150 Years Ago Today...

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Photo, In the midst of battle, Jun. 3, 2007, jonathanjonl, Flickr
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The bicentennial of Abraham Lincoln's birth was celebrated in 2009. This year, 2011, marks a related sesquicentennial. Sesqui? What's that? It means "one and a half," and a sesquicentennial marks something's 150th anniversary. In 1861, 150 years ago as of April 12, Confederates fired on Fort Sumter, SC, and the American Civil War began.

Historical sites, museums, societies, and other organizations have been gearing up to celebrate this anniversary for months, if not years—and as educators you can take advantage of their materials and events.

Looking for digitized primary sources? Downloadable lesson plans? Interested in planning a field trip? Your state (as well as your local community) may have new resources available, or in development, for you.

State Sesquicentennial Commissions

Many states have chosen to make the sesquicentennial an official affair, overseen by a committee or commission recognized by the governor. The websites created by these groups vary widely in quality, but they're a good starting place for exploring the sesquicentennial. Many include timelines, calendars of events, digitized primary sources, educator sections, directories of historic sites, discussion forums, and other resources. The following states have publicized their sesquicentennial preparations online:

The Complications of Commemoration

What states aren't here? Alaska, Arizona, California, Colorado, Florida, Hawaii, Idaho, Kansas, Maryland, Massachusetts, Minnesota, Montana, Nebraska, Nevada, New Hampshire, North Dakota, Oregon, Rhode Island, South Dakota, Texas, Utah, Washington, and Wyoming do not currently have state Civil War commissions. Illinois may have one forming, and Louisiana may have one that has no web presence.

What was happening in your state in 1861? How much of its history in that year was driven by the Civil War?

Ask your students to think about this list. Why might these states not be celebrating the sesquicentennial? The answer for some of them should be clear—they weren't states at the time! Yet textbooks emphasize disagreement over whether slavery should extend into the territories as one of the causes of the Civil War, and history certainly didn't stop happening in these regions during the war.

Consider giving your students a state. Maybe you want all of them to study your own state's Civil War history. Ask them to look at how your state is commemorating the sesquicentennial. What Civil War sites are located in your state? Are they preserved? What was happening in your state in 1861? How much of its history in that year was driven by the Civil War? Were there major events that seemed unrelated to the war? What events seem to be talked about most often in your textbook and the resources about your state's 1861 history that you can find? What events are given very little space? Does your state have a history of celebrating Civil War memorials? What kind? Have celebrations changed over time?

You might also give each student a different state. Include wildcards, like Hawaii and Alaska, that weren't even territories at the time. Have them research 1861 in their state histories. What was happening in each state (or the areas that would become their states)? How much was related to the Civil War? Were there events that your students think deserve commemoration (even if they weren't related to the war)? Have them put together a theoretical sesquicentennial commemoration for their state, celebrating the year 1861. Remind them that events don't have to be Civil War-related!

More Resources

If you've looked through the sesquicentennial websites above and can't find resources to suit your needs, try searching our Website Reviews. We've visited more than 300 websites with resources on the years 1850–1877, and annotated all of them.

However you want to approach Civil War history, chances are good you'll find a site with relevant resources cataloged here.

Elementary Military History Resources

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Negative, Powder monkey by gun..., 1864-1865, Library of Congress
Question

I'm looking for military history resources for elementary school children. In particular:

  • Where can I find books for elementary school students on U.S. military history and involvement in wars at home and abroad? Do you have any specific recommendations for books on Iwo Jima?
  • Is there a good timeline available of US military history?
  • How can I find local museums for students to visit who are especially interested in war and military history?
Answer

Finding resources for educating elementary school students about military history can be a challenge. But they’re out there.

Books

One good place to start is with Eyewitness Books. Covering conflicts like the American Revolution and World War II, these books are packed with pictures; and targeted at students ages 9-12.

Another approach to finding books is through grade-appropriate reading lists. The School of Library and Information Science at the University of Kentucky, for instance, has a great reading list for children PreK-Grade 6. Scroll down to "historical fiction" in the list and look for what might be relevant to your interests there.

Another approach to finding books is through grade-appropriate reading lists.

Libraries are another obvious choice for booklists. One great source is the Springfield, MA American Historical Fiction Reading List. Presenting books appropriate for students in grades 4, 5, and 6, the list includes books on the Revolutionary War, the Civil War, World Wars I and II, and Vietnam. Although targeted at older elementary students, the Young Adult Library Services Association’s History booklist has some good resources and includes a number of books dealing with military history. Library Booklists—a clearinghouse of public libraries across the nation—is another good source for book lists compiled by librarians. Their Young Adult Historical Fiction page has a number of different lists on it, addressing different historical topics and themes.

