the american civil war essay

A Brief Overview of the American Civil War

The Civil War is the central event in America's historical consciousness. While the Revolution of 1776-1783 created the United States, the Civil War of 1861-1865 determined what kind of nation it would be. The war resolved two fundamental questions left unresolved by the revolution: whether the United States was to be a dissolvable confederation of sovereign states or an indivisible nation with a sovereign national government; and whether this nation, born of a declaration that all men were created with an equal right to liberty, would continue to exist as the largest slaveholding country in the world.

Northern victory in the war preserved the United States as one nation and ended the institution of slavery that had divided the country from its beginning. But these achievements came at the cost of 625,000 lives--nearly as many American soldiers as died in all the other wars in which this country has fought combined. The American Civil War was the largest and most destructive conflict in the Western world between the end of the Napoleonic Wars in 1815 and the onset of World War I in 1914.

The Civil War started because of uncompromising differences between the free and slave states over the power of the national government to prohibit slavery in the territories that had not yet become states. When Abraham Lincoln won election in 1860 as the first Republican president on a platform pledging to keep slavery out of the territories, seven slave states in the deep South seceded and formed a new nation, the Confederate States of America. The incoming Lincoln administration and most of the Northern people refused to recognize the legitimacy of secession. They feared that it would discredit democracy and create a fatal precedent that would eventually fragment the no-longer United States into several small, squabbling countries.

The event that triggered war came at Fort Sumter in Charleston Bay on April 12, 1861. Claiming this United States fort as their own, the Confederate army on that day opened fire on the federal garrison and forced it to lower the American flag in surrender. Lincoln called out the militia to suppress this "insurrection." Four more slave states seceded and joined the Confederacy. By the end of 1861 nearly a million armed men confronted each other along a line stretching 1200 miles from Virginia to Missouri. Several battles had already taken place--near Manassas Junction in Virginia, in the mountains of western Virginia where Union victories paved the way for creation of the new state of West Virginia, at Wilson's Creek in Missouri, at Cape Hatteras in North Carolina, and at Port Royal in South Carolina where the Union navy established a base for a blockade to shut off the Confederacy's access to the outside world.

But the real fighting began in 1862. Huge battles like Shiloh in Tennessee, Gaines' Mill , Second Manassas , and Fredericksburg in Virginia, and Antietam in Maryland foreshadowed even bigger campaigns and battles in subsequent years, from Gettysburg in Pennsylvania to Vicksburg on the Mississippi to Chickamauga and Atlanta in Georgia. By 1864 the original Northern goal of a limited war to restore the Union had given way to a new strategy of "total war" to destroy the Old South and its basic institution of slavery and to give the restored Union a "new birth of freedom," as President Lincoln put it in his address at Gettysburg to dedicate a cemetery for Union soldiers killed in the battle there.

For three long years, from 1862 to 1865, Robert E. Lee's Army of Northern Virginia staved off invasions and attacks by the Union Army of the Potomac commanded by a series of ineffective generals until Ulysses S. Grant came to Virginia from the Western theater to become general in chief of all Union armies in 1864. After bloody battles at places with names like The Wilderness , Spotsylvania , Cold Harbor , and Petersburg , Grant finally brought Lee to bay at Appomattox in April 1865. In the meantime Union armies and river fleets in the theater of war comprising the slave states west of the Appalachian Mountain chain won a long series of victories over Confederate armies commanded by hapless or unlucky Confederate generals. In 1864-1865 General William Tecumseh Sherman led his army deep into the Confederate heartland of Georgia and South Carolina, destroying their economic infrastructure while General George Thomas virtually destroyed the Confederacy's Army of Tennessee at the battle of Nashville . By the spring of 1865 all the principal Confederate armies surrendered, and when Union cavalry captured the fleeing Confederate President Jefferson Davis in Georgia on May 10, 1865, resistance collapsed and the war ended. The long, painful process of rebuilding a united nation free of slavery began.

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By: History.com Editors

Updated: April 20, 2023 | Original: October 15, 2009

The Civil War in the United States began in 1861, after decades of simmering tensions between northern and southern states over slavery, states’ rights and westward expansion. The election of Abraham Lincoln in 1860 caused seven southern states to secede and form the Confederate States of America; four more states soon joined them. The War Between the States, as the Civil War was also known, ended in Confederate surrender in 1865. The conflict was the costliest and deadliest war ever fought on American soil, with some 620,000 of 2.4 million soldiers killed, millions more injured and much of the South left in ruin.

Causes of the Civil War

In the mid-19th century, while the United States was experiencing an era of tremendous growth, a fundamental economic difference existed between the country’s northern and southern regions.

In the North, manufacturing and industry was well established, and agriculture was mostly limited to small-scale farms, while the South’s economy was based on a system of large-scale farming that depended on the labor of Black enslaved people to grow certain crops, especially cotton and tobacco.

Growing abolitionist sentiment in the North after the 1830s and northern opposition to slavery’s extension into the new western territories led many southerners to fear that the existence of slavery in America —and thus the backbone of their economy—was in danger.

Did you know? Confederate General Thomas Jonathan Jackson earned his famous nickname, "Stonewall," from his steadfast defensive efforts in the First Battle of Bull Run (First Manassas). At Chancellorsville, Jackson was shot by one of his own men, who mistook him for Union cavalry. His arm was amputated, and he died from pneumonia eight days later.

In 1854, the U.S. Congress passed the Kansas-Nebraska Act , which essentially opened all new territories to slavery by asserting the rule of popular sovereignty over congressional edict. Pro- and anti-slavery forces struggled violently in “ Bleeding Kansas ,” while opposition to the act in the North led to the formation of the Republican Party , a new political entity based on the principle of opposing slavery’s extension into the western territories. After the Supreme Court’s ruling in the Dred Scott case (1857) confirmed the legality of slavery in the territories, the abolitionist John Brown’s raid at Harper’s Ferry in 1859 convinced more and more southerners that their northern neighbors were bent on the destruction of the “peculiar institution” that sustained them. Abraham Lincoln ’s election in November 1860 was the final straw, and within three months seven southern states—South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana and Texas—had seceded from the United States.

Outbreak of the Civil War (1861)

Even as Lincoln took office in March 1861, Confederate forces threatened the federal-held Fort Sumter in Charleston, South Carolina. On April 12, after Lincoln ordered a fleet to resupply Sumter, Confederate artillery fired the first shots of the Civil War. Sumter’s commander, Major Robert Anderson, surrendered after less than two days of bombardment, leaving the fort in the hands of Confederate forces under Pierre G.T. Beauregard. Four more southern states—Virginia, Arkansas, North Carolina and Tennessee—joined the Confederacy after Fort Sumter. Border slave states like Missouri, Kentucky and Maryland did not secede, but there was much Confederate sympathy among their citizens.

Though on the surface the Civil War may have seemed a lopsided conflict, with the 23 states of the Union enjoying an enormous advantage in population, manufacturing (including arms production) and railroad construction, the Confederates had a strong military tradition, along with some of the best soldiers and commanders in the nation. They also had a cause they believed in: preserving their long-held traditions and institutions, chief among these being slavery.

