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Essential Question
Was the Conflict of the American Civil War a Crossroads that Redefined the Roles of all
Americans’ and their Way of Life?
Objectives
1. Introduce and explain the political, economic, and geographic settings of the
country at the beginning of the Civil War.
2. Students will be able to appreciate that there were many different people who
contributed to the Civil War. Student will also compare and contrast different
military objectives of both sides as well as their reasons to fight.
3. Student will understand the importance of western battles and objectives in the
Civil War.
4. Student will understand the importance of eastern battles and objectives in the
Civil War.
5. Students will be able to compare and contrast different cultures and genders and
how each contributed to the war.
6. Students will be able to understand the importance of the Battle of Gettysburg, the
power of music, and the struggle among various cultures to survive and be
recognized in America.
7. Students will understand importance of leadership and tactics in war and the role
of the southern social structure (women).
8. Students will understand the perceptions of southern society in regards to
Sherman and the fate of the South.
9. Students will be able to understand the importance and problems with the
legislation and programs made for African American in 1865. Students will also
compare and contrast the hardships prisoners endure during war.
10. Students will understand the challenges and changes the country had to deal with
at the end and after the Civil War.
1
Pre-Day One
Hand out Civil War assignment for students to sign up for, along with rubric. (See
Appendix) The teacher will use this assignment to connect students’ understanding of
the war with the class. Assess both the individual knowledge of the student and enforces
teaching during the ten-day lesson plan. Students will need to read pages 94-102 of the
textbook, American Nation in the Modern Era.
Pre-Day One (OPTIONAL)
The teacher may omit the section in Day One of the ten-day lesson plan in regards to
the Compromise of 1850 and the Kansas-Nebraska Act of 1854 if they cover it the day
before starting this ten-day lesson plan. The rationale for this would be to increase the
show time of Ken Burns’s, The Civil War, to show more commentary and footage from
the First Battle of Bull Run.
Also, the teacher should connect this part of the pre-day lesson with the section of The
Civil War Day one, Section 1, before the Crittenden Compromise.
Post-Day Ten (OPTIONAL)
Take the students on a field trip to see The New England Civil War Museum &
O’Connell-Chapman Military Library in Rockville, CT. The Museum encompasses “the
most identified collection of Civil War artifacts in Connecticut. It holds the distinction of
being the last Grand Army Hall in the United States that is fully intact and continues to
be operated by a Civil War related group. The Museum offers tours to visitors and
organizations. The outreach program lecturers to schools and other groups, dealing with
many topics of American history.”
The O’Connell-Chapman Library covers the history of all the conflicts that the United
States has been involved in, from the early Colonial Wars to the Gulf War. The teacher
should request the librarian to display an array of unique books from the library to
stimulate student interest for future study.
14 Park Place
Rockville, CT. 06066
(860) 871-1552
http://pages.cthome.net/ne.civilwar.mus
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Overview
Day 1 (1861) (Economic and Geographic)
1. Discuss the attempts made to compromise with the secessionists.
2. Analyze how the Fall of Fort Sumter affected the relationship between the Union
and the Confederacy.
3. Identify the advantages each side possessed at the beginning of the war. (Map of
the regions)
4. First Battle of Bull Run: Ken Burns (DVD)
Day 2 (1861) (Social-Homefront and Battlefront)
1.
2.
3.
4.
5.
Open with “Letter Home.”
Ken Burns First Battle of Bull Run.
Contrast the military strategies of the North and South. (Why they fight?)
Describe daily hardships soldiers faced.
Report on what life was like on the home front during the war and how civilians
contributed to the war effort and why people were opposed, Clara Barton, Walt
Whitman, Uncle Tom’s Cabin, (Literature)
Day 3 (1862) (Western Theater)
1. Shiloh, Tennessee
2. Ken Burns (Shiloh)
3. Evaluate how the northern and southern forces fared in the western campaigns.
Day 4 (1862) (Eastern Theater)
1.
2.
3.
4.
Evaluate how the northern and southern forces fared in the eastern campaigns.
Ken Burns (Antietam)
Analyze how the Union’s victory at Antietam changed its war goals.
