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The Civil War Letters of Lewis Bissell: a History and Literature Curriculum. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C

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The Civil War Letters of Lewis Bissell: a History and Literature Curriculum. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C DOCUMENT RESUME ED 247 206 SO 015 834 AUTHOR Olcott, Mark; Lear, David TITLE The Civil War Letters of Lewis Bissell: A History and Literature Curriculum. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. Elementary and Secondary Program. PUB DATE 81 NOTE 436p.: Published by The Field School Educational Foun1.1Lion Press. AVAILABLE FROMThe Reinhard School, 701 Montgomery St., Laurel, MD 20707 ($10.00; quantity discount, $6.00). PUB TYPE Historical Mate.ials (060) -- Guides - Classroom Use Guides (For Teachers) (052) -- Guides - Classroom Use - Materials (`'or Learner) (051) EDRS PRICE MFO1 /PC18 Plus Posti,3e. DESCRIPTORS American Studies; *(xil War (United States); Humanities; Interdisciplinary Approach; Intermediate Grades; *Letters (Correspondence); *Primary Sources; Resource Materials; Secondary Education; Social History; *United States Literature IDENTIFIERS *Bissell (Lewis) ABSTRACT Designed for use in a one-semester course in U.S. history or literature at the intermediate or secondary level,this collection of the Civil War letters of Lewis Bissell, a Union soldier, is divided into two major parts. Part I (chapters Ithough \5) covers the period of time Eissell spent guarding Washington, District of Columbia. Each chapter corresponds to a changein locale. Part 2 (chapters 6 through 9) covers the time Bissell wasinvolved in combat and is divided by specific campaigns. The firsthand accounts of the war provided in these letters offer students aninsider's view of, the Civil War as well as insights into human nature, the experience of war, and Northern society. Where relevant, chapters are introduced by historical background information, overviews of the major themes in the letters, items for identification, materialsfor supplemental study, and background information for using theletters in the literature course. Additional notes to the teacheroutline possible texts to use in conjunction with the letters and recommendations for course planning. Appendices contain "An Appeal to the Men of Connecticut," army command structure, adiagram of the armies` of the United States, and a "rebel letter." Although designed as a one-semester course, excerptsfrom this collection can be integrated into intermediate and secondary social studies or humanities units on the Civil War. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION "ME 1 i\ .---'?''' .... -.0 NATIONAL INSTITUTE OF EDUCATION ''PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL H A BEEN GRA TED BY ..-.-...--... IMM ... '.CENTER (ERIC) -... .--,..0 , This document has been reproduced as .....- received from the person 4r organization .7.:7e I it ....' s' Minor changes have been made to improve igM reproduction quality -,-- III it Points of view or opinions stated in this docu TO THE EDUCATIONAL RESOURCES mint do not necessanly represent official NIE .:-...., ' INFORMATION CENTER (ERIC)" ..,-- position or policy ---.1: I ......,- ,Y, .,,,,..- ,, , 5 , /5/ ' i. ...:' 'T11. s \ ,,k 21, \, A HISTORY AND LITERATURE CURRICULUM IMio 1=1. OF LEW1SBISSELL A A I A THE CIVIL WAR LETTERS 1 Of LEWIS BISSELL A CURRICULUM 3 LEWIS BISSELL 1862 1 4 THE CIVIL WAR LETTERS OF LEWIS BISSELL A Curriculum By Mark Olcott With David Lear 1981 THE FIELD SCHOOL EDUCATIONAL FOUNDATION PRESS Washington, D.C. Copyrighte1981 by Mark S. Olcott All rights reserved. Printed in the United States ofAmerica Published by: The Field School EducationalFoundation Press 2107 Wyoming Ave., N.W. Washington, D.C. 20008 Credits: Phot6graphs on pages xvi, xvii,opposite 239, 370, 401, 404,from the Library of Congress Modern Views of Fort Worth werephotographed by Josh Robinson (Class of 1981) and RandyHinton (Class of 1981). All other.photographs are partof the collection of Georgette Bissell Allen. Sketches by Danny Wiley (Classof 1982). Cover Design by RobertPellaton DEDICATED TO HUDDY ACKNOWLEDGEMENTS This book was made possible because the Bissell family possessed a sense of history. Henry Bissell saved all of his son's letters and Lewis Bissell preserved them duringhis lifetime. Carl Bissell, Lewis' son, did the first workin,preparing,the letters for public use. Georgette Bissell Allen, Carl's daughter, currently possesses the letters and generously allowed us full use of them during theproject. She also provided out-of-print books from her library, genealogical information,'old newspaper clippings, and photographs. Her solid support and encouragement have been invaluable. Finally, Georgette Allen's son, John Allen, first