causes of the civil war unit plan

Causes of the Civil War

8th Grade Social Studies

Prepared by:

Elliot Zackoski

for

Larry M. Maurer, Instructor

EDFOUND 291.04: Principles of Teaching

Fall 2012, BU

1

Introduction

Student understanding of the causes of Civil War is vital for comprehending and relating later portions of history. The causes of the Civil War can directly be related back to the causes of the Revolutionary War, and also related to causes of political and social conflict today. The causes of the Civil War will serve as a benchmark lesson to be referred back to throughout the entire school year.

Students will realize the importance of learning about the Civil War causes through multiple comparisons of these causes to current social and political quandaries. Students will be presented with multiple examples of how history has repeated itself over time, and it is important for students to study past mistakes, in order to, not repeat them. Student may also be enticed by the fact that the state in which they reside played a key role throughout the entire Civil War, and directly affected its outcome.

Writing a unit plan is important especially for a novice teacher, in order to, provide a plan and a framework for proper instruction. If proper planning measures are not taken then important information can be overlooked or forgotten, and students can be slighted on key information that is vital for content comprehension. Additionally, establishing a proper plan creates an opportunity to evaluate sources, think of the instruction process, and consider how certain topics can be adapted best for student understanding.

General Objectives

1. Students will be exposed to between 6 and 10 causes of the Civil War; in order to, understand that historical events occur based on many different reasons.

2. Students will research two primary documents from the National Achieves website; in order to, improve their research skills, and gain historical perspectives in context.

3. After completion of the unit, students will be able to summarize, and explain the relevance of a civil war cause of their choosing.

2

Name___________________ Civil War Pre-assessmentDate:_______

Instructions: Please circle the answer you believe is correct based on your background knowledge of the Civil War.

1. What years did the Civil War take place?a. 1861-1865 (answer)b. 1820-1835c. 1900-1920d. 1961-1965

2. Who fought in the Civil War?a. The North and the South (answer)b. The French and Indiansc. The British Colonies and Great Britaind. Everyone

3. Which is NOT a cause of the Civil War?a. The election of Abraham Lincolnb. The invention of the cotton ginc. Abolitionism d. An increased use in animal labor (answer)

4. Which was NOT a battle in the Civil War?a. The 1st Battle of Bull Runb. The Battle of Antietam c. The Battle of Gettysburgd. The Battle of Burtonsville (answer)

5. One after effect of the Civil War was…a. nothing, everything was just the way it was before.b. the two fighting groups had a lot of animosity (aggression/hard feelings) toward

each other. (answer)c. the country split into two separate countries.d. None of the above

6. Which one of the following ran for president in 1860?a. Steven A. Douglas b. John Bellc. Abraham Lincoln

3

d. John. C. Breckinridgee. All of the Above (answer)

7. Which was NOT a political party during the 1860 election for president?a. The Southern Democrats Partyb. The Constitutional Union Partyc. The People Party (answer)d. The Northern Democratic Party

8. The Compromise of 1850 was more controversial than the Compromise of 1820a. True (answer)b. False

Fill in the blank.

9. The Compromise of 1820 was also known as _______________________.10. Abraham Lincoln and ________________had famous debates during the

presidential election of 1860. (Answer: Steven A. Douglas )

4

Motivational Device:

Split the class into two groups. Play the Union version of Battle Cry of Freedom for one half of the class and have them discuss what they think the song means, and is trying to say, and play the Confederate version of “Battle Cry of Freedom” for the other half of the class and have them do the same.

"The Battle Cry of Freedom" Lyrics – Union version

Yes we'll rally round the flag, boys, we'll rally once again,Shouting the battle cry of freedom,We will rally from the hillside, we'll gather from the plain,Shouting the battle cry of freedom!

(Chorus) The Union forever! Hurrah, boys, hurrah! Down with the traitor, up with the star; While we rally round the flag, boys, rally once again, Shouting the battle cry of freedom!

We are springing to the call with a million freemen more,Shouting the battle cry of freedom!And we'll fill our vacant ranks of our brothers gone before,Shouting the battle cry of freedom!

Chorus

We will welcome to our numbers the loyal, true and brave,Shouting the battle cry of freedom!And although he may be poor, not a man shall be a slave,Shouting the battle cry of freedom!

Chorus

So we're springing to the call from the East and from the West,Shouting the battle cry of freedom!And we'll hurl the rebel crew from the land we love best,Shouting the battle cry of freedom!

5

"The Battle Cry of Freedom" Lyrics – Confederate version.

Our flag is proudly floating on the land and on the main,Shout, shout the battle cry of Freedom!Beneath it oft we've conquered, and we'll conquer oft again!Shout, shout the battle cry of Freedom!

(Chorus) Our Dixie forever! She's never at a loss! Down with the eagle and up with the cross! We'll rally 'round the bonny flag, we'll rally once again, Shout, shout the battle cry of Freedom!

