proclamation united AfricanAmericans in support of the war. “We shout for joy that we live torecord this righteous decree,” wrote Frederick Douglass.

How did the Proclamation affect the war?

African Americans Help the UnionWhen the Civil War began, African American volunteers were not

permitted to join the Union army. Northern African Americansappealed for the chance to help fight for the nation. However, not untilafter the Emancipation Proclamation were many allowed to serve.

Volunteering for Service The Emancipation Proclamationencouraged African Americans to enlist. Ultimately, 189,000 AfricanAmericans served in the Union army or navy. More than half wereformer slaves who had escaped or been freed by the fighting. Allfaced extra risks. If captured, they were not treated as prisoners ofwar. Most were returned to slavery and some were killed.

Black and white sailors served together on warships. In the army,however, African American soldiers served in all-black regimentsunder white officers. They earned less pay than white soldiers.

Despite these disadvantages, African American regiments foughtwith pride and courage. “They make better soldiers in every respectthan any troops I have ever had under my command,” a Uniongeneral said of an African American regiment from Kansas.

Main IdeaAfrican Americans fought for the Union and made other contributions to the war effort.

African American SoldiersThese are guards of the 107th Colored Infantry at Fort Corcoran in Washington, D.C. Critical Thinking: Apply Information How did the conditions under which African Americans served in the Civil War differ from those under which white soldiers served?

Explain How Events Are Related in TimeExplain why these two

events are related in time: African American soldiers fought for the Union; President Lincoln issued the Emancipation Proclamation.



Assess and Reteach







ExtendHave students create a timeline that includes the major events described in the section. Tell students to be sure to label the dates and provide a brief description of each event. Then have students choose two dates on the timeline and write a few sentences explaining how the events are related in time.


Score 1 Does not contain logical ideas and is poorly organizedScore 2 Contains little appropriate sup-porting evidence and organization is unclearScore 3 Presents developed, supported ideas and is logicalScore 4 Presents organized and well-developed ideas, identifies nontext items

Answer

They fought as soldiers,

worked in noncombat roles, passed on mil-itary information, and refused to work on southern plantations.


1. (a) He feared losing the border states.(b) It had little immediate effect but later led to the Thirteenth Amendment.

2. (a) They fought in the Union army, worked in noncombat roles, passed on information, and resisted slavery.(b) If captured, they were returned to slavery; they served in all-black regi-ments with white commanders; they earned less pay.

3. Possible answer: As a result of the Emancipation Proclamation, the war became a fight to end slavery, African Americans united to support the war and to volunteer service, and the Thir-teenth Amendment was proposed to ban slavery.

4. formal: to free; informal definitions will vary but should reflect an understand-ing of the meaning of the word.

5. Evaluate according to rubric at right.

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Section 3 The Emancipation Proclamation 401

African American troops took part in about40 major battles and hundreds of minor ones.The most famous was the attack on Fort Wagnerin South Carolina by the 54th MassachusettsInfantry on July 18, 1863. The unit volunteeredto lead the assault. As the soldiers charged,Confederate cannon fire rained down. Yet the54th reached the top of the fort’s walls beforebeing turned back in fierce hand-to-handfighting. The regiment suffered terrible losses.Nearly half of its soldiers were casualties.

Thousands of African Americanssupported the Union in noncombat roles. Freenorthern and emancipated southern AfricanAmericans often worked for Union armies ascooks, wagon drivers, and hospital aides.

Resisting Slavery In the South, manyenslaved African Americans did what theycould to hurt the Confederate war effort. Someprovided military and other kinds of

information to Union armies. Enslaved people had always quietlyresisted slavery by deliberately working slowly or damagingequipment. But with many slaveholders off fighting the war, largenumbers of slaves refused to work.

How did African Americans help the Union cause?

Looking Back and Ahead The Emancipation Proclama-tion made the Civil War a fight to end slavery. After the war, theThirteenth Amendment banned slavery throughout the nation. Thenext section tells how the war affected civilians on both sides.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-5113

H-SS: 8.10.4, 8.10.5, 8.10.7, C&ST 1, HI 2

Comprehension and Critical Thinking1. (a) Identify Why did Lincoln at

first resist identifying slavery as an issue of the Civil War?(b) Analyze Cause and EffectWhat effect did the Emancipation Proclamation have on slavery?

2. (a) Recall In what ways did African Americans participate in the Civil War?(b) Explain Problems What were three problems faced by African American soldiers?

Reading Skill3. Explain How Events Are

Related in Time Identify events that happened after the Emanci-pation Proclamation. Explain how these events are connected.

Vocabulary Builder4. Write two definitions for

emancipate. First, write a formal definition for your teacher. Second, write a definition in everyday English for a classmate.

Writing5. Use library or Internet resources to

find information about the African American 54th Massachusetts Infantry. Then, list the subtopics to be included in a research paper about the regiment. Write a paragraph about one of those subtopics. Identify some photo-graphs and other nontext items that you would include in a research report on the 54th.

See James Henry Gooding, Let-ters From an African American Soldier, in the Reference Section at the back of this textbook.

ssahtech11c06SW3_s.fm Page 401 Tuesday, March 8, 2005 2:26 PM

Universal Access


402 Chapter 11


Students have read about the impact of the Emancipation Proclamation on the war. They will now learn how the demands of the war affected civilians on both sides, causing much hardship and bitterness.

Section Focus QuestionHow did the war affect people and politics in the North and the South?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The war caused political divisions in both the North and the South while changing the lives of civilians and soldiers alike.)

