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2005 AHS Capstone Projects
AHS Capstone Projects
10-1-2005
Books and Their Battlefields
Jonathan Chambers
Franklin W. Olin College of Engineering, [email protected]
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http://digitalcommons.olin.edu/ahs_capstone_2005/6
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Books and their Battlefields
A study of how the winners write the policies that write history
Jonathan Chambers – November 14, 2005
I. Introduction
More than a century after its close, we, the American people, still seem to have a hard
time deciding exactly how we feel about the American Civil War. We can’t decide what the war
was really about, who was right or wrong, or even what really came out of it. We can’t decide
who our heroes were or who we regard as villains. Still, we teach our children about the war,
despite a lack of agreement among interpretations, particularly in different regions of the
country. How, then, does a state’s allegiance during the American Civil War affect its standards
for addressing the conflict in its public schools?
The American Civil War was and is, to put it simply, a very big deal. An estimated fifty
thousand books have been written on the subject, many of which begin with precisely that
observation. Abraham Lincoln was very much correct when he wrote in the Gettysburg Address
that the war was a test of whether the new republic of the United States of America could
survive. The war brought huge changes in politics, economics, and military conduct. Because it
was and is such a big deal, it is included as a prominent feature in the curricula of almost every
public education system in the country. Given that so many interpretations of the Civil War
exist, though, disagreements and differences must exist among school systems across the nation.
The purpose of this report is to find and analyze those differences by studying official, stateimposed curricular requirements.
Several issues lie outside the scope of this report. First, and perhaps most importantly,
this report does not address teaching practice. It is only concerned with the things teachers are
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required by their respective states to teach to their students and not with how they actually teach
(or understand and interpret) it. This study also does not address what happens as a result of
teaching about the war. In particular, no claims are made as to any causal relationship between
public education and contemporary public opinion.
It is also important to bear in mind that the process by which state curricular requirements
are developed is not immaculate. Many states develop their curricular requirements in an
iterative process involving volunteer educators. With each iteration, the potential exists for bias
to be introduced or amplified in the curriculum. It is impossible to know which influences acted
– and to what extent they acted – upon the development of any state’s curricular requirements.
Jonathan Zimmerman notes in Whose America? Culture Wars in the Public Schools that
state curricular requirements can be influenced by popular movements, as well. He chronicles
changes in textbooks and curricula resulting from public pressure throughout the twentieth
century. As an example, a “war” between nativists and ethnic groups in the United States in the
1920s prompted textbooks to change to include and celebrate the histories of many ethnic groups
that had been previously ignored1. This report does not and cannot consider the all of the
external pressures that influence the formation of state curricular requirements.
Instead, the focus of this report is the effect of the past on the present. The trends
discovered in the analysis of the state curricula are examined and considered in the context of the
history of the American Civil War. The motivation for doing so is to discover how a cataclysmic
event in recent history still affects the present through public policy, and how that public policy
might influence our understanding of that event. In essence, this report examines how the
winners write the policies that write history.
1
Zimmerman, Jonathan. Whose America? Culture Wars in the Public Schools. Cambridge, Massachusetts and
London, England. Harvard University Press, 2002.
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II. Methodology
Background research
In order to find interesting trends, it is necessary to identify parts of the American Civil
War and the surrounding years that may still have an influence on the development of state
educational policies.
To develop a basic and “common” understanding of the war, the Wikipedia2 entry on the
American Civil War was consulted (in addition to other scholarly sources). Wikipedia is a free,
web-based encyclopedia that can be edited by any computer user. As a result, articles are
generally not written solely by experts or scholars. Although Wikipedia has no way to prevent
users from inserting biased or erroneous information, other users and volunteer editors constantly
read articles (especially high-profile ones) in search of errors. The net result is that factual errors
usually have a short lifetime and what remains in the article after editing is presented from a
“neutral” (as the Wikipedia community calls it) point of view3. Certainly, what remains is not
necessarily “true” by rigorous standards. Instead, what remains is a “least common
denominator” and consists of content that is uncontroversial and generally free of blatant factual
errors.
Given its shortcomings and uncertainties, the utility of Wikipedia’s treatment of the Civil
War as a scholarly source may not be obvious. While more scholarly and academic sources may
present more complete and insightful views of the conflict, they do not clearly represent the
broader public understanding. The Wikipedia article fills that gap by virtue of representing the
2
http://www.wikipedia.org
Wikipedia contributors. “Wikipedia: Who writes Wikipedia.” Wikipedia: The Free Encyclopedia.
http://en.wikipedia.org/wiki/Wikipedia:Who_writes_Wikipedia (accessed November 13, 2005).
3
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common ground achieved by some subset of the public. The Wikipedia article on the American
Civil War has been edited more than 1,500 times in the past two years and currently receives
daily edits. Given the number of editorial iterations, it seems likely that the article has achieved
a kind of stability.
Interestingly, users from around the world edit the Wikipedia American Civil War article.
The highest concentration of anonymous editors4 outside of the United States is found in the
United Kingdom. Numerous edits also originated in other parts of Europe, and a small number
originated from Australia. A handful are scattered throughout the rest of the world, but not in
any great concentration. Within the United States, edits originated in high density from areas
around Boston, New York, Philadelphia, Washington, D.C., Chicago, and Los Angeles. A more
dispersed “cloud” of edits covers the territory to the east of the Mississippi River, and a
significant number of editorial changes originated from former Confederate states. Editorial
changes are considerably sparser to the west of the Mississippi. A map showing the origins of
anonymous editorial changes is provided in Appendix AW.
A number of scholarly sources (such as James McPherson’s Battle Cry of Freedom and
The Civil War and Reconstruction by David Herbert Donald, Jean Harvey Baker, and Michael F.
Holt) were used to construct an abbreviated history of the American Civil War. The Wikipedia
article was used to ground the historical analysis within widely accepted bounds (that is, very
new or contentious ideas were generally omitted from this analysis).
4
Data that can be used to roughly locate the origin of an editorial is only available for anonymous users of
Wikipedia. Approximately half of the edits applied to the American Civil War article were made anonymously.
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History of the American Civil War
Prior to the American Civil War, the northern part of the United States of America had
become increasingly industrialized and was no longer dependent upon slavery. A growing
“lower class” in the North had begun migrating to the west, and the Northern industrial system
was hard-pressed to compete economically with the Southern slave system. The southern part of
the country had developed a profitable agricultural system dependent upon slavery, especially
following the invention of the cotton gin. The Southern slave system, by contemporary
interpretations, created tension between the slaves (who felt exploited and saw themselves as a
separate nation) and their masters (who felt that they were taking on a familial, protective role).
Economic and cultural tension formed as a result of the differences between the two parts of the
country, with the North’s dominant “free labor” ideology in stark disagreement with the South’s
slave system.
As the nation grew, the country began to divide along sectional lines as to whether
slavery should be allowed in new territories admitted to the nation. Although an abolitionist
movement existed in the North, many Northerners were not in favor of forcing abolition of
slavery upon the South. In fact, racism was present in virtually every part of the country.
Abolitionist movements were often religiously motivated, and the debate over the westward
expansion of slavery was primarily driven by economic and political interests. Literary and
religious movements (such as “The Second Great Awakening”) of the nineteenth century also
pushed sectional division along. Several compromises were reached with respect to the
admission of new territories in the decades leading up to the American Civil War, but prospects
for further compromise faded as the country continued to divide along sectional lines.
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The rise of the Republican Party, culminating with the election of Abraham Lincoln, is
widely regarded as the immediate cause for the war. The Republican Party was, in general, in
favor of banning slavery in new territories and strongly represented Northern interests. Seven
states from the South seceded from the Union following Lincoln’s election, but before his
inauguration. The seceding states cited concern that Lincoln and the Republicans would attempt
to override the power of the states and impose Northern ideals upon the nation through increased
federal power, with slavery being the main area of contention.
Following the secession of the first seven Southern states, Lincoln declared the secession
legally invalid and void. Consequently, Lincoln insisted that he would not invade the South (and
thereby acknowledge it as a separate nation to invade), but would defend federal property with
force if necessary. Lincoln then called for volunteers for an army to preserve the Union,
prompting the secession of four more states. Five slave-holding states (the “Border States”)
ultimately remained in the Union.
Shots fired at Fort Sumter began the military conflict, which included several massive
and significant battles. The first Union advance was halted at the Battle of Manassas, and the
first Confederate attack on the Union was halted at the Battle of Antietam, the single bloodiest
day in American military history. The Confederacy made another attempt to capture the Union
capital but was stopped at the Battle of Gettysburg, which is often regarded as the military
turning point of the war. The South enjoyed early military success along the east coast, but the
North was more successful along the Mississippi River.
As the war progressed, advanced technological and industrial infrastructure contributed
to the North’s growing advantage, allowing for the rapid production and transportation of
munitions and supplies. The end of the war saw the adoption of guerilla tactics and of a doctrine
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of “total war.” Northern forces, led by William T. Sherman, began a march through the South to
the sea, burning towns as they went. The tactic resulted in vast destruction, particularly in
Georgia. The Union army turned north upon reaching the sea and finally cut off the Confederate
army, prompting the surrender of Robert E. Lee and the end of the war.
A period of Reconstruction came in the wake of the American Civil War. Several plans
for reconstructing the nation and readmitting the South to the Union were conceived and
executed with varying degrees of success. All of the former Confederate States were ultimately
readmitted to the Union and first steps at establishing civil rights for free blacks and former
slaves were taken, despite Southern resistance and bitterness.
Hypotheses
From these points, some hypotheses about contemporary teaching of the war may be put
forth. These hypotheses are intended to guide the analysis of data gathered from public school
curricula. They identify aspects of the Civil War that are likely to influence contemporary
interpretations of history. By using the data gathered from curricula to test these hypotheses,
some insight may be gained as to how the history of the war affects its presentation in public
schools. The hypotheses are as follows:
1. Although both sides can be “blamed” for causing the war, it was the South5 that actually
seceded. Many major battles were fought on Southern soil, and the destruction caused in
the South by Sherman’s march to the sea was enormous. The Southern way of life was
permanently changed as a result of the war, particularly with respect to the abolition of
slavery. Reconstruction also caused significant bitterness in the former Confederate
5
In this report, “The South,” “Southern states,” and “former Confederate States” are all used interchangeably. “The
North,” “Northern states,” and “former Union states” are also used interchangeably, and are intended to be distinct
from the “Border States,” which were the slaveholding states that did not secede.
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State. As a result, the former Confederate States may view the American Civil War as a
more fundamental part of their history than the former Union States. Because it is more
fundamentally important in the South, Southern states may take greater pains to spell out
exactly what their schools must teach about the war. If Southern states treat the war as
more of an integral piece of their history, they may spread their coverage of the American
Civil War throughout their curricula.
2. Although the Northern (and Southern) states suffered an astounding number of casualties
in battle, the North ultimately emerged victorious and its citizens did not have to deal
with long-lasting physical destruction, a significant change to their economic system, or
re-integration into a formerly hostile nation. Consequently, the North may take a more
“academic” approach to the war and focus less on the war in later years as more of a case
study in politics, economics, and military history. Since Northern states had an industrial
and technological advantage over the South before and during the war, the North may
focus more on the technological and economic aspects of the war more than the South.
3. Southern schools may focus more on the causes of the war than Northern schools in order
to justify secession. Having been so strongly affected by the destruction caused by the
Civil War, Southern states may also focus on the destructive outcomes of the war.
Northern states, on the other hand, may try to focus on the positive outcomes of the war,
perhaps in an effort to play down the destruction wrought on the South and the failings of
Reconstruction. Having been the “target” of Reconstruction, Southern states may focus
more on Reconstruction than do Northern states.
4. Since Union forces ultimately pushed through the South to end the war, Southern
civilians were more directly affected by the war than were Northern civilians. As a
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result, the South may place greater emphasis on the human experience of the war than the
North. Northern states, having had fewer battles on their own soil, may not focus as
much on the human aspects of the war.
Data acquisition
To test these hypotheses, data gathered from official state curricula was collected for each
of the states that existed at the time of the American Civil War. Were the other fourteen states to
be included, their purpose would be to serve as a “control group” against which to make
comparisons. The fourteen states that were formed after the Civil War and Reconstruction,
though, were all affected by the war in different ways and to varying extents. Because the
histories of those states are so varied, it would be difficult to consider them a stable, neutral pool
to compare against.
Educational data for the rest of the states was gathered by reading official state curricula,
usually published by each state’s Department of Education6. Each piece of relevant information
explicitly mentioned in the curricula was recorded in a grade/subject matrix. Pieces of
information were recorded as “atomically” as possible. As an example, Massachusetts has a
requirement that fifth grade students be able to “identify the key issues that contributed to the
onset of the Civil War [including] the debate over slavery and westward expansion [and]
diverging economic interests.” Matrix entries were recorded for “causes of war,” “slavery,”
“westward expansion,” and “diverging economic interests” in the fifth grade in Massachusetts.
If points could occur within any of several years, the latest year permitted by the official state
requirements was used. For example, a point that could be addressed between the ninth and
6
Two of the states didn’t have data available. The state of Iowa does not appear to publish curricular standards at
the state level, and Maine’s published standards are extremely broad and make no mention of the American Civil
War. Additionally, Maryland’s curriculum is a suggestion, and its public schools follow the curriculum voluntarily.
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twelfth grades was recorded as a twelfth grade requirement, as the point was guaranteed to have
been addressed by then.
Points that were semantic synonyms were collapsed wherever possible. For example,
“John Brown’s rebellion” and “John Brown’s raid on Harper’s Ferry” were considered the same
point. Only points that were mentioned directly in the context of the American Civil War (or in
the context of the Civil War era) were included in the matrix. If, for example, a state were to
mention Ulysses S. Grant in the context of his presidency, the mention of Grant wouldn’t be
recorded.
