• Norman Rockwell, Freedom of Speech—Know It When You See It

    19a. Norman Rockwell (1894–1978)

    This lesson plan highlights the importance of First Amendment rights by examining Norman Rockwell’s painting of The Four Freedoms. Students discover the First Amendment in action as they explore their own community and country through newspapers, art, and role playing.

    Lesson Plans: Grades 6-8
    Curriculum Unit

    Life in the North and South 1847–1861: Before Brother Fought Brother (5 Lessons)

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    The Unit

    Overview

    More Americans lost their lives in the Civil War than in any other conflict. How did the United States arrive at a point at which the South seceded and some families were so fractured that brother fought brother?

    A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between North and South. Through the investigation of primary source documents —photographs, census information and other archival documents—students gain an appreciation of everyday life in the North and South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years before the Civil War.

    Guiding Questions

    • What differences existed between ordinary Americans living in the North and those living in the South in the years before the Civil War?
    • What important issues are reflected in the differences between life in the North and the South?
    • What kinds of changes were taking place in the United States at the time?

    Learning Objectives

    • List three differences and three similarities between life in the North and the South in the years before the Civil War.
    • Discuss how these differences contributed to serious disagreements between the North and South.

    Preparation Instructions

    The Civil War erupted after a long history of compromises and sectional debates over representation, federalism, tariffs and territories. Though many of the political differences are beyond the scope of the intermediate curriculum, students can use their analysis of archival documents to begin to appreciate the differences between the North and South and the changes afoot in the United States that contributed to the developing conflict.

    Before you begin to teach this unit, review the suggested activities and familiarize yourself with the websites involved. Select, download and duplicate, as necessary, any documents you want the class to use.

    For the census activity in Lesson 3, either the teacher or students will need to keep a calculator at hand.

    You may wish to provide students with a copy of the Document Analysis Worksheet, available through the EDSITEment resource The Digital Classroom, to guide them as they review the documents in this unit.

    The purpose of this lesson is to prepare students with background information for understanding the causes of the Civil War. You can find information on the causes of the Civil War, accessible through a link from the EDSITEment resource The Internet Public Library.

    The Lessons

    The Basics

    Grade Level

    6-8

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > Place > The Americas
    • History and Social Studies > Themes > Demographic Changes
    • History and Social Studies > U.S. > Expansion and Reform (1801-1861)
    • History and Social Studies > World > The Modern World (1500 CE-Present)
    • History and Social Studies > U.S. > Civil War and Reconstruction (1850-1877)
    • History and Social Studies > Themes > Economic Transformation
    • History and Social Studies > People > Other
    • History and Social Studies > People > Women
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > Slavery
    • History and Social Studies > Themes > U.S. Constitution
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Debate
    • Discussion
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Representing ideas and information orally, graphically and in writing
    • Textual analysis
    • Using primary sources
    Lesson Plans: Grades 9-12
    Curriculum Unit

    The Federalist and Anti-federalist Debates on Diversity and the Extended Republic (2 Lessons)

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    Overview

    In September of 1787, the delegates to the Convention in Philadelphia presented their work to the American public for ratification. The proposed Constitution marked a clear departure from the Articles of Confederation, which had essentially established a federal “league of friendship” between thirteen sovereign and largely independent states. Under the newly proposed plan of government, the union between the states would be strengthened under a national government that derived its authority—at least in part—directly from the American people rather than purely from the state legislatures. And under the new Constitution, the people would be represented equally in the House, regardless of the state in which they lived—unlike the Articles of Confederation, according to which the Continental Congress equally represented the states. In other words, the proposed Constitution would make the United States a nation of one people rather than a loose confederation of states.

    The proposed Constitution, and the change it wrought in the nature of the American Union, spawned one of the greatest political debates of all time. In addition to the state ratifying conventions, the debates also took the form of a public conversation, mostly through newspaper editorials, with Anti-federalists on one side objecting to the Constitution, and Federalists on the other supporting it. Writers from both sides tried to persuade the public that precious liberty and self-government, hard-earned during the late Revolution, were at stake in the question.

    Anti-federalists such as the Federal Farmer, Centinel, and Brutus argued that the new Constitution would eventually lead to the dissolution of the state governments, the consolidation of the Union into “one great republic” under an unchecked national government, and as a result the loss of free, self-government. Brutus especially believed that in such an extensive and diverse nation, nothing short of despotism “could bind so great a country under one government.” Federalists such as James Madison (writing as Publius) countered that it was precisely a large nation, in conjunction with a well-constructed system of government, which would help to counter the “mortal disease” of popular governments: the “dangerous vice” of majority faction. In an extended republic, interests would be multiplied, Madison argued, making it difficult for a majority animated by one interest to unite and oppress the minority. If such a faction did form, a frame of government that included “auxiliary precautions” such as separation of powers and legislative checks and balances would help to prevent the “factious spirit” from introducing “instability, injustice, and confusion … into the public councils.”

    In this unit, students will examine the arguments of Anti-federalists against and Federalists for the extended republic that would result from the new Constitution. They will become familiar with some of the greatest thinkers on both sides of the argument and their reasons for opposing or supporting the Constitution. They will learn why Anti-federalists believed that a large nation could not long preserve liberty and self-government. They will also learn why Federalists such as James Madison believed that a large nation was vital to promote justice and the security of rights for all citizens, majority and minority alike. Finally, students will see the seriousness of the question as one that both sides believed would determine the happiness, liberty, and safety of future generations of Americans.

    Guiding Questions

    • What are the merits of the Anti-federalist argument that an extended republic will lead to the destruction of liberty and self-government?
    • Was James Madison correct when he claimed that a republican government over an extended territory was necessary to both preserve the Union and secure the rights of citizens?

