History 326: Civil War: Slavery to Civil Rights

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History 326: Civil War: Slavery to Civil Rights

California Lutheran University TTH 12:25-2:05

Dr. Michaela Reaves Peters 104 493-3381



1. Course description: The seminar will explore in depth the decades that led up to the War

Between the States and the decades directly after the conflict, through class lectures and

discussions, videos, primary sources research, student presentations, an enactment, web

interactive assignments and intensive writing assignments.

  1. Objectives:


1. to understand the "road to war" from the earliest sectional differences present in the

17th century to the last fateful decade of the 1850's.

2. to explore the results of the war as it affected both national politics and

national culture, specifically civil rights.

3. to improve the academic writing skills of the student through prepared writing,

journal entries and oral/written presentations, and fulfill the upper division writing

requirement of the General Education requirements, which equals sixteen pages of

writing and includes peer reviews..

  1. to develop a better knowledge of the internet and web based learning

  2. requirements which means the more than 50% of the class will be devoted to issues of ethnicity.

  3. to integrate knowledge and assess demographic data into a composite picture of a community.

  4. to acquire a working base of knowledge of the war and battles themselves, including the geography of the area.

  5. to enjoy the topic and enrich the student’s life

The following CLU Educational Objectives are addressed in this course:

  • Development of Critical thinking skills in Objectives 2, 3, 4, 5, 6, and 7.

  • Communication Skills in objective 8;

  • Written communication skills as reflected in the four analysis papers based on primary sources

  • Information literacy

  • Historical, cultural and global perspectives

As outlined in the CLU History Departmental Goals, students who successfully complete this course will:

  • Analyze and comprehend primary source texts

  • Use periodization and chronology as organizing principles

  • Demonstrate knowledge of major historical events and their significance

3. Course requirements:

1) Come to class and participate.

2) Complete the readings.

3) Complete the midterm and final.

4) Complete two web-based assignments (minimum 5 pages)

  1. Complete one movie/book comparison (5-7 pages)

  2. Complete an essay on , “Why they fought…”based on primary source information from the

web sites. (5-7 pages)

  1. Evaluation:

The History Department uses a 12 point grading scale on written assignments: 12=A, 11=A-, 10=B+, 9=B, 8=B-, 7=C+, 6=C, 5=C-, 4=D+, 3=D, 2=D-, 1=F, No paper or plagiarism = 0
Objective tests will be graded on a percentage basis and converted to the 12 point scale by letter grade. A=94-100%, A-=90-93%, B+=87-89%, B= 84-86%, B-=80-83%, C+=77-79%, C=74-76%, C-=70-73%, D+=67-69%, D=64-66%, D-=60-63%. 59% and below fails the test. Do not plan on “curved” grades!





1. Midterm Exam Oct. 23

20% scantron/essay

Percentage grading

2. Final Exam Dec. 16

20% scantron/essay

Percentage grading

3. Voices of Slavery

DUE Sept. 23

4. Valley of the Shadow

DUE Oct. 14

10% Web-based
10% Web-based

12 point scale
12 point scale

5. Why They Fought

Peer review Nov. 4

DUE Nov.11
6. Book Review

Peer review Dec.2

Due Dec. 9

10% attached to syllabus

10% attached to syllabus

12 point scale

12 point scale

7. Attendance (includes re-enactment/museum scavenger hunts)

8. In-class Assignments

10% On the second missed class the grade drops to a "B", 4th=C, 6th= D, 8th=F

10% for quikwrites, etc. SPEAKER review

NOTE: As always, an "A" requires the student go "above and beyond" the assignments in terms of research and sources. The McPherson book is a fine source as are the other PBS videos, II through VIII, all of which are available in the CLU Library.


