2
10
64
-
https://shec.ashp.cuny.edu/files/original/aw_beforeandafter_9be1c9aff3.pdf
8e894a91a5f18e7a5fba43debf7da4ad
Worksheet
Dublin Core
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Analysis Worksheet: Before-and-After Photographs of a Union Recruit
Language
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English
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American Social History Project / Center for Media and Learning
Description
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This worksheet helps students analyze Civil War photographs of a former slave who joined the Union military.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
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1065, 1387
Date
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2011
Coverage
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Civil War and Reconstruction (1861-1877)
African-American Soldiers
Civil War
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/whofreedweighingevidence_342750dcdf.pdf
231f2ddaafb344a6c2f5f9b5bdb3457b
Worksheet
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Who Freed the Slaves: Weighing the Evidence worksheet
Language
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English
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American Social History Project / Center for Media and Learning
Description
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This worksheet helps students evaluate different pieces of evidence to determine who freed the slaves, Abraham Lincoln or slaves themselves. The worksheet is part of the activity "Emancipation and "Contraband": Who Freed the Slaves During the Civil War."
Creator
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American Social History Project/Center for Media and Learning
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Abraham Lincoln
Civil War
Emancipation
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to describe the causes and consequences of Lincoln's Emancipation Proclamation. </p>
</li>
</ul>
Materials
820, 833
Historical Context
<p>Once the shooting war began, President Abraham Lincoln insisted that the U.S. government was fighting to preserve the Union. He did not want to risk losing the support of four slave states fighting on the Union side: Delaware, Kentucky, Missouri, and Maryland. Consequently, Lincoln went to great lengths to assure loyal slaveholders in these states that the key northern war aim was "union," and not "freedom" (the abolition of slavery).</p>
<p>But radicals in his own party, abolitionists, and almost everyone in the African-American community in the North wanted to turn the war for union into a crusade for freedom. The issue was not secession, they argued, but slavery or freedom. Abolitionists and Radical Republicans--an influential congressional minority in Lincoln's own party--saw things differently. They scoffed at the idea that Lincoln could preserve the Union without destroying slavery. Slavery, they contended, was precisely the issue that divided the Union into two nations. </p>
<p>They also emphasized that the slave gave the South a crucial advantage: slaves did the work of feeding and clothing the Confederate Army, thus freeing white southerners for military duty. Consequently, if freedom became the North's war aim, the military advantage would shift from the Confederacy to the Union. Slaves would become a military asset for the North if they were granted freedom, since they would now have every incentive to sabotage southern production and/or run away to the Union side. </p>
<p>Lincoln and his generals eventually saw the military wisdom of the Radical Republicans' argument for freedom as a war aim. Two factors accounted for their shift: 1) slaves forced the issue, particularly in Virginia, by escaping in increasing numbers to northern lines; and 2) the North suffered staggering military defeats in the first two years. </p>
Lesson Plan Text
<p><strong>Step 1:</strong> Introduce the documentary. Explain that at this point in the film, the South has seceded in the wake of Lincoln’s election and the Civil War has begun. In the North, there is a debate going on about Union war aims. Meanwhile, in the South, enslaved African Americans are running into Union army camps. </p>
<p>Ask the preview focus question for <span style="text-decoration:underline;">Clip 1 Preserving the Union</span> (12:10-16:52):</p>
<ul><li>
<p>Why did Union generals return fugitive slaves to their Confederate owners?</p>
</li>
</ul><p><em>Possible responses: Lincoln’s priority was to preserve the union, not free the slaves; he did not want to lose the support of slave-holding border states who had supported the Union; personally opposed slavery but did not think that the North would fight for this cause.</em></p>
<p>Show Clip 1, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>Who challenged Lincoln’s decision to prioritize “preserving the Union†over emancipating the slaves? How? </p>
</li>
