External Degree Program - Online Learning Contract

Lincoln & Davis:
A Study in 19th Century
Leadership

| Table of Contents | Instructor Email | Contact EXD | Appendices |

Contract Author & Instructor:
Barry Shollenberger, Ed.D.

Table of Contents

"Battlecry"

SCOPE AND OBJECTIVES

SCOPE

Early in 1861, two individuals were chosen to lead their respective constituents through the most important period of American history. Abraham Lincoln sought the job of President of the United States while Jefferson Davis was chosen as the President of the Confederate States of America. Regardless of their mode of selection, the trials, triumphs and tragedies of these two men go a long way toward explaining the existing spirit among Americans at this turning point of our nation.

This course has been designed to help the student learn more about these two men and the events over which they presided. As a result of completing this course, the student should share a greater appreciation for the character, decision making abilities, and leadership qualities of these two extraordinary individuals in American history

Zouave (U)

OBJECTIVES

1. To identify the range of personalities with which each president had to deal in the selection of leadership personnel.

2. To evaluate the trial and error process of each president as each attempted to find the right man for the job.

3. To compare and contrast the methods used by both presidents in handling the job of commander-in-chief.

4. To determine the point at which the outcome of the war became irreversible and which principles played a major role in this eventuality.

5. To recognize the specific manner with which each president communicated with his commanding general and why these methods were successful or not.

Confederate Cavalryman

TEXTBOOK INFORMATION

Donald, David H.  Lincoln.  New York: Simon & Schuster, 1995.
ISBN 0-684-82535-x

Escott, Paul D.  After Secession: Jefferson Davis and the Failure
of Confederate Nationalism.  Baton Rouge & London: Lousiana
State University Press, 1978.   ISBN 0-8071-1807-9

McPherson, James M. Battle Cry of Freedom. NY: Ballantine Books,
1989. ISBN 0-345-35942-9

Williams, T. Harry. Lincoln and His Generals. NY: Random House, 1967.
ISBN 0-394-70362-6

Woodworth, Stephen E.  Jefferson Davis and His Generals: The Failure of
Confederate Command in the West.   Lawrence, KS: The University Press 
of Kansas, 1990. ISBN 0-7006-0567-3

General George B. McClellan (U)

Ethics:

Professional Ethics: "Any academic misconduct or cheating will result in a failing grade for the course. It is impossible to list all the various forms of academic misconduct that might engender the above penalty. In order to stay above reproach, make sure all of your work is your own and that you use only materials permitted by the professor who teaches your course."

Bluecoat Trooper

Position Paper: This paper will be submitted to the professor after the 14th week of the course. It will be at least 3,000 words in length and will deal with a personality appropriate to the course of study. Topics will be selected and approved upon completion of the first week of assignments.

"Charge"

Enabling Activities: These two written assignments will consist of questions sent out by the instructor after Weeks 4 and 12. They are to be answered by the student and returned promptly. Each assignment will receive a letter grade.

Confederate Private

Midterm Examination: This will be a take-home exam sent to the student after Learning Module # 8 of the course.

General P.G.T. Beauregard (C)

Internet Notebook: Included in each assignment is an overview that contains hyper-link references that the student is responsible for "dialing up", evaluating, copying and formatting into an Internet Notebook.  This notebook is then submitted to the instructor along with the final exam at the end of the course.

Duryee Guard (U)

Final Examination: The final exam will be sent upon completion of Week 15. The student will complete the final and return it to the instructor within a 7-day period.

Scout

EVALUATION TECHNIQUES

Final Grade Based On:

Artillery

Grading Scale:

COURSE OVERVIEW:

Two Confederates

SECTION II

Learning Modules

Learning Module #1

Lincoln/Davis: Personal &
Professional Background

Overview:

Americans in the mid-nineteenth century could point to plenty of examples, real as well as mythical, of self-made men who by dint of industry, prudence, perseverance, and good economy had risen to competence and then to affluence. With the election of Abraham Lincoln they could point to one who had risen from a log cabin to the White House. However idealized Lincoln’s version of the American Dream may have been, this ideology of upward mobility mitigated class consciousness and conflict in the United States.