Prepare to Read

Build Background KnowledgeIn this section, students will learn how the military draft affected Americans during the Civil War. Write the word “draft” on the board and discuss what students know about its meaning. Ask students to think about why a draft might be necessary dur-ing a war, and why some people might oppose a draft. Use Think-Write-Pair-Share (TE, p. T39) to engage students.




■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE, p. T38) to call on students to share their groups’ perspec-tives. The students will return to these worksheets later.

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Special Needs

Define As they read, students may come across words or phrases that are unfamil-iar or difficult for them to understand. Encourage students to keep a list of these words as they read. Check with them peri-odically to clarify the meaning of each

word. When students have finished read-ing the section, ask them to create their own glossaries by writing a sentence or drawing a picture that helps to explain each new term. Have students share their glossaries with the class.

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4SECTION


The Civil War and American Life

H-SS 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

H-SS 8.10.3 Identify the constitu-tional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.


H-SS 8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare.

Prepare to Read

Reading Skill

Explain How Events Are Related in Time As soldiers were fighting the Civil War on the bat-tlefield, Americans in both the North and the South were facing other wartime challenges. You will have a better understanding of the Civil War Era if you can relate events on the battlefield to events in civilian life.


Vocabulary BuilderHigh-Use Word

levy, p. 405

currency, p. 405


habeas corpus, p. 403

draft, p. 404

income tax, p. 405

inflation, p. 405

Background Knowledge The Emancipation Proclama-tion ended the South’s hope for help from Britain and France. It alsoencouraged African Americans to fight for the Union. However, it alsoincreased tensions in both the North and the South. In this section,you will learn about the changes and strains the Civil War caused inAmerican life.

Divisions Over the WarThe Civil War not only divided the nation. It also caused divi-

sions within the North and the South. Not all northerners supported awar to end slavery or even to restore the Union. Not all white south-erners supported a war to defend slavery or secession.

Division in the South In the South, opposition to the war wasstrongest in Georgia and North Carolina. Barely half of Georgianssupported secession. There were nearly 100 peace protests in NorthCarolina in 1863 alone. Yet only Virginia provided more troops toConfederate armies than did North Carolina. Generally, regionswith large slaveholding plantations supported the war morestrongly than poor backcountry regions, where there were fewerenslaved people.

Strong support for states’ rights created other divisions. Forexample, South Carolina’s governor objected to officers from otherstates leading South Carolina troops. And the governors of Georgiaand North Carolina did not want the Confederate government toforce men from their states to do military service.

Main IdeaOn both sides, pursuit of the war was hampered by disagreements among the people.


History Background


Teach

Divisions Over the War

H-SS 8.10.2, 8.10.3, 8.10.5, 8.10.7


High-Use Words Before teaching this lesson, preteach the High-Use Words levy and currency using the strategy on TE p. 385.Key Terms Have students continue to fill in the See It–Remember It chart.

■ Read Divisions Over the War with stu-dents, using the Oral Cloze technique (TE, p. T36).

■ Ask: What caused supporters of states’ rights to oppose the war? (They objected to officers from other states commanding their troops; they also felt drafting men from their states violated states’ rights.)

■ Ask: Why did both Davis and Lincoln feel they had to suspend the right of habeas corpus? (Possible answer: Neither wanted dissenters to interfere with their war efforts.)



Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the divisions that existed in the North and the South. Provide assistance as needed.

Answers

Reading Skill Students’ answers should include information about disrup-tive efforts, calls for peace, and suspension of habeas corpus.

Not all northerners sup-

ported a war to preserve the Union or end slavery, and not all southerners favored a war to defend secession or support slavery.

Reading Political Cartoons (a) Probably Republican; he probably is not against the war, because he shows the Copperheads threatening the Union, which is at war. (b) Possible answer: They are dangerous and poisonous to the Union.

The Bounty System Students will read about the draft on p. 404. During the Civil War, people found numerous ways to take advantage of the draft. A bounty system existed in which men were paid for joining the military voluntarily. Some, called

bounty jumpers, enlisted, collected their bounty, deserted, and then reenlisted in another state. There were even bounty bro-kers, who recruited men to enlist, and then took a percentage of their pay.

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Section 4 The Civil War and American Life 403

The Union at war

Copperheads,northern Democratswho oppose the war

Division in the North Northerners were also divided over thewar. Many opposed the Emancipation Proclamation. Othersbelieved that the South had a right to secede. Some northernDemocrats blamed Lincoln and the Republicans for forcing theSouth into a war. Northern Democrats who opposed the war werecalled Copperheads, after the poisonous snake. Copperheads werestrongest in Ohio, Indiana, and Illinois. They criticized the war andcalled for peace with the Confederacy.

Dealing With Disruptions Some people on both sides tried todisrupt the war effort. A common tactic was to encourage soldiers todesert. Some northerners helped Confederate prisoners of war toescape. In the South, peace groups tried to end the war by workingagainst the Confederacy. They tried to prevent men fromvolunteering for military service and urged Confederate soldiers todesert.

To deal with such problems, both Lincoln and Confederate Presi-dent Jefferson Davis suspended the right of habeas corpus in someplaces during the war. Habeas corpus is a constitutional protectionagainst unlawful imprisonment. It empowers judges to order thatimprisoned persons be brought into court to determine if they are beinglegally held. In the North, more than 13,000 people were arrested andjailed without trials.

How did the Civil War divide both North and South?

Explain How Events Are Related in TimeAs the Civil War

progressed on the battlefield, what was happening at home? Include information about both North and South in your answer.

Republicans in the North fiercely resented Democrats who favored a negotiated peace with the South. This cartoon takes a stand on the issue of war and peace.

