Library Company of Philadelphia Mca 5792.F CIVIL WAR LEADERS
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SHERMAN (WILLIAM T.) LETTERS (Mss
SHERMAN (WILLIAM T.) LETTERS (Mss. 1688) Inventory Louisiana and Lower Mississippi Valley Collections Special Collections, Hill Memorial Library Louisiana State University Libraries Baton Rouge, Louisiana State University Reformatted 2003 Revised 2011 SHERMAN (WILLIAM T.) LETTERS Mss. 1688 1863-1905 LSU Libraries Special Collections CONTENTS OF INVENTORY SUMMARY .................................................................................................................................... 3 BIOGRAPHICAL/HISTORICAL NOTE ...................................................................................... 4 SCOPE AND CONTENT NOTE ................................................................................................... 4 CROSS REFERENCES .................................................................................................................. 5 CONTAINER LIST ........................................................................................................................ 6 Use of manuscript materials. If you wish to examine items in the manuscript group, please fill out a call slip specifying the materials you wish to see. Consult the Container List for location information needed on the call slip. Photocopying. If you wish to request photocopies, please consult a staff member. The existing order and arrangement of unbound materials must be maintained. Publication. Readers assume full responsibility for compliance with laws regarding copyright, literary property rights, and libel. Permission to examine archival -
Eighth Grade Social Studies
Eighth Grade Social Studies Activity 2 knoxschools.org/kcsathome 8th Grade Social Studies *There will be a short video lesson of a Knox County teacher to accompany this task available on the KCS YouTube Channel and KCS TV. Grade: 8th Topic: Civil War Leaders Goal(s): Identify the roles and significant contributions of Civil War leaders. Standards: 8.62 & 8.63 (in part) The Better Leader Task Directions: Using your background knowledge, information from the videoed lesson, the attached biographies, and from the Battlefields website, complete the chart and questions below. Write the three characteristics of a leader that you think are the most important. 1. 2. 3. Abraham Lincoln Jefferson Davis Ulysses S. Grant Robert E. Lee Union or Confederate? How did his leadership role change throughout the course of the war? How did he become a “national” leader? What was his major accomplishment(s) of the Civil War? What kind of impact did they have on their side/country? How could the war have been different if he didn’t exist? Now that you have dug deeper into the leadership of the four most familiar leaders of the Civil War, consider each man’s leadership during the war. Which leader do you think best meets the characteristics of a good leader and explain why? United States President Abraham Lincoln Biography from the American Battlefield Trust Abraham Lincoln, sixteenth President of the United States, was born near Hodgenville, Kentucky on February 12, 1809. His family moved to Indiana when he was seven and he grew up on the edge of the frontier. -
To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism Jacob A
Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects 2010 To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism Jacob A. Glover Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/stu_hon_theses Part of the United States History Commons Recommended Citation Glover, Jacob A., "To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism" (2010). Honors College Capstone Experience/ Thesis Projects. Paper 267. http://digitalcommons.wku.edu/stu_hon_theses/267 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. Copyright by Jacob A. Glover 2010 ABSTRACT Robert E. Lee is undeniably one of the most revered figures in American history, and yet despite the adoration awarded to the man over the years, surprisingly little scholarly research has dedicated itself to an inquiry into his nationalistic leanings during the four most important years of his life—the Civil War. In fact, Lee was a dedicated Confederate nationalist during his time in service to the Confederacy, and he remained so for the rest of his life, even after his surrender at Appomattox and the taking of an oath to regain his United States citizenship. Lee identified strongly with a Southern view of antebellum events, and his time in the Confederate army hardened him to the notion that the only practical reason for waging the Civil War was the establishment of an independent Southern nation. -
