DOCSLIB.ORG

The Civil War

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Civil War Soldiers HISTORY AND GEOGRAPHY The Civil War Teacher Guide Ulysses S. Grant Robert E. Lee Harriet Tubman and the Underground Railroad Abraham Lincoln The Civil War Teacher Guide Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2017 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™ and CKHG™ are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. ISBN: 978-1-68380-228-0 The Civil War Table of Contents Introduction .................................................... 1 The Civil War Sample Pacing Guide ................................... 23 Chapter 1 Slavery .......................................... 27 Chapter 2 The Life of the Slave ........................... 32 Chapter 3 The Missouri Compromise ................... 38 Chapter 4 Growth of Antislavery Feeling .............. 43 Chapter 5 Growing Apart ................................. 52 Chapter 6 A House Divided .............................. 57 Chapter 7 Young Mr. Lincoln ............................. 63 Chapter 8 The Crisis Deepens ............................ 67 Chapter 9 The War Begins ................................. 73 Chapter 10 Advantages and Disadvantages ............ 78 Chapter 11 Developing a Strategy ........................ 83 Chapter 12 The War in the East ............................ 88 Chapter 13 The Emancipation Proclamation ............ 94 Chapter 14 The Generals .................................... 98 Chapter 15 Johnny Reb and Billy Yank ................... 102 Chapter 16 Women and the War Effort .................. 108 Chapter 17 The Tide Turns .................................. 112 Chapter 18 Confederate Problems Mount ............... 119 Chapter 19 The War Draws to a Close ..................... 124 Chapter 20 The Death of President Lincoln ............. 129 Chapter 21 The South in Ruins ............................ 138 Chapter 22 The Struggle over Reconstruction .......... 142 Chapter 23 Congressional Reconstruction .............. 147 Chapter 24 The South Under Reconstruction ........... 152 Teacher Resources ................................................ 157 The Civil War Teacher Guide Core Knowledge History and Geography™ 5 UNIT 11 Introduction ABOUT THIS UNIT The Big Idea Slavery and the Civil War sharply divided citizens and states throughout the country and led to more than six hundred thousand deaths in one of the nation’s greatest crises. Most Northerners opposed the practice of slavery. While some Southerners concurred with this opinion, most supported the continuation of slavery as vital to the Southern way of life. As the nation expanded and new states entered the Union, compromise merely stayed the inevitable. Running on a firm anti-expansion of slavery platform, Abraham Lincoln and his election posed a threat to Southerners and their way of life. The Civil War, which was expected to last a few days or weeks, became a four-year national nightmare of bloodshed and bitterness. In the end, half the United States was in ruins. Slavery was dead, a president was dead, and another president faced impeachment. African Americans gained the right to live with their spouses, establish their own churches, and create lives that were unimaginable under slavery. While economic and social oppression continued for African Americans, the end of enslavement represented a profound change. INTRODUCTION 1 Time Period Background What Students Should Already Know This timeline provides an overview of key events related to the content of this unit. Use a classroom timeline with students to Students in Core Knowledge schools should be familiar with: help them sequence and relate events that occurred from 1619 to 1900. Kindergarten 1619 Tobacco was the chief crop • some people were not free, slavery in early America grown in Jamestown. • Abraham Lincoln: humble origins, “Honest Abe” 1660s Enslaved people were brought from Africa to grow Grades 1 and 2 tobacco in North America. • slavery in ancient Egypt, Greece, Rome 1767 Mason-Dixon Line was surveyed. Grade 2 1789 Samuel Slater built first • the Civil War: the controversy over slavery, Harriet Tubman and the cotton mill in America. Underground Railroad, Northern versus Southern states (Yankees and Rebels), Generals Ulysses S. Grant and Robert E. Lee, Clara Barton (“Angel 1793 Eli Whitney invented the of the Battlefield” and founder of the American Red Cross), President cotton gin. Abraham Lincoln and keeping the Union together, Emancipation Proclamation, and the end of slavery 1820 Missouri Compromise • civil rights: Jackie Robinson and the integration of major league baseball; 1831 Nat Turner led slave Rosa Parks and the bus boycott in Montgomery, Alabama; Martin Luther rebellion in Virginia. King, Jr., and the dream of equal rights for all 1831 William Lloyd Garrison published his newspaper, • symbols and figures: Lincoln Memorial The Liberator. Grade 3 1845 Frederick Douglass published Narrative of the • slavery in the Southern Colonies, including economic reasons that Life of Frederick Douglass. the Southern Colonies came to rely on slavery (slave labor on large plantations); the difference between indentured servant and slave (slaves 1846–1848 Mexican-American War as property); the Middle Passage 1850 Compromise of 1850 Grade 4 1852 Harriet Beecher Stowe • abolitionists published Uncle Tom’s Cabin. 