Essential Question Was the Conflict of the American Civil War a Crossroads that Redefined the Roles of all

Americans’ and their Way of Life? Objectives

1. Introduce and explain the political, economic, and geographic settings of the country at the beginning of the Civil War.

2. Students will be able to appreciate that there were many different people who

contributed to the Civil War. Student will also compare and contrast different military objectives of both sides as well as their reasons to fight.

3. Student will understand the importance of western battles and objectives in the

Civil War. 4. Student will understand the importance of eastern battles and objectives in the

Civil War. 5. Students will be able to compare and contrast different cultures and genders and

how each contributed to the war. 6. Students will be able to understand the importance of the Battle of Gettysburg, the

power of music, and the struggle among various cultures to survive and be recognized in America.

7. Students will understand importance of leadership and tactics in war and the role

of the southern social structure (women). 8. Students will understand the perceptions of southern society in regards to

Sherman and the fate of the South. 9. Students will be able to understand the importance and problems with the

legislation and programs made for African American in 1865. Students will also compare and contrast the hardships prisoners endure during war.

10. Students will understand the challenges and changes the country had to deal with

at the end and after the Civil War.

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Pre-Day One Hand out Civil War assignment for students to sign up for, along with rubric. (See Appendix) The teacher will use this assignment to connect students’ understanding of the war with the class. Assess both the individual knowledge of the student and enforces teaching during the ten-day lesson plan. Students will need to read pages 94-102 of the textbook, American Nation in the Modern Era. Pre-Day One (OPTIONAL) The teacher may omit the section in Day One of the ten-day lesson plan in regards to the Compromise of 1850 and the Kansas-Nebraska Act of 1854 if they cover it the day before starting this ten-day lesson plan. The rationale for this would be to increase the show time of Ken Burns’s, The Civil War, to show more commentary and footage from the First Battle of Bull Run. Also, the teacher should connect this part of the pre-day lesson with the section of The Civil War Day one, Section 1, before the Crittenden Compromise. Post-Day Ten (OPTIONAL) Take the students on a field trip to see The New England Civil War Museum & O’Connell-Chapman Military Library in Rockville, CT. The Museum encompasses “the most identified collection of Civil War artifacts in Connecticut. It holds the distinction of being the last Grand Army Hall in the United States that is fully intact and continues to be operated by a Civil War related group. The Museum offers tours to visitors and organizations. The outreach program lecturers to schools and other groups, dealing with many topics of American history.” The O’Connell-Chapman Library covers the history of all the conflicts that the United States has been involved in, from the early Colonial Wars to the Gulf War. The teacher should request the librarian to display an array of unique books from the library to stimulate student interest for future study. 14 Park Place Rockville, CT. 06066 (860) 871-1552 http://pages.cthome.net/ne.civilwar.mus

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Overview

Day 1 (1861) (Economic and Geographic)

1. Discuss the attempts made to compromise with the secessionists. 2. Analyze how the Fall of Fort Sumter affected the relationship between the Union

and the Confederacy. 3. Identify the advantages each side possessed at the beginning of the war. (Map of

the regions) 4. First Battle of Bull Run: Ken Burns (DVD)

Day 2 (1861) (Social-Homefront and Battlefront)

1. Open with “Letter Home.” 2. Ken Burns First Battle of Bull Run. 3. Contrast the military strategies of the North and South. (Why they fight?) 4. Describe daily hardships soldiers faced. 5. Report on what life was like on the home front during the war and how civilians

contributed to the war effort and why people were opposed, Clara Barton, Walt Whitman, Uncle Tom’s Cabin, (Literature)

Day 3 (1862) (Western Theater)

1. Shiloh, Tennessee 2. Ken Burns (Shiloh) 3. Evaluate how the northern and southern forces fared in the western campaigns.

