The American Civil War: Gettysburg and Beyond
The American Civil War and Reconstruction: Crossroads for a Nation
Mr. Mark W. Davison(HI 231 – 4B) Spring 2014
Course Description:
Perhaps no other conflict in American History has attracted so much attention and yet is so little understood as the American Civil War. It is the single most studied topic in American History outside of academic centers. The causes, though complex and varied, have too often been oversimplified in an attempt to further individual understanding. The bitterness and the resentment that lingered throughout the Deep South have caused a century of political backlash and racial tension. Even today, 142 years after the end of that conflict, mere mention of the Civil War is likely to spark heated debate in certain circles. Some thirty different names have been used for the Civil War since 1861. Each name represents a different point of view on the nature and cause of the conflict. Among the more common names after simply The Civil War, which most Southerners still object to are: The War for Constitutional Liberty, the War for Southern Independence, the Second American Revolution, and Mr. Lincoln’s War, The War Between the States, the War to end Slavery, The war Against Northern Aggression or simply “The late Unpleasantness.” The purpose of The Civil War: Crossroads for a Nation is to offer the above average social studies student a critical perspective on this great conflict of American History. Using a variety of resources: film, primary source documents, historical fiction, photographs, music and artifacts, it will provide an in-depth study of the political and social catalysts for the war. In addition we will examine the major figures who shaped the war’s final outcome (Lincoln, Davis, Grant, Lee, Jackson, Sherman), the effect of the war on the lives of those on the home front, the motivation of the participants, the technological developments that emerged to change the course of modern warfare and the effect that the war had on the nation’s population. We will then finish the course by examining what historians refer to as the “unfinished Civil War”, the lingering effect on modern society.
Course Objectives:
- To create within each student a greater awareness of the function of a nation’s citizens and their involvement in the local, state and national structures of the American political systems (civic responsibility).
- To develop the ability to distinguish between authentic and fraudulent historic sources of information.
- To enhance communication skills through thoughtful discourse, study groups, conversations, and through electronic and print media, where available.
- To evaluate the role of the national government and its relationship to the concept of liberty in a pluralistic society.
- Develop a deeper sense of respect for the citizen soldier of the United States by examining the uniqueness of a single Civil War era soldier through examination of records contained in the National Archives of the United States as they relate to that individual.
- To focus the mature student on thinking critically, listening with discernment, and communicating with power, authority and precision. The student will understand that democratic principles and the ideals of human rights are evolving concepts in the United States and that the United States has been an important model in this process and that the struggle to bridge the gap between these principles and reality is a shared responsibility.
Materials, Class expectations:
Each student is expected to have:
(1) A separate three ring notebook for lecture notes, discussion summaries as well as for notes from assigned readings.
(2) Your full name must be on all papers, note cards or any other work to be turned in to the instructor as well as the date and class period. Papers received without a name will receive a penalty of 10 points for the first mistake and 20 point every time thereafter.
(3) The book and any readings must be brought to class each day.
(4) Tardiness seriously interferes with class progress and is clearly a disturbance for the instructor as well as the class. As a result, you are expected to be in the classroom and at your desk when the bell rings. If for some reason you must come in late, take your seat immediately and do not interrupt a lecture or class discussion already in progress.
(5) Students are responsible for note taking on a daily basis. Students will also be responsible for individual and collective research assignments, discussions, and essay examinations.
(6) The Iroquois course catalog indicates that this is a “Thesis Course”. As such it will require you to write a paper as your final assessment of your learning. This will be discussed in detail in the second half of this course. There will also be a Final Exam.
(7) No food or drink is permitted in the classroom. Cell phones and pagers must be turned off. If time permits at the end of class I will allow you to use a cell phone otherwise if you use it YOU LOOSE IT!
Survey and Seminar Methods of Teaching:
Weekly topics to be covered are listed on a separate sheet of paper (see attached) with the assigned readings necessary for the information and analysis of the themes and topics being studied. Each new topic will be introduced by the instructor and explained by the lecture method over one to three class periods. Student discussion of selected questions and examination of individual student views will further cover the topic. All students are EXPECTED TO HAVE COMPLETED THE ASSIGNMENTS BEFORE THE TOPICS ARE TO BE EXAMINED IN CLASS! Many of the seminar discussions will be assigned to specific students to lead on a rotating basis. As a result, everyone will get a chance to participate and to become a discussion leader. This is your class and you are expected to become part of the process of learning.