In the First Battle of Bull Run (known in the South as First Manassas) on July 21, 1861, 35,000 Confederate soldiers under the command of Thomas Jonathan “Stonewall” Jackson forced a greater number of Union forces (or Federals) to retreat towards Washington, D.C., dashing any hopes of a quick Union victory and leading Lincoln to call for 500,000 more recruits. In fact, both sides’ initial call for troops had to be widened after it became clear that the war would not be a limited or short conflict.

The Civil War in Virginia (1862)

George B. McClellan —who replaced the aging General Winfield Scott as supreme commander of the Union Army after the first months of the war—was beloved by his troops, but his reluctance to advance frustrated Lincoln. In the spring of 1862, McClellan finally led his Army of the Potomac up the peninsula between the York and James Rivers, capturing Yorktown on May 4. The combined forces of Robert E. Lee and Jackson successfully drove back McClellan’s army in the Seven Days’ Battles (June 25-July 1), and a cautious McClellan called for yet more reinforcements in order to move against Richmond. Lincoln refused, and instead withdrew the Army of the Potomac to Washington. By mid-1862, McClellan had been replaced as Union general-in-chief by Henry W. Halleck, though he remained in command of the Army of the Potomac.

Lee then moved his troops northwards and split his men, sending Jackson to meet Pope’s forces near Manassas, while Lee himself moved separately with the second half of the army. On August 29, Union troops led by John Pope struck Jackson’s forces in the Second Battle of Bull Run (Second Manassas). The next day, Lee hit the Federal left flank with a massive assault, driving Pope’s men back towards Washington. On the heels of his victory at Manassas, Lee began the first Confederate invasion of the North. Despite contradictory orders from Lincoln and Halleck, McClellan was able to reorganize his army and strike at Lee on September 14 in Maryland, driving the Confederates back to a defensive position along Antietam Creek, near Sharpsburg.

On September 17, the Army of the Potomac hit Lee’s forces (reinforced by Jackson’s) in what became the war’s bloodiest single day of fighting. Total casualties at the Battle of Antietam (also known as the Battle of Sharpsburg) numbered 12,410 of some 69,000 troops on the Union side, and 13,724 of around 52,000 for the Confederates. The Union victory at Antietam would prove decisive, as it halted the Confederate advance in Maryland and forced Lee to retreat into Virginia. Still, McClellan’s failure to pursue his advantage earned him the scorn of Lincoln and Halleck, who removed him from command in favor of Ambrose E. Burnside . Burnside’s assault on Lee’s troops near Fredericksburg on December 13 ended in heavy Union casualties and a Confederate victory; he was promptly replaced by Joseph “Fighting Joe” Hooker , and both armies settled into winter quarters across the Rappahannock River from each other.

After the Emancipation Proclamation (1863-4)

Lincoln had used the occasion of the Union victory at Antietam to issue a preliminary Emancipation Proclamation , which freed all enslaved people in the rebellious states after January 1, 1863. He justified his decision as a wartime measure, and did not go so far as to free the enslaved people in the border states loyal to the Union. Still, the Emancipation Proclamation deprived the Confederacy of the bulk of its labor forces and put international public opinion strongly on the Union side. Some 186,000 Black Civil War soldiers would join the Union Army by the time the war ended in 1865, and 38,000 lost their lives.

In the spring of 1863, Hooker’s plans for a Union offensive were thwarted by a surprise attack by the bulk of Lee’s forces on May 1, whereupon Hooker pulled his men back to Chancellorsville. The Confederates gained a costly victory in the Battle of Chancellorsville , suffering 13,000 casualties (around 22 percent of their troops); the Union lost 17,000 men (15 percent). Lee launched another invasion of the North in June, attacking Union forces commanded by General George Meade on July 1 near Gettysburg, in southern Pennsylvania. Over three days of fierce fighting, the Confederates were unable to push through the Union center, and suffered casualties of close to 60 percent.

Meade failed to counterattack, however, and Lee’s remaining forces were able to escape into Virginia, ending the last Confederate invasion of the North. Also in July 1863, Union forces under Ulysses S. Grant took Vicksburg (Mississippi) in the Siege of Vicksburg , a victory that would prove to be the turning point of the war in the western theater. After a Confederate victory at Chickamauga Creek, Georgia, just south of Chattanooga, Tennessee, in September, Lincoln expanded Grant’s command, and he led a reinforced Federal army (including two corps from the Army of the Potomac) to victory in the Battle of Chattanooga in late November.

Toward a Union Victory (1864-65)

In March 1864, Lincoln put Grant in supreme command of the Union armies, replacing Halleck. Leaving William Tecumseh Sherman in control in the West, Grant headed to Washington, where he led the Army of the Potomac towards Lee’s troops in northern Virginia. Despite heavy Union casualties in the Battle of the Wilderness and at Spotsylvania (both May 1864), at Cold Harbor (early June) and the key rail center of Petersburg (June), Grant pursued a strategy of attrition, putting Petersburg under siege for the next nine months.

Sherman outmaneuvered Confederate forces to take Atlanta by September, after which he and some 60,000 Union troops began the famous “March to the Sea,” devastating Georgia on the way to capturing Savannah on December 21. Columbia and Charleston, South Carolina, fell to Sherman’s men by mid-February, and Jefferson Davis belatedly handed over the supreme command to Lee, with the Confederate war effort on its last legs. Sherman pressed on through North Carolina, capturing Fayetteville, Bentonville, Goldsboro and Raleigh by mid-April.

Meanwhile, exhausted by the Union siege of Petersburg and Richmond, Lee’s forces made a last attempt at resistance, attacking and captured the Federal-controlled Fort Stedman on March 25. An immediate counterattack reversed the victory, however, and on the night of April 2-3 Lee’s forces evacuated Richmond. For most of the next week, Grant and Meade pursued the Confederates along the Appomattox River, finally exhausting their possibilities for escape. Grant accepted Lee’s surrender at Appomattox Court House on April 9. On the eve of victory, the Union lost its great leader: The actor and Confederate sympathizer John Wilkes Booth assassinated President Lincoln at Ford’s Theatre in Washington on April 14. Sherman received Johnston’s surrender at Durham Station, North Carolina on April 26, effectively ending the Civil War.

