1
10
27
-
https://shec.ashp.cuny.edu/files/original/c3e37846e59e1582115ab48abfa6cb6c.gif
9645cb534e8ce2314d634d3d1ecba462
Photograph
Dublin Core
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Title
A name given to the resource
Harlem Hellfighters Regimental Band
Subject
The topic of the resource
Immigration and Migration
Description
An account of the resource
The Fifteenth Infantry Regiment (Colored) of the New York National Guard—popularly known as the "Harlem Hellfighters"—was formed in Harlem in 1916 to help the U.S. war effort during World War I. One of its members, James Reese Europe, was charged with the task of forming a regiment band. Europe, a seasoned musician and bandleader, convinced his commanding officer to let him expand the normal size of a regiment band and to make a special recruiting visit to Puerto Rico. By the time the regiment deployed for France in late 1917, nearly one half of the 40-piece band was Puerto Rican. Once in Europe, they wowed British and French audiences unused to the syncopated rhythms in which the band's members specialized.<br /><br />The Hellfighters were also recognized for their bravery on the battlefield, and many of them were awarded the French <em>croix de guerre</em>, or war cross, for distinguished service. When the war ended, the Harlem Hellfighters received a hero’s welcome as the first New York regiment to parade as veterans of the Great War. After the war, one of the band’s members, Rafael Hernández MarÃn, went on to become arguably the most important composer of Puerto Rican popular music in the 20th century.
Creator
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Unknown
Source
A related resource from which the described resource is derived
U.S. War Department, "[African American] Jazz Band and Leader Back with [African American] 15th New York," Underwood & Underwood, 1919, American Unofficial Collection of World War I Photographs, 1917-1918, Record Group 165, National Archives, https://research.archives.gov/id/533506.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
African-American Soldiers
Puerto Rican Migration
World War I
-
Article/Essay
Text
Any textual data included in the document.
<p>For most of the 160 years since the Civil War was fought, what was considered important about ordinary soldiers was <em>that</em> they fought, not what they <em>fought for</em>. In order to promote sectional harmony and reconciliation between North and South after the war, political and social leaders emphasized the valor of soldiers on both sides of the conflict. They chose to remember shared experiences and values like service, military strength, and sacrifice, rather than focusing on the very different political, social, and moral causes for which Civil War soldiers fought. We think, however, that it is critically important to understand why men (and occasionally women) joined their respective armies and engaged in such a long, bloody, and costly conflict. It is clear from soldiers' letters and actions that competing ideas of race, class, and citizenship were central to the conflict. </p>
<p>One of the enduring questions about soldiers' motivations in the war is <a href="../../../items/show/1748" target="_blank" rel="noreferrer noopener">why did so many non-slaveholding white southerners join the Confederate cause</a>? While it is true that a nascent Southern nationalism played a role for some, understanding the motivations of non-elite white southerners opens a window into mid-nineteenth century ideas about social mobility, class, and race. For white southerners, to get ahead meant to purchase a slave, build up capital, purchase more enslaved people, and to strive towards the economic, social, and political power of the plantation-owning gentry. This is why so many southerners struck out for cheaper lands in newly opened territories, bringing enslaved people and rending enslaved communities in the East, during the 1820s and 1830s; it is why so many supported the war with Mexico in the 1840s and fought bloody conflicts in Kansas in the 1850s. They hoped that new lands would offer new opportunities to get in the slave-holding, plantation-buidling game. This truth about social mobility in the antebellum South, and its dependence on the enslavement of black Americans, explains the quick and fierce loyalty to the Confederate cause on the part of so many poor whites: they fought to preserve slavery in order to preserve their chance to climb the social and economic ladders of their world. Looking at the motivations of white southern soldiers helps students understand the antebellum society they fought to maintain.</p>
<p>When we teach about the motivations of ordinary soldiers, we also see that the North was far from unified in its support for the war. Many disagreed with President Lincoln's aims throughout the conflict—to some he was a tyrant, pushing the nation into a war it did not want, while for others, Lincoln's desire to "preserve the union" did not go far enough in guaranteeing the end of slavery and the citizenship of African Americans. The issuance of the National Conscription Act in 1863 stoked class tensions, as poor and working-class men, many of them immigrants, were drafted into the Union army. Further inflaming tensions was the law's provision that allowed anyone who could pay $300 to avoid military service. In July 1863, violent anti-draft riots broke out in New York City, where a mostly working-class Irish immigrant contingent burned and looted the Colored Orphans Asylum and the draft office, and lynched African Americans. At least a dozen were killed before the riot was quelled by the arrival of Union troops, weary from their recent battle at Gettysburg. The draft riots underscore that deep divisions of race and class were alive and well in the North, as well as the South, and that the war, rather than solving these problems, exacerbated them.</p>
