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19/ Travel Trunks from the Northeast Georgia History Center Travel trunks enrich and support classroom learning, home-school instruction and media center presentations. At every age level, these materials encourage the development of critical thinking skills and reinforce content knowledge. Each trunk contains artifacts, documents and reproduction clothing chosen for their versatility in the teaching environment. Each is a catalyst for comprehension. Trunk resources can be used as learning centers, as the core of a student-created museum display, for hands on discovery and as supplemental teacher tools in the regular education, special education and ESOL classroom. Trunk materials provide prompts for teaching multiple perspectives, enhancing storytelling, structuring inquiry learning and costuming characters in classroom simulations. You will also find recommended trade books and associated lesson plans that address core goals for teaching across the curriculum and integrating literacy skills. We believe the travel trunk materials will support your instruction as you encourage critical thinking and analysis, gaining the depth of knowledge and rigor that inform the Common Core GPS standards. We hope you enjoy your experience with our Travel Trunk. Please return the evaluation form and let us know your ideas for using and improving these resources. Best wishes! Glen Kyle Director, NEGA History Center [email protected] The Civil War in Georgia Standards addressed in this Travel Trunk 5th and 8th grade GPS SS5H1 -The student will explain the causes, major events, and consequences of the Civil War. SS5H2-The student will analyze the effects of Reconstruction on American life. SS8H6- The student will analyze the impact of the Civil War and Reconstruction on Georgia. Key events of the Civil War; including Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia‘s coast, Sherman‘s Atlanta Campaign, Sherman‘s March to the Sea, and Andersonville. The impact of Reconstruction on Georgia, emphasizing Freedmen‘s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments; Henry McNeal Turner and black legislators; and the Ku Klux Klan. COMMON CORE STANDARDS FOR READING AND WRITING IN HISTORY/SOCIAL SCIENCES ELACC5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text ELACC5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. Integration of Knowledge ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELACC5R9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Middle School ELACC 6-8RH2 Determine the central ideas or information of a primary or secondary source; provide and accurate summary of the source distinct from prior knowledge or opinions. Middle School ELACC 6-8RH4 Determine the meaning of words and phrases as they are used in a text, including vocabulary words specific to domains related to history/social studies Middle School ELACC6-8RH6 Identify aspects of a text that reveal an author‘s point of view or purpose (e.g., loaded language, inclusion or avoidance or certain facts). Middle School ELACC6-8RH7- Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts. Northeast Georgia History Center page 2 Civil War in Georgia Travel Trunk What’s in the travel trunk? Teacher Guide It‘s what you‘re reading now! Please feel free to reproduce pages as you need, including the NE Georgia History Center credit line and logo. Take a moment to read Database: Civil War for an overview of the content supported by the trunk materials. Links at the end of the essay point the way to more resources. Books Included in the trunk you will find a selection of trade books and suggestions for incorporating strategies that build comprehension in the content area. These books can supplement your own resources and serve as the core of a learning center. Maps, documents and newspaper reproductions Large format printed resources are laminated and rolled into protective tubes. Newspaper reproductions are in folders. Please replace them when you pack. The teacher guide includes a list of sources for historic maps and documents to download. Artifacts: All Real! Some Reproduction! The selection of three-dimensional materials in the travel trunk represents key concepts for this unit. Unless we tell you otherwise, these are REPRODUCTIONS. Reproductions are carefully made copies of historic objects found in museums and archives. The difference between an artifact that is preserved in a museum and the item in the trunk is that you can handle the reproductions. There is no glass case between students and the information you want them to acquire. We‘ve included objects that kids during the Civil War era would have used at home and in school. There are also examples of objects that soldiers would have used. Some were made recently (hardtack) and some are authentic battlefield examples (mini balls). Clothing One of the best ways to encourage your students to ‗step through the door‘ into an appreciation of the lived past is to let them wear the clothing of the era. We‘ve included accurately reproduced civilian and military clothing with suggestions for their use. We include our clothing sources so that you can produce your own clothing. Music and DVD Enhance the classroom atmosphere! Add sound, music and images to your teaching! Northeast Georgia History Center page 3 Civil War in Georgia Travel Trunk Travel Trunks from the Northeast Georgia History Center: The Civil War in Georgia Contents 1. Database: Civil War Slavery in Georgia Milledgeville vs. Atlanta – Georgia‘s two futures Secession and War Fever 1861 Women and Children on the Home-front Battles and Blockades Antietam and Emancipation 1862 Chickamauga 1863 The Atlanta Campaign 1864 March to the Sea Reconstruction in Georgia 2. Inventory of Trunk Resources – checklist for quick reference when unpacking and repacking the trunk 3. Illustrated Inventory: An item by item description of each object in the trunk with suggestions for its use in your classroom and media center presentations 4. Teaching with Artifacts – An introductory activity to give your students practice working with hands on materials. 5. Lesson Plans Timeline Activity Reading Civil War Photographs National Archives Lesson Plan: Civil War Documents o Vocabulary Building (Semantic Mapping activity) Discovery Learning Center: Kids in the Civil War What Did You See: Researching and Writing Scenes from the War Victory and Homecoming: The End and the Beginning 6. Culminating activity: Step-by-step instructions for setting up your own museum display using the objects in the travel trunk. Northeast Georgia History Center page 4 Civil War in Georgia Travel Trunk Database: Civil War in Georgia Introduction The Civil War was a turning point of American history. As with the American Revolution before it and the Great Depression after it, the war left its imprint on every survivor. The United States of America regained its boundaries in 1865, stitching back the states that had torn themselves from the national fabric in 1861. The world that the newly reunited nation was part of however had changed almost beyond recognition. The losses of the war were staggering. The Civil War had cost over 600,000 American lives. Southern cities, Atlanta among them, were in ruins. The agricultural economy that had made the United States a global power, supplying cotton to European factories, was a fraction of its former self. The achievements were as great. Slavery was ended in America. Four million formerly enslaved Americans were now citizens, with the right to vote, hold office, form legally recognized families, own property and gain an education. The war pushed the envelope of citizenship open to include more people. One version of the war has been told in books for almost one hundred and fifty years. It is a narrative of battles and generals, great names and decisive moments in armed conflict. There are more stories woven in and around that one. The Civil War is also a story about technology and literacy. For the first time, photographers could arrive at a battlefield within hours of the fighting and bring back searing images of destruction. Inventions like the telegraph, railroad, ironclad, and repeating rifle altered the materials with which soldiers fought and civilians communicated during the war years. The Civil War was contested by soldiers who were for the most part literate. The war came home in newspaper articles, letters and diaries. Years later these first impressions became a flood of memoirs, making the Civil War one of the first thoroughly documented conflicts in history. Following the trail of primary sources through this era brings us directly to the present. The 13th, 14th and 15th amendments that became part of the Constitution as a result of the Civil War formed a platform for the modern Civil Rights Movement. They frame today‘s equal opportunity legislation. People who lived during the Civil War are not that different from Americans today. The war was fought over the rights that Americans could claim. Americans were fighting each other about whether the government of your country could tell you do to something even if you didn‘t want to do it. They were fighting over whether people could decide to take themselves out of the United States of America and make their own rules. The Civil War was about something we all understand. Who makes the rules in our country? What do you do when someone breaks the rules? What do you do if you believe that the rules aren‘t right? Northeast Georgia History Center page 5 Civil War in Georgia Travel Trunk Slavery in Georgia The causes of the war have been proposed and debated for years. Abraham Lincoln, an eyewitness to the conflict, identified them as the effects of slavery. In his Second Inaugural Address he noted that in 1861, at the time of his first address to the nation as chief executive, ―Slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war.‖ All the causes of the war circled around questions about the existence of slavery in a society built upon cherished beliefs about personal liberty. In 1861 the country was divided over the question of expanding slavery into the West. Northern and southern states had developed distinctive economic structures: one was based on wage labor in an increasingly industrialized system; the other depended on agriculture and slave labor to support it. Which economic structure would be replicated in the West? Georgia began as a colony in which slavery was banned by Trustees concerned that it would encourage the growth of the wealthy elite class and discourage small farmers from settling. By 1750 the evidence of profitable plantations based on enslaved labor just across the river in South Carolina supported the arguments of Georgians to change that policy. Slaves were allowed in Georgia and, by the outbreak of the American Revolution, made up half the population. Slavery supported labor intensive rice farming on the coast and built the homes and businesses of the city merchants. Georgia‘s delegates to the Continental Congress joined with other southern colonies to erase criticisms of slavery in our country‘s founding document; the new state‘s delegates to the Constitutional Convention in 1789 expressly encouraged protections for slavery in the Constitution. As Georgians moved into the frontier, slavery moved with them. Former Creek and Cherokee lands were cleared for agriculture. Cash crops such as cotton began to dominate the economy. From felling the trees, to plowing the land, from planting seeds to harvesting cotton, much of Georgia‘s agriculture based prosperity depended on slave labor. Georgians were deeply engaged in the slavery debate that preceded the Civil War. A decade before the war Congress proposed legislation to limit the geographical boundaries of slavery and determine the method by which a new state could be designated ―free‖ of slavery or open to its use. Georgians actively participated in this debate. As farmlands were exhausted, they thought about moving to Texas or one of the western territories. Would they be able to take their slaves? Fugitive slaves were another polarizing issue with Southerners arguing that laws were too weak. The Compromise of 1850 proposed answers that most Americans could accept. In return for allowing California into the Union as a free state, the South got a strong Fugitive Slave Act, mandating the return of runaways. Acceptance of the compromise was conditional among some Americans. Southern states were home to several firebrands, politicians named for redhot embers that were used to start a fire. Firebrands held radical beliefs about the division of power between states and national government. Secession was an option that they proposed to end Federal impositions on the spread of slavery. Georgia had its share of firebrands but in 1850 more moderate voices kept them from spreading flames. Northeast Georgia History Center page 6 Civil War in Georgia Travel Trunk After the vote on the 1850 Compromise, Georgia‘s congressmen joined with delegates from every county of the state to frame a collective response to the legislation. Spokesmen for secession were outvoted by the majority who supported the moderate Georgia Platform. Even though the state-wide convention represented only the white males of the state who were at least twenty-one years old, the message was clear. Georgians could live with the 1850 compromise as long as the Northern states followed the letter of the laws forcing the return of runaway slaves. The South would also rely on northern legislators to leave the question of slavery within the territories in the hands of the people who lived there. There was both flint and steel in the wording of the Georgia Platform however. If Northern states refused to honor those conditions, the dampened spark of secession would grow again. For the moment the Unionists (supporters of the federal government) in Georgia held the upper hand. The Georgia Platform was credited with holding the union together, at least for another ten years. In the 1860 census, there were 460,000 slaves listed in Georgia, 44% of the state‘s population. Even in the northern mountain counties hundreds of slaves were listed though the great majority lived and worked on Piedmont plantations. Owners of slaves in large numbers were part of the planter elite. In middle and South Georgia that class made up about 5% of the state‘s population. A third of the white families in Georgia owned at least one slave. These families would have followed the national debate over the geographical limits on slavery; they would have heard of the abolitionists who were advocating an end to slavery in the United States. Even Georgians who did not own slaves were still supporting the institution indirectly. They might hire slaves from a plantation owner to work on their farm. Slaves would bale their cotton at a local gin. Travelers to urban centers might patronize a tavern that employed enslaved domestics or keep their horse in a livery stable staffed with slaves. It would be difficult to live in mid-19th century Georgia without finding yourself connected to slavery in some way. The institution dominated both the economy and politics of Georgia and the wealthy slave owners dominated both spheres. Two thirds of the state legislature was made up of slave owners, voted into office by a population that might not own slaves but saw their prosperity tied to a culture that supported it. The entire population of Georgia therefore, enslaved and free, moderate and firebrand, was affected by decisions made in Washington and on the western frontier. In 1854 when Illinois senator Stephen Douglas proposed ending restrictions on slavery in Kansas, Georgians followed the subsequent floor fight in Congress. Georgia‘s own congressman Alexander Stephens of Crawfordville was in charge of bringing the bill that enabled the Kansas-Nebraska Act to a vote. Stephens knocked down fourteen attempts to adjourn and pushed the vote through. Comparing himself to a cracker teamster, Stephens reported that he took the reins in his hand, applied the whip and spur and ―brought the wagon out‖. The Kansas-Nebraska Act overturned earlier compromises and opened the door to years of dissention between ‗Free-Soil‘ and pro-slavery forces. Georgians were part of the conflict as Americans lit a fuse that burned through Bleeding Kansas, to the birth of the Republican Party, the attack on Harpers Ferry and the election of Abraham Lincoln. Northeast Georgia History Center page 7 Civil War in Georgia Travel Trunk Georgia’s two futures Milledgeville In 1803 acres of land west of the Oconee River was opened up for settlers. Muscogee Creeks ceded the land to the state to settle debts. Hundreds of families moved into the newest part of Georgia and began to shape farms and communities. One of these towns was planned at the center of Baldwin County. It would be named to honor John Milledge, then the governor of Georgia. In 1804 it became the capital of Georgia, marking the movement of the state‘s population north and west. The new statehouse would be built at the edge of the frontier. The new capitol building (now a museum) served the state‘s legislators for over sixty years. The city of Milledgeville began as a cluster of wooden buildings, many of them inns for the seasonal migration of the legislature to town from the country. Gambling, dueling and political feuds filled the days. As the surrounding area was swept up in the cotton boom of the 1840s, the city began to mature. Planters from the rural areas surrounding Milledgeville enlisted slave labor to build elegant large homes there. Warehouses stored cotton that was shipped down the Oconee River to Darien until the river was choked with silt and no longer navigable. Capitol Building, Milledgeville c.1860 Source: Georgia Info In 1837 the state legislature chartered a railroad intended to bring Milledgeville into the state‘s growing web of modern transportation technology. It was not until 1852 that the line opened for business. At the outbreak of the Civil War Milledgeville was served by a single railroad connection, a spur track that ran from Gordon, a stop on the Georgia Railroad, to Eatonton. Milledgeville was the capitol of Georgia but in many ways it was also the center of the agricultural, plantation based portion of the state‘s population. The Baldwin County census of 1860 listed only a handful of residents with occupations that were not directly tied to the cotton fortunes that fueled the economy. Northwest of Milledgeville however an upstart railroad junction was growing at a rate that would soon make it the most important city in the state. Northeast Georgia History Center page 8 Civil War in Georgia Travel Trunk Atlanta At the trailing end of the Appalachian Mountains, at the first point in north Georgia where a line could be drawn from west to east without hitting a rock outcrop, a surveyor named Lemuel Grant hammered a stake into the ground. It was 1837 and all around him was forest and footpaths. He had finally finished the job that the state legislators in Milledgeville had assigned him. The wooden stake in the ground marked the spot where the Western and Atlantic Railroad would build its depot. The Western and Atlantic did not own a single piece of track in 1837. It was a speculative move on the part of the legislature and investors who believed that railroads were the best way to move people and cotton through the state. Rivers had served the state since the first colonists arrived at the mouth of the Savannah. Now the state had grown to incorporate western lands far north of the Fall Line. Where rivers didn‘t run flat and slow, Georgia would build another kind of road. The plan, on paper, was straightforward. A railroad line would start construction in Augusta, with its access to the Savannah River, and run to a point somewhere west. Another line would begin in Chattanooga, on the Tennessee River, and run south. They would meet at a location that had been Cherokee land until very recently, the Zero Mile Post. With the surveyor‘s work done, the project began. All the lines would meet, one day, at a cluster of shacks that grew up around the storage sheds and offices of the Western and Atlantic. The settlement became known as Terminus, the Latin word for ―end‖. As more people moved there to work on the railroad, they changed the name of the town to honor a governor‘s daughter, Martha Lumpkin. ―Marthasville‖ had a nice sound to it but it sounded too provincial for what was now a growing market town. The town needed a name that