After all of the data were collected, categorical topic groups were created and each
subject was assigned to one or more groups. For example, the “states’ rights” subject was added
to both the “politics” and “causes of war” categories. The subject groups were used to assess the
levels of detail specified in a subject area by different regions of the country.
Because the data only describes when very specific ideas must be presented, it doesn’t
really give an indication of how much time a state gives to any particular topic, nor does it give
any indication of how any particular topic is taught. The quantity of “points” collected for each
state isn’t so much an indication of depth or quality of education as it is a measure of specificity.
In some cases, teachers in a state with more detailed requirements may actually spend less time
on a topic than teachers in a state with more general requirements. As an example, were a state
to require that its students learn about the battles of Antietam, Vicksburg, and Gettysburg, a
teacher might address only those battles and do so briefly. A teacher in a state with a more
general requirement to discuss the course of the war might spend much more time on the subject.
The curricular standards studied for this report were not analyzed holistically. No
attempt was made to normalize the level of detail devoted to the American Civil War against the
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overall level of detail in the entire canon of curricular requirements. In other words, an
extremely detailed treatment of the American Civil War might appear in a curriculum that is
otherwise very vague, but the analytical methods used in this study would not make any special
accommodations for the anomaly.
Still, it is significant for a point to be mentioned in an official state curriculum. A point’s
presence indicates that state curriculum writers (whether policymakers or volunteer educators)
felt that a subject was so important that it needed to be called out explicitly and included in every
public school’s treatment of the American Civil War.
The relative weighting of educational points is also significant. If for example, a state
requires that its schools teach about every major military leader involved in the Battle of
Gettysburg but makes only a single reference to the political causes of the war, it can be inferred
that that state’s curriculum writers view the Battle of Gettysburg as a more important aspect of
the war.
Finally, it is important to note that it is statistically impossible to test the significance of
the findings in this report. Because the entirety of the population (in the statistical sense of the
word) was studied, nothing is left to chance. Were a smaller sample of states studied, a statistical
significance test would need to be applied to each finding to determine the probability that it
happened by chance. Because the entirety of the population was studied, all of the findings are
statistically significant, but the determination of practical significance is largely subjective.
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III. Analysis
Hypothesis 1 – General trends and chronological weighting
The first hypothesis raises questions relating to the density and chronological weighting
of curricular points. To test the hypothesis, the total number of educational points from each
state can be examined for any obvious trends. Figure 1 shows the number of distinct educational
points for each state that existed at the time of the American Civil War, as well as the
chronological distribution of those points. From the figure alone, it is difficult to draw any clear,
immediate conclusions. The number of educational points varies wildly between states, and it is
difficult to make any firm statements about the relative differences between the North, South,
and Border States. From the data behind the graph, though, some summary statistics can be
drawn, as shown in Table 1.
Region
Median points Mean points
Standard deviation
Confederacy
30
42.18
34.70
Border States
28
36.80
32.14
Union
23
31.89
30.32
Table 1 - Summary statistics for point counts in all states
The former Confederate states have, on average, more specific educational points in their
official curricula than former Union states. The former Border States fall in between, but are
similar to the former Confederate states. Still, these results should be taken with a grain of salt.
The standard deviation is enormous in comparison with the mean (especially so for the former
Union states), which strongly suggests that there is little agreement among states within any
given region. Still, the clear difference in educational points per state might be taken as at least a
partial confirmation of the first hypothesis.
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The states in each region with abnormally small numbers of specific educational points
tend to specify that their schools teach about subjects in broad terms. Wisconsin and Michigan
require generally that their public schools address the Civil War and Reconstruction by the end
of high school (i.e. their curricula require that their schools cover the American Civil War at
some point, but do not provide detailed specifications for which aspects must be addressed).
Illinois (“The Land of Lincoln”) requires that its students learn about the war and Abraham
Lincoln in the sixth grade, but imposes no further requirements. Connecticut requires coverage
of the Civil War in general by the end of the eighth grade. Vermont and Rhode Island require
generally that their schools cover the causes and effects of the war by the end of high school, and
Louisiana and Arkansas require that their schools do the same by the end of the eighth grade.
Interestingly, Kentucky only requires that its schools cover the causes of the Civil War by the
end of the eighth grade. In these cases in particular, the low concentration of specific curricular
requirements should not be taken as a sign that states do not address the American Civil War in
the same depth as their more detail-oriented neighbors.
Further insight into the regional differences in Civil War education can be gained by
examining the relative chronological distribution of educational points. The bar chart in Figure 2
shows the relative state averages for each region, as well as the average chronological weighting.
The pie charts in the same figure directly show the chronological weighting of educational points
throughout the three major regions.
Figure 2 clearly confirms another piece of the first hypothesis. Although the reasons for
the differences in chronological weighting cannot be determined using the data obtained from
official state curricula, the end result is clear. The former Union states specify, on average, 95%
of their Civil War content for grades in or after middle school (or junior high school, as it is
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sometimes called). The former Border States follow a similar trend, including 81% of their
content in the same time frame. The former Confederate states, though, make a striking
departure from their former Union counterparts by including nearly half (45%) of their content
before or during the sixth grade. An amazing 3%, on average, is specified in or before the third
grade. Of the states in all parts of the country that specify unusually few educational
requirements, most require addressing the war in general terms in the later years of school.
A number of interpretations of the differences in chronological weighting between the
regions are possible. One possible interpretation is that Northern states may view the Civil War
as an event in history like any other, and teach it as a discrete lesson in a single, fell swoop.
Referring to Figure 1, this doesn’t seem unreasonable. While certainly not a definitive test, the
bars for states in the North are generally more monolithic and homogeneous. Bars for Southern
states show more chronological diversity, possibly suggesting that Southern states teach the war
more pervasively throughout their public school systems. Such an educational philosophy could
– but absolutely does not necessarily – indicate that Southern states view the Civil War and its
effects as a pervasive influence on society.
Hypothesis 2 – Educational focus
The second hypothesis predicts that Northern states might focus more on the political,
economic, technological, and military aspects of the war than Southern states. Southern states,
on the other hand, may focus more on the causes of the war.
To test the second hypothesis (and subsequent hypotheses), specific educational points
were gathered into subject groups. For this hypothesis, points were placed in groups relating to
the political aspects of the war, economic aspects of the war, technological aspects of the war,
the course of the war, and the causes of the war. “Political” educational points are defined here
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to be those that relate to major decisions on behalf of the government, the formation or change of
governing entities, the formation of civilian groups, or issues relating to major debates of the
Civil War era. Points relating to the political aspects of the war are enumerated in Appendix B,
and are represented visually in Figure 3a. The North (which devotes 38.68% of its curricular
detail to politics), on average, does not place appreciably greater emphasis on the political
aspects of the war than does the South (with 39.22%), although the Northern treatment of the
subject happens in later grades. Northern schools place an average of 98.20% of their political
content in or after middle school, while Southern schools place 39.01% in or before elementary
school. The former Border States place the greatest emphasis (42.39% of their curricular detail)
on the political aspects of the war.
In many ways, it makes sense that the former Border States would place greater emphasis
on the politics of the war than their neighbors. The Border States chose to remain in the Union
rather than seceded with the rest of the slave-holding South. Clearly, they were influenced by
major political issues from all sides, and an understanding of those politics is an essential part of
understanding the history of those states during the Civil War era. The history of the Border
States may, in this case, have an effect on the formation of state curricular requirements in those
states.
Points related to the technological and economic aspects of the war were collected to test
the idea that Northern states, due to an industrial and economic advantage throughout the war,
might place greater emphasis on those topics in their public curricula than Southern states.
Points related to the technological aspects of the war are those that refer to events and
developments that were dependent upon the use or development of some technological or
industrial advancement that occurred during the American Civil War era. Economic aspects of
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the war are more broadly defined and include all points that refer to events, policies, and ideas
related to the economies of the states. Technological points are enumerated in Appendix L and
visualized in Figure 3k, and economic points are listed in Appendix M and visualized in Figure
3l.
The technological aspects of the war, surprisingly, receive the most curricular attention
from the former Border States, which devote 6.52% of their curricular detail to the subject. The
former Confederacy devotes slightly more attention (3.02%) to the topic than the North (2.09%).
It should be noted, though, that most of the emphasis on the technological aspects of the war
comes from Delaware7, which places great emphasis on the development of communication
technologies (such as the emergence of photography and newspapers) and transportation
technologies (such as railways and canals) during the war. If Delaware is considered an outlier
and ignored, all three regions have comparable coverage of the technological aspects of the war,
with the South (as usual) introducing the material earlier than the other two regions. Southern
states place 42.86% of their technological content in or before elementary school, while all of the
Northern content appears in or after middle school.
A reason for Delaware’s affinity for the technological aspects of the war isn’t entirely
clear, but there are certainly many possible explanations for the departure from the norm. One
possible explanation stems from Delaware’s curricular writing process. Delaware’s curriculum
is prepared by volunteer educators8, and may have been influenced by individual bias or by the
7
Delaware Department of Education. Social Studies Standards & Performance Indicators 6-8.
http://www.doe.state.de.us/DPIServices/Desk_Ref/SSStandrev2001/6_8ssstandards.PDF (accessed November 13,
2005).
8
Delaware Department of Education. DOE Professional and Curriculum Standards.
http://www.doe.k12.de.us/DPIServices/DOE_Standards.htm (accessed December 13, 2005).
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state’s current economic activities since Delaware is a heavily industrial state that makes
extensive use of transportation infrastructure and technology.
A clearer difference between regions of the country emerges in examining the relative
emphases on the economic aspects of the war. Data suggests that the Southern states take greater
pains to specify content relating to the economic aspects of the war than Northern or Border
States. In Southern curricula, points related to the economic aspects of the war comprise 15.52%
of the specified content. Northern states devote only 8.54% of their curricular detail to the
economics of the war. As usual, the content appears earlier in the South (50.0% in or before
elementary school) than in the North (89.80% in or after middle school), with the Border States
having an intermediate weighting.
This evidence directly counters the idea that the North, having an advantage in the war,
would place greater curricular emphasis on that advantage in its public schools. Instead, the
South focuses on the economic aspects of the war earlier and in greater detail than the North on
average. It should be noted, though, that many of the economic aspects of the war listed in state
curricula were actually causes of the war more than they were factors influencing the outcome of
the war (although factors influencing the outcome of the war are certainly on the list of economic
subjects). Numerous explanations for the trend are possible. One such possibility is that
Southern states, in an effort to justify secession, take pains to show that their economic system
was completely distinct from that of the North. In so doing, they may attempt to justify
secession as necessary to preserve a way of life.
It is also possible that Northern states actually play down their economic advantage in
order to avoid the appearance of being “bullies.” If the Northern economic advantage were overemphasized, it may lend the appearance that a Union victory was assured from outset of the war.
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By suggesting that victory was guaranteed, doubt is cast on the idea (true or not) that the North
won the Civil War by virtue of being right.
Northern dependence on Southern cotton should not be ignored. Just before the war
began, a huge portion of the nation’s economy was based on Southern cotton. By playing down
the economic importance of cotton, it is possible that Northern states may attempt to distance
themselves from an idea that they were dependent upon a system that they later vilified.
The second hypothesis also posits that Northern states may address the American Civil
War as a case study in military history. To test this idea, points related to the course of the war,
including battles, tactics, and major turning points, were collected and grouped. The list of
points relating to the course of the war is provided by Appendix D and visualized in Figure 3c.
Northern states include more detailed requirements for the treatment of the course of the war in
their curricula by a small margin (18.64% of their curricular detail, compared to 16.16% of
Southern curricular detail), but the detail specified is weighted more toward the later grades.
Surprisingly, the Border States – despite having been the site of many of the war’s bloodiest
battles – provide the least detailed requirements for addressing the course of the war (only 12.5%
of their curricular detail).
Hypothesis 3 – Causes and effects of war
The third hypothesis poses questions relating to the treatment of the causes and effects of
the American Civil War and Reconstruction. In particular, the hypothesis poses the idea that
Southern curricula may contain more emphasis on the destructive outcomes of the war than
Northern curricula. Northern curricula, on the other hand, may contain more detail relating to
the constructive outcomes of the war.
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To address the hypothesis, a definition of a “constructive” or “destructive” outcome of
the war is required. A “destructive” outcome is one that resulted in direct harm to people,
society, or the economy. Outcomes that resulted in more subtle harm and things that later
needed to be remedied, such as segregation, are also considered “destructive,” as are those things
that are widely viewed as a negative influence on society. A list of destructive outcomes is
provided in Appendix E.
“Constructive” outcomes, on the other hand, are those that did direct good to people,
society, or the economy. Outcomes that resulted in a development that was later upheld or
advanced by law are also considered constructive, as are outcomes that contributed to literature
or other arts. A list of constructive outcomes is provided in Appendix F.
Unfortunately, a degree of subjectivity inevitably creeps into the process of describing
outcomes as “constructive” or “destructive.” In this study, subjective influence has been
mitigated as much as possible by adhering as strictly as possible to the set of guidelines given
above.
Confederacy
Border States
Union
Destructive outcomes (percent of all
detail)
7.32%
9.24%
9.06%
...in or before elementary school
(percent of subject detail)
61.76%
11.76%
0%
…in or after middle school
(percent of subject detail)
38.24%
88.24%
100%
Constructive outcomes (percent of all
detail)
12.93%
14.76%
12.54%
...in or before elementary school
(percent of subject detail)
60.0%
18.52%
1.39%
…in or after middle school
(percent of subject detail)
40.0%
81.48%
98.61%
Table 2 - Emphasis on destructive and constructive outcomes of war
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A graphical representation of the relative emphasis on destructive and constructive
outcomes of the war is provided by Figures 3d and 3e, respectively, and summary statistics are
presented in Table 2. Interestingly, all parts of the country place greater curricular emphasis on
the constructive outcomes of the war than on the destructive outcomes. No region stands out
dramatically from the others in terms of emphasis on constructive or destructive outcomes of the
war, although the Confederacy devotes the least curricular detail to the destructive outcomes of
the war than any other region. The former Union and Border States apply approximately the
same chronological weighting to their coverage of the destructive and constructive outcomes of
the war. This represents a surprising departure from the trend predicted in the third hypothesis.