***Papers are thesis driven. They need to be in 10 or 12 pt and have a one inch margin all around. Drop the first page down one third. DO NOT use a block format and skip lines between paragraphs. Omit ALL first person and contractions. This is a serious sample of academic work. The required format is the Chicago style with footnotes or endnotes. For help with citations and format go to Clunet online. Every paper MUST have a works cited list or bibliography. Further questions on format will be elaborated on in class. ALL papers must be submitted on Turnitin, if they are to be graded

RUBRIC: All papers are strictly graded on several criteria.

  1. English grammar, usage, and spelling

  2. Research and documentation (Chicago Humanities style)

  3. Reasoning and presentation of argument

To earn an “A” a paper must have few, if any, errors in category one. In addition, each paper must have a minimum of five reputable sources. The clarity, assumptions, and critical thinking displayed in the paper are the final level of the grade. In other words, a flawless paper that does not fulfill the assignment or present a thorough and competent argument will not earn an “A”.

Academic Honesty Statement:
The educational programs of California Lutheran University are designed and dedicated to achieve academic excellence, honesty and integrity at every level of student life. Part of CLU’s dedication to academic excellence is our commitment to academic honesty. Students, faculty, staff and administration share the responsibility for maintaining high levels of scholarship on campus. Any behavior or act which might be defined as “deceitful” or “dishonest” will meet with appropriate disciplinary sanctions, including dismissal from the University, suspension, grade F in a course or various forms of academic probation. Policies and procedures regarding academic honesty are contained in the faculty and student handbooks.
Plagiarism, cheating, unethical computer use and facilitation of academic dishonest are examples of behavior which will result in disciplinary sanctions. Plagiarism includes, but is not limited to:

  • word for word copying without using quotation marks or presenting the work as yours

  • using the ideas or work of others without acknowledgement

  • not citing quoted material. Students must cite sources for any information that is not either the result of original research or common knowledge. 


California Lutheran University is committed to providing reasonable accommodations in compliance with ADA of 1990 and Section 504 of the Rehabilitation Act of 1973 to students with documented disabilities.  If you are a student requesting accommodations for this course, please contact your professor at the beginning of the semester and register with the Accessibility Resource Coordinator, Wendy Perkins, for the facilitation and verification of need.  The Accessibility Resource Coordinator is located in the Center for Academic and Accessibility Resources (CAAR) Office in the Pederson Administration building, and can be contacted by calling 805.493.3878 or emailing wperkins@callutheran.edu


For assistance with Blackboard, email, or Web Advisor, please contact the help desk at (805) 493-3698 or helpdesk@callutheran.edu. For Blackboard tutorials, please go to the following link: http://ondemand.blackboard.com/students.htm. For personal assistance with Blackboard only, please contact Eileen Leese at (805) 493-3927 or eleese@callutheran.edu.

TEXTS: It is strongly suggested that each student read ALL of the texts. However, only specific readings are assigned and those, in conjunction with material presented in class are the "testable" requirements.

James McPherson Ordeal by Fire 4th ed.

Goodheart, Brown and Rabe: Slavery in American Society 3rd edition, 1993.

One other non-fiction book to be purchased online.

DOWNLOAD APP: Civil War Truce

https://itunes.apple.com/us/app/civil-war-truce/id888795820?mt=8 or http://www.civilwartruce.com/



WARNING: This class is difficult, but fun! If you do not intend to work hard, you may want to consider taking another class. On my Eres account you will find multiple links and the Home page for this class. They are designed for your use so utilize them.
Homework assignments are designated by asterisks.

NOTE: The reading assignments are about one hundred pages a week (that would be thirty three pages on three meeting days).