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American Civil War - List of Free Essay Examples And Topic Ideas

The American Civil War, waged from 1861 to 1865, was a seminal event in the United States’ history that stemmed from long-standing regional differences and disputes over slavery. Essays could delve into the political, economic, and social factors that led to the conflict, exploring the disputes between the North and the South regarding states’ rights, slavery, and economic policies. The discourse might extend to the significant battles, military strategies, and the leadership on both sides of the conflict. Discussions could also focus on the Emancipation Proclamation and its implications on the war and the broader struggle for civil rights. Moreover, essays could explore the reconstruction era that followed the war, examining the efforts to reunite the nation, address the legacies of slavery, and establish civil rights for freed slaves. The enduring impact of the American Civil War on the national identity, racial relations, and historical narrative could provide a captivating exploration of this pivotal period in American history. A vast selection of complimentary essay illustrations pertaining to American Civil War you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

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During the 1800's in America, African Americans made up most of the population. The Southern states were inundated with slaves. They labored in farms and on plantations. African Americans received cruel treament. They were brutally beaten and looked upon as being inhumane. The issue of equal rights for African Americans caused great disparities between the states. Our new country found itself at war with one another. This was a war of the North versus the South. The Civil War for […]

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Many Causes of the Civil War

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Slavery, Abolition, Emancipation and Freedom

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Civil War, 1861-1865

Jonathan Karp, Harvard University Graduate School of Arts & Sciences, PhD Candidate, American Studies

The story of the Civil War is often told as a triumph of freedom over slavery, using little more than a timeline of battles and a thin pile of legislation as plot points. Among those acts and skirmishes, addresses and battles, the Emancipation Proclamation is key: with a stroke of Abraham Lincoln’s pen, the story goes, slaves were freed and the goodness of the United States was confirmed. This narrative implies a kind of clarity that is not present in the historical record. What did emancipation actually mean? What did freedom mean? How would ideas of citizenship accommodate Black subjects? The everyday impact of these words—the way they might be lived in everyday life—were the subject of intense debates and investigations, which marshalled emerging scientific discourses and a rapidly expanding bureaucratic state. All the while, Black people kept emancipating themselves, showing by their very actions how freedom might be lived.

Self-Emancipation

The Emancipation Proclamation, in 1863, and the Thirteenth Amendment in 1865, abolished slavery in the secessionist Confederate states and the United States, respectively, but it is important to remember that enslaved people were liberating themselves through all manners of fugitivity for as long as slavery has existed in the Americas. Notices from enslavers seeking self-emancipated Black people were common in newspapers throughout the Americas, as seen in this 1854 copy of the Baltimore Sun .

The question of how formerly enslaved people would be regarded by and assimilated into the state as subjects was most obviously worked out through the Freedmen’s Bureau, which was meant to support newly freed people across the South. Two years before the Bureau was established, however, there was the American Freedmen’s Inquiry Commission. Authorized by the Secretary of War in March 1863, the Inquiry Commission was called in part as a response to the ever-increasing number of refugees—who were still referred to at the time as “contraband”—appearing at Union camps. The three appointed commissioners—Samuel Gridley Howe, James McKaye, and Robert Dale Owen—were charged with investigating the condition and capacity of freedpeople.

Historians are still working to understand the scale of refugees’ movements during the Civil War. Abigail Cooper estimates that by 1865 there were around 600,000 freedpeople in 250 refugee camps. Many of the camps were overseen by the Union, while others were established and run by freedpeople themselves. Conditions in the camps could be brutal. In 1863, the Inquiry Commission heard that 3,000 freedmen had fortified the fort in Nashville for fifteen months without pay. Rations were slim. In spite of these conditions, the camps were also sites where Black people profoundly restructured the South by their very movement and relationships.

Port Royal Experiment

During the Civil War, the U.S. government began an experiment in the Sea Islands of South Carolina. Plantation owning enslavers had abandoned their lands, leaving behind over 10,000 formerly enslaved Black people. With the help of abolitionist charities from the North, these Black farmers cultivated cotton for wages in the same places they had formerly been held in bondage. Their work was so successful that it inspired international calls for support, like this letter published in Manchester, England. The short-lived success of this experiment was largely ended at the government's hands, when the lands were returned to White ownership.

The Inquiry Commission, a large portion of whose records are held at Harvard, focused many of their efforts on the camps. It was not clear how, exactly, they should go about their work. The Commission was established before the field of sociology emerged with its institutionalized tools for the supposedly scientific study of populations. A federal body had never before been responsible studying people who were or had been enslaved. The commissioners travelled across the American South and Canada, observing and interviewing freedmen. They sent elaborate surveys to military leaders, clergy, and other White people who interfaced with large numbers of people who had escaped slavery. Through this work, the American Freedmen’s Inquiry Commission made Black people into subjects of the United States’ scientific gaze. Their records are an invaluable record of life under slavery; they also reinscribed underlying racial logics.

Slavery, Abolition, Emancipation, and Freedom has a collection of 189 objects related to the Commission’s inquiry . The vast majority of them are responses to their survey, written by White people the Commission identified as having special knowledge of freedmen. The view of slavery from this vantage point is limited. Most if not all of the respondents recount conversations with people who were or had been enslaved, but these accounts are all mediated by their authors and the Commissioners. There’s no telling what the quoted enslaved people would or wouldn’t have shared with these people, or why. If some shape of life under slavery emerges from reading these survey responses, it is a necessarily distorted one. The American Freedmen’s Inquiry Commission is emblematic of a style of scientific discourse that set its sights on Black people and the cultural meanings of race without concern for the views of Black people. In this field, Whiteness was necessary for expertise.

The surveys are most revealing as records of how these agents of the federal government conceived of the question of freedom—what they called, “one of the gravest social problems ever presented a government.” What kinds of questions did they ask? The forms had forty-two questions. Some asked for geographic and population data. Others asked for information about life before emancipation: did freedmen carry signs of previous abuse (they did) and did their masters have an effect on enslaved peoples’ families (they invariably did)? The vast majority of the questions, however, asked for the respondent’s opinions and general observations of the formerly enslaved refugees. The Commission wanted to know about these peoples’ strength, endurance, intellectual capacity, attachments to place, as well as their religious devotion, their general disposition, work ethic, and ways of domestic life. The list ended with the most important question, which the previous ones had apparently prepared the respondent to answer to the best of their abilities: “In your judgement are the freedmen in your department considered as a whole fit to take their place in society with a fair prospect of self-support and progress or do they need preparatory training and guardianship? If so of what nature and to what extent?”

Slow Stretching Emancipation

The Emancipation Proclamation was widely celebrated by enemies of slavery, though it did not emancipate all enslaved Black peoples. Celebrations were held in Northern cities like Philadelphia and Boston . News of emancipation was slow moving, even in areas that were covered by the proclamation. In areas under Union control, like Port Royal, Black people were informed of their new legal status on January 1st, but in areas under Confederate control the proclamation was often kept secret from enslaved people or entirely ignored. In his memoir, Up from Slavery, Booker T. Washington described his experience learning of the proclamation:

After the reading we were told that we were all free, and could go when and where we pleased. My mother, who was standing by my side, leaned over and kissed her children, while tears of joy ran down her cheeks. She explained to us what it all meant, that this was the day for which she had been so long praying, but fearing that she would never live to see. Booker T. Washington, Up from Slavery: An Autobiography, pg. 21

From the questions the American Freedmen’s Inquiry Commission asked, it is clear that they imagined the freemen’s “fitness” to hinge on their ability to work for wages, own land, and maintain standard familial structures. The surveys asked whether freedmen “seemed disposed to continue their domestic relations or form new ones.” They asked whether, under slavery, enslaved children were taught to respect their parents. Commissioners wished to know if family names were common, and, if so, how they travelled through generations. The question about laboring for wages, which appeared towards the end of the questionnaire, was deeply connected to the question of what should come after slavery. If wages would not be successful in turning freedmen into laborers, a system of apprenticeship might be considered. The commissioners’ fixation on land was a result of the longstanding connection in the United States between citizenship and landowning. It was also a response to fears of Black migration. In all, the surveys show that the question of freedmen’s fitness was one of their assimilation into the intertwined relations of the capitalist wage and the family, as recognized by the state and church.

