American Civil War
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The Shadow of Napoleon Upon Lee at Gettysburg
Papers of the 2017 Gettysburg National Military Park Seminar The Shadow of Napoleon upon Lee at Gettysburg Charles Teague Every general commanding an army hopes to win the next battle. Some will dream that they might accomplish a decisive victory, and in this Robert E. Lee was no different. By the late spring of 1863 he already had notable successes in battlefield trials. But now, over two years into a devastating war, he was looking to destroy the military force that would again oppose him, thereby assuring an end to the war to the benefit of the Confederate States of America. In the late spring of 1863 he embarked upon an audacious plan that necessitated a huge vulnerability: uncovering the capital city of Richmond. His speculation, which proved prescient, was that the Union army that lay between the two capitals would be directed to pursue and block him as he advanced north Robert E. Lee, 1865 (LOC) of the Potomac River. He would thereby draw it out of entrenched defensive positions held along the Rappahannock River and into the open, stretched out by marching. He expected that force to risk a battle against his Army of Northern Virginia, one that could bring a Federal defeat such that the cities of Philadelphia, Baltimore, or Washington might succumb, morale in the North to continue the war would plummet, and the South could achieve its true independence. One of Lee’s major generals would later explain that Lee told him in the march to battle of his goal to destroy the Union army. -
Reviewing the Civil War and Reconstruction Center for Legislative Archives
Reviewing the Civil War and Reconstruction Center for Legislative Archives Address of the Boston Female Anti-Slavery Society NAID 306639 From 1830 on, women organized politically to reform American society. The leading moral cause was abolishing slavery. “Sisters and Friends: As immortal souls, created by God to know and love him with all our hearts, and our neighbor as ourselves, we owe immediate obedience to his commands respecting the sinful system of Slavery, beneath which 2,500,000 of our Fellow-Immortals, children of the same country, are crushed, soul and body, in the extremity of degradation and agony.” July 13, 1836 The Boston Female Anti-Slavery Society was founded in 1832 as a female auxiliary to male abolition societies. The society created elaborate networks to print, distribute, and mail petitions against slavery. In conjunction with other female societies in major northern cities, they brought women to the forefront of politics. In 1836, an estimated 33,000 New England women signed petitions against the slave trade in the District of Columbia. The society declared this campaign an enormous success and vowed to leave, “no energy unemployed, no righteous means untried” in their ongoing fight to abolish slavery. www.archives.gov/legislative/resources Reviewing the Civil War and Reconstruction Center for Legislative Archives Judgment in the U.S. Supreme Court Case Dred Scott v. John F. A. Sanford NAID 301674 In 1857 the Supreme Court ruled that Americans of African ancestry had no constitutional rights. “The question is simply this: Can a Negro whose ancestors were imported into this country, and sold as slaves, become a member of the political community formed and brought into existence by the Constitution of the United States, and as such, become entitled to all the rights and privileges and immunities guaranteed to the citizen?.. -
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. -
Juneteenth” Comes Ployer and Free Laborer
J UNETEENTH 92 C ELEBRATIONS UNETEENTH is the oldest celebration in the and the connection h eretofore existing be- nation to commemorate the end of slavery in tween them becomes that between em- J the United States. The word “Juneteenth” comes ployer and free laborer. from a colloquial pronunciation of “June 19th,” which With this announcement the last 250,000 slaves in is the date celebrations commemorate. the United States were effectively freed. Afterward In 1863 President Abraham Lincoln signed the many of the former slaves left Texas. As they moved to Emancipation Proclamation, offi - other states to fi nd family mem- cially freeing slaves. However, bers and start new lives, they car- word of the Proclamation did not ried news of the June 19th event reach many parts of the country with them. In subsequent decades right away, and instead the news former slaves and their descendants spread slowly from state to state. continued to commemorate June The slow spread of this important 19th and many even made pilgrim- news was i n part because the A mer- ages back to Galveston, Texas to ican Civil War had not yet ended. celebrate the event. However, in 1865 the Civil War Most of the celebrations ini- ended and Union Army soldiers tially took place in rural areas and began spreading the news of the included activities such as fi shing, war’s end and Lincoln’s Emanci- barbeques, and family reunions. pation Proclamation. Church grounds were also often On June 19, 1865, Major Gen- the sites for these celebrations. As eral Gordon Granger and U nion more and more African Americans Army soldiers arrived in Galves- improved their economic condi- ton, Texas. -
From the American Revolution Through the American Civil War"
