1
10
26
-
Diary/Letter
Text
Any textual data included in the document.
<p>April 21. Went to the village to hear the news. Lee has surrendered. Johnstone is about to surrender. The soldiers are coming home in gangs & we have gone up the Spout [been ruined] ...I am now going to work instead of to the war. I think I will like it the best. <br /><br />April 27. All hands are engaged in the Buffalo Bottom. Four plowing & the other ditching, sprouting, burning brush & old logs &c. We are about half done breaking up this land. <br /><br />May 1. The first of May is generally looked forward to as a day of pleasure & beauty...But this has not been a day of pleasure to many in Spartanburg village because The Yankey are in the village to day. But they have done no in injury to private property, with the exception of taking every good horse & mule they could find. <br /><br />June 3. Looked [at] every crop & find it (the corn) doing pretty well. The plows have gone to work again. <br /><br />June 5. Sale day. I went to the village in the buggy...There was a good many persons in the village, but little buisiness was doing. [Maj. Gen. Quincy Adams] Gillmore (A yankey) has issued a proclamation freeing all the negroes. I do not much think it will have much effect. Began plowing in the Buffalo Bottom. <br /><br />June 12. Monday. Splendid weather, good season in the ground. Four plows in the Buffalo Bottom. Two hands replanting. All hands hurrying. <br /><br />June 14. Another find day for work...All hands hoeing sugar cane...There is much talk about the negroes being free. Some have gone to the yankeys. I have heard mine say nothing on the subject. They are hard at work as usual (except York, who has been gone some time). I expect there will be some confusion about freeing the negroes, but I do not anticipate much trouble. It is about as cheap to hire help as to work your own negroes. <br /><br />July 6. MY BIRTH-DAY. To day I have been as busy as a yankey, "diving and delveing" in the Buffalo Bottom. Trying to make something for us to eat the next year...This day forty-four years ago, I came into this world. How long I am permitted to remain in it, no one can tell. I have lived through this terrible war & may be permitted to remain longer, or I may be taken away immediately. No one can tell, & I suppose it is best that such can not be known to us. Be that as it may, I am still alive, & intend to live as long as I can & be as happy & young as I can, for old age will come soon enough, without runing after it. My family are all well & happy. Long may it continue!! Old Will has disappeared to day. I expect that he wants to try to enjoy the freedom that the Yankeys have promised the negroes. I am willing for him to go if he will only stay away. The weather is very warm and ry. <br /><br />July 8. Started all hands to cutting oats. . . . <br /><br />July 24....There is much talk about freeing the negroes. Some are said already to have freed them. There is much apprehension of confusion & distress arising from the emancipation of the negroes...It is said that many have already been killed in this State & it is thought that it is only the beginning. <br /><br />July 25. Still warm & dry... Heard that Mr J Bomar Senior was freeing some of his negroes. Corn fine, but needing rain... <br /><br />August 5. Finished Laying By with the hoe. All hands are rejoicing that the crop is made for the year 1865. Oweing to the wet weather and a large crop of corn, my crop has not been well worked, but still, we will make a large corn crop. <br /><br />August 7. Sales day. I went to the village & found a good many persons there. It looked something like old times... We had a political meeting to send delagates to the Convention to meet at Columbia to revise the Constitution... <br /><br />August 14. Went to the village & found the citizens in a gloomy frame of mind on account of ugly state of affairs in the political wourld. Indeed it is a most gloomy time. We are conquered and the feet of the conquars are on our necks. We must submit to all they require & have no redress. Alas! A decree has gone forth from the Yankeys, that we must say to our negroes that they are free. If they stay with us, we are to pay them, & not drive them off nor correct them. The negroes seem to receive a higher place in the yankey opinion than the white people. Negroes are permitted to do & say what they please and the white man has but little favours shown them. <br /><br />August 15. To day I told my negroes they were all free and requested all to go. Ann has gone off, & the others