Day 4 (1862) (Eastern Theater)

1. Evaluate how the northern and southern forces fared in the eastern campaigns. 2. Ken Burns (Antietam) 3. Analyze how the Union’s victory at Antietam changed its war goals. 4. Battle of Fredericksburg (Defeat, multiple Generals, Antietam the key for Emanc)

Day 5 (1863) (Multicultural)

1. Emancipation Proclamation 2. African Americans, Irish Americans, Scottish Americans, Hispanic Americans,

Asian Americans, Women in the Civil War (Why did they fight?) 3. Bread Riot in Richmond (Northern and Southern views) 4. Surrender of Vicksburg

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Day 6 (1863) (Multicultural and International)

1. Battle of Gettysburg 2. (Mary Black, “Paddy’s Lamentation/Ships are Sailing.”), CCR Fortunate Son 3. Draft Riots in New York (Politics and Cultures Clash) 4. 54th Massachusetts storm Fort Wagner.

Day 7 (1864) (Multicultural)

1. Grant appointed General in Chief of all Union Armies 2. Battles of the Wilderness and Spotsylvania, Virginia. 3. Sherman and his March through the South, (Psychological and Physical) 4. The Southern Societies’ Social Structure and Women’s defiant role against Beast

Butler and The Intruder Sherman. Day 8 (1864) (Social)

1. Fall of Atlanta (Gone with the Wind) 2. Tony Horowitz excerpts 3. Lincoln Reelected 4. Sherman occupies Savannah, Georgia 5. Sherman’s March North. 6. Cold Harbor and Petersburg

Day 9 (1865) (Multicultural and Civics)

1. 13th Amendment Passes and Freemen’s Bureau 2. Confederate Congress passes Negro Soldier Bill 3. Andersonville and Northern Prisons

Day 10 (1865) (Civics and Current Issues)

1. List of terms of surrender at Appomattox. 2. Lincoln Assassinated 3. A new President, a new agenda. 4. How we view the Civil War today

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Day One

Objectives: Introduce and explain the political, economic, and geographic settings of the country at the beginning of the Civil War.

Intro. Estimated Time: 5-7 Minutes Show the students the picture of Pro-slavery representative Preston Brooks attacking anti-slavery senator Charles Sumner on the floor of the Senate.

1. What are the facial expressions of the person with the club and the person with the quill?

2. What are the varying expressions of the people in the background watching the attack?

3. What does this picture tell you about how people viewed the political opinions of slave and free territories?

Discuss attempts made to compromise with the secessionists. Estimated Time: 10-12 Minutes

The teacher will explain the following legislative acts via lecture base and writing the information on the board before the students come to class: Compromise of 1850; Kansas-Nebraska Act, 1854; Crittenden Compromise, December 1860

Students should be able to answer the following questions:

1. How effective were Congress’s efforts to address the problem of the expansion of

slavery? 2. Why had the Compromise of 1850, Kansas-Nebraska Act, 1854, and the

Crittenden Compromise of 1860 failed? 3. What was Lincoln’s position on preserving the Union?

Analyze how the fall of Fort Sumter affected the relationship between the Union and the Confederacy. Estimated Time: 5-7 Minutes The teacher will explain the events via lecture base and writing the information on the board before the students come to class.

1. The fort’s location and its importance. 2. Actions taken after the fort’s surrender.

What might have been the reaction of both the North and South in regards to politicians, military personnel, abolitionists, and civilians?

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Identify the advantages each side possessed at the beginning of the war. (Map of the regions and Resources Chart) Estimated Time: 7-10 Minutes The teacher will display the two charts via overhead and ask the following question:

The Union and Confederacy in 1861 Chart

What did the seceding southern states have in common with Missouri, Kentucky, Maryland, and Delaware?

The teacher will explain the importance of the creation of West Virginia. Also, the importance of the Border States that are part of the Union, but still have slavery. (Tell the students that they will see this importance later in the Emancipation Proclamation Document of January 1, 1863.

Resources of the North and South in 1861

1. Which resource do you think had the greatest influence on the outcome of the Civil War?

2. Where could the South obtain more resources? Think back to the Revolutionary War, who help the colonialist against the British Navy and Army besides the Native Americans?