<p>In <a href="../../../items/show/709" target="_blank" rel="noreferrer noopener">an 1864 letter to Abraham Lincoln</a>, James Shorter, writing on behalf of his fellow soldiers in the 55th Massachusetts regiment, summarized the motivations of many black soldiers: "We came to fight For Liberty justice & Equality" [<em>sic</em>]. Although initially denied the opportunity to serve in the Union army, African Americans continually put pressure on government and military leaders to enlist black soldiers. After they were finally allowed to join, more than 200,000 black men signed up. Hundreds, perhaps thousands, refused to accept lower wages than white soldiers were paid. In their letters and acts of protest, black soldiers repeatedly claimed that they were entitled to equal and fair treatment to white soldiers. Further, they affirmed their right to enjoy the full privileges of citizenship because of their shared participation in the military struggle. Black soldiers often pointed out that they did not passively wait for freedom to be granted but, as soldiers, helped to win the war that ended slavery.</p>
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
Background Essay on Why They Fought
Description
An account of the resource
This essay explores the motivations of soldiers on both sides of the U.S. Civil War.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
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
Rights
Information about rights held in and over the resource
ASHP
African-American Soldiers
Civil War
New York City Draft Riots
-
https://shec.ashp.cuny.edu/files/original/aw_coloredtroopsnc_035337ce8a.pdf
7b2ee81b8174344e168e4f17c5858e7f
Worksheet
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Title
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Analysis Worksheet: "Colored Troops Under General Wild, liberating slaves in North Carolina"
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
This worksheet helps students analyze an 1864 sketch of African-American troops, many of whom were former slaves, liberating slaves on a North Carolina plantation.
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, 2011.
Rights
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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
A related resource
1767, 1387
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)
African-American Soldiers
Civil War
Reading Supports
-
https://shec.ashp.cuny.edu/files/original/aw_beforeandafter_9be1c9aff3.pdf
8e894a91a5f18e7a5fba43debf7da4ad
Worksheet
Dublin Core
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Title
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Analysis Worksheet: Before-and-After Photographs of a Union Recruit
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
This worksheet helps students analyze Civil War photographs of a former slave who joined the Union military.
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, 2011.
Rights
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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
A related resource
1065, 1387
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)
African-American Soldiers
Civil War
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>
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
"Colored Troops under General Wild, liberating slaves in North Carolina"
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
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
An entity primarily responsible for making the resource
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>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1778, 1387
Date
A point or period of time associated with an event in the lifecycle of the resource
1864
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)
African-American Soldiers
Civil War
Emancipation
-
Government Document
Text
Any textual data included in the document.
<p>The most valuable and reliable information of the enemy’s movement in our vicinity that we have been able to get derived from Negroes who came into our lines.... </p>
<p>They will submit to any privation, perform any duty, incur any danger. I know an instance in which four of them recently carried a boat from Rappahannock River, passing through the enemy’s pickets successfully, to the Potomac and crossed over to my camp and reported themselves there. They gave us information of the enemy’s force which was communicated to headquarters; a service upon which it would be difficult to fix a price. These services rendered by these men are known to the soldiers, and contribute, I presume, largely to the sympathy they feel for them.... </p>
<p>There was one case in the 5th regiment where a man named Cox claimed some slaves. He was very badly treated by the soldiers. He came there with an order from the division headquarters for two or three slaves. He pointed out who they were and undertook to take them away; but the soldiers pounced upon him and beat him severely.... He went away without his slaves.</p>
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
A Union Army General Describes the Impact of Contraband Slaves
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
In the testimony that follows, a general tells Congress how contraband slaves served his army and had a dramatic impact on the way Union soldiers thought about slavery and freedom.
