History 1301 - Exam 4 (Chapters 13-16)

13.1. Explain how the Lower South had become the “cotton kingdom” by 1860.

The South’s climate and geography was ideal for the cultivation of cotton. Roughly 3/4 of the world’s cotton was grown in the south.

13.2. Illustrate how slavery continued to grow in the Antebellum South.

Slavery continued to grow, mainly due to natural increase, since the Federal Government outlawed the importation of slaves in 1808.

13.3. Show how white southerners worked to defend and strengthen slavery.

They established elaborate slave codes to control slave behavior. They claimed white supremacy at the heart of their argument. This encouraged whites to unify around race rather than divide by class.

13.4. Describe and understand the life of slaves on large plantations and small farms.

The majority of slaves worked as field workers. 1 out of 10 slaves were house servants ( mainly women). They all worked from sunup to sundown.

13.5. Define the concept of “Paternalism” and its economic benefits to southern planters.

“Christian Guardianship” was the reciprocal obligation, meaning slaves provided labor and masters provided basic care for slaves. It denied that slavery practiced in the South was brutal and exploitative. It also encouraged better treatment because it made economic sense to take care of the slaves. It provided slaveholders with a means of rationalizing rule.

13.6. Describe slaves’ efforts to preserve marriage and family life on the plantation.

Slaves were left alone at night and on Sundays. This allowed them to create a community and culture of their own. This limited autonomy and allowed for the preservation of their families.

13.7. List the many behaviors and acts that slaves demonstrated to show their resistance to slavery.

Day-to-day resistance, running away from the plantations, or outright rebellion (rarest form).

13.8. Describe the precarious existence of most free blacks in the slave south.

They made up 6% percent of the total population, had their liberties restricted, & were required to carry freedom papers. Most lived in poverty and dependence and could not own property or marry. Whites feared they would incite a rebellion. A small elite group flourished economically in urban areas.

13.9. Clarify the political challenges of southern Whigs and southern Democrats in the antebellum
period.

Most politicians were slaveholders; however, 75% of whites did not own slaves. Southern politicians had to convince yeoman (non-slave holding property owners) that what was good for slave holders was good for them (politicians). All of politics became more democratic and more fiercely partisan. The politics of slavery helped knit together all of southern white society.

13.10. Explain how slaveholders kept the loyalty of non-slaveholders in the South.

They used intimidation tactics (vigilantes and mob violence) to defend the institution of slavery from its critics. They attacked each other as rich, snobbish, selfish men. 

14.1. Identify the slavery-related issue that divided the North and South after the War with Mexico.

For slavery to be barred from all lands acquired in the war with Mexico.

14.2. Explain why northern Whigs and Democrats supported the Wilmot Proviso.

They both wanted to stop the spread of slavery.

14.3. Define “popular sovereignty” as proposed by Senator Lewis Cass.

He felt people who settled the territories should be able to decide for themselves the question of slavery. This gave hope to the North and South.

14.4. List the provisions of the Compromise of 1850.

1. California would enter the Union as a free state

2. New Mexico & Utah would decide slavery based on popular sovereignty

3. Texas accepts the new border with New Mexico

4. Abolish slave trade in Washington, D.C.

5. Fugitive slave laws become more stringent

14.5. Show how Uncle Tom’s Cabin contributed to the conflict between north and south.

It was written by Harriet Beecher-Stowe. It exposed the sin of slavery (to the North), which influenced their perception of slavery.

14.6. Show how the Kansas-Nebraska Act impacted political parties in the U.S.

After the Democrats and Whigs fought each other over slavery and the passing of the Kansas-Nebraska Act, the Whigs were hardly a party at all, and the democrats dominated. This led to the formation of two new parties: the American Party and the Republican Party.

14.7. Describe the basic beliefs and goals of the “Know-Nothings”.

They were anti-immigrant, anti-catholic and sought to reduce the power of immigrants.

14.8. Describe the basic beliefs and goals of the Republican Party.

They opposed the extension of slavery into the territories, and restricting slavery to the south would allow free labor to flourish.

14.9. Discuss the issues that led to a “Bleeding Kansas” in the mid-1850s.

The issue of slavery would be decided by popular sovereignty. The north and the south sent in settlers to seek victory; however violence erupted in kansas. The violence gives the new Republican party fresh ammunition (momentum) to unite around.

14.10. List the results of the Dred Scott case.

It decided the constitutionality of the extension of slavery. The court said Scott could not legally claim a violation of his constitutional rights because he was not a citizen. The court also said Scott’s home state determined his status. It also declared the Missouri Compromise unconstitutional.

14.11. Understand the significance of the 1858 Lincoln-Douglas debates and what key issue dominated the debates. Identify how the debates influenced Lincoln’s political career.

The main topic of the 7 debates was slavery and the expansion of slavery into New Territories. During the debates, Lincoln considered slavery a “monstrous injustice”, however he did not challenge white supremacy. Lincoln has badgered incumbent senator Stephan Douglas on his Kansas-Nebraska Act. Douglas later called Lincoln an abolitionist and egalitarian. Douglas won the election, but Lincoln was thrust into the nation spotlight, kick-starting his political career. 