Copperheads

(a) Detect Points of View Is the cartoonist more likely to be a Republican or a Democrat? Do you think the cartoonist is against the war? Explain.

(b) Draw Conclusions What is the cartoonist’s opinion of Copperheads?


Universal Access

404 Chapter 11

The Draft Laws

H-SS 8.10.5, 8.10.7

Instruction■ Have students read The Draft Laws. As

they read, remind them to look for sup-port of the Main Idea.

■ Ask: Why did many men desert on a temporary basis? (They were farmers who went home, tended their fields, and then returned.)

■ Have students define the draft. (system of required military service) Ask: Why might factory workers and laborers riot? (Possible answers: They didn’t want to leave their jobs; they were angry that those who could afford to could avoid the draft.)

Independent PracticeHave students continue filling in the study guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand why the draft was established and why it caused problems. Provide assis-tance as needed.

AnswersDetect Points of View Possible answer: They resented having to serve in the war. Because the war was centered around the issue of slavery, they saw African Ameri-cans as the cause of the war.

Wealthy men could pay to

avoid the draft while poor men could not afford to do so.

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Advanced Readers L3

Gifted and Talented

Using Literature Have students read and complete the worksheet “Beat! Beat! Drums!” Then ask them to prepare a dra-matic choral reading of the poem. Some students might explain the meaning of the

underlined words before reading the poem aloud.

Teaching Resources, Unit 5, “Beat! Beat! Drums!” p. 54

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The Draft LawsDesertion was a problem for both sides. Between 300,000 and

550,000 Union and Confederate soldiers left their units and wenthome. About half returned after their crops were planted orharvested. However, at times, from one third to one half of an army’ssoldiers were away from their units without permission.

To meet the need for troops, each side established a draft, asystem of required military service. The South, with its smaller popu-lation, was first to act. In April 1862, the Confederacy passed a lawrequiring white men between ages 18 and 35 to serve in the militaryfor three years. Later, the age range expanded to cover men from 17to 50. The North adopted a similar draft law in 1863, for men ages 20to 45.

Exceptions existed, however. Wealthy people had many ways ofescaping fighting. In the South, a man who held at least 20 enslavedpeople did not have to serve. Both sides allowed draftees to hiresubstitutes to serve in their place. Northerners could avoid the draftby paying the government $300. For many workers, however, thiswas about a year’s pay.

People on both sides complained that the draft made the war “apoor man’s fight.” Anger against the draft led to violent riots in theNorth in July 1863. The worst took place in New York City. Mobs offactory workers and laborers rioted for several days, destroyingproperty and attacking African Americans and wealthy white men.

Why was the Civil War sometimes called a poor man’s fight?

Main IdeaBoth sides found it necessary to draft men into military service.

Join or Be DraftedVolunteers rushed to enlist at first, but antiwar feeling soon grew. During the New York draft riots of 1863, a mob set fire to a home for African American orphans. Critical Thinking: Detect Points of View What motivated the people who rioted against the draft?


History Background


The War and Economic StrainsWomen in the Civil War

H-SS 8.10.2, 8.10.7

Instruction■ Have students read The War and Eco-

nomic Strains and Women in the Civil War. Remind them to look for how events are related in time.

■ Discuss the economic issues that the war caused for both sides. Ask: How did the shortages of goods cause people to behave? (They stole, looted, and pleaded for help.)

■ Ask: What effect did the war have on women? (They contributed in numerous ways, including fighting in the armies, act-ing as spies, taking over businesses, and running farms and plantations. Many women, such as Clara Barton, worked as nurses.)



Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure individuals understand how the Civil War affected women and the economy.

■ Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.


Answer

It caused financial hard-

ships, as well as shortages of food and other necessities.

Anesthetics on the Battlefield In 1860, anesthetics such as chloroform and ether, which work by putting a patient to sleep, were a recent development. A laboratory in Brooklyn run by Dr. Edward Robinson Squibb supplied much of the anesthetics used during the war. Thousands of ampu-tations were performed during the Civil War because musketballs battered limbs in

such a way that they had to be removed within 24 hours or the patient would die. However, the success rate of using chloro-form was high; many soldiers survived the shock of surgery and lived. Helping the wounded were women nurses. They vol-unteered even though they faced the resentment of many male physicians.

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Section 4 The Civil War and American Life 405

The War and Economic StrainsNorthern industries boomed as they turned out goods the Union

needed in the war. Plenty of jobs were available. But the draft drainedaway workers so there was a constant shortage.

To pay the costs of fighting the war, Congress levied the firstincome tax in American history in August 1861. An income tax is atax on the money people receive. The Union also printed $400 millionof paper money to help pay its expenses. This was the first federalpaper money, or currency. Putting this additional money into circula-tion led to inflation, or a general rise in prices. In the North, the pricesof goods increased an average of 80 percent during the war.

The South was less able than the North to sustain a war. TheUnion blockade prevented the South from raising money by sellingcotton overseas. Shortages made goods more expensive. This led tomuch greater inflation than in the North. A pair of shoes that had cost$18 dollars in 1862 cost up to $800 in the South in 1864. The price of apound of beef soared from 12 cents in 1862 to $8 in 1865.

Southern food production fell as invading Union armiesdestroyed farmland and crops. Shortages of food led to riots in somesouthern cities. In Richmond, more than 1,000 women looted shopsfor food, cloth, and shoes in 1863. A woman in North Carolinacomplained:

“A crowd of we poor women went to Greensboro yesterday for something to eat as we do not have a mouthful of bread nor meat. . . . I have 6 little children and my husband in the army and what am I to do?”