Week 1 Sept. 4 Pretest, Settlement

Read Slavery-Patterson and Genovese
Source: http://www.pbs.org/wgbh/aia/part1/index.html

Synthesis: English colonies initially developed in three specific areas: the Chesapeake, the West Indies, and New England. What did these societies have in common? In what ways did they differ? How have historians attempted to explain the “peculiarities” of English settlers as opposed to Spanish or French colonists?
Week 2 Sept. 9 Origins of Slavery

Read McPherson ch. 1-2

Source: http://www.historyteacher.net/GlobalStudies/Africa_EarlyHistory.htm

Synthesis: Discuss the “new slavery” that emerged in the 15th and 16th centuries. What nations were involved? What were the reasons for the slave trade? How did it affect African societies and politics? How did the “new slavery” differ from previous slavery?
Week 3 Sept. 16 Ways of Life

Firebell in the Night

Voices of Slavery questions DUE Sept. 23

Read. Slavery-Fogel, Morgan and Berlin

Testimony of an Irish Slave Girl by Kate McCafferty (2003) 1580 Sept. 18

Source: http://innercity.org/holt/slavechron.html

Synthesis: North and South during the antebellum period were often seen as two distinct nations having very little in common. To what extent was this true? How did the Revolutionary generation either rectify or reinforce this perception? What role did economics and geography play? Explain.
***September 20 Optional Event. See November
Week 4 Sept. 23 Sectionalism

PPT Comparative Cultures

Amistad -Ship of Slaves

Read McPherson, 5-6, Slavery-Levine, Kiple and Kulikoff

Myne Owne Ground” by T. H. Breen and Stephen Innis (2005) 1650 September 25

Source: http://www.slaveryinamerica.org/
Synthesis: How did a nation based on the notion that “all men are created equal” acquiesce to the “peculiar institution?” Trace the political developments of this institution from the Declaration of Independence. In the face of this “development” why were there so few uprisings in the South? Why was the Nat Turner Rebellion so devastating?
Week 5 Sept. 30 Strife

Worksheet #1 9-28

Roots of Resistance

Read McPherson ch. 7-8, Slavery Gutman and Fox-Genovese

Ann Orthwood’s Bastard by John Ruston Pagan 1663 October 2

Source: http://www.nationalgeographic.com/features/99/railroad/

Synthesis: Synthesis: Explain the southern proslavery argument, and account for why it continued despite abolitionist criticism. Why did southerners increasingly defend slavery as a positive good rather than simply as a necessary evil?

Week 6 Oct. 7 1840’s and 1850’s

PPT Matson case

Read McPherson ch. 9-12

Sins of the Fathers by The Ultimate Civil war 150th edition

Cry Liberty: The Great Stono River Slave Rebellion by Hoffer (2011) 1739 October 9

Source: http://www.pbs.org/civilwar/

Synthesis: : During the 1830’s and 1840’s, the slavery and expansion issues became intertwined. Explain how and why that occurred. Why did the racial, ethnic, and sectional divisions in the United States deepen during the 1840’s?
Peter A. Coclanis : The Globalization of Agriculture: A Cautionary Note from the Rice Trade

REQUIRED--October 9 Lundring Center 7:00 pm
Week 7 Oct. 14 1859-60

Read McPherson, ch. 13 and 14


Valley of the Shadow questions DUE October 14

Mr and Mrs. Prince by Gretchen Holbrook Gerzina (2009) 1770 October 16

Source: http://sunsite.utk.edu/civil-war/warweb.

Synthesis: From your last two assignments detail the daily life of a plantation slave. What were the characteristics of the enslaved person’s diet and health, and the nature and structure of the slave family. How much practical freedom did an enslaved person enjoy? Was it the same throughout the South? Explain.
Week 8 Oct. 21 And War Came…

Worksheet #2 10/21

Read Slavery-Genovese and Foner

MIDTERM October 23—Bring a scantron

Source: http://www.civilwar.com/

Synthesis: In 1858, William Seward spoke of an “irrepressible conflict” between

slavery and freedom, and Abraham Lincoln announced that the nation could not be “permanently half-slave and half-free.” Both were suggesting that conflict and disunion were inevitable. Were they right? What served as a catalyst or catalysts to the war in the last ten years before the outbreak of war in 1860/61. Could war have been avoided? If so, how? What was the major cause of the war?