First Battle of Bull Run. (Ken Burns (DVD)) Estimated Time: 6 minutes, but 12-15 minutes if Pre-Day One is incorporated. Homework, read pages 103-109.

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Day Two

Objectives: Students will be able to appreciate that there were many different people who contributed to the Civil War. Student will also compare and contrast different military objectives of both sides as well as their reasons to fight.

Intro. Estimated Time: 7-10 Minutes

Open with “Letter Home.” The Civil War: Original Soundtrack Recording. Track #28.

The teacher will ask the students the following questions:

1. Where is this soldier from? 2. What were his reasons in fighting in the Civil War? 3. Do you think ALL soldiers felt the same? 4. Why or why not? 5. What motives do you think people have in fighting in a war in general?

Ken Burns, First Battle of Bull Run. Estimated Time: 7-10 Minutes

Teacher will complete finishing Ken Burns, The Civil War section on the First Battle of Bull Run.

The teacher will ask the students the following questions:

What type of outcome did Northern military men expect to experience at First Bull

Run? What did the civilians watching the battle expect to see? What where the North’s perceptions after the First Battle of Bull Run of what kind of

war the battle between the states would be in regards to: duration, severity, and consequences?

Military Strategies. Estimated Time: 10-12 Minutes

Contrast the military strategies of the North and South. (Why did they fight?)

Explain the strategies via lecture base, maps, and writing the information on the board before the students come to class.

The North (Anaconda Plan): Goal: Restore the Union

1. Capture Richmond, Virginia 2. Control of the Mississippi River 3. Naval Blockade of the South 4. Primarily Offensive Warfare

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The South: Goal: Independence (Southern Rights)

1. Capture Washington, D.C. 2. Invade the North 3. Gain European Support (Political, Economic Aid) 4. Primarily Defensive Warfare.

Describe daily hardships soldiers faced. Estimated Time: 5 Minutes

The teacher will explain the strategies via lecture base and writing the information on the board before the students come to class: 1. Lack of Provisions on both sides 2. Unsanitary conditions 3. Illnesses: Influenza, Pneumonia, and Typhoid. Scurvy in the Prisons. 4. Non-nutritional food. 5. Moral affected by boredom, homesickness, and loneliness. Conclusion. Estimated Time: 5 Minutes The teacher will ask the class the following questions to assess their understanding of the material presented: 1. What were the four military strategies the North planned to use to win the war? 2. What were the four military strategies the South planned to use to win the war? 3. What problems did military personnel experience in their newly formed Armies?

The teacher will hand out and explain the homework assignment encompassing civilians and people on the home front. Students will read pages 110-110 for homework.

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Day Three

Objectives: Student will understand the importance of Western Battles and Objectives in the Civil War. Extra time in this lesson to allow for finishing and connecting Day Two.

Intro. Estimated Time: 7-10 Minutes

Overhead picture of African American reburying the dead. What is your reaction to this picture; tie into with reaction of people seeing these pictures at home. For most, the only way to see the true horrors of war. The teacher will explain the battle of Shiloh via lecture base and writing the information on the board before the students come to class:

1. The commanders of the Union and Southern forces in the battle and their

uniqueness. 2. A basic timeline of the battle. 3. Location of the battle. (Map) 4. How the Union victory gave the North a great advantage to control the

Mississippi River Valley. (Map) Show Ken Burns Disc Two, “A Very Bloody Affair” section, of The Civil War showing the battle of Shiloh. Total time needed: 15-20 minutes.

Evaluate how the northern and southern forces fared in the western campaigns. Estimated Time: 7-10 Minutes The teacher will explain the importance of the western campaign via lecture base and writing the information on the board before the students come to class to explain how Union forces gained control of the Mississippi River up to Vicksburg through the following events:

1. The importance of Shiloh 2. New Orleans (Largest Confederate City and Port) 3. Key people in each event. (Recap of Shiloh, more info on New Orleans) 4. Explain via overhead projector the map showing key first battles in western

campaign.

