SO 003 152 PUB DATE Activity Units; African American Studies; *Civil

DOCUMENT RESUME ED 068 389 SO 003 152 TITLE United States History: From Community to Society. Unit Six: Civil War and Reconstruction. Grade Six. Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE 68 NOTE 245p.

EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Activity Units; African American Studies; *Civil War (United States); Concept Teaching; *Cross Cultural Studies; Curriculum Guides; Democratic Values; Elementary Grades; Grade 6; Human Dignity; Interdisciplinary Approach; Negro History; *Reconstruction Era; Resource Units; Skill Development; Slavery; *Social Studies Units; *United States History IDENTIFIERS *Project Social Studies ABSTRACT The cause of the Civil War is interpreted through cultural concepts in this sixth resource unit series designed for sixth grade students. Suggested activi;:y units expose students in some depth to inhumane conditions of slaves, enslavement problems, black exploitation, and revolts stemming from denial of basic humanity, the African background of slaves, and the role of the Negro in the Civil War. After military history is studied, students examine the Reconstruction period and the subsequent development of segregation. Selected readings of primary sources on the Civil War and Reconstruction, and study questions on the readings, are included. The format of the unit is described in Unit I SO 003 147, and detailed information on course objectives, teaching strategies, and program descriptions are provided in the teacher's guide SO 003 146. Other related documents are SO 003 148 through SO 003 153. (Author/SJM) as./7 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS 00CUMENT HAS BEEN REPRO. DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY Grade Six Unit: Civil 1.7ar and Reconstruction

SELECTED REP.DINGS

ON THE CIVIL WAR AND RECONSTRUCTION

These materials were developed by the Project Social Studies Center of the University of Minnesota undera special grant from the U.S. Office of Education. (Project No. HS-045)

1968

FILMEDFROM BEST AVAILABLECOPY -1-

AFRICA LS SEEN BY A SLAVE TRADER /Captain Theodore Canot wasa slave trader. He describes both a visit to the town of Timbo in West Africa anda visit to the Bager tribe.The account is from Brantz Meyer, ed., Captain Canot, or Twenty Years ofan African Slaver.This book was published in 1854./

I strolled repeatedly through the town.I became. familiar with its narrow streets, low houses, mudwalls... and mosques.I saw no fine bazaars, marketplacesor shops. The chief wants of life were supplied by peddlers.Platters, jars, and baskets of fruit, vegetables, and meat,were borne around twice or thrice daily. Horsemen dashed abouton beautiful steeds towards the fields in themorning, or came home at nightfall at a slower pace.I never saw man or woman bask lazily in the sun.Females were constantly busy over their cotton and spinning wheels when not engaged in householdoccupa- tions.../57ften have Iseen an elderly dame quietly crouched in her hovel at sunset reading the Koran. Norare the men of Timbo less thrifty.Their city wall is said to hem in about ten thousand individuals, representing all the social industries. They weave cotton, work in leather, fabricate iron fromthe bar, engage diligently in agriculture.../i:..'enever not labori- ously employed, it-hey7 devote themselves to reading andwrit- ing, of which they are excessively fond.

I opened the chest /Which I had left earlier with the Bager people?.../71.5. my surprise...57found it nearly full of the merchandise I had placed in it.I shook the cask, and its weight seemed hardly diminished.I turned the spiggot, and lo! the rum trickled on my feet.... "Good!" said the chief, "it is all there, --is it not? We Bagers are neither Soosoos, Mandingoes, Foulahs, nor White- men, that the goods of a stranger are not safe in our towns! We work for a living; we want little; big ships nevercome to us, and we neither steal from our guests nor go to war to sell one another!". .. ryhe Bager chief7 senta crier through the town, informing the women that a white stranger would be their guest during the night.. AI less than halfan hour, my but was visited by most of the village dames and damsels.One brought a pint of rice; another some roots of cassava; another,a few spoonfuls of palm oil; another a bunch of peppers.. oldest lady of -2- the party made...the gift of a splendid fowl.... There was nothing peculiar in this exhibition of hospitality, on account of my nationality.It was the mere fulfillment ofa Bager law.../T he poorest black stranger wouldhave shared the rite as well as myself.I could not help thinking that I might have travelled from one end of Englandor America to the other, without meeting a Bager welcome. Indeed, itseemed somewhat questionable, whether it were better for theEnglish to civilize Africa, or for the Bagers to send missionariesto their brethren in Britain!

Questions: 1. What can you tell about the town of Timbo from this description? 2. How did the people of Timbo seem to earn a living.? 3. Does the author consider the people of Timbo lazy? How do you know ? 4. What does the author tell you about the education of the per' of Timbo? 5. Does the author consider the Bager people dishonest ? How you know ? 6. Why did the author suggest that perhaps the Bager should send missionaries to Britain? 7. What did the Bager chief think of white men? How do you know?

3 -3-

AN AFRICAN BOY ON A SLAVE SHIP /oustavus Vassawas born in Benin in Africa. He was kidnapped from his family when he was only elevenyears old.He was sold into slavery in Africa fora time.Later he was sold to traders and taken to a slave ship to go to America. In America he worked for a time as a slave ona Virginia plantation.Later he was sold to a Philadelphia merchant who lethim buy his freedom.In 1791, at the age of 46, he wrotean account of his life.The following selection is from this book, TheInteresting Narrative of the Life of Olaudah Equiano,or Gustavus Vassa, the African, Written by Himself. /

The first object which saluted my eyes when I arrivedon the coast was the sea, and a slave ship...617 was then riding at anchor, and waiting for its cargo.These filled with astonishment, which was soon connected with terror, when Iwas carried on board.I was immediately handled, and tossed up to see if I were sound, by some of the crew.. was...5ure7 that I had gotten into a world of bad spirits, and that theywere going to kill me.Their complexions too differing so much from ours, their long hair, and the language they spoke (which was very different from any I had ever heard), united to confirm me in this belief.

... ;When I looked round the ship too and saw. .. amultitude of black people of every description chained together,every one of their countenances eiptessins dejection and sorrow, Ino longer doubted of my fate.../0juite overpowered with horror and anguish, I fell motionless on the deck and fainted.

When I recovered a litte, I found some black people aboutme, who...had brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain.I asked them if I were not to be eaten by those white men with horrible looks, red faces, and long hair. They told me I was not...(Cille of thecrew brought me a small portion of spiritous liquor in a wine glass; ..Zt7eing afraid of him, I would not take it out of his hand. One of the blacks therefore took it from him and gave it to me...I took a little...which, instead of reviv- ing me, as they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me abandoned to despair.I now saw myself deprived 4 of all chance of returning to my native country...I even wished for my former slavery in preference to my present situation... /IVwas filled with horrors of every kind, still heightened by my ignorance of what I was to undergo.

...I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life.../Filth the loathsomeness of the stench and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything.

I now wished for the last friend, death, to relieve me. .. Clgvo of the white men offered me eatables...(67i my refusing to eat, one of them held me fast by the hands, and laid me across, I think, the windlass, and tied my feet, while the other flogged me severely.

I had never experienced anything of this kind before.. naturally feared.../he ocean7the first time I saw it.. /iVevertheless, could I have got over the nettings, I would have jumped over the side, but I could not.. /B7esides, the crew used to watch us very closely who were not chained down to the decks, lest we should leap into the water. ..I have seen some of these poor African prisoners most severely cut for attempting to do so, and hourly whipped for not eating. This indeed was often the case with myself. In a little time after, amongst the poor chained men, I found some of my own nation, which in a small degree gave easeto my mind. I inquired of t hese what was to be done withus? They gave me to understand we were to be carried to these white people's country to work for them.I then was a little re- vived.../R it were no worse than working, my situation was not so desperate. But still I feared I should be put to death, the white people looked and acted, as I thought, in so savage a manner. ..I had never seen among any people such instances of brutal cruelty... rais /Was shown7 not only...towards us blacks, but also to some of the whites themselves.

One white man in particular I saw...flogged so unmercifully. .that he died in consequence of it.../15ey tossed him over the side as they would have done a brute.This made me fear these people the more I expected nothing less than to be treated in the same manner. I could not help expressing my fears...to some of my countrymen: I asked them if these people had no country, but lived in this...5hip7. They toldme they did not, but came from a distant one.

"Then, " said I, "how comes it in all our countrywe 'never heard of them!' They told me because they livedso very far off.I then asked where were their women? Had theyany like themselves ? I was told they had: "Lnd why, " said I, "dowe not see them?" They answered, because theywere left behind. I asked how the vessel could go ? They toldme they could not tell; but that there were cloth put upon the masts by the help of the ropes I saw, and then the vessel wenton. ./T7iie white men had some spell or magic they put in the water when they liked in order to stop the vessel.I was exceedingly amazed at this account, and really thought they were spirits.

While we stayed on the coast I was mostlyon deck...fahe day, to my great astonishment, I saw one of these vesselscom- ing in with the sails up....At last she came to an anchor in my sight, and when the anchor was let go I and, my countrymen who saw it were lost in astonishment to observe the vessel stop... A'I'e7 werenow convinced it was done by magic.

Soon after this the other ship got her boats out.../T hey came on board of us, and the people of both ships seemed very glad to see each other.Several of the strangers also shook hands with us, black people, and made motions with their hands, signifying I suppose, we were to go to their country; butwe did not understand them.

At last, when the ship we were in had got in all her cargo... we were all put under deck, so that we could not see how they managed the vessel. But this disappointment was the least of my sorrow.. The stench of the hold while we were on the coast was so intolerably loathsome that it was dangerous to remain there for any time... /§3me of us had been permitted to stayon the deck for the fresh air...fr13w. .the whole ship's cargo were confined together.. The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocatedus.. This produced.../iuch7 perspirations.../.:T7ne air soon becameun- -b- fit for.../reathing7, froma variety of loathsome smells.. /It7broughton a sickness among the slaves, of whichmany died....

This wretched situation was.. /fade worse by thegalling of the chains...and the filth of the necessary tubs, into which the children often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying,rendered the whole a scene of horror almost inconceivable.

Happily perhaps for myself I was soon reducedso low here that it was thought necessary to keepme almost always on deck... /Because of7 my extreme youth Iwas not put in fetters.In this situation I expected every hour to share the fate ofmy companions, some of whom were almost daily broughtupon deck at the point of death, which I began to hope wouldsoon put an end to my miseries.Often did I think many of the inhabitants of the deep much more happy than myself.I envied them the freedom they enjoyed, and as often wished I could changemy condition for theirs.

Every circumstance I met with served only to rendermy state more painful, and heightened my...ffears7 andmy opinion of the cruelty of the whites. One day they had takena number of fishes...tr.'/-hen they had killed and satisfiedthemselves with as many as they thought fit...they tossed the remaining fish into the sea again, although we begged and prayed forsome.... Some of my countrymen, being pressed by hunger, tookan opportunity...of trying to get a little privately...f/-heywere discovered, and the attempt...5rought them7very severe floggings. One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who were chained together... somehow made through the nettings and jumped into thesea... /)..7nother quite dejected fellow, whoon account of his illness was suffered to be out of irons, also followed their example... I believe many more would very soon have done thesame if they had not been prevented by the ship's crew whowere instantly alarmed.

Those of us that were the most active were ina moment put down under the deck.../-T7here was sucha noise and confusion amongst the people of the ship as I never heard before, to stop her, and get the boat out to go after the slaves. However, two of the wretches were drowned.. f/-hey got the other, and afterwards flogged him unmercifully for thus attempting topre- fer death to slavery. 7 -7-

In this manner we continued to undergo more hardships than I can now relate.... Many a time we were near suffocation from the want of fresh air, which we were often without for whole days together.This, and the stench of the necessary tubs, carried off many.

At last we came in sight of the island of Barbadoes, at which the whites on board gave a great shout, and made many signs of joy to us.7.:e did not know what to think of this.../ Ts the vessel drew nearer we plainly saw the harbour, and other ships of different kinds and sizes...Ve soon anchored amongst them off Bridge-Town. Many merchants and planters now came on board, though it was in the evening.They put us in separate parcels, and ex- amined us attentively. They also made us jump, and pointed to the land, signifying we were to go there. thought by this we should be eaten by these ugly men, as they appeared to us... A./hen soon after we were all put down under the deck again, there was much dread and trembling.

Questions: 1.Villy did the author fear at first that the white men were going to kill him? Do you think you would have been afraid if you had been this boy.? Why or why not? 2. Who sold the author to the white men? What had been the position of the author before he was taken to this boat? 3. What conditions did the boy find below deck? What effect did these conditions have upon the slaves ? 4. Why did the author consider the white men cruel? 6. What lack of knowledge added to the boy's fears of these white men? 6. Why did some of the slaves try to kill themselves? -8- '-IT ,2 V ET-IJ.7

/he following are accounts by former slavesconcerning their lives as slaves.Read them carefully.Then do the exercises at the end of the readings. 7 1.. (the following account is from Booker T. ''..'ashington's Up From Slavery.I.vir. ashington is describing the early days of his life. Later he went on to educate himself and became a leader of the Negro people. 7 My life had its beginnings in the midst of the most miserable, desolate, and discouraging surroundings.This was so... notbe- cause my owners were especially cruel.../Whey were not, as compared with many others.I was born ifEa. typical log cabin, about fourteen by sixteen feet square.In this cabin I lived with my mother and a brother and sister till after the Civil N.7ar, whenwe were all declared free.... The early years of my life, which were spent in the little cabin, were not very different from those of thousands of other slaves. My mother...had little time in which to give attention to the training of her children during the day.She snatched a few mo- ments for our care in the early morning before her work began, and at night after the day's work was done....I cannot remember having slept in a bed until after our family was declared free by the Emancipation Proclamation. Three children--John,my older brother, Amanda, my sister, and myself--had a palleton the dirt floor.../7o be more correct,we slept in and on a bundle of filthy rags laid upon the dirt floor. I was asked not long ago to tell something about the sports and pastimes that I engaged in during my youth.Until the question was asked it had never occurred to me that there was no period of my life that was devoted to play. From the time that Ican remember anything, almost every day of my life had been oc-iipied in some kind of labour...I think I would now be a more useful man if I had had time for sports. During the period that I spent in slavery I was not large enough to be of much service.. was occupied most of the time in cleaning the yards, carrying water to the men in the fields, or going to the mill, to which I used to take the corn, once a week, to be ground. The millwas about three miles from the plantation.This work I always dreaded. The heavy bag of corn would be thrown across the back of the horse, and the corn divided about evenly on each side.. 5-in someway. ..the corn would shift as to become unbalanced and would fall off the horse.../57ften I would fall with it.As I was not strong enough to reload the corn on the horse, I would 9 have to wait, sometimes for many hours, till a chance passer-by came along who would help me out of my trouble.The hours while waiting for- someone.were usually spent in crying,The time consumed in this way made me late in reaching the mill... LP-7y the time I gotmy corn ground and reached home it would be far into the night.The road was a lonely one, and often led through dense forests.I was always frightened...AWhen 1 was late in getting home I knew I would get a severe scolding or a flogging.

