Subject Areas |
History and Social Studies
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U.S. History - Civil War and Reconstruction |
Literature and Language Arts
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American |
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Essay |
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Fiction |
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Time Required |
| Two or three class periods |
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Skills |
| Literary interpretation
Close reading of text
Using primary sources
Internet research
Collaboration
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Additional Data |
| Date Created: 12/06/02 |
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Date Posted |
| 12/9/2002 |
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The Red Badge of Courage: A New Kind of Realism
Infantry, artillery, cavalry, panic-stricken cattle, accompanied with
the shrieks of the wounded and groans of the dying, with a hail of shells from
Jackson's guns and serenaded by the rebel yell, with officers cursing in a chaotic
state, was an experience I will never forget. —Private
Nathaniel Bierly, 148th Pennsylvania at Chancellorsville on the United
States Civil War Center, a link from the EDSITEment resource Center
for the Liberal Arts
The Red Badge impels the feeling that
the actual truth about a battle has never been guessed before… —Harold
Frederic, London editor of the New York Times, January 12, 1896 on
the Red Badge Home
Page of the EDSITEment resource American
Studies at the University of Virginia IntroductionOne
early reviewer declared that The Red Badge of Courage "impels the feeling
that the actual truth about a battle has never been guessed before." Many readers
recognized something new in Stephen Crane's depiction of war. The point of view—telling
the tale through the eyes and thoughts of one soldier—contributed to the effect,
but was not novel. As told by Crane, the experiences of a single soldier in the
field (Henry Fleming) are reflected in a stream of impressions and images that
communicate the chaos and movement of war and the lack of certainty day to day.
Like his readers, Crane's expectations of "actual truth" had been shaped by newspapers
and documentary reports, especially in photographs and the drawings of witnesses.
The novel's success reflects the birth of a modern sensibility; today we feel
something is true when it looks like the sort of thing we see in newspapers or
on television news. Gone are the trappings of romance and poetry and all the old
ways of memorializing battle that had come to seem increasingly artificial, unreal.
Increase your students' understanding of Crane's influences and how the novel's
style helped convey a new realism. Note: This
lesson may be taught either as a stand-alone lesson or as a companion to the complementary
EDSITEment lesson The
Red Badge of Courage: A New Kind of Courage. Guiding Questions:What
connections can be made between The Red Badge of Courage and paintings,
photographs, and first-hand accounts of the Civil War? What elements of Crane's
style in The Red Badge of Courage created a sense of realism? Learning
ObjectivesAfter completing the lessons in this unit,
students will be able to: - Compare specific excerpts from The Red Badge
of Courage to first-hand accounts of Civil War battles, in text and images.
- List elements of Crane's style in The Red Badge of Courage that
contribute to its realism.
Preparing
to Teach this Lesson- Review the lesson plan.
Locate and bookmark suggested materials and other useful websites. Download and
print out documents you will use and duplicate copies as necessary for student
viewing.
- Download the blackline
master for this lesson, available here as a PDF file. Print out and make an
appropriate number of copies of any handouts you plan to use in class.
- This
lesson is intended for students who have completed their reading of The Red
Badge of Courage.
- Many of the concepts in this lesson were developed
based on the essay Imaging
the Civil War from The
Red Badge of Courage site on the EDSITEment resource American
Studies at the University of Virginia. Reading it will provide you with very
useful background information. The editor's preface to the exhibit also provides
excellent background on the novel.
- Plan the best way to share the images
used in Part 2 and Part 3, below,
such as by downloading and printing them, using a presentation system, or even
placing computers in the front of the classroom.
Suggested
Activities
1. Something
New: A Brief Introduction 2.
Vivid Imagery 3. "The Attack
and the Repulse" versus Chapter 5 4.
One Day in the Life of a Soldier
5. The Red Badge of Courage and First-Hand Accounts 6.
A Day in the Life of _______ 1.
Something New: A Brief Introduction Critics
and contemporaries of Stephen Crane recognized in his particular brand of realism
something surprising and new. Helping students identify the stylistic elements
that made such a striking impression on readers is the primary goal of this lesson.
In the following brief introductory activity, share with the class excerpts (or
complete articles, if desired) from early reviews of the novel to establish the
immediate recognition by early readers of its originality, a recognition more
difficult for us to experience now since Crane's techniques have become commonplace.