no-one else had claimed, a name that sounded dynamic and modern. Why not ―Atlanta‖? By 1860 four railroad lines met at what had been a forest thirty years before. Atlanta‘s streets had been built to face the different tracks, leaving a tangle of alleys and avenues that met, ended and crossed at angles still baffling drivers today. Wooden buildings held cotton, manufactured goods for sale in general stores, food for grocers, horses and mules for sale. The city was dedicated to the proposition that there was money to be made somewhere and you could get there by way of the railroad. Atlanta was a very different city from Milledgeville. Northeast Georgia History Center Atlanta, Georgia as it appeared in 1856. Early 20th century postcard. page 9 Civil War in Georgia Travel Trunk Secession 1861 At the heart of the dispute over the path that the United States would take into the future was the growing differences between the two regions. Southern politicians saw the individual states as the source of the nation‘s strength; Northern politicians favored a strong federal government capable of shaping national policies for taxation and tariffs, transportation and western settlement. Historians have also observed that Northerners saw the Constitution as a shield of protection and the source of the nation‘s social order. Southerners increasingly viewed the constitution as a powerful tool that, in the hands of the wrong people, could tear their region to ribbons. Two competing versions of our nation, with two separate agendas for legislation, were in constant friction through the 1850s. In the end the question was which one would have the power to make the rules, the slave-owning south or the ―free-labor‖ north? Many Americans decided that the election of Abraham Lincoln in 1860 was a sign that the Northern ‗free soil‖ contingent had won. Lincoln was seen in the south as the man most likely to bring about restrictions on slavery in the west, if not outright abolition. Lincoln won the election without appearing on the ballot of several southern states, Georgia included. Lincoln‘s election focused Southern states on what was seen as a challenge to their political power. South Carolina called a secession convention and declared itself to be a free agent in December 1860. Politicians from the Palmetto State began travelling through the south to rally support for their break with the union. In January 1861 Georgians chose delegates to a state wide Secession Convention at which a decision would be made. The meeting was held in the state capital of Milledgeville. Attending the convocation were representatives of every county in the state. Some supported secession. Robert Toombs told his fellow Georgians that secession was the proper response to abolitionists who encouraged slave insurrections. Lincoln‘s election could mean only one thing – the abolition of slavery. Secession would be a defensive action to preserve the security and tranquility of the South and head off the ―direst evil‖ that would follow slavery‘s end. Some delegates believed secession itself was the greatest threat. Many from northeast Georgia supported the Union and believed that that the state should remain loyal. They continued to look for a solution that would keep Georgia secure. Governor Brown believed the south could prosper on its own, using slave labor to produce cash crops that the world economy demanded. Moderate voices argued Secession Demonstration in Savannah, November 1860 that Lincoln did not yet inhabit the White House as his inauguration was still months away. Could Georgians not be patient, gather their strength and wait to see what the new President intended? Alexander Stephens argued for caution and reminded Georgians of the terrible mathematics of war. Lives, property and prosperity were at stake. Could it be that the south was inviting destruction in order to defend what it held to be its liberty? Fears of what the future might hold won out over moderate voices. The convention voted for secession on January 19, 1861. Northeast Georgia History Center page 10 Civil War in Georgia Travel Trunk The Debate over Secession in Georgia: Sources The Secessionist Argument: Governor Joe Brown‘s message to Georgia Governor Joe Brown led Georgia through the Civil War with an eye on the state’s interests in the conflict. Raised in the north Georgia mountains, Brown sparred with the planter elite yet remained a popular leader supported by farmers and merchants. He became a vocal supporter of secession, fearing that the abolition of slavery would bring racial equality. This letter was written to the members of the Georgia legislature in reply to an invitation from South Carolina to hold a regional secession convention in 1860. The Confederate records of the State of Georgia, Volume 1 Compiled by Allen Daniel Candler Governor‘s Office, Milledgeville November 7, 1860 To the Senate and House of Representatives, … In my opinion, the constitutional rights of the people of Georgia, and of the other slaveholding states, have been violated by some of the non-slaveholding states to an extent which would justify them, in the judgment of all civilized nations, in adopting any measures against such offending states, which… may be necessary for the restoration and future protection of all their rights. …If the madness and folly of the people of the Northern States shall drive us of the South to a separation from them, we have within ourselves, all the elements of wealth, power and national greatness, to an extent possessed probably by no other people on the face of the earth. With a vast and fertile territory, possessed of every natural advantage, bestowed by a kind Providence upon the most favored land, and with almost monopoly of the cotton culture of the world, if we were true to ourselves, our power would be invincible and our prosperity unbounded. Statue of Governor Joseph Brown and his wife, Elizabeth, on the grounds of the Georgia State Capitol, Atlanta, GA Photo: Ed Jackson Northeast Georgia History Center page 11 Civil War in Georgia Travel Trunk The Debate over Secession in Georgia: Sources The Case for Cooperation: Alexander H. Stephens Source: The Rebellion Record, ed. Frank Moore. Available as a Google e-Book In a speech to the Secession convention, US Congressman and slave-owner Stephens urged Georgians to give Lincoln a chance. The first question that presents itself is shall the people of Georgia secede from the Union in consequence of the election of Mr. Lincoln to the Presidency of the United States? My countrymen, I tell you frankly, candidly and earnestly that I do not think that they ought. In my judgment, the election of no man, constitutionally chosen to that high office, is sufficient cause to justify any State to separate from the Union. It ought to stand by and aid still in maintaining the Constitution of the country. To make a point of resistance to the Government, to withdraw from it because any man has been elected, would put us in the wrong. We are pledged to maintain the Constitution. … I look upon this country, with our institutions, as the Eden of the World, the Paradise of the Universe. If may be that out of it we may become greater and more prosperous, but I am candid and sincere in telling you that I fear if we yield to passion, and without sufficient cause shall that that step, that instead of becoming greater or more peaceful, prosperous and happy -- instead of Gods we will become demons and at no distant day commence cutting one another‘s throats. This is my apprehension… The greatest curse that can befall a free people is civil war. Right: Statue of Alexander Stephens given in 1927 by the state of Georgia to the National Statuary Hall Collection in the United States Capitol, Washington DC. The statue was created by Gutzon Borglum who later supervised the carving of Mt. Rushmore. http://www.aoc.gov/cc/art/nsh/index.cfm Northeast Georgia History Center page 12 Civil War in Georgia Travel Trunk Declaration of Causes of Seceding States Georgia The people of Georgia having dissolved their political connection with the Government of the United States of America present to their confederates and the world the causes which have led to the separation. For the last ten years we have had numerous and serious causes of complaint against our non-slave-holding confederate States with reference to the subject of African slavery. They have endeavored to weaken our security, to disturb our domestic peace and tranquility, and persistently refused to comply with their express constitutional obligations to us in reference to that property, and by the use of their power in the Federal Government have striven to deprive us of an equal enjoyment of the common Territories of the Republic…. Our people, still attached to the Union from habit and national traditions, and averse to change, hoped that time, reason, and argument would bring, if not redress, at least exemption from further insults, injuries, and dangers. Recent events have fully dissipated all such hopes and demonstrated the necessity of separation. Our Northern confederates, after a full and calm hearing of all the facts, after a fair warning of our purpose not to submit to the rule of the authors of all these wrongs and injuries, have by a large majority committed the Government of the United States into their hands. The people of Georgia, after an equally full and fair and deliberate hearing of the case, have declared with equal firmness that they shall not rule over them. The party of Lincoln, called the Republican Party, under its present name and organization, is of recent origin. It is admitted to be an anti-slavery party…. The prohibition of slavery in the Territories, hostility to it everywhere, the equality of the black and white races, disregard of all constitutional guarantees in its favor, were boldly proclaimed by its leaders and applauded by its followers. With these principles on their banners and these utterances on their lips the majority of the people of the North demand that we shall receive them as our rulers. … A provision of the Constitution requires them to surrender fugitives from labor. Yet it stands today a dead letter for all practicable purposes in every non-slave-holding State in the Union. We … have their oaths to keep and observe it, but the unfortunate claimant, even accompanied by a Federal officer with the mandate of the highest judicial authority in his hands, is everywhere met with fraud, with force, and with legislative enactments to elude, to resist, and defeat him. Northeast Georgia History Center page 13 Civil War in Georgia Travel Trunk Claimants are murdered with impunity; officers of the law are beaten by frantic mobs instigated by inflammatory appeals from persons holding the highest public employment in these States, and supported by legislation in conflict with the clearest provisions of the Constitution, and even the ordinary principles of humanity. In several of our confederate States a citizen cannot travel the highway with his servant who may voluntarily accompany him, without being declared by law a felon and being subjected to infamous punishments. It is difficult to perceive how we could suffer more by the hostility... of such brethren. The public law of civilized nations requires every State to restrain its citizens or subjects from committing acts injurious to the peace and security of any other State and from attempting to excite insurrection, or to lessen the security, or to disturb the tranquility of their neighbors, and our Constitution wisely gives Congress the power to punish all offenses against the laws of nations. These are sound and just principles which have received the approbation of just men in all countries and all centuries; but they are wholly disregarded by the people of the Northern States, and the Federal Government is impotent to maintain them. For twenty years past the abolitionists and their allies in the Northern States have been engaged in constant efforts to subvert our institutions and to excite insurrection and servile war among us. They have sent emissaries among us for the accomplishment of these purposes. Some of these efforts have received the public sanction of a majority of the leading men of the Republican Party in the national councils, the same men who are now proposed as our rulers. These efforts have in one instance led to the actual invasion of one of the slave-holding States, and those of the murderers and incendiaries who escaped public justice by flight have found fraternal protection among our Northern confederates. These are the same men who say the Union shall be preserved. We know their treachery; we know the shallow pretenses under which they daily disregard its plainest obligations. If we submit to them it will be our fault and not theirs. The people of Georgia have ever been willing to stand by this bargain, this contract; they have never sought to evade any of its obligations; they have never hitherto sought to establish any new government; they have struggled to maintain the ancient right of themselves and the human race through and by that Constitution. But they know the value of parchment rights in treacherous hands, and therefore they refuse to commit their own to the rulers whom the North offers us. … [T]heir avowed purpose is to subvert our society and subject us not only to the loss of our property but the destruction of ourselves, our wives, and our children, and the desolation of our homes, our altars, and our firesides. To avoid these evils we resume the powers which our fathers delegated to the Government of the United States, and henceforth will seek new safeguards for our liberty, equality, security, and tranquility. [Approved, Tuesday, January 29, 1861] http://sunsite.utk.edu/civil-war/reasons.html#Georg Northeast Georgia History Center page 14 Civil War in Georgia Travel Trunk WAR FEVER One of the first signs of secession was the wholesale impoundment of Federal installations by the states. It is easy to imagine the consequences now in the early 21st century if a group of armed citizens stormed the local post office or federal courthouse with the intention of reclaiming the property for a breakaway nation. On January 3, 1861 however a group of Georgia militia with orders from Governor Joseph Brown took a steamboat down the river from Savannah to the most prominent local symbol of the Union government, Fort Pulaski, and captured it without a fight. Fort Pulaski, whose first construction engineer was a West Point graduate named Robert E. Lee, was a symbolic target for a state government asserting its independence. The federal government made rare appearances in most American‘s lives in the 1860s. There were few Federal office buildings outside Washington, DC. Post offices offered the only federal services that most people needed. Forts, and the weapons and ammunition stored in them, were quickly captured by the southern states. By March of 1861 only one fort on the Atlantic coastline remained in federal hands – Fort Sumter, in Charleston, South Carolina. It would be the target of a two day attack by southern artillery in April 1861, the opening shots of the Civil War. In February of 1861, delegates from the seceded states had gathered in Montgomery, Alabama, to draw up an agreement forming the Confederacy. By March they had written a constitution almost identical to the federal document except that slavery was protected in the Confederate version. The first, and only, president of the Confederate States of America was elected – Jefferson Davis of Mississippi, former United States senator. During the spring of 1861, the Confederate government moved to Richmond, Virginia. Hundreds of Georgians formed into military companies to protect their state or attack the North, whatever came first. Southern militias, made up of neighbors and relatives from the same area, had been part of Georgia‘s home defense system since colonial times. Now these groups were authorized by Governor Brown to form into a provisional army with state support. Most were convinced that the war would be short lived. After a show of force by the South, most Georgians believed, the North would agree to negotiation and compromise. Ten thousand Georgians were mobilized by March 1861 when they became part of the Confederate Army under the new constitution. They gave themselves company monikers, generally incorporating their elected captain‘s name, their county or their ambitions: Cobb‘s Legion (led by General TRR Cobb), Coffee‘s Revengers, the Etowah Iron Works Artillery, and the Hall Light Guards. Northeast Georgia History Center page 15 By the end of the war, which did not turn out to be short, about 125,000 Georgians would join the Confederate Army. With 300,000 men of military age reported in the 1860 census, which meant two out of every three men in the state would end up fighting. A few men, mostly from north Georgia, joined Union companies. After 1863, black Georgians joined the Federal army as soldiers and served on the coast and around Atlanta. Civil War in Georgia Travel Trunk Women and Children on the Home-front After the attack on Fort Sumter, things began to change very quickly for families in Georgia. Abraham Lincoln, who never believed that secession was constitutional, called on the North to provide him with 75,000 volunteers to put down a ―domestic rebellion‖. In the South, the talk was all about the war that had now begun. Fathers, brothers, college students and farmers volunteered to join the army in Georgia. Some of them went to the coast to protect the port of Savannah. Many more headed north toward Virginia where people expected the first battle to happen soon, somewhere between the two capitols of Washington DC and Richmond. Women in Georgia found themselves volunteering as well. They sewed uniforms for soldiers and provided food for them. Women organized committees to gather medical supplies to send north to Virginia. Over the next four years women in Georgia would do jobs they had never thought they would need to do. They raised money for hospitals by putting on shows with music and drama at a time when most women would never dream of stepping onto a stage. The money that women raised was spent under their direction for medical supplies, blankets and food. In the 1860s, women had to let their husbands and fathers control the household budget. Now they were making financial decisions and running relief organizations. Many women went to work for the first time outside of their homes. When fathers and husbands left to join the army, they did not get paid a lot of money. To keep their families from going hungry, women took jobs in the industries that were now supplying the war effort. In Atlanta, hundreds of women got jobs in a factory that manufactured gun cartridges. In the country, women ran farms and plantations as best they could as men began to leave to join the army. Enslaved workers sometimes stayed on the farms where they lived and continued to plant and harvest crops. On other farms, especially the ones close to where Union troops were stationed on the coast of Georgia, slaves claimed their freedom and left. The effect of all these changes on Cartridge-rolling factory in Atlanta kids was dramatic. Some schools closed when the teachers left to join the army. The army needed food and clothing so people had to work on the farms and in the factories. Children worked at the textile mill in Roswell, Georgia, where they helped keep the looms going to weave blankets for the army. They helped plant corn and cotton, raise hogs and milk cows. And when the first reports of the battles in Virginia began to show up in newspapers, they would have read about people from their town who were not going to come home from the war. Northeast Georgia History Center page 16 Civil War in Georgia Travel Trunk 1862: Battles and Blockade A year after the war began, in the summer of 1862, people in Georgia may have been wondering what had happened to the short war they had imagined after the attack on Fort Sumter. Georgia soldiers had fought, and died, at the first Battle of Bull Run, the opening land battle of the war. General Francis Bartow was the first commanding officer from Georgia to die in the war. He had led the troops that took control of Fort Pulaski and then organized a company of soldiers from Savannah that joined the Confederate Army. Bartow had already fought one battle, with Governor Joe Brown, about allowing Georgia soldiers to leave the state and fight. Brown wanted all Georgia troops to be stationed nearby for