“A soldier’s death only lasted a moment but for his family, his death was literally endless. As his work was over, theirs had just begun.” This statement can be considered the basis of Drew Gilpin Faust’s book, This Republic of Suffering. Faust explains death in the Civil War in terms of dying, killing, burying, naming, numbering, mourning, and ultimately realizing death itself. Her book defines the bloodiest time in American history as one of extreme loss. The dead were obviously lost, but as Faust explains, survivors of the Civil War may have experienced the greatest lost, their own way of life and understanding of it.
Faust explains how after battle many dead bodies lay unburied as bones would soon litter the battlefields. In the South, 18 percent of white males of military age were killed during the Civil War alone. Decomposing bodies would create an unbearable stench that locals would have to deal with. Due to the fear of soldier’s identities being forever forgotten, many confronted death with scribing their names on paper and pinning it to their uniform. Confederate dead were often carrying a Bible with their personal information in them and some Union soldiers carried silver badges proclaiming the life it shielded. By doing this, the soldiers could at least attempt to control one aspect of dying. “If he could not save his life, he would at least try to preserve his name.”
Mourning for these slain soldiers was often something new to individuals and funeral sermons became life lessons. Reverend Charles Seymour Robinson declared that “Patriotism will come in to aid in mitigating the sorrow. These times are historic.” For most families, shared mourning was easier mourning. Civil War death redefined its survivor’s idea of life and its meaning. Survivors were changed by the war by what they had seen, felt, and lost. Citizens lost family but also the understanding of their own lives before the war.
James F. Russling defined treatment of the fallen as the sign and test of democracy, as well as an indicator of progress and modernity. Counting the dead helped shift focus from individual to total, from death to Dead. Faust argues that counting the dead sought to preserve the meaning of the individual but these numbers also undermined the individuality and democratic urgencies of the war. The process of burial, naming, and numbering was an evolutionary one. The evolution runs from men left rotting on battlefields, to being gathered by family, to hopefully buried in an individual grave, to organizations like the sanitary commission, to a National Cemetery system being established. The Civil War dead ultimately became powerful and immortal that would shape American public life for the next century plus.
Through This Republic of Suffering, Drew Gilpin Faust explains that Civil War death belonged to the entire nation. The dead and everything it symbolized-warfare, disease, burial, counting bodies, and realizing loss, all gave Americans a responsibility to those who gave their lives for the continuing freedom of America. Faust’s understanding of Civil War death vividly shows the amount of work done after killings on the battlefield. The book was helpful to grasp the fact that the Civil War affected every American in some way. Survivors lived the rest of their lives with grief, loss, and a duty to honor those who lost their lives for the greater good of the nation. Faust, like many Americans try to make sense of the numbers 360,222 Union deaths and 258,000 Confederates killed. It seems inconceivable to understand the meaning of that many deaths but trying to grasps that vastness of death is a way of tribute and honor to the victims.
Thursday, August 5, 2010
Thursday, July 15, 2010
Developing ‘The shot heard round the world’
In the early light of April 19, 1775, the beating drums and cracking bells summoned between 50 and 70 militiamen to the town green at Lexington. Major John Pitcairn's six companies of British regular infantry neared Lexington Common as daylight approached. Their guns were already primed and loaded and prepared to face five hundred militia. Militia Captain John Parker managed to summon forty minutemen to line up on the town's green. Another thirty men were scattered around the Common and the nearby buildings.[1]
As they lined up in battle formation, the distant sound of marching soldiers and shouted orders alerted the militia of the Redcoats' advances. Soon the British column emerged through the morning fog. As the British approached, Major Pitcairn ordered his men to surround and disarm the militia, specifically ordering them not to fire. They there halted. With the swinging of his sword, Pitcairn said, "Lay down your arms, you damned rebels, or you are all dead men.”[2] Both Parker and Pitcairn ordered their men to hold fire. The British order was an effort to not be held up, since their orders were to peacefully take possession of the Concord bridges. Captain Parker was satisfied with the show of presence by his own men but did not want his small force in a battle with the fully armed Regulars.
The American militia began to disperse, but they didn’t drop their weapons, and then from somewhere, a shot was fired. The British soldiers immediately formed up and returned fire. Pitcairn's horse was hit in two places as the Regulars charged forward with bayonets. Eight Massachusetts men were killed and ten were wounded against only one British soldier of the 10th Foot wounded.[3] Many American militia and minutemen bled to death on the front steps of their houses around the edge of the green.