Battle of Fredericksburg (Defeat, multiple Generals, Antietam the key for Emanc)
Day 5 (1863) (Multicultural)
1. Emancipation Proclamation
2. African Americans, Irish Americans, Scottish Americans, Hispanic Americans,
Asian Americans, Women in the Civil War (Why did they fight?)
3. Bread Riot in Richmond (Northern and Southern views)
4. Surrender of Vicksburg
3
Day 6 (1863) (Multicultural and International)
1.
2.
3.
4.
Battle of Gettysburg
(Mary Black, “Paddy’s Lamentation/Ships are Sailing.”), CCR Fortunate Son
Draft Riots in New York (Politics and Cultures Clash)
54th Massachusetts storm Fort Wagner.
Day 7 (1864) (Multicultural)
1.
2.
3.
4.
Grant appointed General in Chief of all Union Armies
Battles of the Wilderness and Spotsylvania, Virginia.
Sherman and his March through the South, (Psychological and Physical)
The Southern Societies’ Social Structure and Women’s defiant role against Beast
Butler and The Intruder Sherman.
Day 8 (1864) (Social)
1.
2.
3.
4.
5.
6.
Fall of Atlanta (Gone with the Wind)
Tony Horowitz excerpts
Lincoln Reelected
Sherman occupies Savannah, Georgia
Sherman’s March North.
Cold Harbor and Petersburg
Day 9 (1865) (Multicultural and Civics)
1. 13th Amendment Passes and Freemen’s Bureau
2. Confederate Congress passes Negro Soldier Bill
3. Andersonville and Northern Prisons
Day 10 (1865) (Civics and Current Issues)
1.
2.
3.
4.
List of terms of surrender at Appomattox.
Lincoln Assassinated
A new President, a new agenda.
How we view the Civil War today
4
Day One
Objectives: Introduce and explain the political, economic, and geographic settings of the
country at the beginning of the Civil War.
Intro. Estimated Time: 5-7 Minutes
Show the students the picture of Pro-slavery representative Preston Brooks attacking antislavery senator Charles Sumner on the floor of the Senate.
1. What are the facial expressions of the person with the club and the person with
the quill?
2. What are the varying expressions of the people in the background watching the
attack?
3. What does this picture tell you about how people viewed the political opinions of
slave and free territories?
Discuss attempts made to compromise with the secessionists. Estimated Time: 10-12
Minutes
The teacher will explain the following legislative acts via lecture base and writing the
information on the board before the students come to class: Compromise of 1850;
Kansas-Nebraska Act, 1854; Crittenden Compromise, December 1860
Students should be able to answer the following questions:
1. How effective were Congress’s efforts to address the problem of the expansion of
slavery?
2. Why had the Compromise of 1850, Kansas-Nebraska Act, 1854, and the
Crittenden Compromise of 1860 failed?
3. What was Lincoln’s position on preserving the Union?
Analyze how the fall of Fort Sumter affected the relationship between the Union and
the Confederacy. Estimated Time: 5-7 Minutes
The teacher will explain the events via lecture base and writing the information on the
board before the students come to class.
1. The fort’s location and its importance.
2. Actions taken after the fort’s surrender.
What might have been the reaction of both the North and South in regards to politicians,
military personnel, abolitionists, and civilians?
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Identify the advantages each side possessed at the beginning of the war. (Map of the
regions and Resources Chart) Estimated Time: 7-10 Minutes
The teacher will display the two charts via overhead and ask the following question:
The Union and Confederacy in 1861 Chart
What did the seceding southern states have in common with Missouri, Kentucky,
Maryland, and Delaware?
The teacher will explain the importance of the creation of West Virginia. Also, the
importance of the Border States that are part of the Union, but still have slavery. (Tell
the students that they will see this importance later in the Emancipation Proclamation
Document of January 1, 1863.
Resources of the North and South in 1861
1. Which resource do you think had the greatest influence on the outcome of the
Civil War?
2. Where could the South obtain more resources? Think back to the Revolutionary
War, who help the colonialist against the British Navy and Army besides the
Native Americans?