I had no schooling whatever while I was a slave...I remember on several occasions I went as far as the schoolhouse door with one of my young mistresses to carry her books.The picture of several dozen boys and girls in a schoolroom engaged in study made a deep impression upon me...I had the feeling that to get into a schoolhouse and study in this way would be about thesame as getting into paradise.... I cannot remember a single instance during my childhood or early boyhood when our entire family sat down to the table together, and God's blessing was asked, and the family ate .a meal in a civilized manner. On the plantation in Virginia, and even later, meals were gotten by the children very much as dumb animals get theirs.It was a piece of bread here and a scrap of meat there.It was a cup of milk at one time and some potatoes at another. Sometimes a portion of our family would eat out of the skillet or pot, while some one would eat from a tin plate held on the knees, and often using nothing but the hands with which to hold the food.... The first pair of shoes that I recall wearing were wooden ones.They had rough leather on the top. ./=-T-Aie bottoms, which were about an inch thick, viel.e of: 1,vbo:I.N.7ten l valked they made a fearful noise...CB7esides this they were very incon- venient, since there was no yielding to the natural pressure of the foot.In wearing them one presented an exceedingly awkward appearance. The most trying ordeal that I was forced to endure as a slave boy, however, was the wearing of a flax shirt.In the portion of Virginia where I lived it was common to use flax as part of the clothing for the slaves.That part of the flax from which our clothing was made was largely the refuse figaste7 which of course was the cheapest. and roughest part.I can scarcely imagine any torture, 'extept, perhaps, the pulling of a tooth, that is equal to that caused by putting on a new flax shirt for the first time.It is alinost equal to the feeling that one would experience if he had a dozen or more chestnut burrs, or a hundred small pin-points, in contact with his flesh. Even to this -10-

day I can recall accurately the tortures that I underwentwhen putting on one of these garments.The fact that my flesh was soft and tender added to the pain.But I had no choice.I had to wear the flax shirt or none..Tad it been left tome to choose, I should have chosen to wearno covering... brother John, who is several years older than Iam, performed one of the most generous acts that I ever heard ofone slave relative doing for another. On several occasionswhen I was being forced to wear a new flax shirt, he generouslyagreed to put it on in my stead and wear it for several days, tillit was "broken in. " Until I had grown to be quitea youth this single garment was all that I wore....

B. Interviews with Ex-Slaves Read one of the following accounts from Botkin, Lay My Burden Down. The sources are interviews made between 1936 and 1939. Writers, newspapermen, and research workerswere hired by the Federal Government.They interviewed ex-slaves living in Southern states.They wrote down the replies of these ex-slaves to a series of questions.

1. Interview with Millie Evans,pp. 61-65.(This woman was 8'l at the time of the interview.She was born in 1894 in North Carolina. )

2. Interview with Mary Reynolds, pp. 120-(beginningon par. 3)-121 (end of 1st paragraph).(This woman was'hbout 108" when interviewed. She was born in Louisiana. )

C. Accounts by Visitors to the South

1. /ir Charles Lydell was an English geologist. He touredthe South in 1845-46. He visited Hopeton plantation on the Alta- maha River in Georgia.This plantation was owned by James Couper, an experimental farmer. Lydell wrote of his travels to the Hopeton plantation in A Second Visit to the United States of North America (2 vols.,New York, 1849). The following account is from Vol. 1, pp. 261-2607 There are 500 negroes on the Hopetown estate... /T -/any ... are children...c/onie/a-r-e7 old... TinC17 wouldbe supported in a poorhouse in Englanct::-/Here they to the end of their days... TZt1717 their neighbours, and kinsfolk...P-56F live in separate houses assigned to them.The children have no regular work to do till they are ten or twelveyears old. When the mothers are at work, theyoung children are looked after by an old negress, called MomDiana.... The out-door laborers have separate houses provided for them; even...77nos7 domestic servants... liveapart from the great house.... /This g7 not always convenient forthe masters, as there is no on-Etoaiiswer a bell after a certain hour. But if we place ourselves inthe condition of the... servants, we see at once how many advantages we should enjoy over the white race in the same rank of life in Europe, ...Thelaborers begin work at six o'clock in the morning... /TrieV.havean hour's rest at nine for breakfast... /Frikny have-rinishedtheir assigned task by two o 'clock, all ofThemby three o'clock. In summer they divide their work differently, going to bed in the middle of the day... /They rise/ to finish their task, after- ward spending a great part of the night chatting,merry-making, preaching, and psalm-singing. Lt Christmas theyclaim a week's holidays...PT/Soowners can get no work done.... The negro houses are as neat as the greater part of the cottages in Scotland... /They/ are provided always witha back door, and a hall... in which is a chest, a table, two or three chairs, and a few shelves for crockery. On the door of the sleeping apart- ment they keep a large wooden padlock, to guard their valuables from their neighbors when theyare at work in the field... reis much....Zstealing/ among them. A little yard is often attached, in which are seen their chickens, and usually a yelping cur, kept for their amusement.,.. /Frederick Law Olmstead wasa native of Connecticut and an authority on farming. He spent fourteen months traveling in the South as a newspaper reporter for the New YorkTimes. Clmstead's goal was to let readers know what lifewas really like in the South during the 1850's. The following isan account of his visit to a cotton plantation in 2.iississippi./

The estate I am now about to describe, was situatedupon a tributary. of the Mississippi.... The slaves upon it formed about one twentieth of the whole population of the county... /Tiritaa"c3 considerably out-number the whites Tthis county/. The property consisted of four adjoining plantations... TWach -12-

Th-ad7... its own negro cabins, stables and overseer... /771 ach worked to a great extent independently of the others.../7:11 con- tributed / their crop to one gin-house and warehouse... /7C11 were under the general superintendence of a... manager... He lived on/ the estate... ,l the absence of the owner, Jfie/ had... power over the overseers... and iFiintrolled/... the economy of all the plantations. The manager was himself a gentlemen of good education... /He w/ generous and poetic...,possessing a capacity for the enjoyment of nature.... The overseers were superior to most men of their class... /7/its. one exception they were7 frank, honest, temperate, and industrious... 717!eir feelings toward negroes were such as naturally result from their occupation. They were all married: and lived with their families, each in a cabin or cottage, in the hamlet of the slaves of which he had... charge. These five men, each living more than a mile distant from either of the others, were the only white men on the estate.Of course to secure their own personal safety and to efficiently direct the labor of such a large number of ignorant, indolent, and vicious negroes, rules or rather habits and customs, of discipline, were necessary.. particular cases.. /such rules might7 operate unjustly and cruelly..../T/he testimony of negroes against.../overseers/ would not be received as evidence in court...(:-Tere was very little probability that any excessive severity would be restrained by fear of the law. In the main, the negroes appeared to be well taken care of and abundantly supplied with the necessaries of vigorous physical existence. A large part of them lived in.. 5arge/ and well build cottages, with broad galleries in front...ft/ach family had two rooms on the lower floor, and a loft.The re- mainder lived in log-huts, small and mean in appearance... /T/hose of their overseers were little better, and preparations were being made to replace all of these by neat boarded cottages. Each family had a fowl-house and hog-sty (constructed by the negroes themselves). ../T /hey kept fowls and swine, feeding the latter during the summer on weeds and fattening them in the autumn on corn stolen(this was mentioned to me by the overseers as if it were a matter of course) from their master's cornfields.

I several times saw gangs of them eating the dinner which... feach7 had brought...to the field.. /V observed that they -13- generally had plenty, often more than they could eat, of bacon, cornbread, and molasses.The allowance of food is weighed and measured under the eye of the manager by the drivers and distributed to the head of each family weekly... consisted7 for each person (6f7 3 pounds of pork, 1 peck of meal; and from January to July, 1 quart of molasses.Monthly, in addition, 1 pound of tabacco, and 4 pints of salt. No drink is ever served but water.. . All hands cook for themselves after work at night, or whenever they please between night-fall and daybreak....Each family has a garden, the products of which, together with eggs, fowl and bacon, they frequently sold, or used in addition to their regular allowance of food.iviost of the families bought a barrel of flour every year.The manager...5ried7 to encourage this practice.../ib get them to7 spend their money for flour instead of liquor, he furnished it to them at rather less than what it cost him at wholesale.There are many poor whites within a few miles who would always sell liquor to the negroes, and encourage them to steal, to obtain the means to buy if of them. These poor whites were always spoken of with anger by the overseers.... The first morning I was on the estate, the manager invited me to ride with him on his usual daily round of inspection through the plantations.On reaching the nearest "quarters, " we stopped at a house.../ft was/ a little larger than th:?. ordinary cabins, which was called the loom-house.. dozen negroes were at work making shoes, and manufacturing coarse cotton stuff for negro clothing.One of the hands so employed was insane.../ivi7ost of the others were cripples, invalids with chronic complaints, or unfitted by age, or some infirmity, for field work. VieI.vent to another cabin and entered a room where a woman lay on a bed groaning.It was a very dingy, comfortless room. 517 mosquito bar, much patched and very dirty, covered the bed. The manager asked the woman several times what was the matter, and could get no distinct reply. She appeared to be suffering great pain.The manager felt her pulse and lobked at her tongue...5./fter making a few more inquiries, to which no intelligible reply was given, gie7told her he did not believe she was ill at all.At this the woman's groans redoubled."I have heard of your tricks, " continued the manager; "you had a chill when I came to see you yesterday morning; you had a chill when the mistress came here, and you had a chill when the master came.I never knew a chill to last a whole day.So -14-

you'll just get up now and to the field, andif you don't work smart, you'll get a dressing /Whipping7;do you hear?" Each overseer regulated the hours of workon his own plantation.I saw the negroes at work before sunriseand after sunset.At about eight o'clock they were allowed tostop for breakfast, and again about noon, to dine.The length of these rests was. ../decided by7 theoverseer or drivers.../7They werc7 usually...from half an hour to an hour.There was no rule. The number of hands directed by eachoverseer was considerably over one hundred. Themanager thought it would be better economy to have a whiteman over every fifty hands, but the difficulty of obtaining trustworthyoverseers prevented it.Three of those he then hadwere the best he had ever known. He described the great majorityas being passionate, careless, inefficient men...and totally unfitted for the duties of the position.The best overseers, ordinarilyare young men, the sons of small planters.../IThey7 takeup the business temporarily, as a means of acquiring a little capital with which to purchase negroes for themselves.

The plowing, both with single and double teams,was generally performed by women, andvery well performed, too.I watched with some interest forany indication that their sex unfitted them for the occupation.Twenty of them were plowing together, with double teams and heavy plows.They were super- intended by a malenegro driver, who carried a whip, which he feequently cracked at them, permittingno dawdling. .at the turning....Throughout the Southwest the negroes,as a rule, appear to be worked much harder than in the eastern and northern slave States.I do not think they accomplish as much daily, as agricultural laborers at the North usuallydo, but they certainly labor much harder. Theyare constantly and steadily driven up to their work.../_ CT/he stupid plodding,machine- like manner in which they labor, is painfulto witness. This was especially the case with the hoe-gangs. One of themnum- bered nearly two hundred hands (for the force oftwo plantations was working together), moving across the field in parallel lines....A very tall and powerful negro walked to and fro in the rear of the line, frequently cracking his whip,and calling out, in the surliest manner, toone and another, "Shove your hoe, there! shove your hoe!" But Inever saw him strike any one with the whip. The whip was evidently in constantuse, however. There were no rules on the subject, that I learned; the overseers and -15-

drivers punished thenegroes whenever they deemed itnecessary, and in such manner, and withsuch severity, as they,filTotritnecessary, "If you don't work faster, "or "If you don't work harder," or"If you don't recollect what I tellyou, I will have you flogged /whipped7," are threatswhich I have often heard.

Questions on Readings 1. What weresome of the problems faced by the slaves? 2. What kind of food,clothing, and housingwere they given? 3. What kind of education didthey have ? 4. What did theoverseer do ? 5. Which accountsseem more favorable to slavery? Why do you think these accounts weremore favorable ? 6. What differences indescriptions did you find? 7. Which account doyou think is the most accurate oneconcern- ing slavery? Vihy?

8. How do these accounts ofslavery in Americaseem to differ from the descriptions-you read earlier ?

C -16-

SLAVE LIFE IN THE C3TTON FIELDS (Solomon Northrup had been a free Negro. However, he was kidnapped and sold into slavery in Louisiana.After twelve years, he finally won his freedom. A northerner wrote down his account for him in a book called Twelve Years P. Slave (Phildelphia).The following selection is from this book.)

About the first of July, when.../The cotton7 isa foot high or thereabouts, it is hoed the fourth and last time. Now the whole space between the rows is ploughed....During all these hoeings the overseer or driver follows the slaveson horseback with a whip....The fastest hoer takes the lead row. He is usually about a rod in advance of his companions.If one of them passes him, he is whipped.!f one falls behind or is a moment idle, he is whipped.In fact, the lash is flying from morning until night, the whole day long. The hoeing season thus contin- ues from April until July, a field having no sooner been finished once, than it is commenced again. In the latter part of August begins the cotton pickingseason. At this time each slave is presented with a sack. A strap is fastened to it, which goes over the neck, holding the mouth of the sack breast high, while the bottom reaches nearly to the ground. Each one is also presented witha large basket that will hold about two barrels.This is to put the cotton in when the sack is filled.The baskets are carried to the field and placed at the beginning of the rows.

When a new hand...is sent for the first time into the field, he is whipped up smartly, and made for that day to pick as fast as he can possibly.At night it is weighed, so that his capability in cotton picking is known. He must bring in the same weight each night following.If it falls short, it is considered evidence that he has been laggard, and a greater or less number of lashes is the penalty. An ordinary day's work is two hundred pounds. A slave who is accustomed to picking is punished if he or she brings in a less quantity than that.

The hands are required to be in the cotton field as soon as it is light in the morning.../T-'.:th the exception of ten or fifteen minutes, which is given thern mat noon to swallow their allowance of cold bacon, they are not permitted to be a moment idle until it is too dark to see.../V.'en the moon is full they often times labor till the middle of the night.They do not dare to stop even -17-

at dinner time, nor return to the quarters, however late it be, until the order to halt is given by the driver.

The day's work over in the field, the baskets are...carried to the gin-house, where the cotton is weighed....57 slave never approaches the gin-house with his basket of cotton but with fear.If it falls short in weight--if he has not performed the full task appointed him, he knows that he must suffer.And if he has exceeded it by ten or twenty pounds, in all probability his master will measure the next day's task accordingly. So, whether he has too little or too much, his approach to the gin-house is always with fear and trembling. Most frequently they have too. little....After weighing, follow the whippings... CT/hen the basketsare carried to the cotton house, and their contents stored away like hay, all hands being sent in to tramp it down.