The light infantry companies under Pitcairn at the common went beyond their officers' control. They were firing in different directions and preparing to enter private homes. Upon hearing the sounds of muskets, British Lt. Colonel Francis Smith rode forward from the grenadier column.[4] He quickly found a drummer and ordered him to beat for assembly. Once the grenadiers arrived and in formation, the light infantry were then permitted to fire a victory volley, after which the column was reformed and marched towards Concord.[5] The British had broken ranks and were about to start breaking into houses when Lt. Colonel Smith arrived and order was soon restored.
Consequently, the British force resumed its march to Concord. The Concord militia went to challenge the incoming fleet in front of the town, but fell back when they saw the large number of British troops. The militia retreated through the town, across the North Bridge of the Concord River. They set up a small camp on Punkatasset Hill from which they could see the town. As they waited for orders from their commander, Major James Barrett, more militia and minutemen arrived from surrounding towns to bolster their ranks.[6]
Lt. Colonel Smith sent units across the bridges to search the farms in the distance. The still outnumbered militia did not contest their passing. The Regulars in the center of Concord began to search homes and fields for military supplies. Fewer supplies were found than expected and as the soldiers went to destroy them, a fire was set and spread to the town Meeting House.[7] Local residents begged the British officers to put it out and they did, but not before the militia had seen smoke from their position on the hill.
Fearing that the British were planning on burning the town, Colonel Barrett organized his men and marched down the hill towards the North Bridge. He ordered his men not to fire, but to respond if fired upon. The British soldiers fired warning shots into the water, hoping that the colonists would not engage. The militia now numbered 400, vastly outnumbered an estimated 96 British soldiers that were sent to hold the bridge. The minutemen charged towards the British soldiers, who then began to retreat towards the Charlestown Harbor.
Colonel Smith and Major Pitcairn ordered a retreat to Boston, a march of sixteen miles. When they passed Meriam's Corner, just outside of Concord, firing erupted again. From that point on, the march to Boston became a running battle. The militia and minutemen fired on the British column from the woods and fields near the roadsides, forcing the Redcoats to send out flanking assaults to try and drive them off.[8] British General Hugh (Earl) Percy described the colonial tactics at Lexington and Concord as, "very scattered and irregular, but with perseverance and resolution. They never dare to form into any regular body. Indeed, they knew too well what was proper, to do so. Whoever looks upon them as an irregular mob, will find himself very much mistaken."[9] The next morning, British Commander in Chief Thomas Gage awoke to find Boston besieged by a huge militia army, numbering 20,000, which had marched from all corners of New England.[10] The rumors of spilled blood were true, and the Revolutionary War had begun.
April 19, 1775 was the greatest day in the history of the American militia and minutemen, but it was not their first test in battle. By the time of the battles at Lexington and Concord, minutemen and militia groups had been a trained force for six generations in the Massachusetts Bay Colony. ‘The shot heard round the world’ brought the militia to the forefront, however, there is an enormous prehistory of training and organizing that shaped the militia into what it was during the Revolutionary War.
[1] Warren, Joseph. "The Battles of Lexington and Concord." Annals of American History.
http://america.eb.com/america/article?articleId=385242&query=1775 (Accessed August 31, 2007).
[2] Tourtellot, Arthur B. Lexington And Concord: The Beginning Of The War Of The
American Revolution. New York: W. W. Norton & Company Inc., 1963.
[3] John R. Galvin, The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. (Washington, D.C.: Potomac Books, 1989), 21.
[4] Badertscher, Eric. “The Battles of Lexington & Concord.” Battles of Lexington & Concord (2005). http://search.ebscohost.com/login.aspx?direct=true&db=
mih&AN=17915521&site=ehost-live (Accessed September 20, 2007).
[5] Badertscher, Eric. “The Battles of Lexington & Concord.” Battles of Lexington & Concord (2005). http://search.ebscohost.com/login.aspx?direct=true&db=
mih&AN=17915521&site=ehost-live (Accessed September 20, 2007).
[6] Robert A. Gross, The Minutemen And Their World. (New York: Hill & Wang, 1976), 59.
[7] Galvin, John R. The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. Washington, D.C.: Potomac Books, 1989.
[8] Galvin, John R. The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. Washington, D.C.: Potomac Books, 1989.
[9] Wallace, Willard M. Appeal to Arms: A Military History of the American Revolution.
Chicago: Quadrangle Books, 1964.
[10] Wallace, Willard M. Appeal to Arms: A Military History of the American Revolution.
Chicago: Quadrangle Books, 1964.
As they lined up in battle formation, the distant sound of marching soldiers and shouted orders alerted the militia of the Redcoats' advances. Soon the British column emerged through the morning fog. As the British approached, Major Pitcairn ordered his men to surround and disarm the militia, specifically ordering them not to fire. They there halted. With the swinging of his sword, Pitcairn said, "Lay down your arms, you damned rebels, or you are all dead men.”[2] Both Parker and Pitcairn ordered their men to hold fire. The British order was an effort to not be held up, since their orders were to peacefully take possession of the Concord bridges. Captain Parker was satisfied with the show of presence by his own men but did not want his small force in a battle with the fully armed Regulars.
