transforming fire: the civil war, 1861–1865...2. examine the social, political, and economic...

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CHAPTER 15

Transforming Fire: The Civil War, 1861–1865

LEARNING OBJECTIVES After you have studied Chapter 15 in your textbook and worked through this study guide chapter, you should be able to:

1. Explain the strategy of the combatants during the first two years of the Civil War; identify their strengths and weaknesses; and indicate the relative position of each in early 1863.

2. Examine the social, political, and economic impact of the Civil War on the South, its values, and its people.

3. Examine the social, political, and economic impact of the Civil War on the North, its values, and its people.

4. Discuss the strengths and weaknesses of the North and the South, and explain the factors that led to northern victory and southern defeat.

5. Discuss Abraham Lincoln’s and Congress’s approach to the slavery question during the course of the Civil War; examine their decisions on this issue; and explain the impact of those decisions on the Union and its war effort.

6. Discuss Jefferson Davis’s and the Confederate Congress’s approach to the slavery question, examine their decisions on this issue, and explain the impact of those decisions on the Confederacy and its war effort.

7. Discuss the impact of military life and wartime experiences on Confederate and Union soldiers during the Civil War.

8. Explain Grant’s strategy in the final years of the Civil War, and describe the battles that enabled him to achieve northern victory.

9. Examine the emergence of dissent and disorder in the Confederacy and the Union in the final two years of the Civil War, and explain the impact of these forces on the two combatants.

10. Discuss the efforts of both North and South to achieve their diplomatic objectives, and indicate the outcome of those efforts.

11. Examine the impact of the Civil War on the Indian peoples of the American West and on relations between Indians and Anglo-Americans.

12. Discuss the financial and human costs of the Civil War, and indicate what issues were resolved and what issues were left unresolved at war’s end.

438 Chapter 15: Transforming Fire: The Civil War, 1861–1865


THEMATIC GUIDE The title of Chapter 15 appropriately calls the Civil War a “transforming fire” and, in so doing, establishes the transformation of northern and southern societies as the chapter’s theme. Ironically, the South, which fought to prevent change, was changed the most.

Both North and South expected the Civil War to end quickly; but, as the discussion of the military engagements of the first two years illustrates, both were mistaken. In 1862, in an attempt to adjust to the likelihood of a prolonged conflict, the Confederacy adopted the first conscription law in the history of the United States. This is the first mention of the changes brought to the South by the war. These changes also included

1. centralization of political and economic power;

2. increased urban growth;

3. increased industrialization;

4. changed roles for women;

5. mass poverty, labor shortages, food shortages, and runaway inflation; and

6. class conflict.

The theme of change is also apparent in the discussions of the war in the American West and in the discussion of the war’s economic, political, and social impact on northern society.

In the midst of this change, slavery, the institution that was the underlying cause of the war, was seldom mentioned by either Jefferson Davis or Abraham Lincoln. Lincoln’s silence on the issue during the first year of the war reflected both his hope that a compromise could be reached with the South and his attempt to keep intact the coalitions that constituted the Republican party. In dealing with the subject in 1862, he took a conservative and racist approach. When Congress attempted to lead on the slavery question, Lincoln at first refused to follow; and when abolitionists prodded him on the question, he distinguished between official duty and personal wishes. When the President did act, it was to offer the Emancipation Proclamation—a document that was legally wanting but politically and morally of great meaning. Then, in 1864, he supported a constitutional ban on slavery by supporting the Thirteenth Amendment.

Ultimately, Jefferson Davis also addressed the slavery issue. Dedicated to independence for the Confederacy, Davis became convinced that emancipation was a partial means to that end. Although he faced serious opposition on the issue, Davis pushed and prodded the Confederacy toward emancipation, but his actions came too late to aid the Confederate cause.

