“A Death-Shock to Chivalry, and a Mortal Wound to Caste”: the Story of Tad and Abraham Lincoln in Richmond
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Witness for Freedom: Curriculum Guide for Using Primary Documents
WITNESS FOR FREEDOM A Curriculum Guide for Using Primary Documents to teach Abolitionist History By Wendy Kohler and Gaylord Saulsberry Published by The Five College Public School Partnership 97 Spring Street, Amherst, MA 01002 ACKNOWLEDGMENTS The Witness for Freedom project began in 1995 with the vision of Christine Compston, then Director of the National History Education Network. She approached Mary Alice Wilson at the Five College Public School Partnership with the idea of developing an institute for social studies teachers that would introduce them to the documents recently published by C. Peter Ripley in Witness for Freedom: African American Voices on Race, Slavery, and Emancipation. Together they solicited the participation of David Blight, Professor of History at Amherst College, and author of Frederick Douglass’ Civil War: Keeping Faith in Jubilee. The Witness for Freedom Summer Institute was held in 1996 under their direction and involved twenty teachers from Western Massachusetts. The project was made possible by a grant from the National Historical Publications and Records Commission of the National Archives with additional support from the Nan and Matilda Heydt Fund of the Community Foundation of Western Massachusetts. The publication of this guide by Wendy Kohler and Gaylord Saulsberry of the Amherst Public Schools offers specific guidance for Massachusetts teachers and district personnel concerned with aligning classroom instruction with the state curriculum frameworks. The Five College Public School Partnership thanks all of the above for their involvement in this project. Additional copies of this guide and the Witness for Freedom Handbook for Professional Development are available from the Five College Public School Partnership, 97 Spring Street, Amherst, MA 01002. -
Music and the American Civil War
“LIBERTY’S GREAT AUXILIARY”: MUSIC AND THE AMERICAN CIVIL WAR by CHRISTIAN MCWHIRTER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2009 Copyright Christian McWhirter 2009 ALL RIGHTS RESERVED ABSTRACT Music was almost omnipresent during the American Civil War. Soldiers, civilians, and slaves listened to and performed popular songs almost constantly. The heightened political and emotional climate of the war created a need for Americans to express themselves in a variety of ways, and music was one of the best. It did not require a high level of literacy and it could be performed in groups to ensure that the ideas embedded in each song immediately reached a large audience. Previous studies of Civil War music have focused on the music itself. Historians and musicologists have examined the types of songs published during the war and considered how they reflected the popular mood of northerners and southerners. This study utilizes the letters, diaries, memoirs, and newspapers of the 1860s to delve deeper and determine what roles music played in Civil War America. This study begins by examining the explosion of professional and amateur music that accompanied the onset of the Civil War. Of the songs produced by this explosion, the most popular and resonant were those that addressed the political causes of the war and were adopted as the rallying cries of northerners and southerners. All classes of Americans used songs in a variety of ways, and this study specifically examines the role of music on the home-front, in the armies, and among African Americans. -
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. -
African American Collections in Library
A Guide to African American Resources-Library COLLECTION YEAR NUMBER CALL NUMBER NAME DESCRIPTION AUTHOR PUBLISHED History of the Underground railroad in Chester and the neighboring counties of 01075B 973.7115 S637 Library Pennsylvania. Smedley, Robert C. 1883 Battle of Fort Pillow, Tennessee, 1864. The battle ended with a massacre of Union United States Congress Joint Committee on 00451B 973.74 U58 Library troops, most of them African American soldiers the Conduct of the War 1864 02245B 973.7115 S857 Library Underground Rail Road Records from an African American abolitionist William Still 1886 Published letters of First Lieutenant with the 8th Regiment of the United States 02957B 973.78.N886 Library Colored Troops. Norton, Oliver Willcox 1903 04021B 326.7 V252 Library Negroes and Negro slavery J. H. Van Evrie 1861 04046B N/A Library Past, Present, Future: in Prose and Poetry Benjamin Curtis Clark 1867 Pennsylvania Historical and Museum 10248.033PD N/A Periodical Special Edition: Black history and culture Commission 1978 Pennsylvania Heritage Vol. 20 No. 