Another approach you can take is to check out social studies reading lists with works for students of all ages, which will include some elementary-level works dealing with military history. One great list is the recommended books archive for social studies on the PBS Teachers website. Bear in mind, though, that these books are for all readers, not just elementary students.

Finally, there are other websites available online that compile booklists by topic and by grade-level. One relatively comprehensive example is the "Children’s Books about War" page on the Family Education website. The forty books on the list range by grade level, but all focus in some way on military conflict and war.

Timelines

In terms of a timeline, one of the more comprehensive military timelines on the web is the Military History Timeline available on warscholar.com. Though perhaps too complex for younger elementary students, it's a great resource for students headed into middle school.

Local Resources

As for field trips for students interested in war and military history, there is a wide range of museums and historic sites. A wide range of museums exists, from the American Civil War Museum in Gettysburg, PA, to the United States Holocaust Memorial Museum in Washington, DC, to the Korean War National Museum in Springfield, IL, dealing with specific wars, and those museums frequently have educational outreach programs.

Other, state-specific museums, like the Virginia War Museum, or the Texas Civil War Museum, look more closely at military history within particular states. Another great resource is the National Park Service, which maintains both Revolutionary War Sites and Civil War Sites—sites that students can visit in a number of different states and that frequently offer educational outreach.

Of course, one of the easiest ways to find potential field trip locations is by using the Museums and Historic Sites search engine on the National History Education Clearinghouse website.

Searching for Sesquicentennial Sources

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Civil War envelope showing a firing cannon, c.1861-1865, Library of Congress
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In February, Teachinghistory.org rounded up sesquicentennial resources state by state. Now, with April and the anniversary of the April 12 bombardment of Fort Sumter upon us, let's look at some materials that aren't state-specific.

Blogosphere

Peruse the blogosphere for updates on new materials and tips on finding the best of preexisting websites and archives. Education Week's blog "Curriculum Matters" posted two entries looking at websites, curriculum, and blogs focusing on the sesquicentennial in March: one entry on the 21st and one on the 24th. Watch for more to come.

Peruse the blogosphere for updates on new materials and tips on finding the best of preexisting websites and archives.

The American Historical Association blogged on teaching the sesquicentennial, and History News Network gave the anniversary a turn as a hot topic. Plenty of individuals have set up blogs of their own to track sesquicentennial developments—look around, and see if anyone's taking a tack that interests you. Remember to assess the credentials and viewpoints of any blog you follow—who's writing it, and what is their goal in writing?

Here are two blogs whose "authors" you might recognize: the New York Times' "Disunion" and the Washington Post's "A House Divided". Both blogs feature entries by historians, published authors, and others (remember to assess the credibility of these writers for yourself, just as you would with an individual blogger!) on Civil War topics.

"Disunion"'s short-essay-style articles often include links to primary sources, while "A House Divided" answers questions on the Civil War. (Browse the Post's "Civil War 150" feature for more videos, articles, and event updates related to the sesquicentennial.)

Lesson Plans

If you're looking for lesson plans, the Civil War Trust recently released a new free curriculum set , including nine lessons and an exam for each level (elementary, middle, and high). The Trust's website also includes primary sources, maps of battlefields, a directory of Civil War sites, and more than 50 other lesson plans.

Try the Smithsonian National Museum of American History's History Explorer for more than 80 lesson plans.

EDSITEment has an abundance of lesson plans—more than 40 related to the war. Also try the Smithsonian National Museum of American History's History Explorer for more than 80 lesson plans.

The American Red Cross, working with teachers, academics, and legal scholars, has developed a series of lesson plans entitled The American Civil War: A Humanitarian Perspective. Through activities that use primary sources, students learn about the roots of the American Red Cross through Clara Barton's work, battlefield conduct laws created by President Lincoln that predate the first Geneva Convention, and basic principles of humanitarian law.

Primary Sources

Looking for some orientation to all of those sources? Sign up for one of the Smithsonian's April webinars designed to show teachers around Smithsonian Civil War resources. Or explore the Library of Congress's guide to 21 sources related to Southern secession.

How about primary sources such as letters from Lincoln, Grant, Lee, and other Civil War era figures?

The National Archives and Records Administration (NARA) invites you to examine the Civil War through "little-known stories, seldom-seen documents, and unusual perspectives" in their new exhibit "Discovering the Civil War", including lesson plans and other teaching resources.

The Library of Virginia's online exhibit "Union or Succession" also focuses on primary sources from the debate over secession. Check out the Library's "CW 150 Legacy Project," too—are any organizations in your area working on collecting sources?

