524

Four score1 and seven years ago our fathers brought forth on this continent anew nation, conceived in liberty, and dedicated to the proposition that all menare created equal.

Now we are engaged in a great civil war, testing whether that nation or anynation so conceived and so dedicated, can long endure. We are met on a greatbattlefield of that war. We have come to dedicate a portion of that field, as afinal resting place for those who here gave their lives that that nation mightlive. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate—we can not consecrate2—we cannot hallow—this ground. The brave men, living and dead, who struggledhere, have consecrated it, far above our poor power to add or detract.3 Theworld will little note, nor long remember what we say here, but it can neverforget what they did here. It is for us the living, rather, to be dedicated hereto the unfinished work which they who fought here have thus far so noblyadvanced. It is rather for us to be here dedicated to the great task remainingbefore us—that from these honored dead we take increased devotion to4 thatcause for which they gave the last full measure of devotion5—that we herehighly resolve that these dead shall not have died in vain6—that this nation,under God, shall have a new birth of freedom—and that government of thepeople, by the people, for the people, shall not perish from the earth.

The Gettysburg Address (1863)

1. score: a group of 20.

2. consecrate: to declare assacred.

3. detract: to take awayfrom.

4. take increaseddevotion to: work harderfor.

5. gave the last fullmeasure of devotion:sacrificed their lives.

6. in vain: for nothing.

Setting the Stage On November 19, 1863, officials gathered inGettysburg, Pennsylvania. They were there to dedicate a national ceme-tery on the ground where the decisive Battle of Gettysburg had takenplace nearly five months earlier. Following the ceremony’s main address,which lasted nearly two hours, President Lincoln delivered his GettysburgAddress in just over two minutes. In this famous speech, Lincolnexpressed his hopes for the nation. See Primary Source Explorer

A CLOSER LOOK

FIGHTING FOR A CAUSE

Different people fought for differ-ent causes during the Civil War.Sometimes, the causes for whichpeople fought changed over thecourse of the war.

2. What cause is Lincoln refer-ring to in the GettysburgAddress?

CALIFORNIA STANDARDS

8.10.4 Discuss Abraham Lincoln'spresidency and his significantwritings and speeches and theirrelationship to the Declarationof Independence, such as his"House Divided" speech (1858),Gettysburg Address (1863),Emancipation Proclamation(1863), and inaugural addresses(1861 and 1865).

REP4 Students assess the credi-bility of primary and secondarysources and draw sound conclu-sions from them.

A CLOSER LOOK

LINCOLN’S MODESTY

Lincoln claimed that what he saidat Gettysburg would not be longremembered. However, theaddress soon came to be recog-nized as one of the best speechesof all time.

1. What features of Lincoln’saddress make it so memorable?

The Tide of War Turns 525

Setting the Stage President Lincoln delivered his Second InauguralAddress just before the end of the Civil War. In this excerpt, herecalled the major cause of the war and vowed to fight for therestoration of peace and unity. See Primary Source Explorer

One-eighth of the whole population were colored slaves. . . . These slaves con-stituted a peculiar and powerful interest. All knew that this interest was some-how the cause of the war. To strengthen, perpetuate, and extend this interestwas the object for which the insurgents1 would rend the Union even by war,while the Government claimed no right to do more than to restrict the terri-torial enlargement of it. Neither party expected for the war the magnitude orthe duration which it has already attained. Neither anticipated that the causeof the conflict might cease with or even before the conflict itself should cease.Each looked for an easier triumph, and a result less fundamental and astound-ing. Both read the same Bible and pray to the same God, and each invokesHis aid against the other. . . . Fondly do we hope, fervently do we pray, thatthis mighty scourge2 of war may speedily pass away. Yet, if God wills that itcontinue until all the wealth piled by the bondsman’s3 two hundred and fiftyyears of unrequited4 toil shall be sunk, and until every drop of blood drawnwith the lash shall be paid by another drawn with the sword, as was said threethousand years ago, so still it must be said “the judgments of the Lord are trueand righteous altogether.”

