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80 Chapter 16 Georgia in the Civil War
Section 1 Georgia Goes to War Skills Practice
Georgias Decision to Secede
Directions: e decision for Georgia to secede was not automatic. Many politicians sensed that there could be tragic
consequences for our state. Soon after Lincolns election, Alexander Stephens argued that Georgia should not secede.
Evaluate the excerpt from Stephens’s speech and summarize its impact.
e first question that presents itself is, shall the people of Georgia secede from the Union in consequence of the elec-
tion of Mr. Lincoln to the Presidency of the United States? My countrymen, I tell you frankly, candidly, and earnestly,
that I do not think that they ought. In my judgment, the election of no man, constitutionally chosen to that high office,
is sufficient cause to justify any State to separate from the Union. It ought to stand by and aid still in maintaining the
Constitution of the country. To make a point of resistance to the Government, to withdraw from it because any man
has been elected, would put us in the wrong. We are pledged to maintain the Constitution. Many of us have sworn to
support it. Can we, therefore, for the mere election of any man to the Presidency, and that, too, in accordance with the
prescribed forms of the Constitution, make a point of resistance to the Government, without becoming the breakers of
that sacred instrument ourselves, by withdrawing ourselves from it? Would we not be in the wrong? Whatever fate is
to befall this country, let it never be laid to the charge of the people of the South, and especially the people of Georgia,
that we were untrue to our national engagements. Let the fault and the wrong rest upon others. If all our hopes are to be
blasted, if the Republic is to go down, let us be found to the last moment standing on the deck with the Constitution of
the United States waving over our heads. (Applause.) Let the fanatics of the North break the Constitution, if such is their
fell purpose. Let the responsibility be upon them. I shall speak presently more of their acts; but let not the South, let us
not be the ones to commit the aggression. We went into the election with this people. e result was different from what
we wished; but the election has been constitutionally held. Were we to make a point of resistance to the Government
and go out of the Union merely on that account, the record would be made up hereafter against us.
Source: A.D. Candler, comp., Confederate Records of the State of Georgia (1909), vol 1, pp. 183-205.
Your summary of Stephens’s argument:
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NOTE: After secession, Alexander Stephens served as vice president of the Confederate States of America.
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Chapter 16 Georgia in the Civil War 81
Section 1 Georgia Goes to War
Skills Practice
Taking Sides—North versus South
Directions: On the map below, color code the states that fought for the North or South. Also, mark the border states and
territories.
Key:
Blue — North
Gray — South
Green — Border
Black — Territory
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82 Chapter 16 Georgia in the Civil War
Section 1 Georgia Goes to War Writing Skills
Civil War Diaries and Letters
Diaries and letters from ordinary citizens offer a unique glimpse into history. ese people did not expect anyone to read
their mail, so the perspectives they offer are often personal and unbiased.
Directions: Read the letter below and, on a separate sheet of paper, write a reply as if you were the father or mother
responding to the letter.
Camp of the 36th Ohio Vet. Vol.
Infry., near Harpers Ferry
Aug. 7th. ’64
Dear Father:
As I have a little time to spare, I will write you a few lines this morning. Should have written before but did not know
where to direct so requested the letters I wrote home to be forwarded to you. No doubt you have heard before this all
about our battle at Winchester and the different skirmishes we have been in. Have no time to give you a detailed ac-
count, as we expect to move every moment.
Our loss at Winchester now foots up 123 in killed & wounded, 11 killed, 112 wounded, 17 missing, Capt. Fort of Co.
E., was killed, Lt. Montgomery, Haddow & Maj. Palmer wounded, 11 wounded & 2 missing. In my Co. none killed. Lt.
George Putnam was wounded & fell into the hands of the enemy.
Our Regt. has lost some 200 men since we came into Va. When our old men go out will have but a small squad left. I
have made up my mind to leave the service if I can be mustered out. If not I will resign this fall. I am feeling pretty well,
with the exception of being very tired and wore out from hard marching and loss of sleep. Have marched almost every
day since we left Parkersburg, fighting a good part of the time. I believe I have suffered more than I did on our Lynchburg
raid. is is the fourth time we have passed through Harpers Ferry.
Have not heard a word from home since I left. Would like to hear from Luther. It is reported that Gen. Grant came
in on the train last evening. Gen. Crook is Brevet Maj. Gen. & commands the forces in the field. e 4th and part of the
19th Corps are here in Kanawha troops. e rebels are reported in a dozen different places some at Hagerstown, some
at Cumberland, some crossing at Hancock, some reported in trenching on old Antietam battleground. I think but few
(rebel) infantry have crossed into Pa. only Cavalry. ey are raiding through the country while Gen. Early’s forces gather
the crops in Shenandoah Valley.
Orderly is calling for the letters. Direct 1st Brig 2nd Infry Div Crooks Comd.
Your aff son
J. G. Barker
Excuse poor writing am sitting on ground under shelter tent.
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Chapter 16 Georgia in the Civil War 83
Section 1 Georgia Goes to War
Skills Practice
Anaconda Plan
e Anaconda Plan is the name
widely given to a strategy for
subduing the Confederate states that
emphasized the blockade of southern
ports and an advance down the
Mississippi River to cut the South in
two. e name “Anaconda” refers to
the suffocating effect this would have
on the South—like the coils of an
anaconda snake would have on its
victim.
Directions: Examine the political
cartoon on the right and then answer
the questions to evaluate its meaning.
1. Describe the Norths strategy. ________________________________________________________________________
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2. List objects or people you see in the cartoon. (Place an asterisk next to the two or three you think are most
important.) _______________________________________________________________________________________
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3. What are the most important words on the cartoon? ____________________________________________________
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4. Explain the message of the cartoon. ___________________________________________________________________
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5. What do you think the artist/author wanted the reader to learn from this cartoon? ____________________________
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6. When and where do you think this cartoon was published and why? _______________________________________
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