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. -
Alva Sinks Letter
Alva Sinks letter Descriptive Summary Repository: Georgia Historical Society Creator: Sinks, Alva, 1847-1881. Title: Alva Sinks letter Dates: 1864 Extent: 0.05 cubic feet (1 folder) Identification: MS 0732 Biographical/Historical Note Alva Sinks (1847-1881) was born in Ohio. During the Civil War, he served as a Union soldier in Company B of the 71st Ohio Infantry. He married Ann Macy on January 9, 1867. Sinks died on January 3, 1881. Scope and Content Note This collection consists of a letter from Alva Sinks to his father, George Sinks, written from a camp near Atlanta, Georgia, in 1864. In the letter, Sinks writes of fighting from Dalton to Jonesboro, Georgia, of the destruction of the countryside, and of the defenses of Atlanta and impending battle. The letter gives a first-hand account of the Union Army in the Atlanta area. Sinks praises the movements of William T. Sherman's troops and tells of Sherman's orders for all civilians to be removed from Atlanta and the city's transformation into a military encampment. He also mentions General Hood and the Confederate's fortifications. He describes magnificent houses riddles with bullets and how the countryside has been devastated, with no food or supplies left for the Confederate troops and civilians. Sinks also mentions his dislike for the "copperheads," Union men who were against the Civil War and wanted "peace at any cost." The collection also includes an envelope containing a woodcut of Gen. Winfield Scott is enclosed with the letter, as well as another envelope postmarked at Chattanooga. Index Terms Atlanta (Ga.) Georgia--History--Civil War, 1861-1865. -
NUCMC Catalog Record
NUCMC Catalog Record Creator: Milton, John, 1807‐1865 Title: John Milton letter book and correspondence Date Created: 1861‐1863 Extent: 1.75 cubic ft. (5 document boxes) Location: Florida Historical Society (Cocoa, Fla.) (MSS 92‐1) Arrangement of Materials: Box 1 contains 12 folders including copies of correspondence about the provenance of the collection and original letter book (up to page 456 ). Box 2 contains original letter book (p. 457 to 720), various letters including several from Stephen R. Mallory, and loose items by Governor Milton inserted in book. Box 3 holds 13 folders (p. 1‐648), containing photocopies of the letter book. Box 4 contains 13 folders with photocopies of letter book (p. 649‐720), miscellaneous letters as well as photocopies of the other John Milton letter book in the Florida State Archives (p. 1‐69). In addition there are typed transcripts of our letter book (p. 1‐100; p. 600‐698). There also is a letter‐by‐letter synopsis of the entire letter book. Box 5 contains 7 folders including original correspondence about the donation and its provenance and assorted duplicates of photocopies found in previous boxes. Biographical Data: Governor of Florida; as governor he developed a very active state militia and stressed Florida's ability to serve as an important source of food and salt for the Confederate forces; collapse of the Southern cause was followed by his death, April 1,1865 by a self‐inflected gunshot wound at his family home Sylvania, near Marianna, Fla. Notes: The repository also has typed transcripts and photocopies of letterbook and most correspondence for public use because original letterbook is too fragile to be served. -
Girding for War: the North and the South – Big Picture Themes
Chapter #20: Girding for War: The North and the South – Big Picture Themes 1. After Ft. Sumter started the war, keeping the border states were Abe’s top concern. These were slave states that hadn’t left the nation. Throughout the war, Abe would make concessions to “keep them happy.” The border states never left. 2. All along the South felt that England would help them. The idea was that King Cotton’s dominance would force the English into helping the Southerners. This never happened, largely because Uncle Tom’s Cabin had convinced the English people of slavery’s horrors. 3. The North had the advantage in almost every category: population, industry, money, navy. 4. Both sides turned to a draft, the nation’s first. The draft was very unpopular and many riots broke out. IDENTIFICATIONS: Election of 1860 set the stage for the Civil War. The nation had been divided throughout most of the 1850s on questions of expanding slavery and the rights of slave owners. In 1860, this issue finally came to a head, split the political system into four parties. The Democratic Party broke into Northern and Southern factions, and a new Constitutional Union Party appeared, The Republican Party was dominant in the North and won the electoral votes to put Abraham Lincoln in the White House with very little support from the South. The Southern response was declarations of secession by South Carolina and six other southern states, but secession was rejected as illegal by outgoing President James Buchanan and President-elect Lincoln. Eight other southern states did not secede before the Battle of Fort Sumter. -
