Living under the Guns: Learning about Occupied Murfreesboro

Description

In this workshop, teachers will learn about the stories of civilians and soldiers during the Union occupation of Murfreesboro. This workshop will feature special living history programs at Fortress Rosecrans, the fortification built by the Union army after the Battle of Stones River.

Contact name
McKay, John
Sponsoring Organization
Stones River National Battlefield
Phone number
615-893-9501
Target Audience
K-12
Start Date
Contact Title
Education Coordinator
Duration
Four hours

The United States at War: 1845-1865

Description

This course examines American strategy and operational art during the middle part of the 19th century. During the first part of the course, participants will look at the development of American grand strategy during the era of the early Republic, based on an understanding of America's place in the world, the genesis of the war with Mexico, the strategy and major campaigns of the Mexican War, and the way that Mexico prepared the generation of officers who led the armies of both the Union and Confederacy during the Civil War. During the second part, participants will examine the strategy and campaigns of the Civil War. Civil-military relations in a republic is a major thread that runs throughout the course.

Registration Deadline
Sponsoring Organization
Teachingamericanhistory.org
Phone number
419-289-5411
Target Audience
K-12
Start Date
Cost
Free; $500 stipend
Course Credit
Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $468.
Duration
Six days
End Date

The Age of Lincoln

Description

Abraham Lincoln will stand at the center of the seminar, though less as a biographical subject than as a prism for exploring key aspects of his age. The themes and topics to be addressed include slavery and the Old South; the abolitionist impulse and the broadening antislavery movement; party political realignment and the sectional crisis of the 1850s; evangelicalism and politics; the election of 1860, the secession of the Lower South, and the coming of war; wartime leadership, political and military; the Civil War 'home front'; emancipation; the elements of Confederate defeat and Union victory; and the meaning of the war for American nationalism.

Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
646-366-9666
Target Audience
Middle and high school
Start Date
Cost
Free; $500 stipend granted
Course Credit
Pittsburg State University (PSU) is pleased to offer graduate credit to workshop participants at a tuition fee of $199 per credit hour. Participants can receive three graduate credit hours for the duration of the week.
Duration
One week
End Date

Remaking America: Nation and Citizen in the Civil War Era

Description

This seminar focuses on the era of the American Civil War and especially on the revolutionary transformation of social and political life in that critical period of U.S. history. Using an array of historical documents as well as lectures, discussions, and (possibly) visits to historical sites, seminar members will analyze the way a war of unprecedented scope drove a process of state building and slave emancipation that reconfigured the nation and remade the terms of political membership in it. Starting with the Supreme Court's decision in the Dred Scott case in 1857 and ending with the constitutional amendments of the postwar period, the seminar will take up the key events and developments in the Union and the Confederacy, including secession, the destruction of slavery (on plantations and in the law), African-American enlistment, and popular politics North and South. By focusing throughout on the racial and gender terms of citizenship, the seminar makes clear what changed—and what did not—in American political life, while conveying a sense of the epic drama by which the United States was remade in the vortex of war.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
646-366-9666
Target Audience
Middle and high school
Start Date
Cost
Free; $400 stipend granted
Course Credit
Pittsburg State University (PSU) is pleased to offer graduate credit to workshop participants at a tuition fee of $199 per credit hour. Participants can receive three graduate credit hours for the duration of the week.
Duration
One week
End Date

Union Cavalry

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Question

Why did it take the North so long to build an effective cavalry during the Civil War?

Answer

In the first two years of the Civil War, most judged the Southern cavalry—the horse-borne troopers who could travel far more quickly than their colleagues in the infantry—superior to that of the Union army. In the war’s first months, Confederate cavalry enjoyed a reputation for better horsemanship and more fighting spirit; they boasted the most colorful and well-known cavalry officers of the war’s early months, including the flamboyant J. E. B. Stuart and the daring Nathan Bedford Forrest; and celebrated some noteworthy victories over their Northern counterparts. No less an authority than Union General William Tecumseh Sherman described the Confederate cavalry in 1863 as “splendid riders, shots, and utterly reckless . . . the best Cavalry in the world.”

A larger number of West Point graduates and a greater proportion of Regular Army troops hailed from the South

