SlideShare ist ein Scribd-Unternehmen logo
1 von 64
The Civil War & Reconstruction
 With sectional strife over slavery’s expansion westward
  at an all time high, Americans go into the 1860
  electoral season divided.
 By the end of the year, Lincoln will be elected and
  South Carolina will secede from the Union, and the
  U.S. will be on a path toward civil war.
 Neither of these events was a foregone conclusion but
  we can look to some major political issues concerning
  Civil War era Americans and the actions of individuals
  and groups to understand why the Civil War came
  when and how it did.
 The Democratic Party remains a national party, with
  support in the North and in the South. Both sectional
  factions are anxious about the rise of the Republican Party
  and its strong opposition to slavery in the western
  territories. However, they remain divided over how to
  handle the opposition to slavery in the West.
 Two platforms emerge at the convention
   The federal government must protect slavery in the territories
   The Supreme Court’s ruling in the Dred Scott case would
    stand
 Tensions between the two result in a disrupted convention.
 Southern Democrats agree to nominate John C.
  Breckinridge
 Northern Democrats agree to nominate Stephen A.
  Douglas
 Had absorbed the Know-Nothings and Free Soilers.
 Political lions William Seward and Salmon Chase were
  obvious candidates but their abolitionist sentiments would
  make it more difficult for them to get the support of people
  who were more opposed to slavery spreading west (they
  feared they were more radical abolitionist, in the vein of
  John Brown, than they were anti-slavery).
 Abraham Lincoln, who had established himself as someone
  who opposed slavery’s existence but accepted its
  constitutional legality and opposed its extension
  westward, was an unlikely contender.
 Lincoln built his political reputation over several decades
  of work, especially with his debates with Stephen A.
  Douglas.
 Lincoln-Douglas debates
  occurred throughout 1858.
 Lincoln won most of the
  ideological points on the
  problems of slavery generally
  and in the western territories
  particularly, but he lost the
  Senate election to Douglas.
 Lincoln went on to esthimself
  as GOP contender by
  sketching out his opposition
  to slavery expanding
  westward.
 This started what became his
  path to the White House.
 In the Cooper Institute speech Lincoln laid out his agenda.
 He opposed John Brown’s raid and made a point to distance
  himself from abolitionists.
 He declared his opposition to slavery in the western
  territories but accepted its constitutional legality in
  existing states.
 He argued for conciliation between the sections.
 At the Republican convention, Lincoln and others decided
  to sketch out a platform that sidestepped hot and divisive
  issues and focused on getting elected by campaigning on a
  priority to stop slavery from spreading into the western
  territories.
Constitutional Union
Party

Former members of the
American Party (aka the
Know Nothings) mobilized
to form a new fourth party.

This party avoided such
issues as slavery and
focused on adherence to
the Constitution, support
for the Union, and existing
laws.

They nominated John Bell.
On the Eve of the
Civil War
Political cartoons such
as this illuminate the
ways that ideas about
race and sex factored
into the 1860 election.

Dred Scott is depicted
in the
center, Breckinridge
with President
Buchanan, Lincoln is
dancing with a black
woman, John Bell with
a supposed Native
American, Douglas
with a “squatter.”
 Lincoln is elected president of the U.S. in 1860 with
  little support from many of the slaveholding states in
  the Lowcountry and deep South.
 Angered over his election and concerned that he will
  either end slavery or stop its expansion, slaveholders
  begin to discuss secession from the Union. They argue
  that if the U.S. government intervenes with slavery
  that the government will violate the rights of the
  individual states and the property rights of
  slaveholders inherent to the Enlightenment, the
  American Revolution, and the establishment of the
  Constitution.
Abraham Lincoln to Alexander Stephens 12/22/1860
 Lincoln tries to assure the slaveholding South that he has
  no intentions of interfering with their right to own slaves in
  the states where slavery already exists.
 Many members of the slaveholding apparatus do not
  believe him. They see his insistence on stopping slavery
  from expanding westward and northerners’ mobilized
  opposition to slavery as threats that jeopardizes their rights
  and their livelihood.
 They decide to secede from the Union before Lincoln
  and/or northern elected officials can act.
 See this timeline from the Library of Congress for detailed
  information about secession and the course of the war.
 Contrary to popular myth, with the exception of South
  Carolina, the seceding states did not leave the Union
  immediately or easily. This is because many citizens
  opposed secession generally and without direct
  provocation particularly.
 What is more, white southerners were deeply divided:
   Fire-breathers—advocated immediate secession.
   Cooperationists—those who wanted to wait for
    provocation.
   Unionists—those who opposed secession.
 Because of these divisions, secessionists had to
 strategically maneuver their states out of the Union.
 South Carolina declared that the Constitution that the
  framers created was a compact (or an agreement or
  contract) with the states and the national government
  having separate powers.
 They argued that northern states’ refusal to accept their
  constitutionally protected right to own slaves (aiding
  fugitive slaves, passing personal liberty laws, and electing a
  president and members of Congress who were opposed to
  slavery’s westward expansion) represented a violation of
  the compact, justifying secession.
 They often cloaked their movement in the rhetoric of the
  American Revolution.
 Some states held conventions but as Stephanie McCurry
  (see Confederate Reckoning) and others show, other states
  used political machinations—playing on racial and gender
  fears, limiting voting, limiting citizenship rights, vote
  rigging, violence and intimidation—to maneuver their
  states out of the Union.
 Even within this climate, most electoral processes were
  really close, illuminating the diversity of opinion.
   Two key demographics—yeomen farmers and non-
    slaveholding whites, many of whom did not necessarily have
    as big of a stake in slavery’s existence and its extension
    westward as did many of the fire-breathing planter class.
Order of Secession

South Carolina       December 20, 1860

Mississippi          January 9, 1861

Florida              January 10, 1861

Alabama              January 11, 1861

Georgia              January 19, 1861

Louisiana            January 26, 1861

Texas                February 1, 1861

Virginia             April 17, 1861

Arkansas             May 6, 1861

North Carolina       May 20, 1861

Tennessee            June 8, 1861
James Buchanan
As the outgoing president,
Buchanan tried to avoid war
without getting too involved.

He admonished abolitionists
for “causing” the crisis.

He denied the legitimacy of
secession because the federal
government had taken no
action.

He refused to hand over federal
properties as South Carolina
had demanded.

This gave Congress time to act.
 Secession leaders argued that secession was a done deal but
  not everyone felt that way.
 Proposed Compromises:
   Enforcement of Fugitive Slave Law;
   Repeal of Personal Liberty (legislation passed by several
    northern states that prohibited state officials from helping to
    return runaway slaves to their masters);
   Constitutional amendment to protect the South against any
    further Congressional interference with slavery;
   Allow territories-turned states to make decisions on slavery
    for themselves
 President-elect Lincoln was prepared to accept most of the
  compromises but he held firm on slavery’s extension into
  the western territories.
Crittenden’s Proposed Compromise

Slavery prohibited north of 36*30’ line

Congress forbidden to abolish slavery in places under its jurisdiction under in
slave states


Congress could not abolish slavery in Washington, D.C.

