Description of lesson/activity
1. describe major ideas and events that led to the Civil War.
2. interpret primary resources and historical accounts.
3. rank and justify ideas and events which caused the war.
4. locate Confederate and border states on a map.
1. Question/Problem 2 examined how the North and South avoided conflict through the use of compromise. To answer Question/Problem 3 students will study primary resources and historical accounts of ideas and events from 1850 to 1860 which contributed to the Civil War.
2. These readings should be incorporated into classroom instruction. They are not meant to be the only source of information for this period. It is recommended that all nine readings be used in chronological order. After the readings are comp leted, students will be asked to choose the three most important ideas and/or events which led to war.
3. Use small groups with these readings. First, have students read silently. Alternatively, the teacher may read them aloud. Students may want to underline key parts which will help them answer the questions. This could be followed by having students briefly summarize the reading or listing questions and comments on their copy of the text, followed by group discussion.
4. Do the first two readings together. They are "A Pro-Slavery Argument (1850)" and "Frederick Douglass' Speech on July 4, 1852." This will help students contrast the positive and negative views on the institution of slavery.
5. To understand the third reading, "Bleeding Kansas (1856)," students need background information on the conflict in Kansas.
6. The language of the "Dred Scott Decision (1857)" reading is challenging. Students should first attempt this reading in their groups before the study of this decision is supplemented with textbooks and audio-visuals.
7. The Lincoln and Seward readings are to be done together. Have students find similarities and differences between the two statements.
8. "John Brown's Raid (1858)" describes the attack on the arsenal in Harpers Ferry and southern reaction to the raid. The teacher may want to ask students why southerners were so alarmed by this event.
9. As a prelude to Lincoln's election and the secession of southern states, students should read the "Republican Party Platform (1860)."
10. The final reading, "Secession (1860)," provides lyrics of the song The Bonnie Blue Flag. The lyrics contain reasons why the South left the Union. Students should complete the accompanying map that sets the scene for a study of the Civil War itself. See "Civil War Map".
Teachers may wish to use this map in other ways. For instance, locations of the states that did not secede, the two capitals, important battles, and border states could be added as students learn more about the Civil War.
11. As a concluding activity, students should answer the question, "How did ideas and events contribute to the conflict between the North and South?" Students should choose the three most important ideas and/or events which they think led to war . In their essays they need to justify their selections. Assessment is left up to the teacher.
Resource 1: A Pro-Slavery Argument (1850)
Resource 2: Frederick Douglass Speech on July 4, 1852
Resource 3: Bleeding Kansas (1856)
Resource 4: Dred Scott Decision
Resource 5: Abraham Lincoln's "House Divided Speech (1858)
Resource 6: William Seward's Speech (1858)
Resource 7: John Brown's Raid
Resource 8: Republican Party Platform (1860)
Resource 9: Secession (1860)
Resource 9a: Civil War Map