    Learning Objectives

    • Understand what Anti-federalists meant by the terms “extended republic” or “consolidated republic.”
    • Articulate the problems the Anti-federalists believed would arise from extending the republic over a vast territory.
    • Better understand the nature and purpose of representation, and why, according to Anti-federalists, it would not be successful in a large nation.
    • Explain why Anti-federalists believed that eventually the extended republic would result in rebellion or tyranny.
    • Articulate how the problem of representation in a large republic would lead to abuse of power by those in national office or the use of force to execute the laws.
    • Explain why a great diversity of interests in a large republic was an obstacle, according to Anti-federalists, to uniting Americans together as one nation.
    • Articulate the arguments of Federalists Alexander Hamilton and James Madison in favor of a large or “extended” republic.
    • Understand why the Federalists believed that faction – especially majority faction – is so dangerous in popular forms of government.
    • Understand the Federalist argument about the beneficial effects of a large republic by multiplying the number of diverse interests within the United States, and how this especially helps to control the effects of faction.
    • Articulate the difference between a “pure democracy” and a representative republic, and which of these James Madison considered best for the American people.
    • Have a working knowledge of the Federalist belief that multiplying interests over a large republic, combined with the constitutional separation of powers, makes it difficult for government to pass factious laws that deprive the minority of their rights.

    Preparation Instructions

    Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing.

    • Text Document for Lesson 1, Activity 1
    • Text Document for Lesson 1, Activity 2
    • Text Document for Lesson 2, Activity 1
    • Text Document for Lesson 2, Activity 2

    These Text Documents contain excerpted versions of the documents used in the activities, as well as questions for students to answer.

    Analyzing primary sources:
    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.

    The Lessons

    • Lesson 1: Anti-federalist Arguments Against "A Complete Consolidation"

      Richard Henry Lee (1732–1794)

      This lesson focuses on the chief objections of the Anti-federalists, especially The Federal Farmer (Richard Henry Lee), Centinel, and Brutus, regarding the extended republic. Students become familiar with the larger issues surrounding this debate, including the nature of the American Union, the difficulties of uniting such a vast territory with a diverse multitude of regional interests, and the challenges of maintaining a free republic as the American people moved toward becoming a nation rather than a mere confederation of individual states.

    • Lesson 2: The Federalist Defense of Diversity and "Extending the Sphere"

      Alexander Hamilton was pro-federalist, and authored a number of the papers.

      This lesson involves a detailed analysis of Alexander Hamilton’s and James Madison’s arguments in favor of the extended republic in The Federalist Nos. 9, 10 and 51. Students consider and understand in greater depth the problem of faction in a free republic and the difficulty of establishing a government that has enough power to fulfill its responsibilities, but which will not abuse that power and infringe on liberties of citizens.

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > U.S. > Revolution and the New Nation (1754-1820s)
    • History and Social Studies > Themes > Economic Transformation
    • History and Social Studies > People > Other
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > Religion
    • History and Social Studies > Themes > U.S. Constitution
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Debate
    • Discussion
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Textual analysis
    • Using primary sources
    • Vocabulary
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    James Madison: From Father of the Constitution to President (4 Lessons)

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    Overview

    Q. Who was called the "Father of the Constitution"? A. James Madison, of Virginia, because in point of erudition and actual contributions to the formation of the Constitution, he was preeminent.
    —From Constitution Q and A on the EDSITEment resource Digital Classroom

    …if the letter of the Constitution is strictly adhered to, and if no flexibility is allowed, no power could be exercised by Congress, and all the good that might be reasonably expected from an efficient government would be entirely frustrated.
    — James Madison, February 2, 1791, from James Madison Debates the Constitutionality of a National Bank on The James Madison Center, a link from the EDSITEment-reviewed website The American President

    The Framers gave us a document durable and flexible enough to take us from the agrarian land of the 18th century, of the musket, the axe and the plow-to the country we know today, of the Internet and the human genome and a thousand different cultures living together in one nation like a glittering mosaic.
    —Michael Beschloss at the ceremony to unveil page two of the Constitution in its new encasement, September 15, 2000, in the Rotunda of the National Archives Building, Washington, D.C. (available on the EDSITEment resource Digital Classroom)

    Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion. Madison had been present at the document's birth as the mastermind behind the so-called Virginia Plan. He had worked tirelessly for its ratification including authoring 29 Federalist Papers, and he continued to be a concerned guardian of the Constitution as it matured. However, it should be noted that Madison chose not to allow his notes from the Constitutional Convention to be published until after his death,

    In the early years of the Republic, Madison held a variety of offices, both appointed and elected. At other times, he was part of the loyal opposition. Both in office and out, he played an important role in the continuing debate [stet]. Virtually every important event was precedent-setting, raising crucial questions about how the constitution should be interpreted and implemented. How should the Constitution be applied to situations not specified in the text? How can balance be achieved between the power of the states and that of the federal government? How can a balance of power be achieved among the three branches of the federal government? In this curriculum unit, Madison's words will help students understand the constitutional issues involved in some controversies that arose during Madison's presidency.

    Guiding Questions

    • How was Madison involved in the creation and implementation of the Constitution?
    • What events during Madison's presidency raised constitutional questions?
    • What were the constitutional issues that arose during his presidency?
    • What positions did Madison take on each of these issues?
    • Did his thinking evolve and, if so, what factors influenced his thinking and actions?

    Learning Objectives

    • List reasons why Madison is called the "Father of the Constitution."
    • Summarize three significant issues during Madison's presidency that raised constitutional questions.
    • Explain the constitutional questions raised by these events.
    • Discuss Madison's opinions on the constitutional questions.

