©2024 Historical Society of Quincy and Adams County
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©2024 Historical Society of Quincy and Adams County
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Quincy and the Civil War 1861—1865
6th and Maine, Quincy, Illinois
Teacher Resource Guide
Quintessential Quincy
Their Stories
The Civil War 1861 – 1865
Compiled by Beverly Vaillancourt, M.Ed
© Historical Society of Quincy and Adams County 2024
©2024 Historical Society of Quincy and Adams County
Accompanying Video (https://vimeo.com/1045366563/cc673b71d5)
Student Outcomes
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to articulate the connection between the Civil War and the Quincy community
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to explain the reasons individuals volunteered to serve in the Civil War
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to describe the impact of Illinois regiments on the success of the Union Army
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to describe the importance of smaller battles to the overall success of the Union Army
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to articulate why Civil War veterans made Quincy their home
Illinois Social Science Standards - History, Grade 5
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SS.H.1.5. Create and use a chronological sequence of related events to compare
developments that happened at the same time.
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SS.H.2.5. Use information about a historical source including the maker, date, place of
origin, intended audience, and purpose-to judge the extent to which the source is useful
for studying a particular topic.
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SS.H.3.5. Explain probable causes and effects of events and developments in U.S.
history.
Illinois Social Science Standards - History, Grades 9 - 12
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SS.H.1.9-12. Evaluate how historical developments were shaped by time and place as
well as broader historical contexts.
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SS.H.5.9-12. Analyze the factors and historical context that influenced the perspectives
of people during different historical eras.
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SS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle
for safety, freedom, equality, and justice.
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SS.H.11.9-12. Analyze multiple and complex causes and effects of events in the past.
©2024 Historical Society of Quincy and Adams County
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To the Teacher
Illinois regiments played a crucial role in the Union’s success during the Civil War,
contributing significantly to both the manpower and strategic victories that defined the
conflict. Over 250,000 soldiers from Illinois enlisted in the Union Army, making it one of
the most substantial state contributors. Illinois regiments were involved in key battles
across various theaters of the war, including the Western and Eastern fronts. Notable
engagements included the battles of Shiloh, Vicksburg, and Gettysburg, where Illinois
soldiers demonstrated exceptional bravery and resilience. The 8th Illinois Cavalry, for
example, is credited with firing the first shot at the Battle of Gettysburg, setting the stage
for one of the most pivotal confrontations of the war.
Beyond their battlefield contributions, Illinois regiments were instrumental in maintaining
morale and support for the Union cause. The state’s soldiers were deeply committed to the
abolition of slavery and the preservation of the Union, ideals that were championed by
Illinois’ most famous son, President Abraham Lincoln. The soldiers’ sacrifices not only
helped secure Union victories but also played a vital role in shaping the moral and political
direction of the United States during and after the war. Their efforts ensured that Illinois
would be remembered as a state that stood firmly for unity and justice, leaving a lasting
legacy in American history.
Five Soldiers and a Sailor
The Civil War stories of Five Soldiers and a Sailor highlighted in the video are stories of
human resiliance, fortitude, and courage. They provide a glimpse into the complexity and
uncertainty of a war that tore apart both the fabric of the country and the fabric of families,
when men marched off to war, at times on different sides of battle. The stories also provide
insight into the connection Quincy had with the Civil War as its sons joined the fight, driven
by a sense of duty and conviction, and as Civil War veterans chose Quincy as their home.
It is hoped that their stories inspire student curiousity, critical thinking, collaborative
learning, and discussions prompted by student-generated questions. Included in this
teacher resource are several primary sources that can be used for individual study and
for project based learning activities. Images, drawings, letters, personal accounts, and
government documents from the time should assist in deepening student knowledge
and understanding of the time based on the experiences of those who lived it. For more
information or to plan a student museum visit, email info@hsqac.org.
©2024 Historical Society of Quincy and Adams County
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Study Strategies for Historical Videos
Evaluating historical videos requires a careful analysis of both the visual and auditory
content, as well as an understanding of the context in which the video was created.
Here are six study techniques students can use to evaluate and to learn from Quintessential
Quincy: The Civil War–Five Soldiers and a Sailor.
1. Understand the Historical Context: Students should consider the historical context and
significance of the video's content. Why is it important to know about the Civil War?
What can be learned from that knowledge? How does learning about individual stories
help to deepen an understanding of the Civil War?