When thinking of the armies that would march, and responding to his own inner longings, Davis added, "If in the progress of events, it shall become necessary to utilize my abilities in another capacity (military), I hope you will welcome me there!" In Davis, the South had found the statesman, the soldier, and the patriot and been thrice fortunate. The man and the hour had met!

Required Reading:

Donald -  (13-65).

Escott -  (1-18).

McPherson -  (278-319).

Woodworth -  (1-33).

Administrative Requirements:

(1) Selection of a topic necessary for Position Paper (notify instructor).

Vocabulary:

Shot & Cannister

Learning Module #2

Lincoln/Davis: Political &
Military Background

Overview:

There was not a single officer on either side that had ever seen, let alone commanded, an army of the size that would compete in the war. Few, if any, knew anything about war or strategy. Even West Point graduates were more versed in engineering, fortifications and mathematics than the higher art of war. They were equally innocent of staff planning and only the ones who could read French or travel abroad had the vaguest notion of large troop logistics.

It was into this arena that Lincoln and Davis were thrust in early 1861.

Obviously, Davis was more prepared to cope with the initial military details but the war with Mexico was never like this! Lincoln, on the other hand, had to rely on aging Winfield Scott, a wonderful but physically unfit soldier who had little time for a military novice (like Lincoln)!

Required Reading:

Donald -  (65-118).

McPherson -  (195-254).

Williams -  (210-216).

Woodworth - (34-60).

Vocabulary:

Learning Module #3

Lincoln/Davis: Personal &
Military Leadership

Overview:

Lincoln was delighted with Grant’s strategic design. With a typical backwoods metaphor, he described the auxiliary role of Banks, Butler and Sigel: "Those not skinning can hold a leg!"

Although Beauregard talked of resuming the offensive, Davis had had enough of his Napoleonic plans and Lilliputian execution. When Beauregard took an unauthorized leave of absence to recuperate his broken health, Davis seized the opportunity and replaced him with Braxton Bragg.

These two excerpts from the military leadership files of the two presidents give the reader a good feel for their respective styles: Davis, the serious, confident ex-officer; and Lincoln, still "learning on the job!"

Required Reading:

Donald -  (119-195).

McPherson -  (328-346).

Williams -  (1-40).

Woodworth -  (61-85).

Supplementary Reading (Recommended-Not Required):

Time-Life Books. Lee Takes Command. p. 36-90

Vocabulary:

General George G. Meade (U)

Learning Module #4

Enabling Activity #1:

A. These questions are to be answered and submitted in the following manner:

(1) Re-write the questions and their appropriate answers.

(2) Word processors preferred (hand-written assignments

will be accepted but must be legible)

(3) Be sure to answer each question in its entirety. Multiple

questions should be answered in paragraph style.

(4) Mailed enabling activities must be post-marked no later

than the Sunday following the fourth week of the course.

Questions:

1. Which of the two presidents was more prepared to be commander-in-chief when the war began in 1861? Why? Would that edge in military strategy change by the end of the war in 1865? How?

2. How did the Army of the Confederacy become organized so fast? How were the officers selected in such a short space of time? Did this leadership have any previous military experience? Who were the most important leaders of the Confederacy during this organization?

3. Which of the two presidents took the longest to settle on a general to lead his army? Why? What problems of command did Lincoln have that Davis didn’t?

4. Lincoln’s Commanders:

Eastern Theater- Grant, Hooker, McDowell, McClellan, Meade, and Pope

Western Theater- Buell, Grant, Rosecrans, Sherman, and Thomas.

These commanders are listed in alphabetical order. Rearrange them in the chronological order that they served as chief commander in their respective theaters of operations. (Grant, naturally, has to be included in each list!) (For the sake of simplicity, McClellan need only be listed once!)

5. Davis’ Commanders:

Eastern Theater- Joe Johnston, Lee

Western Theater- Beauregard, Bragg, Hood, Albert Sidney Johnston, Joe Johnston

Again, these Commanders are listed in alphabetical order. Re-arrange them into the chronological order that they served the Confederacy. (Joe Johnston must be included in both theaters of operation)

6. Identify the following military personnel as Confederate (C) or Union (U) and name one battle in which each took part:

7. Write out complete definitions for all the vocabulary words in Assignments 1, 2, and 3. These are to be written in your own words.