History 216-01: "From the American Revolution through the American Civil War" J.P. Whittenburg Fall 2009 Email: [email protected] Office: Young House (205 Griffin Avenue) Web Page: http://faculty.wm.edu/jpwhit Telephone: 757-221-7654 Office Hours: By Appointment Clearly, this isn't your typical class. For one thing, we meet all day on Fridays. For another, we will spend most of our class time "on-site" at museums, battlefields, or historic buildings. This class will concentrate on the period from the end of the American Revolution through the end of the American Civil War, but it is not at all a narrative that follows a neat timeline. I’ll make no attempt to touch on every important theme and we’ll depart from the chronological approach whenever targets of opportunities present themselves. I'll begin most classes with some sort of short background session—a clip from a movie, oral reports, or maybe something from the Internet. As soon as possible, though, we'll be into a van and on the road. Now, travel time can be tricky and I do hate to rush students when we are on-site. I'll shoot for getting people back in time for a reasonably early dinner—say 5:00. BUT there will be times when we'll get back later than that. There will also be one OPTIONAL overnight trip—to the Harper’s Ferry and the Civil War battlefields at Antietam and Gettysburg. If these admitted eccentricities are deeply troubling, I'd recommend dropping the course. No harm, no foul—and no hard feelings. -
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: -
8Th US History Civil War and Reconstruction Units
8th US History Civil War and Reconstruction Units 1. Complete the first 4 weeks of work in order. The first week covers the Civil War. If you can answer the questions without completing all of the reading, you may do so, as you should have learned the majority of this content in class. Within the unit there are two video lessons, one about Harriet Tubman and another about the 54th Massachusetts. If you have access to your phone or the internet, watch the videos as they are assigned to complete the questions. 2. Weeks 2, 3, and 4 over lessons we have yet to cover in class, including about the period of time after the Civil War, called Reconstruction. You should use the textbook reading to complete the questions and assignments in this section. 3. Week 5 focuses on the STAAR practice unit. Please access the quizlet link on page 76, review the “US History at a glance” pages, and answer the practice problems using the “at a glance” information. 4. For online games, activities and extra practice check out: https://www.icivics.org/games 5. Khan Academy provides a free, online module for 8th Grade US History, including topic overviews and practice. Focus on The Civil War era (1844-1877) https://www.khanacademy.org/humanities/us-history WEEK 1 The Civil War 21.1 Introduction he cannon shells bursting over Fort Sumter ended months of confu sion. The nation was at war. The time had come to choose sides. TFor most whites in the South, the choice was clear. -
Johnston Site Bulletin A
National Park Service Kennesaw Mountain U.S. Department of the Interior Kennesaw Mountain National Battlefield Park Joseph E. Johnston, Soldier Introducing Mr. Johnston When the Civil War broke out, many of his military colleagues expected much of Joseph E. Johnston. By 1861, he had already been battle-hardened. A native of Virginia, Johnston attended the military academy at West Point, graduating with Robert E. Lee, future commander of the Army of Northern Virginia. A few years later, the young soldier served in the Black Hawk War of 1832, then against the Seminoles in Florida in 1838. In the Mexican War, Johnston was wounded twice and was soon thereafter promoted to colonel. By the outbreak of the Civil War, “Old Joe” was quartermaster-general of the United States Army. Early War Experience When war broke out in 1861, Johnston resigned his was heavily pressured to relieve the city, despite post in favor of the Confederacy, and was appointed his small numbers. Although Johnston ordered the Commanding General of the Army of the Shenan- commander of the Confederate garrison, Lieutenant doah. Later that year when the North launched its General John C. Pemberton, to attack in conjunction first major offensive, the general evaded a superior with his forces, the former refused. Without these force under Union General Patterson to join with men, attack was impractical. Johnston next or- Confederate General Beauregard at the First Battle of dered Pemberton to retreat and save his army from Manassas, and played a crucial role in the Rebel vic- capture. Pemberton had, however, been ordered tory there. -
Accelerated Reader List
Accelerated Reader Test List Report OHS encourages teachers to implement independent reading to suit their curriculum. Accelerated Reader quizzes/books include a wide range of reading levels and subject matter. Some books may contain mature subject matter and/or strong language. If a student finds a book objectionable/uncomfortable he or she should choose another book. Test Book Reading Point Number Title Author Level Value -------------------------------------------------------------------------- 68630EN 10th Grade Joseph Weisberg 5.7 11.0 101453EN 13 Little Blue Envelopes Maureen Johnson 5.0 9.0 136675EN 13 Treasures Michelle Harrison 5.3 11.0 39863EN 145th Street: Short Stories Walter Dean Myers 5.1 6.0 135667EN 16 1/2 On the Block Babygirl Daniels 5.3 4.0 135668EN 16 Going on 21 Darrien Lee 4.8 6.0 53617EN 1621: A New Look at Thanksgiving Catherine O'Neill 7.1 1.0 86429EN 1634: The Galileo Affair Eric Flint 6.5 31.0 11101EN A 16th Century Mosque Fiona MacDonald 7.7 1.0 104010EN 1776 David G. McCulloug 9.1 20.0 80002EN 19 Varieties of Gazelle: Poems o Naomi Shihab Nye 5.8 2.0 53175EN 1900-20: A Shrinking World Steve Parker 7.8 0.5 53176EN 1920-40: Atoms to Automation Steve Parker 7.9 1.0 53177EN 1940-60: The Nuclear Age Steve Parker 7.7 1.0 53178EN 1960s: Space and Time Steve Parker 7.8 0.5 130068EN 1968 Michael T. Kaufman 9.9 7.0 53179EN 1970-90: Computers and Chips Steve Parker 7.8 0.5 36099EN The 1970s from Watergate to Disc Stephen Feinstein 8.2 1.0 36098EN The 1980s from Ronald Reagan to Stephen Feinstein 7.8 1.0 5976EN 1984 George Orwell 8.9 17.0 53180EN 1990-2000: The Electronic Age Steve Parker 8.0 1.0 72374EN 1st to Die James Patterson 4.5 12.0 30561EN 20,000 Leagues Under the Sea (Ad Jules Verne 5.2 3.0 523EN 20,000 Leagues Under the Sea (Un Jules Verne 10.0 28.0 34791EN 2001: A Space Odyssey Arthur C. -