Then ask students to theorize about the stylistic elements of The Red Badge
of Courage that contributed to the striking impression it made. - "Mr.
Stephen Crane, the author of The Red Badge of Courage, is a great artist,
with something new to say, and consequently, with a new way of saying it."
George
Wyndham on Crane's remarkable book, New Review (January 1896, xiv, 30-40)
on the Red Badge
Home Page of the EDSITEment resource American
Studies at the University of Virginia - "The Red Badge impels the feeling
that the actual truth about a battle has never been guessed before…"
Harold
Frederic, London editor of the New York Times (January 12, 1896)
on the Red Badge
Home Page of the EDSITEment-reviewed website American
Studies at the University of Virginia - "Of our own smaller fiction
I have been reading several books without finding a very fresh note except in
The Red Badge of Courage, by Mr. Stephen Crane."
William Dean Howells,
from Howells,
review, Harper's Weekly (26 October 1895, xxxix, 1013) on the Red
Badge Home Page of the EDSITEment resource American
Studies at the University of Virginia "Something new." "Never been
guessed before." "A very fresh note." The critics agreed there was something novel
going on here. Many books about war, some quite realistic, had already been written.
First-person narration was not unusual. What was fresh in Crane's approach?
2. Vivid Imagery Early
reactions to The Red Badge of Courage were not unlike the responses of
visitors to the famous exhibit of Civil War photographs mounted by Mathew Brady
in 1862. According to the EDSITEment-reviewed website American
Memory in a biographical
note about Brady: In 1862, Brady shocked America by displaying
his photographs of battlefield corpses from Antietam, posting a sign on the door
of his New York gallery that read, "The Dead of Antietam." This exhibition marked
the first time most people witnessed the carnage of war. The New York Times
said that Brady had brought "home to us the terrible reality and earnestness of
war." The remark that the exhibit
brought "home to us the terrible reality and earnestness of war" mirrors Frederic's
comment, "The Red Badge impels the feeling that the actual truth about a battle
has never been guessed before…" There is good reason for the similarity. Crane—who
had no military experience—is generally believed to have turned to the photography
of Matthew Brady and his peers in preparing to write the novel. He was influenced
not only by the content but also by the striking immediacy of the images. Ask
students to compare the following paintings of Civil War subjects. Begin by asking
them to decide which of the following adjectives (and any they would add) apply
to each image: anonymous, biased, courageous, famous, heroic, realistic, romanticized,
static, unbiased, vivid. Which
painting is closer in "tone" to The Red Badge of Courage? In what way?
Now ask students to compare each of the following
photographs to the accompanying passage from The Red Badge of Courage.
Which of the words above would they apply to each image and passage (anonymous,
biased, courageous, famous, heroic, realistic, romanticized, static, unbiased,
vivid)? Would they add any words? Discuss the likelihood that Crane was influenced
by these or similar photographs. - Photo:
The
Dead at Antietam from Selected
Civil War Photographs, an exhibit of the EDSITEment resource American
Memory (Alexander Gardner 1821-1882, photographer)
Passage: The
little narrow roadway now lay lifeless. There were over-turned wagons like sun-dried
boulders. The bed of the former torrent was choked with the bodies of horses and
splintered parts of war machines. (From Chapter 12 of The Red Badge of Courage)
- Photo: Dead
Confederate soldier with gun from Selected
Civil War Photographs, an exhibit of the EDSITEment-reviewed website American
Memory
Passage: He lay upon his back staring at the sky. He was
dressed in an awkward suit of yellowish brown. The youth could see that the soles
of his shoes had been worn to the thinness of writing paper, and from a great
rent in one the dead foot projected piteously. And it was as if fate had betrayed
the soldier. In death it exposed to his enemies that poverty which in life he
had perhaps concealed from his friends.
The ranks opened covertly to avoid
the corpse. The invulnerable dead man forced a way for himself. The youth looked
keenly at the ashen face. The wind raised the tawny beard. It moved as if a hand
were stroking it. He vaguely desired to walk around and around the body and stare;
the impulse of the living to try to read in dead eyes the answer to the Question.
