Robert Gould Shaw

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Question

As I understand it, Robert Gould Shaw's parents decided to leave him buried in the mass grave near where he was mortally wounded at Fort Wagner. Is he still buried in that location beneath the sand? Is it now under water? Is there some sort of marker designating the burial spot?

Answer

Colonel Robert Gould Shaw (1837-1863) was the young white Civil War Union army officer who commanded the otherwise all-black 54th Massachusetts Volunteer Infantry. He was killed while leading a fierce but unsuccessful charge by his troops on the sand and earth parapets of Fort Wagner on Morris Island near Charleston, South Carolina, on July 18, 1863. The 54th Massachusetts lost many men that day, with a casualty rate of over 50%. The other Federal units in the attack suffered heavy losses as well. Union casualties for the day numbered more than 1,500. Union Brigadier General Quincy Granville sent an inquiry to the Confederate commander of Fort Wagner, asking about the disposition of Shaw’s body. The reply was that Col. Shaw had been “buried with his niggers,” in a common grave, a trench along the island’s shore, close to the fort. Indeed, this was where all the Union dead were buried on the tiny island. Whether or not the Confederate commander thought of this as inflicting a particular insult on Shaw, this is how it was taken in the North, especially because Shaw’s fellow officer, Col. Haldimand Putnam, commanding the 7th New Hampshire Infantry, who also died in the attack, “received all the honors of sepulture which the circumstances of his death permitted, from the fraternal hands of his West Point classmate, General Robert H. Anderson, of the Confederate Army,” although his body was not recovered. Nevertheless, even in the few days immediately after the bloodbath, Shaw had become, in the North, an uncommon martyr for the principle of black emancipation, and sentiment sprang forth to exert every effort to exhume his body and rebury him back in his hometown of Boston as a hero. Shaw’s parents, however, prominent in Boston as strong abolitionists, resisted this sentiment. His father sent instructions to the officers of his son’s regiment, writing, “We would not have his body removed from where it lies surrounded by his brave & devoted soldiers, if we could accomplish it by a word. Please to bear this in mind & also, let it be known, so that, even in case there should be an opportunity, his remains may not be disturbed.” By September, the decomposition of the bodies in the trench had begun to contaminate Fort Wagner’s Confederate defenders’ fresh water supply, and they abandoned the fort as a consequence. Union soldiers immediately moved in, but, guided by Shaw’s parents’ wishes, did not exhume Col. Shaw’s body. Morris Island is smaller than 1,000 acres and is subject to extensive erosion by storm and sea. Much of the previous site of Fort Wagner has been eroded away, including the place where the Union soldiers had been buried. However, by the time this had happened, the soldiers’ remains were no longer there because soon after the end of the Civil War, the Army disinterred and reburied all the remains—including, presumably, those of Col. Shaw—at the Beaufort National Cemetery in Beaufort, South Carolina, where their gravestones were marked as “unknown.” The Boston area has at least three memorials to Robert G. Shaw. In 1897, the Harvard Memorial Society erected a tablet on Massachusetts Hall, which had long served as a dormitory, that listed some of its past student residents who had gone on to fame. This tablet included Shaw’s name (he had been a Harvard student, but had withdrawn before graduating), along with such other notables as Artemas Ward, Elbridge Gerry, Francis Dana, Joseph Story, Jared Sparks, and Francis Parkman. The Shaw family also placed a bronze tablet in memory of Robert Gould Shaw on an earlier-installed cenotaph in its family plot at Mount Auburn Cemetery in Boston. The most well known memorial, however, is the Robert Gould Shaw and Massachusetts 54th Regiment Memorial. It is a bas-relief of Shaw and his men, designed by Augustus Saint-Gaudens, and placed on Boston Common, across Beacon Street from the Massachusetts State House, in 1897. The memorial was the focus of attention during the late 1980s and early 1990s, concurrent with the making of the film Glory, that depicted the actions of the 54th Massachusetts at Fort Wagner. It occasioned a public reassessment of the fact that, beginning from the immediate aftermath of the attack, a significant portion of the sentiment of white Northern abolitionists had elevated Shaw’s place as a determined sacrificial martyr to the cause of black emancipation far above the level of the other men of the 54th Massachusetts, almost as if the black men of the 54th could do nothing by themselves without a white savior in the person of Shaw. Abolitionist Eliza Sedgwick’s 1865 poem about Shaw contained the lines: “Buried with the men God gave him—Those who he was sent to save; Buried with the martyred heroes, He has found an honored grave.” Shaw’s mother and father did not have a patronizing view of the relationship between their son and his men and indeed shared a sentiment of African American empowerment that was embodied in a line from Lord Byron that abolitionists often quoted—“Who would be free themselves must strike the blow.” They objected to the original design for the memorial because it showed their son on horseback, elevated above the figures of the enlisted men around him on foot. Nevertheless, a public commission funded Saint-Gauden’s bas-relief, which portrayed this design, and it was dedicated as a memorial to Shaw. The public reassessment of the 1990s eventually refocused the memorial on the 54th Massachusetts as a whole, rather than on Shaw in particular.