have gone to work. Some are cutting wood to make molasses with... Elifus has gone to mill. I fear much trouble and annoyance before we can get settled again. <br /><br />August 16. Freed the Negroes. Yesterday the people in this neighborhood did generally discharge their negroes, & told them that they were free. Two of mine had ran away before. Ann left yesterday when I told her she could go, but the others wisely concluded they would remain until New years day. I am glad Ann is gone and I would feel releived if the others would go. For the negroes now, with the yankeys to back them in their meanness, are worse than nothing. <br /><br />September 4. Went to the village, it being Sale-day and election-day for the Convention. There was some dozen or 15 yankeys at the village, regulating matters between the negroes & the whites, & administering the oath of allegiance to the United States. I did not take the oath & will not until circomstances compel me. <br /><br />September 16. Gwinn & I went to the village in haste and came home in haste without any reason for so doing. Yesterday the free negroes had a picnic at the village & seem to be enjoying their freedom to the utmost. The most of them are not disposed to work & the white men seem to be disposed to let them do just as they please & dare not to open their mouths to oppose them. I have much work that I need done, but find it a hard matter to hire. Weather very warm for the time of the year. <br /><br />September 17. Sunday... Family well, Horses well, Cattle well, Hogs well & everything else are well so far as I know, if it was not for the free negroes. On their account everything is turned upside down. So much so that we do not know what to do with our land, nor who to hire if we want it worked. I am trying to find some honest men to rent mine to, but such as I want are hard to get. We are in the midst of troublesome times & do not know what will turn up. <br /><br />October 26. HAULING CORN from the Buffalo Bottom. All hands are at it. Even old Judy makes a good hand unloading the wagon. <br /><br />November 24. Finished sowing Wheat. We have been a long time putting in a little... To day rented to Mr. M Brewten the Camp Place. Fowler tends one half of it. In this district several negroes have been badly whipped & several have been hung by some unknown persons. This has a tendency to keep them in the proper bounds & make them more humble... <br /><br />December 19. Tuesday... This morning we Killed four Hogs weighting 176, 150, 176, 150, making 652 lbs averageing 162 [163] lbs. This aded to the other killing (480) makes me 1132 pounds, and leves me five of the best hogs to kill yet. We will have no bacon to bragg upon but there will be enough to do us & may be a little to sell. As my negro[es] will all be free after Christmas, if they leave me (as I suppose they will) I will not have so many to feed. I do wish the negroes would all go to the Yankeys & stay with them until they all got their satisfaction. Between the negro & yankey, we are certainly in an humble and awkward situation, & what makes it much worse, there is no hope of a situation that will be more pleasant. The yankey Congress has refused to admit our members to a seat with them & so we are to have no representation at all. <br /><br />December 25. Christmas morning... The negroes leave to day to hunt themselves a new home while we will be left to wait upon ourselves. It may be a hardship; but I hardly think it will. I do think that we can do without them as well as we have with them.... <br /><br />December 31. Sunday. Christmas is gone. Wet, sloppy, & disagreeable, but we have had several egg-noggs & no insurrection amongst the negroes. Everything is quiet, though no one knows what to do.</p>
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Title
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Piedmont Farmer: The Journals of David Golightly Harris
Subject
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Slavery and Abolition
Description
An account of the resource
Before the Civil War, David Golightly Harris (1824-1875) had been a small slaveholder in Spartanburg District, South Carolina. According to the 1860 census, he owned ten slaves and 550 acres of land, 100 of which he had under cultivation. Though not among the volunteers who were eager to take up arms in defense of the Confederacy, Harris believed in slavery. As the war drew to a close, he continued to conduct his farming operations as he had before and during the war. These passages are drawn from his journal entries for 1865.