How about primary sources such as letters from Lincoln, Grant, Lee, and other Civil War era figures? Today in the Civil War: Dispatches from the Rosenbach Collection reproduces Civil War-era documents from the Rosenbach Collection 150 years after their creation. Each day a new item is posted, accompanied by a full or partial transcript.

Keep Looking!

This barely scratches the surface of the Civil War materials available to you. Maybe you'd rather listen to your Civil War history—Gilder Lehrman offers more than 20 podcasts on the Civil War era. Longwood University also has you covered, with its "That a Nation Might Live" podcasts following the war week by week.

Would you rather follow (present-day) events as they unfold? Track commemorations nationwide with the National Park System's Civil War website.

Take a look around the Internet, see what else you can uncover, and share your finds in comments here! The sesquicentennial starts this month, but it will last for years. New resources will appear, and established ones will expand, so keep your eyes open!

For more information

Give our improved search engine a try to find even more Teachinghistory.org resources on the Civil War.

Lesson Plans Library

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Introductory graphic (edited), Lesson Plans Library
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Offers hundreds of lesson plans composed by teachers, on a variety of subjects, organized into three groups—K-5, 6-8, and 9-12. Provides 31 plans for grades 9-12 on U.S. history topics, including civil rights, balancing budgets, jazz, opposing views of the Vietnam War, Native American history, the Cold War, Japanese-Americans during World War II, racism, NATO, the Salem Witch Trials, U.S.-Cuba relations, and "The Power of Fiction," focusing on socially-relevant texts. Also includes 33 Literature plans—many on works by American authors—and plans for world history and ancient history. Valuable for high-school level history teachers.

The Possible Path of Barnard Bee

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Litho., E. Crehen, Our national Confederate anthem, Library of Congress, 1862
Question

If Barnard Bee had not been killed at 1st Manassas where might he have ended up commanding—possibly a corps under Johnston/Lee; perhaps in charge of the 3rd Corps at Gettysburg instead of A.P. Hill; or perhaps in the Western Theater?

Answer

West Point graduate and career United States Army officer Barnard Bee commanded one of the Confederate brigades at the July 1861 battle at Manassas. A South Carolinian by birth, Bee—like many Southern officers of the period—was torn between his oaths to defend the Constitution and his loyalty to his home state when Southern states seceded to form the Confederacy in 1860 and 1861. In March 1861, Bee resigned his commission in the U.S. Army and returned to South Carolina. He was named Brigadier General in the Confederate Army in June.

Bee commanded one of four brigades in the Army of the Shenandoah at the July 1861 battle at Manassas, Virginia. He is perhaps best remembered for giving Confederate General Thomas Jackson his enduring nickname; in the thick of battle, Bee referred to Jackson standing fast like a “stone wall.” (Precisely what Bee meant by the remark has never been clear. Many believe it was meant as a tribute to Jackson’s stubborn defense as Bee attempted to inspire his own brigade: “There stands Jackson like a stone wall! Rally behind the Virginians!” At least one observer, however, interpreted it as a frustrated response to Jackson’s refusal to move forward and aid Bee’s own attack: “There is Jackson standing like a damned stone wall.”) A bullet struck and killed Bee shortly after his remark; he was never able to clarify its meaning. The first battle at Manassas would be the only major engagement for the Confederate Army of the Shenandoah; its constituent units were reorganized into new commands soon afterwards.

He is perhaps best remembered for giving Confederate General Thomas Jackson his enduring nickname; in the thick of battle, Bee referred to Jackson standing fast like a “stone wall.”

It is impossible to determine exactly what would have become of Bee or his military career had he not been killed. Such questions belongs to a category historians refer to as counterfactual, since they deal with a possible world for which, by definition, no factual or documentary evidence exists. (Though counterfactuals cannot, by their nature, have answers that are precise or correct, historians often employ such “what if?” questions to test ideas about cause and effect regarding events in the existing historical record.)

In Bee’s case, there are a number of plausible commands he might have assumed. An officer with both professional training and military experience in an army short of both assets (particularly at the outset of the war), it is not unlikely that he would have continued to rise through the ranks had he lived. The fortunes of the other brigade commanders in the Army of the Shenandoah are instructive in this case. (Two of that Army’s four brigade commanders survived its first and only large engagement: Bee and Colonel Francis Bartow both died at First Manassas.)