Diana, Ohio, Illinois, and Texas Under the Command of General Winfield Scott
JOSEPH LANE diana, Ohio, Illinois, and Texas under the command of General Winfield Scott. In the major action of this second campaign, Lane again faced Santa Anna, this time at the battle of Huamantla in October 1847. Next his troops lifted the monthlong Mexican siege of Puebla. Following these actions, Lane received a brevet promotion to major general. His fame grew, too, as a result of this second campaign. Lane’s two military achievements gave rise to his nicknames “Old Rough and Ready No. 2” and “Marion of the Mexican War”—the first after Taylor in the Mexican War and the latter after Francis Marion, the Swamp Fox, of the Revolutionary War. Recent scholars have criticized Lane, however, for not controlling his troops when the men sacked Huamantla to avenge the death of a popular officer. By August 1848 Lane had returned to his Hoosier homestead, where the farm had suffered from his absence and floods. “I left my plow to take the sword, with a thrill of pleasure for my country called me. I now go home to resume the plow with as sincere joy,” Lane is supposed to have said. But soon he received an offer that changed his life. Since Polk wanted the newly cre ated Oregon Territory organized before he Above: A campaign banner touting the election o f Republican presidential candidate Lincoln and left office on March 4, 1849, the president his vice president, Hannibal Hamlin o f Maine. Opposite: Lane's service to the State o f Oregon signed a commission on August 17, 1848, has been honored with a middle school in Roseburg named after him, as well as a county. -
Union Generals Ambrose Everett Burnside (1824-1881) Poore, Benjamin
Union Generals Ambrose Everett Burnside (1824-1881) Poore, Benjamin. The Life and Public Services of Ambrose E. Burnside. Providence, Rhode Island: J.A. & R.A. Reid, 1882. E B967p Woodbury, Augustus. Major General Ambrose E. Burnside and the Ninth Army Corps. Providence: S.S. Rider & Brother, 1867. F834 P86.9 W884 David Glasgow Farragut (1801-1870) Duffy, James P. Lincoln’s Admiral: The Civil War Campaigns of David Farragut. New York: Wiley, 1997. E F2393d Farragut, Loyall. The Life of David Glasgow Farragut, First Admiral of the United States Navy, Embodying his Journal and Letters. New York: D. Appleton and Company, 1879. E F2393f Hill, Jim Dan. Sea Dogs of the Sixties: Farragut and Seven Contemporaries. Minneapolis, Minnesota: University of Minnesota Press, 1935. F8347 H646s Lewis, Charles Lee. David Glasgow Farragut. Annapolis: United States Naval Institute, 1941- 43. E F2393L Mahan, A.T. Admiral Farragut. New York: D. Appleton and Company, 1897. E F2393m Andrew Hull Foote (1806-1863) Hoppins, J. M. Life of Andrew Hull Foote, Rear-Admiral United States Navy. New York: Harper & Bros., 1874. E F688h Ulysses Simpson Grant (1822-1885) Catton, Bruce. Grant Moves South. Boston: Little, Brown, 1988, c1960. F896.3 G76cat2 1988 Catton, Bruce. Grant Takes Command. Boston: Little, Brown, 1969. F896.3 G76cat3 1990 Grant, Ulysses S. Memoirs and Selected Letters: Personal Memoirs of U.S. Grant, Selected Letters 1839-1865. New York: Library of America, 1990. F896.3 G759p 1990 Lewis, Lloyd. Captain Sam Grant. Boston: Little, Brown, 1950. F896.3 G76Le McFeely, William S. Grant: A Biography. New York: Norton, 1981. -
Unit 7-Civil War and Reconstruction