Congress could not interfere with or prohibit interstate slave trade

Congress would provide full compensation to owners of fugitive slaves not
returned by northern states or municipalities


No further amendment of the Constitution could change these previous
agreements or allow Congress to interfere with or prohibit slavery
 As Eric Foner shows in The Fiery Trial, many northern members
  of Congress worked for months to avoid full secession.
 They offered a variety of resolutions included such concessions
  as a constitutional amendment declaring that Congress could
  not interfere with slavery.
 Lincoln agreed to most concessions because he understood that
  slavery was protected for the states by the Constitution.
  However, the institution had no constitutional protection in the
  western territories and Lincoln was firm in his opposition to
  slavery extending there. What is more, he was equally firm in his
  insistence that southerners respect the results of the 1860
  election and that they did not have the right to secede.
 Secessionists see Lincoln’s refusal to compromise on these
  matters as further justifying their right to secede.
 In February, political figures gathered to try to halt
  secession and avert war. Several factors undermined their
  effort:
   Missing from this gathering were representatives from what
    would be many of the seceding states (note that by this time
    SC, MS, FL, AL, LA, GA, and TX had seceded);
   The lateness of their mobilization;
   Opposition from both southern secessionists and northerners
    who argued “let them go!”
   Republicans’ seeming inability to recognize the seriousness of
    the threat of further secession and war
 Despite their inability to avoid war, the conference revealed
  the extent of support border states had for remaining in the
  Union.
 Meeting in Montgomery on February 4, 1861 to form a new
  nation, create a constitution, and elect officials.
 Analyzing the rhetoric of speeches and secession
  documents, Stephanie McCurry summarizes their mission
  as—creating a slaveholding republic that protected the
  interests of white men to own human property.
   She bases this argument on the very narrow idea of who
    constituted “the people” of the Confederacy and the policies
    and practices instituted to protect slavery. Indeed, most of the
    arguments re: “states’ rights” were centered around protecting
    slavery from interference.
 The CSA Constitution resembled the U.S. Constitution
 expect it had specific language supporting slavery.
Jefferson Davis
Long and distinguished military and
political career.

Advocate of states’ rights and
filibustering schemes in Cuba and
Nicaragua.

He opposed the secession movement
but when called to serve as president
of the CSA he did.

He was elected with great fanfare but
over the course of the war, his
support among his people declined.

After the war, he would be
tried, imprisoned, and released.
Jefferson Davis, President of the CSA, 2/18/1861
Alexander Stephens, Vice President of the CSA, 3/21/1861
Jefferson Davis, President of the CSA, 4/29/1861
Davis, Stephens, and other firebreathers revert to the
constitutional principles of “states’ rights” to explain their
actions. Neo-Confederates use the postwar apologies and
explanations as the basis for their states’ rights arguments.
See Charles B. Dew’s Apostles of Disunion: Southern Secession
Commissioners and the Causes of the Civil War.
Abraham Lincoln
Opposed secession and
argued that as president he
had to maintain authority
against disunion.

He was opposed to slavery on
principle but accepted its
constitutional legality in the
U.S.

He was not an abolitionist.

Like many anti-slavery
men, Lincoln was opposed to
slavery spreading into the
western territories largely
because it undercut the
sociopolitical opportunities of
working class white men.
Abraham Lincoln, Inaugural Address, 3/4/1860
Abraham Lincoln
At his first inauguration Lincoln
declared that the “only substantial
difference” between Confederates
and Unionists was about slavery.

Secessionists did not believe that
Lincoln and his administration
would not interfere with slavery.
They painted him as an
abolitionist who supported racial
equality.

Secessionists believed that their
fate was tied to their ability to
move westward. So Linc0ln’s
opposition to slavery’s spread was
a deal breaker.
 Lincoln, like Buchanan, refused to surrender to
  Confederates the federal government’s forts (or the
  post offices, hospitals, custom houses, and other
  public buildings).
 To avoid war, Lincoln did not repossess federal
  property seized by Confederates.
 This issue came to a head at Fort Sumter in South
  Carolina.
 Rather than abandon federal property during a
  rebellion, Lincoln authorized the provisioning of the
  fort. Confederates eventually fired on the fort, forcing
  Anderson to surrender it, igniting the war.
Major Robert
Anderson

Fort Sumter, which
was still occupied by
Major Robert
Anderson but being
harassed by
Confederates,
became the test of
whether the USA
would defend its
property from the
CSA.

Men at the fort faced
dwindling supplies.
Fort Sumter

Before the firing.

Lincoln authorized
the re-supplying of
the fort.

Confederates fired
on the fort, forcing
Anderson to
abandon it.
Fort Sumter

The image depicts
the CSA’s
bombardment of
the fort in 1861.
 Lincoln responds to the
  firing on Fort Sumter by
  calling for 75,000 men to
  suppress the
  insurrection, which was
  virtually a declaration of
  war.
   Lincoln gets the volunteers
    but when free African
    Americans volunteer for
    service, the president
    declines.
 This action becomes the
  catalyst for
  VA, AR, NC, and TN to
  secede.
War begins