This done, the labor of the day is not yet ended.. .Each one must then attend to his respective chores. One feeds the mules, another the swine--another cuts the wood, and so forth; besides, the packing is all done by candle light.Finally, at a late hour, they reach the quarters, sleepy and overcome with the long day's toil.Then a fire must be kindled in the cabin, the corn ground in a small hand-mill, and supper, and dinner for the next day in the field, prepared.All that is allowed them is corn and bacon...fthil7is given out at the corncrib and smokehouse every Sunday morning. Each one receives, as his weekly allowance, three and a half pounds_ of bacon, and corn enough to make a peck of meal.That is all -- no tea, coffee, sugar, and with the exception of a very scanty sprinkling now and then, no salt.... The softest couches in the world are not to be found in the log mansion of the slave....51ine7 was a plank twelve inches wide and ten feet long. My pillow was a stick of wood.The bedding was a coarse blanket, and not a rag or shred beside. Moss might be used, were it not that it directly breeds a swarm of fleas. The cabin is constructed of logs, without floor or window. The latter is altogether unnecessary, the crevices between the logs admitting sufficient light.In stormy weather the rain drives through them, rendering it comfortless and extremely disagree- able.The rude door hangs on great wooden hinges.In one end is constructed an awkward fire-place. -18-

An hour before day light the horn is blown.Then the slaves arouse, prepare their breakfast, fill a gourd with water.... /They/deposit their dinner ofcold bacon and corn cake ccn another gourci-Tand hurry to the field again.it is an offence.. followed by a flogging, to be found at the quarters afta. daybreak. Then the fears and labors of another day begin... 511its close thereis no such thing as rest.tie fears he will be caught laggingthlough the day; he fears toapp7oach the gin- house with his basket-load of cotton at night; he I:ears,when he lies down, that he will oversleep himself in the morning.

Questions: 1. How hard did the slaveson this plantation have to work? V. hat evidence do you have for your answer ? 2. How well or how badly were the slaves on this plantation treated? 3. Some mF.sters thought that slaves did not work hard and always find energy to have a good time at night. Do you. think the slaves on this plantation would have agreed wiLh them? Vhy or why not? 4. How much faith do you think you should put in the information provIded in this account? :Thy?

29. -19-

MLSTERS' VIEWS OF SLAVES /Mr. Frederick Olmsted traveled through the South before the Civil War. His account of what he saw and heard appeared ina book called The Cotton :kingdom. The following selectionsare from this book. /

During three hours or more...I was in ft-he7 company.. /of the owner7.. I do not think there were ten...minutes uninterrupted by some of the slaves requiring his personal direction or assistance. He was obliged three times to leave the dinner-table. "You see, " said he, smiling, as he came in the last time, "a farmer's life, in this country, is.../not too easy. He7 observed in answer to some remark of mine, "I only wishyour philanthropists would.../Work out7some satisfactory plan to relieve us of it; the trouble and the responsibility of properly taking care of our negroes..is anything but enviable.But what can we do that is better? Our free negroes --and I believe it is the same at the North as it is here--are a miserable set of vagabonds, drunken, vicious, worse off...than those who are retained in slavery.

, ...Free labor might be more profitable to us: I am in- clined to think it would be. The slaves are excessively careless and wasteful...I,various ways.../t-hey7 subject us to very annoying losses.

"Oh, they are interesting creatures, sir, " he continued, "and, with all their faults, have many beautiful traits.I can't help being attached to them, and I am sure they love us. " In his own case, at least, I did not doubt it; his manner towards them was.../like that of a father7--familiar and kind... /T/hey came to him like children who have been givensome task and constantly are wanting to be encouraged and guided, simply and confidently.

...It is difficult to measure the labor performed in a day. Irclecause of7 differences in the soil and in the bulk and weight of articles operated upon.But, here, I am shown tools that no man in his senses, with us, would allow a laborer, to whom he was paying wages, to be...giurdened7 with.. s/he excessive weight and clumsiness...would make work at least ten per cent greater than those ordinarily used with us /I the North? And I am assured that.../because of7 the careless -20-

and clumsy way they.../tre7 used by inc- slaYPs,anything lighter or less rude could not be furnitzn. with *ood economy. ./;ouch tools as we constaidlygi e !Jo 1. laborers. would not last out a day inVirginia -orn-iield.

... w:Aiting, in a carriago, for driver to get my baggage, I saw a negro oiling all thetrucks ot the train.. did not give himself the troubleto.../raise/ the outlet of his oiler, so that a stream of oil costing probablya dollar and a half. a gallon was pouredout upon the ground the whole length of the train.

Some of his best hand: rf2nte.: out to work in a furnace...iffor the best oithese lie had been offered, for next year, two hundred dollars.-le did not know whether he ought to let them go, though. Theywere worked hard, and nad too much liberty, and were acquiring badhabits.They earned money by overwork, and spent it for whisky.../They/ gota habit of roaming about and takingcare of themselves... it'Aen theywere not at work in the furnace, nobody lookedout for them.

I begin to suspect that the great t roubleand anxiety of Southern gentlemen is:--How, withoutquite destroying the... Zibilities7 of thenegro for any work at all, to prevent him from learning to take care of himself.

In a course of apologies, whichcame in the place of soup, she gave me the clue to the assemblage ofnegroes I had seen at the mill.It was Christmas week:all the servants thought they must go for at least one day to have frolic...fa-day (as luck would have it, when Iwas coming) her cook was off... /ae did notsuppose they'd be back till to-morrow, and then, like as not, they'd be drunk.She did not think this custom, of letting servants go so at Christmaswas a good one; niggers were not fit to be let to take care of themselves anyhow.It was very bad for them, and she didn't think itwas right.Providence had put the servants into our hands to belooked out for... didn't believe it was intended they shouldbe let to do all sorts of wickedness.

He...said that his negroes never workedso hard as to tire themselves--always were lively, and readyto go off on a frolic at night. He did not think theyever did half a fair day's work.They could not be made to work hard: Theynever would -21- lay out their strength freely, and it was impossible to make them do it. Mr. V.. also said that he cultivated only the coarse and lower-priced sorts of tobacco.../7.1-,fie finer sorts required more pains-taking...than it was possible to make a large gang of negroz.,.:-, use."You can make a nigger work," he said, "but you cannot make him think. " "I wouldn't like to live where niggers was free, they are bad enough when they are slaves; it's hard enough to get along with them here, they're so bad.i reckon that niggers are the mean- est critters on earth; they are so mean and nasty" (she expressed disgust and indignation very strongly in her face)."If theyNk. to think themselves equal to we, I cion't think white folks !.ould abide it--they're such vile saucy things. " as it necessary to punish her so severely ?" "Oh yes, sir" (laughing again)."If I hadn't, she would have done the same thing again to-morrow, and half the people on the plantaticn would have followed her example.Oh, you've no idea how lazy these niggers are; you Northern people don't know anything about it.They'd never do any work at all if they were not afraid of being whipped. " Questions: 1. Make a list of the characteristics masters used in describing slaves. How many of these are good characteristics or ones the masters are praising ? 2. V. hat do you think Olmsted meant by the stritemont: "I begin to suspect that the great trouble and anxiety of Southern gentlemen is: --How without quite destroying the.. /abilities/ of the negro for any work at all, to prevent him trom learning to take care of himself ?" wouldn't the master want the slave to be completely able to take care of himself?) 3. V. hat seemed to be a general conclusion among Southerners about the ability of the Negro to care for himself ?

.c. -22- FICTIONAL SITUATIONS AMONG SLAVES Directions: Read each of the short fictional situations carefully. Then answer the questions below each.

1. ? slave wakes up one morning, feeling ill.The overseer demands that he go to work in the cotton fields to pick cotton. Because he is really not feeling well, the slave works slower than usual He does not pick the required amount of cotton. Pt the end of the day he brings his cotton in to be weighed. He is afraid of being punished because he does not have enough cotton. Therefore, he slips some rocks into the sack so that it will weigh more.In this way he escapes the expected punishment. When the master finds rocks in some of the sacks, he says this just proves slaves are lazy and dishonest. Questions: a. Do you think the slave's act showed he was basically lazy and dishonest? Why or why not? b. Why might the slave be punished if he did not do the expected amount of work ? c. Do you feel this act of the slave proves that slaves were in general lazy or dishonest? Why or why not? d. Do you feel the master had really looked into the situation and discovered its cause?

2. A slave has been given a sma% plot of ground on which to raise some food for himself and his family.In addition, he receives a certain ration of food from his master. This food has little variety and does not really fill him up. He does not seem to work very hard on his plot of ground to add to his food supply. He spends his time from dawn to dusk six days a week working in the cotton fields. He is very tired when he returns to his living quarters. He notices that the master has many hams hanging in his smokehouse. One night he and some other slaves take a ham and have a feast. The slaves are not caught but the master finds the ham missing. He says this shows that slaves are thieves if not watched closely.They cannot be trusted. Moreover, they are lazy and irresponsible in providing for themselves. -23-

Questions: a. Do you feel the slave showed himself to be lazy and irresponsible when he did not make good use of his plot of land? Why or why not? b. Why wouldn't the master provide more food and a greater variety of food for his slaves in the first place? c. Do you thi:ik the slaves who took the ham actually regarded this act as stealing? d. The master oft.;:n said actions such as the ones in the account proved that slaves should not be freed. Do you agree or disagree? V. hy?

3. Ls a slave you have observed that the master does not like any sign of independence from his slaves. He seems to be easier on the slaves who look cheerful and always agree with him.Many times slaves that do silly things seem to attract his attention and amuse him.In order to avoid harsh punishments and get some small favors, you adopt some of these ways. You seem to depend on the master a great deal. You always treat him as someone wiser. You try to guess some of the things he wants.The master.becomes attached to you. However, he also says that your behavior shows that slaves are happy in slavery.It shows that slaves are like children dependent on parents and really would not be able to take care of themselves as free men. Questions: a. Is the master correct in thinking the slaves' actions show how they really feel? b. What kind of slaves (hotIse or field slaves) would have the greater opportunity to show this kind of behavior ? c. Suppose a person had been born a slave. Do you think he would be more or less likely to behave in the manner described above than a person who became a slave as an adult? d. Suppose you are a slave and are not allowed much independent action.V.Tould you continue to try to plan your own life or plan for the future? Why or why not ? .-.A -24 -

4. L slave had just come to America. He did not knowany Eng- lish when he was captured. He had never before been to the ocean.After a very hard journey to the coast of Africa, hewas put on a slave ship in chains.Conditions were very bad. There was much disease, and many of the slave prisoners died. He did not know what was going to happen to him, where hewas going, or what would be expected of him. When he reached Haiti, he was sold at an auction to a plantation owner from Vir- ginia. He was whipped often when he did not understand the directions given to him in English. All of the faceswere unfa- miliar to him.The ways of dressing and food were different, and the tools with which he was to workwere not the same as those in Africa. As time passed, he picked upsome very elementary English. He learned one or two particular jobson the plantation.His master says that he is ignorant, cannot take care of himself, and is fit only to be a slave. Questions: a. What things in the above description would cause the master to think of the slave as ignorant or stupid?

b. V.7hat are some of the mistakes the slave might makeon the plantation? c. How well could you take care of yourself in a strange country? What might the people in this country think about you? Would these things necessarily be true? -25-

FICTIONAL ACCOUNTS OF SLAVE CONDITIONS AND TREATMENT

Account 4P1 Mr. M. today found one of his slaves stealing meat from the smokehouse. He whipped the slave quite severely. He then sent the slave back to work.

Account #2 Mr. iVL today caught red-handed one of his slaves carrying off some meat from the smokehouse. He grabbed the slave and threw him to the ground.Taking a heavy whip, he then beat the slave until the blood was running down his back.ils the slave cried for mercy, Mr. M. said,"I'll teach you not to steal anymore." He then beat him more, and the flesh actually started to.peel off the slave's back.After the beating, the master grabbed the slave and hauled him to his feet."Now, get back to hoeing the cotton.I want to see you working fast or you'll get more of what I just gave you. " The slave staggered back to work. Anyone could see he was in no condition to do anything and was in great pain.

Account #3

Jerry, a slave on the X. plantation, ran away yesterday.He was tracked down and captured early this morning. He was returned to the plantation.

Account #4 Jerry was a slave who had been beaten many times by his master. He decided to escape.After it was dark, he said good- by to his friends and went to the swamp. Soon he heard dogs howling and barking.They sounded as if they hadn't been fed for a long time. Now they were after him. As he lay hidden, trembling with fright, the sounds came closer. Men seemed to be shouting. "He can't be too far. Vat until we catch him. Vie will beat him within an inch of his life!" Soon the dogs were scratching at his hiding place.All of a sudden they were upon him! They were biting him and tearing his clothes to shreds. He tried to get away but couldn't.Dimly, he heard his master call off the dogs. He felt himself being dragged back through the swamp toward the plantation.Finally, he fainted from pain and fright. -26-

Questions: 1. Did you react more strcngly to n.ceount I or 2 ? Why ? Did you react more strongly to account 3 or 4 ? V.'hy? 2. V. hich accounts made you feel more sympathy for the slave? Why? 3.V.,hich accounts made you feel the master was extremely cruel ? V. by ? -27-

THE BREAK-UP OF SLAVE FAMILIES (Josiah Henson was a slave who later wrotea book called Truth Stronger Than Fiction.*)

...the...4-nemorr7 of the breakingup of McPherson's estate is photographed in its minutest features in my mind. The crowd collected round the...huddling group of Negroes, the examination of muscle, teeth, the exhibition of agility, the look of the auctioneer, the agony of my mother-- I can shut my eyes and see them all. My brothers and sisters were bid off first, and one by one, while my mother by grief, held me by the hand. Her turn came...SheZS/he was bought by Isaac Riley of Montgomery county.Then I was offered to the assembled purchasers. My mother...pushed through the crowd, while the bidding for me was going on, to the spot where Riley was standing. She fell at his feet, and clung to his knees, entreating him...to buy her baby as well as herself and spare to her one, at least, of her little ones.../]hisman. .. wascapable not merely of turning a deaf ear.../Fle hit her7with such violent blows and kicks, as to reduce her to the necessity of creeping out Of his reach....As she crawled away from the brutal man I heard her sob out, "Oh, Lord Jesus, how long, how long shall I suffer this way!" I must have been then between five and six years old.I seem to see and hear my poor weeping mother now. Josiah Henson, Truth Stronger Than Fiction, Father Henson's Story of His Own Lif' (Boston, 18581This account is from pp. 11-139 of the book.

