Slavery Divides the Nation-A Cause of Civil War …educationextras.com/LOC pdfs 2012/Wayne County/Wayne... · 2012-11-16 · Slavery Divides the Nation-A Cause of Civil War Tracy

Teaching with Primary Sources

Illinois State University

Slavery Divides the Nation-A Cause of Civil War

Tracy Jolly

Burns Middle School - DPS

Spring 2012

http://hdl.loc.gov/loc.pnp/cph.3a29452

Working as a Special Education Middle School Resource Service Teacher, my primary

role is to establish working academic relationships with general education teachers that

support students. The Library of Congress: America’s Library for Educators Workshop

via Wayne County RESA has proven to be a remarkable and easy to use resource that

will allow me to actively engage students while collaborating with my teaching peers.

The Library of Congress online tools bring learning to life by allowing pictures, text,

articles, and endless historical information retrieved almost instantly. Educators,

especially those with limited social studies experiences, can easily take tours through the

Library of Congress without leaving their classrooms. This interactive online resource

provides countless primary sources that make learning for student’s fun, interactive,

relevant and memorable for years to come. In addition, these activates are aligned with

required state educational expectations established by the latest Common Core and State

Standards.

Overview/ Materials/Historical Background/LOC Resources/Standards/

Procedures/Evaluation/Rubric/Handouts/Extension

Overview – The Civil War is understood to be one of the most brutal and divisive

events in the United States History. This lesson outlines important issues in the years

preceding the Civil War.

“Union! I can more easily conceive of the Lion and Lambs lying down together, than of

a nation of the North and South.” Sarah Chase, Massachusetts teacher in the South

(1866) Back to Navigation Bar




Objectives Students will:

Students will: Analyze and Interpret images from

the LOC using Photo Analysis Tool

Use primary sources to write; draw; and explain

events leading to the Civil War.

Section 1:

Describe the purpose and impact of the Missouri

Compromise.

Explain why the conflict arose over the issue of

slavery in the western territories.

Identify why the Free-Soil Party was founded.

Section 2:

Describe the impact of the Compromise of 1850.

Summarize how Uncle Tom’s Cabin affected

attitudes towards slavery.

Section 3:

Identify the goal of the Kansas-Nebraska Act

Summarize the impact of the Dred Scott case on the

Nation/Compare and Contrast using Venn Map

Identify Key People:

Thomas Jefferson

Simon Legree and Uncle Tom

Harriet Beecher Stowe

Dred Scott

Recommended time frame Three Days with 90 Minute Block Schedule

Grade level 8th

Grade

Curriculum fit Grade US History and Geography

Materials www.loc.gov

www.archives.gov/education/lessons/worksheets

www.phsschool.com http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

http://www.loc.gov/teachers/primary-source-analysis-tool/ http://www/loc.gov/resource/g3701e.ct000764/

Written Analysis Worksheet-Student

Cartoon Analysis Worksheet-Student

Photo Analysis Worksheet –Student

Rubric Expectations-Teacher/Students Compare and Contrast Concept Map-Venn

Primary Source Analysis Tool Timeline Key

Textbook: The American Nation Chapter 16: Slavery Divides the

Nation, pp. 460-481 Makers/Large Construction Paper

http://www.loc.gov/

http://www.archives.gov/education/lessons/worksheets

http://www.phsschool.com/

http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

http://www.loc.gov/teachers/primary-source-analysis-tool/

http://www/loc.gov/resource/g3701e.ct000764/



Michigan State Learning Standards Back to Navigation Bar Detroit Public School:

Objectives/Grade Level Content Expectations (GLCE): 8-U5.1.4 Describe how the following increased sectional

tensions; 1) the Missouri Compromise (1820); 2) the Wilmot

Proviso (1846); 3) the Compromise of 1850 including the

Fugitive Slave Act; 4) the Kansas-Nebraska Act (1854) and

subsequent conflict in Kansas; 5) the Dred-Scott v. Sanford

decision. https://dps.hmhlearningvillage.com/lvcontentitems_60/l

vcontentitems_60/Attachments/48/8th%20Grade%20US

Michigan Department of Education:

U5.1 The Coming of the Civil War 8 – U5.1.4 Describe how the following increased sectional tensions • the Missouri Compromise (1820) • the Wilmot Proviso (1846) • the Compromise of 1850 including the Fugitive Slave Act • the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas • the Dred Scott v. Sandford decision (1857)

Procedures Back to Navigation Bar Day One:

Activity 1 – Photo Analysis

Tell students to follow the suggestions below to

Observe photos provided by teacher hard copies and

gallery display using overhead using photo story.

Step 1: Observe

Students will study a photograph for 2 minutes; form an

overall impression of the photograph and then examine

individual items. Next, divide the photo into quadrants

and study each section to see what new details become

visible. Use the Photo Analysis Worksheet to list

People/Objects/Activities.