While the American Freedmen’s Inquiry Commission went about their work, freedpeople made their lives in ways that both answered the Commission’s questions and exceeded them. Some people found their way to camps to join the war effort; others went in search of family and still others made homes where they were. Washington Spradling, for example, told the Commission in 1863 how freedpeople in Kentucky pooled resources to pay for funerals and buy their relatives out of slavery, all under the oppression of new police powers. Across the South, as the Civil War raged, Black people brought about emancipation. They could not wait for the state’s commissions and reports. However, shades of their experiments in freedom are visible in the reports of the American Freedmen’s Inquiry Commission.

The most comprehensive and authoritative history site on the Internet.

From States’ Rights to Slavery: What Caused the American Civil War?

The Northern and Southern sections of the United States developed along different lines. The South remained a predominantly agrarian economy while the North became more and more industrialized. Different social cultures and political beliefs developed. All of this led to disagreements on issues such as taxes, tariffs and internal improvements as well as states’ rights versus federal rights. At the crux of it all, however, was the fight over slavery.

Causes of the Civil War

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The burning issue that led to the disruption of the union was the debate over the future of slavery. That dispute led to secession, and secession brought about a war in which the Northern and Western states and territories fought to preserve the Union, and the South fought to establish Southern independence as a new confederation of states under its own constitution.

The agrarian South utilized slaves to tend its large plantations and perform other duties. On the eve of the Civil War, some 4 million Africans and their descendants toiled as slave laborers in the South. Slavery was interwoven into the Southern economy even though only a relatively small portion of the population actually owned slaves. Slaves could be rented or traded or sold to pay debts. Ownership of more than a handful of slaves bestowed respect and contributed to social position, and slaves, as the property of individuals and businesses, represented the largest portion of the region’s personal and corporate wealth, as cotton and land prices declined and the price of slaves soared.

The states of the North, meanwhile, one by one had gradually abolished slavery. A steady flow of immigrants, especially from Ireland and Germany during the potato famine of the 1840s and 1850s, insured the North a ready pool of laborers, many of whom could be hired at low wages, diminishing the need to cling to the institution of slavery.

Th e Dred Scott Decision

Dred Scott was a slave who sought citizenship through the American legal system, and whose case eventually ended up in the Supreme Court. The famous Dred Scott Decision in 1857 denied his request stating that no person with African blood could become a U.S. citizen. Besides denying citizenship for African-Americans, it also overturned the Missouri Compromise of 1820, which had restricted slavery in certain U.S. territories.

States’ Rights

States’ Rights refers to the struggle between the federal government and individual states over political power. In the Civil War era, this struggle focused heavily on the institution of slavery and whether the federal government had the right to regulate or even abolish slavery within an individual state. The sides of this debate were largely drawn between northern and southern states, thus widened the growing divide within the nation.

Abolitionist Movement

By the early 1830s, those who wished to see that institution abolished within the United States were becoming more strident and influential. They claimed obedience to “higher law” over obedience to the Constitution’s guarantee that a fugitive from one state would be considered a fugitive in all states. The fugitive slave act along with the publishing of Harriet Beecher Stowe’s Uncle Tom’s Cabin helped expand the support for abolishing slavery nationwide.

Harriet Beecher S towe’s Uncle Tom’s Cabin

Harriet Beecher Stowe’s anti-slavery novel Uncle Tom’s Cabins was published in serial form in an anti-slavery newspaper in 1851 and in book format in 1852. Within two years it was a nationwide and worldwide bestseller. Depicting the evils of slavery, it offered a vision of slavery that few in the nation had seen before. The book succeeded at its goal, which was to start a wave of anti-slavery sentiment across the nation. Upon meeting Stowe, President Lincoln remarked, “So you’re the little woman who wrote the book that started this great war.”

The Underground Railroad

Some abolitionists actively helped runaway slaves to escape via “the Underground Railroad,” and there were instances in which men, even lawmen, sent to retrieve runaways were attacked and beaten by abolitionist mobs. To the slave holding states, this meant Northerners wanted to choose which parts of the Constitution they would enforce, while expecting the South to honor the entire document. The most famous activist of the underground railroad was Harriet Tubman , a nurse and spy in the Civil War and known as the Moses of her people.

The Missouri Compromise

Additional territories gained from the U.S.–Mexican War of 1846–1848 heightened the slavery debate. Abolitionists fought to have slavery declared illegal in those territories, as the Northwest Ordinance of 1787 had done in the territory that became the states of Ohio, Indiana, Illinois, Michigan and Wisconsin. Advocates of slavery feared that if the institution were prohibited in any states carved out of the new territories the political power of slaveholding states would be diminished, possibly to the point of slavery being outlawed everywhere within the United States. Pro- and anti-slavery groups rushed to populate the new territories.

In Kansas, particularly, violent clashes between proponents of the two ideologies occurred. One abolitionist in particular became famous—or infamous, depending on the point of view—for battles that caused the deaths of pro-slavery settlers in Kansas. His name was John Brown. Ultimately, he left Kansas to carry his fight closer to the bosom of slavery.

The Raid On Harpers Ferry

On the night of October 16, 1859, Brown and a band of followers seized the federal arsenal at Harpers Ferry, Virginia (now West Virginia), in what is believed to have been an attempt to arm a slave insurrection. (Brown denied this at his trial, but evidence indicated otherwise.) They were dislodged by a force of U.S. Marines led by Army lieutenant colonel Robert E. Lee.

Brown was swiftly tried for treason against Virginia and hanged. Southern reaction initially was that his acts were those of a mad fanatic, of little consequence. But when Northern abolitionists made a martyr of him, Southerners came to believe this was proof the North intended to wage a war of extermination against white Southerners. Brown’s raid thus became a step on the road to war between the sections.

T he Election Of Abraham Lincoln

Exacerbating tensions, the old Whig political party was dying. Many of its followers joined with members of the American Party (Know-Nothings) and others who opposed slavery to form a new political entity in the 1850s, the Republican Party. When the Republican candidate Abraham Lincoln won the 1860 presidential election, Southern fears that the Republicans would abolish slavery reached a new peak. Lincoln was an avowed opponent of the expansion of slavery but said he would not interfere with it where it existed.

Southern Secession

That was not enough to calm the fears of delegates to an 1860 secession convention in South Carolina. To the surprise of other Southern states—and even to many South Carolinians—the convention voted to dissolve the state’s contract with the United States and strike off on its own.

South Carolina had threatened this before in the 1830s during the presidency of Andrew Jackson , over a tariff that benefited Northern manufacturers but increased the cost of goods in the South. Jackson had vowed to send an army to force the state to stay in the Union, and Congress authorized him to raise such an army (all Southern senators walked out in protest before the vote was taken), but a compromise prevented the confrontation from occurring.

Perhaps learning from that experience the danger of going it alone, in 1860 and early 1861 South Carolina sent emissaries to other slave holding states urging their legislatures to follow its lead, nullify their contract with the United States and form a new Southern Confederacy. Six more states heeded the siren call: Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. Others voted down secession—temporarily.

