Description
Critical Thinking and Skills Based Task (Chapters 13-16)AMH 1010
Directions:Please pick two (2) map activities from below to complete.
Map Activity Choices (Choose 2 activities in total from all the options listed below. A map activity will have a specific number, such as Map 1.1.You are to do two map activities from the entire unit. You may do two from one chapter or pick one from different chapters.):
Chapter 13 – Map Activity Choice Five: Map 13.1 Cotton Kingdom, Slave Empire 1820 & 1860
Information: As the production of cotton soared, the slave population increased dramatically. Slaves continued to toil in tobacco and rice fields, but in Alabama, Mississippi, and Texas, they increasingly worked on cotton plantations.
Reading the Map:
1)Where was slavery most prevalent in 1820?
2)In 1860?
3) How did the spread of slavery compare with the spread of cotton?
Connections:
1)How much of the world’s cotton was produced in the American South in 1860?
2)How did the number of slaves in the American South compare with that in the rest of the world?
3)What does this suggest about the South’s cotton kingdom?
Map Activity Choice Six: Map 13.2 The Agricultural Economy of the South, 1860
Information: Cotton dominated the South’s agricultural economy, but the region grew a variety of crops and was largely self-sufficient in foodstuffs.
Continued on the next page
Reading the Map:
1)In what type of geographic areas were rice and sugar grown?
2)After cotton, what crop commanded the greatest agricultural area in the South?
3)In which region of the South was this crop predominantly found?
Connections:
1)What role did the South play in the U.S. economy in 1860?
2)How did the economy of the South differ from that of the North?
Chapter 14 – Map Activity Choice One: Map 14.3 The Kansas-Nebraska Act, 1854
Information: Americans hardly thought twice about dispossessing the Indians of land guaranteed them by treaty, but many worried about the outcome of repealing the Missouri Compromise and opening up the region to slavery.
Reading the Map:
1)How many slave states and how many free states does the map show?
2)Estimate the percentage of new territory likely to be settled by slaveholders.
Connections:
1)Who would be more likely to support changes in government legislation to discontinue the Missouri Compromise – slaveholders or free-soil advocates?
2)Why?
Map Activity Choice Two: Map 14.4 Political Realignment, 1848-1860
Information: In 1848, slavery and sectionalism began taking their toll on the country’s party system. The Whig Party was an early casualty. By 1860, national parties – those that contended for votes in both North and South – had been replaced by regional parties.
Reading the Map:
1)Which states did the Democrats pick up in 1852 compared to 1848?
2) Which of these states did the Democrats lose in 1856?
3)Compare the general geographic location of the states won by the Republicans in 1856 versus those won in 1860.
Connections:
1)In the 1860 election, which party benefited the most from the western and midwestern states added to the Union since 1848?
2)Why do you think these states chose to back this party?
Continued on the next page
Chapter 15 – Map Activity Choice Three: Map 15.2 The Civil War 1861-1862
Information: While most eyes were focused on the eastern theater, especially the ninety-mile stretch of land between Washington, D.C. and the Confederate capital of Richmond, Virginia, Union troops were winning strategic victories in the West.
Reading the Map:
1)In which states did the Confederacy and the Union each win the most battles during this period?
2) Which side used or followed water routes most for troop movements and attacks?
Connections:
1)Which major cities in the South and West fell to Union troops in 1862?
2)Which strategic area did those Confederate losses place in Union hands?
3)How did this outcome affect the later movement of troops and supplies?
Map Activity Choice Four: Map 15.3 The Civil War 1863-1865
Information: Ulysses S. Grant’s victory at Vicksburg divided the Confederacy at the Mississippi River. William Tecumseh Sherman’s march from Chattanooga to Savannah divided it again. In northern Virginia, Robert E. Lee fought fiercely, but Grant’s larger, better-supplied armies prevailed.
Reading the Map:
1)Describe the difference between Union and Confederate naval capacities.
2)Were the battles shown on the map fought primarily in Union-controlled or in Confederate-controlled territory? (Look at the land areas on the map)
Connections:
1)Did former slaves serve in the Civil War?
2)If so, on which side(s), and what did they do?
Chapter 16-Map Activity Choice Five: Map 16.1 A Southern Plantation in 1860 and 1881
Information: These maps of the Barrow plantation in Georgia illustrate some of the ways in which ex-slaves expressed their freedom. Freedmen and freedwomen deserted the clustered living quarters behind the master’s house, scattered over the plantation, built family cabins, and farmed rented land. The former Barrow sales also worked together to build a school and a church.