—farm woman in North Carolina, April 1863

Enslaved people also suffered from wartime shortages. Whatlittle they did have was often seized by Confederate soldiers.

What strains did the war put on people?

Women in the Civil WarWomen in both the North and the South contributed to the war in

many ways. At least 400 women disguised themselves as men andjoined the Union or Confederate armies. Others became spies behindenemy lines. Many women took over businesses, farms, and planta-tions while their fathers, brothers, and husbands served on the battle-fields.

In both North and South, women ran farms and plantations.Some southern women worked in the fields to help meet the needs ofthe Confederacy. They continued to work despite fighting thatdestroyed their crops and killed their livestock.

Women also ran many northern farms. “I saw more womendriving teams [of horses] on the road and saw more at work in thefields than men,” a traveler in Iowa reported in 1862.

Main IdeaThe war strained the finances of governments and individuals.

Vocabulary Builderlevy (LEHV ee) v. to impose by law

Vocabulary Buildercurrency (KER rehn see) n. money used to make purchases

Main IdeaThe war opened many new opportunities for women, who contributed greatly to the war effort.


406 Chapter 11

Assess and Reteach







ExtendAsk students to think about the different roles filled by women during the Civil War, such as soldier, spy, and head of a business. Have students choose one role and com-pose a letter that a woman in that role might have written to a friend or loved one during the Civil War. Ask students to share their letters with the class.


Score 1 Does not contain logical ideas and is poorly organizedScore 2 Contains little supporting evi-dence and organization is unclearScore 3 Presents developed, supported ideas and is logicalScore 4 Presents clearly organized, well-developed, and interesting ideas

Answers

They took on many roles

that would not have been possible during peacetime.

While in Switzerland she learned about the International Red Cross. Under its sponsorship, she went to France to help organize relief during the Franco-Prussian War.


1. (a) Some opposed the Emancipation Proclamation; some believed the South had a right to secede. Some southerners did not support secession; some felt the war intruded on states’ rights.(b) Those who could, paid to avoid the draft; poor men could not and were forced to fight.

2. (a) Women began to have more oppor-tunities, because they took on many

roles that had previously been per-formed by men.(b) Northern industries profited by pro-ducing goods necessary for the war. However, both the Union and Confed-erate governments began printing more paper money, leading to inflation.

3. Possible answer: The economies of both the North and South were declining.

4. Students’ definitions should be based on those given in the text.

5. See rubric

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Biography Quest

Women on both sides did factory work. Someperformed dangerous jobs, such as making ammu-nition. Others took government jobs. For example,the Confederate government employed dozens ofwomen to sign and number Confederate currency.

The war created many new opportunities forwomen. Some women became teachers. About10,000 northern women became nurses. Men haddominated these professions before the war.

Barriers to women especially fell in the fieldof nursing. Elizabeth Blackwell, America’s firstfemale physician, trained nurses for the Unionarmy. Social reformer Dorothea Dix became thehead of Union army nurses. Harriet Tubman, whocontinued to lead enslaved people to freedomduring the war, also served as a Union nurse. ClaraBarton cared for wounded soldiers on the battle-field. Although nursing was not considered a“proper” job for respectable southern women,some volunteered anyway.

How did the war affect women?

Looking Back and Ahead Both sidessuffered political and economic hardships dur-ing the war. Draft laws affected every family,while new jobs opened up for women. In thenext section, you will read how the war finallyended in the defeat of the Confederacy.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: myc-5114

H-SS: 8.10.2, 8.10.3, 8.10.5, 8.10.7, C&ST 1, HI 2

Comprehension and Critical Thinking1. (a) Identify What were two rea-

sons some northerners opposed the war? What were two reasons some southerners opposed the war?(b) Explain Problems Why did the military draft lead some peo-ple to describe the war as a poor man’s fight?

2. (a) Describe Explain the chang-ing role for women during the Civil War.(b) Identify Costs What effects did the Civil War have on the economies of the North and of the South?

Reading Skill3. Explain How Events Are

Related in Time What was hap-pening to the American economy as the Civil War raged on?

Vocabulary Builder4. Draw a table with four rows and

three columns. In the first column, list the key terms from this sec-tion: habeas corpus, draft, income tax, inflation. In the next column, write the definition of each term. In the last column, make a small illustration that shows the meaning of the term.

Writing5. Write a short paragraph about

the role of women in the Civil War. Include material directly quoted from this section. Be sure to copy the quotation exactly, to punctuate it correctly, and to identify the source.

Clara Barton 1821–1912

How did Clara Barton become embroiled in a European war?For: The answer to the question about BartonVisit: PHSchool.comWeb Code: myd-5114

Before the Civil War, Clara Barton was a clerk in the U.S. Patent Office. When hostilities began, she became a nurse. Her work under dangerous conditions earned her the nickname Angel of the Battlefield from her Union and Confederate patients.

After the war, Barton worked for a time with the International Red Cross. Returning to the United States, Barton helped set up an American branch of the Red Cross.


History Background




Students have read about the suffering, death, and destruction of the Civil War. Students will now learn how the war finally ended.

Section Focus QuestionHow did Lincoln and his generals turn the tide of the war?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The Union gained the upper hand with victories at Gettysburg and Vicksburg. Lincoln’s election to a second term of office also helped turn the tide.)

Prepare to Read

Build Background KnowledgeIn this section, students will learn about the major turning points in the Civil War. Ask students to think about what the phrase “turning point” means. Suggest that they think of times in their own lives when they reached a turning point. Use the Give One, Get One strategy (TE, p. T39) to foster discussion of this concept.




■ Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE, p. T38) to call on students to share their groups’ perspec-tives. The students will return to these worksheets later.

Importance of Gettysburg and Vicksburg Gettysburg and Vicksburg proved to be crucial turning points. The Battle of Gettysburg was the last time Con-federate troops tried to invade the North.

Vicksburg surrendered on July 4, 1863, and the city did not officially celebrate Inde-pendence Day again until 1945, at the end of World War II.

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5SECTION

Section 5 Decisive Battles 407

Decisive Battles

H-SS 8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Dec-laration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

H-SS 8.10.6 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and Gen-eral Lee’s surrender at Appomattox.

H-SS 8.10.7 Explain how the war affected combatants, civilians, the physical environ-ment, and future warfare.

Prepare to Read

Reading Skill

Relate Events in a SequenceEvents in sequence are often con-nected by a cause-and-effect link. One event causes an event that occurs next. This event in turn can cause another to occur. As you read Section 5, look for sequen-tial events, then determine if they have a cause-and-effect relationship. Remember, how-ever, that not all events in sequence have this link.



encounter, p. 408

exceed, p. 409


siege, p. 409

William Tecumseh Sherman, p. 410

total war, p. 410

Background Knowledge By 1865, four years of CivilWar had produced hundreds of thousands of deaths. In this section,you will learn how the Civil War finally came to an end.

The Tide TurnsAfter the Union victory at the 1862 Battle of Antietam, the war

again began to go badly for the North. As before, the problem waspoor leadership. When McClellan failed to pursue Lee’s beaten army,Lincoln replaced him with General Ambrose Burnside.

Confederate Victories Burnside knew McClellan hadbeen fired for being too cautious. So Burnside decided on abold stroke. In December 1862, he marched his army of120,000 men directly toward Richmond. Lee massed75,000 men at Fredericksburg, Virginia, to block their path.Using traditional tactics, Burnside ordered charge aftercharge. The Union suffered nearly 13,000 casualties in theBattle of Fredericksburg, the Confederates nearly 5,000.

Lincoln next turned to General Joseph Hooker, nick-named “Fighting Joe.” “May God have mercy on General Lee,for I will have none,” Hooker boasted as he marched theUnion army toward Richmond. In May 1863, Hooker’s armywas smashed at the Battle of Chancellorsville by a force thatwas half its size. But the victory was a costly one for the South.During the battle, Stonewall Jackson was shot and wounded.A few days later, Jackson died.

Main IdeaAfter suffering some defeats, Union forces gained the upper hand by winning major battles at Gettysburg and Vicksburg.

Union General Joseph Hooker


408 Chapter 11

Universal Access

Teach

The Tide Turns

H-SS 8.10.4, 8.10.6, 8.10.7


High-Use Words Before teaching this lesson, preteach the High-Use Words encounter and exceed, using the strate-gy on TE p. 385.Key Terms Have students continue to fill in the See It–Remember It chart.

■ Have students read The Tide Turns using the Paragraph Shrinking tech-nique (TE, p. T37).

■ Discuss the problems of leadership in the Union army. Ask: How did these problems lead Lee to initiate an attack on Union soil? (The Union army suffered badly at several battles under different gen-erals, giving Lee confidence that he could win a major victory on Union soil.)

■ Ask: How did Grant overcome Vicks-burg? (He led a siege until the Confederates gave up.)

■ Ask: How did Lincoln take advantage of the Gettysburg victory? (He gave a speech there to honor soldiers and to suggest the healing that should follow when the war ended.)



Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand why the battles at Gettysburg and Vicksburg were turning points in the war. Provide assistance as needed.

Answers

(a) Check to see that stu-dents locate each place correctly. (b) The South suffered more damage than the North because most of the battles took place in the South.

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Special Needs

Analyze Photographs Ask students to complete the worksheet Civil War Powder Monkey and answer the questions. Have students share what they learned, as well as their impressions of the photograph on

the worksheet, with the rest of the class.

Teaching Resources, Unit 5, Civil War Powder Monkey, p. 55

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The Battle of Gettysburg These Confederate victories madeLee bolder. He was convinced that a major victory on Union soil wouldforce northerners to end the war. In June 1863, Lee’s troops crossedMaryland and marched into Pennsylvania. The Union army, which wasnow commanded by General George Meade, pursued them.

On July 1, some Confederate soldiers approached the quiettown of Gettysburg. They were looking for shoes, which were inshort supply in the South because of the Union blockade. Instead ofshoes, the Confederates encountered part of Meade’s army. Shotswere exchanged. More troops joined the fight on both sides. Byevening, the southerners had pushed the Union forces back throughGettysburg.

The next day, more than 85,000 Union soldiers faced some75,000 Confederates. The center of the Union army was on a hillcalled Cemetery Ridge. The center of the Confederate position wasnearly a mile away, on Seminary Ridge. The fighting raged into thenext day as Confederate troops attacked each end of the Union line.

On the afternoon of July 3, Lee ordered an all-out attack on thecenter of the Union line. General George E. Pickett led about15,000 Confederates across nearly a mile of open field toward Ceme-tery Ridge. As they advanced, Union artillery shells and rifle firerained down on them. Only a few hundred men reached the Unionlines, and they were quickly driven back. About 7,500 Confederateswere killed or wounded in what is known as Pickett’s Charge.

Vocabulary Builderencounter (ehn KOWN ter) v. to meet in an unexpected way; to experience

Final Battles of the Civil War

Union victories at Gettysburg and Vicksburg in July 1863 marked a turning point. This map shows the battles of the final years of the Civil War.

