jured virginia who decided they were going to be in virginia anymore. they started talking about 38 counties worth of them. they rounded up to an evening -- and even 50. there is a strong union's presence in western virginia. >> along the mountain range where agriculture doesn't take root so easily. pockets of unionism. even in those places we shouldn't assume all were unionists. they were a small minority, a minority that bloomed large for the confederacy and for the union the representative, the hope that white southerners might be co-opted and brought on board. and for the confederacy they they were a thorn in the side. the represented dissent. >> east tennessee had an active grand army of the republic.

and did everything you would have in the north. you needed -- they had run out of southerners in that area. you needed a map to control the public space. elsewhere, the grand army republic, it was african-americans who cap memorial day alive in many places. they were the ones when they couldn't get to it, they would decorate the national cemeteries. african-americans are very key. there are pockets. there have to be enough people to be able to command the public space quite -- space. >> there was a huge peace movement in north carolina. that was dampened down because

of various reasons. one was a charismatic governor was able to attack emancipation and turn it around. they were sick of the world are -- the war. you couldn't say they wouldn't have then happy to be back in the united states. we have to distinguish anti-administration. >> conditional unionists who like many slaveholders, who decided we are going to lose and who decided to come up for to the union side to allow them to trade and get their cotton and sugar out. there are many unionists who are southern planters.

>> and they were very disappointed they were not rewarded and often times it was much more conditional. >> there were unionists from states. there were probably ability 100,000 who fought during the war. >> let's segue. did the united states government unwillingness to take responsibility for repairing the confederate debt as they did for the union debt contribute to southern intransigence after the war? >> i would say no. the opposite. this was the responsibility southern people felt were there's.

it might have been a problem for them. the great expression is the efforts between 1870 and 1870 34 southern states to reclaim the dead from gettysburg. those are the only ones out of their reach. they have the concerns that sparked the national cemetery movement. well our brave graves be respected by the enemy? they employ the same physician selecting the union soldiers for the inclusion in the soldiers national cemetery at gettysburg. he kept his records. his son had inherited part of this as well. they collected 1800 remains from the battlefield. as late as the 1890's there is a wonderful passage. politicians after mckinley's inauguration and his very

palpable effort to try to reach out and conciliate the south one of those objects of conciliation is maybe perhaps finally the federal government should take control and care for the union -- confederate debt. there is a brief passage where it says i don't think a yankee headstone would fit my grave. thanks anyway. >> what effect if any do we think the spanish-american war had on bringing the country back together. then it says, i have a poster from the spanish-american war that belong to a civil war ancestor. it includes a patriotic soldier shaking hands. prof. gannon: when you look at

the union cause, to preserve the union, they saw under arms together, who were reluctant to embrace blue and gray. they saw the as the capstone of their victory that demonstrated they had been right, they had achieved what had to be achieved. they had created a united nation. they were clear on this. freeman who would be able to serve together and go on, a shining model and bring democracy to the world. it was through their service and sacrifice this had been accomplished. >> they trotted out former confederates and made them generals during the war. prof glymph: lee was the council

to cuba before the war and was active in reconciliation efforts. it was a huge moment, a huge benchmark. prof. gallagher: and a huge man. he was an actually very active in moving around very much. prof. waugh: he moved quickly when the maine exploded. prof varon: are there east-west differences? prof glymph: clearly. we tend to forget californians fought in the war. we tend to forget in 1862 joseph was getting ready to issue you a preliminary proclamation. he was signing and ordered. there was a war going on with

native americans. the east was the tremendous effort on the part of the confederacy to line up native americans, to join the confederacy. the civilized tribes to join in part. it is getting more and more attention, i think. prof. waugh: hundreds of thousands of x union veterans for example those who built the first transcontinental railroad from omaha to sacramento, they stayed -- who wouldn't want to stay in california? but also colorado. across the street from ucla is the veterans cemetery that

started as a soldier's home in 1889. they estimate 11,000 union veterans are buried there. they are buried all throughout the cemetery. prof. gallagher: >> there is a clear divide about how they fought. how long did that last? did that memory survive? prof. gannon: i did find a pattern. the thing is interesting, the eastern states, the ones that serve the army of the potomac remembered they had done well at all. they interpreted that into this we were going to do well until war became about slavery and god was on our side.