Creator
An entity primarily responsible for making the resource
Daniel E. Sickles
Source
A related resource from which the described resource is derived
Testimony of General Daniel E. Sickles before the Joint Committee on the Conduct of the War, 37th [U.S.] Congress, Third Session, 1862.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
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)
African-American Soldiers
Civil War
-
https://shec.ashp.cuny.edu/files/original/an-army-general-describes-the-impact-of-contraband-slaves_c36f50f798.pdf
9ab92d58dcf2116c203e954a6553afdc
Government Document
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
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A Union Army General Describes the Impact of Contraband Slaves (with text supports)
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
In the testimony that follows, a general tells Congress how contraband slaves served his army and had a dramatic impact on the way Union soldiers thought about slavery and freedom.
Creator
An entity primarily responsible for making the resource
Daniel E. Sickles
Source
A related resource from which the described resource is derived
Testimony of General Daniel E. Sickles before the Joint Committee on the Conduct of the War, 37th [U.S.] Congress, Third Session, 1862.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
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)
African-American Soldiers
Reading Supports
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze primary sources to determine why African-American soldiers fought in the Civil War. Â </p>
</li>
<li>
<p>Students will be able to describe the motivations of black soldiers in the Civil War. </p>
</li>
</ul>
Materials
947, 708, 709, 1491
Historical Context
<p>In January 1863 with the signing of the Emancipation Proclamation, President Lincoln invited African Americans to serve in the Union Army as soldiers for the first time. African Americans responded enthusiastically to Union recruitment; nearly two hundred thousand had enlisted by spring of 1865, nearly eight percent of whom came from slave states. By the end of the war, African-American soldiers comprised ten percent of the Union Army. These new recruits helped ensure that nothing short of universal emancipation would be the outcome of the war. African-American troops distinguished themselves in the war and gained the respect of white officers and soldiers as they helped determine the outcome of key battles. </p>
<p>Nevertheless, African-American soldiers felt the effects of continuing racism as they were kept in segregated camps, given the most menial jobs, treated as inferiors, and paid less than white soldiers. Widespread protests against pay inequity compelled the War Department to equalize wages in June 1864. In the process many black soldiers realized that their fight was not only against southern slavery, but against northern discrimination as well.</p>
Lesson Plan Text
<p><strong>Step 1:</strong> Divide students into small groups of 2-4. Â Have students read through all of the letters once to get an initial impression of their topics, issues, and language; the teacher may choose to read aloud all the letters with the entire class. Then, in their groups, students should each select one or two letters to analyze more closely. Make sure that each letter has been selected by at least one person in the group.</p>
<div>
<p><strong>Step 2:</strong> Have students read through the letters carefully and take notes to answer the questions in the Letter Analysis worksheet. Â Ask students to note other questions they may have about the letters, the authors' use of language, and the authors' descriptions of soldiers' experiences. Â </p>
</div>
Dublin Core
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
"In Defense of My Race and Country": African-American Soldiers on Why They Are Fighting
Description
An account of the resource
In this activity students read three letters written by African-American soldiers during the Civil War to determine why black soldiers felt compelled to join the Union Army.
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, 2009.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br /><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-No Derivative Works 3.0 Unported License</a>.</div>
</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
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 Rights and Citizenship
African-American Soldiers
Civil War
Group Work
Making Connections
-
Speech
Transcription
Any written text transcribed from a sound.