(a) Locate Find: Gettysburg, Vicksburg, Petersburg, Appomattox Court House.

(b) Draw Conclusions What can this map tell you about the damage suffered by North and South between 1863 and 1865?

For: Interactive mapVisit: PHSchool.comWeb Code: myp-5112


History Background


Closing In on the Confederacy

H-SS 8.10.6, 8.10.7

Instruction■ Have students read Closing in on the

Confederacy. Remind them to look for cause-and-effect relationships between events.

■ Ask: What advantage did Grant have over Lee? (He had a steady stream of men and supplies while Lee was running out of both.)

■ Ask: Why did Lee hope to hold out until November? (Lincoln might lose the election.) Why was Sherman’s capture of Atlanta a boost for Lincoln? (Northern-ers had grown tired of the war and the victory gave them hope.)

■ Have students complete the worksheet Photographing the War. Discuss how visual images might have affected the public’s attitudes toward the war.

Teaching Resources, Unit 5, Photographing the War, p. 56

■ Discuss with students the policy of total warfare. Explain that this strategy was new in American military history and was the model for modern warfare. Ask students whether they think it was an effective strategy. (Students’ answers will vary but should recognize the devastation it caused to the civilian society as well as the ability of the military to fight.)

Independent PracticeHave students continue filling in the study guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand how Sherman closed in on the Confederacy. Provide assistance as needed.

Answer

the Union’s victories at Get-

tysburg and Vicksburg

Cotton and the Red River Campaign While Sherman was pursuing his cam-paign to capture Atlanta, Union General Nathaniel P. Banks was leading the Red River Campaign in Louisiana. The goal was to gain control of Louisiana, Texas, and Arkansas, and prevent southern forces from getting supplies. Union officials also

hoped to take cotton, which was abundant in the region, to provide to northern mills. Confederate general Richard Taylor was aware of the Union’s desire to secure cot-ton, and limited the sale of it to northern buyers. When that proved a failure, Taylor ordered that all baled and seeded cotton be burned.

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In all, the Confederacy suffered more than 28,000 casualtiesduring the three-day Battle of Gettysburg. Union losses exceeded23,000. For a second time, Lee had lost nearly a third of his troops.“It’s all my fault,” he said as he rode among his surviving soldiers. “Itis I who have lost this fight.”

The Fall of Vicksburg On July 4, 1863, as Lee’s shattered armybegan its retreat from Gettysburg, the South suffered another majorblow far to the south and west. Vicksburg surrendered to GeneralGrant. It had been one of the last cities on the Mississippi River toremain in Confederate hands. Unable to take Vicksburg by force,Grant had begun a siege of the city in May 1863. A siege is anattempt to capture a place by surrounding it with military forces andcutting it off until the people inside surrender.

Day after day, Union guns bombarded Vicksburg. Residents tookshelter in cellars and in caves they dug in hillsides. They ate mules andrats to keep from starving. After six weeks, the 30,000 Confederatetroops at Vicksburg finally gave up. A few days later, the last Confed-erate stronghold on the Mississippi River, Port Hudson, Louisiana, alsogave up. The entire river was now under Union control.

These events, coupled with Lee’s defeat at Gettysburg, makeJuly 1863 the major turning point of the Civil War. Now the Unionhad the upper hand.

The Gettysburg Address In November 1863, about 15,000people gathered on the battlefield at Gettysburg to honor thesoldiers who had died there. In what is now known as theGettysburg Address, Lincoln looked ahead to a final Union victory.He said:

“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.”

—Abraham Lincoln, Gettysburg Address, November 19, 1863

Identify two events that marked turning points in the Civil War.

Closing In on the ConfederacyIn Ulysses S. Grant, President Lincoln found the kind of

commander he had long sought. In 1864, the President gave himcommand of all Union forces. Grant decided that he must attack Rich-mond, no matter how large the Union losses.

Grant versus Lee Grant’s huge army hammered at theConfederates in a series of battles in northern Virginia in the springof 1864. Grant was unable to break through Lee’s troops. But Grantdid not retreat. Instead, he continued the attack.

Main IdeaWith Grant in command, Union forces carried the war to the heart of the Confederacy.

Vocabulary Builderexceed (ehks SEED) v. to go beyond what is expected; to outdo or be greater than what was planned

Union General Ulysses S. Grant


410 Chapter 11

Universal Access

Peace at Last

H-SS 8.10.4, 8.10.6, 8.10.7

Instruction■ Ask students to read Peace at Last

together with you. Remind students to look for details that answer the Section Focus Question.

■ Discuss the behavior of Lee and Grant at Appomattox. Ask: How can you tell that both men were aware of the toll of the war? (Lee surrendered rather than sub-ject his remaining troops to another defeat. Grant offered generous terms and reminded his men that the rebels were once again fellow countrymen.)

■ Display the transparency The Final Bat-tles and have students answer the ques-tions.

Color Transparencies, The Final Battles



Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure they understand how peace was achieved. Provide assistance as needed.

■ Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 51; Word Knowledge Rating Form, p. 46

AnswersReading Charts (a) because it would dis-rupt the balance of political power, giving slave states more votes in Congress (b) Total war destroyed the South’s economy and left thousands of Americans killed; Hundreds of thousands of Americans killed

Reading Skill Victory in Atlanta happened first. It helped Lincoln get reelected.

He burned Atlanta and left a

path of destruction 60 miles wide and 300 miles long.

