Timeline 1861
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
William Seward and the Trent Affair
William Seward and the Trent Affair http://civilwar150.longwood.edu In late December, 1861, the Trent Affair continued to dominate national and international news, with President Lincoln and his secretary of state, William Seward, both playing major roles in ending the controversy. Born in Orange County, New York in 1801, William H. Seward was one of the most prominent anti-slavery politicians of the mid-1800s, first as a Whig and then as a Republican. He had studied law at Union College in 1820 and within a few years entered the world of politics. Starting in 1830, Seward served in the New York state senate, and in 1838 he became governor of New York for the first of two terms. Even though Seward was born into a slave owning family, his abolitionist stance made him well known and in 1849 and 1855 he was elected to the U.S. Senate. In the aftermath of the Compromise of 1850 he had gained prominence for his “Higher Law” speech opposing the expansion of slavery. Seward hoped to obtain the Republican nomination for president in 1860, and was disappointed when the party chose Abraham Lincoln as its standard bearer. After Lincoln won the presidential election, Seward accepted the position of Secretary of State, hoping he could influence the less- experienced president. Seward and Lincoln clashed over various issues during the early months of the administration, but he eventually developed into an able and loyal cabinet member. In early November 1861, Captain Charles Wilkes of the U.S.S. San Jacinto had seized Confederate diplomats James Mason and John Slidell from British ship Trent. -
The Civil War Differences Between the North and South Geography of The
Differences Between the North and The Civil War South Geography of the North Geography of the South • Climate – frozen winters; hot/humid summers • Climate – mild winters; long, hot, humid summers • Natural features: • Natural features: − coastline: bays and harbors – fishermen, − coastline: swamps and shipbuilding (i.e. Boston) marshes (rice & sugarcane, − inland: rocky soil – farming hard; turned fishing) to trade and crafts (timber for − inland: indigo, tobacco, & shipbuilding) corn − Towns follow rivers inland! Economy of the North Economy of the South • MORE Cities & Factories • Agriculture: Plantations and Slaves • Industrial Revolution: Introduction of the Machine − White Southerners made − products were made cheaper and faster living off the land − shift from skilled crafts people to less skilled − Cotton Kingdom – Eli laborers Whitney − Economy BOOST!!! •cotton made slavery more important •cotton spread west, so slavery increases 1 Transportation of the North Transportation of the South • National Road – better roads; inexpensive way • WATER! Southern rivers made water travel to deliver products easy and cheap (i.e. Mississippi) • Ships & Canals – river travels fast; steamboat • Southern town sprang up along waterways (i.e. Erie Canal) • Railroad – steam-powered machine (fastest transportation and travels across land ) Society of the North – industrial, urban Society of the South – life agrarian, rural life • Maine to Iowa • Black Northerners − free but not equal (i.e. segregation) • Maryland to Florida & west to Texas − worked -
Diplomacy and the American Civil War: the Impact on Anglo- American Relations
James Madison University JMU Scholarly Commons Masters Theses, 2020-current The Graduate School 5-8-2020 Diplomacy and the American Civil War: The impact on Anglo- American relations Johnathan Seitz Follow this and additional works at: https://commons.lib.jmu.edu/masters202029 Part of the Diplomatic History Commons, Public History Commons, and the United States History Commons Recommended Citation Seitz, Johnathan, "Diplomacy and the American Civil War: The impact on Anglo-American relations" (2020). Masters Theses, 2020-current. 56. https://commons.lib.jmu.edu/masters202029/56 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses, 2020-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Diplomacy and the American Civil War: The Impact on Anglo-American Relations Johnathan Bryant Seitz A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts Department of History May 2020 FACULTY COMMITTEE: Committee Chair: Dr. Steven Guerrier Committee Members/ Readers: Dr. David Dillard Dr. John Butt Table of Contents List of Figures..................................................................................................................iii Abstract............................................................................................................................iv Introduction.......................................................................................................................1 -
The War Officially Begins by Robert Jenkins, July 7, 2020 Blueandgrayeducation.Org
The War Officially Begins By Robert Jenkins, July 7, 2020 blueandgrayeducation.org Bombardment of Fort Sumter | Currier & Ives On Wednesday, April 10, 1861, Confederate Gen. Pierre Gustave Toutant (P.G.T.) Beauregard, a French Creole from New Orleans, Louisiana, who was in command of the provisional Confederate forces at Charleston, South Carolina, demanded the surrender of the Union garrison of Fort Sumter in Charleston Harbor. The Federal Commander, Maj. Robert Anderson, had taught artillery tactics at West Point where the French Creole was one of his favorite pupils. Anderson, who was born at a place called “Soldier’s Retreat, Kentucky,” refused. The crisis in Charleston Harbor began on December 26, 1860, when Major Anderson moved his small force of 80 men out of the other forts surrounding the harbor to Fort Sumter, which was located at the mouth of the harbor and surrounded by water. Anderson made his move in response to the action of the South Carolina Legislature to become the first state to secede from the Union on December 20, but his refusal to voluntarily surrender the fort and his defiant act of flying the Stars and Stripes over the harbor infuriated the Confederates, who felt that Anderson should peacefully vacate Charleston and board a Federal ship for the North. Maj. Robert Anderson | National Archives Gen. P.G.T. Beauregard | National Archives Prior to his departure from office, U.S. President James Buchanan had tried to reinforce and resupply Anderson using the unarmed merchant ship, Star of the West, but this failed when the ship was fired upon by shore batteries on January 9, 1861. -
