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Civil War Trust

May 21, 2008

Teacher Institute, Events, Petersburg, Lincoln Revisited

Civil War Preservation Trust Teacher Newsletter

The Civil War Preservation Trust (CWPT) is America's largest non-profit organization (501-C3) devoted to the preservation of our nation's endangered Civil War battlefields. CWPT's Education Department promotes Civil War battlefield preservation by encouraging the study of the war's timeless lessons, provoking thought about the vital roles these battlefields play in our nation's history.

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1. SEVENTH ANNUAL SUMMER TEACHER INSTITUTE

   Don’t leave for the summer before you register!

 

2. 7 ACRES MAY BE ADDED TO PARK [AT PETERSBURG, VA]

 

3. GREAT WEB SITES

 

4. TRIVIA

 

5. REVIEW: _LINCOLN REVISITED: NEW INSIGHTS FROM THE LINCOLN FORUM

New York: Fordham University Press, 2007.

 

6. EVENTS: a.) Fort Donelson; b.) The Hunt for John Wilkes Booth; c.) Camp Floyd

 

7. SELECTED CWPT EDUCATION PROGRAMS

 

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1. SEVENTH ANNUAL SUMMER TEACHER INSTITUTE

   Hagerstown, MD • July 25-27, 2008

 

Visit www.civilwar.org/historyclassroom/hc_anntechinst.htm.

 

* “Field trips” to Antietam and Harpers Ferry.

* Workshops demonstrating pedagogical strategies.

 

*Workshops:

 

Civil War Lost and Found: An Antietam Soldier’s Diary
Civil War Service Records as Primary Source
Creating a Student Living History Museum
Lincoln Assassination Murder Mystery
Teaching the Civil War with Technology
Economic Issues in the Civil War
Teaching the Civil War to Elementary Students
Marie Tepe: Vivandiere – Women in the Civil War
Organizing a Youth Re-enactment Program
Creating a Civil War Sesquicentennial Event

 

*Saturday Field Trip choices:

 

Antietam – Two NPS Education programs

     Battlefield in a Box, & Angels of the Battlefield),

     battlefield tour

 

-OR-

 

Harpers Ferry – Includes three NPS Education programs

     (covering John Brown, the Civil War in Harpers Ferry,

     and the African American Experience), battlefield tour

 

*Special Guests:

 

-Dr. James I. “Bud” Robertson, Director,

     Center for Civil War Studies at Virginia Tech
-William C. Davis, Director of Programs,

     Center for Civil War Studies at Virginia Tech
-Hari Jones, African American Civil War Museum
-Garry Adelman, Center for Civil War Photography

 

*Saturday Evening Panel Discussion

 

*Continuing Education Units offered through

     Virginia Tech (by pre-registration ONLY – none issued after the event, sorry)

 

*Limited number of Stipends available

 

*For more information

Contact the Civil War Preservation Trust at info@civilwar.org or visit www.civilwar.org/historyclassroom/hc_anntechinst.htm. 

 

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2. 7 ACRES MAY BE ADDED TO PARK [AT PETERSBURG VA]

 

05/02/2008

Petersburg Progress-Index

      

7 acres may be added to park  

BY MARKUS SCHMIDT, STAFF WRITER  

 

PETERSBURG — The morning fog laid over the land like a veil. Then sudden gunfire. The date was June 9, 1864, and at sunrise, Union Maj. Gen. Benjamin Butler dispatched 4,500 of his cavalry and infantry against 2,500 Confederate defenders. The fight over Petersburg had begun.

      

Seven acres of the land that saw some of the most severe fighting of that very first battle are now preserved for history. Farrish Properties from Chesterfield donated it to the Civil War Preservation Trust in Washington. Eventually, the property will become part of the Petersburg National Battlefield Park.

 

The land is located along the Dimmock Line, only a stone’s throw away from the national park. H. Keith Farrish, owner of Farrish Properties, decided to donate this flat piece of land in late 2007. “People found bullets all the time,” he says. “And since I’m a Civil War buff myself, I decided that these acres must be preserved.” … Farrish talked to Chris Calkins, chief of Interpretation for the Petersburg National Battlefield. “Mr. Calkins recommended I’d give the land to the Civil War Preservation Trust,” Farrish said. A direct donation to the National Park would not have been possible.