14.12. Name the leader of the Harper’s Ferry raid in 1859 and analyze the impact of the raid.

John Brown lead the raid of the U.S. arsenal to help incite a slave rebellion. He was later hung for involvement. The north celebrated him as martyr. The south saw him as a murderer and robber. This began to show the country divide.

14.13. Discuss southerners’ reactions to Lincoln’s election in 1860.

The southerners felt he was a direct threat to slavery which led them into secession. 

14.14. Discuss Lincoln’s reaction to secession.

In Lincolns inaugural address, he declared secession illegal and vowed to preserve the union.

15.1. Explain the establishment of the Confederate States of America and identify their top political leaders. Identify the significance of Fort Sumter.

South Carolina seceded ( Dec. 20, 1860) and six other states followed. Jefferson Davis was the President and Alexander Stephens the Vice President.

The Battle of Fort Sumter, in South Carolina. On April 12, 1861: the Confederates bombarded the fort. April 13, 1861: the union surrendered the fort. In response, Lincoln called for 75k militiamen to put down the rebellion.

15.2. Identify the capital of the Confederacy and reveal why the Confederates placed the capital there.

After Virginia joined the Confederacy, the confederates moved their capital from Montgomery, AL to Richmond, VA.

15.3. Compare the economies of the Union states and Confederate states and identify the advantages of both sides.

Union States:

• Had a larger population size

• Was a greater industrial power

• access to more resources (railroad, iron, coal and industry)

Confederate States:

• Skilled fighters

• cotton is a major cash crops as others relied on their cotton supply

• strong military leadership

• fought a defensive war

15.4. Explain how both the Union and the Confederacy financed the War.

Both sides turned to the sale of war bonds, collection of taxes, and printed money to generate revenue for the war.

15.5. Assess the significance of the July 1861 Confederate victory at the battle at Bull Run (Manassas).

During the Battle of Bull Run (Manassas) occurred in July 1861. The Confederates repelled the union attack and southerners reaffirmed they have the superior fighting. Northerners learned the victory would not be quick or easy,

15.6. Name the commander of the Army of Northern Virginia and clarify the significance of his
command.

George McClellan took over the Army of the Potomac. He was able to transform a disorganized force into a strategic weapon of a force. 

15.7. Locate the Civil War’s bloodiest single day of fighting and identify the importance of that battle.

The Battle of Antietam. There was approx. 17,000 casualties. The Union declared victory and Lee retreated back to Virginia. Lincoln had a victory for the Emancipation Proclamation. The situation kept Europe out of the war. And the Union did not retreat.

15.8. Evaluate the success of the Union’s naval blockade on the Atlantic coast.

The blockade deprived confederates of supplies and weakens its military strength.

15.9. Assess the effectiveness of “King Cotton diplomacy”.

The south hoped European nations break blockade for the cotton. During this, diplomacy failed as Europe went other places for their cotton,

15.10. Explain the Union’s realization that it would have to destroy slavery in order to defeat the
Confederacy.

The union realized they would have to destroy slavery to win and officially released the Emancipation Proclamation (Jan 1, 1863).

15.11. Identify the limitations of the Emancipation Proclamation.

The proclamation only released slaves from states in rebellion and not slave states that stayed loyal to the union.

15.12. Describe the military experiences of African American soldiers.

They fought in segregated units. Were paid less than white soldiers. Were often assigned first to labor before combat. Participated in the Battle of Port Hudson. Became the crucible to union slavery.

15.13. Describe how the Civil War affected the lives and work of plantation slaves.

The war disrupted routine and organization, therefore the balance of power between masters and slaves gradually shifted:

• slaves began to show up late to the fields

• worked casually

• quit early

• became more assertive

15.14. Discuss how Republican-dominated Congress changed the U.S. economy during the Civil War.

Congress created:

• Legal Tender Act of 1862 creating a national currency and prayer money (greenbacks).

• National Banking Act of 1863 established a system of national debts

• Sweeping Tax Laws (income tax)

• Homestead Act and Pacific Railroad Act encouraging settlement west and supported Transcontinental railroad

• Department of Agriculture which strengthened the north’s efforts to win the war

15.15. Show how women contributed to the war effort.

Women farmed, worked in factories, nursing and government. They often stepped into jobs vacated by men.

15.16. Name the founder of the American Red Cross.

Clara Barton was the founder of the American Red Cross.

15.17. Locate and identify the significance of noteworthy Civil War battles, especially Vicksburg and Gettysburg.

Battle of Vicksburg, MS

• Grant leads union forces to capture Vicksburg and takes control of the Mississippi River

Battle of Gettysburg, PA

• George Meade defeats Lee’s forces

Both battles were a devastating defeat for the confederates and were never able to fully recover. 

15.18. Identify Sherman’s goals in his march across Georgia in 1864.

To inflict as much damage as possible in Georgia.

