Besides serving as soldiers, Black men and women did a lot during the Civil War that advanced abolition and Black citizenship. Men worked as builders, laborers, and sailors in the Union Navy. Women served as cooks, nurses, laundresses, and crucially as spies (helping with intelligence and escapes). Enslaved people fled to Union lines (self-emancipation) and lived in “contraband” camps; free Northerners raised money, ran schools, and provided medical care to formerly enslaved refugees (Port Royal Experiment is a key example). Black communities also organized recruitment drives (e.g., Frederick Douglass), protested unequal pay, and used photography and poetry to record dignity and sacrifice. Remember: about 200,000 Black men served (roughly 50,000 free Northerners and 150,000 formerly enslaved men). For AP review, this aligns with LO 2.23.A–C; check the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and grab practice questions at (https://library.fiveable.me/practice/ap-african-american-studies).

They enlisted for freedom, citizenship, and to make the war about Black liberty. Serving the Union offered enslaved men a path to self-emancipation (many escaped to "contraband" camps) and gave free Black men a way to press for abolition and equal rights—showing they saw themselves as U.S. citizens despite inequality. The Emancipation Proclamation and the Militia Act opened formal recruitment: about 200,000 Black men served (≈50,000 free Northern men; ≈150,000 formerly enslaved). Men also wanted to protect family and communities, earn pay (even though they faced unequal pay and harsher risks if captured by Confederates), and win respect—leaders like Frederick Douglass actively recruited. Service also created pride and postwar claims to citizenship, even if full equality wasn’t immediate. For the AP exam, cite EK 2.23.A–C and examples like the United States Colored Troops and the 54th Massachusetts. Review Topic 2.23 on Fiveable for more details (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and try practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

About 200,000 Black men served for the Union in the Civil War. Roughly 50,000 were free Black men from Northern states and about 150,000 were formerly enslaved men who joined after escaping to Union lines or were liberated as Union forces advanced (CED EK 2.23.A.4). They served mainly in the United States Colored Troops (USCT) and also in the Union Navy; famous units include the 54th Massachusetts. Recruits came from free Black communities in the North, from “contraband” camps and refugee populations behind Union lines in the South, and from formerly enslaved men who self-emancipated. Recruitment increased after the Militia Act (1862) and Emancipation Proclamation’s recruitment provisions, but Black soldiers faced unequal pay and greater risk if captured (CED EK 2.23.B). For AP review, see the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice problems (https://library.fiveable.me/practice/ap-african-american-studies).

Short version: both free and enslaved Black men helped the Union, but they did it in different ways and for different practical reasons. Details tied to the CED (LO 2.23): - Enslaved men: many "self-emancipated" by fleeing to Union lines or joining contraband camps; about 150,000 formerly enslaved men ultimately served. They enlisted as soldiers (United States Colored Troops), worked as builders, laborers, and support personnel, and their service was directly tied to escaping bondage and gaining freedom (EK 2.23.A.3, A.4). - Free Black men: about 50,000 from the North enlisted, but they also organized civilian relief—raising money, running schools and medical care in the South (Port Royal Experiment), and recruiting (e.g., Frederick Douglass). They often had more ability to travel and organize politically (EK 2.23.A.3). - Shared realities and inequities: both served as soldiers and in the Navy, but faced unequal pay, were initially excluded, and risked re-enslavement or summary execution if captured by Confederates (EK 2.23.B.1–B.2). Their service reshaped communities during and after the war (EK 2.23.C). For more detail, check the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

Good question—the short answer: racist policy and political compromise. The CED notes that when Black men were finally allowed to enlist in the Union Army and Navy, they “enrolled under unequal conditions (e.g., receiving half the salary of white soldiers)” (LO 2.23.B / EK 2.23.B.1–2). White leaders and lawmakers believed Black troops were worth less, so pay rules were set lower as part of how the army and Congress organized recruitment. That inequality was protested by Black leaders and soldiers (Frederick Douglass helped recruit), and Congress began to correct it in 1864–65; some Black regiments later received equal pay retroactively, but not all were made whole immediately. Remember: pay was only one of many inequities—Black soldiers also faced greater danger if captured and discrimination at home (EK 2.23.B.2; EK 2.23.C.1). For more on this topic, see the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0). If you’re studying for the exam, LO 2.23.B is a likely place for a short-answer or DBQ connection—practice related questions at Fiveable (https://library.fiveable.me/practice/ap-african-american-studies).

