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Lincoln 1864 Address at a Sanitary Fair in Baltimore
Lincoln 1864 Address at a Sanitary Fair in Baltimore
Lincoln's description of different understandings of the word "liberty" in this speech encapsulates the founding contradiction of the nation in clear and concise terms. The story of the sheep and the wolf is priceless
<p>The world has never had a good definition of the word liberty, and the American people, just now, are much in want of one. We all declare for liberty; but in using the same <em>word</em> we do not all mean the same <em>thing</em>. With some the word liberty may mean for each man to do as he pleases with himself, and the product of his labor; while with others the same word may mean for some men to do as they please with other men, and the product of other men’s labor. Here are two, not only different, but incompatable things, called by the same name—liberty. And it follows that each of the things is, by the respective parties, called by two different and incompatable names—liberty and tyranny.</p> <p>The shepherd drives the wolf from the sheep’s throat, for which the sheep thanks the shepherd as a <em>liberator</em>, while the wolf denounces him for the same act as the destroyer of liberty, especially as the sheep was a black one. Plainly the sheep and the wolf are not agreed upon a definition of the word liberty; and precisely the same difference prevails to-day among us human creatures, even in the North, and all professing to love liberty. Hence we behold the processes by which thousands are daily passing from under the yoke of bondage, hailed by some as the advance of liberty, and bewailed by others as the destruction of all liberty. Recently, as it seems, the people of Maryland have been doing something to define liberty; and thanks to them that, in what they have done, the wolf’s dictionary, has been repudiated.</p>
·teachingamericanhistory.org·
Lincoln 1864 Address at a Sanitary Fair in Baltimore
Contraband Camps - Interactive Map
Contraband Camps - Interactive Map
Completed ignored by the taught narrative canon, the camps of hundreds of thousands of escaped and emancipated slaves represent some of the worst conditions experiences by anyone during the Civil War. This maps show the location of camps and information about each and could be included as part of a lesson
·google.com·
Contraband Camps - Interactive Map
A Mistaken Form of Trust: Ken Burns’s The Civil War At Thirty - The Journal of the Civil War Era
A Mistaken Form of Trust: Ken Burns’s The Civil War At Thirty - The Journal of the Civil War Era
Great piece for any teacher who uses elements of the Burn documentary in class. This doesn't mean you have to through out the wonder Ballou letter sequence, but it does mean that any documentary or movie you show in class is suspect, and a reflection of it's time as well as the past it protrays. The trick to truly effective history teaching, is making students aware of this also
·journalofthecivilwarera.org·
A Mistaken Form of Trust: Ken Burns’s The Civil War At Thirty - The Journal of the Civil War Era
History Doesn’t Follow Formulas. Why history can’t be reduced to static… | by Ed Ayers | New American History | Jul, 2020 | Medium
History Doesn’t Follow Formulas. Why history can’t be reduced to static… | by Ed Ayers | New American History | Jul, 2020 | Medium
This is perhaps too long for high school students to read, though just the same it might be worth the effort. It might more easily be adapted by having teachers read it and present a short explanation of it to students. At the very least, this is a "must read" for teachers not only because it describes how the understanding of the Civil War has changed over time, but it shows that the teaching of "how the story is told" is much better for students than just teaching a story
The key element in the equation used to be tariffs, but tariffs were barely mentioned in the fullest debates by the largest slave state in 1861 over whether to secede. A digital transcription of those Virginia debates shows that the word “tariff” appeared only eight times in weeks of debates. Words with the root of “slavery” in them, by contrast, were invoked 1,434 times. Virginia did not secede because it was agrarian, but rather because its economy was based on the buying, selling, and laboring of enslaved people.
The formula that we have taught for nearly a century is wrong. And it is wrong precisely because it is a formula. Formulas violate what history teaches us. Formulas replace people and their acts with pseudo-scientific abstractions such as “industrial” and “agrarian,” or “modern” and “traditional.” Formulas replace context, contingency, and change with fixity and predictability.