The American militia began to disperse, but they didn’t drop their weapons, and then from somewhere, a shot was fired. The British soldiers immediately formed up and returned fire. Pitcairn's horse was hit in two places as the Regulars charged forward with bayonets. Eight Massachusetts men were killed and ten were wounded against only one British soldier of the 10th Foot wounded.[3] Many American militia and minutemen bled to death on the front steps of their houses around the edge of the green.
The light infantry companies under Pitcairn at the common went beyond their officers' control. They were firing in different directions and preparing to enter private homes. Upon hearing the sounds of muskets, British Lt. Colonel Francis Smith rode forward from the grenadier column.[4] He quickly found a drummer and ordered him to beat for assembly. Once the grenadiers arrived and in formation, the light infantry were then permitted to fire a victory volley, after which the column was reformed and marched towards Concord.[5] The British had broken ranks and were about to start breaking into houses when Lt. Colonel Smith arrived and order was soon restored.
Consequently, the British force resumed its march to Concord. The Concord militia went to challenge the incoming fleet in front of the town, but fell back when they saw the large number of British troops. The militia retreated through the town, across the North Bridge of the Concord River. They set up a small camp on Punkatasset Hill from which they could see the town. As they waited for orders from their commander, Major James Barrett, more militia and minutemen arrived from surrounding towns to bolster their ranks.[6]
Lt. Colonel Smith sent units across the bridges to search the farms in the distance. The still outnumbered militia did not contest their passing. The Regulars in the center of Concord began to search homes and fields for military supplies. Fewer supplies were found than expected and as the soldiers went to destroy them, a fire was set and spread to the town Meeting House.[7] Local residents begged the British officers to put it out and they did, but not before the militia had seen smoke from their position on the hill.
Fearing that the British were planning on burning the town, Colonel Barrett organized his men and marched down the hill towards the North Bridge. He ordered his men not to fire, but to respond if fired upon. The British soldiers fired warning shots into the water, hoping that the colonists would not engage. The militia now numbered 400, vastly outnumbered an estimated 96 British soldiers that were sent to hold the bridge. The minutemen charged towards the British soldiers, who then began to retreat towards the Charlestown Harbor.
Colonel Smith and Major Pitcairn ordered a retreat to Boston, a march of sixteen miles. When they passed Meriam's Corner, just outside of Concord, firing erupted again. From that point on, the march to Boston became a running battle. The militia and minutemen fired on the British column from the woods and fields near the roadsides, forcing the Redcoats to send out flanking assaults to try and drive them off.[8] British General Hugh (Earl) Percy described the colonial tactics at Lexington and Concord as, "very scattered and irregular, but with perseverance and resolution. They never dare to form into any regular body. Indeed, they knew too well what was proper, to do so. Whoever looks upon them as an irregular mob, will find himself very much mistaken."[9] The next morning, British Commander in Chief Thomas Gage awoke to find Boston besieged by a huge militia army, numbering 20,000, which had marched from all corners of New England.[10] The rumors of spilled blood were true, and the Revolutionary War had begun.
April 19, 1775 was the greatest day in the history of the American militia and minutemen, but it was not their first test in battle. By the time of the battles at Lexington and Concord, minutemen and militia groups had been a trained force for six generations in the Massachusetts Bay Colony. ‘The shot heard round the world’ brought the militia to the forefront, however, there is an enormous prehistory of training and organizing that shaped the militia into what it was during the Revolutionary War.
[1] Warren, Joseph. "The Battles of Lexington and Concord." Annals of American History.
http://america.eb.com/america/article?articleId=385242&query=1775 (Accessed August 31, 2007).
[2] Tourtellot, Arthur B. Lexington And Concord: The Beginning Of The War Of The
American Revolution. New York: W. W. Norton & Company Inc., 1963.
[3] John R. Galvin, The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. (Washington, D.C.: Potomac Books, 1989), 21.
[4] Badertscher, Eric. “The Battles of Lexington & Concord.” Battles of Lexington & Concord (2005). http://search.ebscohost.com/login.aspx?direct=true&db=
mih&AN=17915521&site=ehost-live (Accessed September 20, 2007).
[5] Badertscher, Eric. “The Battles of Lexington & Concord.” Battles of Lexington & Concord (2005). http://search.ebscohost.com/login.aspx?direct=true&db=
mih&AN=17915521&site=ehost-live (Accessed September 20, 2007).
[6] Robert A. Gross, The Minutemen And Their World. (New York: Hill & Wang, 1976), 59.