This image depicts a
CSA mob’s attack on
Union soldiers in
Baltimore. In titling
the piece “The
Lexington of 1861,”
Currier and Ives are
reflecting
contemporary
rhetoric on both
sides that the war is
similar to the
American
Revolution.
 Maryland, Kentucky, Missouri, and Delaware were the four
  slaveholding states that did not secede. Their decisions
  would be crucial to both sides.
 They were generally opposed to secession and their
  economies and populations leaned toward the Union
   They had smaller populations of enslaved people;
   Slavery was not as critical to their existence. Indeed, the
    institution was declining;
   They were more modern and urban than their more southern
    counterparts;
   Unionists (rather than secessionists) dominated the political
    landscape and they steered their states away from the
    secession movement.
 Lincoln would do whatever was in his power to keep these
  states from leaving the Union and joining the Confederacy.
 Birthplaces of both Lincoln and Davis.
 Slavery is very important to residents but slaveholders did
  not dominate the political scene.
 The state’s other social and political ties were stronger re:
  the Union—many Kentuckians had relocated to other
  northern states.
 The state declares itself neutral in the secession movement
  but this was hard to maintain in a state where people chose
  sides and when both sides estd military camps within its
  borders.
   When Confederate forces seized Columbus, the state
     requested federal protection and remained within the Union.
 Confederate forces within the state tried to form a rump
  government and tensions over slavery’s continued existence
  would make Kentuckians waiver but ultimately, the state
  remained a Union state.
 Like Kentucky, Maryland’s location and its continued
  support for slavery make it crucial to boththe CSA and
  the USA.
 The majority of the population opposed secession and
  slaveholders in the state would balk at any wartime
  measure of emancipation.
 Lincoln suspended the writ of habeas corpus (against
  illegal imprisonment) from DC to Philly, which
  angered Marylanders.
   Tensions between Maryland and the USAcame to a head
    in ex parte Merryman.
   Support for the Union was ultimately proven via the
    election of candidates who supported the Union.
 Surrounded by Union states and with a very small
  population of enslaved people, Delaware constituted
  less of a threat for leaving the Union than were the
  other border states.
 Very strong Union sentiment in the state results in it
  remaining in the USA.
 Unlike, Delaware, Missouri’s location and political
    economy made it more susceptible to secession.
   Tensions over slavery’s existence dated back not only to the
    Missouri Compromise but more recently to the Kansas-
    Nebraska battles.
   The state’s population remained divided on secession.
   Guerilla warfare broke out, leading Union officials to
    intervene to maintain order.
   A shadow Confederate government mobilized and the
    struggle for control over the state continued.
   The more than 100,000 Missouri men who enlisted in the
    Union Army and the approximately 30,000 men who
    enlisted for the Confederate Army illustrates the general
    Union-leaning sentiment in the state.
 Union supporters in the western part of Virginia
  seceded and created West Virginia.
 West Virginians had long opposed slaveholders’
  domination over the states’ affairs and they were
  opposed to Virginia’s secession.
 In 1862, they maneuvered themselves out of Virginia
  and the Confederacy.
 Congress passed legislation admitting West Virginia to
  the Union over the opposition of Unionists in the
  Virginia.
 The decision of these states to remain in the Union
  granted more geographic space as well as manpower
  and war matériel to the Union.
 Lincoln would do whatever was in his power to keep
  these states from leaving the Union and joining the
  Confederacy.
 Looking at the rhetoric of secessionists in
  newspapers, journals, diaries, letters, political
  speeches, AND the ordinances of secession, we can see that
  the mission of the Confederate States of America was to
  preserve political economy rooted in slavery and extending
  right of slaveholders to carry human property into the west.
 They used language suggesting that they wanted to build
  upon what the U.S. founders created by creating a republic
  that protected slavery.
 Although “states’ rights” did appear in the
  rhetoric, hearkening back to John C. Calhoun, the primary
  right about which they were concerned states being able to
  protect was those governing slavery.
 See for example Gary Gallagher’s The Confederate War &
  Stephanie McCurry’s Confederate Reckoning.
 Looking at the rhetoric of Unionists in
 newspapers, journals, diaries, letters, political
 speeches, we can see that the mission of the United
 States of America was to preserve the Union by
 suppressing the rebellion and returning the seceded
 states to the Union.
   The mission was not to end slavery.
   When Civil War Americans used the phrase “Union,”
    they meant a democratic republic built on the principles
    of “free labor, economic opportunity, and a broad
    political franchise they considered unique in the world.”
      See Gary Gallagher’s The Union War, especially 6.
 Though Civil War Americans from both sides
  understood and said that secession was the reason for
  the war, they all knew that slavery was at the heart of
  secession (read the secession declarations if you have
  any doubts).
 Yet whites on both sides of the conflict argued that the
  war had nothing to do with African Americans.
  Indeed, when black men volunteer to serve in the
  Union Army, Lincoln rejects them. When abolitionists
  call on Lincoln to use the abolition of slavery as a tool
  for quickly winning the war, he rejects them too. It will
  take more than a year of fighting and with no end in
  sight for Lincoln to change his mind.
David Tod

When black Ohioans
volunteer to serve,
they are rejected.

Ohio Governor Tod’s
response reflects
widespread beliefs.

Don’t you know…that
this is a white man’s
government; that
white men are able to
defend and protect it?
When we want you
colored men we will
notify you.
Frederick
Douglass

Douglass embodies
African Americans’
opposition to Lincoln’s
failure to strike against
slavery and to
authorize black
enlistment.
To fight against slaveholders
without fighting against
slavery, is but a half-hearted
business, and paralyzes the
hand engaged in it…Fire must
be met with water…War for the
destruction of liberty must be
met with war for the
destruction of slavery.
 Both free and enslaved African Americans rejected the
  rhetoric of white men such as David Tod and the idea
  that the war was only about secession (stripped of
  anything relating to slavery).
 Free blacks mobilized drilling companies.
 Enslaved people’s understanding of this reality guides
  their mass exodus from plantations, farms, urban
  factories, businesses, and homes.
 Enslaved people will not only seek out Union
  forces, they will provide service as
  guides, spies, informants, and servants.
 Was the war avoidable? Yes.
    Americans on both sides could have continued to reach
     compromises in the vein of the Northwest Ordinance, the
     compromises of 1787, the Missouri Compromise, the Compromises
     of 1850, the Kansas-Nebraska Act.
    South Carolina didn’t have to use Lincoln election to the presidency
     as cause for secession, her state’s leaders could have waited for him
     to act directly against slavery.
    Lincoln could have taken more seriously the threat of secession and
     authorized a constitutional amendment allowing slavery to extend
     into the West.
    Indeed, the actions proposed by Congress during the secession
     winter could have averted war. Unfortunately, the political brokers
     on both sides would not concede enough to their opponents.
 None of these counterfactuals occurred. So, after several decades
  of fighting over slavery’s expansion and a decade of intense
  political fighting, the Civil War began.
 David Herbert Donald, et al eds., The Civil War and
    Reconstruction;
   Jean Baker, The Politics of Continuity;
   William Barney, The Road to Secession &The Secessionist
    Impulse;
   Gabor S. Boritt, ed., Why the Civil War Came;
   Daniel Crofts, Reluctant Confederates;
   Eric Foner, The Fiery Trial and Free Soil, Free Land, and Free
    Men;
   Gary Gallagher, TheUnion War &The Confederate War;
   Stephanie McCurry, Confederate Reckoning;
   Mark Neely, The Last Best Hope of Earth;
   Charles Dew, Apostles of Disunion;
   Mark Summers, The Plundering Generation;
   Ralph Wooster, The Secession Conventions of the South;
   Slave Populations: http://www.slaveryinamerica.org/geography/slave_census_1860.htm
   Census Image: http://thesocietypages.org/socimages/2010/12/11/map-of-the-last-u-s-slave-census-1860/
   1860 Election Map: http://www.learnnc.org/lp/editions/nchist-antebellum/5331.
    Crittenden Compromise: http://opinionator.blogs.nytimes.com/2010/12/13/how-lincoln-undid-the-union/
   John Bell: http://upload.wikimedia.org/wikipedia/commons/thumb/9/9f/JBell.jpg/245px-JBell.jpg
   Abraham Lincoln: http://www.historyplace.com/lincoln/lincpix/linc-2.jpg
   Stephen A. Douglas: http://www.learnnc.org/lp/media/uploads/2009/06/stephenarnolddouglas.jpg
   Political Quadrille: http://www.loc.gov/pictures/item/2008661605/
   James Buchanan: http://bradnehring.files.wordpress.com/2011/02/james-buchanan-0808-lg-17794534.jpg
    Map of secession: http://www.emersonkent.com/map_archive/united_states_secession_1860.htm
   Jefferson Davis: http://en.wikipedia.org/wiki/Jefferson_Davis
   Lincoln:
   Alexander Stephens: http://upload.wikimedia.org/wikipedia/commons/8/8a/Alexander_Stephens.jpg
   Inauguration: http://en.wikipedia.org/wiki/Abraham_Lincoln's_first_inaugural_address
   Robert Anderson: http://www.cr.nps.gov/history/online_books/hh/12/hh12b.htm
   Fort Sumter before firing: http://opinionator.blogs.nytimes.com/2011/04/09/upon-the-points-of-our-swords/ and after:
    http://www.loc.gov/exhibits/treasures/images/at0042b.1s.jpg
   South Carolina’s Ultimatum: http://opinionator.blogs.nytimes.com/2011/01/02/war-in-the-cabinet/
   David Tod: http://www.ohiohistorycentral.org/entry.php?rec=382
   Frederick Douglass: http://maap.columbia.edu/place/38.html
   Pro-Union rally in NYC: http://opinionator.blogs.nytimes.com/2011/04/19/the-great-sumter-rally-in-union-square/.
   Lexington of 1861: http://opinionator.blogs.nytimes.com/2011/05/02/shots-heard-round-the-world/
 Confederate Ascendancy;
 Campaigns from 1861-1862;