Assessments:
The assessment for this course will be based on a number of different writing projects. Students are expected to take notes on the topical PowerPoint presentations made by myself as well as fellow seminar participants.
1. Major tests will follow every three to four topical lectures. (20%)
2. Each student will write a 2-3 page review of one of the episodes in The Civil War Journal video series (20%);
3. Each student will find a web site dealing with a specific topic relating to the American Civil War (i.e. a specific military unit, battle, historical figure, etc.) and write a 2-3 page review of it (30%);
4. Each student will chose one of the topics from the course syllabus and will be responsible for teaching the material to the class either using a power point presentation or poster presentation. (10%)
5.Class participation will count for (20%)
Syllabus
Feb. 1,
-Class expectations for Advanced Studies
-Introduction
-Gettysburg Trip information
Week 1: Feb. 3 – 7, the Founders and Slavery in Colonial America
-In class PowerPoint: “History of Slavery in America”
-In class PowerPoint: “Brief overview of States Rights”
-Reading
- Alexander Stephens, “Cornerstone Speech, March 21, 1861”
- John C. Calhoun, “Slavery as a Positive Good”
Week 2: Feb. 10 – 14, the Ideological Origins of Secession (Mid-Winter Recess)
-Reading
- Alien and Sedition Acts,
- Kentucky Resolutionsof 1798 and 1799
- Jefferson Davis, “Farwell Speech to the US Senate”
- Abraham Lincoln, “First Inaugural Address”
Week 3 & 4: Feb. 17 – 28, the Ideological Origins of Secession
-In class review: Alien and Sedition Acts. Virginia and Kentucky Resolutions
-Discussion of all documents and reading questions
-Interactive: ABRAHAM LINCOLN: A Word Fitly Spoken
- Film Presentation: Gore Vidal’s Lincoln (1988 Made for Television) - Sam Waterston as Lincoln, Mary Tyler Moore as Mary Todd Lincoln, Richard Mulligan as William H. Seward
- Completion of the above and time to expand as necessary
Week 5: Mar. 3 – 7, Lincoln: The Man and the Myth
-Completion of Film
-Discuss guided film questions provided plus the following: What is fact? What is fiction? What Controversies remain?
-Was Lincoln a religious man and what role did religion play in his decision to free the slaves?
-What was his view about “Slavery” v. “Free Labor”, and equality of opportunity v. full human equality in all things? Compare to Thomas Jefferson’s idea of Equality of opportunity. “All men are created equal?” OR ARE THEY?
Week 6: Mar. 10 – 14, Crisis of the 1850’s
-Reading
oThe Missouri Compromise, 1820-1821
oMissouri Compromise
oDred Scott's fight for freedom
oAlso read the Dred Scott Supreme Court’s decision posted on above
Week 7: Mar. 17 – 21, Crisis of the 1850’s contd.
-Reading
oLincoln, “A House Divided Speech” 1858
oFrom Christiana to Harper’s Ferry -
o Henry David Thoreau, “A Plea for Captain Brown”
Is Brown a Hero, a Martyr, or a Terrorist? Why?
oWilliam Lloyd Garrison, “On the Death of John Brown”
-Film presentation: American Experience - John Brown’s Holy War
-Discuss guided viewing questions for the film John Brown’s Holy War
Week 8: Mar. 24 – 28, Why the Soldiers Fought
-In class PowerPoint: “God’s and Generals or Who’s who in the Civil War” Brief bio of major civil war generals and their lieutenant generals
-Reading
oExcerpts from: The Life of Johnny Reb (1943) and the Life of Billy Yank (1952) by Bell Irvin Wiley
oSullivan Ballou Letter
oGus Bowles Goes to War: Library of Congress learning pages
oStrategy and Tactics in the Civil War – why the war was so deadly
oCompare the “Minnie ball” with today’s modern ballistics.
