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.

The Disaster of Innovation

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Question

What was the effect of the cotton gin on slaves?

Answer

Eli Whitney patented his cotton engine, or “gin,” in 1794. A mechanical device to separate cotton fibers from cotton seed, it dramatically lowered the cost of producing cotton fiber. Formerly, workers (usually slaves) had separated the seeds from the lint by hand, painstaking work that required hours of work to produce a pound of lint. By mechanizing the process, the gin could produce more than 50 pounds of lint per day. Cotton fabric, formerly quite expensive due to the high cost of production, became dramatically cheaper, and cotton clothing became commonplace. In the early decades of the 19th century, Southern farmers shifted more and more of their acreage into highly profitable cotton production, and large-scale plantation agriculture became common in the Deep South states of Georgia, Mississippi, Alabama, and Louisiana. The gin’s effect on the economy and on the lives of the slaves who made up a significant part of that economy was complex. The cotton gin freed slaves from the arthritic labor of separating seeds from the lint by hand. At the same time, the dramatically lowered cost of producing cotton fiber, the corresponding increase in the amount of cotton fabric demanded by textile mills, and the increasing prevalence of large-scale plantation agriculture resulted in a dramatic increase in the demand for more slaves to work those plantations. Overall, the slave population in the South grew from 700,000 before Whitney’s patent to more than three million in 1850—striking evidence of the changing Southern economy and its growing dependence on the slave system to keep the economy running. Cotton cultivation proved especially well-suited to slave labor. A relatively delicate plant, growing and harvesting cotton was a labor-intensive process. On large Southern plantations, much of that labor was provided by slaves working in gangs. Gang labor fit the slave system particularly well: dozens of slaves collected into a work crew could be supervised by a single white overseer, which made for more efficient work. Unlike solitary jobs like shepherding, which made constant supervision of individual slave workers extremely difficult from a practical standpoint, gang labor in the cotton fields allowed one overseer to supervise (and, when necessary, to discipline and punish) large numbers of slaves simultaneously.

Any invention that encouraged the growth and expansion of the institution increased the misery of slaves in the aggregate acutely

On large cotton plantations both the work and the punishments were unremitting and unforgiving. During the height of harvesting season, slaves worked from sunup to sundown; when the moon was full, they worked into the night as well. Slaveowners varied in their reputations for physical violence, but none eschewed punishment completely in the quest to extract more labor from their charges. Beatings and whippings were frequently used to coerce recalcitrant slaves; slaves who resisted labor or attempted to escape were punished with mutilation, sale away from their families, and occasionally death. There is no simple calculus to determine whether and how the cotton gin affected the lives of individual slaves. It is possible that the adoption of the gin made the working hours of a few individual slaves somewhat less difficult. However, given the barbarity of slavery generally—rampant physical and sexual abuse, the separation of families, lives of forced labor in acute deprivation, and the overarching dehumanization that the system enforced—it seems clear that any invention that encouraged the growth and expansion of the institution increased the misery of slaves in the aggregate acutely. Given the cotton gin’s effects on the spread of large-scale cotton agriculture and the resultant growth in the institution of slavery in the first half of the 19th century, it is difficult to portray its introduction as anything other than a disaster from the perspective of enslaved African-Americans.

For more information

Economic History Association. EH.net Hounshell, David. From the American System to Mass Production, 1800-1932: The Development of Manufacturing Technology in the United States. Baltimore: Johns Hopkins University Press, 1984. Patents as Primary Sources Plantation Agriculture Museum The University Library at the University of North Carolina at Chapel Hill. Documenting the American South, 2004.

Bibliography

Gray, Lewis Cecil. History of Agriculture in the Southern United States to 1860, vol. 2. Gloucester, MA: Peter Smith, 1958. Reidy, Joseph P. From Slavery to Agrarian Capitalism in the Cotton Plantation South, Central Georgia, 1800–1880. Chapel Hill: University of North Carolina Press, 1992.

Mystery Strategy for Elementary Students

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Article Body
What Is It?

