The Battle of Kennesaw Mountain took place on June 27, 1864 in Cobb county, Georgia when General William T. Sherman ordered his forces to attack General Joseph E. Johnston’s Army of Tennessee. Sherman, who was unable to dislodge Johnston’s men, was forced to withdraw  later that day. Some estimates put the number of total casualties at 4,000 (3,000 Union, 1,00 CSA). Teachers will find several resources on the National Park Service’s site, including a short overview of the battle and a Google Earth Tour. This viritual tour shows the location of the Confederate and Union forces on the battlefield as well as hiking and horse trails. The Library of Congress also has some resources , including several sketches by Alfred R. Waud and several maps of General Sherman’s Atlanta Campaign. In addition, Google Books has several interesting accounts of the battle. William Chamberlin, who served with the Ohio Infantry Volunteers, decribed the impact on his regiment:

“Kennesaw Mountain! What soldier who saw it during these days will ever forget its fiery flaming brow? Into how many households does the name bring the gushing tears of sorrow for the loved one whose spark of life went out before that death-dealing giant of Nature? Kennesaw Mountain held Sherman’s army at bay fourteen days during which the loss in killed and wounded was greater than at any previous part of the campaign.”

Lieutenant Warren, who served in the Missouri Confederate Brigade, described the “poor fellows” in the “solid line of blue” whose attack was repulsed. One can find other primary sources related to this battle in Cornell University’s Making of America, including General Johnston’s account and other reports in the Official Records.

The Siege of Port Hudson began in late May 1863 with a series of battles, including one on May 27 that was among the first major engagements that involved African American regiments. After General Franklin Gardner received reports that confirmed the Confederate defeat at Vicksburg, he surrendered his forces to General Nathaniel P. Banks on July 9, 1863. Some estimates put the total number of casualties during the siege at 12,208 (Union 5,000 / CSA 7,208). The National Park Service offers a great lesson plan about Port Hudson through their Teaching with Historic Places program. Teachers will find a short overview of the battle, several accounts from soldiers who participated in the battle, and links to several photographs. Louisiana State University’s Marshall Dunham photograph album also has a number of photographs of Port Hudson. In addition, several battle maps are available from the Library of Congress. Port Hudson may not be that well known, but as General Ulysses S. Grant explained in his Personal Memoirs (1885-1886), the Union’s victory on July 9 was a significant one. “From that day to the close of the rebellion the Mississippi River, from its source to its mouth, remained in the control of the National troops,” as Grant noted. You can also find other documents about this battle in volume 26 of the Official Records. (A list of all the reports starts on page 41).

Within twenty four hours of the Union’s victory at Gettysburg, Pennsylvania in July 1863, Confederate General John C. Pemberton surrendered his forces at Vicksburg, Mississippi on July, 4, 1863 to General Ulysses S. Grant after a long siege. Vicksburg is a city located along the Mississippi River and the Confederacy’s loss of such an important port was a serious loss. Teachers should check out the great resources on National Park Service’s page and in their online exhibit, which are described in an earlier post. House Divided has several interesting documents that offer a variety of perspectives on Vicksburg, including a Confederate private who told his wife what he believed was responsible for the defeat. General Pemberton’s forces surrendered “on the account of provisions,” as Private William Stoker explained. Stoker, who was with General John Walker’s Texas Division in Louisiana when he heard about Vicksburg, argued that “[the Union] could [never] of whipped us there if we…of had [enough] provisions.” General William T. Sherman, who also participated in the Vicksburg Campaign, reflected after the war on some negative consequences of the Union’s victory:

“But our success at Vicksburg produced other results not so favorable to our cause a general relaxation of effort, and desire to escape the hard drudgery of camp: officers sought leaves of absence to visit their homes, and soldiers obtained furloughs and discharges on the most slender pretexts; even the General Government seemed to relax in its efforts to replenish our ranks with new men, or to enforce the draft, and the politicians were pressing their schemes to reorganize or patch up some form of civil government, as fast as the armies gained partial possession of the States.”

In addition, this short newspaper article from the Vicksburg Whig provides a nice example of the way southern editors portrayed Union soldiers’ conduct during the campaign. You can find other primary sources in the Vicksburg Campaign major topic at House Divided as well as in volume 15 of the Official Records.