    Preparation Instructions

    • Review the lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
    • Download the Master PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
    • In Lesson One, a graphic organizer helps students see how involved James Madison was in the major events of his time. Though the lesson can stand alone, it works to demonstrate Madison's importance and to show why his opinions are so central to understanding the on-going process of creating a working democracy based on the Constitution. EDSITEment offers the following complementary lessons you may want to use in part or whole:
    • Lesson One helps students see that James Madison had connections to many of the important events of the day. Among other things, he:
      • served in the Continental Congress before and while the Articles of Confederation were in effect;
      • conceived the Virginia Plan, which became the foundation of the Constitution;
      • worked to get the Constitution ratified (by writing many Federalist Papers, for example);
      • became the principal author of the Bill of Rights while serving in the House of Representatives;
      • served as Secretary of State during Jefferson's administrations;
      • as Secretary of State, supported Jefferson with the Louisiana Purchase;
      • co-founded the Democratic-Republican Party, which favored a strict interpretation of the Constitution and less power for the central government;
      • raised serious objections to the Alien and Sedition Acts in the Virginia Resolutions and elsewhere;
      • served as President during the War of 1812;
      • signed the act establishing the Second National Bank;
      • supported internal improvements, such as the Cumberland Road and the Erie Canal, but felt there should be a constitutional amendment making it clear that the central government had the authority to raise money for and administer such projects.

        The focus here is not an in-depth understanding of the specifics (such as the Virginia Resolutions), though many of those issues are covered in the related EDSITEment lessons listed above. This lesson asks students to understand how the Constitution has been applied and to appreciate the depth of Madison's involvement with that document and many controversies surrounding its interpretation.
    • There are a variety of ways in which this curriculum unit can be used. Lessons Two, Three, and Four each deal with a single event during Madison's presidency that raised constitutional questions—the chartering of the Second National Bank, the raising of an army for the War of 1812, and the need for the country to make internal improvements. You can complete all three lessons in a whole-class setting. You might choose only one for your class as an example of constitutional interpretation. Each lesson strives to raise the level of student appreciation for the relevance of the Constitution to the events in Madison's presidency and the importance of Madison's opinions, even though he did not always prevail. Each event raises constitutional issues of interest. Another option is to split the class into three or six groups, each of which takes on Lessons Two, Three, and Four and then reports back to the class.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > U.S. > Revolution and the New Nation (1754-1820s)
    • History and Social Studies > People > Other
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > U.S. Constitution
    • History and Social Studies > Themes > War and Foreign Policy
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Discussion
    • Evaluating arguments
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Textual analysis
    • Using archival documents
    • Using primary sources
    Lesson Plans: Grades 9-12
    Curriculum Unit

    From Courage to Freedom: Frederick Douglass's 1845 Autobiography (3 Lessons)

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    The Unit

    Overview

    In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work. Written in the years following his 1838 escape from his Maryland slaveholder, the narrative reveals numerous instances of Douglass's courage on his journey from slave to free man. Douglass himself punctuates this route by sharing with the reader his tenacious and ingenious efforts at learning how to read and write, his risky physical opposition to a "nigger-breaker," and his escape to New York. These courageous acts pale, however, beside his most overt and possibly dangerous act: the publishing of his autobiography before his freedom had been purchased. Indeed, in 1845 Douglass was still legally a slave; at any time he could have been betrayed, hunted down, captured and returned to his master who, more than likely, would have sold Douglass further down South as punishment. It was not until 1847, while Douglass was traveling and lecturing in England that friends bought his freedom. For Douglass, however, his personal declaration of freedom and independence occurred two years earlier with his Narrative.

    The Narrative in itself is remarkable for the views on slavery and slaveholders that Douglass bravely presents. First, Douglass asserts his humanity in the face of the dehumanizing institution of slavery. In doing so, he sets an example to other slaves to insist upon their humanity, and he persuades his reading audience to acknowledge this humanity, too. He claims as his intellectual birthright the opportunity to learn to read and write. He refuses to accept anything less than his own physical, spiritual, and intellectual freedom. Moreover, he never hesitates to criticize directly—often with withering irony—those who uphold slavery and those who prefer a romanticized version of it. Pitilessly, Douglass offers the reader a first-hand account of the pain, humiliation and brutality of the South's "peculiar institution." His is not an account of moonlight, magnolias, and happily singing workers. Instead, he points out the cruelty and the corrupting influence of power not only on the victim, but also on the perpetrator—the slave holder. Lastly, Douglass's Narrative is a courageous work because it confronts the misuse of Christianity in perpetuating the widely held belief in the slave owner's "God-given" right to own or sell other human beings.

    In this curriculum unit, students will read Douglass's narrative with particular attention devoted to chapters 1, 2, 6, 7, 9, and 10. They will analyze Douglass's vivid first-hand accounts of the lives of slaves and the behavior of slave owners to see how he successfully contrasts reality with romanticism and powerfully uses imagery, irony, connotative and denotative language, strong active verbs, repetition, and rhetorical appeals to persuade the reader of slavery's evil. Students will also identify and discuss Douglass's acts of physical and intellectual courage on his journey towards freedom.

    Guiding Questions

    • How does Frederick Douglass's skilled use of language paint a realistic portrait of slavery?
    • How successful is Douglass in persuading the reader of the evils that slavery inflicts on both slave and slaveholder alike?

    Learning Objectives

    • Analyze and understand a specific type of historical and literary primary document, the slave narrative/autobiography.
    • Recognize and explain the use and effectiveness of precise word choice, imagery, irony, and rhetorical appeals.
    • Learn to look for and contrast instances of reality and romanticized myth by using the slave narrative as a source for historical study.