With malice toward none, with charity for all, with firmness in the right asGod gives us to see the right, let us strive on to finish the work we are in, tobind up the nation’s wounds, to care for him who shall have borne the battleand for his widow and his orphan, to do all which may achieve and cherish ajust and lasting peace among ourselves and with all nations.

1. Main Ideasa. Why might President Lincoln have begun the GettysburgAddress by noting that the country was “dedicated to theproposition that all men are created equal”? (REP4)

b. According to Lincoln’s Second Inaugural Address, whydid the Confederacy go to war? (REP4)

c. To what did Lincoln refer with the phrase “the bonds-man’s two hundred and fifty years of unrequited toil?”(REP4)

2. Critical ThinkingMaking Inferences In 1865, if the South had asked torejoin the Union without ending slavery, do you thinkLincoln would have agreed? (REP4)

THINK ABOUT• what Lincoln identifies as the cause of the war• what might happen if the war ended but slavery

did not

Interactive Primary Sources Assessment

1. insurgent: one thatrevolts against civil authority.

2. scourge: a source ofsuffering and devastation.

Second Inaugural Address (1865)

A CLOSER LOOK

SLAVERY IN TERRITORIES

Before the Civil War, Northernstates wanted to prohibit slaveryin territories that would eventuallybecome new states. Southernstates fought to expand slavery,fearing the prohibition wouldthreaten slavery where it alreadyexisted.

1. Why did the Southerners fearthat prohibiting slavery in newterritories might threaten slav-ery where it already existed?

A CLOSER LOOK

MALICE TOWARD NONE

As Northerners became more confi-dent in victory, many looked for-ward to punishing Southerners,whom they blamed for the war.Lincoln, however, urged citizens tocare for one another and work fora just and lasting peace.

2. Why do you think that Lincolnbelieved it would be wiser forAmericans not to place blame orseek revenge on one another?

3. bondsman: enslaved person.4. unrequited: not paid for.

CALIFORNIA STANDARDS

Reading 2.2 Analyze text thatuses proposition and supportpatterns.

TERMS & NAMES

Briefly explain the significance of each of the following.

REVIEW QUESTIONSThe Emancipation Proclamation (pages 503–506)

1. Why did Lincoln issue the EmancipationProclamation? (HI2)

2. How did black soldiers aid the war effort? (HI1)

War Affects Society (pages 507–511)

3. How did events on the home front show the tollthat war was taking there? (HI1)

4. Why did some people say the Civil War was a “richman’s war but a poor man’s fight”? (HI1)

5. How did enslaved persons help the Union? (HI2)

The North Wins (pages 512–519)

6. Why was the Battle of Gettysburg so important?(HI2)

7. How did Sherman’s march help the Union? (HI2)

8. How did Grant defeat Lee? (HI1)

The Legacy of the War (pages 520–523)

9. How was the Thirteenth Amendment differentfrom the Emancipation Proclamation? (HI1)

10. How did the war change the national economy? (HI2)

CRITICAL THINKING1. USING YOUR NOTES: COMPARING AND CONTRASTING (HI2)

a. How did white and black Southerners react to theEmancipation Proclamation?

b. How did inflation affect the North and the South?

2. ANALYZING LEADERSHIP

What qualities made Lincoln an effective leader? (HI1)

3. THEME: IMPACT OF THE INDIVIDUAL

How did General Grant’s actions in the war make acrucial difference to the outcome? (HI2)

4. FORMING AND SUPPORTING OPINIONS

One Union relief worker said, “The suffering of men inbattle is nothing next to the agony that women feelsending forth their loved ones to war.” Do you agreewith this statement? Explain why or why not. (REP4)

5. APPLYING CITIZENSHIP SKILLS

How might the behavior of General Grant andPresident Lincoln toward the Confederacy have helpedto begin healing the war-torn nation? (HI2)

Having read about the ferocity of battle during theCivil War, do you still believe that you would beinspired to continue the fighting? Why or why not?VISUAL

SUMMARY

526 CHAPTER 17

17Chapter ASSESSMENT

The Civil War, 1863–1865 (CST2)

1. EmancipationProclamation

2. 54th MassachusettsRegiment

3. conscription

4. Battle of Gettysburg

5. Ulysses S. Grant

6. Robert E. Lee

7. Siege of Vicksburg

8. William TecumsehSherman

9. Appomattox CourtHouse

10. ThirteenthAmendment

January 1865 ThirteenthAmendment ispassed by Congress.