 

“We are waiting for legislation for Petersburg that allows us to expand the territory of the park,” Calkins said. In the meantime, the preservation trust serves as holder of the property.

 

Read the entire article at:  www.progress-index.com/site/index.cfm?newsid=19654765&BRD=2271&PAG=461&dept_id=462946&rfi=8 

 

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3. GREAT WEB SITES

 

www.postalmuseum.si.edu/educators/we.pdf

“We Were There: Letters from the Battle Front”.  (Large file.)

 

www.archive.org/index.php

This is not the National Archives - it's the "Internet Archive".  There are "regular"' web sites, as well as moving images, texts, audio archives, etc.  Is your favorite teaching site “defunct”?  If you know the address you might still find it here.

 

www.civilwar.org/historyclassroom/hc_childbooks.htm

View CWPT’s recommended reading for young people.

 

www.civilwar.org/historyclassroom/hc_zollicoffer.htm

The Legend of the Zollie Tree

 

www.teachertube.com/view_video.php?viewkey=a86de64238ca77d7970d
TeacherTube: How to Create a Great PowerPoint Without Breaking the Law
(Thanks for Terry Levering for this one!)

 

~A presentation by Alvin Trusty, Professor from Findlay University, from the eTech Ohio 2008 conference. 

“Below is a link that was sent to our faculty from Loyola's tech department on PowerPoint and copyrights. Specifically it covers how to make a better PowerPoint presentation and does so by giving a PowerPoint on what is legal (for teachers) to copy and use for instructional purposes. There is a segment on the doctrine of Fair Use at about the 26 minute mark that is particularly helpful for teachers.”

 

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4. TRIVIA

 

From our own newsletter!  How well did you read?  J  Answers may also be on the web links provided in number three.  Good luck!

 

A.  According to the National Postal Museum, in the South, when paper and envelopes became scarce, people used wallpaper, pages out of accounting books, and other items to make envelopes. What were these “recycled” envelopes called?

 

B.  The Zollie Tree was an unofficial monument to which General, killed at which battle?

 

C.  Which Union general sent 4,500 cavalry and infantry against 2,500 Confederate defenders on June 9, 1864, beginning the fight over Petersburg? 

 

D. When is the Bicentennial of Lincoln’s birth?

 

E. Lincoln spent how much of his presidency living at the Soldier’s Home in Washington DC?  How long was his daily commute from the Soldier’s Home to the White House?

 

TRIVIA ANSWERS

 

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5. REVIEW-NEW INSIGHTS FROM THE LINCOLN FORUM

 

REVIEW:   H-NET BOOK REVIEW

Published by H-CivWar@h-net.msu.edu (May 2008) John Y. Simon, Harold Holzer, and Dawn Vogel, eds.

 

_Lincoln Revisited:  New Insights from the Lincoln Forum_.

New York: Fordham University Press, 2007.

 

Reviewed for H-CivWar by Jeffrey D. Julson, Department of History, Southern Illinois University Carbondale

 

The Latest Lincoln Round-up

 

Each year from November 16 to 18, members of the Lincoln Forum have gathered in Gettysburg, Pennsylvania, for a symposium to discuss the most recent scholarship on Abraham Lincoln's life and his actions during the Civil War era. _Lincoln Revisited_ is the third book published by the Lincoln Forum covering material delivered at this annual gathering, allowing forum members who were unable to attend and the general public to keep up with the latest research on this much-studied man and era.

 

_Lincoln Revisited_ consists of eighteen essays presented at the symposium between 2003 and 2005. With the bicentennial of Lincoln's birth in 2009, this is a well-timed release to show the current state of affairs in Lincoln studies. These essays include Jean Baker's discussion of Abraham and Mary Lincoln's religious experiences, Harold Holzer's examination of the images and words of the 1860 campaign, and John Y. Simon's focus on the issue of Mormonism during the discussion of popular sovereignty in the famed debates between Lincoln and Stephen Douglas. Other essays focus on topics as diverse as Lincoln's involvement in military matters, Henry Adams's reactions to Lincoln, and the foreign complications of Lincoln's reelection.

