DOCSLIB.ORG

New Orleans Civil

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
New Orleans Civil 1 The Historic NEW ORLEANS New Orleans DURING THE Collection CIVIL WAR MUSEUM • RESEARCH CENTER • PUBLISHER HHHHHHHHH Teacher’s guide: grade levels 7–12 Number of class periods: 7–11 Copyright © 2016 The Historic New Orleans Collection; copyright © 2016 The Gilder Lehrman Institute of American History Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org All rights reserved NEW ORLEANS DURING THE CIVIL WAR 2 New Orleans During the Civil War Teacher’s guide: grade levels 7–12 Number of class periods: 7–11 What’s Inside Lesson One....p. 7 Lesson Two....p. 27 Lesson Three....p. 44 Lesson Four....p. 73 Lesson Five....p. 85 Unit Summary....p. 96 Common Core Standards CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on…topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Louisiana Social Studies Grade-Level Expectations 7.4.2: Analyze important turning points and major developments during the Civil War. 8.2.5: Analyze causes and effects of major events and evaluate their impact on the growth and development of Louisiana. 8.2.6: Identify and describe economic, social, and political characteristics of Louisiana during the antebellum/ plantation economy, the Civil War, and the Reconstruction eras. 8.8.1: Describe ways in which citizens can organize, monitor, or influence government and politics at the local, state, and national levels. The Historic New Orleans Collection, 533 Royal Street, New Orleans, LA 70130 Contact: Daphne L. Derven, curator of education, (504) 598-7154, [email protected] Jenny Schwartzberg, education coordinator, (504) 556-7661, [email protected] Cover: Major General Benjamin F. Butler; May 1885; illustration; The Historic New Orleans Collection, 1974.25.27.54 Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org NEW ORLEANS DURING THE CIVIL WAR 3 New Orleans During the Civil War A lesson plan by the Gilder Lehrman Institute of American History INTRODUCTION ................................................................................................................................................................. 6 Historical Background ................................................................................................................................................... 6 Instructional Note .......................................................................................................................................................... 6 LESSON ONE: THE SECESSION DEBATE ........................................................................................................................ 7 Introduction ................................................................................................................................................................... 7 Procedures ..................................................................................................................................................................... 9 Documents 1: “Thanksgiving Sermon” by Reverend Benjamin M. Palmer ....................................................................................10 2: “Secession vs. Co-operation” Article from the New Orleans Daily Crescent .......................................................... 13 3: “On the Right of Secession” Senate Speech by Senator Judah P. Benjamin .......................................................... 15 4: Louisiana’s Ordinance of Secession ........................................................................................................................ 17 5: Address to the Texas Secession Convention Given by Commissioner George Williamson of Louisiana ..............19 6: “A Protest Against the Ordinance of Secession” by James G. Taliaferro ............................................................... 20 7: Pro-Union Letter by General John E. Wool ..............................................................................................................22 8: Speech in the House of Representatives on the Secession of Louisiana by Representative John Edward Bouligny .....................................................................................................................23 Worksheets Document Analysis Worksheet .....................................................................................................................................24 Document Synthesis Worksheet .................................................................................................................................. 25 Exit Card Worksheet ......................................................................................................................................................26 Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org NEW ORLEANS DURING THE CIVIL WAR 4 LESSON TWO: THE BOMBARDMENT AND CAPTURE OF NEW ORLEANS ....................................................27 Introduction ..................................................................................................................................................................27 Procedures ....................................................................................................................................................................28 Documents 9: The Impact of Secession and the Prospect of Capture: Excerpts from A History of the Administration of the Department of the Gulf in the Year 1862 by James Parton ..............................................................................29 10: Correspondence from Union Flag Officer David G. Farragut to Secretary of the Navy Gideon Welles ...............32 11: New Orleanians’ Reactions to the Union Invasion and Occupation: Excerpt from Parton .................................. 