Learning Module #5

Road to the Presidency:
Chronology, Comparisons

Overview:

His dismay at being made President was genuine. Varina Davis told how she and her husband were in the garden of Brierfield, their plantation home in Mississippi, making rose cuttings, when a messenger brought Davis the telegram announcing that he was to be President of the Confederacy. He read it with an expression that made her feel that some dreadful personal calamity had taken place, and when he told her what the message said, he spoke "as a man might speak of a sentence of death."

Lincoln, rather disturbingly, had failed to carry his own county but by ten in the evening of November 6, 1860 it became clear that a final victory was at hand. Lincoln went to the ice cream parlor, where a long table was spread with coffee, sandwiches, cake, and the like, and as he entered the room he was greeted with the salutation: "How do you do, Mr. President?"

Their roads to the supreme office were as different as the gentlemen themselves but the responsibilities were about to begin. The first hours in office would be accompanied by celebration and wild enthusiasm. Only later would the monumental tasks become apparent.

Required Reading:

Donald -  (196-256).

McPherson -  (252-273).

Woodworth -  (86-124).

Supplementary Reading (Recommended-Not Required):

Catton. The Coming Fury p. 205-272

Vocabulary:

U.S. Fort

Learning Module #6

Presidential Leadership:
Political/Military

Overview:

During the war and after it, Mr. Davis was accused of failing to see the gravity of the Mississippi Valley problem; of interpreting the war in terms of what happened in Virginia, and of ignoring the catastrophe that began to take shape when Grant marched south across the Mississippi line. This charge does injustice to a sorely harried man. The real trouble was that the crisis called on him to take a gambler’s chance and he did not feel that he ought to gamble.

Lincoln handed out many commissions at the start of the war that were completely political but also sound in a military sense. He used the military patronage to unite discordant groups in support of the war and to keep down divisions in the North. Creating and maintaining national unity was a necessary and vital phase of war making in 1861, and Lincoln performed brilliantly with his appointments.

Required Reading:

Donald - (257-327).

Escott - (19-53).

Williams -  (42-146).

Woodworth -  (125-185).

Vocabulary:

General Thomas "Stonewall" Jackson (C)

Learning Module #7

Conduct of the War

Overview:

If Lincoln had known, as he would have, had McClellan possessed any ability to judge realities, that the Confederate Army numbered not over 75,000, the President might have made a different decision about withdrawing the Union army. McClellan’s weakness of magnifying the size of the enemy caught up with him at last. More than anybody, he was responsible for the collapse of the Peninsula Campaign.

So long as the South seemed to be winning the war, Jefferson Davis was an esteemed leader. But adversity clouded his reputation. As with most leaders, Davis was a "good" military commander when his legions were victorious but a "bad" commander when they suffered setbacks.

Required Reading:

Donald -  (328-376).

Escott -  (54-93).

Williams -  (147-209).

Woodworth -  (186-221).

Vocabulary:

Confederate Guerilla

Learning Module #8

Mid-Term Examination

Procedure:

(1) The exam is "open-booked" and the student is allowed to use the textbooks and any other reference materials at their disposal.

(2) Students are encouraged to type the mid-term and to be sure to re-type the question before typing the answer.

(3) Because this is a take-home exam, spelling and grammar will be part of the criteria used in grading.

(4) The rest of the grading will be determined by the students’ completeness of thought, attention to detail, original ideas, organization of materials, depth and insight into the subject matter and obvious investigation into the research materials.

(5) The mid-term can be MAILED:

Dr. Barry Shollenberger
5621 Chestnut St.
Tuscaloosa, AL 35405

or EMAILED:

bshollen@ccs.ua.edu
rbshollen@aol.com

Learning Module #9

Finding a Commander-in-Chief

Overview:

Before he left Richmond, Jefferson Davis told General Lee that he had to go west to arouse support for the Confederate cause and to unite the various factions there. The war in the west was going badly and, as Commander-in-Chief, it was Davis’ duty to try to correct things. He never felt totally confident in anyone else to do the job.

Lincoln told Grant, "The particulars of your plan I neither know nor seek to know!" He had found his field commander and was not about to interfere in this conduct of the war in both theaters.