A more dramatic regional difference emerges, though, with respect to the general
outcomes of the war and the surrounding years. General outcomes of the war are defined as
those things that happened as a result of major events in the Civil War era. No judgment is made
as to whether the effects were “constructive” or “destructive.” Although the constructive and
destructive outcomes are included in the list of general outcomes, more neutral outcomes are also
included. The general outcomes of the war are listed in Appendix G and represented graphically
in Figure 3f.
With respect to the general outcomes of the Civil War, the former Confederate states
place far greater emphasis in their curricula (28.23% of their curricular detail) than their former
Union counterparts (18.82%). They also specify more than half of the points related to the
general outcomes of the war be taught in or before the sixth grade, whereas the former Union
states specify none. The Border States fall roughly in the middle.
The effects of the war that are considered “general” but not “constructive” or
“destructive” are largely those that describe the effects of the war on people, the economy, or
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society. In many ways, it should be expected that the Southern states would place a greater
emphasis on those outcomes than their Northern counterparts. The most destructive parts of
American Civil War took place on Southern soil, and its effects were more likely to have a
lasting effect on the South than on the North. Possibly as a result, Southern states emphasize the
general outcomes of the war far more than Northern states.
The third hypothesis also notes that Southern states may place greater curricular emphasis
on the causes of the war in order to justify secession. “Causes of the war” are defined here as
events, decisions, or political, social, or economic conditions that contributed to the ultimate
secession of the Confederate states and to the onset of the American Civil War. It is important to
note that some states, like Kansas9, make a distinction between the causes of the war and the
causes of secession. For the purposes of this report, though, they are all considered causes of the
same overall conflict and are enumerated in the list presented in Appendix H. The relative
curricular emphases on the causes of the war are visualized in Figure 3g.
In contrast to the effects of the American Civil War, the causes of the war receive much
more equitable emphasis between the three major regions. Northern curricula devote 25.08% of
their detail to the causes of the war, and Southern curricula devote a comparable 25.09% of their
detail to the same. Yet again, the former Confederate states address the issues at a much earlier
age than former Union and Border states. Again, about half (46.67%) of the “cause of war”
content appears in or before the sixth grade in the South, while nearly all (92.36%) appears in or
after middle school in the North.
9
Kansas State Department of Education. Curricular Standards for History-Government; Economics & Geography.
http://www.ksde.org/outcomes/ssstd.html (accessed November 13, 2005).
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Exactly which causes are emphasized, though, is a different matter. The South is more
than twice as likely as the North to point out that cultural differences had developed between the
two parts of the country (see Appendix N for more detailed information). Southern states are
also much more likely to call out slavery and states’ rights as causes of the Civil War than
Northern states. They are also more likely to mention the incident at Fort Sumter. Northern
states are more likely than Southern states to mention social and political causes of the war,
citing things like the Lincoln-Douglas debates, the Missouri Compromise, the Underground
Railroad, and Uncle Tom’s Cabin. California stands out by offering a surprisingly clear bias in
its presentation of the causes of the war. Its state curriculum contains a line that reads, “Students
analyze the early and steady attempts to abolish slavery and to realize the ideals of the
Declaration of Independence.10” The former Border States, surprisingly enough, are the most
likely to point out that the war was fought to preserve the Union.
Also striking is the contrast between the relative emphases of the causes and effects of
the war. Southern states place roughly equal curricular emphasis on the causes and effects of the
war, but Northern states place significantly more emphasis on the causes of the war than on the
effects. One possible interpretation for this phenomenon is similar to that put forth in the fifth
and sixth hypotheses. Although the Northern states do not place significantly more emphasis on
the constructive outcomes of the war than the Southern states, they do have more detailed
requirements for discussing the causes of the war than for discussing the effects. In this way,
Northern states may acknowledge that great destruction was caused by the war in the South, but
10
California State Board of Education. History -- Social Science Content Standards for California Public Schools;
Kindergarten Through Grade Twelve. http://www.cde.ca.gov/re/pn/fd/documents/histsocsci-stnd.pdf (accessed
November 13, 2005).
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will place greater emphasis on the causes of the war in order to establish that the war was
justified.
To test the final point of the third hypothesis (that the South may focus more on
Reconstruction than the North), educational points that related to Reconstruction were gathered
and are listed in Appendix I. A visual representation of the relative concentration of
Reconstruction topics is included in Figure 3h.
As might be expected, the former Confederate states place much greater emphasis on
Reconstruction than do the former Union states and former Border States (23.28% of curricular
detail in the South versus 17.42% in the North). The Northern and Border States place almost
exactly the same levels of emphasis on Reconstruction, although the former Border States weight
the treatment of Reconstruction toward slightly younger grades. Former Confederate states tend
to address Reconstruction much earlier than states in the North. Nearly half (47.22%) of the
Southern points relating to Reconstruction appear in or before elementary school, while all of the
Northern points appear in or after middle school.
Hypothesis 4 – Human experience
The fourth and final hypothesis predicts that Southern schools may focus more on the
human experience of the war than Northern schools. To test the hypothesis, educational points
related to human experience during the war were collected and are listed in Appendix K. Points
relating to human experience are those that described the conditions and experiences of people
during the war. Points that describe the effects of major policies or events on people are also
considered part of the “human experience.” The concentration of points relating to the human
experience of the war is visualized in Figure 3j.
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The former Confederate states devote more curricular attention to the human experience
of the war than the former Union and Border States. The former Confederate states devote
10.12% of their total curricular detail to the topic, while the former Union states devote only
8.71%. The former Border States devote even less attention to the topic, with 7.61% of their
curricular detail discussing the human aspects of the war. Yet again, the South weights the detail
in their curriculum more toward the younger grades than the North does. More than half
(61.70%) of the Southern detail appears in or before elementary school, while nearly all
(94.00%) of the Northern detail appears in or after middle school. Although a difference does
exist between Northern and Southern curricula with respect to the overall attention devoted to the
human aspects of the war, it is small.
That the difference in the level of detail of the human experience is small, though, is
particularly interesting in the context of educational history. Eric Foner notes in Slavery, the
Civil War, and Reconstruction that the human experience, particularly the experience of slaves,
is perhaps the largest change in our understanding of the Civil War in the past half century. The
academic understanding of the perspective and experiences of slaves has changed drastically
over the past several decades, and textbooks and teaching styles have changed along with the
understanding of the situation11. Schools throughout the country have also adopted a practice of
requiring their students to examine and interpret primary sources.
How the human experience is presented in classrooms could be another study in its own
right. Curricular requirements relating to the human experience of the war rarely give any
indication as to how those experiences must be presented. For example, a state’s curriculum
might require that teachers address “the experience of slaves during the war.” It was a divide
11
Foner, E. (1997). Slavery, The Civil War, and Reconstruction, American Historical Association.
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over precisely this aspect of history that prompted the major and fundamental shift in
understanding described by Foner. Toward the beginning of the century, the experience of
slaves was widely accepted to be idyllic, pleasant, and care-free. The “revolution” came about as
historians gathered evidence to the contrary and came to view slaves as oppressed and abused.
The example of the experience of slaves shows that the human experience of the war is
subject to interpretation, and interpretations may range between polar opposites. Because state
curricula do not – and in many senses cannot – prescribe and interpretation of the human
experience of the war, variations in interpretations of the human experience are inevitable. The
magnitude and nature of those variations is impossible to ascertain through a study of curricula
alone.
IV. Conclusions
Again, it must be emphasized that the statistical data gathered for this report can be taken
only as a measure of specificity and not of actual practice. Still, some clear trends emerge from
the data. The most obvious trend is that the South tends to include more points of detail in their
state curricula than their Northern counterparts. The most striking trend is that they tend to do so
much earlier than states in the North.
In general, the events that had the greatest impact on the South during the American Civil
War era are covered the earliest and in the most detail in Southern school systems. Northern
school systems tend to devote less attention to the less-than-shining aspects of the war than
Southern school systems do. In particular, Southern school systems devote much more
curricular attention to the effects of the war, including Reconstruction, than Northern school
systems. Northern school systems also devote less attention to the economic aspects of the war,
which could be regarded both as a Northern advantage and as a cause for the war. In a way, it
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seems (but certainly cannot be proven with the findings of this study) that Southern school
systems strive to make sure that the negative parts of the war are never forgotten, while the
Northern systems would like them to fade away. Such a trend in education is not without its
parallels in society, and entire books have been written on exactly this difference12.
Curricular detail related to the American Civil War in Northern curricula tends to be
concentrated in middle school and high school. Southern curricula, in contrast, feature the Civil
War more ubiquitously, with the conflict appearing in a more chronologically dispersed pattern.
The distribution of Civil War content may provide hints as to how the war is understood and
interpreted in different parts of the country. It may be, for example, that a Southern view that the
war is and was an integral part of history leads to its ubiquitous appearance in state curricular
requirements. A view that the war is “water under the bridge” may lead to a more focused and
isolated treatment in Northern curricula.
That Southern states address so much of their Civil War content in the early grades of
their public school system raises two major questions. First, must content be simplified in order
to be presented to young children? If the content must be simplified, what simplifications are
made? The causes of the war were complex and grounded in nearly a century of politics,
economics, and social development. To simplify the causes of the war significantly may create
an unnecessarily biased impression of the conflict in children.
The second question relates to the development of critical thinking skills in young
children. To what extent have children’s critical thinking skills developed by the sixth grade?
Southern state curricula place, on average, 45% of the detail of their Civil War content in or
before the sixth grade. If children have not fully developed critical thinking skills by that age,
12
Horowitz, T. Confederates in the Attic. Random House, 1998.
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will they simply accept what they are told in school? This prospect is particularly unsettling if it
is also true that simplified (and possibly inadvertently polarized) presentations of complex issues
are offered to public school students.
History has shown that polarized – or at least regionalized – presentation of ideas is
possible in schools. Jonathan Zimmerman notes that, throughout the twentieth century,
textbooks were altered in response to market pressures from school boards. He reports that
history textbooks that initially took a harsh stance on the institution of slavery had to be adjusted
to paint the South in a more favorable light before Southern school boards would approve the
book for use in their schools13. If such alterations are incorporated into textbooks used by young
children, could it be that those children simply accept the altered presentation of history as
absolute fact? How might those children understand and interpret the war as they grow older and
are charged with the responsibility of passing their knowledge on to younger generations?
A full pedagogical analysis of the trends uncovered is beyond the scope of this report, but
their existence sends a clear message that Northern and Southern curricula differ with respect to
the American Civil War. Because state educational policy is developed by officials ultimately
elected by the public in a given state, the presence of curricular differences also signifies a
difference in public opinion. This report has revealed broad trends in the presentation of the
American Civil War in public school systems in different parts of the country. Through further
study of these trends, much may be learned about the ways in which the winners write the
policies that write history.
13
Zimmerman.
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V. Acknowledgements
This project would not have succeeded without the generous and wise advice,
encouragement, and assistance of Professor Rob Martello at Olin College. Professor Barbara
Beatty of Wellesley College provided invaluable support in understanding the educational
aspects of this project, and offered immensely constructive feedback on drafts of this report.
Thanks must also be given to MaxMind LLC, who generously donated time with their
geolocation services at http://www.maxmind.com/.
Casual conversation with fellow students at Olin College helped propel this research in
exciting new directions, and many thanks go out to all those who tolerated lunchtime rambling
and shared their own memories of their years in public (and private) schools.
