07: Civil War

07: Civil War

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What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil War Sesquicentennial Review of the Recent Literature | Journal of American History | Oxford Academic
What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil War Sesquicentennial Review of the Recent Literature | Journal of American History | Oxford Academic
Teacher's can read this article to prepare for that conversation with the parent who remains after the back-to-school-night presentation to talk about why states rights was the cause of the Civil War.
cholars can agree that slavery, more than any other issue, divided North and South, there is still much to be said about why slavery proved so divisive and why sectional compromise ultimately proved elusive.
·academic.oup.com·
What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil War Sesquicentennial Review of the Recent Literature | Journal of American History | Oxford Academic
Land and the roots of African-American poverty | Aeon Ideas
Land and the roots of African-American poverty | Aeon Ideas
Someone looking for evidence of systematic racism in the United States and its economic effects limiting opportunities for African Americans can see some of it here tracing the economic effects of the Homestead Act.
·aeon.co·
Land and the roots of African-American poverty | Aeon Ideas
Lincoln's Order of Retaliation - July 30 1863
Lincoln's Order of Retaliation - July 30 1863
It's like that most high school US History teachers wouldn't believe that Abraham Lincoln ordered the execution of Confederate prisoners of war on a one-to-one basis a couple of weeks after Gettysburg. It is even less likely that they could, when told it was true, could figure out why - because of the execution and enslavement of black soldiers of the United States
It is the duty of every government to give protection to its citizens, of whatever class, color, or condition, and especially to those who are duly organized as soldiers in the public service. The law of nations and the usages and customs of war as carried on by civilized powers, permit no distinction as to color in the treatment of prisoners of war as public enemies. To sell or enslave any captured person, on account of his color, and for no offence against the laws of war, is a relapse into barbarism and a crime against the civilization of the age. The government of the United States will give the same protection to all its soldiers, and if the enemy shall sell or enslave anyone because of his color, the offense shall be punished by retaliation upon the enemy’s prisoners in our possession. It is therefore ordered that for every soldier of the United States killed in violation of the laws of war, a rebel soldier shall be executed; and for every one enslaved by the enemy or sold into slavery, a rebel soldier shall be placed at hard labor on the public works and continued at such labor until the other shall be released and received the treatment due to a prisoner of war. Abraham Lincoln
·teachingamericanhistory.org·
Lincoln's Order of Retaliation - July 30 1863
Why We Need a New Civil War Documentary | History | Smithsonian
Why We Need a New Civil War Documentary | History | Smithsonian
This article details many of the shortcomings of the Ken Burns series that many teachers might not even notice. Students reading this, or even just selections from it, can recognize how history is a discipline with standards and its practitioners won't hesitate to take each other to task for not living up to them
With funding and filming taking place in the late 1980s, “The Civil War” did reflect the time in which it was made. James McPherson’s <em>Battle Cry of Freedom </em>won the Pulitzer Prize in 1989, and Michael Shaara’s <em>The Killer Angels</em>, a best-selling novel from 1974 about the Battle of Gettysburg, still exerted obvious influence. Both of these popular histories were focused almost solely on military history – battles, soldiers, and life on the warfront, and they seemingly guided the general focus of both the editing and production of “The Civil War.”
At nine minutes into the first episode, the film’s only historian with a doctorate, Barbara Fields—now recognized as one of the world’s foremost scholars on race and racism—unequivocally stated that slavery was the primary cause of the Civil War. The bloodiest time in our nation’s history, she argued, was about “humanity, human dignity, human freedom.”
“The Civil War” skews towards propagating the idea of the Lost Cause, often venerating Confederate officers and soldiers if not the Confederacy itself. The first episode alone reveals how deeply this ran: Within the opening few minutes, narrator David McCullough literally attributes the cause of the war to states’ rights. In what would become a refrain among groups ranging from the Ku Klux Klan to the Sons of Confederate Veterans, his proclamation resonates: “What began as a bitter dispute over union and states’ rights..."
·smithsonianmag.com·
Why We Need a New Civil War Documentary | History | Smithsonian
Yes, John Wilkes Booth did Speak Those Notorious Words At Lincoln's Last Speech | History News Network
Yes, John Wilkes Booth did Speak Those Notorious Words At Lincoln's Last Speech | History News Network
This article shows the depth of research necessary to determine the authenticity of a "historical fact" that many people take for granted. If respected historians agree that John Booth said something - do we all know he actually said it? That is the chain of custody that takes a quote from the past and brings it to the present?
