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
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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,
Teaching with Primary Sources
Illinois State University
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
Teaching with Primary Sources
Illinois State University
.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
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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
http://hdl.loc.gov/loc.pnp/cph.3a0
8411
Reproduction Number: LC-
USZ62-5092 (b&w film copy
neg.)
Repository: Library of Congress
Prints and Photographs Division
Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/cph.3a08411
.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
Washington, D.C. 20540 USA
http://www.loc.gov/pictures/resource/var.2119/
http://www.loc.gov/pictures/item/var1994001460/PP/",
thumbnail:{ url :"http://
Teaching with Primary Sources
Illinois State University
Images Descriptions Perm URL
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
Division Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pga.02893
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
http://hdl.loc.gov/loc.pnp/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
http://hdl.loc.gov/loc.pnp/cph.3b35942
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
http://hdl.loc.gov/loc.pnp/cph.3a12918
Teaching with Primary Sources
Illinois State University
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)
Repository: Library of Congress Prints
and Photographs Division Washington,
D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
http://hdl.loc.gov/loc.pnp/ppmsca.26111
Images Descriptions Perm URL
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
http://hdl.loc.gov/loc.pnp/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
Teaching with Primary Sources
Illinois State University
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.)
Repository: Library of Congress Prints
and Photographs Division Washington,
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
Division Washington, D.C. 20540 USA
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/
Teaching with Primary Sources
Illinois State University
Images Descriptions Perm URL
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
Washington, D.C. 20540 USA
http://hdl.loc.gov/l
oc.pnp/pp.print
http://hdl.loc.gov/loc.pnp/cph.3a29452
Teaching with Primary Sources
Illinois State University
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)) -->
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
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.
Teaching with Primary Sources
Illinois State University
Handouts-(see below) Back to Navigation Bar
Teaching with Primary Sources
Illinois State University
1. Photo Analysis
Teaching with Primary Sources
Illinois State University
2. Cartoon Analysis Worksheet
Teaching with Primary Sources
Illinois State University
3. Written Document Analysis Worksheet
Teaching with Primary Sources
Illinois State University
Teaching with Primary Sources
Illinois State University
http://www.loc.gov/teachers/primary-source-analysis-tool/
Teaching with Primary Sources
Illinois State University
http://www/loc.gov/resource/g3701e.ct000764/