Unit 7-Civil War and Reconstruction 1861-1876 Unit 7 Vocabulary • Sectionalism – Concern for regional needs and interests. • Secede – To withdraw, including the withdrawal of states from the Union. • Blockade – Blocking off an area to keep supplies from getting in or out. • Emancipation – The act of giving someone freedom • Reconstruction – The act of rebuilding; Generally refers to the rebuilding of the Union following the Civil War. • Martial Law – The imposition of laws by a military authority, general in defeated territories. • Sharecropper – A tenant farmer who receives a portion of the crop. • Popular Sovereignty – Independent power given to the people. • The Democrats were the dominant political party, and had Political very little competition from the Parties Whig party. -Texans would vote for southern democrats until the 1980’s! • Sam Houston, though he never joined the party, supported the Know-Nothing party which opposed immigration to the United States. Know-Nothing party flag Republican Party • 1854 Northerners created the Republican Party to stop the expansion of slavery. Southerners saw the Republican party as a threat and talk of secession increased. (The act of a state withdrawing from the Union) Abolitionist movement • Beginning in the 1750s, there was a widespread movement after the American Revolution that believed slavery was a social evil and should eventually be abolished. • After 1830, a religious movement led by William Lloyd Garrison declared slavery to be a personal sin and demanded the owners repent immediately and start the process of emancipation. (Granting Freedom to slaves) An Abolitionist is someone who wanted to abolish slavery William Lloyd Garrison Slavery in the South • In 1793 with the invention of the cotton gin by Eli Whitney, the south saw an explosive growth in the cotton industry and this greatly increased demand for slave labor in the South. -
Ulysses S. Grant Born April 27, 1822 Point Pleasant, Ohio Died July 23, 1885 Mount Mcgregor, New York
Civil War Bios- Vol. 1 10/7/03 4:17 PM Page 159 Ulysses S. Grant Born April 27, 1822 Point Pleasant, Ohio Died July 23, 1885 Mount McGregor, New York Union general who captured Vicksburg and defeated Lee’s Army of Northern Virginia, ending the Civil War Eighteenth president of the United States lysses S. Grant was one of the greatest—and most un- “I have but one Ulikely—military commanders in American history. Prior sentiment now. We have to the Civil War, he struggled to provide for his family, first a government and laws as a soldier and then as a businessman. But when the war and a flag and they must began, he quickly showed that he was one of the North’s be sustained. There are top military leaders. During the first two years of the con- flict, his victories at Fort Donelson, Vicksburg, and Chat- but two parties now: tanooga helped the Union seize control of the Confedera- traitors and patriots.” cy’s western states. Grant then moved to the war’s eastern theater (a large geographic area in which military operations take place), where he was given command of all the Union armies. Begin- ning in the spring of 1864, he brought the full power of the Union forces against the South. Grant’s merciless use of sus- tained pressure against the weary armies and citizens of the Confederacy eventually forced the South to surrender in 1865. Four years later, Grant became president of the United States. But the North’s greatest military hero never really learned how to be a good political leader, and his two terms Ulysses S. -
MISSISSIPPI LEGISLATURE REGULAR SESSION 2018 By
MISSISSIPPI LEGISLATURE REGULAR SESSION 2018 By: Representative Clark To: Rules HOUSE BILL NO. 317 1 AN ACT TO AMEND SECTION 3-3-7, MISSISSIPPI CODE OF 1972, TO 2 DESIGNATE JUNE 19 AS "JUNETEENTH FREEDOM DAY"; TO SPECIFICALLY 3 PROVIDE THAT JUNETEENTH FREEDOM DAY SHALL NOT BE A LEGAL HOLIDAY, 4 BUT SHALL BE A DAY OF COMMEMORATION AT NO EXPENSE TO THE STATE; TO 5 CLARIFY WHEN A LEGAL HOLIDAY WILL BE CELEBRATED WHEN THE HOLIDAY 6 FALLS ON A SATURDAY OR SUNDAY; AND FOR RELATED PURPOSES. 7 WHEREAS, the date of June 19 is known as "Juneteenth," and it 8 is the oldest nationally celebrated commemoration of the ending of 9 slavery in the United States; and 10 WHEREAS, the commemoration of June 19 as Juneteenth 11 specifically refers to the fact that, even though President 12 Lincoln announced the Emancipation Proclamation in 1863, the 13 joyous news of freedom from slavery did not reach certain 14 Americans in Galveston, Texas, until June 19, 1865; and 15 WHEREAS, Juneteenth commemorates freedom from slavery in 16 America, emphasizes education and achievement, and is a day for 17 reflection and rejoicing in the African-American experience; and 18 WHEREAS, the celebration of Juneteenth is inclusive of all 19 races, ethnicities, religions and nationalities, in that citizens 20 across our country join hands in acknowledging a period in our H. B. No. 317 *HR26/R401* ~ OFFICIAL ~ G1/2 18/HR26/R401 PAGE 1 (ENK\KW) 21 history that has influenced our society — a great society that 22 advances the ideals of liberty and justice for all; NOW, 23 THEREFORE, 24 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MISSISSIPPI: 25 SECTION 1.