-Film excerpt: Artillery Demonstration located at Antietam national park web site
Week 9: Mar. 31 – April 4, Gettysburg; A Case Study in Civil War Tactics
-Film presentation: Gettysburg (1993)
-Reading
oExcerpts from: “Battle Tactics of the Civil War” by Paddy Griffith
Was the Civil War really the birthplace of modern battlefield tactics? The author argues that despite the use of new weapons and of trench warfare (after Gettysburg) the Civil War was in reality the last Napoleonic-style war.
oThe Face of Battle and the Leader – Examination of the actions of Joshua Lawrence Chamberlain on Little Round Top. (Official U.S. Government publication FM 22-100, Military Leadership: 1983)
oReadingThe importance of terrain: How to Read a Civil War Battlefield by Mark Grimsley
Week 10: Apr. 7 – 11, Gettysburg Field Study
-Complete Gettysburg film or assign for homework.
-Licensed Battlefield Guidetour, an overview of battle
-NationalMilitaryCemetery commemoration and placing of flags on all New YorkState graves.
-Tour of National Parks visitor center and cyclorama exhibit
-Visit and lunch at the Alexander Dobbin House restaurant and discussion of the Underground Railroad in Gettysburg
-Confederate Memorial Dedication and walk of Pickett’s charge
-Civil War photo demonstration at Rob Gibson’s photographic studio
Week 11: Apr. 14 – 18, Spring Break
-Reading
oEmancipation Proclamation
oGettysburg Address
How are these two documents related?
How do they both change the face of war and the purposes of that war?
Week 12: Apr. 21 – 25, Gettysburg Reviewed
Film – Histories Mysteries “What role did the fences play on the Emmetsburg Pickett’s charge?”
-Ghosts of Gettysburg – Supernatural Forces: Are they real? What do you think?
-Prepare for Mid Term Exam next week! May be done in class 1 or 2 periods
Week 13: Apr. 28 – May 2,
-Mid Term Exam
-Individual and group reports on Major Battles of the Civil War
Week 14: May 5-9, Medicine in the Civil War
-In class PowerPoint: “Civil War Medicine”
-Reading
oSelected readings from the section Civil War Medicine located at
Week 15: May 12 – 16,Blacks in Blue & the Northern Home Front
-Reading
oEmancipation and Its Results, Is Ohio to be Africanized?
oAbraham Lincoln - Letter to James C. Conkling
-In class PowerPoint: “Black Soldiers in Blue Uniforms”
-The Northern Home front
o
Week 16: May 19 – 23,
- Film presentation, time permitting: Glory (1989) Robert Gould Shaw leads the US Civil War's first all-black volunteer company, fighting prejudices of both his own Union army and the Confederates.
Week 17: May 26 – 30, Reconstruction 1865-1877
-Note: Monday is Memorial Day – put a flag on the grave of a soldier. It doesn’t matter what war or which side he/she fought on. Honor those who gave you your freedom.
-Interactive
-Interactive
-Reading
oSelected readings from The League of the South
oConflicting views of Reconstruction “Hugs” or “Slugs” Lincoln’s Plan v. that of the Radical Republicans
Week 18: June2 – 6, purposely left open for completion and expansion of any topics not finished.
Week 19: June 9 – 13,
-The continuing Civil War
oExamination of controversy surrounding the use and meaning of the “Rebel Flag”
oWhat is the meaning of the flag: honored battle flag or symbol of racism in the United States?
-Film – Battlefield preservation efforts
Week 20: June 16 – 20, Exams begin
-Note: All final papers are due to Mr. Davison on Tuesday June 17th by 9 AM. Failure to turn in your paper by due date will result in a failing grade for the paper. Papers may be turned any time after June 10th, if you choose.
Percent Letter Grade
A+ = 95 – 100%
A = 90 – 94%
B+ = 85 – 89%
B = 80 – 84%
C+ = 75 – 79%
C = 70 – 74%
D = 60 – 69%
F = Any grade below a 60%
Please Note: For all students taking this course for college credit you must have a grade of C+ as your final average to receive college credit from ECC.
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