African American Soldiers – Civil War
Teacher: Megan Norman, North Country Union High School
Grade Level of Lesson: High School
Time Required: 2-3 class periods
Topic: Civil War – African American Soldiers
Context & Differentiation: The contributions of African American soldiers in the Civil War were great and
largely overlooked. Lincoln himself stated that he credited the raising of African American troops with turning
the tide of the war in the favor of the Union. One of the most well-known regiments is the 54th Massachusetts.
This lesson focuses on the experiences of both the 54th Massachusetts and the 2nd South Carolina in the raid on
Darien, Georgia through an analysis of a letter from Colonel Robert Gould Shaw to his wife Annie. Students also
analyze a map of the 54th Massachusetts’s assault on Ft. Wagner on Morris Island in South Carolina in order to
establish geographic context.
Content Standards:
H&SS9-12:9 Students show understanding of how humans interpret history by…
•
Reading and interpreting historic maps
•
Evaluating the credibility of differing accounts of the same event(s), and recognizing any
existing bias in their own writing about historical events
Historical Processes: Analyze and interpret secondary & primary sources for information about
African American soldiers during the Civil War and to understand the historical context.
Common Core Standards:
Reading Informational Text – Integration of Knowledge and Ideas 9-10.7: Analyze various accounts of a subject
told from different perspectives, determining which details are emphasized in each account.
Essential Question:
 Why did African American troops & white leaders of African American troops fight for freedom?
 How did race figure into the perspectives of African American soldiers in the Union Army?
 How can we use photographs to analyze history, communicate multiple perspectives of historical events,
and discover bias?
Culminating Assessment:
Students write two journal entries or a poem in two voices reflecting on the assault of Ft. Wagner, one from
the perspective of a surviving African American soldier in the 54th Mass and another from the perspective
of a surviving white officer from the 54th Mass.
Formative Assessment:
Consider using an exit ticket to gauge student understanding at the end of each class. Ask students to
answer an over-arching question, then read and respond to each question and distribute at the start of the
next class. Conference as necessary. As students work in groups, teacher circulates to offer encouragement
and direction.
Teaching and Learning Activities:
This lesson is designed to be taught during a Civil War unit, after the students have learned about the
causes of the war as well as the first battles. I like to follow these lessons by watching the movie Glory.
Instructional Sequence:
1. Open the class with an overview of Lincoln’s decision to raise African American troops for the Union
Army. Read Appendix A and discuss the likely causes for this decision along with the potential effects.
2. Examine the Map (Appendix B) as a class. Have students identify any distinguishing geographical features.
3. Students work in small groups to answer the questions on the map.
4. The groups share out to the class and have a discussion focusing on the map questions.
5. Use the following link to aces a letter from Col. Shaw.
http://dragoon1st.tripod.com/cw/files/rgs_darien.html As a class, listen to a read-aloud of the
Col. Shaw letter, while students follow along. Have the same groups answer the accompanying questions
(Appendix C).
6. As a class, listen to a read-aloud of the James Gooding letter (Appendix D), while students follow along.
Have the same groups answer the accompanying questions.
7. As a class, discuss the following essential questions:
a. Why did African American troops & white leaders of African American troops fight for freedom?
b. How did race figure into the perspectives of African American soldiers in the Union Army?
8. Distribute Appendix E, journal writing assignment instructions and scoring guide.
a. Review the expectations.
b. Ask and answer clarifying questions.
c. Set deadlines for multiple drafts and establish timelines for completion.
Resources:
Primary:
"Robert Gould Shaw." Life Stories of Civil War Heroes. 1st Dragoon, n.d. Web. 24 May 2013.
<http://dragoon1st.tripod.com/>.
Appendix B – Map of Mass 54th attack on Fort Wagoner
Secondary:
Appendix A: Teaching With Documents: The Fight for Equal Rights: Black Soldiers in the Civil War
Appendix A:
Teaching With Documents:
The Fight for Equal Rights: Black Soldiers in the Civil War
Preserving the Legacy of the United States Colored Troops
By Budge Weidman
(An Excerpt)
The compiled military service records of the men who served with the United States Colored Troops (USCT)
during the Civil War number approximately 185,000, including the officers who were not African American. This
major collection of records rests in the stacks of the National Archives and Record Administration (NARA). They
are little used, and their content is largely undiscovered. Since the time of the American Revolution, African
Americans have volunteered to serve their country in time of war. The Civil War was no exception-official
sanction was the difficulty.