Reading the Map:
1)Compare the number and size of the slave quarters in 1860 with the homes of the former slaves in 1881.
2)How do they differ?
3)Which buildings were prominently located along the road in 1860, and which could be found along the road in 1881?
Continued on the next page
Connections:
1)How might the former master feel about the new configuration of buildings on the plantation in 1881?
2)In what ways did the new system of sharecropping replicate the old system of plantation agriculture?
3)In what ways was it different?
Map Activity Choice Six: Map 16.3 The Reconstruction of the South
Information: Myth has it that Republican rule of the former Confederacy was not only harsh but long. In most states, however, conservative southern whites stormed back into power in months or just a few years. By the election of 1876, Republican governments could be found in lonely three states, and they soon fell.
Reading the Map:
1)List in chronological order the readmission of the former Confederate states to the Union.
2) Which states reestablished conservative governments most quickly?
Connections:
1)What did the former Confederate states need to do to be readmitted to the Union?
2)How did reestablished conservative governments to Reconstruction?
1
The Trial of Good Garlick
Student’s Name
Institutional Affiliation
Date
2
The Trial of Goody Garlick is a 42 minutes podcast that recounts the tale of Goody
Garlick’s witch trial in 1957. The story talks about Elizabeth Garlick, wife of Joshua Garlick
who was accused by the daughter of one of the richest men in Hampton, Lion Gardiner,
Elizabeth Gardner, of being a witch who tormented her in a room at night. East Hampton was
typically a gossipy society with just about 34 families that lined the street, and highly believed in
witches (Holly & Tracy2013).
Elizabeth Gardiner was 1 newly-wed 16-year-old with a newly-born baby who was on a
certain afternoon struck down by fever. Elizabeth complained of persistent headaches. Her
husband, Samuel Parsons, leaves her home but when he comes back, he finds her seated by the
fireplace, wearing a blanket. She informs her husband that she is ill. Elizabeth’s sickness took a
religious significance as she accused her neighbor, Goody (a title given to a married woman)
Garlick of bewitching her. She claimed that Garlick was the strange black specter she saw in her
room, tormenting her (Holly & Tracy2013). When she died three days later on the 23rd of
February 1957, an inquest was launched to establish whether Elizabeth’s allegations that Garlick
was a witch were true. Garlick was also accused by Goody Davis of killing her child with an evil
eye. Garlick was brought on trial. The village elders felt they were unqualified to charge Garlick
while the East Hampton magistrates felt they did not have the legal knowledge to charge
accounts of witchcraft. The case was forwarded to Connecticut, a parent colony with a more
solid justice system. A jury of twelve men declared Goody Garlick not guilty of the charges as
there was no evidence but was not deemed innocent of the crime. Consequently, she and her
husband were levied a large fine. James would later sue Davis for libel due to the derisive rumors
he spread concerning Goody Garlick. But Davis died mysteriously two weeks later, reinforcing
the local perception that Garlick was a witch.
3
I learn from the trial that it is difficult to successfully undertake a trial that declares an
individual as a witch because such cases are unlikely to have tangible evidence. I also learned
that using the seven criteria to judge an individual as a witch can be highly erroneous as an
individual may be accused of witchcraft and penalized when the victim was in fact, just
hallucinating. The third lesson I learned is that without proper tools to diagnose sickness,
especially mental sickness as would appear to be the case with Elizabeth Gardiner, it may be
difficult for people to accept another’s demise due to natural causes, which can generate hostility
among neighbors.
4
Reference
Holly & Tracy. (2018). Stuff You Missed in History Class. https://www.missedinhistory.com/
1
Map Skills and Critical Thinking
Heather Myles
AMH 1010
2
Map Skills and Critical Thinking
Map 5.2 Atlantic Trade in the 18th Century
Reading the Map
Question 1.
The map depicts that most of the goods coming out of Europe come from London. The
goods went to several destinations, and the major markets included West Africa, West Indies,
and North America.
Question 2.
British colonies were critical in the Atlantic trade because they imported and exported
numerous goods. Some of the products imported by the colonies included manufactured goods,
enslaved people, sugar, and luxuries. They exported lumber, fish, rice, indigo, silk, tobacco,
whale oil, furs, and rum.
Connections
Question 1.
