Who was in a better position going into the war? 2J America: A Nation Divided, c1845–1877

FLIP LEARNING TASK: You will need to research and create a top trump card on each of the following individuals (inc. a picture too!): Jefferson Davis P.G.T. Beauregard ‘Stonewall’ Jackson’ Robert E. Lee Joseph Johnston Albert S. Johnston John B. Hood James Longstreet Abraham Lincoln McDowell McClellan Burnside Hooker Meade Grant Sherman Buell Thomas Your task for today was to complete a set of Top Trump cards for the following generals and take not of the points below: With each one consider the following: Position/role Experience Success Controversy Interesting fact Whilst I come around and check your work, using your homework explain which side had the stronger leadership and why

What was the position of both sides at the start of the war? Union Confederate Lincoln (p. 124-127) Lincoln’s Cabinet (p. 127) Lincoln’s Congress (p. 128) Opposition: Copperheads, Clement Vallandigham and NY Draft Riots (p. 132 -134) voluntary associations (p. 129) military resources (look at diagram on p. 145 and p. 147 – 152) (Also look at the advantages section on p. 144-45) Jefferson Davis (p. 114) Jefferson Davis’s Cabinet (p. 115) the Confederate Congress (p.115) Opposition: draft evaders(pp.122-3) civil liberties (p.116) voluntary associations (p.117) (Also look at advantages p. 146) TASK: Get out your notes and hexagon sheet On a whiteboard, decide which headings refer to political issues, and which headings refer to military issues Colour code military and political issues on your hexagon sheets/notes.

How strong was each side going into the war? Now that you have looked at each side in detail, lets think about how strong each side was both politically and militarily. Summaries the following in 20 words Confederate political situation Confederate military situation Union political situation Union military situation Confederate political – new! Weak at the top, turbulent, Confederate military – low opposition, reflected in types of opposition and in the voluntary associations Union political – strong, motivated, imbalance of political and military focus but does not necessarily mean that things are going wrong Union military – access to resources 4

Issues specific to the Confederacy State Rights 116 Died of Democracy 116 Rich Man’s war, poor man’s fight 123 I will go through the issues above. Then using the textbook (with the same information) – write a paragraph on each, starting with the Confederacy’s biggest weaknesses and ending with their smallest weakness. In your paragraph you need to justify why it is the biggest/middle/smallest weaknesses (PEE). WEAKNESS OF THE CONFEDERATE ARMY

States Rights Need full cooperation of your states Central govt. to make most of resources Some states don’t want Richmond to have too much power Resist many of Davis’s efforts Governor Joseph Brown – not working for the common cause e.g. opposed conscription and exempted thousands from the draft by enrolling them into bogus state militia units Most do cooperate All 28 state governors were committed Impressed slaves and declared martial law Rich man poor man Conscription & class conflict Hiring substitutes Exempting (managerial role 20+ slaves) Few shirked military duty in reality Become critical of planter led govt. Opposition not class based Regional perhaps (upland) Most commit until the end Only wavers when battered to submission

Died of Democracy? 1862 Davis (quote) Protecting individual rights seemed a main aim David Donald – cost them the war NOT convincing Idea that Davis could create a government that suppressed civil liberties and that it would have won if so is nonsense Davis was fighting for traditional American values 1862 Davis declares martial law Suspended the writ of habeas corpus so draft evaders are not apprehended NOT total freedom of speech Vigilantes destroy opposition papers

How valuable is this extract to an historian studying why the Civil War broke out in 1861? Such of you as are now dissatisfied still have the old Constitution unimpaired, and, on the sensitive point, the laws of your own framing under it; while the new Administration will have no immediate power, if it would, to change either. If it were admitted that you who are dissatisfied hold the right side in the dispute, there still is no single good reason for precipitate action. Intelligence, patriotism, Christianity, and a firm reliance on Him who has never yet forsaken this favored land are still competent to adjust in the best way all our present difficulty. In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to "preserve, protect, and defend it.“ I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory, stretching from every battlefield and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of the Union, when again touched, as surely they will be, by the better angels of our nature. Lincoln’s inaugural address March 4th 1861