Weitere ähnliche Inhalte

Was ist angesagt?

On The Brink of War Fall 2013
On The Brink of War Fall 2013On The Brink of War Fall 2013
On The Brink of War Fall 2013
phillipgrogers
 
Jacksonian Democracy Presentation
Jacksonian Democracy PresentationJacksonian Democracy Presentation
Jacksonian Democracy Presentation
Mark Klopfenstein
 
4. reconstruction era
4. reconstruction era4. reconstruction era
4. reconstruction era
RCSDIT
 
Slavery divides a nation chapter 16
Slavery divides a nation   chapter 16Slavery divides a nation   chapter 16
Slavery divides a nation chapter 16
thstoutenburg
 
Reconstruction
ReconstructionReconstruction
Reconstruction
kwood678
 
Reconstruction (1)
Reconstruction (1)Reconstruction (1)
Reconstruction (1)
avarice190
 
Ch 15 Reconstruction
Ch 15 ReconstructionCh 15 Reconstruction
Ch 15 Reconstruction
Rick Fair
 
Road to the civil war (1)
Road to the civil war (1)Road to the civil war (1)
Road to the civil war (1)
jbello22
 

Was ist angesagt? (18)

On The Brink of War Fall 2013
On The Brink of War Fall 2013On The Brink of War Fall 2013
On The Brink of War Fall 2013
 
Jacksonian Democracy Presentation
Jacksonian Democracy PresentationJacksonian Democracy Presentation
Jacksonian Democracy Presentation
 
4. reconstruction era
4. reconstruction era4. reconstruction era
4. reconstruction era
 
Slavery divides a nation chapter 16
Slavery divides a nation   chapter 16Slavery divides a nation   chapter 16
Slavery divides a nation chapter 16
 
Reconstruction (1865-1877)
Reconstruction (1865-1877)Reconstruction (1865-1877)
Reconstruction (1865-1877)
 
Reconstruction ppt
Reconstruction pptReconstruction ppt
Reconstruction ppt
 
Reconstruction and changes in the united states
Reconstruction and changes in the united statesReconstruction and changes in the united states
Reconstruction and changes in the united states
 
Reconstruction
ReconstructionReconstruction
Reconstruction
 
SLAVERY DIVIDES THE NATION
SLAVERY DIVIDES THE NATIONSLAVERY DIVIDES THE NATION
SLAVERY DIVIDES THE NATION
 
Chapter 17 2 Pp
Chapter 17 2 PpChapter 17 2 Pp
Chapter 17 2 Pp
 
Early United States
Early United States Early United States
Early United States
 
Reconstruction presentation 2015
Reconstruction presentation 2015Reconstruction presentation 2015
Reconstruction presentation 2015
 
Reconstruction
ReconstructionReconstruction
Reconstruction
 
Reconstruction (1)
Reconstruction (1)Reconstruction (1)
Reconstruction (1)
 
Reconstruction Slideshow
Reconstruction SlideshowReconstruction Slideshow
Reconstruction Slideshow
 
Ch 15 Reconstruction
Ch 15 ReconstructionCh 15 Reconstruction
Ch 15 Reconstruction
 
Civil War Era
Civil War EraCivil War Era
Civil War Era
 
Road to the civil war (1)
Road to the civil war (1)Road to the civil war (1)
Road to the civil war (1)
 

Andere mochten auch

Andere mochten auch (6)

Emancipation Proclamation to Total War
Emancipation Proclamation to Total WarEmancipation Proclamation to Total War
Emancipation Proclamation to Total War
 
Confederate Ascendancy to the Eve of Emancipation
Confederate Ascendancy to the Eve of EmancipationConfederate Ascendancy to the Eve of Emancipation
Confederate Ascendancy to the Eve of Emancipation
 
15 1850s road tosecession
15 1850s road tosecession 15 1850s road tosecession
15 1850s road tosecession
 
Union & Confederate Homefronts & the Collapse of the Confederacy
Union & Confederate Homefronts & the Collapse of the ConfederacyUnion & Confederate Homefronts & the Collapse of the Confederacy
Union & Confederate Homefronts & the Collapse of the Confederacy
 
The Sectional Crises
The Sectional CrisesThe Sectional Crises
The Sectional Crises
 
American Slavery
American Slavery American Slavery
American Slavery
 

Ähnlich wie "Why A Lincoln Presidency Meant War"

5 1860 to-t._roosevelt-5
5 1860 to-t._roosevelt-55 1860 to-t._roosevelt-5
5 1860 to-t._roosevelt-5
smh0203
 
Political realignment2
Political realignment2Political realignment2
Political realignment2
mrsshipman
 
1 Introduction African Americans And The Civil War
 1 Introduction African Americans And The Civil War  1 Introduction African Americans And The Civil War
1 Introduction African Americans And The Civil War
MargaritoWhitt221
 
Classmate 1 The Rise of the Republican Party Th.docx
Classmate 1 The Rise of the Republican Party      Th.docxClassmate 1 The Rise of the Republican Party      Th.docx
Classmate 1 The Rise of the Republican Party Th.docx
monicafrancis71118
 
Civil war 1850's issues.ppt
Civil war 1850's issues.pptCivil war 1850's issues.ppt
Civil war 1850's issues.ppt
virtualcampus
 
Causes of the civil war 2013 (3)
Causes of the civil war   2013 (3)Causes of the civil war   2013 (3)
Causes of the civil war 2013 (3)
dstnrainey
 
Causes of the Civil War
Causes of the Civil WarCauses of the Civil War
Causes of the Civil War
CoachPinto
 
Lincoln, War, and the Slaughter of the American Working Class.docx
Lincoln, War, and the Slaughter of the American Working Class.docxLincoln, War, and the Slaughter of the American Working Class.docx
Lincoln, War, and the Slaughter of the American Working Class.docx
smile790243
 