there is a strain there. that isn't even address. they are clear on emancipation. they went so far to the south and emancipated so many slaves. the interesting thing about easterners, in the beginning we lost. we lost him the front line. it was only when we cited -- decided to free the slaves god was on our side. there was a difference that had been in the army in the potomac and those that hadn't been. >> the eastern soldier thought the western soldiers didn't do much fighting. the eastern soldiers engage in one big bloody battle right after another. mainly the western soldiers walked around a lot. [laughter]

and ended up in north carolina. prof varon: how about this question. if wife's excepted black involvement, how did they square that with their willingness to support jim crow? if people know they were active in the jr -- ga are? prof. gannon: it was politically powerful. they saw their job is getting pensions to help veterans. they had been political in the first few years of their life. they actually disappeared for a few years. people credited it to that. they were careful to stay out of partisanship. their view was their organization was fraternity,

charity, loyalty. that it was within their purview of what they would do. if they got involved with politics, they virtually disappeared in the 1870's. did they occasionally fight? yes, occasionally. what they would stand up to his violence and lynching. they would rarely take it. that was outside of their organization. that didn't have anything -- that wasn't about the ga are. i found many prominent union veterans had been involved, did try to fight it outside. justice harlan who made the great dissent to the plessy was a union veteran. not within the organization itself wouldn't do it. part of that, it wasn't history. in some states the ga are disappeared in the 1870's. everyone said it was close -- because of their close political

ties. a is said of we're not about politics. we are about -- it is about the pension. getting the veterans what they deserve. prof. gallagher: your name is checked on this one. how much did the lost cause. influence textbooks in writing southern hip history? >> there is one answer that it does influence the textbook southerners wrote. they made an effort to write textbooks that would preserve the southern, white southern interpretation of the war. two things to keep in mind. the majority of southerners white or black, were not getting much history in public schools in the south to begin with. they just didn't go to school long enough. high schools, and most of the

south, high schools don't emerge until the end of the century except for major towns and cities. it is not as though these textbooks were going to be widely used anyways. beyond that there is the problem that southern state governments never compelled anyone to use specific textbooks. they would have recommended list. they didn't impose them. they didn't have the bureaucracy to do that type of work. throughout the 19th and 20th century there are instances of the udc being uphold high school teachers and roanoke where there was a high school assigned a textbook written by a yankee that provided in an excepted interpretation of the civil war. they mind intimidate that teacher into not using that

book, or in a few cases in colleges they were able to do that. it was always a kind of ad hoc action. there was no way to control the textbooks being used effectively. the short answer is they did their best to control the type of history southerners would have learned. white and black. there were serious obstacles. the final one, the publishing trade was then in the north. you could get a publisher to publish a book with that isn't anybody was going to use it. new york was the center of the publishing trade. new york and boston. prof. gallagher: the last fight was about a history of virginia textbooks. it had a very lost cause slavery was benign institution confederate heroes were the real heroes, so forth. that played out very late here.

>> if you're as old as i am, i remember that book vividly. fourth grade virginia history. i remember the cover of the book vividly. prof varon: for african-american soldiers allowed to be buried in the cemeteries? prof varon: yes. for the most part. one of the remarkable things is they are the first publicly funded integrated cemeteries. the part that is not always there is a soldiers were buried in separate sections. segregated sections. in mississippi they are buried with the unknown. there's a quarter of the ceremony -- cemetery they are

buried with the unknown. prof varon: all right. this could have followed our american west question. did secession expedite the settlement of the american west? >> the answer is yes. all you have to do is look at a map on when were admitted into the union in the west after the war. the almost all were. it was a stunning development. the planes and prairie states had roughly one million people. by 1890, 11 million. streams from europe, and the country itself, to get manage of the homestead act. to get manage of the railroads to bring them there, the transcontinental railroad.

it was an explosion of settlement, and with the states the territories becoming states, they were added to the republican party, mostly. that is another reason why the republican party was not as committed to ensuring african-americans presence in the southern states, making the southern states a place where black people could vote as well as white people. they didn't need the south anymore. prof glymph: one of the problems , you have this settlement, but not rapid transition from territory to state. actually, it takes 36 years, 46

years, 45 years for these new territories to become states. what we see is the u.s. learned a very important lesson in making the south, breaking it off into five military districts. how to remake the nation. part of that remaking of the nation was transferred to the west. these states, we make them wait decades before they can come in. >> is worth mentioning there are multiple different narratives going on. there are things created by the end of the civil war in the union victory, and they removal of violence. there's one narrative policies that have little to do with the civil war, including the land-grant act. the third narrative is if you

had no civil war, you have the technology moving along anyway you still would have had movement west. the timing tells us one story. it is not all clear that is about the civil war. prof. gannon: the republicans became dominant because the democrats left. they were not going to pass a homestead act. >> the republicans set the stage for western development. prof glymph: the debate over the secession, what took place in kansas and nebraska, over whether the country would be open for free labor or slave labor, free labor was a motivating factor in this war and a very important component of the platform.