the state‘s defense. Bartow went to Virginia where he was killed on the 21st of July, 1861, leading Georgia infantrymen. Bartow County was named for him soon after his death. Back in Georgia, the blockade of Confederate ports was having an effect on the goods that people could buy. Imported cloth and medicines, coffee and tea were becoming more expensive. Many importers chose to bring weapons from England and France instead of consumer products since there was a huge demand for guns. In response, people in Georgia adapted to the changed circumstances. Women brought old spinning wheels out of storage and began to spin cotton thread. Weavers turned it into ‗homespun‘ cloth. Tea and coffee substitutes, such as wild mint, chicory and other herbs, became popular. Southern manufacturers tried to supply the weapons that the Confederacy needed now that the guns manufactured in the North were no longer accessible. In 1862 near Macon, a Connecticut native named Samuel Griswold converted his cotton-gin manufacturing operation into a pistol factory. The ―Griswold Repeating Revolver‖ was made under contract to the Confederate government at the rate of five pistols a day. The factory turned out around 3,500 revolvers before it was burned during Sherman‘s March to the Sea. Around Georgia other factories went into the business of supplying the war effort. Georgia was ideally suited to become the arsenal of the Civil War. It was far away from the fighting in Virginia and had an extensive internal railroad system to carry finished goods to army depots. All along the fall line where water-powered textile mills were running, the government ordered production of grey woolen cloth for uniforms. In Columbus and Atlanta, the Confederate Quartermaster established depots for manufacturing jackets and boots for soldiers. Existing ironworks and small machine shops could be converted to wartime industry making bullets, percussion caps, knapsacks and saddles. In Augusta a massive gun-powder plant was built by the Savannah River to supply the Confederate Army. The Columbus Naval Iron works forged the cannons used on southern gunboats; in Macon there were cannon factories and the McElroy sword works. Atlanta, rapidly growing as people moved toward the jobs offered by the government contracts, was a center for both manufacturing and shipping weapons to the Confederate army. Women worked in textile mills and slaves supplied at least half of the labor needed in the rolling mills and cannon forges. In 1862 the Confederate government established a draft to bring more soldiers into the army. The workforce on the home-front shrank again. Northeast Georgia History Center page 17 Civil War in Georgia Travel Trunk Antietam and Emancipation From far away in Georgia, people waited for news from the battlefront as the war went on in 1862. The Confederacy was one year old now and still had not earned recognition as a real country from the European powers that might have supported it with loans and guns. During the early spring it looked as though the southern government would never get the chance to prove it could win a war. The Union army captured one fort after another on the Ohio River, blocking any Confederate attempts to capture Kentucky. Then the port of New Orleans, the most important access to the Mississippi River, surrendered to the Union. A massive Union concentration of forces was heading for Richmond, the Confederate capital, in April. Then the seesaw went in the other direction. Confederate general Stonewall Jackson and his troops threatened to invade Washington. Lincoln ordered Federal troops back to defend the capitol. On the same battlefield that they had fought over in 1861, Southern troops defeated the Union army again at Bull Run. Battle by battle, Southern forces marched closer to Washington. General Robert E Lee looked at the situation and decided that he needed more supplies for his soldiers before they could try to march on Washington. He planned an invasion route into Maryland instead. Lee hoped that a Southern victory there against the Union would convince the world that the South was a serious contender. More practically, he hoped to capture cannons and boots in the Union supply depot at Harpers Ferry. He ordered his soldiers toward a town named Sharpsburg, on the banks of Antietam Creek. The Union army was not far behind. Battle of Antietam, Kurz and Allen 1888. Source: Library of Congress The result was the first major battle of the American Civil War on Union soil. The Battle of Antietam on September 17, 1862 was the bloodiest single-day fighting American history, with 23,000 casualties on both sides (4,000 killed, over 18,000 wounded). Georgia troops fought at Antietam marching as infantrymen, on “Rifles are shot to pieces in the hands of the horseback as cavalry and setting up cannon soldiers, canteens and haversacks are riddled by attacks with the artillery. Hundreds of Georgia bullets, the dead and wounded go down in scores.. soldiers die at Antietam. More died in The next day, the burial parties put up a board in hospitals after battle, from infections and the front of the position …with the following inscription: shock of amputation. ‘In this trench lie buried the colonel, the major, six line officers, and one hundred and forty men of the The battle was not the victory that both sides [13th] Georgia Regiment.” had hoped for as a decisive end to the war. It was enough of a victory for Abraham Lincoln however. He had been waiting for the right moment to make a proclamation. Northeast Georgia History Center page 18 Benjamin F. Cook, a soldier in the 12th Massachusetts Infantry describing the advance of the 13th Georgia through the cornfield at Antietam. Civil War in Georgia Travel Trunk The Emancipation Proclamation President Lincoln read the first draft of the Emancipation Proclamation to his cabinet in July of 1862, as Confederate troops were nearing Washington, DC. His advisors agreed the president had a good idea. One of the reasons for Southern resilience in the face of their losses earlier in the year was that they could count on the captive labor of four million slaves in the South. Enslaved workers dug fortifications around southern cities like Atlanta. Slaves worked in the factories that made munitions for the Confederate army, enslaved nurses worked in hospitals, and food for the army was raised by hundreds of thousands of slaves on plantations. Lincoln believed that one sure blow to the Confederacy would be to remove the support of slavery from the southern army. He proposed an Emancipation Proclamation that would free slaves in any territory that was in rebellion against the Union. The president‘s proclamation would not free slaves in Delaware, Missouri, Maryland or Kentucky since those states remained in the Union. It would also be difficult to enforce the proclamation in parts of the South that were far from the Union army. The Proclamation did however make it clear that the Union was willing to make the issue of slavery part of the meaning of the war. Not every Union soldier was fighting for the abolition of slavery however; many were fighting to prove that the United States was an unbreakable entity and the South was wrong to threaten the Union. The war was now also about ending slavery. Some people were going to be surprised and angry about that. Lincoln‘s cabinet asked him to hold off on publishing the proclamation until there was some good news from the war. They did not want it to look like the Union was making a statement about ending slavery because it had run out of any other ideas for winning the war. Lincoln agreed and waited for a Union victory. He didn‘t get anything that looked like one until Antietam. It wasn‘t the stunning defeat of Confederate forces Lincoln had hoped for but it would do. The Union army had at least turned back a threatened invasion by the Confederacy. That was enough. Lincoln made the Emancipation Proclamation public in September, 1862. It was timed to go into effect on New Year‘s Day 1863. Any slave holding state that chose to remain in the Confederacy after that date was informed that emancipation would now be the law of the land. Slavery remained legal until the Thirteenth Amendment was passed in 1865 but Americans now saw the war‘s goals clearly. As Commander in Chief, Lincoln ordered that the Union Army could 1 Source: Library of Congress enlist black soldiers. Those recruits, many of whom were formerly enslaved, helped keep the balance of power with the Union Army on the battlefield. As they escaped to join the army, across the South, there were fewer slaves to work for the Confederacy. The Emancipation Proclamation was a first step on the path toward the abolition of slavery in America. Northeast Georgia History Center page 19 Civil War in Georgia Travel Trunk Home-front Georgia 1863 People in Georgia may have still thought that the war was something going on far away from their homes and towns in early 1863. Events that occurred miles from Georgia had a direct effect on how people lived there however. Georgians were connected to the war first by the soldiers that had left that state to fight at Gettysburg or in Vicksburg. The Confederacy lost both those battles in July, 1863. Georgians were killed and wounded, leaving families grief-stricken. Georgians were also connected to the war by way of the cotton economy that had supported them for so long. Planters were asked by the Confederate government to start growing food so that the army and the civilians would not starve. But planters ignored the government‘s requests. It was still worth growing cotton in Georgia during the war even with the blockade. Some of the cotton could be sold to local mills and used to weave cloth. If a planter could find a speculator willing to run the blockade with the cotton and sell it in France or England, he could make tremendous profits. Georgia planters kept putting cotton seed into the ground therefore. Even as food shortages were reported in the paper, acres of Georgia farmland were planted with cotton instead of corn, wheat, peas and beans. In 1863 there were riots in several cities in Georgia because of high food prices caused by shortages. Women broke into stores and took flour, cornmeal, and any food they could find. Some of the women told the storekeepers that they were the widows of fallen soldiers who were now trying to feed their children. A Georgia soldier writes home from Vicksburg, MS. "...I aint well not hast bin for a week but hope these lines will come safe to hand and find you all well. …The health in the army here is bad. The men die here fast if you call eight hundred deaths in Vicksburg a lot. All day they are sent to the hospital. We cant live on what we draw. The meat we draw is spoilt and the beef is so pore we cant eat it. ... Our men look so pore and bad... Tell Mama that I dont feel like I will ever see her face again. There is no chance to come home from here. The men dies right and left in front and rear. Source: “Care of Yellow River”: The Complete Civil War Letters of Pvt. Eli Pinson Landers to His Mother Georgians were getting closer to war in 1863 even though they were staying close to their farms and homes. In the mountains north of Atlanta, two armies were fighting across Tennessee. The Union army wanted to gain control of the state and its railroads, most of which passed through Chattanooga. The Confederate Army fought to hold onto Chattanooga so that they could continue to supply themselves from the factories, railroads and riverboats that were there. In September of 1863 the Confederate general in charge of defending Chattanooga, Braxton Bragg, retreated to LaFayette, Georgia. Union General John Rosencrans followed in an attempt to defeat the Confederate army and claim Chattanooga. The fight for Tennessee spilled south over the state boundary into a mountainous region of small farms. Rosencrans and his army headed over Lookout Mountain toward Ringgold and Rossville. For the first time in the war, an entire Union army marched into Georgia. It would not be the last time that happened. Northeast Georgia History Center page 20 Civil War in Georgia Travel Trunk Chickamauga 1863 If you visit the Chickamauga National Battlefield Park in north Georgia, you can tell that something important happened there. There are monuments everywhere, scattered across fields and standing in forests. The monuments started to appear in the 1880s when veterans of the deadliest single battle that occurred in the South during the Civil War decided that people should remember what happened on that land. Chickamauga was the first national battlefield park established by the United States government. In the fall of 1863 the area was a farming community with a handful of small mills that used water power to grind corn and saw lumber. Chickamauga Creek flowed through the community, toward the Tennessee River and Chattanooga. A few miles to the east the town of Ringgold had bragging rights as the closest whistle stop for the Western and Atlantic Railroad. The county‘s representatives had voted against secession in 1861 but young men from the valley had enlisted to fight for the south. In September 1863 the area turned into battlefield between two armies with very different ideas about who should win. Neither of the commanding generals wanted to fight a decisive battle in a small valley with dusty, narrow roads that wound over steep mountain passes. The battle at Chickamauga was the result of two armies trying to wipe each other out in very difficult terrain. Confederate General Braxton Bragg had planned to defeat sections of the Union Army as it moved south toward Georgia Monument - Chickamauga Battlefield Atlanta. Union General John Rosencrans had pulled those parts together without Bragg‘s knowledge. When Bragg‘s forward scouts ran into Union soldiers on the banks of the creek on morning in September, what started out as a skirmish over the possession of a bridge snowballed into a battle that ran for miles up the road to Chattanooga. For two days the armies poured cannon shot and bullets into the fields and forests of Chickamauga. The battle saw the first use of Spencer repeating rifles in combat. Union colonel John Wilder had borrowed money to purchase them for his unit, the ―Lightning Brigade‖, when the Federal quartermaster refused to issue them. On the Confederate side as well modern technology affected the outcome of the battle. General James Longstreet put hundreds of his soldiers onto a train in Virginia and headed south to Georgia. He arrived at the battle in time to stage a dramatic charge that dislodged Union forces and sent them in retreat to Tennessee. Without the determination of Federal General George Thomas, afterward known as the ―rock of Chickamauga‖, the northern army might have been forced to surrender then and there. The Confederate Army succeeded in keeping Union forces out of Georgia in September 1863. When the new year began however those Union soldiers in Tennessee had a new commander in chief, Ulysses S. Grant. General Grant had a plan to end the war by crushing the support that the Confederacy got from Georgia. He asked his right hand man, William Tecumseh Sherman, to put the plan into action. The war had arrived at Georgia‘s front door. Northeast Georgia History Center page 21 Civil War in Georgia Travel Trunk The Atlanta Campaign 1864 Confederate soldiers defending Georgia also got a new general in 1864, Joseph E. Johnston. Johnston made sure that his army rested over the winter to be ready for the job ahead of them. Johnston knew that General Sherman would start south to Atlanta as soon as the dirt roads were dry after the spring rains. Sherman‘s 110,000 soldiers outnumbered Johnston‘s 54,000 and there were more Union soldiers arriving every day. Johnston was running out of soldiers and there were not many men left in Georgia and the rest of the south to fight. In early May Union soldiers started crossing over the Tennessee boundary into Georgia. They skirmished with Confederate soldiers as they moved along the Western and Atlantic railroad track that led to Atlanta from Tunnel Hill. General Johnston knew he could not overwhelm Sherman‘s army. It was bigger and better supplied than the southern forces. But if Johnston could hold Sherman away from Atlanta until November there was a chance that Lincoln might not be re-elected. The northern voters were tired of the long, destructive fight. They might vote for a candidate that would end the war if their army had not won any decisive victories. General Johnston‘s strategy was to stay along the railroad to Atlanta so that he would not lose access to ammunition and food. When Union soldiers moved south after the battle of Resaca, Johnston had no choice but to move south even faster to stay between the enemy soldiers and Atlanta. When Sherman troops approached Atlanta from the West, General Johnston sent Confederate forces to stop them at Picketts Mill. Finally, in June 1864, General Johnston came to the biggest obstacle in Sherman‘s path – Kennesaw Mountain. The Union soldiers tried to attack Confederate soldiers there with General Sherman at Fort #7 in Atlanta disastrous results. General Sherman sent his friend General McPherson far around the mountain instead. General Johnston saw that the Union soldiers were getting nearer to Atlanta. He sent his troops over the Chattahoochee River to line of forts that had been prepared just in case the Union troops made it that far. Confederate soldiers destroyed all the bridges over the river and waited in their forts to attack. The Union troops rode through Roswell and gathered their forces at the river. Johnston waited for the right moment to attack the Federal forces. Confederate leaders knew that Union forces were now at the gates of Atlanta with an army and supplies to support a decisive battle. Jefferson Davis decided to fire Johnston and find a more aggressive general to lead an attack against Sherman. There were not many candidates left. Davis settled on a general named John Bell Hood. General Sherman, now just north of the city, found an Atlanta newspaper and read about the change of command on the Confederate side. He knew Hood would try to attack. Northeast Georgia History Center page 22 Civil War in Georgia Travel Trunk 1864: The Battles for Atlanta General Sherman‘s soldiers crossed the river, and then moved south and east to begin the battle for Atlanta. Troops led by General Thomas moved south through the rough, forested landscape and arrived at the banks of Peachtree Creek mid-day on July 20th. General Hood‘s troops were late to greet them. The result was a defeat for the Confederate forces who found themselves outnumbered and fighting an uphill battle. To the east, General McPherson led Federal soldiers on a mission to tear up the railroad that connected Atlanta to Augusta. Soldiers lifted the iron tracks up in pieces and put them on bonfires made out of the wooden crossties. As the iron heated up in the fire it could be wrapped around a tree or a telegraph pole and left there to cool off. Twisted in knots, the tracks were useless for the railroad. Soldiers called these wrecked tracks ―Sherman neckties‖. With the railroad tracks destroyed, General Hood could no longer get supplies from east Georgia. General Sherman watched the battle from his headquarters on a hill that is now the location of the Carter Center and Presidential Library. Nearby a group of artillery men set up their cannons and began firing shells into Atlanta. Civilians were hit and killed by the cannon fire. Houses were hit and damaged. Watching from his headquarters, General Sherman was certain that the city would be evacuated and that Hood‘s soldiers would retreat. All at once in the early forenoon of July 20, 1864 the expected storm broke over us. Within one mile of where we stood, trees as big as a man’s body were mowed down. Mount Zion Baptist Church, school houses and numerous dwellings, slave quarters, and farms were demolished. The reports of the cannon sounded like thunder claps and the musketry was like hail on the roof in the time of a summer flurry squall. During the battle the bullets fell thickly in the yard of the Atlanta Medical College where Dr. D'Alvignywas operating. His daughter, Pauline, who was assisting her father, narrowly escaped being hit several times, since on account of the intense heat the operating table had been carried out into the shade of several nearby trees. Sara Huff, My 80 Years in Atlanta http://www.artery.org/08_history/UpperArtery/CivilWar/SaraHuff2.html Instead he found that thousands of Confederate soldiers had marched through the night of July 21st to attack the Federal forces on the east side of Atlanta. This battle is the one depicted in the Cyclorama painting housed in Atlanta. Fighting occurred along the railroad track and in the area now known as East Atlanta, near the Atlanta Zoo. The lines shifted quickly and soldiers found themselves suddenly outnumbered. One of Sherman‘s commanders, General James McPherson, was killed when he accidentally rode into a group of Confederate soldiers. Nearby a Confederate general, H.T. Walker, was shot when he rode too close to Federal lines. Thousands of wounded were taken into downtown Atlanta. Over the next weeks, the city was under siege with enemy soldiers on every side. One by one the escape routes were destroyed as Federal soldiers captured railroads both to the west and to the south. General Hood realized that he could no longer defend Atlanta and ordered his soldiers to leave. On September 2, the mayor rode out Marietta Road and surrendered the city. General Northeast Georgia History Center page 23 Civil War in Georgia Travel Trunk Sherman sent a telegram to President Lincoln that said ―Atlanta is ours and fairly won.