Week 9 Oct. 28 The Balance Sheet of War

Civil War overview

Read McPherson, ch. 17, 18, 19

Ties that Bind by Tiya Miles (2005) 1790 October 30

Source: http://www.historyplace.com/civilwar/index.html

Synthesis: McPherson discusses the “balance sheet of war.” When the war began what

were the advantages and disadvantages of both sides. For the South to win, what things had to happen?

Week 10 Nov. 4 Civil War Overview

Peer review of Why They Fought… Nov. 4

Read McPherson, ch. 20, 21, 22.

The Lost German Slave Girl by John Bailey (2003) 1843 November 6

Source: http://www.us-civilwar.com/

Synthesis: Abraham Lincoln faced a “house divided” when he took office in March 1861. Trace the development of Lincoln’s war strategy and his thought processes. Evaluate the successes and failures from 1861-1863. What were his prime difficulties and political problems he faced? How did these affect his decisions? How did the Confederacy face issues like manning and supplying the army, public finance, and political dissent?

Re-enactment November 8 or 9—REQUIRED (Moorpark)


If you CANNOT make this there is an optional event on September 20, 2014

11-4 pm at the Drum Barracks Civil war Museum

“Hispanics in the Civil War” (Los Angeles) http://www.drumbarracks.org/index.php/en/

Please bring back a ticket stub, pictures, and the scavenger hunt.

Week 11 Nov. 11 To Antietam

Battle film

Why They Fought DUE Nov. 11

Read McPherson, ch. 23 and 24.

Celia a Slave by Melton McLaurin (1991) 1850 November 13

Synthesis: In 1861, Lincoln asserted that he had no intention of interfering with slavery where it already existed. Two years later, however, he changed his position and issued the Emancipation Proclamation. Why? What were the practical and ideological considerations? What did the proclamation do, and what did it not do? Did Lincoln free the slaves or did they ultimately free themselves?
Week 12 Nov. 18 The Turning Point

Navy and Gettysburg

Worksheet #3 11-22

Read McPherson ch. 25. 26, and 27

Who Speaks for Margaret Garner by Mark Reinhardt (2010) 1856 November 20

Source: http://www.gettysburg.com/

Synthesis: What were the Union’s most important military victories? What were the Confederacy’s? Describe the circumstances, the military leaders and their strategies? In each case why did the victorious army win? Why was each victory important?
Week 13 Nov. 25 The End of the Confederacy

PPT Minorities


Read McPherson ch. 25, 26, and 27

Thanksgiving Holiday Nov. 27 and 28

A Murder in Virginia by Susan Lebsock (2004) 1895 December 4

Source: http://scriptorium.lib.duke.edu/collections/civil-war-women.html

Synthesis: How did the war affect the status of African-Americans, women, Southern gentry and

northern industrialists? What were the proximal effects? What was the legacy of each?

Week 14 Dec. 2 Reconstruction

Worksheet #4 12-9

Book Review Peer Analysis December 2

Read McPherson, ch. 32 and 33.

A Murder in Virginia by Susan Lebsock (2004) 1895 December 4

Source: http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart5.html


Synthesis: Explain how and why the debate over reconstruction was, in part, a debate between Congress and the President over which branch had the authority to shape and direct reconstruction. Ultimately, legal and constitutional issues had much to do with making and unmaking the Reconstruction. How so?

Week 15 Dec. 11 Civil Rights and Historiography

Book Review DUE December 9

Finish what you did not read…
Source: http://www.religioustolerance.org/slavery.htm

Birth of a Nation reviews:



Synthesis: Discuss the long term results of Reconstruction and Redemption governments. What specific events constitute these two trends in the 19th century? How did this legacy reach into the late 20th century?
Week 16 Dec. 14 FINAL EXAM Tuesday December 16 1:30-3:30

Bring a scantron.