35 12: Correspondence between Union Flag Officer David G. Farragut and New Orleans Mayor John T. Monroe and City Council ..........................................................................................36 Worksheets Document Analysis Worksheets for Documents 9–12 ................................................................................................39 Exit Card Worksheet ......................................................................................................................................................43 LESSON THREE: THE OCCUPATION AND MILITARY GOVERNANCE OF NEW ORLEANS ....................... 44 Introduction ................................................................................................................................................................. 44 Procedures ................................................................................................................................................................... 46 Documents 13: “Proclamation” Issued by Major General Benjamin Butler, May 1, 1862 ..............................................................47 14: Challenges Governing New Orleans: Excerpts from A History of the Administration of the Department of the Gulf in the Year 1862 by James Parton .......................................................................................50 15: “General Orders” of Major General Benjamin Butler ............................................................................................56 16: Three Illustrations of Benjamin Butler During the Military Occupation of New Orleans ....................................62 Worksheets Document Analysis Worksheets for Documents 13–15 ...............................................................................................65
Load more

Recommended publications
  • Abraham Lincoln Papers
    Abraham Lincoln papers 1 From Britton A. Hill to Abraham Lincoln , October 3, 1864 1 Britton A. Hill practiced law in Washington with Orville Hickman Browning after the latter had been unseated in the Senate in 1863 by a Democratic Illinois General Assembly. Confidential Washington Oct 3d, 1864 Mr President; 2 It gives me great pleasure to state, that Mr Browning has been misrepresented as to his speech 3 4 in Quincy— “He merely said, that if Genl. Fremont or Genl McClellan were elected he would not commit suicide; but would endeavor to support the govt faithfully, as he had done under your 5 administration”. He has spoken always in favor of yr administration & reelection. 2 Orville H. Browning 3 At the end of May 1864 a convention primarily composed of Radical Republicans and German-Americans met at Cleveland and nominated General John C. Fremont for the presidency. Fremont withdrew from the campaign in September. 4 General George B. McClellan was the 1864 presidential nominee of the Democratic Party. 5 Republicans were eager to obtain Browning's endorsement, but his support for Lincoln's reelection was lukewarm at best. In an October 3, 1864 letter to William D. Henderson, Browning stated his desire to see the rebellion crushed, however he refused to endorse either Lincoln or McClellan. While Browning admired McClellan's patriotism, he could not support the platform of the party that had nominated him. This refusal to support the so-called “peace plank” of the Democratic platform was the closest Browning came to an endorsement of Lincoln. Browning's letter to Henderson was published in the newspapers and Republican wags spun it as an endorsement.
    [Show full text]
  • Mi S Cel L Aneous Documents 1800 - 1813 INDEX Miscellaneous Documents 1800 181~
    FRENCH AND SPANISH TRANSLATIONS Mi s cel l aneous Documents 1800 - 1813 INDEX Miscellaneous Documents 1800 181~ 1800 Passport issued to Paul Cadroy l-~l Claim for relief by Joseph Brebiou 5-~ Suit - Roberto Cochran and John Rhea 5-16 vs. Reuben Kemper $...l.6.* Succession of Pedro Phelipe de Marigny 5-24 Suit - Juan Cottard vs . Succession of 9-19 Pedro de Marigny Suit - Guillermo Stephen vs . Succession 10-4 of Antonio Bonnabel Suit - Rosalia Picou vs . Juan Gravier Suit - Juan Gravier vs . Nicolas Gravier 1801 Suit - Juan RabIe vs . Succession of 2-9 Juan Faguier Ending of document , first part missing 5-29 Succession of Bard Genois 8-18 1802 Last will and testament - 1tts Balthazar 1-20 Marc (Mark) Statement -D. Bouligny 2-1 Will of Julien Le Sassier If-16 Contract between J . Gernon and J .F1eury 11-22 180~ Will and testament - Pierre Joseph M. 180~ de Favrot 5 loti Case of-RObeI to aucla au and Jutlli Rhea vs, rtel1 b e n Kemper and Co 11 2 1803, cont'd. Succession of Julien Le Sassier 2-8 .. .. .. .. .. 2-16 Passport of Bartholome Dubuisson ~ 2-22 Proclamation of Laussat 3-26 Report of Captain of boat La Felicite 3-27 Remittance ~ Delahite 5-6 Bill for food , medicine and pro­ 5-10 fessional services, signed Lablancherie Letter of Roustan in reference to law 5-16 suit pending between Farnnel, Meri­ cul t and himself Suit - Felix Arnaud ve , Pierre P. 5-31 Bonnefoy Statement of foods bought for vessel 6-6 La Felicite Itemized statement of disbursements 6-6 made for La Felicite Report of Captain Plavian of Le Chery 6-7 Certification of damage to linen con­ 6-8 signed to Commagere Succession of Julien Le Sassier 6-11 Certificate by Dr Fortin of Charity 7-27 Hospital relative to Angelique Letter - Laussat to Favrot 8-6 Duplicate letter - Laussat to Favrot 8-6 Power of attorney from Magdeleine 8-21 Leblanc to Jean B.