The State Flag of Georgia: the 1956 Change in Its Historical Context
The State Senate Senate Research Office Bill Littlefield 204 Legislative Office Building Telephone Managing Director 18 Capitol Square 404/ 656 0015 Atlanta, Georgia 30334 Martha Wigton Fax Director 404/ 657 0929 The State Flag of Georgia: The 1956 Change In Its Historical Context Prepared by: Alexander J. Azarian and Eden Fesshazion Senate Research Office August 2000 Table of Contents Preface.....................................................................................i I. Introduction: National Flags of the Confederacy and the Evolution of the State Flag of Georgia.................................1 II. The Confederate Battle Flag.................................................6 III. The 1956 Legislative Session: Preserving segregation...........................................................9 IV. The 1956 Flag Change.........................................................18 V. John Sammons Bell.............................................................23 VI. Conclusion............................................................................27 Works Consulted..................................................................29 Preface This paper is a study of the redesigning of Georgia’s present state flag during the 1956 session of the General Assembly as well as a general review of the evolution of the pre-1956 state flag. No attempt will be made in this paper to argue that the state flag is controversial simply because it incorporates the Confederate battle flag or that it represents the Confederacy itself. Rather, this paper will focus on the flag as it has become associated, since the 1956 session, with preserving segregation, resisting the 1954 U.S. Supreme Court decision of Brown v. Board of Education of Topeka, and maintaining white supremacy in Georgia. A careful examination of the history of Georgia’s state flag, the 1956 session of the General Assembly, the designer of the present state flag – John Sammons Bell, the legislation redesigning the 1956 flag, and the status of segregation at that time, will all be addressed in this study. -
Civil War and Reconstruction Era Cass/Bartow County
CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information. _______________________________ Keith Scott Hébert Certificate of Approval: ____________________________ ____________________________ Anthony G. Carey Kenneth W. Noe, Chair Associate Professor Professor History History ____________________________ ____________________________ Kathryn H. Braund Keith S. Bohannon Professor Associate Professor History History University of West Georgia ____________________________ George T. Flowers Interim Dean Graduate School CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert A Dissertation Submitted to the Graduate Faculty of Auburn University in Partial Fulfillment of the Requirements for the Degree of Doctorate of Philosophy Auburn, Alabama May 10, 2007 CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert Permission is granted to Auburn University to make copies of this dissertation at its discretion, upon request of individuals or institutions and at their expense. The author reserves all publication rights. ________________________________ Signature of Author ________________________________ Date of Graduation iii DISSERTATION ABSTRACT CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert Doctor of Philosophy, May, 10, 2007 (M.A., -
Medal of Honor Narrative Andrews Raiders
Medal of Honor: Andrews’ Raiders One of the 19 of 22 men (including 2 civilians) who, by direction of Gen. Mitchell (or Buell) penetrated nearly 200 miles south into enemy territory and captured a railroad train at Big Shanty, Ga., in an attempt to destroy the bridges and tracks between Chattanooga and Atlanta. This is an example of the citation in which the Medal of Honor was awarded to nineteen of the twenty-four participants in the Great Locomotive Chase, a daring military mission breaching Confederate lines. Twenty-two of the men were military and known in history as “Andrews’ Raiders.” Six of the raiders were the very first to receive the Medal of Honor on March 25, 1863. The other thirteen men received the medal later for the same action. Seven raiders received their honor posthumously, some in September 1863 and others after the war. In spring 1862, Confederate forces began the Heartland Offensive by splitting into small groups in an attempt to spread the Union opposition thin. A division from the Army of the Ohio led by Brigadier General Ormsby Mitchel was ordered to Huntsville, Alabama, to repair railroads. In an effort to capture and control railroads deep into Georgia, black-market trader James J. Andrews Marion Ross received the medal developed a plan to conduct a small group of soldiers posthumously, c.1861. Ancestry.com. behind enemy lines. The men were to meet in Georgia, purchase tickets on a train to Chattanooga, overtake the train and destroy telegraph lines, bridges, and railroad track along the return trip north.