</ul><p><em>Possible responses: Republicans, by exercising political pressure in Congress and the press; Contraband slaves by continuing to flee into Union camps and offer their services; some Union generals by defying policy and not returning slaves </em></p>
<p><strong>Step 2:</strong> Introduce the second clip: Lincoln is not willing to make emancipation a goal of the war, but it starting to think about what will happen if and when slaves are freed. So in the summer of 1862 he invites free black leaders to come to meeting at the White House to discuss his ideas. </p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #2 Colonization, “An Old Schemeâ€</span> (19:45-21:59): </p>
<ul><li>
<p>Ask half the room to listen for: what was Lincoln SAYING about the problem of emancipating enslaved people? </p>
</li>
<li>
<p>Ask half the room to listen for: how do you think Lincoln was FEELING about the problem? </p>
</li>
</ul><p><em>Possible responses: Lincoln SAID that northern racism was forcing his hand, and that he saw no other option than voluntary colonization outside of the US; Lincoln may have been FEELING guilt, embarrassment, pressure, sadness, frustration, and also may have felt some prejudice against African Americans. </em></p>
<p>Show Clip 2, and then discuss responses, and follow up by asking:Â </p>
<ul><li>
<p>How did free black leaders respond to Lincoln’s colonization idea, and do you think they influenced Lincoln in any way? </p>
</li>
</ul><p><em>Possible responses: free black leaders expressed their strong disapproval of colonization, saying that it was hypocritical and insulting to African Americans who had as much right to stay here as white people.</em></p>
<p><strong>Step 3:</strong> Introduce the third clip by having a brief discussion about manpower and war. </p>
<ul><li>
<p>What kind of manpower (and woman power) do you need to wage and win wars? </p>
</li>
<li>
<p>What manpower did the North have? </p>
</li>
<li>
<p>What manpower did the South have? </p>
</li>
</ul><p>Then give the preview focus question for <span style="text-decoration:underline;">Clip #3 A Military Necessity?</span> (22:00-24:47):Â </p>
<ul><li>
<p>What was the military situation in 1862? </p>
</li>
</ul><p>Show Clip 3, and then discuss responses, and follow up by asking: Â </p>
<ul><li>
<p>How does the military situation change Lincoln’s view of the war aims? </p>
</li>
</ul><p><em>Possible responses: Confederate war effort is dependent on slave labor; Union is suffering military losses, and recruitment issues; by freeing slaves will undermine the Confederacy and bolster the Union side. </em></p>
<p><strong>Step 4:</strong> Hand out copies of the Emancipation Proclamation (excerpt). Have students read it on their own once. Then, read it slowly to the group, and ask students to:Â </p>
<ul><li>
<p>Write a “M†next to words or phrases having to do with the military. </p>
</li>
<li>
<p>Write a “CR†next to words or phrases having to do with civil rights. </p>
</li>
</ul><p>Show map of Civil War showing four slave-holding border states that remained loyal to the Union: Maryland, Delaware, Kentucky, and Missouri. </p>
<p>Discuss:Â </p>
<ul><li>
<p>According to the Emancipation Proclamation, who is now “forever free� <em>Roughly 3.5 million slaves in rebel states </em></p>
</li>
<li>
<p>Who is not free? <em>Roughly ½ million Slaves in Union border states </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation take effect in rebel states? <em>Since the Confederacy still controlled the South, the Emancipation Proclamation was impossible to enforce, which is why some people say that the Emancipation Proclamation did not free a single slave. </em></p>
</li>
<li>
<p>How did the Emancipation Proclamation actually change the lives of enslaved Americans? <em>By once and for all providing legal and military guarantee of freedom, it motivated thousands of slaves to run away from their owners, and join the Union war effort as laborers, scouts, spies, nurses, cooks, and soldiers. </em></p>
</li>
</ul><p><strong>Step 5:</strong> <span style="font-weight:normal;">Introduce clip 4. Explain that by early summer of 1862, Lincoln was already working on a draft of the Emancipation Proclamation but decided to follow the advice to wait until a Union victory. This came on September 17, 1862 - the bloodiest day in American history. Nearly one of every four soldiers engaged was a casualty: killed, wounded, or captured. The Battle of Antietam, though not a stunning victory, did reverse the fortunes of the Rebels, and Lincoln considered it sufficient for his purpose. He issued the Proclamation five  days after the battle, though it was not signed into law until January 1, 1863. In this last clip, we watch a recreation of this dramatic moment and then hear different scholars explain what they thought was significant. </span></p>
<p>Give the preview focus question for <span style="text-decoration:underline;">Clip #4: Emancipation Proclamation Becomes Law</span>Â (42:16-48:42):</p>
<ul><li>
<p>What adjectives do the historians use to describe the EP? </p>
</li>
</ul><p><em>Possible responses: “dull†“legal†“effective†“justiceâ€.</em></p>
<p>Show Clip 4, and then discuss responses, and follow up by asking:Â </p>