1: Some Questions For Examining Pennsylvania's Pennsylvania Historical and Museum 10248.097PD N/A Periodical Black History Commission 1994 “Loose the Woman and Let Her Go! Pennsylvania's African American Women Pennsylvania Historical and Museum 10248.105PD N/A Periodical Preachers” Commission 1996 "To Be Both a Negro and an American": W.E.B. DuBois and His Search for an African Pennsylvania Historical and Museum 10248.126PD N/A Periodical American Identity Commission 2001 10452B 929.2 W823 Library A History of David and Nancy Walker Witherow and Their Descendants Nancy Witherow Wantz 1955 11639B 973.798 S582 Library Songs of the Civil War, subjects include African American music Irwin Silber 1960 16039PD N/A Periodical The Recruitment of Negro Troops in Maryland John W. -
1 Chester, Thomas Morris. Thomas Morris Chester, Black Civil War Correspondent: His Dispatches from the Virginia Front. Edite
Chester, Thomas Morris. Thomas Morris Chester, Black Civil War Correspondent: His Dispatches from the Virginia Front. Edited by R. J. M. Blackett. Baton Rouge: Louisiana State University Press, 1989. Petersburg, 95ff Explosion at City Point, 95 Fierce Confederate along the lines, 96 Dismissal of a lieutenant in the 36th USCT. 96-97 Lieutenant of 5th USCT killed in trenches by a sharpshooter, 97-98 Both sides firing at night, 98-99 Reorganization of colored troops, 99-101 Deep Bottom, General Birney, 102-5 Flag of truce, burial, 105 Stripping the Union dead, 105-6 Slave manacles, 106 Fighting along Weldon railroad, 107-8 Black troops before Petersburg, Birney, Butler, 108-110 9th USCT, casualties, 111=12 Artillery fire, 112-13 Soldier killed by a Confederate sharpshooter, 113 Friendly fire against 7th USCT, 4th New Hampshire, 113-14 Picket truce, 114-16 One member of the 5th USCT deserted to Confederates, 115 Execution, 115 Accidental shooting, 115 Railroad building, 116-17 General Birney, 117 Heavy firing along the line, 117 News from Atlanta, 118 Fatal accident withs shell, 118 Desertion of black soldiers, 118-19 Picket lines, 119 Incessant artillery fire, 120 Railroad building, 120 Casualties among black troops, 120-21 Regimental bands, 121-22 Confederate pickets dancing, 122 Confederates short of food, eager to trade tobacco, 122-23 Growing faith in black soldiers, 123 Confederate deserters, game a good meal, 123-24 Dutch Gap Canal, 124-25 Bravery of 6th Pa. USCT, 124-25 Evidence of southern barbarism in dealing with black soldiers, -
Annie E. Amos
University of North Dakota UND Scholarly Commons The Digital Press at the University of North Digital Press Books Dakota 2020 One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920 Calobe Jackson Jr. Katie Wingert McArdle David Pettegrew Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Jackson, Calobe Jr.; McArdle, Katie Wingert; and Pettegrew, David, "One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920" (2020). Digital Press Books. 17. https://commons.und.edu/press-books/17 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. ONE HUNDRED VOICES The bronze pedestal of the Commonwealth Memorial. The relief image on top depicts aerial view of the Eighth Ward before its demolition. One Hundred Voices, No. 26-50 ONE HUNDRED VOICES Harrisburg’s Historic African American Community, 1850-1920 Edited by Calobe Jackson, Jr. Katie Wingert McArdle David Pettegrew With a foreword by Lenwood Sloan The Digital Press at the University of North Dakota Grand Forks, ND Unless otherwise indicated, all other content of this book is licensed under a Creative Commons By Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2020 The Digital Press @ The University of North Dakota Library of Congress Control Number: 2020941984 The Digital Press at the University of North Dakota, Grand Forks, North Dakota ISBN-13: 978-1-7345068-5-3 (paperback) ISBN-13: 978-1-7345068-6-0 (Ebook/PDF) 100 Voices is an initiative of the International Institute for Peace through Tourism - Harrisburg Peace Promenade. -
Light Magazine for the MWPHGL of PA for More Than 15 Years, When Took Over in 2002, Achieving Emeritus Status in This Office