Students will read pages 112-117 for homework.

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Day Four

Objectives: Student will understand the importance of Eastern Battles and Objectives in the Civil War. Extra time in this lesson to allow for finishing and connecting Day Three.

Intro. Estimated Time: 12-15 Minutes Teacher will recap yesterday’s lesson concerning Western Battles and how it interconnects with Eastern Battles. Evaluate how the northern and southern forces fared in the eastern campaigns. The teacher will explain the strategies via lecture base and writing the information on the board before the students come to class to explain how Confederate forces dominated control over most of the battles in the South:

1. Explain The Peninsula and Seven Days Campaigns. 2. Antietam 3. Fredericksburg and Chancellorsville

The teacher will ask the class the following questions to assess their understanding of the material presented in lecture and the readings:

1. How did McClellan’s hesitation affect the eastern campaign? 2. Why is western campaign more successful than the eastern campaign? 3. What battles were fought on Union soil?

Show Ken Burns Disc Two, “Forever Free” section, of The Civil War showing the battle of Antietam. Total time needed: 15-20 minutes. Analyze how the Union’s victory at Antietam changed its war goals. Estimated Time: 5-7 Minutes.

The teacher will explain the changes brought forth by the victory of Antietam via lecture base and writing the information on the board before the students come to class:

1. Confederate Loss 2. Political support for Lincoln to free the slaves 3. Freeing slaves in the South’s economy. 4. July 1863 Act Allowing African Americans to enlist in the Union army.

The teacher will hand out and explain the homework assignment encompassing The Emancipation Proclamation and questions.

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Day Five

Objectives: Students will be able to compare and contrast different cultures and genders defined themselves and contributed in the Civil War.

Intro. Estimated Time: 5-7 Minutes The teacher will have picture display via overhead of African American Union Soldier and ask the students to answer the following question on a piece of paper:

What are the various elements in the image, and what do they symbolize? Emancipation Proclamation. Estimated Time: 5-7 Minutes Teacher will collect the homework at the beginning of class and display the document on the overhead asking the following questions:

1. What geographic areas were affected by the Proclamation? 2. Why do you think Lincoln limited the scope of the Proclamation? 3. What steps did the Proclamation require the Union military forces to take?

The teacher will also reshow the map from Day one showing the geographic nature of the states and the importance of Union, Slave holding states in the Union, and Southern states in rebellion. African Americans, Irish Americans, Scottish Americans, Hispanic Americans, Asians Americans, North and Southern women in the Civil War (Why did they fight?) Estimated Time: 15-20 Minutes Break the students into seven groups and give them each picture depicting the groups above. Their task is to write a letter to any person you choose based on the picture provided and their understanding of how the war would have affected each group. Teacher will ask each group to read their letter and ask the following questions:

1. Why do you believe the person would have written this back home? 2. What makes this person unique in regards to the people we have learned about

thus far in the Civil War? 3. What are some of the similarities and differences in the letters? 4. What do these people have in common? How are they different?

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Bread Riot in Richmond (Northern and Southern views). Estimated Time: 3-5 Minutes The teacher will hand out a Northern drawing of the Richmond Bread Riots. The teacher will then ask the students the following questions.

1. What do the women look like in the picture? 2. What was the artist’s perception of Southern women?

The teacher will then hand out the article for homework concerning the Break Riot in Richmond. Surrender of Vicksburg. Estimated Time: 5-7 Minutes. The teacher will explain the importance of the surrender of Vicksburg via lecture base and writing the information on the board:

1. Explain the significance of Vicksburg in regards to the Mississippi River. (Connect with knowledge students’ obtained from Day 3.

2. Siege of Vicksburg 3. Explain the problems the soldiers and civilians endured during the six weeks. 4. Connect the importance of the Union’s total control of the Mississippi River,

cutting off Western Confederate states from the eastern states. Interconnect the importance of this with next days lesson, Gettysburg.

The teacher will remind students of the handout on the Bread Riots for homework along with reading pages 118-120.