 

The essays by Matthew Pinsker, Michael Vorenberg, and Frank J. Williams are especially intriguing. Beginning with Walt Whitman's sightings of Lincoln traveling from the Soldiers' Home to the White House during the summer, Pinsker sets off "for a new look at Lincoln's presidential leadership" with his essay "I See the President: Abraham Lincoln and the Soldiers' Home" (p. 82). This essay is a glimpse into Pinsker's book, _Lincoln's Sanctuary: Abraham Lincoln and the Soldiers' Home_ (2003). Designed to support disabled veterans, the Soldiers' Home was located just outside Washington, D.C. Presidents and secretaries of war were invited to spend summers in this breezy, shaded area to secure political support and financing when congressional support for this endeavor waned after its creation in the early 1850s. Lincoln spent over a quarter of his presidency at this wartime retreat, while a number of crippled soldiers convalescing at the Soldiers' Home surrounded him and a new graveyard for those killed in the war was nearby.

 

It is Pinsker's exploration of the blurry line between the public and private Lincoln that is most interesting. His essay brings out the private Lincoln, the man seeking to escape even briefly from the White House, yet always surrounded by the war. Under strain of the war and criticism of his policies and actions, he did not lock himself away in the White House to avoid such difficulties. Every day that Lincoln spent at his summer retreat involved a half-hour commute to and from the White House, opening him to interaction with the general population for good or ill, though the extent that this interaction affected Lincoln is unclear in this essay. Pinsker's use of new sources and his focus on Lincoln at the Soldiers' Home, rather than the White House, provides a new perspective on Lincoln's presidency and his leadership during the war.

 

In "After Emancipation: Abraham Lincoln's Black Dream," Vorenberg elucidates how Lincoln would have permanently fulfilled the Emancipation Proclamation, especially given his support of colonization and his hesitancy to support what would become the Thirteenth Amendment. Vorenberg has tackled the subject of Lincoln's view on colonization before, when he argued that Lincoln only kept bringing up colonization to make emancipation more acceptable after signing the Emancipation Proclamation.[1] In this essay, Vorenberg argues that Lincoln still believed in colonization until late in the war, and he shifts the debate to Lincoln's changing views of black intellectual abilities. The key to his interpretation is the Whig Party in which Lincoln was immersed for decades and the ideology that remained with him when he switched to the Republican Party. This ideology "held an optimistic vision of a positive, though limited role for the federal government" and a belief that "slavery had stunted the moral and intellectual development of African-Americans" (p. 221).

 

In Vorenberg's view, only outside circumstances drove Lincoln to immediate emancipation and away from gradual emancipation. After meeting with educated black elites and seeing the capacity of black soldiers, the cornerstone of Lincoln's black dream shifted toward the education of former slaves. At the same time, the policy of colonization slowly faded away over the course of 1863 and 1864; Vorenberg argues that Lincoln finally abandoned colonization sometime in the months before a February 1865 cabinet meeting. Lincoln asked for compensation for loyal slaveholders at this meeting, but made no mention of colonization. Lincoln had tied these two issues together in all his previous attempts to garner support for compensated emancipation.

 

Discerning Lincoln's attitudes about colonization and figuring out what he believed is a difficult task, and people have argued over this topic since his time as president. Vorenberg demonstrates the fluidity of this argument; his interpretation that appeared in his 1993 article differs from the one that appears in this essay. With this new interpretation, Vorenberg makes a compelling argument for tying the issues of colonization and education together, though a longer study with additional evidence would be a welcome addition to the literature on this topic. In ending his essay, Vorenberg critiques Lincoln's focus on educating freed slaves. He wonders if this emphasis contributed to the failure of Reconstruction, as Lincoln's "dream of an educated society rested on the wrong assumption that only blacks required special education in order to create multiracial harmony in the future," while no mention was every made of educating whites about black freedom (p.229).