Key Events Leading to the Civil War
Key Events Leading to the Civil WarKey Events Leading to the Civil War
Key Events Leading to the Civil War
mrmurray
 
Causes of civil war smith
Causes of civil war smithCauses of civil war smith
Causes of civil war smith
Terry History
 

Ähnlich wie "Why A Lincoln Presidency Meant War" (20)

Causes Of Civil War
Causes Of Civil WarCauses Of Civil War
Causes Of Civil War
 
5 1860 to-t._roosevelt-5
5 1860 to-t._roosevelt-55 1860 to-t._roosevelt-5
5 1860 to-t._roosevelt-5
 
Causes Of The Civil War
Causes Of The Civil WarCauses Of The Civil War
Causes Of The Civil War
 
Blog notes
Blog notesBlog notes
Blog notes
 
Blog notes
Blog notesBlog notes
Blog notes
 
Political realignment2
Political realignment2Political realignment2
Political realignment2
 
Civil war agendas
Civil war agendasCivil war agendas
Civil war agendas
 
1 Introduction African Americans And The Civil War
 1 Introduction African Americans And The Civil War  1 Introduction African Americans And The Civil War
1 Introduction African Americans And The Civil War
 
Classmate 1 The Rise of the Republican Party Th.docx
Classmate 1 The Rise of the Republican Party      Th.docxClassmate 1 The Rise of the Republican Party      Th.docx
Classmate 1 The Rise of the Republican Party Th.docx
 
Civil war 1850's issues.ppt
Civil war 1850's issues.pptCivil war 1850's issues.ppt
Civil war 1850's issues.ppt
 
Sectional crisis
Sectional crisisSectional crisis
Sectional crisis
 
Causes of the civil war 2013 (3)
Causes of the civil war   2013 (3)Causes of the civil war   2013 (3)
Causes of the civil war 2013 (3)
 
Causes of the Civil War
Causes of the Civil WarCauses of the Civil War
Causes of the Civil War
 
Chapter 15 a divided nation
Chapter 15 a divided nationChapter 15 a divided nation
Chapter 15 a divided nation
 
Lincoln, War, and the Slaughter of the American Working Class.docx
Lincoln, War, and the Slaughter of the American Working Class.docxLincoln, War, and the Slaughter of the American Working Class.docx
Lincoln, War, and the Slaughter of the American Working Class.docx
 
US History Chapter 15
US History Chapter 15US History Chapter 15
US History Chapter 15
 
LOAPUSH 19
LOAPUSH 19LOAPUSH 19
LOAPUSH 19
 
Key Events Leading to the Civil War
Key Events Leading to the Civil WarKey Events Leading to the Civil War
Key Events Leading to the Civil War
 
Causes of civil war smith
Causes of civil war smithCauses of civil war smith
Causes of civil war smith
 
Pageant 13th ch19 lecture pp
Pageant 13th ch19 lecture ppPageant 13th ch19 lecture pp
Pageant 13th ch19 lecture pp
 

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxOn_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 

"Why A Lincoln Presidency Meant War"

