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.

Typical in the 1930s

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Leathers family of Clarendon, Texas
Question

Who was the Typical American Family of the 1930s?

Answer

The Leathers family of Clarendon, Texas.

At least that was the conclusion of a panel of judges enlisted by the New York World’s Fair Corporation to make the choice out of forty-six families who had been selected by local newspapers across the United States as “typical” in their area. The contest was a promotional effort by the World’s Fair, which was in its second season. As research by Jon Zachman shows, the families chosen hardly represented a cross-section of America. None, for example, were African Americans; the largest group of winners by far were white, Anglo-Saxon Protestants. Moreover, the ground rules of the contest mandated a very traditional notion of “family” as a nuclear family with two parents, headed by a male breadwinner.

Whatever the obvious biases of the contest and the selection process, the quest for the “average family” was itself quite representative of 1930s American culture. As historian Warren Susman points out, the thirties were the heyday of the notion of “the people,” which suggested “that a basic unity underpinned the social and culture structure of America.” Out of the quest for “the people”—the single voice that united American society—came the birth of “the concept of the average,” what Susman calls “a kind of statistical accounting of the people seen as a unit.” Whereas American culture had previously venerated individualism, it now celebrated the Average American and the Average American Family. This search for the average American reflects a deeply conservative impulse within a decade that is often mistakenly seen as largely radical—a “red decade,” as it is sometimes called.

And what were the “average” Leathers like? Mr. Leathers was a thirty-nine-year-old stock farmer; Mrs. Leathers was a thirty-eight-year-old housewife. Both were Baptists of English descent. Their teenage son, Johnny, was president of the 4-H Club; their sixteen-year-old daughter, Margaret Jean, belonged to the Pep Squad as well as the Home Making and Natural Music clubs. Mr. Leathers’s ambition was “to become a more useful citizen and raise more and better Hereford cattle.” His wife wanted “to give my children the very best education possible and teach them to be good American citizens.” At the end of a decade of great social turmoil, what could be more reassuring than to consider the Leathers as the average American family.

Bibliography

Warren Susman, Culture as History: The Transformation of American Society in the Twentieth Century. Pantheon Books, 1984.

Jon B. Zachman, “The Typical American Family during the Great Depression,”unpublished paper, George Mason University, 1996.

Hands Of An Artist: Daniel French's Lincoln Memorial

Description

In commemoration of the bicentennial of the 16th president's birth, the National Gallery of Art in Washington, DC, has rolled out a special exhibition called "Designing the Lincoln Memorial: Daniel Chester French and Henry Bacon," which will be on view for the rest of this year. NPR's Susan Stamberg looks at the creation of the monument which has presided over so many public events and gatherings since it was dedicated in 1922.

Alcohol, Temperance, and Prohibition

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Image, "Who will pay the beer bill?,", American Issue Publishing Company
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This small, but useful, website offers a wide range of primary source material for researching the history of the prohibition movement, temperance, and alcoholism. The more than 1,800 items include broadsides, sheet music, pamphlets, and government publications related to the temperance movement and prohibition.

Materials come from the period leading up to prohibition, such as an 1830s broadside on the "Absent Father" as well as the prohibition era itself, such as a 1920 pamphlet entitled, "Alcohol Sides with Germ Enemies." They end with the passage of the 21st Amendment in 1933.

All digitized items are in the public domain. An essay, "Temperance and Prohibition Era Propaganda: A Study in Rhetoric" by Leah Rae Berk provides an overview of the topic and historical context.

Noah Webster: The Forgotten Founding Father

Description

Video background from The Library of Congress Webcasts site:

"Noah Webster's name is synonymous with the dictionary he created, but his story is not nearly so well-known. Webster hobnobbed with various Founding Fathers and was a young confidant of George Washington and Ben Franklin. He started America's first daily newspaper, predating Alexander Hamilton's New York Post. His "blue-backed speller" for schoolchildren sold millions of copies and influenced early copyright law. But perhaps most important, Webster was an ardent supporter of a unified, definitively American culture, distinct from the British, at a time when the United States of America were anything but unified—and his dictionary of American English is a testament to that. Joshua Kendall has written an absorbing and insightful account of how American English came to be codified in his new book."