Using the premise of a mystery to solve, elementary students act as history detectives as they explore a historical question and analyze carefully chosen clues to formulate and test hypotheses.

Rationale

This strategy depends on our need to solve mysteries. Students are given an opportunity to be active learners as they solve a historical mystery. This strategy relates to what historians do and the process of historical inquiry. Students must work with evidence, form hypotheses, test those hypotheses, and report their findings.

Goals

The goals of the mystery strategy are to learn to: 1. gather, organize, and process information; 2. formulate and test hypotheses; 3. think creatively and analytically to solve problems; and 4. develop, defend, and present solutions to problems.

Teacher Preparation

1. Choose an topic that contains a mystery such as “Why did the American beaver almost become extinct in the 1840s?” Other examples of appropriate historical mysteries include: “How did flooding in Mississippi in 1931 hinder the Civil Rights Movement?”; “Who really invented the cotton gin?”; and “Was the Boston Massacre really a massacre?”

Data should tease the student without revealing too much.

2. Gather primary and secondary sources that will serve as clues for students such as letters, diary entries, maps, statistical tables, political cartoons, images, artifacts for students to touch (in this case beaver fur or felt), and web articles. These sources should pique students’ interest and provide them with clues that will help them generate theories. For example, if students are given a clue regarding the habitat and species characteristics of the beaver and then also told John Jacob Astor was the wealthiest man in America in 1848 it is hoped they conclude that Astor’s wealth had something to do with the beaver. Maps indicating trade routes should confirm this conclusion. Though they may be encountering names in the clues for the first time, making educated guesses is an essential ingredient to the mystery strategy. Students should not be afraid of making guesses or presenting ideas to the larger group. The learning goal is about what it takes to arrive at a hypothesis rather than ending up with a right answer. 3. Decide student grouping. If using small groups, keep individual needs in mind such as reading levels, ability to work with others, and Individual Education Plans (IEPs). 4. Decide how to present the clues to students (strips of paper within envelopes at stations, single sheets of paper for them to cut apart, etc.). See examples of clues for additional clues. Teachers should read through materials to pull clues that fit students’ needs and abilities.

In the Classroom

1. Students read through clues and sort them according to common elements. Once the clues are sorted, students begin to work on their hypothesis. 2. As students analyze the clues and arrive at a hypothesis, use guiding questions such as, “Tell me how the two things relate” and “What’s your reason for thinking that?” to keep students focused on solving the mystery. Avoid guiding them in a direction. The goal is for students to work with the clues and arrive at their own hypothesis. Students can use the Mystery Writing Guide Worksheet to record ideas. 3. In a whole group, have small groups share their hypotheses and evaluate them. Are they logical based on the clues? Do they make sense? Write group responses on the board so students can track their findings as they move through the evidence. The goal is to test each group hypothesis and arrive at the best conclusion. For example, if one group understands there is a connection between the mountain men and the beaver yet they also think the railroads had a role in the problem, do the clues support or refute these ideas? Remind students they are like historians looking at information to form a hypothesis, test it, and arrive at a conclusion.

Students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis

4. Assign each student a written reflection piece on the content learned and the process used to uncover the mystery. This is the most important part of the mystery strategy and should go beyond merely reporting content. Prompt students with questions such as: What happened in the activity? What things did you do well? Most importantly, ask, Which hypothesis best answers the mystery question? Why?

Common Pitfalls
  • Data should tease the student without revealing too much.
  • Data should hone inference skills.
  • Clues should provide information not an explanation (see Mystery Strategy Clues Worksheet).
Example

Students are presented with the following problem: Why did the American beaver almost become extinct in 1840? Write the question on the board so it is visible throughout the activity. Anticipatory Set: Begin by employing a student’s knowledge of science and ecosystems learned earlier. Give a short presentation about the American Beaver. This would include the fact that beavers maintain dams that create ponds. The water level in these ponds is constant, encouraging the growth of vegetation that supports many other types of animals. The dams also keep summer rains and resulting erosion in check. The presentation could end with figures about the number of beavers estimated to be in North America from European settlement to today (see links below). Students would see a significant decline in the population during exploration and settlement. This decline leads students to the essential question and they can begin working with the clues to make hypotheses. Clues: Clues can be obtained from….