Our gallant boys have marched to the rolling of the drums.Shout, shout the battle cry of Freedom!And the leaders in charge cry out, "Come, boys, come!"Shout, shout the battle cry of Freedom!--

Chorus

They have laid down their lives on the bloody battle field.Shout, shout the battle cry of Freedom!Their motto is resistance -- "To tyrants we'll not yield!"Shout, shout the battle cry of Freedom!--

Chorus

While our boys have responded and to the fields have gone.Shout, shout the battle cry of Freedom!Our noble women also have aided them at home.Shout, shout the battle cry of Freedom!--

6

Topical Outline:Lesson 1: Social and Cultural Causes of the Civil War

8.3.8. A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States.

8.3.8. C: Summarize how continuity and change have impacted U.S. history.o Belief systems and religionso Commerce and industryo Physical and human geography o Social organizations

8.3.8. D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.

o Ethnicity and raceo Working conditionso Immigrationo Military conflict o Economic stability

Discovery Learning in Groups The Civil War represents a time when personal beliefs almost changed the entire

geography of our nation. Lesson 2: Laws that Helped Spark the Civil War





Direct Instruction As United States Citizens we are bound to the laws established by our government;

however, as times progress people change and the laws need to also.Lesson 3: The Election of 1860


8.3.8. C: Summarize how continuity and change have impacted U.S. history.o Belief systems and religionso Commerce and industry

7

o Physical and human geography o Social organizations



Group Project The individuals elected into our government play a very important role in establishing

our day to day life. o The president is one of those people.

For example, he or she is the commander and chief of the military.

8

UNIT: Causes of the United States Civil War DATE: 10/30/12 TIME LENGTH: 40 minutesLESSON: Social and Cultural Causes of the Civil War PA ACADEMIC STANDARDS:





MOTIVATIONAL DEVICE: http://www.youtube.com/watch?v=SJ2KcxdJ-Vg (This video

depicts a quick overview of many issues that evoked the Civil War)

INSTRUCTIONAL OBJECTIVES:

1. Following PowerPoint presentation on the arrival of Africans in America in 1619

students will discuss the impact Africans had on the American culture. Then break into

small groups and with the help of other group members fill out a KWL chart individually.

The chart must contain at least three items in each category, and the last column must be

done at 100% accuracy.

2. Students in groups of 5 will receive different primary document accounts of John

Brown’s Rebellion at Harpers Ferry from the National Archives website and as a group

they will create a poster that evaluates their reactions to the documents they received.

3. Students in groups will be presented with a description of strengths and weaknesses and

reasons opposing and favoring slavery for both the North and South prior to the Civil

War. As a group the students will be expected to write down a solution to the

disagreement over slavery citing the provided data at least once.

MATERIALS NEEDED: A computer, a projector, a projector screen, PowerPoint presentation, 4 primary documents from the National Archives website, 4 blank posters, 4 packs of markers, 20 copies of the North and South strength and weakness sheets, 20 copies of North and South

9

http://www.youtube.com/watch?v=SJ2KcxdJ-Vg

reasons for and against slavery sheets. TECHNOLOGY NEEDED: computer, projector, PowerPoint Presentation

RESOURCES USED:

1. http://www.youtube.com/watch?v=SJ2KcxdJ-Vg 2. Causes of The Civil War PPT by: Jennifer Lynn Meador, Assisted by: Mr. Campbell’s A.P. History class3. http://biowww.clemson.edu/aged/dl/aged480/jennifer/cause.htm4. http://www.civilwar.org/education/teachers/lesson-plans/lesson-plan/john-brown-lesson-

primary-source-list.html

5. http://serc.carleton.edu/introgeo/cooperative/roles.html

LESSON TYPE: A short presentation followed by discovery learning in groups of 5 students

LESSON OUTLINE:

I. Introduction (5-8 minutes)

A. Watch Video: http://www.youtube.com/watch?v=SJ2KcxdJ-Vg (This video

depicts a quick overview of many issues that evoked the Civil War) (3 minutes)

B. How do social and cultural factors impact our lives today?

Can anyone tell me how their culture (beliefs, feelings, religion, and ethnicity) affects their everyday life?

Do other people impact your opinions on certain topics? (friends or parents)

II. Content (20-25 minutes)

A. PowerPoint Presentation on the arrival of Africans in America in 1619 (2-3 minutes)1. Slavery outlawed in Europe2. Greater need for labor3. Africans were:

Adapted better than Native Americans used previously More resistant to disease Valuable workers

A. Class Discussion (5 minutes)

1. Students break into groups and work on KWL chart

B. Group primary document activity (5-7 minutes)

1. Each group will receive a different primary document depicting John Brown’s

rebellion at Harper’s Ferry from the National Archive website.

10

2. Students will create a poster depicting their reaction to the document they

receive.

C. Group Problem Solving Activity (7-9 minutes)

1. Students in their groups will receive data worksheets presenting:

i. Strengths and weaknesses of both the North and South

ii. Reasons for and against slavery from both the North and South points

of view

2. Students as a group must submit a group solution to the problem presented.

III. Summary (5-7 minutes)

A. One student will present their KWL chart to the class

B. One group will present and explain their poster to the class

C. One group will present their solution to the conflict over slavery between the North

and South to the class

KEY QUESTIONS:

1. Why were Africans brought to America?

2. What were John Brown’s intentions at Harper’s Ferry and what was the end result?

3. What is one reason why slavery was necessary in the South?

4. What is one reason why slavery was opposed by the North?

CLOSURE: The social and cultural factors we discussed today will greatly impact the imposed

laws we go over next class.

DIFFERENTIATED LEARNING ACTIVITIES:

Tier 1: Provide PowerPoint slides, worksheets, and poster paper.

Tier 2: Provide PowerPoint slides, bold certain words on worksheets, and assign

active/supportive roles in group work. (See group roles and responsibility sheet attached)

Tier 3: For advanced students assign active/directive group responsibilities. (See group roles and

responsibility sheet attached)

FORMATIVE ASSESSMENT:

11

1. Review student KWL charts.

2. Evaluate group reactions depicted on posters.

3. Evaluate group solutions to slavery conflict.

HOMEWORK: Create a law that will decrease conflict between the North and South, and

explain why you think your law will be successful. The must address a topic covered in today’s

class.