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David Golightly Harris
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David G. Harris, <em>Piedmont Farmer: The Journals of David Golightly Harris, 1855-1870</em>. Edited with an introduction by Philip N. Racine (Knoxville: University of Tennessee Press, 1990), from <em>After Slavery: Educator Resources</em> http://ldhi.library.cofc.edu/exhibits/show/after_slavery_educator/unit_one_documents/document_one
Date
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April 1865 - December 1865
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Civil War and Reconstruction (1861-1877)
Primary
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Primary
Emancipation
-
Diary/Letter
Text
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<p>[Edisto Island, S.C. October 20 or 21, 1865]</p>
<p>General It Is with painfull Hearts that we the committe address you, we Have thorougholy considered the order which you wished us to Sighn,1 we wish we could do so but cannot feel our rights Safe If we do so, General we want Homesteads; we were promised Homestead's by the government,2 If It does not carry out the promises Its agents made to us, If the government Haveing concluded to befriend Its late enemies and to neglect to observe the principles of common faith between Its self and us Its allies In the war you said was over, now takes away from them all right to the soil they stand upon save such as they can get by again working for your late and thier all time ememies. If the government does so we are left In a more unpleasant condition than our former</p>
<p>we are at the mercy of those who are combined to prevent us from getting land enough to lay our Fathers bones upon. We Have property In Horses, cattle, carriages, & articles of furniture, but we are landless and Homeless, from the Homes we Have lived In In the past we can only do one of three things Step Into the public road or the sea or remain on them working as In former time and subject to thier will as then. We can not resist It In any way without being driven out Homeless upon the road. You will see this Is not the condition of really freemen You ask us to forgive the land owners of our Island, You only lost your right arm. In war and might forgive them.</p>
<p>The man who tied me to a tree & gave me 39 lashes & who stripped and flogged my mother & my sister & who will not let me stay In His empty Hut except I will do His planting & be Satisfied with His price & who combines with others to keep away land from me well knowing I would not Have any thing to do with Him If I Had land of my own. that man, I cannot well forgive. Does It look as If He Has forgiven me, seeing How He tries to keep me In a condition of Helplessness General, we cannot remain Here In such condition and If the government permits them to come back we ask It to Help us to reach land where we shall not be slaves nor compelled to work for those who would treat us as such we Have not been treacherous, we Have not for selfish motives allied to us those who suffered like us from a common enemy & then Haveing gained our purpose left our allies In thier Hands There Is no rights secured to us there Is no law likely to be made which our Hands can reach. The state will make laws that we shall not be able to Hold land even If we pay for It Landless, Homeless. Voteless. we can only pray to god & Hope for His Help, your Infuence & assistance </p>
<p><br />With consideration of esteem your Obt Servts In behalf of the people</p>
<p>Henry Bram</p>
<p>Ishmael Moultrie</p>
<p>yates Sampson</p>
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Title
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A Committee of Freedmen on Edisto Island Reveal Their Expectations
Subject
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Slavery and Abolition
Civil Rights and Citizenship
Description
An account of the resource
This letter was written by a group of freedmen to the Commissioner of the Bureau of Refugees, Freedmen, and Abandoned Land (known as the Freedmen’s Bureau). The freedmen were from Edisto Island, South Carolina, an area that came under Union control early in the war and where formerly enslaved people had been allowed to cultivate the land under the supervision of Union forces after their owners fled. When the freedmen wrote this letter, national policy on the redistribution of lands owned by former Confederates was in flux.
Source
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Henry Bram et al. to Major General O. O. Howard, [20 or 21 Oct. 1865], B 53 1865, Letters Received, ser. 15, Washington Hdqrs., RG 105, from <em>After Slavery: Educator Resources</em>, http://ldhi.library.cofc.edu/exhibits/show/after_slavery_educator/unit_one_documents/document_seven
Date
A point or period of time associated with an event in the lifecycle of the resource
October 1865 (Circa)
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Civil War and Reconstruction (1861-1877)
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
Primary
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Henry Bram, Ishmael Moultrie, and Yates Sampson
Emancipation
Freedmen's Bureau
land
Reconstruction
south carolina
-
Article/Essay
Text
Any textual data included in the document.