For more information

The National Gallery of Art’s website on Augustus Saint-Gaudens Memorial to Robert Gould Shaw and the Massachusetts 54th Regiment, which features lesson plans for grades 3-12. Teach History’s blog entry on “Colonel Shaw, Sergeant Carney and the 54th Massachusetts,” by Ben Edwards.

Bibliography

Russell Duncan, ed. Blue-Eyed Child of Fortune: The Civil War Letters of Colonel Robert Gould Shaw. Athens, GA: University of Georgia Press, 1992. Peter Burchard, One Gallant Rush: Robert Gould Shaw and His Brave Black Regiment. New York: St. Martin’s Press, 1989. Michael G. Kammen, Digging Up the Dead: A History of Notable American Reburials. Chicago: University of Chicago Press, 2010. Charles Cowley, The Romance of History in “the Black County,” and the Romance of War in the Career of Gen. Robert Smalls. Lowell, Mass: 1882. Lydia Maria Francis Child, ed. The Freedmen’s Book. Boston: Ticknor and Fields, 1865.

Indiana Historical Society Digital Image Collections

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This website boasts a growing collection of more than 38,000 photographs, lithographs, letters, cards, poems and other texts centering around Indiana history from the early 19th century to the present. The collection is especially strong in African American history in Indiana, with browseable collections on Madam C.J. Walker (1867–1919), a nationally renowned businesswoman and philanthropist, Flanner House, the first agency in Indianapolis devoted to meeting the social service needs of African Americans, and the Indianapolis Recorder, the longest continually operated African American newspaper in Indiana.

In addition to that of Madam C.J. Walker, there are collections of roughly 100 images each related to other notable Hoosiers. The website also contains a collection of more than 1,000 items related to President Lincoln, including portraits and busts of the president, as well as documents surrounding the trial of the Lincoln assassination conspirators. Other notable collections include one devoted to military history, several collections of images and portraits of Native Americans from the mid-19th century, and close to 200 historical maps of Indiana. All content is keyword searchable.

New Jersey's Quakers and the American Revolution

Teaser

Did you know the Quakers were pre-Revolution abolitionists?...

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Description

While many Quakers owned slaves prior to the American Revolution, the Quakers passed a rule in 1758 forbidding their members to buy or sell slaves. This lesson examines how the Quakers' religious views influenced their opposition to slavery during the Revolutionary period. We like that students are asked to analyze a series of primary sources to identify the reasoning behind the Quaker's anti-slavery stance.

Article Body

The lesson plan suggests that teachers begin by delivering a lecture based on an online talk by historian Jean Soderlund. (Adobe Flash Player and Acrobat Reader are required to access the lecture). However, the historian’s lecture is brief, informative, and fairly engaging, so teachers may want to consider playing the lecture for students.

Next, students are asked to read a set of documents written by Quakers in the 18th century, and identify the various reasons Quakers were opposed to slavery. The documents are rich and informative. However, the language is challenging; and teachers may need to modify and shorten the documents, and create guiding questions to help students analyze them.

For an assessment, middle school students create protest pamphlets expressing the reasons behind Quaker opposition to slavery. High school students analyze the Declaration of Independence from the Quaker perspective. High school teachers may want to consider having students also analyze the original draft of the Declaration of Independence which had much stronger language opposing slavery. The original draft of the Declaration of Independence reflects more of Jefferson’s personal views, while the final version reflects more of the consensus view of congress.

Topic
Quaker opposition to slavery during the Revolution
Time Estimate
1-2 days, 90 minutes total
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The plan provides a brief historical overview and a historian's lecture.

