Austin Treasures: Online Exhibits from the Austin History Center

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Photo, Elnora Douglass
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A collection of 10 exhibits documenting aspects of the local history of Austin, TX. Each exhibit contains approximately 40 images and essays from 1,000 to 3,000 words in length. Topics include working in the city, the suffrage movement, life in the city during World War II, Victorian houses, city streets, the erection of the state capital building, landscaping, the historic suburban Hyde Park area, and memorable "firsts" in Austin.

The site links to the main local history site for the Austin Public Library—the Austin History Center—which provides a 2,400-word student essay on Austin's growth during its first 100 years, a chronology of the city from 1830–1900, and links to other relevant sites, including one presenting hundreds of historic postcards of the city. Useful for those studying Texas, urban, and western history.

Breaking the Confederate Line at Antietam

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Litho., Burnside's bridge just after the Battle of Antietam, 1862.
Question

Which Union regiments fought at Antietam? Who was the Union general who led the attack across the bridge at Antietam on Confederate lines and how many times did he charge before breaking through?

Answer

The battle at Antietam Creek on September 17, 1862, ended Confederate General Robert E. Lee’s first invasion of the North. The Confederate Army of Northern Virginia faced Union General George B. McClellan’s Army of the Potomac near Sharpsburg, Maryland; by the end of the day, 6,000 Americans lay dead or dying and another 17,000 were wounded. It remains the bloodiest single day in American history.

The Confederate Army fielded two corps (Longstreet’s and Jackson’s), organized into nine infantry divisions and a cavalry division and comprising more than 130 individual regiments, together totaling more than 38,000 men. The Union Army of the Potomac fielded six corps (I, II, V, VI, IX, and XII) organized into 18 infantry divisions and a cavalry division; more than 191 individual regiments numbering some 75,000 federal troops fought in the battle at Antietam. (An exhaustive list of every corps, division, brigade and regiment, along with the officers that commanded them—known as the order of battle—can be found in Stephen Sears’ Landscape Turned Red: The Battle of Antietam, pp. 359-372.

Union General Ambrose Burnside’s IX Corps held the left side of the Federal line south of town, where a single bridge spanned Antietam creek. Burnside’s men spent hours attempting to cross the narrow bridge in the hopes of flanking the Confederate line on the western bank. (The flanking maneuver, in which the attacker attempted to get around the side of the defender’s line and attack it at right angles, formed a critical part of Civil War military tactics. Because a flanked line was extremely vulnerable to enemy fire, and because it could not level its own return fire very effectively, Civil War commanders repeatedly tried to flank their opponents while trying to avoid having their own lines flanked.)

Burnside’s men spent hours attempting to cross the narrow bridge in the hopes of flanking the Confederate line on the western bank

Though Antietam creek was shallow enough to be forded at several places, Burnside focused his corps’ attacks on the lone bridge near the Rohrback farm—a bridge that would later bear his name, thanks to his troops’ bloody attempts to cross it. Because the bridge was only twelve feet wide, a relatively small number of Confederate defenders was able to prevent Burnisde’s entire corps from crossing for hours. Beginning at around 10 a.m., two Georgia regiments held off attacks by some 12,500 Union soldiers.

Finally, at around 2 p.m., two Northern regiments hand-picked for their toughness and promised a ration of liquor after capturing the bridge, attempted to cross at a run. The 670 men of those regiments charged down the hill facing the bridge and fanned out behind cover on the eastern banks; the Georgian defenders, exhausted and nearly out of ammunition after three hours of fighting, began to withdraw. In a rush, color-bearers led the two units across the bridge and finally secured a foothold on the western shore. More than 500 Federals and 120 Rebels had died in the fighting there. George McClellan, commanding general of the Union forces at Antietam, later received significant criticism for the uncoordinated attacks along the Federal line, for not pushing to cross the creek more quickly, and for failing to exploit the crossing effectively. Most observers judged the battle at Antietam a draw; McClellan had ended Lee’s invasion of the North, but the rebel army remained an effective fighting force. Lincoln and others viewed the battle as a lost opportunity to end the war.

Most observers judged the battle at Antietam a draw

Burnside’s ineffective leadership at the bridge during led McClellan to write to his wife little more than a week later describing him as “very slow” and “not fit to command more than a regiment.” McClellan’s evaluation may have been correct; nevertheless, McClellan’s own performance at Antietam led to his removal by Abraham Lincoln on November 7, 1862. The Army of the Potomac’s next commander would be none other than Ambrose Burnside, who led the Union forces in the even more disastrous and lopsided defeat at Fredericksburg that December.

For more information

The War of the Rebellion: a Compilation of the Official Records of the Union and Confederate Armies, U.S. War Department, 1880-1901, Making of America, Cornell University Library.

"Order of Battle." Antietam on the Web, 2010.

Kennedy, Frances H., ed. The Civil War Battlefield Guide. 2nd ed. Boston: Houghton Mifflin Co., 1998.

Roads to Antietam

Bibliography

Eicher, David J. The Longest Night: A Military History of the Civil War. New York: Simon & Schuster, 2001.

Sears, Stephen. Landscape Turned Red: The Battle of Antietam. New York: Houghton Mifflin Company, 2003.

Waugh, John. Lincoln and McClellan: The Troubled Partnership between a President and His General. New York: St. Martin's Press, 2010.

Access to Archival Databases

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Logo, National Archives
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The National Archives has created this vast database of electronic records (85 million records on the date visited) from federal agencies and from collections of donated historical materials. Search and browse functions extend throughout the database, and the collection can also be browsed by pre-set subject categories or by time spans. All records are electronic texts. There are no scanned images of documents, photographs, or microfilm.