The experience of war also changed the individual soldiers who served in the Confederate and Union armies. Accustomed to living largely unrestricted lives in rural areas, many had difficulty adjusting to the military discipline that robbed them of their individuality. Subjected to deprivation and disease and surrounded by dead, dying, and wounded colleagues, the reality of war had a profound emotional impact on those who experienced it. However, the commonality of these experiences and the sense of dedication to a common task forged bonds among soldiers that they cherished for years.

The last two years of the war brought increasing antigovernment sentiment in both South and North. More widespread in the South, such sentiment involved the planters—who seemed committed only to their own selfish interests—the urban poor, and the rural masses. The deep-rooted nature of southern war resistance affected the war effort, and the internal disintegration of the Confederacy was furthered by disastrous defeats at Vicksburg and Gettysburg. It was in this atmosphere that southern peace movements emerged, more anti-Davis representatives were elected to the Confederate Congress, and

Chapter 15: Transforming Fire: The Civil War, 1861–1865 439


secret antiwar societies began to form. Antiwar sentiment also emerged in the North; but, in large part because of Lincoln’s ability to communicate with the common people, it never reached the proportions of southern opposition to the war effort. Opposition in the North was either political in nature (the Peace Democrats) or was undertaken by ordinary citizens subject to the draft (the New York draft riot).

In light of the political nature of the antiwar movement in the North, Lincoln feared for his reelection prospects in 1864. However, owing to the success of northern efforts to prevent diplomatic recognition of the Confederacy by Great Britain and France and to Sherman’s successful march on Atlanta and his subsequent march to the sea, Lincoln’s reelection was assured. The “transforming fire” proceeded to its conclusion with Lee’s surrender at Appomattox on April 9, 1865, followed by Lincoln’s assassination five days later. The era of the Civil War had ended; the era of Reconstruction began.

BUILDING VOCABULARY Listed below are important words and terms that you need to know to get the most out of Chapter 15. They are listed in the order in which they occur in the chapter. After carefully looking through the list, (1) underline the words with which you are totally unfamiliar, (2) put a question mark by those words of which you are unsure, and (3) leave the rest alone.

As you begin to read the chapter, when you come to any of the words you’ve put question marks beside or underlined (1) slow your reading; (2) focus on the word and on its context in the sentence you’re reading; (3) if you can understand the meaning of the word from its context in the sentence or passage in which it is used, go on with your reading; (4) if it’s a word that you’ve underlined or a word that you can’t understand from its context in the sentence or passage, look it up in a dictionary and write down the definition that best applies to the context in which the word is used.

Definitions lyrical ____________________________________________________________________________

adjutant __________________________________________________________________________

trove _____________________________________________________________________________

dysentery _________________________________________________________________________

patronize __________________________________________________________________________

lucrative __________________________________________________________________________

conspicuous _______________________________________________________________________

pathos ____________________________________________________________________________

foil _______________________________________________________________________________

prostrate __________________________________________________________________________

exhort ____________________________________________________________________________

privation __________________________________________________________________________

hoarding __________________________________________________________________________

odium ____________________________________________________________________________

unscrupulous ______________________________________________________________________

largesse ___________________________________________________________________________



buttress ___________________________________________________________________________

adept _____________________________________________________________________________

furlough __________________________________________________________________________

iniquity ___________________________________________________________________________

dauntless __________________________________________________________________________

homoerotic ________________________________________________________________________

commutation ______________________________________________________________________

studious __________________________________________________________________________

tenuous ___________________________________________________________________________

reticence __________________________________________________________________________

countermand ______________________________________________________________________

crucible ___________________________________________________________________________

machination _______________________________________________________________________

instigate __________________________________________________________________________

bona fide __________________________________________________________________________

onus ______________________________________________________________________________

tentative __________________________________________________________________________

proximity _________________________________________________________________________

hinterland _________________________________________________________________________

confluence ________________________________________________________________________

tedium ____________________________________________________________________________

stupendous ________________________________________________________________________

pummel ___________________________________________________________________________

denigrate _________________________________________________________________________

inequity ___________________________________________________________________________

citadel ____________________________________________________________________________

beseech ___________________________________________________________________________

garner ____________________________________________________________________________

respite ____________________________________________________________________________

breach ____________________________________________________________________________

usurpation ________________________________________________________________________

atrophy ___________________________________________________________________________

ingenuity __________________________________________________________________________

austere ___________________________________________________________________________



depose ____________________________________________________________________________

belie ______________________________________________________________________________

exhort ____________________________________________________________________________

protracted _________________________________________________________________________

grist ______________________________________________________________________________

irrepressible _______________________________________________________________________