they were eager to unleash the energy after the war. prof varon: the question from the audience. they ask us to think about the degree to which the civil war is appealing to today's youth. why are they interested in the civil war? do we accept that premise? we were commenting on the centennial audiences. they tend to be adults, and relatively few young people. i've noticed that as i have given talks. at the same time i think we find students are very hungry for civil war courses at the university level. any musings about reaching out to young people? whether we have done it well? what we might do? >> one of the notions is the demographics are changing in the united states.

it has taken for granted the interest in the civil war that one always be there. >> i think that if ucla students are any indication, when you have great stories, a dramatic story, a tragic story, a revolutionary story, all welded into four years, it is dynamite. i often say i teach large classes at ucla. i have lots of students with the last name of leave. they come from south korea. [laughter] they are very disappointed when they are not related to robert e lee. annoyingly continues to hold their imaginations more than u.s. grant, as much as i try. in any case, i think it is mostly the drama of the story

the issues, and it is relevant to today to understanding the american of today and the struggles we continue to have with the issues that royal the country during civil war including race. prof. gannon: i do reasonably well engaging students. i go out of my way to make everything visual. today's young people, they want to see stuff. i have classes with battle animations, a silly john stuart -- jon stewart. i don't know what it is. digitizing is changing their brains. you have to be visual. >> i can't let that slide. i show no visuals. not even overheads.

i don't even have 19th-century. they get up in :00 in the morning and come here about the civil war. >> they think you are funny. [laughter] it doesn't work for everyone. [laughter] [inaudible] >> i teach it in the midst university of mississippi. i've never had a civil war class not filled to capacity. they are very much involved. very much aware that it is not just the civil war, it is reconstruction that is responsible for the society in which they live. my first semester was this idea that i would go in and do a week on how the coming of the war then i would do most of the

class on the war, and reconstruction at the end. one comment i got was more reconstruction. the war is important. lee is important. it is the reconstruction era which is most responsible for the world in which they live in. >> over the last four years i've hold my undergraduates -- polled my undergraduates. not a single student has attended a single sesquicentennial events. they go to classes on civil war. they need to take classes. they like that. as far as going to the sesquicentennial events, several hundred students not a single one has attended an event. there is a separation, i think. >> maybe you need to be older

and more mature. [laughter] >> me? >> your kids. >> how much older do i have to be? >> i meant your students. prof varon: we are going to wrap things up and adjourn them. we thank you for your attention and excellent questions. booksignings. [applause] we are going together for booksignings. we hope you will come. >> it's in the full year. we would like to thank cheryl and the staff who made this possible.

[captioning performed by the national captioning institute, which is responsible for its caption content and accuracy. visit ncicap.org] [captions copyright national cable satellite corp. 2015] >> all-day conference on the end of the civil war it will re-air at 6:00 p.m. eastern. you can watch more civil war programming every saturday at 6:00 p.m. and 10:00 p.m. eastern on our website at c-span.org/history. thank you for joining us at the university of virginia in

charlottesville. >> each week american history tv brings you archival films that help tell the story of the 20th century. 70 years ago on april 12, 1945 only three months after his unprecedented fourth inauguration, president franklin roosevelt died while visiting his little white house in warm springs, georgia. up next, an 11 minute u.s. government news real covering the funeral and president harry truman's address to congress. the film was recently restored. ♪

>> from his beloved second home in warm springs, georgia, the body of franklin delano roosevelt moves on its first stages of its journey to its final resting place. suffering from infantile paralysis, they bid farewell to their great friend and benefactor. the president's dog follows his beloved master. aboard a special train beginning the 24 hour trip back to washington, the 31st president of the united states leaves warm springs forever. all along the 700 mile route

people gather to honor president roosevelt and his ideals. ♪ slowly, the train backs into union station in the united's capitol, awaited by a military guard of honor and members of the late, great chief executive's family. with justice burns and secretary wallace, president harry s truman heads the assembly to the nation's leaders. on a six horse steel artillery k sean and supported by every branch of the nation's armed forces, they pass throngs of grief stricken people and move to the white house.

warplanes pay a final tribute to the fallen commander-in-chief and officers of the mighty armed forces which he led march in slow, measured steps in franklin roosevelt's honor. across from the white house in lafayette park, the men, women and children who franklin roosevelt served so well watch in tearful silence. ♪