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Day Six

Objectives: Students will be able to understand the importance of the Battle of Gettysburg, power of music, and the struggle among various cultures to survive and be recognized in America.

Intro. Estimated Time: 15-20 Minutes Have the “Gettysburg Address” being played on a CD when the students walk in. Connect importance of document with the battle (General Overview).

1. Battle of Gettysburg

Show Ken Burns Disc Three, Episode Five “The Universe of Battle” section, of The Civil War showing the battle of Gettysburg. Total time needed: 15-20 minutes.

The teacher will ask the following question: What gains did the Union army make at the Battle of Gettysburg?

Mary Black, “Paddy’s Lamentation/Ships are Sailing.”, Creedence Clearwater Revival-CCR “Fortunate Son.” Estimated Time: 10-12 Minutes

The teacher will hand out each of the lyrics for the songs before each song is played. The students will be asked to answer the following questions on a piece of paper for each song:

1. What is the tone of the song? 2. What is the message the singer is trying to convey? 3. What does the song tell you about people fighting in war? The teacher will ask the following questions at the end of the second song: 4. How are the songs similar? 5. How are they different? 6. How can you tell what war these songs were written about?

Draft Riots in New York (Politics and Cultures Clash). Estimated Time: 5 Minutes The teacher will explain the importance of the draft riots in New York via lecture base and writing the information on the board:

1. The reasons for the Draft Riots. 2. The outcome of the Draft Riots.

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54th Massachusetts storm Fort Wagner. Estimated Time: 5 Minutes The teacher will explain the importance of the surrender of Vicksburg via lecture base and writing the information on the board:

1. Reiterate the importance of Emancipation Proclamation and Frederick Douglass in regards to recognition of African Americans as citizens.

2. The importance of the 54th Massachusetts fighting at Fort Wagner. The teacher will hand out homework on the New York Draft Riots and the 54th Massachusetts. Students will also read pages 120-122.

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Day Seven

Objectives: Students will understand importance of leadership and tactics in war and the role of Southern Social Structure (Women).

Intro. Estimated Time: 7-10 Minutes Display picture of Southern woman on overhead and pass out map of Sherman and Grant’s Campaign. Show Ken Burns Disc Four, Episode Six “Valley of the Shadow of Death” section, of The Civil War showing Grant and Lee. Total time needed: 7-10 minutes.

The teacher will ask the following questions at the end of the clip:

1. What are the similarities and differences of Grant and Lee? 2. What is different about Grant than all of the other generals in the Union Army?

Battles of the Wilderness and Spotsylvania, Virginia. Estimated Time: 7-10 Minutes Show Ken Burns Disc Four, Episode Six “Valley of the Shadow of Death” section, of The Civil War showing the highlights of the Battles of the Wilderness and Spotsylvania, Virginia. Total time needed: 7-10 minutes. The teacher will ask the following questions at the end of the clip:

1. How are these battles different than what we have seen previously? 2. Are the tactics that Grant is using necessary to beating Lee?

Sherman and his March through the South, (Psychological and Physical). Estimated Time: 7-10 Minutes

Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War showing Sherman’s “March to the Sea.” Total time needed: 7-10 minutes.

The teacher will ask the following questions at the end of the second song, second set of questions:

1. What is total war and war of attrition? 2. What was more important in Sherman’s March, the psychological or physical

damage done to the South?

The Southern Societies’ Social Structure and Women’s defiant role against Best Butler and The Intruder Sherman. Estimated Time: 7-10 Minutes

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The teacher will explain the importance of the Southern Societies’ Social Structure and Southern Women’s defiant role against Beast Butler and Sherman via lecture base and handing out the article on Butler.

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Day Eight

Objectives: Students will understand the perceptions of Southern Society in regards to Sherman and the fate of the South.

Intro. Estimated Time: 10-12 Minutes

Show of the clip of the movie, Gone with the Wind.

1. Fall of Atlanta (Gone with the Wind)

Show “Gone with the Wind” Side A, 20 Siege. Total time needed: 10-12 minutes.

