Gettysburg National Military Park: Camp Life

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Photo, Ring, Gettysburg National Military Park
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Created by the National Park Service and associated with Gettysburg National Military Park, this exhibit recreates Union and Confederate camp life. Short 200-300-word essays in two sections, "Living in Camp" and "Existing Day to Day," describe how camp life differed for officers and enlisted men, what daily routines were like, and what personal effects soldiers might carry. Seven subsections make up a third, larger section, "Battling Boredom," on ways soldiers passed time in camp, including "Playing Games," "Writing," "Drinking & Smoking," "Taking Pictures," "Whittling," "Making Music," and "Praying."

Sound sparse? The explanatory text isn't the strong point of this site—it's the 90 annotated photographs of artifacts from Civil War camp life, including board games, uniforms, musical instruments, prayerbooks, cooking tools, and more. Visitors can either explore the three main sections of the site and click on the artifacts as they read the related essays, or click on "All Image Gallery" to see all 90 primary sources gathered on one page.

An easy-to-navigate bare-bones introduction to the hurry-up-and-wait side of war, the exhibit could draw students in with its personal, everyday artifacts.

Oregon Jewish Museum

Description

The Oregon Jewish Museum presents the history of Oregon's Jewish population, one of the state's earliest immigrant communities. The only Jewish museum in the Pacific Northwest, the Oregon Jewish Museum holds extensive collections largely focused on the years 1850 to present.

The museum offers exhibits and research library access.

DocsTeach

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Screenshot, Lewis & Clark's Expedition to the Complex West, DocsTeach
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DocsTeach, a National Archives and Records Administration project, recognizes the need to bring primary sources into your classroom. To assist in the effort, NARA has pulled together thousands of primary sources, as well as a selection of pre-made activities and tools for building your own primary-source-centric activities.

Documents offers exactly what it sounds like it would—primary sources. The sources are divided into chronological categories—Revolution and the New Nation, Expansion and Reform, Civil War and Reconstruction, Development of the Industrial United States, Emergence of Modern America, Great Depression and World War II, Postwar United States, and Contemporary United States. Results can then be narrowed further by selecting audio/visual, charts/graphics/data, image, map, or written document. If you prefer, you can use a keyword search. All search results are shown with thumbnails to give you a small preview of the sources for your consideration.

Activities provides pre-made classroom activities. These require access to a computer, and are based on the same tools which the site provides for making your own activities. You can also sort them by historical thinking skill—chronological thinking, comprehension, analysis and interpretation, research capabilities, and issues-analysis and decision-making. Registering gives you access to a much larger collection, many of which are created by other educators. There is no registration cost.

If you're registered, consider making your own activity for use by yourself and others. There are tools which help students to create sequences, participate in analytical discussion, connect documents, geographically map documents, use documents to gain an understanding of the bigger picture, weigh evidence, and examine source context.

Take a moment to peruse the Teacher Resources as well. Here, you can find information on national history standards, using DocsTeach activities in the classroom, Bloom's taxonomy, and the National Council of Social Studies.

Read our Digital Classroom article on DocsTeach for more detailed information on using the site.

Open Yale Courses aharmon Thu, 06/23/2011 - 13:52
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Photo, Professor Joanne B. Freeman, Open Yale Courses
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Yale University has made a sampling of their courses available for listeners, viewers, and readers.

As of writing, the history subsection contains six courses—two of which relate directly to U.S. history ("The American Revolution" and "The Civil War and Reconstruction Era, 1845-1877") and one which touches on relevant issues, "Epidemics and Western Society Since 1600." Each of these courses offers links to individual pages for each lecture. Lecture pages contain short text overviews of the topic at hand; a list of any reading which was required for the day; and links to lecture audio, video, and transcriptions.

Our site links you directly to the Yale's history courses. However, consider exploring other topics as well. Maybe a lecture on Roman architecture will give you background for discussing monuments in Washington, DC, or an economics course will give you a new way of thinking about the American Revolution. Interdisciplinary possibilities are endless.

Fort Negley [TN]

Description

Fort Negley was the largest fortification built by the occupying Union Army in Nashville and the largest inland stone fort built during the Civil War. Measuring 600 feet by 300 feet, Negley covered four acres and was constructed from October to December 1862. The stronghold was constructed by conscript laborers, both slaves and free blacks, of stone, logs, earth, and railroad iron. More than 2,700 African American men worked to build Fort Negley; only 300 were paid for their labor. The Visitor Center features exhibits, monthly activities, annual events, and self-guided tours of Fort Negley Park.