    [Show full text]
  • GUSTAVUS V . FOX and the CIVIL WAR by DUANE VANDENBUSCHE 1959 MASTER of ARTS
    GUSTAVUS v_. FOX AND THE CIVIL WAR By DUANE VANDENBUSCHE j ~achelor of Science Northern Michigan College Marquette, Michigan 1959 Submitted to the faculty of the Graduate School of .the Oklahoma State Univ~rsity in partial fulfillment of the requirements - for the degree of MASTER OF ARTS - Aug),Ul t, 1~~0 STATE UNIVERSITY LIBRARY JAN 3 1961 GUSTAVUS V. FOX AND THE CIVIL WAR Thesis Approved: _, ii 458198 PREFACE This study concentrates on the .activities of Gustavus V. Fox, Union Assistant Secretary of the Navy during the Civil War. The. investi- gation considers the role that Fox played in shaping the plans and pol- icies of the Union Navy during that conflict. The obvious fact emerges that_Fox wa; the official of foremost i~po-rt~nce in the Navy Department 'in planning all the major naval opel:'ations undertaken.by that branch of the service d~ring the Civil War. For aid on _this paper I gratefully acknowledge the following: Mr. Alton Juhlin, · Head of the Special Services Department of the University Library, for able help in acquiring needed materials for my study; Dr. Theodore L. Agnew, _wh<J critically read an·d willing assisted ·at all times; . Dr. Norbert R. Mahnken, who brought clarity and style to my subject; Dr. Homer· L. Knight, Head of the Department of History, who generously ad- vhed me in my work and encouraged ·this research effort; and Dr. John J. Beer, who taught me that there i~ more to writing than·putting woras on paper. Finally, I deeply appreciate the assistance of Dr.
    [Show full text]
  • Admiral David G. Farragut
    May 11, 2017 The Civil War: April 12, 1861 - May 9, 1865 Bruce W. Tucker portrays “Admiral David G. Farragut, USN” Join us at 7:15 PM on the USS LEHIGH/USS Monitor Naval Living History group Thursday, May 11th, and Corresponding Secretary of the Navy Marine Living at Camden County History Association. College in the Connector Building, Room 101. This month’s topic is Bruce W. Notes from the President... Tucker portrays “Admiral With May upon us, the weather warms and we travel David G. Farragut, USN” around; be sure to pick up our updated flyers to distribute David Farragut began his and spread the Old Baldy message. Take advantage of life as a sailor early; he activities happening near and far. Share reports of your commanded a prize ship captured in the War of 1812 when adventures or an interesting article you read with the mem- he was just twelve years old. bership by submitting an item to Don Wiles. Thank you to those who have sent in material for the newsletter. He was born July 5, 1801, and was commissioned Mid- Last month Herb Kaufman entertained us with stories shipman in the US Navy December 17, 1810, at age 9. By of interesting people and events during the War. Check the time of the Civil War, Farragut had proven his ability out Kathy Clark’s write up on the presentation for more repeatedly. Despite the fact that he was born and raised in details. This month Bruce Tucker will portray Admiral the South, Farragut chose to side with the Union.