Rubric_Content_Read_Write

Yes
Students must read primary sources and respond with a written assessment.

Rubric_Analytical_Construct_Interpretations

Yes
Students read several primary documents to determine the reasons behind Quaker opposition to slavery in the 18th century.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

No
The language of the documents may have to be modified—especially for middle school students.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers should consider providing students with a few focusing questions for each document.

Rubric_Structure_Assessment

Yes
There are different assessments for the high school and middle school level. However, no rubrics or specific assessment criteria are included.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes
A sleek lesson that could be done in one or two class periods.

Politics of a Massacre: Discovering Wilmington 1898

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On November 10, 1898, Wilmington, NC, experienced what has come to be known as the only coup d'etat in United States history, when white supremacist members of the Democratic Party overthrew the municipal government and killed anywhere between six and 100 African Americans in the city, which at that time had a large, thriving African American population supported by the biracial Republican Party.

This website narrates the history of this event, from the rising racial tensions surrounding the passing of the 14th and 15th Amendments and court disputes over miscegenation and interracial marriage, through the contentious election politics of 1898 that pitted the Democratic Party, supported by white supremacists, against the Republican and Populist Parties that represented African American interests at the local level, and the riot on November 10, through the legacy of the riot in the months and years to come, including the rise of segregationist Jim Crow laws.

Each section is illustrated with links to primary sources, including political cartoons, newspaper clippings, laws, court cases, and photographs of prominent Wilmington African Americans.

The website also includes the 1898 Wilmington Race Riot Report published in 2006 by the North Carolina Department of Cultural Resources' Wilmington Race Riot Commission, which includes maps, photographs, and other primary source materials, and a link to an interactive map allowing visitors to visualize the events of November 10, 1898.

Massive Resistance through Political Cartoons

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This website features 4th graders analyzing two political cartoons from the Richmond Times-Dispatch about Virginia's reaction to the Brown v. Board of Education Supreme Court decision. This standards-based lesson guides students in exploring the Virginia state policy of massive resistance to school desegregation. This video provides examples of two promising practices:

  • Modeling careful analysis of a primary source while practicing historical thinking with young students;
  • Using scaffolding and concrete instructional strategies to guide students in shaping meaning out of multiple primary sources.
The Lesson in Action

Video of the lesson shows the teacher modeling primary source analysis with the first cartoon and students working in pairs to interpret a second on their own. Both cartoons—one published in 1954 and the other in 1958—are drawn by Fred O. Siebel. They use similar imagery and symbolism, helping students analyze the second cartoon and compare the two. Through effective scaffolding and modeling of historical thinking skills, the teacher engages students in thinking about complex historical questions of equality, fairness, and the power of federal and state governments. The lesson concludes with a class discussion of each group's findings and what their analysis means in relation to Virginia and public school desegregation.

Through effective scaffolding and modeling of historical thinking skills, the teacher engages students in thinking about complex historical questions of equality, fairness, and the power of federal and state governments.

This lesson comes at the end of a unit on civil rights, segregation, desegregation, and massive resistance in Virginia. Students at this point have an understanding of segregation, Jim Crow laws, and the individuals Thurgood Marshal and former Virginia Governor Harry F. Bird, Sr. The teacher uses primary sources in this lesson to assess and review students' understandings of school desegregation and Byrd's Massive Resistance response to the Supreme Court order to integrate schools. At the same time, she engages students in thinking about historical questions of fairness, equality, and reactions to change. You can find a comprehensive lesson plan, complete with primary sources, background information, and classroom worksheets, on the website.

Slave Receipts

Bibliography
Image Credits
  • Accessible Archives
  • Harper's Weekly
  • Historical Maps of Pennsylvania
  • Library of Congress
  • New York Public Library Digital Gallery
  • University of Illinois at Urbana-Champaign Library
Video Overview

Historian Tom Thurston analyzes a slave receipt that records the sale of a female slave named Mary and her child, Louisianna, for $1,000 on September 17, 1853. Thurston models several historical thinking skills, including:

  • (1) close reading of the 1853 slave receipt to investigate the details of a single transaction as well as the larger significance of printed receipts and the information they convey;
  • (2) drawing on prior knowledge of life in the mid-19th-century in a country nearing Civil War; and
  • (3) placing the slave receipt within a larger context of the law, finances, and the geography of slavery.
Video Clip Name
Thurston1.mov
Thurston2.mov
Thurston3.mov
Thurston4.mov
Video Clip Title
Looking at the Document
Close Reading
Slavery and the Law
Historical Context
Video Clip Duration
3:20
2:14
3:38
2:57
Transcript Text