The fort offers tours, exhibits, educational programs, and occasional recreational and educational events (including living history events).

Manheim Fire Company Museum [PA] Anonymous (not verified) Tue, 01/08/2008 - 13:26
Description

The Company's museum displays two pieces of it original equipment, along with early fire company minutes and other memorabilia such as helmets and parade uniforms and attire, as well as pictures that have taken through the years.

The museum offers exhibits.

Forty Acres and a Mule

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General William Tecumseh Sherman
Question

I'm trying to find a map of the land Sherman set aside in Special Field Order No. 15. I wanted to be able to make a transparency to show students what we are talking about before we delve deeper into what took place. I have no problem getting the text of the order, but even my school librarians had difficulty with this.

Answer

I have not found a map of it either, but that may be partly because the field order itself was ambiguous about the area as well as about what exactly it authorized.

Sherman Defines the Area

General William Sherman issued Special Field Order No. 15 from his temporary headquarters in Savannah on January 16, 1865. It defined an area along the coast north and south of where he had encamped his army: “The islands from Charleston south, the abandoned rice fields along the rivers for thirty miles back from the sea and the country bordering the St. John River, Florida.” A broad interpretation of this would take it to include a continuous 30-mile-wide swath of land extending along the coast south from Charleston, South Carolina, as far as Jacksonville, Florida, and including all the Sea Islands. I have cropped a section of an 1854 map from Wells’ McNally’s System of Geography and tinted this area light red.

This is the region of South Carolina, Georgia, and Florida that is known as the “low country.” You can show your students why it is called that by looking at the satellite version of the Google map for the region, which shows that it is a deep shade of green.

sherman-reserve.jpg

It is flat and almost entirely just above sea level. It was an area where large rice plantations flourished. Growing rice was an extremely labor intensive occupation and the plantation owners owned many slaves. The slave population of the area therefore far exceeded the white population, which, of course, constituted the landholders.

a continuous 30-mile-wide swath of land extending along the coast

From the North’s point of view, it was not only the epicenter of the most egregious form of the unjust slave system, wherein a large number of black slaves labored entirely for the profit of white slave owners, but it was also (not coincidentally) the epicenter of the secession movement that precipitated the beginning of the war at Fort Sumter.

The purpose of Sherman’s order was to set aside a large area within which freed blacks could be settled. The area came to be popularly known as the “Sherman Reservation.”

Abandoned or Confiscated Land

Sherman had defined a general area, but his wording was somewhat ambiguous. He clearly set aside all the Sea Islands, but within the coastal swath of land, he appears to have been aiming to confiscate—and make available for settlement—only the plantations along the rivers and other “abandoned” lands. Nevertheless, Congress had earlier decided that all land and property of men who were fighting for the Confederacy (or even the property of others who had supported or conducted business with Confederate forces or authorities) had been technically “abandoned,” even if their families were still on the land, making it eligible for confiscation by the Federal government. This would have vastly expanded the land reckoned to be available for settling freed blacks, even if Sherman’s order was originally interpreted to apply only to the islands and the land along the rivers (rather than the entire 30-mile-wide swath of land).

Sherman Later Explains His Field Order

Sherman wrote a letter to President Andrew Johnson on February 2, 1866, explaining the origin of his field order. It was published in The New York Times the following day and was undoubtedly meant for public consumption:

The Hon. E. M. Stanton, Secretary of War, came to Savannah soon after its occupation by the forces under my command, and conferred freely with me as to the best methods to provide for the vast number of negroes who had followed the army from the interior of Georgia, as also for those who had already congregated on the islands near Hilton Head, and were still coming into our lines. We agreed perfectly that the young and able-bodied men should be enlisted as soldiers, or employed by the Quartermaster in the necessary work of unloading ships, and for other army purposes. But this left on our hands the old and feeble, the women and children, who had necessarily to be fed by the United States. Mr. Stanton summoned a large number of the old negroes mostly preachers with whom he had long conference, of which he took down notes. After the conference he was satisfied the negroes could, with some little aid from the United States, by means of the abandoned plantations on the Sea Islands and along the navigable waters take care of themselves. He requested me to draw up a plan that would be uniform and practicable. I made the rough draft and we went over it very carefully. Mr. Stanton making many changes, and the present Orders No. 15 resulted and were made public.