November1864

Lincoln is reelected.

1863March 1863

Union passesthe draft law.

July 1863 Battle of

Gettysburgtakes place.

Union takesVicksburg.

January1863

EmancipationProclamation

is issued.

May 1864 Battle of the Wildernessand Spotsylvania occur.

March 1864 Grant is put in charge

of all Union armies.

April 1865 Lee surrenders atAppomattox CourtHouse.

Lincoln is assassinated.

December 1864 Sherman takesSavannah, Georgia.September 1864

Sherman takesAtlanta, Georgia.

1866

North South

EmancipationProclamation

War’s Impact

Northern Victories inBattle

Union Wins Civil War

June 1864 Battle of Cold Harbor occurs.

Interact with History

The Tide of War Turns 527

TEST PRACTICECLASSZONE .COM

Use the map and your knowledge of U.S. history toanswer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. Vicksburg was built next to which of the followingbodies of water? (8.10.6)

A. Red River

B. Ohio River

C. Mississippi River

D. Gulf of Mexico

2. Why might Vicksburg be important for Southernerssupplying the Confederacy from Texas? (8.10.6)

A. Vicksburg was on a river and a rail line.

B. Vicksburg was located in a border state.

C. Vicksburg was an ocean port city.

D. Vicksburg was located in Texas.

Frederick Douglass explains his views on the efforts toend slavery in this quotation. Use the quotation andyour knowledge of U.S. history to answer question 3.

PRIMARY SOURCE

To fight against slaveholders, without fighting againstslavery, is but a half-hearted business, and paralyzes thehands engaged in it . . . Fire must be met with water . . .War for the destruction of liberty [by the South] mustbe met with war for the destruction of slavery.

Frederick Douglass, quoted in Battle Cry of Freedom

3. What do you think Frederick Douglass meant whenhe said “Fire must be met with water?” (8.9.1)

A. He was referring to new military weapons.

B. The Civil War must wipe out slavery just aswater puts out a fire.

C. Fire and water were symbols of the war againstthe Confederacy.

D. He wanted an end to the “flames” of warfare.

Union stateBorder stateConfederate stateFederal territoryRailroad

0

0

200 Miles

400 Kilometers

30°N

85°W

40°N

TEXAS

TENNESSEE

KANSAS MISSOURI

ARK.

ALABAMA

LOUISIANA

MISS.

ILLINOISINDIANA

KENTUCKY

New Orleans

Vicksburg

Red R.

Mississippi R

.

Oh i o R

.

G u l f o fM e x i c o

Siege of Vicksburg, 1863

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORY

Write a report about the advances of military technol-ogy during the Civil War. Your report should give adetailed description of the new or improved weaponsthat were used during the war. (REP4)

• Research your report by reading books about mili-tary technology or books about the Civil War.

2. COOPERATIVE LEARNING

Work with a group to produce a newspaper that coversa specific period of the Civil War. Choose the periodyou want to cover and decide whether you will take aNorthern or Southern viewpoint. Then, group memberscan select topics, such as important battles and militarystrategies, social or economic conditions, or importantfigures, to research and write about. (REP5)

INTEGRATED TECHNOLOGYDOING INTERNET RESEARCH

The Battle at Gettysburg was a turning point in the CivilWar. Use the Internet and other library resources to createa presentation on the Battle at Gettysburg. (REP3)

• Find primary sources about the battle, such as let-ters, diary entries, and journals.

• Another source of information might be Web sitesfor Civil War museums or archives.

• You might consider focusing your presentation onpaintings or written descriptions of the battle,images of destruction caused by conflict, music fromthe time period, or statistics on casualties.

For more about the Battle of Gettysburg . . .

STANDARDS-BASED ASSESSMENT