  • 1. The Civil War & Reconstruction
  • 2.
  • 3.  With sectional strife over slavery’s expansion westward at an all time high, Americans go into the 1860 electoral season divided.  By the end of the year, Lincoln will be elected and South Carolina will secede from the Union, and the U.S. will be on a path toward civil war.  Neither of these events was a foregone conclusion but we can look to some major political issues concerning Civil War era Americans and the actions of individuals and groups to understand why the Civil War came when and how it did.
  • 4.
  • 5.
  • 6.  The Democratic Party remains a national party, with support in the North and in the South. Both sectional factions are anxious about the rise of the Republican Party and its strong opposition to slavery in the western territories. However, they remain divided over how to handle the opposition to slavery in the West.  Two platforms emerge at the convention  The federal government must protect slavery in the territories  The Supreme Court’s ruling in the Dred Scott case would stand  Tensions between the two result in a disrupted convention.
  • 7.  Southern Democrats agree to nominate John C. Breckinridge  Northern Democrats agree to nominate Stephen A. Douglas
  • 8.  Had absorbed the Know-Nothings and Free Soilers.  Political lions William Seward and Salmon Chase were obvious candidates but their abolitionist sentiments would make it more difficult for them to get the support of people who were more opposed to slavery spreading west (they feared they were more radical abolitionist, in the vein of John Brown, than they were anti-slavery).  Abraham Lincoln, who had established himself as someone who opposed slavery’s existence but accepted its constitutional legality and opposed its extension westward, was an unlikely contender.  Lincoln built his political reputation over several decades of work, especially with his debates with Stephen A. Douglas.
  • 9.  Lincoln-Douglas debates occurred throughout 1858.  Lincoln won most of the ideological points on the problems of slavery generally and in the western territories particularly, but he lost the Senate election to Douglas.  Lincoln went on to esthimself as GOP contender by sketching out his opposition to slavery expanding westward.  This started what became his path to the White House.
  • 10.  In the Cooper Institute speech Lincoln laid out his agenda.  He opposed John Brown’s raid and made a point to distance himself from abolitionists.  He declared his opposition to slavery in the western territories but accepted its constitutional legality in existing states.  He argued for conciliation between the sections.  At the Republican convention, Lincoln and others decided to sketch out a platform that sidestepped hot and divisive issues and focused on getting elected by campaigning on a priority to stop slavery from spreading into the western territories.
  • 11. Constitutional Union Party Former members of the American Party (aka the Know Nothings) mobilized to form a new fourth party. This party avoided such issues as slavery and focused on adherence to the Constitution, support for the Union, and existing laws. They nominated John Bell.
  • 12. On the Eve of the Civil War Political cartoons such as this illuminate the ways that ideas about race and sex factored into the 1860 election. Dred Scott is depicted in the center, Breckinridge with President Buchanan, Lincoln is dancing with a black woman, John Bell with a supposed Native American, Douglas with a “squatter.”
  • 13.
  • 14.  Lincoln is elected president of the U.S. in 1860 with little support from many of the slaveholding states in the Lowcountry and deep South.  Angered over his election and concerned that he will either end slavery or stop its expansion, slaveholders begin to discuss secession from the Union. They argue that if the U.S. government intervenes with slavery that the government will violate the rights of the individual states and the property rights of slaveholders inherent to the Enlightenment, the American Revolution, and the establishment of the Constitution.
  • 15. Abraham Lincoln to Alexander Stephens 12/22/1860
  • 16.  Lincoln tries to assure the slaveholding South that he has no intentions of interfering with their right to own slaves in the states where slavery already exists.  Many members of the slaveholding apparatus do not believe him. They see his insistence on stopping slavery from expanding westward and northerners’ mobilized opposition to slavery as threats that jeopardizes their rights and their livelihood.  They decide to secede from the Union before Lincoln and/or northern elected officials can act.  See this timeline from the Library of Congress for detailed information about secession and the course of the war.
  • 17.  Contrary to popular myth, with the exception of South Carolina, the seceding states did not leave the Union immediately or easily. This is because many citizens opposed secession generally and without direct provocation particularly.  What is more, white southerners were deeply divided:  Fire-breathers—advocated immediate secession.  Cooperationists—those who wanted to wait for provocation.  Unionists—those who opposed secession.  Because of these divisions, secessionists had to strategically maneuver their states out of the Union.
  • 18.  South Carolina declared that the Constitution that the framers created was a compact (or an agreement or contract) with the states and the national government having separate powers.  They argued that northern states’ refusal to accept their constitutionally protected right to own slaves (aiding fugitive slaves, passing personal liberty laws, and electing a president and members of Congress who were opposed to slavery’s westward expansion) represented a violation of the compact, justifying secession.  They often cloaked their movement in the rhetoric of the American Revolution.
  • 19.
  • 20.  Some states held conventions but as Stephanie McCurry (see Confederate Reckoning) and others show, other states used political machinations—playing on racial and gender fears, limiting voting, limiting citizenship rights, vote rigging, violence and intimidation—to maneuver their states out of the Union.  Even within this climate, most electoral processes were really close, illuminating the diversity of opinion.  Two key demographics—yeomen farmers and non- slaveholding whites, many of whom did not necessarily have as big of a stake in slavery’s existence and its extension westward as did many of the fire-breathing planter class.
  • 21.
  • 22. Order of Secession South Carolina December 20, 1860 Mississippi January 9, 1861 Florida January 10, 1861 Alabama January 11, 1861 Georgia January 19, 1861 Louisiana January 26, 1861 Texas February 1, 1861 Virginia April 17, 1861 Arkansas May 6, 1861 North Carolina May 20, 1861 Tennessee June 8, 1861
  • 23. James Buchanan As the outgoing president, Buchanan tried to avoid war without getting too involved. He admonished abolitionists for “causing” the crisis. He denied the legitimacy of secession because the federal government had taken no action. He refused to hand over federal properties as South Carolina had demanded. This gave Congress time to act.
  • 24.  Secession leaders argued that secession was a done deal but not everyone felt that way.  Proposed Compromises:  Enforcement of Fugitive Slave Law;  Repeal of Personal Liberty (legislation passed by several northern states that prohibited state officials from helping to return runaway slaves to their masters);  Constitutional amendment to protect the South against any further Congressional interference with slavery;  Allow territories-turned states to make decisions on slavery for themselves  President-elect Lincoln was prepared to accept most of the compromises but he held firm on slavery’s extension into the western territories.
  • 25. Crittenden’s Proposed Compromise Slavery prohibited north of 36*30’ line Congress forbidden to abolish slavery in places under its jurisdiction under in slave states Congress could not abolish slavery in Washington, D.C. Congress could not interfere with or prohibit interstate slave trade Congress would provide full compensation to owners of fugitive slaves not returned by northern states or municipalities No further amendment of the Constitution could change these previous agreements or allow Congress to interfere with or prohibit slavery
  • 26.
  • 27.  As Eric Foner shows in The Fiery Trial, many northern members of Congress worked for months to avoid full secession.  They offered a variety of resolutions included such concessions as a constitutional amendment declaring that Congress could not interfere with slavery.  Lincoln agreed to most concessions because he understood that slavery was protected for the states by the Constitution. However, the institution had no constitutional protection in the western territories and Lincoln was firm in his opposition to slavery extending there. What is more, he was equally firm in his insistence that southerners respect the results of the 1860 election and that they did not have the right to secede.  Secessionists see Lincoln’s refusal to compromise on these matters as further justifying their right to secede.
  • 28.  In February, political figures gathered to try to halt secession and avert war. Several factors undermined their effort:  Missing from this gathering were representatives from what would be many of the seceding states (note that by this time SC, MS, FL, AL, LA, GA, and TX had seceded);  The lateness of their mobilization;  Opposition from both southern secessionists and northerners who argued “let them go!”  Republicans’ seeming inability to recognize the seriousness of the threat of further secession and war  Despite their inability to avoid war, the conference revealed the extent of support border states had for remaining in the Union.
  • 29.  Meeting in Montgomery on February 4, 1861 to form a new nation, create a constitution, and elect officials.  Analyzing the rhetoric of speeches and secession documents, Stephanie McCurry summarizes their mission as—creating a slaveholding republic that protected the interests of white men to own human property.  She bases this argument on the very narrow idea of who constituted “the people” of the Confederacy and the policies and practices instituted to protect slavery. Indeed, most of the arguments re: “states’ rights” were centered around protecting slavery from interference.  The CSA Constitution resembled the U.S. Constitution expect it had specific language supporting slavery.
  • 30. Jefferson Davis Long and distinguished military and political career. Advocate of states’ rights and filibustering schemes in Cuba and Nicaragua. He opposed the secession movement but when called to serve as president of the CSA he did. He was elected with great fanfare but over the course of the war, his support among his people declined. After the war, he would be tried, imprisoned, and released.
  • 31. Jefferson Davis, President of the CSA, 2/18/1861
  • 32. Alexander Stephens, Vice President of the CSA, 3/21/1861
  • 33. Jefferson Davis, President of the CSA, 4/29/1861
  • 34. Davis, Stephens, and other firebreathers revert to the constitutional principles of “states’ rights” to explain their actions. Neo-Confederates use the postwar apologies and explanations as the basis for their states’ rights arguments.
  • 35. See Charles B. Dew’s Apostles of Disunion: Southern Secession Commissioners and the Causes of the Civil War.
  • 36. Abraham Lincoln Opposed secession and argued that as president he had to maintain authority against disunion. He was opposed to slavery on principle but accepted its constitutional legality in the U.S. He was not an abolitionist. Like many anti-slavery men, Lincoln was opposed to slavery spreading into the western territories largely because it undercut the sociopolitical opportunities of working class white men.
  • 37. Abraham Lincoln, Inaugural Address, 3/4/1860
  • 38.