REFLECTION:

Were all students participating in activities?

Did the students seem engaged?

What can be changed about today’s lesson?

12

UNIT: Causes of the United States Civil War DATE: 10/31/12 TIME LENGTH: 40 minutes

LESSON: Laws that Helped Spark the Civil War

ACADEMIC STANDARDS:





MOTIVATIONAL DEVICE: Declaration of Independence Reader’s Theater

Assign each student a part

o Parts can be played by more than one student

INSTRUCTIONAL OBJECTIVES

1. Following the reader’s theater activity, students will determine (write down) who Thomas

Jefferson was referring to when he stated, “All men are created equal”.

2. Given PowerPoint slides 5 and 6 students will complete a worksheet on the Compromise

of 1820 at 100% accuracy.

3. Given PowerPoint slides 8-12 students will complete a worksheet on the Compromise of

1850 at 100% accuracy.

MATERIALS NEEDED: 20 copies of Declaration of Independence reader’s theater activity, a

computer, a projector screen, PowerPoint software, 20 guided worksheets on the Compromise of

1820, and 20 guided worksheets on the Compromise of 1850.

TECHNOLOGY NEEDED: A computer, and PowerPoint

13

RESOURCES USED:

1. http://www.thomas.k12.ga.us/userfiles/271/Classes/2820/Lesson%204%20-%20readers

%20theater%20script.pdf

2. Adapted: Causes of The Civil War PPT by: Jennifer Lynn Meador, Assisted by: Mr.

Campbell’s A.P. History class

LESSON TYPE: Presentation

LESSON OUTLINE:

I. Introduction (8 minutes)

1. Collect homework

2. Reader’s theater of the Declaration of Independence.

Discussion of who Thomas Jefferson was referring to when he said, “All

men are created equal”.

II. Content (25-30 minutes)

A. Compromise of 1820 (10-12 minutes)

a. The Missouri Compromise

b. Congress admitted Missouri as slave state

c. U.S. compensated Texas for their loses

d. California made a new state

e. Order attempted in Washington D.C. by removing slavery

f. Fugitive slave law: Slaves fleeing to North must be returned to owners in

South

i. (distribute and allow students to work on Compromise of 1820

worksheets)

B. Compromise of 1850 (10-12 minutes)

a. 4 different plans

b. Texas

c. Territories of New Mexico

d. Abolishment of slave trade in Washington D.C

e. California admitted as a free state

14

f. Controversial: Fugitive Slave Law

i. (distribute and allow students to work on Compromise of 1850

worksheets)

C. Activity: Quick Write (4-6 minutes)

a. Thomas Jefferson wrote, “All men were created equal”. Do you agree or

disagree with this statement? Why? Do the Fugitive Slave Laws discredit the

idea that all men are created equal? Why or why not?

III. Summary (8-10 minutes)

D. Go over worksheets

E. Discuss and collect quick writes.

KEY QUESTIONS:

1. Who was Thomas Jefferson referring to when he said, “All men are created equal”?

a. Working class white males

2. What was the purpose of the Compromise of 1820?

3. Why was the Fugitive Slave Act enacted in the Compromise of 1850 so controversial?

CLOSURE: The social conflicts we discussed yesterday helped cause the laws we discussed

today. Tomorrow we will discuss the election of 1860 which was the final straw before the South

Succeeded from the Union.

DIFFERENTIATED LEARNING ACTIVITIES

Tier 1: Allow students to refer back to the presentation slides to answer worksheets.

Tier 2: Provide copies of PowerPoint slides, and allow students the opportunity to use slides

when answering class worksheets.

Tier 3: Provide Tier 2, and provide one-on-one support. For advanced learners provide an

additional quick write activity asking the students to evaluate their thoughts of the Compromises

of 1820 and 1850.


1. Complete worksheets

2. Collect quick writes and evaluate student responses

15

HOMEWORK:

Write one paragraph describing two campaign promises you would make if you were

running for president in 1860.

REFLECTION:

1. Did the students complete the worksheets?

2. Did the students engage themselves in the quick write activity?

3. What can be changed about today’s lesson?

16

UNIT: Causes of the United States Civil War DATE: 11/01/12 TIME LENGTH: 40 minutes

LESSON: Election of 1860

ACADEMIC STANDARDS:





MOTIVATIONAL DEVICE:

Discuss Political Cartoon

INSTRUCTIONAL OBJECTIVES:

17

1. Students will receive a description of the four party platforms for the election of 1860.

Students will discern (write down) each parties stance on slavery, and their reasoning the

parties’ beliefs on extending slavery into the new territories at 90% percent accuracy.

2. Following independent study, students will recall (verbally state) the outcomes of the

1860 presidential election.

MATERIALS NEEDED: 20 platform descriptions, 20 platform organizer worksheets.

TECHNOLOGY NEEDED: computer, projector, and projector screen

RESOURCES USED:

1. http://elections.harpweek.com/1860/cartoon-1860-medium.asp?

UniqueID=40&Year=1860

2. http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Platforms.pdf

3. http://avalon.law.yale.edu/19th_century/dem1860.asp

4. http://memory.loc.gov/cgi-bin/query/r?ammem/

rbpe:@field(DOCID+@lit(rbpe0180010a))

LESSON TYPE: Independent Study and Discussion

LESSON OUTLINE:

I. Introduction (5 minutes)

1. Collect homework

2. Discuss what is seen in the political cartoon

II. Content (Independent Study) (25 minutes)

A. Have students work independently analyzing the four party platforms stance on

slavery and the implementation of slavery in the new territories. (15 minutes)

a. While students work independently walk around and monitor work efforts.

