Eye of the Storm

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Watercolor, The Dead Line, Andersonville Prison, Ga., Knox Sneden
Annotation

In 1994, a rare book dealer brought to the Virginia Historical Society a most remarkable find—over 500 watercolor drawings and maps by Union Army Private Knox Sneden. Sneden's art depicting life as a Civil War soldier, along with his diary/memoir, was recently published by The Free Press.

This website features images and diary entries drawn from the book, entitled Eye of the Storm; and details in vivid watercolors, maps, and journal entries, events from the Civil War as witnessed by Sneden. The site offers over 40 entries from Sneden's diaries from 1861 to December 1864, accompanied by 20 of his watercolors depicting battle scenes, camp life, and maps of the areas in which Sneden served.

There is a roughly 500-word overview of Sneden's life before the Civil War and as a soldier during the war. There are also four Flash presentations of approximately 40 more watercolors depicting particular incidents Sneden witnessed. These feature comments about the scenes by Charles F. Bryan, Jr., Director of the Virginia Historical Society, and related descriptions from Sneden's journals. Incidents featured include a surprise artillery attack by Rebels against a Union fortification, views of battles, and sabotage operations.

This site gives unique insight into the war through the eyes of a talented soldier and is an ideal source for illustrations and firsthand accounts of the Civil War.

North Carolinians and the Great War

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Poster, Blood or Bread, Henry Raleigh, 1914-1918
Annotation

A new addition to the Documenting the American South collection, this site focuses on the impact of World War I on the lives of North Carolinians. Drawn from multiple collections at the UNC-Chapel Hill Libraries, the digitized text and images are divided thematically into three sections, the "Home Front," "Propaganda and Posters," and "Soldiers' Experience." Each section includes an introductory essay (2,000- to 13,000-words) to provide historical context. "The Home Front," is divided into five subject categories: African Americans, educational institutions, mobilizing resources, patriotism and politics, and women. It concentrates on how North Carolinians responded to the war. The 11 documents on the contributions of African Americans and women to the war effort are especially informative.

"Propaganda Posters" includes 100 U.S. World War I posters distributed in North Carolina, covering topics such as military service and war work. "The Soldiers' Experience," focuses on the soldiers, sailors, airmen, and nurses, in and out of combat, and includes memoirs, unpublished diaries and letters, regimental histories, published biographies, and 17 photographs with descriptive captions. Students will also find 17 artifacts typical of soldiers' equipment—boots, field rations, and "dog tags"—fascinating.

Teachers will appreciate this thematic collection for its effective blend of descriptive text, primary and secondary documents, and historical photographs.

Coming Home: A History of War Veterans

Description

According to Backstory: "Most news coverage of the U.S. wars in Iraq and Afghanistan focuses on troop movements, suicide bombings, and the geopolitical developments at work. Only rarely do we hear the stories of individual men and women fighting there, and hardly ever do we hear what it’s like for those Americans when they return home.

Has it always been thus? How have veterans been treated in the aftermath of America’s previous wars? How much depends on the politics of the war – are vets only as popular as the wars they’ve fought in? These are some of the central questions on the table as we explore veterans’ experiences through three centuries of American life."

Great Expectations for the Civil War

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B&W photo, McCormick harvester-thresher, New York Public Library
Question

What happened to Civil War farmers who went home to take care of the crops and then came back to fight?

Answer

Very few Civil War farmers went home to take care of the crops and then returned to fight. The American Civil War was far longer and more destructive than virtually anyone expected. At the outset of the war, many eager volunteers signed 90-day papers, evidence of the widespread belief that the war would be brief and nearly bloodless. Instead, the struggle stretched nearly four full years. Between 1861 and 1865, the Union and Confederacy mobilized more than three million men for the fighting and suffered some 600,000 deaths. The war remains the bloodiest conflict America has ever fought.

One of the reasons for the dramatic increase in the length of the war, the size of the armies, and the magnitude of the casualty rolls was the technological improvements in agricultural production that occurred in the decades leading up to the war. In the eighteenth century, the food demands of the population at large served as an important limit on the amount of manpower that could be mobilized into the army and on the length of time those armies could be maintained in the field. In those years, a nation that diverted a large proportion of its agricultural labor force to the military and kept it in the field for months at a time risked deprivation and starvation on the home front.

The war remains the bloodiest conflict America has ever fought

A bevy of technological improvements that appeared in the first half of the eighteenth century—iron and steel plows, seed drills, cultivators and, most importantly, mechanical reapers and threshers—made it possible to increase the amount of food that could be produced manyfold. By the mid-1800s, two men equipped with a horse and the new agricultural machinery could produce as much grain in a day as twenty men could harvest by hand using sickles in the late 1700s. Together, these changes dramatically altered the proportion of the population required for agricultural production. Three-quarters of American workers labored on farms in 1820; by 1860, fewer than three in five worked in agriculture.

The massive shift in the demographics of food production helps explain how the Civil War armies could place so many men under arms and keep them in the field for years on end. The massive armies that contested the huge battles between 1861 and 1865 could fight so long in part because their members were not needed at home to plant and harvest crops: the divisions could stay on campaign without threatening the larger society with starvation. And the substitution of mechanical advantage and animal effort for human muscle meant that farm labor no longer required adult men. Younger children and women could now perform many of the tasks that formerly demanded male workers. In the south, the labor of four million African-American slaves helped support the armies in the field and freed the white population to continue fighting. While neither side offered exemptions to farmers, the South did institute the Twenty-Negro Law, which released a plantation owner or overseer whom managed more than twenty slaves from military service—powerful evidence not just of slavery’s importance in maintaining the Southern economy and war effort but of the persistent fears of slave insurrection.