·medium.com·
History Doesn’t Follow Formulas. Why history can’t be reduced to static… | by Ed Ayers | New American History | Jul, 2020 | Medium
American Antiquarian Society - Digitized Manuscripts - Caroline Barrett White Diaries
American Antiquarian Society - Digitized Manuscripts - Caroline Barrett White Diaries
Teachers wanting to show how difficult it is to be an historian, just show them these pages of Caroline White's diaries, written in long hand. White's diaries are a rich collection of northern perspective on the Civil War, and there are transcripted excerpts found on many sites, but this is where they started
·gigi.mwa.org·
American Antiquarian Society - Digitized Manuscripts - Caroline Barrett White Diaries
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
Fiscal chart | Library of Congress
Fiscal chart | Library of Congress
Look what the Civil War did to public debt in the United States! This chart is also a great example of data visualization in the 1800s. Rather than have students interpret another political cartoon, see if they can make sense of this chart
·loc.gov·
Fiscal chart | Library of Congress
An Interview with James McPherson: Thirty Years After the Publication of Battle Cry of Freedom - Public Discourse
An Interview with James McPherson: Thirty Years After the Publication of Battle Cry of Freedom - Public Discourse
It is true that a lot of the bestselling and most important historical works are being produced by nonacademic historians. But that is all right, they are historians. I think that has always been true. Allan Nevins, for example, started out in journalism and did not have a Ph.D. Bruce Catton is another good example of a journalist who wrote history. In fact, quite a few of the people producing valuable Civil War and other kinds of history during the 1930s, 1940s, and 1950s came out of a nonacademic background. I think that the more the better. Let a thousand flowers bloom. You do not need a license to practice history. Instead, all you need to do is work hard, do research, go to the sources, make the past meaningful, and write in a way that attracts readers.
Coming out of the Civil Rights movement and the clashes of the 1960s and 1970s, there was a negative reevaluation of Lincoln because he did not measure up to modern ideas of racial equality. But you could say that about figures such as Thomas Jefferson and almost anybody else from the eighteenth or nineteenth century. But it is important to remember that Lincoln was a product of his time.
That kind of interpretation is the standard now.
Notice how he acknowledges that the standard interpretation changes over time?
·thepublicdiscourse.com·
An Interview with James McPherson: Thirty Years After the Publication of Battle Cry of Freedom - Public Discourse
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
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
LeConte, Emma. Diary, 1864-1865.
LeConte, Emma. Diary, 1864-1865.
Emma was a 17-year-old South Carolinian girl who witnessed the burning of Columbia, South Carolina by the Army of General Sherman
.
http://southernhistorians.org/the-societys-southern-history-recommended-reading/03-regional-histories/03-04-regional-histories-south-carolina/03-04-09/
Father said the Yanks made a clean sweep of everything, and we have lost all our worldly possessions except the few negroes here
Some beautiful imported wax dolls, not more than twelve inches high, raffled for five hundred dollars, and one very large doll I heard was to raffle for two thousand. "Why" as Uncle John says, "one could buy a live negro baby for that." How can people afford to buy toys at such a time as this! However I suppose speculators can. A small sized cake at the Tennessee table sold for seventy-five dollars.
My underclothing is of coarse unbleached homespun, such as we gave the negroes formerly only much coarser.
Hitchcocks Religion and Geology.
https://christianhistoryinstitute.org/magazine/article/the-religion-of-geology https://archive.org/details/in.ernet.dli.2015.268479/page/n5/mode/2up
All day in our own household has confusion reigned too. The back parlor strewed with clothing etc., open trunks standing about, while a general feeling of misery and tension pervaded the atmosphere. Everything is to go that can be sent - houselinen, blankets, clothing, silver, jewelry - even the wine - everything movable of any value
What a night of horror, misery and agony! It is useless to try to put on paper any idea of it
They would enter houses and in the presence of helpless women and children, pour turpentine on the beds and set them on fire.
The Firemen attempted to use their engines, but the hose was cut to pieces and their lives threatened.
