[FREE] Lincoln's Second Inaugural Address Usa Test Prep Answers
George G. Meade's men—while the Confederate dead, wounded, or missing have been estimated at 24, to 28,about a third of Gen. Robert E. Lee's army. Thus, Lincoln saw the Civil War as a severe test of whether or not self-government "so conceived...
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Emancipation thus became the backdrop for Lincoln's Gettysburg Address later that year. With Emancipation declared for the vast majority of American slaves, Lincoln asked Americans to see that the fight to defend the Constitution and Union had become, as well, a fight to defend the freedom of the former slaves of the rebel states.
Lesson 4: The Second Inaugural Address (1865)—Restoring the American Union
Given the controversy about the Emancipation Proclamation, even in the North, Lincoln did not spell out in detail that a successful war for union had to be a war for emancipation; his Gettysburg Address, therefore, never mentions the Emancipation Proclamation or slavery. Nevertheless, he also never uses the word "union," choosing instead to speak of a "nation" dedicated to liberty at its birth, a "nation" tested for that belief, and hence a "nation" he hopes will experience a "new birth of freedom. We shall nobly save, or meanly lose, the last best hope of earth. It presents to the whole family of man, the question, whether a constitutional republic, or a democracy—a government of the people, by the same people—can, or cannot, maintain its territorial integrity, against its own domestic foes.
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To "save the union" was to save what Lincoln called "the last best hope of earth," for the union's survival entailed the survival of the Constitution and the rule of law from the anarchic principle of secession, what Lincoln called "rebellion sugar-coated. Thus Lincoln turned a cemetery dedication into a dedication of the living to a certain course of action: "that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth. Ironically, Lincoln does so by depreciating the value of words in the face of deeds: "The world will little note nor long remember what we say here, but it can never forget what they did here.
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Words do make a difference, and in a way that belies a superficial reading of Lincoln's confession of an orator's "poor power to add or detract. The Chicago Times, a Democratic newspaper and longtime critic of Lincoln, thought he exploited the cemetery dedication for political purposes. In an editorial written a few days after the Gettysburg ceremony, the Times argued that Union soldiers fought only to defend the Constitution and Union against rebellious citizens, and not, as Lincoln asserted, to inaugurate "a new birth of freedom" for blacks as well as whites. Most northern, Democratic newspapers simply ignored the president's brief remarks or joined the Chicago Times in criticizing Lincoln for his partisanship and for siding with the "negro" as the equal of whites.
President Lincolns Second Inaugural Address - Assignment Example
Preparation This lesson makes use of written primary source documents and worksheets, available both online and in the Text Document that accompanies this lesson. Students can read and analyze source materials online, or do some of the work online and some in class from printed copies. Read over the lesson. Bookmark the websites that you will use. If students will be working from printed copies in class, download the documents from the Text Document and duplicate as many copies as you will need. The goal of this lesson is for students to decide if Lincoln can answer the criticism of a Chicago Times editorial, which claimed that his Gettysburg Address misrepresented the purpose of the Civil War and the cause for which Union soldiers had died. Students will evaluate primary source documents, analyze the claims that are made in each, and then decide how well Lincoln can answer the charges made against him.
Lincoln's Second Inaugural Address
Lesson Activities Activity 1. Evaluating the Gettysburg Address This lesson is built around the following sequence of tasks: Students read the primary text of this lesson: Abraham Lincoln, "Gettysburg Address" November 19, Students re-read and analyze the primary text: Abraham Lincoln, "Gettysburg Address" November 19, Students interrogate Lincoln with questions of their own making and then evaluate whether or not Lincoln's answers stand up to the criticism of the editorial. The Gettysburg Address is also included in the Text Document on page 1 , and can be printed out for student use. Later in the lesson, students will answer questions about the address, available in worksheet form on pages of the Text Document. After students have read the Gettysburg Address, divide the class into groups of three or four for collaborative work on the following documents and accompanying questions.
AP Flashcards
This editorial was published a few days after Lincoln delivered the Gettysburg Address and excoriated Lincoln for his interpretation of the war. Have students read the Times editorial to gain perspective and ideas to interrogate Lincoln on his purposes for his Gettysburg eulogy. The relevant excerpt is also included in the Text Document on pages , and can be printed out for student use.
lincoln's second inaugural address
While in their groups, have students work together on the answers to the following questions, which are also available in worksheet form on page 4 of the Text Document : In the second paragraph of the editorial, what were the author's criticisms of Lincoln's address? What subject is being addressed in the passages from the Constitution included by the author? What does the author want to show when he quotes passages from the Constitution and then derides Lincoln for talking about equality of all human beings in his Gettysburg remarks? What disagreements over 'the cause for which they died' between Lincoln and the author can you infer from the editorial?