B. Have students get into groups and discuss their findings of the independent study. (5

minutes)

C. Have students make predictions in groups regarding the election results. (5 minutes)

a. Visible record predictions made by students then publish actual results of

election on the projector screen.

18

III. Summary (10 minutes)

1. Give students homework back and ask them to analyze whether or not their

campaign promises align with any particular party they looked at.

Solicit oral responses from several students

2. Discuss the four party’s stances on slavery and the extension of it.

3. Review election results

KEY QUESTIONS (3):

1. What were the names of the four political parties competing for the presidency of 1860?

2. Of those political parties how many of them favored slavery?

3. Who won the election of 1860?

CLOSURE:

The election of 1860 was one of the last events that led to the Civil War. The Civil War

was the deadliest war in the history of country!

DIFFERENTIATED LEARNING ACTIVITIES:

Tier 1: Students receive independent study worksheets and party platform descriptions.

Tier 2: Students receive independent study worksheets and lessened part platform descriptions.

Tier 3: Students with lesser ability will receive Tier 2 instruction and only be expected to

analyze two parties individually; however, they are expected to obtain the information about the

other two parties in the group discussion. More advanced students will be expected to verbally

summarize party standpoints for group discussion purposes.


Collect independent studies, and check for completeness and accuracy

HOMEWORK: Map Worksheet

REFLECTION:

1. Were the students able to find the information?

19

2. Was it too hard or too easy?

3. What can be altered for next time?

20

Name_____________ Slavery Date____

21

Primary Document #1

Report Concerning the Attack at Harper's Ferry

OCTOBER 19, 1859

COLONEL ROBERT E. LEEHEADQUARTERS HARPERS FERRY:

COLONEL: I have the honor to report, for the information of the Secretary of War, that on arriving here on the night of the 17th instant, in obedience to Special Orders No. 194 of that date from your office, I learned that a party of insurgents, about 11 p. m. on the 16th, had seized the watchmen stationed at the armory, arsenal, rifle factory, and bridge across the Potomac, and taken possession of

Those points. They then dispatched six men, under one of their party, called Captain Aaron C. Stevens, to arrest the principal citizens in the neighborhood and incite the Negroes to join in the insurrection. The party took Colonel L. W. Washington from his bed about 1-~ a. m. on the 17th, and brought him, with four of his servants, to this place. Mr. J. H. Allstadt and six of his servants were in the same manner seized about 3 a. m., and arms placed in the hands of the Negroes. Upon their return here, John E. Cook, one of the party sent to Mr. Washington's, was dispatched to Maryland, with Mr. Washington's wagon, two of his servants, and three of Mr. Allstadt's, for arms and ammunition, &c. As day advanced, and the citizens of Harper's Ferry commenced their usual avocations, they were

separately captured, to the number of forty, as well as I could learn, and confined in one room of the fire engine house of the armory, which seems early to have been selected as a point of defense. About 11 a. m. the volunteer companies from Virginia began to arrive, and the Jefferson Guards and volunteers from Charlestown, under Captain J. W. Rowen, I understood, were first on the ground. The Hamtramck Guards, Captain V. M. Butler; the Shepherdstown troop, Captain Jacob Rienahart; and Captain Alburtis's company from Martinsburg arrived in the afternoon. These companies, under the direction of Colonels R. W. Baylor and John T. Gibson, forced the insurgents to abandon their positions at the bridge and in the village, and to withdraw within the armory enclosure, where they fortified themselves in the fire-engine house, and carried ten of their prisoners for the purpose of insuring their safety and facilitating their escape, whom they termed hostages, and whose names are Colonel L. W. Washington, of Jefferson county, Virginia; Mr. J. H. Allstadt, of Jefferson county, Virginia; Mr. Israel Russell, justice of

22

the peace, Harper's Ferry; Mr. John Donahue, clerk of Baltimore and Ohio railroad; Mr. Terence Byrne, of Maryland; Mr. George D. Shope, of Frederick, Maryland; Mr. Benjamin Mills, master armorer, Harper's Ferry arsenal; Mr. A. M. Ball, master machinist, Harper's Ferry arsenal; Mr. J. E. P. Dangerfield, paymaster's clerk, Harper's Ferry arsenal; Mr. J. Burd, armorer, Harper's Ferry arsenal. After sunset more troops arrived. Captain B. B. Washington's company from Winchester and three companies from Fredericktown, Maryland, under Colonel Shriver. Later in the evening the companies from Baltimore, under General Charles C. Edgerton, second light brigade, and a detachment of marines, commanded by Lieutenant J. Green accompanied by Major Russell, of that corps, reached Sandy Hook, about one and a half mile east of Harper's Ferry. At this point I came up with these last-named troops, and leaving General Edgerton and his command on the Maryland side of the river for the night, caused the marines to proceed to Harper's Ferry, and placed them within the armory grounds to prevent the possibility of the escape of the insurgents. Having taken measures to halt, in Baltimore, the artillery companies ordered from Fort Monroe, I made preparations to attack the insurgents at daylight. But for the fear of sacrificing the lives of some of the gentlemen held by them as prisoners in a midnight assault, I should have ordered the attack at once.