In the fall of 1862 there were at least three Union regiments of African Americans raised in New Orleans,
Louisiana: the First, Second, and Third Louisiana Native Guard. These units later became the First, Second, and
Third Infantry, Corps d'Afrique, and then the Seventy-third, Seventy-fourth, and Seventy-fifth United States
Colored Infantry (USCI). The First South Carolina Infantry (African Descent) was not officially organized until
January 1863; however, three companies of the regiment were on coastal expeditions as early as November 1862.
They would become the Thirty-third USCI. Similarly, the First Kansas Colored Infantry (later the Seventy-ninth
[new] USCI) was not mustered into service until January 1863, even though the regiment had already participated
in the action at Island Mound, Missouri, on October 27, 1862. These early unofficial regiments received little
federal support, but they showed the strength of African Americans' desire to fight for freedom.
The first official authorization to employ African Americans in federal service was the Second Confiscation and
Militia Act of July 17, 1862. This act allowed President Abraham Lincoln to receive into the military service
persons of African descent and gave permission to use them for any purpose "he may judge best for the public
welfare." However, the President did not authorize use of African Americans in combat until issuance of the
Emancipation Proclamation on January 1, 1863: "And I further declare and make known, that such persons of
suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations,
and other places, and to man vessels of all sorts in said service." With these words the Union army changed.
In late January 1863, Governor John Andrew of Massachusetts received permission to raise a regiment of African
American soldiers. This was the first black regiment to be organized in the North. The pace of organizing
additional regiments, however, was very slow. In an effort to change this, Secretary of War Edwin M. Stanton sent
Gen. Lorenzo Thomas to the lower Mississippi valley in March to recruit African Americans. Thomas was given
broad authority. He was to explain the administration's policy regarding these new recruits, and he was to find
volunteers to raise and command them. Stanton wanted all officers of such units to be white, but that policy was
softened to allow African American surgeons and chaplains. By the end of the war, there were at least eighty-seven
African American officers in the Union army. Thomas's endeavor was very successful, and on May 22, 1863, the
Bureau of Colored Troops was established to coordinate and organize regiments from all parts of the country.
Created under War Department General Order No. 143, the bureau was responsible for handling "all matters
relating to the organization of Colored Troops." The bureau was directly under the Adjutant General's Office, and
its procedures and rules were specific and strict. All African American regiments were now to be designated
United States Colored Troops (USCT). At this time there were some African American regiments with state
names and a few regiments in the Department of the Gulf designated as Corps d'Afrique. All these were ultimately
assimilated into the USCT, even though a small number of the regiments retained their state designations.
© 1997 by Budge Weidman
Note: All letters and quotations are transcribed as they were originally written and are from the Records of the Adjutant
General's Office, 1780's-1917, Record Group 94.
Ms. Budge Weidman is a National Archives volunteer. She has served as the project manager for the Civil War
Conservation Corps since October, 1994.
"Teaching With Documents:The Fight for Equal Rights: Black Soldiers in the Civil War." Black Soldiers in
the Civil War. National Archives, n.d. Web. 30 Apr. 2013.
<http://www.archives.gov/education/lessons/blacks-civil-war/article.html>.
Appendix B:
54th Massachusetts Assault on Ft. Wagner Map & Questions *
Name: _____________________________________________
Date:___________
Luis Fenollosa Emilio. History of the Fifty-Fourth Regiment of Massachusetts Volunteer Infantry, 1863-1865 (Boston MA: Boston Book Company, 1894), 88.
Using the map provided, answer the following questions.
1. What geographic challenges faced the 54th Massachusetts as they approached Fort Wagner?
2. How did the geography of the fort make this assault especially difficult?
3. According to this map, how many yards did the 54th have to advance?
4. What was the date of this charge on Ft. Wagner?
5. The 54th stood to face massive causalities during this charge. What might your thoughts be the night before this assault if you were
a. An African American soldier in the 54th
b. A white officer in the 54th?