‖ From: General Sherman’s Special Field Orders #190: March to the Sea, 1864 Civil War historians look at General Sherman‘s march as an early example of a 20th century military tactic, the practice of waging total war on a country and its population, civilian and military. Sherman knew that the North could only win the war by destroying the South‘s ability to support its armies. He would leave Atlanta and work his way through Georgia‘s central heartland, targeting its farm harvests, its cotton warehouses, its factories and infrastructure of bridges and railroads. Destroying any one of these elements would slow the southern war effort; reducing them to all rubble would bring the war to a halt. Sherman looked at census maps from 1860 that showed where the greatest numbers of plantations were located, the ones that used slave labor to grow food and cotton. He sent his armies on a route through this area. Sherman knew it was just as important to remove the support of slave labor from the Confederacy. Union commanders were issued copies of the Emancipation Proclamation that were to be read at every stop along the army‘s path. As Georgia was in rebellion, its slave population was now declared free. IV. The army will forage liberally on the country during the march. To this end, each brigade commander will organize a good and sufficient foraging party, under the command of one or more discreet officers, who will gather, near the route traveled, corn or forage of any kind, meat of any kind, vegetables, corn-meal, or whatever is needed by the command … General Sherman left Atlanta on November 15, 1864. Behind him the city‘s central business district was smoking ruins. Spreading out on the roads heading southeast, Sherman‘s troops were in Milledgeville eight days later. They held a parody of a legislative session in the deserted state capitol building. Nearby, at the site of the Griswold Pistol Factory, Federal troops fought Georgia state militia drawn from the remaining recruits – very young and old men, outnumbered and outgunned by the Union forces. As the army moved toward Savannah, soldiers destroyed railroad tracks, burned cotton gins and foraged liberally on the farms they passed. Civilians lost their horses, cattle, hogs, hams and cornmeal to Federal troops. The estimated damage to Georgia was, in 1865 terms, about one million dollars. Even greater was the psychological damage to the Confederacy. Georgia, its largest supplier of food and livestock for the army, could be reduced to ribbons by a group of Federal soldiers moving almost unchallenged through the countryside. The belief that the south could prevail became more difficult to support. In December 1864, Sherman sent another telegram to Washington, DC. In it he presented President Lincoln with a gift of ―the port of Savannah, Georgia, with some 2,000 bales of cotton.‖ From Savannah, General Sherman‘s army marched into South Carolina. Federal forces destroyed the capitol, Columbia. Charleston, the city where the first shots had been fired, was burned. To the north, the federal army under General Grant‘s forces captured Richmond, the Confederate capitol. On April 12th Grant accepted General Lee‘s surrender of his army. A few days later, General Sherman met General Johnston again and accepted the Confederate Northeast Georgia History Center page 24 Civil War in Georgia Travel Trunk general‘s surrender at a small town named Bennett‘s Farm in North Carolina. Jefferson Davis, attempting to escape and find refuge in a foreign country, fled through South Georgia and was captured by Federal troops near Ocilla. The war was over. The fight for liberty and justice went on for another decade, during an era of change and stubborn resistance called Reconstruction. Defeat and Reconstruction in Georgia, 1865 In May 1865 Governor Joe Brown surrendered to federal authorities. Former Confederate soldiers began to return to their homes. They found their families and communities were very different. Forty thousand Georgians had died in the war; thousands returned home with physical disabilities because of the war. Formerly enslaved Georgians made difficult decisions whether to stay on the farms they had once worked or leave to move somewhere else, to the city, to the North, or out west. The population of Georgia was in motion, relocating and rebuilding families of survivors of the war. Reconstruction efforts began with the economy of the state. Someone had to plant crops. The state had depended on a food supply supported by slave labor and the profits realized from the sale of cash crops. Who was going to plant the crops and bring in the harvest now? In 1865 only a fraction of the pre-war tons of corn and cotton made it to market. In many communities, the army distributed food to civilians who were going hungry. The United States government established the Freedmen‘s Bureau in 1865. It was led by General O.O. Howard, a Union soldier who had marched through Georgia. Atlanta was the headquarters for the Freedmens‘ Bureau in Georgia. Officers of the Bureau investigated disputes as the state‘s citizens adjusted to a new order of things. Bureau agents went into the fields to write contracts between plantation owners and their former slaves, ensuring that workers were paid for their labor as they began to rebuild Georgia‘s agricultural economy. The Freedmen‘s Bureau also supported the efforts of Georgians to establish schools for former slaves who had been barred from gaining an education. In the years after the Civil War, schools established by local teachers and missionaries were a magnet drawing black families to Atlanta and its educational opportunities. Churches began to grow, led by black clergymen, which provided social services and centers for community organization. Reconstruction changed the political system of Georgia as well. The constitutional convention called in 1868 wrote new laws that allowed black males to vote and moved the state capital to Atlanta. The legislature ratified the 14th amendment ensuring that new citizens were protected in the exercise of their civil rights. Two years later the state legislature ratified the 15 th amendment. Georgia was re-admitted to the Union in 1870. Reconstruction ended in the state. Some historians have argued that Georgia‘s leaders spent the next two decades trying to undo the progress made in the five years after the Civil War. In some ways that is true. The voting rights of African-Americans were systematically curtailed by white politicians who referred to themselves as ―Redeemers‖ hoping to reclaim the vanished past. Extra-legal activities by the Ku Klux Klan made political protests by the black community both difficult and dangerous. The plantation system vanished in Georgia, replaced by a system that put land ownership into the Northeast Georgia History Center page 25 Civil War in Georgia Travel Trunk hands of landowners who then bartered for labor in a ‗share-cropping‘ system that impoverished both blacks and whites. Even in the face of post-war difficulties however, Georgians sought out better educations, better jobs, and opportunities for better lives. Georgia was reconstructed into the state that, with another war and another civil rights movement, became the place where we now live. Sources: The online Georgia Encyclopedia is the source for many facts found in our Database: Civil War, including definitions of ―the Georgia Platform‖ and the biography of Governor Joe Brown. http://www.georgiaencyclopedia.org/ A key resource for learning about the course and consequences of the Civil War as it was experienced in Georgia is the collection of primary resources compiled by a veteran who went on to become governor of the state: The Confederate records of the State of Georgia, Volume 1 By Allen Daniel Candler Available as a Google eBook Collected primary sources from Civil War era Georgia, laced together with blazing ―Lost Cause‖ rhetoric by the state‘s first official archivist. Confederate veteran and later governor, Mercer University Class of 1859graduate, Alan Candler fought through the Civil War with the Army of Tennessee until Lee‘s surrender. Badly wounded at the Battle of Jonesboro, Candler pointed out that he was he was more fortunate than many—he still had one wife, one baby, one dollar, and one eye. He went into politics beginning with his election as mayor of Gainesville in 1872. These papers are invaluable resources for identifying the causes of Georgia‘s secession even in the face of opposition from counties with little slave ownership. Another layer of comprehension emerges from reading the text as an expression of Candler‘s uncompromising belief in the moral righteousness of the Southern cause. Candler‘s version of the Confederacy‘s defeat supported decades of Southern revision of the Civil War story into a failed crusade. White politicians‘ attempts to retain power and political control shaped the post-war years and drew strength from the Lost Cause mythology. The practical results were measurable. Candler‘s four years as governor (1898-1902) saw increased reports of lynching and attempts to establish white-only primaries. Another excellent resource for primary documents from the state‘s past is: Cornerstones of Georgia History: Documents that Formed the State Edited by Thomas A Scott (Mercer University Press, 1995) ISBN-10: 0820317438 Northeast Georgia History Center page 26 Civil War in Georgia Travel Trunk The Georgia Information site of the state‘s official webpage is a rich resource of primary documents, suggestions for further reading and a ―This Day in Georgia‖ feature. Example: Civil War Secession Fever http://georgiainfo.galileo.usg.edu/CivilWar/nov160.htm University of Georgia professor F.N. Boney‘s 1997 book Rebel Georgia is a readable single volume introduction to life in Georgia during the Civil War. (Mercer University Press, 2000.)ISBN-10: 0865545510 Northeast Georgia History Center page 27 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Contents Checklist BOOKS: received returned Civil War for Kids □ □ DK Eyewitness: Civil War □ □ DK Visual Dictionary of the Civil War □ □ Civil War Vault □ □ Fields of Fury: The American Civil War □ □ Mr. Lincoln‘s High Tech War □ □ A Soldier‘s Life in the Civil War □ □ Behind the Blue and Gray □ □ Scholastic Encyclopedia of the Civil War □ □ Great Maps of the Civil War □ □ If You Had Lived at the Time of the Civil War □ □ If You Had Lived When There Was Slavery in America □ □ Northeast Georgia History Center Civil War in Georgia Travel Trunk page 28 Civil War In Georgia Travel Trunk Contents Checklist CLOTHING received returned Girls petticoat □ □ □ □ □ □ Boys blue wool Union shell jacket □ □ Blue Wool Pants □ □ Boys butternut grey ―Columbus Depot‖ jacket □ □ Grey Wool Pants □ □ Black waterproofed canvas Haversack □ □ □ □ Girls cotton work dress Girls apron for work dress Haversack contents: Boar bristle toothbrush Metal plate Sewing kit Tin cup Coffee beans Hardtack Soldier Boot with Heel Plates Northeast Georgia History Center page 29 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Contents Checklist MATERIALS: Received Returned □ The Civil War in 3D □ with built in viewer Music CD □ □ Reproduction Harper‘s Weekly Newspaper □ □ Reproduction Currency □ □ Canteen (2) □ □ Cartridge Box □ □ Northeast Georgia History Center page 30 Civil War in Georgia Travel Trunk A NOTE ABOUT THE BOOKS IN THE TRAVEL TRUNK Why does a hands-on history trunk have so many books in it? There‘s a short answer: content literacy Teaching social studies content is an opportunity to craft lessons that support effective reading comprehension strategies and critical reading skills. The books in this trunk can help you teach across the curriculum and promote a multi-resource, multi-genre learning environment. There is a common language for talking about things and texts. What kids learn from talking about books can transfer to talking about artifacts and primary resource documents. The materials in this trunk helps kids see different points of view, ask good questions, and create reflective responses. Students will learn from the trunk materials as they apply the understanding they construct from textbooks and trade books. The trunk materials include several picture books that work well for interactive read-alouds. Reading one of the ―If you lived‖ books out loud to a class is an entry point for reluctant and ELL students. This is an opportunity to pull items from the travel trunk to use as props and to illustrate challenging vocabulary. Well written narratives keep student interest high while building background knowledge about the past. Kids can generally listen at a higher comprehension level than they can gain by reading themselves. Consider adding read alouds to your content instruction and illustrating your presentation with trunk objects. This teacher guide will suggest other strategies such as concept mapping, constructing a timeline, and F/Q/R (Fact/Question/Response) charting. Each of these techniques will support your students as they internalize the skills of summarizing, synthesizing, evaluating and creating. That‘s why all these books are in the travel trunk; they‘re a scaffold to help your students grow! Northeast Georgia History Center page 31 Civil War in Georgia Travel Trunk Civil War in Georgia: Resource Books The Civil War for Kids: A History with 21 Activities Janis Herbert ISBN 1556523556 Clearly written, well organized workbook for constructive learning. It‘s hands on, rich in content and encourages kids to build comprehension with well designed activities: learning to use signal flags, make hardtack, and re-enact a battle. Civil War John Stanchak ISBN 0756672678 From the indispensable DK Eyewitness series, this book includes high quality photographs of artifacts and documents with plenty of supplementary information. Arranged thematically for use as a reference or in a concept map activity. DK Visual Encyclopedia of the Civil War John Stanchak ISBN 0756610591 Currently out of print but worth searching out. Arranged as a dictionary of terms, this book is a vocabulary builder and go-to resource for enriching background knowledge about the war and its artifacts. Civil War Vault LLC Whitman Publishing ISBN: 079483293-8 This book recounts some of the most memorable moments of the war, from the first shot fired at Fort Sumter to Gen. Robert E. Lee‘s surrender at Appomattox. Included are replicas of map, diaries, letters, and old daguerreotypes. Northeast Georgia History Center page 32 Civil War in Georgia Travel Trunk Civil War in Georgia: Resource Books Fields of Fury: The American Civil War James McPherson ISBN 0689848331 This stirring account of the greatest conflict to happen on our nation's soil brings to life the tragic struggle that divided not only a nation, but also friends and family. Fields of Fury details the war that helped shape us as a nation with personal anecdotes from the soldiers at the battlefront and the civilians at home, as well as profiles of historical luminaries such as Robert E. Lee, Abraham Lincoln, Jefferson Davis, and Ulysses S. Grant. Also included are explorations of the varied roles that women played during the war, healthcare on the battlefield, and the demise of slavery. Mr. Lincoln’s High Tech War Thomas Allen and Roger McBride Allen ISBN 1426303793 Lincoln, a classic early adapter of innovations, was a champion of the weapons, communication tools and information gathering schemes that defeated the Confederacy. The Allens, a father-son writing team, look at the Civil War through the lens of the technological changes that affected the outcome, supporting their thesis with images and eyewitness anecdotes. A Soldier’s Life in the Civil War Peter Copeland ISBN 0486415449 An excellent text for building vocabulary and encouraging visualization of content. Forty-five pages each give a short narrative of life in the army -- food, uniforms, drill – and feature a detailed drawing. For a modeled writing activity, have students draw their own illustration and write an explanatory paragraph. Behind the Blue and Gray: The Soldier’s Life in the Civil War Delia Ray ISBN: 0-525-67333-4 Whether they wore Union blue or C0nfederate gray, the untrained recruits of the Civil War quickly learned to endure the hardships of army life. They experienced the horrors of battle, rampant disease, makeshift hospitals and prison camps, and even boredom. This book explores the lives of soldiers from all walks of life. Northeast Georgia History Center page 33 Civil War in Georgia Travel Trunk Civil War in Georgia: Resource Books Scholastic Encyclopedia of the Civil War Catherine Clinton ISBN: 0-590-37227-0 This work traces the course of the Civil War, year by year, using profiles of important people, eyewitness accounts, and period art. Great Maps of the Civil War: Pivotal Battles and Campaigns Featuring 32 Removable Maps William J. Miller ISBN: 978-1-55853-999-0 The maps in Great Maps of the Civil War are the ones the commanders actually used or were likely to have been available to them. If You Had Lived at the Time of the Civil War Kay Moore ISBN: 0-590-45422-6 This book tells you what it was like to live at the time of the Civil War from 1861 to 1865. Would you have seen a battle? Did you continue to go to school? Was it hard to get food? If You Had Lived When There Was Slavery in America Anne Kamma ISBN: 0-439-56706-8 This book tells about the hard life that a slave faced, and how slaves found ways to overcome some of the hardships. It tells how the cruel system of slavery began- and how it ended. Northeast Georgia History Center page 34 Civil War in Georgia Travel Trunk ARTIFACTS AND DOCUMENTS in the TRUNK Primary sources are the raw materials of history — original documents and objects that were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience. Examining primary sources gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical and analysis skills. Library of Congress, “Using Primary Sources” http://www.loc.gov/teachers/usingprimarysources/ Handling 3-D objects and reading historic documents encourages both the development of critical thinking skills and the retention of content knowledge. Travel trunks can help your students build vocabulary and encourage respect for diverse points of view and perspectives. Travel trunks give students a chance to practice their critical thinking skills: analysis, inquiry and synthesis. Asking questions about an object is one way to learn historical literacy, one of the many strategies for comprehension that our students will need in the future. Looking for cause and effect, identifying turning points in the past, understanding change and continuity, looking at the world through the eyes of people who lived then – these are all skills developed by interaction with primary sources. In the next section we‘ve put photographs of the materials in the travel trunk along with some inquiry questions. If you‘re unpacking the trunk with students, questions like these to get them thinking past the ‗wow, this is cool‘ first reaction. They ARE cool. They are also clues about the past that you can touch, a structure for understanding how the past was very much like and very much different from our time in history. After the catalogue of trunk items, you‘ll find the lesson plans. The first one is an all grades introduction to working with artifacts. We‘ll walk you through it step by step and suggest ways of using these resources. On to the stuff in the trunk! Northeast Georgia History Center page 35 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Clothing Girls Cotton Work Dress with Petticoat and Apron Girls who lived at the time of the Civil War did not wear hoopskirts every day. Most girls lived on farms and had to work in the garden, around the barn and in the kitchen. Hoop skirts would be dangerous and inconvenient. Even girls who lived in urban centers had chores to do and spent part of the day sitting at school as well. Most girls in the 19th century, whether they lived in the north or the south, wore a cotton or wool dress over a petticoat every day. Dresses buttoned up the back or fastened up the front with buttons or hooks and eyes. There were no zippers, no Velcro, and no elastic in dresses. Dresses were covered with aprons so that you could keep the dress clean as long as possible. There were no automatic washing machines, dry cleaners or dryers either. 