Civil War Journal
Civil War Journal provides in-depth accounts of the nation’s greatest tragedy with personal stories, diaries, photographs and commentary by some of the premier Civil War historians of today. It is a video exploration of the war that pitted the North against the South, and brother against brother. Civil War Journal would be useful for classes on American History, American Culture, Military History, Geography and Gender History. It is appropriate for middle school and high school.
OBJECTIVES
Students will analyze the effects of the Civil War on American life, political institutions, economics, and culture. They will trace how political, economic and cultural issues culminated in a divided nation and the consequences of a country at war with itself.
NATIONAL HISTORY STANDARDS
Civil War Journal fulfills the following National Standards for History for grades 5-12: Chronological thinking, historical comprehension, historical analysis and interpretation, historical research capabilities, historical issues-analysis and decision-making for Era 5.
The 54th Massachusetts The 54th Massachusetts presents the real story of the famous African American regiment that fought for the Union during the Civil War. It examines race relations in the North during this period as well as the reactions of the South to free black soldiers. Although it would be a natural addition to any course covering the American Civil War, it is also recommended for civil rights studies and Black History Month. Because it tells the actual story behind the popular movie, Glory, it is also useful for media literacy projects.
Discussion QuestionsExtended Activities
- What was the 54th Massachusetts Volunteer Infantry? Why was it important?
- How did the majority of white Americans view blacks at the time when the men of the 54th enlisted in the Union Army? How did the 54th change the face of war and social expectations in the nation?
- What did the idea of being a 'free black man' mean? How did this differ from slavery?
- At the start of the Civil War, what were the North's reasons to fight? What were the South's reasons? What was Lincoln's goal?
- Who was Frederick Douglass? Why did he campaign relentlessly for the enlistment of black men?
- Why did black men enlist in the Civil War? Were the reasons for their enlistment different than those of white men?
- How did white soldiers perceive black soldiers? What was the psychological affect a black enlisted man had on a Confederate soldier? Why?
- What event took place in September 1862? Why was it important?
- Who was John Andrew? How did he help pave the way for black men to enlist in the war? Why do you think he wanted black enlisted men to be the cream of the North and not born into slavery?
- What were Governor Andrew's requirements for an officer? Why could only white men be officers? How did the black soldiers feel about this?
- Who was Robert G. Shaw? What was his personal commitment to the Union cause?
- What is your reaction to the unfair wages and expenses the 54th Massachusetts received? Do you agree with their response?
- Why was the battle of Fort Wagner considered the ultimate test of courage for the 54th? How did Sergeant William Carney become a symbol of heroism? What medal did he receive?
Related Videos
- The video introduced you to a few men affiliated with the 54th Massachusetts. Chose one of these men or another and give a 10 minute oral presentation about him. Use pictures, posters, letters, artifacts, etc.
- You are a member of the 54th Massachusetts Volunteer Infantry, write a letter to your family or friend describing how you felt at each of the following events: the farewell parade, the battle at James Island, and the Fort Wagner battle.
- Northern black men enlisted in the Union Army knowing that if they were caught by the Confederate Army they could be sent into slavery or shot. If you were faced with these consequences would you enlist? Write 1-2 pages explaining your answer.
- Write a research paper comparing the treatment and morale of black soldiers in different wars. For example, you might compare their experience in the Civil War with World War I, World War II, the Vietnam War, or the Persian Gulf War.
- Divide the class into groups. Each group should be assigned one of the major conflicts in American History, beginning with the Revolution. Working as a team, they should create a chart of the role of African Americans during that conflict. Each chart should include a timeline, pay ( equal or unequal), responsibilities, recognition, and treatment. When the charts are completed, display them together so that students can see the change over time in the attitudes of the U.S. Army.
- Many of the men enlisted in the 54th Massachusetts that were captured or died in battle were treated unfairly. Design a poster, collage, or monument that pays homage to these men.