I know of course we could not convey title to land and merely provided “possessory” titles to be good so long as war and military power lasted. I merely aimed to make provision for the negroes who were absolutely dependent on us, leaving the value of their possessions to be determined by after events or legislation.

At that time, January, 1865, it will be remembered that the tone of the people of the South was very defiant, and no one could foretell when the period of war would cease. Therefore I did not contemplate that event as being so near at hand.

President Johnson was about to begin pardoning ex-Confederates and restoring the property the Federal government had confiscated from them, provided that they took an oath of allegiance to the U.S. The whites who had original title to land in “Sherman’s Reservation” petitioned the President to recognize their titles and give them back full possession. Sherman’s letter emphasized that he had had no authority to give full title to the land covered in his field order, but only a temporary or “possessory” title to it, under his wartime military authority, and he implied that he would not have issued the order if he had known that the war was about to end.

Johnson Restores Much of the Land to the Original Owners

Sherman’s explanation provided justification for Johnson’s order to the Freedmen’s Bureau, which had been liberally setting up black settlements in the area, with each family receiving “forty acres and a (leased army) mule.” Much to the dismay of the Freedmen’s Bureau, of the military officer General Rufus Saxton who Sherman had put in place to implement his order—and of course to the African Americans who had been resettled into the area—Johnson ordered the restoration of the land to the original owners.

Edwin Stanton, Lincoln’s Secretary of War, had traveled to Savannah to meet with Sherman at the time the General had issued his order, and appears to have approved it orally, but not formally, in the sense that he did nothing to countermand it. Stanton’s biographer, Frank Abial Flower, wrote, of the order:

Stanton, on reading it, said to Sherman: “It seems to me, General, that this is contrary to law.” Sherman’s response was: “There is no law here except mine, Mr. Secretary.” Stanton smiled and the order was issued a day or two after he left for the North. General Saxton says Stanton was opposed to the order, but acquiesced in its promulgation in deference to the positive wishes of General Sherman.

On the face of it, Stanton's implied reluctance seems unlikely, because, as Sherman explained, the plan had suggested itself to Stanton and Sherman after they met in Savannah with a group of African American clergy who had asked for relief from the government for the many thousands of ex-slaves who were then in the area, either because they had originally resided there or because they had followed Sherman’s army across the South.

"we could not convey title to land and merely provided 'possessory' titles to be good so long as war and military power lasted"

When the notion of establishing them on abandoned or confiscated lands came up for discussion, almost all of these clergy urged that military forces be used to settle them in areas in which all whites would be prohibited from entering, as a way to protect the settlements from white encroachments. Militarily, this could be most efficiently accomplished by designating the Sea Islands and the low lands along the rivers as the places to settle.

A Pledge of Government Reparations?

Some of the most radical members of Congress were delighted by this. Indeed, several had expressed their desire as the war ended to hang everyone who had been in the Confederate armies, to confiscate all their property, including their land, and to redistribute it all permanently to ex-slaves, recreating the South as a kind of African American preserve from which Southern whites would be barred—a plan that today would be called “ethnic cleansing.”

After the war ended, the contentious results of Sherman’s field order arose as the Federal government sorted out how it would deal permanently with what Sherman had instituted primarily as a military expedient—to free his forces from the burden of caring for refugees as he moved his armies north into the Carolinas. Historian Jacqueline Jones, in Saving Savannah, summed up Sherman’s original goal:

Ultimately, then, Special Field Order No. 15 grew out of the refugee problem, which, in the words of one Union officer, “left on our hands the old and feeble, the women and children,” too many hungry mouths to feed in the city of Savannah. … The order made explicit the connection between military service for men and homesteads for their families, and it provided not for fee-simple titles, outright ownership of the land, but rather possessory titles that remained contingent on future political developments. The order itself remained “subject to the approval of the President.” What came to be called the Sherman Reservation, then, was a means of draining Savannah of women, children, and the elderly while providing for enforced service among young men. This initial goal foreshadowed the order’s troubled future.

Down to our own time, the confused and conflicted intentions and authorities that informed the issuance of Field Order No. 15 and its later implementation and revocation, have been the focus of the claim of precedent for government reparations to ex-slaves and then to their descendants.

For more information

Ira Berlin, Thavolia Glumph, Julie Saville, et al, The Wartime Genesis of Free Labor: The Lower South, Volume 3 of Freedom: a Documentary History of Emancipation, 1861-1867. New York: Cambridge University Press, 1990.