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For what cause does the author think the Union soldiers died at Gettysburg? For what cause does Lincoln think they died? What words would you use to describe the tone of the author in the editorial? After answering the questions, instruct the students in each group to collaborate in writing a paragraph summarizing the criticisms leveled against Lincoln's Gettysburg Address by the writer of the editorial. They should refer to the worksheet questions and their answers in writing the paragraph. Then have the group synthesize the criticisms into two or three questions which they will use to interrogate Lincoln in his Gettysburg Address. If students need help with this exercise, guide them through the process of turning a criticism into a question.
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For example, the Chicago Times editorial interprets the Constitution not as presuming the equality of men but rather the preservation of slavery, so the following question for Lincoln could be constructed: How can Lincoln say that our forefathers dedicated this nation to "the proposition that all men are created equal" when the Constitution assumes the inequality of men by permitting and safeguarding slavery? After they have framed two or three questions, tell students to put the questions aside for use later in the lesson. Lincoln preferred not to give extemporaneous remarks, but the recent victory at Gettysburg, Pennsylvania, which led to Robert E. Lee's retreat on July 4th, put the President in a good mood.
Lincoln's Second Inaugural Speech
Lincoln indulged the gathered crowd with a brief reflection on the significance of July 4th, what he called "a glorious theme, and the occasion for a speech. Have students read Lincoln's "Response to a Serenade" July 7, , and then answer the questions below, which are also available in worksheet form on page 6 of the Text Document. Lincoln's "Response to a Serenade" is also included in the Text Document on page 5 , and can be printed out for student use.
Civil War & Reconstruction
Given that the War for Independence would not be over until the Treaty of Paris in , what was introduced on July 4th that Lincoln views as the start of a new nation? Lincoln calls the Southern attempt at secession "a gigantic Rebellion. What does Lincoln say was the fundamental aim of the federal military throughout the Civil War? The Gettysburg Address is also included in the Text Document on page 1, and can be printed out for student use. Why does Lincoln begin his eulogy to the soldiers buried at Gettysburg with a reference to "Four score and seven years ago"? Hint: What significant event happened in America eighty-seven years before ?
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The Declaration of Independence says "all men are created equal" is a "self-evident" truth, suggesting that human equality is obvious to any unbiased person. Why does Lincoln at Gettysburg call human equality a "proposition," meaning something that needs to be proven? Hint: What does the Civil War suggest about American convictions in the s regarding human equality? What does Lincoln mean by calling the Civil War a test of the ability of the nation to "long endure"? What does Lincoln say is the best way for the living to honor the dead at Gettysburg? Hint: How does Lincoln use the idea of dedication to shift his audience from the ceremony at the battlefield cemetery to the audience's responsibility once the ceremony is over? What is "the unfinished work" or "great task remaining before" his audience, the American people? What is "the cause" for which the soldiers buried at Gettysburg "gave the last full measure of devotion"?
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What is "the new birth of freedom" Lincoln calls for, and how does it differ from the nation's original birth? Hint: Who were the main beneficiaries of the original birth of freedom in , and who does Lincoln think will experience the new birth of freedom if the federal military wins the war? Put Lincoln in the Hot Seat Direct each group to retrieve the questions they framed after their reading of the Chicago Times editorial and use them to take aim at Lincoln's Gettysburg Address. They are to pose their questions to Lincoln's Address as a prosecutor would do, and then they are to switch positions by taking the stand and answering each of their questions as they think Lincoln would answer, based upon the knowledge they gained from their analysis of his speech. Each student will now make a decision, independent of the other members of his or her group: Do Lincoln's answers stand up to the criticism of the editorial?
AP Flashcards | CourseNotes
Ask students to rate Lincoln's response to the editorial on a scale of 1 to 5, with 1 representing a least favorable opinion of his ability to answer the criticism, and 5 representing a most favorable opinion. Then have students write a paragraph justifying why they chose the number they did. Why date the nation's birth or origin to the Declaration of Independence and not the ratification of the Constitution? How does a nation ensure that free government "shall not perish from the earth"?
Abraham Lincoln's Second Inaugural Address
What is "the great task remaining before" any free people? What were the main differences between the editorialist from the Chicago Times and President Lincoln on the purpose of the Civil War? For further thought and reflection: Count how often Lincoln uses the word "nation" in his Gettysburg Address. Why do you think he uses "nation" repeatedly, and not the word "union" at all? What might "nation" suggest or make clear that "union" does not? Lincoln never mentions slavery in his Gettysburg Address. Why not? How is it implied in his dedicatory remarks? On September 22, he issued a Preliminary Emancipation Proclamation, declaring that on January 1, , the slaves in any state or part thereof where the people "shall then be in rebellion against the United States" shall be "then, thenceforward, and forever free.