The teacher will cover the importance of the Fall of Atlanta covering the following: 1. The depletion of Southern Resources. 2. The success of Sherman’s Tactics.

Tony Horowitz excerpts. Estimated Time: 10-12 Minutes Students will read in class the excerpt from Tony Horowitz’s book, “Confederates in the Attic,” to understand how history changes over time. Connect this with the movie, “Gone with the Wind.” Questions to ask the students:

1. What does this excerpt tell us about our understanding about what we have learned about the Battle of Shiloh?

2. What do we need to keep in mind when we read information concerning history? The author, the time it was written, the motive.

Lincoln Reelected. Estimated Time: 5 Minutes The teacher will cover the importance of Lincoln’s Reelection based on the following:

1. The importance of Sherman taking Atlanta. 2. The first ever absentee ballot (Union Soldiers and Sailors).

Sherman occupies Atlanta and Savannah, Georgia. Estimated Time: 5-7 Minutes Show “Gone with the Wind” Side B, 2-5 (Sherman!-War’s end). Total time needed: 5-7 minutes.

The teacher will explain the importance of Sherman occupying cities in the South via lecture base and writing the information on the board:

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1. What are Southerners’ reactions to the “Yankees” in the South? 2. What affect does Northern troops have on the local population?

Sherman’s March North. Estimated Time: 5-7 Minutes The teacher will hand out and explain the reading for that night concerning Sherman’s March North and ask the following questions:

1. What does position does this article support in regards to Sherman’s tactics we had learned yesterday?

2. Which observation do you agree with most? 3. Which one is more important in your opinion?

Cold Harbor and Petersburg. Estimated Time: 5-7 Minutes Show Ken Burns Disc Five, Episode Eight “War is All Hell”, of The Civil War showing the highlights of the battles of Cold Harbor and Petersburg. Total time needed: 5-7 minutes.

The teacher will ask the students the following questions:

1. What is Lee’s strategy to maintain his army and the South? 2. What obstacles did both armies experience?

Students will read pages 122-123 for homework.

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Day Nine

Objectives: Students will be able to understand the importance and problems with the legislation and programs made for African American in 1865. Students will also compare and contrast the hardships of prisoners endure during war.

Intro. Estimated Time: 7-10 Minutes Students will walk in hearing African American Civil War music from the Civil War soundtrack.

1. 13th Amendment Passes and Freemen’s Bureau

The teacher will explain the importance of the 13th Amendment and the Freemen’s Bureau asking the following questions:

1. What does the 13th Amendment State? 2. Note: Teacher will connect this with Civil Rights Movement in the 1960’s.

Confederate Congress passes Negro Soldier Bill. Estimated Time: 7-10 Minutes The teacher will ask one of the students to read the letter out loud entitled “Jourdon Anderson to His Former Master (1865) and “Free at Last.” The teacher will ask for students reactions and ask the following questions:

1. What does this primary document tell us of African Americans perception of their place during and after the Civil War?

2. What was the slave holder’s intent in contacting the former slave? 3. What are the problems between both parties in each document?

Andersonville and Northern Prisons. Estimated Time: 15-20 Minutes The teacher will pass out the maps and questions concerning Northern and Southern Prisons. Students will also be asked to write a one-page letter home to their families describing the conditions in the prison and share them with the class.

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Day Ten

Objectives: Students will understand the challenges and changes the country had to deal with at the end and after the Civil War.

Intro. Estimated Time: 12-15 Minutes Students will walk in hearing Civil War music from the Civil War soundtrack.

1. List of terms of surrender at Appomattox.

Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War showing General Lee’s surrender at Appomattox. Total time needed: 12-15 minutes. The teacher will ask the following questions at the end of the second song, second set of questions:

1. What were the differences between the victors and the defeats soldiers? 2. What were the challenges both sides had to overcome and endure after the Civil

War? 3. Note: The teacher must also explain the South did not surrender all at once!