. One expects these people to lie and steal, but it does seem such an outrage even upon degraded humanity that those who practise such wanton and useless cruelty should call themselves men. It seems to us even a contamination to look at these devils. Think of the degradation of being conquered and ruled by such a people! It seems to me now as if we would choose extermination.
<i>How</i> I <i>hate</i> the people who have done this!
Somehow I am still as confident as I ever was. If only our people will be steadfast. The more we suffer the more we should be willing to undergo rather than submit. Somehow I cannot feel we can be conquered. We have lost everything, but if everything - negroes, property - all could be given back a hundredfold I would not be willing to go back to them. I would rather endure any poverty than live under Yankee rule. I would rather far have France or any other country for a mistress - anything but live as one nation with <i>Yankees</i> - that word in my mind is a synonym for <i>all</i> that is <i>mean</i>,
door, to find my eager hope realized. With a cry of joy I threw myself in father's arms and clung to him kissing him. He was wet through - hair and beard dripping. After a few moments he went back to Aunt Josie's and fetched Sallie over, who received a glad welcome home. Then such talking! But anoth
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There was a rumor afloat yesterday that a <i>negro</i> regiment was marching from Branchville to garrison Columbia - Heavens - have we not suffered enough? I do not believe it but the very thought is enough to make one shudder.
I suppose the Yankees are holding a great jubilee in Charleston today. Not long ago they had a most absurd procession described in glowing colours and celebrating the Death of Slavery - Abolitionists delivered addresses on the superiority of the black race over white - Adam and Eve were black so were Cain and Abel, but when the former slew his brother his great fright turned him <i>white</i>! Also, "As Christ died for the human race, so John Brown died for the negroes", etc., etc.. Today they intended raising their wretched flag over noble old Sumter and there was to be a great to-do and fuss. Poor old Sumter - dear old fort! What a degradation! This day four long years ago! - the joy - the excitement - how well I remember it. For weeks we had been in fever of
Why does not the President call out the women? If there are enough men? We would go and <i>fight</i> too - we would better all die together. Let us suffer still more - give up yet more - anything, anything that will help the cause - anything that will give us freedom and not force us to live with such people - to be ruled by such horrible and contempible creatures - to submit to them when we hate them so bitterly. It is cruel - it is <i>unjust</i>.
Hurrah! Old Abe Lincoln has been assassinated! It may be abstractly wrong to be so jubilant, but I just can't help it. After all the heaviness and gloom of yesterday this blow to our enemies comes like a gleam of light.
was lying on the lounge alone in the library when father came in looking very sad. "Emma" he said gravely, "Stonewall Jackson is dead." How I loved him! He was my hero. I then admired Lee as grand, magnificent - but Jackson came nearer my heart.
I will <i>never</i> believe another French rumor nor any other rumor that means hope to this unhappy land.
·docsouth.unc.edu·
LeConte, Emma. Diary, 1864-1865.
Mark E. Neely Jr. - Lincoln, the Civil War, and the Constitution - YouTube
Mark E. Neely Jr. - Lincoln, the Civil War, and the Constitution - YouTube
Clocking in a more than an hour and a quarter - this is a video for serious teachers who want to know more of the presidential power exercised by Lincoln during the Civil War. Better than that though, is the way Neely gives grades to other presidents; Adams, Lincoln, Wilson, FDR, etc in for exercising power to suppress opposition. His rubric for these grades includes the degree of threat the country faced and the proportion of these president's reactions. Great for connections across time
·youtube.com·
Mark E. Neely Jr. - Lincoln, the Civil War, and the Constitution - YouTube
Jefferson Davis' Speech at Jackson, Miss.December 1862
Jefferson Davis' Speech at Jackson, Miss.December 1862
21st century readers may be surprised to hear Jeff Davis's language when he talks about the north a year and a half into the Civil War.