1) How many dresses do you think a girl might have had? Remember that only a few people owned sewing machines at home before the Civil War started. Most of your clothing would have been sewn by hand. You could buy imported cloth from England and France in Georgia before the war started; after the war began it was harder to find nice factory made calico and cotton prints. 2) Girls petticoats were soaked in starch and ironed flat to make them crisp and neat looking. What is different about this iron and the one you might have at home? No electrical cord, no temperature control. You heated it up in the fireplace or on your stove. Northeast Georgia History Center page 36 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk: Clothing Confederate “Columbus Depot” jacket Grey wool with blue trim Factories in Georgia produced thousands of jackets like these for Confederate soldiers. Some were made in Athens and more were made in Atlanta but most of them were sewn and distributed from Columbus. Many Civil War historians call this jacket ―Columbus depot‖ style. The jacket was made out of grey or grey-brown wool (a color called ‗butternut‘ during the Civil War). Grey dye was inexpensive, made from tree bark and nut husks. The collar and cuff were made out of wool dyed blue with imported indigo. We are used to seeing movies that show all Confederate soldiers wearing identical grey uniforms. The Confederate government issued an order in 1861 that all officers and enlisted men should wear ―tunics of grey cloth‖ but providing them was another matter. If you go to a museum that has real uniforms from the Civil War you will see that some were made out of homespun brown wool, some were tailored out of expensive grey wool, and some were made of whatever fabric was at home when a soldier enlisted. Photographs from the war tell the same story. Some soldiers fighting in Virginia were wearing uniform jackets that were made in England and smuggled through the blockade. Soldiers wore the uniforms that they brought from home, pieces that they scavenged on the battlefield or the new uniforms that they were lucky enough to be issued. 1) Why did soldiers want uniforms that were made out of wool? Wool was the first choice of soldiers for uniforms. We think of it as hot and itchy; they thought of it as long-wearing and practical. Wool didn‘t get torn as often as cotton did. (Think about the knees of your jeans!) Wool protected you from wind and rain and if it got muddy you just waited until it dried and brushed the dirt off. 2) Did Civil War uniforms come in sizes like our clothes? Soldiers joked during the war that the uniforms they were issued came in two sizes: too big or too small. For most of the war officers had to purchase their own uniforms so theirs were tailored to fit. Northeast Georgia History Center page 37 Civil War in Georgia Travel Trunk Georgia in the Civil War Travel Trunk Clothing Union jacket Blue Wool Union uniforms were also made out of wool. In the northern states, factory made woolen cloth was easy to find. Textile mills in the north had been running since early in the nation‘s history and they provided cloth for blankets, clothing and every other item a soldier might need. Blue dye made from the indigo plant was imported into the north to use in the factories as well. When President Lincoln called for 75,000 volunteers for the Union army after the attack on Fort Sumter, the capitol filled with soldiers from northern and border states. Many of these soldiers wore uniforms they had used when they served in local militias back home. Some units showed up in showy dress uniforms that they agreed among themselves were just the thing for a war. At the first Battle of Manassas some Union soldiers were wearing grey, some Confederate soldiers wore blue and one group from Louisiana, Wheat‘s Tigers, had on red shirts, baggy blue pants and instead of hats they wore fezzes. (Their commander however wore a blue jacket that looked exactly like a field grade Union army officer‘s uniform.) The confusion caused by the mash up of costumes on the battlefield sent both armies back to the drawing board to come up with uniforms that were ―uniform‖. By the time of the Battle of Second Manassas in 1862, there were still Zouave units on the field but the tactical downside of wearing bright red was more widely recognized. The majority of Federal soldiers wore the standard issue blue coat and trousers made a lighter sky blue Q: Did Civil War soldiers wear camo? A: No. The idea of camouflage –wearing uniforms that blended into the soldier‘s surroundings – was just beginning in the Civil War as soldiers began to understand the power of accurate long range rifle fire . One group of Union soldiers did wear an early form of camo however – the sharpshooters. These highly skilled marksmen were often found perched in trees with powerful, scoped rifles. Their uniforms were forest green, a good choice for soldiers who did not want to be seen as they waited for their targets to come into the range of their rifles. Northeast Georgia History Center page 38 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk: Soldier Gear Canteen Confederate “Tin Drum” style Description: Reproduction metal canteen with cork stopper. Cotton web sling attached for carrying the canteen. Metal canteens were made in factories by tinsmiths. Soldiers also carried canteens that they made themselves out of metal or wood. Water was a necessity for soldiers who marched for hours a day. Army camps were set up at places where water was available for both humans and horses. Before setting out on a march soldiers filled their canteens at any available water source – a pond, a creek or river, a well. During the Battle of Chickamauga in 1863, soldiers filled canteens at Crawfish Springs and dipped them into Chickamauga Creek. At meals soldiers boiled water to make coffee or tea but most of the time they drank what they could find when they were thirsty. Medical records from the war show that the water soldiers needed for hydration often made them sick. Water that had not been boiled could carry bacteria that caused dysentery and typhoid. Northeast Georgia History Center page 39 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk: Soldier Gear Waterproof haversack and contents Description: Reproduction cotton haversack (C&D Jarnigan Co.) containing soap, toothbrush, metal plate, spoon, candle, tin cup and sewing kit, called a ‗housewife‘. Haversacks held the personal gear that soldiers needed every day. While a backpack could hold clothing and a blanket, the soldier‘s haversack held food rations, coffee beans, salt, soap, candles, matches (or ―lucifers‖) and tobacco. Northeast Georgia History Center page 40 Reproduction 'housewife' sewing kit Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk: Soldier Gear Used reproduction soldier boots with heel plates After food and water, boots were the next greatest need for a Civil War soldier. Most soldiers were in the infantry and the infantry walked wherever they needed to go. Only rarely were infantrymen given horses or the chance to ride on the railroad. As a result, soldiers wore through boots with every step. This example has been used by a modern re-enactor and it shows some of the same wear that soldiers would have put on their boots in the Civil War. In the early years of the war soldiers from both the north and south might have worn shoes that were ‗straight-lasted‘ – identical for both the right and left foot. These were made in an oldfashioned style that got pressed into service when the need outstripped the supply of right and left footed boots. Shoes were made entirely out of leather, both the uppers and the soles. Most factories used sewing machines to construct the boots but some less-expensive boots were ―pegged‖ with small pieces of wood. Soldiers could nail metal heel plates onto the heels of their boots to help them last longer. Hobnailed boots had additional, short nails driven into the sole to give the boots more grip in mud. One boot like this one can tell several stories about the Civil War. The north had more factories that could make boots. Northern soldiers had access to supplies that were sent from factories to the army while Southern soldiers struggled to get supplies over the inefficient railroad system in their region. Distinctions between the north and south were reflected in the supplies they provided to their troops. Manufacturing and shipping shoes to soldiers was just one piece in the huge mosaic that is the Civil War but to soldiers it was one of the most important. Northeast Georgia History Center page 41 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Photography in the Civil War Resources Stereoviewer and stereo images -- packet with built in 3D viewers Modern presentation of 19th century stereroview cards and holder. Northeast Georgia History Center page 42 Civil War in Georgia Travel Trunk Stereoviewer and stereocard Many images taken during the Civil War were formatted for the popular stereo card viewer or stereoscope. Photographs for this device were made with a camera that had two lenses placed next to each other at about the distance between human eyes. Two images were taken simultaneously by the camera and then printed on a sturdy card. When viewed through the eyepiece of a stereoviewer the photographs together produced a three dimensional image. Northeast Georgia History Center page 43 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Flag – Union 34 star Flag – Union 35 star Soldiers and civilians on both sides of the Civil War used flags as a visible symbol of their allegiance. At the beginning of the war, the flag of the United States displayed thirty four stars, one for each state. The Union flag continued to show a star for each Southern state even after secession. With the admission of West Virginia to the Union in 1863, the flag changed to incorporate thirty five stars. The canton (blue square in the upper corner) changed as well to show five rows of seven stars. The Confederate States continued to fly a flag with the colors of red, white and blue during the war. Two Confederate flags are still referenced today in many permutations. The ―Stars and Bars‖ was the national flag of the confederacy. It showed three large horizontal bars (red, white, red) and a blue canton with a circle of seven stars representing the states that seceded before April 1861. The current Georgia flag uses a similar design with a canton showing the state seal in a circle of stars. Confederate First National Flag On the battlefield, Confederate forces carried a square red flag with a blue X and thirteen stars (an optimistic statement that Kentucky and Missouri would secede). This flag, the ―Southern Cross‖ or ‗battle flag‘ was part of the official Georgia flag from 1956 to 2001. Northeast Georgia History Center page 44 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Reproduction leather Cartridge Box with tin canisters 1858 Type II model cartridge box held 40 rounds of ammunition, packed into the waterproof metal canisters The Civil War infantryman‘s weapon was his rifle. Every piece of equipment he carried, besides personal items stored in a haversack and backpack, was there to keep his rifle working. The cartridge box carried forty paper tubes, each filled with gunpowder and a bullet. The tubes, called, were made in factories and shipped to the battlefront where they were issued to troops. The cartridges had to be kept dry so that the gunpowder would ignite. They couldn‘t be carried in uniform pockets because they would unroll and spill open. The army gave infantrymen a cartridge box in which these essential items could be stored and transported safely . The bullet inside most cartridges made by the army‘s factories was called a Minie ball. The Minie ball was made to expand at the base when it was fired. The resulting rim of metal fit into spiral grooves that had been etched into the rifle barrel. The bullet spiraled as well, much like a football thrown down the field. These bullets, and the simplified loading process of the cartridge, represented a new technology that gave weapons more accuracy and more power. Soldiers could now hit targets hundreds of yards away with bone shattering force. Northeast Georgia History Center page 45 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Cartridge Rolling Kit: Instructions Dowels Paper Black sand (substituting for gunpowder) The standard muzzle loading rifle that most Civil War soldiers carried used pre-made cartridges that were assembled in factories. Workers at the Atlanta Arsenal made thousands of these cartridges by hand, shipping them out in wooden crates to Confederate forces. The same process was used in the north to supply Federal troops. Workers, usually women and children, were expected to roll at least 800 cartridges a day. The cartridge factory gave many families an income when male wage-earners joined the army. The average pay for a woman rolling cartridges was often more than a man earned in military service. The process was tedious and repetitive. A pointed piece of paper was placed on the work table, rolled around a dowel, and placed in a tray. Empty cartridges were carried to a second assembly line where they were filled with a single bullet and a charge of powder, tied tightly and packed. Work at a cartridge factory could be dangerous. In March of 1863 the cartridge factory in Richmond, Virginia, exploded. On the same day as the Battle of Antietam, September 17, 1862, sparks from a horse‘s hoof set spilled gunpowder alight at the Pittsburgh Arsenal. The resulting explosion killed seventy-eight workers on the same day that Federal soldiers miles away in Maryland were using cartridges they had made. Northeast Georgia History Center page 46 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Reproduction Currency Paper money became very popular during the Civil War. Before the war, most people used gold and silver coins for shopping and saving. The war changed that. The Union government had to find a way to pay factory workers and office workers, soldiers and suppliers of military goods. The solution was paper currency that was backed by the government’s credit. The federal treasury decided to print paper money that showed portratis of politicians, symbols of the United States and the denomination, often in green ink. Many of the federal notes showed the value on only one side; the other side was printed entirely in green ink to help defeat counterfeiters. These notes quickly became known as “green backs”. The Confederate government faced the same problem of paying for the materials that would be used in the war. The southern government however added another piece to the puzzle. The Confederate constitution allowed states to print their own money. (That responsibility had been given to the Federal government after the American Revolution.) In the south, therefore, you could have state printed money and Confederate printed money circulating at the same time. The variety of notes was staggering. One university archive of Confederate currency has 72 different designs issued by the central government of the south in only four years. The choices that a state or country makes about what goes on their money is a good way to investigate what that government believes is valuable. What would have been in your pocket during the Civil War? Northeast Georgia History Center page 47 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Reproduction Harper‘s Weekly Newspapers Harper‘s Weekly, modestly described as ―A Journal of Civilization‖ was more of a magazine than a newspaper. It included news (foreign and domestic), essays, political opinion, cartoons, humor, encyclopedic features of life around the world, advertisements and serialized novels (including several by Charles Dickens). Harper‘s was published in New York City through the Civil War and is an important primary resource for the conflict. Harper‘s had the largest circulation of any such magazine in the United States and employed dozens of artists to illustrate the news in a time before photographic reproduction. Winslow Homer, among others, sketched battlefield scenes and sent them to New York to be rendered as black and white engravings. A single issue of Harpers could include a double page centerfold of a battle with maps of the area. Full portraits of the commanders of the army units involved might share a page with notes from Paris about the most recent fashion trends for ladies. The back page usually offered a single page comic, often drawn by Thomas Nast, and ads for necessities of nineteenth century life. During the centennial of the Civil War, reproductions of original Harpers were printed in the thousands for collectors. These are still available and we‘ve included several in the trunk. In addition, Harpers Weekly is available online through several sites including a subscription service called HarpWeek. Compare and contrast: Take a daily newspaper and a Harpers reprint and have students look for what has changed and what has remained the same. What parts of the newspaper are still around today (headlines, banners)? What has changed? (Length of articles, use of color and photography). Northeast Georgia History Center page 48 Civil War in Georgia Travel Trunk What do we ask of the past? A timeline can be the basis for several activities centering on higher order thinking skills. Looking for evidence of change over time gives students the experience of „thinking like historians‟. These five questions form the basis of historical inquiry: 1) Cause and effect – what were the causes of past events? What were the effects of these events in their time and now? 2) Change and continuity – what has changed? What has stayed Thinking Like a the same from past times to the present? Historian: Rethinking 3) Turning points – what decisions in the past changed the History Instructionby kinds of choices people would have later? Nikki Mandell and 4) Using the past – how does learning about the past help us Bobbie Malone understand the present? 5) Through their eyes - How did people in the past view their world? http://www.wisconsinhistory.org/ThinkingLikeaHistorian/ Northeast Georgia History Center page 49 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Working with Primary Sources Why use primary sources? Content: Primary source materials focus on the actions of individuals, groups and institutions in the words of their time. Civil War era letters, newspapers, diaries and images bring a timeline of the conflict to life. Participants in the Civil War did not know how it would end. From Abraham Lincoln to children in war-torn Atlanta, people made decisions and confronted obstacles to meet the goals they held. Primary sources illustrate the conflicts inherent in the United States during this time and show the changes that came about as a result of the war. Purpose: Primary sources answer essential questions. Did geography affect the course of the Civil War? Would you have been an abolitionist in the 1850s? Was John Brown a hero or a terrorist? Does Abraham Lincoln deserve to be called the Great Emancipator? Was the Civil War worth its costs? What was the effect of the Civil War on the home front in the South? Does racial equality depend on government action? These questions require higher order thinking to answer and analytical skills to decipher. They are the questions we want students to judge by using primary sources, developing their opinions. At the end of the class, students should have a viewpoint. Relevancy: Primary sources enliven discussions of the connections between historic eras and the application of lessons to the present. What is the point? Every lesson has a goal, something to discover rather than to just ―cover.