It took Lincoln two and one-half years to find the right man for the job. Now, he had found him and he was determined to keep politics from interfering with Grant’s "total-war" concept. Davis could never relinquish this two-theater command and would live to regret it.

Required reading:

Donald -  (377-436).

Escott -  (94-134).

McPherson -  (744-768).

Williams -  (224-273).

Woodworth -  (222-255).

Vocabulary:

Limber

Learning Module #10

Fluctuating Fortunes/
Generals Come and Go

Overview:

Lincoln said,"He has got the slows!". With that, McClellan was judged to be incapable of offensive warfare and his days were numbered.

Lincoln would put up with his general through several missed opportunities but it was only a matter of time until "Mac" would be an ex-leader of the Army of the Potomac.

Davis named Joe Johnston commander of the newly formed "Department of the West" on November 24, 1862. This appointment effectively removed Johnston from the Virginia theater and left much of the western strategy in competent hands. The problem was, however, Davis still had to deal with the threats to Vicksburg and middle Tennessee and the commanders in these areas (Pemberton and Bragg) were not pleased to turn decision making over to a general (Johnston) from the east.

These excerpts of command problems illustrate what both presidents had to overcome to conduct the war on two fronts. While Lincoln never traveled to the Western theater to discuss strategy, he was more successful than Davis in understanding the importance of coordinated efforts in both areas.

Required Reading:

Donald -  (437-492).

Escott -  (135-167).

Woodworth -  (256-304).

Vocabulary:

Learning Module #11

Year of Decision (1863)

Overview:

Some of Lee’s patrols went into Gettysburg and reported that this was a hub of good roads, some of which led to the Potomac. It’s strategic importance was evident and Lee decided to occupy it. It was also important because his soldiers found federals there and this made Lee nervous. He began to concentrate his forces!

The capture of Vicksburg was the most important northern strategic victory of the war, perhaps meriting Grant’s later assertion that the fate of the Confederacy was sealed when Vicksburg fell.

Ironically, these two monumental engagements happened within hours of each other. They were later to be seen as the major turning points of the conflict.

Required Reading:

Donald -  (493-545).

Escott -  (168-195).

McPherson -  (609-625) & (627-685).

Williams -  (274-290).

Woodworth -  (305-316).

Supplemental Reading:

Catton. Grant Takes Command. p. 133-217

Vocabulary:

Union Officers

Learning Module #12

Enabling Activity 2:

(Refer to Assignment #4 to obtain format for submiting Enabling Activities)

Questions:

1. Which Union general first suggested and later implemented the "Anaconda Plan?" How was the plan greeted at its inception? What effect did it have on the outcome of the war?

2. What characteristics did Robert E. Lee adhere to that made his battlefield decisions so legendary? How did he continously "whip" larger Union armies and secure victories in battles he should have lost? Who were his chief division commanders? How many made it through the war alive? Which one proved to be his most irreplaceable loss? Why?

3. The following battles were "stepping stones" to ultimate command for General Ulysses S. Grant: (1) Belmont (2) Forts Henry and Donaldson (3) Shiloh (4) Vicksburg (5) Chattanooga. Trace Grant’s performance in these battles. What characteristics did he exhibit that would lead lincoln to the conclusion that grant was "the man for the job" to lead the North, finally, to victory? What were the strongest arguments being made against Grant’s nomination? Who were Grant’s strongest allies?

4. After the war, Robert E. Lee was asked who he thought was the most outstanding military leader that the Civil War had produced. Lee shocked most of the Eastern press when he claimed that this distinction should go to a little-known and highly controversial cavalry officer in Confederate service. This "Wizard of the Saddle" was far removed from Washington and Richmond and, even though Lee had never met the man personally, heaped this loftly acclaim upon his shoulders. Who was this military genius so highly thought of by "Marse Robert?" Which military academy gave this general his formal military training? Name and describe three (3) important battles where he got there "firstest with the mostest" and the unique strategy he employed. Why did he not rise to a higher rank in the Confederate Army and become a commander-in-chief? What became of him after the war?

5. Generals Nathaniel P. Banks (Union) and John C. Breckinridge (Confederacy) are often referred to as "political appointees"to their posts as general officers in their respective armies. How could Davis and Lincoln (in all good conscience) make these appointments when much more worthy professionals went unrewarded? How good (or bad) was the military record of these two soldiers. What eventually happened to them by the end of the war?