6. Write two short journal entries (or a poem in two voices) as a surviving soldier from the 54th Massachusetts. One must be from the perspective of an
African American
Appendix C:
Name:
Date:
Questions about Colonel Robert Gould Shaw’s Letter to his wife Annie*
Please use the reading to answer these questions thoroughly.
1. How does Shaw describe his quarters and St. Simons Island, where he and his men are stationed?
2. How does Shaw’s view of the region change? Why?
3. Shaw notes that he leaves with Colonel Montgomery for Darien, Georgia. According to
Shaw’s letter, what does Montgomery do on the way toward Darien? How does Shaw
describe Darien when they arrive?
4. Upon finding out the town was deserted, what did Montgomery do with furniture and moveable
property? In your view, why did he do this?
5. After the town was “pretty thoroughly disemboweled,”what did Montgomery order? What was Shaw’s
perspective on this order?
6. Briefly research Colonel James Montgomery. Based on your research, why do you think Montgomery
gave this order?
7. Based on Shaw’s response to Montgomery’s order, how does Shaw feel about Montgomery’s political
viewpoints? How do you think Shaw feels about Montgomery as a military leader?
8. What might lead the men to have these different perspectives on their similar assignments? What is
their bias?
9. Shaw asks Annie, “Remember, not to breathe a word of what I have written about this raid, to
anyone out of our two families, for I have not made up my mind what I ought to do.” What is Shaw afraid
might happen?
*Questions adapted from http://www.pbs.org/civilwar/classroom/lesson_shaw.html
Appendix D:
Letter from James Henry Gooding to Abraham Lincoln, 1863
Gooding was a free black soldier in the 54th Massachusetts. He wrote this letter to President Lincoln in protest of the
unequal pay received by African American soldiers compared to white soldiers in the Union Army.
Morris Island [S.C.]. Sept 28th 1863.
Your Excelency will pardon the presumtion of an humble individual like myself, in addressing you. but the earnest Solicitation
of my Comrades in Arms, besides the genuine interest felt by myself in the matter is my excuse, for placing before the
Executive head of the Nation our Common Grievance: On the 6th of the last Month, the Paymaster of the department,
informed us, that if we would decide to recieve the sum of $10 (ten dollars) per month, he would come and pay us that sum,
but, that, on the sitting of Congress, the Regt would, in his opinion, be allowed the other 3 (three.) He did not give us any
guarantee that this would be, as he hoped, certainly he had no authority for making any such guarantee, and we can not
supose him acting in any way interested. Now the main question is. Are we Soldiers, or are we LABOURERS. We are fully
armed, and equipped, have done all the various Duties, pertaining to a Soldiers life, have conducted ourselves, to the
complete satisfaction of General Officers, who, were if any, prejudiced against us, but who now accord us all the
encouragement, and honour due us: have shared the perils, and Labour, of Reducing the first stronghold, that flaunted a
Traitor Flag: and more, Mr President. Today, the Anglo Saxon Mother, Wife, or Sister, are not alone, in tears for departed
Sons, Husbands, and Brothers. The patient Trusting Decendants of Africs Clime, have dyed the ground with blood, in
defense of the Union, and Democracy. Men too your Excellency, who know in a measure, the cruelties of the Iron heel of
oppression, which in years gone by, the very Power, their blood is now being spilled to maintain, ever ground them to the
dust. But When the war trumpet sounded o'er the land, when men knew not the Friend from the Traitor, the Black man laid
his life at the Altar of the Nation, -and he was refused. When the arms of the Union, were beaten, in the first year of the War,
And the Executive called more food. for its ravaging maw, again the black man begged, the privelege of Aiding his Country in
her need, to be again refused, And now, he is in the War: and how has he conducted himself? Let their dusky forms, rise up,
out the mires of James Island, and give the answer. Let the rich mould around Wagners parapets be upturned, and there will
be found an Eloquent answer. Obedient and patient, and Solid as a wall are they. all we lack, is a paler hue, and a better
acquaintance with the Alphabet. Now Your Excellency, We have done a Soldiers Duty. Why cant we have a Soldiers pay?