Slavery, legally sanctioned in the south, and for a long time in the north as well, was supported at every turn by legal structures. So, something that I like to use a lot in teaching, just to get students thinking about this, are—these are receipts, these are receipts. And, the one I'm holding right now is dated Norfolk, September 17, 1853. It's a printed receipt that's been filled out. It's something that, it's very similar in a way, to something that you might buy at an office supply store. If you went and needed a book of receipts because, you know, you had a business.

It's got a blank space that you can fill in the place and date. And then it says 18-five and blank.

So just like today in writing a check you might have—or a set of receipts—just to make things easier they might write two-zero-zero and then you can put in 2009, or 2008, or something like that. Just to make it just a little easier in filling out a receipt. It's got this, it's for—it's obviously a book of receipts that you can fill out all through the 1850s. Then it says, "Received of 'blank,' 'blank' dollars, being in full for the purchase of 'blank' Negro slave named 'blank.' The right and title of said slave 'blank' warrant and defend against the claims of all persons whatsoever, and likewise warrant 'blank' sound and healthy, as witness my hand and seal," and then the title of this. And it's a very elegant 19th-century receipt. It's in a nice filigreed kind of handwriting, it's got lovely illustrations on the side that depict kind of the engines of commerce for the time. There's a steamboat and there's a clipper ship and there's a railroad.

And it says, "Murphy and Company, Printers, Baltimore." Thinking about it, how many people are involved in this receipt? It's been printed by a printer in Baltimore, but it's been printed for probably a lot of people. But, this one in particular, it's noted it's sold by a bookseller in Richmond. This particular receipt is dated in Norfolk.

Now, if you were teaching students, using this for the classroom, one of the first things you might want to do is list all of the locations that are on this receipt and any of the other receipts, you know, so that students get a sense of the geography of the place. Like, where is Baltimore in relationship to Richmond? Where is Norfolk and why might this receipt be dated in Norfolk?

The thing, as an historian, that strikes me about these documents is, first, how mundane they are, how banal they are, how similar they are to the kinds of—the book of receipts that you could pick up today. But then, to realize that the people that are kind of in this kind of elegant handwriting, that are signing their names to this receipt, are engaged in the sale of humans.

This particular receipt from Baltimore, dated in 1851, "warrants and defends against the claims of all persons whatsoever and likewise warrants sound and healthy and slaves for life." So, it's almost identical, but it adds the little phrase "and slaves for life," that none of the others do. So, you ask yourself, "Well, what might account for that little bit of fine print, that little legal boilerplate being added to this receipt?"

People keep records of property in a way that they don't keep of people, and they lay—these records stay around with us for a long time.

You often will hear that, well, the Emancipation Proclamation didn't free any slaves really, because it only was under effect for those areas that weren't under the control of the Union Army. But what it did do, was take this huge amount of capital that was vested in slaves and wiped it out. It just erased billions of dollars of capital. It's one of the reasons that New York City was such a hotbed of pro-slavery sentiment, because the banks and the trading houses in New York City were very invested economically.

We know that, in this particular one, "Received of Charles H. Shield, Esquire, 1,000 dollars, being paid in full for the purchase of a Negro slave named Mary and her child, Louisianna. The right and title of said slave, I warrant and defend against the claims of all persons whatsoever," and it's signed by William W. Hall. So, Charles Shield and William Hall are engaged in the transaction of Mary and her child. But this is a legal document. Think about what is the backing? What is the legal claim that this receipt gives to the bearer? So that there's a certain#&8212;in other words, it's kind of to demonstrate that I have the legal right that I've been given by the seller, to the ownership of Mary and her child. The other thing, of course, you keep receipts for, is in case you have to return something.

It's very similar when you think about it, to the kinds of promises that you make when you're buying anything. Here—there's a warrant. In other words, someone is making a kind of authoritative claim and "defend against all claims of all persons whatsoever." So, by that, in other words that, "I have legal title to these people, and I warrant, I signed this in warrant that in fact, I'm transferring that title to the bearer, and I likewise warrant them sound and healthy, as witnessed by hand and seal." So, they're making a claim about these people, and it's not surprising that they make a claim about this. As I said, the law is imbued in every aspect of slavery, including all of these kinds of transfers, these kind of transfers, the sale of slaves. And there's a whole kind of, a set of legal laws about, "Well, what would happen if you sold a slave to someone, and the slave died? What if the person knew that they were ill? So, what does it mean to say that someone is healthy?" and what, what are the kinds of—these things come up. The courts serve the function of making sure that the business of slavery proceeds in an orderly fashion.