A very small sampling of the records: Ships and passengers who arrived in New York during the Irish Potato Famine, 1846–1851; Red Cross records of WW2 Allied POWs; descriptive indexes of flood photographs from FEMA (1989–2004); helicopter air sorties flown in Vietnam (1970–1975); documentation from the Historic American Buildings Survey (1933–1997); and records about worker-initiated strikes and employed-initiated lockouts (1953–1981).

Reconstruction

Description

Donald L. Miller and Waldo E. Martin, Jr. follow the Civil War from after the Battle of Vicksburg to its conclusion and into Reconstruction, from 1863 to 1875. The presentation looks at the Battle of Gettysburg and the Gettysburg Address; Lincoln's reelection and assassination; Reconstruction challenges and policies, including the expectations of the newly freed slaves; the presidencies of Andrew Jackson and Ulysses S. Grant; and the reemergence of white supremacy and racial violence in the South.

Africans in America Anonymous (not verified) Mon, 04/14/2008 - 11:31
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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

American Originals Part II

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Speech notes, John F. Kennedy, Remarks of June 26, 1963
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A presentation of more than 25 "of the most treasured documents in the holdings of the National Archives" with 10 contextual essays of up to 300 words in length. Arranged in chronological sections, corresponding to eras suggested by the National Standards for History, this site provides facsimile reproductions of important documents relating to diplomacy, presidents, judicial cases, exploration, war, and social issues. Includes the Treaty of Paris ending the American Revolutionary War (1783); receipts from the Lewis and Clark expedition (1803); the judgment in the Supreme Court's Dred Scott Decision (1857); Robert E. Lee's demand for the surrender of John Brown at Harper's Ferry in 1859; the Treaty of 1868 with the Sioux Indians; an 1873 petition to Congress from the National Woman Suffrage Association for the right of women to vote, signed by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton; and a 1940 letter from student Fidel Castro to Franklin D. Roosevelt asking for a ten-dollar bill. Provides links to teaching suggestions for two of the documents. A good site for introducing students to a variety of the forms of documentation accumulated in the collections of the Archives.

Denmark Vesey

Question

How do we define and understand resistance to slavery in regards to the 1822 trial and execution of Denmark Vesey?

Textbook Excerpt

Most textbooks do not even mention Denmark Vesey or the slave insurrection panic of 1822 commonly associated with him. The few that do mention him (briefly) tend to portray Vesey as a heroic rebel against slavery who met a tragic end.

Source Excerpt

Primary sources remain ambiguous regarding Denmark Vesey and the slave revolt he allegedly planned. Court testimony implicating him was often provided by prisoners who had been tortured, much of the evidence was secondhand in nature, and some white Charlestonians at the time openly doubted that the plot had ever existed.

Historian Excerpt

Historians disagree about Vesey and his relationship to a Charleston slave revolt scare in 1822. Many see him as a hero who planned a major revolt against slavery. Others see him as a victim of a white conspiracy to kill black Americans as part of an effort to protect slavery.

Abstract

Most textbook authors have traditionally ignored or mentioned only very briefly Denmark Vesey and the 1822 insurrection plot in Charleston, SC, in their coverage and treatment of the development of slavery, its impact upon black Americans, the strategies employed by whites to preserve or strengthen the institution, and the strategies that were tried by black Americans to ameliorate life in slave society or to overturn slavery itself. A deeper and more nuanced examination of the trial records from the Vesey plot can complicate students' knowledge of how historians interpret the past as well as broaden their understanding of the politics of slavery, definitions of heroism and resistance to slavery, and the contours of daily life for slaves and free blacks in the antebellum South.

Slavery

Question

What was it like to be a slave in 19th-century America?

Textbook Excerpt

Textbooks treat slavery as primarily an economic institution in which slaves were regarded by their owners as property yet insisted on their own humanity.

Source Excerpt

Taken in its entirety, the letter [from Rachel O’Connor to her sister Mary, January 11, 1836] reveals that hate and cruelty existed alongside love and affection in the slave South.

Historian Excerpt

Historians are less inclined to ask what it was like to be a slave in the abstract than to draw from the historical record to ask what it was like to be a particular enslaved person, say Frederick Douglass or Sally Hemings, to name two of the most famous.

Abstract

Two textbooks for high school students, Appleby et al’s The American Vision (AV) and Boorstin et al’s History of the United States (HUS) offer subtly contrasting answers to this important historical question, but both share a basic narrative voice, characteristic of textbooks, that limits their ability to highlight controversy, explore ambiguity and irony, or raise the problem of how we know what we think we know about slave life. This essay takes a close look at the textbooks’ interpretations of the law of slavery, the relationship between masters and slaves, and their use of primary sources, including the Confessions of Nat Turner.

Museum of Discovery [AR]

Description

The Museum of Discovery presents explorations of science, mathematics, technology, and history—including an exhibit on Arkansas's native peoples.

The museum offers exhibits, exhibits for rent, self-guided and guided tours for school groups, in-class outreach presentations, and recreational and educational activities.

Ghosts Among Us

Description

Colonial Williamsburg's Merritt Caposella and Patty Vaticano tell the story of the murder of a young slave boy by Moses Rigg, a madman who claimed the boy was possessed by the Devil. The story, though fictionalized and given supernatural elements, is based on a historical case. The story is one of many told on Colonial Williamsburg's evening ghost tour.