The diverging nature of life in the two regions provided Southerners with some initial advantages in fielding an effective cavalry force quickly. In 1860, far more Southerners lived in rural locations than did Northerners. Because roads in the South were generally poorer, a greater proportion of Southerners grew up in the saddle; because they learned to hunt as youths, fewer Southerners had to be taught to shoot. Those advantages in upbringing echoed in the proportion of Southerners in the cavalry units of the prewar army; despite their relatively smaller population, more cavalry officers hailed from the South than from the North, and upon the outbreak of war the majority of those cavalry officers resigned their commissions and joined the Confederate cavalry, leaving the Union Army at a further competitive disadvantage. Southerners furnished a number of explanations for their supposed prowess on horseback and in battle. Most believed themselves to naturally possess more “martial spirit” than their counterparts in the North. At the outset of the war, many if not most Southerners viewed their region as having a near monopoly on fighting ability; the fact that a larger number of West Point graduates and a greater proportion of Regular Army troops hailed from the South suggested to many that the South benefited from pronounced advantages in military aptitude. Southerners frequently regarded the North as a region of timid clerks and shopkeepers, ill-suited to the burdens of campaigning and fighting. (So widespread was that confidence in Southerners’ own innate superiority as soldiers that Confederate textbooks for elementary schoolchildren featured word problems like “A Confederate soldier captured 8 Yankees each day for 9 successive days; how many did he capture in all?” and “If one Confederate soldier can whip 7 Yankees, how many soldiers can whip 49 Yankees?”) During the first half of the war, Confederate victories at battles like Fredericksburg and Chancellorsville—against larger and better-equipped Union forces—seemed to confirm Southerners’ belief about their natural superiority in battle. The Southern cavalry’s exploits in the first months of the war, sometimes literally riding circles around their opponents, similarly suggested the Rebel horsemen’s inherent preeminence. In mid-nineteenth century armies, cavalry troops served a number of functions. Because of their speed and range, commanders often employed cavalry troops as a reconnaissance force, relying on them to furnish information about the location and strength of enemy troops: large bodies of infantry depended on the reports furnished by cavalry troopers to guard against surprise or entrapment by enemy forces. Cavalry also served as screens for infantry armies on the march: with footsoldiers strung out in long, vulnerable columns, often over several miles, horse troops could interpose themselves between enemy divisions and offer them some protection, as Confederate cavalry did so effectively in the Shenandoah Valley in 1862. Frequently, cavalry troops engaged enemy troops directly, either from horseback or (as became more and more common in the latter years of the war) fighting dismounted as infantry troops. Confederate raiders like Forrest and John Singleton Mosby used their cavalry to mount daring attacks on Federal supply lines, frustrating the outmanned Union cavalry’s efforts to check them.

Union cavalry troopers had achieved at least parity with their Confederate counterparts, thanks in part to the introduction of repeating carbines to the cavalry arsenal

The changing nature of tactics and technology during the Civil War led to a dramatic change in the way horse troops were employed as the war progressed. The mounted cavalry charge became less effective with the development of more accurate shoulder arms, and the importance of reconnaissance and dismounted fighting became more important. Stuart’s daring raids into Northern territory alarmed civilians and burnished Stuart’s reputation as a dashing cavalier, but the military significance of those raids was less significant. Stuart’s infamous long raid during the Gettysburg campaign captured several Union supply trains but left the Confederate army moving blindly through unfamiliar territory; Stuart’s absence led general Robert E. Lee to accept the battle at Gettysburg without a clear idea of the terrain or the strength of the enemy, with disastrous consequences. By the midpoint of the war, Union cavalry troopers had achieved at least parity with their Confederate counterparts, matching them in horsemanship and firepower thanks in part to the introduction of repeating carbines to the cavalry arsenal. The relentless process of weeding out less-competent leaders and replacing them with soldiers of demonstrated military acumen also benefited the Union as the war dragged on. By the final year of the war, the Union cavalry troopers had more than equaled the prowess of the Southern forces, and Federal commanders like Phil Sheridan had honed the Union cavalry into a devastatingly effective tool that helped maintain unyielding pressure on Confederate armies from 1864 on.

For more information

Baggett, James. Homegrown Yankees: Tennessee's Union Cavalry in the Civil War. Baton Rouge: Louisiana State University Press, 2009.

The Crisis of the Union

Woodworth, Steven, ed. Civil War Generals in Defeat. Lawrence, KS: University Press of Kansas, 1999.

Bibliography

McPherson, James. Battle Cry for Freedom. New York: Oxford University Press, 1988.

Starr, Stephen. The Union Cavalry in the Civil War: The War in the West, 1861-1865. Baton Rouge: Louisiana State University Press, 2007.

Selected Civil War Photographs

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Annotation

More than 1,000 photographs depict Civil War military personnel, preparations for battle, and the aftermath of battles in the main eastern theater and in the west in this collection. Photographs also include Federal Navy and Atlantic seaborne expeditions against the Confederacy, Confederate and Union officers and enlisted soldiers, and Washington, DC during the war. Most images were created under the supervision of photographer Mathew B. Brady. Additional photographs were taken by Alexander Gardner after leaving Brady's employment to start his own business.

The presentation "Timeline of the Civil War" places images in historical context. "Does the Camera Ever Lie" demonstrates the constructed nature of images, showing that photographers sometimes rearranged elements of their images to achieve a particular effect. This website is useful for studying 19th-century American photography and Civil War history.