Both of the surviving brigade commanders eventually rose to high command within the Confederate Army. Thomas Jackson, rechristened “Stonewall” after Manassas, ultimately commanded his own corps and became Robert E. Lee’s most trusted lieutenant before being mortally wounded at the 1863 battle at Chancellorsville. Kirby Smith was promoted to Major General and then to Lieutenant General; he commanded a division in the Army of Northern Virginia before assuming command of the Army of East Tennessee in February 1862. From 1863 until the end of the war, he commanded the Confederacy’s Trans-Mississippi Department as a Lieutenant General.

Counterfactual questions depend a great deal on contingency

Given Bee’s background and the paths of his counterparts in the Army of the Shenandoah, it is plausible to imagine him rising to command his own corps in the east like Jackson, or being transferred west to assume a command there, like Smith. The four regiments that comprised Bee’s Third Brigade at Manassas continued to fight together during the 1862 Seven Days campaign as part of Joseph Johnston’s Army of Northern Virginia; it is similarly reasonable to imagine that Bee would have remained in command of that unit until being promoted to command his own division in the Army of Northern Virginia.

By their nature, counterfactual questions depend a great deal on contingency: much of what might have happened to Bee had he survived turns on a cascade of events that are impossible to know (does the Union turn back the first Confederate invasion at Antietam in this alternate past? Does Stonewall Jackson survive the battle at Chancellorsville? Could Bee himself have been killed during the Seven Days, before rising to higher command?) Given those constraints, it is impossible to pinpoint exactly how Bee’s career would have played out had he survived First Manassas; nevertheless, the exercise is instructive in demonstrating how small the pool of experienced officers was early in the Civil War and how dependent many of the battles were on exactly this kind of chance and contingency.

For more information

Antietam on the Web

National Park Service, U.S. Department of the Interior, Antietam September 11, 2010

Civil War Preservation Trust: The Battle of Antietam 2009

Civil War and Digital Storytelling

Bibliography

Bunzl, Martin. “Counterfactual History: A User's Guide.” The American Historical Review. 109, no. 3 (Jun., 2004): 845-858.

Cullum, George W. Biographical Register of the Officers and Graduates of the U. S. Military Academy at West Point, N.Y., from its Establishment, in 1802, to 1890 with the Early History of the United States Military Academy. 3rd ed. Boston: Houghton, Mifflin and Company, 1891.

McPherson, James M. Crossroads of Freedom: Antietam, The Battle That Changed the Course of the Civil War. New York: Oxford University Press, 2002.

War Between Neighbors: The Coming of the Civil War

Description

Edward Ayers, President of the University of Richmond, discusses his prize-winning book, In the Presence of Mine Enemies: War in the Heart of America, 1859-1863. Based on an archive of documents that Professor Ayers collected from two counties, one in Virginia and one in Pennsylvania, he explores the way that sectionalism grew in these communities before and during the Civil War.

Documents Relating to American Foreign Policy during the Cuban Missile Crisis

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Photo, John F. Kennedy, 1961
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Vincent Ferrara, Professor of International Politics at Mount Holyoke College, compiled this list of 117 primary source documents relating to the Cuban Missile Crisis. Some of these are links to documents on other sites. Documents include memoranda, telegrams, meeting notes, and audio clips. The site also contains five links to other sites about the crisis and 12 articles written in the last 15 years that discuss the crisis.

The site provides no introduction, no index, and no background on the documents. It is not organized thematically, alphabetically, or chronologically. It will be helpful to those looking for the most important documents of the missile crisis and less so for those who are not already involved in researching the topic.

Dissent in the Ranks

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Print portrait, Horatio Gates, New York Public Library
Question

George Washington struggled to win battles in New York in 1776. What steps were taken in order to have him removed as Commander-in-Chief and who were behind the actions to get him removed?

Answer

You might not think that the father of our country had any detractors, but he did, especially in the wake of so many military setbacks—not only in New York, but later in New Jersey and Pennsylvania. Starting with the Battle of Long Island in August 1776, British General William Howe drove the Continental Army back to Brooklyn Heights. Though told by Congress to hold the city, Washington decided he had to abandon New York. He then lost at Harlem Heights, suffered defeat at White Plains, lost Fort Washington along with 3,000 prisoners, and shortly after evacuated Fort Lee.

Luckily, Howe’s attention to Fort Washington gave the Continental Army a chance to escape across the Hudson and into New Jersey. But Washington’s struggles continued. At the end of 1776, General Charles Lee lost 4000 Americans covering Washington’s retreat through New Jersey. In December Congress abandoned Philadelphia for Baltimore. Fortune favored Washington again when Howe went into winter quarters. His army capitalized, striking hard on Christmas night, crossing the Delaware River, raiding Trenton and capturing 1000 Hessians along with arms and ammunition. In January, Washington’s men defeated British reinforcements at Princeton before escaping to Morristown, NJ.