    Preparation Instructions

    • Locate Douglass's 1845 Narrative at the EDSITEment-reviewed Library of Congress American Memory Project
    • Familiarize yourself with the history of slave narratives by reading William L. Andrews' "An Introduction to the Slave Narrative" found at the EDSITEment-reviewed UNC Chapel Hill's Documenting the American South website. This essay explains the purpose of the slave narrative as "to enlighten white readers about both the realities of slavery as an institution and the humanity of black people as individuals deserving of full human rights." The essay touches upon the popularity of the narratives before the Civil War and also notes specific characteristic traits of the slave narrative—traits which can easily be seen in Douglass's narrative. For example, the slave narrator portrays the plight of slaves as "a kind of hell on earth." "Hope contends with despair" and then "impelled by faith in God and a commitment to liberty and human dignity comparable to that of America's Founding Fathers," the slave narrator finds sanctuary and freedom in the North. Andrews's essay concludes by noting the influence of slave narratives upon modern black autobiography.
    • Obtain a concise overview of Douglass's life at the EDSITEment-reviewed National Park Service Links to the Past: American Visionaries—Frederick Douglass website. The site offers a complete overview of Douglass's life, whereas the 1845 Narrative itself ends with Douglass's freedom.
    • The EDSITEment-reviewed website Silva Rhetoricae has definitions and examples of the following persuasive appeals and rhetorical devices (click on the word to see in-depth definitions and examples):
      • Persuasive Appeals (overview)
      • Logos: appeal to reason
      • Ethos: appeal to one's own character
      • Pathos: appeal to emotion
      • Irony
      • Repetition (repetitio)

        Other terms that might be of use in the conversation include imagery, connotation, and denotation. Definitions and examples are available both at Wikipedia and Dictionary.com, available via the EDSITEment-reviewed Internet Public Library:
      • Imagery: (Wikipedia) (Dictionary.com)
      • Denotation—generally, the literal meaning of a word: (Wikipedia) (Dictionary.com)
      • Connotation—generally, the possible supplementary, implied meanings behind a literal meaning (Wikipedia) (Dictionary.com)
      • Wikipedia provides the following examples to describe the difference between Denotation and Connotation:
        • For example, the word "city" connotes the attributes of largeness, populousness. It denotes individual objects such as London, New York, Paris.
        • For example, a stubborn person may be described as being either strong-willed or pig-headed. Although these have the same literal meaning (i.e. stubborn), strong-willed connotes admiration for someone's convictions, while pig-headed connotes frustration in dealing with someone.

          Teachers may want to create a handout or a power point file for students with definitions and examples of persuasive appeals, repetition, irony, imagery, connotative and denotative language as found at these sites.
      Since Douglass does use the "n-word"—nigger—at times in his narrative, teachers may want to alert their students to that fact and perhaps give them some historical and cultural context for the word. When reading aloud, students should be given the option to say or not say the word—if they should encounter it—as they please. The classroom must be a comfortable place for all if Douglass's narrative is to be studied well and appreciated.
    • Read John Picker's introduction to spirituals and the essay on spirituals by Thomas Wentworth Higginson's essay "Negro Spirituals" found at the EDSITEment-reviewed American Studies at the University of Virginia For a concise history of spirituals see also www.negrospirituals.com
    • To extend the lesson on spirituals, review the EDSITEment lesson plan Spirituals, which explores how spirituals play a role in African-American history, from the Underground Railroad to the Civil Rights Movement.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • Literature and Language Arts > Place > American
    • History and Social Studies > Themes > Civil Rights
    • Literature and Language Arts > Genre > Biography
    • Literature and Language Arts > Genre > Essay
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Discussion
    • Evaluating arguments
    • Historical analysis
    • Interpretation
    • Literary analysis
    • Making inferences and drawing conclusions
    • Online research
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    The Growing Crisis of Sectionalism in Antebellum America: A House Dividing (4 Lessons)

    Created July 17, 2010

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    The Unit

    Overview

    Our political problem now is “Can we, as a nation, continue together permanently—forever—half slave, and half free?” The problem is too mighty for me. May God, in his mercy, superintend the solution.

    —Abraham Lincoln to George Robertson, August 15, 1855

    In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states. Initially seen as contrary to freedom but tolerated in order to produce the U.S. Constitution, by the 1830s the "peculiar institution" found advocates who saw it as a "positive good." Its expansion into Missouri, southern outrage over federal tariffs, and westward expansion into new territory produced a volatile and persistent debate over slavery that increasingly threatened to divide the American union. By 1860, the nation found an old Democratic Party split over the right to extend slavery into federal territory, and a new Republican Party nominating an anti-slavery, though not abolitionist, president. When Abraham Lincoln's election produced no national consensus to settle the matter of slavery's future, a southern "secession" sealed the fate of the Union.

    What characterized the debates over American slavery and the power of the federal government for the first half of the 19th century? How did regional economies and political events produce a widening split between free and slaveholding states in antebellum America? Who were the key figures and what were their arguments regarding the legitimacy of slavery and the proper role of the national government in resolving its future in the American republic? This unit of study will equip students to answer these questions through the use of interactive maps, primary texts, and comparative biographies.

    Guiding Questions

    • How did the Missouri Compromise of 1820 and the Nullification Crisis a decade later illustrate the widening divide between northern and southern states?
    • What were the leading arguments against slavery in the antebellum era and how did slaveholders defend the "peculiar institution"?
    • How did Senator Stephen Douglas try to reduce the growing sectionalism of America over the slavery controversy through the Kansas-Nebraska Act of 1854 and its policy of popular sovereignty?
    • In the 1860 presidential election, what political options regarding the spread of slavery did the American people face, and how did Abraham Lincoln and the Republican Party differ from advocates of immediate abolition, popular sovereignty, and national slavery?

