Virtual Debate: Women and the
Confederate War Effort.
No Classroom Meeting Today.
Read the article by Drew Gilpin Faust, "Altars of Sacrifice: Confederate Women and the Narratives of War" [JSTOR] Journal of American History 76 (Mar. 1990), 1200-1228.
There is no need for prior collaboration. If you are one of the active debate team members you may post your advocacy arguments to the course workspace any time until 9:00 PM today. Jury members need to vote for one team or the other (no split voting allowed), and should provide a sentence or two explaining their vote. Jury members should not vote before 9:00 PM today but may vote as late as midday tomorrow.
Team 1 (last names starting with A-E): Confederate women's sense of betrayal eventually alienated them from the Southern war effort. As the war continued, elite women fell further into denial and self-absorption, and felt increasingly betrayed by hollow male promises of protection and adoration. This was a significant factor in Confederate defeat.
Team 2: Confederate women were essential to the war effort from beginning to end. There is no evidence that female alienation undermined Confederate military activities.
Team 3: (last names starting with O-Z): Jury
A General's Place in History.
No Classroom Meeting Today.
Read Charles Royster, The Destructive War, pp. 68-78, in
preparation for discussion in class. (This book is on one hour reserve in
Furman Library.)
View the USMA map of The Valley Campaign.
There is no need for prior collaboration. If you are one of the active debate team members you may post your advocacy arguments to the course workspace any time until Noon today. Jury members need to vote for one team or the other (no split voting allowed), and should provide a sentence or two explaining their vote. Jury members should not vote before Noon today but may vote as late as midday tomorrow.
Team 1 (last names starting with A-E): Jury
Team 2: (last names starting with F-N): Jackson was a distinguished leader who changed minds and inspired the Confederate war effort far beyond its objective capacity.
Team 3: (last names starting with O-Z): Jackson was a poor leader, caught up in his own paradoxes and driven to leadership choices that hastened Confederate defeat.
Lee in Biography and Memory.
No Classroom Meeting Today.
Read Alan T. Nolan, Lee Considered, pp. 73-106, (on one-hour reserve in Furman Library).
There is no need for prior collaboration. If you are one of the active debate team members you may post your advocacy arguments to the course workspace any time until Noon today. Jury members need to vote for one team or the other (no split voting allowed), and should provide a sentence or two explaining their vote. Jury members should not vote before Noon today but may vote as late as midday tomorrow.
Team 1 (last names starting with A-E): Lee was a brilliant general whose conduct during the war made him the most exemplary and effective Confederate military leader.
Team 2: (last names starting with F-N): Jury.
Team 3: (last names starting with O-Z): Lee has been greatly over-rated as a leader.
Shiloh and the Confederacy's Spring
Crisis.
Look at the USMA maps of the Battle of Shiloh on 6 April 1862, and 7 April 1862 Using the Shiloh Battlefield Park's Monument Location System, make a comparative evaluation of
the state monuments for Iowa, Kentucky, Alabama, and one other state of your
own choice. You may optionally browse the monuments for individual units.View
an image of the new (June 2005) Tennessee State monument.
The Seven Days and Pope's Hard War.
Read Burton, Age of Lincoln, pp. 155-161: (first paragraph).
Read General McClellan's Message to the Soldiers of the Army of the Potomac 2 June
1862. Read General Longstreet's Message to his Soldiers Defending Richmond (17 June
1862). View the USMA map of the Seven Day's Battles.
Read the article by Daniel Sutherland, "Abraham Lincoln, John Pope, and the Origins of Total
War," Journal of Military History LVI (Oct. 1992), 567-586.
[You must have access to the Furman network to read the electronic version].
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Note: The instructor reserves the right to change any provisions, due dates, grading percentages, or any other items without prior notice. All assignments on this schedule are covered under the university's policy on plagiarism and academic integrity. See the syllabus statement for further details. This page was last updated on 3/31/2008.