Though Washington and his army showed pluck and resilience, such triumphs were pretty rare. His army was again defeated at Brandywine in September 1777 and later that month, General Howe occupied Philadelphia. In early October, Washington lost at Germantown. By contrast, just a few weeks later, General Horatio Gates shocked the world by defeating General Burgoyne at Saratoga on the Hudson River. With Gates’s star on the ascent, some wondered whether Washington was the right man to fill the role of Commander-in-Chief. Though no formal steps ever took place, by the end of 1777 there was a “whispering campaign” underway to have Washington removed —a movement that historian Joseph Ellis suggests was probably “simmering beneath the surface ever since the debacle at Fort Washington.”

Even the officers and soldiers who served under [Gates] in the northern army, would not willingly yield their attachment to their beloved Washington, in whose wisdom and judgment they repose such unbounded confidence.

One of the central figures in the matter was Brigadier General Thomas Conway, an ambitious Irishman who left the French Army to join the Continental Army, making the anti-Washington movement commonly referred to as the “Conway Cabal.” Conway actively lobbied Congress for a promotion that Washington virulently opposed in a letter to fellow Virginian and Congressman Richard Henry Lee. When Conway caught wind of this slight, he dashed off some pointed criticisms of Washington to Gates. Conway’s dislike for Washington attracted a loose “coterie of grumblers,” including Gates himself, Brigadier General Thomas Mifflin, General Charles Lee, and Congressional figures such as John Adams, Samuel Adams, Benjamin Rush, and Richard Henry Lee.

A gossip network through private correspondence might have remained the extent of the “coterie of grumblers'” influence, except that Washington, ever sensitive to the sanctity of his reputation, had his own network of loyal informants who had a keen ear for loose talk. Washington supporter General William Alexander reported that Gates’s aide General James Wilkinson, had drunkenly divulged the contents of anti-Washington correspondence between Conway and Gates, including this remark by Conway: “Heaven has been determined to save your Country; or a weak General and bad Counselors would have ruined it." When Washington penned a terse note to Gates, he openly challenged him by sending a copy of his correspondence to Congress. This skillful tactic deferred the matter to his civilian masters, while placing the matter in the public sphere, where direct criticism of Washington was still almost sacrilegious.

It is most unfortunate that Congress appears to be split into factions at this eventful period, when the salvation of our country depends on the harmony and unanimity in our counsels.” - Journal Entry James Thatcher, Surgeon Washington’s Army

Washington survived the challenge to his leadership, and some of his most ardent supporters, such as Major General Nathanael Greene, the Marquis de Lafayette, and Alexander Hamilton, went on to distinguish themselves throughout the war. Washington’s two most prominent critics fared less well. Though Conway eventually got his promotion and subsequent assignment as Inspector General, Washington marginalized him when he reported for duty at Valley Forge. Later, a number of general officers petitioned Congress, protesting Conway’s promotion. Conway was further discredited after a fellow officer questioned his courage at Germantown. After challenging his accuser to a duel, Conway was shot in the mouth. Thinking he was dying, Conway wrote a letter of apology to General Washington, but he survived his wounds and eventually returned to France. Gates was never able to hold on to the stature he gained at Saratoga, and in 1780 found himself fleeing with his militia at the Battle of Camden, SC in 1780.

For more information

Abbot, WW., Twohig, Dorothy, and Chase, Philander D., The Papers of George Washington: Revolutionary War Series, 12 vols. Charlottesville, VA, 1985.

Cowley, Robert and Parker, Geoffrey, eds. The Reader’s Companion to Military History. Boston: Houghton Mifflin Company, 1996.

Fischer, David Hackett. Washington’s Crossing. New York: Oxford University Press, 2004.

Higginbotham, Don. War of American Independence. Northeastern University Press, 1983.

McCullough, David. 1776. New York: Simon & Schuster, 2005.

Royster, Charles. A Revolutionary People at War: The Continental Army and American Character, 1775-1783. Chapel Hill: University of North Carolina Press, 1996.

Bibliography

Ellis, Joseph J. His Excellency George Washington. New York: Alfred A. Knopf, 2004.

Heydt, Bruce. “Vexatious Evils: George Washington and the Conway Cabal,” American History, December 2005.

Theodore Roosevelt After the White House

Description

Theodore Roosevelt was only 50 years old when he left the White House in 1909, but his boundless energy kept him very much in the public eye until his death in 1919. In this lecture, historian Patricia O'Toole recounts the last decade of T.R.'s fascinating life, which included an unsuccessful run for the presidency as a third-party candidate, an attempt to raise and then command a battalion of American soldiers in World War I, and the tragic death of his son Quentin.