Gettysburg: Turning Point or a Small Stepping-Stone to Victory?

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photographic print, The hero of Gettysburg, 1863 July, Timothy H. O'Sullivan, LO
Question

It is almost always taught that Gettysburg was the turning point in the Civil War and that the war was really over for all practical purposes afterwards. Are we in a sense guilty of looking at this backwards as we probably do with most historical events? Was Gettysburg seen at the time as such a terrible loss that the South was then destined to lose the war?

Answer

It would have surprised the tens of thousands of men who found themselves casualties of fighting in 1864 to hear that the Civil War had essentially ended the year before. Indeed, some of the bloodiest fighting of the war (especially during the Overland Campaign in Spring 1864) occurred after July 1863. So the short answer to the first question is yes, we are guilty of looking backwards when we argue that Gettysburg was the decisive moment in the Civil War. Hindsight is a powerful tool and can create great gains for understanding, but it can also warp how we see the past and produce false insights. Viewed contemporaneously, the Civil War (as with most wars) had no single moment that participants could identify as the fulcrum point.

But the war did have several crucial moments visible both at the time and later, that clearly channeled the conflict in different directions. A short list of these moments include Lee's repulse of McClellan's army on the peninsula below Richmond in Spring 1862, the Union victory at Antietam and Lincoln's subsequent issuance of the Emancipation Proclamation, the simultaneous Union successes of Gettysburg and Vicksburg in July 1863, the Union capture of Atlanta in Summer 1864, and Lincoln's reelection in November of that year. At all of these moments, events transformed the conflict in fundamental ways. Lincoln's decision to make emancipation a Northern war aim probably marks the single most important shift in the course of the war.

[Gettysburg] marked the fullest and, in some respects first, clear defeat of Lee's army by Union forces.

Therefore, neither side saw Confederate defeat at Gettysburg as the moment that determined Union victory. But there is also no denying that it was a pivotal moment. It marked the fullest and, in some respects first, clear defeat of Lee's army by Union forces. It also did massive damage to the personnel of that army—both enlisted men and officers. That the victory was announced to the nation on July 4 in tandem with news of Vicksburg's capture ensured it would resonate with a special significance regardless of what happened later. In many respects, the final capture of Vicksburg (which had taken Ulysses S. Grant and his men almost six months) was more important—it cleaved the Confederacy in two, restored full control of the Mississippi River to the Union, and demoralized Confederates who had long believed the city to be impregnable. But many more people, foreign and domestic, followed battles in the East, and to many Lee's defeat marked a shift in the war's course. Union soldiers were elated by their victory, leaving the Confederates shamed and chagrined. The challenge was for the Union to follow up and this it failed to do. The Union army followed Lee back into Virginia but there was no major fighting in the region for the remainder of 1863. The next major eastern battle following Gettysburg did not occur until May 1864.

For more information

Gary W. Gallagher, "Lee's Army Has Not Lost Any of Its Prestige: The Impact of Gettysburg on
the Army of Northern Virginia and the Confederate Home Front," in The Third Day at Gettysburg and Beyond. Chapel Hill: University of North Carolina Press, 1994, 1-30.

A. Wilson Greene, "Meade's Pursuit of Lee: From Gettysburg to Falling Waters," in Gary W.
Gallagher, ed. The Third Day at Gettysburg and Beyond. Chapel Hill: University of North Carolina Press, 1994, 161-201.

Brian Holden Reid. America's Civil War: The Operational Battlefield, 1861-1863. Amherst, NY: Prometheus Books, 2008.

Stephen W. Sears. Gettysburg. Boston: Houghton Mifflin, 2003.