On May 31, 1897, the city of Boston erected a monument created by the American sculptor Augustus Saint-Gaudens in honor of the 54th Massachusetts and its colonel, Robert Gould Shaw.  The monument commemorates the regiment’s participation in the second attack on Fort Wagner, South Carolina on July 18, 1863. The August 8 edition of Harper’s Weekly, available in a transcribed form at Assumption College’s primary source-rich database “Northern Vision of Race, Religion & Reform” recorded that at Fort Wagner: “The 54th Massachusetts (negro), whom Copperhead officers would have called cowardly if they had stormed and carried the gates of hell, went boldly into battle, for the second time, commanded by their brave Colonel, but came out of it led by no higher officer than the boy, Lieutenant Higginson.”  Sergeant James Henry Gooding of Company C of the 54th wrote weekly letters to the New Bedford Mercury, a periodical in the company’s hometown.  Gooding’s letters were published as On the Altar of Freedom: A Black Soldier’s Civil War Letters from the Front, and some are available on Google Books.  Gooding’s July 20 letter documents the 54th’s attack of Fort Wagner: “When the men saw their gallant leader [Colonel Shaw] fall, they made a desperate effort to get him out, but they were either shot down, or reeled in the ditch below. One man succeeded in getting hold of the State color staff.” The “one man” who reached the flag was Sergeant William H. Carney, originally of Norfolk, Virginia, as he maintained the sanctity of the flag by keeping it from touching the ground. Though Carney was wounded in both of his legs, one arm, and his chest he kept the flag aloft and is recorded as exclaiming, “the old flag never touched the ground, boys!”  During the 1897 monument dedication Carney raised the flag once more, an action that Booker T. Washington recorded in his autobiography, Up from Slavery (1901), as causing such an effect on the crowd that “for a number of minutes the audience seemed to entirely lose control of itself.” Three years later, Carney received the Congressional Medal of Honor for his actions during the battle of Fort Wagner. Though Carney is often listed as the first African-American recipient of a Medal of Honor, instead, Carney’s rescue of the colors at Fort Wagner was the earliest African-American act of bravery to be recognized with a Medal of Honor. The medal notation reads: “Medal of Honor awarded May 9, 1900, for most dinstinguished gallantry in action at Fort Wagner, South Carolina, July 18, 1863.”

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Confederate forces under the command of General Robert E. Lee and Maj. Gen. Thomas “Stonewall” Jackson had 40,000 fewer soldiers fighting at the Battle of Chancellorsville, Virginia than Maj. Gen. Joseph Hooker’s Union troops.  Nonetheless, General Lee executed what historian John Murrin has labeled “the riskiest operation of his career” coming out victorious on May 8, 1863 after seven days of fighting.  William Swinton, in his 1882 analysis Campaigns of the Army of the Potomac, credits Hooker with the mistake of taking a defensive stance and leaving his “right flank thrown out ‘in the air,’” and giving Lee the opportunity to attack.  The Civil War Preservation Trust provides an interactive map of the battle, which shows the forces’ movements over the course of May 1st.  Though the Confederacy won the Battle of Chancellorsville, Stonewall Jackson was mortally wounded by his own troops on May 2nd, “the event of the Chancellorsville conflict which caused intense sorrow to the enemy [the Confederate troops],” according to Samuel Bates’ The Battle of Chancellorsville (1882), and “was regarded as entailing the greatest injury to their cause.”  The Virginia Military Institute, where Jackson was a member of the faculty from 1851 until 1861, has an online research center with an extensive Stonewall Jackson exhibit. Their Jackson exhibit includes a photo gallery, a collection of Jackson’s papers available as originals or transcriptions, a Jackson family genealogy, as well as an informational timeline and biography. The Battle of Chancellorsville has also been preserved as part of the Fredericksburg and Spotsylvania County Battlefields Memorial by the National Parks Service.  The NPS website includes a wide variety of resources for teachers including “troop position maps” for May 2nd and May 3rd, links to General Lee and Hooker’s official reports, as well as an extensive list of suggested readings on the battle which range from firsthand accounts to children’s books.

The battle of Shiloh took place on April 6-7, 1862 in Hardin County, Tennessee between the Union Army of the Tennessee & the Army of the Ohio and the Army of the Mississippi. After several decisive victories, Union forces had largely driven the Confederates out of Kentucky and central Tennessee. However, Confederates regrouped under General Albert Sidney Johnston and they launched a major offensive on April 6 that caught Union forces by surprise. The first day of fighting left thousands of casualties on both sides, including General Johnston, who was mortally wounded. The following day General Johnston’s second in command, General P. G. T. Beauregard, ordered another attack, but he did not know that General Ulysses S. Grant’s depleted forces had been reinforced overnight by General Don Carlos Buell. Eventually General Beauregard decided to withdraw his forces from the battle. On April 8 General Grant sent General William T. Sherman in pursuit of General Beauregard’s troops.