Difficult-to-Spell Names and Terms from Reading and Lecture

IDENTIFICATION AND SIGNIFICANCE After studying Chapter 15 of A People and a Nation, you should be able to identify fully and explain the historical significance of each item listed below.

• Identify each item in the space provided. Give an explanation or description of the item. Answer the questions who, what, where, and when.

• Explain the historical significance of each item in the space provided. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic, and/or cultural consequences of this item?

1. Charles Brewster

a. Identification

b. Significance



2. the first Battle of Bull Run

a. Identification

b. Significance

3. General George McClellan

a. Identification

b. Significance

4. the Anaconda plan

a. Identification

b. Significance

5. the Union naval campaign

a. Identification

b. Significance

6. the battles of Elkhorn Tavern, Arkansas, and Honey Springs, Arkansas

a. Identification

b. Significance



7. the battles at Glorieta Pass

a. Identification

b. Significance

8. Ulysses S. Grant

a. Identification

b. Significance

9. Grant’s Tennessee campaign

a. Identification

b. Significance

10. the Battle of Shiloh

a. Identification

b. Significance

11. McClellan’s Peninsula campaign

a. Identification

b. Significance



12. General Robert E. Lee

a. Identification

b. Significance

13. the Seven Days’ Battles

a. Identification

b. Significance

14. President Jefferson Davis’s southern offensive

a. Identification

b. Significance

15. the Battle of Antietam

a. Identification

b. Significance

16. Jefferson Davis

a. Identification

b. Significance



17. the Confederate conscription law

a. Identification

b. Significance

18. the Confederate tax-in-kind

a. Identification

b. Significance

19. the Confederate bureaucracy

a. Identification

b. Significance

20. Confederate nationalism

a. Identification

b. Significance

21. Josiah Gorgas

a. Identification

b. Significance



22. Janie Smith

a. Identification

b. Significance

23. inequities in the Confederate draft

a. Identification

b. Significance

24. the twenty-slave law

a. Identification

b. Significance

25. Jay Cooke

a. Identification

b. Significance

26. the development of heavy industry in the North

a. Identification

b. Significance



27. the mechanization of Northern agriculture

a. Identification

b. Significance

28. northern labor activism

a. Identification

b. Significance

29. the Union Pacific and Central Pacific Railroads

a. Identification

b. Significance

30. the Morrill Land Grant Act

a. Identification

b. Significance

31. the Homestead Act of 1862

a. Identification

b. Significance



32. establishment of a national banking system

a. Identification

b. Significance

33. Lincoln’s use of presidential power

a. Identification

b. Significance

34. the United States Sanitary Commission

a. Identification

b. Significance

35. Clara Barton, Dorothea Dix, and Mary Ann Bickerdyke

a. Identification

b. Significance

36. Walt Whitman

a. Identification

b. Significance



37. Lincoln’s plan for gradual emancipation

a. Identification

b. Significance

38. the Radicals

a. Identification

b. Significance

39. the confiscation acts

a. Identification

b. Significance

40. “The Prayer of Twenty Millions”

a. Identification

b. Significance

41. the Emancipation Proclamation

a. Identification

b. Significance



42. the Thirteenth Amendment

a. Identification

b. Significance

43. Davis’s emancipation plan

a. Identification

b. Significance

44. the “minie ball”