brought the letters to my wife's attention, and wasthe first sounding board for the idea of the project. Field School, of Washington, D.C., was instrumentalin this project's success. The Director, Elizabeth C. Ely, has established a school where teachers andstudents are afforded the opportunity and given the encouragement and direction tothink and create. Because of her support and commitment to providingdynamic learning experiences for students, this book is a reality. The Field School has Provided financial assistance in thepublication of this book. Students at the school have played an important role in the completion of the book. Without their enthusiasm for learning I would never have attempted this project. Certain ones were directly involved with the book. Kevin Hardwick (class of 1980) my research assistant, provided mewith notebooks full of useful information on Bissell and the regiment.Besides his research work, Kevin made many contacts with resource peoplein the community. Sean Beardsley (class of 1980) helped in theinitial stages of the book. Tom Traubitz (class of 1981) designed the computer index. The faculty and staff at Field School were mosthelpful. Elizabeth Ely assisted in "the editing and proofreading. Sharaine Ely helped translate the idea intowriting and provided intellectual and moral support. Robert Hoffman, besides keeping the financial records for the project, has generated new opportunitiesfor the project by pursuing alternative methodsof presenting the curriculum. My colleague, David Lear, wrote the literature course. His valuable collaboration provided a dimension tothe work it would not otherwise have had. From the community we received tremendous support. Our appreciation goes to the Library of Congress, MichaelMusick and the National Archives, Michael'Miller and theAlexandria Historical Society, the Columbia Historical Society,the Martin Luther King Library, the Petersburg NationalBattlefield and the Mount Vernon Ladies Association. 7 Many individuals helped in the creation of the book. Jim Lawlor, of Towson State University, assisted us inconceptualizing the curriculum. His advice has been invaluable. Bertram Wyatt-Brown, of Case Western Reserve University,provided useful material and guidance. Phil Wade provided publishing information, as did George Hall. People with interest in the Civil War have been very willing to share their knowledge. Special thanks to John Damerel and Mrs. Martin Gannan. My family was intimately involved with the book. Besides the encouragement and interest shown by them, my inLlaws, Irving and Bernice Miller, criticized and proofread thebook. Inexpressible gratitude goes to my wife, Huddy, who introduced me to the letters, typed practical'yeverything concerning the book, edited my writing, offered valuable criticism at every stage of the project, held a job, cared for our sonJacob, and was there whenever needed. To her this book is dedicated. Finally, major funding for the project was provided by the Division of Elementary and Secondary Education of theNational Endowment for the Humanities. Mark S. Olcott I N I INTRODUCTION The History Course: The Civil War Letters of LewisBissell span the period from .September 17, 1862 to July 8, 1865. Most of the letters are from Lewis to his family, mainly his father. Though the family wrote often to Lewis, only a handful of theletters they sent to him survived the war. The collection of letters it dividedinto nine chapters, and the book has, two major sections. Part I contains chapters one through five and covers the period oftime Lewis Bissell spent guarding Washington. The chapters correspond to each changein locale. Part II ,chapters six throughnine, covers the time Bissekl was involved in combatand is divided by campaign. These letters provide a fascinating view of a young manwho survives a tragic and bloody war. The ways in which he changes through this experience provide a basisfor much of the discussion of the letters. Another aspect of the letters is that through Lewis an interesting picture of Northernsociety emerges. Also, the letters give an insider'sopinion of the Army of the Pgtomac, particularly in its final form during the1864-1865 Virginia campaign. The letters are an invaluablehistorical primary source, and their value as such has been recognizedby historians such as Bru-ce Catton. Indeed, history is written fromsourceAsuch as Bissell's letters but history students rarely seethose types of sources. When they do, they get a 'selection' from a prominent individual, a selection which rarelyproiiides insights into the humanity of the individual. The course which has been developed is anattempt to give history students the chance to realize thethrill and excitement the historian feels when he uncovers anextraordinary source, which
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