The National Park Service website has several resources that both students and teachers might find useful, including a detailed map, a historic pamphlet, and a short essay about the battle. Anyone planning a field trip to this site should check out this page, which provides important information on the park’s policy for waiving entrance fees for school groups as well as an overview of the various places to visit. Another interesting resource is an animated battle map from Civilwaranimated.com, which also offers animated maps on other key battles like Gettysburg and Vicksburg. The Official Records also published a number of documents related to this battle, including a report by General John A. McClernand. (A full list of reports related to this engagement starts on page 93 of Series 1 – Volume 10 (Part 1)). Union officers like General McClernand immediately recognized that their victory had been a critical one. “Had our army been captured or destroyed…, the rebellion would have rolled back over Tennessee, Kentucky, and Missouri before another army could have been raised and equipped adequate to retrieve the disaster,” as McClernand noted in his report. As for General Grant, this battle completely changed his perspective on what conditions were necessary for the Union to win the Civil War. Grant explained in his Personal Memoirs (1885-1886) that:

“Up to the battle of Shiloh, I, as well as thousands of other citizens, believed that the rebellion against the government would collapse suddenly and soon if a decisive victory could be gained over any of its armies. Donelson and Henry were such victories. An army of more than twenty one thousand men was captured or destroyed….. But when Confederate armies were collected which not only attempted to hold a line farther south, from Memphis to Chattanooga, Knoxville, and on to the Atlantic , but assumed the offensive and made such a gallant effort to regain what had been lost, then, indeed, I gave up all idea of saving the Union except by complete conquest.”

“I hope to God that I won’t have to witness the same again,” wrote Vinson Holman after his first combat experience at Pea Ridge, Arkansas.  Though Holman’s regiment, the 9th Iowa, lost 216 men to casualties over the course of the three-day battle as documented by the Official Records, the Union victory on March 8, 1862 helped solidify northern control of neighboring Missouri. The Pea Ridge National Military Park preserves 4,300 acres including the entire battlefield and a newly updated visitor center and park museum, making it accessible for field trips. The National Park Service’s website provides resources for teachers that include excerpts from soldier diaries. Private Henry Dysart of the 3rd Iowa was particularly good at recording the daily life of the army soldier. On March 5, 1862, the day before the battle began, Dysart felt that it was worth noting that “Charles W. Gordon private of Co. C. 9th Missouri was drummed out of service to day in the presence of his brigade to the tune of ‘Pop goes the weasel.’” The National Park website also provides a series of visual resources that document Pea Ridge, Arkansas before, after, and during the 1862 battle through historic photographs and artwork.
The Pea Ridge Military Park has also created a comprehensive website, which would be valuable for teachers exploring the many organizational elements that went into fighting the Civil War. The website includes sections that explain the use of battle flags as well as how nineteenth-century infantry, cavalry, and artillery units were organized based on their weaponry and tactics. Each section includes multiple firsthand accounts such as a William L. Fayel’s description of the temporary hospital erected in the Elkhorn Tavern: “we found the lower floors occupied with the wounded so thick that it was difficult to step between them.”

The battle of Chickamauga took place on September 18-20, 1863 between the Army of Tennessee, under the command of General Braxton Bragg and Lt. General James Longstreet, and the Army of the Cumberland, under the command of Major General William Rosecrans and Major General George H. Thomas. General Bragg’s overall objective was to retake Chattanooga, Tennessee, which was an important rail center for the Confederacy. The battle ended in the Union’s defeat, as Confederates encircled  Chattanooga and forced the Union troops to fall back into the city. General Ulysses Grant, who broke the Confederate’s siege of Chattanooga in November 1863 and pushed their forces back into Georgia, removed General Rosecrans from his command. Teachers can find some resources on the battle at the National Park Service website, including a short essay that provides a broad overview of the campaign as well as historic photographs of the battlefield and monuments. (Most of the images were produced after the war). The NPS also has two pamphlets that some might find helpful: The Campaign for Chattanooga (1932), Chickamauga and Chattanooga Battlefields (1956). The Official Records also published a number of documents related to this battle, including Assistant Secretary of War Charles A. Dana’s reports to Secretary of War Edwin Stanton. Dana observed the engagement first hand and his initial dispatch  reflected his fear that the Union had suffered a major defeat. “Chickamauga is as fatal a name in our history as Bull Run,” as Dana explained late in the afternoon on September 20, 1863. He later admitted that his first report “[had] given too dark a view of our disaster,” but Union forces had suffered heavy losses. Some estimates put the total number of casualties at 34,624 (Union 16,170, CSA 18,454). The large number of casualties on both sides was a subject that Confederate General James Longstreet reflected on in his memoir that was published after the war:

“Official reports show that on both sides the casualties – killed, wounded, and missing – embraced the enormous proportion of thirty three per cent. of the troops actually engaged. On the Union side there were over a score of regiments in which the losses in this single fight exceeded 49.4 per cent., which was the heaviest loss sustained by a German regiment at any time during the Franco-German war. The “charge of the Light Brigade” at Balaklava has been made famous in song and history, yet there were thirty Union regiments that each lost ten per cent. more men at Chickamauga, and many Confederate regiments whose mortality exceeded this.”

After Confederates fired on Fort Sumter on April 12, 1861, President Abraham Lincoln called for 75,000 volunteers to restore order in South Carolina. This action pushed Upper South states like North Carolina and Virginia to secede and join the Confederacy. The National Park Service’s website on Fort Sumter provides a good place to start and learn more about this event. You can find historic images and modern day pictures as well as information about their education exhibit. Teachers will want to look at the curriculum material and teachers guide. In addition, the National Park Service has put together a variety of documents and essays that provide more background information on Fort Sumter. Another interesting site to check out is Tulane University’s “Crisis at Fort Sumter,” which provides a detailed timeline of what happened regarding Fort Sumter between December 1860 and April 1861. The timeline is divided into several different sections, such as “Dilemmas of Compromise” and “Final Orders.” House Divided also has some material on the Fort Sumter major topic page, including historic images and a bibliography. You will also find links to profiles of several of the individuals who were involved, such as Major Robert Anderson and Secretary of State William Henry Seward. Be sure to check out the “Documents” tab for President Abraham Lincoln’s letters to General Winfield Scott on March 9, 1861 and to Major Robert Anderson on May 1, 1861.

The book Making and Remaking Pennsylvania’s Civil War is a collection of essays about the events and legacies of the Civil War in Pennsylvania.  The essay “The Civil War Letters of Quartermaster Sergeant John C. Brock, 43rd Regiment, United States Colored Troops,” edited by Eric Ledell Smith, focuses specifically on the issue of African-American troops from Pennsylvania.  The first part of the chapter contains a synthesis of the history of African-American troops during the Civil War in general and specifically in Pennsylvania.  The second part contains nine letters written by John C. Brock to the Christian Recorder, a newspaper published in Philadelphia by the African Methodist Church.  Smith gives a good biography of Brock and explains the context and background of each letter.  John C. Brock was born in Carlisle, Pennsylvania in 1843, and he enlisted in the army at Camp William Penn in April 1864.   One of the exceptions to the general rule of not assigning colored regiments to combat duty, the 43rd regiment arrived in Virginia as part of the rear guard to the Army of the Potomac and Brock shared, “You cannot imagine with what surprise the inhabitants of the South gaze upon us.”  Later, when his regiment proudly passed through Fairfax, Virginia “armed to the teeth, with bayonets bristling in the sun,” Brock echoed the same sentiment: , “The inhabitants… looked at us with astonishment, as if we were some great monsters risen up out of the ground.”  His letters cover a wide range of topics, from religion to food and supplies to other African-American troops from Pennsylvania.  Unfortunately, although his regiment was present at the Battle of the Crater, Brock does not mention it in his letters, and he also rarely elaborates on the issue of slavery, instead choosing to focus on topics more relevant to his everyday life in the army.  His last letter in March 1865 briefly broaches the topic with eloquence and a great deal of optimism: “The hydra-headed monster slavery which, a few short years ago, stalked over the land with proud and gigantic strides, we now behold drooping and dying under the scourging lash of universal freedom…. The bondmen of the South have heard that single word ‘liberty,’ and they will not heed the siren voice of their humbled masters.”  Brock is clearly proud to have had a part in defeating the South and the institution of slavery.  These letters are a valuable resource for studying the Civil War from a perspective that is often overlooked, that of an African-American soldier in combat duty.