Fort Sumter

On April 10, 1861, knowing that resupplies were on their way from the North to the federal garrison at Fort Sumter in the harbor of Charleston, South Carolina, provisional Confederate forces in Charleston demanded the fort’s surrender. The fort’s commander, Major Robert Anderson, refused. On April 12, the Confederates opened fire with cannons. At 2:30 p.m. the following day, Major Anderson surrendered.

War had begun. Lincoln called for volunteers to put down the Southern rebellion. Virginia, Arkansas, North Carolina and Tennessee, refusing to fight against other Southern states and feeling that Lincoln had exceeded his presidential authority, reversed themselves and voted in favor of session. The last one, Tennessee, did not depart until June 8, nearly a week after the first land battle had been fought at Philippi in Western Virginia. (The western section of Virginia rejected the session vote and broke away, ultimately forming a new, Union-loyal state, West Virginia. Other mountainous regions of the South, such as East Tennessee, also favored such a course but were too far from the support of Federal forces to attempt it.)

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The American Civil War: A collection of free online primary sources

Susan Birkenseer

The American Civil War began in 1861, lasted until 1865, and was ruinous by any standard. Within months of President Lincoln’s inauguration, seven southern states began the secession from the Union and declared the Confederate States of America. This split in the fabric of the country began a bitter war, concluding in the death of more than 750,000 soldiers. When the South finally surrendered, the Confederacy collapsed, and slavery was abolished. To understand the conflict, take a look back at the primary documents that highlight decisions of generals, the everyday drudgery of soldiers, and the photographic images of battle.

Hundreds of websites offer insight into the American Civil War. This guide is not comprehensive, but it highlights a diverse collection of free websites of primary sources for the study of the war. These websites include digitized newspaper archives for both the Union and Confederate sides of the struggle, collections of letters and diaries, digitized photographs, maps, and official records and dispatches from the battlefields.

• Brooklyn Daily Eagle (1841–1955). An important daily newspaper, the Eagle was unusual for its time since it covered national as well as regional news. The archive is searchable, can be browsed by date, and includes zooming capabilities to see the tiny text up close. The archive is maintained by the Brooklyn Public Library. Access: http://bklyn.newspapers.com/title_1890/the_brooklyn_daily_eagle/ .
• Chronicling America. This site offers access to multiple newspapers from both the Confederate and Union states. Over 1,400 newspapers are in the archive, but not all of them are from the Civil War years. Examples of newspaper titles include: Memphis Appeal (1857–1886), Chattanooga Rebel (1862–1865), New York Sun (1859–1916), and New York Daily Tribune (1842–1866). Search across the newspapers for a range of contemporary stories from both sides of the war. From the Library of Congress. Access: http://chroniclingamerica.loc.gov/#tab=tab_newspapers .

• Richmond Daily Dispatch (1860–1865). This paper was published from the Confederate capital and has a digitized and searchable online archive of 1,384 issues. The site is funded by the Institute of Museum and Library Services. Access: http://dlxs.richmond.edu/d/ddr/index.html .
• Secession-Era Editorials. This site from the Furman University history department in South Carolina contains transcribed editorials from contemporary newspapers, all from the 1850s. The specific issues discussed are the Nebraska Bill debates, the caning attack on Senator Charles Sumner by Representative Preston Brooks, John Brown’s Raid on Harper’s Ferry, and the Dred Scott decision. These events all highlight the varied and inflexible opinions of their time from both sides of the conflict. Access: http://history.furman.edu/editorials/see.py .

Maps and photographs

• Civil War Glass Negatives and Related Prints. Approximately 7,000 portraits and battleground images are available. The collection is from the glass negatives of Mathew Brady and Alexander Gardner, as well as from photographic collections that were purchased by the Library of Congress in 1943. Browse by broad subjects or search by keyword. Access: http://www.loc.gov/pictures/collection/cwp/ .

• Pictures of the Civil War. The new era of photography brought the battles home during the American Civil War. The National Archives has organized the Mathew Brady and Alexander Gardner photographs into broad categories for easy browsing. Access: http://www.archives.gov/research/military/civil-war/photos/index.html .

Diaries and letters

• Abraham Lincoln Papers at the Library of Congress. Approximately 20,000 documents, which include correspondence with enclosures of newspaper clippings, drafts of speeches, notes, pamphlets, and other printed material by Lincoln, are available. Most of the material dates from the presidential years. Lincoln had a lively correspondence with many people in his day, so this is a rich resource. Each piece is scanned, with accompanying transcription. Searchable by keyword or just browse the collection. Access: http://memory.loc.gov/ammem/alhtml/malhome.html .
• American Civil War Collection at the Electronic Text Center. This site has transcribed letters from the University of Virginia special collections with links to other collections (some links are only accessible by University of Virginia students). Access: http://etext.virginia.edu/civilwar/ .
• The Civil War Archive: Letters Home from the Civil War. A collection of letters from both Union and Confederate soldiers, organized by name and regiment. Access: http://www.civilwararchive.com/LETTERS/letters.htm .
• The Civil War Collection at Michigan State University. A huge online collection of scanned letters, newspaper articles, images, photographs, diaries, and much more, filled with the stories of Michigan soldiers. Access: http://civilwar.archives.msu.edu/ .
• The Civil War Collection at Penn State. Penn State has a rich digitized special collection. These include diaries, newspapers, and other ephemera. No transcriptions are available for the diaries, but the scanned pages are clean and easy to peruse. Access: http://www.libraries.psu.edu/psul/digital/civilwar.html .
• Civil War Diaries and Letters. Browse a list of scanned diaries and letters from the University of Iowa Libraries, some of which currently have transcriptions, but not all. You can also browse by year to get the materials for a particular time. Access: http://digital.lib.uiowa.edu/cwd/ .
• Civil War Diaries and Letters Collections. A collection of diaries and letters from Auburn University, covering both sides of the war; each item is scanned and transcribed. Access: http://diglib.auburn.edu/collections/civilwardiaries/ .

