Download PreVisit GML - African American Civil War Museum

Glorious March to Liberty: Civil War to Civil Rights
Program Guide
Grade Levels: 4-12th grade (and adult)
Time Requirements: 45 minutes to 1 hour
Thank you for reserving “The Glorious March to Liberty: Civil War to Civil Rights,”
program for your class. Your students will have a great experience learning about the
Civil War, and the United States Colored Troops, and I hope that you will find the
attached pre- and post-visit materials helpful. At the African American Civil War
Museum, our mission is to engage the public in an exploration of the soldiers of African
descent who served the Union during the American Civil War. Our programming will
facilitate a meaningful United States Colored Troop learning experience.
Program Synopsis:
By participating in “Glorious March to Liberty: Civil War to Civil Rights,” students will
explore the causes and consequences of the Civil War, the path to the arming of soldiers
of African descent and the emancipation of slaves.
As a result of this program, your students will:



Gain a better understanding of the impact African American soldiers made in
the Civil War.
Gain a better understanding of the causes and consequences of the Civil War.
Engage students in an interactive experience that uses primary sources.
Enclosed are educator materials specifically designed to help you;



Prepare your students for their experience through thought-provoking activities;
Arrange your visit to ensure the best possible museum experience;
Plan meaningful time for classroom reflection after your museum visit.
Other teacher materials are available on our website at www.afroamcivilwar.org. If you
have additional questions, please contact the education department at
[email protected] or call 202.667.2667.
AFRICAN AMERICAN CIVIL WAR MUSEUM
1
Program Specific Terms:
Preparing for “Glorious March to Liberty: Civil War to Civil
Rights”




Before your visit to the museum review the program
specific terms with your class so that they will be
familiar with them before their visit.
Use “A Snap Shot in Time,” activity to review the start
of the Civil War with your students. This activity
familiarizes students with events that led to the start
of the Civil War and the recruitment of African
American soldiers using pictures.
What you will need
“A Snap Shot in Time” Activity (Can be found on the
museum website under the Education tab)
Read the Emancipation Proclamation and complete
the accompanying Emancipation Proclamation
Activity.
What you will need
Emancipation Proclamation
“Emancipation Proclamation Activity” (attached)
Procedure
Have students read through the Emancipation
Proclamation. Then complete the accompanying
activity.
Experience “Glorious March to Liberty: Civil War to Civil
Rights”