Walter L. Fleming, “Forty Acres and a Mule,” North American Review (May 1906): 721-737.

Julie Saville, The Work of Reconstruction: From Slave to Wage Laborer in South Carolina. Cambridge University Press, 1996.

Claude F. Oubre, Forty Acres and a Mule: The Freedmen’s Bureau and Black Land Ownership. Baton Rouge: Louisiana State University Press, 1978).

Barton Myers, "Sherman's Field Order No. 15," The New Georgia Encyclopedia, 2005.

Text of Special Field Order No. 15, at the Freedmen & Southern Society Project at the University of Maryland.

Bibliography

William T. Sherman, “Sherman’s Famous Field Order,” New York Times, February 3, 1866.

Frank Abial Flower, Edwin McMasters Stanton: The Autocrat of Rebellion, Emancipation, and Reconstruction. Akron: Saalfield Publishing Company, 1904, p. 298.

Jacqueline Jones, Saving Savannah: The City and the Civil War. New York: Vintage Books, 2008, p. 222.

J. Wells, “Georgia, Alabama, and Florida,” from Wells’ McNally’s System of Geography. New York: McNally, 1854.

Booth's Reason for Assassination

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Broadside, black and white, Wanted Poster for Murder of President, 1865
Question

Why did John Wilkes Booth assassinate Abraham Lincoln? What kind of gun did he use?

Answer

On April 14, 1865, John Wilkes Booth became the first person to assassinate an American president when he shot and killed Abraham Lincoln in his box at Ford’s Theater in Washington. Using a .44 caliber derringer pistol—a small, easily concealed handgun—Booth fired a single shot (timed so that that the audience’s laughter would mask the report) into Lincoln’s brain at point-blank range before jumping to the stage and escaping into the night. After a two-week manhunt, Federal troops cornered Booth in a barn in Maryland, where a Union soldier shot him in the neck. Booth died two hours later.

A member of a famous acting family (many considered Booth’s father, Junius Brutus Booth, the finest Shakespearean actor of his generation, and Booth’s older brother, Edwin is commonly named among the greatest American actors of all time), John Wilkes Booth enjoyed a phenomenally successful stage career during the Civil War: by 1864, he earned $20,000 a year, at a time when the average Northern family earned around $300 annually. A Marylander by birth, Booth was an open Confederate sympathizer during the war. A supporter of slavery, Booth believed that Lincoln was determined to overthrow the Constitution and to destroy his beloved South.

After Lincoln’s reelection in November 1864, Booth devised a plan to kidnap the president and spirit him to Richmond, where he could be ransomed for some of the Confederate prisoners languishing in northern jails. Booth enlisted a group of friends from Washington to aid him in his attempt. That winter, Booth and his conspirators plotted a pair of elaborate plans to kidnap the president; the first involved capturing Lincoln in his box at Ford’s Theater and lowering the president to the stage with ropes. Booth ultimately gave up acting to focus on these schemes, and spent more than $10,000 to buy supplies to outfit his band of kidnappers. Neither of the kidnapping plans bore fruit—the second, a ploy on March 17 to capture Lincoln as he traveled in his carriage collapsed when the president changed his itinerary—and several of Booth’s conspirators ultimately left the group.

Now, by God, I’ll put him through. That is the last speech he will ever make

On the evening of April 11, the president stood on the White House balcony and delivered a speech to a small group gathered on the lawn. Two days earlier, Robert E. Lee had surrendered the Army of Northern Virginia at Appomattox Court House, and after four long years of struggle it had become clear that the Union cause would emerge from the war victorious. Lincoln’s speech that evening outlined some of his ideas about reconstructing the nation and bringing the defeated Confederate states back into the Union. Lincoln also indicated a wish to extend the franchise to some African-Americans—at the very least, those who had fought in the Union ranks during the war—and expressed a desire that the southern states would extend the vote to literate blacks, as well. Booth stood in the audience for the speech, and this notion seems to have amplified his rage at Lincoln. “That means nigger citizenship,” he told Lewis Powell, one of his band of conspirators. “Now, by God, I’ll put him through. That is the last speech he will ever make.”