<div>
<ul><li>
<p>Based on the discussion so far, are there any additional adjectives or ways of describing the Emancipation Proclamation that should be added?</p>
</li>
</ul><p><strong>Step 6:</strong>Â <span style="font-weight:normal;">To conclude, ask the class to summarize:Â </span></p>
<ul><li>
<p>What were the different political, moral, and military factors that shaped Lincoln’s decision about how and when to free the slaves? </p>
</li>
</ul><p>Another option would be to divide the class in three sections and have one section summarize political factors, another moral factors, and another military factors, and then share out.</p>
</div>
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English
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American Social History Project / Center for Media and Learning
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Active Viewing: <em>Abraham and Mary Lincoln: A House Divided</em>
Description
An account of the resource
<em>PBS American Experience’s Abraham and Mary Lincoln: A House Divided</em> is a 6 episode mini-series available as a 3 DVD set. The following activity focuses on the causes and consequences of Lincoln’s Emancipation Proclamation through an active viewing of <em>Episode 4: The Dearest of All Things</em> (Disc 2). There is a companion website to the series, <em><a href="http://www.pbs.org/wgbh/amex/lincolns/" target="_blank">The Time of the Lincolns</a></em>, that contains a Teacher’s Guide, primary sources, and episode transcripts.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
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2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Slavery and Abolition
Active Viewing
Civil War
Emancipation
-
https://shec.ashp.cuny.edu/files/original/boston_textsupports_cdf8bd7a8d.pdf
d865285b9b21050bd86c097cdc720e01
Diary/Letter
Dublin Core
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A Runaway Slave Predicts "Freedom Will Reign" (with text supports)
Language
A language of the resource
English
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American Social History Project / Center for Media and Learning
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An account of the resource
During the Civil War, John Boston took advantage of the nearby presence of Union troops to runaway. But in this case, Boston had run into a Union camp in Maryland, a slave state fighting on the side of the Union. This meant that the regiment from Brooklyn that was providing him sanctuary was defying Union policy. Boston's master was a loyal Unionist in a border state that had sided with the North. Maryland authorities seized this letter, either before or after Boston's wife received it. These officials then demanded that the Union Army return Boston to his owner. It is not known what happened to him. But the courage of John Boston—and that of thousands of others who fled to Union lines to escape slavery—became a tremendous moral example that helped move northern war policy from the goal of union to that of freedom.
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John Boston
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"Letter from John Boston, a runaway slave, to his wife, Elizabeth, January 12, 1862," National Archives, Records of the Adjutant General’s Office, 1780s–1917; available online at "Eyewitness: American Originals from the National Archives," http://www.archives.gov/exhibits/eyewitness/html.php?section=9.
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1
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1780, 1762, 1387
Date
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1862
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Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Slavery and Abolition
Civil War
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/tubmanwarns_textsupports_c7a0b9ce49.pdf
42a850d9c3662c2d2e5e218346376d4a
Diary/Letter
Dublin Core
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Harriet Tubman Warns "Kill the Snake Before It Kills You" (with text supports)
Language
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English
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American Social History Project / Center for Media and Learning
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An account of the resource
Harriet Tubman was among the best known conductors of the Underground Railroad, a network of enslaved people, free blacks, and white sympathizers that assisted thousands of runaway slaves escape north. During the Civil War, Tubman offered her services to the Union army, first as a nurse and cook, and later as an armed scout and spy. In the allegory below, Tubman warns that the Confederacy would never be defeated unless slavery was defeated first. Tubman could not read or write, but her words were written down by Lydia Maria Child, a white abolitionist and women’s rights activist from Massachusetts. Child met Tubman in a Union camp in Hampton, Virginia where both women volunteered helping “contraband” slaves.