 

"Abraham Lincoln and Civil Liberties: Then and Now," authored by Williams, the chief justice of the Rhode Island Supreme Court and a well-known scholar of Lincoln and the Civil War era, was the most interesting essay in this collection because of its close connection to current political issues. Every American war has resulted in some sort of conflict between military necessity and civil liberties, from the Alien and Sedition Acts to the current issue of military tribunals, with which Williams is closely involved (he was appointed to the U.S. Military Commission review panel in 2003). Williams discusses the issue of Lincoln and civil liberties, a topic long debated by historians. He focuses on Lincoln's political and legal approach to this issue, not the law. With a rebellion breaking out and Congress not in session, Lincoln suspended habeas corpus because it was necessary and because he expected Congress to ratify his actions when they later assembled. In another example, since Lincoln could seize property based on military necessity (and slaves were property), Lincoln could order the seizure of slaves and free them with the Emancipation Proclamation. Given Lincoln's legal training and his belief in the constitutional system and the American government, the means were just as important as the ends.

 

Williams places this debate about Lincoln's actions and civil liberties within the framework of the current War on Terror. He makes a very apt point when he refers to Mark Neely's conclusion in _The Fate of Liberty_ (1991) that no government, whether now or in 1861, is truly ready to deal with these issues and that no clear precedents or ground rules exist. Williams ends his essay by detailing the legal decisions regarding the trial of foreign combatants by military tribunals and concludes that "the legal waters remain murky about the president's authority over citizens and non-citizens detained as enemy combatants" (p. 276). In the end, even after all the criticism that Lincoln faced during his time in office, Williams argues that "Lincoln emerges ...with a reputation for statesmanship ... for his judicious application of executive authority," while he wonders if President George W. Bush will emerge with the same reputation (p. 277). Perhaps a larger question, which Williams hints at in the last paragraph, is how the actions of presidents during times of war influence the actions of future presidents, creating a precedent that can be followed even with murky legal waters.

 

The essays in this collection constitute recent additions to the well-trodden ground of Lincoln scholarship. As expected in an edited collection work such as this, some of the contributions tend to summarize larger projects. In these cases, there is a want of more evidence or more depth, but this can serve as an excellent motivation to seek out the longer scholarly works those essays represent. This book also lacks an index, which would be a useful and welcome addition even in an edited collection of essays. Anyone with an interest in Lincoln's life and actions in the Civil War would be well served in reading this work.

 

Note:

 

[1]. Michael Vorenberg, "Abraham Lincoln and the Politics of Black Colonization," _Journal of the Abraham Lincoln Association_, 14 (1993):

23-46.

 

Copyright (c) 2007 by H-Net, all rights reserved.
H-Net permits the redistribution and reprinting of this work for nonprofit, educational purposes, with full and accurate attribution to the author, web location, date of publication, originating list, and H-Net: Humanities & Social Sciences Online. For other uses contact the Reviews editorial staff: hbooks@mail.h-net.msu.edu.

 

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6.  EVENTS

 

 

**Fort Donelson National Battlefield Announces New Summer Programs Dover Hotel, Common Soldier Living History Program, and Auto Caravan Tour

 

Dover, TN— this year, visitors may enjoy programs at the historic Dover Hotel, the Common Soldier Living History Program, and a Ranger-led Auto Caravan Tour, from Memorial Day weekend through Labor Day weekend.

 

The newest program is a ranger-guided auto caravan tour of the battlefield that harkens back to the early days of the National Parks when these types of tours were popular with the newly-motorized public.  This tour will be conducted twice daily and will depart the Visitor Center at 10 am and 2 pm.  The number of vehicles allowed on the tour is limited so visitors may want to come to the park Visitor Center early to sign up. The park will again open the Dover Hotel for visitation on Fridays, Saturdays, and Sundays, and will also be opened for the auto caravan tour participants.  Another popular program, the Common Soldier Living History Program, will return again in 2008.  Park Rangers, dressed in historic costumes, will conduct period black powder weapon demonstrations.  These programs will take place on a daily basis depending upon staff availability.  Check out the park’s website: www.nps.gov/fodo for more up-to-date information and program times.

 

There are no fees for visiting the battlefield.  For more information, contact the Ranger staff at 931-232-5706 x 101.

 

 

 

**The History Channel is pleased to bring you this week's educational programming update:

 

The Hunt for John Wilkes Booth

Tuesday, May 27th at 2PM / 1c

        

For 12 days in 1865, John Wilkes Booth was the subject of one of the biggest manhunts in history—ten thousand federal troops, detectives and police frantically chased Booth and his co-conspirators responsible for the assassination of President Abraham Lincoln.   The Hunt for John Wilkes Booth retraces the story of this dramatic chase as it unfolded over ten days, culminating in a fiery showdown between Booth and federal authorities. In this two hour special presentation, viewers go along on the hunt for Booth – from the balcony in Ford's Theatre across the 11th Street Bridge, through the Maryland countryside, across the Potomac River, and finally, to the location where Booth was gunned down inside a burning tobacco barn in northern Virginia.