    [Show full text]
  • Civil War Generals Buried in Spring Grove Cemetery by James Barnett
    Spring Grove Cemetery, once characterized as blending "the elegance of a park with the pensive beauty of a burial-place," is the final resting- place of forty Cincinnatians who were generals during the Civil War. Forty For the Union: Civil War Generals Buried in Spring Grove Cemetery by James Barnett f the forty Civil War generals who are buried in Spring Grove Cemetery, twenty-three had advanced from no military experience whatsoever to attain the highest rank in the Union Army. This remarkable feat underscores the nature of the Northern army that suppressed the rebellion of the Confed- erate states during the years 1861 to 1865. Initially, it was a force of "inspired volunteers" rather than a standing army in the European tradition. Only seven of these forty leaders were graduates of West Point: Jacob Ammen, Joshua H. Bates, Sidney Burbank, Kenner Garrard, Joseph Hooker, Alexander McCook, and Godfrey Weitzel. Four of these seven —Burbank, Garrard, Mc- Cook, and Weitzel —were in the regular army at the outbreak of the war; the other three volunteered when the war started. Only four of the forty generals had ever been in combat before: William H. Lytle, August Moor, and Joseph Hooker served in the Mexican War, and William H. Baldwin fought under Giuseppe Garibaldi in the Italian civil war. This lack of professional soldiers did not come about by chance. When the Constitutional Convention met in Philadelphia in 1787, its delegates, who possessed a vast knowledge of European history, were determined not to create a legal basis for a standing army. The founding fathers believed that the stand- ing armies belonging to royalty were responsible for the endless bloody wars that plagued Europe.
    [Show full text]
  • Turning Point: 1863
    THE INQUIRY CIVIL WAR CURRICULUM BY THE AMERICAN BATTLEFIELD TRUST GOAL 5 | LESSON PLAN | MIDDLE SCHOOL Turning Point: 1863 Grades: Middle School Approximate Length of Time: 3 hours (Time includes writing the final essay.) Goal: Students will be able to argue how certain events in 1863 changed the trajectory of the war. Objectives: 1. Students will be able to complete a graphic organizer, finding key information within primary and secondary sources. 2. Students will be able to address a question about a historic event, providing evidence to support their answer from primary and secondary sources. Common Core: CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content. CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated The Inquiry Civil War Curriculum | Middle School Battlefields.org The Inquiry Civil War Curriculum, Goal 5 Turning Point: 1863 question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    [Show full text]
  • AMERICAN MANHOOD in the CIVIL WAR ERA a Dissertation Submitted
    UNMADE: AMERICAN MANHOOD IN THE CIVIL WAR ERA A Dissertation Submitted to the Graduate School of the University of Notre Dame in Partial Fulfillment of the Requirements for the Degree of Doctor in Philosophy by Michael E. DeGruccio _________________________________ Gail Bederman, Director Graduate Program in History Notre Dame, Indiana July 2007 UNMADE: AMERICAN MANHOOD IN THE CIVIL WAR ERA Abstract by Michael E. DeGruccio This dissertation is ultimately a story about men trying to tell stories about themselves. The central character driving the narrative is a relatively obscure officer, George W. Cole, who gained modest fame in central New York for leading a regiment of black soldiers under the controversial General Benjamin Butler, and, later, for killing his attorney after returning home from the war. By weaving Cole into overlapping micro-narratives about violence between white officers and black troops, hidden war injuries, the personal struggles of fellow officers, the unbounded ambition of his highest commander, Benjamin Butler, and the melancholy life of his wife Mary Barto Cole, this dissertation fleshes out the essence of the emergent myth of self-made manhood and its relationship to the war era. It also provides connective tissue between the top-down war histories of generals and epic battles and the many social histories about the “common soldier” that have been written consciously to push the historiography away from military brass and Lincoln’s administration. Throughout this dissertation, mediating figures like Cole and those who surrounded him—all of lesser ranks like major, colonel, sergeant, or captain—hem together what has previously seemed like the disconnected experiences of the Union military leaders, and lowly privates in the field, especially African American troops.