1850s Abraham Lincoln opposed slavery but wished to end it constitutionally. 1857 Dred Scott decision 1858 Lincoln-Douglas debates 1859 John Brown’s raid at Harpers Ferry 1860 Abraham Lincoln was elected president. 1861 Jefferson Davis was elected president of the Confederacy. 1861 Confederate bombardment of Fort Sumter 2 THE CIVIL WAR 1861 First Battle of Bull Run What Students Need to Learn 1861 Robert E. Lee became a general for the Confederacy. Toward the Civil War • Abolitionists: William Lloyd Garrison and The Liberator, Frederick Douglass 1861–1865 Clara Barton was called “Angel of the Battlefield” • Slave life and rebellions for her work tending wounded soldiers. • Industrial North versus agricultural South 1862 Battle of Hampton Roads • Mason-Dixon Line between the Virginia and the Monitor • Controversy over whether to allow slavery in territories and new states 1862 Battle of Shiloh - Missouri Compromise of 1820 - Dred Scott decision allows slavery in the territories 1862 Union troops lost the Battle of Antietam; George • Importance of Harriet Beecher Stowe’s Uncle Tom’s Cabin McClellan was removed from post as general. • John Brown and Harpers Ferry raid 1863 Lincoln issued the • Lincoln: “A house divided against itself cannot stand.” Emancipation Proclamation. - Lincoln-Douglas debates 1863 Battle of Vicksburg - Lincoln elected president, Southern states secede 1863 Massachusetts 54th The Civil War Regiment became the most famous all-African American • Fort Sumter unit of the Union Army. • Confederacy and Jefferson Davis 1863 Battle of Gettysburg • Yankees and Rebels, Blue and Gray 1864 Reelection of Abraham • First Battle of Bull Run Lincoln • Robert E. Lee and Ulysses S. Grant 1865 Freedmen’s Bureau was established. • General Stonewall Jackson 1865 Fall of Richmond • Ironclad ships, battle between USS Monitor and CSS Virginia (formerly the USS Merrimack) 1865 Robert E. Lee surrendered to Ulysses S. Grant at • Battle of Antietam Creek Appomattox Court House. • The Emancipation Proclamation 1865 John Wilkes Booth • Gettysburg and the Gettysburg Address assassinated Abraham Lincoln at Ford’s Theatre. • African American troops, Massachusetts Regiment led by Colonel Robert Gould Shaw 1865–1866 Thirteenth and Fourteenth Amendments were ratified. • William Tecumseh Sherman’s march to the sea and the burning of Atlanta 1865–1900 Freedmen and poor • Lincoln reelected, concluding words of the Second Inaugural Address white farmers became sharecroppers. (“With malice toward none, with charity for all.”) • Fall of Richmond (Confederate capital) to Union forces 1868 President Andrew Johnson was impeached. • Surrender at Appomattox • Assassination of Lincoln by John Wilkes Booth INTRODUCTION 3 What Students Need to Learn CONTINUED Reconstruction • The South in ruins • Struggle for control of the South, Radical Republicans vs. Andrew Johnson,
Load more

Recommended publications
  • Civil War Guide1
    Produced by Cincinnati Museum Center at Union Terminal Contents Teacher Guide 3 Activity 1: Billy Yank and Johnny Reb 6 Activity 2: A War Map 8 Activity 3: Young People in the Civil War 9 Timeline of the Civil War 10 Activity 4: African Americans in the Civil War 12 Activity 5: Writing a Letter Home 14 Activity 6: Political Cartoons 15 Credits Content: Barbara Glass, Glass Clarity, Inc. Newspaper Activities: Kathy Liber, Newspapers In Education Manager, The Cincinnati Enquirer Cover and Template Design:Gail Burt For More Information Border Illustration Graphic: Sarah Stoutamire Layout Design: Karl Pavloff,Advertising Art Department, The Cincinnati Enquirer www.libertyontheborder.org Illustrations: Katie Timko www.cincymuseum.org Photos courtesy of Cincinnati Museum Center Photograph and Print Collection Cincinnati.Com/nie 2 Teacher Guide This educational booklet contains activities to help prepare students in grades 4-8 for a visit to Liberty on the Border, a his- tory exhibit developed by Cincinnati Museum Center at Union Terminal.The exhibit tells the story of the American Civil War through photographs, prints, maps, sheet music, three-dimensional objects, and other period materials. If few southern soldiers were wealthy Activity 2: A War Map your class cannot visit the exhibit, the slave owners, but most were from activity sheets provided here can be used rural agricultural areas. Farming was Objectives in conjunction with your textbook or widespread in the North, too, but Students will: another educational experience related because the North was more industri- • Examine a map of Civil War America to the Civil War. Included in each brief alized than the South, many northern • Use information from a chart lesson plan below, you will find objectives, soldiers had worked in factories and • Identify the Mississippi River, the suggested class procedures, and national mills.