<p>Once the first shots of the Civil War were fired in Charleston harbor on April 12, 1861, President Abraham Lincoln insisted that the U.S. government was fighting to preserve the Union. He did not want to risk losing the support of four slave states fighting on the Union side: Delaware, Kentucky, Missouri, and Maryland. Consequently, Lincoln went to great lengths to assure loyal slaveholders in these states that the key northern war aim was "union," and not "freedom" (the abolition of slavery). But radicals in his own party, abolitionists, and almost everyone in the African-American community in the North wanted to turn the war for disunion into a crusade for freedom.</p>
<p>In the South, thousands of slaves asserted their own view of the Civil War's primary aim by abandoning plantations and fleeing behind Union army lines. Union generals disagreed about whether to free escaped slaves or return them to their masters. Slaves helped make their own case for freedom by rendering valuable services as laborers, spies, guides, cooks, and nurses while at the same time depriving the Confederacy of its labor. Some of Lincoln's generals argued that escaped slaves should be declared "contrabands" of war--riches the slave-owners lost their rights to when the Confederacy rebelled. By the summer of 1861, the "contraband" policy was adopted. It was a first but timid step toward full-scale emancipation. Lincoln maintained that it was not a policy of abolition but merely a tactic of war.</p>
<p>Then on January 1, 1863, almost fifteen months after the war began, Lincoln signed the Emancipation Proclamation. It freed more than three and a half million slaves in Confederate areas still fighting against the North but excluded almost half a million slaves in the four slave-holding states loyal to the Union. Despite its limitations, the Emancipation Proclamation set off celebrations among white and black abolitionists in the North and rejoicing among slaves in the South. African Americans, slave and free alike, understood that the aims of the war had been dramatically changed and that the Union was on a new course.</p>
<p>Did Lincoln free the slaves? Did the slaves free themselves? Or was freedom finally achieved due to white and black abolitionists? The answer to all three questions is yes. But historians disagree on who played the <em>key</em> role in emancipation.</p>
Dublin Core
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Title
A name given to the resource
Background Essay on Who Freed the Slaves?
Description
An account of the resource
This essay introduces you to the main forces behind the abolition of slavery in the United States, as well as the debate among historians as to who played the key role.
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American Social History Project/Center for Media and Learning
Date
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2015
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
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Slavery and Abolition
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ASHP
Civil War
Emancipation
-
https://shec.ashp.cuny.edu/files/original/aw_ontoliberty_b9481d0ca6.pdf
85255258e5adaf431133aa1f3aa580cb
Worksheet
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English
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American Social History Project / Center for Media and Learning
Title
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Analysis Worksheets: On to Liberty
Description
An account of the resource
These worksheets help students analyze the Theodor Kaufmann painting On to Liberty. The graphic organizer included here can also be used to analyze the painting A Ride for Liberty by Eastman Johnson. The worksheets are included as part of Lessons in Looking: Contraband in Paintings.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
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1619, 1488, 1026
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Emancipation
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/aw_lincolninrichmond_014de7a476.pdf
bb8868a0e820ac68b1d56bf46a4d934b
Worksheet
Dublin Core
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Title
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Analysis Worksheet: Lincoln in Richmond
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This worksheet helps students analyze the 1865 print Lincoln in Richmond.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1214, 1387
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Abraham Lincoln
Emancipation
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/aw_runawaypredictsfreedom_811ff4c22f.pdf
43c59854de0995358852bafe7509201e
Worksheet
Dublin Core
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Title
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Analysis Worksheet: A Runaway Slave Predicts "Freedom Will Reign"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This worksheet helps students analyze a letter from John Boston, a runaway slave during the Civil War, to his wife.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
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1762, 1387, 1773
Date
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2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Civil War
Emancipation
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/whofreedweighingevidence_342750dcdf.pdf
231f2ddaafb344a6c2f5f9b5bdb3457b
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Who Freed the Slaves: Weighing the Evidence worksheet
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
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This worksheet helps students evaluate different pieces of evidence to determine who freed the slaves, Abraham Lincoln or slaves themselves. The worksheet is part of the activity "Emancipation and "Contraband": Who Freed the Slaves During the Civil War."