John Brown's Holy War

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Logo, John Brown's Holy War
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This companion site to the 1999 PBS documentary on John Brown uses special features, a timeline, an interactive map, short biographies and histories, and a teacher's guide to explain the story of Brown's life and times. The site offers special features on the Maryland farmhouse where John Brown assembled his men before their raid on Harpers Ferry, the Harpers Ferry firehouse where Brown's raiders were captured, a history of the famous song "John Brown's Body," and a short essay on Brown's failures as a businessman before he became a radical abolitionist. The timeline traces the major events of Brown's life from 1800 to 1865. An interactive map follows Brown's movements across the country from his birth in 1800 to his execution and burial in 1859. The "People and Events" section features short biographical essays on Brown, abolitionist Frederick Douglass, abolitionist newspaper editor James Redpath, writer Henry David Thoreau, 1859 Virginia Governor Henry A. Wise, and "The Secret Six"--the radical abolitionists who funded Brown's raid on Harpers Ferry. The section also features short histories of four events of Brown's radical abolitionist crusades: the Pottawatomie Massacre in Kansas, Brown's Missouri raid, the Harpers Ferry raid, and Brown's hanging. The teacher guide offers discussion questions and four classroom activities.

Teaching Teachers Using Primary Sources

Video Overview

David Jaffee details his thoughts on using visual primary sources in teaching, including the importance of establishing the original context of images.

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LL_David.mov
Video Clip Title
Teaching Teachers Using Primary Sources
Video Clip Duration
2:54
Transcript Text

We were working now on the New York City draft riots. I was asked to do some work with visual materials, which is the area that I'm probably most interested in, in thinking about teaching at every level. And so I went, you know, and looked for some materials, and I looked in various books on the draft riots and what was out on the web, and it wasn't hard to find materials.

What I railed against, of course, is the lack of context.

There were materials from Frank Leslie's Illustrated Newspaper, from Harper's. But I had the really interesting sort of research problem of, "Well, here are these images." What I railed against, of course, is the lack of context. These images appeared in illustrated newspapers and journals with articles, with text, which surrounded it and contextualized it, which framed how the readers would view it because they wouldn't just look at the pictures the way we do. Sort of a similar experience to when we look at a Louis Hine photograph on a wall but forget that it was actually maybe part of a poster or a newspaper article that very much framed how someone in a progressive era would have seen that, and this is a really valuable lesson.

Context Reinstates the Humanity in History

I went to one of the online databases, HarpWeek, as well as Frank Leslie's database. I had some Frank Leslie material, and sort of gave the teachers the next day after I'd done my little research, a few of the articles and images together. And they were just really bowled over. They got my point immediately that, oh, here's another. And they made—second, they really found these really interesting juxtapositions. One article on the draft riots had, one teacher pointed out, a little squib in the corner of the page where it was announced that the social season was beginning in Newport. All these various politicians had gone off to Newport, and it was very odd, obviously, to think that while this sort of blood bath was going on in the streets of New York City, the social season was beginning in Newport and these, you know, politicians and other dignitaries had gone off to start the season. And they, of course, realized, you know, their students would be immensely interested.

So, again, it was sort of careful reading. It was careful viewing, and it was research. And they again rushed past me, the teachers I was involving in this discussion, to say, "Oh, I could do this as a research project." My students could sort of take this instead of what I did, what I found interesting, I could really turn it around and ask them to go dig in that database and come back with little things.

Again, I think one of the great dilemmas with now that we keep talking about using images is we forget that we really want them grounded as well with text, and that's how, often, they appear.

Researching the Mexican American War

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Print, A war president. Progressive democracy, c1848, N. Currier (Firm), LOC
Question

I have to write [on the] Mexican American war. What should I write about?

Answer

Whether you're studying the Mexican-American War or some other historical event, there are several steps you'll want to take.

First, you want to do some background reading and research. Teachinghistory.org is a good place to start. Head to the History Content page and try the Website Reviews and History gateway tabs in the bottom right corner. The History Gateway, for instance, will direct you to a number of good internet resources like PBS's website on the "US-Mexican War" and a website dedicated to the descendants of Mexican War veterans. You might also check out a general history resource like Digital History and see what they have.