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Appendix A: Charts and Figures
Specific educational points, broken down by state and grade
Wisconsin
Vermont
Rhode Island
Pennyslvania
Oregon
Ohio
New York
New Jersey
New Hampshire
Nevada
Minnesota
Michigan
Massachusetts
Kansas
Indiana
Illinois
Connecticut
California
West Virginia
Missouri
Maryland
Kentucky
Delware
Virginia
Texas
Tennessee
South Carolina
North Carolina
Mississippi
Louisiana
Georgia
Florida
Arkansas
Alabama
Pre-kindergarten through grade 3
Grades 4-6
Middle school (grades 7-8)
High School (grades 9-12)
0
20
40
60
80
Specific educational points
100
120
Figure 1 - Educational points by state
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Regional average of educational points
Former Union states
< 1%
5%
36%
Union
59%
Border States
Former Border states
1%
18%
22%
Confederacy
59%
0
20
40
60
Average educational points per state
Former Confederate states
3%
31%
Pre-kindergarten through grade 3
Grades 4-6
42%
Middle school (grades 7-8)
High School (grades 9-12)
23%
Figure 2 - Regional averages for point concentration and chronological weighting
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(3a) Emphasis on politics of war
Page 31 of 104
(3b) Emphasis on major figures in war
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
(3c) Emphasis on course of war
0
0.2
0.4
0.6
Points (normalized by total)
(3d) Emphasis on destructive outcomes of war
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
0
0.2
0.4
0.6
Points (normalized by total)
(3e) Emphasis on constructive outcomes of war (3f) Emphasis on overall effects of war
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
0
0.2
0.4
0.6
Points (normalized by total)
Figure 3 – Curricular emphasis on subject categories by region
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(3g) Emphasis on causes of war
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(3h) Emphasis on Reconstruction
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
(3i) Emphasis on battles
0
0.2
0.4
0.6
Points (normalized by total)
(3j) Emphasis on human experience during war
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
0
0.2
0.4
0.6
Points (normalized by total)
(3k) Emphasis on technological aspects of war(3l) Emphasis on economic aspects of war
Union
Union
Border States
Border States
Confederacy
Confederacy
0
0.2
0.4
0.6
Points (normalized by total)
0
0.2
0.4
0.6
Points (normalized by total)
Figure 4 - Curricular emphasis on subject categories by region (continued)
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Appendix B: Political Aspects of War
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Sectionalism
Missouri Compromise
Nullification
Wilmot Proviso
Compromise of 1850
Uncle Tom's Cabin
Kansas-Nebraska Act
Dred Scott Supreme Court case
Lincoln-Douglas debates
Election of Lincoln
States' allegiances at beginning of
war
Emancipation Proclamation
Politics surrounding Lincoln and
slavery
Presidential/Congressional
Reconstruction
Impeachment of Johnson
13th Amendment
14th Amendment
15th Amendment
Radical Reconstruction
Election of 1876
Jim Crow laws
Plessy vs. Ferguson
Abolitionism
Black Codes
Freedman's Bureau
Homestead Act
Fugitive slave laws
Growth of Republican Party
Conscription
Ku Klux Klan
Andrew Johnson
Compromise of 1877
Women's Movement
Rise of Democratic Party
Secession of South Carolina
States' rights
Defense of Southern way of life
Secession Convention
Jonathan Chambers
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Development of public education
Annexation of Texas
Slavery in territories
Surrender at Appomattox
Gettysburg Address
Lincoln's Assassination
Tariff of 1832
Ratification of state Constitution
Formation of Confederate States of
America
Political effects of Reconstruction
Effects of one-party political system
Segregation
Grandfather clause/white primaries
Literacy test
Compromise of 1833
Tariff policies (general)
Lincoln's inaugural addresses
Views of Northern leaders (general)
Views of Southern leaders (general)
Effects of public opinion on war
Arguments for slavery
Arguments against slavery
Effects of slavery on
political/economic/cultural
development
Constitutional implications of
secession/nullification
"House Divided" speech
Relation of Lincoln's speeches to
Declaration of Independence
Adams' proposed amendment
Abolition of slavery in early state
constitutions
Northwest Ordinance
Political causes of war
Emancipation of slaves
Preservation of Union
Effects of admission of new states on
Senate
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Struggle for control over
Reconstruction
Sectional interpretations of
Constitution
Post-war expansion of federal
government
Role of African-Americans in
Reconstruction
Issues of
citizenship/enfranchisement/political
participation
Emigrant Aid Societies
Political influences on outcome of
war
Political and military turning points
in war (general)
Test of supremacy of federal
government
Martial law during Reconstruction
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State-specific politics
Confederate capitals
Principle of "inalienable rights" as
argument against slavery
Reasons for border states remaining
in Union
Creation of West Virginia
Lincoln's opposition
Wartime politics
Foreign policy during war
Seward and Mexico
Emancipation Proclamation in
context of foreign policy
Lincoln's plan for Reconstruction
Johnson's plan for Reconstruction
Official end of Reconstruction
(1877)
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Appendix C: Major Figures in War
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Jefferson Davis
Ulysses S. Grant
Robert E. Lee
Frederick Douglass
William Lloyd Garrison
Sojourner Truth
Harriet Tubman
Theodore Weld
Abraham Lincoln
Andrew Johnson
Thomas Garrett
Denmark Vesey
Nat Turner
Horace Greeley
Robert Fulton
Andrew Jackson
John C. Calhoun
Wade Hampton
Daniel Webster
Henry Clay
John Quincy Adams
Jonathan Chambers
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Benjamin Franklin
Levi and Catherine Coffin
Roger Taney
Stephen A. Douglas
Clara Barton
Thaddeus Stevens
Susan B. Anthony
Sitting Bull
Crazy Horse
Chief Joseph
John Greenleaf Whittier
Mary Chestnut
Edmund G. Ross
Benjamin Sterling Turner
Jeremiah Haralson
James Rapier
Benjamin Rush
Angelina and Sarah Grimke
Henry David Thoreau
Charles Sumner
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Appendix D: Points Relating to Course of War
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States' allegiances at beginning of
war
Emancipation Proclamation
Antietam
Vicksburg
Gettysburg
Physical destruction
Economic destruction
Loss of life
Fort Sumter
African-American soldiers
Conscription
Secession of South Carolina
Secession Convention
Blockade of Charleston
Sherman's march to the sea
Surrender at Appomattox
Gettysburg Address
Lincoln's Assassination
Formation of Confederate States of
America
Factors in defeat of Confederacy
Secession (general)
Southern advantages/disadvantages
Southern victories
Battle of Bull Run
Battle of Chancellorsville
Goals of North in war
Goals of South in war
Geographic influences on outcome
of war
Technological influences on
outcome of war
Military influences on outcome of
war
Buffalo Soldiers
Civil War (general)
Role of women in war
Role of African-Americans in war
(general)
Jonathan Chambers
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Effects of resource differences on
outcome of war
Total war strategy
Rifles
Earthworks
Blockades (general)
Immigrant military units
Contraband
Race riots
Draft riots
Southern food riots
Efforts of women on home front
Curb on wartime civil liberties
Strategies of North and South
Battles for control of Mississippi
River
Destruction of transportation
infrastructure
Impact of division on resources,
population, transportation
Major battles (general)
Creation of West Virginia
Southern military leadership as
advantage
Commitment of Southerners to
preserve way of live (as advantage)
Northern navy as advantage
Size of Northern army as advantage
Manufacturing as Northern
advantage
Agricultural production as Northern
advantage
Northern transportation system as
advantage
Lack of manufacturing as
disadvantage in South
Lack of navy as disadvantage in
South
Lack of preparation for war as
disadvantage in South
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Quality of military leadership as
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Lack of preparation for war as
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Appendix E: Destructive Outcomes of War
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Dred Scott Supreme Court case
Physical destruction
Economic destruction
Loss of life
Southern opposition to
Reconstruction
Jim Crow laws
Plessy vs. Ferguson
Fort Sumter
Black Codes
Fugitive slave laws
Conscription
Ku Klux Klan
Trail of Tears
Blockade of Charleston
Sherman's march to the sea
Post-war racial tensions
Lincoln's Assassination
Jonathan Chambers
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Armed conflict after KansasNebraska Act
Segregation
Grandfather clause/white primaries
Literacy test
Laws limiting freedom of free blacks
Failures of Reconstruction
Total war strategy
Contraband
Race riots
Draft riots
Southern food riots
"Redemption"/reemergence of white
supremacy in South
Curb on wartime civil liberties
Caning of Senator Charles Sumner
Destruction of transportation
infrastructure
Martial law during Reconstruction
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Appendix F: Constructive Outcomes of War
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•
•
•
•
•
•
Westward expansion
Uncle Tom's Cabin
Emancipation Proclamation
13th Amendment
14th Amendment
15th Amendment
Telegraphy
Photography
Railroads
Magazines and newspapers
Development of public education
Gettysburg Address
Rise of post-war manufacturing
Industrial/transportation
improvements
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
Development of free black
communities
Emancipation of slaves
Contribution of slaves to diversity
Accomplishments of Reconstruction
U.S. Sanitary Commission
Emigrant Aid Societies
Education for African-American
children
Voting rights for African-American
males
Women as heads of households
Stabilization of African-American
family
Self-help and mutual aid
December 15, 2005
Books and their Battlefields
Page 40 of 104
Appendix G: General Outcomes of War
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Effects of war on civilians
Effects of war on African-Americans
Effects of war on women
Effects of war on soldiers
Development of public education
Post-war racial tensions
Compromise of 1877
Ku Klux Klan
Freedman's Bureau
Black Codes
Plessy vs. Ferguson
Jim Crow laws
15th Amendment
14th Amendment
13th Amendment
Loss of life
Increased role of federal government
Economic destruction
Physical destruction
Emancipation Proclamation
Effects of Reconstruction on
African-Americans
Industrial/economic results of
Reconstruction
Effects of Reconstruction in South
(general)
Post-Reconstruction conditions
Effects of Reconstruction on
government
State-specific effects from war
State-specific effects from
Reconstruction
Effects of war on nation (general)
Political effects of Reconstruction
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social effects of Reconstruction
Effects of one-party political system
Rise of post-war manufacturing
Segregation
Industrial/transportation
improvements
Effects of war (general)
Economic effects of war
Post-war economic situation for
civilians
Effects of Civil War on future wars
Movement of former slaves to cities
Laws limiting freedom of free blacks
Effects of Reconstruction (general)
Effects of war on education
Effects of war on communication
Political effects of war
Social effects of war
Emancipation of slaves
Accomplishments of Reconstruction
Failures of Reconstruction
Effects of war on slaveholders
Conditions for African-Americans
after war
Effects of Reconstruction on women
Voting rights for African-American
males
Stabilization of African-American
family
Effects of war from perspective of
soldiers/women/slaves
Post-Reconstruction urbanization
December 15, 2005
Books and their Battlefields
Page 41 of 104
Appendix H: Causes of War
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Effects of admission of new states on
Senate
Plantation society
Social causes of war
Political causes of war
"House Divided" speech
Effects of slavery on
political/economic/cultural
development
Growing tension between North and
South
Causes of war (general)
Slavery in territories
Annexation of Texas
States' rights
Cotton gin/changes in slavery
Underground Railroad
Growth of Republican Party
Fugitive slave laws
Abolitionism
Cultural differences
Politics surrounding Lincoln and
slavery
Election of Lincoln
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Harper's Ferry
Lincoln-Douglas debates
Dred Scott Supreme Court case
Uncle Tom's Cabin
Sectionalism
Differences in economic interests
Westward expansion
Slavery
Sectional interpretations of
Constitution
Effects of slavery on economic
development
Constitutional debates over slavery
Differences in
industrial/agricultural/urban systems
Free labor ideology
Popular sovereignty
Causes of secession
Religious opposition to slavery
Principle of "inalienable rights" as
argument against slavery
Mexican Cession [sic]
December 15, 2005
Books and their Battlefields
Page 42 of 104
Appendix I: Reconstruction Subjects
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Presidential/Congressional
Reconstruction
Impeachment of Johnson
13th Amendment
14th Amendment
15th Amendment
Southern opposition to
Reconstruction
Radical Reconstruction
Election of 1876
Jim Crow laws
Plessy vs. Ferguson
Black Codes
Freedman's Bureau
Homestead Act
Fugitive slave laws
Andrew Johnson
Compromise of 1877
Development of public education
Goals of Reconstruction
Effects of Reconstruction on
African-Americans
Industrial/economic results of
Reconstruction
Effects of Reconstruction in South
(general)
Ratification of state Constitution
Post-Reconstruction conditions
Effects of Reconstruction on
government
State-specific effects from
Reconstruction
Political effects of Reconstruction