a. Identification

b. Significance

45. African American soldiers in the Union army

a. Identification

b. Significance

46. the Battle of Chancellorsville

a. Identification

b. Significance



47. the Battle of Vicksburg

a. Identification

b. Significance

48. the Battle of Gettysburg

a. Identification

b. Significance

49. southern food riots

a. Identification

b. Significance

50. desertions from the Confederate army

a. Identification

b. Significance

51. southern peace movements

a. Identification

b. Significance



52. the Peace Democrats

a. Identification

b. Significance

53. Clement L. Vallandigham

a. Identification

b. Significance

54. Copperheads

a. Identification

b. Significance

55. New York City draft riot

a. Identification

b. Significance

56. the Sand Creek Massacre

a. Identification

b. Significance



57. the Long Walk

a. Identification

b. Significance

58. the presidential election of 1864

a. Identification

b. Significance

59. northern diplomatic strategy

a. Identification

b. Significance

60. the Trent affair

a. Identification

b. Significance

61. the Alabama

a. Identification

b. Significance



62. Sherman’s southern campaign

a. Identification

b. Significance

63. Appomattox Court House

a. Identification

b. Significance

64. John Wilkes Booth

a. Identification

b. Significance



ORGANIZING, REVIEWING, AND USING INFORMATION Chart A

Selected Civil War Battles and Campaigns, 1861 and 1862 Year Battle or Campaign Noteworthy Feature

(if any)

Outcome (Union, Conf., Draw)

Consequences

1861

Bull Run Virginia July 21, 1861

Union Campaign Along Southern Coast off the Carolinas Aug.–Dec. 1861

1862

Fort Henry Tennessee February 6, 1862

Fort Donelson Tennessee February 13–16, 1862

Elkhorn Tavern Arkansas March 6–8, 1862

Glorieta Pass battles New Mexico March 26–28, 1862

Shiloh Tennessee April 6, 1862

New Orleans Louisiana April 18, 1862

Seven Days Battles Virginia June 25–July 1, 1862

Antietam/Sharpsburg Maryland September 16–18, 1862

Fredericksburg Virginia December 13, 1862



Chart B

Selected Civil War Battles and Campaigns, 1863–1865 Year Battle or Campaign Noteworthy Feature

(if any)


Consequences

1863

Chancellorsville Virginia May 2–3, 1863

Vicksburg Mississippi May 22–July 4, 1863

Gettysburg Pennsylvania July 1–3, 1863

Chattanooga Tennessee November 23–25, 1863

1864 Red River

Louisiana March 10–May 22, 1864

Battle of the Wilderness Virginia May 5–6, 1864

Spotsylvania Virginia May 8–20, 1864

Cold Harbor Virginia June 1–12, 1864

Sherman’s March on Atlanta Georgia May 7–September 2, 1864

1864 and 1865

Siege of Petersburg Virginia June 16, 1864–April 2, 1865



Selected Civil War Battles and Campaigns, 1863–1865 Year Battle or Campaign Noteworthy Feature

(if any)


Consequences

Mobile Bay Alabama August 2–23, 1864

Sherman’s March to the Sea Georgia September 12–December 21, 1864

Sherman’s March Through the Carolinas South Carolina and North Carolina December 1864–April 18, 1865



Chart C

The Confederacy’s Wartime Problems at Home, 1861–1865

Problems Responses Ultimate Effects CONFEDERATE GOVERNMENT Role of central government

Relation with foreign governments

Specific governmental policies, proposals

Responsibility for fiscal health/taxation

Economy (balance)

Dissidence/activism

Morale

CONFEDERATE MILITARY MACHINE Recruitment/volunteering

Enlistment period



The Confederacy’s Wartime Problems at Home, 1861–1865

Problems Responses Ultimate Effects Obtaining civilian labor

Desertions

Provisions (food, equipment, supplies)

Casualties

CONFEDERACY’S CIVILIAN POPULATION Food availability

Labor availability

Availability of manu-factured goods/services (normally obtained from outside South)