• The Civil War: Women and the Home-front. Duke University has put together this study guide relating to women’s role during the war. Use the tab labeled “Primary Sources Online,” which includes digitized diaries and letters, as well as outside links to other institutions’ collections. The online papers include a collection from Rose O’Neal Greenhow, a famed Confederate spy. Other letters include those written by African American slaves, describing their living conditions in the South. Access: http://guides.library.duke.edu/content.php?pid=41224&sid=303304 .
• First Person Narratives of the American South. Everyday people’s voices speak through their diaries, autobiographies, ex-slave accounts, and memoirs on this site, which is organized alphabetically or by subject. Access: http://docsouth.unc.edu/fpn/index.html .
• Manuscripts of the American Civil War. This special collection from the University of Notre Dame’s Rare Books and Special Collections contains seven soldier’s diaries, which have been carefully scanned and transcribed. The soldiers represented are from both sides of the war. The diaries highlight their day-to-day experiences—from the mundane to the terrifying. Access: http://www.rarebooks.nd.edu/digital/civil_war/diaries_journals/ .
• Saint Mary’s College of California Special Collections. Saint Mary’s College has a small, select special collection containing letters from a private in the Fifth Vermont regiment, and a diary from a captain of the Sixteenth Michigan regiment. The collections are digitized and transcribed, and the site is well illustrated. Access: http://www.stmarys-ca.edu/library/about-the-library/special-collections .
• South Carolina and the Civil War. The site brings together primary sources by eyewitnesses from the holdings of the University of South Carolina. Included on the site are diaries, sheet music, maps, letters, and photographs. The collections are scanned and viewable, but with little transcription or description. Access: http://library.sc.edu/digital/collections/civilwar.html .
• Valley of the Shadow. Thousands of documents are accessible that compare life in two towns during the war: one in Virginia and one in Pennsylvania. These documents include letters, diaries, maps, newspaper accounts, and other sources. Access: http://valley.lib.virginia.edu/ .
• Virginia Military Institute Archives. The Virginia Military Institute has a proud history of training its students to serve in the military service of the United States. The archives provide access to the full-text of more than 75 letters, diaries, manuscripts, and other ephemera of soldiers from both armies. Access: http://www.vmi.edu/Archives/Civil_War/Civil_War_Resources_Home/ .
• Wisconsin Goes to War: Our Civil War Experience. The University of Wisconsin is in the process of digitizing letters, diaries, poetry, and other writings from Wisconsin’s soldiers; approximately 630 pages to date, with an expected completion number to be more than 2,600 pages. Access: http://uwdc.library.wisc.edu/collections/WI/WIWar .

Dispatches and battles

• Antietam on the Web. This site looks at the crucial Battle of Sharpsburg (Antietam), highlighting generals and other officers, battle maps, and important background information. This site also includes the transcriptions of reports from the officers from both sides of the war, as well as excerpts from diaries and letters of some of the soldiers who survived. Access: http://antietam.aotw.org/index.php .
• Making of America: Official Records of the Union and Confederate Navies. The Making of America site is an excellent source of primary documents, and this one features the orders, reports, and correspondence from the Union and Confederate navies. The scanned pages of the 30-volume set from the Government Printing Office are annotated and arranged chronologically. The collection is searchable. This is an essential resource for any study of naval operations in the war. Access: http://ebooks.library.cornell.edu/m/moawar/ofre.html .
• Ulysses S. Grant Presidential Library. This site from Mississippi State University contains the first 31 volumes of The Papers of Ulysses S. Grant published by Southern Illinois University Press, and includes his military papers from the Civil War. Also included are photographs and prints from the life of Grant, including photographs from the war. The volumes are searchable as well as browsable. Access: http://digital.library.msstate.edu/cdm/usgrantcollection .
• The War of the Rebellion: A Compilation of Official Records of the Union and Confederate Armies. This 70-volume work from the Making of America site at Cornell University contains the formal reports for both the Union and Confederate armies, including correspondence and orders. The scanned volumes are arranged chronologically and identified with a brief annotation. The volumes are searchable. This is an essential resource for anyone doing serious research on battles, regiments, and the progress of the war. Access: http://digital.library.cornell.edu/m/moawar/waro.html .

Slavery and abolitionism

• Born in Slavery: Slave Narratives from the Federal Writers’ Project, 1936–1938. Includes more than 2,300 first-person accounts, and more than 500 photographs. The narratives were collected in the 1930s by the Federal Writer’s Project and the Works Progress Administration, and put into a seventeen volume set. Access: http://memory.loc.gov/ammem/snhtml/snhome.html .
• Frederick Douglass Papers. A former slave and devout abolitionist, Douglass’s papers were digitized by the Library of Congress. They are searchable, and also can be browsed by date, and then narrowed by type, such as speeches or correspondence. Access: http://www.loc.gov/collection/frederick-douglass-papers/about-this-collection/ .
• North American Slave Narratives. The University of North Carolina-Chapel Hill has a special collection dedicated to slave narratives. Not every manuscript is a primary document, but many are. Included on the site are narratives of fugitive and former slaves in published form from before 1920. For scholars interested in further study, a bibliography of slave and former-slave narratives by William L. Andrews is also included. Access: http://docsouth.unc.edu/neh/index.html .
• Slavery and Abolition in the U.S.: Select Publications of the 1800s. Reflecting both sides of the slavery question, these publications from the 1800s include speeches, tracts, pamphlets, books, legal proceedings, religious sermons, and personal accounts. This collection from a cooperative project by Millersville University and Dickinson College includes more than 24,000 individual pages. Access: http://deila.dickinson.edu/slaveryandabolition/index.html .
• Slaves and the Courts 1740–1860. From the Library of Congress’s American Memory Project this site consists of trials and cases, arguments, proceedings, and other historical works of importance that relate to the prosecution and defense of slavery as an institution. The collection contains more than 100 pamphlets and books published between 1772 and 1889. Access: http://memory.loc.gov/ammem/sthtml/ .

Confederacy

• The Museum of the Confederacy. Various primary sources are accessible, including a collection of photographs, documents, and artifacts relating to Lee and Jackson, the “Roll of Honor and Battle Accounts” from Confederate soldiers, and a searchable database of their collections. Access: http://www.moc.org/collections-archives?mode=general .
• The Papers of Jefferson Davis. A selection of documents from the published papers of the same name that includes speeches, reports, and correspondence. The documents are organized by volume with brief annotations. Access: http://jeffersondavis.rice.edu/documentslist.aspx .

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The American Civil War Essay Examples

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Topic: United States , America , Lincoln , Organization , Slavery , Violence , Government , War