(From Chapter 3 of The Red Badge of Courage)
How
does this imagery contribute to the realism of the novel? For
the sake of discussion only, assume for a moment that Crane was actually looking
at the The
Dead at Antietam when he composed the passage compared with it above. The
photograph and passage are not identical; in that sense then, the passage is not
"realistic." Does it still communicate realism? How? What's the difference between
"realistic" and "realism?" Challenge students
to locate additional passages they think could have been influenced by photographs.
What about the passage is "photographic?" If desired, students can browse or use
the search function to locate additional relevant photos from Selected
Civil War Photographs on the EDSITEment resource American
Memory. 3. "The
Attack and the Repulse" versus Chapter 5 The
Red Badge of Courage introduced a combination of style, content, and point
of view representing a new approach to realism. Help your students appreciate
more fully the novelty of Crane's method by comparing it with a poem taking a
more traditional approach. Share with your students "The Attack and the Repulse"
by Edward C. Judson (p.
121 and p.
122 of "Poetical Pen-Pictures of the War Selected from Our Union Poets"),
available through The
Nineteenth Century in Print Periodicals collection of the EDSITEment-reviewed
website American Memory. "The Attack and
the Repulse" describes an assault that took place during the Battle of Cheat Mountain
(Va.), fought on September 12, 1861. The collection in which the poem was found
was published the next year, while the war was still being vigorously contested.
Download, copy, and distribute the chart "'The
Attack and the Repulse' and Chapter 5 of The Red Badge of Courage" on
pages 1-2 of the PDF file
(see Preparing to Teach this Lesson, above, for download
instructions). Have students look through "The Attack and the Repulse" and Chapter
5 of The Red Badge of Courage carefully as they find evidence from
each to complete the chart. (NOTE: In "The Attack and the Repulse," a simoon-also
spelled "simoom"-refers to a hot, dry, dust- and sand-bearing wind common to North
Africa and the Arabian peninsula.) When they have finished, refer to student answers
as you and your students make comparisons between the two works. Crane's novel
cannot be understood on McClurg's terms. It doesn't take the kind of stand on
the values with which McClurg was concerned. For example, because Henry commits
an act of cowardice doesn't mean he has no courage or doesn't value courage. Neither
does it mean he's not patriotic even if patriotism is not the motivation for his
bravery. 4. One Day
in the Life of a Soldier The Red
Badge of Courage presents an individualized, blow-by-blow account that reproduces
the welter of sequential impressions of battle without an overarching narrative
that fills in all the gaps for readers. So, for example, the novel would not be
very helpful in mapping out the military strategy and progress of the Battle of
Chancellorsville even if nothing within it contradicts historical fact. The novel's
realism does not involve reproducing historical truth, but in putting the reader
in the place of one soldier during one battle. And indeed, a particular Civil
War soldier in the heat of the battle must have known precious little about the
total picture of the day's events. Break up
the class into small groups of about four to six students. Assign four to six
of the following Winslow Homer sketches (all available via a link from the EDSITEment
resource American Studies at the University
of Virginia) to each group, or allow students to choose their own. (The variety
available enables each group to receive a different grouping, if desired.): Each
group should begin by putting its images in a logical sequential order to match
the events of a hypothetical day of battle. Then, keeping in mind the Crane passages
associated with the photographs in Part 3, above (review
them, if desired), each student in the group composes a brief first-person passage
describing the contents of one sketch, as if he/she were a witness to the event
as it happened. As with Crane, students do not need to be literal in their description.
Many of the adjectives students applied to the Crane passages in Part
3, above, should also be applicable to the passages students create in this
activity. Have each group read their passages
in the sequential order as if they are one piece. When the readings are done,
lead a discussion including questions such as: - When
read together, what impression of a day of battle did the passages communicate?
- With more of such excerpts, could one truly convey the impression of
a day of battle?
- When read together, did the passages create a kind of
realism?
- Do the passages tell who won? What do they tell?
- How
much of the strategy of the battle is revealed? What is revealed?
Challenge
students to locate passages in the text bearing a resemblance to any they composed.
What is the effect of using a literary strategy that favors vivid moments and
offers little connecting narrative? 5.
The Red Badge of Courage and First-Hand Accounts In
this activity, students will contrast and compare some specific elements of style
in The Red Badge of Courage to first-hand accounts of the Civil War.