    Learning Objectives

    Upon completing the lessons in this unit, students should be able to do the following:

    • use maps of the 1820 Missouri Compromise and the 1854 Kansas-Nebraska Act to understand political and economic changes in the U.S. and why those changes provoked a debate over the expansion of slavery in America
    • list the main provisions of the 1820 Missouri Compromise and 1854 Kansas-Nebraska Act
    • highlight the basic economic differences between the commerce of the North and the South
    • explain John Calhoun's theory of nullification, Andrew Jackson's view of national sovereignty, Stephen Douglas's policy of popular sovereignty, and Lincoln's understanding of constitutional self-government
    • identify influential opponents and defenders of American slavery
    • explain the reasons given for and against the morality and legitimacy of slavery under the U.S. Constitution
    • articulate the different solutions to the controversy over slavery in the territories proposed by Abraham Lincoln, William Lloyd Garrison, Frederick Douglass, Stephen Douglas, Jefferson Davis, and William Lowndes Yancey
    • distinguish the priorities of the Republican Party from those of the two factions of the Democratic Party and the Constitutional Union Party during the 1860 election
    • explain how the differing views regarding slavery in the territories eventually produced a southern secession and a civil war
    • discuss whether or not the American Civil War was an avoidable war or "an irrepressible conflict"

    Preparation Instructions

    Review each lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.

    Download the blackline masters for this lesson, available here as a PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.

    Each activity in this unit of study is designed for use as a stand-alone lesson, comprising three forty-five minute class periods. Taken all together, the lessons provide an overview of the causes of sectionalism that led to the American Civil War. Since available time and curriculum needs vary by classroom, the following guidelines for use are provided:

    Another approach you can use is to skim each lesson plan to see what specific activities each offers and choose only those that suit specific course objectives and content. Each lesson plan indicates how best to streamline that lesson's content and will suggest essential versus more rigorous treatment of a given subject.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > Themes > Demographic Changes
    • History and Social Studies > U.S. > Expansion and Reform (1801-1861)
    • History and Social Studies > U.S. > Civil War and Reconstruction (1850-1877)
    • History and Social Studies > Themes > Economic Transformation
    • History and Social Studies > People > Other
    • History and Social Studies > People > Women
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > Reform
    • History and Social Studies > Themes > Slavery
    • History and Social Studies > Themes > U.S. Constitution
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Debate
    • Discussion
    • Essay writing
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Map Skills
    • Online research
    • Representing ideas and information orally, graphically and in writing
    • Using primary sources
    • Visual analysis
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    Religion in 18th Century America (3 Lessons)

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    The Unit

    Overview

    The traditional religions of Great Britain's North American colonies—Puritanism in New England and Anglicanism farther south—had difficulty maintaining their holds over the growing population. The main reason for this was that the frontier kept pushing further west, and the building of churches almost never kept up with this westward movement. This did not, however, result in a wholesale decline in religiosity among Americans. In fact, the most significant religious development of 18th century America took place along the frontier, in the form of the Great Awakening (often called the "First Great Awakening" to distinguish it from a similar movement that occurred in the first half of the 19th century).

    The First Great Awakening was largely the work of itinerant preachers such as John Wesley and George Whitefield, who addressed huge audiences both in the major cities and in remote frontier villages. In contrast to the older faiths, these preachers preached a doctrine that deemphasized traditional church structure, ceremony, and even clergy. Relying heavily on emotional appeals, which remain a feature of modern-day "tent revivals," they stressed the importance of a personal relationship with God and of the responsibility to God that came along with it. This movement, thanks in particular to its ministry to those on the frontier, fundamentally changed the religious landscape of English America. Membership in the older, established sects such as Puritan Congregationalism and Anglicanism fell into decline, while the newer evangelical sects—Presbyterians in the North, Baptists and Methodists further south—surged in size and influence. By the time of the American Revolution a majority—perhaps as many as 80 percent of the population—identified with the new faiths.

    The movement also had a powerful political dimension, particularly in the southern colonies. The Anglican faith had long nurtured the old ties between the colonies and the Mother Country. Baptists and Methodists, however, felt no such connection. Moreover, as the new sects emphasized personal belief and action over traditional church structures, they were less willing than their older counterparts to accept America's continued submission to Great Britain. As a result, scriptural defenses of the cause of independence could be heard coming from growing numbers of preachers throughout the colonies.

    Of course, the new movement did not carry all before it. Traditional Anglicanism still remained powerful, particularly in the coastal cities of the southern colonies, and it was mainly from this sect that the Loyalist cause during the Revolution drew its strength. In addition, the First Great Awakening had little impact on sects such as the Quakers, who, as pacifists, refused to participate in the Revolution at all. Moreover, it should be noted that not all of the revolutionaries were driven by religious motives; such prominent patriots as Thomas Jefferson and Thomas Paine, for example, were deeply skeptical of all organized religion (although they certainly used scripture-based arguments), and had little but disdain for the emotional fervor of the evangelicals. Nevertheless the First Great Awakening had a dramatic effect on early America, not only altering its religious makeup, but helping to pave the way for the nation's independence.

    This curriculum unit will, through the use of primary documents, introduce students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

    Guiding Questions

    • What was the First Great Awakening and how did it affect religious belief in Colonial America?
    • How did religion affect arguments justifying American independence?
    • How did the leaders of the American Revolution employ religion to support the war effort?
    • How did different religions react to Revolution?

    Learning Objectives

    • Identify when and where the First Great Awakening took place
    • Explain the characteristics of religious belief associated with the First Great Awakening
    • Identify and discuss the ideas of Jonathan Edwards, one of the leading preachers associated with the First Great Awakening
    • Discuss how colonial Americans perceived the First Great Awakening and how it affected the lives of both colonial Americans and Native Americans
    • Analyze Jonathan Mayhew's "A Discourse concerning Unlimited Submission and Non-Resistance to the Higher Powers" and discuss how this sermon served to support the revolution
    • Explain how Thomas Paine's Common Sense argues that the Bible does not support monarchy
    • Identify the references to a higher power in the Declaration of Independence and discuss why they might have been included
    • Discuss and analyze how the leaders of the American Revolution employed religion in the war effort
    • Explain the particular problem the Revolutionary War posed for Anglican clergy.
    • Discuss how Anglican "loyalists" reacted to the Revolutionary War
    • Discuss and debate how General George Washington dealt with Quaker pacifism during the Revolutionary War.

