Lesson Plans

Summer Institute I - "Slavery, The Civil War, and Reconstruction"

NAME: JODY PAOLA

SCHOOL: HATTIESBURG HIGH SCHOOL

PARTNERS: ELIZABETH JENKINS (WOODLEY ELEMENTARY SCHOOL, HATTIESBURG), NEIL POWE (NORTH FORREST ELEMENTARY SCHOOL), AND PAIGE HERRINGTON (NORTH FORREST HIGH SCHOOL)

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DOCUMENT FROM THE MISSISSIPPI STATE ARCHIVES USED IN THIS LESSON:

Z 2033.00 BEASLEY (HENRY OSCAR) AND FAMILY PAPERS,
1845-1916

HOW TO FIND THIS DOCUMENT IN THE ARCHIVES:
IN THE PERSONAL COLLECTIONS
__________________________________________________________________
GRADE LEVEL/LEVELS FOR WHICH LESSON COULD BE USED:

5TH GRADE UNITED STATES STUDIES
8TH GRADE US HISTORY TO 1877
9TH GRADE MISSISSIPPI STUDIES
11TH GRADE US HISTORY FROM 1877 (IN A REVIEW UNIT ABOUT 8TH GRADE CONTENT)

SUBJECT/SUBJECTS FOR WHICH LESSON COULD BE USED:

SLAVERY
CIVIL WAR

MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCY/
COMPETENCIES
These may be found at:
http://www.mde.k12.ms.us/acad/id/curriculum/ss/sstable.htm

5TH GRADE UNITED STATES STUDIES
6. Examine the interaction of individuals, families (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the American economy.
a. Compare and contrast human and physical factors that affected economic development in various regions (e.g., households, businesses, banks, government agencies, labor unions, and corporations).
8TH GRADE US HISTORY TO 1877
3. Evaluate the impact of the Civil War and Reconstruction on the United States.
.a.Identify the causes and effects of the Civil War and the Reconstruction.
b.Describe the sequence of events that led to the Union victory.

4 Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.).
g. Analyze information using social studies tools (e.g., graphs, maps, charts, tables, political cartoons, etc.).

7. Examine the interaction of individuals, families, communities (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the United States economy
a.Compare and contrast the economic factors that led to the development of America (e.g., exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the South, tariffs, etc.).

9TH GRADE MISSISSIPPI STUDIES
1.Explain how geography, economics, history, and politics have influenced the development of Mississippi.
e. Analyze the historical and political significance of key events in our state's development (e.g., Civil War, Civil Rights Movement, etc.)
.
3. Describe the relationship of people, places, and environment through time
c. Compare various people who have had an influence on Mississippi history (e.g., African American, Native American, European, Asian).

4Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass,technology, etc
b. Create or use flow charts, pictograms, photographs, graphs, and documents to analyze patterns of trade, production, and resource distribution.

11TH GRADE US HISTORY FROM 1877
4 Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.).
a. Interpret special purpose maps, primary/secondary sources, and political cartoons.

ESSENTIAL QUESTIONS FOR THIS LESSON:

How does historical evidence explain:

" the short-term effects of the war on both soldiers and the civilian population of the South?
" the social and economic effects of slavery and emancipation?

HISTORICAL CONTENT

People:
HENRY BEASLEY
MARY BEASLEY
SLAVES: TOM, FRANK, JOHN, BEN, HARRIET, ANDERSON, JANE, SARAH,
CHERY (?), SUSAN, JACKEL (?), ELLEN, BETTEY, AND CATHARINE.

Events:
BATTLE OF CORINTH
CIVIL WAR

Places:
NOXUBEE COUNTY, MS
LEXINGTON, TN
MACON, MS

Key terms, dates, etc.:
CIVIL WAR YEARS (1861-65)
EMANCIPATION PROCLAMATION

HISTORICAL CONCEPTS/ THEMES FOR THIS LESSON:

values, beliefs, political ideas, and institutions
patterns of social and political interaction

HISTORICAL SKILLS/PROCESSES TO BE TAUGHT OR REINFORCED IN THIS LESSON:

" finding and analyzing primary sources
" understanding chronology

INSTRUCTIONAL ACTIVITIES

LESSON 1 (RESEARCH GROUP LESSON)
THIS LESSON COULD BE USED AFTER COVERING CIVIL WAR BATTLES
OR TO DISCUSS WAR ON THE HOME FRONT.

OBJECTIVE: STUDENTS WILL ANALYZE CORRESPONDENCE DURING TIMES OF
WAR.

PROCEDURES:
1. ARRANGE STUDENTS INTO SMALL GROUPS TO STUDY A PRIMARY SOURCE DOCUMENT.
2. DISTRIBUTE A DIFFERENT DOCUMENT TO EACH GROUP.
3. STUDENTS WILL EXAMINE THE CONTENT OF THE DOCUMENT, THE DATE, WHO THE AUTHOR IS, AND TO WHOM THE DOCUMENT MAY HAVE BEEN WRITTEN.
4. GROUPS SHOULD PRESENT THEIR FINDINGS TO THE WHOLE CLASS.
5. THE WHOLE CLASS WILL ANALYZE AND COMPARE THEIR FINDINGS IN EACH OF THE DOCUMENTS CONTENT. "WHAT DID THESE PEOPLE WRITE ABOUT AND WHY?"