Social effects of Reconstruction
Effects of one-party political system
Rise of post-war manufacturing
Segregation
Grandfather clause/white primaries
Literacy test
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Industrial/transportation
improvements
Effects of Reconstruction (general)
Reconstruction (general)
Struggle for control over
Reconstruction
Accomplishments of Reconstruction
Failures of Reconstruction
Limits of Reconstruction
Phases of Reconstruction
Post-Reconstruction racial relations
Post-war expansion of federal
government
Northern occupation
Role of African-Americans in
Reconstruction
"Redemption"/reemergence of white
supremacy in South
Issues of
citizenship/enfranchisement/political
participation
Martial law during Reconstruction
Effects of Reconstruction on women
Education for African-American
children
Voting rights for African-American
males
Women as heads of households
Stabilization of African-American
family
Economic changes for
whites/African-Americans in
North/South
Post-Reconstruction urbanization
Lincoln's plan for Reconstruction
Johnson's plan for Reconstruction
Official end of Reconstruction
(1877)
December 15, 2005
Books and their Battlefields
Page 43 of 104
Appendix J: Major Battles
•
•
•
•
•
•
Antietam
Battle of Bull Run
Battle of Chancellorsville
Fort Sumter
Gettysburg
Vicksburg
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 44 of 104
Appendix K: Points Relating to Human Experience of War
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Cultural differences
Religious differences
Class divisions in South
Post-war racial tensions
Effects of war on soldiers
Effects of war on women
Effects of war on African-Americans
Effects of war on civilians
Effects of Reconstruction on
African-Americans
Post-Reconstruction conditions
Life on battlefield
Civilian life
Social effects of Reconstruction
Segregation
Conditions for slaves
Conditions for free blacks
Growing tension between North and
South
Perspective of soldiers
Conditions for soldiers
Post-war economic situation for
civilians
Effects of public opinion on war
Development of free black
communities
Effects of slavery on
political/economic/cultural
development
Differences in conditions for blacks
between North and South
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Movement of former slaves to cities
Experiences of former slaves in
North and West
Social causes of war
Social effects of war
Plantation society
Role of women in war
Role of African-Americans in war
(general)
Effects of war on slaveholders
Race riots
Draft riots
Southern food riots
Efforts of women on home front
Post-Reconstruction racial relations
Curb on wartime civil liberties
Conditions for African-Americans
after war
Conditions for plantation owners
Conditions for farmers
Effects of Reconstruction on women
Education for African-American
children
Voting rights for African-American
males
Women as heads of households
Stabilization of African-American
family
Effects of war from perspective of
soldiers/women/slaves
December 15, 2005
Books and their Battlefields
Page 45 of 104
Appendix L: Technological Aspects of War
•
•
•
•
•
•
•
•
•
•
•
•
•
Cotton gin/changes in slavery
Telegraphy
Photography
Railroads
Magazines and newspapers
Factory system
Canals and river transportation
Erie Canal
Rise and fall of cotton/textile
markets
Industrial/economic results of
Reconstruction
Rise of post-war manufacturing
Technological influences on
outcome of war
Effects of war on communication
Jonathan Chambers
•
•
•
•
•
•
•
•
•
Differences in
industrial/agricultural/urban systems
Rifles
Earthworks
Impact of division on resources,
population, transportation
Northern navy as advantage
Manufacturing as Northern
advantage
Agricultural production as Northern
advantage
Northern transportation system as
advantage
Lack of manufacturing as
disadvantage in South
December 15, 2005
Books and their Battlefields
Page 46 of 104
Appendix M: Economic Aspects of War
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Slavery
Differences in economic interests
Economic destruction
Homestead Act
Cotton gin/changes in slavery
Class divisions in South
Blockade of Charleston
Rise and fall of cotton/textile
markets
Industrial/economic results of
Reconstruction
Agriculture in South
Tariff of 1832
Trade imbalance
Rise of post-war manufacturing
Industrial/transportation
improvements
Tariff policies (general)
Economic effects of war
Post-war economic situation for
civilians
Growth/economic costs of slavery
Effects of slavery on
political/economic/cultural
development
Effects of slavery on economic
development
Effects of war on slaveholders
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Differences in
industrial/agricultural/urban systems
Free labor ideology
Effects of resource differences on
outcome of war
Northern industrial capacity
Economic assets of North and South
before war
Conditions for plantation owners
Conditions for farmers
Destruction of transportation
infrastructure
Louisiana Purchase
Mexican Cession [sic]
Impact of division on resources,
population, transportation
Economic changes for
whites/African-Americans in
North/South
Influence of agriculture on slavery
Manufacturing as Northern
advantage
Agricultural production as Northern
advantage
Northern transportation system as
advantage
Lack of manufacturing as
disadvantage in South
December 15, 2005
Books and their Battlefields
Page 47 of 104
Appendix N: Normalized regional emphasis per subject
Subject
"House Divided" speech
"Redemption"/reemergence of white supremacy in South
"Retaliatory state laws"
13th Amendment
14th Amendment
15th Amendment
Abolition of slavery in early state constitutions
Abolitionism
Abraham Lincoln
Accomplishments of Reconstruction
Adams' proposed amendment
African-American soldiers
Agricultural production as Northern advantage
Agriculture in South
Amistad Revolt
Andrew Jackson
Andrew Johnson
Angelina and Sarah Grimke
Annexation of Texas
Antietam
Appomattox
Arguments against slavery
Arguments for slavery
Armed conflict after Kansas-Nebraska Act
Battle of Bull Run
Battle of Chancellorsville
Battles for control of Mississippi River
Beecher Bible and Rifle Colony
Benjamin Franklin
Benjamin Rush
Benjamin Sterling Turner
Black Codes
Bleeding Kansas
Blockade of Charleston
Blockades (general)
Border ruffians
Breakdown of Second Party System
Buffalo Soldiers
Canals and river transportation
Caning of Senator Charles Sumner
Carpetbaggers
Causes of secession
Causes of war (general)
Charles Sumner
Cherokee participation with Confederacy
Jonathan Chambers
Union
0.17%
0.17%
0.17%
1.75%
1.57%
1.57%
0.17%
2.10%
2.10%
0.52%
0.17%
0.87%
0.17%
0.00%
0.17%
0.00%
0.35%
0.00%
0.35%
0.87%
0.17%
0.52%
0.52%
0.00%
0.17%
0.00%
0.00%
0.17%
0.17%
0.00%
0.00%
0.35%
0.17%
0.00%
0.17%
0.17%
0.17%
0.17%
0.00%
0.17%
0.00%
0.00%
0.87%
0.00%
0.17%
Union
(Border State)
0.00%
0.00%
0.00%
2.17%
2.17%
2.17%
0.00%
3.80%
2.17%
0.00%
0.00%
1.09%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.00%
1.09%
0.54%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
1.63%
1.63%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
1.09%
0.00%
0.00%
Confederacy
0.00%
0.00%
0.00%
1.64%
1.64%
1.64%
0.20%
2.04%
2.45%
0.41%
0.00%
0.61%
0.00%
0.20%
0.00%
0.00%
0.00%
0.20%
0.41%
0.00%
0.20%
0.20%
0.20%
0.20%
0.20%
0.20%
0.20%
0.00%
0.00%
0.20%
0.20%
0.41%
0.00%
0.20%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.20%
0.61%
2.25%
0.20%
0.00%
December 15, 2005
Books and their Battlefields
Chief Joseph
Civil War (general)
Civilian life
Clara Barton
Class divisions in South
Commitment of Southerners to preserve way of live (as
advantage)
Compromise of 1833
Compromise of 1850
Compromise of 1877
Conditions for African-Americans after war
Conditions for farmers
Conditions for free blacks
Conditions for plantation owners
Conditions for slaves
Conditions for soldiers
Confederate capitals
Conscription
Constitutional debates over slavery
Constitutional implications of secession/nullification
Contraband
Contribution of slaves to diversity
Cotton gin/changes in slavery
Crazy Horse
Creation of West Virginia
Cultural differences
Curb on wartime civil liberties
Daniel Webster
Defense of Southern way of life
Denmark Vesey
Destruction of transportation infrastructure
Development of free black communities
Development of public education
Differences in conditions for blacks between North and South
Differences in economic interests
Differences in industrial/agricultural/urban systems
Draft riots
Dred Scott Supreme Court case
Earthworks
Economic assets of North and South before war
Economic changes for whites/African-Americans in North/South
Economic destruction
Economic effects of war
Edmund G. Ross
Education for African-American children
Effects of admission of new states on Senate
Effects of Civil War on future wars
Effects of one-party political system
Effects of public opinion on war
Effects of Reconstruction (general)
Effects of Reconstruction in South (general)
Jonathan Chambers
Page 48 of 104
0.17%
2.10%
0.17%
0.17%
0.00%
0.00%
1.63%
0.00%
0.00%
0.00%
0.00%
1.02%
0.61%
0.20%
0.20%
0.17%
0.00%
1.22%
0.00%
0.17%
0.00%
0.17%
0.00%
0.35%
0.35%
0.00%
0.00%
0.00%
0.17%
0.17%
0.00%
0.17%
0.17%
0.00%
0.70%
0.35%
0.17%
0.00%
0.17%
0.00%
0.00%
0.17%
0.17%
1.75%
0.35%
0.35%
1.57%
0.17%
0.00%
0.00%
0.17%
0.52%
0.17%
0.00%
0.17%
0.17%
0.00%
0.00%
0.87%
0.00%
0.00%
0.00%
0.54%
1.09%
0.00%
0.00%
0.00%
0.00%
1.09%
0.54%
0.00%
1.09%
0.54%
0.00%
0.00%
0.54%
1.09%
0.00%
0.00%
1.09%
0.00%
0.00%
0.00%
0.54%
0.00%
0.54%
0.00%
0.00%
1.63%
0.00%
0.00%
1.63%
0.00%
0.00%
0.00%
0.00%
1.63%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.20%
0.82%
0.20%
0.00%
0.20%
0.00%
0.20%
0.82%
0.00%
0.20%
0.00%
0.00%
0.00%
0.00%
0.00%
1.02%
0.00%
0.20%
1.43%
0.00%
0.20%
0.20%
0.20%
0.20%
0.00%
1.23%
0.00%
1.64%
0.00%
0.00%
0.61%
0.00%
0.20%
0.20%
0.41%
0.61%
0.00%
0.20%
0.00%
0.00%
0.20%
0.00%
0.61%
1.43%
December 15, 2005
Books and their Battlefields
Effects of Reconstruction on African-Americans
Effects of Reconstruction on government
Effects of Reconstruction on women
Effects of resource differences on outcome of war
Effects of slavery on economic development
Effects of slavery on political/economic/cultural development
Effects of war (general)
Effects of war from perspective of soldiers/women/slaves
Effects of war on African-Americans
Effects of war on civilians
Effects of war on communication
Effects of war on education
Effects of war on nation (general)
Effects of war on slaveholders
Effects of war on soldiers
Effects of war on women
Efforts of women on home front
Election of 1876
Election of Lincoln
Elizabeth Cady Stanton
Emancipation of slaves
Emancipation Proclamation
Emancipation Proclamation in context of foreign policy
Emigrant Aid Societies
Environmental influences on antebellum South
Erie Canal
Exodusters
Experiences of former slaves in North and West
Factors in defeat of Confederacy
Factory system
Failures of Reconstruction
Foreign policy during war
Formation of Confederate States of America
Fort Sumter
Frederick Douglass
Free labor ideology
Freedman's Bureau
Free-staters
Fugitive slave laws
Gabriel Prosser's Plot
Geographic differences between North and South
Geographic influences on outcome of war
Gettysburg
Gettysburg Address
Goals of North in war
Goals of Reconstruction
Goals of South in war
Grandfather clause/white primaries
Growing tension between North and South
Growth of Republican Party
Jonathan Chambers
Page 49 of 104
0.00%
0.00%
0.00%
0.17%
0.00%
0.17%
0.52%
0.00%
0.17%
0.35%
0.00%
0.00%
0.00%
0.17%
0.17%
0.17%
0.35%
0.17%
1.05%
0.00%
0.87%
1.75%
0.17%
0.17%
0.17%
0.00%
0.17%
0.17%
0.00%
0.00%
0.52%
0.17%
0.17%
0.35%
1.22%
0.17%
0.35%
0.17%
0.52%
0.00%
0.17%
0.52%
1.40%
1.22%
0.00%
0.35%
0.00%
0.00%
0.00%
0.70%
0.00%
0.00%
0.00%
0.00%
1.63%
0.00%
0.54%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.54%
0.54%
1.63%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
1.63%
0.54%
0.00%
2.17%
0.00%
1.09%
0.54%
0.00%
0.54%
1.09%
0.00%
0.54%
0.54%
0.54%
0.00%
1.09%
1.09%
1.02%
0.41%
0.20%
0.00%
0.20%
0.61%
1.64%
0.20%
0.20%
0.20%
0.00%
0.00%
0.20%
0.00%
0.20%
0.20%
0.00%
0.20%
1.02%
0.00%
0.20%
1.84%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.61%
0.00%
0.41%
0.00%
0.20%
1.23%
1.64%
0.00%
1.23%
0.00%
0.00%
0.00%
0.00%
0.20%
0.61%
0.61%
0.00%
0.20%
0.00%
0.20%
0.00%
0.61%
December 15, 2005
Books and their Battlefields
Growth/economic costs of slavery
Harper's Ferry
Harriet Tubman
Henry Clay
Henry David Thoreau
Homestead Act
Horace Greeley
Immigrant military units
Impact of division on resources, population, transportation
Impeachment of Johnson
Increase of Protestant denominations
Increased role of federal government
Indian Wars
Industrial/economic results of Reconstruction
Industrial/transportation improvements
Influence of agriculture on slavery
Issues of citizenship/enfranchisement/political participation
James Rapier
Jayhawkers
Jefferson Davis
Jeremiah Haralson
Jim Crow laws
John C. Calhoun
John Greenleaf Whittier
John Quincy Adams
Johnson's plan for Reconstruction
Juneteenth Independence Day
Kansas-Nebraska Act
Ku Klux Klan
Lack of manufacturing as disadvantage in South
Lack of navy as disadvantage in South
Lack of preparation for war as disadvantage in North
Lack of preparation for war as disadvantage in South
Laws limiting freedom of free blacks
Levi and Catherine Coffin
Liberia colonization movement
Life on battlefield
Limits of Reconstruction
Lincoln-Douglas debates
Lincoln's Assassination
Lincoln's inaugural addresses
Lincoln's opposition
Lincoln's plan for Reconstruction
Lincoln's views on slavery
Literacy test
Loss of life
Louisiana Purchase
Lowell Mill girls
Magazines and newspapers
Major battles (general)
Jonathan Chambers
Page 50 of 104
0.00%
1.40%
0.87%
0.35%
0.00%
0.00%
0.00%
0.17%
0.00%
0.52%
0.17%
0.17%
0.00%
0.00%
0.00%
0.00%
0.17%
0.00%
0.17%
1.05%
0.00%
0.52%
0.35%
0.17%
0.17%
0.17%
0.17%
1.22%
0.70%
0.17%
0.17%
0.17%
0.17%
0.17%
0.17%
0.17%
0.00%
0.17%
1.22%
0.17%
0.17%
0.17%
0.17%
0.17%
0.00%
0.35%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.54%
0.00%
0.00%
1.09%
0.54%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
0.00%
1.63%
1.63%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