Questions: 1. What happened to the author's brothers and sisters ? What chances do you think the author had to see them again? 2. Why did the author's mother want Mr. Riley to buy her son? 3. Why do you think the author does not mention his father ? 4. How would you have felt if you had been the author? - o -

MITISEMENTS FOR :RUNAV.-AY SLAVES /in 1839 Theodore Dwight Weld wrote Slavery As It Is: Testi- mony of a Thousand V. itnesses. This book was a strong attack on slaveholding. One of the more interesting parts of the whole book was the section on advertisements for runaway slaves.As Weld said, these were pieces of evidence against slavery provided by its defenders. 7

From the Savannah Georgian, Jan. 17, 1839. $100 reward will be given for my two fellows, Abram and Frank. Abram has a wife at Colonel Stewart's in Liberty county, and a sister in Savannah, at Capt. Grovenstine's. Frank had a wife at Me. LeCont's, Liberty county; a mother at Thunderbolt, and a sister in Savannah. m. itobart

From the Lexington (Kentucky) Intelligencer, July 7, 1838. 41160 Reward. -- Runaway from the subscribers, living in this city, on Saturday 16th inst. , a negro man, named Dick, about 37 years of age.It is highly probably said boy will make for New Orleans, as he has a wife living in that city, and he has been heard to say frequently that he was determined to go to New Orleans. Drake and Thompson.

From the Northern /..rgus, Oct. 31, 1837 Runaway--my negro man, Frederick, about 20 years of age. He is no doubt near the plantation of G.W. Corprew, Esq. of Noxubbee county, Mississippi, as his wife belongs to that gen- tleman, and he followed her from my residence.The above reward will be paid to any one who will confine him in jail and in- form me of it at Athens, Ala. Xerkman Lewis -23-

From the Savannah (Georgia) Republican,Sept. 3, 1838 $20 Reward for my negroman Jim. --Jim is about 50 or 55 years of age.It is probable that he will aim for Savannah,as he said he had children in that vicinity.

J. G. Owens

From the Jackson (Tenn. ) Telegraph, Sept. 14, 1838

Committed to the jail of Madison county,a negro woman, who calls her name Fanny, andsays she belongs to V:illiam Miller, of Mobile.She formerly belonged to John Givins, of this county, who now owns several ofher children. David Shropshire, Jailor

Questions: 1. V.'hat do the masters seem to thinkthe major reasons why their slaves ran away?

2. How do the masters refer to the Negromen who are slaves ? If you were such a slave, how wouldyou like to be called this?

3. That does the fact that therewere a number of runaways show about the Southerner's argument that their slaveswere happy in slavery? -30- SLAVE REGULATIONS A. The 1660's Before 1660 the Negro was not considered a slave for life. Nothing kept him from becoming free after a period of time. He could then hire out as a laborer or become a farmer. After 16 6 0,he was considered a slave for life.More- over, his children were also considered slaves. B. The 1690's Colonial legislatures passed laws declaring that baptism did not give the slave freedom.Earlier than this a slave who became a Christian often received his freedom. C. Examples of State Regulations Regarding Negro Slaves 1. From the Louisiana Code "The master may sell him, dispose of his person, his industry, and his labor; he /She slave7 can do nothing, possess nothing, nor acquire anything but what must belong to his master. " If. he /the slave7 owes to his master, and to all his /Masterti7 family, a respect without bounds, and an absolute obedience.. `He must7 carry out all the orders which he receives from him, his said master, or from them." 2. From the Kentucky Code Slaves have "no rights secured to them by the constitution, except of trial by jury in cases of felony. " 3. Decision by the Arkansas Supreme Court

"If the master contract...that the slave shall be emanci- pated upon his paying to his master a sum of money, or rendering him some.. fitated7 amount of labor, although the slave may pay the money. or perform the labor, yet he cannot compel his master to execute the contract... /B7ith the money and the labor of the slave belong to the Master and could constitute no legal consideration for the contract. "

.311 -31-

4. Decision by the North Carolina Supreme Court "The relation between slaves is essentially different from that of man and wife joined in lawful wedlock... 77itli slaves it may be dissolved at the pleasure of either party, or by the slave of one or both, depending upon the...5ishes7 or necessity of the owners. " 5. From a Decision by a North Carolina Judge This judge declared that many acts would be considered "insolence." Such acts would include: "a look, the point- ing of a finger, a refusal or neglect to step out of the way when a white person is seen to approach...." D. Regulations Found in Most Southern States 1. Slaves could not gain title to property even asa gift. They could not sue anyone in court. They could not even appear in court as witnesses. 2. L slave owner could sell or give his slave to another person.He could break up families; marriage between slaves was not considered binding. Owners could and did bet slaves in horse races. 3. Slaves could not move around the countryside without a pass. Any white person who stopped him could demand to see it.Slaves could not gather in groups away from their home, unless a white person was in charge. No one could teach a slave to read or write or could give him books or pamphlets. No slave could own or carry a gun. No slave was to possess liquor.He could not purchase it for his master without a permit. Many cities passed laws making it illegal for slaves to be on the streets after curfew time at night.In Richmond a law stated that Negroes must step aside if any white passed.In Charleston no slave could walk with a cane. In some states slaves could not beat drums or blow horns. They were not supposed to gamble with whites or other slaves.In Charleston they could not smoke. One city in North Carolina made illegal "all disorderly shouting and dancing and all disorderly...assemblies...of slaves and free Negroes in the streets, market, and other public places. " In another city all "strange slaves" had to leave the city by 4:00 P. M. on Sundays. -32-

Negroes were not often put in prison for breaking laws. Instead they were likely to be whipped.Before the 1830's they might be branded with a hot iron. Or some might have their ears cropped (cut).

4. Legislatures also passed laws protecting slaveowners. There were severe punishments for anyone who stole a slave.Suppose a slave was executed for murdering someone. The state frequently paid the owner something for him. 5. In spite of all of these laws,some masters did not follow them. They let some of their slaves go about without passes and hunt with guns. Some taught their slaves to read and write or permitted one of their slaves to teach the others.Generally, such masters were not punished for permitting these things. Some masters tried to soften the burden of slavery in several ways. They bought members of the family before moving to another place. Or they refused to sell slaves to people they did not think would treat them well. Some also freed their slaves. 6. Some laws tried to protect slaves against too harsh treatment.J. number of state constitutions required state legislatures "to pass such laws as may be necessary to oblige the owners of slaves to treat them with humanity; to piovide for them necessary clothing and provisions; to abstain from all injuries to them, extending to life or limb." Some states passed laws which provided fines for masters who did not feed or clothe slaves well. Some laws provided that slaves would be sold to new masters if the old ones did not treat them well. Or the masters could be fined if they neglected the old and sick slaves. By 1850 most of the codes prohibited cruelty. However, few fines were collected, since slaves could not take cases to court. Some slave codes prohibited work by slaves on Sunday except in the household. A few regulated the hours of slave labor. Nevertheless, the codes were hard to enforce. They usually had some statements which made the safeguards -33- of little use.For example, suppose a slave died after "moderate correction." The master could not be punished.(And the master could always claim that punishment had been itnoderate.") Suppose a slave was killed while resisting arrestor because of rebellion.The white man could not be punished. Such killing was "justifiable homicide. " In South Carolina any white man could "moderately correct" a slave whowas at large without a pass. Any slave who tried to strike such a white person could be killed legally.

Questions: 1. Make a list of the major regulations for slaves. 2. What were some punis hments of slaves who broke regulations ? 3. Why do you think so many regulationswere placed on the slaves? 4. Do you think all these regulationswere placed at once when slavery started in the United States? Whyor why not?

5. 'Were all slaves treated alike under these regulations?Why or why not?

6. Suppose you had been a slave. How wouldyou have felt about these regulations?

34 A SLAVE LEARNS TO READ AND WRITE /Frederick Douglassgrew up as a slave in Maryland. He saw his mother a few times butnever his father.At the age of eight he was sent to live in Baltimoreas a house slave. He also worked for a time ina shipyard in Baltimore. He fled to freedom when he was 21years old. Later he became a leader of the Negro people.The follbwing account is from his book Narrative of the Life of Frederick Douglass.It was published in 1845:1

Very soon after I went to live with Mr. and Mrs.Auld, she very kindly commenced to teach me the A, B, C. After Ihad learned this, she assistedme in learning to spell words of three or four letters.Just at this point of my progress, Mr. Auld found out what was goingon.../e7 atonce forbade. Mrs. Auld to instruct me further, tellingher, among other things, that it was unlawful,as well as unsafe, to teach a slave to read.

To use his own words, further, he said, "Ifyou give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master--to doas he is told to do.Learning would spoil the best nigger in the world. Now, "said he, "if you teach that nigger how to read, there would be no keeping him.It would forever unfit him to bea slave. He would at once become unmanageable, and of no value to his master.As to himself, it could do him no good, buta great deal of harm. It would make him discontented and unhappy. "

These words sank deep into my heart... and called into existence an entirely new train of thought... now under- stood what had been to me a most perplexingdifficulty--to wit, the white man's power to enslave the blackman. . Though conscious of the difficulty of learningwithout a teacher, I set out with high hope, anda fixed purpose, at whatever cost of trouble, to learn how to read. Thevery decided manner with which.../Jdr. Au 1d7 strove toimpress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths hewas uttering.It gave me. .. assurance that I might rely with...confidence on the results which, he siad, would flow fromteaching me to read.

T hat he most dreaded, that I most desired.17..hat he most loved, that I most hated....ZTe argument which heso warmly urged, against my learning to read,only served to inspire me with a desire and determination to learn. -35-

In learning to read, I owe almostas much to the bitter opposition of my master, as to the kindly aid ofmy mistress.I acknowledge the benefit of both.... My mistress was, as I have said,a kind and tender-hearted woman. ../7he commenced, when I first wentto live with her, to treat me as she supposedone human being ought to treat another....Slavery proved as injurious to heras it did to me. ...Under its influence, the tender heart became stone, and the lamblike disposition gave way toone of tigerlike fierce- ness. The first step in her downward coursewas in her ceasing to instruct me.She now commenced to practice her husband'spre- cepts.She finally became even more violent in her opposition than her husband himself. She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make hermore angry than to see me with a newspaper

From this time I was most narrowly watched.If I was in a separate room any considerable length of time, I was sure td be suspected of having a book 111 this, however, was too late. The first step had been taken.Mistress, in teaching me the al- phabet, had given me...5ny start?

The plan which I adopted... wasthat of making friends of all the little white boys whom I met in the street.I:.s many of these as I could, I converted into teachers.V. ith their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent on errands, I always took my book with me.../E7y doing one part ofmy er- rand quickly, I found time to get alesson before my return.I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome... I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, mkt), in return, would give me that more valuable bread of knowledge....

I was now about twelve years old...f_The thought of being a slave for life began to bear heavily upon my heart.Just about this time, I got hold of a book entitled The Columbian Orator. Every opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a...fconversation7 between a master and his slave. The slave was represented as -36- having run away from his master three times. ..

The idea as to how I might learn to write was sugested to me by being in Durgin and Bailey's shipyard... saw/ the ship carpenters, after...getting a piece of timber ready for use, write on the timber the name of that part of the ship for which it was intended. When a piece of timber was intended for the larboard side, it would be marked thus--"L." When a piece was for the starboard side forward, it would be marked thus--"SF. " For larboard aft, it would be marked thus--"L. P.. " For starboard aft, it would be marked thus--"S. A. " I soon learned the names of these letters, and for what they were intended....I immediately commenced copying them.../1-/n a short time /17was able to make the four letters named. After that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The next word would be, "I don't believe you. Let me see you try it. " I would then make the letters which I had been so fortunate as to learn, and ask him to beat that.In this way I got a good many lessons in writing.... During this time, my copy -book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned mainly how to write.I then commenced and continued copying the Italics on Webster's Spelling Bookl until I could make them all without looking on the book. By this time, my little Master Thomas had gone to school, and learned how to write, and had written over a number of copy-books. These had been brought home, and shown to some of our near neighbors, and then laid aside. My mistress used to go to class meeting at the V.rilk Street meeting-house every Monday after- noon, and leave me to take care of the house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas's copy-book, copying what he had written.I continued to do this until I could write a hand very similar to that of Mas- ter Thomas. Thus, after a long, tedious effort for years, I finally succeeded in learning how to write. -37- Questions: 1. Why did the white master not want his slave to learn to read and write ? 2. Why did Douglass want to learn to read and write? 3. What does this account tell you about the intelligence of this Negro slave? 4. Why does Douglass think that slavery hurt his mistress ? Would you agree? Why or why not?

'38 -38-

SLAVERY IN SOUTH L.1ViERICI.

Negro slavery existed in South kmerica as well as in the United States.However, a slave could become free in many ways. For example, he might buy his freedom. Or if a slave were punished cruelly, a judge would free him. A slave in Brazil became free if he or she became the parent of ten children. Frequently, masters freed their slaves at certain important events.For example, he might free a slave at the birth of his own son or the marriage of his daughter. Or he might free a slave on a national holiday. The Catholic Church saw to it that slaves were married in church.These slave marriages were then protected by law. If a woman slave married a male slave of another master, she went to live with her husband. Her master was paid by the husband's master.L. slave could marry a free woman. Any children were then free. The slave master had less power over slaves than in the United States. A slave who was accused of a crime was tried in a court. Laws limited the kind of punishment which masters could use.The government set up legal protectors in many parts of South America. These men investigated cases of possible violation of slave rights.Moreover, the priests went to plantations to teach the slaves about Christianity.They saw how they were treated and reported poor treatment to the official protectors. Slaves in South America could own property. They could work for themselves or hire out for pay on Sundays and holidays. There were many holidays in South America. As a result, slaves could earn enough to buy their freedom after a period of time. Freedmen enjoyed the same rights as those who had never been slaves. Many of them became officers in the army. Others became priests and judges. They could enter any occupation which they wished. Protection of slaves and freedmen was provided originally by the European governments which had controlled the colonies. The Spanish monarchs had not liked slavery.Therefore, they set up many regulations to safeguard slaves. The Spanish government exercised much more control over its colonies than did the English government. As a result, these laws provided -39- great safeguards for the slaves. Many of them were continued after the South American countries won their freedom.

Three parties were interested in the Negro slave in South America. The European government which ruled the colonies, the Church, and the owner of the slave. Each of these had certain regulations for the slave, but most of them wereset down by the government and the Church.

Questions: 1. How did the rights of slaves in South America differ from those in the United States? 2. Who made the regulations over the slaves in South American countries ? How does this differ from those who set up the regulations over slaves in the United States? 3. Why do you think the Church did not help control slavery in the United States ?' 4. V.'hat were some differences between freedmen in the South American colonies and freedmen before the Civil Viar in the United States? -40- LINCOLN'S STATEMENTS ABOUT SLAVERYBEFORE 1860 The following are statements made by Lincolnat various times before 1860. Look for his personal feelingsconcerning slavery. V. hat legal action did he thinkwas proper ? V. hat change seems to take place in his thinking? Answer thequestions following the quotations.