    [Show full text]
  • Camp Parapet: “Contraband” Camp
    Camp Parapet: “Contraband” Camp Enslaved blacks who freed themselves by escaping to Union army camps during the Civil War were called “contraband of war”. Slaves from sugar plantations along the Mississippi made Camp Parapet a “contraband camp” after New Orleans was captured by Union navy and army in the spring of 1862. The camp commander, General John W. Phelps, refused to return runaway slaves to their owners. The planters complained about General Phelps to General Benjamin F. Butler, overall commander of Union troops in the New Orleans area: “My negro sam and his wife Mary left my farm, about 2 miles above Camp Parapet, on the morning of the 19th instant, before daylight…..I called on General Phelps…He could not give any redress, his views on the slavery question are different from any other I ever heard on this subject before.” W. Mitthoff to General Benjamin F. Butler, May 21,1862 “As the President of the Police Jury, Parish of Jefferson, Left Bank (East Bank), I feel it my duty to call your attention to the demoralizing effect on the serving population, not alone of this Parish, but of the whole state, by the course General Phelps adopted in refusing to return our servants.” W. Mitthoff to General Benjamin F. Butler, May 29, 1862 “Seven of my most valuable slaves have been for nearly a month at General Phelps’ camp, and all my efforts to get them back have proved unavailing.” Polycarpe Fortier to General Benjamin F. Butler, June 4, 1862 “ I am informed that two of my slaves, viz: Nancy, a negress, about 35 or 40 years old, and Louisa, a dark griff about 40 or 45 years old, are at the camp of General Phelps above Carrollton.” V.
    [Show full text]
  • Using the 5Ps Leadership Analysis to Examine the Battle of Antietam: an Explanation and Case Study
    Journal of Leadership Education Volume 11, Issue 1 – Winter 2012 Using the 5Ps Leadership Analysis to Examine the Battle of Antietam: An Explanation and Case Study Bradley Z. Hull, Ph.D. Associate Professor of Logistics Department of Management, Marketing, and Logistics John Carroll University University Heights, OH [email protected] Scott J. Allen, Ph.D. Assistant Professor of Management Department of Management, Marketing, and Logistics John Carroll University University Heights, OH [email protected] Abstract The authors describe an exploratory analytical tool called The 5Ps Leadership Analysis (Personal Attributes, Position, Purpose, Practices/Processes, and Product) as a heuristic for better understanding the complexities of leadership. Using The 5Ps Leadership Analysis , the authors explore the leadership of General Robert E. Lee of the Confederate Army of Northern Virginia and General George B. McClellan of the Union Army of the Potomac—more specifically, the leadership of the two generals on September 17, 1862 during the Battle of Antietam. The paper concludes with suggestions for application in the classroom. Introduction This case study examines how two organizations compete and how two leaders can influence change and success given their resources. One organization is small and underfinanced with antiquated equipment. The other is large, well financed, and organized along traditional lines where each part of the organization operates autonomously and is coordinated by top levels of management. This type of confrontation between a small organization and a large competitor occurs often in American business. Two relevant examples might be Dell (in its early days) versus Compaq and Amazon.com (in its early days) versus Barnes and Noble or the now bankrupt Borders.
    [Show full text]
  • Chapter 11: the Civil War, 1861-1865
    The Civil War 1861–1865 Why It Matters The Civil War was a milestone in American history. The four-year-long struggle determined the nation’s future. With the North’s victory, slavery was abolished. During the war, the Northern economy grew stronger, while the Southern economy stagnated. Military innovations, including the expanded use of railroads and the telegraph, coupled with a general conscription, made the Civil War the first “modern” war. The Impact Today The outcome of this bloody war permanently changed the nation. • The Thirteenth Amendment abolished slavery. • The power of the federal government was strengthened. The American Vision Video The Chapter 11 video, “Lincoln and the Civil War,” describes the hardships and struggles that Abraham Lincoln experienced as he led the nation in this time of crisis. 1862 • Confederate loss at Battle of Antietam 1861 halts Lee’s first invasion of the North • Fort Sumter fired upon 1863 • First Battle of Bull Run • Lincoln presents Emancipation Proclamation 1859 • Battle of Gettysburg • John Brown leads raid on federal ▲ arsenal at Harpers Ferry, Virginia Lincoln ▲ 1861–1865 ▲ ▲ 1859 1861 1863 ▼ ▼ ▼ ▼ 1861 1862 1863 • Russian serfs • Source of the Nile River • French troops 1859 emancipated by confirmed by John Hanning occupy Mexico • Work on the Suez Czar Alexander II Speke and James A. Grant City Canal begins in Egypt 348 Charge by Don Troiani, 1990, depicts the advance of the Eighth Pennsylvania Cavalry during the Battle of Chancellorsville. 1865 • Lee surrenders to Grant at Appomattox Courthouse • Abraham Lincoln assassinated by John Wilkes Booth 1864 • Fall of Atlanta HISTORY • Sherman marches ▲ A.