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Gifted and Talented

Using Literature The Red Badge of Courage is a story about a young soldier’s response to the Civil War. Have students read the literature selection in Readings in Social Studies, America in Progress. Suggest that students share the selection with the class by preparing a dramatic reading of it. After students are done, discuss the signif-

icance of the last paragraph. (The interac-tion Henry has with an enemy makes him realize that the war is being fought between men just like himself.)

Readings in Social Studies, America in Progress,The Red Badge of Courage, pp. 165–166

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CAUSES■ Issue of slavery in the territories divides the North and South.■ Abolitionists want slavery to end.■ Southern states secede after Lincoln’s election.

EFFECTS■ Lincoln issues the Emancipation Proclamation.■ Total war destroys the South’s economy.■ Hundreds of thousands of Americans killed.

THE CIVIL WARTHE CIVIL WAR

After seven weeks of fighting, Granthad lost about 55,000 men; the Confeder-ates had lost 35,000. Grant realized that hisarmy could count on a steady stream ofmen and supplies. Lee, on the other hand,was running out of both.

The two armies clashed at Petersburg,an important railroad center south of Rich-mond. There, in June 1864, Grant began asiege, the tactic he had used at Vicksburg.

While Grant beseiged Lee, anotherUnion army under General WilliamTecumseh Sherman advanced towardAtlanta. Like Grant, Sherman was a toughsoldier. He believed in total war—all-outattacks aimed at destroying an enemy’sarmy, its resources, and its people’s will tofight. Sherman later said:

“We are not only fighting hostile armies, but a hostile people, and must make young and old, rich and poor, feel the hard hand of war.”

—Gen. William T. Sherman,

Memoirs, 1886

March to the Sea The Confederatescould not stop Sherman’s advance. TheUnion army marched into Atlanta onSeptember 2, 1864. Atlanta’s capture gavePresident Lincoln’s reelection campaign aboost. In the months before the capture ofAtlanta, many northerners had grown

tired of the war. Support for Lincoln had been lagging. But afterAtlanta’s fall, Lincoln won a huge election victory over GeneralGeorge McClellan, the Democrats’ candidate.

In November, Sherman ordered Atlanta burned. He thenmarched east toward the Atlantic Ocean. Along the way, Uniontroops set fire to buildings, seized crops and livestock, and pulled uprailroad tracks. They left a path of destruction up to 60 miles wide. InFebruary 1865, the army headed north across the Carolinas.

How did Sherman show “the hard hand of war”?

Peace at LastIn March 1865, Grant’s army still waited outside Petersburg. For

months, Grant had been extending his battle lines east and west ofPetersburg. Lee knew it was only a matter of time before Grant wouldcapture the city.

Cause and Effect

The Civil War had multiple causes—and multiple effects.(a) Analyze Cause and Effect Why did the North

fear the extension of slavery to the West?(b) Draw Conclusions Which effects were felt

mainly in the South? Which effects were felt mainly in the North?

Relate Events in a SequenceWhat happened first, the

Union’s victory in Atlanta or Presi-dent Lincoln’s reelection? Explain how these events are related in sequence.

Main IdeaLee surrendered to Grant at Appomattox, putting an end to the long and bloody war.



Assess and Reteach







ExtendExplain that in the late 1860s, Memorial Day emerged as a day to honor soldiers who had died in the Civil War. Today, the holiday honors those whose lives were sacrificed in all American wars. Ask stu-dents to write a Memorial Day speech explaining why it is important to honor those who have given their lives in Ameri-can wars. Students should read their speeches aloud to the class.


Score 1 Does not contain logical ideas and is poorly organizedScore 2 Contains little appropriate sup-porting evidence and organization is unclearScore 3 Presents developed, supported ideas and is logicalScore 4 Presents clearly organized, well-developed, and interesting ideas

Answer

He was surrounded with no

escape; he had lost too many men in a long, bloody conflict and had little hope of rein-forcements.


1. (a) The victories gave the Union the upper hand.(b) The Union was able to replenish troops and supplies because of its larger population and industries.

2. (a) They were words of peace and for-giveness.(b) Students’ answers will vary, but should include appropriate facts. When writing the opinions, students should

keep in mind that Grant did not retreat when challenged, and believed in the importance of unity after the war.

3. Possible answer: The Union won the Battle of Antietam, but was defeated at a number of battles afterward. In 1863, the Union won at the battles of Gettysburg and Vicksburg, which gave its leaders confidence that they could win the war.

4. He cut it off from food and supplies until the city surrendered.

5. His aim was to destroy the Confederate army, its resources, and the will of the South to fight.

6. Students’ paragraphs will vary, but should make accurate comparisons between the loss of American lives in the Civil War and in the other wars.

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Lincoln, too, saw that the end of the war was near. In his SecondInaugural Address in March 1865, he asked Americans to forgive andforget. “With malice toward none; with charity for all; . . . let us strivetogether . . . to bind up the nation’s wounds,” said Lincoln.

Surrender at Appomattox On April 2, Grant’s troops finallybroke through Confederate lines. By evening, Richmond was inUnion hands. Lee’s army retreated to the town of AppomattoxCourt House. There, on April 9, 1865, his escape cut off, Leesurrendered.

Grant offered Lee generous surrender terms. The Confederates hadonly to give up their weapons and leave in peace. As Lee rode off, someUnion troops started to celebrate the surrender. But Grant silenced them.“The war is over,” he said. “The rebels are our countrymen again.”