When you arrive to the museum your students will
receive an orientation in the auditorium.
Next they will be led into the exhibit Glorious March
to Liberty: Civil War to Civil Rights, where they will
learn about the struggle for equality and justice for
Americans of African descent in league with the
constitution. (Provided group has less than 20 people).
Finally your students will search for a soldier on the
Wall of Honor at the African American Civil War
Memorial and review their visit to the museum.
AFRICAN AMERICAN CIVIL WAR MUSEUM
1.
2.
3.
4.
5.
6.
7.
8.
9.
Abolition- The ending of slavery
in the United States.
Bombardment- an attack with
cannons.
Brigades- Composed of 4
regiments and led by a Brigadier
General.
Campaign- a series of military
operations that aim for a specific
goal.
Casualty- A person killed,
wounded, captured or missing in
action.
Company- Composed 100 men
and led by a Captain.
Regiment- Composed of 10
companies/ 1,000 men and led
by a Colonel.
Division- Composed of 3
brigades and led by a Major
General.
Corps- composed of 3 or 4
divisions and led by a Major
General.
10. Emancipation- The act of setting
free from bondage or slavery.
11. Minie Bullet- A conical-shaped
lead projectile fired from a rifled
musket.
12. Secession/ Secede- formal
withdrawal of 11 Southern States
from the Union resulting in the
start of the Civil War.
13. Recruitment- to bring in new
soldiers.
14. Siege- To surround a city or
enemy army, cutting off
supplies, in order to force
surrender.
15. Theater- In war, a region that is
the scene of military actions.
2
The Emancipation Proclamation
January 1, 1863
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a
proclamation was issued by the President of the United States, containing, among other things, the following, to wit:
"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as
slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United
States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the
military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts
to repress such persons, or any of them, in any efforts they may make for their actual freedom.
"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if
any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any
State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by
members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall,
in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof,
are not then in rebellion against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commanderin-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and
government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first
day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose
so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and
designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the
United States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James
Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans)
Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia, (except the forty-eight counties
designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess
Ann, and Norfolk, including the cities of Norfolk and Portsmouth[)], and which excepted parts, are for the present, left
precisely as if this proclamation were not issued.
And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within
said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the
United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said
persons.
And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence;
and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.
And I further declare and make known, that such persons of suitable condition, will be received into the armed service of
the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.
And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I
invoke the considerate judgment of mankind, and the gracious favor of Almighty God.
In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed.
Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty
three, and of the Independence of the United States of America the eighty-seventh.
By the President: ABRAHAM LINCOLN
WILLIAM H. SEWARD, Secretary of State.
AFRICAN AMERICAN CIVIL WAR MUSEUM
3
Emancipation Proclamation Activity
1. Summarize each of the following excerpts from the Emancipation Proclamation.
2. Answer the accompanying questions after summarizing the excerpts.
“That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all
persons held as slaves within any State or designated part of a State, the people whereof shall then be in
rebellion against the United States, shall be then, thenceforward, and forever free;
“Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as
Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the
authority and government of the United States, and as a fit and necessary war measure for suppressing said
rebellion”
“And I further declare and make known, that such persons of suitable condition, will be received into the
armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of
all sorts in said service.”
Questions:
1. How many States did the Emancipation Proclamation apply to?
2. Why did the Emancipation Proclamation not apply to all slave holding states?
3. Why was the Emancipation Proclamation considered a military necessity?
4. Why couldn’t Abraham Lincoln issue the Emancipation Proclamation at an early time in the war?
AFRICAN AMERICAN CIVIL WAR MUSEUM
4
3
Emancipation Proclamation Activity
Teacher’s Copy
3. Summarize each of the following excerpts from the Emancipation Proclamation.
4. Answer the accompanying questions after summarizing the excerpts.
“That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all
persons held as slaves within any State or designated part of a State, the people whereof shall then be in
rebellion against the United States, shall be then, thenceforward, and forever free;
January 1863, all slaves in states in rebellion are free.
“Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as
Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the
authority and government of the United States, and as a fit and necessary war measure for suppressing said
rebellion”
Abraham Lincoln was given the power as President of the United States, from Congress, in a time of armed rebellion to
issue a proclamation freeing slaves as a measure to win the war and preserve the union.
“And I further declare and make known, that such persons of suitable condition, will be received into the
armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of
all sorts in said service.”
Freed persons shall be allowed to enlist into the military.
Questions:
5. How many States did the Emancipation Proclamation apply to?
Eleven (10) of fifteen (15) slave holding States.
6. Why did the Emancipation Proclamation not apply to all slave holding states?
Abraham Lincoln did not have the authority to free slaves in areas not under rebellion.
7. Why was the Emancipation Proclamation considered a military necessity?
The Union was losing the war.
8. Why couldn’t Abraham Lincoln issue the Emancipation Proclamation at an early time in the war?
The President does not make the laws, Congress does and the President did not have the authority to free slaves at
an earlier point in the war. Also not all slave holding states had seceded from the Union an Lincoln could not risk
pushing the remaining slave holding states, in the union, to secede.
AFRICAN AMERICAN CIVIL WAR MUSEUM
5
Reflect on “Glorious March to Liberty: Civil War to Civil Rights”

Take fifteen minutes after your visit to the African American Civil War Museum and have
each one of your students fill out the reflection worksheet included with this program guide.
Have students share and discuss their answers with the class. After your visit share your
reflection worksheets with the museum by emailing them to the education department at
[email protected].
What you will need
Reflection worksheet (attached)