  • images from fashion catalogs from the mid-1800s;
  • real beaver pelt and/or beaver trap, scraps of commercial felt, or images of    beaver fur and hats;
  • short biographical sketches of mountain men such as Kit Carson, John    Liver-Eating Johnston, and William Sublette;
  • Advertisements for beaver products such as top hats and ads from trading    companies seeking hunters. Scroll down through each page for the    aforementioned images.
  • newspaper accounts regarding skirmishes/battles between the Iroquois    Confederation/other tribes in the Great Lakes region in the Beaver Wars;
  • Quotes from all parties involved in the fur trade (Native American chiefs,    trading company owners such as Manuel Lisa, mountain men, etc.)
  • Pictures of people wearing beaver hats;
  • John Jacob Astor.

Be sure to use some visuals! Reflection: Students reflect on the original question by presenting their hypotheses in written form. Along with their response about the disappearance of the beaver, students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis.

Bibliography

American Beavers. Silver, Harvey.F., et. al. Teaching styles & strategies. Trenton, NJ: The Thoughtful Education Press, 1996.

DocsTeach

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What is it?

DocsTeach brings together more than 3,000 primary sources and seven online activities, each designed to reinforce specific historical thinking skills. Register for free, search or browse the primary sources, and bookmark any that interest you. Head over to the "Activities" section to plug your sources into any of the site's seven activity templates, and then save your new activities for use in the classroom—or publish them to share with other DocsTeach users. To add a twist, ask your students to make, present, and take activities of their own—activity creation is simple enough and web-savvy students should be up to the task.

Getting Started

Register for the site before beginning to comb its primary sources and activities—it's free and quick. Once you've registered, you'll be able to bookmark primary sources and activities, save activities, and publish activities to share with other users. Browse or search DocsTeach's selection of primary sources, divided into eight historical periods ranging from 1754 to the present, bookmark sources of interest, and then click on "Activities." This section contains tools for assembling seven different online activities. They include:

  • Find a Sequence: Prompt students to arrange primary sources in a predetermined order;
  • Focusing on Details: Pick from five different tools to focus student attention on specific sections of a primary source;
  • Making Connections: Arrange primary sources in a particular order, and have students write in their arguments for why one source leads to another;
  • Seeing the Big Picture: Match primary sources in related pairs. As students successfully make the matches, they reveal pieces of a larger picture;
  • Interpreting Data: Call out particular data points on primary sources incorporating charts and graphs, and embed comments and questions in the source;
  • Mapping History: Use a modern or historical map as a background, and have students place sources in the location they come from or discuss; and
  • Weighing the Evidence: Present students with primary sources on a particular historical issue, and have them decide whether they support one interpretation or another.

Assemble the sources you've collected into one or more activities, following the step-by-step automated process, and then either save your activity and/or publish it. If you choose to publish an activity, other registered DocsTeach users can find it in the website's collection of activities and use it in their own classrooms.

Examples

DocsTeach offers examples of possible use for each activity model in "Learning Objectives and Historical Thinking Skills" essays. Educators could use the "Making Connections" activity, the website suggests, to track the history of African American integration into the U.S. military, prompting students to explain how primary sources showing changes in policy—whether segregationist or desegregationist—led from one to the other. Students could analyze primary sources related to Douglas MacArthur in a "Weighing Evidence" activity, deciding whether each document supports or refutes a view of MacArthur as a strong leader.

The National Archives team models their own version of the latter in their pre-assembled activity "What Kind of Leader Was General Douglas MacArthur?" The site includes dozens of activities sorted into period-based subjects, from ‘Analyzing the Cotton Gin Patent’ in Revolution and the New Nation to ‘Birth of the Environmental Protection Agency’ in Contemporary United States (1968 to the present). As educators sign up for the site and publish their own work, look for the activity database to grow.