Creator
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Harriet Tubman
Source
A related resource from which the described resource is derived
Letter from Lydia Maria Child to John G. Whittier, January 21, 1862, in Letters from Lydia Maria Child (Boston: Houghton Mifflin, 1882), 161.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1779, 1760, 1387
Date
A point or period of time associated with an event in the lifecycle of the resource
1862
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Slavery and Abolition
Abraham Lincoln
Civil War
Harriet Tubman
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/a-union-army-captain-testifies-before-the-freedmen’s-commission-text-supports_c528bb41bb.pdf
6498573ddce8938513172a20eb3417ae
Government Document
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A Union Army Captain Testifies Before the Freedmen’s Commission (with text supports)
Language
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English
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In May, 1861, Union General Benjamin Butler offered military protection to runaway slaves in Virginia, declaring them wartime "contraband." In every region touched by the war, African-American men, women, and children flocked to the protection offered by Union encampments. In exchange they provided manual labor and information about local terrain and Confederate troop movements. By the end of the war, nearly a million ex-slaves were under some kind of federal protection, many in the so-called "contraband camps" established by Union commanders beginning in 1862. Life in the camps was often harsh. Provisions for food, clothing, shelter, and medicine were inadequate, given the number of former slaves who sought refuge and the desperate condition in which many of them arrived.
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C.B. Wilder
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Excerpts from testimony of Capt. C.B. Wilder before the American Freedmen's Inquiry Commission, 9 May 1863, National Archives, from University of Maryland History Department, Freedmen and Southern Society Project, http://www.history.umd.edu/Freedmen/wilder.htm
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1387, 1782
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1863
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Civil War and Reconstruction (1861-1877)
Civil War
Emancipation
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/hw0022_a54e32fce8.jpg
6cc06559acc9b06d2001fa1fc6894f61
Omeka Image File
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Bit Depth
8
Channels
3
Height
826
Width
1200
Poster/Print
Original Caption
<p>NEGRO SOLDIERS LIBERATING SLAVES. </p>
<p>GENERAL WILD'S late raid into the interior of North Carolina abounded in incidents of peculiar interest, from which we have selected a single one...the liberation by the negro battalion of the slaves on Mr. Terrebee's plantation. As the reader may imagine, the scene was both novel and original in all its features. General Wild having scoured the peninsula between Pasquotank and Little Rivers to Elizabeth City, proceeded from the latter place toward Indiantown in Camden County. Having encamped overnight, the column moved on into a rich country which was covered with wealthy plantations. The scene in our sketch represents the colored troops on one of these plantations freeing the slaves. The morning light is shining upon their bristling bayonets in the back-ground, and upon a scene in front as ludicrous as it is interesting. The personal effects of the slaves are being gathered together from the outhouses on the plantation and piled, regardless of order, in an old cart, the party meanwhile availing themselves in a promiscuous manner of the Confiscation Act by plundering hens and chickens and larger fowl; and after all of these preliminary arrangements the women and children are (in a double sense) placed on an eminence above their chattels and carted off in triumph, leaving "Ole Massa" to glory in solitude and secession.</p>
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"Colored Troops under General Wild, liberating slaves in North Carolina"
Language
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English
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American Social History Project / Center for Media and Learning
Description
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In this journalistic sketch, a group of African American soldiers liberates a plantation in eastern North Carolina. The troops were the so-called "African Brigade" composed of black recruits from Massachusetts and newly freed contraband slaves from Union-occupied territories of North Carolina. Like all black troops in the Civil War, the African Brigade was led by a white officer, in this case an abolitionist from Massachusetts. Although some Northerners doubted whether freedmen would make effective soldiers, Union officers in the area reported that "recruiting for the African Brigade is progressing lively and enthusiastically...Quite a recruiting fever has seized the freedmen of [New Bern]...Four thousand colored soldiers are counted upon in this [district]." Another officer wrote "One can hardly forget the enthusiasm amongst the negroes of this place..."