During your students visit to the African American Civil War Museum they saw and heard
may quotes and excerpts from letters and documents written by soldiers during the Civil War
as well as prominent figures from the time period. This activity focuses on one letter from the
war and gives students the opportunity to further understand how much can be learned from
the rich primary sources that come from the era.
What you will need
Letter by Garland White (attached)
A Grand Army of Black Men Edited by Edwin S. Redkey
Procedure
Have students read the selected letter written by Garland H. White, Chaplin, 28th USCI, on
April, 1865. Have students answer the corresponding questions and discuss their answers. For more
letters written by soldiers see A Grand Army of Black Men, Edited by Edwin S. Redkey. This work is a
collection of letters written by soldiers under the United States Colored Troops.
Garland H. White, was born a slave near in Hanover County Virginia about 1829. He eventually escaped to
Canada and there became a minister in the AME Church. In January of 1863 White moved his family to Ohio
to recruit African Americans in what would become the 28th U.S. Colored Infantry. White would enlist in the
28th on January 4, 1864 as a private and acting unofficially as its Chaplain. He would later become the official
Chaplain for the regiment.
AFRICAN AMERICAN CIVIL WAR MUSEUM
6
I have just returned from the city of Richmond; my regiment was among the first that entered that city. I
marched at the head of the column, and soon I found myself called upon by the officers and men of my regiment
to make a speech, with which, of course, I readily complied. A vast multitude assembled on Broad Street, and I
was aroused amid the shouts of ten thousand voices, and proclaimed for the first time in that city freedom to all
mankind. After which the doors of all the slave pens were thrown open, and thousands came out shouting and
praising God, and Father, or Master Abe, as they termed him. In this mighty consternation I became so
overcome with tears that I could not stand up under the pressure of such fullness of joy in my own heart. I
rested to gain strength, so I lost many important topics worthy of note.
Among the densely crowded concourse there were parents looking for children who had been sold south of this
state in tribes, and husbands came for the same purpose; here and there one was singled out in the ranks, and
an effort was made to approach the gallant and marching soldiers, who were too obedient to orders to break
ranks. We continued our march as far as Camp Lee, at the extreme end of Broad Street, running westwards. In
camp the multitude followed, and everybody could participate in shaking the friendly but hard hands of the poor
slaves.
Among the many broken-hearted mothers looking for their children who had been sold to Georgia and
elsewhere, was an aged woman, passing through the vast crowd of colored, inquiring for one by the name of
Garland H. White, who had been sold from her when a small boy, and was bought by a lawyer named Robert
Toombs, who lived in Georgia. Since the war has been going on she has seen Mr. Toombs in Richmond with
troops from his state, and upon her asking him where his body-servant Garland was, he replied: "He ran off
from me at Washington, and went to 'Canada. I have since learned that he is living somewhere in the State of
Ohio." Some of the boys knowing that I lived in Ohio, soon found me and said, "Chaplain, here is a lady that
wishes to see you." I quickly turned, following the soldier until coming to a group of colored ladies. I was
questioned as follows:
"What is your name, sir?"
"My name is Garland H. White."
"What was your mother's name?"
"Nancy"
"Where was you born?"
"In Hanover County, in this State."
"Where was you sold from?"
"From this city."
"What was the name of the man who bought you?"
"Robert Toombs."
"Where did he live?"
"In the State of Georgia."
"Where did you leave him?"
"At Washington."
"Where did you go then?"
"To Canada."
"Where do you live now?"
"In Ohio."
"This is your mother, Garland, whom you are now
talking to, who has spent twenty years of grief about
her son."
I cannot express the joy I felt at this happy meeting of my mother and other friends. But suffice it to say that
God is on the side of the righteous, and will in due time reward them. I have witnessed several such scenes
among the other colored regiments.
Late in the afternoon, we were honored with his Excellency, the President of the United States, LieutenantGeneral Grant, and other gentlemen of distinction. We made a grand parade through most of the principal
streets of the city, beginning at Jeff Davis's mansion, and it appeared to me that all the colored people in the
world had collected in that city for that purpose. I never saw so many colored people in all my life, women and
children of all sizes running after Father, or Master Abraham, as they called him. To see the colored people,
one would think they had all gone crazy. The excitement at this period was unabated, the tumbling of walls, the
bursting of shells, could be heard in all directions, dead bodies being found, rebel prisoners being brought in,
starving women and children begging for greenbacks and hard tack, constituted theorder of the day. The Fifth
[Massachusetts] Cavalry; colored, were sfill dashing through the streets to protect and preserve the peace, and
AFRICAN AMERICAN CIVIL WAR MUSEUM
7
see that no one suffered violence, they having fought so often over the walls of Richmond, driving the enemy at
every point.
Among the first to enter Richmond was the 28th U.S.C.T. better known as the First Indiana Colored Volunteers.
. Some people do not seem to believe that the colored troops were the first that entered Richmond. Why, you
need not feel at all timid in giving the truthfulness of my assertion to the four winds of the heavens, and let the