Step 2: Make Inferences

Students work with partner or in small groups 3-4 to

make inferences based on what they have observed

above, list three things they might infer from this

photograph.

https://dps.hmhlearningvillage.com/lvcontentitems_60/lvcontentitems_60/Attachments/48/8th%20Grade%20US

https://dps.hmhlearningvillage.com/lvcontentitems_60/lvcontentitems_60/Attachments/48/8th%20Grade%20US



Step 3: List Questions

Students will list questions the photograph raise in your

mind? And make list of where student can find answers

to the questions. Allow each pair of students or small

group to report to whole class.

Day Two:

Activity 2 – Research Activities

Students will create Interdisciplinary Display Board;

* Debating Slavery in the Western Territories

Teacher will divide class into four groups to explore the

issue of slavery in the western territories; Tell students

to choice only one of the activities below to write, draw,

or act what they have learned about the attempts to keep

the nation together. Student may use textbooks,

encyclopedias, atlases, and other materials in the

classroom library to complete the tasks. Students must

use the www.loc.gov , and Photo/Cartoon/Written

Analysis Worksheets. (add link)

Group 1 = Cartographers

Students will create a map of the United States after the

admission of California in 1850. (or teacher could

provide a copy of map) Students should:

1. Label the free slave states in one color.

2. Label the slave states in another color.

3. Add the date each state was admitted to the

Union. Students are required to use

www.loc.gov to assist them with their research.

This map will be added to classroom display

board.

Group 2= Writers

1. Students will write textbook entries for a

younger child in whom they explain each of the

following: Missouri Compromise, Compromise

of 1850, Fugitive Slave Law of 1850, Kansas-

Nebraska Act, Dred Scott decision, Simon

Legree and Uncle Tom/ Harriet Beecher Stowe,

http://www.loc.gov/

http://www.loc.gov/



Thomas Jefferson, Stephen Douglas.

2. Students will us the www.loc.gov to illustrate

their entries with maps, graphs, charts, and

pictures that will be displayed on classroom

display board.

Group 3= Artists

1. Students in this group will choose to be a

northern artist or southern artist

2. Each group of artists will create a political

cartoon from the point of view of their group

about three of the following: Missouri

Compromise, Compromise of 1850 Bleeding

Kansas, Dred Scott Decision, Simon Legree and

Uncle Tom/ Harriet Beecher Stowe, Thomas

Jefferson, Stephen Douglas.

3. Students are required to use www.loc.gov to

research and collect copies of political cartoons,

use Cartoon Analysis Worksheet, and must be

added to display board.

Group 4 = Historians

1. This group of students will list the important

events and the events and attempts at

compromise that led up to the Civil War, starting

with the Missouri Compromise in 1820.

4. Then have them use their list to make a time line

of events leading to the Civil War. Students are

required to use www.loc.gov to retrieve photos,

pictures, and event information and students

should be prepared to explain the significance of

each event include three of the following:

Missouri Compromise, Compromise of 1850

Bleeding Kansas, Dred Scott decision, Simon

Legree and Uncle Tom/ Harriet Beecher Stowe,

Thomas Jefferson, Stephen Douglas.

Day Three:

Activity Three: Harriet Beecher Stowe –

“Uncle Tom’s Cabin” -Literary Analysis

1852-Growing Antislavery Movement

1. Students will use www.loc.gov to research and

read parts of “Uncle Tom’s Cabin”, a novel

written by Harriet Beecher Stowe, which depicts

the evils of slavery and the injustice of the

http://www.loc.gov/

http://www.loc.gov/

http://www.loc.gov/

http://www.loc.gov/



.Fugitive Slave Act.

2. Allow students to draw names of characters from

the story from a bag; Label them as follows

male/female

free/enslaved

enlighted/bigoted

educated/ignorant

northern/southern

old/young

3. Allow students to research each person/character

and list three support fact/statements to support

that character’s Point of View.

4. Students will be asking to print copies of photos

of their selected character and analyze the

photograph recording their findings on the Primary Source Analysis Tool.

5. Teacher will walk/circulate class to ensure

students are on track with analysis and make

suggestions as needed.

6. Students will reports out their findings to the

whole class. Allow class to discuss the main

character Uncle Tom honesty and his refusal to

be provoked into violence. Discuss and compare

Tom’s actions to those of Gandhi’s strategy of

peaceful resistance.

Evaluation Back to Navigation Bar Primary Source Analysis Tool

Rubric (see below)

Observations of Activities

Extension Back to Navigation Bar

Technology Integration: www.classzone.com

www.phschool.com, www.americanheritage.com

Gifted/Advance Learners: Produce a News Program;

Clarifying Americans’ viewpoints in 1820 on the issue of

slavery using Library of Congress Online Resources.