Availability of needed skills/services

Class structure

Intrusion of warfare (through troop movements, invasion)



Chart D

Wartime Progress Toward Emancipation of Slaves

Actors Inducements/Imped-iments to Action

Types of Action Limitations

Congress

President

African Americans Northern

Southern

Press

Political Parties Democrat

Republican



IDEAS AND DETAILS

Objective 1 1. Which of the following is true of the blockade of southern ports by the Union navy?

a. It was never completely successful in blocking the Confederacy’s avenues of commerce and supply.

b. It began an industrialization effort that caused the South’s industrial capacity to match that of the North by 1865.

c. It was the major reason for mass starvation in the Confederate states. d. It angered France and led to a Franco-Confederate alliance.

Objectives 1 and 11 2. Which of the following battles ended attempts by the Confederacy to take the New Mexico

Territory? a. the Battle for the Cimarron River b. the Battles of Fort Yuma c. the Battle of Shiloh d. the Battles of Glorieta Pass

Objective 2 3. The Civil War changed southern society by forcing

a. farmers to buy cotton from England. b. businessmen to extend loans to the army. c. an abandonment of the philosophy of weak central government. d. most plantation owners to sell their estates.

Objectives 3 and 4 4. The mechanization of agriculture in the North caused

a. severe depression in rural areas as farm hands lost their jobs. b. an expansion of the food supply for the expanding urban work force. c. overproduction and declining prices for farm goods. d. most farmers to become so heavily burdened with debt that they faced bankruptcy.

Objective 3 5. Which of the following is true of the Homestead Act of 1862?

a. It offered cheap land to people who would settle in the West and improve their property. b. It sold western lands directly to mining companies. c. It ended the reservation system by giving small tracts of western land to Indian families. d. It provided interest-free loans and free western land to railroad companies.



Objective 3 6. Which of the following inferences may be drawn from the facts surrounding the shipbuilding

program supported by President Lincoln? a. Lincoln engaged in defense spending that was unnecessary and unwise. b. The war years witnessed an increase in presidential power. c. The northern press had a decided impact on military decisions made by the president. d. Lincoln often acted against the advice of the Joint Chiefs of Staff.

Objective 5 7. In his first mention of slavery in connection with the war, Lincoln

a. promised to negotiate with any southern state agreeing to free its slaves. b. promised the large planters in the South that they would be allowed to keep twenty slaves if

they freed all others. c. proposed that Congress promise aid to any state agreeing to gradual emancipation of its

slaves. d. promised federal aid to all slaves who were able to escape to the North.

Objective 5 8. Which of the following is true of the group of Republicans in Congress known as the Radicals?

a. From the beginning of the Civil War, they dedicated themselves to transforming the struggle into a war for emancipation.

b. They actively worked against the northern war effort, believing that the United States would be stronger and more stable without the return of the Confederate states to the Union.

c. Against the explicit instructions of Republican-party leaders and President Lincoln, they worked to bring about a negotiated settlement of the Civil War.

d. Believing that the United States could not continue to exist as a biracial society, they argued in favor of the removal of African Americans to a reservation in the American West.

Objective 5 9. The Emancipation Proclamation

a. abolished slavery in the United States. b. freed slaves in the border states only. c. provided for the gradual abolition of slavery in the Confederate states but not in the border

states. d. freed slaves in those areas in rebellion against the United States.

Objective 5 10. Although ambiguous, Lincoln’s Emancipation Proclamation had great meaning as a(n)

a. legal document. b. economic document. c. moral and political document. d. humanitarian and religious document.



Objective 6 11. To achieve the goal of independence, Jefferson Davis

a. issued an executive order that outlawed the practice of hiring substitutes for military service. b. proposed that full equality be given to all southern blacks willing to actively support the

Confederacy. c. ordered that the eligible age for Confederate recruits be lowered to twelve. d. proposed that emancipation be promised to slave soldiers and their families.

