Through the use of maps and original documents, this lesson will focus on the key battles of the Civil War, Gettysburg and Vicksburg and show how the battles contributed to its outcome. It will also examine the "total war" strategy of General Sherman, and the role of naval warfare in bringing about a Union victory.
This lesson will examine the economic, military and diplomatic strengths and weaknesses of the North and South on the eve of the Civil War. In making these comparisons students will use maps and read original documents to decide which side, if any, had an overall advantage at the start of the war.
This lesson will examine the most famous speech in American history to understand how Lincoln turned a perfunctory eulogy at a cemetery dedication into a concise and profound meditation on the meaning of the Civil War and American union.
The newly re-elected Abraham Lincoln sought to unite the American people by interpreting the waning conflict as a divine judgment upon both sides of the war. This lesson will examine Lincoln's Second Inaugural Address to determine how he sought to reunite a divided country through a providential interpretation of the Civil War.
How did Abraham Lincoln understand the relationship between principles of the Declaration of Independence and the U.S. Constitution? In this lesson students will examine Lincoln's "Fragment on the Constitution and Union" a brief but insightful reflection on the importance of the ideal of individual liberty to the constitutional structure and operation of the American union written in the last days of December 1860 when his election as president had brought the crisis of the American "house divided" to a head.
"At the White House, President Truman Announces Japan's Surrender." Abbie Rowe, Washington, DC, August 14, 1945.
Credit: Image courtesy of the National Archives.
The “President's House,” built under George Washington's personal supervision, was the finest residence in the land and possibly the largest. In a nation of wooden houses, it was built of stone and ornamented with understated stone flourishes. It did not fit everyone's concept for the home of the leader of the young democracy. Abigail Adams found it cold; Thomas Jefferson thought it too big and impractical. He added gardens, a cooking stove, and storage.
Whatever one's opinion of the original design, our nation is now inseparably associated with the White House. There, the essential business of the land is conducted every day. There, our history has been made and reflected.
In this unit, students take a close look at the White House in recent times and throughout our history.
Note: This lesson may be taught either as a stand-alone lesson or as a complement to the EDSITEment curriculum unit From the White House of Yesterday to the White House of Today.
After the debacle of the one-party presidential campaign of 1824, a new two-party system began to emerge. Strong public reaction to perceived corruption in the vote in the House of Representatives, as well as the popularity of Andrew Jackson, allowed Martin Van Buren to organize a Democratic Party that resurrected a Jeffersonian philosophy of minimalism in the federal government. This new party opposed the tendencies of National Republicans such as John Quincy Adams and Henry Clay to invest more power in the federal government. Van Buren built a political machine to support Jackson in the 1828 election. Van Buren's skills helped give the Democrats a head start on modern-style campaigning and a clear advantage in organization. The Democrats and Jackson defeated the National Republicans in 1828 and 1832 and maintained their hold on the presidency when they bested the Whigs—a union of former National Republicans, Antimasons, and some states' rights advocates—in 1836. But a major economic depression in 1837 finally gave the Whigs their best chance to occupy the White House. They faced Andrew Jackson's political organizer, vice president, and handpicked successor, President Martin Van Buren, vying for a second term in the midst of hard times.
As they prepared for the election of 1840, both Democrats and Whigs were organized for campaigning on a national scale. In an election that would turn out an astounding 80 percent of a greatly expanded electorate, campaigners sought to appeal to a wide range of voters in a variety of voting blocks. The contest between Martin Van Buren and William Henry Harrison marked the first truly modern presidential campaign, with methods today's students are sure to recognize.
Lessons in this unit allow students to become familiar with the issues and personalities and to review an assortment of primary documents. As students analyze them, they reflect on the presidential campaign of 1840. How was it conducted? What was the role of campaign advertising? How crucial were issues to the election of William Henry Harrison? How crucial was image?
John Quincy Adams defeated Andrew Jackson in 1824 by garnering more electoral votes through the House of Representatives, even though Jackson originally received more popular and electoral votes.