‖ Teachers can look to primary sources for vivid examples of history‘s recurring themes. Laws and letters, art and artifacts can bring students to understand that the past is reflected in the present. Northeast Georgia History Center page 50 Civil War in Georgia Travel Trunk Civil War in Georgia Travel Trunk Q: Where Do You Find Primary Resources? A: In the Archives – actual or virtual! An archive is a storage place for primary resources – newspapers, diaries, letters, unpublished manuscripts, photographs and other visual resources, interviews and other audio materials. Here is an example of a primary source available in an archive. Northeast Georgia History Center page 51 Civil War in Georgia Travel Trunk The Cornelius C. Platter Civil War Diary, 1864 - 1865 is the Civil War diary of Lt. (later Capt.) Cornelius C. Platter, of the 81st Ohio Infantry Volunteers, from November, 1864 - April 27, 1865. Platter's diary details Sherman's march through Georgia from Rome to Savannah and the march north through the Carolinas. He gives dates, times, and lengths of marches and describes the weather, locale, scenery, and food as well as orders, rumors, positions, troop morale, and administrative duties. The diary also includes a description of the burning of Columbia, South Carolina, the news of the Confederate surrender, and the assassination of Abraham Lincoln. Where is it? The diary is safely stored at the Hargrett Rare Book room in the main library at the University of Georgia in Athens. To see it you would have to make an appointment with the librarian. Fortunately the university has put a transcript of the diary on the library‘s website: http://dlg.galileo.usg.edu/hargrett/platter/ Diary of Cornelius Platter November 15, 1864 We left Atlanta at 4. P.M. on the "East Point road‖ and by the time we were two mile from town it was dark and we beheld a grand sight - The burning of the "Gate City". All the principal buildings were on fire and the sight was indeed grand.. This has indeed been a strange day - In the morning we passed over the ground where so many of our "brothers in arms" spilt their life blood and during the day seen the destruction of Atlanta. Such a day as this one seldom sees and it will not soon be forgotten but this wanton destruction of property would soon demoralize any army -- I think Sherman intends to devaste[devastate] the whole country as he goes. Thursday Nov 17th 1864 We took the McDonough road and passed through a country never plouted[polluted] by the foot of a "Yankee". The country is more open today than it was yesterday and the marching much easier than heretofore. We passed through McDonaugh. the county seat of Henry Co [County] which is a village of not much importance.. Being in the advance we obtained plenty of Forage of every description - such as Pork Sweet potatoes Honey & c [et cetera]& c [et cetera] - We went into camp 3 mile from Jackson the county seat of Butts Co [County] in an oak grove. - Distance marched 19 mile - It is still a mystery where we are going. Northeast Georgia History Center page 52 Civil War in Georgia Travel Trunk TEACHING WITH ARTIFACTS An artifact is any object made by humans to fill a need. Artifacts are representatives of the culture in which they were made and the resources that were available. As you examine artifacts, you can learn about the time and place in which they were made. Working with the materials in this travel trunk is a teaching strategy for structuring real encounters with the past that support further learning. Unpacking a haversack can introduce a rich vocabulary lesson, add depth to comprehension of soldier life during the Civil War and reinforce ‗then and now‘ understandings of how cultures express themselves in material objects. (Students look at a reproduction 19th century toothbrush made from bone and boar bristle and realize how plastic changed our world on a personal level.) How do we learn from artifacts? We READ them. The best analogy for working with artifacts is the process of gaining literacy. Understanding artifacts mirrors many of the skills that students use to read and comprehend text. Students use diverse learning styles to investigate these materials, led by their natural curiosity and supported by background knowledge about the subject matter and content area vocabulary. Framing questions and developing answers are part of interpreting an object, a document or a song. As they investigate an artifact, students can use strategies they have learned from reading such as directed inquiry and composing summative reflections. These skills are flexible and fluid, reinforcing each other across the curriculum. How to handle artifacts Just as we ask students to handle books carefully, we ask them to handle artifacts respectfully. Learning to handle artifacts for learning is a metacognitive skill supported by this trunk. Before starting the artifact inquiry activity, work with your students to brainstorm a list of appropriate ways to handle an artifact and post the list: ―We will hand each object carefully and respectfully; We will not grab any artifact out of somebody‘s hands; We won‘t eat any of the things in the trunk‖ Our hardtack is made by the George Bent Company, in Milton, Massachusetts. The company has been in business since 1801 and made hardtack during the Civil War. (There‘s hardtack in the trunk so this bears repeating.) Northeast Georgia History Center page 53 Civil War in Georgia Travel Trunk Teaching in Time: Lesson Plan for Directed Artifact Inquiry ―Reading‖ is a familiar activity and a useful analogy for discovering the use and significance of an object. Just as students learn to deal with differences in texts, they will see that some objects are easier to identify than others. Some artifacts need more careful examination to determine what they are and how they were used. In this lesson, students learn to analyze an object and summarize their opinion about it. When students examine an object, they become detectives, piecing together clues from what they observe. They use their background knowledge to compare and contrast, intuit, deduce, and assess the historical significance of an artifact. The lesson plan includes a graphic organizer so that students can record their observations, ―leaving tracks‖ toward comprehension. GOAL: Students will gain a richer understanding for and appreciation of history by analyzing and describing objects from the travel trunk. Method: Begin with a whole class discussion and a teacher-led inquiry 1. Anticipation! Build some interest in the concept of artifact. What do we mean when we say artifact? Set up an anticipation guide to support student inquiry. Here are four short statements about artifacts to present to the class. i. Artifacts can be old but do not have to be. ii. Artifacts are made by humans to fill a need in their lives. iii. Artifacts are manufactured from the resources available to the people who made them. iv. Artifacts can tell you about the people who made them – when, how, and why. Ask students to respond to each statement. True? What do they think about this statement? Kids often think of artifacts as dusty objects from an ancient tomb or obsolete items from the attic. Have they ever thought about how their own possessions tell other people about them? 2. Model an artifact inquiry with a think out loud. Choose one artifact from the trunk. Handle it carefully while talking about its shape and dimensions, the materials from which it is made, your guess as to who might have made it and why. Thinking out loud gives students a model for generating their own questions. Master teacher Jane Young compares her artifact inquiry strategy to a magician pulling a rabbit out of a hat. She opens the travel trunk box and examines it, building suspense. She reaches in for one item and as it emerges, begins her questioning: “Hmmm. I wonder what this IS? What is it made out of? [Taps the object] It’s metal. It’s round. There’s a cork here – it fits just exactly into the spout. Now WHY would anyone need something like this? To hold water? Where would you need that? If you were marching in the army! What do we have now? Water bottles are what we use now.” Northeast Georgia History Center page 54 Civil War in Georgia Travel Trunk 3. Transition to directed artifact inquiry. (Two options – stationery or mobile) a. Divide the class into table groups or pairs and distribute the artifacts, one per group or pair. Ask each to examine the artifact and work together to prepare a verbal report for the class on what they have concluded about the artifacts. Refer to the information on each artifact from the teacher guide to review the group‘s identification and support the discussion. Encourage questions about production and consumption processes, the place of trade and bartering, the use of natural resources and the work of artisans in manufacturing each object. Trade objects between tables once each group has finished with an object and add more as needed. As time permits, ask for verbal reports. b. Set up stations around the classroom so that artifacts from the trunk are placed into functional clusters: clothing, things from a house, printed documents, things that were traded. Divide the class into groups and send each to a table, rotating them around the class until each group has visited each table. On the following pages you will find guidelines for asking questions about artifacts. There are two reproducible artifact discovery worksheets with guided questions for fact-finding. Worksheet #1 scaffolds students through identification and compare/contrast questions. The second page of the worksheet is a graphic organizer for the transition to evaluative questions and writing a summary statement. Worksheet #2 can be used to encourage research about the artifact. It includes a Fact/Question/Response chart that includes space for student investigations to answer questions that are generated during the activity. The worksheets can also be used as outlines for written reflections with an opening statement, supporting facts and a concluding statement. Using these prompts, students can construct a statement summarizing their inquiry process and their discoveries. How does this work in real life? What if you have never modeled an artifact inquiry before? Just ask good questions that can’t be answered with a simple ‘yes’ or ‘no’. The haversack is a good choice for this activity Candle: Why did soldiers need candles? What would they be doing at night? Writing letters home? Writing in their diaries? Reading the newspaper? Reproduction Harper’s Weekly newspapers: What do you think these are? Do they look like newspapers we get now? What is the same? What is different? Hardtack: Why would soldiers want to have these crackers in their haversacks? Did Civil War soldiers eat meals like the ones our soldiers get now? What else would you need to add to hardtack to get a balanced meal? This is just carbohydrates. You’d need some protein – bacon, beans. Probably some peanuts in the south! And, for any object, ask the important question: What can we learn from this? What can this object tell us about the way people lived long ago? Northeast Georgia History Center page 55 Civil War in Georgia Travel Trunk Teacher’s Guide to Artifact Inquiry Sample questions to ask while modeling artifact “reading” 1. What kind of item do you have? Pick it up and feel it. Is it heavy or light? 2. What kind of material is it made of? Be specific. Artifacts may be made of several materials. Try to list them all. 3. Does it have anything written on it? English? Other language? Read what you can on the artifact to learn more about it. 4. Was it manufactured? Was it made by hand? Can you tell? How? 5. How was it used? Who was it used by? Where would it have been used? 8. Do we have or use anything similar today? If so, how is this object the same and how is it different? 9. Note those things that are different or strange or that you cannot identify or do not understand. And, perhaps, the most important question: 10. What can we learn from this object? This last question is important because it helps us understand history, the story of human life over time. There are many ways to research and analyze history. Reading books and watching documentaries are great ways to learn history. But being able to handle actual pieces of history (primary sources) gives students a unique opportunity to interact with history in a physical, hands-on way. When students reach a conclusion or gain an insight about history from studying an artifact, they gain not just knowledge, but a material connection to the past and the experience of discovery they cannot get from text books, documentaries, or other secondary sources. Northeast Georgia History Center page 56 Civil War in Georgia Travel Trunk ARTIFACT DISCOVERY WORKSHEET With summary organizer NAME: ___________________________ 1. EXAMINE THE ARTIFACT Write a few words about the artifact’s shape or color. What about texture? Is it rough or smooth? Heavy or light? Look for any movable parts, anything printed, stamped or written on the object. Record what you find out here: 2. WHAT CAN IT DO? A: What do you think it could be used for? B: Who do you think used it? C: Where do you think they were? D: When do you think someone used this? Northeast Georgia History Center page 57 Civil War in Georgia Travel Trunk WHAT DOES THE ARTIFACT TELL US? Think about what you’ve noticed already about the artifact. Now put it together. Answer these three questions and summarize what you have learned. What does this object tell us about technology of the time in which it was made and used? What does it tell us about the life and times of the people who made this and used it? Do we have anything like this now? Look around and see if you can find something similar. A summary is a short paragraph telling the most important things you have learned about this artifact: Northeast Georgia History Center page 58 Civil War in Georgia Travel Trunk Northeast Georgia History Center Travel Trunk Worksheet for Artifact Study with Fact/Question/Response What IS this object? Do you know? Can you guess? Write a sentence or phrase about what you think: Identification: 1) What materials were used to create this artifact? What went into it? 2) Are there any markings or writing on the artifact? List them here: 3) How do you think this artifact was used? ? Why would anyone need something like this? Evaluation 4) Is this artifact one of a kind or do you think many were made just like this one? 5) Who would have used this artifact? Northeast Georgia History Center page 59 Civil War in Georgia Travel Trunk 6) What does the artifact tell you about the time in which it was made? 7) Can you think of anything you use now that is like this artifact? 8) What is your conclusion about this artifact? Write a sentence or phrase that would help someone understand why this artifact is interesting: FACT This object is a: QUESTION I wonder if RESPONSE I found out that: Northeast Georgia History Center page 60 Civil War in Georgia Travel Trunk Whole class “now and then” synthesis A. On the white board or chart paper, write: If you lived during the Civil War, you would know…. Ask for some phrases to fill in the blank: Some people who were fighting in the war What battlefields looked like because you had seen pictures of them in a stereoviewer All about railroads and wagons People who got sick with bad diseases B. Ask: If you lived during the Civil War, you would NOT know: Think about all the things that kids didn‘t have then and all the things that happened after the war was over: I wouldn‘t know about cars and planes. I wouldn‘t know about germs. C. Ask: What do you think is the biggest difference between your life and the lives of kids in the 1860s? Why? Pair and share for a few minutes to generate answers! This type of open ended discussion can generate dozens of questions. Record them for future miniArtifact Analysis Worksheet research projects using a Fact/Question/Response graphic organizer. 1. ANALYZE THE ARTIFACT QUESTION FACT RESPONSE you think this object is soldiers made out of?messages? It was What hard todo communicate How did send Look it up! They used signal on theIsbattlefield. Sometimes during the dayplastic? but new it bone, pottery, metal, wood, stone, leather, glass, paper, flags cardboard, cloth, couriers carrying messages got inventions like the telegraph lost or lost the message. let soldiers talk over long distances when they couldn’t I think it is made out of see each other. During read alouds or sustained silent reading, kids can keep F/Q/R logs on their own and return to their questions during the discussion. Post students’ completed F/Q/R organizers as a reference for other students Use F/Q/R logs to generate research questions. Northeast Georgia History Center page 61 Civil War in Georgia Travel Trunk 1 Lesson Plan: Timeline ― An essential understanding in the social studies, particularly history, is chronology… In order for students to understand issues of continuity, change, and cause and effect, they must know what events occurred and the order in which these events occurred. … Significant events can be examined through revolutions, progress, cause and effect.‖ 50 Social Studies Strategies for K-8 Classrooms o Obenchain and Morris (2011) This lesson plan is adapted from Chapter 46: Timelines. One of the best ways to utilize the travel trunk materials is in the construction of a student generated timeline. A timeline demonstrates student comprehension of an essential understanding of social studies and is open to differentiation and elaboration. This project produces a visible record of class work and can also serve as an anchor for subsequent instruction. Timelines are essentially graphic organizers. They can be written on a white board or acted out with students. Timelines can be written onto index cards and placed in order on a string or posted around the classroom as an ongoing year-long project. Trunk materials can be used to research timeline events and to prompt entries on the timeline. What do you need to make a timeline? A starting point and ending point Dates to investigate – think of them as hooks to hang history on Vocabulary words: sequence, cause, effect, earlier, later, consequence Essential Questions: How does a timeline help us understand what happened in the past? What events and people are essential on a timeline of the Civil War ? Northeast Georgia History Center page 62 Civil War in Georgia Travel Trunk Skills/Objectives: Students will create a correctly sequenced timeline of significant events during the years of the Civil War. Students will be able to make inferences about Cause and effect in the course of the war The effect of the war on the lives of people, both civilians and soldiers Teacher Preparation: Decide on the form that the timeline will take: o Poster style: Students, singly or in groups, report on an event or person and post their research on a timeline that becomes a part of the classroom wall display. o Digital: To incorporate technology, a digital timeline can include music and narration. o Single presentation: A ―living timeline‖ is made up of students holding artifacts to illustrate the timeline element they are representing. They can ―wear‖ a year or identifying information and answer questions about their choice. Teaching Procedures: Introduction o Determine the students‘ understanding of ―timeline‖. Review the school year or a contemporary event such as a political campaign, in context as part of a timeline. o Focus on the EQ: History is a line of many days. We can put them in order just as you do your day at school. A timeline can tell us a lot about the past: what came first, what one event did to affect another event, how people refine their technologies over time, what happens when people make decisions to adapt, change or resist. o Relevance: Timelines are handy organizational tools for remembering key events in the order that they happened. This is a skill that students will use when recalling important terms and events, when writing DBQs and analyzing information for research papers. Method: Display the beginning and end dates of the timeline and assign or suggest years/subjects/people that would be essential to the timeline. Review resources that describe and illustrate the outbreak of the Civil War, the course of the war (major battles, events such as the Emancipation Proclamation) and the effects on the homefront. o Clarify the necessary elements of a timeline, including: o Correct Dates o Description of the document/image used in the timeline. o Break into mixed ability groups or pairs. o Explain that students will create contributions to the timeline. o Check the dates/events for coverage. o Encourage the use of items from the travel trunk, photographs, newspaper headlines, examples of technological advances in the era. There should be both primary source documents and illustrations incorporated into the timeline. Northeast Georgia History Center page 63 Civil War in Georgia Travel Trunk Presentation and Closing The timeline activity can be completed over the time spent on the Civil War/Reconstruction unit in the classroom. It does not have to be completed in a single class period! Every installation of the timeline should have its own presentation moment however so that each group can show their work, answer questions and discuss their choices. Sequence: Groups display their contribution to the timeline (poster page, costumed tableau, entry in a digital timeline). o Each group should be able to explain how the students came to their conclusions. Display the contribution in chronological order on the timeline. o Each group must turn in a written or illustrated page about their conclusions. Review and ask for feedback: How does a timeline help you answer the EQ? o Did you see connections that you had not seen before? Assessment/Evaluation: Check for understanding before, during and after the lesson o If you end the day with structured journal writing, ask students to summarize what they observed while constructing the timeline. What do they know now that they did not know when they began the activity? o Some key characteristics of a successful timeline are: accurately reported events (years, name of community), student‘s ability to narrate events on the timeline and explain their importance and reason for inclusion. DIFFERENTIATION and JUMPSTARTING THE TIMELINE The next ten pages show suggested formats for timeline pages. Show them as examples for student groups who need a model for investigation Post these suggestions on the timeline in chronological order, leaving space for student contributions Pre-teach the primary sources (photographs, newspaper headlines, diaries and journals) by referring to the examples Ask ―who is missing from this timeline who should be in it?