After you've gotten a sense of the event, it's time to start thinking about potential writing topics. What's interesting? What's confusing? What's mysterious? What's uncertain? With a war, it's always worth considering why leaders thought it was worth fighting. What did they give as reasons? Were those reasons valid? Were there other, unstated reasons? Did everyone agree, or was there dissent? Remember, history is about using evidence to make arguments—so you'll want to make sure that you have evidence to support any claim you make. Try gathering some primary documents to find evidence for your answers. Head to any number of primary source repositories on the web for primary sources and you'll eventually find something like this collection of documents from the Library of Congress. It should give you fodder for thinking about how President Polk rallied support behind the war cause and other important issues relevant to the Mexican-American War.

Good luck!

John Brown and the Valley of the Shadow

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Photo, Portrait of John Brown
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Using contemporary newspaper accounts, eyewitness testimonies, photographs, maps, drawings, and later texts, this site presents "narrative threads" linking the events leading up to John Brown's raid in 1859 on the Harper's Ferry arsenal to "the latent history of life in the two Shenandoah Valley towns of Staunton, Virginia, and Chambersburg, Pennsylvania." Includes 13 issues of newspapers from the towns; five eyewitness accounts ranging from 2,500 to 9,800 words in length; 30 images of the Brown family members and conspirators; approximately 25 additional photos, published drawings, and maps; a brief listing of Brown's day-to-day movements during the latter half of 1859; and short biographical entries of up to 500 words on each conspirator. This site, parts of which are presently under construction, will be of special interest to teachers who want to use contemporary images and written accounts in their classes on Brown and abolitionism, and for those looking to investigate local history perspectives on events of national importance.

National Security Archive

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Photo, White House Photo # 5364 / 5364-02, Oliver F. Atkins, Dec 21, 1970
Annotation

Despite its official sounding name, this is a non-governmental institution. Founded in 1985 as a central repository for declassified materials obtained through Freedom of Information Act requests, the Archives at present offers approximately 100 "Briefing Books," each providing government documents and a contextual narrative on national security history and issues, foreign policy initiatives, and military history.

While much of the material relates to events abroad, documents provide information on U.S. involvement and perceptions. Major categories include Europe (with documents on the Hungarian Revolution, Solidarity, and the 1989 revolutions); Latin America (overall CIA involvement, war in Colombia, contras, Mexico); nuclear history (treaties, Berlin crisis, India and Pakistan, North Korea, China, Israel); Middle East and South Asia (Iraq and WMD, hostages in Iran, October 1973 war); the U.S. intelligence community; government secrecy; humanitarian interventions; and September 11 sourcebooks on the terrorist threat. A wealth of information on U.S. diplomatic and military history during and after the Cold War.

Oral History Digital Collection

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Image for Oral History Digital Collection
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These full-text first-person narratives present the voices of more than 2,000 people from northeast Ohio discussing issues significant to the state and the nation. These oral histories, collected since 1974, focus on a range of topics such as ethnic culture, including African American, Greek, Irish, Italian, Jewish, Puerto Rican, Romanian, and Russian, and industry, such as steel, pottery, brick, coal, and railroads.

Others discuss labor relations, including women in labor unions, wars (World War II, Vietnam, Gulf War), college life (including the shootings by National Guard troops at Kent State in 1970), the Holocaust, and religion. Subject access is available through more than 200 topics listed alphabetically.

Virginia Military Institute Museum

Description

The Virginia Military Institute Museum, located in the 1916 Jackson Memorial Hall on the Institute's campus, displays artifacts from its historical collection to chronicle the creation and development of the Virginia Military Institute and the contributions of its alumni to history.

The museum offers exhibits, guided tours for school groups, and research library access by appointment.

Civil War 150th: Questions Remain

Description

According to Backstory:

"In this third part of BackStory‘s 'Civil War 150th' series, the History Guys present a special listener Q & A. The episode picks up on some of the themes of the previous two 'Civil War 150th' episodes, and puts a number of new questions on the table. What role did religion play in the lead-up to war? Why did Abraham Lincoln free the slaves in the Confederate states before he freed the slaves in the loyal states? What is the relevance of the Civil War today?"

To access Part One of this three part podcast, click here. For Part Two, click here.