They found lots of ways to help even though they couldn’t officially be soldiers. Black women served as cooks, nurses, and laundresses for Union camps and regiments, cared for the wounded, and ran contraband camps that sheltered formerly enslaved people. Some—like Harriet Tubman—worked as spies and scouts and guided people to freedom; others (Susie King Taylor, Charlotte Forten Grimké) taught in freedmen’s schools, provided medical care, and organized relief and fundraising in the North. Enslaved women also seized freedom by fleeing to Union lines, where their labor and knowledge supported the war effort and refugee communities (see EK 2.23.A.2–A.3). These roles helped Black communities survive during the war and laid groundwork for postwar education and citizenship claims. For more detail, check the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

If captured by Confederate forces, Black Union soldiers faced far harsher treatment than white prisoners. The Confederacy often refused to recognize Black soldiers as lawful combatants—treating many as escaped enslaved people or insurrectionists. That meant they risked being returned to slavery, re-enslaved and sold, or executed rather than held as prisoners of war (for example, what happened at Fort Pillow in 1864). These dangers were one reason Black men who enlisted (including thousands in the United States Colored Troops) did so despite unequal pay and extreme personal risk. For the AP exam, note this under EK 2.23.B.2 when you discuss enlistment motivations and inequities; it’s a good specific example to use on SAQs or the DBQ. For a focused review, see the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice related questions (https://library.fiveable.me/practice/ap-african-american-studies).

Many white Northerners rioted against Black neighborhoods because they feared the social and economic changes Black military service and possible citizenship would bring. Free and enslaved African Americans joining the Union (including the United States Colored Troops) challenged white assumptions about race and competition for jobs and wages. Working-class white men—especially many Irish immigrants—resented the draft and blamed Black men for both taking labor and for making the war about emancipation and Black rights. Racial prejudice, fear of Black political equality, and anger over being forced to serve combined to spark violent uprisings like the New York City Draft Riots. For AP exam connections, this ties to EK 2.23.C.1 about anti-Black violence during the war. For more detail, see the Topic 2.23 study guide on Fiveable (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

Serving in the Civil War reshaped how many Black people saw themselves: it made citizenship real, not just a promise. About 200,000 Black men (roughly 50,000 free Northern men and 150,000 formerly enslaved men) joined Union forces as soldiers, builders, and sailors after policies like the Militia Act of 1862 and Emancipation Proclamation recruitment allowed it. Despite unequal pay and the risk of re-enslavement if captured, service showed Black men claiming the rights and responsibilities of U.S. citizenship. Black communities felt huge pride—units like the 54th Massachusetts and the United States Colored Troops became symbols of dignity and sacrifice, recorded in poems, photographs, and protests over unequal treatment. For the AP exam, you can tie this to EK 2.23.B.1–B.2 and EK 2.23.C.2. Want a quick review or practice Qs? Check the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice problems (https://library.fiveable.me/practice/ap-african-american-studies).

Black military service had big, mixed long-term effects. About 200,000 Black men served (≈50,000 free Northerners, ≈150,000 formerly enslaved), and their service strengthened claims to U.S. citizenship and political rights—many Black veterans became community leaders, Republican officeholders, militia members, teachers, and organizers during Reconstruction. Service helped create institutions (Black schools, churches, mutual aid and veterans’ groups), supplied evidence for demands for pensions and equal treatment, and fed cultural memory (photographs, Paul Laurence Dunbar’s poetry) that affirmed dignity and sacrifice. At the same time, service provoked white backlash—anti-Black violence (e.g., New York Draft Riots, postwar terrorism) and slow, uneven recognition (unequal pay protests continued). For the AP exam/project, use these points as evidence of continuity/change and causation (LO 2.23.C). See the Topic 2.23 study guide on Fiveable for sources and examples (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