Limited Proficient/ELL Creating a Book of Quotation or

Power-point using Library of Congress Online Resources

http://www.loc.gov/teachers/usingprimarysources/guides.html

http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf

http://www.classzone.com/

http://www.phschool.com/

http://www.americanheritage.com/



Historical Background Back to Navigation Bar

Many southerners depended on the labor of slaves

South justified slavery as belief that Africans would not be able to take care of

themselves/Plantation Economy

Spread of slavery in the West; but the West was not suitable for a plantation;

therefore slavery was unnecessary.

Thomas Jefferson, in 1820 was near age 70 believed that the issue of slavery

could tear the North and South apart as settlers began to move west.

1848 the Mexican War added vast western lands to the United States; slavery

continued be permitted in part of the Louisiana Purchase but banned in other

parts.

Abolitionists wanted slavery banned throughout the entire country.

1850, Underground Railroad was in existence and suggested that those slaves who

believed that slavery was immoral would continue to break laws that supported it

and that the controversy over slavery would continue to grow.

Courts sometimes ordered that fugitive’s slaves be returned to their owners in the

South.

Traveling with small children made escaping slavery more difficult, however

slaves often refused to leave their families behind.



Timeline – KEY

1820-1825

James Madison was President of the Union

1820

The Missouri Compromise maintains the balance of free and slave states in the

Union.

1850 United States Map – Slave and Free Slave States

As new states entered the Union, the balance between slave and free slave states

became harder to maintain.

1833

Slavery is abolished in the British Empire

1841-1845

John Taylor was President of Union

1848

The Free-Soil Party is formed to oppose the extension of slavery in the West.

1850

The Underground Railroad – Those who believed that slavery was immoral

continue t break laws that supported it and the controversy over slavery between

Northern and Southern States continued to grow.



Primary Resources from the Library of Congress Back to Navigation Bar

Images Descriptions Perm URL

Forcing slavery down the throat of a

freesoiler

Digital ID: (digital file from b&w

film copy neg.) cph 3b38367

http://hdl.loc.gov/loc.pnp/cph.3b3836

7

Reproduction Number: LC-USZ62-

92043 (b&w film copy neg.)

Repository: Library of Congress Rare

Book and Special Collections

Division Washington, D.C. 20540 USA

http//hdl.loc.gov/loc.pnp/cph.3b38367

Dred Scott

Digital ID: (b&w film copy neg.)

cph 3a08411


8411

Reproduction Number: LC-

USZ62-5092 (b&w film copy

neg.)

Repository: Library of Congress

Prints and Photographs Division

Washington, D.C. 20540 USA


.Uncle Tom's cabin new Uncle Tom's

Cabin Co.

Digital ID: (digital file from

intermediary roll copy film) var

2119

http://hdl.loc.gov/loc.pnp/var.2119

Reproduction Number:

Repository: Library of Congress

Prints and Photographs Division


http://www.loc.gov/pictures/resource/var.2119/

http://www.loc.gov/pictures/item/var1994001460/PP/",

thumbnail:{ url :"http://


http://www.loc.gov/pictures/resource/var.2119/




Triumph

A large, elaborate allegory predicting

the triumph of the Union over the dark

forces of the Confederacy and "King

Cotton."

Digital ID: (digital file from original print) pga 02893

http://hdl.loc.gov/loc.pnp/pga.02893

Reproduction Number: LC-DIG-pga-02893 (digital file from

original print) LC-USZ62-68236 (b&w film copy neg.)

Repository: Library of Congress Prints and Photographs



Congressional surgery. Legislative

quackery

A rare anti-North satire, probably

dealing with either the Crittenden

Compromise or the Douglas

Compromise.

Digital ID: (digital file from b&w film

copy neg.) cph 3b35942


Reproduction Number: LC-USZ62-

89571 (b&w film copy neg.)

Repository: Library of Congress Prints

and Photographs Division Washington,

D.C. 20540 USA

http://hdl.loc.gov/loc.pnp/pp.print


Marriage of the Free Soil and Liberty parties

Digital ID: (b&w film copy neg.) cph 3a12918 http://hdl.loc.gov/loc.pnp/cph.3a12918

Reproduction Number: LC-USZ62-10496 (b&w







film copy neg.)

Repository: Library of Congress Prints and

Photographs Division Washington, D.C. 20540

USA

The political uncle tommers

Digital ID: (digital file from original

print) ppmsca 26111

http://hdl.loc.gov/loc.pnp/ppmsca.26111

Reproduction Number: LC-DIG-

ppmsca-26111 (digital file from original

print)



D.C. 20540 USA

http://hdl.loc.gov/loc.pnp/pp.print



Effects of the Fugitive-Slave-Law

An impassioned condemnation of the Fugitive

Slave Act passed by Congress in September

1850, which increased federal and free-state

responsibility for the recovery of fugitive slaves.