1.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.61%
0.82%
0.20%
0.20%
0.00%
0.00%
0.00%
0.20%
0.41%
0.00%
0.00%
0.20%
1.23%
0.41%
0.20%
0.00%
0.20%
0.00%
1.64%
0.20%
0.41%
0.41%
0.00%
0.00%
0.00%
0.00%
0.61%
0.20%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.41%
0.00%
0.20%
0.41%
0.20%
0.00%
0.00%
0.20%
0.20%
0.20%
0.20%
0.00%
0.00%
0.20%
December 15, 2005
Books and their Battlefields
Manufacturing as Northern advantage
Martial law during Reconstruction
Mary Chestnut
Mason-Dixon Line
Mexican Cession [sic]
Military influences on outcome of war
Missouri Compromise
Movement of former slaves to cities
Nat Turner
Northern industrial capacity
Northern navy as advantage
Northern occupation
Northern transportation system as advantage
Northwest Ordinance
Nullification
Official end of Reconstruction (1877)
Oregon Territory
Origins of slavery
Perspective of soldiers
Phases of Reconstruction
Photography
Physical destruction
Plantation society
Plessy vs. Ferguson
Political and military turning points in war (general)
Political causes of war
Political effects of Reconstruction
Political effects of war
Political influences on outcome of war
Politics surrounding Lincoln and slavery
Popular sovereignty
Post-Reconstruction conditions
Post-Reconstruction racial relations
Post-Reconstruction urbanization
Post-war economic situation for civilians
Post-war expansion of federal government
Post-war racial tensions
Preservation of Union
Presidential/Congressional Reconstruction
Principle of "inalienable rights" as argument against slavery
Protestant reaction to Catholic immigration
Quakers
Quality of military leadership as disadvantage in North
Race riots
Radical Reconstruction
Railroads
Ratification of state Constitution
Reasons for border states remaining in Union
Reconstruction (general)
Relation of Lincoln's speeches to Declaration of Independence
Jonathan Chambers
Page 51 of 104
0.17%
0.00%
0.17%
0.00%
0.17%
0.00%
1.57%
0.17%
0.52%
0.17%
0.17%
0.17%
0.17%
0.35%
0.70%
0.17%
0.17%
0.00%
0.35%
0.17%
0.00%
0.35%
0.17%
0.70%
0.00%
0.52%
0.52%
0.70%
0.00%
0.17%
0.17%
0.00%
0.52%
0.00%
0.00%
0.17%
0.00%
0.17%
0.70%
0.00%
0.17%
0.00%
0.17%
0.17%
0.35%
0.00%
0.00%
0.00%
1.40%
0.17%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
1.63%
0.00%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.54%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
1.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
1.09%
0.00%
0.00%
0.20%
0.00%
0.20%
0.20%
0.20%
1.02%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.61%
0.00%
0.00%
0.41%
0.00%
0.00%
0.00%
0.20%
0.00%
0.00%
0.20%
0.00%
0.61%
0.41%
0.20%
0.00%
0.00%
0.20%
0.00%
0.20%
0.00%
0.00%
0.20%
0.00%
0.20%
0.20%
0.20%
0.20%
0.00%
0.00%
0.00%
0.00%
0.20%
0.20%
0.61%
0.00%
December 15, 2005
Books and their Battlefields
Religious differences
Religious opposition to slavery
Rifles
Rise and fall of cotton/textile markets
Rise of Democratic Party
Rise of post-war manufacturing
Robert E. Lee
Robert Fulton
Roger Taney
Role of African-Americans in Reconstruction
Role of African-Americans in war (general)
Role of women in war
Scalawags
Secession (general)
Secession Convention
Secession of South Carolina
Second Great Awakening
Sectional interpretations of Constitution
Sectionalism
Segregation
Self-help and mutual aid
Seward and Mexico
Sharecropping
Sherman's march to the sea
Sitting Bull
Size of Northern army as advantage
Slave resistance/rebellion (Vesey, Turner)
Slavery
Slavery in territories
Social causes of war
Social effects of Reconstruction
Social effects of war
Sojourner Truth
Southern advantages/disadvantages
Southern food riots
Southern military leadership as advantage
Southern opposition to Reconstruction
Southern victories
Stabilization of African-American family
States' allegiances at beginning of war
States' rights
State-specific effects from Reconstruction
State-specific effects from war
State-specific history
State-specific politics
State-specific role in war
Stephen A. Douglas
Stonewall Jackson
Strategies of North and South
Struggle for control over Reconstruction
Jonathan Chambers
Page 52 of 104
0.35%
0.00%
0.17%
0.00%
0.00%
0.00%
1.75%
0.00%
0.17%
0.17%
0.17%
0.17%
0.00%
0.70%
0.00%
0.00%
0.35%
0.00%
1.22%
0.17%
0.00%
0.17%
0.35%
0.17%
0.17%
0.17%
0.52%
3.50%
0.00%
0.52%
0.70%
0.52%
0.35%
0.00%
0.17%
0.17%
0.35%
0.00%
0.00%
0.52%
1.40%
0.00%
0.17%
1.22%
0.00%
0.52%
0.17%
0.17%
0.17%
0.17%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.54%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.54%
0.54%
1.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.54%
3.80%
0.00%
0.54%
0.00%
1.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
1.09%
0.00%
0.00%
1.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.20%
0.00%
0.20%
0.00%
0.20%
2.25%
0.00%
0.20%
0.41%
0.20%
0.00%
0.20%
0.41%
0.41%
0.61%
0.20%
0.20%
1.23%
0.20%
0.20%
0.00%
0.20%
0.82%
0.00%
0.00%
0.41%
4.70%
0.20%
0.00%
0.82%
0.41%
0.20%
0.20%
0.00%
0.00%
0.00%
0.20%
0.20%
0.61%
2.66%
1.23%
0.61%
1.43%
0.20%
1.43%
0.00%
0.41%
0.20%
0.00%
December 15, 2005
Books and their Battlefields
Surrender at Appomattox
Susan B. Anthony
Tammany Hall
Tariff of 1832
Tariff policies (general)
Technological influences on outcome of war
Telegraphy
Temperance
Test of supremacy of federal government
Thaddeus Stevens
Theodore Weld
Thomas Garrett
Total war strategy
Trade imbalance
Trail of Tears
U.S. Sanitary Commission
Ulysses S. Grant
Uncle Tom's Cabin
Underground Railroad
Vicksburg
Views of Northern leaders (general)
Views of Southern leaders (general)
Voting rights for African-American males
Wade Hampton
Wartime politics
Westward expansion
William Lloyd Garrison
William T. Sherman
Wilmot Proviso
Women as heads of households
Women's Movement
Jonathan Chambers
Page 53 of 104
0.17%
0.17%
0.00%
0.00%
0.35%
0.35%
0.00%
0.00%
0.00%
0.17%
0.35%
0.00%
0.17%
0.00%
0.17%
0.17%
1.75%
1.40%
1.05%
0.87%
0.00%
0.00%
0.00%
0.00%
0.17%
1.40%
0.70%
0.35%
0.35%
0.00%
0.52%
0.00%
0.00%
1.09%
0.00%
0.54%
0.54%
0.54%
0.00%
0.00%
0.00%
0.00%
0.54%
0.00%
0.00%
0.54%
0.00%
0.54%
1.63%
1.09%
1.09%
0.54%
0.54%
0.00%
0.00%
0.00%
0.54%
0.54%
0.00%
0.00%
0.00%
1.63%
1.23%
0.00%
0.00%
0.20%
0.41%
0.00%
0.00%
0.41%
0.20%
0.00%
0.00%
0.00%
0.00%
0.41%
0.00%
0.00%
2.04%
0.20%
0.20%
0.41%
0.00%
0.00%
0.20%
0.20%
0.00%
1.23%
0.41%
0.20%
0.00%
0.20%
0.82%
December 15, 2005
Books and their Battlefields
Page 54 of 104
Appendix O: Educational Points from Alabama State Curriculum
Grade 4
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Benjamin Sterling Turner
Carpetbaggers
Causes of secession
Conditions for farmers
Conditions for plantation owners
Conditions for slaves
Destruction of transportation
infrastructure
Differences in economic interests
Economic destruction
Economic effects of war
Freedman's Bureau
James Rapier
Jeremiah Haralson
Loss of life
Martial law during Reconstruction
Role of African-Americans in
Reconstruction
Scalawags
Secession Convention
Sectionalism
Sharecropping
Slavery
State-specific effects from
Reconstruction
State-specific history
State-specific politics
State-specific role in war
States' rights
Grade 5
•
•
•
•
Appomattox
Compromise of 1850
Confederate capitals
Development of public education
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Economic effects of war
Education for African-American
children
Effects of Reconstruction on
African-Americans
Effects of Reconstruction on women
Emancipation Proclamation
Fort Sumter
Harper's Ferry
Mason-Dixon Line
Missouri Compromise
Political effects of war
Self-help and mutual aid
Slavery
Social effects of war
Stabilization of African-American
family
States' allegiances at beginning of
war
States' rights
Voting rights for African-American
males
Westward expansion
Women as heads of households
Grade 9
•
•
Emancipation of slaves
Slavery
Grade 10
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolition of slavery in early state
constitutions
Abolitionism
Abraham Lincoln
Angelina and Sarah Grimke
Annexation of Texas
Benjamin Rush
December 15, 2005
Books and their Battlefields
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Charles Sumner
Civilian life
Compromise of 1850
Compromise of 1877
Cotton gin/changes in slavery
Economic changes for
whites/African-Americans in
North/South
Election of Lincoln
Factors in defeat of Confederacy
Freedman's Bureau
Growth of Republican Party
Henry David Thoreau
Impact of division on resources,
population, transportation
Impeachment of Johnson
Indian Wars
Kansas-Nebraska Act
Louisiana Purchase
Mexican Cession [sic]
Missouri Compromise
Nullification
Jonathan Chambers
Page 55 of 104
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Origins of slavery
Principle of "inalienable rights" as
argument against slavery
Quakers
Reasons for border states remaining
in Union
Religious opposition to slavery
Robert E. Lee
Secession (general)
Sectionalism
Slavery
Social effects of Reconstruction
State-specific history
State-specific role in war
Stonewall Jackson
Tariff policies (general)
Temperance
Ulysses S. Grant
Westward expansion
William T. Sherman
Women's Movement
December 15, 2005
Books and their Battlefields
Page 56 of 104
Appendix P: Educational Points from Arkansas State Curriculum
Grade 8
•
•
Causes of war (general)
Cotton gin/changes in slavery
Jonathan Chambers
•
•
•
Effects of war (general)
States' rights
Westward expansion
December 15, 2005
Books and their Battlefields
Page 57 of 104
Appendix Q: Educational Points from California State Curriculum
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
"House Divided" speech
13th Amendment
14th Amendment
15th Amendment
Abolition of slavery in early state
constitutions
Abraham Lincoln
Adams' proposed amendment
African-American soldiers
Benjamin Franklin
Buffalo Soldiers
Compromise of 1850
Conditions for free blacks
Conditions for slaves
Conditions for soldiers
Constitutional implications of
secession/nullification
Cotton gin/changes in slavery
Daniel Webster
Denmark Vesey
Differences in conditions for blacks
between North and South
Differences in economic interests
Dred Scott Supreme Court case
Effects of Civil War on future wars
Effects of slavery on
political/economic/cultural
development
Effects of war on civilians
Effects of war on soldiers
Emancipation Proclamation
Environmental influences on
antebellum South
Experiences of former slaves in
North and West
Freedman's Bureau
Geographic differences between
North and South
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Geographic influences on outcome
of war
Gettysburg Address
Goals of Reconstruction
Harper's Ferry
Harriet Tubman
Jefferson Davis
Jim Crow laws
John C. Calhoun
John Quincy Adams
Kansas-Nebraska Act
Ku Klux Klan
Laws limiting freedom of free blacks
Lincoln's inaugural addresses
Lincoln-Douglas debates
Missouri Compromise
Movement of former slaves to cities
Nat Turner
Northwest Ordinance
Nullification
Perspective of soldiers
Physical destruction
Political effects of Reconstruction
Relation of Lincoln's speeches to
Declaration of Independence
Robert E. Lee
Secession (general)
Segregation
Slavery
Social effects of Reconstruction
States' rights
Surrender at Appomattox
Technological influences on
outcome of war
Theodore Weld
Ulysses S. Grant
Underground Railroad
William Lloyd Garrison
Wilmot Proviso
December 15, 2005
Books and their Battlefields
Grade 11
•
Page 58 of 104
•
Effects of war (general)
Effects of Reconstruction (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 59 of 104
Appendix R: Educational Points from Connecticut State
Curriculum
Grade 8
•
Civil War (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 60 of 104
Appendix S: Educational Points from Delaware State Curriculum
Grade 4
•
Abolitionism
Grade 5
•
•
•
•
•
•
•
•
•
•
Abraham Lincoln
African-American soldiers
Black Codes
Bleeding Kansas
Emancipation Proclamation
Fort Sumter
Freedman's Bureau
Homestead Act
Tammany Hall
Uncle Tom's Cabin
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Abraham Lincoln
African-American soldiers
Andrew Jackson
Andrew Johnson
Appomattox
Black Codes
Bleeding Kansas
Canals and river transportation
Compromise of 1877
Conscription
Cotton gin/changes in slavery
Denmark Vesey
Dred Scott Supreme Court case
Elizabeth Cady Stanton
Emancipation Proclamation
Erie Canal
Factory system
Fort Sumter
Frederick Douglass
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Freedman's Bureau
Fugitive slave laws
Gabriel Prosser's Plot
Gettysburg
Growth of Republican Party
Harriet Tubman
Homestead Act
Horace Greeley
John C. Calhoun
Kansas-Nebraska Act
Ku Klux Klan
Lincoln-Douglas debates
Lowell Mill girls
Magazines and newspapers
Missouri Compromise
Nat Turner
Photography
Railroads
Rise of Democratic Party
Robert Fulton
Second Great Awakening
Slave resistance/rebellion (Vesey,
Turner)
Telegraphy
Thomas Garrett
Trail of Tears
Uncle Tom's Cabin
Underground Railroad
Vicksburg
William Lloyd Garrison
Women's Movement
High School
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Appomattox
Black Codes
Bleeding Kansas
December 15, 2005
Books and their Battlefields
•
•
•
•
•
•
•
•
•
Compromise of 1877
Conscription
Dred Scott Supreme Court case
Emancipation Proclamation
Fort Sumter
Freedman's Bureau
Fugitive slave laws
Gettysburg
Growth of Republican Party
Jonathan Chambers
Page 61 of 104
•
•
•
•
•
•
•
•
Impeachment of Johnson
Kansas-Nebraska Act
Ku Klux Klan
Lincoln-Douglas debates
Tammany Hall
Ulysses S. Grant
Uncle Tom's Cabin
Vicksburg
December 15, 2005
Books and their Battlefields
Page 62 of 104
Appendix T: Educational Points from Florida State Curriculum
Grade 1
•
Abraham Lincoln
Grade 4
•
•
•
Causes of war (general)
Effects of war (general)
State-specific history
Grade 5
•
•
•
•
•
Abraham Lincoln
Cotton gin/changes in slavery
Cultural differences
Differences in economic interests
Effects of Reconstruction (general)
Jonathan Chambers
•
•
•
•
•
•
•
•
•
Effects of Reconstruction in South
(general)
Emancipation Proclamation
Frederick Douglass
Jefferson Davis
Robert E. Lee
Slavery
Surrender at Appomattox
Ulysses S. Grant
William Lloyd Garrison
Grade 8
•
Geographic influences on outcome
of war
December 15, 2005
Books and their Battlefields
Page 63 of 104
Appendix U: Educational Points from Georgia State Curriculum
Grade 4
