Sectionalism-
Civil War and Reconstruction
The Coming of the Civil War
The Gathering Storm Exhibit |
Timeline Assignment |
North VS South1. Information Sheet2. Standing CubeComparative Essay |
Uncle Tom's CabinNarrator: Eliza, a slave, has run away from her master with her son Harry. Her master had sold Harry away from her, but Eliza fled before they could be separated. After a long journey, Eliza finally managed to cross the Ohio River by leaping across the floating blocks of ice. At the far bank of the river, a man helps her to shore:
Mr. Symmes: "Yer a brave gal, now, whoever ye ar!" Narrator: Eliza recognized the voice and face of a man who owned a farm not far from her old home. Eliza: "O, Mr. Symmes!--save me--do save me--do hide me!" Mr. Symmes: "Why, what's this? Why, if 'tan't Shelby's gal!" Eliza: "My child!--this boy!--he'd sold him! O, Mr. Symmes, you've got a little boy!" Mr. Symmes: "So I have. Besides, you're a right brave gal. I like grit, wherever I see it. I'd be glad to do something for ye but then there's nowhar I could take ye. The best I can do is to tell ye to go thar." Narrator: Mr. Symmes pointed to a large white house which stood by itself, off the main street of the village. Mr. Symmes: "Go thar; they're kind folks. Thar's no kind o' danger but they'll help you,-- they're up to all that sort o' thing." Eliza: "The Lord bless you!" Mr. Symmes: "No 'casion, no 'casion in the world. What I've done's of no 'count." Eliza: "And, oh, surely, sir, you won't tell any one!" Mr. Symmes: "Go to thunder, gal! What do you take a feller for? Of course not. Come, now, go along like a likely, sensible gal, as you are. You've arnt your liberty, and you shall have it, for all of me." Narrator: The woman folded her child to her bosom, and walked firmly and swiftly away. The man stood and looked after her. Mr. Symmes: "Shelby, now, mebbe won't think this yer the most neighborly thing in the world; but what's a feller to do? If he catches one of my gals in the same fix, he's welcome to pay back. Somehow I never could see no kind o' critter a strivin' and pantin', and trying to clar theirselves, with the dogs arter 'em and go agin 'em. Besides, I don't see no kind of 'casion for me to be hunter and catcher for other folks, neither." Narrator: So spoke this poor, heathenish Kentuckian, who had not been instructed in his constitutional relations, and consequently was betrayed into acting in a sort of Christianized manner, which, if he had been better situated and more enlightened, he would not have been left to do. What reasons does Mr. Symmes give for not returning Eliza and Harry to their masters? What is the narrator saying about the Fugitive Slave Act in the last sentence? How does this narrative compare with Stowe's arguments against slavery in the book's conclusion? Is it more convincing? Is it more compelling? Why or why not? Have the students read the following excerpt from the novel and answer the discussion questions at the end: Two slaves, Cassy and Emmeline, are hiding from their cruel master, Simon Legree. Simon threatens to beat Tom if he will not tell where Cassy and Emmeline are hiding. Tom, a Christian who has always been a loyal, hard-working slave, refuses and Simon swears that he'll conquer Tom or kill him: "Tom looked up to his master, and answered, "Mas'r, if you was sick, or in trouble, or dying, and I could save ye, I'd give ye my heart's blood; and, if taking every drop of blood in this poor old body would save your precious soul, I'd give 'em freely, as the Lord gave his for me. O, Mas'r! don't bring this great sin on your soul! It will hurt you more than 't will me! Do the worst you can, my troubles'll be over soon; but, if ye don't repent, yours won't never end!" "Like a strange snatch of heavenly music, heard in the lull of a tempest, this burst of feeling made a moment's blank pause. Legree stood aghast, and looked at Tom; and there was such a silence, that the tick of the old clock could be heard, measuring, with silent touch, the last moments of mercy and probation to that hardened heart. It was but a moment. There was one hesitating pause,--one irresolute, relenting thrill,--and the spirit of evil came back, with seven-fold vehemence; and Legree, foaming with rage, smote his victim to the ground." "Scenes of blood and cruelty are shocking to our ear and heart. What man has nerve to do, man has not nerve to hear. What brother-man and brother-Christian must suffer, cannot be told us, even in our secret chamber, it so harrows the soul! And yet, oh my country! these things are done under the shadow of thy laws! O, Christ! thy church sees them, almost in silence!"
Closure:Use the following questions to respond using evernote: Are there any social issues today that you think need correcting? What could you do to change these issues? People of the Civil WarBAZAAR, PHILIP Rank and organization: Ordinary Seaman, U.S. Navy. Born: Chile, South America. Accredited to: Massachusetts. G.O. No.: 59, 22 June 1865. Citation: On board the U.S.S. Santiago de Cuba during the assault on Fort Fisher on 15 January 1865. As one of a boat crew detailed to one of the generals on shore, O.S. Bazaar bravely entered the fort in the assault and accompanied his party in carrying dispatches at the height of the battle. He was 1 of 6 men who entered the fort in the assault from the fleet.
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The Country goes to War!
Dred Scott decisionCauses of the Civil WarAssignment:
1. Read through each of the causes of the Civil War from the link above. 2. Open the file and fill in how the event helped lead to the Civil War. 3. Submit the completed file with your answers into the Edmodo assignment. Events of the Civil WarAssignment:
Choose a key moment in the Battle of Antietam 1. Explain why this is a key moment in the battle 2. Discuss three ways in which leaders on either side influenced this portion of the battle. Write the question and your answers evernote and turn in the "link" on the posted Edmodo "Battle of Antietam" assignment. FOR ADVANCED STUDENTS: Pick one of the four: A.P. Hill, Robert E. Lee, George McClellan, Ambrose Burnside. Analyze their actions during the battle, identifying those you agree with as well as proposing alternatives to those you disagree with. Give special consideration to the knowledge your chosen officer had or didn’t have that day. |