First Battle of Bull Run. (Ken Burns (DVD)) Estimated Time: 6 minutes, but 12-15
minutes if Pre-Day One is incorporated.
Homework, read pages 103-109.
6
Day Two
Objectives: Students will be able to appreciate that there were many different people
who contributed to the Civil War. Student will also compare and contrast different
military objectives of both sides as well as their reasons to fight.
Intro. Estimated Time: 7-10 Minutes
Open with “Letter Home.” The Civil War: Original Soundtrack Recording. Track #28.
The teacher will ask the students the following questions:
1.
2.
3.
4.
5.
Where is this soldier from?
What were his reasons in fighting in the Civil War?
Do you think ALL soldiers felt the same?
Why or why not?
What motives do you think people have in fighting in a war in general?
Ken Burns, First Battle of Bull Run. Estimated Time: 7-10 Minutes
Teacher will complete finishing Ken Burns, The Civil War section on the First Battle of
Bull Run.
The teacher will ask the students the following questions:
What type of outcome did Northern military men expect to experience at First Bull
Run?
What did the civilians watching the battle expect to see?
What where the North’s perceptions after the First Battle of Bull Run of what kind of
war the battle between the states would be in regards to: duration, severity, and
consequences?
Military Strategies. Estimated Time: 10-12 Minutes
Contrast the military strategies of the North and South. (Why did they fight?)
Explain the strategies via lecture base, maps, and writing the information on the board
before the students come to class.
1.
2.
3.
4.
The North (Anaconda Plan): Goal: Restore the Union
Capture Richmond, Virginia
Control of the Mississippi River
Naval Blockade of the South
Primarily Offensive Warfare
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1.
2.
3.
4.
The South: Goal: Independence (Southern Rights)
Capture Washington, D.C.
Invade the North
Gain European Support (Political, Economic Aid)
Primarily Defensive Warfare.
Describe daily hardships soldiers faced. Estimated Time: 5 Minutes
The teacher will explain the strategies via lecture base and writing the information on
the board before the students come to class:
1.
2.
3.
4.
5.
Lack of Provisions on both sides
Unsanitary conditions
Illnesses: Influenza, Pneumonia, and Typhoid. Scurvy in the Prisons.
Non-nutritional food.
Moral affected by boredom, homesickness, and loneliness.
Conclusion. Estimated Time: 5 Minutes
The teacher will ask the class the following questions to assess their understanding of
the material presented:
1. What were the four military strategies the North planned to use to win the war?
2. What were the four military strategies the South planned to use to win the war?
3. What problems did military personnel experience in their newly formed Armies?
The teacher will hand out and explain the homework assignment encompassing
civilians and people on the home front. Students will read pages 110-110 for
homework.
8
Day Three
Objectives: Student will understand the importance of Western Battles and Objectives in
the Civil War. Extra time in this lesson to allow for finishing and connecting Day Two.
Intro. Estimated Time: 7-10 Minutes
Overhead picture of African American reburying the dead. What is your reaction to this
picture; tie into with reaction of people seeing these pictures at home. For most, the only
way to see the true horrors of war.
The teacher will explain the battle of Shiloh via lecture base and writing the information
on the board before the students come to class:
1. The commanders of the Union and Southern forces in the battle and their
uniqueness.
2. A basic timeline of the battle.
3. Location of the battle. (Map)
4. How the Union victory gave the North a great advantage to control the
Mississippi River Valley. (Map)
Show Ken Burns Disc Two, “A Very Bloody Affair” section, of The Civil War showing
the battle of Shiloh. Total time needed: 15-20 minutes.
Evaluate how the northern and southern forces fared in the western campaigns.
Estimated Time: 7-10 Minutes
The teacher will explain the importance of the western campaign via lecture base and
writing the information on the board before the students come to class to explain how
Union forces gained control of the Mississippi River up to Vicksburg through the
following events:
1.
2.
3.
4.
The importance of Shiloh
New Orleans (Largest Confederate City and Port)
Key people in each event. (Recap of Shiloh, more info on New Orleans)
Explain via overhead projector the map showing key first battles in western
campaign.