Marines surround the Fire House at Harpers Ferry (Courtesy National Park Service)

Their safety was the subject of painful consideration, and to prevent, if possible, jeopardizing their lives; I determined to summon the insurgents to surrender. As soon after daylight as the arrangements were made Lieutenant J. E. B. Stewart, 1st cavalry, who had accompanied me from Washington as staff officer, was dispatched, under a flag, with a written summons, (a copy of which is hereto annexed, marked A.) Knowing the character of the leader of the insurgents, I did not expect it would be accepted. I had therefore directed that the volunteer troops, under their respective commanders, should be paraded on the lines assigned them outside the armory, and had prepared a storming party of twelve marines, under their commander, Lieutenant Green, and had placed them close to the engine-house, and secure from its fire. Three marines were furnished with sledge-hammers to break in the doors, and the men were instructed how to distinguish our citizens from the insurgents; to attack with the bayonet and not to injure the

23

blacks detained in custody unless they resisted. Lieutenant Stewart was also directed not to receive from the insurgents any counter propositions. If they accepted the terms offered, they must immediately deliver up their arms and release their prisoners. If they did not, he must, on leaving the engine-house, give me the signal. My object was, with a view of saving our citizens, to have as short an interval as possible between the summons and attack. The summons, as I had anticipated, was rejected. At the concerted signal the storming party moved quickly to the door and commenced the attack. The fire-engines within the house had been placed by the besieged close to the doors. The doors were fastened by ropes, the spring of which prevented their being broken by the blows of the hammers. The men were therefore ordered to drop the hammers, and, with a portion of the reserve, to use as a battering-ram a heavy ladder, with which they dashed in a part of the door and gave admittance to the storming party. The fire of the insurgents up to this time had been harmless. At the threshold one marine fell mortally wounded. The rest, led by Lieutenant Green and Major Russell, quickly ended the contest. The insurgents that resisted were bayoneted. Their leader, John Brown, was cut down by the sword of Lieutenant Green, and our citizens were protected by both officers and men. The whole was over in a few minutes.

After our citizens were liberated and the wounded cared for, Lieutenant Colonel S. S. Mills, of the 53d Maryland regiment, with the Baltimore Independent Greys, Lieutenant B. F. Simpson commanding, was sent on the Maryland side of the river to search for John E. Cook, and to bring in the arms, &c., belonging to the insurgent party, which were said to be deposited in a school-house two and a half miles distant. Subsequently, Lieutenant J. E. B. Stewart, with a party of marines, was dispatched to the Kennedy farm, situated in Maryland, about four and a half miles from Harper's Ferry, which had been rented by John Brown, and used as the depot for his men and munitions. Colonel Mills saw nothing of Cook, but found the boxes of arms, (Sharp's carbines and belt revolvers,) and recovered Mr. Washington's wagon and horses. Lieutenant Stewart found also at the Kennedy farm a number of sword pikes, blankets, shoes, tents, and all the necessaries for a campaign. These articles have been deposited in the government storehouse at the armory.

From the information derived from the papers found upon the persons and among the baggage of the insurgents, and the statement of those now in custody, it appears that the party consisted of nineteen men-fourteen white and five black. That they were headed by John Brown, of some notoriety in Kansas, who in June last located himself in Maryland, at the Kennedy farm, where he has been engaged in preparing to capture the United States works at Harper's Ferry. He avows that his object was the liberation of the slaves of Virginia, and of the whole South; and acknowledges that he has been disappointed in his expectations of aid from the black as well as white population, both in the Southern and Northern States. The blacks, whom he forced from their homes in this neighborhood, as far as I could learn, gave him no voluntary assistance. The servants of Messrs. Washington and Allstadt, retained at the armory, took no part in the conflict, and those carried to Maryland returned to their homes as soon as released. The result proves that

24

the plan was the attempt of a fanatic or madman, who could only end in failure; and its temporary success, was owing to the panic and confusion he succeeded in creating by magnify-ing his numbers. I append a list of the insurgents, (marked B.) Cook is the only man known to have escaped. The other survivors of the expedition, viz: John Brown, A. C. Stevens, Edwin Coppic, and Green Shields, (alias S. Emperor,) I have delivered into the hands of the marshal of the western district of Virginia and the sheriff of Jefferson county. They were escorted to Charlestown by a detachment of marines, under Lieutenant Green. About nine o'clock this evening I received a report from Mr. Moore, from Pleasant Valley, Maryland, that a body of men had, about sunset, descended from the mountains, attacked the house of Mr. Gennett, and from the cries of murder and the screams of the women and children, he believed the residents of the valley were being massacred. The alarm and excitement in the village of Harper's Ferry was increased by the arrival of families from Sandy Hook, fleeing for safety. The report was, however, so improbable that I could give no credence to it, yet I thought it possible that some atrocity might have been committed, and I started with twenty-five marines, under Lieutenant Green, accompanied by Lieutenant Stewart, for the scene of the alleged outrage, about four and a half miles distant. I was happy to find it a false alarm. The inhabitants of Pleasant Valley were quiet and unharmed, and Mr. Gennett and his family safe and asleep.

I will now, in obedience to your dispatch of this date, direct the detachment of marines to return to the navy-yard at Washington in the train that passes here at I am to-night, and will myself take advantage of the same train to report to you in person at the War Department. I must also ask to express my thanks to Lieutenant Stewart, Major Russell, and Lieutenant Green, for the aid they afforded me, and my entire commendation of the conduct of the detachment of marines, who were at all times ready and prompt in the execution of any duty.