    [Show full text]
  • Civil War 150 Reader 4
    CIVIL WAR 150 • READER #4 Contents From SLAVERY to FREEDOM Introduction by Thavolia Glymph . 3 Introduction by Thavolia Glymph Benjamin F. Butler to Winfield Scott, May 24 , 1861 . 6 Abraham Lincoln to Orville H. Browning, September 22 , 1861 . 9 Let My People Go, December 21 , 1861 . 12 Frederick Douglass: What Shall be Done with the Slaves If Emancipated? January 1862 . 16 John Boston to Elizabeth Boston, January 12 , 1862 . 21 George E. Stephens to the Weekly Anglo-African, March 2, 1862 . 23 Garland H. White to Edwin M. Stanton, May 7, 1862 . 28 Memorial of a Committee of Citizens of Liberty County, Georgia, August 5, 1862 . 30 Harriet Jacobs to William Lloyd Garrison, September 5, 1862 . 36 Abraham Lincoln: Preliminary Emancipation Proclamation, CIVIL WAR 372: Exploring the War and Its September 22 , 1862 . 45 Meaning Through the Words of Those Who Lived It Debate in the Confederate Senate on Retaliation for is a national public programing initiative designed to encourage the Emancipation Proclamation, September 29 , October 1, 1862 . 49 public exploration of the transformative impact and contested meanings of the Civil War through primary documents and firsthand accounts. Samuel Sawyer, Pearl P. Ingalls, and Jacob G. Forman to Samuel R. Curtis, December 29 , 1862 . 54 Abraham Lincoln: Final Emancipation Proclamation, The project is presented by January 1, 1863 . 56 The Library of America Biographical Notes . 59 Chronology . 64 in partnership with Questions for Discussion . 67 and is supported by a grant from Introduction Introduction, headnotes, and back matter copyright © 2012 by Literary Classics of the United States, Inc., New York, N.Y.
    [Show full text]
  • The Buffalo Soldiers Study, March 2019
    NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR BUFFALO SOLDIERS STUDY MARCH 2019 BUFFALO SOLDIERS STUDY EXECUTIVE SUMMARY CHAPTER 1: INTRODUCTION The study explores the Buffalo Soldiers’ stewardship role in the early years of the national Legislation and Purpose park system and identifies NPS sites associated with the history of the Buffalo Soldiers and their The National Defense Authorization Act of 2015, post-Civil War military service. In this study, Public Law 113-291, authorized the Secretary of the term “stewardship” is defined as the total the Interior to conduct a study to examine: management of the parks that the US Army carried out, including the Buffalo Soldiers. “The role of the Buffalo Soldiers in the early Stewardship tasks comprised constructing and years of the national park system, including developing park features such as access roads an evaluation of appropriate ways to enhance and trails; performing regular maintenance historical research, education, interpretation, functions; undertaking law enforcement within and public awareness of the Buffalo Soldiers in park boundaries; and completing associated the national parks, including ways to link the administrative tasks, among other duties. To a story to the development of national parks and lesser extent, the study also identifies sites not African American military service following the managed by the National Park Service but still Civil War.” associated with the service of the Buffalo Soldiers. The geographic scope of the study is nationwide. To meet this purpose, the goals of this study are to • evaluate ways to increase public awareness Study Process and understanding of Buffalo Soldiers in the early history of the National Park Service; and The process of developing this study involved five phases, with each phase building on and refining • evaluate ways to enhance historical research, suggestions developed during the previous phase.
    [Show full text]