This can be done in the whole-class setting, or each comparison can be assigned
to one of five groups for analysis and eventual presentation to the class. First
PersonHave students locate a brief passage (about a paragraph) from The
Red Badge of Courage that describes a confused battle scene. Contrast it
with the following third-person passage from The
Successes and Failures of Chancellorsville by General Alfred Pleasonton, from
"The Century Illustrated Monthly" Magazine, May 1886 to October 1886, located
in The Nineteenth
Century in Print Periodicals collection of the EDSITEment resource American
Memory. Pleasonton's account—like Crane's—is action-packed and quite specific.
Its perspective, however, is wider and it is written in the third person. Shots
were fired at hazard in every direction. The First and Third Virginia regiments,
no longer recognizing each other, charge upon each other mutually; Stuart's mounted
men, generally so brave and so steadfast, no longer obey the orders of their officers,
and gallop off in great disorder. At last quiet is restored, and the brigade finally
reaches Spotsylvania Court House, while the small band which has caused so much
alarm to Stuart was quietly retiring to Chancellorsville. Which passage
comes closest to giving the reader the feeling he is actually experiencing the
event? In what ways? A Blow-by-Blow DescriptionHave students locate a
brief passage (about a paragraph) from The Red Badge of Courage that
offers a blow-by-blow description of events in a battle. Contrast it with the
letter from Peter
Boyer to his father, written some time in May 1863 and accessible on the EDSITEment-reviewed
website Valley of the
Shadow, which summarizes the letter this way: "Boyer provides a description
of the Chancellorsville battle in Virginia." Boyer relates an experience that
happened in "the thickest of the fight." What do learn from him about "the thickest
of the fight?" What do we learn from Crane's passage? Vivid ImageryHave
students locate a brief passage (about a paragraph) from The Red Badge of
Courage that offers vivid imagery to describe events in a battle. Contrast
it with The
Artillery at Hazel Grove, a description of one small part of the Chancellorsville
battle that emphasizes military strategy (from the United
States Civil War Center, a link from the EDSITEment resource Center
for the Liberal Arts). The
Artillery at Hazel Grove is very specific in its description of the movements
of troops and equipment. What is its purpose (defense of the writer's actions
during the battle)? What is Crane's purpose? How does each passage differ in its
effect on the reader? A Minimum of Linking NarrativeHave students locate
a brief passage (about a paragraph) from The Red Badge of Courage that
describes the course of an assault with a minimum of linking narrative. Contrast
it with the following excerpt (written in the first person) from "Chancellorsville,"
a first-hand account of the battle from the Confederate point of view, from Chapter
VIII of Reminiscences of the Civil War by John B.Gordon, available on Shotgun's
Home of the American Civil War, a link from the EDSITEment-reviewed website
Center for the Liberal Arts. While
the battle was progressing at Chancellorsville, near which point Lee's left rested,
his right extended to or near Fredericksburg. Early's division held this position,
and my brigade the right of that division; and it was determined that General
Early should attempt, near sunrise, to retake the fort on Marye's Heights, from
which the Confederates had been driven the day before. I was ordered to move with
this new brigade, with which I had never been in battle, and to lead in that assault;
at least, such was my interpretation of the order as it reached me. Whether it
was my fault or the fault of the wording of the order itself, I am not able to
say; but there was a serious misunderstanding about it. My brigade was intended,
as it afterward appeared, to be only a portion of the attacking force, whereas
I had understood the order to direct me to proceed at once to the assault upon
the fort; and I proceeded. As I was officially a comparative stranger to the men
of this brigade, I said in a few sentences to them that we should know each other
better when the battle of the day was over; that I trusted we should go together
into that fort, and that if there were a man in the brigade who did not wish to
go with us, I would excuse him if he would step to the front and make himself
known. Of course, there was no man found who desired to be excused, and I then
announced that every man in that splendid brigade of Georgians had thus declared
his purpose to go into the fortress. They answered this announcement by a prolonged
and thrilling shout, and moved briskly to the attack. When we were under full
headway and under fire from the heights, I received an order to halt, with the
explanation that the other troops were to unite in the assault; but the order
had come too late. My men were already under heavy fire and were nearing the fort.