‖ and ―do you think we need a map to explain where these battles happened?‖ in order to spark student group work Practice linking dates and events in ‗cause and effect‘ relationships: o What did the secession of the states in the Deep South have to do with the attack on Fort Sumter? [The states that seceded wanted to take control of Federal arsenals and forts for their own purposes. Most of them were quickly subdued but the commander of Fort Sumter refused to surrender.] o What is the connection between the Battle of Antietam and the Emancipation Proclamation? o What should be the FIRST event on the timeline? John Brown‘s raid on Harper‘s Ferry? Abraham Lincoln‘s election? Northeast Georgia History Center page 64 Civil War in Georgia Travel Trunk DATE Civil War Timeline SOURCE Front page of Harper’s Weekly: Headline --- The Georgia Delegation In Congress January 1861 Why are these men important in the timeline? They will all leave Washington DC and join the Confederacy. Some will fight during the Civil War in the Confederate Army. Northeast Georgia History Center page 65 Civil War in Georgia Travel Trunk Civil War Timeline March 1861 Excerpt from ―The Cornerstone Speech‖ by Alexander Stephens Alexander Stephens was born in Georgia and was elected to the United States Congress and Senate before the Civil War. During the Civil War, he was the Vice President of the Confederate States. He gave this speech in March, 1861, before the Confederate Army started firing on Fort Sumter. He wanted to explain what was different about the Confederacy. He said for one thing that the Confederacy believed in slavery and wanted to keep it going. He said that the Founding Fathers had all been wrong when they believed that all men were created equal. We are passing through one of the greatest revolutions in the annals of the world. Seven States have within the last three months thrown off an old government and formed a new… This new constitution or form of government constitutes the subject to which your attention will be partly invited.…. The new constitution has put at rest, forever, all the agitating questions relating to our peculiar institution African slavery as it exists amongst us... This was the immediate cause of the late rupture and present revolution. The prevailing ideas entertained by … most of the leading statesmen at the time of the formation of the old constitution, were that the enslavement of the African was in violation of the laws of nature; that it was wrong in principle, socially, morally, and politically. It was an evil they knew not well how to deal with, but the general opinion of the men of that day was that, somehow or other in the order of Providence, the institution would be evanescent and pass away….Those ideas, however, were fundamentally wrong. They rested upon the assumption of the equality of races. This was an error. It was a sandy foundation, and the government built upon it fell when the "storm came and the wind blew." Our new government is founded upon exactly the opposite idea; its foundations are laid, its cornerstone rests, upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his natural and normal condition. This, our new government, is the first, in the history of the world, based upon this great physical, philosophical, and moral truth. Source: TeachingAmericanHistory.org http://teachingamericanhistory.org/library/index.asp?documentprint=76 Northeast Georgia History Center page 66 Civil War in Georgia Travel Trunk Civil War Timeline April 1861 Bombardment of Fort Sumter, Charleston, SC Telegram sent by Major Robert Anderson, US Army describing the bombardment of the fort and his eventual surrender Source: National Archives Major Robert Anderson was the commander of an important piece of Federal property one mile from Charleston, SC, in the city‘s harbor. The state had left the Union and claimed possession of Fort Sumter and its cannon. Anderson was determined to hold the fort. Anderson‘s former student at West Point, General Pierre Beauregard, commanded one of the artillery emplacements that bombarded Fort Sumter for 36 hours before surrender. Anderson‘s response to the Confederate siege of the fort is in this telegram. In 1865 Major Anderson would return to Fort Sumter with the flag he had taken with him from the fort in the first days of the war. Four years after he had left, he helped raise the flag of the restored Union above Fort Sumter again. Northeast Georgia History Center page 67 Civil War in Georgia Travel Trunk TIMELINE: CIVIL WAR APRIL 1861 NEWSPAPERS REPORT THE ATTACK ON FORT SUMTER The Albany (New York) Evening Journal, April 11, 1861 Sumter Summoned to Surrender. Refusal of Major Anderson to Comply. Charleston, Thursday, April 11, 1861 A collision is hourly expected. Northern dispatches state than an attempt will be made today to reinforce Fort Sumter in small boats, protected by sand bags, the war vessels in the meantime to protect the landing party on Morris Island. It is reported that Gen. Beauregard has demanded the evacuation of Fort Sumter. An opening on Fort Sumter is expected every moment. The Battery is crowded with people in expectancy, and troops are pouring in. Business is suspended. The Citadel Cadets are guarding the Battery with heavy cannon. Thousands are waiting to see the attack commence. One thousand mounted men and two thousand patrols, heavily armed, are guarding the city. Major Anderson has refused to surrender. His reply is to the effect that to do so would be inconsistent with the duty he owes to his Government. The Macon Telegraph and News War! War!! War!!! We have undoubted reason to believe that firing has commenced on Fort Sumter. The Charleston batteries opened on the Fort at 4 ½ o’clock, this morning. Charleston, April 12—A brisk fire has been kept up all day, Anderson fires as if he had more men than we gave him credit for. None of our troops seriously hurt. We are making a breach in the fort. It must be ours. Source: News in History website http://www.newsinhistory.com/feature/dramatic-newspapercoverage-battle-fort-sumter-attack-began-civil-war Northeast Georgia History Center page 68 Civil War in Georgia Travel Trunk September 17, 1862 CIVIL WAR TIMELINE The Battle of Antietam was the result of General Robert E. Lee‘s first attempt to invade the North. At the end of the day over 23,000 soldiers had been killed, wounded, captured or gone missing. Photographers arrived at the site and began to record the destruction visible on the landscape and the evidence of death in the field. For the first time Americans could see the consequences of civil war in detail. The battle was a setback for the South. Jefferson Davis had hoped that a significant Southern victory would give the Confederacy international recognition. Instead the Federal victory at Antietam gave President Abraham Lincoln an opportunity to claim a political victory. He had been waiting for a significant Federal advance in order to issue the Emancipation Proclamation. Soldiers Stand on the Burnside Bridge, September 1862 “The ability to capture a moment in time has fascinated us ever since an image was first produced in 1839. First a novelty, then a powerful medium of information and emotion, photography and photojournalism came of age during the American Civil War. No other conflict had ever been recorded in such detail. Nowhere else is this truer than at Antietam, the first battlefield photographed before the dead were buried. It started with just a few, but by 1865 dozens of photographers were hauling glass plates and volatile chemicals across the war-torn countryside. Today, because of their work, we can still look into the faces of soldiers and visit the locations of tragic events.” Source for text and image: Antietam National Battlefield website Northeast Georgia History Center page 69 Civil War in Georgia Travel Trunk CIVIL WAR TIMELINE JANUARY 1863 Emancipation Proclamation: Thomas Nast, Harpers Weekly, January 24, 1863 Thomas Nast‘s family immigrated to the United States from German in 1846 when he was six years old. He grew up in New York City, home to large numbers of European immigrants, political ferment and opportunity. In the 1850s New York was the American center for newspapers, literary journals and book publication. All of these required illustrations and, before photographic reproduction was technically feasible, employed large numbers of artists to provide them. Thomas Nast created, in his career at Harpers Weekly (―Journal of Civilization‖), the first popular images of Santa Claus, the Republican elephant and the Democratic donkey. Just as important in the years of the Civil War were his sympathetic depictions of black Americans moving from slavery to freedom and dramatic accounts of the cost of the war. Ulysses S. Grant is supposed to have said, when asked who was the foremost figure in civic life to have emerged in the course of the War: “I think, Thomas Nast. He did as much as any one man to preserve the Union and bring the war to an end.” His work conveyed both the pathos and the meaning of the War to a large middle class Northern audience, and struck a chord with them that words—other than those of Abraham Lincoln—were not better able to do. Morton Keller, The World of Thomas Nast Northeast Georgia History Center page 70 Civil War in Georgia Travel Trunk 1863 Resources of Southern Fields and Forests published Francis Peyre Porcher, MD, an army surgeon during the Civil War, prepared a guide to botanical medicines for his fellow practitioners and civilians struggling to cope with wartime shortages. Resources of the Southern Fields and Forests was written in the hope that doctors could use substitutes for the medications that had previously been imported into the American South. Porcher combed through the medical literature in his library, consulted with fellow physicians and collected anecdotal information from newspaper correspondents. He included hundreds of plants in his guide, most of which were native to the South or naturalized to the region. Resources of the Southern Fields and Forests was filled with knowledge gathered from a long tradition of using botanical preparations to treat disease. For thousands of years people had turned to the green wealth of the woods and garden to collect trusted remedies. Physicians in the 19th century learned botany in medical school or at the side of their mentor; home medical practitioners used time honored recipes collected and preserved in popular manuals for domestic use. By 1863, the discovery of practical substitutes for silk, opium, Panama hats, coffee, China tea, indigo and mahogany (among hundreds of items in short supply) was a matter of patriotic pride and dire necessity. With a blockade of ports and a slow moving effort to establish southern laboratories, substitutes for drugs and medicines were desperately needed by military and domestic patients during the war. From Resources of the Southern Fields and Forests Brief Notice of Easily Procurable Medicinal Plants to be Collected by Soldiers While in Service in any Part of the Confederate States (excerpted): Sassafras: Whenever a soldier suffered from measles, pneumonia, bronchitis, or cold his nurse was directed to procure the roots and leaves of the Sassafras and a tea be made with this. Bene (Sesame): The planters and farmers should save and cure all the leaves to be used in dysentery, colds and coughs among our soldiers. Dogwood: Since the war, the bark has been employed with great advantage in place of quinine in fevers. It is given as a substitute for Peruvian bark. Bone-set: Drunk hot during the cold stage of fever and cold as a tonic. It is quite sufficient in the management of malarial fevers that prevail among our troops. Tulip Bearing Poplar and Willow: Supply a remedy for the fevers met with in camp. Sweet Gum: The inner bark contains an astringent, gummy substance which if boiled in milk will easily check dysentery or be used in tanning leather. Blackberry Root: A decoction of the root will check profuse diarrhea of any kind. The root of the Chinquapin is also useful. Gentian, Pipsissewa: Our native tonics. Both aromatic and a diuretic, and therefore selected in the convalescence from low fevers and dropsy. Holly: The bark of the holly chewed, or a tea made from it, yields an excellent bitter demulcent, very useful in coughs and colds Northeast Georgia History Center page 71 Civil War in Georgia Travel Trunk 1864 Primary Source: Stereoview Card showing General Ulysses Grant Massaponax Church, Va. "Council of War": Gen. Ulysses S. Grant examining map held by Gen. George G. Meade, May 21, 1864 (during Grant’s Wilderness Campaign) Photograph by Timothy O’Sullivan (1840-1882), working with Matthew Brady SOURCE: This photograph was taken during the Civil War. We think that it was important enough to keep after the war because it is now in the Library of Congress. OCCASION: The picture was created in 1864 when General Grant was trying to defeat the Confederate Army in Virginia, near Washington DC. Grant is the man who is leaning over the bench pointing at a map. Those are the other generals who are fighting with him and they have parked the horses nearby. At the same time, in Georgia, General Sherman was fighting his way to Atlanta. Things were getting hot in the Civil War. AUDIENCE: We think this picture was sold to people on the homefront who wanted to know what the war effort looked like and what General Grant was like. He was famous by then because he was “Unconditional Surrender” Grant. PURPOSE: This is a picture that tells people in the north not to worry because they have the best generals fighting for them. They have a LOT of generals and they look like they are working together to win the war. A picture like this would be good for someone to see that wanted to see what the leaders of the army were doing to end the war. Northeast Georgia History Center page 72 Civil War in Georgia Travel Trunk CIVIL WAR TIMELINE 1864Primary Source: Soldier Journal ATLANTA CAMPAIGH A View from the Ranks: The Civil War Diaries of Charles E. Smith, 32nd Ohio Volunteer Infantry June - July 1864 Northeast Georgia History Center page 73 Civil War in Georgia Travel Trunk TIMELINE 1864: BATTLES FOR ATLANTA Stereoview of the Atlanta “car shed” – a building at the railroad station in the middle of town. This image was produced by George Barnard, an army photographer who was part of General Sherman’s occupying forces in Georgia. Barnard took the photograph in November 1864 as the army left Atlanta for Savannah. Source: Library of Congress http://www.loc.gov/pictures/item/2005681127/ Photographic evidence from the siege and surrender of Atlanta does much to counter popular myths about General Sherman’s time in the city. When they arrived at the outskirts of Atlanta in July 1864, Federal artillery units fired shells into the city center. Some buildings were damaged during the Battle for Atlanta but the greatest destruction was done by the retreating Confederate forces. Under orders of John Bell Hood, departing defenders burned anything that the incoming Union forces could use, including 80 box cars filled with ammunition. The light of the burning supplies could be seen from Jonesboro on the night of September 1, 1864. This photograph shows the railroad station in November, two months later. Many buildings are still standing, evidence that General Sherman did not give orders to torch Atlanta immediately after he accepted the mayor’s surrender. This building was demolished using a battering ram that broke the brick walls and dropped the roof onto the floor below. Union forces had already destroyed several city landmarks to build defensive trenches around the city during the two months they stayed in Atlanta. Civilians had been ordered to leave the town as it was now a military outpost. Many homes and commercial buildings survived the army’s occupation. Before leaving on the march south however, General Sherman did give orders to burn any Federal military stores left in Atlanta. Eyewitnesses reported that fires got out of control, accidentally or intentionally, in the central business district. As he looked back at Atlanta on the first morning of the march, Sherman could see smoke rising from the city had captured. Northeast Georgia History Center page 74 Civil War in Georgia Travel Trunk TIMELINE: 1864 Source: Artist’s depiction of the March to the Sea Engraving by Alexander Ritchie (1822– 1895) depicting Sherman's March through Georgia. Ritchie based his engraving on a painting by Felix Darley (1822-1888). An engraving is made by etching lines etched into a metal plate. When the engraver puts ink into the lines and presses the plate onto paper, the lines form an image. The engraver can then add color to the engraving. This method allowed artists to make many copies of their paintings. 