Students will read pages 112-117 for homework.
9
Day Four
Objectives: Student will understand the importance of Eastern Battles and Objectives in
the Civil War. Extra time in this lesson to allow for finishing and connecting Day Three.
Intro. Estimated Time: 12-15 Minutes
Teacher will recap yesterday’s lesson concerning Western Battles and how it
interconnects with Eastern Battles.
Evaluate how the northern and southern forces fared in the eastern campaigns.
The teacher will explain the strategies via lecture base and writing the information on the
board before the students come to class to explain how Confederate forces dominated
control over most of the battles in the South:
1. Explain The Peninsula and Seven Days Campaigns.
2. Antietam
3. Fredericksburg and Chancellorsville
The teacher will ask the class the following questions to assess their understanding of the
material presented in lecture and the readings:
1. How did McClellan’s hesitation affect the eastern campaign?
2. Why is western campaign more successful than the eastern campaign?
3. What battles were fought on Union soil?
Show Ken Burns Disc Two, “Forever Free” section, of The Civil War showing the battle
of Antietam. Total time needed: 15-20 minutes.
Analyze how the Union’s victory at Antietam changed its war goals. Estimated Time: 57 Minutes.
The teacher will explain the changes brought forth by the victory of Antietam via lecture
base and writing the information on the board before the students come to class:
1.
2.
3.
4.
Confederate Loss
Political support for Lincoln to free the slaves
Freeing slaves in the South’s economy.
July 1863 Act Allowing African Americans to enlist in the Union army.
The teacher will hand out and explain the homework assignment encompassing The
Emancipation Proclamation and questions.
10
Day Five
Objectives: Students will be able to compare and contrast different cultures and genders
defined themselves and contributed in the Civil War.
Intro. Estimated Time: 5-7 Minutes
The teacher will have picture display via overhead of African American Union Soldier
and ask the students to answer the following question on a piece of paper:
What are the various elements in the image, and what do they symbolize?
Emancipation Proclamation. Estimated Time: 5-7 Minutes
Teacher will collect the homework at the beginning of class and display the document on
the overhead asking the following questions:
1. What geographic areas were affected by the Proclamation?
2. Why do you think Lincoln limited the scope of the Proclamation?
3. What steps did the Proclamation require the Union military forces to take?
The teacher will also reshow the map from Day one showing the geographic nature of the
states and the importance of Union, Slave holding states in the Union, and Southern states
in rebellion.
African Americans, Irish Americans, Scottish Americans, Hispanic Americans, Asians
Americans, North and Southern women in the Civil War (Why did they fight?)
Estimated Time: 15-20 Minutes
Break the students into seven groups and give them each picture depicting the groups
above. Their task is to write a letter to any person you choose based on the picture
provided and their understanding of how the war would have affected each group.
Teacher will ask each group to read their letter and ask the following questions:
1. Why do you believe the person would have written this back home?
2. What makes this person unique in regards to the people we have learned about
thus far in the Civil War?
3. What are some of the similarities and differences in the letters?
4. What do these people have in common? How are they different?
11
Bread Riot in Richmond (Northern and Southern views). Estimated Time: 3-5 Minutes
The teacher will hand out a Northern drawing of the Richmond Bread Riots. The teacher
will then ask the students the following questions.
1. What do the women look like in the picture?
2. What was the artist’s perception of Southern women?
The teacher will then hand out the article for homework concerning the Break Riot in
Richmond.
Surrender of Vicksburg. Estimated Time: 5-7 Minutes.
The teacher will explain the importance of the surrender of Vicksburg via lecture base
and writing the information on the board:
1. Explain the significance of Vicksburg in regards to the Mississippi River.
(Connect with knowledge students’ obtained from Day 3.
2. Siege of Vicksburg
3. Explain the problems the soldiers and civilians endured during the six weeks.
4. Connect the importance of the Union’s total control of the Mississippi River,
cutting off Western Confederate states from the eastern states. Interconnect the
importance of this with next days lesson, Gettysburg.