[7] Galvin, John R. The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. Washington, D.C.: Potomac Books, 1989.
[8] Galvin, John R. The Minute Men: The First Fight: Myths And Realities Of The American
Revolution. Washington, D.C.: Potomac Books, 1989.
[9] Wallace, Willard M. Appeal to Arms: A Military History of the American Revolution.
Chicago: Quadrangle Books, 1964.
[10] Wallace, Willard M. Appeal to Arms: A Military History of the American Revolution.
Chicago: Quadrangle Books, 1964.
The Importance of Social Studies Education
Teaching is one of the most important professions an individual can have. Young students are the future of this world and what they learn now will impact everyone’s lives forever. Social Studies classrooms across North Carolina provide a learning environment where the past meets the future and students learn to apply previously learned knowledge into today’s society.
Academic excellence is achieved in Social Studies by supporting interest in culture, time, people, places, and ideas. Social Studies in North Carolina encompass a vast range of topics including, history, geography, economics, political science, sociology, and psychology. These elements are vital for studying the past and learning from previous failures and successes. In the classroom it is also important to present multiple perspectives on history to give the most accurate representation. The information students learn in Social Studies allows them to apply their knowledge and skills into everyday life. By giving students a sense of citizenship and patriotism to state and country, Social Studies classrooms provide a means to develop into an upstanding society.
Social Studies provide the foundations of the American political system and explore the values and principles of American democracy. Students will learn to make educated decisions on economic and political issues through Civics classes. Students will be able to analyze the political freedoms available to Americans, as well as domestic and foreign policy in United States History class. Geography class entertains concepts of global connections and knowledge of diverse cultures. Patterns of human behavior, using methods from psychology and sociology, can help students apply concepts to individuals, societies, and cultures.
Skills obtained in the social studies curriculum are useful throughout a student’s life. As students develop a greater knowledge of concepts and generalizations in social studies, they are provided opportunities to develop and apply these skills to enhance critical thinking processes. All Social Studies classes allow students to grow interpersonal relationships and develop social participation. Social Studies is not just remembering facts, it builds reading and vocabulary skills as well as presents an opportunity for students to research to gather information and report on it. Students are analyzing and interpreting what they study in Social Studies to create projects to educate others. Social Studies class also applies decision-making and problem solving techniques to make informed decisions on topics.
Teaching is a commitment to your class and yourself. The time spent making lesson plans and gathering resources is a critical part of organizing an effective classroom. A Social Studies teacher must be a life-long learner and apply the elements of teaching and learning to their class everyday. Social Studies is designed to ensure that North Carolina prepares students to become productive citizens. An understanding of history, geography and the social sciences, allow students to make personal decisions for themselves, participate in civic affairs, and contribute to economic productivity.
Academic excellence is achieved in Social Studies by supporting interest in culture, time, people, places, and ideas. Social Studies in North Carolina encompass a vast range of topics including, history, geography, economics, political science, sociology, and psychology. These elements are vital for studying the past and learning from previous failures and successes. In the classroom it is also important to present multiple perspectives on history to give the most accurate representation. The information students learn in Social Studies allows them to apply their knowledge and skills into everyday life. By giving students a sense of citizenship and patriotism to state and country, Social Studies classrooms provide a means to develop into an upstanding society.
Social Studies provide the foundations of the American political system and explore the values and principles of American democracy. Students will learn to make educated decisions on economic and political issues through Civics classes. Students will be able to analyze the political freedoms available to Americans, as well as domestic and foreign policy in United States History class. Geography class entertains concepts of global connections and knowledge of diverse cultures. Patterns of human behavior, using methods from psychology and sociology, can help students apply concepts to individuals, societies, and cultures.
Skills obtained in the social studies curriculum are useful throughout a student’s life. As students develop a greater knowledge of concepts and generalizations in social studies, they are provided opportunities to develop and apply these skills to enhance critical thinking processes. All Social Studies classes allow students to grow interpersonal relationships and develop social participation. Social Studies is not just remembering facts, it builds reading and vocabulary skills as well as presents an opportunity for students to research to gather information and report on it. Students are analyzing and interpreting what they study in Social Studies to create projects to educate others. Social Studies class also applies decision-making and problem solving techniques to make informed decisions on topics.
Teaching is a commitment to your class and yourself. The time spent making lesson plans and gathering resources is a critical part of organizing an effective classroom. A Social Studies teacher must be a life-long learner and apply the elements of teaching and learning to their class everyday. Social Studies is designed to ensure that North Carolina prepares students to become productive citizens. An understanding of history, geography and the social sciences, allow students to make personal decisions for themselves, participate in civic affairs, and contribute to economic productivity.
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