Idea of America

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Photo, 2007 Powwow, Ken Rahaim, Smithsonian Institution, Flickr Commons
Annotation

The Idea of America invites student discussion concerning the historical and present day manifestations of ideals such as unity and diversity, equality and freedom, common wealth and private wealth, and law and ethics. Note that high school students and educators comprise the intended audience.

The website is divided into two major portions—Current Events and the Virtual Republic. Current Events offers more than 80 case studies, each of which includes an introduction, key questions (ex: "What makes the nation decide it is the right time to expand the promise of freedom and equality?"), questions connecting these broader key questions to the specific current event, and links to news columns and videos. Recently added topics include women in the military; the repeal of Don't Ask, Don't Tell; and the line between hate speech and First Amendment rights protection.

The Virtual Republic is the place for debate. Here, students are encouraged to write and publish statements on their opinions, beginning with "We believe. . . " These statements can form the basis for debate or support among schools and student groups across the country. Participation requires free student and teacher registration. Students engage as active citizens, and essentially form a microcosm of the Great Debate which has existed throughout the history of the United States.

Research & Reference Gateway: History - North America

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Logo, Rutger's University Libraries
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This site furnishes hundreds of links to primary and secondary sources on North American history. An eclectic collection, it includes links to library catalogs throughout the world, archival collections, texts, journals, discussion lists, bibliographies, encyclopedias, maps, statistics, book reviews, biographies, curricula, and syllabi. Materials are arranged by subject, period, and document type. Try "History-North America" for the widest variety of vetted sources. Special resource collections include "America in the 1950s," "New Americans: American Immigration History," "The Newark Experience," "U.S. Business History," "U.S. Labor and Working Class History," and "Videos on the U.S. and American Studies."

American Loyalists in the Revolutionary World

Description

Video background from The Library of Congress Webcasts site:

"On Nov. 25, 1783, the last British troops pulled out of New York City, bringing the American Revolution to an end. Patriots celebrated their departure and the confirmation of U.S. independence. But for tens of thousands of American loyalists, the British evacuation spelled worry, not jubilation. Maya Jasanoff discusses the plight of these exiles in place in her new book."

Papers of John Jay

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Portrait, John Jay
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This site is a compilation of the unpublished papers of founding father John Jay, dating from 1745 to 1829. It is comprised of nearly 14,000 pages scanned from Jay's manuscripts and related materials. Abstracts and bibliographic notes accompany the scanned images. The primary documents are difficult to read in the original handwriting and they have not yet been transcribed. The quality of some of the images is also poor, although users can enlarge and enhance them. The records are searchable by name of writer, date of composition, name of holding institution, and accession number. Keyword searching of the abstracts, which vary in length and informational detail, is also possible.

Users will find letters from such prominent individuals as John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, and George Washington. The correspondence deals with New York, anti-slavery, repeal of the Missouri Compromise, international affairs, and state government and politics. Those unfamiliar with Jay and his historical significance should be sure to visit the site's four thematic pages, each containing an essay (500 to 800 words) with links to documents. The site also includes a 1,300-word brief biography and a more than 50 item bibliography of relevant sources.

HERB: Social History for Every Classroom

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Photo, Before-and-After Photograph. . . , War Department, NARA
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HERB consists of three TAH projects, History for All, History Matters, and Our American Democracy, as well as a wide variety of non-TAH collections, primarily related to social history. If you're wondering where the name came from, HERB's namesake is Herbert Gutman, a labor historian and co-founder of the American Social History Project/Center for Media and Learning at The Graduate Center, City University of New York, which has been involved with K-12 education since 1989.

On HERB, you can keyword search for resources such as prints, posters, advertisements, and other artworks; oral history transcripts; statistics; documentary-viewing guides; timelines; activities; worksheets; explanation by historians; letters; songs; and more. From the main page, you can also browse by selecting your time period of interest or a major theme—immigration and migration, civil rights and citizenship, slavery and abolition, work, reading supports, expansion and imperialism, gender and sexuality, Civil War, or social movements.

Search results do not give suggested grade levels for any of the materials, including classroom activities, so be prepared to do some thinking about what might be best for your classroom's collective interests and ability levels.