Map 5.2 depicts that Britain got a lot of raw materials such as lumber, fish, rice, indigo,
silk, tobacco, whale oil, furs, and rum from its colonies. The intense imports from the colonies
facilitated fast industrial growth, an important aspect of the 18th century. Britain needed a lot of
raw materials to further its industrial revolution agendas, and it got the materials for free from its
colonies. Therefore, the colonies saved Britain a lot of funds because if they were not at its
disposal, it could have imported the raw materials at high prices. The colonies furthered the
economic growth of Britain by increasing jobs and economic development.
3
Question 2.
Britain faced fierce competition from other European superpowers such as France and
Spain. Therefore, it had to enact strict policies such as Acts of Trade that restricted its colonies’
source of imports so that they depended on its manufactured goods. The policies segregated
other nations out of the equation, significantly affecting the Atlantic trade. They shielded
effective trading by protecting goods that could be exported by colonies so that only Britain
merchants could buy the goods produced by the colonies.
Map 5.3 The Atlantic Slave Trade
Reading the Map
Question 1.
The Atlantic slave trade lasted for almost five centuries but intensified in the 18th century.
The enslaved Africans originated from most African nations in the West, such as Senegal, Sierra
Leone, Congo, Angola, Cameroon, Nigeria, Gambia, Mali, and Gabon.
Question 2.
Captured enslaved Africans were transited from Africa via several ports in the West, but
the most dominant ports included Quidah and Lagos. The ports where enslaved Africans were
received in North America were cities such as New Orleans, New York, and Charleston. The
most dominant ports in these cities included Rhode Island and Newport. The approximate
distance between Rhodes Island port and Lagos port is 5138.74 miles. The approximate distance
between Newport and Quidah port is 5075 miles.
Connections
4
Question 1.
During the Atlantic slave trade, more enslaved people were sent to Brazil and the
Caribbean than to North America. One of these reasons was profit gains, enslaved people were in
high demand in Brazil, and they attracted higher profits. The other reason was the significance of
Brazil in the Atlantic trade. More enslaved people were sent to cover for labor shortages in the
region to maximize the critical production of raw materials in the Atlantic trade. Brazil did not
have alternative human labor sources, which attracted slave traders to ship more enslaved people.
One slaveholder held 250 to 1000 enslaved people in Brazil because they were a labor shortage
and the demand for enslaved people was more in Brazil than in Britain’s colonies.
Roark • Johnson • Cohen • Stage • Hartmann
THE AMERICAN PROMISE:
A HISTORY OF THE UNITED
STATES
SEVENTH EDITION
CHAPTER 16
Reconstruction
1863–1877
Copyright © 2017 by Bedford/St. Martin’s
Distributed by Bedford/St. Martin’s/Macmillan Higher Education strictly for use with its products. Not for redistribution.
RECONSTRUCTION
Chapter 16
1863-1877
I.
WARTIME RECONSTRUCTION
A. “To Bind Up the Nation’s Wounds”
1. Plan for reconstruction
2. Proclamation of Amnesty and
Reconstruction
3. Henry Winter Davis and Benjamin Wade
4. Lincoln refused to sign the Wade-Davis bill
5. Lincoln endorsed suffrage for southern
blacks
I.
WARTIME RECONSTRUCTION
B. Land and Labor
1. South’s transition from slavery to free labor
2. Question of federally occupied land
3. New labor code
4. Planters complained
5. General William T. Sherman
6. Freedmen’s Bureau
7. Wartime reconstruction failed to produce
agreement
FREEDMAN’S
BUREAU
SCHOOLS
• After emancipation, what did freedom
mean to former slaves in terms of work,
family, religion, and education?
I. WARTIME
RECONSTRUCTION
C.The African American Quest
for Autonomy
1. Ex-slaves
2. Whites’ beliefs
3. Freedmen did not easily give up
on their dreams
II. PRESIDENTIAL
RECONSTRUCTION
A.Johnson’s Program of
Reconciliation
1. Andrew Johnson
2. Johnson’s plan for reconstruction
3. Where Johnson’s plan differed from
Lincoln’s
4. Johnson’s eagerness to normalize
relations
II. PRESIDENTIAL
RECONSTRUCTION
B. White Southern Resistance and Black
Codes
1. Delegates in the South draw up new state
constitutions
2. Delegates balked at the president’s mild
terms
3. Black codes
4. President Johnson refused to intervene
5. Former Confederates in Congress
• From the perspective of white
southerners, what were the stated
purposes and goals of the black codes.