15.19. Explain the historical significance of actor John Wilkes Booth.

Just 5 days after Lee surrenders, John Wilkes Booth assassinated President Abraham Lincoln.

15.20. Discuss why the Civil War has been called the “Second American Revolution”.

There was the creation of the national government and economy. National spirit arises. There was a decline in agriculture, but growth in industrial capitalism.

16.1. Compare the Reconstruction goals of Lincoln and Congress.

Lincoln’s goal:

• reconciliation

• full pardons for rebels willing to renounce secession and accept emancipation

• ~10% of state’s voting population take oath of allegiance to the U.S. 

Congress’ goal:

• congress lays out their reconstruction plan in the Wade-Davis bill

• 50% of the voting population take an oath of allegiance to the U.S.

• prohibit most ex-confederates from helping draft the state constitution

• guarantees the equality of freedom before the law

Lincoln refused to sign the Wade-Davis bill into law.

16.2. Describe the “compulsory free labor” system of the Mississippi Valley and its purpose.

• Would restore plantation agriculture with wage labor

• set a new labor code:

• former slaves sign labor contracts

• ex-slaveholders give up physical punishment

This was enforced by federal troops

Was too reminiscent of slavery to be called free labor

16.3. Analyze the activities and goals of the Freedmen’s Bureau.

It distributed food and clothing, and made for an easy transition from slavery to freedom.

16.4. Evaluate the meaning of freedom for former slaves and identify their top priorities to reach that freedom.

Freedman and freewomen’s priorities were economic independence through land ownership & education (literacy), restore broken families and freedom to worship.

16.5. Name Lincoln’s successor to the presidency and discuss his goals for Reconstruction.

Andrew Johnson. He stressed reconciliation through the rapid restoration of the southern civil government and the pardon of most ex-rebels. His requirements for restoration: 

• state citizens only had to renounce the right secession instead of an oath of allegiance

• ensure confederate war debts were not legal and binding

• accept the 13th amendment (abolished slavery)

16.6. List the provision(s) of the 13th amendment to the U.S. Constitution.

It abolished slavery and involuntary servitude.

16.7. Discuss the goal(s) of the radical wing of the Republican Party.

They wanted black equality and voting rights and confiscation of plantations from confederates.

16.8. List the provision(s) of the 14th amendment to the U.S. Constitution.

It made all native-born or naturalized persons American citizens and gave congress the right to reduce congressional representation for states that denied voting rights.

16.9. Describe public reaction to passage of the 14th amendment.

• Women suffragists felt betrayed because the amendment protected rights based on race not sex

• johnson encouraged southerners to reject the 14th amendments

• southern cities rioted and an increase in violence against african americans which shocked northerners and renewed their skepticism on trusting southerners.

16.10. Explain the actions that led to Andrew Johnson’s impeachment.

In August of 1867, Johnson dismissed secretary of war Edwin M. Stanton without senate approval, prompting the house to vote for impeachment.

16.11. List the provision(s) of the 15th amendment to the U.S. Constitution.

It prohibited states from depriving any citizen of the right to vote because of “race, color, or previous servitude,” leaving the denial of vote open by other means

16.12. Discuss the impact of the 15th Amendment on the post-War feminist movement.

It dissolved the alliance between the feminist movement and abolitionists. And feminists turned their main focus on woman suffrage.

16.13. Define “carpetbagger” and “scalawag”.

Carpetbagger: northern whites who moved south for opportunity

Scalawag: southern-born whites who joined or supported the Republicans and reconstruction

16.14. Describe the goals and methods of the Ku Klux Klan.

Goal: white supremacy and defeat Republicans

Methods:

• used terror and violence

• federal government restricted their activities

They fade away with the end of reconstruction.

16.15. Explain what is meant by “Jim Crow” laws and the intent of Black Codes.

Jim Crow Laws: Laws segregating southern society

Black Codes: sought to keep freedman subordinate to whites by subjecting them to discrimination and limited freeman to farm work or domestic service.

16.16. Understand the dynamics of sharecropping in the South and how it shaped post-war race relations.

• Planters would divide their cotton plantations into small farms that freedman rented

• paid with a share of their crop, usually half

• country merchants put liens on crops in exchange for goods

• created a cycle of poverty

16.17. Name the Reconstruction-era president scandalized by corruption in his administration.

Ulysses S. Grant

16.18. Identify the goals of the “Redeemers”.

• White southern democrats

Goals:

• restore power of the democratic party and white supremacy

• weaken the republican party by intimidation of black votes

16.19. Explain why Congress had to decide who would be president in 1876.

The electoral votes of Florida, Louisiana, and South Carolina remained in uncertainty

16.20. Discuss the provisions of the Compromise of 1877 and understand its significance.

• Republicans obtained the presidency (Rutherford B. Hayes)

• In return, Hayes would remove federal troops from the south

• the south also received substantial subsidies for railroads

The Compromise marked the end of reconstruction.