4 unit course, 11 week semester








Readings of

required texts



Over fifteen weeks, uneven distribution

Weekly Classes



Includes exams

Field Trip/Speaker



Average, varies by student

Primary source




Minimum, varies by student

Writing four




Minimum, varies by student over fifteen weeks

Midterm Exam



Average, varies by student

Final Exam



Average, varies by student




What is a Carnegie Hour?

  • Strictly time-based reference for measuring educational attainment used by American universities and colleges.

  • Credit hour in this context is defined as an academic hour or 50 min.

  • Credit unit equals one hour of instructor-led activities and two hours of independent work per week over 15 weeks.

The Calculation: 1 unit = 1 instructor-led hour + 2 independent work hours per week based on 15 week semester so…

4 units= 4 instructor-led hours + 8 independent work hours per week on 15 week semester = 60 instructor-led hours + 120 independent work hours per semester


CLU Writing Center

Our trained, experienced tutors are happy to help CLU undergraduate, ADEP, and graduate students in all stages of the writing process, from generating ideas to refining final drafts. They will actively collaborate with students on ways to improve their writing by asking lots of questions, giving feedback, and demonstrating self-editing strategies that can be applied to future writing tasks. Please go to http://www.callutheran.edu/writing_center/ to register and schedule an appointment

Remember: submit ALL papers on TURNITIN: Class ID: 8496062 Password: reaves2014

    1. Voices from Slavery

Adapted from the Bedford St. Martins web module

Voices from Slavery: The Letters of Hannah Valentine and Lethe Jackson, 1837-1838

History Skill: Interpreting Internet Sources; Media Type: Web Site

Finding historical evidence that documents slave owners' perspectives on slavery is a comparatively easy task. Archives are filled with the papers of slave owners and white observers of slavery during the antebellum period. More difficult to find are the voices of slaves from this period. Slaves left few written records because only rarely were they taught to read, and eventually state laws curtailed even limited literacy training. A rare firsthand account of slave life on a rural Virginia homestead comes to us from the letters of Hannah Valentine and Lethe Jackson, house slaves owned by the Campbell family. These letters are located at the Special Collections Library at Duke University. What can the voices of two women who were slaves tell us about the social experience of slavery, particularly for women and for families?


"Hannah Valentine and Lethe Jackson Slave Letters, 1837-1838," from Duke University.


1. When and why did David and Mary Campbell move to Richmond?

a. In 1837, when David Campbell became governor of Virginia
b. In 1837, when Michael Valentine became governor of Virginia and David and Mary joined him as house servants
c. In 1837, when David and Mary sought refuge from the slave riots that swept rural Virginia
d. In 1865, when David and Mary were freed after the passage of the Thirteenth Amendment

2. The Montcalm homestead in Abingdon was located:

a. in the Tidewater region of Virginia
b. on the outskirts of Richmond, Virginia
c. in the Piedmont region of Virginia
d. in southwest Virginia near the Tennessee border

3. Hannah Valentine and Lethe Jackson:

a.learned to read and write only after they gained their freedom
b. were taught to read and write by Virginia Campbell
c. were taught to read and write by another house slave
d. never learned to read and write
4. Hannah Valentine and Lethe Jackson were similar in that they were both mothers, but they were different in that:

a. Lethe was a house slave and Hannah worked outdoors

b. Hannah was a house slave and Lethe worked outdoors
c. Hannah stayed at Montcalm and Lethe went to Richmond
d. Lethe stayed at Montcalm and Hannah went to Richmond

Short Answer  

1. Resistance to slavery took many forms in antebellum America. Slaves ran away from their masters, lashed out in violence, regulated their work with patterns of deliberate slowdowns, and pretended to be docile. Is there any evidence of resistance to the institution of slavery in the letters of Hannah Valentine or Lethe Jackson? Be specific.