angels re-echo it back to the earth, that the colored soldiers of the Army of the James were the first to enter the
city of Richmond. I was with them, and am still with them, and am willing to stay with them until freedom is
proclaimed throughout the world. Yes, we will follow this race of men in search of liberty through the whole
Island of Cuba. All the boys are well, and send their love to all the kind ones at home."
Chaplain Garland H. White,
28th USCI, Richmond, Virginia,
April 12, 1865; CR, April 22, 1865
1. Why was Garland White so happy to be in the City of Richmond?
2. What did the former slaves look for after the United States Colored Troops marched
through Richmond?
3. How did Garland White feel when the soldiers of his regiment marched through
Richmond?
4. With whom was Garland White reunited with?
5. How did White and his mother recognize each other?
AFRICAN AMERICAN CIVIL WAR MUSEUM
8
REFLECTIONS WORKSHEET
Dear African American Civil War Museum,
At the African American Civil War Museum I learned…
During my visit to the African American Civil War Museum I liked
most…
I would like to learn...
Sincerely
Name:
AFRICAN AMERICAN CIVIL WAR MUSEUM
9
Standards of Learning
Social Studies
5th Grade
5.1.2 Describe the enslaved immigrants from Africa from the 1790s through 1820s and the routes they traveled from
disembarkment (e.g. from New Orleans up the Mississippi and westward along the Gulf Coast, from Mobile, Savannah,
Charleston, Washington DC, Baltimore, and Philadelphia, westward, northward and southward)
5.1.3 Describe the process of the “internal slave trade,” that saw Africans born in the United States sold into the southernmost
states (Mississippi, Alabama, Georgia, South Carolina) from more Northern states (Virginia, North Carolina, Maryland)
5.3 Students describe the rapid growth of slavery in the South after 1800.
5.4.2. Paul Cuffe, Martin Delaney and the idea of emigration among African Americans.
5.4.4 Denmark Vasey, Nat Turner, and Gabriel Prosser and their resistance to enslavement.
5.4.7 Frederick Douglass, the Grimke sisters, and William Lloyd Garrison and the abolition of slavery.
5.5 Students summarize the causes and consequences of the Civil War.
5.6 Analyze the rationales for the Emancipation Proclamation and the emancipation of African Americans in Washington DC
5.6 Students explain the successes and failures of Reconstruction
5.9. 1 Describe racial and ethnic tensions and the resurgence of the Ku Klux Klan in the South.
5.9.2 Describe the emergence of the black “intelligentsia” during the Harlem Renaissance (e.g. “U” Street Corridor in
Washington DC, various poets, artists, musicians and scholars.
5.14 Students describe the key events and accomplishments of the Civil Rights movement in the United States.
8th Grade
8.8 Students analyze the paths of the American people in the South from 1800 to the mid-1800’s and the challenges they faced.
8.10 Students analyze the issue of slavery, including the early and steady attempts to abolish slavery and to realize the ideals of
the Declaration of Independence.
8.11 Students analyze the multiple causes, key events and complex consequences of the Civil War.
8.12 Students analyze the character and lasting consequences of Reconstruction.
11th Grade
11.1.5. Analyze the shortcomings of the Articles and describe the crucial events leading to the ratification of the Constitution and
the abolition of the Bill of Rights, including the debates over slavery.
11.1.9. Explain the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and
the emergence in the late 19th century of the United States as a world power.
11.2. 3. Explain the impact of the Hayes- Tilden Presidential election of 1876 and the end of reconstruction on African Americans
(i.e. the rise of Jim Crow laws, lynching, the First Great Migration)
11.4.11. Trace on a map the Great Migration of African American that began in the early 1900’s ( and lasted through many
decades) from the rural South to the industrial regions of the Northeast and Midwest, and examine how this mass migration
initiated the change from a rural to urban lifestyle for many African American.
111.6.4. Analyze the attacks on civil liberties and racial and ethnic tensions, including the Palmer Raids, the resurgence of the Ku
Klux Klan, and the emergence of Garveyism.
11.11. Students analyze the origins, goals, key events, and accomplishments of Civil Rights Movement in the United States.
12th Grade
12. DC.6 Students describe and explain the effect of mid-19th-century efforts to abolish slavery.
12. DC.7 Students describe the effect the Civil War had on life in Washington, DC and they explain the effects of Compensated
Emancipation and the Emancipation Proclamation on the city
Topic: Chronology and Cause and Effect
• Students explain how the present is connected to the past, identifying both similarities and difference between the two, and
how some things change over time and some things stay the same
• Students summarize the key events of the era they are studying and explain the historical contexts of those events
Topic: Geographic Skills
• Students judge significance of the relative location of a place and they analyze how relative advantages or disadvantages can
change over time
• Student identify the human and physical characteristics of the places they are studying, and they explain how those features
form the unique characteristics of those places
Topic: Historical Research, Evidence, and Point of View
• Students differentiate between primary and secondary sources and know examples of each
• Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories,
letters, diaries, artifacts, photographs, maps, artworks, and architecture
• Students use non-text primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical
charts
NCSS
II, III, V, VI, VIII, X,
AFRICAN AMERICAN CIVIL WAR MUSEUM
10