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The American Civil War

The American civil war was fought from 1861 to 1865 and is believed to have consumed more lives than all other wars combined. The war was anticipated for over 40 years after the American Revolution due to conflicts between the North and south. There were many issues between the two sides, but slavery was the central issue. Another cause was taxation of goods imported from foreign countries. The taxes were called tariffs and the southerners felt oppressed since they imported more goods than the northerners. Goods exported from the south were heavily taxed, which was not applicable to goods of equal value exported from the north. These irregularities existed because the northern and Midwestern states had become very influential and their populations were increasing. Southern states were not very populated, which made them lose their power. This created sectionalism where the states were distinguished by differences in economy, culture, and values (Ford, 2004). The issue of slavery formed the center stage in the conflict leading to the civil war. Slaves provided labor in the plantations and farms owned by the whites. The southerners had more acceptance of slavery since the colonial period than the northerners. People from the north felt that the institution of slavery was uncivilized and should be abolished. Slavery for the southern Americans was protected by both the federal and state laws. The first confrontation occurred in 1819 when Missouri was admitted to the union as a slave state. This upset the balance of power in the senate, which constituted of 11 Free states and 11 slave states. The admission of Missouri increased the number of slave states to twelve. In 1820, Senator Henry Clay proposed the Missouri Compromise that admitted Missouri as a slave state and Maine as a free state to keep the balance of power (Glatthaar and Gallagher, 2001). The fugitive slave law passed in 1850 required all Americans to return runaway slaves. In 1857, the Supreme Court failed to grant freedom to Scott Dred who was a slave. This ruling was controversial to the northern anti-slavery leaders. In 1859, John Brown was executed for his attempt to steal weapons from the federal armory. This incident proved that the southern interests were not well represented in the senate, and the southerners wanted to secede from the north. The election of Abraham Lincoln as president in 1860, who was a republican and anti-slavery activist was viewed as a blow against secession by southern democrats (Ford, 2004). However, South Carolina and six other states managed to secede in 1860 and early 1861 and formed the Confederate States of America. These states attacked Fort Sumter in 1861, which belonged to the Union and was supported by the North. Lincoln called upon 75,000 from 23 states loyal to the Union to quell the rebellion of the south. States loyal to the union and those in the south began raising volunteers to serve in the armies. This marked the beginning of the civil war between the north and south. The war came to an end when three constitutional amendments were passed by congress. The 13th amendment of 1865 abolished the institution of slavery. The 14th amendment of 1868 granted citizenship to freed slaves and the 15th amendment of 1870 gave them the right to vote. The war had changed the political, social, and economic setup of America in less than 10 years. The ruling from the Scott case had concluded that African Americans could not attain partial or full citizenship whether free or slaves. This separated the country along racial lines since Africans were not entitled to constitutional rights enjoyed by the whites (Ford, 2004). The Blacks were considered inferior and could not interact with the whites either socially or politically. The 13th amendment aimed at forestalling the secession but was interfered with by the war and replaced in 1865 with the amendment that abolished slavery. The abolishment of slavery was not a goal of the government since Lincoln raised armies to preserve the Union and not to abolish slavery. Abolishing slavery was eventually assimilated as an aim for the preservation of the union by 1863. The end of the civil war ended the institution of slavery and secession by the southern states. The Confederacy was founded by Alexander to fight for the rights of slaves. The institution of slavery was built on racism, and it was difficult for the confederacy to fight for their rights. Racism continued even in the Reconstruction Era between 1865 and 1877. This undermined the 13th, 14th, and 15th constitutional amendments. The rights of the African Americans eroded in the following decades, and they were marginalized and segregated politically and economically. The white supremacy in the south was still evident after the civil war. Three black Americans could be lynched every week in the south between 1890 and 1920. Black Americans had to pay taxes but were denied the constitutional rights enjoyed by the whites (Glatthaar and Gallagher, 2001). The government had forgotten the rights of slaves in a rush to prevent the secession of the south. The southern philosophers considered slaves to be contented in slavery since they were committed and faithful to their masters. This made the southerners fight for the existence of the institution of slavery, but they were overwhelmed by the military strength of the Union. This ideology of slavery remained among the southerners as the country progressed to the industrial age and the Progressive Era. The south developed the Great Alibi since its defects became virtues of the war and their defeat turned victory long after the war had ended. The northern states considered themselves to be the savior of the nation by instilling morality to the southern states. Slavery continued to dominate the disagreements between the north and the south in the 19th century. The southern states took long to reconstruct due to destruction by the north that was better armed and had bigger troops than the southern forces. The civil war erupted in 1861, but the differences between the two sides began with the Declaration of Independence. The declaration did not address the abolition of slavery effectively, and the African Americans were granted fewer rights than the whites. These rights were still debatable between the abolitionists and the southern masters. The war stopped in 1865, but its legacy still exists in the current society. The war granted freedom to the slaves, and it gave them constitutional rights even though they were fully entitled to these rights several decades after the war.

Ford, C. T. (2004). The American Civil War: An overview. Berkeley Heights, NJ: Enslow Publishers. Glatthaar, J. T., & Gallagher, G. W. (2001). The American Civil War. Oxford: Osprey Military.

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The Civil War in America Essay

The main origin of the civil war in America was the declaration of seven states that had split from the U.S and grouped to form a confederacy. The main reason b ehind t ofhis was the devastating effects of slavery.The southerners felt that the northerners were against slavery, and they were grouping to form political parties that were to oppose the growth of slavery within western territories. The southerners felt that this would pose a threat to slavery and thus violate their rights.

Even without the optimum support of the southern states, Abraham Lincoln won the elections that were carried out in 1860. This victory catalyzed the rise of secession from slave states within the deep south when seven of them teamed up to form the confederate state of America just before Lincoln was sworn in to presume office.in addition, C.A.F was not recognized by nationalists from every part of America especially from the north. Even the U.S government declined to surrender its forts which had been claimed by confederacy. Civil war then started in 1861 following confederates attack on fort Sumter being the main fortress of United States in South Carolina.

As historians continue to emphasize, slavery and other multifaceted discontents were noted as the main causes of the uprising. Tariff issue later became entangled in slavery matters. The rest of the factors that contributed to civil war in America were party politics, sectionalism, modernization, industrialization, southern nationalism, economics and also abolitionism which took place during the antebellum phase.

The United States then became two divided nation. There was also a significant growth in population among the states in New England, mainly due to high birth rate and immigration. In the south, most of its dominants were planters based on slavery. A high growth rate was taking place within Texas due to higher rates of birth and large immigrant numbers coming from the south east as compared to the ones from Europe.

Debates over the years were focused towards explaining the future of slavery and how it could change before the civil war began in 1861. On May 26th, 1836, the house passed Pinckney resolutions, which stated that the Congress did not have constitutional powers to interfere with states that practiced slavery.

Secondly, it was not to practice it in the District of Colombia. Thirdly, all information and inquiries related to slavery and its activities were all enshrined in the infamous gag rule. This provided a blue print on how slavery would be ended, although it did not yield much.

Slavery contributed greatly to southern leaders in the following ways. To begin with, slave labor was used in industries like the cotton picking and had to do hard kinds of the job but were not paid and the money that was meant for labor was later spent on improving the economy of the United States thus maximizing their output on production with minimal cost. During this period, slavery was the main source and backbone of the southern economy since it became more like political socio identity of the south.

This slavery helped the south to enjoy its economic success that became before the rise of civil war.The use of slaves led to economic strengths by states that owned them since without slavery; the antebellum would have collapsed. The south than had to defend their economic security by slavery until it was legalized.W ith the slaves in the south, this enabled industrialization to speed up since there was free labor readily available.

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Home — Essay Samples — History — Civil War — Causes of the Civil War

Causes of The Civil War

• Categories: Civil War

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Published: Jan 30, 2024

Words: 572 | Page: 1 | 3 min read

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Economic factors, political factors, social factors, the role of leadership.

• McPherson, J. M. (1988). Battle Cry of Freedom: The Civil War Era. Oxford University Press.
• Goldfield, D. R. (2005). America Aflame: How the Civil War Created a Nation. Bloomsbury Press.

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• Background Essay on Why They Fought

This essay explores the motivations of soldiers on both sides of the U.S. Civil War.

For most of the 160 years since the Civil War was fought, what was considered important about ordinary soldiers was that they fought, not what they fought for . In order to promote sectional harmony and reconciliation between North and South after the war, political and social leaders emphasized the valor of soldiers on both sides of the conflict. They chose to remember shared experiences and values like service, military strength, and sacrifice, rather than focusing on the very different political, social, and moral causes for which Civil War soldiers fought. We think, however, that it is critically important to understand why men (and occasionally women) joined their respective armies and engaged in such a long, bloody, and costly conflict. It is clear from soldiers' letters and actions that competing ideas of race, class, and citizenship were central to the conflict. 