You caution the Rebel Chieftain, that the United States, knows, no distinction, in her Soldiers: She insists on having all her
Soldiers, or whatever, creed or Color, to be treated, according to the usages of War. Now if the United States exacts
uniformity of treatment of her Soldiers, from the Insurgents, would it not be well, and consistent, to set the example herself,
by paying all her Soldiers alike? We of this Regt. were not enlisted under any "contraband" act. But we do not wish to be
understood, as rating our Service, of more Value to the Government, than the service of the exslave, Their Service is
undoubtedly worth much to the Nation, but Congress made express, provision touching their case, as slaves freed by military
necessity, and assuming the Government, to be their temporary Gaurdian:--Not so with us-- Freemen by birth, and
consequently, having the advantage of thinking, and acting for ourselves, so far as the Laws would allow us. We do not
consider ourselves fit subjects for the Contraband act. We appeal to You, Sir: as the Executive of the Nation, to have us Justly
Dealt with. The Regt, do pray, that they be assured their service will be fairly appreciated, by paying them as american
SOLDIERS, not as menial hierlings. Black men You may well know, are poor, three dollars per month, for a year, will suply
their needy Wives, and little ones, with fuel. If you, as chief Magistrate of the Nation, will assure us, of our whole pay. We are
content, our Patriotism, our enthusiasm will have a new impetus, to exert our energy more and more to aid Our Country. Not
that our hearts ever flagged, in Devotion, spite the evident apathy displayed in our behalf, but We feel as though, our Country
spurned us, now we are sworn to serve her.
Please give this a moments attention
James Henry Gooding
Copyright ©1992 Free at Last: A Documentary History of Slavery, Freedom and the Civil War edited by Ira Berlin et al. Reprinted
by permission of the New Press. (800) 233-4830
Questions about Gooding’s letter to President Lincoln
Name: ________________________________________________
Date:_______
1. What does Gooding's letter imply about the significance of African American soldiers being recognized as soldiers
rather than laborers?
2. Why does Gooding distinguish between "slaves freed by military necessity" and "freemen by birth"?
3. In his statement "All we lack, is a paler hue, and a better acquaintance with the Alphabet", does Gooding speak for
all African Americans, or only free African Americans of the North? Why?
4. How would Colonel Shaw react to this letter? How would Colonel Montgomery?
5. According to this letter, why do you think Gooding is fighting in the 54th Massachusetts? What leads you to that
conclusion?
*Questions adapted from http://www.learner.org/workshops/primarysources/emancipation/docs/jhgooding.html
Appendix E:
Journal / Poetry Writing Assignment
The letters you analyzed offer two perspectives from members of the Massachusettes 54th. Consider what
you’ve read, our class discussions, the essential questions, and geography to craft two journal entries (or a
poem for two voices). Students write two journal entries reflecting on the assault of Ft. Wagner - one from
the perspective of a surviving African American soldier in the 54th Mass and another from the perspective
of a surviving white officer from the 54th Mass. Use the rubric below to guide and then assess your writing.
Historical Context
Student analyzes and interprets primary and secondary resources for
information about the Assault on Fort Wagner, and includes relevant
information in journal entries.
Never
Sometimes
Often
Always
Interpreting Historic
Maps
Student accurately analyzes and interprets historic map of Fort
Wagner. Journal entries reflect an understanding of how geography
impacted the battle.
Never
Sometimes
Often
Always
Perspective
Journal entries reveal an understanding (from analysis of letters) of the
assigned perspectives with respect to the Assault on Fort Wagner.
Never
Sometimes
Often
Always
Turn your writing assignment in along with the questions you answered from the readings and map activity. Use the
checklist below to be sure you have completed all of the assigned tasks.
Scoring Guide Checklist:
Reading & Questions –
______ 1. You clearly evaluate the credibility of differing accounts of the same event(s), and recognize any existing
bias using evidence from the letters
a. Letter from Colonel Robert Shaw
b. Letter from James Gooding
______ 2. You show an understanding of how humans interpret history by reading and interpreting historic
documents
a. Map Analysis
b. Journal Entries (Poem for Two Voices) You clearly and accurately analyze and interpret primary
sources for information about a period and to understand the historical context.
a. African American Soldier perspective
b. White officer perspective