2. The letters in the Campbell Family Collection at the Duke Special Collections Library document some of the daily work undertaken by the slaves at Montcalm. What conclusions can you draw about the kind of farming that was done at Montcalm? How did they function economically?

3. Slave marriages were not legally binding, but most slave unions were extremely durable and were often broken up only by sale. What do the slave letters reveal about slave family relationships?

4. Describe the tone of Hannah Valentine's letter to Mary Campbell of 1838 using specific examples from the manuscript. How would you use this information to document conditions on the plantation?

5. Who created the web site where the Campbell Family Papers are located?  What is in this collection?  How large are the holdings of slave documents, including slave letters?


Adapted from the Bedford St. Martins Web module

Living in the Valley of the Shadow: Augusta County, Virginia, and “The Peculiar Institution” Before, During and After the Civil War  

History Skill: Interpreting Internet Resources; Media Type: Web Sites

The institution of slavery, more than any other single factor, drove the United States towards disunion and Civil War in 1861. Historian Edward Ayers has created a project called Valley of the Shadow, which chronicles how two communities, Franklin County, Pennsylvania, and Augusta County, Virginia, were transformed by the Civil War.  As part of this project, Ayers and his students gathered material about the life of slaves during this period, from the earliest rumblings of secession in the South, to emancipation, to the coming of the Bureau of Abandoned Land and Freedmen to the South. The documents in this collection shed light both on the culture of African Americans, free and slave in the South, and on the slave owner's views of the "peculiar institution."  This module will guide you through some of the information that they have assembled on the web, particularly documents that shed light on the experiences and attitudes of free and enslaved African Americans, slave-owning whites, and whites who did not own slaves. How did the institution of slavery affect everyday life and what were some of the attitudes of ordinary Americans towards slavery?



1. In Augusta County, the vast majority of slave owners owned _________slaves.

a. more than 50 c. more than 20

b. more than 30 d. fewer than 10

2. The former slave narratives of the Works Progress Administration _________.

a. allowed slaves to tape-record their own memories of slavery
b. are written narratives or notes recorded by interviews of mostly elderly people about events long ago
c. included thorough documentation of historical events mentioned in the narratives
d. always included the questions asked to prompt the former slave's answer

3. The writings in Augusta’s newspapers indicated that slave owners _________.

a. rarely searched for missing slaves
b. believed slaves were about to revolt against them
c. believed that African Americans would make good soldiers
d. believed that slaves were rooting for southern victory

4. The Freedmen's Bureau was established to enforce the right of freedmen to _________.

a. vote
b. enter into labor contracts
c. run for political office
d. take over lands not under cultivation

Short Answer  

1. Examine slave owner census records for Augusta County. What is the average size of a slave owner's work force? What skills do slaves possess? What is the average age of male and female slaves in the area? What conclusions do you draw about the nature of the slave economy in this area of Virginia?

2. Examine the WPA narratives and letters, e.g. the Perkins letter. Compare the image of slavery in Augusta County, Virginia, presented in these sources with information presented in public records from the county. What do the differences tell you about the strengths and limitations of the three types of evidence (public records, oral history, and manuscript letters)?

3. Read the newspaper articles from antebellum Augusta County, Virginia. What ideas do the slave owners have about the institution of slavery? How might this ideology about slavery have influenced their attitudes about former slaves after the Civil War?

4. What do the two letters to the Bureau of Refugees, Abandoned Lands and Freedmen [Freedmen’s Bureau] show about the difficulty of transforming the South from a slave to a free-labor economy? What role did the Bureau have in that transition?


The reasons that men fought and died in the Civil War range from altruistic and philosophic commitments to slavery to parochial attitudes fostered by regional affiliation to political ideology and, finally, to racial superiority. In reality, men often risk their lives for much more personal reasons. Using the Civil War Web page you have now read many first hand reports of why men rallied to the cry. In a 5+ page essay, using primary source material, argue, Why they (individuals) fought…” Make sure you do not argue why the war was fought! Other works that might give you ideas include McPherson’s work, entitled Why They Fought (but don’t depend on it!), Stephen Crane’s Red Badge of Courage, and Waverly, Walter Scott’s chivalric novel. Also take a look at the works of Joshua Lawrence Chamberlain, Elisha Hunt Rhodes and Robert Gould Shaw (citations are included in the “Resources” list.)