1. "If I ever geta chance to hit that thing /lavery7, hit it hard." (1831)

2. "The institution of slavery is fo:ndedon. ..injustice. " (From a resolution to the Illinois legislature, 1831. )

3. "A=.,e7...believe that the Congress of the UnitedStates has no power under the Constitution to interfere with the institution of slavery in the different states. .." (To the Illinois legislature, 1837. )

4. "In 1841, you and I had.../7 water trip.... You may remember. that from Louisville to the mouth of the Ohio there were, on board, tenor a dozen slaves, shackled together with irons. That sightwas a continual torment to me. ..I see something like it every time I touch theOhio or any other slave border. " (From a letter writtenyears after the incident. )

5. "I have said a hundred times...that I believe there is no right...of the free states to enter into the slave statesand interfere with the question of slavery at all. " (1845)

6. "I hold it to be.../he highest7 duty ofus in the free states, due to the Union of States, and perhapsto liberty itself. . tolet the slavery of the other states aone." (Oct., 1845) 7. "I am a northern man,or rather a western free-state man, with a...group of voters7 I believe to be,and with personal feelings I know to be, against the extension of slavery." (A statement to Congress, 1848) 8. "Let us turn slavery from its claims of 'moralright' back upon its existing legal rights, and its arguments of 'necessity.'--Let return it to the position our fathersgave it; and there let it rest in peace." (1854)

9. "I think I would not holdone in slavery. ..yet the point is not clear enough for me to denounce peopleon. " (1854) 41 -41-

10. "You know I dislike slavery and you fully admit the abstract wrong of it." (1855) 11. "I confess I hate to see the poor creatures lilaves7 hunted doWn and.caught and carried back to their stripes and... /unendine toil; but I bite my lips and keep quiet. " (1855) 12. "I do not now, or ever did, stand pledged against the admission of any more slave states into the Union. " (1858) 13. "I do not stand pledged to the prohibition of the slave trade between various states. " (1858)

14. "It is nothing but a miserable.. (=Change in7 what I have said, to assume that I have declared Missouri or any other slave state shall emancipate their slaves.I have proposed no such thing." (1858) 15. "We must not interfere with the institution of slavery where it exists, because the Constitution forbids it, and the general welfare does not require us to do so." (1858) 16. "I have always hated slavery, I think, as much as any abolitionist.. " (1858) 17. "I confess myself as belonging to that class in this country who...rthink of7 slavery as a moral, social, and political evil. " (11368)

18. "I will say...that I am not, nor ever have been, in favor of bringing about, in sny way, the social and political equality of the white and black races. " (1858)

19. "....If all earthly power were given me, I would not know what to do as to the existing institution /slavery?. " (1858) 20. "The legal right of the Southern people to reclaim their fugi- tives I have constantly admitted. " (1853) 21. "I desire that it should no further spread in these United States...I should not object if it should gradually...dome to an ene in the whole Union. " (1859)

22. "I suppose...51averil may long exist...fiVerhaps the best way for it to come to an end peaceably is for it to exist for a length of time. But I say the spread and strengthening... of it is.. entirely different...." (1859) 42 -42-

23. "Wrong as we think slavery is, we can yet afford to let it alone where it is.../2-Chat much is due to the necessity arising from its actual presence in the nation."(1860) 24. "I do not stand pledged to the abolition of slavery in the Dis- trict of Columbia...jiowever,7 I should be exceedingly glad to see slavery abolished in the District of Columbia." (1860) Questions: 1. What seemed to be Lincoln's personal feelings about slavery? 2. Did Lincoln feel he could do anything about slavery in the southern states? V. reasons did he give? 3. Did Lincoln always take the same view about the ext ension of slavery and the admission of new slave states ? (Look at statements # 7, 12, 21 and 22. ) 4. V..hich of his views might worry the South? V:hy?

43 -43- LINCOLN'S STLTEMENTS P.133UTSLAVERY AFTER 1860 Read these statementscarefully.Seeping in mind what youhave learned concerning Lincoln's viewsand actions on slaverybefore 1860.

1. "I have no purpose. ..to interfere with theinstitution of slavery in the States where it exists.I believe I have no lawful right to do so, and I have noinclination /aesire7 to do so. " (From First inaugural address,1861) 2. "We didn't go into the warto put down slavery,but to put the flag back. " (1861) 3. "Without the institution ofslavery, and the colored race as a basis, the.../Civil v. ar7 could not have existence. "(1862) 4. "My paramount object in thisstruggle is to save the Union, and is not either to save or todestroy slavery.If I could save the Union withoutfreeing any slave, I would do it;and if I could save it by freeing all theslaves, I would do it ; mind if I could save it by freeing someand leaving others alone, I would also do that. " WhatI do about slavery, and the colored race, I do becauseI believe it helps to savethe Union. " (Aug. , 1862) 5. "The executive will in due timerecommend that all citizens... who have remained loyal...throughout the rebellion...be compensated 5aid7 for all lossesby acts of the UnitedStates, including the loss of slaves. "(1862) 6. "Emancipation would help usin Europe and convincethem we are incited/loved to act7 by something more thanambition. " (1862) 7. "I have studied this matter/the EmancipationProclamation7 well; my mind is made up.It must be done.I am driven to it.There is no other way out of ourtroubles. " 8. "On the first day of January. ./T8637, all persons held as slaves within any State, or.. part of a State, the people -.-hereof shall then be inrebellion against the UnitedStates, shall be then, thenceforward,and forever free...frIghe Executive Government of theUnited States...will recognize and maintain the freedomof such persons. ...And I further condition will be declare. ..that such persons of suitable received into the armed serviceof the United States togarri- son forts, positions,stations, and other places,and to man vessels of all sorts in paidservice. And upon this act,sincerely believed to be an act ofjustice, warranted by theconstitution upon militarynecessity, I invoke theconsiderate judgment of IT A ..., -44- mankind and the gracious favor of Almighty God.... (From the Emancipation Proclamation. ) 9. "I am naturally anti-slavery." (1864) 10. "If slavery is not wr "ng, nothing is wror.g.I catmot-remember when I did not so .think and feel. " (1864) 11. "One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it.These slaves consetuted a peculiar and powerful interest.All knew that this interest was, somehow, the cause of the war. ..." (From Lincoln's 2nd Inaugural Address. ) Questions: 1. V.That seem to be Lincoln's views on action about slavery in statements # 1-4 ? 2. At.whom do you think he was aiming statement #5? V/hy? 3. V.7hy do you think Lincoln issued the Proclamation? (See #6 and 7. ) 4. Who were freed by the Emancipation Proclamation? (See #8. 5. V!hat is your reaction to the second part of the Emancipation Proclamation? 6. How did Lincoln's views .in #9 and #10 compare with his views on slavery before 1860? 7. Compare the statements in #2 and #11. How do you account for the difference? 8. Did Lincoln take a position on equality for the Negro?

45 -45- LINCOLN AND HIS GENERALS Following are some comments made by Lincoln to and about his generals during the Civil Var. Read them carefully to find some of the complaints which Lincoln hadAlso find out how much of a role he seemed to'play in telling the generals how to conduct the war. Which generals did he seem most pleased with? Why? Answer the questions following the quotedcom- ments. 7

Fremont: 1. "General Fremont needs assistance which it is difficult to give him. He is losing the confidence of men near him, whose support any man in his position must have to be successful. His cardinal mistake is that he isolates himself. ffle7 allowsno one to see him...5nd so7 does not know what is going on in the very matter he is dealing with...." 2. "I thought well of Fremont. Even now I think well of his im- pulses.I only think he is the prey of wicked and designing men. ..I think he has absolutely no military capacity." 3. "I see you are at Moorefield; you were expressly ordered to march to Harrisonburg. What does this mean?"

Grant: 4. "I can't spare this man--he fights!" 5. "True, these troops are, in strict law, only to be removed by my order; but General Grant's judgement should be the highest incentive to me to make such an order. 6. "Nothing that I have done, or probably shall do, is to delay, hinder, or interfere with your work. "

Halleck: 7. "Our success or failure at Fort Donelson is vastly important, and I beg you to put your soul in the effort. " 8. "If in such a difficulty as this you do not help,you fail me precisely in the point for which I sought your assistance. Your military skill is useless to me if you do not do this. " 46 9. "V.'hen it was proposed to station iHialleck here in general command, he insisted... . on the appointmentof a general- in-chief who should be held responsible for results.\le appointed him...//1/11 went well enough until after Pope's de- feat, when he broke downnerve and pluck all gone...(Re/ has ever since evaded all possible responsibility -- little more since than a first rate clerk."

McClellan: 10. "I can never feel confident that he will do anything effectual. " 11. "I put Mc Clellan in command here to defend the city, for he has great powers of organization and discipline.He compre- hends and can arrange combinations better than any of our generals, and there his usefulness ends.lie can't go ahead- - he can't strike a blow. " 12. "You remember my speaking to you of what I called your over - cautiousness ?" 13. "I have just read your dispatch about sore tongued and fa- tigued horses. Will you pardon me for asking what the horses of your army have done since the battle of Antietam that fatigues anything?" 14. "After the battle of Antietam I went up to the field to try to get.../McClellan7 to move.../V came back thinking he would move at once. But when I got home he began to argue that he ought not to move.I...ordered him to advance. "

Pope: 15. "He (Pope) has retired to Centreville where he says he will be. able to hold his men.I don't like the expression: I don't like to hear him admit that his men need holding. "

Meade: 16. "I have been oppressed nearly ever since the battle of Gettys- burg by what appeared to be evidences that yourself /Meade] General Couch, and General Smith were not seeking a colli- sion with the enemy but were trying to get him across the river without another battle....He retreated.../Y7ou did not, it seemed to me, pressingly pursue him...." tw 17. "1.7.'e had.../Lee's army7 withinour grasp.Vie had only to stretch forth our hands and they were ours.And nothing I could say or do could make the army move. " 18. "Well, to be candid, I have no faith that Meade will attack Lee: nothing looks like it to me....No, I don't believe he is going to fight. "

Burnside: 19. "I have been struggling for ten days, first through General Halleck, and then directly, to get you to go to assist General Rosecrans...CY7ou have repeatedly declaredyou would do it.../et7 you steadily move the contrary way." /his quotation is from a letter which Lincoln did not send to Burn- side. 7

Questions: 1. What is the official position of the President of the United States in relationship to the army ? 2. List the specific complaints Lincoln had about the generals in the Civil 3. How familiar do you think these generals were with the handling of large armies ? With fighting a widespread war? V.Thy? 4. Which general did Lincoln seem to favor the most? Why ? 5. Give some examples of orders Lincoln gave his generals. 6. Did the generals seem to view the "total" course of the war, or were they mainly concerned with their own troops? 7. How much military training did Lincoln have ? (Answer on the basis of what you already know about Lincoln. ) 8. Do you think President Johnson takes as active a part in directing the war in Viet-Nam as Lincoln did in the Civil War? Why or why not? If not, who does make most of the important decisions now? V. by ?_. 9. How does this information on Lincoln's views of, his generals compare with other reading you have done in texts or in novels concerning these same generals Dr others of the Civil War period? 4S -48-

A MISSISSIPPI ELECTION (D. J. Foreman was a Negro Republican leader. He had 300 Republican voters and 47 Democratic voters in his congressional district.The following selcoti= is part of his testimony before a Senate Committe, in 1875:9

...fiqe held meetings but we did not hold them publicly. Vie used to go into the t.7amps to hold them. .4/7e hada house off the road where we could meet, with no lamps or anything. Q. What did you do at those meetings ? A. Vie would meet for the purpose of discussing what we were going to do at the election. Q. What did you propose to do at the election? A. Some said not to go to the polls; some said they would go; some said they were afraid to go. .iS7ome said they were not, and they would go if they got killed... Q. Are your people armed generally (_7..

A. No, sir; they are poorly armed.. . Q. When did you first know what the result was min the elec- tion7?

A.I met Bazelius, clerk of the election, the next morning. I asked him what was the result of the election. He told me: "Vie beat you badly yesterday." I says, "No, you didn't; you polled forty-seven votes. " He says,"It was you polled forty- seven votes, and we polled three hundred. You all voted democratic votes. "... Q. Do you know anything more about what took place at the election? A. (the white people/ met the colored people, and would not allow them to come with arms.../he white people kept on theirs and that scared the colored people Q, And the democrats carried their arms? A. Yes, sir; and Mr. Henderson told me that I would have to shut my mouth. .I told him that I thought they were going to let

49 -49- us have a fair election.../2-17hey said it was a fair election... I told him I was making a fuss for something.. I thought as they did not allow colored people to bring their arms, that they ought not to have theirs.

Questions: 1. How did the white people try to keep Negroes from voting? 2. Do you think the election count was accurate ? Why or why not?

*From Senate Report 527, Part II, 44th Congress, First Session, (Washington, 1876), pp. 1380-1383. Grade Six Unit: The Civil War and Reconstruction

STUDY QUESTIONS ON REP DINGS

These materials were developed by the Project Social Studies Curriculum Development Center of the University of Minnesota under a special contract with the Cooperative Research Division of the United States Office of Education. (Project No. HS-045. ) 1968 STUDY QUESTIONS ON DESCRIPTIONS OF LIFE IN AFRICA Read one of the following accounts: Sterling, Forever Free, pp. 18-20; Bennett, Before the Mayflower, pp. 23-27; or Starkey, Striving to Make It My ilomel pp. 41-43. Then answer as many of the.questions below as possible.

1.What did the Europeans think of the I` fricans ? Doyou suppose the Americans of the time kl.ew any more about Africa and its people than the Europeans did? 17.'hy or why not? 2.How did Africans make a living? 3. 11..hat kinds of religions did the Africans have ? 4.What was the African family like? 5.What did the African& use for money? 6. How did the Negro culture inakfrica compare with the culture in Europe at the same time? 7.How does the information you just read compare with what you thought Negroes in Africa were like back in the 1700's ?

STUDY QUESTIONS ON SLAVERY IN AFRICA Read one of the following accounts: Bontemps, Story of the Negro, pp. 53-54; or Starkey, Striving to Make It My Home, pp. 50-51.Also read the quotation from Elkins, Slavery, which is reprinted here. Then answer the questions below. quotation from Stanley M. Elkins, Slavery--A Problem in American Institutional and Intellectual Life. (New York: Grosset and Dunlap, 1963), p. 96.

"The typical West African slave was a recognizedmem- ber of a. household and possessed numerous rights. 'A slave,' according to R. S. Rattray, writing of Ashanti society, 'might marry; own property; himself own a slave; swear an "oath;" be a competent witness; and ultimately might become hetr to his master.' "

52 -2-

1.What were some of the reasons why people became slaves in Africa?

2. According to the account,how were the African slaves generally treated?

3.Who might help the slave if he were mistreated?

4.If the slaves lived in or near their own villages, what was frequently true about the language,, customs, and religion of slave and master?

5. If an African were enslaved and kept near his home, what kind of labor was he asked to perform? Would the master usually have thought of the slave as normal or "dumb ?"