The promptness with which the volunteer troops repaired to the scene of disturbance, and the alacrity they displayed to suppress the gross outrage against law and order, I know will elicit your hearty approbation. Equal zeal was shown by the president and officers of the Baltimore and Ohio Railroad Company in their transportation of the troops and in their readiness to furnish the facilities of their well ordered road.

A list of the killed and wounded, as far as came to my knowledge, is herewith annexed, (marked C;) and I enclose a copy of the" Provisional Constitution and ordinances for the people of the United States," of which there were a large number prepared for issue by the insurgents.

I am, very respectfully, your obedient servant,

R. E. LEE, Colonel Commanding.

Colonel S. COOPER, Adjutant General U. S. Army, Washington City, D. C

25

Primary Document #2

Letter:

Charlestown, JEFFERSON COUNTY, VA., Oct. 21, 1859.

HON. THOMAS RUSSELL.

DEAR SIR, I am here a prisoner, with several sabre-cuts in my head and bayonet-stabs in my body. My object in writing, to you is to obtain able and faithful counsel for myself and fellow-prisoners (five in all), as we have the faith of Virginia pledged through her Governor and numerous other prominent citizens to give us a fair trial. Without we can obtain such counsel from without the slave States, neither the facts in our case can come before the world, nor can we have the benefit of such facts as might be considered miti gating in the view of others upon our trial. I have money in hand here to the amount of two hundred and fifty dollars, and personal property sufficient to pay a, most liberal fee to yourself, or to any suitable man who will undertake our defence, if I can be allowed the benefit of said property. Can you or some other good man come on immediately, for the sake of the young men prisoners at least? My wounds are doing well. Do not send an ultra Abolitionist. Very respectfully yours,

JOHN BROWN.

Primary Document #3

Telegram:

FROM THE SUPERINTENDENT OF THE ARSENAL AT HARPERS FERRY SENT

OCTOBER 19, 1859:

HARPERS FERRY OCT. XIXTH. HON. SECY OF WAR. WASHN. . I FIND A PERFECT

PANIC HERE. YOU MUST BY ALL MEANS DETAIL A TROOP TO MY RELIEF

IMMEDIATELY. THE MARINES WILL LEAVE. A. V. BARBOUR. SUPT. U. S. ARMORY.

26

http://www.familytales.org/results.php?tla=job

http://www.familytales.org/results.php?year=1859

http://www.familytales.org/results.php?city=charlestown

North and South Group Data:

Slavery:

Americans used slaves for 200 years before California became a state. Slaves were needed to work on the cotton and tobacco plantations. The first black slaves had been brought to the Jamestown Colony in 1617 by the Dutch.

The Northeastern states made a great deal of money from slaves. Many slaves were taken to the West Indies and traded for molasses. The molasses was taken to New England and made into rum. Some New Englanders bought slaves to help with this.

After a time the North gave up their slaves. The climate and type of work in the North did not fit the African slaves as well as in the South. In 1790 the North had about 40,000 slaves while the South had about 650,000. By 1850 the number of slaves in the South had grown to more than 3,000,000. At this time the North had only about 250 slaves.

Only three hundred and fifty thousand out of six million Southerners owned slaves. Fewer than two thousand of these Southerners had one hundred or more slaves. Most slave owners had four or less slaves.

Slaves were treated very differently from one plantation to the next. Some slaves worked inside the home. They cooked, cleaned, and cared for the children of the white family. Most slaves worked in the fields. They worked a long day from sunrise to after sunset. Some slaves worked in factories in big cities such as Atlanta and New Orleans.

These slaves were not paid for their work. Slaves lived in dirt-floored huts.

Growth:

During the first part of the 1800's the North and the South grew in different ways. In the North, cities were centers of wealth and manufacturing. There were many skilled workers. In the South there was not much manufacturing. There were not many skilled workers. Most of the people were farmers. Money came from plantation crops, like cotton, rice, sugar cane and tobacco. Slaves did most of the work on the plantations.

During the Civil War the North and the South had some advantages that were helpful to their part of the country.

The North produced three-fourths of the nation's wealth. They had a bigger army including thousands of black soldiers. The North also had better equipment and supplies to fight the war.

27

The South had some advantages too. Most of the war was fought on Southern territory so soldiers did not have to travel so far.

The South had better generals. Like Robert E. Lee and Thomas "Stonewall" Jackson. The South also grew cotton, which Europe needed

South Northfavored slavery opposed slaverymade living from small farms and plantations made living from factories and tradewanted to lower taxes on goods wanted to higher taxes on Europeans goods so

Southerners would buy Northern productsbelieved in states' rights

28

Group Work Roles:

1. Leader/Editor: This student is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness.

2. Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.

3. Checker: Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.

4. Spokesperson/Press Secretary/Webmaster: This person would be responsible for the technical details of the final product and would be ready to summarize the group's progress and findings to the instructor and to other groups.

5. Timekeeper: This person makes sure that the group stays on track and gets through a reasonable amount of material in the given time period.

29

Name___________ The Compromise of 1820 Date_____

The Compromise of 1820 was also known as the ______________

Congress admitted Missouri as ________ state

True or False: The U.S. compensated Texas for their loses

____________was made a new state

What was the Fugitive slave law?

____________________________________________________________________________

_____________________________________________________________________________

30

Name______ The Compromise of 1850 Date______

Please fill in the blank using the following words:

o Compromiseo Maineo Missourio Tennesseeo Fugitive Slave Law

1. ________________is a way to settle an argument when both sides give a little to get a part of what they want.