    Preparation Instructions

    Review the lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites used in this lesson. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF.

    Download the Text Document for this lesson, available here as a PDF. This file contains excerpted versions of the documents used in all three activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.

    Analyzing primary sources:

    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > Themes > Culture
    • History and Social Studies > U.S. > Revolution and the New Nation (1754-1820s)
    • History and Social Studies > Place > The Americas
    • Literature and Language Arts > Place > Modern World
    • History and Social Studies > People > Native American
    • History and Social Studies > World > The Modern World (1500 CE-Present)
    • History and Social Studies > Themes > Religion
    • History and Social Studies > Themes > Slavery
    • History and Social Studies > Themes > U.S. Constitution
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Debate
    • Discussion
    • Essay writing
    • Evaluating arguments
    • Historical analysis
    • Internet skills
    • Interpretation
    • Making inferences and drawing conclusions
    • Online research
    • Representing ideas and information orally, graphically and in writing
    • Textual analysis
    • Using primary sources
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    Competing Voices of the Civil Rights Movement (2 Lessons)

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    The Unit

    Overview

    When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963 and receiving the Nobel Peace Prize the following year secured his fame as the voice of non-violent, mass protest in the 1960s. But "the Movement" achieved its greatest results—the 1964 Civil Rights Act and the 1965 Voting Rights Ac—due to the competing strategies and agendas of diverse individuals. Even black Americans, the primary beneficiaries of this landmark legislation, did not agree on the tactics that should be used to secure the equal protection of their rights. This unit presents the views of several important black leaders who shaped the debate over how to achieve freedom and equality in a nation that had long denied a portion of the American citizenry the full protection of their rights.

    Martin Luther King, Jr. first came to national prominence through his leadership of the Montgomery bus boycott in 1955-56, which helped desegregate public transportation in Montgomery, Alabama. A gifted preacher and committed pacifist, King thought that non-violent, direct action against racial segregation provided the best means of securing the full integration of blacks into the mainstream of American life. As he wrote in his famous "Letter from Birmingham Jail," "I have consistently preached that nonviolence demands that the means we use must be as pure as the ends we seek."

    The connection between means and ends was not lost on a competing voice in the debate over civil rights—Joseph H. Jackson. The president of the National Baptist Convention from 1953 to 1982, Jackson argued that black Americans could not afford to use methods that would "substitute panic and anarchy in the place of law and order." In particular, Jackson thought that civil disobedience undermined the very goal of the Civil Rights Movement—the full protection of the law for all citizens. More constructive, less provocative, means should be pursued by black Americans to promote progress in a nation with a majority-white population.

    It was precisely the white population of America that Malcolm X took issue with in the years he served as chief spokesman for the Nation of Islam (sometimes referred to as the Black Muslims). Believing that blacks were God's chosen people, Malcolm X preached that they should separate from whites, who were destined for divine punishment because of their longstanding oppression of blacks. As he once remarked, "You don't integrate with a sinking ship." Whites had proven they were long on professing and short on practicing their ideals of equality and freedom, and so Malcolm X thought only a separate nation for blacks could provide the basis for their self-improvement and advancement as a people.

    Upon completing this unit, students should have a better understanding of the diversity of voices that shaped the debate over civil rights in 1960s America.

    Guiding Questions

    • Was King's nonviolent resistance to segregation laws, as opposed to working within the bounds of the law and courts, the best means of securing civil rights for black Americans in the 1960s?
    • Is the separate black nation proposed by Malcolm X a better or nobler goal than "the beloved community" of Martin Luther King, Jr.? What would Americans need to believe, and how would they need to act, in order to achieve Malcolm X's goal as opposed to King's goal?

    Learning Objectives

    • Explain Martin Luther King, Jr.'s concept of nonviolent resistance and the role of civil disobedience within it.
    • Articulate the primary concerns of the Alabama clergymen who rejected King's intervention in Birmingham's racial conflicts in 1963.
    • Describe how King defended his nonviolent campaign to the Alabama clergymen.
    • Explain why the president of the National Baptist Convention, Joseph H. Jackson, thought King's protest methods were unproductive and un-American, and articulate the alternatives he recommended to secure civil rights for black Americans.
    • Evaluate the merits of the argument between King on one side of the debate, and the Alabama clergymen and Jackson on the other, and decide which view could better secure civil rights for black Americans.
    • Explain why Malcolm X believed black Americans needed a nation of their own-separate from the United States-to improve themselves, and why he thought integration was a false hope for blacks in America.
    • Articulate the reasons why Malcolm X thought integration was a false hope for blacks in America.
    • Explain why Malcolm X disagreed with both the goal and the method of Martin Luther King, Jr.'s nonviolent protest strategy.
    • Give reasons for the hope Martin Luther King, Jr. had that America could be peacefully integrated.
    • Evaluate the strengths and weaknesses of the arguments of both King and Malcolm X, and judge which approach better secures civil rights for black Americans.

    Preparation Instructions

    Review the lesson plans in the unit. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites used in this lesson. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDFss.

    Download the Text Documents for the lessons, available as PDFs. These files contain excerpted versions of the documents used in each lesson, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.