6.V.ihat differences would you expect between the Negro as a slave in Africa and as a slave in the United States? Why? (Think of the answers you gave to questions 4 and 5 as you answer this question. )

GUIDELINE QUESTIONS FOR BOOKS ON SLAVERY AND THE UNDERGROUND RAILROAD Look for information on as many of the following questions as you can when reading the fiction and non-fiction books on slavery and the underground railroad.These topics will be taken up in class discussion later in the unit.

1. V.'hat does your author say about the problems of the slaves?

2.Why did slaves run away or want their freedom?

3. How did the slaves act in the book you are reading?

4. If any descriptions are given of the slave's master, how is the master pictured (kind? cruel? demanding? etc. )?

5. What did the masters seem to think of their slaves?

6. V. kind of people in your boolebecame involved with the underground railroad? -3-

7.V. hat reasons did these people give or have for becoming a part of the underground railroad?

8.V. hat methods or ways did they use in hiding the slaves? How did they move the slaves? 9. How secret was the underground railroad? Vihy? 10. What were some of the comments made or actions taken by neighbors who did not share the ideas of those working with the railroad? 11. What does your book show about the numbers involved with the underground railroad? (many, few, about half, almost all northerners, etc. ?) 12. In your book, were any free Negroes captured by the slave catchers? If so, how were they captured? What did the people think about this? 13. What descriptions are given of slave c-tchers in your book? How are they pictured? Why?

STUDY QUESTIONS ON MAPS OF THE ELECTION RESULTS OF 1860

I.V. as the North unified for one candidate? 2. Was the South unified for one candidate? 3. For whom did a majority in the South vote? What have you learned about his views on slavery?

4.V. hich candidate received the second greatest vote in the South? V.'hat have you learned about his views on slavery ? 5. Which states' electoral votes went for the above candidate? 6. V/hy do you think Douglas got a few popular votes in the South?

7. Oregon and California did not allow slavery.V. hat does the popular vote show about the feelings of the population?

54 8.V. here did Lincoln have his strongest support?

9.V. hat states did Douglas carry in the electoral vote ? 10. V hat does the map of popular vote tell us about the people's views on slavery in 1860?

11.V. as the Republican party a sectional party, as the South claimed? (Did it receive its major support from one section or area of the country?)

12.V. ho seemed to ba another sectional candidate?

STUDY QUESTIONS ON REACTIONS OF THE NEGROES TO THE EHANCIPATION PROCLAMATION Read one of the following accounts: Sterling, Forever Free: Comanager, The Great Proclamation; and Reddick and McCarthy, V'orth Fighting For. Then answer the questions below. 1. How did the reactions of the Negro compare with how you thought the Negro would react ? 2. Did the Negroes seem to really realize what the Emanci- pation Proclamation provided? V2hat evidence do you have for your answer?

3.Ai. hat were some of the ways Northern whites reacted? Did any of these reactions surprise you? V. hat group in the North would you expect to be most in favorof the Emancipation Proclamation? 4. How did the Southern whites react? V. as the Emancipa- tion Proclamation really binding on them? V..hy or why not? 5. What were the major problems of the Negro after the Emancipation Proclamation? -5-

GUIDELINE QUESTIONS ON BOZ)XS DEl LING V. ITH THE CIVIL V. AR Answer as many of the following questions as you can. 1. As you read, look for descriptions of the soldier's or sailor's life.

2.V. hat part of the strategy of the North or South, if any, was being carried out? 3. V.'hat generals, if any, are mentioned? How are they portrayed?

4.V. hat weapons, if any, were used by the people in your book? 5. What tactics or methods were used in fighting?

6.If civilians from the North or South were protrayed in your book, how was the war affecting them? How did they iive? 7. V: here did the story in your book take place? 8. V.:as your book true or fiction?If it was fiction, how accurate do you feel the situations were ? Based upon what you have learned concerning the war, do you think the situations were possible?

56 -6-

THE SLAVES' IDEAS ABOUT FREEDOM /During the 1930's a federal project interviewed ex-slaves. They were asked what they remembered about slavery and freedom. Their accounts were recorded and later printed in Lay My Burden Down. This book was edited by B. P.. Botkin. The first selection below summarizes the major ideas expressed by the ex-slaves. The others are individual accounts. Read all of the accounts and then answer the questions below. 7 1. Read Botkiit general summary of ideas about how Negroes reacted to their freedom: See pages'ages 221422. 2. Read the account called "Like Freedom Was a Place, " on pp. 223-224. This account is based on an interview with Frank Patterson, aged 88. 3. Read the account called "They Got What They Expected, " on pp. 224-225. This account is based on an interview with Waters McIntosh, aged 76. 4. Read the account called "He Made Us Work Several Months After That," on p. 227.This account is based on an interview with Susan Merritt, aged 87. 5. Read the account called "When Christmas Came," on p. 229. This account is from an interview with Fred James, aged 81. 6. Read the account called "You All Go On Away, " on p. 230. This account is based on an interview with Pauline Howell, aged 65 or 70, whose parents had been slaves. 7. Read the account called "He Couldn't Help Crying," on pp. 236-237. Read only the last paragraph on p. 236 (ending on page 237) and the last paragraph in the article(on page 237). This account is based on an interview with Andrew Goodman, aged 97. 8. Read the account called "They Just Expected Freedom," on pp. 240-241. This account is based on an interview with Liney Chambers, age unknown. 9. Read the account on "I Got Along Hard After I Was Freed," on p. 241. This account is based on an interview with Thomas Ruffin, aged about 83. 10. Read the last paragraph of the account called "Toby and Govie, " on pages 246-247.This account is based on an interview with Toby Jones, aged 87.

Questions: 1. List some of the ideas the Negroes had about freedom. 2. What were some of the ways the masters reacted to freedom? 3. What was share cropping? 4. What view did Frank Patterson have about freedom? 5. What happened to the master's promise to the slaves according to Susan Merritt? Do you think this happened often? Why or why not? How does it compare with the description by Fred James ? 6. According to Pauline Howell, why did the slaves keep coming back? Do you think this was an exception or would it happen often? Why or why not? 7. What happened to many of th.e slaves according to Liney Chambers? Why? 8. What part of the "sambo" stereotype is strengthened by James' account? Why? 9. Chambers does not report hearing of any slaves being made to stay on the plantations. How does this statement compare with some of the other accounts? Why do you think theac- counts differ on this? 10. How accurate do you feel these accounts by ex-slaves are? Why? (Take into account their ageat the time accounts were given, their age at the end of the war, and the period of time between the happening and their telling about it, etc. ) 11. How do these accounts compare with what you thought happened to the ex-slaves? 12. Where else could we find information on conditions, problems, and thoughts of ex-slaves after the Civil War? Do you think f these would be more or less accurate than the accounts you just read? Why ? ss -8-

THE KU KLUX KLAN Some ex-slave accounts of the activities of the Ku Klux Klan are found in B. A. Botkin, ed. Lay My Burden Down. Read the following accounts. Then answer the questions below. 1. Read the account labelled IIon pp. 256-257.It is taken from an interview with Pierce Harper, aged 86.

2. Read the account labelled III on pp. 257-258. Beginwith paragraph 3 on page 257 and read through paragraph 4on p. 258. This account is taken from an interview with Claiborne Moss, aged 81.

3. Read the account called "Your Old Horse Ain'tno Good, " on p. 258. This account is from an interview with Anthony Dawson, aged 105. 4. Read the account called "Get Rid of the Grass" on pp. 261- 262. This account is taken from an interview with Hammet Dell, aged 90. 5. Read the account called "They Kept the Negroes from Voting, " on pp. 264-265.This account is from an interview with F. H. Brown, aged 75.

Questions:

1. Why did Pierce Harpersay the Ku X.ALLA. Ailan bothered them? (See account #1. ) 2. What was your reaction to the action of thegu. ernor? 3. What did Claiborne Moss say the Ku KluxAlan took action against? How did you feel about this? 4. Do you think many Negroes reacted toward the Ku Klux Klan the way Anthony Dawson did? Why or why not? 5. What methods of the Ku Klux Klan were described by Hammett Dell? Why do you think the Ku Klux Klanmem- bers were able to frighten Negroes in this way ? 6. What did you think of Hammett Dell's reaction to the Ku Klux Klanthat it was a good thing at that time ? Do you think his reasons were good ones ? If these were problems with the Negroes, how else could they have been handled? 59 -9-

7. Look at the last few statements in Dell's account. How do they suggest that the "Sambo stereotype"may have been reinforced by actions of the Negroes themselves? 8. Do you feel the Southerners were justified in supporting an organization like the Ku Klux Klan? Vlhy or why not? 9. Do you think all Southerners supported the actions of the Ku Klux Klan? Why or why not? 10. How did the Ku Klux Klan and the Negroes' reactions to it help to reinforce the old "sambo" stereotype of the Negro?

11. How accurate do you feel the accountswere ? Do you think there are more accurate accounts of the activities of the Ku Klux Klan? Why or why not? -SO 06.3 Arewl UNITGrade VI: Six CIVIL WAR AND RECONSTRUCTION These materials ware developed by the Project RESOURCE UNIT Social Studies fromCenter the of U. the S. UniversityOffice of Education.of Minnesota under a special grant 1968 (Project No. NS-045) This unit should make progress toward developing the following: GENERALIZATIONS OBJECTIVES 1. Ways of living differ from another;one society indeed, to each culture is unique. 3. People everywhere must learntheways toways they behave we do, do. injust the as we learn to behave in Culture is learned, not inborn. a. People in different societiesasdifferent to whathow they theygroups expectthink within goodpeople a andsociety to bad. act differand and in a. Freedom is culturally-determined;are,dividual how theone has in-roes to beabout taught exercising what the them, options why b. The structure of the family variesanothersociety from within to society any society. and from one group to b. People direct expectations,They (organizedroles)he shouldreinforce toward exerciseinto theseboth them,childrenexpectations etc. and otherwith posi-adults. c. Discrimination against a minorityvaluesandtends promotes toandgroup isolate norms. retention members of oftheir the culturalgroup c. The child, and later the adult,toexpectationstive the andinternalizes way negative he andinterprets actssanctions. out expectations roles according and 2. An individual brought up inlems oneresultingthen ofculture thrust adjustment culture andinto another toconflict the newfaces involves culture; serious mental the prob- 4. All people, regardless of racesin common. have many things defines the situation. a.conflict Communication and tension. may be hamperedbarriers.and by culture latguage barriers as well as by physical 6.5. Social Not ell control members is ofenforced any group formalby socialare andexactly sanctions,informal. alike. ii 7. Whenever things --.411ued by thingstoa scarce,society and bycontrol aretheresub -groups ofwill these bewithin differentialscarce the and society. valued access 12. People try to work out rationalizationswhichthem.characteristics .'or assigns be- to allwhich members are true of afor group only 1-, of of 8. In political conflict theresystem,toover is uL:e agoals; struggle tothe win authoritythe the conflicting conflict. of the sidespolitical attempt discriminationmentvalues;havior which whichracism has is againstisserved inconsistent a relatively asother a rationalization races.with recent their develop- sale for a. Gro'2ps r7ay enzac,e in conflict;ortakeray wealth. tryonesomething togroup dominate from itanother such asin itsorder labor to 13. The nature of discrimination and prejudicea. Racial against beliefs involve strongly-heldwhichand unconsciousaffect attitudes behavior level. both at the conscious b. Conflict with another groupgroup.ric:luersmobilisation leads to andthe ofto theincreased energies cohesion of group of the a.groupa Thespecific easierinteractions group it is is toover the distinguish time.result of aparticular minority 9. People may increase their powera.tcgetner Countries by working in maygroups. seek to increase their acceptanceharderoutgroup of it byone issomeby social forthe physical thatwider class group society characteristic,into to another gainand tofill one.move the co 10. Compromise is easier where there is notideological an perception of thecountries.power issues, by gainingthat alliances with other 15.14. TheNon-governmental contrast between groups democratic maybe enemiesandpolitical inundemocratic basicof freedom systemsunderlying maybe values. looked at as a conflict 11. People frequently base their actionsa uponnotis,stereotype seenwhere as the orrelated issuesa generalized to are other not pictureissues.moralized and 16. Frustration may result in aggressionor asand(physical non-physical).surely may deprive as the thegovernment individual may. of.options,just iii 17. a' thy.stration and self-doubts may lead to b. Effective political communicationboth on depends technological skills and on the 18. 4n institution is an interrelated;values. positionofcluster roles inand relation the attached to every meanings other andmember Every member of a group has a c. Public opinion and propagandaaboutleastskills may wars.a helpofcommon the bring populationlanguage). (literacy or at theof(oris thep' aa fairlygroup.role) known,well-defined both to way the of holder behavior of Lion and to the cther members of Fer every position there 21. Any decision is in part a product ofpersonsternalized the in- making values the decision.and the perceptions of the 19. Although culture is always changing,certainthe group. parts or elements may persist 23.22. WarsThere have are ausually serious multiple, impact upon interrelated both soldierscauses for wars. a.over That long which periods is learned of time. in earlychange.hood child-tends to be most resistant to 24. The community demands security--a goalmayand be whichcivilians. incompatible with the demands of in- 20. Individuals know the political systemb. andChange in one aspect of societyhave will effects upon other aspects. 25. Military power is an important factorordevelopment dividuals. ineven the the dominantof national one. power, but not the only bypeoplerealimagesset communicators; of people.of ratherimages other thanandcountries they picturesto reactthe and real createdto groups theseworld foras and athem a. Differences in population, importantnationaleconomyresources, may power;bases andbe reflectedorthat components is to in say, differences of theynational are in a. Most political communicationotherthe depends use communication of on symbols, shortcuts.stereotypes, and 26. People use their physical environmentof intechnology.their terms cultural values, perceptions,ppwer. and level iv 27. Machinery and power make it possibleproducts.whichincrease to products production are madeand theand precisionto make new with 5. Is sceptical of single-factorprocessrecognizing causation. of making the importantdecisions. role of values in the 28. Prices are affected by supply and demand.comparedrises(Other when things to thethe being gooddemand isequal, forin short thethe good.) pricesupply of as a good 8.7.6. ValuesBelievesIs sensitive human that dignity. topeople the feelingsof different of others. interests, 29. Poor living conditions, long hoursperson'swork, of hard poor ambition diet and and poor his healthability affect to work. a 9. Treats people as individuals,aAmericanabilities, particular not as society. members and group. background of can contribute to ATTITUDES 11.10. Believes Desires into equalityprotect theof opportunityrights of minorities. for all. 47)14, 2.1. Is Is committed curious aboutto the social free examinationdatahavior,further. and humanand of desires be- to study such behavior 12. Accepts his share of responsibilitywork outfor oftryingthe a group; to dominate. participates actively with- 3. Is sceptical of "conventionalbedemandssocial judged truths" attitudes thatin andaccordance widely-held and data. with and standards popular notionsof The broad skill toward which teaching is ultimately SKILLS 4. Desires to keep his values hieempiricalfrom interpretation affecting validation. of evidence, although 1.isskilldirected Attacks in plainor isanproblems type.underlined.understanding in a rational needed manner.to learn a skill A specific aspect of a a. Sets up hypotheses. b. Draws inferences from maps. 2. Gathers information b. Identifies value effectively.conflicts. 4. Evaluates sources of information. 1) Draws inferences from a different map patterns. comparison of a. Reads with 1) Reads for the main idea understanding. or ideas. a. Checks on decides how much faith the accuracy of informatics tc put in the source... of and 2) Reads for details which supportcontradictideas. or generalizations and main 1)2) Checks Distinguishes on the bias between and competencymaterials.witnesses, authors, and facts and estimates.producers of b. Gains information by 1)3) ReadsListens to fororganize main ideas,what is supporting read. listening. b. Checks on the 3) Compares sources of completeness of data. information. c. Gains information and films. detail, and to evaluate what by studying pictures he hears. 5. Organizes and clusions.c. Detects inconsistencies. anal7zes data and draws con- e.d. IdentifiesGains information by written, or visual presentation. the main idea of an oral, using models. b.a. Tests Applies hypotheses eralizations to new data. previouzly-learned concepts against data. and gen- 3. Uses effectively geographica. Interprets map map legend. symbols according to skills. the d.c. OrganizesGeneralizes his some logical from data.pattern whichinformation fits histopic. according to 6. Is able tc work effectively with others. vi a. Is able to empathize with others,withacceptsthings them throughseeingtheir or not. viewpoint their eyes, or sympathizeswhether he