FOLLOW-UP ACTIVITY: EACH STUDENT WILL WRITE A LETTER TO A LOVED
ONE, AS IF THEY WERE AT WAR OR ON THE HOMEFRONT. "WHAT
WOULD YOU WANT TO WRITE ABOUT?" AND "WHAT WOULD YOU
NOT WANT TO WRITE ABOUT?"

EVALUATION: PARTICIPATION, TEACHER QUESTIONING, AND COMPLETION OF
THE FOLLOW-UP ACTIVITY.

DOCUMENTS:
HENRY BEASLEY'S LETTER
MARY BEASLEY'S LETTER
OTHER LETTERS PROVIDED BY PAIGE HERRINGTON, NEIL POWE,
AND ELIZABETH JENKINS

LESSON 2 (USING THE BEASLEY PAPERS ONLY)
-THIS LESSON COULD BE USED WHILE DISCUSSING SLAVERY.

OBJECTIVE: STUDENTS WILL EXAMINE THE COST OF SLAVES DURING THE
1850S.

PROCEDURES:
1. ARRANGE STUDENTS INTO SMALL GROUPS TO EXAMINE A PRIMARY SOURCE DOCUMENT.
2. DISTRIBUTE SLAVE BILLS OF SALE TO EACH GROUP.
3. STUDENTS WILL EXAMINE THE COST, THE DATE, THE GENDER AND AGE OF THE SLAVES.
4. GROUPS SHOULD DISCUSS WHY CERTAIN SLAVES WOULD COST MORE.
5. THE WHOLE CLASS SHOULD TRY TO CONVERT THE PRICE TO A MODERN EQUIVALENT AND CONSIDER WHO COULD AFFORD SUCH AN EXPENSE.

EVALUATION: PARTICIPATION AND TEACHER QUESTIONING.

DOCUMENTS:
HENRY BEASLEY'S SLAVES BILLS OF SALE

LESSON 3 (USING THE BEASLEY PAPERS ONLY)
-THIS LESSON COULD BE USED DURING A CIVIL WAR UNIT.

OBJECTIVE: STUDENTS WILL EXAMINE THE ROLES OF SLAVES IN THE SOUTH DURING THE CIVIL WAR.

PROCEDURES:
1. THE CLASS WILL EXAMINE HENRY BEASLEY'S SLAVES BILLS OF SALE.
2. THE CLASS WILL EXAMINE A CONTRACT BETWEEN HENRY BEASLEY AND THE MOBILE AND OHIO RAIL ROAD COMPANY.
3. THE CLASS WILL EXAMINE A LETTER WRITTEN TO HENRY BEASLEY BY HIS WIFE MARY. NOTE LINES 6-10 OF PAGE 1.
4. THE CLASS SHOULD DISCUSS THE DATES FOR ALL THE DOCUMENTS AND COMPARE THOSE DATES TO THE YEARS OF THE CIVIL WAR.
5. THE CLASS SHOULD EXAMINE THE ROLE OF SLAVES IN THE SOUTH DURING THE CIVIL WAR. "WHEN WERE SLAVES NO LONGER SLAVES?"

EVALUATION: PARTICIPATION AND TEACHER QUESTIONING.

DOCUMENTS:
HENRY BEASLEY'S SLAVES BILLS OF SALE
MARY BEASLEY'S LETTER
HENRY BEASLEY'S RAILROAD CONTRACT

TEACHER RESOURCES

WEB SITES THAT MIGHT PROVE USEFUL:

These sites provide documents, lesson plans, time lines, and/or handouts:

Our Documents
Go to Teacher's Toolbox and go to "Integrating Our Documents into the Classroom." This site also provides a teacher source book as well as information about National History Day in the classroom.
http://www.ourdocuments.gov/

The Library of Congress Learning Page
Check out "Using Primary Sources in the Classroom." Also, there are several excellent lesson plans on the Civil War and Reconstruction for various grade levels, including "The Civil War Through a Child's Eyes."
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html

National History Day
Click on "Educators" and then "Links" for museums, archives, universities, and countless other sources for primary sources. You can also download the Contest Guide (the rule book with the judges' scoring rubric,) a Web cast of the June 2003 awards ceremony, tips for using History Day in the classroom, and more! You will find "A Research Roadmap" especially useful in helping your kids get started with History Day.
http://www.nationalhistoryday.org