    Analyzing primary sources

    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress (#) includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > Themes > Civil Rights
    Skills
    • Critical analysis
    • Critical thinking
    • Debate
    • Evaluating arguments
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Oral presentation skills
    • Report writing
    • Representing ideas and information orally, graphically and in writing
    • Textual analysis
    • Using primary sources
    • Visual analysis
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    The Constitutional Convention of 1787 (3 Lessons)

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    The Unit

    Overview

    On the last day of the Constitutional Convention in Philadelphia, Benjamin Franklin observed that he had often wondered whether the design on the president's chair depicted a rising or a setting sun. "Now at length," he remarked, "I have the happiness to know that it is a rising and not a setting sun."

    Franklin's optimism came only after many months of debate and argumentation over the form of government that would best secure the future safety and happiness of the young American republic. At times it seemed that the Convention would fail as a result of seemingly irreconcilable views between the delegates, especially on the questions of selecting representatives to Congress, the relationship of the national and state governments, and the powers of the president. After a month of deadlock over the issue of representation, Franklin himself had called for a prayer because "mankind may hereafter from this unfortunate instance, despair of establishing Governments by Human wisdom."

    The delegates at the 1787 Convention faced a challenge as arduous as those who worked throughout the 1780s to initiate reforms to the American political system. Even before the Convention was authorized to convene, the road to reform was paved with resistance, especially from those who believed that the Articles of Confederation were in little or no need of amendment. In the end, the Convention met, and by the almost miraculous "Connecticut Compromise" was able to fulfill its task of recommending improvements to the American form of government, with only three delegates refusing to sign the final document. Although many challenges to ratification lay ahead, the work of the Convention placed the Union on a more stable basis, and the Constitution continues to be the foundation of American government and political thought to this day.

    In this unit, students will examine the roles that key American founders played in creating the Constitution, and the challenges they faced in the process. They will learn why many Americans in the 1780s believed that reforms to the Articles of Confederation were necessary, and the steps taken to authorize the 1787 Convention in Philadelphia. They will become familiar with the main issues that divided delegates at the Convention, particularly the questions of representation in Congress and the office of the presidency. Finally, they will see how a spirit of compromise, in the end, was necessary for the Convention to fulfill its task of improving the American political system.

    Guiding Questions

    • Was the Philadelphia Convention of 1787, called for by Congress to recommend amendments to the Articles of Confederation, necessary to preserve the Union?
    • Why was the question of representation such an important issue to the delegates at the Constitutional Convention of 1787, and what led them to eventually compromise on the question?
    • Why was creating the office of the presidency such an important and difficult task for the delegates at the Constitutional Convention of 1787?

    Learning Objectives

    • Identify the steps taken by Americans to bring about the 1787 Convention by placing key events in historical order in a timeline.
    • Discuss actions by several state governments that violated the Articles of Confederation and acts of Congress.
    • Identify the powers of Congress under the Articles of Confederation, and explain why those powers were insufficient to ensure the prosperity and security of the United States.
    • Articulate the views of several American founders about the problems of the American political system in the 1780s.
    • Explain and discuss the schemes of representation in the Virginia Plan, the New Jersey Plan, and the Hamilton Plan.
    • Explain the significance of the Connecticut Compromise in resolving the question of representation.
    • Understand and discuss the proposals for the office of the presidency in the Virginia Plan, the New Jersey Plan, and the Hamilton Plan, and how these differed from but contributed to the office of the presidency as established by the U.S. Constitution.
    • Articulate how the debates over the office of the presidency often revolved around the American rejection of monarchy.
    • Understand the significance of the Brearly Committee's recommendations in resolving disagreements over the office of the presidency.
    • Explain the tension between the need to give the president sufficient "energy" (i.e., power and independence) and at the same time establish sufficient limitations and controls to prevent the abuse of executive power.

    Preparation Instructions

    Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF, such as this one for Lesson Plan One (see sidebar under "Additional Student/Teacher Resources" for full list of files).

    Download the PDFs for each lesson, such as this one for Lesson Plan One. This file contains excerpted versions of the documents used in the first and second activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.

    Working with Primary Sources

    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.

    The Lessons

    • Lesson 1: The Road to the Constitutional Convention

      Signing of Constitution, by Howard C. Cristy

      This lesson focuses on the problems under the Articles of Confederation between 1783 and 1786 leading to the 1787 Convention. Through examination of primary sources, students will see why some prominent American founders, more than others, believed that the United States faced a serious crisis, and that drastic changes, rather than minor amendments, to the Articles were necessary.

    • Lesson 2: The Question of Representation at the 1787 Convention

      Signing of Constitution, by Howard C. Cristy

      When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787.

    • Lesson 3: Creating the Office of the Presidency

      Signing of Constitution, by Howard C. Cristy

      As the delegates at the Philadelphia Convention of 1787 continued to develop a plan of government that would remedy the defects of the Articles of Confederation, one of the most difficult challenges was creating the office of the presidency. This lesson will focus on the arguments over the various characteristics and powers of the office of president as debated during the Constitutional Convention of 1787.

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > U.S. > Revolution and the New Nation (1754-1820s)
    • History and Social Studies > People > Other
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > U.S. Constitution
    Skills
    • Critical analysis
    • Critical thinking
    • Evaluating arguments
    • Historical analysis
    • Internet skills
    • Interpretation
    • Making inferences and drawing conclusions
    • Online research
    • Representing ideas and information orally, graphically and in writing
    • Textual analysis
    • Using primary sources
    • Writing skills
    Lesson Plans: Grades 9-12
    Curriculum Unit

    Abraham Lincoln on the American Union: "A Word Fitly Spoken" (4 Lessons)

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    The Unit

    Overview

    This unit explores the political thought of Abraham Lincoln on the subject of American union. For him, the union was not just a structure to govern the national interests of American states; it also represented a consensus about the future of freedom in America—a future where slavery would eventually be eliminated and liberty protected as the birthright of every human being. Students will examine Lincoln's three most famous speeches—the Gettysburg Address and the First and Second Inaugural Addresses—in addition to a little known fragment on the Constitution, union, and liberty to see what they say regarding the significance of union to the prospects for American self-government.