6. Write out (in your own words) complete definitions for all the vocabulary terms in Assignments: 5, 6, 7, 9, 10, 11, 13, and 14.

Parade

Learning Module #13

Support For Lee/
Lieutenant Generalship For Grant

Overview:

By all accounts, the war should have been over in 1863. Instead, it continued on into 1864 and 1865. It has even been proposed that, had Lincoln not been re-elected in November of 1864, the South might still have triumphed. The reasons for this are numerous: The fighting skill of Lee and the Army of northern Virginia; the ineptitude of the Army of the Potomac, Grant’s strategy just beginning to take effect, etc.

Unhappily for Jefferson Davis, elections for the Confederate Congress took place in the fall of 1863 when southern morale was at low ebb. The Davis administration suffered a more severe rebuke from voters than the Lincoln administration had sustained the previous year in a similar situation. The difference resulted not only from the greater calamity to Confederate arms but also from the different political structures in North and South.

Required reading:

Donald -  (546-574).

Escott -  (196-255).

McPherson -  (689-717).

Williams -  (291-335).

Vocabulary:

Grant and Lee at Appomattox

Learning Module #14

Operation Crusher/
Overland Campaign

Overview:

In spite of the defeat at Gettysburg and the hardships that followed, the morale of the Army of Northern Virginia remained high. Many of these lean, tough veterans had re-enlisted even before Congress on February 17 required them to do so. They had become a band of brothers fighting from motives of pride in themselves, comradeship with each other and devotion to Marse Robert.

It is impossible to say what proportion of the strategy of Operation Crusher originated with Grant and what with Lincoln. The basic idea was undoubtedly Grant’s but Lincoln had some input in working out the plan.

Required Reading:

Donald -  (575-599).

Escott -  (256-274).

McPherson -  (718-743) & (769-806).

Williams -  (337-354).

Supplemental Reading:

Catton. Grant Takes Command. p. 404-468

Oates, Stephen B. "Lincoln: The Man, The Myth", Civil War Times.
Volume XXII Number 10, February, 1984, p. 10-20.

Administrative Requirement:

Submit Position paper.

Vocabulary:

General John Buford (U)

Learning Module #15

Final Exam:

(1) The final examination will be cumulative (ie. it will cover all the material covered in the class from Learning Module #1 through Learning Module #14)

Battlefield Wounded

SECTION III

APPENDICES

APPENDIX - A

Professor Biography

Barry J. Shollenberger, Ed.D.

Dr. Barry Shollenberger is the Associate Director of Distance Education at The University of Alabama in Tuscaloosa, Alabama. He is responsible for delivering credit courses (high school, undergraduate, and graduate) to 7,200 students through five (5) mediums: Independent Study (Print-based asynchronous individualized learning), QUEST (Quality University Extended Site Telecourses), IITS (Intercampus Interactive Telecommunication System), NTU (National Technological University), and GOALS (Global On-line Academic Learning System). He has also developed courses for delivery via the Internet at The University of Alabama and teaches in the classroom both on campus (Shelton State CC) and globally as an adjunct professor with The United States Sports Academy.

Dr. Shollenberger has taught American History for eight years and has developed an extensive personal Civil War library. He is a member of the Society of Civil War Historians and is current president of the Alabama Distance Learning Association.

1863 Springfield Rifle

Position Paper

This paper will be submitted to the professor after the 14th week of the course. It will be at least 3,000 words in length and will deal with a personality appropriate to the course of study. Topics will be selected and approved upon completion of the first week of assignments. The paper will be designed under the specifications of:

Turabian, Kate L. A Manual for Writers of Term Papers, Theses
and Dissertations. 6th ed., Chicago:  University of Chicago, 1996.

Sad News

Enabling Activities

These two written assignments are to be completed during the 4th and 12th weeks of the class. Questions are to be re-written and answered in their entirety. See the instructions located in Assignment 4.

Examinations

Both the mid-term and final exams are take-home, open-book tests and should be sent by the specified times. Refer to Assignments 8 & 15 for more detailed instructions.

Back to Home Page

Professor

Email addresses:

rbshollen@aol.com    (home)

bshollen@ccs.ua.edu    (office)