L. A. IS CURIOUS ABOUT SOCIAL DATA. OBJECTIVES I. The "Sambon stereotype of theresulted Negro in from the the particular development of the institution OUTLINE OF CONTENT United States of Negro.instereotypeslavery America. in thiscolored country reactions and was toward not inherentthe Negro in and the African Many Negroes did not fit the stereotype but the his position A. Negroes had developed a numberAfrica;were of verydifferent there advanced. were cultures great variations among them, and many in 1. Negroes had developed variouswhichtotypesin thekinds varied ofdifferedUnited agriculture,of physicalcrafts, States greatly differentenvironments;came and from fromother that a ways physicalin the theof Negroes makingUnited environment broughta States. living TEACHING PROCEDURES -2 MATERIALS 1.Initiatory Show the classProcedures pictures of pre-Civil ldar slaves and freedmen Swift, North Star Shining. beendueideas,tionin like to theof the showing whatinUnited factAfrica. they themStates.they think somedo notthe of knowlifethese aof differencesgreat these deal people aboutare might possibly Africa. have Discuss theAsk differencesthe students in to the write students' a descrip- HughesHistory and of Meltzer, the Negro Pictorial in America. Africatime.pointinghadThen concerning discussand outthe howwhateducational the little ideasAfrican waspre-Civil level Negro actually of when Warmany known heAmericans Americans came at asthe might a at timeslave, the haveabout 2. Show a series of pictures on plantation life in the South and Africa.ofsionthe the activitiesof slavehow similar in of America the or slaves.different may have thebeen students to life feelof Negroes the life in Use them to stimulate a discus- Cross,HistoryHugnessetIllustrated on Life and of"The theMeltzer,in South."Classroom Lincoln'sNegro Pictorialin Pictures America.America. S. Sets up hypotheses. 3 S. Draws inferences from a mapcomparison patterns. of different A. IS CURIOUS ABOUT SOCIAL DATA. S. Organizes his informationpatternaccording which to somefits logicalhis topic. S. Accepts his share of responsi-participatesbilitytrying for to the actively work of withouta group; dominate. 3. Have pupils examine both a physical map and a vegetation map - 4 - Physical map of Africa. groupsdifficultiesfollowedof Africa. in beforedifferent in communicationthey parts were oftaken Africa? would as slavesthere haveto America? been between Ask: What occupations might the Africans have What differences might What Vegetation map of Africa. becourse expected(Pupilsdevelopmentthese willcommunication whoto have rememberhaveand studied contactcome difficultiessomething through awith modern other theabout haveHausaCenter's parts theled village of kind tosecond the in of andworld?cultural climategrade mght 4. Give pupils an overview of theand unit vegetation and a list and ofoccupations suggested of the modern Hausa.) ofthenlistactivitiessmall the givefor unitgroup onlythem from(such projects. theadditional which asfirst on they Youthepart lists shouldmaywar of wishitselfasthe chooseyou unitto orintroduce give atindividualon thisthethem recon-newtime such andsections and a portsmanystruction pupilsduring period). willthe restbe presenting of the unit. small group or individual re- Review suggestions for expositiontweenkindsonpreparing discussing aof narrative topics. forof aandtypes main Fororganizationpresenting ofidea.example, organization oral discussand reports.an which organizationthe differencemight fit to different be-fit Spend more time S. Checks on the cozgpeten _ittneseee. A.S. ISandGains CURIOUS J52ma ABOUT tioz SOCIAL DATA. ans. studying- 2. Negroes had developed elaboratowithoftypes tribaldifferent socialof socialrule. structures types structure, of family and system,different different systems S. materials.ChecksofEvaluates completeness on thesources bias 0 ofof information in terms data. roducers of S. ChecksGains onInfonnatilistening. the competency of witnesses. 3. African Negroes had developedbeliefsjustgood differentoras and bad.we heldare religiousofstrong ours. beliefs about what was Negroes were proud of their culture, S.O. Is able to emualize with others.,toPeople towhat how theyin they different think expect good. societiespeople and bad.to differact and as as Developmental5. Read to the Procedures class the accountboy who given was soldby a into12 year slavery old acid his account of his Sterling, Forever Free, pp. 23-24. observantthisandsaidlife theaccountin Africa.country.relation is is?a boy to that family young? life, occupations, rule, Ask the studentsWhenDiscuss: was to it examine probably what written? he How accurate do you think How 6. Show the class some picturesAfrican of Africanrituals. villages and Ask them to make a list of things these Meltzer,Geography Pictorialtextbooks. History of Hughes and therethepicturesferentcustoms, pictures are details seem differences,family and to theshoworlife, readmeaning about why?etc. different thethey people gave things toof what Africainto they them? as saw.to Roltheir Compare whatDid thepupils students tend tosaw notice in dif- If the Negro in America. 7. Read aloud two or three differentslaves rememberedaccounts of in the life the Africa and their reactions to being pp.Sterne, 12-16, The 39-44, Long 59,Black 62, Schooner, 82-89. Africantheirlengthabouttaken accounts. intodifferenceslife,of time slavery. family since in comingtheseties,Discuss descriptionsandto what Americathe theirpeople's might andaccounts whatvalues.have effectshowbad calof the Ask Sterling,24. Forever Freej. pp. 23 - A. IS SENSITIVE TO THE FEELINGS OF OTHERS. -7- G.S. unique.toWaysGains another; cf informationialistening.L living indeed, aiffer eacn from culture is one society 4. Differences Africanbythose examining ofNegroes. the such Pygmies, different Watuui, Maggoes, among Africans can be seen easily ways of life as and North S. Appliesand generalizations previously-learned to new concepts data. G.A. People use their physical environmentSCEPTICISMin terms ofOF theirSINGLE-FACTOR cultural CAUSATION.values, A.S. ReadsISperceptions, CURIOUS for details. ABOUT and levelSOCIAL of DATA. techilology. G. People in different societies differbad.actas toand how as theyto what think they people think should good or G. Waysunique.to another;of living indeed, differ eachfrom cultureone society is 5. wereandTherefor the treatedwereprisoners tribes wars much among hadof like war developeddifferent andmembers debtors; .4'..-ricer.a ofsystem the however, family.of tribes,slavery slaves 8 8. andRead other aloud tribes some shortin Africa. descriptions of the Pygmies, Watusi, Have the students make a list Bontemps,31. ozory of the Negro, pp. 11- Sterling, Forever Frees pp. 17- Whereliving,isshowof there?the areconcerning differences communicationthese tribes the inpeople located?withthe descriptions.otherof Africa? Africans, etc.? What does this have to do with ways of making a What type of country side Are they all alike?What does this 22. 9. aofHave model African a fewof anstudentsvillages. African look Avillage. few up oror allread the to studentsthe class can descriptions then make Have the students give some Home,Starkey, pp. Striving36, 7c,-72. to Make It My etc.)ofvillagesreasons time. whyfound these in Americavillages during differ approximately from both white the andsame Indian period (Use of local materials, climate, lack of industry, 10. Give the pupils descriptions of customsin andAfrica ways Suring of life the found period of American enslavement of the Bennett,Sterling,23,27. Before Forever the Free, Mayflower, pp. 18-20. pp. Starkey, Striving to Make Howple?Negro.ofon didtheirthe theyAfrican readipg, view Negro. their ownHow culture?"human" and capable were these peo-Why might whites of thetete; time the think students them uncivilized?have filled in the questions based discuss the characteristics and ways of life WarIt "Questions andMy Home,Reconstruction." pp.on Readings36, 41-43. on Civil 11. Read aloud some descriptions of viouslyHavecansing hadthea tribalconcerning apupils system chief. compare ofIndian government. these tribes ways in withthe Unitedwhat States. What types of control were maintained? tribal rule showing Discussthe Afri- the basis for becom- they learned_pre- Home,Starkey, pp. 61-70.Striving to Make It My C. b.a.Reads Reads Reads.for .with to organize under6Panding.:1 the main-idea what is orread. ideas. 9 A.G. groupGroupsIS CURIOUS may may try engageABOUT to dominate SOCIALin cnnflict; DATA. another one in G. asPeopleasorder to its how in tolabor theydifferenttake or expectsomething wealth. societies people from to differit, act such CtCT G. bad.Communicationand as to what may they be thinkhampered good by or lan- G. Waysbytoguage physical another;of andliving culturebarriers. indeed, differ barriers eachfrom cultureone as society is well as S. -for theactivelyAcceptsunique. work hisofwithout ashare try of ngresponsibility to dominate. rou ; articipates_ G. toWays another; of living indeed, differ each from culture one society is G. Peopleunique.as to inwhathow different theythey expectthink societies goodpeople and differto bad. act and 12. Have the students read short descriptionsexisted in Africa before the coming of the white man. - 10 - of slavery as it They Bontemps,54. Story of the Negro, pp. 53- Starkey, Striving to Make It My Whatitthinkshould waswould slaveryinanswer beAfrica? true inthe America concerningquestions was onthecarried study customs, onsheets. in language, the same way as If you feel there were differences, why? Ask: Do you etc. CivilHome,p. 96. pp.War 50-51.and Reconstruction?" "Questions on Readings on Elkins, Slavery, Americanmightmasterof the understandand mastermaster? newly and arrivedthe the slave slave slave better--the in in Africa the United Africanas States? why? compared with the master or the Which 13. Have a bulletin board committee show some of the features of of vil- majorunitlargelages,Negro tribes. progressesmap lifereligious showing in Africa. to rituals,the show approximate the occupations, stages locations by etc. This bulletin board can be continued as They can use their own drawings which the Negro became ofalong some with of thea the a ica.slave in the United States and his life as a slave in Amer- character- 14. In a summary discussion have the studentsWouldmightWaristics Americans list periodthis of the cause thewould feel African concerning findthey (afferentNegrohad theanything that Negro from Americans inandtheir common own.in the hia background? withWhat thereactionpre-Civil A. CESSDENCE,DESIRESIMPORTANTFECTING OF ALTHOUGHMAKINGTO HIS KEEPROLE INTERPRETATION DECISIONS. RECOGNIZINGHISOF VALUESVALUES IN FROM THE OFTHE EVI-AF- PRO- A.S. ISGeneralizes CURIOUS ABOUT from SOCIALdata. DATA. B. The Negro, as a slave in theslaveIncreasedhis slaveryUnited life and drasticallyStates,infreedman,restrictions the Unitedfound in changed. thewereStates period placed developed prior on the togradually. Negro,1860. The institution of A. VALUES HUMAN DIGNITY. 1. The capture of the Negro, iteandthe marktheMiddle seasoningon passage,the Negro. of the new slaves left a defin- S. seeingIsSets able up things toh empathize through withtheir others, cazu eyes, A. OTHERS.ISwhetheror SENSITIVE sympathizes he accepts TO THEwith theirFEELINGS them viewpoint or OFnot. G. byCommunication physical,guage and barriers.culture may be barriers hampered as by well lan- as WhatNegro? justification might they find for enslaving the Negro? Would the -Insider hit., civilized? Why or why not? 15. Introduce the students to the availableGiveof slaves, thembooks the onrunaway mimeothe guidelineslaves, and sheets the undergroundof items to railroad.look life for "QuestionsWarSee on andBibliography. Readings Reconstruction." on the Civil thebroughtforin the bookstheir books unit.into andbooks. pertaining the do classsome readingtodiscussion this insection. them.as the topis:8 come up in Give the students some class time to look over Point out that this information will be. See the bibliography 16. Show the class some pictured of slave ships,cussionslave auctions,slaves on how in Africans andchains, slavery. became American slaves. Use these to stimulate a dis- HistoryHughesSwift, Noandof t ltzer,Star Shinin Pictorial . Negro in America. 117. Have pupils pretend to be African boystheir theyintoor girls reactionsface?slavery who andwere and brought behavior. to America. Would they understand what was happening to them? What immediate problems might Have them describe sold AlllargeWould. about? ship?they How even might have their:ever seenfright the_ cause ocean them before:; to act? "much less a Would they understand what a slave auction was . 13 G.S.S. attsh'Mtiesesagainst data. AnGains individual information brought by uplistening. in one cul- flictculturetofacesture the and and newseriousconflict tension. thenculture; problemsthrust involves the into resultingof mental adjustmentanother con- G.A. PeopleIS SENSITIVEin different TO THEsocieties differ DOI INGS OF OTHERS. G. Communication.to whathow theythey expectthinkmay be good peoplehampered and tobad.. byact lan- and as G. Frustrationbyguage physical and culturebarriers.and self-doubts barriers mayas welllead as S. generalizationsAppliesto apathy. previously-learned to new data. concepts and 2. The treatment offecroeslavescver changedtime. Due to desires for an assured G. unique.Waysto another;of living indeed, differ eachfrom cultureone society is ofsumedmenchurchlabor the presented, absolute slave. supply)interference, powerandproblems the over lack the all ofSouth phases governmental felt of thethe freed-lifeor the master gradually as- 18. Continue reading the description given by the 12 - year14 old - actuallyheboytion. displayed,of the happened Middle things pF.a:.;%-e to him.that seemed and his strange sale to to an him, and what Have the students make a list of some of the reactions Compare this description with those owner of a planta- Bontemps,Sterling,53,InOther Their57-62. accounts ForeverStoryOwn Words, ofare Free, foundVol. pp. 1,in 24-34. pp.Meltzer, 1-10. Brawley, Negro Builders pp. 47- whowouldetc.?anthe attemptedexperience studentsthe whites suicide, hadsuch have written as of whothis Negroes indid have #17. not whoon have adid person? clothes not obey like directions, theirs, Discuss: What effects wouldWhat impression and Heroes, pp. 7-11.