The Emancipation Proclamation (1863) and Black enlistment are directly linked: Lincoln’s proclamation declared enslaved people in rebelling states “forever free” and explicitly authorized recruitment of Black soldiers, opening the door for large-scale enlistment into the United States Colored Troops (USCT). Between formal recruitment (backed by the Militia Act of 1862 and the Proclamation’s language) and self-emancipation—enslaved people fleeing to Union lines—about 200,000 Black men served (≈50,000 free Northerners and ~150,000 formerly enslaved) (EK 2.23.A.4). Many enlisted to claim citizenship, fight for abolition, and prove loyalty (EK 2.23.B.1). They faced inequities—lower pay, risk of re-enslavement or execution if captured, and discrimination despite valor at places like Fort Wagner and in regiments such as the 54th Massachusetts (EK 2.23.B.2; EK 2.23.C.2). For more on Topic 2.23 see the Fiveable study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

Start with a clear thesis that answers the DBQ prompt (one sentence in intro) and put it in a broader Civil War context (Emancipation Proclamation, Militia Act of 1862, Union recruitment). Use the CED facts: about 200,000 Black men served (≈50,000 free Northerners, ≈150,000 formerly enslaved), roles in USCT, Navy, and women’s work (nurses, laundresses, spies). In body paragraphs: - Organize by theme (military service, labor/builders, women’s contributions, community effects). - For each paragraph use at least one document + specific detail, then explain how it supports your thesis (use source perspective/purpose/context). - Make 2 explicit comparisons (e.g., free Northern vs. formerly enslaved soldiers; unequal pay and capture risks). - Include one piece of outside evidence (Harriet Tubman, 54th Massachusetts, Fort Wagner, or Port Royal Experiment). Conclude by restating thesis and explaining significance for Black citizenship after the war. Practice DBQs and review Topic 2.23 on Fiveable (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0). For more drills, try Fiveable practice problems (https://library.fiveable.me/practice/ap-african-american-studies).

Dunbar’s “The Colored Soldiers” shows that Black veterans were remembered with pride within Black communities but often erased or minimized in mainstream memory. The poem honors their dignity, sacrifice, and claim to citizenship—connecting their service (like the US Colored Troops, Fort Wagner/54th Massachusetts echoes) to larger demands for liberty and political rights. At the same time Dunbar pushes back against narratives that ignored Black contributions or treated them as secondary. For the AP exam, note how this literary source functions like the CED says: it “preserves an archive of participation, dignity, and sacrifice” (EK 2.23.C.2). Use the poem as evidence that cultural texts helped shape memory and contest public omission—good for DBQ or SAQ source analysis. For more on Topic 2.23 and practice linking literature to historical claims, check the topic study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and practice questions (https://library.fiveable.me/practice/ap-african-american-studies).

Irish immigrants’ anger came from a mix of economic, political, and racial reasons. Many were working-class men who felt the draft (which forced men into Union service) was unfair—especially because wealthier men could avoid service by paying substitutes. They also feared that Black soldiers and newly freed Black men would compete for the same low-wage jobs in northern cities. Add rising anti-Black racism and the idea that the war’s shift toward emancipation (Emancipation Proclamation; recruitment of United States Colored Troops) threatened their social standing, and you get violent backlash—most famously the New York City Draft Riots of 1863, where many Irish rioters attacked Black neighborhoods and institutions (EK 2.23.C.1). For the AP exam, connect these causes to how Black communities experienced anti-Black violence during the war (LO 2.23.C). For a quick refresher, check the Topic 2.23 study guide (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0) and try related practice problems (https://library.fiveable.me/practice/ap-african-american-studies).

Short answer: Black men proved their claim to U.S. citizenship by enlisting and serving in the Union armed forces—about 200,000 Black men served (≈50,000 free Northern men and ≈150,000 formerly enslaved men). Service showed they viewed themselves as Americans willing to risk life and liberty for the Union and for abolition (think Frederick Douglass recruiting, the 54th Massachusetts at Fort Wagner). Their service wasn’t symbolic only: they fought, built fortifications, served in the Navy, and organized unequal-pay protests when treated unfairly (half pay early on). That service helped push ideas of citizenship and political rights into public debate, even while communities faced backlash (e.g., NYC Draft Riots). For the AP exam, you’ll want to tie specific evidence (numbers, units, events) to claims about citizenship and note the inequities they faced. See the Topic 2.23 study guide for review (https://library.fiveable.me/ap-african-american-studies/unit-2/23-the-civil-war-and-black-communities/study-guide/izqwf48keJf083W0). For extra practice, use Fiveable’s unit practice problems (https://library.fiveable.me/practice/ap-african-american-studies).