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Abraham Lincoln
Civil War
Emancipation
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe the causes and consequences of Lincoln's Emancipation Proclamation. </p>
</li>
</ul>
Materials
820, 833
Historical Context
<p>Once the shooting war began, President Abraham Lincoln insisted that the U.S. government was fighting to preserve the Union. He did not want to risk losing the support of four slave states fighting on the Union side: Delaware, Kentucky, Missouri, and Maryland. Consequently, Lincoln went to great lengths to assure loyal slaveholders in these states that the key northern war aim was "union," and not "freedom" (the abolition of slavery).</p>
<p>But radicals in his own party, abolitionists, and almost everyone in the African-American community in the North wanted to turn the war for union into a crusade for freedom. The issue was not secession, they argued, but slavery or freedom. Abolitionists and Radical Republicans--an influential congressional minority in Lincoln's own party--saw things differently. They scoffed at the idea that Lincoln could preserve the Union without destroying slavery. Slavery, they contended, was precisely the issue that divided the Union into two nations. </p>
<p>They also emphasized that the slave gave the South a crucial advantage: slaves did the work of feeding and clothing the Confederate Army, thus freeing white southerners for military duty. Consequently, if freedom became the North's war aim, the military advantage would shift from the Confederacy to the Union. Slaves would become a military asset for the North if they were granted freedom, since they would now have every incentive to sabotage southern production and/or run away to the Union side. </p>
<p>Lincoln and his generals eventually saw the military wisdom of the Radical Republicans' argument for freedom as a war aim. Two factors accounted for their shift: 1) slaves forced the issue, particularly in Virginia, by escaping in increasing numbers to northern lines; and 2) the North suffered staggering military defeats in the first two years. </p>
Lesson Plan Text
<p><strong>Step 1:</strong> Introduce the documentary. Explain that at this point in the film, the South has seceded in the wake of Lincoln’s election and the Civil War has begun. In the North, there is a debate going on about Union war aims. Meanwhile, in the South, enslaved African Americans are running into Union army camps. </p>
<p>Ask the preview focus question for <span style="text-decoration:underline;">Clip 1 Preserving the Union</span> (12:10-16:52):</p>
<ul><li>
<p>Why did Union generals return fugitive slaves to their Confederate owners?</p>
</li>
</ul><p><em>Possible responses: Lincoln’s priority was to preserve the union, not free the slaves; he did not want to lose the support of slave-holding border states who had supported the Union; personally opposed slavery but did not think that the North would fight for this cause.</em></p>
<p>Show Clip 1, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>Who challenged Lincoln’s decision to prioritize “preserving the Union†over emancipating the slaves? How? </p>
</li>
</ul><p><em>Possible responses: Republicans, by exercising political pressure in Congress and the press; Contraband slaves by continuing to flee into Union camps and offer their services; some Union generals by defying policy and not returning slaves </em></p>
<p><strong>Step 2:</strong> Introduce the second clip: Lincoln is not willing to make emancipation a goal of the war, but it starting to think about what will happen if and when slaves are freed. So in the summer of 1862 he invites free black leaders to come to meeting at the White House to discuss his ideas. </p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #2 Colonization, “An Old Schemeâ€</span> (19:45-21:59): </p>
<ul><li>
<p>Ask half the room to listen for: what was Lincoln SAYING about the problem of emancipating enslaved people? </p>
</li>
<li>
<p>Ask half the room to listen for: how do you think Lincoln was FEELING about the problem? </p>
</li>
</ul><p><em>Possible responses: Lincoln SAID that northern racism was forcing his hand, and that he saw no other option than voluntary colonization outside of the US; Lincoln may have been FEELING guilt, embarrassment, pressure, sadness, frustration, and also may have felt some prejudice against African Americans. </em></p>
<p>Show Clip 2, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>How did free black leaders respond to Lincoln’s colonization idea, and do you think they influenced Lincoln in any way? </p>
</li>
</ul><p><em>Possible responses: free black leaders expressed their strong disapproval of colonization, saying that it was hypocritical and insulting to African Americans who had as much right to stay here as white people.</em></p>
<p><strong>Step 3:</strong> Introduce the third clip by having a brief discussion about manpower and war. </p>
<ul><li>
<p>What kind of manpower (and woman power) do you need to wage and win wars? </p>
</li>
<li>
<p>What manpower did the North have? </p>
</li>
<li>
<p>What manpower did the South have? </p>
</li>
</ul><p>Then give the preview focus question for <span style="text-decoration:underline;">Clip #3 A Military Necessity?</span> (22:00-24:47):Â </p>
<ul><li>
<p>What was the military situation in 1862? </p>
</li>
</ul><p>Show Clip 3, and then discuss responses, and follow up by asking: Â </p>
<ul><li>
<p>How does the military situation change Lincoln’s view of the war aims? </p>
</li>