 

The Hunt for John Wilkes Booth explores the history of several locations along Booth's 60-mile rout through the use of expert interviews with historians, period diary entries and evocative photographs. This program is an insightful window into the tense post-Civil War era, revealing the ways Booth's conspiracy exemplified the tumultuous national mood. This is an excellent program for course units and lectures on the aftermath of the Civil War, and would be a great starting point for discussing the causes and consequences of Lincoln's assassination.

 

Curriculum Links:

 

The Hunt for John Wilkes Booth would be an excellent contribution to courses in American History, American Culture, and Politics courses. It is appropriate for high school students. This program fulfills the following guidelines outlined by the National Center for History Education:  1) Patterns of social and political interaction, and 2) Comparative history of major developments.

 

Special Website Available:

www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=57330&display_order=2&mini_id=1074

 

 

**Civil War Reenactment at Camp Floyd State Park

Contact: Mark Trotter                                               

Phone: 801-768-8932

 

Fairfield – Camp Floyd State Park in conjunction with the Utah Civil War Association are hosting a Civil War Encampment on Memorial Day Weekend, May 24 and 26, 2007 at Camp Floyd State Park.  The event will allow visitors to experience camp life and participate in several activities performed by soldiers of Johnston’s Army.  Events include reenactments, encampments, storytelling, stagecoach rides (12pm – 2pm), firearm and cannon demonstrations, marches, drills, 1861 period games, and photos in period uniform.  The events will be conducted 10 a.m. to 4 p.m. on both Saturday May 24th and Monday, May 26, 2007.

 

All events are free of charge.  Standard museum entrance fees of $2 per person or $6 per family still apply.  Food concession will be available to purchase at the event.

 

For more information about the

event or park, please contact the park at 801-768-8932.

 

 

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7.  SELECTED CWPT EDUCATION PROGRAMS 

 

Two-Week Civil War Curriculum CD-ROM: For grades 5, 8 & 11.  Download online, or e-mail your land address to jrosenberry@civilwar.org to have it mailed.

The classroom curriculum guide is endorsed by The History Channel. 

www.civilwar.org/historyclassroom/hc_curriculum1.htm 

 

Classroom Membership:

Contains the monthly classroom newsletter and quarterly Hallowed Ground magazine, a packet of classroom materials, curriculum CD-ROM & book of Civil War trivia.  To sponsor a classroom, obtain an application, or view a newsletter - contact jrosenberry@civilwar.org.

www.civilwar.org/historyclassroom/classroommembership.htm  

 

Civil War Preservation Trust Education Web Site
www.civilwar.org/historyctandclassrm.htm

 

Adopt a Battlefield:

Save battlefields while teaching about their history! Site packs include Fredericksburg, Antietam, Appomattox, Perryville, Peninsula Campaign, Harpers Ferry, Third Winchester and Chancellorsville.   More sites will be added in the future.  Email jrosenberry@civilwar.org for more details. 

 

Summer Teacher Institute – July 25-27, 2008
www.civilwar.org/historyclassroom/hc_anntechinst.htm.

 

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TRIVIA ANSWERS:

 

A. “Adversity Covers”.  See page 5 of their teaching packet.

 

B. Confederate General Felix Zollicoffer, at the Battle of Mill Springs:  www.civilwar.org/historyclassroom/hc_millspringshist.htm.

 

C. Benjamin Butler  

 

D.  February 12, 2009.  More at www.lincolnbicentennial.gov.

 

E.  He spent a quarter of his presidency living in the Soldier’s Home.  It was a half-hour commute from the Soldier’s Home to the White House.  Learn more about the Soldier’s Home – especially the Anderson Cottage, at www.defenselink.mil/specials/heroes/history1.html. 

 

 

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Jennifer Rosenberry

Education Coordinator

Civil War Preservation Trust

11 Public Square, Suite 200

Hagerstown, MD 21740

301.665.1400

jrosenberry@civilwar.org

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