U.S. National Archives and Records Administration Digital Classroom
Go to Teaching with Documents and Teaching with Documents Lesson Plans, which include "The Amistad Case," "Lincoln's Spot Resolutions, " and other excellent plans on slavery, the Civil War, and Reconstruction.
You will also find "Building a School Archives," "History in the Raw,"and the "Document Analysis Worksheet" to be useful, especially in preparing students for History Day research.
http://www.archives.gov/

Eyewitness Home Page
First-hand accounts include "The Battle of Gettysburg," "Carnage at Antietam," "Lincoln Enters Richmond, 1865," "Battlefield Tragedy, 1862," "The Death of John Wilkes Booth," "Lee's Retreat from Gettysburg, 1863," "Aboard a Slave Ship, 1829," and "The Trial of Andrew Johnson, 1868."
http://www.ibiscom.com/cwfrm.htm

Gilder Lehrman History Online
A very nice site! Especially recommended sections are "Hollywood's America: Slavery in American Film," "Annotated Documents: African American Voices," "Interactive Timelines," and "Great Debates" (includes debates on the origins of American slavery, whether slavery was the cause of American economic growth, and whether Andrew Johnson should have been impeached.)
Teacher created classroom-tested lesson plans and handouts include "Women in the Civil War."
http://www.gliah.uh.edu/historyonline

North American Slave Narratives: Collection of Electronic Texts
A part of the Documenting the American South Web site, this is an
extensive collection of memoirs and other nineteenth century publications concerning slavery.
http://docsouth.unc.edu/neh/texts.html

The History Place Presents Abraham Lincoln
This site has a very detailed timeline of Lincoln's life and career, photos, and documents, including Lincoln's last speech and letters to Generals Hooker, Meade, and Grant.
http://www.historyplace.com/lincoln/index.html

EDSITEment
Go to History/Social Studies for plans such as "Evaluating Eyewitness Reports," "More Amazing Americans: A Web Quest," "I've Just Seen a Face: Portraits," "Attitudes Towards Emancipation," "Eve of the Civil War: Factory vs. Plantation," "Families in Bondage," "Spirituals," "Images at War," "Lincoln Goes to War," "Walt Whitmans's Notebooks and Poetry: The Sweep of the Universe," "What Portraits Reveal," "We Must Not Be Enemies: Lincoln's First Inaugural Address," "The Red Badge of Courage: A New Kind of Courage," "African-American Communities in the North Before the Civil War," "After the American Revolution: Free African-Americans," and "Who Was Cinque?"
http://www.edsitement.neh.gov/

SUGGESTED BOOKS, PERIODICALS, ARTICLES, ETC. FOR TEACHER'S BACKGROUND READING:

o Leon Litwack, Been in the Storm So Long
o Bell Irvin Wiley, The Life of Johnny Reb: The Common Soldier of the Confederacy and The Life of Billy Yank: The Common Soldier of the Union
o John Blassingame, The Slave Community: Plantation Life in the Antebellum South
o John Hope Franklin, From Slavery to Freedom: A History of African-Americans
o Tony Horwitz, Confederates in the Attic: Dispatches from the Unfinished Civil War
o Civil War Preservation Trust, Civil War Sites: The Official Guide to Battlefields, Monuments, and More
o Ira Berlin, Generations of Captivity: A History of African-American Slaves
o James McPherson, Battle Cry of Freedom
o Our Documents: A National Initiative on American History, Civics, and Service (Teacher Sourcebook)
o C. Vann Woodward, Mary Chesnut's Civil War
o Bruce Catton, The Terrible Swift Sword, Coming Fury, and Never Sound Retreat
o Shelby Foote, Shiloh (Also available as a beautifully read audiobook.)
o David Herbert Donald, Lincoln
o Albert B. Hart, The Reconstruction Era: Eyewitness Accounts

STUDENT RESOURCES:

Some suggested Web sites for students:

The Library of Congress Learning Page
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html

Africans in America
http://www.pbs.org/wgbh/aia/

continued...

National History Day
http://nationalhistoryday.org

Our Documents
www.ourdocuments.gov

The History Place Presents Abraham Lincoln
http://www.historyplace.com/lincoln/index.html

BOOKS/PERIODICALS FOR CLASSROOM READING/ENRICHMENT

Some suggestions:

o Escape from Slavery: The Boyhood of Frederick Douglass in His Own Words
o Joy Hakim, Liberty for All
o Virginia Hamilton, Many Thousands Gone: African-Americans from Slavery to Freedom
o Pat and Patricia McKissak, A Picture of Freedom: The Diary of Clotee, A Slave Girl, Belmont Plantation, 1859
o Joy Hakim, War, Terrible War
o Kay Moore, If You Lived at the Time of the Civil War
o Irene Hunt, Across Five Aprils
o Stephen Crane, Red Badge of Courage
o Jim Murphy, The Boys' War: Confederate and Union Soldiers Talk About the Civil War
o James McPherson, Fields of Fury: The American Civil War
o Joy Hakim, Reconstruction and Reform
o Zak Mettger, Reconstruction: American After the Civil War (Young Readers' History of the Civil War