The University of California’s Calisphere has several “themed collections” on a number of subjects, including the Gold Rush, that are designed to help educators “quickly find compelling primary sources.” One can use this site to explore how California “changed…dramatically” as a result of the “sudden influx” of people after 1848. The collection is sub-divided into several topics, such as “Environmental Impact” and “Everyday Life and People.” Each one provides a short overview and lots of relevant primary sources. In addition, the collection has links to primary sources related to the Gold Rush – Frontier and pioneer life, western expansion, and more. Also check out the teacher resources, which offer ideas for using primary sources in the classroom.

The history department at the University of Nebraska has a number of lectures on digital history projects available, including Edward Ayers’ “Civil War and Emancipation: Visualizing American History.” Ayers, who developed the Valley of the Shadow, discusses that project as well as the Emancipation Project and the Southern History Database. While a transcript is not available, Ayers also presents his ideas in a short essay, “Mapping Freedom.” Digital history projects like the Valley of the Shadow allow historians to “bore down to the stories of individual people and families and, as Ayers explains, in this case “see how people held in bondage created new lives for themselves.” Also be sure to check out the interviews with other historians who share their thoughts on digital history.

Most students are unfamiliar with the Filibuster of the 1850s. If anything, one associates it with attempts to prevent a vote on bills in the US Senate. T. J. Stiles’ essay in the Gilder Lehrman’s online journal History Now provides a nice overview of the subject and profiles the infamous “Filibuster King” William Walker. “Filibusters were independent adventurers who launched freelance invasions of foreign countries” and most planned “to annex them to the United States,” as Stiles explains. Walker’s actions violated the US Neutrality Act, but he always believed that he was “destined to create a central American empire.” One of Walker’s targets was Nicaragua, which he invaded in 1855 and was later forced out by May 1857. While Stiles discusses this invasion, another short essay provides images from Frank Leslie’s Illustrated Newspaper. House Divided also has material on this topic, including more primary sources related to Walker and other filibusters like John A. Quitman.

The Library of Congress’ American Memory has constructed an interactive database containing over 3,000 maps from the Civil War era. The collection offers detailed descriptions of a variety of topics such as Union General William Tecumseh Sherman’s successful Atlanta Campaign to an outline of 23 forts defending the Confederate capital of Richmond, Virginia. Another great tool within the database is the fact that each map contains a list of subject links that help to expand upon your research. The collection contains map collections originally owned by both Union and Confederate military authorities.

American Memory has other databases that can prove useful in your research. Civil War railroad maps show an intricate description of the development of railroads through 1900.  There is also a collection of over 1,000 photographs from the Civil War era that have been specifically selected due to their innate detail.

Walt Whitman is the subject of not one, but two, interdisciplinary lesson plans hoping to explore the connection between the literature of the Civil War and the War itself. The first, aimed at students in grades from 7-12, is written by Nancy Hall and based off of Ken Burns’ documentary The Civil War, which has already been discussed previously. The second, aimed at students in grades from 9-12, is available through the National Endowment for the Humanities.

While both ask students to evaluate Whitman’s work in the context of the War, the lesson plan from the NEH is arguably the better of the two. Specifically, it asks students to examine primary sources such as photographs and letters, poems, and short prose pieces he wrote. Topics covered in the lesson include Civil War hospitals, the 51st New York regiment, and Washington DC during the War. In addition, students are encouraged to look at pages from Whitman’s notebooks, which offer an interesting look at how the writer worked. Group work is essential in completing this lesson and assumes an average of thirty-one students per class, though the numbers are flexible depending on individual class needs. Conclusions to the lesson include having students write their own poems or small presentations.

Marist College’s Kathryn Silberger has put together an impressive collection of thirty-one letters by  Union soldier Daniel Francis Kemp from his tenure as a landsman in the US Navy between 1862 and 1863. Your Affectionate Son offers a wide range of pictures detailing the specific events and locations described in Kemp’s letters. It offers a unique first-hand perspective and is invaluable for anyone wishing to know more about US Navy actions during battles in the Civil War.

The Harpers Ferry story does not end when John Brown was captured early in the morning on October 18, 1859. While five members of his group managed to escape (including Barclay Coppoc, who later served in the Union army), others were not as fortunate. Albert Hazlett and John Edwin Cook, who were traveling separately, were both arrested in Pennsylvania. Hazlett was captured on October 22 and sent to Carlisle. (House Divided has a 3D model of the courthouse where his extradition hearing took place). Cook was captured four days later in Franklin County. Both men were sent back to Virginia, where after short trials, they were sentenced to death. The story attracted national attention and reports were published in papers around the country, including from Illinois, Ohio, and Kansas. These reports, however, were not always accurate. The Cleveland Herald explained that someone who “[gave] his name as Wm. Harrison” was “arrested…on the suspicion that he was Capt. Cook.” William Harrison was actually the name that Hazlett used after his arrest. One can also follow the story in papers published in central Pennsylvania. The Valley of the Shadow has two papers from Franklin County – the Franklin Repository and the Valley Spirit. Pennsylvania Civil War Newspapers also has a number of options, including the Gettysburg Compiler and the Lancaster Intelligencer.

These two reports from November 1860 use John Brown’s raid on Harpers Ferry to argue that a federal arsenal in Fayetteville, North Carolina had to protected, but not in the way that one might expect. Rather than have the local militia continue to provide protection, some Fayetteville residents asked the War Department to send soldiers. While some objected that “local authorities [had] to protect government property at their own expense,” the Fayetteville Observer explained that “the chief inducement…was to negative any idea of a John Brown raid here.” The presence of a US Army company from New York apparently did not cause any serious problems. “So far from irritating the public mind,” the Fayetteville Observer noted that “[their presence] has very materially quieted the public mind here.”

The Valley of the Shadow is a great resource for anyone who wants to learn more about the different ways that northerners and southerners reacted to John Brown’s attack on Harpers Ferry. This digital history project, which from the Virginia Center for Digital History, focuses on two communities – Augusta County, Virginia and Franklin County, Pennsylvania – and their experiences between 1859 – 1870. Besides letters and diary entries, four newspapers are available (two newspapers were published in each county in 1859). The site also provides transcripts for most items as well as enough background information to put the material in context. While everything related to Harpers Ferry is not in a specific section on the site, it is easy to browse to find it.