History skill: Using primary sources, critical and analytic thinking, writing an argumentative paper
SOURCES FOR LETTERS (there are nearly a thousand here).

CLU’s database has an extensive set of letters--a good place to start.
http://sunsite.utk.edu/civil-war/warweb.html Scroll down to private/personal documents.





http://www.homepages.dsu.edu/jankej/civilwar/diaries.htm 100+











There is a tendency in popular culture to assign a definition of minority rights, slavery, discrimination and privilege that reflects the sensibilities of the 21st century rather than the facets of historical details. In this book we will examine scholarly investigations of servitude from 1650-1900. The book choices are:
Testimony of an Irish Slave Girl by Kate McCafferty (2003) 1580 Sept. 18

Myne Owne Ground” by T. H. Breen and Stephen Innis (2005) 1650 September 25

Ann Orthwood’s Bastard by John Ruston Pagan 1663 October 2

Cry Liberty: The Great Stono River Slave Rebellion by Hoffer (2011) 1739 October 9

Mr and Mrs. Prince by Gretchen Holbrook Gerzina (2009) 1770 October 16

Ties that Bind by Tiya Miles (2005) 1790 October 30 The Lost German Slave Girl by John Bailey (2003) 1843 November 6

Celia a Slave by Melton McLaurin (1991) 1850 November 13

Who Speaks for Margaret Garner by Mark Reinhardt (2010) 1856 November 20

A Murder in Virginia by Susan Lebsock (2004) 1895 December 4

History skill: Reading for the main idea, critical analysis, communication skills, and familiarity with book reviews.

The assignment has TWO parts:

  1. An 15” oral power point presentation on your book given throughout the semester as appropriate times. Please note appropriate dates above. There are no “do-overs!”

  2. ESSAY: Write a 5+ page book review of the book you chose. DUE December 9

Historical Themes — the intricacies of Civil War history, how the war impacted the people of that time,

the historical treatment of enslaved persons.
Narrative Themes — caring about an issue that is larger than yourself, the bonds of family, the morality of war, the morality of the law, and the concept of universal versus subjective truths.
Standards of Student Conduct Statements:
The following are excerpts from the CLU’s student handbook, which can be found on the following link: http://www.callutheran.edu/student_life/student_handbook/
University Harassment Policy:
For information on the University’s student harassment policy and rights, please go to the following link: http://www.callutheran.edu/student_employment/student_handbook.php.

Veterans Resources

If you are a veteran, military member, or a family member of a veteran or military member, please refer to Cal Lutheran’s Veterans Resources webpage for important information: http://www.callutheran.edu/veterans/ If you are a veteran receiving benefits and you are struggling in a class, you most likely qualify for free tutoring. Please contact the Veterans Coordinator, Jenn Zimmerman, veterans@callutheran.edu or 805.493.3648.


McPherson, James. Why they Fought (1997) and his new work on Lincoln (2008)

The Impending Crisis, 1848-1861 by David Potter (1976).

Free Soil, Free Labor, Free Men by Eric Foner (1970).

The Causes of the Civil War by Kenneth Stampp (1974) as well as his work And the War Came:

The North and the Secession Crisis, (1950), The Peculiar Institution, (1956).

McPherson, James. Battle Cry of Freedom: The Civil War Era (1988)

The Civil War, A Narrative. (3 vols) by Shelby Foote (1958-1974).

Any and all of Bruce Catton's work.

C. Vann Woodward (1982) and his work on The Origins of the New South (1972), as well as

The Strange Career of Jim Crow (1974).