</ul><p><em>Possible responses: Confederate war effort is dependent on slave labor; Union is suffering military losses, and recruitment issues; by freeing slaves will undermine the Confederacy and bolster the Union side. </em></p>
<p><strong>Step 4:</strong> Hand out copies of the Emancipation Proclamation (excerpt). Have students read it on their own once. Then, read it slowly to the group, and ask students to:Â </p>
<ul><li>
<p>Write a “M†next to words or phrases having to do with the military. </p>
</li>
<li>
<p>Write a “CR†next to words or phrases having to do with civil rights. </p>
</li>
</ul><p>Show map of Civil War showing four slave-holding border states that remained loyal to the Union: Maryland, Delaware, Kentucky, and Missouri. </p>
<p>Discuss:Â </p>
<ul><li>
<p>According to the Emancipation Proclamation, who is now “forever free� <em>Roughly 3.5 million slaves in rebel states </em></p>
</li>
<li>
<p>Who is not free? <em>Roughly ½ million Slaves in Union border states </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation take effect in rebel states? <em>Since the Confederacy still controlled the South, the Emancipation Proclamation was impossible to enforce, which is why some people say that the Emancipation Proclamation did not free a single slave. </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation actually change the lives of enslaved Americans? <em>By once and for all providing legal and military guarantee of freedom, it motivated thousands of slaves to run away from their owners, and join the Union war effort as laborers, scouts, spies, nurses, cooks, and soldiers. </em></p>
</li>
</ul><p><strong>Step 5:</strong> <span style="font-weight:normal;">Introduce clip 4. Explain that by early summer of 1862, Lincoln was already working on a draft of the Emancipation Proclamation but decided to follow the advice to wait until a Union victory. This came on September 17, 1862 - the bloodiest day in American history. Nearly one of every four soldiers engaged was a casualty: killed, wounded, or captured. The Battle of Antietam, though not a stunning victory, did reverse the fortunes of the Rebels, and Lincoln considered it sufficient for his purpose. He issued the Proclamation five  days after the battle, though it was not signed into law until January 1, 1863. In this last clip, we watch a recreation of this dramatic moment and then hear different scholars explain what they thought was significant. </span></p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #4: Emancipation Proclamation Becomes Law</span>Â (42:16-48:42):</p>
<ul><li>
<p>What adjectives do the historians use to describe the EP? </p>
</li>
</ul><p><em>Possible responses: “dull†“legal†“effective†“justiceâ€.</em></p>
<p>Show Clip 4, and then discuss responses, and follow up by asking:Â </p>
<div>
<ul><li>
<p>Based on the discussion so far, are there any additional adjectives or ways of describing the Emancipation Proclamation that should be added?</p>
</li>
</ul><p><strong>Step 6:</strong>Â <span style="font-weight:normal;">To conclude, ask the class to summarize:Â </span></p>
<ul><li>
<p>What were the different political, moral, and military factors that shaped Lincoln’s decision about how and when to free the slaves? </p>
</li>
</ul><p>Another option would be to divide the class in three sections and have one section summarize political factors, another moral factors, and another military factors, and then share out.</p>
</div>
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
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Active Viewing: <em>Abraham and Mary Lincoln: A House Divided</em>
Description
An account of the resource
<em>PBS American Experience’s Abraham and Mary Lincoln: A House Divided</em> is a 6 episode mini-series available as a 3 DVD set. The following activity focuses on the causes and consequences of Lincoln’s Emancipation Proclamation through an active viewing of <em>Episode 4: The Dearest of All Things</em> (Disc 2). There is a companion website to the series, <em><a href="http://www.pbs.org/wgbh/amex/lincolns/" target="_blank">The Time of the Lincolns</a></em>, that contains a Teacher’s Guide, primary sources, and episode transcripts.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
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2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Slavery and Abolition
Active Viewing
Civil War
Emancipation
-
https://shec.ashp.cuny.edu/files/original/a-union-army-captain-testifies-before-the-freedmen’s-commission-text-supports_c528bb41bb.pdf
6498573ddce8938513172a20eb3417ae
Government Document
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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A Union Army Captain Testifies Before the Freedmen’s Commission (with text supports)
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In May, 1861, Union General Benjamin Butler offered military protection to runaway slaves in Virginia, declaring them wartime "contraband." In every region touched by the war, African-American men, women, and children flocked to the protection offered by Union encampments. In exchange they provided manual labor and information about local terrain and Confederate troop movements. By the end of the war, nearly a million ex-slaves were under some kind of federal protection, many in the so-called "contraband camps" established by Union commanders beginning in 1862. Life in the camps was often harsh. Provisions for food, clothing, shelter, and medicine were inadequate, given the number of former slaves who sought refuge and the desperate condition in which many of them arrived.