Peer Assessment Level Grade Provenance Tone Content and argument Very Good understanding of provenance: author, date, audience, purpose, type (e.g. speech) effectively used to evaluate value with secure judgements reached Very good understanding of Tone (formal, persuasive, angry, satirical, emotive etc) effectively used to evaluate value with secure judgements reached Very good understanding of content and argument effectively used to evaluate value with secure judgements reached Level 4 A- 8 B- 7 Good understanding of provenance: author, date, audience, purpose, type (e.g. speech) used to evaluate value with some judgements reached good understanding of Tone (formal, persuasive, angry, satirical, emotive etc) used to evaluate value with some judgements reached Good understanding of content and argument effectively used to evaluate value with some judgements reached Level 3   C- 6 D- 5 Reasonable understanding of provenance: author, date, audience, purpose, type (e.g. speech) comments on value with some evaluation Reasonable understanding of Tone (formal, persuasive, angry, satirical, emotive etc)) comments on value with some evaluation Reasonable understanding of content and argument ) comments on value with some evaluation Level 2 E- 4 U- 3 Provides some accurate comment on understanding of provenance: author, date, audience, purpose, type (e.g. speech) comments on value with limited evaluation Some understanding of Tone (formal, persuasive, angry, satirical, emotive etc) comments on value with limited evaluation Some understanding of content and argument comments on value with limited evaluation Level 1 U- 2-0 A little understanding of provenance: author, date, audience, purpose, type (e.g. speech) little if any comment on value A little understanding of Tone (formal, persuasive, angry, satirical, emotive etc) little if any comment on value A little understanding of content and argument little if any comment on value

Provenance Point Evidence Explain Abraham Lincoln 4th March 1861 Lincoln 1st republican President, reputation as being honest. His election caused an outcry in the South as seen as representing only the North- not even on ballot paper in 9 Southern States. This is his first speech as President and he wants to reduce the sectional tension. He and his election are however central to the tension and the south remember his ‘House divided speech’ Does Abraham Lincoln have insight to the reasons for the outbreak of war? Is Abraham Lincoln a significant author? 4th March 1861 South Carolina and other Deep South states have already seceded: South Carolina (seceded December 20, 1860), Mississippi (seceded January 9, 1861), Florida (seceded January 10, 1861), Alabama (seceded January 11, 1861), Georgia (seceded January 19, 1861), Louisiana (seceded January 26, 1861), Texas (seceded February 1, 1861), Virginia (seceded April 17, 1861), Lincoln is trying to halt secession and prevent a permanent split. He needs to be mindful of the response in these states and the upper South to anything he says whilst also appealing to those who elected him Is the date significant in relation to outbreak of war?

Provenance Point Evidence Explain American people There would have been a large crowd to hear the speech but more importantly it would be widely reported across the country and internationally. Essentially Lincoln is addressing the American people as a whole at a moment of crisis Is the audience large? Is the audience significant? Speech Public and official speech. Needs to come across Presidentially. Must project strength but also be conciliatory- considered an excellent piece of oratory. How does this impact the insight you can gain into the outbreak of war?

Tone Point Evidence Explain Firm Religious Conciliatory The Government will not assail you. You can have no conflict without being yourselves the aggressors. Does the tone suggest a strength in emotion? This can be valuable in showing insight to feelings/beliefs held. What reaction does the author (Lincoln) want and how does this impact what we can learn about the outbreak of war? Religious Intelligence, patriotism, Christianity, and a firm reliance on Him who has never yet forsaken this favored land are still competent to adjust in the best way all our present difficulty. as surely they will be, by the better angels of our nature. Conciliatory We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection.

Argument(s) Point Evidence Explain States rights/ slavery still protected by Constitution you as are now dissatisfied still have the old Constitution unimpaired..on the sensitive point, the laws of your own framing under it; while the new Administration will have no immediate power, if it would, to change either. How does this stand against your own knowledge? What impact does this have on the insight you can gain about the outbreak of war? Secession is not justified there still is no single good reason for precipitate action. Appealing to South/ conciliatory talking of friendship/ shared history We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory, stretching from every battlefield and patriot grave

Point Evidence Explain Point Evidence Explain Whether there is a Civil war or not is in their hands not his In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. How does this stand against your own knowledge? What impact does this have on the insight you can gain about the outbreak of war? Lincoln has sworn to defend the Union (all Presidents do this at inauguration) You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to "preserve, protect, and defend it." Point Evidence Explain

FLIP LEARNING Have a look at the task opposite with what you should do for you next lesson: CONFEDERACY pp.119-121 UNION pp.129-131 Confederate Socialism Ordnance Bureau Draft exemptions Blockade running Railway system Women Slavery King Cotton Economic Legislation Federal Intervention Equipping the army Economic growth Farmers Cotton Mills Labour Force Immigration TASK: Read through the relevant pages of the textbook (see grid) and make notes on each of the different element. You will also need to identify whether they had a POSITIVE or a NEGATIVE impact.