Lincoln Assassinated. Estimated Time: 12-15 Minutes Show Ken Burns Disc Five, Episode Eight “War is All Hell” section, of The Civil War showing the plot and success to kill Lincoln and the affects on the Union. Total time needed: 12-15 minutes.

The teacher will ask the following questions at the end of video clip:

1. What affect did Lincoln’s death have on the country? 2. What do you think the future of the country will be without Lincoln? 3. Note: Compare and contrast this with JFK’s assassination if time allows.

How we view the Civil War Today. Estimated Time: 5-7 Minutes The teacher will open the floor to discussion concerning how we view the Confederate Flag and other symbols of the Civil War. The teacher will ask the following questions:

1. What is history and what is hate? 2. How should we remember the Civil War?

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Resources/References Abzug, Robert H. Inside the Vicious Heart: Americans and the Liberation of Nazi Concentration Camps. New York: Oxford UP: 1985. Atkinson, Peter. “The 100 Greatest Military Photographs: Prisoner from Andersonville.” Military Times November 1999: 44. Black, Mary. “Paddy’s Lamentation/Ships are Sailing.” Long Journey Home. CD. BMG, 09026-68963-2, 1998. Ballou, Sullivan. “Letter.” The Civil War: Original Soundtrack Recording. CD. Warner, 979256-2, 1990. Blair, William. Virginia’s Private War: Feeding Body and Soul in the Confederacy, 1861-1865. New York: Oxford UP, 1998. Blight, David W. Narrative of the Life of Frederick Douglass: An American Slave Written by Himself. Ed. Frederick Douglass. Boston: Amherst UP, 1993. Bryan, Charles F. and Nelson D. Lankford. Eye of the Storm. Ed. Robert Knox Sneden. New York: The Free Press, 2000. Bynum, Victoria E. The Free State Jones Mississippi’s: Longest Civil War. Chapel Hill: North Carolina UP, 2001. Campbell, Jacqueline Glass. When Sherman Marched North From the Sea: Resistance on the Confederate Home Front. Chapel Hill: North Carolina UP, 2003. Cashin, Joan E, ed. The War Was You and Me: Civilians in the American Civil War. New Jersey: Princeton UP, 2002. Clinton, Catherine and Nina Silber, ed. Divided House: Gender and the Civil War. New York: Oxford UP, 1992. Faust, Drew Gilpin. Mother’s of Invention: Women of the Slaveholding South in the American Civil War. Chapel Hill: North Carolina UP, 1996. Freehling, William W. The South vs. The South: How Anti-Confederate Southerners Shaped the Course of the Civil War. New York: Oxford UP, 2001. Gallagher, Gary W. The Confederate War: How Popular Will, Nationalism, and Military Strategy Could Not Stave Off Defeat. Cambridge: Harvard UP, 1997. Gone with the Wind. Dir. David O. Selznick. With Clark Gable and Vivien Leigh. Turner, 1939.

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Grimsley, Mark. The Hard Hand of War: Union Military Policy Toward Southern Civilians 1861-1865. Cambridge: Harvard UP, 1995. Horwitz, Tony. Confederates in the Attic: Dispatches from the Unfinished Civil War. New York: Vintage Books, 1998. MacDonald, John. Great Battles of the Civil War. New York: Macmillan Publishing Company, 1988. McPherson, James M. For Cause & Comrades: Why Men Fought in the Civil War. New York: Oxford UP, 1997. Mitchell, Reid. The Vacant Chair: The Northern Soldier Leaves Home. New York: Oxford UP, 1993. Revival, Creedence Clearwater “Fortunate Son.” Chronicle. CD. Fantasy, FDC-CCR2-2 (DIDX 000430), 1976. Royster, Charles. The Destructive War: William Tecumseh Sherman, Stonewall Jackson, and the Americans. New York: Vintage Books, 1991. The Civil War. Dir Ken Burns. PBS DVD Gold, 2002. Black, Mary. “Paddy’s Lamentation/Ships are Sailing.” Long Journey Home. CD. BMG, 09026-68963-2, 1998.

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