1. What was life in the army like for an African-American soldier during the Civil War? How was this experience similar to or different than the experience of a white soldier?
2. How can we use primary and secondary sources to evaluate the information presented in the movie “Glory?”
II. New Jersey Core Curriculum Standards
6.1;A.1-3,8.
1. Analyze how historical events shape the modern world.
2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.
6.4;G.1
1. Analyze key issues, events, and personalities of the Civil War period, including New Jersey's role in the Abolitionist Movement and the national elections, the development of the Jersey Shore, and the roles of women and children in New Jersey factories.
III. Introduction
“By the end of the Civil War, roughly 179,000 black men (10% of the Union Army) served as soldiers in the U.S. Army and another 19,000 served in the Navy. Nearly 40,000 black soldiers died over the course of the war - 30,000 of infection or disease. Black soldiers served in artillery and infantry and performed all noncombat support functions that sustain an army, as well. Black carpenters, chaplains, cooks, guards, laborers, nurses, scouts, spies, steamboat pilots, surgeons, and teamsters also contributed to the war cause. There were nearly 80 black commissioned officers. Black women, who could not formally join the Army, nonetheless served as nurses, spies, and scouts, the most famous being Harriet Tubman, who scouted for the 2nd South Carolina Volunteers.” (source: http://www.archives.gov/education/lessons/blacks-civil-war/)
In this lesson, students will examine the role African-Americans soldiers played in the Civil War. They will understand the contributions they made and the difficulties they faced. Students will also use the movie “Glory” to enhance their learning and also to further investigate the validity of sources.
IV. Strategy
A. Use the following quotes to introduce the role of African-American soldiers in the Civil War and begin a discussion about the reasons African-Americans would want to join the fight and some of the hardships they may have faced.
“Once let the black man get upon his person the brass letter, U.S., let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship.” – Frederick Douglass.
“Will the slave fight? If any man asks you, tell him “no”... But, if anyone asks you, will a Negro fight? Tell him YES!” — Wendell Phillips.
B. Show the 10-minute video clip from the movie “Glory.” The included scenes show the African-American soldiers of the 54th Massachusetts receiving their uniforms after much delay, being told they would not be paid the same amount as white soldiers, and passing by African-American children. Students should focus on the following questions while watching the clip:
1. Why would receiving shoes and uniforms be so important to the soldiers?
2. Why wouldn’t the soldiers be paid the same amount as white soldiers?
3. What does Morgan Freemen tell the African-American children he passes?
Note: If you are very, very patient and have the necessary software, the clip will load here.
C. Discuss the students’ answers to the above questions.
D. Have the students use primary and secondary sources to further explore the issues encountered in the clip. What information can be validated? What information needs to be modified?
1. The National Archives has the following relevant information online:
a. War Department orders creating U.S. Colored Troops:
http://www.ourdocuments.gov/doc.php?doc=35
b. A letter concerning a soldiers’ refusal to accept inferior pay: http://www.archives.gov/education/lessons/blacks-civil-war/equal-pay.html
c. A letter concerning black POWs:
http://www.archives.gov/education/lessons/blacks-civil-war/black-pows.html
d. Harry Truman’s orders to integrate the armed forces:
http://www.archives.gov/education/lessons/blacks-civil-war/images/executive-order-equal-rights-1.jpg
2. PBS has the following website on Robert Gould Shaw:
http://www.pbs.org/civilwar/classroom/pdf/lesson_shaw.pdf
3. Episode 5 of Ken Burns' Civil War documentary also discusses the impact of black troops during the Civil War.
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