  • 39. Abraham Lincoln At his first inauguration Lincoln declared that the “only substantial difference” between Confederates and Unionists was about slavery. Secessionists did not believe that Lincoln and his administration would not interfere with slavery. They painted him as an abolitionist who supported racial equality. Secessionists believed that their fate was tied to their ability to move westward. So Linc0ln’s opposition to slavery’s spread was a deal breaker.
  • 40.  Lincoln, like Buchanan, refused to surrender to Confederates the federal government’s forts (or the post offices, hospitals, custom houses, and other public buildings).  To avoid war, Lincoln did not repossess federal property seized by Confederates.  This issue came to a head at Fort Sumter in South Carolina.  Rather than abandon federal property during a rebellion, Lincoln authorized the provisioning of the fort. Confederates eventually fired on the fort, forcing Anderson to surrender it, igniting the war.
  • 41. Major Robert Anderson Fort Sumter, which was still occupied by Major Robert Anderson but being harassed by Confederates, became the test of whether the USA would defend its property from the CSA. Men at the fort faced dwindling supplies.
  • 42. Fort Sumter Before the firing. Lincoln authorized the re-supplying of the fort. Confederates fired on the fort, forcing Anderson to abandon it.
  • 43. Fort Sumter The image depicts the CSA’s bombardment of the fort in 1861.
  • 44.  Lincoln responds to the firing on Fort Sumter by calling for 75,000 men to suppress the insurrection, which was virtually a declaration of war.  Lincoln gets the volunteers but when free African Americans volunteer for service, the president declines.  This action becomes the catalyst for VA, AR, NC, and TN to secede.
  • 45.
  • 46. War begins This image depicts a CSA mob’s attack on Union soldiers in Baltimore. In titling the piece “The Lexington of 1861,” Currier and Ives are reflecting contemporary rhetoric on both sides that the war is similar to the American Revolution.
  • 47.  Maryland, Kentucky, Missouri, and Delaware were the four slaveholding states that did not secede. Their decisions would be crucial to both sides.  They were generally opposed to secession and their economies and populations leaned toward the Union  They had smaller populations of enslaved people;  Slavery was not as critical to their existence. Indeed, the institution was declining;  They were more modern and urban than their more southern counterparts;  Unionists (rather than secessionists) dominated the political landscape and they steered their states away from the secession movement.  Lincoln would do whatever was in his power to keep these states from leaving the Union and joining the Confederacy.
  • 48.  Birthplaces of both Lincoln and Davis.  Slavery is very important to residents but slaveholders did not dominate the political scene.  The state’s other social and political ties were stronger re: the Union—many Kentuckians had relocated to other northern states.  The state declares itself neutral in the secession movement but this was hard to maintain in a state where people chose sides and when both sides estd military camps within its borders.  When Confederate forces seized Columbus, the state requested federal protection and remained within the Union.  Confederate forces within the state tried to form a rump government and tensions over slavery’s continued existence would make Kentuckians waiver but ultimately, the state remained a Union state.
  • 49.  Like Kentucky, Maryland’s location and its continued support for slavery make it crucial to boththe CSA and the USA.  The majority of the population opposed secession and slaveholders in the state would balk at any wartime measure of emancipation.  Lincoln suspended the writ of habeas corpus (against illegal imprisonment) from DC to Philly, which angered Marylanders.  Tensions between Maryland and the USAcame to a head in ex parte Merryman.  Support for the Union was ultimately proven via the election of candidates who supported the Union.
  • 50.  Surrounded by Union states and with a very small population of enslaved people, Delaware constituted less of a threat for leaving the Union than were the other border states.  Very strong Union sentiment in the state results in it remaining in the USA.
  • 51.  Unlike, Delaware, Missouri’s location and political economy made it more susceptible to secession.  Tensions over slavery’s existence dated back not only to the Missouri Compromise but more recently to the Kansas- Nebraska battles.  The state’s population remained divided on secession.  Guerilla warfare broke out, leading Union officials to intervene to maintain order.  A shadow Confederate government mobilized and the struggle for control over the state continued.  The more than 100,000 Missouri men who enlisted in the Union Army and the approximately 30,000 men who enlisted for the Confederate Army illustrates the general Union-leaning sentiment in the state.
  • 52.  Union supporters in the western part of Virginia seceded and created West Virginia.  West Virginians had long opposed slaveholders’ domination over the states’ affairs and they were opposed to Virginia’s secession.  In 1862, they maneuvered themselves out of Virginia and the Confederacy.  Congress passed legislation admitting West Virginia to the Union over the opposition of Unionists in the Virginia.
  • 53.  The decision of these states to remain in the Union granted more geographic space as well as manpower and war matériel to the Union.  Lincoln would do whatever was in his power to keep these states from leaving the Union and joining the Confederacy.
  • 54.
  • 55.  Looking at the rhetoric of secessionists in newspapers, journals, diaries, letters, political speeches, AND the ordinances of secession, we can see that the mission of the Confederate States of America was to preserve political economy rooted in slavery and extending right of slaveholders to carry human property into the west.  They used language suggesting that they wanted to build upon what the U.S. founders created by creating a republic that protected slavery.  Although “states’ rights” did appear in the rhetoric, hearkening back to John C. Calhoun, the primary right about which they were concerned states being able to protect was those governing slavery.  See for example Gary Gallagher’s The Confederate War & Stephanie McCurry’s Confederate Reckoning.
  • 56.  Looking at the rhetoric of Unionists in newspapers, journals, diaries, letters, political speeches, we can see that the mission of the United States of America was to preserve the Union by suppressing the rebellion and returning the seceded states to the Union.  The mission was not to end slavery.  When Civil War Americans used the phrase “Union,” they meant a democratic republic built on the principles of “free labor, economic opportunity, and a broad political franchise they considered unique in the world.”  See Gary Gallagher’s The Union War, especially 6.
  • 57.  Though Civil War Americans from both sides understood and said that secession was the reason for the war, they all knew that slavery was at the heart of secession (read the secession declarations if you have any doubts).  Yet whites on both sides of the conflict argued that the war had nothing to do with African Americans. Indeed, when black men volunteer to serve in the Union Army, Lincoln rejects them. When abolitionists call on Lincoln to use the abolition of slavery as a tool for quickly winning the war, he rejects them too. It will take more than a year of fighting and with no end in sight for Lincoln to change his mind.
  • 58. David Tod When black Ohioans volunteer to serve, they are rejected. Ohio Governor Tod’s response reflects widespread beliefs. Don’t you know…that this is a white man’s government; that white men are able to defend and protect it? When we want you colored men we will notify you.
  • 59. Frederick Douglass Douglass embodies African Americans’ opposition to Lincoln’s failure to strike against slavery and to authorize black enlistment. To fight against slaveholders without fighting against slavery, is but a half-hearted business, and paralyzes the hand engaged in it…Fire must be met with water…War for the destruction of liberty must be met with war for the destruction of slavery.
  • 60.  Both free and enslaved African Americans rejected the rhetoric of white men such as David Tod and the idea that the war was only about secession (stripped of anything relating to slavery).  Free blacks mobilized drilling companies.  Enslaved people’s understanding of this reality guides their mass exodus from plantations, farms, urban factories, businesses, and homes.  Enslaved people will not only seek out Union forces, they will provide service as guides, spies, informants, and servants.
  • 61.  Was the war avoidable? Yes.  Americans on both sides could have continued to reach compromises in the vein of the Northwest Ordinance, the compromises of 1787, the Missouri Compromise, the Compromises of 1850, the Kansas-Nebraska Act.  South Carolina didn’t have to use Lincoln election to the presidency as cause for secession, her state’s leaders could have waited for him to act directly against slavery.  Lincoln could have taken more seriously the threat of secession and authorized a constitutional amendment allowing slavery to extend into the West.  Indeed, the actions proposed by Congress during the secession winter could have averted war. Unfortunately, the political brokers on both sides would not concede enough to their opponents.  None of these counterfactuals occurred. So, after several decades of fighting over slavery’s expansion and a decade of intense political fighting, the Civil War began.
  • 62.  David Herbert Donald, et al eds., The Civil War and Reconstruction;  Jean Baker, The Politics of Continuity;  William Barney, The Road to Secession &The Secessionist Impulse;  Gabor S. Boritt, ed., Why the Civil War Came;  Daniel Crofts, Reluctant Confederates;  Eric Foner, The Fiery Trial and Free Soil, Free Land, and Free Men;  Gary Gallagher, TheUnion War &The Confederate War;  Stephanie McCurry, Confederate Reckoning;  Mark Neely, The Last Best Hope of Earth;  Charles Dew, Apostles of Disunion;  Mark Summers, The Plundering Generation;  Ralph Wooster, The Secession Conventions of the South;
  • 63. Slave Populations: http://www.slaveryinamerica.org/geography/slave_census_1860.htm  Census Image: http://thesocietypages.org/socimages/2010/12/11/map-of-the-last-u-s-slave-census-1860/  1860 Election Map: http://www.learnnc.org/lp/editions/nchist-antebellum/5331. Crittenden Compromise: http://opinionator.blogs.nytimes.com/2010/12/13/how-lincoln-undid-the-union/  John Bell: http://upload.wikimedia.org/wikipedia/commons/thumb/9/9f/JBell.jpg/245px-JBell.jpg  Abraham Lincoln: http://www.historyplace.com/lincoln/lincpix/linc-2.jpg  Stephen A. Douglas: http://www.learnnc.org/lp/media/uploads/2009/06/stephenarnolddouglas.jpg  Political Quadrille: http://www.loc.gov/pictures/item/2008661605/  James Buchanan: http://bradnehring.files.wordpress.com/2011/02/james-buchanan-0808-lg-17794534.jpg  Map of secession: http://www.emersonkent.com/map_archive/united_states_secession_1860.htm  Jefferson Davis: http://en.wikipedia.org/wiki/Jefferson_Davis  Lincoln:  Alexander Stephens: http://upload.wikimedia.org/wikipedia/commons/8/8a/Alexander_Stephens.jpg  Inauguration: http://en.wikipedia.org/wiki/Abraham_Lincoln's_first_inaugural_address  Robert Anderson: http://www.cr.nps.gov/history/online_books/hh/12/hh12b.htm  Fort Sumter before firing: http://opinionator.blogs.nytimes.com/2011/04/09/upon-the-points-of-our-swords/ and after: http://www.loc.gov/exhibits/treasures/images/at0042b.1s.jpg  South Carolina’s Ultimatum: http://opinionator.blogs.nytimes.com/2011/01/02/war-in-the-cabinet/  David Tod: http://www.ohiohistorycentral.org/entry.php?rec=382  Frederick Douglass: http://maap.columbia.edu/place/38.html  Pro-Union rally in NYC: http://opinionator.blogs.nytimes.com/2011/04/19/the-great-sumter-rally-in-union-square/.  Lexington of 1861: http://opinionator.blogs.nytimes.com/2011/05/02/shots-heard-round-the-world/
  • 64.  Confederate Ascendancy;  Campaigns from 1861-1862;