They were rushing upon it with tremendous impetuosity. I replied to the order
that it was too late to halt then, and that a few minutes more would decide the
result of the charge. General Early playfully but earnestly remarked, after the
fort was taken, that success had saved me from being court-martialed for disobedience
to orders. What is the purpose of Gordon's account? Crane's? In
the Style of Documentary ReportageHave students locate a brief passage (about
a paragraph) from The Red Badge of Courage that offers writing in the
style of documentary reportage (a kind of "you are there" approach that recounts
events by letting people and events speak for themselves through the liberal use
of quotations, a focus on details, and a lack of commentary). Compare it to the
following excerpt from an English journalist's reports about the Union troops
at the Battle of Bull Run, on Page
741 of Recollections of the Civil War - V by Sir William Howard Russell,
Ll.D., Special Correspondent of "The Times" (London), available via a link
from the EDSITEment resource American Memory.
At that very moment Mr. Lincoln and Mr. Seward were passing through
the ruc'k of the straggling debris. The President soon had a striking proof of
the terrible disorganization. An officer of the regular army was endeavoring to
get the crowd in Fort Corcoran into order. He was menaced with death, because
he threatened to have an officer of the Sixty-ninth shot for disobeying his orders.
The men of the battalion rushed to the President and complained that Sherman—for
it was he—had insulted their officer. When the President inquired into the cause
of the tumult Sherman replied: "I told the officer that if he refused to obey
my orders I would shoot him on the spot! I repeat it now, sir; if I remain in
command here, and any man refuses to obey my orders, I will shoot him on the spot."
This firmness in the presence of the President overawed the mutineers, and they
set about the work that Sherman had ordered them to execute. How do
the passages resemble one another? What differences are found? 6.
A Day in the Life of _______ Now students
can try creating a first-person account that employs the basic stylistic characteristics
of The Red Badge of Courage. They can start with a series of five or
more images about a specific event: original sketches, family photographs, historical
images, or images from magazines and newspapers. Students then create their own
illustrated, impressionistic account of a particular event. Encourage students
to share their work through a display of images and writing, posting on a bulletin
board either real or virtual, or a reading. Extending
the Lesson Selected
EDSITEment Websites- The
American Collection
[http://www.ncteamericancollection.org/home.htm] - American
Memory
[http://memory.loc.gov/ammem/ammemhome.html] - Antietam,
Md. Confederate dead by a fence
on the Hagerstown road [http://lcweb2.loc.gov/cgi-bin/query/i?ammem/cwar: @field(NUMBER+@band(cwp+4a39529))]
- Biographical
Note about Brady
[http://memory.loc.gov/ammem/cwphtml/cwbrady.html] - Confederate
wounded at Smith's Barn, with Dr. Anson Hurd,
14th Indiana Volunteers, in
attendance [http://lcweb2.loc.gov/cgi-bin/query/i?ammem/cwar: @field(NUMBER+@band(cwp+4a39532))]
- Fredericksburg,
Va. Wounded from the Battle
of the Wilderness [http://memory.loc.gov/cgi-bin/query/r?ammem/cwar: @field(NUMBER+@band(cwp+4a39713))]
- Removing
the wounded across the Rappahannock, under a
Flag of Truce, after the Battle
of Chancellorsville. [Stereograph] O'Sullivan, Timothy H., 1840-1882 [http://memory.loc.gov/ndlpcoop/nhnycw/ad/ad30/ad30024v.jpg]
- Selected Civil
War Photographs
[http://memory.loc.gov/ammem/cwphtml/cwphome.html] - The
Nineteenth Century in Print Periodicals
[http://memory.loc.gov/ammem/ndlpcoop/moahtml/snchome.html]