The teacher will remind students of the handout on the Bread Riots for homework along
with reading pages 118-120.
12
Day Six
Objectives: Students will be able to understand the importance of the Battle of
Gettysburg, power of music, and the struggle among various cultures to survive and be
recognized in America.
Intro. Estimated Time: 15-20 Minutes
Have the “Gettysburg Address” being played on a CD when the students walk in.
Connect importance of document with the battle (General Overview).
1. Battle of Gettysburg
Show Ken Burns Disc Three, Episode Five “The Universe of Battle” section, of The Civil
War showing the battle of Gettysburg. Total time needed: 15-20 minutes.
The teacher will ask the following question:
What gains did the Union army make at the Battle of Gettysburg?
Mary Black, “Paddy’s Lamentation/Ships are Sailing.”, Creedence Clearwater
Revival-CCR “Fortunate Son.” Estimated Time: 10-12 Minutes
The teacher will hand out each of the lyrics for the songs before each song is played. The
students will be asked to answer the following questions on a piece of paper for each
song:
1. What is the tone of the song?
2. What is the message the singer is trying to convey?
3. What does the song tell you about people fighting in war?
The teacher will ask the following questions at the end of the second song:
4. How are the songs similar?
5. How are they different?
6. How can you tell what war these songs were written about?
Draft Riots in New York (Politics and Cultures Clash). Estimated Time: 5 Minutes
The teacher will explain the importance of the draft riots in New York via lecture base
and writing the information on the board:
1. The reasons for the Draft Riots.
2. The outcome of the Draft Riots.
13
54th Massachusetts storm Fort Wagner. Estimated Time: 5 Minutes
The teacher will explain the importance of the surrender of Vicksburg via lecture base
and writing the information on the board:
1. Reiterate the importance of Emancipation Proclamation and Frederick Douglass
in regards to recognition of African Americans as citizens.
2. The importance of the 54th Massachusetts fighting at Fort Wagner.
The teacher will hand out homework on the New York Draft Riots and the 54th
Massachusetts. Students will also read pages 120-122.
14
Day Seven
Objectives: Students will understand importance of leadership and tactics in war and the
role of Southern Social Structure (Women).
Intro. Estimated Time: 7-10 Minutes
Display picture of Southern woman on overhead and pass out map of Sherman and
Grant’s Campaign.
Show Ken Burns Disc Four, Episode Six “Valley of the Shadow of Death” section, of
The Civil War showing Grant and Lee. Total time needed: 7-10 minutes.
The teacher will ask the following questions at the end of the clip:
1. What are the similarities and differences of Grant and Lee?
2. What is different about Grant than all of the other generals in the Union Army?
Battles of the Wilderness and Spotsylvania, Virginia. Estimated Time: 7-10 Minutes
Show Ken Burns Disc Four, Episode Six “Valley of the Shadow of Death” section, of
The Civil War showing the highlights of the Battles of the Wilderness and Spotsylvania,
Virginia. Total time needed: 7-10 minutes.
The teacher will ask the following questions at the end of the clip:
1. How are these battles different than what we have seen previously?
2. Are the tactics that Grant is using necessary to beating Lee?
Sherman and his March through the South, (Psychological and Physical). Estimated
Time: 7-10 Minutes
Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War
showing Sherman’s “March to the Sea.” Total time needed: 7-10 minutes.
The teacher will ask the following questions at the end of the second song, second set of
questions:
1. What is total war and war of attrition?
2. What was more important in Sherman’s March, the psychological or physical
damage done to the South?
The Southern Societies’ Social Structure and Women’s defiant role against Best Butler
and The Intruder Sherman. Estimated Time: 7-10 Minutes
15
The teacher will explain the importance of the Southern Societies’ Social Structure and
Southern Women’s defiant role against Beast Butler and Sherman via lecture base and
handing out the article on Butler.
16
Day Eight
Objectives: Students will understand the perceptions of Southern Society in regards to
Sherman and the fate of the South.
Intro. Estimated Time: 10-12 Minutes
Show of the clip of the movie, Gone with the Wind.