Hinweis der Redaktion

  1. http://www.slaveryinamerica.org/geography/slave_census_1860.htm. Date accessed: 6/4/2012. The Civil War and Reconstruction
  2. The Civil War and Reconstruction
  3. http://thesocietypages.org/socimages/2010/12/11/map-of-the-last-u-s-slave-census-1860/. Date accessed: 6/4/2012. The Civil War and Reconstruction
  4. The Civil War and Reconstruction
  5. The Civil War and Reconstruction
  6. The Civil War and Reconstruction
  7. http://www.loc.gov/pictures/item/2008661605/. The Civil War and Reconstruction
  8. The Civil War and Reconstruction
  9. The Civil War and Reconstruction
  10. The Civil War and Reconstruction
  11. http://opinionator.blogs.nytimes.com/2011/01/02/war-in-the-cabinet/. Date accessed: 7/9/2012.
  12. The Civil War and Reconstruction
  13. http://www.emersonkent.com/map_archive/united_states_secession_1860.htm. Date accessed: 6/4/2012. The Civil War and Reconstruction
  14. The Civil War and Reconstruction
  15. http://bradnehring.files.wordpress.com/2011/02/james-buchanan-0808-lg-17794534.jpg. The Civil War and Reconstruction
  16. The Civil War and Reconstruction
  17. The Civil War and Reconstruction
  18. http://opinionator.blogs.nytimes.com/2010/12/13/how-lincoln-undid-the-union/. Date accessed: 7/9/2012.
  19. The Civil War and Reconstruction
  20. The Civil War and Reconstruction
  21. The Civil War and Reconstruction
  22. http://en.wikipedia.org/wiki/Jefferson_Davis. Date accessed: 6/4/2012. The Civil War and Reconstruction
  23. The Civil War and Reconstruction
  24. The Civil War and Reconstruction
  25. The Civil War and Reconstruction
  26. The Civil War and Reconstruction
  27. The Civil War and Reconstruction
  28. The Civil War and Reconstruction
  29. The Civil War and Reconstruction
  30. http://en.wikipedia.org/wiki/Abraham_Lincoln's_first_inaugural_address. Date accessed: 6/4/2012. The Civil War and Reconstruction
  31. The Civil War and Reconstruction
  32. The Civil War and Reconstruction
  33. http://www.cr.nps.gov/history/online_books/hh/12/hh12b.htm. Date accessed: 6/8/2012
  34. http://opinionator.blogs.nytimes.com/2011/04/09/upon-the-points-of-our-swords/. Date accessed: /79/2012.
  35. http://www.loc.gov/exhibits/treasures/images/at0042b.1s.jpg
  36. The Civil War and Reconstruction
  37. http://opinionator.blogs.nytimes.com/2011/04/19/the-great-sumter-rally-in-union-square/. The Civil War and Reconstruction
  38. http://opinionator.blogs.nytimes.com/2011/05/02/shots-heard-round-the-world/. Date accessed: 6/23/2012.
  39. The Civil War and Reconstruction
  40. The Civil War and Reconstruction
  41. The Civil War and Reconstruction
  42. The Civil War and Reconstruction
  43. The Civil War and Reconstruction
  44. The Civil War and Reconstruction
  45. The Civil War and Reconstruction
  46. http://en.wikipedia.org/wiki/File:American_Secession_War_map.png.The Civil War and Reconstruction
  47. The Civil War and Reconstruction
  48. The Civil War and Reconstruction
  49. The Civil War and Reconstruction
  50. http://www.ohiohistorycentral.org/entry.php?rec=382. 7/9/2012. The Civil War and Reconstruction
  51. http://maap.columbia.edu/place/38.html. 7/9/2012. The Civil War and Reconstruction
  52. The Civil War and Reconstruction
  53. The Civil War and Reconstruction