- The
Attack and Repulse, p. 121
[http://www.hti.umich.edu/cgi/t/text/pageviewer-idx?sid=2bf75e1bdf71c127f14c7b59357851fe&idno=aas2426.0001.001&c =moa&cc=moa&q1=Poetical&seq=125&view=image]
- The
Attack and Repulse, p. 122
[http://www.hti.umich.edu/cgi/t/text/pageviewer-idx?sid=8be44ab2123a6d5f53d200abaf49808d&idno=aas2426.0001.001&c =moa&cc=moa&q1=civil+war&view=image&page=main&size=s&seq=126]
- Four
Years Campaigning in the Army of the Potomac,
by Color Sergeant D. G. Crotty,
Page 82 [http://www.hti.umich.edu/cgi/t/text/pageviewer-idx?c=moa;cc=moa;sid =93e07cdac9e5baa640104445790fbe2e;q1 =Chancellorsville;idno=ACK4099.0001.001;view=image;seq=0082]
- Four
Years Campaigning in the Army of the Potomac,
by Color Sergeant D. G. Crotty,
Page 83 [http://www.hti.umich.edu/cgi/t/text/pageviewer-idx?c=moa;cc= moa;sid=93e07cdac9e5baa640104445790fbe2e;q1 =Chancellorsville;idno=ACK4099.0001.001;view=image;seq=0083]
- Four
Years Campaigning in the Army of the Potomac,
by Color Sergeant D. G. Crotty,
Page 84 [http://www.hti.umich.edu/cgi/t/text/pageviewer-idx?c=moa;cc=moa;sid= 93e07cdac9e5baa640104445790fbe2e;q1 =Chancellorsville;idno=ACK4099.0001.001;view=image;seq=0084]
- Page
741 of Recollections of the Civil War-V by Sir William Howard Russell,
Ll.D.,
Special Correspondent of "The Times" (London) [http://cdl.library.cornell.edu/cgi-bin/moa/pageviewer? frames=1&cite=&coll=moa&root=%2Fmoa%2Fnora%2 Fnora0166%2F&tif=00747.TIF&view=text]
- The
Successes and Failures of Chancellorsville by General
Alfred Pleasonton from
The Century Illustrated Monthly Magazine, May 1886 to October 1886, Page 754
[http://cdl.library.cornell.edu/cgi-bin/moa/pageviewer?root=%2Fmoa%2Fcent% 2Fcent0032%2F&tif=00764.TIF&cite=http%3A%2F% 2Fcdl.library.cornell.edu%2Fcgi-bin%2Fmoa%2Fmoa-cgi% 3Fnotisid%3DABP2287-0032-147&coll=moa&frames=1&view=50]
- The
Successes and Failures of Chancellorsville by General Alfred
Pleasonton from
The Century Illustrated Monthly Magazine, May 1886 to October 1886,
Page 755 [http://cdl.library.cornell.edu/cgi-bin/moa/pageviewer?root=%2Fmoa%2Fcent% 2Fcent0032%2F&tif=00765.TIF&cite=http%3A%2F% 2Fcdl.library.cornell.edu%2Fcgi-bin%2Fmoa%2Fmoa-cgi%3Fnotisid% 3DABP2287-0032-147&coll=moa&frames=1&view=50]
- American Studies at the
University of Virginia
[http://xroads.virginia.edu/] - General
Alexander C. McClurg, letter to the Dial
(April 16, 1896, XX, 227-8)
[http://xroads.virginia.edu/~HYPER/CRANE/reviews/mcclurg.html] - George
Wyndham on Crane's remarkable book, New Review
[http://xroads.virginia.edu/~HYPER/CRANE/reviews/wyndham.html]
- Howells,
review, Harper's Weekly (26 October 1895, xxxix, 1013)
[http://xroads.virginia.edu/~HYPER/CRANE/reviews/howells.html]
- Imaging
the Civil War: Authenticity in Painting, Photography,
and The Red Badge of
Courage [http://xroads.virginia.edu/~HYPER/CRANE/images/section3.html]
- Red Badge
Home Page
[http://xroads.virginia.edu/~HYPER/CRANE/title.html] - Sydney
Brooks, unsigned review, Saturday Review
January 11, 1896, lxxxi, 44-5
[http://xroads.virginia.edu/~HYPER/CRANE/reviews/brooks.html] - Howells,
Review, Harper's Weekly
[http://xroads.virginia.edu/~HYPER/CRANE/reviews/howells.html]
- The
Battle: Chancellorsville
[http://xroads.virginia.edu/~HYPER/CRANE/ chancellorsville/section2.html]
- The Red
Badge of Courage, Chapter 5
[http://xroads.virginia.edu/~HYPER/CRANE/badge5.html]
- Smithsonian National Museum
of American History
[http://www.americanhistory.si.edu/] - Civil
War at the Smithsonian: Winslow Homer
[http://www.civilwar.si.edu/homer_intro.html]
- Center for the Liberal
Arts [http://www.virginia.edu/cla/home.html]
- Detroit Museum of Art [http://www.dia.org/]
- Links to the Past [http://www.cr.nps.gov/]
- Valley
of the Shadow [http://jefferson.village.virginia.edu/vshadow2/]
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