Volume 62 Spring 2021 Number 12 - ‘For I know the plans I have for you, declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a Future’ - Jeremiah 29:11 OFFICIAL PUBLICATION OF THE MOST WORSHIPFUL PRINCE HALL GRAND LODGE F.&A.M. PUBLISHED IN THE INTEREST OF ALL PRINCE HALL MASONIC BODIES OF PENNSLYANIA 2 From The Editor With much respect and admiration, we would like to thank Theodore C. Mosley, Jr #74. Brother 'Ted', as he was affectionately called was raised in Philadelphia Lodge #74 in May 1994, during the administration of the late Past Master Earl F. Demby. He served his Lodge as Worshipful Master in 2000, and again in 2009. In addition, he served as the Worshipful Editor of Light Magazine for the MWPHGL of PA for more than 15 years, when took over in 2002, achieving emeritus status in this office. He was also a member of DeMolay Consistory #1, AASR and a Grand Inspector General, 33° Mason. Brother Ted was also a Past Worthy Patron of our Adopted Sisters, Deborah Grand Chapter, O.E.S., Inc. King Solomon Chapter #60, as well as, a Past District Lecturer. He will be sorely missed, and his contributions cannot be matched as the new committee moves forward, we will do the best job that we can. ~~~~~~~~~~ The goal of The Light Magazine is to highlight and share Masonry’s commitment to the community. The Light Magazine is designed to showcase Masonry’s initiatives and programs as well as to brand the organization as the organization of choice for civic minded men and women, also to allow the profane a glimpse of what we do in our communities and our works of charity Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time. -
Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr
Copyright © 2013 by the National Trust for Historic Preservation i Table of Contents Letter from Erin Carlson Mast, Executive Director, President Lincoln’s Cottage Letter from Martin R. Castro, Chairman of The United States Commission on Civil Rights About President Lincoln’s Cottage, The National Trust for Historic Preservation, and The United States Commission on Civil Rights Author Biographies Acknowledgements 1. A Good Sleep or a Bad Nightmare: Tossing and Turning Over the Memory of Emancipation Dr. David Blight……….…………………………………………………………….….1 2. Abraham Lincoln: Reluctant Emancipator? Dr. Michael Burlingame……………………………………………………………….…9 3. The Lessons of Emancipation in the Fight Against Modern Slavery Ambassador Luis CdeBaca………………………………….…………………………...15 4. Views of Emancipation through the Eyes of the Enslaved Dr. Spencer Crew…………………………………………….………………………..19 5. Lincoln’s “Paramount Object” Dr. Joseph R. Fornieri……………………….…………………..……………………..25 6. Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr. Allen Carl Guelzo……………..……………………………….…………………..31 7. Emancipation and its Complex Legacy as the Work of Many Hands Dr. Chandra Manning…………………………………………………..……………...41 8. The Emancipation Proclamation at 150 Dr. Edna Greene Medford………………………………….……….…….……………48 9. Lincoln, Emancipation, and the New Birth of Freedom: On Remaining a Constitutional People Dr. Lucas E. Morel…………………………….…………………….……….………..53 10. Emancipation Moments Dr. Matthew Pinsker………………….……………………………….………….……59 11. “Knock[ing] the Bottom Out of Slavery” and Desegregation: -
Course Reader
Course Reader Gettysburg: History and Memory Professor Allen Guelzo The content of this reader is only for educational use in conjunction with the Gilder Lehrman Institute’s Teacher Seminar Program. Any unauthorized use, such as distributing, copying, modifying, displaying, transmitting, or reprinting, is strictly prohibited. GETTYSBURG in HISTORY and MEMORY DOCUMENTS and PAPERS A.R. Boteler, “Stonewall Jackson In Campaign Of 1862,” Southern Historical Society Papers 40 (September 1915) The Situation James Longstreet, “Lee in Pennsylvania,” in Annals of the War (Philadelphia, 1879) 1863 “Letter from Major-General Henry Heth,” SHSP 4 (September 1877) Lee to Jefferson Davis (June 10, 1863), in O.R., series one, 27 (pt 3) Richard Taylor, Destruction and Reconstruction: Personal Experiences of the Late War (Edinburgh, 1879) John S. Robson, How a One-Legged Rebel Lives: Reminiscences of the Civil War (Durham, NC, 1898) George H. Washburn, A Complete Military History and Record of the 108th Regiment N.Y. Vols., from 1862 to 1894 (Rochester, 1894) Thomas Hyde, Following the Greek Cross, or Memories of the Sixth Army Corps (Boston, 1894) Spencer Glasgow Welch to Cordelia Strother Welch (August 18, 1862), in A Confederate Surgeon’s Letters to His Wife (New York, 1911) The Armies The Road to Richmond: Civil War Memoirs of Major Abner R. Small of the Sixteenth Maine Volunteers, ed. H.A. Small (Berkeley, 1939) Mrs. Arabella M. Willson, Disaster, Struggle, Triumph: The Adventures of 1000 “Boys in Blue,” from August, 1862, until June, 1865 (Albany, 1870) John H. Rhodes, The History of Battery B, First Regiment Rhode Island Light Artillery, in the War to Preserve the Union (Providence, 1894) A Gallant Captain of the Civil War: Being the Record of the Extraordinary Adventures of Frederick Otto Baron von Fritsch, ed. -
Abraham Lincoln the Face of a War