    Although Lincoln did not attend high school or college, he possessed a logical and inquisitive mind that found clarity in working out legal and political problems on paper. One fragment he wrote after the 1860 presidential election addressed how the Constitution and union were informed by the ideals of the Declaration of Independence. Lincoln wrote that while America's prosperity was dependent upon the union of the states, "the primary cause" was the principle of "Liberty to all." He believed this central ideal of free government embraced all human beings, and concluded that the American revolution would not have succeeded if its goal was "a mere change of masters." For Lincoln, union meant a particular kind of government of the states, one whose equality principle "clears the path for all—gives hope to all—and, by consequence, enterprize, and industry to all."

    As president of the United States, Lincoln used his First and Second Inaugural Addresses to explore the meaning of the American union in the face of a divided country. Upon assuming the presidency for the first time, he spoke at length about the nature of union, why secession was antithetical to self-government, and how the federal constitution imposed a duty upon him to defend the union of the states from rebellious citizens. When he was reelected four years later, and as the Civil War drew to a close, Lincoln transcended both Northern triumphalism and Southern defiance by offering a providential reading of the war and emancipation in hopes of reuniting the country.

    In his most famous speech, delivered upon the dedication of a national cemetery at the battlefield in Gettysburg, Pennsylvania, Lincoln gave a brief but profound meditation on the meaning of the Civil War and American union. With the Emancipation Proclamation as a new and pivotal development of the federal war effort, Lincoln sought to explain why the war to preserve the Union had to become a war to secure the freedom of former slaves. The nation would need to experience "a new birth of freedom" so that "government of the people, by the people, for the people, shall not perish from the earth."

    Upon completing this unit, students should have a better understanding of why Lincoln revered the union of the American states as "the last best, hope of earth."

    Guiding Questions

    • How did Lincoln understand the principles of the Declaration of Independence as the goal of the American union?
    • How did Lincoln defend the Union from states seeking to leave or "secede" from the Union?
    • How did Lincoln see the Civil War as an opportunity for the nation to bring forth a "new birth of freedom" (or liberty for all), and why was this necessary for the survival of American self-government?
    • How did Lincoln seek to restore the American union as the Civil War drew to a close?

    Learning Objectives

    • Explain what Lincoln thought was the chief cause of America's prosperity.
    • Explain the principles of human equality and government by consent expressed in the Declaration of Independence.
    • Show how the principles of the Declaration represent the aim of the American union and constitution.
    • Articulate how Lincoln used a verse from Proverbs to symbolize the relationship between the principle of individual freedom and the practice of constitutional self-government.
    • Explain provisions of the federal constitution that Lincoln believed empowered him to defend the American union from attempts at secession.
    • Explain how South Carolina, as the first state to try to leave the Union, defended her attempt to secede upon Lincoln's election to the presidency.
    • Articulate why Lincoln thought he had a constitutional obligation as president to preserve the Union from attempts at secession.
    • Evaluate the strengths and weaknesses of the pro-Union and pro-secession arguments, and decide which argument is the most philosophically defensible.
    • Explain why some Northern Democrats criticized Lincoln's Gettysburg Address.
    • Explain why Lincoln thought July 4, 1776, was the birthday of the United States.
    • Articulate the connection Lincoln made between emancipation and preserving the Union.
    • Describe the "unfinished task" that Lincoln presented to the American people at Gettysburg.
    • Describe the historical context for Lincoln's second inauguration as president.
    • Articulate some of the concerns of Massachusetts Senator Charles Sumner, a leader of the Radical Republicans, who controlled Congress after the election of 1864.
    • Describe the mood of the South as reflected in Confederate President Jefferson Davis's rhetoric in early 1865.
    • Explain Lincoln's understanding of how the war began, its relation to slavery, and the role of God in the conflict.

    Preparation Instructions

    • Review the lesson plans in the unit. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites used in this lesson. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDFs listed on the left-hand sidebar under "Additional Student/Teacher Resources."
    • Download the Text Documents for the lessons, available as PDFs. These files contain excerpted versions of the documents used in each lesson, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.
    Analyzing primary sources

    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.

    Unit Lesson Plans

    Each lesson in this unit is designed to stand alone; taken together they present a robust portrait of how Lincoln viewed the American union. If there is not sufficient time to use all four lessons in the unit, either the first or third lesson convey Lincoln's understanding of the American union as a means to securing "Liberty to all"—with the first lesson focusing on the principled connection between the Declaration of Independence and the U.S. Constitution, and the third lesson addressing the practical connection between the Union war effort, the freedom of the newly emancipated slaves, and the preservation of American self-government. Adding the second lesson would show why Lincoln's understanding of the union and Constitution obliged the president to defend the nation from secession. Adding the fourth lesson would explore how Lincoln thought that only a common memory of the war as the chastening of God to both sides for the national (not Southern) sin of slavery could restore national unity.

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies > U.S. > AP US History
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > Themes > Culture
    • History and Social Studies > U.S. > Civil War and Reconstruction (1850-1877)
    • History and Social Studies > People > Other
    • History and Social Studies > People > Women
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > Reform
    • History and Social Studies > Themes > Religion
    • History and Social Studies > Themes > Slavery
    • History and Social Studies > Themes > U.S. Constitution
    • History and Social Studies > Themes > War and Foreign Policy
    Skills
    • Critical analysis
    • Critical thinking
    • Developing a hypothesis
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Textual analysis
    • Using primary sources
    • Writing skills