2. The Missouri Compromise of 1820 allowed _______________to enter the Union as a free state.

3. The Missouri Compromise of 1820 allowed _______________ to enter the Union as a slave state.

4. Which state was NOT admitted to the Union between 1836 and 1850? ____________

5. The South got a new law called the ______________ which said that any slaves escaping from the south to freedom in the north should be returned to their masters.

31

NATIONAL REPUBLICAN PLATFORM ADOPTED BY THE NATIONAL REPUBLICAN CONVENTION, HELD IN CHICAGO, MAY 17, 1860.

The Republican Party. 1. That the history of the nation during the last four years, has fully established the propriety and necessity of the organization and perpetuation of the Republican party, and that the causes which called it in {Omitted text, 1w} existence are permanent in their nature, and now, more than ever before, demand its peaceful and constitutional triumph.

Its Fundamental Principles. That the maintenance of the principles promulgated in the Declaration of Independence and embodied in the Federal Constitution, "That all men are created equal; that they are endowed by their Creator with certain in?lienable that among these are life, liberty and the {Omitted text, 2w} that to secure these rights, governments are instituted {Omitted text, 2w} deriving their just powers {Omitted text, 1w} the preservation {Omitted text, 1w} and shall be preserved.

State Sovereignty. 4. That the maintenance inviolate of the Rights of the States, and especially the right of each State to order and control its own domestic institutions according to its own judgment exclusively, is essential to that balance of power on which the perfection and endurance of our political fabric depends; and we denounce the lawless invasion by armed force of the soil of any State or Territory, no matter under what pretext, as among the gravest of crimes.

Sectionalism of the Democracy. 5. That the present Democratic Administration has far exceeded our worst apprehensions, in its measureless subserviency to the {Omitted text, 1w} of a sectional interest, as especially evinced in its desperate exertions to force the infamous Lecompton Constitution upon the protesting people of Kansas; in construing the personal relation between master and servant to involve an unqualified property in persons; in its attempted enforcement, everywhere, on land and sea, through the intervention of Congress and of the Federal Courts, of the extreme pretensions of a purely local interest; and in its general and unvarying abuse of power entrusted to it by a confiding people.

Its Extravagance and Corruption. 6. That the people justly view with alarm the reckless extravagance which pervades every department of the Federal Government; that a return to rigid economy and accountability is indispensable to arrest the systematic plunder of the public treasury by favored partisans; while the recent startling developments of frauds and corruptions at the Federal metropolis, show that an entire change of administration is imperatively demanded.

A Dangerous Political Heresy. 7. That the new dogma that the Constitution, of its own force, carries Slavery into any or all of the Territories of the United States, is a dangerous political heresy, at variance with the explicit provisions of that instrument itself, with cotemporaneous exposition, and with legislative and

32

judicial precedent; is revolutionary in its tendency, and subversive of the peace and harmony of the country.

Freedom, the Normal Condition of Territories. 8. That the normal condition of all the territory of the United States is that of Freedom: That as our Republican fathers, when they had abolished slavery in all our national territory, ordained that "no person should be deprived of life, liberty, or property, without due process of law," it becomes our duty, by legislation, whenever such legislation is necessary, to maintain this provision of the Constitution, against all attempts to violate it; and we deny the authority of Congress, of a territorial legislature, or of any individuals, to give legal existence to slavery in any Territory of the United States.

The African Slave Trade. 9. That we brand the recent re-opening of the African Slave Trade, under the cover of our national flag, aided by perversions of judicial power, as a crime against humanity and a burning shame to our country and age; and we call upon Congress to take prompt and efficient measures for the total and final suppression of that execrable traffic.

Democratic Popular Sovereignty. 10. {Omitted text, 1w} the recent vetoes, by their Federal Governors of the sets of the Legislatures of Kansas and Nebraska, prohibiting Slavery in those Territories, we find a practical illustration of the boasted Democratic principle of Non-Intervention and Popular Sovereignty embodied in the Kansas-Nebraska, Bill and a demonstration of the deception and fraud involved therein.

Admission of Kansas. 11. That Kansas should, of right, he immediately admitted as a {Omitted text, 1w} under the Constitution recently formed and adopted by her people, and accepted by the House of Representatives.

33

Democratic Party Platform; June 18, 1860

1. Resolved, That we, the Democracy of the Union in Convention assembled, hereby declare our affordance of the resolutions unanimously adopted and declared as a platform of principles by the Democratic Convention at Cincinnati, in the year 1856, believing that Democratic principles are unchangeable in their nature, when applied to the same subject matters; and we recommend, as the only further resolutions, the following:

2. Inasmuch as difference of opinion exists in the Democratic party as to the nature and extent of the powers of a Territorial Legislature, and as to the powers and duties of Congress, under the Constitution of the United States, over the institution of slavery within the Territories,

Resolved, That the Democratic party will abide by the decision of the Supreme Court of the United States upon these questions of Constitutional Law.

3. Resolved, That it is the duty of the United States to afford ample and complete protection to all its citizens, whether at home or abroad, and whether native or foreign born.

4. Resolved, That one of the necessities of the age, in a military, commercial, and postal point of view, is speedy communications between the Atlantic and Pacific States; and the Democratic party pledge such Constitutional Government aid as will insure the construction of a Railroad to the Pacific coast, at the earliest practicable period.

5. Resolved, that the Democratic party are in favor of the acquisition of the Island of Cuba on such terms as shall be honorable to ourselves and just to Spain.

6. Resolved, That the enactments of the State Legislatures to defeat the faithful execution of the Fugitive Slave Law, are hostile in character, subversive of the Constitution, and revolutionary in their effect.