Digital ID: (digital file from b&w film copy

neg.) cph 3a05114


Reproduction Number: LC-USZ62-1286 (b&w

film copy neg.) LC-USZC4-4550 (color film

copy transparency)

Repository: Library of Congress Prints and

Photographs Division Washington, D.C. 20540

USA http://hdl.loc.gov/loc.pnp/pp.print

http://hdl.locgov/loc.pnp/cph.3a05114


http://hdl.locgov/loc.pnp/cph.3a05114



Congressional scales. A true balance

Digital ID: (color film copy

transparency)) cph 3g04552

http://hdl.loc.gov/loc.pnp/cph.3g04552

Reproduction Number: LC-USZC4-

4552 (color film copy transparency) LC-

USZ62-8230 (b&w film copy neg.)



D.C. 20540 USA

http://hdl.loc.gov//loc.pnp/cph.3g04552

[Bust of Stephen Douglas over Northern Democratic

Party's presidential campaign shield] Digital ID: (digital file from b&w film copy neg.) cph

3a00674 http://hdl.loc.gov/loc.pnp/cph.3a00674

Reproduction Number: LC-USZ6-693 (b&w film copy neg.)

Repository: Library of Congress Prints and Photographs


http://hdl.loc.gov//loc.pnp/cph.3a00674

General map of the United States, showing the area and extent of the free & slave-holding states, and the territories of the Union : also the boundary of the seceding states

Digital ID: (digital file from b&w film copy neg.) cph

3a00674 http://hdl.loc.gov/loc.pnp/cph.3a00674

Reproduction Number: LC-USZ6-693 (b&w film copy neg.)

Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/resource/g3701e.cw1020000/


http://hdl.loc.gov/loc.pnp/cph.3g04552









Detail of Th. Jefferson,

photomechani

cal print, created/published [between

1890 and 1940(?)].

Reproduction Number: LC-USZC4-2474

http://memory.loc.gov/ammem/collections/jefferson_papers/jefferson1.html

Congressional

Globe, House

of

Representative

s, 29th

Congress, 2nd

Session, Page

438, The

Wilmot

Proviso--Mr.

Woodworth

http://memory.loc.gov/cgi-

bin/ampage?collId=llcg&fileName=018/llcg018.db&recNum=1045

Practical illustration of the Fugitive Slave Law

Digital ID: (digital file from b&w film copy neg.) cph 3a29452 http://hdl.loc.gov/loc.pnp/cph.3a29452

Reproduction

Number: LC-USZ62-28755

(b&w film copy neg.) LC-USZC4-4660 (color film

copy transparency)

LC-USZCN4-251 (color film copy

neg.)

Repository:

Library of

Congress Prints and Photographs

Division


http://hdl.loc.gov/l

oc.pnp/pp.print



http://memory.loc.gov/ll/llcg/018/1000/10460438.tif


http://memory.loc.gov/cgi-bin/ampage?collId=llcg&fileName=018/llcg018.db&recNum=1045

http://memory.loc.gov/cgi-bin/ampage?collId=llcg&fileName=018/llcg018.db&recNum=1045












Words and Deeds

in American History

Letter, Roger

Brooke Taney to Caleb Cushing

thanking Cushing

for his support of Taney's decision

in the Dred Scott

case, 9 November 1857.

(Caleb Cushing

Papers

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/070)) -->



Rubric Back to Navigation Bar

Oral Presentation Rubric : Slavery Divides the Nation-A Cause of Civil War

Teacher Name: Ms. Jolly

Student Name: ________________________________________

CATEGORY 4 3 2 1

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Collaboration with Peers Analyze and interpret one of the following worksheets; photo; cartoon; map; or written document Analysis Worksheets.

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together & completes related group worksheet.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\\\\\"waves\\\\\\\" in the group & completes 80-90% of the related group worksheet.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member & completes 70-60% of the related group worksheet.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member & completes only 60-50% of the related group worksheet.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.



Analyze and interpret images from the LOC using Analysis Worksheet

Student is accurately able to observe, infer, and list questions related to images from LOC.

Student is able to accurately observe, made only one correct inferences, and list questions related to images from LOC.

Student displays some accurate ability to observe, made a few inferences, and list at least one question related to images from LOC.

Student is not able to observe, make any inferences or list any questions related to images from LOC.



Handouts-(see below) Back to Navigation Bar



1. Photo Analysis



2. Cartoon Analysis Worksheet



3. Written Document Analysis Worksheet











http://www.loc.gov/resource/g3701e.ct000764/

Documents

Slavery Divides the Nation-A Cause of Civil War …educationextras.com/LOC pdfs 2012/Wayne County/Wayne... · 2012-11-16 · Slavery Divides the Nation-A Cause of Civil War Tracy