The War’s Terrible Toll The Civil War was the bloodiestconflict the United States has ever fought. About 260,000 Confederatesoldiers gave their lives in the war. The number of Union deadexceeded 360,000, including 37,000 African Americans. Nearly a halfmillion men were wounded. Many returned home disfigured for life.

The war had two key results: it reunited the nation and put anend to slavery. However, a century would pass before African Amer-icans would begin to experience the full meaning of freedom.

Why did Lee finally decide to surrender?

Looking Back and Ahead With Lee’s surrender, thelong and bitter war came to an end. In the next chapter, you will readhow U.S. leaders tried to patch the Union together again.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-5116

H-SS: 8.10.4, 8.10.6, 8.10.7, C&ST 1, HI 2

Comprehension and Critical Thinking1. (a) Identify Why are the battles

at Gettysburg and Vicksburg con-sidered a turning point?(b) Understand Sequence How did the advantages of the North at the start of the war continue to be advantages?

2. (a) Classify President Lincoln called for “charity for all.” How would you classify his words to the country?(b) Distinguish Facts From Opinions Write three facts and three opinions Grant might have stated about the Civil War.

Reading Skill3. Relate Events in a Sequence

What events led to the turning point of the Civil War in July 1863? How did those events change the war?

Vocabulary BuilderComplete each of the following sen-tences so that the second part fur-ther explains the first part and clearly shows your understanding of the key term.4. Grant placed Vicksburg under a

siege; _____.

5. Sherman pursued a total war; _____.

Writing6. This section says that the Civil

War took over 620,000 American lives. Research and record the number of American deaths in World War I, World War II, Korea, and Vietnam. Compare the total number of American lives lost in these wars to the number lost in the Civil War. Then, write a paragraph to make a point about your findings. Also, credit the sources of published information you used.


412 Chapter 11

ObjectiveAssessing the credibility of primary sourc-es can help students draw sound conclu-sions about historical events and issues. The process of determining which sources and information are credible can also give students greater insight into the motives and ideas of the people who created them.

Assess the Credibility of Primary SourcesInstruction1. Write the steps to assess the credibility

of primary sources on the board and ask the class to read the steps aloud.

2. Using the Numbered Heads strategy, have students suggest how they can know which information is reliable. (Possible answers: It comes from a writer, speaker, or book that is known to be accu-rate. The ideas or arguments are supported by facts.)

3. Practice the skill by following the steps on p. 412 as a class. Model each step to answer the questions about the primary source. (1. (a) Abraham Lincoln (b) March 4, 1861 2. The Union of the United States must not be broken. 3. (a) He believes the Union is threatened and that the secession of some states threatens the nation’s freedom. (b) Possible answers: “the Union of these States is perpetual,” “no state can . . . lawfully get out of the Union,” “secession is the essence of anarchy” (c) Possible answer: He believes that only the fair rule of a majority keeps the country free, and that secession can prevent majority rule from working. 4. Answers will vary but should be supported by statements from the primary source.)

Monitor Progress

Ask students to do the Apply the Skill activity. Then assign the Analysis Skill Worksheet. As students complete the worksheet, circulate to make sure individ-uals are applying the skill steps effectively. Provide assistance as needed.

Teaching Resources, Unit 5, Analysis Skill Worksheet, p. 58

ReteachIf students need more instruction, use the Social Studies Skills Tutor to reteach this skill.

Social Studies Skills Tutor CD-ROM Recognizing Bias


On March 6, 1861, Abraham Lincoln delivered this speech at his firstinauguration as President of the United States. On April 12, the Civil War began.

“. . . It is seventy two years since the first inauguration of a President under our national Constitution. During that period fifteen different and greatly distinguished citizens have in succession administered the executive branch of the Government. . . . I now enter upon the same task for the brief constitutional term of four years under great and peculiar difficulty. A disruption of the Federal Union heretofore only menaced, is nowformidably attempted. I now hold in contemplation of universal law and of the Constitutionthe Union of these States is perpetual. . . . It follows from these views that no State upon its own mere motion can lawfully get out of the Union. . . Plainly the central idea of secession is the essence of anarchy. A majority held in restraint by constitutional checks and limitations . . . is the only true sovereign of a free people. . . . The rule of a minority, as a permanent arrangement, is wholly inadmissible; so that, rejecting the majority principle, anarchy or despotism in some form is all that is left. . . .”

—Abraham Lincoln, March 4, 1861

PrimarySource

Assess the Credibility of Primary Sources

History-Social Science Analysis Skill RE&PV 4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

A primary source is information about people or events presented by someone who lived through what is being described. Historians use primary sources to provide a firsthand account of an event or time period. However, primary sources can be biased. Analyze them carefully and decide if they are reliable.

Learn the SkillUse these steps to assess the credibility of primary sources.

1 Identify the source. Who created the primary source? When was it created?

2 Identify the main idea. What is the most impor-tant idea of the primary source?

3 Identify the point of view. Often eyewitnesses to an event want to persuade people to share their feelings. Read carefully to determine the point of view of the primary source. Look for language that expresses strong feelings.

4 Evaluate how reliable the source is. Does the source tell or show you what really happened? Look for any inaccuracies or biased statements.

Practice the SkillAnswer the following questions about the primary source on this page.

1 Identify the source. (a) Who wrote the speech? (b) When was the speech delivered?

2 Identify the main idea. What is the most impor-tant idea in the speech?

3 Identify the point of view. (a) What is the speaker’s opinion of the political situation in the United States? (b) What words or phrases express his feelings?

4 Evaluate how reliable the source is. Do you think the speaker presents an accurate view of the situation he describes? Explain.

Apply the SkillSee the Review and Assessment at the end of this chapter.

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