7. Resolved, That it is in accordance with the interpretation of the Cincinnati platform, that during the existence of the Territorial Governments the measure of restriction, whatever it may be, imposed by the Federal Constitution on the power of the Territorial Legislature over the subject of the domestic relations, as the same has been, or shall hereafter be finally determined by the Supreme Court of the United States, should be respected by all good citizens, and enforced with promptness and fidelity by every branch of the general government.

June 18, 1860.

34

http://avalon.law.yale.edu/18th_century/usconst.asp

http://avalon.law.yale.edu/19th_century/fugitive.asp

http://avalon.law.yale.edu/18th_century/usconst.asp

http://avalon.law.yale.edu/18th_century/art1.asp#1sec8

Name____________ Unit Test Date________

GOOD LUCK!

1. Africans arrived in America in __________ (what year) Answer: 16192. John Brown’s Rebellion took place at ____________ Answer: Harper’s Ferry 3. What was the Purpose of the Rebellion?

_____________________________________________________________ Answer: to protest slavery

4. In 1790 the North had about _______ slaves while the South had about _________.a. 40,000 and 650,000 (correct answer)b. 650,000 and 40,000c. 700,000 and 50,000d. 50,000 and 700,000

5. True or False (circle one) The North produced three-fourths of the nation's wealth. This was part of the reason why they required less slave labor. Answer: True

6. Why did the North want higher taxes on European goods?

________________________________________________________________________ Answer: the North wanted higher taxes on European goods so southerners would buy more of their products.

7. The Compromise of 1820 was also known as the ______________ Answer: Missouri Compromise

8. Who was Thomas Jefferson referring to when said, “All men are created equal”?

_____________________________________________________________________________

Answer: White working class men

9. According to the Fugitive Slave Law what obligation does a Northerner have to a slave owner if he comes across a runaway slave?

_____________________________________________________________________________

Answer: The Northerner must make sure the slave gets back to his or her owner.

10. The Missouri Compromise of 1820 allowed _______________ to enter the Union as a slave state.

a. Californiab. Missouri (Answer)c. Tennessee d. Montana

35

11. Slave trade advocates required a more strict______________ (name of law) if California was going to be admitted as __________ (free or slave) state.

Answer: Fugitive Slave Law and free

12. Which proposal of the Compromise of 1850 set the boundaries for Texas that we know today?

a. Henry Clay’s Proposal b. James Pearce Proposal (Answer)c. Thomas Benton’s Proposald. John Bell’s Proposal

13. According to the National Republican Platform the slave trade should be reenacted.a. True b. False (answer)

14. If you were foreign born would you have protected rights according to the Democratic Party platform?

_________________________________________________________________________

Answer: Yes, the Democratic Party Platform believed that it is the duty of the United States to afford ample and complete protection to all its citizens, whether at home or abroad, and whether native or foreign born.

15. Abraham would not budge on the issue of ______________ (Answer: Slavery)16. Which candidate was most likely to support the Missouri Compromise?

a. Abraham Lincolnb. John. C. Breckinridgec. John Belld. Steven A. Douglas (answer)

17. Which candidate was most likely to argue that the people’s decisions would prevail no matter the court’s responses?

a. Steven A. Douglas (answer) b. John Bellc. Abraham Lincolnd. John. C. Breckinridge

18. Which Party Platform was most likely to refer to slaves as “property”?a. The Southern Democrats Platform (answer)b. The Constitutional Union Platform c. The Republican Party Platformd. The Northern Democratic Platform

19. Who won the election of 1860?

36

a. Steven A. Douglas b. John Bellc. Abraham Lincoln (answer)d. John. C. Breckinridge

20. Which candidate received the fourth most electoral votes but the received the second most popular votes?

a. Steven A. Douglas (answer)b. John Bellc. Abraham Lincoln d. John. C. Breckinridge

37

Test Blue Print:

Instructional

Objective

Knowledge Comprehension Application Analysis Synthesis Evaluation

1-1 1

1-2 2 3

1-3 4, 5, 6 6

2-1 8 8

2-2 7, 10 9 9 9

2-3 11,12 12 11,12

3-1 13,14 13,14 14 14 14

3-2 15, 7,18,

19, 20

17,18, 20 16,17,18 16,17,18,

20

17,18 16,17,18

Total 16 9 5 7 4 5

38

Bibliography

http://avalon.law.yale.edu/19th_century/dem1860.asp

http://biowww.clemson.edu/aged/dl/aged480/jennifer/cause.htm

http://www.civilwar.org/education/teachers/lesson-plans/lesson-plan/john-brown-lesson-

primary-source-list.html

http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Platforms.pdf

http://elections.harpweek.com/1860/cartoon-1860-medium.asp?UniqueID=40&Year=1860

Meador, Jennifer Lynn and. The Causes of the Civil War PPT. 2003. Access: 30 October 2012.

Web.

http://memory.loc.gov/cgi-bin/query/r?ammem/rbpe:@field(DOCID+@lit(rbpe0180010a))

http://serc.carleton.edu/introgeo/cooperative/roles.html

http://www.thomas.k12.ga.us/userfiles/271/Classes/2820/Lesson%204%20-%20readers

%20theater%20script.pdf

Http://www.youtube.com/watch?v=SJ2KcxdJ-Vg

39

causes of the civil war unit plan

Documents

userfiles271classes2820lesson2042020readers20theater20script

responsibility

national archives

collect quick

dangerous

half miles

jennifer lynn

differentiated