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Civilian life
Cultural differences
Development of public education
Differences in economic interests
Effects of Reconstruction in South
(general)
Effects of Reconstruction on
government
Emancipation Proclamation
Fort Sumter
Frederick Douglass
Harriet Tubman
Industrial/economic results of
Reconstruction
Jefferson Davis
Life on battlefield
Robert E. Lee
Sherman's march to the sea
Slavery
States' rights
Surrender at Appomattox
Trade imbalance
Ulysses S. Grant
Grade 5
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Civilian life
Cultural differences
Development of public education
Differences in economic interests
Effects of Reconstruction in South
(general)
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Effects of Reconstruction on
government
Emancipation Proclamation
Fort Sumter
Frederick Douglass
Harriet Tubman
Industrial/economic results of
Reconstruction
Jefferson Davis
Life on battlefield
Robert E. Lee
Sherman's march to the sea
Slavery
States' rights
Surrender at Appomattox
Trade imbalance
Ulysses S. Grant
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Cultural differences
Differences in economic interests
Effects of one-party political system
Effects of Reconstruction in South
(general)
Effects of war on nation (general)
Grandfather clause/white primaries
Industrial/economic results of
Reconstruction
Literacy test
Political effects of Reconstruction
Rise of post-war manufacturing
Secession (general)
Segregation
Slavery
Social effects of Reconstruction
State-specific effects from
Reconstruction
State-specific effects from war
State-specific history
State-specific role in war
December 15, 2005
Books and their Battlefields
•
•
States' rights
Westward expansion
Page 64 of 104
•
•
High School
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
Battle of Bull Run
Battle of Chancellorsville
Compromise of 1833
Compromise of 1850
Dred Scott Supreme Court case
Election of Lincoln
Emancipation Proclamation
Factors in defeat of Confederacy
Frederick Douglass
Gettysburg
Growth of Republican Party
Harper's Ferry
Harriet Tubman
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Industrial/economic results of
Reconstruction
Industrial/transportation
improvements
Kansas-Nebraska Act
Lincoln-Douglas debates
Missouri Compromise
Political effects of Reconstruction
Protestant reaction to Catholic
immigration
Robert E. Lee
Secession of South Carolina
Second Great Awakening
Sherman's march to the sea
Social effects of Reconstruction
Southern advantages/disadvantages
Southern victories
Surrender at Appomattox
Vicksburg
Women's Movement
December 15, 2005
Books and their Battlefields
Page 65 of 104
Appendix V: Educational Points from Illinois State Curriculum
Grade 6
•
•
Abraham Lincoln
Civil War (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 66 of 104
Appendix W: Educational Points from Indiana State Curriculum
Grade 4
•
•
•
•
•
•
•
•
Abolitionism
African-American soldiers
Efforts of women on home front
Levi and Catherine Coffin
Liberia colonization movement
Religious differences
State-specific role in war
Underground Railroad
Grade 5
•
Slavery
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abraham Lincoln
Andrew Johnson
Antietam
Causes of war (general)
Chief Joseph
Clara Barton
Compromise of 1850
Crazy Horse
Cultural differences
Dred Scott Supreme Court case
Effects of Reconstruction (general)
Effects of war (general)
Election of Lincoln
Emancipation Proclamation
Frederick Douglass
Gettysburg
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Gettysburg Address
Harper's Ferry
Harriet Tubman
Henry Clay
Jefferson Davis
Kansas-Nebraska Act
Lincoln-Douglas debates
Missouri Compromise
Reconstruction (general)
Robert E. Lee
Roger Taney
Sectionalism
Sitting Bull
Slave resistance/rebellion (Vesey,
Turner)
Slavery
Stephen A. Douglas
Susan B. Anthony
Thaddeus Stevens
Ulysses S. Grant
Uncle Tom's Cabin
Vicksburg
Westward expansion
William T. Sherman
High School
•
•
•
•
Civil War (general)
Reconstruction (general)
Sectionalism
Slavery
December 15, 2005
Books and their Battlefields
Page 67 of 104
Appendix X: Educational Points from Kansas State Curriculum
Grade 5
•
Slavery
Grade 7
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arguments against slavery
Arguments for slavery
Beecher Bible and Rifle Colony
Border ruffians
Caning of Senator Charles Sumner
Conditions for African-Americans
after war
Cultural differences
Differences in economic interests
Differences in
industrial/agricultural/urban systems
Emigrant Aid Societies
Free-staters
Geographic influences on outcome
of war
Jayhawkers
John Greenleaf Whittier
Lincoln-Douglas debates
Popular sovereignty
Slavery
State-specific history
Westward expansion
Grade 8
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Abraham Lincoln
Andrew Johnson
Antietam
Arguments for slavery
Black Codes
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Compromise of 1850
Curb on wartime civil liberties
Differences in economic interests
Dred Scott Supreme Court case
Economic effects of war
Edmund G. Ross
Emancipation of slaves
Emancipation Proclamation
Exodusters
Frederick Douglass
Gettysburg
Jefferson Davis
Jim Crow laws
Kansas-Nebraska Act
Ku Klux Klan
Mary Chestnut
Missouri Compromise
Nullification
Plessy vs. Ferguson
Political effects of Reconstruction
Post-Reconstruction racial relations
Presidential/Congressional
Reconstruction
Reconstruction (general)
Robert E. Lee
Secession (general)
Sectionalism
Sharecropping
Sherman's march to the sea
Slavery
Social effects of Reconstruction
States' rights
Tariff policies (general)
Ulysses S. Grant
Uncle Tom's Cabin
Westward expansion
December 15, 2005
Books and their Battlefields
Page 68 of 104
Appendix Y: Educational Points from Kentucky State Curriculum
Grade 8
•
•
•
•
•
Cultural differences
Differences in economic interests
Slavery
States' rights
Tariff policies (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 69 of 104
Appendix Z: Educational Points from Louisiana State Curriculum
Grade 8
•
•
•
•
•
Causes of war (general)
Civil War (general)
Effects of war (general)
Reconstruction (general)
Slavery
High School
•
•
•
Causes of war (general)
Effects of Reconstruction (general)
Effects of war (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 70 of 104
Appendix AA: Educational Points from Maryland State Curriculum
Grade 4
•
•
•
Growing tension between North and
South
Slavery
Underground Railroad
Grade 5
•
•
•
•
•
Abolitionism
Conditions for slaves
Development of free black
communities
Slavery
Women's Movement
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Arguments against slavery
Arguments for slavery
Compromise of 1850
Conditions for slaves
Conditions for soldiers
Cotton gin/changes in slavery
Differences in economic interests
Dred Scott Supreme Court case
Economic effects of war
Effects of public opinion on war
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Election of Lincoln
Freedman's Bureau
Geographic influences on outcome
of war
Goals of North in war
Goals of Reconstruction
Goals of South in war
Growing tension between North and
South
Growth/economic costs of slavery
Industrial/economic results of
Reconstruction
Kansas-Nebraska Act
Ku Klux Klan
Military influences on outcome of
war
Missouri Compromise
Perspective of soldiers
Post-war economic situation for
civilians
Secession (general)
Sectionalism
Slavery
States' rights
Technological influences on
outcome of war
Views of Northern leaders (general)
Views of Southern leaders (general)
Westward expansion
December 15, 2005
Books and their Battlefields
Page 71 of 104
Appendix AB: Educational Points from Massachusetts State
Curriculum
Grade 5
•
•
•
Differences in economic interests
Slavery
Westward expansion
High School
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
African-American soldiers
Antietam
Compromise of 1850
Cultural differences
Differences in economic interests
Dred Scott Supreme Court case
Economic destruction
Election of 1876
Election of Lincoln
Emancipation Proclamation
Frederick Douglass
Gettysburg
Harper's Ferry
Harriet Tubman
Impeachment of Johnson
Increase of Protestant denominations
Increased role of federal government
Jefferson Davis
Jim Crow laws
Kansas-Nebraska Act
Lincoln's views on slavery
Lincoln-Douglas debates
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Loss of life
Missouri Compromise
Nullification
Physical destruction
Plessy vs. Ferguson
Politics surrounding Lincoln and
slavery
Presidential/Congressional
Reconstruction
Protestant reaction to Catholic
immigration
Radical Reconstruction
Religious differences
Robert E. Lee
Second Great Awakening
Sectionalism
Slavery
Sojourner Truth
Southern opposition to
Reconstruction
State-specific history
States' allegiances at beginning of
war
Theodore Weld
Trail of Tears
Ulysses S. Grant
Uncle Tom's Cabin
Vicksburg
Westward expansion
William Lloyd Garrison
Wilmot Proviso
December 15, 2005
Books and their Battlefields
Page 72 of 104
Appendix AC: Educational Points from Michigan State Curriculum
Grade 8
•
•
Civil War (general)
Reconstruction (general)
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 73 of 104
Appendix AD: Educational Points from Minnesota State
Curriculum
Grade 3
•
•
Abraham Lincoln
Civil War (general)
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
Abolitionism
Abraham Lincoln
Dred Scott Supreme Court case
Effects of Reconstruction (general)
Effects of war on African-Americans
Effects of war on civilians
Effects of war on slaveholders
Effects of war on women
Frederick Douglass
Gettysburg
Growth of Republican Party
Harper's Ferry
Harriet Tubman
Jefferson Davis
Kansas-Nebraska Act
Missouri Compromise
Robert E. Lee
Slavery
State-specific history
States' allegiances at beginning of
war
States' rights
Ulysses S. Grant
Uncle Tom's Cabin
William Lloyd Garrison
High School
•
•
•
•
"Redemption"/reemergence of white
supremacy in South
13th Amendment
14th Amendment
15th Amendment
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abraham Lincoln
Accomplishments of Reconstruction
African-American soldiers
Annexation of Texas
Appomattox
Battle of Bull Run
Bleeding Kansas
Blockades (general)
Breakdown of Second Party System
Cherokee participation with
Confederacy
Civilian life
Compromise of 1850
Conditions for soldiers
Contraband
Cultural differences
Curb on wartime civil liberties
Differences in economic interests
Differences in
industrial/agricultural/urban systems
Draft riots
Dred Scott Supreme Court case
Earthworks
Effects of resource differences on
outcome of war
Efforts of women on home front
Election of Lincoln
Emancipation of slaves
Emancipation Proclamation
Failures of Reconstruction
Formation of Confederate States of
America
Fort Sumter
Free labor ideology
Freedman's Bureau
Fugitive slave laws
Gettysburg
Gettysburg Address
Goals of Reconstruction
December 15, 2005
Books and their Battlefields
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Growth of Republican Party
Harper's Ferry
Henry Clay
Immigrant military units
Issues of
citizenship/enfranchisement/political
participation
Jefferson Davis
John C. Calhoun
Ku Klux Klan
Lincoln-Douglas debates
Missouri Compromise
Nat Turner
Northern industrial capacity
Northern occupation
Nullification
Perspective of soldiers
Phases of Reconstruction
Political effects of Reconstruction
Political effects of war
Post-Reconstruction racial relations
Post-war expansion of federal
government
Jonathan Chambers
Page 74 of 104
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Presidential/Congressional
Reconstruction
Race riots
Radical Reconstruction
Rifles
Robert E. Lee
Role of African-Americans in
Reconstruction
Secession (general)
Sectionalism
Slavery
Social effects of Reconstruction
Southern food riots
States' rights
Stonewall Jackson
Tariff policies (general)
Total war strategy
U.S. Sanitary Commission
Ulysses S. Grant
Uncle Tom's Cabin
Vicksburg
William T. Sherman
December 15, 2005
Books and their Battlefields
Page 75 of 104
Appendix AE: Educational Points from Mississippi State
Curriculum
Grade 4
•
Civil War (general)
Grade 5
•
Causes of war (general)
Grade 8
•
•
•
•
•
•
Abraham Lincoln
Battles for control of Mississippi
River
Causes of war (general)
Effects of Reconstruction (general)
Effects of war (general)
Freedman's Bureau
Jonathan Chambers
•
•
•
•
•
•
•
•
Impeachment of Johnson
Jefferson Davis
Presidential/Congressional
Reconstruction
Reconstruction (general)
Robert E. Lee
Slavery
Strategies of North and South
Ulysses S. Grant
High School
•
•
Slavery
State-specific history
December 15, 2005
Books and their Battlefields
Page 76 of 104
Appendix AF: Educational Points from Missouri State Curriculum
Grade 4
•
•
•
•
•
Effects of war on communication
Effects of war on education
Industrial/transportation
improvements
Missouri Compromise
State-specific history
•
•
•
•
•
•
•
•
Grade 8
•
•
•
Abolitionism
Cultural differences
Differences in economic interests
Jonathan Chambers
Economic effects of war
Emancipation of slaves
Political causes of war
Political effects of war
Preservation of Union
Social causes of war
Social effects of war
Women's Movement
Grade 11
•
•
Civil War (general)
Reconstruction (general)
December 15, 2005
Books and their Battlefields
Page 77 of 104
Appendix AG: Educational Points from Nevada State Curriculum
Grade 5
•
•
•
•
Civil War (general)
Robert E. Lee
States' allegiances at beginning of
war
Ulysses S. Grant
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
Emancipation Proclamation
Frederick Douglass
Gettysburg
Gettysburg Address
Harriet Tubman
Robert E. Lee
Slavery
Sojourner Truth
States' rights
Ulysses S. Grant
Jonathan Chambers
•
•
Underground Railroad
Vicksburg
Grade 12
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
African-American soldiers
Antietam
Election of Lincoln
Frederick Douglass
Gettysburg Address
Harper's Ferry
Nat Turner
Robert E. Lee
Slavery
States' rights
Ulysses S. Grant
Uncle Tom's Cabin
William Lloyd Garrison
December 15, 2005
Books and their Battlefields
Page 78 of 104
Appendix AH: Educational Points from New Hampshire State
Curriculum
Grade 10
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Abraham Lincoln
Accomplishments of Reconstruction
Arguments against slavery
Arguments for slavery