“What Are Marines For?” the United States Marine Corps
“WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: History “What Are Marines For?” The United States Marine Corps in the Civil War Era Copyright 2011 Michael Edward Krivdo “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joseph G. Dawson, III Committee Members, R. J. Q. Adams James C. Bradford Peter J. Hugill David Vaught Head of Department, Walter L. Buenger May 2011 Major Subject: History iii ABSTRACT “What Are Marines For?” The United States Marine Corps in the Civil War Era. (May 2011) Michael E. Krivdo, B.A., Texas A&M University; M.A., Texas A&M University Chair of Advisory Committee: Dr. Joseph G. Dawson, III This dissertation provides analysis on several areas of study related to the history of the United States Marine Corps in the Civil War Era. One element scrutinizes the efforts of Commandant Archibald Henderson to transform the Corps into a more nimble and professional organization. Henderson's initiatives are placed within the framework of the several fundamental changes that the U.S. Navy was undergoing as it worked to experiment with, acquire, and incorporate new naval technologies into its own operational concept. -
The Skirmisher
THE SKIRMISHER CIVIL WAR TRUST THE STORM AFTER THE CALM: 1861 VOLUME 5 THINGS FALL APART The new year of 1861 opened with secession weighing heavily on the American mind. Citing abuses of constitutional law, plans for the abolition of slavery, and a rigged 1860 presidential election, the state of South Carolina had dissolved its bonds with the Union less than two weeks before. Mississippi, Florida, Alabama, Georgia, and Louisiana left by the end of January, seizing a number of Federal arsenals as they went. Northerners were agog at the rapid turn of events. Abraham Lincoln refused to surrender Federal forts in Confederate territory, but their garrisons would starve without fresh provisions. The new president, only 60 days into his first term, sent the steamer Star of the West to resupply Fort Sumter in the Charleston, South Carolina harbor. Charleston’s cannons opened fire on the ship, turning it away at the mouth of the harbor. The brief salvo showed the depth of feeling in the Rebel states. Texas left the Union, even though Texas governor Sam Houston refused to take the secession oath, telling his citizens South Carolina seceded from the Union with that “you may, after a sacrifice of countless millions of treasures and hundreds of thousands great fanfare. (Library of precious lives, as a bare possibility, win Southern independence…but I doubt it.” of Congress) In February, the newly-named Confederate States of America held its first constitutional convention. The Confederate States Army took shape, and quickly forbade any further resupplies of Federal forts. The Fort Sumter garrison was very low on food. -
The Rewards of Risk-Taking: Two Civil War Admirals*
The 2014 George C. Marshall Lecture in Military History The Rewards of Risk-Taking: Two Civil War Admirals* James M. McPherson Abstract The willingness to take risks made Rear Admiral David Glasgow Far- ragut, victor at New Orleans in 1862 and Mobile Bay in 1864, the Union’s leading naval commander in the Civil War. Farragut’s boldness contrasted strongly with the lack of decisiveness shown in the failure in April 1863 to seize the port of Charleston, South Carolina, by Rear Admiral Samuel Francis Du Pont, whose capture of Port Royal Sound in South Carolina in November of 1861 had made him the North’s first naval hero of the war. Du Pont’s indecisiveness at Charleston led to his removal from command and a blighted career, while the risk-taking Farragut went on to become, along with generals U.S. Grant and Wil- liam T. Sherman, one of the principal architects of Union victory. n September 1864 Captain Charles Steedman of the United States Navy praised Rear Admiral David Glasgow Farragut for his decisive victory over ConfederateI forts and warships in the Battle of Mobile Bay the previous month. “That little man,” wrote Steedman of the wiry Farragut who was actually just * This essay derives from the George C. Marshall Lecture on Military History, delivered on 4 January 2014 at the annual meeting of the American Historical Association, Washington, D.C. The Marshall Lecture is sponsored by the Society for Military History and the George C. Marshall Foundation. James M. McPherson earned a Ph.D. at Johns Hopkins University in 1963 and from 1962 to 2004 taught at Princeton University, where he is currently the George Henry Davis ’86 Profes- sor of American History Emeritus. -
Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 8-7-2012 Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant James H. Shimkus Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Shimkus, James H., "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/95 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Under the Direction of Dr. Elizabeth Burmester ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This resource includes an argument for the consideration of more speculative fiction in college English classes, whether in composition, literature, or creative writing, as well as overviews of the main theoretical discussions and definitions of each genre. -
Secession and the Senate