II. PRESIDENTIAL
RECONSTRUCTION
C. Expansion of Federal Authority and Black
Rights
1. Southerners miscalculated
2. The black codes soured moderate
Republicans
3. Moderates represented the mainstream
4. Southern obstinacy succeeded in forging
unity
5. Moderate Republicans drafted two bills
II. PRESIDENTIAL
RECONSTRUCTION
C. Expansion of Federal Authority and
Black Rights
6. Johnson vetoed the first bill
7. Civil Rights Act of 1866
8. Johnson again vetoed the bill
9. Bill to extend the life of the Freedmen’s
Bureau
LIST DIFFERENCES IN THE
PERSPECTIVES OF MODERATE
REPUBLICANS AND THE
REPUBLICAN RADICALS IN
CONGRESS DURING THE MID-TOLATE 1860S.
Moderate Republicans
Radical Republicans
III. CONGRESSIONAL
RECONSTRUCTION
A.The Fourteenth Amendment and
Escalating Violence
1. Fourteenth Amendment
2. All native-born or naturalized persons
3. Voting rights
4. Suffrage in the Fourteenth Amendment
5. Dashed women’s expectations
III. CONGRESSIONAL
RECONSTRUCTION
A.The Fourteenth Amendment and
Escalating Violence
6. Johnson advised Southerners
7. Fourteenth Amendment and the
congressional elections
8. Johnson’s strategy suffered a setback
9. Overwhelming Republican victory
IDENTIFY THREE IMPORTANT
PROVISIONS OF THE
FOURTEENTH AMENDMENT
III. CONGRESSIONAL
RECONSTRUCTION
B.Radical Reconstruction and
Military Rule
1. Johnson urged the rejection of the
Fourteenth Amendment
2. Acts of defiance by southern whites
3. Military rule of the South
III. CONGRESSIONAL RECONSTRUCTION:
RADICAL RECONSTRUCTION AND
MILITARY RULE
4. . The Military Reconstruction Act
5. Process of drawing up new state
constitutions
6. Radicals
7. Veto and a veto override
• The Reconstruction Acts required
southern states to draw up new
constitutions. Identify the two general
categories in southern life that were
extensively changed by these
constitutions and cite two examples
from each category.
III. CONGRESSIONAL
RECONSTRUCTION
C.Impeaching a President
1. No intention of yielding control of
reconstruction
2. Radicals sought to impeach Johnson
3. Johnson violated the Tenure of Office Act
4. Impeachment forces
5. Johnson survived impeachment efforts
III. CONGRESSIONAL
RECONSTRUCTION
D.The Fifteenth Amendment and
Women’s Demands
1. Republicans passed the Fifteenth
Amendment
2. Amendment prohibited exclusion on
grounds of race
3. Woman suffrage advocates were
disappointed
• Explain why women’s suffrage
advocates were unhappy with the
wording of the Fifteenth Amendment.
IV. THE STRUGGLE IN THE
SOUTH
A.Freedmen, Yankees, and
Yeomen
1. “Carpetbaggers” and
“scalawags”
2. Mix of races, regions, and classes
3. Ku Klux Klan
IV. THE STRUGGLE IN THE
SOUTH
B.Republican Rule
1. Southern states held elections for
delegates
2. Two categories of changes in the
South
3. The new constitutions
IV. THE STRUGGLE IN THE
SOUTH: REPUBLICAN RULE
4. Forward-looking state constitutions
5. Democrats were blind to the limits of
the Republican program
6. Education, civil rights, economic
development
7. Southern Republicans’ record was
mixed
• Identify the positive and negative
outcomes of the ambitious economic
development programs launched by
Republican governments in the South.
IV. THE STRUGGLE IN THE
SOUTH
C.White Landlords, Black
Sharecroppers
1. Clashes in the countryside
2. Ex-slaves resisted
3. Freedmen resisted efforts to
restore slave-like conditions
IV.
THE STRUGGLE IN THE SOUTH:
WHITE LANDLORDS, BLACK
SHARECROPPERS
4. Sharecropping was a compromise
5. Planters divided their plantations into
small farms
6. The country merchant
7. Lien merchants forced tenants to plant
cotton
V.