Causes of war (general)
Civil War (general)
Emancipation Proclamation
Failures of Reconstruction
Growth of Republican Party
Limits of Reconstruction
Reconstruction (general)
Slavery
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 79 of 104
Appendix AI: Educational Points from New Jersey State
Curriculum
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
"Retaliatory state laws"
Abolitionism
Amistad Revolt
Antietam
Arguments against slavery
Dred Scott Supreme Court case
Effects of Reconstruction (general)
Emancipation of slaves
Gettysburg
Gettysburg Address
Juneteenth Independence Day
Missouri Compromise
Plessy vs. Ferguson
Reconstruction (general)
Role of African-Americans in war
(general)
Role of women in war
Second Great Awakening
Sectionalism
Slave resistance/rebellion (Vesey,
Turner)
Jonathan Chambers
•
•
•
•
•
•
•
Slavery
Southern opposition to
Reconstruction
State-specific history
States' rights
Underground Railroad
Vicksburg
Women's Movement
Grade 12
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Development of public education
Emancipation of slaves
Political effects of war
Slavery
Social effects of war
State-specific history
Westward expansion
Women's Movement
December 15, 2005
Books and their Battlefields
Page 80 of 104
Appendix AJ: Educational Points from New York State Curriculum
•
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Agricultural production as Northern
advantage
Annexation of Texas
Causes of war (general)
Civil War (general)
Commitment of Southerners to
preserve way of live (as advantage)
Compromise of 1850
Differences in economic interests
Draft riots
Dred Scott Supreme Court case
Economic effects of war
Election of Lincoln
Emancipation of slaves
Emancipation Proclamation
Emancipation Proclamation in
context of foreign policy
Foreign policy during war
Fort Sumter
Fugitive slave laws
Geographic influences on outcome
of war
Growth of Republican Party
Harper's Ferry
Impeachment of Johnson
Johnson's plan for Reconstruction
Kansas-Nebraska Act
Lack of manufacturing as
disadvantage in South
Lack of navy as disadvantage in
South
Lack of preparation for war as
disadvantage in North
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lack of preparation for war as
disadvantage in South
Lincoln's opposition
Lincoln's plan for Reconstruction
Lincoln-Douglas debates
Loss of life
Manufacturing as Northern
advantage
Mexican Cession [sic]
Northern navy as advantage
Northern transportation system as
advantage
Official end of Reconstruction
(1877)
Oregon Territory
Plessy vs. Ferguson
Political causes of war
Political effects of war
Post-Reconstruction racial relations
Preservation of Union
Presidential/Congressional
Reconstruction
Quality of military leadership as
disadvantage in North
Sectionalism
Seward and Mexico
Sharecropping
Size of Northern army as advantage
Slavery
Social causes of war
Social effects of Reconstruction
Social effects of war
Southern military leadership as
advantage
State-specific history
State-specific role in war
Strategies of North and South
Technological influences on
outcome of war
Uncle Tom's Cabin
December 15, 2005
Books and their Battlefields
•
Wartime politics
Jonathan Chambers
Page 81 of 104
•
Westward expansion
December 15, 2005
Books and their Battlefields
Page 82 of 104
Appendix AK: Educational Points from North Carolina State
Curriculum
Grade 5
•
•
Test of supremacy of federal
government
Civil War (general)
High School
Grade 8
•
•
•
•
•
•
•
•
•
Causes of secession
Effects of slavery on
political/economic/cultural
development
Military influences on outcome of
war
Political influences on outcome of
war
Slavery
State-specific effects from
Reconstruction
State-specific effects from war
State-specific history
State-specific role in war
Grade 11
•
•
•
•
•
•
Causes of war (general)
Industrial/economic results of
Reconstruction
Political and military turning points
in war (general)
Political effects of Reconstruction
Slavery
Social effects of Reconstruction
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Accomplishments of Reconstruction
African-American soldiers
Arguments against slavery
Arguments for slavery
Conditions for slaves
Effects of Reconstruction on
African-Americans
Effects of slavery on economic
development
Effects of slavery on
political/economic/cultural
development
Failures of Reconstruction
Jim Crow laws
Lincoln's views on slavery
Origins of slavery
Role of African-Americans in war
(general)
Sectionalism
Slave resistance/rebellion (Vesey,
Turner)
Slavery
December 15, 2005
Books and their Battlefields
Page 83 of 104
Appendix AL: Educational Points from Ohio State Curriculum
Pre-Kindergarten
•
Missouri Compromise
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Black Codes
Compromise of 1850
Differences in economic interests
Dred Scott Supreme Court case
Effects of admission of new states on
Senate
Election of Lincoln
Emancipation Proclamation
Frederick Douglass
Gettysburg
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Gettysburg Address
Harper's Ferry
Impeachment of Johnson
Kansas-Nebraska Act
Ku Klux Klan
Lincoln's Assassination
Lincoln-Douglas debates
Missouri Compromise
Northwest Ordinance
Robert E. Lee
Secession (general)
Slavery
States' rights
Struggle for control over
Reconstruction
Ulysses S. Grant
Westward expansion
December 15, 2005
Books and their Battlefields
Page 84 of 104
Appendix AM: Educational Points from Oregon State Curriculum
Grade 8
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Causes of war (general)
Civil War (general)
Conditions for slaves
Differences in economic interests
Effects of Reconstruction (general)
Political causes of war
Slavery
Social causes of war
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 85 of 104
Appendix AN: Educational Points from Pennsylvania State
Curriculum
Grade 6
•
•
•
•
Abolitionism
Plantation society
Slave resistance/rebellion (Vesey, Turner)
Underground Railroad
Grade 9
•
•
•
•
•
•
•
•
Abolitionism
Civil War (general)
Emancipation Proclamation
Fugitive slave laws
Reconstruction (general)
Uncle Tom's Cabin
Underground Railroad
Women's Movement
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 86 of 104
Appendix AO: Educational Points from Rhode Island State
Curriculum
Grade 12
•
•
•
•
•
Accomplishments of Reconstruction
Causes of war (general)
Civil War (general)
Effects of war (general)
Failures of Reconstruction
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 87 of 104
Appendix AP: Educational Points from South Carolina State
Curriculum
Grade 3
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Blockade of Charleston
Class divisions in South
Cotton gin/changes in slavery
Defense of Southern way of life
Development of public education
Economic destruction
Fort Sumter
Post-war racial tensions
Rise and fall of cotton/textile
markets
Secession Convention
Secession of South Carolina
Sherman's march to the sea
Slavery
States' rights
Grade 4
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
African-American soldiers
Annexation of Texas
Compromise of 1850
Cultural differences
Differences in economic interests
Dred Scott Supreme Court case
Effects of war on African-Americans
Effects of war on civilians
Effects of war on soldiers
Effects of war on women
Election of Lincoln
Emancipation Proclamation
Fort Sumter
Frederick Douglass
Gettysburg
Gettysburg Address
Harper's Ferry
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Harriet Tubman
Jefferson Davis
Kansas-Nebraska Act
Missouri Compromise
Physical destruction
Robert E. Lee
Secession of South Carolina
Slavery
Slavery in territories
Sojourner Truth
States' rights
Surrender at Appomattox
Ulysses S. Grant
Uncle Tom's Cabin
Underground Railroad
Westward expansion
William Lloyd Garrison
Grade 5
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Black Codes
Effects of Reconstruction on
African-Americans
Freedman's Bureau
Goals of Reconstruction
Industrial/economic results of
Reconstruction
Lincoln's Assassination
Grade 8
•
•
•
•
•
•
Abolitionism
Agriculture in South
Armed conflict after KansasNebraska Act
Cotton gin/changes in slavery
Denmark Vesey
Development of public education
December 15, 2005
Books and their Battlefields
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Dred Scott Supreme Court case
Effects of Reconstruction in South
(general)
Effects of Reconstruction on
African-Americans
Election of 1876
Election of Lincoln
Freedman's Bureau
John C. Calhoun
Missouri Compromise
Nullification
Post-Reconstruction conditions
Ratification of state Constitution
Sectionalism
Slave resistance/rebellion (Vesey,
Turner)
Tariff of 1832
Temperance
Wade Hampton
High School
•
Page 88 of 104
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
14th Amendment
15th Amendment
Abolitionism
African-American soldiers
Black Codes
Cultural differences
Development of public education
Effects of Reconstruction in South
(general)
Effects of Reconstruction on
African-Americans
Election of Lincoln
Emancipation Proclamation
Factors in defeat of Confederacy
Formation of Confederate States of
America
Freedman's Bureau
Growth of Republican Party
Ku Klux Klan
States' rights
Women's Movemen
13th Amendment
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 89 of 104
Appendix AQ: Educational Points from Tennessee State Curriculum
Grade 4
•
•
•
•
•
Conditions for slaves
Differences in economic interests
Slavery
States' rights
Westward expansion
Grade 5
•
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
Accomplishments of Reconstruction
Causes of war (general)
Civil War (general)
Clara Barton
Effects of war (general)
Failures of Reconstruction
Frederick Douglass
Jefferson Davis
Reconstruction (general)
Jonathan Chambers
•
•
•
•
Robert E. Lee
Roger Taney
States' allegiances at beginning of
war
Ulysses S. Grant
Grade 8
•
•
•
•
•
•
•
•
•
•
Causes of war (general)
Civil War (general)
Economic assets of North and South
before war
Economic effects of war
Effects of war (general)
Political effects of war
Role of African-Americans in
Reconstruction
Slavery
Social effects of war
State-specific role in war
December 15, 2005
Books and their Battlefields
Page 90 of 104
Appendix AR: Educational Points from Texas State Curriculum
Grade 4
•
State-specific effects from
Reconstruction
Grade 5
•
•
Causes of war (general)
Effects of war (general)
Grade 8
•
•
•
•
•
•
•
•
•
•
Abolitionism
Abraham Lincoln
Daniel Webster
Emancipation Proclamation
Fort Sumter
Gettysburg
Gettysburg Address
Henry Clay
Jefferson Davis
John C. Calhoun
Jonathan Chambers
•
•
•
•
•
•
•
•
•
•
•
Lincoln's Assassination
Lincoln's inaugural addresses
Nullification
Robert E. Lee
Sectionalism
Slavery
States' rights
Surrender at Appomattox
Tariff policies (general)
Ulysses S. Grant
Vicksburg
High School
•
•
•
•
Slavery
State-specific effects from
Reconstruction
State-specific effects from war
State-specific role in war
December 15, 2005
Books and their Battlefields
Page 91 of 104
Appendix AS: Educational Points from Vermont State Curriculum
Grade 4
•
Slavery
High School
•
•
•
•
•
•
•
•
Differences in economic interests
Economic effects of war
Political causes of war
Political effects of war
Social causes of war
Social effects of war
State-specific effects from war
State-specific role in war
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 92 of 104
Appendix AT: Educational Points from Virginia State Curriculum
Grade 5
•
•
•
•
•
•
•
•
•
•
•
Causes of secession
Causes of war (general)
Creation of West Virginia
Industrial/transportation
improvements
Influence of agriculture on slavery
Jim Crow laws
Post-Reconstruction urbanization
Slavery
State-specific effects from
Reconstruction
State-specific history
State-specific role in war
Grade 6
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Conditions for slaves
Cultural differences
Differences in economic interests
Effects of Reconstruction in South
(general)
Effects of war from perspective of
soldiers/women/slaves
Frederick Douglass
Jefferson Davis
Major battles (general)
Jonathan Chambers
•
•
•
•
•
•
•
•
Robert E. Lee
Sectional interpretations of
Constitution
Sectionalism
Slavery
States' allegiances at beginning of
war
States' rights
Stonewall Jackson
Ulysses S. Grant
Grade 10
•
Slavery
Grade 12
•
•
•
•
•
•
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Abolitionism
Abraham Lincoln
Effects of slavery on
political/economic/cultural
development
Emancipation Proclamation
Frederick Douglass
Gettysburg Address
Robert E. Lee
States' rights
Ulysses S. Grant
Women's Movement
December 15, 2005
Books and their Battlefields
Page 93 of 104
Appendix AU: Educational Points from West Virginia State
Curriculum
Grade 3
•
•
Abraham Lincoln
Civil War (general)
Grade 4
•
•
•
Contribution of slaves to diversity14
Effects of slavery on economic
development
Origins of slavery
Grade 5
•
•
•
•
•
•
•
Social effects of war
Grade 12
•
•
•
•
•
•
•
13th Amendment
14th Amendment
15th Amendment
Constitutional debates over slavery
Sectional interpretations of
Constitution
Sectionalism
Slavery
Abolitionism
Causes of war (general)
Civil War (general)
Effects of slavery on economic
development
Reconstruction (general)
Slavery
Grade 6
•
Slavery
Grade 8
•
•
Abolitionism
State-specific history
Grade 9
•
•
•
•
•
•
Causes of war (general)
Economic effects of war
Effects of Reconstruction (general)
Effects of slavery on economic
development
Effects of war (general)
Political effects of war
14
Author’s note: this one is profoundly strange to me,
but it really is in West Virginia’s state curriculum.
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 94 of 104
Appendix AV: Educational Points from Wisconsin State Curriculum
Grade 12
•
•
•
Civil War (general)
Reconstruction (general)
State-specific history
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Page 95 of 104
Appendix AW: Geographical distribution of Wikipedia edits for
“American Civil War” article15
15
Location data generated using tools from MaxMind LLC (http://www.maxmind.com/) and plotted using Adam
Schneider’s GPS Visualizer tool (http://www.gpsvisualizer.com).
Jonathan Chambers
December 15, 2005
Books and their Battlefields
Jonathan Chambers
Page 96 of 104
December 15, 2005
Books and their Battlefields
Page 97 of 104
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