·historynewsnetwork.org·
Yes, John Wilkes Booth did Speak Those Notorious Words At Lincoln's Last Speech | History News Network
Antietam and Emancipation: Traditional Elementary Civil War Lesson Plan | American Battlefield Trust
Antietam and Emancipation: Traditional Elementary Civil War Lesson Plan | American Battlefield Trust
Several days needed for this lesson to encompass the timeline and battle itself along with its connection with the Emancipation Proclamation. This is another example of why Antietam is the better instructional choice compared to Gettysburg.
·battlefields.org·
Antietam and Emancipation: Traditional Elementary Civil War Lesson Plan | American Battlefield Trust
An Uncommon Time: The Civil War and the Northern Home Front
An Uncommon Time: The Civil War and the Northern Home Front
This link will take you to a chapter in Google Books that briefly describes Jay Cook's bond drives and the way in which they made the victory of the US government possible. HIs financial network raised more than a billion dollars for the government - has that ever been taught?
·books.google.com·
An Uncommon Time: The Civil War and the Northern Home Front
An Army of Officials: The Civil War Bureau of Internal Revenue | Tax Notes
An Army of Officials: The Civil War Bureau of Internal Revenue | Tax Notes
Lengthy article about the debate surrounding the development of internal tax system to fund the Civil War. Useful for a 19th century view of the power to tax and how it can be enforced
"We never imprison a poor man who does not pay his taxes," Sen. John Ten Eyck said of his native New Jersey, "but if a man rolling in wealth and bloated with stocks, at this period of time, refuses to pay taxation for the support of the Government, and to save the nation from the consequences of this rebellion, he ought to go to prison." <sup>48</sup>
·taxnotes.com·
An Army of Officials: The Civil War Bureau of Internal Revenue | Tax Notes
Sons of Confederate Veterans video‬‏
Sons of Confederate Veterans video‬‏
Great to use for perspective, just have students watch this video without any introduction. See if they can see the manner in which the message is twisted. Choose first the video that blames the north for slavery.
·youtube.com·
Sons of Confederate Veterans video‬‏
Civil War 150th - BackStory with the American History Guys
Civil War 150th - BackStory with the American History Guys
When most southerners were not slaveholders, and most northerners were not abolitionists, how had a war infused with the question of slavery even begun?  This question lies at the heart of any understanding of the Civil War but is universally ignored in high school history classes.  This hour-long podcast episode explores that question and more - from the Backstory and the Virginia Foundation for the Humanities.
·backstoryradio.org·
Civil War 150th - BackStory with the American History Guys
Stone Mountain: Carving Fact from Fiction | Atlanta History Center
Stone Mountain: Carving Fact from Fiction | Atlanta History Center
The Klan itself played a large role in this first effort to create the Confederate memorial at Stone Mountain. Inspired by <em>The Birth of a Nation</em>, Alabama native William J. Simmons held a ceremony atop Stone Mountain in 1915 to announce the re-founding of the Ku Klux Klan.
·atlantahistorycenter.com·
Stone Mountain: Carving Fact from Fiction | Atlanta History Center
Battle Cry of Freedom (excerpts)
Battle Cry of Freedom (excerpts)
The single best one-volume history of the Civil War is James McPherson's Battle Cry of Freedom. This pages include snippets and quotes from the entire book. Put the book on your "to-read" list over the summer and use this page to prepare yourself for teaching right now. If you have read the book before, skim through this as you prepare to teach that sectionalism unit.
·homepage.eircom.net·
Battle Cry of Freedom (excerpts)
Lincoln, Stowe, and the "Little Woman/Great War" Story: The Making, and Breaking, of a Great American Anecdote
Lincoln, Stowe, and the "Little Woman/Great War" Story: The Making, and Breaking, of a Great American Anecdote
If debunking the apocryphal from history is more fun that a curmudgeon's cry to "get off my lawn", then add this article to your reading list which shows how the famous Lincoln quote wasn't said in the first place. Maybe Stowe's family was better than Betsy Ross's in building a legacy where there was none.
·quod.lib.umich.edu·
Lincoln, Stowe, and the "Little Woman/Great War" Story: The Making, and Breaking, of a Great American Anecdote
“Corner Stone” Speech - Alexander Stephens 1861
“Corner Stone” Speech - Alexander Stephens 1861

In this speech the vice president of the Confederate States of America establishes the foundation of the nation he was helping to create. That foundational truth is that "the negro is not equal to the white man" Teachers can cut a couple sentences from this speech or even a paragraph or two because is it easily accessible to high school students. It can also be used to refute any idea that the Civil War was fought over tariffs economic policy.

Scholars of slavery and the Civil War will find here that Stephens supports Lincoln's argument that the founding fathers anticipated the end of slavery.

Our new government is founded upon exactly the opposite idea; its foundations are laid, its corner- stone rests, upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his natural and normal condition. This, our new government, is the first, in the history of the world, based upon this great physical, philosophical, and moral truth.
·teachingamericanhistory.org·
“Corner Stone” Speech - Alexander Stephens 1861