Objectives 4 and 9 12. In the midst of the Civil War, southern planters

a. increasingly stood in opposition to the Confederate government. b. demonstrated their commitment to building an independent southern nation. c. accepted change as a natural consequence of the revolutionary path they had chosen. d. did everything in their power to aid the war effort.

Objective 4 13. Abraham Lincoln, unlike Jefferson Davis, was

a. able to reach the common people. b. quiet, shy, and retiring. c. cold and aloof. d. sincere in his beliefs.

Objective 10 14. The Union’s primary diplomatic goal was to

a. break the Franco-Confederate alliance. b. prevent recognition of the Confederacy by European nations. c. prevent European financiers from extending loans to the Confederacy. d. convince European nations to sell valuable arms and supplies to the Union.

Objective 8 15. In late 1863, General Grant decided to try the innovative strategy of

a. repatriation of strategic southern areas under Union control. b. guerrilla warfare led by Union loyalists throughout the South. c. massive raids deep into the Confederacy. d. flexible response.

ESSAY QUESTIONS

Objectives 2, 4, and 6 1. Defend the contention that the revolutionary means chosen by secession leaders were

incompatible with their conservative purpose.

Objective 2 2. Examine the impact of the Civil War on the Confederate government. Why is it said that “Life in

the Confederacy proved to be a shockingly unsouthern experience”?



Objectives 2 and 3 3. Discuss the impact of the Civil War on women in northern and southern societies.

Objective 5 4. Discuss Lincoln’s issuance of the Emancipation Proclamation. Why is it said that “as a legal

document it was wanting, as a moral and political document it had great meaning”? What was its impact on the war?

Objective 9 5. Discuss the similarities and differences in antiwar sentiment in the South and in the North.

Objective 4 6. Discuss the strengths and weaknesses of the North and the South during the Civil War, and

explain why the North won.



ANSWERS

Multiple-Choice Questions 1. a. Correct. In 1861 about 90 percent of the blockade runners successfully penetrated the

North’s blockade, and by war’s end some 50 percent were successful. Although these statistics indicate that the blockade gradually became more successful, they also indicate that the blockade was never a complete success. See page 384.

b. No. Although the South made impressive gains in industrialization, especially in the production of small arms and ammunition, it never matched the North’s industrial capacity. Therefore, although Confederate soldiers had weapons, they often did not have boots, uniforms, or blankets. See page 384.

c. No. There was never “mass starvation” throughout the South. Furthermore, the food shortages that existed were caused by a multiplicity of factors, such as destruction of food crops by advancing armies, a shortage of farm labor, hoarding of food, and inadequate transportation facilities. See page 384.

d. No. France never allied with the Confederacy and there is no mention of this in the text. See page 384.

2. d. Correct. The battles that occurred at Glorieta Pass, a strategic location on the Santa Fe Trail, marked the turning point of the war in the New Mexico Territory. In a series of battles from March 26 through March 28, 1862, Union forces under the command of Major John M. Chivington defeated the Confederate forces under the command of Major Charles L. Pyron and Lt. Col. William R. Scurry. As a result, Confederate forces retreated to Santa Fe and ultimately to San Antonio, Texas. This ended Confederate incursions into the Southwest. See page 386.

a. No. The Cimarron River is located in Oklahoma and was not the site of a Civil War battle. See page 386.

b. No. Fort Yuma, located on the Colorado River at the southeastern tip of California and the southwestern tip of Arizona, was established as a U.S. Army post in 1852 but was not the site of a Civil War battle in the American West. In 1884 Fort Yuma was established as a reservation for the Quechan and Cocopah Indians. See page 386.

c. No. Shiloh is located in Tennessee, not the American West. See page 386.