One of the enduring questions about soldiers' motivations in the war is  why did so many non-slaveholding white southerners join the Confederate cause ? While it is true that a nascent Southern nationalism played a role for some, understanding the motivations of non-elite white southerners opens a window into mid-nineteenth century ideas about social mobility, class, and race. For white southerners, to get ahead meant to purchase a slave, build up capital, purchase more enslaved people, and to strive towards the economic, social, and political power of the plantation-owning gentry. This is why so many southerners struck out for cheaper lands in newly opened territories, bringing enslaved people and rending enslaved communities in the East, during the 1820s and 1830s; it is why so many supported the war with Mexico in the 1840s and fought bloody conflicts in Kansas in the 1850s. They hoped that new lands would offer new opportunities to get in the slave-holding, plantation-buidling game. This truth about social mobility in the antebellum South, and its dependence on the enslavement of black Americans, explains the quick and fierce loyalty to the Confederate cause on the part of so many poor whites: they fought to preserve slavery in order to preserve their chance to climb the social and economic ladders of their world. Looking at the motivations of white southern soldiers helps students understand the antebellum society they fought to maintain.

When we teach about the motivations of ordinary soldiers, we also see that the North was far from unified in its support for the war. Many disagreed with President Lincoln's aims throughout the conflict—to some he was a tyrant, pushing the nation into a war it did not want, while for others, Lincoln's desire to "preserve the union" did not go far enough in guaranteeing the end of slavery and the citizenship of African Americans. The issuance of the National Conscription Act in 1863 stoked class tensions, as poor and working-class men, many of them immigrants, were drafted into the Union army. Further inflaming tensions was the law's provision that allowed anyone who could pay $300 to avoid military service. In July 1863, violent anti-draft riots broke out in New York City, where a mostly working-class Irish immigrant contingent burned and looted the Colored Orphans Asylum and the draft office, and lynched African Americans. At least a dozen were killed  before the riot was quelled by the arrival of Union troops, weary from their recent battle at Gettysburg. The draft riots underscore that deep divisions of race and class were alive and well in the North, as well as the South, and that the war, rather than solving these problems, exacerbated them.

In  an 1864 letter to Abraham Lincoln , James Shorter, writing on behalf of his fellow soldiers in the 55th Massachusetts regiment, summarized the motivations of many black soldiers: "We came to fight For Liberty justice & Equality" [ sic ]. Although initially denied the opportunity to serve in the Union army, African Americans continually put pressure on government and military leaders to enlist black soldiers. After they were finally allowed to join, more than 200,000 black men signed up. Hundreds, perhaps thousands, refused to accept lower wages than white soldiers were paid. In their letters and acts of protest, black soldiers repeatedly claimed that they were entitled to equal and fair treatment to white soldiers. Further, they affirmed their right to enjoy the full privileges of citizenship because of their shared participation in the military struggle. Black soldiers often pointed out that they did not passively wait for freedom to be granted but, as soldiers, helped to win the war that ended slavery.

In This Collection

Primary documents.

"Men of Color, To Arms!"

• African-American Victims Describe the New York City Draft Riots
• New York City Police Respond to the Draft Riots
• Congress Issues the Conscription Act
• An African-American Soldier Fights "In Defense of My Race and Country"
• An African-American Soldier Asks for Equal Pay
• An African-American Soldier Writes on Behalf of His Fellow Troops
• "Wanted, a Substitute"
• A New York Rioter Explains His Opposition to the Draft
• A Georgia Soldier Condemns the Exemption of Slaveholders
• "Southern 'Volunteers'"

"Colored Citizens, To Arms!"

Secondary Documents

• Background Essay on the New York City Draft Riots
• Background Essay on the "Twenty Negro" Law
• "Why Non-Slaveholders Fought for the Confederacy"

Teaching Activities

• The New York City Draft Riots: A Role Play
• "In Defense of My Race and Country": African-American Soldiers on Why They Are Fighting
• Who Fought for the Union?
• Who Fought for the Confederacy?

Historical Era

Civil War and Reconstruction (1861-1877)

Slavery and Abolition

African-American Soldiers , Civil War , New York City Draft Riots

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Lincoln in Richmond

A Souvenir Photograph Shows Civil War "Contraband"

Before-and-After Photograph of an African-American Union Recruit

A Ride for Liberty

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Civil war essay contest winners 2019, high school division.

Click on the title to read a winning essay.

First Prize

Caitlin Davidson , Carroll Senior High School, Southlake, TX “The American Colonization Society and Underlying Abolitionist Racism”

Second Prize

Baird Johnson , Stuyvesant High School, New York, NY “The Confederacy: Doomed by Its Foundation”

Third Prize

Joshua Orszag , Georgetown Day School, Washington, DC “ Whales and War: How the Confederates Destroyed the Northern Whaling Industry and Why the Union Let It Happen”

Honorable Mention (in alphabetical order)

Nithyani Anandakugan , Acton-Boxborough Regional High School, Acton, MA “Through the Lens of Dred Scott : The Supreme Court’s Antebellum Condition”

Kaitlyn Anderson , Kamehameha Schools Kapalama Campus, Honolulu, HI “From the Grapevine: The Telegraph in the Civil War”

Cate Cogger , Chapel Hill High School, Chapel Hill, NC “Then and Now: The Influence of the Civil War in Art”

James Nguyen , Pennsylvania Homeschoolers AP Online “Tomahawks and Rifles: The Warriors of the Civil War”

Rachel Torres , Patchogue-Medford High School, Medford, NY “Weathering the War: The Overlooked Impact of Meteorology on the American Civil War”

Nina Smith , West Catholic High School, Grand Rapids, MI “Mathew Brady and Civil War Photography”

Luke Vacha , St. Joseph’s Preparatory School, Philadelphia, PA “‘Thaddeus Stevens frankly and defiantly has declared’: Conviction, Equality, and Suffrage”

Middle School Division

Eliane Spalding , Irma Lerma Rangel Young Women’s Leadership School, Dallas, TX “Lincoln and Davis: Motivational Leaders”

Cecilia DeGuzman , Trinity School of Durham and Chapel Hill, Durham, NC “Tears of Ink: The Civil War in Verse”

Ava Cox , State College of Florida Collegiate School, Bradenton, FL “Civil War: It Wasn’t Just a Man’s Fight!”

Documentary Film Category

Rebekah Che , Pennsylvania Homeschoolers AP Online “A State Divided: How Local Ohio Newspapers Reflected Political Conflict”

Gabrielle Benkovitz , Notre Dame School, New York, NY “Women’s Clothing during the Civil War”

Kacie McKeever , Sanford H. Calhoun High School, Merrick, NY “After the Bullet: How Doctors Treated Gunshot Wounds in the Civil War Era”

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What the 'Dawn of the Civil War' can tell us about today's acrimonious politics

Dave Davies

In The Demon of Unrest, author Erik Larson chronicles the five months between the election of Abraham Lincoln in 1860 and the start of the Civil War, drawing parallels to today's political climate.

Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

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