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The eleven Confederate States did not participate. Drawing an overwhelming majority of the soldier vote, Lincoln won a convincing re-election over his dismissed general, George B. McClellan, the "Peace" Democratic candidate. To emphasize national unity and not partisan differences, the Republicans ran as the "National Union Party," even going so far as to select Democrat Andrew Johnson of Tennessee as Lincoln's running mate. But the key to retaining the presidency was the string of significant victories won by Union forces in the fall of , which convinced Northerners that the war was close to being won. Where preserving the Union was the issue at his first inauguration, crushing the Confederacy and restoring the union of all the American states formed the context of Lincoln's second inauguration.
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By the time of his second inauguration on March 4, , the Civil War was almost over. Supported by Generals Philip H. Sheridan, who laid waste to the Shenandoah Valley a key food source for the Confederate army , and William Tecumseh Sherman, who disrupted Confederate transportation, communications, and morale throughout Georgia and the Carolinas, General-in-Chief Ulysses S.
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Grant mounted a coordinated attack on Southern forces and gained control of all the major Southern ports. On the political front, a peace conference at Hampton Roads, Virginia February 3, , which took place aboard the president's steamer River Queen, failed as Lincoln rejected an appeal for a cease-fire by Confederate Vice President Alexander Stephens. Lincoln remained committed to emancipation, and insisted on the disbanding of all rebel forces and a "restoration of the National authority throughout all the States.
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After hearing of the failed Hampton Roads Peace Conference, Confederate President Jefferson Davis delivered a speech in Richmond, proclaiming, "The duty that remains is to stand to our arms. With General Robert E. Lee's endorsement, the measure passed in early March , but was never enacted. Concerned that his wartime Emancipation Proclamation would become inoperative when peace returned to the nation, Lincoln had worked vigorously in and early to get the Thirteenth Amendment passed by the required two-thirds of the House of Representatives it had already passed the Senate in April , which it finally did on January 31, He called the amendment "a King's cure for all the evils.
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It winds the whole thing up. By the time of Lincoln's death on April 15, , twenty-one of the required minimum of twenty-seven states had ratified it, including two of the so-called Border Slave States, Missouri and Maryland, which had also abolished slavery in their state constitutions. Facing Radical Republicans in Congress calling for stricter enforcement of federal authority over the rebellious states, and a defeated but defiant South with no love for the Union after a devastating war, Lincoln had a difficult task ahead of him as he prepared his Second Inaugural Address. Instead of spelling out his plans for Reconstruction or "restoration" his preferred term of the seceded states, he followed the model of his Gettysburg Address.
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Upon swearing the presidential oath of office for a second time, Lincoln's speech to the nation would be weighty but brief. Discussion of the future course of the nation, the typical bread and butter of an inaugural address, was left for the very end of the four-paragraph, word speech. The shortest paragraph of the address, Lincoln kept it eloquently vague. Beginning with the most memorable phrase of the speech, "With malice toward none; with charity for all," he studiously avoided any specifics about whether or not the seceded states had actually left the federal Union, how they would be restored to their former place within the Union, or what the status or rights of the freedmen—or rebels, for that matter—would be under these returning governments.
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More important than a detailed agenda for the future, Lincoln thought, was a careful review of the past: what was the meaning of the conflict and how could this understanding help heal the wounds of the divided nation? Lincoln thought the reunification of the American people required a common view of the wrong of slavery, as well as a common acceptance of the ravages of the Civil War as due punishment from the Almighty for the national exploitation of black slaves. If "the war came" according to divine providence, and had proven to be an unexpected means of ridding the nation and not just the South of its original sin of slavery, then a common acceptance of this view of the war could help North and South "achieve and cherish a just, and a lasting peace. What was accomplished on the battlefield needed to be established in the hearts and minds of the former combatants.
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Therefore Lincoln sought in his Second Inaugural Address to establish a common, public memory of the war as the basis for restoring national unity. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
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Analyze multiple and complex causes and effects of events in the past. Distinguish between long-term causes and triggering events in developing a historical argument. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Preparation This lesson makes use of written primary source documents and worksheets, available both online and in the Text Document that accompanies this lesson. Students can read and analyze source materials online, or do some of the work online and some in class from printed copies. Read over the lesson. Bookmark the websites that you will use. If students will be working from printed copies in class, download the documents from the Text Document and duplicate as many copies as you will need.
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