Three days later Booth made good on his promise. Upon learning that Lincoln and his wife intended to see the play Our American Cousin at Ford’s Theater with commanding general Ulysses S. Grant, Booth used his actor’s connections there to gain access to the president’s box. Finally rejecting the notion of kidnapping, Booth now planned to assassinate the president along with top officials his administration: besides Lincoln and General Grant, Secretary of State William Seward and Vice President Andrew Johnson were to be killed the same night by other members of Booth’s gang. Booth appears to have plotted the murders in the belief that the simultaneous assassination of four top officials would throw the North and the Republican Party into chaos long enough for the Confederacy to reassemble itself.

The other parts of Booth’s plan did not come to fruition. General Grant declined the invitation to see the play; Union officer Henry Rathbone took his place. While Booth waited for his opportunity to assassinate the president at Ford’s Theater, two of his co-conspirators journeyed to their assigned targets. Lewis Powell gained entry to Secretary of State’s home, where a bedridden Seward lay recuperating from a carriage accident; Powell stabbed him several times, but none of the blows was mortal. At the same time, another conspirator, George Azterodt, made his way to the hotel where Vice President Johnson was lodging. Armed with a gun and a knife, Azterodt detoured to the hotel saloon, where he got drunk and lost his nerve. He left the bar without confronting Johnson and discarded his knife in the streets of Washington.

Only one of the four intended victims of Booth’s plot was killed, but Lincoln was by far the biggest prize. With Lincoln’s death, Andrew Johnson ascended to the presidency, and the nation lost the one man that most contemporaries, and most American historians, believed best qualified to “bind up the nation’s wounds” after four brutal years of war.

For more information

Roger J. Norton, Abraham Lincoln’s Assassination, 2010.

The Abraham Lincoln Association, 2010.

Abraham Lincoln Papers at the library of Congress.

Bibliography

Michael W. Kauffman. American Brutus: John Wilkes Booth and the Lincoln Conspiracies. New York: Random House, 2004.

Lincoln Archives Digital Project

John Rhodehamel and Louise Taper, eds. Right or Wrong, God Judge Me: The Writings of John Wilkes Booth. Urbana: University of Illinois Press, 1997.

Marjorie Spruill Wheeler and William A. Link. The South in the History of the Nation, vol. II: From Reconstruction. New York: St. Martin’s, 1999.

Conner Prairie Interactive History Park

Description

Conner Prairie brings Indiana history to life with the perfect mix of education, adventure and fun! The park offers an authentic look at the 1800s through engaging, hands-on experiences. These experiences cover a variety of K–12 Indiana academic standards including social studies, language arts, science and math. The park has hundreds of scenic acres and many historic buildings. The museum is an affiliate of the Smithsonian Institution and is committed to multi-sensory learning. Also, Conner Prairie is a proud recipient of the National Medal for Museum and Library Service, awarded by the Institute of Museum and Library Services. This award recognizes institutions for outstanding social, educational, environmental or economic contributions to their communities.

The site includes several historic areas that cover a variety of themes. In 1836 Prairietown, step back in time and interact with staff portraying residents of the town. At the Conner Homestead, tour the brick house William Conner built in 1823 and visit the Loom House to find out about textile processes. Also in the Conner Homestead are opportunities to meet farm animals and try a hand at dipping candles. In the Lenape Camp, find out about Lenape (Delaware) Indian history and culture while exploring a wigwam and a trading post. The 1859 Balloon Voyage exhibit presents the story of pioneer and aeronaut John Wise and his attempted flight from Lafayette to New York. For an additional fee and weather permitting, Conner Prairie offers a flight in a tethered, helium-filled balloon that can accommodate up to 25 people and rises to around 300 feet. Inside the Welcome Center, visit Science Lab for a look at science concepts and the history behind them.

Conner Prairie's newest experience, 1863 Civil War Journey: Raid on Indiana, immerses you in the story of Confederate General John Hunt Morgan's cavalry raid on Indiana. Using theatrical wizardry, including video, sound, staging and Conner Prairie interpreters dressed in authentic period costumes, guests are asked to enlist to defend their state from the raiders. How would you react to a call to arms? Become fully engaged in this pivotal moment in Indiana history.

In addition to general park touring, Conner Prairie offers special staff-led programs and seasonal programs. Also, from November through March, Conner Prairie offers outreach programs at schools and other community organizations. Advance reservations are required for all programs including school groups booking the general self-guided tour.

Some buildings in Prairietown and Lenape Camp are not wheelchair accessible. However, in the case of non-accessible buildings, staff can come outside to interact with those unable to enter their building. A map showing which buildings are accessible is available on the website.

For more details and information, see the Conner Prairie website.