The Civil War
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AMERICAN EXPERIENCE Presents Custer's Last Stand
AMERICAN EXPERIENCE Presents Custer’s Last Stand New Two-Hour Documentary Explores the Life of One of the Most Controversial and Mythic Figures in American History Premieres Tuesday, January 17, 2012 8:00 p.m. - 10:00 p.m. ET on PBS America had just finished celebrating its 100th birthday, when, on July 6, 1876, the telegraph brought word that General George Armstrong Custer and 261 members of his Seventh Cavalry column had been massacred by Cheyenne and Lakota warriors along the Little Bighorn River in Montana Territory. The news was greeted with stunned disbelief. How could Custer, the “boy general” of the Civil War, America’s most celebrated Indian fighter, the avatar of western expansion, have been struck down by a group of warriors armed with little more than bows and arrows? Like everything else about Custer, his martyrdom was shrouded in controversy and contradictions, and the final act of his larger-than-life career was played out on a grand stage with a spellbound public engrossed in the drama. In the end, his death would launch one of the greatest myths in American history. Custer’s Last Stand, a new two-hour biography of one of the most celebrated and controversial icons of nineteenth-century America, paints a penetrating psychological portrait of Custer’s charismatic, narcissistic personality, and for the first time on television, explores the fateful relationships within the officers of the Seventh Cavalry that would lead him to his doom. This new biography allows viewers to take a fresh look at Custer’s passionate love affair with his wife Libbie, and their mutually ambitious partnership that made them the power couple of the 1870s. -
Maryland Women's Heritage Trail
MARYLAND WOMEN’S HERITAGE TRAIL 1 2 3 4 5 6 7 8 9 101112131415161718192021 A A ALLEGANY COUNTY WASHINGTON COUNTY CECIL COUNTY GARRETT COUNTY CARROLL COUNTY HARFORD COUNTY B B BALTIMORE COUNTY FREDERICK COUNTY C C BALTIMORE CITY KENT COUNTY D ollowollow thethe footstepsfootsteps HOWARD COUNTY D ollow the footsteps and wander the paths where in Southern Maryland, to scientists, artists, writers, FMaryland women have built our State through- educators, athletes, civic, business and religious MONTGOMERY COUNTY F QUEEN ANNE’S out history. Follow this trail of tales and learn about leaders in every region and community. Visit these ANNE ARUNDEL E COUNTY E the contributions made by women of diverse back- sites and learn about women’s accomplishments. COUNTY grounds throughout Maryland – from waterwomen Follow in the footsteps of inspirational Maryland on the Eastern Shore to craftswomen of Western women and honor our grandmothers, mothers, Maryland, to civil rights activists of Baltimore and aunts, cousins, daughters and sisters whose contri- F Central Maryland, to women who worked the land butions have shaped our history. F Washington D.C. TALBOT WESTERN MARYLAND REGION PRINCE GEORGE’S COUNTY ALLEGANY COUNTY Anna Eleanor Roosevelt Memorial Tree COUNTY CAROLINE G Chesapeake and Ohio (C&0) Canal National Historic Park Gladys Noon Spellman Parkway COUNTY G Jane Frazier House Adele H. Stamp Student Union Elizabeth Tasker Lowndes Home Mary Surratt House The Woodyard Archeological Site FREDERICK COUNTY CALVERT H Beatty-Creamer House H Nancy Crouse House CENTRAL MARYLAND REGION CHARLES COUNTY COUNTY Barbara Fritchie Home ANNE ARUNDEL COUNTY Hood College Annapolis High School Ladiesburg Banneker-Douglass Museum National Museum of Civil War Medicine DORCHESTER COUNTY Charles Carroll House of Annapolis National Shrine of Elizabeth Ann Seton Chase-Lloyd House Helen Smith House and Studio I Coffee House I Steiner House/Home of the WICOMICO COUNTY Government House Frederick Women’s Civic Club ST. -
United Confederate Veterans Association Records
UNITED CONFEDERATE VETERANS ASSOCIATION RECORDS (Mss. 1357) Inventory Compiled by Luana Henderson 1996 Louisiana and Lower Mississippi Valley Collections Special Collections, Hill Memorial Library Louisiana State University Libraries Baton Rouge, Louisiana Revised 2009 UNITED CONFEDERATE VETERANS ASSOCIATION RECORDS Mss. 1357 1861-1944 Special Collections, LSU Libraries CONTENTS OF INVENTORY SUMMARY .................................................................................................................................... 3 BIOGRAPHICAL/HISTORICAL NOTE ...................................................................................... 4 SCOPE AND CONTENT NOTE ................................................................................................... 6 LIST OF SUBGROUPS AND SERIES ......................................................................................... 7 SUBGROUPS AND SERIES DESCRIPTIONS ............................................................................ 8 INDEX TERMS ............................................................................................................................ 13 CONTAINER LIST ...................................................................................................................... 15 APPENDIX A ............................................................................................................................... 22 APPENDIX B ............................................................................................................................. -