RECONSTRUCTION
COLLAPSES
A.Grant’s Troubled Presidency
1. Ulysses S. Grant
2. Sectional reconciliation and justice
for blacks
3. Anti-Grant Republicans
4. Grant won reelection
V.
RECONSTRUCTION COLLAPSES
B. Northern Resolve Withers
1. Northerners wanted to shift attention
2. Ku Klux Klan Act of 1871 and Civil Rights Act of
1875
3. Republican Party lost spokesmen for African
American rights
4. Unyielding racial prejudice
5. U.S. Supreme Court undermined
reconstruction
6. Democrats gained control of the House of
Representatives
• Explain the following statement: “By
1870, northerners had begun a retreat
from the ideals of Reconstruction.”
• Identify and briefly explain two
Supreme Court cases that essentially
undermined Reconstruction.
V.
RECONSTRUCTION COLLAPSES
C. White Supremacy Triumphs
1. Republican state and local governments
2. Democrats and race
3. Democrats fanned the flames of racial
prejudice
4. Democrats turned to terrorism
5. Second prong of Democratic strategy
V.
RECONSTRUCTION COLLAPSES
D. An Election and a Compromise
1. Tumultuous election
2. Samuel J. Tilden vs Rutherford B. Hayes
3. Electoral votes in Florida, Louisiana, and
South Carolina
4. Congress had to decide who actually won
the elections
5. Compromise of 1877
6. Reconstruction came to an end
EXPLAIN THE REASON FOR THE
APPOINTMENT OF A SPECIAL
PRESIDENTIAL ELECTORAL
COMMISSION IN 1877 AND STATE
THE OUTCOME OF ITS VOTE.
IDENTIFY THE EFFECT OF THE
INFORMAL UNDERSTANDING
KNOWN AS THE COMPROMISE OF
1877 ON RECONSTRUCTION.
THE “LOST CAUSE”
• Myth making and symbolism
• Lee and other Confederates
enshrined
• The self image of the white South
THE CRUCIBLE OF
WAR
Chapter 15
1861-1865
LINCOLN’S FIRST INAUGURAL
ADDRESS
• March 4, 1861
• Strategy to preserve the
Union
• Stop the contagion of
secession
• Buy time for emotions to
cool
I.
“AND THE WAR CAME”
A.Attack on Fort Sumter
1. Major Robert Anderson
2. Lincoln would not abandon Fort
Sumter
3. Anderson surrendered
4. 75,000 militiamen
I.
“AND THE WAR CAME”
B.The Upper South Chooses Sides
1. Upper South faced a horrendous
choice
2. Confederacy vs Unionism
3. Struggle turned violent in the West
4. Eleven of the fifteen slave states
joined the Confederate States of
America
REBEL
SOLDIER
UNION SOLDIER
II. THE COMBATANTS
A.How They Expected to Win
1. Enormous advantages for the Union
2. South’s confidence
3. Confederacy devised a military
strategy
4. Lincoln administration
IDENTIFY KEY REASONS WHY
SOUTHERNERS BELIEVED THEY
COULD WIN THE CIVIL WAR.
Southern Motivation
Cotton
Goals
II. THE COMBATANTS
B. Lincoln and Davis Mobilize
1. Mobilization
2. Lincoln had very little military
experience
3. Davis proved to be less than he
appeared
4. Lincoln and Davis began gathering their
armies
II.