1. Fall of Atlanta (Gone with the Wind)
Show “Gone with the Wind” Side A, 20 Siege. Total time needed: 10-12 minutes.
The teacher will cover the importance of the Fall of Atlanta covering the following:
1. The depletion of Southern Resources.
2. The success of Sherman’s Tactics.
Tony Horowitz excerpts. Estimated Time: 10-12 Minutes
Students will read in class the excerpt from Tony Horowitz’s book, “Confederates in the
Attic,” to understand how history changes over time. Connect this with the movie,
“Gone with the Wind.” Questions to ask the students:
1. What does this excerpt tell us about our understanding about what we have
learned about the Battle of Shiloh?
2. What do we need to keep in mind when we read information concerning history?
The author, the time it was written, the motive.
Lincoln Reelected. Estimated Time: 5 Minutes
The teacher will cover the importance of Lincoln’s Reelection based on the following:
1. The importance of Sherman taking Atlanta.
2. The first ever absentee ballot (Union Soldiers and Sailors).
Sherman occupies Atlanta and Savannah, Georgia. Estimated Time: 5-7 Minutes
Show “Gone with the Wind” Side B, 2-5 (Sherman!-War’s end). Total time needed: 5-7
minutes.
The teacher will explain the importance of Sherman occupying cities in the South via
lecture base and writing the information on the board:
17
1. What are Southerners’ reactions to the “Yankees” in the South?
2. What affect does Northern troops have on the local population?
Sherman’s March North. Estimated Time: 5-7 Minutes
The teacher will hand out and explain the reading for that night concerning Sherman’s
March North and ask the following questions:
1. What does position does this article support in regards to Sherman’s tactics we
had learned yesterday?
2. Which observation do you agree with most?
3. Which one is more important in your opinion?
Cold Harbor and Petersburg. Estimated Time: 5-7 Minutes
Show Ken Burns Disc Five, Episode Eight “War is All Hell”, of The Civil War showing
the highlights of the battles of Cold Harbor and Petersburg. Total time needed: 5-7
minutes.
The teacher will ask the students the following questions:
1. What is Lee’s strategy to maintain his army and the South?
2. What obstacles did both armies experience?
Students will read pages 122-123 for homework.
18
Day Nine
Objectives: Students will be able to understand the importance and problems with the
legislation and programs made for African American in 1865. Students will also
compare and contrast the hardships of prisoners endure during war.
Intro. Estimated Time: 7-10 Minutes
Students will walk in hearing African American Civil War music from the Civil War
soundtrack.
1. 13th Amendment Passes and Freemen’s Bureau
The teacher will explain the importance of the 13th Amendment and the Freemen’s
Bureau asking the following questions:
1. What does the 13th Amendment State?
2. Note: Teacher will connect this with Civil Rights Movement in the 1960’s.
Confederate Congress passes Negro Soldier Bill. Estimated Time: 7-10 Minutes
The teacher will ask one of the students to read the letter out loud entitled “Jourdon
Anderson to His Former Master (1865) and “Free at Last.” The teacher will ask for
students reactions and ask the following questions:
1. What does this primary document tell us of African Americans perception of their
place during and after the Civil War?
2. What was the slave holder’s intent in contacting the former slave?
3. What are the problems between both parties in each document?
Andersonville and Northern Prisons. Estimated Time: 15-20 Minutes
The teacher will pass out the maps and questions concerning Northern and Southern
Prisons. Students will also be asked to write a one-page letter home to their families
describing the conditions in the prison and share them with the class.
19
Day Ten
Objectives: Students will understand the challenges and changes the country had to deal
with at the end and after the Civil War.
Intro. Estimated Time: 12-15 Minutes
Students will walk in hearing Civil War music from the Civil War soundtrack.
1. List of terms of surrender at Appomattox.
Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War
showing General Lee’s surrender at Appomattox. Total time needed: 12-15 minutes.
The teacher will ask the following questions at the end of the second song, second set of
questions:
1. What were the differences between the victors and the defeats soldiers?
2. What were the challenges both sides had to overcome and endure after the Civil
War?
