• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Personal Motives during the Civil War

Extracts from this document...


Per. 2 American History 5/22/2011 "If you will call your troubles experiences, and remember that every experience develops some latent force within you, you will grow vigorous and happy, however adverse your circumstances may seem to be." ~John Heywood The Civil War was a culmination of over four decades of intense sectional conflicts between the north (Union) and south (Confederacy) regarding economic, social, and political issues. A widespread Civil War broke out when eleven southern states seceded from the Union. Although the South ceded from the Union to stand up for their economic and political independences, the individuals who fervently fought in the war had drastically different motives which drew them to war. This is the driving question which led Jeffrey Shaara to write the book Gods and Generals, a historically accurate account of four highly influential men: General Robert E. Lee, General Thomas "Stonewall" Jackson, Officer Winfield Hancock, and Colonel Joshua Chamberlain. Shaara delves deep into the personal lives of these four men, showing how their personal lives greatly influenced their moral and philosophical positions in the war.motifs which drove each of these men in the course of war. Robert E. Lee's deep-seated duty to God and duty to Virginia are the reasons why Lee fought and pushed so fervently in time of war. Robert E. Lee returns home, a colonel in the Mexican American War, and is immediately conflicted with a dilemma. His military life is destroying his personal life. ...read more.


However, this passion turned to hopelessness with the death of his daughter. At this great time of depression, Jackson outpoured his deepest thoughts for God. He remarked, "I have been told that if we do not suppress our love for human things, and give more to God, He... makes us pay great pains." He believed that God always had his reasons, and he takes the death of his daughter to "try harder to please Him" (P. 20). From this point on, Jackson would do whatever it takes to please God. This helped focus his attention toward his duty as a teacher and General in the United States Military. Before the Civil War commenced, Jackson was a teacher at the Virginia Military Institute (VMI). Tom is described as "a teacher with no talent for teacher... but out here, with the guns, there was something [the] cadets could feel" (P. 18). In class Jackson did not evidence his passion for the subject matter. However, when he got out into the field, he knew this is what God wanted him to do, thus exerting the passion which the "cadets could feel". At the turn of the Civil War, Jackson found himself with no assignment. He goes to Robert E. Lee in Richmond, and requests an assignment. He is made the Colonel in charge of a brigade near Harper's Ferry. He affirms Lee, "General, duty has called me, and I can think of nothing that will please the Almighty more than my performing my duty" (p.131-132). ...read more.


A year passes, and he is lecturing his students at Bowdowin, when he notices many of his own students marching outside wearing "fresh and blue [uniforms]" (p. 197). Chamberlain immediately stops his intended lecture, and looks admirably to the young men lined up for duty. He preaches, "If you believe something is truly important, you have an obligation to fight for it." This comes as a reality check for Chamberlain because he feels like a hypocrite preaching to others that they should join in the war if their beliefs direct them to, but not taking the advice for himself. He delivered two very passionate speeches which clearly show Chamberlain is very passionate about the war. However, the motivation for these two very passionate speeches stems from his earlier adolescent moments where he remembers the disappointment his father felt towards him. He rises against this feeling of shame, and begins his journey to becoming a military leader. [a1]topic sentence The death of his daughter strengthened his resolve to the loyalty to God. [AG2]possibly need to talk about how this affected his life during war. If I am not going to be talking about this, make sure to edit the thesis so that I do not have to talk about how it influenced their millitary decisions. This paragraph just states where he says his position. Link two quotes together. [AG3]Party scene Friendship is key to Hancock. Go to the part where they hold the party. Find where he is insistent on staying with Union. p. 127-128 He masters whatever is put in front of him ?? ?? ?? ?? 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level History of the USA, 1840-1968 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level History of the USA, 1840-1968 essays

  1. The American Civil War as the Turning Point in the Making of a Nation,

    However, the resolve of the North did not stretch to black equality and when the Jim Crow laws brought in segregation in the South, the North did not force the issue. The Supreme Court in the 1896 Plessy vs Ferguson case ruled that it was constitutional to have 'separate but equal' facilities.

  2. Causes of the American Civil War

    their owners, and thus "reflected not only a holier-than-thou attitude but a refusal to obey the laws solemnly passed by Congress.'; (Bailey, 403-404). But northerners who helped slaves escape were subject to heavy fines, jail, and sometimes an order to aid the slave-catchers, which "rubbed salt into old sores.'; (Bailey, 407).

  1. Analysis Of The Gettysburg Address

    Union, but also the need to be united in preserving the ideals and meanings upon which it was founded, the ideals our soldiers were dying for" (LOC). These ideas are central to Lincoln's Gettysburg Address, which, despite its brevity, as opposed to Everett's long-forgotten two-hour oration, has become one of the most memorable and effective of all time.

  2. "How Did The Election of Abraham Lincoln in 1860 lead to the Secession of ...

    They claimed slavery freed white dependence on other white men. However, Northerners developed a campaign against slavery. The result of anti-slavery factions led to the formation of the Free Soil Party which viewed slavery as a "great moral, political and social evil."

  1. Assess the Generalship of Robert E. Lee

    Lee himself, when addressing the Army of Virginia on his departure says "The army or Northern Virginia has been compelled to yield to overwhelming numbers and resources". For Instance, at Antietam/Sharpsburg Lee forced a stalemate with an overwhelming Northern opposition.

  2. Evaluate Gettysburg and Vicksburg

    the town instead of trying to attack it there would be a much smaller loss in life which would of demoralised the north.

  1. A face to remember

    After having the influence of her design through Edwin Lutyens' Memorial to the Missing of the Somme Offensive, at Thiepval, France, her concept of the Vietnam Memorial came to life. Lin entered the national competition joining 1441 other entries. On the last day of class, Lin's roommate, Liz Perry, went

  2. Research on the major Civil rights events between 1963 to 1968

    Desegregation in Birmingham took place slowly after the demonstrations. King and the SCLC were criticized by some for ending the campaign with promises that were too vague and "settling for a lot less than even moderate demands". In fact, Sydney Smyer, president of the Birmingham Chamber of Commerce, re-interpreted the terms of the agreement.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work