THE COMBATANTS: LINCOLN
AND DAVIS MOBILIZE
5. Confederacy made efforts to
build new factories
6. Recruiting and supplying huge
armies
7. Underlying strength of the
northern economy
III. BATTLING IT OUT, 1861–
1862
A. Stalemate in the Eastern Theater
1. Lincoln ordered 35,000 men for an attack
2. Fast-moving Confederate reinforcements
3. Casualties at Bull Run
4. George B. McClellan
5. Robert E. Lee
III. BATTLING IT OUT, 1861–
1862
A. Stalemate in the Eastern Theater
6. Seven Days Battle
7. Second battle of Bull Run
8. Lincoln replaced Pope
9. Lee pushed his army across the Potomac
10. Antietam
11. Battle of Fredericksburg
III. BATTLING IT OUT, 1861–
1862
B. Union Victories in the Western Theater
1. Early encounters of the war
2. Federals wanted to split Arkansas, Louisiana,
and Texas from the Confederacy
3. Battle of Pea Ridge
4. Rebel failures in the far West
5. Principal western battles
III. BATTLING IT OUT, 1861–
1862
B. Union Victories in the Western
Theater
6. Grant captured Fort Henry
7. Costly battle of Shiloh
8. Shiloh inflicted a mortal wound
9. Far West and most of the Mississippi
valley
III. BATTLING IT OUT, 1861–
1862
C.The Atlantic Theater
1. Rebel merchant ships
2. 150 Union ships
3. Confederates’ radical new maritime
design
4. Confederacy was sealed off
III. BATTLING IT OUT, 1861–
1862
D.International Diplomacy
1. Confederates foreign policy
2. King Cotton diplomacy failed
3. France, England, and the
Confederacy
IV. UNION AND FREEDOM
A. From Slaves to Contraband
1. Lincoln acts in the interests of the Union
2. Lincoln and the border states
3. Republican-dominated Congress
4. Slaves became the most insistent force for
emancipation
5. Lincoln was developing his own initiatives
6. Events moved rapidly
IV. UNION AND FREEDOM
B. From Contraband to Free People
1. Second Confiscation Act
2. Preliminary Emancipation Proclamation
3. Limitations of the proclamation
4. Emancipation as a “military necessity”
5. Final Emancipation Proclamation
IV. UNION AND FREEDOM
C.The War of Black Liberation
1. African Americans in the North
2. Union experienced manpower shortages
3. Military was far from color-blind
4. 179,000 African American men
5. Port Hudson and Milliken’s Bend
6. Triumph of the Union
V.
THE SOUTH AT WAR
A.Revolution from Above
1. Jefferson Davis
2. Building the army
3. Davis administration
4. Richmond’s war-making effort
5. Government’s unprecedented behavior
V.
THE SOUTH AT WAR
B.Hardship Below
1. Inflation and food shortages
2. Severe deprivation
3. Confederacy failed to persuade the
yeomen
4. Confederate government’s hopes
V.
THE SOUTH AT WAR
C.The Disintegration of Slavery
1. Legal destruction of slavery
2. War disrupted bondage
3. Slaves undermined white mastery
VI. THE NORTH AT WAR
A. The Government and the Economy
1. No national banking system
2. Legal Tender Act of 1862 and National
Banking Act of 1863
3. Republicans’ wartime legislation
4. Long-term consequences for agriculture
and industry
5. Initiatives from Washington
VI. THE NORTH AT WAR
B.Women and Work at Home and at
War
1. Women stepped into jobs vacated by
men
2. Middle-class white women
3. Dorothea Dix and Clara Barton
IDENTIFY THREE AREAS IN
WHICH NORTHERN WOMEN
CONTRIBUTED TO THE UNION
WAR EFFORT
VI. THE NORTH AT WAR
C.Politics and Dissent
1. Bipartisan unity did not last
2. Draft law
3. Democrats’ argument
4. Racist mobs
5. Lincoln and military arrest
VII. GRINDING OUT VICTORY,
1863–1865
A.Vicksburg and Gettysburg
1. Confederate stronghold of Vicksburg
2. Union forces laid siege
3. Siege succeeded
4. Gettysburg, Pennsylvania
5. Union victories
VII. GRINDING OUT VICTORY,
1863–1865
B. Grant Takes Command
1. Chattanooga
2. Strategy for a war of attrition
3. Battle of the Wilderness, Spotsylvania
Court House, and Cold Harbor
4. Twice as many Union soldiers died
5. Nine month siege
6. “March to the Sea.”
NEAR THE END OF THE CIVIL
WAR, GENERALS GRANT AND
SHERMAN USED A STRATEGY
THAT INFLICTED HARDSHIPS ON
CIVILIANS IN AN ATTEMPT TO
BREAK THE WILL OF THE
CONFEDERACY. WHAT WERE THE
PROS AND CONS OF THIS
STRATEGY?
CIVIL WAR
NURSES
VII. GRINDING OUT VICTORY,
1863–1865
C.The Election of 1864
1. Reelection was unlikely
2. “Peace” and “war” Democrats
3. Republicans in the White House
and Congress.
VII. GRINDING OUT VICTORY,
1863–1865
D. The Confederacy Collapses
1. Military disaster littered the Confederate
landscape
2. Confederates turned their backs on the
rebellion
3. “Cradle of the Confederacy”
4. Lee abandoned Petersburg
5. Lee surrendered
6. President Lincoln was assassinated
7. Postwar search for a just peace
Execution of the four persons condemned as conspirators
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