Creator
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C.B. Wilder
Rights
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Excerpts from testimony of Capt. C.B. Wilder before the American Freedmen's Inquiry Commission, 9 May 1863, National Archives, from University of Maryland History Department, Freedmen and Southern Society Project, http://www.history.umd.edu/Freedmen/wilder.htm
Primary
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1
Relation
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1387, 1782
Date
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1863
Coverage
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Civil War and Reconstruction (1861-1877)
Civil War
Emancipation
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/hw0022_a54e32fce8.jpg
6cc06559acc9b06d2001fa1fc6894f61
Omeka Image File
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Bit Depth
8
Channels
3
Height
826
Width
1200
Poster/Print
Original Caption
<p>NEGRO SOLDIERS LIBERATING SLAVES. </p>
<p>GENERAL WILD'S late raid into the interior of North Carolina abounded in incidents of peculiar interest, from which we have selected a single one...the liberation by the negro battalion of the slaves on Mr. Terrebee's plantation. As the reader may imagine, the scene was both novel and original in all its features. General Wild having scoured the peninsula between Pasquotank and Little Rivers to Elizabeth City, proceeded from the latter place toward Indiantown in Camden County. Having encamped overnight, the column moved on into a rich country which was covered with wealthy plantations. The scene in our sketch represents the colored troops on one of these plantations freeing the slaves. The morning light is shining upon their bristling bayonets in the back-ground, and upon a scene in front as ludicrous as it is interesting. The personal effects of the slaves are being gathered together from the outhouses on the plantation and piled, regardless of order, in an old cart, the party meanwhile availing themselves in a promiscuous manner of the Confiscation Act by plundering hens and chickens and larger fowl; and after all of these preliminary arrangements the women and children are (in a double sense) placed on an eminence above their chattels and carted off in triumph, leaving "Ole Massa" to glory in solitude and secession.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"Colored Troops under General Wild, liberating slaves in North Carolina"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In this journalistic sketch, a group of African American soldiers liberates a plantation in eastern North Carolina. The troops were the so-called "African Brigade" composed of black recruits from Massachusetts and newly freed contraband slaves from Union-occupied territories of North Carolina. Like all black troops in the Civil War, the African Brigade was led by a white officer, in this case an abolitionist from Massachusetts. Although some Northerners doubted whether freedmen would make effective soldiers, Union officers in the area reported that "recruiting for the African Brigade is progressing lively and enthusiastically...Quite a recruiting fever has seized the freedmen of [New Bern]...Four thousand colored soldiers are counted upon in this [district]." Another officer wrote "One can hardly forget the enthusiasm amongst the negroes of this place..."
Creator
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Unknown
Source
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<em>Harper's Weekly</em> (Jan. 23, 1864), p. 52; available from <em>The Atlantic Slave Trade and Slave Life in the Americas</em>, Image Reference HW0022.
Rights
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<em><a href="http://hitchcock.itc.virginia.edu/Slavery/Conditions.php" target="_blank">The Atlantic Slave Trade and Slave Life in the Americas</a></em>.
Primary
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1
Relation
A related resource
1778, 1387
Date
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1864
Coverage
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Civil War and Reconstruction (1861-1877)
African-American Soldiers
Civil War
Emancipation