    [Show full text]
  • All Aboard! Escaping Slavery on the Underground Railroad by Monica Will
    All Aboard! Escaping Slavery on the Underground Railroad by Monica Will Students will use critical thinking skills and applications to understand the strains of slavery and the risks associated with escape to freedom via the underground railroad through an in depth primary source analysis. The students will use two primary sources to analyze the escape of a fugitive slave. Students will then apply their knowledge gained to complete related extension activities. --- Overview------------------------------------------------------------------------------ Objectives: After completing the activity, students will be able to: • Perform a basic primary source analysis of a historic photograph • Interpret informational text using grade level reading strategies • List some of the risks associated with the underground railroad • Describe what slave owners did to aid in the return of their slaves • Apply reading and writing skills within the content area Understanding Slavery was something that once divided our country. All too often Goal: the slaves were treated in bad ways and dreamed of being free. Many of the people that lived as slaves would often risk their lives to gain freedom no matter what it took. The Underground Railroad helped many slaves escape to freedom. Investigative What challenges and risks did runaway slaves face as they traveled Question: along the Underground Railroad? How did the Underground Railroad help these fugitives escape? Time Required: Three class sessions Grade Level: 3 - 5 Topic: African American History, Maps Era:
    [Show full text]
  • Eastmont High School Items
    TO: Board of Directors FROM: Garn Christensen, Superintendent SUBJECT: Requests for Surplus DATE: June 7, 2021 CATEGORY ☐Informational ☐Discussion Only ☐Discussion & Action ☒Action BACKGROUND INFORMATION AND ADMINISTRATIVE CONSIDERATION Staff from the following buildings have curriculum, furniture, or equipment lists and the Executive Directors have reviewed and approved this as surplus: 1. Cascade Elementary items. 2. Grant Elementary items. 3. Kenroy Elementary items. 4. Lee Elementary items. 5. Rock Island Elementary items. 6. Clovis Point Intermediate School items. 7. Sterling Intermediate School items. 8. Eastmont Junior High School items. 9. Eastmont High School items. 10. Eastmont District Office items. Grant Elementary School Library, Kenroy Elementary School Library, and Lee Elementary School Library staff request the attached lists of library books be declared as surplus. These lists will be posted separately on the website. Sterling Intermediate School Library staff request the attached list of old social studies textbooks be declared as surplus. These lists will be posted separately on the website. Eastmont Junior High School Library staff request the attached lists of library books and textbooks for both EJHS and Clovis Point Intermediate School be declared as surplus. These lists will be posted separately on the website. Eastmont High School Library staff request the attached lists of library books for both EHS and elementary schools be declared as surplus. These lists will be posted separately on the website. ATTACHMENTS FISCAL IMPACT ☒None ☒Revenue, if sold RECOMMENDATION The administration recommends the Board authorize said property as surplus. Eastmont Junior High School Eastmont School District #206 905 8th St. NE • East Wenatchee, WA 98802 • Telephone (509)884-6665 Amy Dorey, Principal Bob Celebrezze, Assistant Principal Holly Cornehl, Asst.