ble and clearly defined in the spirit of that declaration which rests the right to govern on the consent of the governed, but because I foresaw that the wickedness of the North would precipitate a war upon us. Those who supposed that the exercise of this right of separation could not produce war, have had cause to be convinced that they had credited their recent associates of the North with a moderation, a sagacity, a morality they did not possess. You have been involved in a war waged for the gratification of the lust of power and of aggrandizement, for your conquest and your subjugation, with a malignant ferocity and with a disregard and a contempt of the usages of civilization, entirely unequalled in history. Such, I have ever warned you, were the characteristics of the Northern people--of those with whom our ancestors entered into a Union of consent, and with whom they formed a constitutional compact. And yet, such was the attachment of our people for that Union, such their devotion to it, that those who desired preparation to be made for the inevitable conflict, were denounced as men who only wished to destroy the Union. After what has happened during the last two years, my only wonder is that we consented to live for so long a time in association with such miscreants, and have loved so much a government rotten to the core. Were it ever to be proposed again to enter into a Union with such a people, I could no more consent to do it than to trust myself in a den of thieves.
The issue then being: will you be slaves; will you consent to be robbed of your property; to be reduced to provincial dependence; will you renounce the exercise of those rights with which you were born and which were transmitted to you by your fathers?
How strange is it that Jeff Davis uses the term "slaves" in reference to white southerners under northern oppression. Just what do they think a slave is?
·jeffersondavis.rice.edu·
Jefferson Davis' Speech at Jackson, Miss.December 1862
What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil WarSesquicentennial Review of theRecent Literature
What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil WarSesquicentennial Review of theRecent Literature
Twenty Five pages just to review the recent literature on the causes of the war - yet somehow US History teachers can manage to squeeze this into three unequivocal bullet points in a presentation slide. They shouldn't be faulted to summarizing, the survey course doesn't allow much else - but the can be faulted for never telling students about provisional nature of the absolutes of their teaching
·watermark.silverchair.com·
What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil WarSesquicentennial Review of theRecent Literature
Abraham Lincoln SAC | Stanford History Education Group
Abraham Lincoln SAC | Stanford History Education Group
President Abraham Lincoln is usually remembered as a staunch abolitionist who ended slavery. However, historians have debated whether or not Lincoln truly believed in racial equality. In this structured academic controversy, students examine selections from the Lincoln-Douglas debates, Lincoln's letter to a friend, and a contemporaneous, theoretical view of slavery to explore Lincoln’s multifaceted views on race.
·sheg.stanford.edu·
Abraham Lincoln SAC | Stanford History Education Group
Wunk Sheek, supporters promote Indigenous People’s Day with ‘die-in’ on Bascom | The Daily Cardinal
Wunk Sheek, supporters promote Indigenous People’s Day with ‘die-in’ on Bascom | The Daily Cardinal
At the very least, the memorial and monument controversy is bringing more and more inconvenient history to the attention of the general public. Much of the debate over monuments and history comes from the failure of history education, when only the narrative canon is taught.
·dailycardinal.com·
Wunk Sheek, supporters promote Indigenous People’s Day with ‘die-in’ on Bascom | The Daily Cardinal
How the Charleston Elite Brought on the American Civil War - The New York Times
How the Charleston Elite Brought on the American Civil War - The New York Times
Just a brief book review that should be consulted by teachers before they explain the south" to their students as if it were one an only one thing. The conclusion offered by this book doesn't have to be accepted to understand the reality that there were many different "south"s. Add this to the many, many books that explain the seething cauldron of opinion that boils underneath the single label "the south"
·nytimes.com·
How the Charleston Elite Brought on the American Civil War - The New York Times
Crisis at Fort Sumter - Interactive Lesson from Tulane
Crisis at Fort Sumter - Interactive Lesson from Tulane
This is an interactive historical simulation and decision making program. Using text, images, and sound, it reconstructs the dilemmas of policy formation and decision making in the period between Abraham Lincoln's election in November 1860 and the battle of Fort Sumter in April 1861. Great lesson and materials, terrible design. They need to get rid of that circa 1997 wallpaper so the text is eaiser to read
·tulane.edu·
Crisis at Fort Sumter - Interactive Lesson from Tulane