This is not to say that soldiers never returned to their homes and farms during the war. Furloughs for the troops were not uncommon, often doled out as a reward for service. (In the winter of 1863-1864, a Union Army desperate for reenlistments offered a 30-day furlough to any soldier willing to sign on for an additional three-year term.) But those furloughs rarely coincided with the agricultural cycle: campaigning season usually ran from the spring to late fall—precisely the months of planting and harvesting—and armies found it easiest to grant furloughs once the armies had gone into winter quarters. Soldiers generally viewed furloughs as a chance to visit loved ones and to escape the stifling discipline of army life for a brief moment.

Many soldiers elected to leave the ranks and return home to provide for their families, officially a capital crime in the eyes of the military system

In the South, the deprivations of war affected individual soldiers more acutely. Non-slaveholding white farmers—those who farmed small parcels of land for sustenance, as opposed to large planters growing cash crops—frequently joined the army in the belief that they were defending homes and families from Yankee invasion. As the war dragged on, and Federal troops pushed deeper into the Confederacy seizing crops and blocking transportation lines, many of those families suffered intensely from the scarcity of basic supplies. When letters arrived from home telling of wives, children, and siblings threatened with starvation, many of those rebel soldiers elected to leave the ranks and return home to provide for their families. Those desertions—officially a capital crime in the eyes of the military system—became more and more widespread in the last years of the war; historians estimate that as many as one in three Confederate soldiers had deserted by the final months of the war. Very few of those deserters returned voluntarily to continue the fight.

For more information

Burns, Ken. The Civil War. WETA, 2002.

Farmer's Museum[NY]

McPherson, James. For Cause and Comrades: Why Men Fought in the Civil War. Oxford University Press, USA, 1998.

Bibliography

Civil War Preservation Trust. Civil War Primary Sources 2009.

McPherson, James. The Civil War Era Collection 2002.

St. John de Crèvecoeur, J. Hector and Albert E. Stone. Letters from an American Farmer and Sketches of Eighteenth-Century America New York: Penguin Books Ltd., 1984.

D-Day aharmon Wed, 06/29/2011 - 14:56
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Title graphic, American Experience: D-Day
Annotation

D-Day is a companion website to the PBS American Experience documentary of the same name. On Tuesday June 6, 1944, the Allies landed in France in an attempt to end World War II. The PBS documentary consists of archival footage and the commentary of 43 eyewitnesses.

While the film itself is not streaming online, you can read the full transcript, which alternates between narration and oral history.

Special Features includes some trivia points, accounts of D-Day by both U.S. and German soldiers, two breaking news articles of the invasion, statistics on paratroopers, and six letters home written by U.S. soldiers following D-Day.

Other site features include a timeline, short biographies of key figures, a map, and a teacher's guide. The teacher's guide offers four activity suggestions—one each for history, economics, geography, and civics. The history suggestion includes writing alternate histories and preparing oral reports on decisive battles in U.S. history.

All in all, the site provides a decent amount of historical trivia and personal accounts, which could be used to enliven a unit on World War II.

Vet's Uniform

Description

From the Kansas Museum of History website:

"Even well into the 20th century, the U.S. Army relied heavily on horses and mules to move equipment. Surprisingly, though, veterinarians are a fairly recent addition to our military. In this podcast, you'll hear about a World War I veteran's uniform worn by a veterinarian.

The Story of Veterans Day

Description

This short, accessible presentation, created in connection with the History Channel and the Library of Congress's Take a Veteran to School Day, looks at what a veteran is, which wars American veterans have fought in, the history of Veterans Day, and the experiences of veterans alive today.

Though not a critical look at American history, it provides an introduction to the U.S.'s participation in wars and the concepts of service to the country and memorialization of service. It might also be contrasted with more critical looks at wartime service in U.S. history, or analyzed for its use of patriotic imagery.

Korea + 50: No Longer Forgotten

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Photo, "A South Korean soldier comforts a wounded buddy" Department of Defense
Annotation

A collection of more than 200 official documents, nine oral histories, and more than 70 photographs pertaining to the pursuance of the Korean War by the administrations of Presidents Harry S. Truman and Dwight D. Eisenhower. Provides day-by-day access covering June 24-September 14, 1950—and more sporadic contributions during subsequent periods—to diplomatic and military documents and accounts by administration officials, including correspondence, speeches, memos, reports, and briefing papers. A special section covers the historic Wake Island meeting in October 1950 between Truman and General Douglas MacArthur, with excerpted documents, reminiscences by participants and observers, and photographs. Also includes an audio recording of Truman discussing the firing of MacArthur in 1951; an extensive "Korean War Teacher Activity" from a high school in Independence, MO, including assignments geared to official documents and oral histories; guides to archival materials in the Truman and Eisenhower presidential libraries; information on relevant exhibitions in the libraries; and links to five related sites. Valuable for students to learn to evaluate historical narratives composed of materials from diverse sources.