2. Analyze the purpose of the video—why as it produced? The purpose of a video often
shapes the content, tone, and presentation style.
3. Examine the Visual and Audio Elements: Students should pay attention to how each
individual's story is told in the video including significant leaders, places, events, and
consequences. Students should also analyze the audio components, such as narration,
dialogue, and music.
4. Determine the tone of the video. Have students determine if the video is serious,
informative, celebratory, critical, or a combination of elements. Have them look for the
main message or theme that the video is trying to convey.
5. Consider the Impact: Did the video effectively help students to learn more about the
Civil War? What about the video was most effective? What questions did the video
promt for deeper learning?
6. Identify Potential Biases: Have students consider if any bias is present in the video.
Does the video show balance in its depiction of the Union and Confederate forces?
What could be done to deepen understanding of the battles that framed the Civil War?
©2024 Historical Society of Quincy and Adams County
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Contents
Horace Safford Brown � � � � � � � � � � � � � � � � � � � � � � � � � � 1
William Dallas � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11
55th Massachusetts Regiment � � � � � � � � � � � � � � � � � � � � 11
Martin Hawkins � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 21
James D� Morgan � � � � � � � � � � � � � � � � � � � � � � � � � � � � 33
Edward Prince � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 45
William Shipley � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 55
Using Primary Sources � � � � � � � � � � � � � � � � � � � � � � � � � 63
Student Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � 66
Essay Suggestions � � � � � � � � � � � � � � � � � � � � � � � � � � � 69
Project-based Learning � � � � � � � � � � � � � � � � � � � � � � � � � 69
Resources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 70
©2024 Historical Society of Quincy and Adams County
Horace Safford Brown
sailor 1863 - 1865
USS Nahant
USS Wabash
USS Oleander
©2024 Historical Society of Quincy and Adams County
Horace Stafford Brown
written by Beverly Vaillancourt, M.Ed
To know my story, we should start at the beginning. My name is Horace Safford Brown. I was
born in Carthage, Illinois, in 1837. I received a good education and decided that engineering
was something of great interest. Then came the Civil War. Now, I was not convinced that the
Civil War was being fought for any true purpose, or at least not a purpose that made sense
to me. So, why then did I join the Union Navy in January 1863? For the adventure and travel,
of course! Plus the pay was $45 a month.“I am only following out my inclinations by going
on the trip, as I always thought I should like to try it,” I wrote my mother after enlisting. And
as I told her, “Don’t imagine I am in any danger because I am in danger everywhere.” Well,
you know how plans seem to go the opposite from what you think at times? That was me.
No sooner had I joined for what I thought would be just one year on the USS Lackawanna
chasing down the Confederate CSS Alabama and heading off to foreign ports, than INSTEAD
off to battle I went on the newly commissioned ironclad USS Nahant! Now, some call these
ironclad boats a “cheesebox on a raft.” I always found that a bit amusing since to us sailors
being on an ironclad was a downright frightening place to be. In June 1863 we captured the
CSS Atlanta with help from the USS Weehawken. We simply ran her aground. Then, to add
to the woes of the Confederacy, the Atlanta was floated off, repaired, rearmed for use by the
Union Navy, and with the help of its steam powered engines it was deployed to the James
River to support Union forces fighting there, moving at a speed of 7 to 10 knots per hour.
The ironclads were mighty ships, and the Union Navy made great use of them, though
not always successfully. Why just two months earlier, in April, 1863, in the First Battle
of Charleston Harbor, it was decided that Admiral Du Pont should attack the Confederate
defenses near the entrance to Charleston Harbor. Now, we were a strong force of 9
ironclads. Capturing this harbor would have dealt a strategic blow to the Confederacy. But
the Confederates had done their job of fortifying the harbor, yet we had failed to consider the
difficulty of maneuvering our ironclads. The battle did not go well. Our ships were hit over
500 times by Confederate shot and shell, some below the waterline. The USS Weehawken
was rocked by an underwater explosion and hit 90 times. Somehow the USS Nahant was hit
only 36 times, but our turret was disabled, and our helmsman was killed. It was a disaster. Du
Pont finally called off the fight as darkness fell, and we limped back to sea. Not one captain
was willing to go into battle again the next day. And, even though Du Pont had warned that
the harbor could not be taken by naval forces alone, he was blamed for the failed battle plan.