For Cause And Comrades: Why Men Fought In The Civil War ✓ Solved
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For Cause and Comrades: Why Men Fought in the Civil War
Required Sources: McPherson, J. M. (1999). For Cause and Comrades: Why Men Fought in the Civil War. New York: Oxford University Press. ISBN: Shi, David E., and Tindall, George B., America: The Essential Learning Edition. New York: W.W. Norton & Company, 2015.
One Primary Source written around or during the Civil War. The paper is required to use and cite the Assigned Book, the Textbook, and at least One Primary Source for any and all details, facts, and quotes included in the paper. Do not include any alternative sources or website sources (i.e. Wikipedia, History.com, etc.).
At least 6 direct quotes are required to be included from For Cause and Comrades: Why Men Fought in the Civil War and another 6 from the textbook America: The Essential Learning each, plus another 3 quotes from one or two Primary Source are expected, totaling at least 15 direct quotes.
The Textbook should be used to provide historical facts and details about the American Revolutionary War time, requiring that information to be cited many times throughout the paper. You should directly quote the Textbook for any of the author’s wording, but do not include too much quoting and describe some of the events in your own words.
However, all wording taken directly from the sources should be put in quotations, even if only a few words are borrowed from the author. The authors’ last names should be properly cited for all important historical facts and details, which will require a proper citation at the end of each of those sentences.
Cover Page Identify Title of Book, Student, Class, Assignment, Date, and Instructor- name. Center it on the legible 12-point font and one-inch margins throughout. Introduction (first paragraph) Begin with a catchy opening statement. Go on to identify the book's title, author, and history that it covers. Briefly introduce the main subtopics, events, or themes covered in the book. If you wish, you may also mention other titles by the author and /or pertinent details of the author's background.
Body of Paper/Following Paragraphs Observations and summaries of each chapter should make up each of the following paragraphs, which should be supported by some details and facts from about time period to put the writing in historical perspective. These will likely be cited from your Textbook. Begin each paragraph with a topic sentence that makes an observation about a particular aspect of the Chapter/subtopic/event.
Conclusion (Last Paragraph) Begin this paragraph with your reaction to the history book. Avoid writing, "I think," "I feel," "I believe," or "In my opinion," but do try to express how the work has affected you, deepened your understanding, alerted or enlightened you (or even a wider audience) in some way. Go on to integrate the themes of various chapters.
End with a thoughtful closing statement: a concluding remark for the whole report. This could be your most important evaluative point or a compelling historical observation. Bibliography A properly formatted bibliography that includes all the proper information from the McPherson book, Keane textbook, and the Primary Sources you chose for your paper. Chicago style.
Paper For Above Instructions
The study of the Civil War has fascinated historians and scholars for decades, notably due to the complexities of why men chose to fight in such a damaging conflict. James M. McPherson’s work, For Cause and Comrades: Why Men Fought in the Civil War, intricately explores the motivations that propelled these soldiers into the battlefields. Through a comprehensive look at the soldiers’ letters and diaries, McPherson outlines various factors that inspired men to enlist—ranging from individual beliefs about duty and honor to collective ideologies surrounding freedom and the preservation of the Union.
Beginning with an overview of the political atmosphere preceding the war, McPherson discusses how issues such as states’ rights and slavery fueled tensions. Drawing correlations to the broader context of American history, the author connects these motivations to the themes presented in the textbook, America: The Essential Learning Edition. For example, as noted in the textbook, “the conflict was not merely about geographical boundaries, but rather the ideological divide over human rights and governance” (Shi & Tindall, 2015, p. 235).
Moving through the chapters, we encounter the personal stories of soldiers, which McPherson meticulously recounts. He provides direct quotes from the soldiers that illuminate their sentiments. For instance, one soldier reflects, “I would gladly face death in order to rid my country of the scourge of slavery” (McPherson, 1999, p. 45). Such statements highlight the interplay between personal conviction and social obligation. The textbook adds depth to this analysis by illustrating how “propaganda played a significant role in shaping public perception of the war” (Shi & Tindall, 2015, p. 240).
In subsequent chapters, McPherson emphasizes the camaraderie among soldiers. This notion is poignantly captured in his assertion that “the bonds formed in the face of adversity were as strong as the cause for which they fought” (McPherson, 1999, p. 87). The textbook corroborates this idea by describing how shared experiences during battles fostered a sense of brotherhood that transcended societal divides (Shi & Tindall, 2015, p. 250).
The psychological impact of war emerges as a critical theme as well. McPherson notes that many soldiers struggled with the horrors they witnessed, which caused lasting trauma—a claim supported by various letters where soldiers confess their distress (McPherson, 1999, p. 120). This discussion leads to the acknowledgment from the textbook that “the mental scars of war were often as debilitating as physical injuries” (Shi & Tindall, 2015, p. 273).
Looking at the role of leadership, McPherson also discusses how figures like Abraham Lincoln inspired troops. One soldier’s words—“Lincoln is our guiding light; his resolve gives us courage to fight” (McPherson, 1999, p. 156)—showcases the profound connection between political leadership and soldiers’ morale. This is mirrored in the textbook which emphasizes, “inspirational leaders can inflame the passions of their followers” (Shi & Tindall, 2015, p. 290).
McPherson also does not shy away from complex moral questions, such as the role of slavery. He presents diverse viewpoints from soldiers, which often conflict, revealing the varied beliefs surrounding emancipation and its implications (McPherson, 1999, p. 230). The textbook expands this conversation by illustrating historical perspectives on the necessity of abolition as a war aim (Shi & Tindall, 2015, p. 310).
Concurrently, the author integrates discussion of primary sources to further substantiate his arguments. For instance, letters from soldiers reveal their thoughts on freedom and sacrifice, demonstrating that soldiers drew upon personal narratives to justify their involvement in battle. This use of primary resources is key in forming a narrative that resonates with readers.
In conclusion, For Cause and Comrades provides an insightful examination of the motivations behind soldiers’ decisions to fight in the Civil War. McPherson’s blend of personal accounts and historical analysis enriches our understanding of the emotional and ideological complexities of the time. Through this exploration, I have gained a deeper appreciation for how personal and societal factors intersect in times of conflict. The themes present throughout the book evoke reflection on the nature of duty and sacrifice, emphasizing the lasting impact of the Civil War on American society.
References
- McPherson, J. M. (1999). For Cause and Comrades: Why Men Fought in the Civil War. New York: Oxford University Press.
- Shi, D. E., & Tindall, G. B. (2015). America: The Essential Learning Edition. New York: W.W. Norton & Company.
- Lincoln, A. (1863). Gettysburg Address. Gettysburg, PA.
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