Teacher’S Guide Teacher’S Guide Little Bighorn National Monument
LITTLE BIGHORN NATIONAL MONUMENT TEACHER’S GUIDE TEACHER’S GUIDE LITTLE BIGHORN NATIONAL MONUMENT INTRODUCTION The purpose of this Teacher’s Guide is to provide teachers grades K-12 information and activities concerning Plains Indian Life-ways, the events surrounding the Battle of the Little Bighorn, the Personalities involved and the Impact of the Battle. The information provided can be modified to fit most ages. Unit One: PERSONALITIES Unit Two: PLAINS INDIAN LIFE-WAYS Unit Three: CLASH OF CULTURES Unit Four: THE CAMPAIGN OF 1876 Unit Five: BATTLE OF THE LITTLE BIGHORN Unit Six: IMPACT OF THE BATTLE In 1879 the land where The Battle of the Little Bighorn occurred was designated Custer Battlefield National Cemetery in order to protect the bodies of the men buried on the field of battle. With this designation, the land fell under the control of the United States War Department. It would remain under their control until 1940, when the land was turned over to the National Park Service. Custer Battlefield National Monument was established by Congress in 1946. The name was changed to Little Bighorn National Monument in 1991. This area was once the homeland of the Crow Indians who by the 1870s had been displaced by the Lakota and Cheyenne. The park consists of 765 acres on the east boundary of the Little Bighorn River: the larger north- ern section is known as Custer Battlefield, the smaller Reno-Benteen Battlefield is located on the bluffs over-looking the river five miles to the south. The park lies within the Crow Indian Reservation in southeastern Montana, one mile east of I-90. -
March Is Women's History Month
518-455-3053 • [email protected] • 518-455-3053 12248 NY Albany, • LOB 839 Room Women’s History Month Art Contest In the space provided, draw a picture of a New York woman you admire. [email protected] • 718-236-1764 11219 NY Brooklyn, • Parkway Hamilton Fort 6605 Jacqueline Kennedy Onassis Kennedy Jacqueline Camille, Assemblyman Peter J. Abbate, Jr. Abbate, J. Peter Assemblyman winning piece will be cover art for next year’s brochure and will be seen by hundreds of students throughout our community! our throughout students of hundreds by seen be will and brochure year’s next for art cover be will piece winning The Tear off this sheet and send your art to Assemblyman Peter J. Abbate, Jr. at 6605 Fort Hamilton Parkway, Brooklyn, NY 11219. 11219. NY Brooklyn, Parkway, Hamilton Fort 6605 at Jr. Abbate, J. Peter Assemblyman to art your send and sheet this off Tear NAME: AGE: NAME OF WOMAN PICTURED: Month History March is Women’s Women’s is March 1. Suffrage 2. Clinton 4. Senator 5. Yale 5. Senator 4. Clinton 2. Suffrage 1. DOWN: ANSWERS CROSSWORD 1. Seneca Falls 3. Chisholm 4. Sotomayor 6. Walker 7. Tubman 8. Roosevelt 8. Tubman 7. Walker 6. Sotomayor 4. Chisholm 3. Falls Seneca 1. ACROSS: ANSWERS CROSSWORD Honor 8. Empowerment 7. Equality 6. Liberty 5. Ratify 4. Education 3. Falls Seneca 2. Suffrage 1. JUMBLE SOLUTIONS: SOLUTIONS: JUMBLE Updated 2/15 Why is it important to study women’s history? Jumble! Crossword The words below are all scrambled up. After (Answers on back panel) Women’s history isn’t just about women had to fight for their rights, including the first women’s rights convention was held reading about women in New York, can you or for women — it’s an important part of right to go to school, to own property, to in Seneca Falls on July 19 and 20, 1848. -
American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
Civil War Generals Buried in Spring Grove Cemetery by James Barnett
Spring Grove Cemetery, once characterized as blending "the elegance of a park with the pensive beauty of a burial-place," is the final resting- place of forty Cincinnatians who were generals during the Civil War. Forty For the Union: Civil War Generals Buried in Spring Grove Cemetery by James Barnett f the forty Civil War generals who are buried in Spring Grove Cemetery, twenty-three had advanced from no military experience whatsoever to attain the highest rank in the Union Army. This remarkable feat underscores the nature of the Northern army that suppressed the rebellion of the Confed- erate states during the years 1861 to 1865. Initially, it was a force of "inspired volunteers" rather than a standing army in the European tradition. Only seven of these forty leaders were graduates of West Point: Jacob Ammen, Joshua H. Bates, Sidney Burbank, Kenner Garrard, Joseph Hooker, Alexander McCook, and Godfrey Weitzel. Four of these seven —Burbank, Garrard, Mc- Cook, and Weitzel —were in the regular army at the outbreak of the war; the other three volunteered when the war started. Only four of the forty generals had ever been in combat before: William H. Lytle, August Moor, and Joseph Hooker served in the Mexican War, and William H. Baldwin fought under Giuseppe Garibaldi in the Italian civil war. This lack of professional soldiers did not come about by chance. When the Constitutional Convention met in Philadelphia in 1787, its delegates, who possessed a vast knowledge of European history, were determined not to create a legal basis for a standing army. The founding fathers believed that the stand- ing armies belonging to royalty were responsible for the endless bloody wars that plagued Europe. -
