Washington, D.C., President Lincoln's funeral procession on
Pennsylvania Avenue
[1865 April 19]
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1) Chronological Thinking
Students can use the photograph collection as a springboard
for learning about causes and results of the Civil War. Pictures
of events surrounding Lincoln's assassination can lead students
to study circumstances and effects of the assassination. Using
photographs showing the fate of conspirators in Lincoln's assassination,
students can compare the Civil War justice system with crime
and punishment today.
Search
on assassination, conspirator, funeral, and Lincoln.
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Atlanta, Ga., View on Decatur Street, showing Trout House and
Masonic Hall
[1864]
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2) Historical Comprehension
Many photographs in the collection document contemporary lifestyle
of the 1860s, in connection with the War and in general. Students
can study structures in cities and small towns. For example,
students can review photographs of Atlanta during Sherman's
occupation. Students can compare building sizes, styles, and
types in Civil War Atlanta to buildings in present day Atlanta.
Search
on names of cities and towns, such as Atlanta.
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Unknown location. Unidentified Union volunteer with shouldered
rifle and bayonet in photographer's studio.
[Between 1860 and 1865]
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3) Historical Analysis and Interpretation
Using this collection, students can begin to understand that
photographers bring a point of view to their photographs. For
example, the collection contains more photographs of Union (Federal)
soldiers than Confederate. Students might be asked to:
Search
on the words Union and Federal (404 hits)
and Confederate (107 hits), and then make a hypothesis
about why there are more pictures of Northern personnel and
activities. Students might then use other sources to confirm
or refute their hypotheses.
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Petersburg, Va., Group of Company G, 114th Pennsylvania Infantry
(Zouaves)
[1864 August]
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4) Historical Research Capabilities
Students can use the collection as a basis for research. For
example, students might formulate a hypothesis to explain differences
in style of dress and grooming among soldiers and armies. They
might examine differences in uniforms between officers and enlisted
men, and among different brigades. For example, the Zouaves
of the 114th Pennsylvania Infantry have uniforms that imitate
the French infantry in Algeria. Students also may discover that
some African American troops wear uniforms, but others with
the Federal army do not. Using other sources, students can research
reasons for differences in dress, and compare Civil War army
dress to U.S. military dress codes today.
Search
on soldiers, infantry, officer, company, and the names
of specific army companies, such as Zouaves.
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Yorktown, Va., Confederate fortifications reinforced with bales
of cotton
[1862 June]
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5) Historical Issue Analysis and Decision Making
Students can use the photographs to study how people of the
1860s solved problems using the resources at hand. The photographs
document peacetime and wartime technology. Students also can
explore security measures of the time. They might find examples
of breastworks built to fortify positions, blockhouses built
to provide secure firing positions, signal towers, hot air balloons,
and forts reinforced with gabions (wickerwork cylinders filled
with earth) or even bales of cotton. Students can compare Civil
War fortifications with those available today.
Search
on balloon, bridge, breastworks, building, carriage, fortification,
photographer, tent, tower, and wagon.
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