    [Show full text]
  • 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.
    [Show full text]
  • Discovering the Underground Railroad Junior Ranger Activity Book
    Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned.
    [Show full text]
  • 150Th Anniversary of the Emancipation Proclamation
    Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862.
    [Show full text]
  • H.Doc. 108-224 Black Americans in Congress 1870-2007
    FORMER MEMBERS H 1870–1887 ������������������������������������������������������������������������ Robert Smalls 1839 –1915 UNITED STATES REPRESENTATIVE H 1875–1879; 1882–1883; 1884–1887 REPUBLICAN FROM SOUTH CAROLINA n escaped slave and a Civil War hero, Robert Smalls publication of his name and former enslaved status in A served five terms in the U.S. House, representing northern propaganda proved demoralizing for the South.7 a South Carolina district described as a “black paradise” Smalls spent the remainder of the war balancing his role because of its abundant political opportunities for as a spokesperson for African Americans with his service freedmen.1 Overcoming the state Democratic Party’s in the Union Armed Forces. Piloting both the Planter, repeated attempts to remove that “blemish” from its goal which was re-outfitted as a troop transport, and later the of white supremacy, Smalls endured violent elections and a ironclad Keokuk, Smalls used his intimate knowledge of the short jail term to achieve internal improvements for coastal South Carolina Sea Islands to advance the Union military South Carolina and to fight for his black constituents in the campaign in nearly 17 engagements.8 face of growing disfranchisement. “My race needs no special Smalls’s public career began during the war. He joined defense, for the past history of them in this country proves free black delegates to the 1864 Republican National them to be equal of any people anywhere,” Smalls asserted. Convention, the first of seven total conventions he “All they need is an equal chance in the battle of life.”2 attended as a delegate.9 While awaiting repairs to the Robert Smalls was born a slave on April 5, 1839, in Planter, Smalls was removed from an all-white streetcar Beaufort, South Carolina.
    [Show full text]
  • The Americans
    INTERACT WITH HISTORY The year is 1861. Seven Southern states have seceded from the Union over the issues of slavery and states rights. They have formed their own government, called the Confederacy, and raised an army. In March, the Confederate army attacks and seizes Fort Sumter, a Union stronghold in South Carolina. President Lincoln responds by issuing a call for volun- teers to serve in the Union army. Can the use of force preserve a nation? Examine the Issues • Can diplomacy prevent a war between the states? • What makes a civil war different from a foreign war? • How might a civil war affect society and the U.S. economy? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 11 links for more information about The Civil War. 1864 The 1865 Lee surrenders to Grant Confederate vessel 1864 at Appomattox. Hunley makes Abraham the first successful Lincoln is 1865 Andrew Johnson becomes submarine attack in history. reelected. president after Lincoln’s assassination. 1863 1864 1865 1864 Leo Tolstoy 1865 Joseph Lister writes War and pioneers antiseptic Peace. surgery. The Civil War 337 The Civil War Begins MAIN IDEA WHY IT MATTERS NOW Terms & Names The secession of Southern The nation’s identity was •Fort Sumter •Shiloh states caused the North and forged in part by the Civil War. •Anaconda plan •David G. Farragut the South to take up arms. •Bull Run •Monitor •Stonewall •Merrimack Jackson •Robert E. Lee •George McClellan •Antietam •Ulysses S. Grant One American's Story On April 18, 1861, the federal supply ship Baltic dropped anchor off the coast of New Jersey.
    [Show full text]
  • Kindergarten the World Around Us
    Kindergarten The World Around Us Course Description: Kindergarten students will build upon experiences in their families, schools, and communities as an introduction to social studies. Students will explore different traditions, customs, and cultures within their families, schools, and communities. They will identify basic needs and describe the ways families produce, consume, and exchange goods and services in their communities. Students will also demonstrate an understanding of the concept of location by using terms that communicate relative location. They will also be able to show where locations are on a globe. Students will describe events in the past and in the present and begin to recognize that things change over time. They will understand that history describes events and people of other times and places. Students will be able to identify important holidays, symbols, and individuals associated with Tennessee and the United States and why they are significant. The classroom will serve as a model of society where decisions are made with a sense of individual responsibility and respect for the rules by which they live. Students will build upon this understanding by reading stories that describe courage, respect, and responsible behavior. Culture K.1 DHVFULEHIDPLOLDUSHRSOHSODFHVWKLQJVDQGHYHQWVZLWKFODULI\LQJGHWDLODERXWDVWXGHQW¶V home, school, and community. K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. K.3 Compare family traditions and customs among different cultures. K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. Economics K.5 Distinguish between wants and needs. K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met.