<p>"I sympathize deeply," said Dr. Harris, “in the objects of this Society. I fought, my hearers, for the liberty which you enjoy. It surprises me that every man does not rally at the sound of liberty, and array himself with those who are laboring to abolish slavery in our country. The very mention of it warms the blood in my veins, and, old as I am, makes me feel something of the spirit and impulses of ’76.</p>
<p>"Then liberty meant something. Then, liberty, independence, freedom, were in every man's mouth. They were the sounds at which they rallied, and under which they fought and bled. They were the words which encouraged and cheered them through their hunger, and nakedness, and fatigue, in cold and in heat. The word slavery then filled their hearts with horror. They fought because they would not be slaves. Those whom liberty has cost nothing, do not know how to prize it.</p>
<p>"I served in the Revolution, in General Washington's army, three years under one enlistment. I have stood in battle, where balls, like hail, were flying all around me. The man standing next to me was shot by my side—his blood spouted upon my clothes, which I wore for weeks. My nearest blood, except that which runs in my veins, was shed for liberty. My only brother was shot dead instantly in the Revolution. Liberty is dear to my heart—I cannot endure the thought, that my countrymen should be slaves.</p>
<p>"But I have another object in view in stating these facts. I would not be trumpeting my own acts; the only reason why I have named myself in connection with this transaction is, to show that I know whereof I affirm. There was a black regiment in the same situation. Yes, a regiment of negroes, fighting for our liberty and independence,—not a white man among them but the officers,— stationed in this same dangerous and responsible position. Had they been unfaithful, or given way before the enemy, all would have been lost. Three times in succession were they attacked, with most desperate valor and fury, by well disciplined and veteran troops, and three times did they successfully repel the assault, and thus preserve our army from capture. They fought through the war. They were brave, hardy troops. They helped to gain</p>
<p>"Now, the war is over, our freedom is gained—what is to be done with these colored soldiers, who have shed their best blood in its defence? Must they be sent off out of the country, because they are black? or must they be sent back into slavery, now they have risked their lives and shed their blood to secure the freedom of their masters? I ask, what became of these noble colored soldiers? Many of them, I fear, were taken back to the South, and doomed to the fetter and the chain.</p>
<p>"And why is it, that the colored inhabitants of our nation, born in this country, and entitled to all the rights of freemen, are held in slavery? Why, but because they are black? I have often thought, that, should God see fit, by a miracle, to change their color, straighten their hair, and give their features and complexion the appearance of the whites, slavery would not continue a year. No, you would then go and abolish it with the sword, if it were not speedily done without. But is it a suitable cause for making men slaves, because God has given them such a color, such hair and such features, as he saw fit?"</p>
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/.
Type
The nature or genre of the resource
Speech
Title
A name given to the resource
A Revolutionary Veteran Describes African-American Soldiers
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
A white veteran of the Revolutionary War, known only as "Dr. Harris," delivered this speech before the Congregational and Presbyterian Anti-Slavery Society in New Hampshire in 1842.
Creator
An entity primarily responsible for making the resource
Dr. Harris
Source
A related resource from which the described resource is derived
In William Cooper Nell, <em>The Colored Patriots of the American Revolution</em> (1855; reprint, New York: Arno, 1968), 128-131.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1842
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Revolution and New Nation (1751-1815)
African-American Soldiers
Revolutionary War
-
https://shec.ashp.cuny.edu/files/original/coloredcitizens_e203e658a4.png
823aa4b32651d79ceb3e0210dc7d28ec
Omeka Image File
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Width
899
Height
567
Bit Depth
8
Poster/Print
Dublin Core
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Type
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Poster/Print
Title
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"Colored Citizens, To Arms!"
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
This 1864 poster was used to recruit African-American soldiers for the 20th Regiment, U.S. Colored Troops, a Union Army regiment based in New York state. The poster offers the lure of an up-front payment of $375 plus an additional $10 for anyone signing up, but likely more persuasive was the sentiment borne by the stern-looking eagle: "Who would be Free, Himself must Strike the Blow!" Such recruitment efforts were met with an enthusiastic reception by African-American men of fighting age, with thousands enlisting after legislation was passed allowing them to serve in 1863.
Creator
An entity primarily responsible for making the resource
Francis & Loutrel
Source
A related resource from which the described resource is derived
Recruiting Poster, 20th Regiment, U.S. Colored Troops, c. 1864, broadside, ink on paper (New York: Francis & Loutrel, Stationers & Steam Printers).
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1864 (Circa)
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)
African-American Soldiers
Civil War