Phillip Shaw Paludan. A People's Contest: The Union andCivil War History (1991)

Allan Nevins, War for the Union, 4 vols, (1947-1974)

Michael Shaara’s Pulitzer Prize winning novel, The Killer Angels on which Gettysburg is based..

Grant and Sherman: The Friendship That Won the Civil War (2005) Charles Bracelen Flood 

Jeff Shaara's prequel to his father's work, Of Gods and General (1996) and The Last Full Measure (1998).

His newest is Blaze of Glory (2012) and Chain of Thunder (2013) about Shiloh and Vicksburg.


Boritt, Gabor S. Why the Confederacy Lost (1992) who also wrote Lincoln's Generals (1994).

Eaton, Clement. A History of the Southern Confederacy (1965)

Also see Emory M. Thomas, The Confederate Nation (1979)


Plantation Mistress by Catherine Clinton (1983) as well as

The Southern Lady: From Pedestal to Politics by Ann Firor Scott (1970) and

Within the Plantation Household, by Elizabeth Fox-Genovese (1988) and her new work

Tara Revisited (1996)

Mary Chestnut's Civil War by C. Vann Woodward (1982)T

The Slave Community, by J.W. Blassingame (1972).

Roll, Jordan, Roll, by Eugene Genovese (1974).

Neither Black Nor White: Slavery and Race Relations in Brazil and the United States, (1971)

Slavery: A Problem in American Intellectual Life, by Stanley M. Elkins (1976).

The Black Family in Slavery and Freedom by Herbert Gutman (1976).

The best on this topic is Eric Foner in his work Reconstruction: America's Unfinished Revolution

(1988), as well as the short version A Short History of Reconstruction (1990).

A Murder in Virginia by Susan Lebsock (2004)

The works by J.G. Randall and David Donald ares also good. The Civil War and Reconstruction (1969).


For further readings on the personalities in the films see:

PBS: All for the Union (1985)on Elijah Hunt Rhodes

Glory: One Gallant Rush (1965) by Peter Burchard

Glory: Blue-Eyed Child of Fortune on Colonel Robert Shaw by Russell Duncan (1992)

Lee Considered: General Robert E. Lee and Civil War History (1991) by Alan T. Nolan.

Abraham Lincoln: A Biography (1968) by Benjamin P. Thomas

Abraham Lincoln and Civil War America: A Biography (2002) by William E. Gienapp

Lincoln (2011) by David Herbert Donald

The Last, Best Hope of Earth (1993).by by Mark E. Neely

For background on Joshua Lawrence Chamberlain see

Soul of the Lion: A Biography of JLC by Willard M. Wallace and

In the Hands of Providence: JLC and the American Civil War by Alice Rains Trulock


Twelve Years a Slave (1853) by Solomon Northrup

Roots by Alex Haley and the other side of the family Queen (1993)

Jubilee (1999) by Margaret Walker Alexander

Cane River (2001) by Lalita Tademy and its sequel Red River (2007)

A Slave No More (2007) by David Blight


Gone With the Wind (1936) by Margaret Mitchell

Nowhere Else on Earth (2001) by Josephine Humphreys

Enemy Women (2002) by Paulette Jiles

The Widow’s War (2009) by Mary Mackey

Oldest Living Confederate Widow Tells All ((2010) by Allan Gurganus

War Times

Ride with the Devil (1999) based on Woe to Live On (2012) by Daniel Woodrell

White Doves at Morning by James Lee Burke (2002)

March (2006) by Geraldine Brooks

Two Brothers (2008) by David H. Jones (local author)

Battle of the Crater by Newt Gingrich (2011)


The Known World (2004) by Edward P. Jones

The Widow of the South (2005) by Robert Hicks

Cold Mountain (2007) by Charles Frazier—also a movie

In the Fall by Jeffrey Lent (2007)

The Help (2009) by Kathryn Stockett

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