SPRING 2009 AbrAhAm LincoLn THE FACE of A WAR Smithsonian Institution WWW.SMITHSONIANEDUCATION.ORG NATIONAL STANDARDS IllUSTRATIONS CREDITS The lessons in this issue address NCSS National Cover: Library of Congress. Inside cover: Green Stephen Binns, writer; Michelle Knovic Smith, History Standards for the Civil War and NAEA Bay and De Pere Antiquarian Society and the publications director; Darren Milligan, art standards for reflecting upon and assessing Neville Public Museum of Brown County. Page 1: director; Candra Flanagan, education consultant; works of visual art. National Portrait Gallery, Smithsonian Institution. Design Army, designer Page 2: National Museum of American History. STATE STANDARDS Page 3: Library of Congress. Pages 6–7 (clockwise ACKNOWleDGMENTS See how the lesson correlates to standards in from top): Lithograph and photograph details, Thanks to Rebecca Kasemeyer, David Ward, and your state by visiting smithsonianeducation. National Portrait Gallery; print, National Museum Briana Zavadil White of the National Portrait org/educators. of American History; broadside and detail of Gallery, and Harry Rubenstein of the National Second Inauguration photograph, Library of Museum of American History. Smithsonian in Your Classroom is produced by the Congress. Page 11: Library of Congress. Page Smithsonian Center for Education and Museum 13: National Portrait Gallery, Alan and Lois Fern Studies. Teachers may duplicate the materials Acquisition Fund. Back cover: Detail of portrait cE oF A WAr for educational purposes. by William Willard, National Portrait Gallery, gift of Mr. and Mrs. David A. Morse. C ONTENTS BACKGROUND 1 LessON 1 3 TeACHING MATERIAls 4–9 BACKGROUND 10 LessON 2 12 ON THE LIFE-MASK OF AbRAHAM LINCOLN This bronze doth keep the very form and mold Of our great martyr’s face. -
David D. Porter Family Papers a Finding Aid to the Collection in the Library of Congress
David D. Porter Family Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 1997 Contact information: http://hdl.loc.gov/loc.mss/mss.contact Catalog Record: https://lccn.loc.gov/mm79036574 Additional search options available at: https://hdl.loc.gov/loc.mss/eadmss.ms000015 Prepared by Allen E. Kitchens Revised by Margaret McAleer Finding aid encoded by Library of Congress Manuscript Division, 2000 Revised 2010 April Collection Summary Title: David D. Porter Family Papers Span Dates: 1799-1899 ID No.: MSS36574 Creator: Porter, David D. (David Dixon), 1813-1891 Extent: 7,000 items Extent: 33 containers plus 1 oversize Extent: 10 linear feet Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. LC Catalog record: https://lccn.loc.gov/mm79036574 Summary: Naval officer. Correspondence, journals, logbooks, orders, reports, memoranda, family papers, drafts of articles, memoirs, poems, short stories, and other literary writings, sketches, photographs, and printed matter documenting David D. Porter's naval career. Includes material on his years as a midshipman, his service in the Mexican War, trips to the Mediterranean to secure camels for use by the United States Army, Civil War service, superintendency of the United States Naval Academy, mission to Santo Domingo concerning the lease of Samaná Bay in the Dominican Republic, and his career as an advisor to the Navy Department (1870-1891) and chairman of the United States Navy Board of Inspection and Survey (1877-1891). Selected Search Terms The following terms have been used to index the description of this collection in the LC Catalog. -
The Legacy of Commodore David Porter: David Farragut—The Civil War Years Part Two of a Three-Part Series
The Legacy of Commodore David Porter: David Farragut—The Civil War Years Part Two of a three-part series Vice Admiral Jim Sagerholm, USN (Ret.), October 19, 2020 blueandgrayeducation.org David Farragut | National Portrait Gallery When Virginia seceded from the Union in April 1861, David Farragut proclaimed his continuing allegiance to the Stars and Stripes and moved his family to the North. His birth in Tennessee and the residence of his sisters and brother in New Orleans caused some to question his loyalty. But the Secretary of the Navy, Gideon Welles, liked what he saw in Farragut: “He was attached to no clique, . was as modest and truthful as he was self-reliant and brave . and resorted to none of the petty contrivances common to some . ‘ Thus, when looking for an officer to command the capture of New Orleans, Welles chose Farragut, even though Farragut had no experience commanding more than one vessel. The principal defense for New Orleans from threats via the Gulf were Forts Jackson and St. Philip, located some 40 miles south of the city. It was generally believed that wooden-hulled ships would at best be severely damaged if not sunk in trying to run past the formidable artillery of a fort. Farragut was one of the few who thought otherwise. In addition, his foster brother, Commander David Dixon Porter, proposed assembling a squadron of gunboats, each armed with a 13-inch mortar that could hurl a 200-pound shell 3 miles, claiming that they could reduce the forts sufficiently to permit Farragut’s ships to run past them with minimal damage.