    [Show full text]
  • Proquest Dissertations
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of com puter printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI EDWTN BOOTH .\ND THE THEATRE OF REDEMPTION: AN EXPLORATION OF THE EFFECTS OF JOHN WTLKES BOOTH'S ASSASSINATION OF ABRAHANI LINCOLN ON EDWIN BOOTH'S ACTING STYLE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Michael L.
    [Show full text]
  • The Lincoln Assassination
    The Lincoln Assassination The Civil War had not been going well for the Confederate States of America for some time. John Wilkes Booth, a well know Maryland actor, was upset by this because he was a Confederate sympathizer. He gathered a group of friends and hatched a devious plan as early as March 1865, while staying at the boarding house of a woman named Mary Surratt. Upon the group learning that Lincoln was to attend Laura Keene’s acclaimed performance of “Our American Cousin” at Ford’s Theatre in Washington, D.C., on April 14, Booth revised his mastermind plan. However it still included the simultaneous assassination of Lincoln, Vice President Andrew Johnson and Secretary of State William H. Seward. By murdering the President and two of his possible successors, Booth and his co-conspirators hoped to throw the U.S. government into disarray. John Wilkes Booth had acted in several performances at Ford’s Theatre. He knew the layout of the theatre and the backstage exits. Booth was the ideal assassin in this location. Vice President Andrew Johnson was at a local hotel that night and Secretary of State William Seward was at home, ill and recovering from an injury. Both locations had been scouted and the plan was ready to be put into action. Lincoln occupied a private box above the stage with his wife Mary; a young army officer named Henry Rathbone; and Rathbone’s fiancé, Clara Harris, the daughter of a New York Senator. The Lincolns arrived late for the comedy, but the President was reportedly in a fine mood and laughed heartily during the production.
    [Show full text]
  • Military History Digest #323
    H-War Military History Digest #323 Blog Post published by David Silbey on Sunday, December 30, 2018 Ancient: •Ultra-Precise Ice Core Sampling and the Explosive Cause of the Dark Ages https://kottke.org/18/12/ultra-precise-ice-core-sampling-and-the-explosive-cause-of-the-da... Medieval: •Cawdor Castle Highland, Scotland - Atlas Obscura https://www.atlasobscura.com/places/cawdor-castle •The Nature of War and Its Impact on Society During the Barons' War, 1264-67 - Medievalists.net http://www.medievalists.net/2018/12/the-nature-of-war-and-its-impact-on-society-during-the... 18th Century (to 1815): •A Hot Dinner and a Bloody Supper: St. Helenas Christmas Rebellions of 1783 and 1811 Age of Revolutions https://ageofrevolutions.com/2018/12/17/a-hot-dinner-and-a-bloody-supper-st-helenas-christ... •Global Maritime History Book Review: Lincoln: "Trading in War" - Global Maritime History https://globalmaritimehistory.com/book-review-lincoln-trading-in-war/ •Historical Firearms - Patrick Ferguson and His Rifle - Journal of The... http://www.historicalfirearms.info/post/181140457294/patrick-ferguson-and-his-rifle-journa... •Life and Death at Valley Forge - 10 Surprising Facts About the Revolutionary War's Darkest Winter - MilitaryHistoryNow.com https://militaryhistorynow.com/2018/12/02/six-months-at-valley-forge-10-astonishing-facts-... •What's Wrong With This Picture? - Seven Strange Facts About One of America's Most Iconic Paintings - MilitaryHistoryNow.com https://militaryhistorynow.com/2018/12/22/whats-wrong-with-this-picture-seven-strange-fact... 1815-1861: •Remembering West Points Eggnog Riot of 1826 | Mental Floss http://mentalfloss.com/article/72776/west-points-eggnog-riot-1826?fbclid=IwAR3PbfMMlQkyKTX..
    [Show full text]