3. c. Correct. Although the South advocated the states’ rights philosophy and the philosophy of weak central government, it became apparent, especially to Jefferson Davis, that centralization of power was necessary for the Confederacy to survive the Civil War. See pages 389–390.

a. No. Although the agrarian economy of the South was devastated by the war, cotton was still produced for export. See pages 389–390.

b. No. Although the government forced factories to work on government contracts to supply government needs, businesspeople were not forced to extend loans to the army during the Civil War. See pages 389–390.

d. No. The evidence does not indicate that the Civil War changed southern society by forcing most plantation owners to sell their estates. See pages 389–390.



4. b. Correct. The shortage of labor in western agricultural areas caused increased reliance on labor-saving farm machinery. This in turn created a boom in the sale of agricultural machinery and increased the food supply for the growing urban work force. See page 393.

a. No. There was a labor shortage in the western agricultural areas. This labor shortage resulted from (l) the food demands of the army and the industrial work force and (2) the drafting of men into the army. See page 393.

c. No. The expansion of the northern urban work force and the need to feed the army caused the demand for farm products to remain constant and farm prices to remain high. See page 393.

d. No. Northern farm families turned increasingly to commercialized agriculture as the demand for farm products remained constant and farm prices remained high. The farm segment of the northern economy did not suffer depression during the war years. See page 393.

5. a. Correct. Congress promoted westward agricultural expansion by passing the Homestead Act of 1862. The act offered 160 acres of land to any citizen who was the head of a family and over 21 years of age. Such land could be acquired by either (1) living on the land continuously for five years and paying a registration fee of around $30.00, or (2) by living on the land for six months and paying an acquisition price of $1.25 per acre. See page 394.

b. No. The Homestead Act of 1862 did not provide for the sale of public lands to mining companies. See page 394.

c. No. The Homestead Act of 1862 did not end the reservation system and did not give public land to Indian families. See page 394.

d. No. Although Congress did provide loans and land to railroad companies, this was not a provision of the Homestead Act of 1862. See page 394.

6. b. Correct. Although Congress later approved the shipbuilding program, the fact that it was initiated by Lincoln before Congress assembled indicates an increase in executive power. See pages 394–395.

a. No. There is no indication that the shipbuilding program initiated by President Lincoln and approved by Congress was either unnecessary or unwise. See pages 394–395.

c. No. There is no indication that the northern press influenced Lincoln’s decision to support the shipbuilding program. See pages 394–395.

d. No. Lincoln had no Joint Chiefs of Staff. This advisory body was not created until 1942. See pages 394–395.

7. c. Correct. Lincoln first mentioned the slavery issue in a major way in March 1862. He advocated (l) that Congress promise aid to any state that agreed to emancipate its slaves and (2) colonization of blacks outside the United States. See pages 397–398.

a. No. Lincoln never made such a promise. See pages 397–398.

b. No. Lincoln made no such promise to the plantation elite of the South. See pages 397–398.

d. No. Lincoln never offered federal aid to slaves who were able to escape to the North. See pages 397–398.



8. a. Correct. From the beginning of the Civil War, the Radicals tried to push President Lincoln and the U.S. government into making emancipation of the slaves a primary war goal. It was with this goal in mind that the Radicals supported and gained passage of the Confiscation Acts of 1861 and 1862. See page 398.

b. No. The Radicals supported the northern war effort, the defeat of the Confederacy, and the ultimate return of the Confederate states, as free states, to the Union. See page 398.

c. No. The Radicals supported Lincoln’s commitment to unconditional surrender of the Confederate States of America. See page 398.

d. No. The Radicals did not support colonization of African Americans or their removal to a reservation. In fact, in the antebellum period, the men who constituted the faction in Congress known as the Radicals generally supported the immediatist/black equality goals of the American Anti-Slavery Society, not the gradualist/colonization goals of the American Colonization Society. See page 398.