CAPITOL VISITOR CENTER TEACHERTEACHER LESSONLEssON PLAN SecessioN aNd the SeNate Introduction In November 1860 a deeply divided nation teetered on the brink of a civil war. In December 1860 South Carolina became the first southern state to secede from the United States. Eventually ten additional southern states left the Union. What political issues caused these states to leave the Union? Did they have the right to withdraw from the Union? What actions did the Senate take in response to the seceding states? This activity engages students in analyzing primary sources, including a Senate Seating Chart from 1863, to determine what the Senate’s responses and actions were toward the seceding states. While intended for 8th grade students, the lesson can be adapted for other grade levels. 1 TEACHER LESSON PLAN: SECEssION AND THE SENATE CAPITOL VISITOR CENTER TEACHER LESSON PLAN National Standards U.S. History National Standards United States Era 5: Standard 1 – The Causes of the Civil War Common Core State Standards for English Language Arts, grade 8 Reading Informational Text 2, 3, 4 Speaking and Listening 1, 4 Learning Skills Reading, building vocabulary, analyzing documents, group discussions, presenting and internet research Essential Question What is secession? How did the secession of the southern states from the Union affect the Senate and how did members respond? Documents and Materials Needed • Vocabulary Building Worksheet • Background Information: Secession and the Senate • Document Analysis Worksheet • Newspaper Headline: South Carolina -
Mount Olivet Cemetery Other Names/Site Number N/A______
i\ro t-orm lu-suu ! r UIVID \\o. 0018 (Oct. 1990) United States Department of the Interior National Park Service National Register of Historic Places Registration Form j ' ••"• «-'~'WW This form is for use in nominating or requesting determinations for indifceUjaMaroj^rjI.^^ in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). ComplefeTeaeri item by marking "x" in the appropriate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property_________________________________________________ historic name Mount Olivet Cemetery other names/site number N/A____________________________________________________________ 2. Location street & number 1101 Lebanon Pike not for publication city or town Nashville N/A[H vicinity state Tennessee code TN county Davidson code 037 zip code 37210 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this E3 nomination Q request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set for in 36 CFR Part 60. In my opinion, the property E3 meets D does not meet the National Register criteria. I recommend that this property be considered significant Q nationally D statewide ^ locally. -
Annual Meeting! 9:00 A.M
THE BUGLE CALL The Newsletter of the Wilson’s Creek National Battlefield Foundation Summer, 2010 A Change of Convictions? Republic Elementary The Mystery of Gen. F.C. Armstrong Schools Named After By Jeff Patrick Wilson’s Creek Generals any unusual stories about people and events have Mcome out of the tumultuous years of the Civil War. The four kindergarten through fifth grade elementary Circumstances where brother fought brother or friends schools in Republic, Missouri will be named after gener- found themselves on opposite sides were fairly com- als who fought in the August 10, 1861 battle at nearby mon, but some soldiers may have even struggled over Wilson’s Creek National Battlefield. With some encour- their own loyalty to the North or the South. In a story agement from Battlefield Superintendent, Ted Hillmer, worthy of the best Civil War trivia book, Frank Craw- Republic School Board members decided to capitalize ford Armstrong was reported to have fought as a Union on the city’s proximity to Wilson’s Creek when renam- officer at the Battle ing its schools next year. The current E-I building will of Bull Run outside become Schofield Elementary; the current E-II building Washington in July will be McCulloch Elementary; E-III will be named Lyon 1861, then quickly Elementary; and the building that is the current middle headed west and school will become the fourth elementary school, and participated in the will be Price Elementary. Battle of Wilson’s Superintendent Vern Minor said the board made its Creek as a Confeder- decision after several other ideas were considered. -
Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website Annotated Bibliography Primary Sources Buchana
Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website Annotated Bibliography Primary Sources Buchanan, Franklin. "Report of Flag Officer Buchanan, Battle at Hampton Roads." The Civil War, Primary Source Media, 1999. American Journey. Gale In Context: Middle School, https://link.gale.com/apps/doc/EJ2151000113/MSIC?u=plea37222&sid=MSIC&xid=8cd ee. Accessed 30 Dec. 2019. This primary source clearly detailed the events of March 9, 1862, the Battle of Hampton Roads, in the eyes of Captain Franklin Buchanan. It represented the view of a Confederate, and since most of the sources are written from the Union perspective, this allowed us to see a new point of view. I found the text clear, and I could visualize what the captain was going through in the battle. National Endowment for the Humanities. “Cincinnati Daily Press. [Volume] (Cincinnati [Ohio]) 1860-1862, December 24, 1861, Image 4.” News about Chronicling America RSS, Henry Reed & Co., Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website chroniclingamerica.loc.gov/lccn/sn84028745/1861-12-24/ed-1/seq-4/#date1=1861&index =1&rows=20&searchType=advanced&language=&sequence=0&words=Continental Iron iron work worked WORKING works Works&proxdistance=5&date2=1861&ortext=continental iron works&proxtext=&phrasetext=&andtext=&dateFilterType=yearRange&page=1. This primary source was a Cincinnati newspaper that detailed the development and construction of ironclad warships. It had ten sections ranging from the hull to the warship’s utility. It was very descriptive and allowed me to think about how the vessel would have been constructed and designed.