Creator
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Unknown
Source
A related resource from which the described resource is derived
<em>Harper's Weekly</em> (Jan. 23, 1864), p. 52; available from <em>The Atlantic Slave Trade and Slave Life in the Americas</em>, Image Reference HW0022.
Rights
Information about rights held in and over the resource
<em><a href="http://hitchcock.itc.virginia.edu/Slavery/Conditions.php" target="_blank">The Atlantic Slave Trade and Slave Life in the Americas</a></em>.
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1
Relation
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1778, 1387
Date
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1864
Coverage
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Civil War and Reconstruction (1861-1877)
African-American Soldiers
Civil War
Emancipation
-
Diary/Letter
Text
Any textual data included in the document.
[The North] may send the flower of their young men down South, to die of the fever in the summer, and of the ague in the winter. They may send them one year, two year, three year, till they tired of sending, or till they use up all the young men. All no use!...
God won’t let Master Lincoln beat the South until he does right thing. Master Lincoln, he’s a great man, and I’m a poor Negro but this Negro can tell Master Lincoln how to save money and young men. He can do it by setting the Negroes free. Suppose there was an awful big snake down there on the floor. He bites you. Folks all scared, because you may die. You send for doctor to cut the bite; but the snake rolled up there, and while doctor is doing it, he bites you again. The doctor cuts out that bite; but while he’s doing it, the snake springs up and bites you again, and so he keeps doing it, till you kill him. That’s what Master Lincoln ought to know.
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Title
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Harriet Tubman Warns "Kill the Snake Before It Kills You"
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Harriet Tubman was among the best known conductors of the Underground Railroad, a network of enslaved people, free blacks, and white sympathizers that assisted thousands of runaway slaves escape north. During the Civil War, Tubman offered her services to the Union army, first as a nurse and cook, and later as an armed scout and spy. In the allegory below, Tubman warns that the Confederacy would never be defeated unless slavery was defeated first. Tubman could not read or write, but her words were written down by Lydia Maria Child, an abolitionist and women's rights activist from Massachusetts. Child met Tubman in a Union camp in Hampton, Virginia where both women volunteered helping "contraband" slaves.
Creator
An entity primarily responsible for making the resource
Harriet Tubman
Source
A related resource from which the described resource is derived
Letter from Lydia Maria Child to John G. Whittier, January 21, 1862, in <em>Letters from Lydia Maria Child</em> (Boston: Houghton Mifflin, 1882), 161.<br />
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1
Relation
A related resource
1779, 1772, 1387
Date
A point or period of time associated with an event in the lifecycle of the resource
1862
Coverage
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Civil War and Reconstruction (1861-1877)
Civil War
Emancipation
Harriet Tubman
-
Hyperlink
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URL
http://picturinghistory.gc.cuny.edu/?p=1045
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Another View of the "Statue of Emancipation"
Language
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English
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American Social History Project / Center for Media and Learning
Description
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Even as the dramatic events of the Civil War were unfolding, artists and sculptors struggled to depict emancipation. After the war, as local communities and the nation attempted to memorialize the conflict and the transformation of four million people from slaves to free people, this artistic failing had significant consequences in shaping the memory of the war and why it was fought. Historian Josh Brown discusses early attempts, successful and unsuccessful, to depict "who freed the slaves" in sculpture.
Creator
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Josh Brown
Source
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Picturing U.S. History: An Interactive Resource for Teaching with Visual Evidence
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Civil War
Emancipation
-
https://shec.ashp.cuny.edu/files/original/downs_why_nonowners_fought_8186787ae5.mp3
7cf77a6feff5f99d470a8b9d72c4341b
Podcast
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5:37
Speaker
Greg Downs
Producer
Name (or names) of the person who produced the video.
Maceo June
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Why Non-Slaveholders Fought for the Confederacy"
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Historian Greg Downs describes the motivations that drove non-slaveholding white Southerners to fight for the Confederacy and to protect slavery.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1380
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Slavery and Abolition
Civil War