Credit: Courtesy of American Memory at the Library of Congress.
The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In the election, Andrew Jackson won a plurality of both the popular and electoral vote. But John Quincy Adams became president. Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
In this unit, students will read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.
This succinct but valuable lesson offers three basic steps for analyzing primary sources:
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.
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.
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.
Kate Chopin's The Awakening is a frank look at a woman's life at the turn of the 19th century. Published in 1899, Chopin's novella shocked critics and audiences alike, who showed little sympathy for the author or her central protagonist, Edna Pontellier. A master of craft, Chopin wrote a forceful novel about a woman who questioned not only her role in society, but the standards of society itself.
In this curriculum unit, students will explore how Chopin stages the possible roles for women in Edna's time and culture through the examples of other characters in the novella. By showing what Edna's options are, Chopin also exhibits why those roles failed to satisfy Edna's desires. As students pursue this central theme, they will also learn about Chopin, her life, and the culture and literary traditions in which she wrote. Many late 19th century writers reacted against an earlier wave of sentimental writings, focusing instead on an approach more akin to “realism”—studies of daily affairs and commonplace events. Part of Chopin's realism relies on regionalism or local color writing, a style of writing that emphasizes regional differences in terms of language, dialect, religion, cultural expectations, class societies, and so on. Readers follow Edna—a Protestant from Kentucky—in her encounters with Catholic Creole society in Louisiana. Edna's role as “outsider” allows for a comparison between two different Southern cultures and her awakening in part results from the clash of the two world views.
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.
E-texts of The Awakening are freely available at the following locations:
The websites used in Lesson 2 provide a greater amount of detail -- and complication -- of literary realism of the 19th century, but the following two definitions serve as good starting points.
In its literary usage, the term realism is often defined as a method or form in fiction that provides a "slice of life," an "accurate representation of reality."
— from the Columbia Dictionary of Modern Literary and Cultural Criticism, ed. Joseph Childers and Gary Hentzi
Literary realism is a 19th century conception related to industrial capitalism. In general, it means the use of the imagination to represent things as common sense supposes they are.
—from Bloomsbury Guide to Literature, ed. Marion Wynne-Davies
Literary realism is a variable, complex, and often argued about concept. No one work is a perfect example of 'realism'—Lesson 2 allows students to read through some basic attributes of realist literature in order to use that context to examine The Awakening. Practitioners of a realist style in the American tradition include William Dean Howells, Mark Twain, and Henry James.
These two literary terms are often used interchangeably, and certainly they have many similarities. For the purposes of this lesson, students should not need to differentiate between the two, but for the teacher's clarity the Encyclopedia of Southern Culture, excerpted in the EDSITEment-reviewed website Documenting the American South, distinguishes them as follows:
Although the terms regionalism and local color are sometimes used interchangeably, regionalism generally has broader connotations. Whereas local color is often applied to a specific literary mode that flourished in the late 19th century, regionalism implies a recognition from the colonial period to the present of differences among specific areas of the country. Additionally, regionalism refers to an intellectual movement encompassing regional consciousness beginning in the 1930s.
In The Awakening, as well as her short stories, Chopin frequently focused on the Creole culture of Louisiana. Unique regional features included a heritage that drew from French and Spanish ancestry, a complex caste system, the settings of urban New Orleans and rural vacation retreats like Grand Isle (located on the Gulf Coast). Chopin's use of a culturally foreign protagonist—Edna was a protestant from Kentucky, rather than a French-speaking Catholic Creole like her husband—casts cultural differences into even sharper relief. Specific textual examples of Edna's encounter with Creole culture can be found in Lesson 2.
Chopin's The Awakening is set in Louisiana—in the resort town of Grand Isle, as well as New Orleans. Often, the characters slip into French phrases, or Chopin uses words that might be unfamiliar to students—such as Creole or quadroon. Students should be encouraged to use either a print or online dictionary while reading—the Internet Public Library has several available, including Dictionary.com, which provides both English and French dictionaries.