822 Source: Library of Congress www.loc.gov/pictures/item/2003679761/ WHO is in the picture? Federal soldiers are destroying railroad track. A woman carrying a bundle is crossing the track and watching the soldiers. The officers are riding on horses. One of them is using a telescope to see what is going on. WHAT is in the picture? There is a burning building near the soldiers. In the front of the picture there are rifles stacked on a barrel and knapsacks that the soldiers have put down while the wreck the railroad. There is a farmhouse in the distance where more soldiers are marching. WHERE is this picture set? The scene is set in Georgia, south of Atlanta on the way to the coast. There are mountains in the background and what looks like a cliff. Did the artist ever visit Georgia? WHEN was the image made? The artist was alive during the Civil War so he may have heard about what soldiers saw on the March to the Sea and read newspaper stories about the march. The engraver made the image about 1868, soon after the war ended. WHY would someone make a picture of the March to the Sea? It would have been very difficult to take photographs during the March to the Sea since the soldiers were on the move. Artists could do a better job of producing ‗action scenes‘. People wanted to know what this famous event was like so the artists were probably responding to customers asking for this picture. Artists could make images like this and sell them to former soldiers and people who were curious about the March to the Sea. Northeast Georgia History Center page 75 Civil War in Georgia Travel Trunk TIMELINE 1865 Primary Source: Freedmen‘s Bureau Records The federal Bureau of Refugees, Freedmen and AbandonedLands was established in 1865 and placed under the direction of General O.O. Howard to assist the newly freed slaves and displaced people in the postwar South. Branches of the agency were established in major Southern towns to serve surrounding counties; the Atlanta office covered Fulton, Campbell and Milton (now part of Fulton), Cobb, Fayette and Henry counties. The agency was the first Federal organization to offer social services. As former slaves sought employment and shelter, tried to rebuild families, and establish schools, they often applied to the Freedman‘s Bureau for assistance. Records kept by the Bureau show the day-to-day challenges of life in the post-war South as the devastated post-war states came to terms with the effects of defeat. Ordinary’s Office The records of the Freedmen‘s Bureau include: Labor Contracts between freedmen and Gainesville, Hall County, GA white planters April 13, 1868 Applications for Food Rations and Cochran, AM Ordinary Transportation Reports of Clothing and Medicine Issued Reports from Freedmen‘s Schools States that he instructed Mr. Turner to deliver up the freed child to the parents of said child, agreeable to instructions from my office and that Turner has complied with my instructions. Arrest and Court Trial Records Hospital Records Complaints Registered of Crimes committed by and against freedmen Northeast Georgia History Center In Georgia, a Court of Ordinary handles questions about wills and estates. The Freedmens’ Bureau was involved in gaining custody of a formerly enslaved child and returning the child to the parents. page 76 Civil War in Georgia Travel Trunk PRIMARY SOURCE: Freedmen’s Bureau Records 1865 Work Contract recorded at the Freedmens Bureau – DeKalb County, GA 1865 Article of agreement made and entered into between James B. Robertson of the first part the former owner of Freedmen of the other parts: Braselton, aged about 45 years, his children Malinda aged 12 years, Letta aged 9 years and Fanny aged 4; Fillis aged 33 and her three children, Jane 8, Marnie 4 and Deek 1 year; Kitty about 60 years and Easter about 55 years and her children Charlie aged 20 and Hannah aged 15 (very infirm); David aged 20 years, Austin aged 30. Wherefore I agree to give unto the Freedmen named above…forty percent of the current crop of corn, wheat, peas and syrup and we the Freedmen named above agree to stay on the farm and behave ourselves and work on as usual until the crop is gathered and safely taken care of. Lithonia, Georgia, August 13, 1865 Northeast Georgia History Center page 77 Civil War in Georgia Travel Trunk TIMELINE RECONSTRUCTION Primary Source: Loyalty Oaths 1867 A Constitutional Convention meets in Atlanta to establish a state government that recognizes civil rights for former slaves as expressed in the 14th amendment. Thirty-seven African-American delegates are elected to serve in the convention. Georgians wishing to vote for delegates the 1867 state constitutional convention were required to swear that they were not former Confederates before they could register to vote. Many former slaves voted in Georgia for this first time during this election. Northeast Georgia History Center page 78 As directed by Congress, General Pope registered Georgia's eligible white and black voters, 95,214 and 93,457 respectively. An election was held for delegates to another constitutional convention, which would meet from December 1867 into March 1868. General Pope directed the convention to meet at the Atlanta City Hall, which was convenient to his headquarters, since Milledgeville was considered less accessible, and its press was thoroughly anti-Republican. Source: New Georgia Encyclopedia Civil War in Georgia Travel Trunk 1868 Timeline: Reconstruction The State Capitol moves from Milledgeville to Atlanta. The legislature met in the unfinished Kimball Opera Building on Marietta Street. It would remain the state capitol until the current building was completed in 1889. Who Was Hannibal Kimball? He was the man who renovated an old opera house to become Georgia’s first capitol building in Atlanta. He was born in Maine and came to Atlanta after the war to work with the Pullman railroad car company. While he lived in Atlanta he built the city’s largest hotel, the Kimball House, and organized the first big agricultural exposition in the city after the Civil War. People said businessmen like Kimball were “carpetbaggers” who showed up in Atlanta just a suitcase in order to make money as the city rebuilt. In Kimball’s case, he was part of the rebuilding that brought conventions, visitors and even the legislature to town. Northeast Georgia History Center page 79 Civil War in Georgia Travel Trunk July 15, 1870 Georgia is readmitted to the Union, last of the Confederate states to acknowledge all of the reconstruction amendments. Based on the best available evidence, the above flag is a reconstruction of the pre-1879 Georgia state flag as it would have appeared using the coat of arms from the 1799 state seal. Office of the Secretary of State http://georgiatrademarks.org/archives/museum/html/georgia_state_flag_before_1879.htm Northeast Georgia History Center page 80 Civil War in Georgia Travel Trunk 2 Lesson Plan: Reading Civil War Photographs Goal: Use primary resources to describe the forces engaged in the war (North and South) and to recognize significant participants. Materials: Civil War Photographs. Use copies of photographs from the trunk or the Library of Congress website: www.loc.gov and search in the index for Civil War photographs . You can also go directly to http://memory.loc.gov/ammem/cwphtml/cwphome.html or the National Archives (NARA) photograph resources (see below) The Selected Civil War Photographs Collection at the Library of Congress contains 1,118 photographs. Most of the images were made under the supervision of Matthew Brady, and include scenes of military personnel, preparations for battle, and battle after-effects. The collection also includes portraits of both Confederate and Union officers, and a selection of enlisted men. Each picture can tell a story or answer a question. Example: This is downtown Atlanta in September, 1864. The building is the railroad station. Q: Why was Atlanta a target for Federal forces in the Civil War? A: The railroads which met in the center of the city made it an important shipping and manufacturing location. Troops under General Sherman had the goal of destroying the railroad‘s ability to ship material to Confederate forces and therefore defeat the southern states. the Battle of Atlanta is a turning point in the Civil War. The Confederacy lost the resources of this manufacturing center and the use of the railroad systems which communicated at its terminal station. The Federal victory in Atlanta gave Abraham Lincoln‘s re-election campaign a signal that the war could be won by US armies, perhaps in a matter of months. Northeast Georgia History Center page 81 Civil War in Georgia Travel Trunk Suggested Photograph Reading Process: For each photograph ask students to follow the guidelines below. Students may work individually or in groups, sharing the photographs. Look closely at the photograph. Describe the scene in the picture. Describe the people in the picture. What expression is on the face of that person? (For younger students, ask ‗Are they sad, mad, glad, or angry? Are they funny or serious?‘) If you could step into the photograph, what would you be seeing, smelling, hearing? If you could step into the photograph, what would you ask the person? Write a caption for the photograph. Northeast Georgia History Center page 82 Civil War in Georgia Travel Trunk Sources for Lesson Plans: National Archives PICTURES OF THE CIVIL WAR – NATIONAL ARCHIVES AND RECORDS ADMINISTRATION RESOURCES The NARA site is a gold mine of resources for working with primary materials. Start here for an introduction to the NARA collection for educators. http://www.archives.gov/education/research/ You can find lesson plans for reading photographs from the Civil War here: http://www.archives.gov/research/military/civil-war/photos/index.html Curated collection of NARA images from the Civil War here: http://www.archives.gov/research/military/civil-war/photos/#places A NARA lesson plan on Matthew Brady photographs http://www.archives.gov/education/lessons/brady-photos/ Digitized images of Georgia during the Federal occupation made by George Barnard and held at the Jonesboro branch of NARA: http://www.archives.gov/southeast/education/resources-by-state/atlantacampaign.html Northeast Georgia History Center page 83 Civil War in Georgia Travel Trunk Photo Analysis Worksheet Step 1. Observation A . Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants (with a ruler or another piece of paper) and study each section to see what new details become visible. It’s important to take some time to develop a good mental image of the photograph and identify any objects, signs, buildings, transportation or other technology. B . Use the chart below to list people, objects, and activities that you see in the photograph. People Northeast Georgia History Center Objects page 84 Activities Civil War in Georgia Travel Trunk Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. _____________________________________________ _____________________________________________ _____________________________________________ Step 3. Questions A . What questions does this photograph raise in your mind? _____________________________________________ _____________________________________________ B . Where could you find answers to them? _________________________________________________ _________________________________________ Adapted from a worksheet designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408. http://www.archives.gov/education/lessons/worksheets/ Northeast Georgia History Center page 85 Civil War in Georgia Travel Trunk 3 National Archives Lesson Plan Teaching With Documents: Letters, Telegrams, and Photographs Illustrating Factors that Affected the Civil War http://www.archives.gov/education/lessons/civil-war-docs/ Materials: Trunk resources: Harpers Weekly newspapers NARA documents available online Robert E. Lee‘s letter resigning from the US Army Message of Abraham Lincoln nominating US Grant Sherman‘s telegram from Savannah, Dec 1864 Telegram from AL to Grant – ―hold on‖ August 1864 Brainstorming Activity 1. Direct students to list the factors that would be important in winning a battle or a war. These might include leadership, resources, strategy, and social conditions. Assign students to rank their factors from most to least important. Discuss with students the factors they identified, why they chose certain factors, and what reasons prompted them to assign their ranks. Document Analysis 2. Divide students into groups, and provide a copy of one of the documents to each group. Direct student groups to analyze their documents using the Document Analysis Worksheet. Ask each group to decide how the factors listed in Activity 1 are reflected in the document they analyzed. Ask a volunteer from each group to describe their document to the class and explain which factor it illustrates. Research and Presentation Activity 3. Refer students back to the list of factors they created in Activity 1 and discussed in Activity 2. Direct each student to select one factor and do additional research on the effects of that factor on the course of the Civil War. For example, if the student selected leadership, their research would focus on the leaders of the Civil War. Direct students to report their findings to the class in a five minute oral presentation. Northeast Georgia History Center page 86 Civil War in Georgia Travel Trunk Written Document Analysis Worksheet TYPE OF DOCUMENT (Check one): 1. ___ Newspaper ___ Letter ___ Patent ___ Memorandum 2. ___ Map ___ Telegram ___ Press release ___ Report ___ Advertisement ___ Congressional record ___ Census report ___ Other UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more): ___ Interesting letterhead ___ Handwritten ___ Typed ___ Seals ___ Notations ___ "RECEIVED" stamp ___ Other 3. DATE(S) OF DOCUMENT: 4. AUTHOR (OR CREATOR) OF THE DOCUMENT: 5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? Northeast Georgia History Center page 87 Civil War in Georgia Travel Trunk 6. DOCUMENT INFORMATION A. List three things the author said that you think are important: B. Why do you think this document was written? C. What evidence in the document helps you know why it was written? Quote from the document. D. List at least two things the document tells you about life in the United States at the time it was written: Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC20408. http://www.archives.gov/education/lessons/worksheets/document.html Northeast Georgia History Center page 88 Civil War in Georgia Travel Trunk Make a Museum! Civil War Edition Materials in the Civil War travel trunk can be displayed in the classroom with museum-style labels written by students. Supplement the trunk materials with student-constructed dioramas, interpretive timelines, photographs of artifacts, maps and portraits. Northeast Georgia History Center page 89 Civil War in Georgia Travel Trunk 1) Begin with the vocabulary of museum work. Write on the board or post the bold faced terms on a word wall and derive definitions for them in the context of the travel trunk: What is a museum? o In a museum, people collect, organize, identify and take care of things (also known as artifacts). o The objects in a museum are on display so you can see them and learn from them. o Artifacts displayed in a museum are identified with some form of text: a written label, an entry on a podcast, or an audio guide to the museum. Museums are not just cases full of stuff. Objects in a museum need contexts and connections to tell their story. o Museums use technology to interpret the artifacts on display. Some museum include videos that show the context an object might have been used in or record a curator (expert) talking about the artifact. o Exhibits include audio recordings of text so that visitors to a museum can hear the label text as well as (or instead of) hearing it. Museums can place an iPad or tablet in the exhibit with detailed information about the objects in an exhibit. The goal of a museum exhibit is to let the objects speak. In order to do that, exhibit designers have to think about how to display an object, how to protect it and how to help visitors make personal connections to it. Do your students collect anything? The methods they use to assemble, organize and protect their personal collections can give them an insight into museum responsibilities. What do you collect? How do you organize your collection? How do you take care of your collection? Do you leave your card collection on the floor or do you put your cards in a box to protect them? Northeast Georgia History Center page 90 Civil War in Georgia Travel Trunk 2) Make a Museum Exhibit: Creating a museum display will require your students to summarize information and ask evaluative questions about the artifacts they select. A student generated museum exhibit is also a meaningful form of assessment, connecting your students’ learning with a ‘real world’ presentation of their comprehension. If your museum display is in a high traffic area, you might need this sign! This museum was set up in the hallway near the classroom door. A: Brainstorm the THEME of the exhibit with the whole class Ask: what story will the objects tell us? Here are some suggestions: o Chronological - year by year through the Civil War, highlighting significant events and people o Compare and contrast – what did the North and the South have in common? What was different? o What happened in Georgia during the war? What kind of primary evidence do we have to tell us the story? B: Working in groups, match artifacts to the theme of the exhibit. o Every museum artifact should help tell the story of the exhibit. o If the organization is chronological, for example, each artifact chosen for “1861” should propel the story of that crucial year: Georgia’s secession debate, the bombardment of Fort Sumter, first battles of the war, homefront testimonies. o List the objects the group has chosen and present it to the whole class for constructive feedback: Explain what the item is, who would have made it, written it, and used it during the war. How does this artifact or document support other stories in the exhibit? o Each group should present a collaborative summary statement for the part of the exhibit for which they are responsible. This can become part of the exhibit label text. Northeast Georgia History Center page 91 Civil War in Georgia Travel Trunk C: Find a safe place to display the artifacts. o How much room do you need to tell the story of the Civil War in a comprehensive way? Look around the classroom for space. Pushing tables against a wall gives you more display area. Grouping desks into theme areas gives you a ‘museum in the round’ experience. o Clear table space; place the objects in order according to the theme. 4: Organize the artifacts. What do you need to help your visitors understand the significance of the artifacts? At the very least you need a label near each artifact, clearly stating what the artifact is, what it is made out of, and how it was used. 5: Write labels for the exhibit. HOUSEWIFE Reproduction sewing kit for soldiers Civil War soldiers were often marching or staying in tent camps near the battlefield. They were far away from any place to get new uniforms. They carried sewing kits so that they could fix rips and tears in their clothing. Northeast Georgia History Center page 92 Civil War in Georgia Travel Trunk Label writing exercise adapted from the Smithsonian Museum activity: “Creating a Classroom Museum” http://www.smithsonianeducation.org/educators/lesson_plans/collect/crecla/crecla00.htm A GOOD LABEL IS ACCURATE AND INFORMATIVE Comprehensive labels –Students, working in groups or individually, write labels for the objects. In museums, the word "label" refers to the printed information in an exhibition. The labels should include all the essential information about the object and indicate why it was chosen for the exhibit. A LABEL MUST IDENTIFY the object. Explain what it's MADE OUT of. Animal, mineral, vegetable? TELL WHO would have owned or used the object. TELL WHY someone would want or need this object. Point out any particular parts that the viewer should pay attention to and explain why they matter. Keep your label short. (Remember that exhibition visitors don't want to spend all their time reading. Also keep in mind that exhibition space is limited.) Three expanded points may be enough to cover all the prompts listed above. Place the label – on a folded card, laminated or otherwise displayed for viewing – on your exhibit space and place the object with its label. You’re ready to give a tour of the museum! Northeast Georgia History Center page 93 Civil War in Georgia Travel Trunk Want to Learn More? About Georgia’s Civil War Battles 27 Civil War battles were fought in Georgia. The following have information about these battles: Georgia in the American Civil War in Wikipedia has a list of battles with links to other pages about each battle. National Park Service site has brief summaries of the battles that are interpreted in Georgia and the Andersonville Prisoner of War Memorial. Civil War Album site is a commercial crowd sourced resource that archives modern photographs of battlesites. GaCivilWar.org Timeline From the website: ―The Georgia Tourism division is proud to partner with the Georgia Civil War Commission, Georgia Humanities Council, Georgia Historical Society, the TriState Civil War 150th Association‖. The site is a work in progress. http://www.gacivilwar.org/ About 3-D photographs on Civil War Battlefields The Civil War Battlefield Trust has a feature site – grab your red/blue 3D glasses and see the sights: http://www.civilwar.org/photos/3d-photography-special/ Northeast Georgia History Center page 94 Civil War in Georgia Travel Trunk