This is all about the buying and selling of people. But, there's this huge set of laws that are protecting every transaction. So, a lot of this printed language is what a lot of people, they'll refer to it as "boilerplate." This is the fine print, the fine print of the sale of slaves, that has a special meaning for every jurisdiction that this receipt is made out in.

The state, whether it's Virginia here or elsewhere, does have an interest in knowing about this, in part, just to keep track, but also because these transactions are often—they'll say "paid in full," but they're really also backed by loans. People are buying slaves on credit. It's very speculative. So, there are banks, insurance companies, who also have a stake in the ownership of Mary and her child, Louisiana, that may go far beyond Norfolk and the environs.

Now, one thing that this document won't tell you is, in and of itself, and I can't say that I know the answers to this myself, but who William Hall and Charles Shield are, but you can kind of make some educated guesses. This is happening, the sale is recorded in Norfolk, Virginia. Norfolk is, it's on the coast. It's 1853. Virginia is an old part of the kind of slave south of the Chesapeake [region]. There are hundreds of thousands of enslaved people in Virginia. But, the real money in 1853 to be made in slavery, is not in Virginia. It's in the new southwest. It's in places like Louisiana and Alabama, Mississippi.

A lot of legal cases developed over this because people wanted to make sure they were getting maximized profits for the sale of the estate, including slaves. It was found that "items sell best when sold separately." In other words, given the opportunity to sell a family, self-contained as a lot, to an individual, or to sell them as individuals, more money would be made selling them as individuals.

And, because the courts have a fiduciary responsibility in making sure that the heirs get the best bargain that they can from the estate, they're mandated to sell separately. So, it reminds one that there are hundreds of thousands of families that are being broken up through these types of trade. It's also a good thing to stop and think about how often we talk about the transatlantic slave trade, but to consider the domestic slave trade as well, as being a great tragedy and something that continued to wreak havoc for years and years. Some of the saddest documents that one can find are in African American newspapers and magazines, sometimes 10, 20 years after the Civil War. They're often called "Information Wanted" notices, looking for a mother or a sister or a child, still trying to find their family members.

Land of (Unequal) Opportunity

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While many are familiar with the 1957 Little Rock High School integration crisis, far fewer students of U.S. civil rights history may be aware of the longer history of that struggle in Arkansas. This website includes more than 460 documents and images, including cartoons, court decisions, photographs, newspaper articles, letters, and essays related to that history. For example, an essay on the meaning of relocation written by a high school student at Arkansas's Jerome Relocation Center in 1943 brings a more personal perspective to the story of internment, as the student describes the ways in which members of her community have struggled between the "fighting spirit" and the "giving up spirit." Users new to civil rights history in Arkansas may want to begin with the extensive timeline that describes events from the arrival of slaves in Arkansas in the 1720s to a 2006 State Supreme Court ruling that struck down a ban on gays serving as foster parents. The website also includes 10 lesson plans geared for middle school students that make use of the website's resources—such as a speech given by Governor Oral Fabus in 1958. An extensive bibliography of secondary sources related to many aspects of civil rights, including African American, gay and lesbian, and women's issues, Japanese relocation, religious intolerance, political rights, and anti-civil liberties groups and issues, is also available.

Wisconsin Historical Society: Freedom's Journal

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Freedom's Journal, published weekly in New York City between 1827 and 1829, was the first African American owned and operated newspaper in the U.S. This website presents digitized copies of all 102 issues of Freedom's Journal, available for download in PDF format. In the pages of this newspaper, visitors will find regional, national, and international news, anti-slavery and anti-lynching editorials, and biographies of prominent African Americans, as well as items of interest to New York's African American community, such as obituaries, births, and marriages. The website also provides several links to additional resources on the black press, including a brief biography of Freedom's Journal and a piece by one of the newspaper's subscription agents: David Walker's 1829 Appeal, which called for slaves to revolt against their masters, and is "arguably the most radical of all anti-slavery documents."