9. d. Correct. The Emancipation Proclamation freed slaves only in those areas over which the Union had no control. It did not free slaves in any area of the Confederacy that had fallen under Union control and did not free slaves in the border states. See pages 398–399.

a. No. Slavery was abolished by the Thirteenth Amendment, not by the Emancipation Proclamation. See pages 398–399.

b. No. The Emancipation Proclamation allowed the border states (the slave states that had remained in the Union) to keep the institution of slavery. See pages 398–399.

c. No. The Emancipation Proclamation did not provide for the gradual abolition of slavery in the Confederate states. See pages 398–399.

10. c. Correct. The document raised legal questions and physically freed no slaves; however, it was nearly flawless as a political document and defined the Civil War as a war against slavery. Both liberals and conservatives could accept it, and its ambiguity gave Lincoln the political flexibility he wanted. See page 399.

a. No. The Emancipation Proclamation was flawed as a legal document and, in fact, raised a number of legal questions. See page 399.

b. No. The document was not economic in its intent or language. See page 399.

d. No. The Emancipation Proclamation was not humanitarian or religious in its intent or content. See page 399.

11. d. Correct. Toward the end of the war, Davis realized that the only hope for the Confederacy was to increase the number of men in arms. Therefore, he proposed that slave soldiers be recruited and that the soldiers and their families be promised freedom. See page 400.

a. No. The Conscription Act of 1862, passed by the Confederate Congress, allowed a young man eligible for the draft to hire a substitute. Not until passage of the Conscription Act of 1864, again passed by the Confederate Congress, was this practice ended. See page 400.

b. No. Davis never supported the concept of “full equality” for blacks and never questioned the political, social, and economic discrimination of free blacks that was part of the fabric of southern society. See page 400.

c. No. Although Davis and his men became desperate for Confederate recruits and even began using the army to round up deserters, the eligible age for recruits was never lowered to twelve. See page 400.



12. a. Correct. As the Confederate government’s powers increased, southern planters, committed only to their own selfish interests, increasingly resented and resisted the government’s encroachment on their lives. See page 405.

b. No. Southern planters demonstrated little or no commitment to building a southern nation. They seemed committed only to their own selfish interests. See page 405.

c. No. Secession and war were bound to bring change to southern society. However, southern planters seemed not to recognize this fact and wanted a guarantee that their lives would remain unchanged and untouched. See page 405.

d. No. Southern planters had little sense of commitment to the war effort. See page 405.

13. a. Correct. Lincoln, unlike Davis, was at ease among common people and was able to communicate the sincerity of his feelings to them. He did not show the aloofness and austerity that were part of Davis’s nature. See pages 406 and 407.

b. No. Lincoln was not quiet, shy, and retiring. See pages 406 and 407.

c. No. Davis, rather than Lincoln, was cold and aloof. See pages 406 and 407.

d. No. Lincoln and Davis appear to have been equally sincere in their beliefs. See pages 406 and 407.

14. b. Correct. Recognition of the Confederacy by European nations would hurt the Union cause in several respects; therefore, the Union’s primary diplomatic goal was to prevent such recognition. See page 409.

a. No. Although France under Napoleon III was hostile toward the North, it never concluded an alliance with the Confederacy. See page 409.

c. No. Although European loans to the Confederacy were certainly not in the North’s best interest, the North’s primary diplomatic goal was more all-encompassing than simply preventing such loans. See page 409.

d. No. The North’s industrial capacity was such that it could produce its own war materiel. See page 409.

15. c. Correct. General Grant, with the goal of devastating the South economically and striking a decisive blow to southern morale, decided to use whole armies to conduct raids deep into the Confederacy. See pages 411–412.

a. No. General Grant was not concerned with repatriation in 1863 and did not suggest this as an “innovative strategy.” See pages 411–412.

b. No. General Grant did not attempt to organize Union loyalists in the South and did not adopt the strategy of guerrilla warfare on the part of such forces. See pages 411–412.

d. No. Flexible response is a strategy associated with President John F. Kennedy, not with General Ulysses S. Grant. See pages 411–412.

transforming fire: the civil war, 1861–1865...2. examine the social, political, and economic...

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