3. Note: The teacher must also explain the South did not surrender all at once!
Lincoln Assassinated. Estimated Time: 12-15 Minutes
Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War
showing the plot and success to kill Lincoln and the affects on the Union. Total time
needed: 12-15 minutes.
The teacher will ask the following questions at the end of video clip:
1. What affect did Lincoln’s death have on the country?
2. What do you think the future of the country will be without Lincoln?
3. Note: Compare and contrast this with JFK’s assassination if time allows.
How we view the Civil War Today. Estimated Time: 5-7 Minutes
The teacher will open the floor to discussion concerning how we view the Confederate
Flag and other symbols of the Civil War. The teacher will ask the following questions:
1. What is history and what is hate?
2. How should we remember the Civil War?
20
Resources/References
Abzug, Robert H. Inside the Vicious Heart: Americans and the Liberation of Nazi
Concentration Camps. New York: Oxford UP: 1985.
Atkinson, Peter. “The 100 Greatest Military Photographs: Prisoner from Andersonville.”
Military Times November 1999: 44.
Black, Mary. “Paddy’s Lamentation/Ships are Sailing.” Long Journey Home. CD.
BMG, 09026-68963-2, 1998.
Ballou, Sullivan. “Letter.” The Civil War: Original Soundtrack Recording. CD.
Warner, 979256-2, 1990.
Blair, William. Virginia’s Private War: Feeding Body and Soul in the Confederacy,
1861-1865. New York: Oxford UP, 1998.
Blight, David W. Narrative of the Life of Frederick Douglass: An American Slave
Written by Himself. Ed. Frederick Douglass. Boston: Amherst UP, 1993.
Bryan, Charles F. and Nelson D. Lankford. Eye of the Storm. Ed. Robert Knox Sneden.
New York: The Free Press, 2000.
Bynum, Victoria E. The Free State Jones Mississippi’s: Longest Civil War. Chapel Hill:
North Carolina UP, 2001.
Campbell, Jacqueline Glass. When Sherman Marched North From the Sea: Resistance
on the Confederate Home Front. Chapel Hill: North Carolina UP, 2003.
Cashin, Joan E, ed. The War Was You and Me: Civilians in the American Civil War.
New Jersey: Princeton UP, 2002.
Clinton, Catherine and Nina Silber, ed. Divided House: Gender and the Civil War. New
York: Oxford UP, 1992.
Faust, Drew Gilpin. Mother’s of Invention: Women of the Slaveholding South in the
American Civil War. Chapel Hill: North Carolina UP, 1996.
Freehling, William W. The South vs. The South: How Anti-Confederate Southerners
Shaped the Course of the Civil War. New York: Oxford UP, 2001.
Gallagher, Gary W. The Confederate War: How Popular Will, Nationalism, and
Military Strategy Could Not Stave Off Defeat. Cambridge: Harvard UP, 1997.
Gone with the Wind. Dir. David O. Selznick. With Clark Gable and Vivien Leigh.
Turner, 1939.
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Grimsley, Mark. The Hard Hand of War: Union Military Policy Toward Southern
Civilians 1861-1865. Cambridge: Harvard UP, 1995.
Horwitz, Tony. Confederates in the Attic: Dispatches from the Unfinished Civil War.
New York: Vintage Books, 1998.
MacDonald, John. Great Battles of the Civil War. New York: Macmillan Publishing
Company, 1988.
McPherson, James M. For Cause & Comrades: Why Men Fought in the Civil War. New
York: Oxford UP, 1997.
Mitchell, Reid. The Vacant Chair: The Northern Soldier Leaves Home. New York:
Oxford UP, 1993.
Revival, Creedence Clearwater “Fortunate Son.” Chronicle. CD. Fantasy, FDC-CCR22 (DIDX 000430), 1976.
Royster, Charles. The Destructive War: William Tecumseh Sherman, Stonewall
Jackson, and the Americans. New York: Vintage Books, 1991.
The Civil War. Dir Ken Burns. PBS DVD Gold, 2002.
Black, Mary. “Paddy’s Lamentation/Ships are Sailing.” Long Journey Home. CD.
BMG, 09026-68963-2, 1998.
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