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. -
George Henry Thomas (July 31, 1816 – March 28, 1870)
George Henry Thomas (July 31, 1816 – March 28, 1870) "Rock of Chickamauga" "Sledge of Nashville" "Slow Trot Thomas" The City of Fort Thomas was named in honor of Major General George Henry Thomas, who ranks among the top Union Generals of the American Civil War. He was born of Welsh/English and French parents in Virginia on July 31, 1816, and was educated at Southampton Academy. Prior to his military service Thomas studied law and worked as a law deputy for his uncle, James Rochelle, the Clerk of the County Court before he received an appointment to West Point in 1836. He graduated 12th in his class of 42 in 1840 which William T. Sherman was a classmate. After receiving his commission as a 2nd Lieutenant in the 3rd Artillery Unit, he served the Army well for the next 30 years. He was made 1st Lieutenant for action against the Indians in Florida for his gallantry in action. In the Mexican War, he served under Braxton Bragg in the Artillery and was twice cited for gallantry—once at Monterey and the other at Buena Vista. From 1851-1854 was an instructor of artillery and cavalry at West Point, where he was promoted to Captain. Following his service at Ft. Yuma in the West, he became a Major and joined the 2nd Cavalry at Jefferson Barracks. The Colonel there was Albert Sidney Johnston and Robert E. Lee was the Lt. Colonel. Other officers in this regiment who were to become famous as Generals were George Stoneman, for the Union, and for the CSA, John B. -
“Never Was I So Depressed”
The Army of Northern Virginia in the Gettysburg Campaign “Never Was I So Depressed” James Longstreet and Pickett’s Charge Karlton D. Smith On July 24, 1863, Lt. Gen. James Longstreet wrote a private letter to his uncle, Augusts Baldwin Longstreet. In discussing his role in the Gettysburg Campaign, the general stated: General Lee chose the plan adopted, and he is the person appointed to chose and to order. I consider it a part of my duty to express my views to the commanding general. If he approves and adopts them it is well; if he does not, it is my duty to adopt his views, and to execute his orders as faithfully as if they were my own. While clearly not approving Lee’s plan of attack on July 3, Longstreet did everything he could, both before and during the attack, to ensure its success.1 Born in 1821, James Longstreet was an 1842 graduate of West Point. An “Old Army” regular, Longstreet saw extensive front line combat service in the Mexican War in both the northern and southern theaters of operations. Longstreet led detachments that helped to capture two of the Mexican forts guarding Monterey and was involved in the street fighting in the city. At Churubusco, Longstreet planted the regimental colors on the walls of the fort and saw action at Casa Marta, near Molino del Ray. On August 13, 1847, Longstreet was wounded during the assault on Chapaltepec while “in the act of discharging the piece of a wounded man." The same report noted that during the action, "He was always in front with the colors. -
National Register of Historic Places Registration Form
NPS Form 10-900 (Rev. 11-90) OMB No 100244018 United States Department of the Interior National Park Service NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM This farm iB for w in nambsling or rsqucsfing detenumationr for individual pmpcmc. or dir&ie*i. See uumrtlm in Hwto Camplele Ihc Natlanol Regtrlor gl Hastorrc Places Rog<stmtim Fon (Nhmd Re$*" Bvllctm 16A). Cwlnc each item by making "x" in thc appmpiatc box or by mt-g fhs lnfamtian rsquertd. if an item dm not apply to the propmy kmg doeummted mtcr VIA" for "not applicable.' For funclim. architectural dauification. matcnals. and areas of significance,em only Eategones and rubcmego~crhm the matruotiom, naoe additional ahlea and dwitem on eontinustion $has(NPS Form IO-90Oa) Use a typwnter. word processor. or computer, to cmptc all item. 1. Name of Propertv Historic name: Clarendon School Other nameslsite number: Matthew MawElementary School: Arlington Arts Center DHR #000-0453 2. Location Street & Number: 3550 Wilson Boulevard r 1 Not for Publication Citv or town: Arlington r 1 Vicinitv State: Virginia Code: VA Countv: Arlington Code: 013 Zip Code: 22201 3. Statemederal Aeencv Certification sh rhr acs~~auIhanfy mdcr the NmdHononr RncrvaDm AR a~ mlrndcd. I hereby mf, Uuc Uus 1x1 commmon I I qucn fa dn-atlon of rltgb8l.r) mcclr, the do~ummt&mmdardr for mgrrtmng mowrue m Ihc NmdRcmm of Kstonc PI- nnd mew rhc mxddnnd pmfcutd qurrrmmU wt fo* m 36 CFR Part 60 in my ophioh Ihe pmpmy (XI I1 dau m mecl thc ~imd criteria. I recommend ths tlup &my br c&idmd uBm6e&I 1 narionally [ 1 sm-de # localhi (1 I See mnrinusbao &afar additional mmmenb.) - YL7 Signature of certifying o&&itle bate / State or Federal agency and bureau h my oplrum Ihe pmpmy [I me- [I dm mt men the NmidRc$stcr miteria. -
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?..