19. Hold a review discussion on the characteristicsandsuchthe what Northas waysthe and ofpeopleof South lifemaking feltbeforein a wasliving, the important. Civil social War. structure, background, Why would the South Stress factors AHughes toryPicture ofand the StoryMeltzer, Negro of theinPictorial America.Confederacy His- tureindentured?settled?turedfeel was it servants up?needed aplayed cheap inlabor the supply?South as the colonies How had they been treated? What did they or could they do when their inden- WhatFor placehow long had wereinden- they were being pp. 7-11. - 15 - G. peopletheydifferPeople thinkto asin act todifferentgood andhow and asthey tobad.societies expectwhat G. wellCommunicationlanguage as by andphysical mayculture be barriers. hampered barriers by as G. Groupssuchingroup order as maymay its to engagetry labortake to in somethingdominateor conflict; wealth. anotherfrom one it, S. theandChecks source.decides on the how accuracy much faith of informationto put in 3. Plantation life differed accordingandof thethe typeSouth, to theof the master.sections number of slaves on the plantation, S. witnessesChecks on andthe authors.bias and competency of - 16 - 20. Read a short description of the landingdidslaves theof atthewhite Jamestown first people Negro andat firstpeople's view reactions the Negro to in them. relation How to Johnston,Sterling,Bontemps, LivingForeverStory ofTogether Free, the Negro,pp. in 11-16,America, pp. 1-10. likewhoindentureddecide indentured boughtthe towhite some makeservants? servants?indentured ofthem the into first servants?slaves shiploads instead of ofNegroes treating might them as Can(Did you they think feel of theseany reasons people whyhad thoserights Did they feel the Munnes,Buckmaster, Short FlightIllustrated to Freedom, History pp. of 18-19. the United States, pp.pp. 103-104. 21-42. thebeindenturedseeNegro easierNegro in couldlifetime againstto servants identifytake labor? beingcare intothem?) ofmade slaves?himself into ain slave America? by the white man? Why hadn't they made the white What advantages might owners What or who would protect Why would it 21. Have pupils read a number of accountswiththe and differentlife descriptions of a typesslave, ofof being masters, sure slavesthey are in varieddifferent accounts occu- Reconstruction""Selected Readings on the Civil War and hccountspations,inslavery the accounts. ofslavehad life been accounts under abolished. slavery written written during bythe people time, afterand Discuss the differences found Cross,Meltzer,Botkin, Iife ed.,In in Their LayLincoln's MyOwn Burden Words, America, Down. pp. 35-41, 42-50, 172-180. (Vol. 1.) Makeslaves' a list reactions of some toof thesethe demands demands. made on slaves and the Which might be more accurate and why? Sterling,Buckmaster,Sterling, Captain ForeverFlight of toFree, the Freedom, Planter,pp. 82-99. pp. 20-22. pp.PP. 16-24.35-45. ReddievHughes andand Meltzer,McCarthy, Pictorial Worth Fighting History For, of pp.the 9-13.Negro in America. A. VALUES HUMAN DIGNITY. - 17 - A.A. MINORITIES.DESIRESOTHERS.IS SENSITIVE TO PROTECT TO THE THE FEELINGS RIGHTS OFOF S. theandChecks source.decides the howaccuracy much faithof information to put in S. witnessesChecks on andthe authors.bias and competency of S. Sets up hypotheses. S. withacceptsthingsIs ablethem throughtheir toor empathizenot. viewpoint their eyes, with or sympathizeswhetherothers, heseeing . BEHAVIOR.IS CURIOUS ABOUT SOCIAL DATA AND HUMAN S. withouttheAccepts work histrying of sharea group;to ofdominate. .responsibilityparticipates actively for 22. Ask the students reading novels containingmationabout onthe infor- slavery life of to a tellslave what and theyhis treatment.have found out Discuss- 18 - andetc.).sectiondifferences.the the differences slaves'of the (e.g. countryreactions noted author, inand towhich what purposethem. themight storyof accountthe takes book, for place, the Make a list of some of the demands on slaves 14, 23. Divide the class into a number of groupsHavehalf3-4 themofwithstudents the listabout groups inthe each majorpretend group. problems they are the slave slave owners. owner Have approximately one Havetheyslaves.hiswould the slaves,enjoy have other most? withhow groups heslavery, would assume treatwhat or hepretendhis would slaves, theyexpect andare fromwhy. What would they fear most? What actions might they take toward What would addHaveandtheir (Haveitems eachdifferences masters themnotgroup broughtlist andpresent between theirthe up work the bydecisionslists. thelist.assigned students to them?themselves. Theon teacherthese points.) might Note similarities Why? S. ofChecks producers of material. on the bias and competency S. data.Checks on the completeness of . G. Not all members of any group are S. Checksdata.exactly on the alike. completeness of S. ofChecks producers on the of bias materials. and competency S. activelyAcceptsforChecks the his onwithoutwork theshare of completeness trying aof group; responsibility to participatesdominate. of data. - 20- 24. Based on their reading concerning slaverymightbewhatof a a typical looktheslave, and slaves like,the plantationhave life whntmight each the bescene. plantationdoing, what house their might houses be draw what he consie Tell the class to tz:Lot; to discussthelike,in classdetermining what what lookthe might childrenfor what havevariations to mightbeenput into used bein doing, thetheby differentdrawingsdrawings. etc. andpupils Have Thesmall teacher number might of plantationnow add some owners information who really as toowned the a ofsmalllargefound slaves plantationsinnumber differentwere of found. slaves, orwith sections farms slave different on of laborwhich the types oftencountry,only ofadiffered small plantationsand hownumber from 25. A few students can build a model of etc.?areDoesa slavecotton the this quarters,slaves field,model dressed? show the aplantation typical scene house, of etc.slavery? What does the overseer do, Discuss How ti S. Is able to empathize with others, seeing things - 21 - S. Listensviewpointthrough to. theirordiscussion sympathizes eyes, forwhether mainwith heideas,them accepts or sup- not. their S. Acceptsporting detail,andhis share ofto resRonsibilityevaluate what hefor hears. A. VALUESwithoutthe work HUMAN trying of aDIGNITY. group;to dominate. participates actively (0rn G.A. Waysanother;IS SENSITIVEof living indeed, TOdiffer THEeach FEELINGSfrom culture one OFsocietyis OTHERS.unique. to G. behavePeoplelearned,in the ineverywhere ways thenot theywaysinborn. mustdo,we do. justlearn as to we behave learn to Culture is A. PROCESSEyIDENCE,AFFECTINGIMpORTANTDESIRES OF TO ALTHOUGHHIS MAKINGROLE KEEP INTERPRETATION OF HISDECISIONS. RECOGNIZINGVALUES VALUES IN FROMOFTHE THE 26. A group of pupils can prepare a skitdiscussion showing that might take place in the slave quarters a -22- "Selected Thadings on the Civil War and conditionsriceplantingconcerning planting season, under their and whichthe harvesting.work cotton theyin the mightpicking field work, season,during what cotton and/oris They should include the Cross,Meltzer,Botkin,Reconstruction" Lifeed., In inTheirLay Lincoln's MI Own Burden Wor6s, America. Down. pp. 35-41, 42-50, 172-180(o1. 1.). backgroundtoprobablyhours.expected, this type beingprepare actions of portrayed?work? them of forthe thisoverseer, type ofand work? the slave's Discuss": What type of a plantation was Did anything in their African How would the slaves react Buckmaster,Sterling, CaptainForeverFlight toofFree, Freedom,the pp.Planter, 82-99. pp. 20-22. ,1313 35-45. thiswere typeslaves of bornwork? in the United States prepared for Hoy ReddickHughes and and Meltze-:, McCarthy, Pictorial Worth Fighting History For, of pp.thepp. 9-13. 16-24.Negro in America. 27. Hold a discussion in which the attention?a food?typicallyslave is discussed.provided for Housing? Why or why not?) Were the slaves given medical a (Whatslave? type of clothing expense of keepingWhat type of was Wish,Bennett,See booksSlavery Before after in the the#21. Mayflower,South, pp. 196-203. p. 74. 23 A. AZDSTANDARDSNOTIONS ISDTMANDS SCEPTICAL BE OF MITJUDGED EMPIRICAL OFWIDELY-TOLD "CONVENTIONALIN ACCORDANCE VALIDATION. AND POPULAR TRUTHS"WITH

P S. Listens to discussion for main ideas, and to evaluate what G. ELTEELingalike.Nothe h,sal2c. all membersdetail of any group are exactly S. withouttheAccepts work trying hisof ashare group;to dominate.of participatesresponsibility actively for S. Organizes his information according to S. written)topic.Identifiessome logical or visualthe pattern main presentation. idea which of fitsan oral, his -24- 28. A group of girls might present a skitwomenthe (Whatshowing type.slaves type of who ofwork workedwork and did living in they the conditions do?master's houseof the W7.at advantages l'ennett,HughesSee list and &f oppositeMeltzer, ore the activityPictorialMityhower, #21. pp. 7&.79. the Negro in Amer ca, pp. istor houseslavesuch,3iscussiondid as: theydid?and fieldhave which overhands? follows the field can hands?)deal with questions What determined the Whattype wasof workthe relationshipthe between The class herhousefields?the masters masterslave thanreactbecome the differently more slave attached who towardworked to? hisin theor Why or why not? What type of elave might Might the 29. Have a pupil give an oral reparteebrations?of thecelebrations the Christmas different among sources the slaves.said about these cele- Was this treatment typical on all What have some Meltzer, In Their Own Words 178. (Vol. 1.). oil. 90-94, byduringdidholidaysplantations? the the slaves? their masters during time reactthe off? year? to the slaves' behavior Was it really a religiousDid the observanceslaves 11131214.1]y have other Why or why not? How S. Gains information by listening. -25- S. toOrganizes some logical pattern which fits his information according S. activelyforAcceptshis topic.the workhiswithout shareof atrying group;of responsibility to participates dominate. A.A. OTHERS.ISVALUES SENSITIVE HUMAN DIGNITY.TO THE FEELINGS OF G. asGroupsordergroup its labormaytomay take engagetry or somethingtowealth. indominate conflict; from another it,one such in S. withacceptsthineIs ablethem _throughtheir toor empathizenot. point their of eyes,withview others,orwhether sympathizes seeinghe 4. andaccepted,As otherthe absolute rights various ofpower lawsthe ofslave.were the passed master concerning was increasingly legal 30. Read or have some of the students readrecordingssung some by theof of the slavessuch songs songs. in the pre -Civil War period. Ask: What do these songs show -26- Or play Meltzer, In Their Own Words, pp. 145-147. (Vol. 1.). Didsomecerningconcerning their of slavery?thesinging themasters slave's really claimed? life,indicate problems, that they and werefeelings happy con- as Why did the slaves do so much singing? Hughes and Meltzer, Pictorial History of 104-106.the Negro in America, pp. 100-101,and Worth Fighting For, 31. Have a group of pupils present informationtheand illegal the oninternal slaveslave auctions,tradeslave intotrade the involving United Statesthe sale after of slaves1808, Meltzer, In Their Own Words, pp. 84-88, 123. (Vol. 1.). destinationsascaninto a skit, preparethe deepon once somea South.tape, aillustrations slave or ashad a beenpanel of sold, auctions,discussion. etc. travel to new This information might be presented In the The group HughesSterne,Commager, and Emma Meltzer,The G., Great The Pictorial Proclamation,Long Black History Schooner, pp. of 12- 14. toNegroesillegalolderdiscussion the deep slaveto slave auctions, South, whichstates trade. followswhy suchwhy slaves theas deal Virginia, slaveswere with sold seemedthe and fromreactions reactionsto some fear of ofsale to thethe the Munnes, Short Illustrated History of thethe United Negro States,in America, pp. 109-110.pp. 24-27. 32. Show illustration of slave auctions and slave coffles to Hughes and Meltzer, Pictorial History mightfeel?writeonthe buy the deepreactions you?auction South. toblock the aboutfollowing to be questions: sold. How would your families feel? Why do you thinkHave you the are students being sold?pretend they are slaves What kind of people They should How do you Commager, The Great Proclamation. of the Negro in America. - 27 - A. GROUP.NOTTREATS PEOPLE AS INDIVIDUALS, AS MEMBERS OF A PAMICULAR a. The internal slave trade familyledfamilies, to lifenon-legality along for thewith Negro oflittle marriage slave. interset and lackby the of Church,much real and auctions separating A.A. OTEERS,VALUESIS SMITIVE NUMMI:um!. TO TEE FEELINGS OF b. Slave children assImed the statue of' the mother. G. society.oneThefrom groupstructure society to another ofto thesociety withinfamily and anyvaries from 3. asbehavePeoples we learn in everywhere the to waysbehave they-db,must in Iearn'tothe justways c. Fear of uprisings, the revolteducationslaves,slaves in ledHaiti,worship of to the increasedand ledslaves. runaway and controlled,restriction byon Negroes,assembly andby G. aslanguageComraunicationwe do.well as and by culture physicalmay be barriershampered barr4Prs. by After pupils have -ritten up a short description of - 28 - by closuchfamiliestheirla' -'? claw splittingfeelings, beauctions split ai4,cuss -up? Cnow regarding tha following: the rights of slaves? Why would the churches of the time agree to rt families and to slavery? Were slave marriages recognized why could What Wore.;..orantril conditions of 0:!:+3 rally wouldworse havein the upon deep family South organization wherecf the slaves might be taken? Legroes? s3a1z7s? 1That effects do you think such Wby did masters 33. Eave pupils look 'at the way in which the slaves' speech speechblurring:s prindThat is ofseem typical, inwords, someto be whyunfamiliarof some themight characteristics? novels the words, and etc.) other accounts. Negro slaves (grammar, Tf this Johnston,Buckmaste,Meltzr,Biographies In Living Theirof Harriet Togei;herOvn Worsin Tubmat.. in America, pp. 81-82. t'icfr;edom Vol. 1. pp. 40-42. does;lowslavesLisoussion didthe who thespeech were :%eakconscnf.ngmaster showunfamiliar like get concerningthis? histhe withorderdifficulties the across educationEnglish toof them?Africanlanguage. of many Use these questions to lead into a What Hughes and Meltzer, Pictorial gistory of the Negro in America, p. 34-35. theHave lack pupils of educationdraw upon forwhat slaves they the haveand slaves? freedmen.read to discuss S. mainorReads contradict ideas. for details generalizations which support and G.A. FrustrationOF SOCIALIS COMMITTED ATTITUDES may resultTO THE in ANDkEht. DATA. EXAMINATION aggression. S. orwhether sympathizesseeingIs able he thingsto accepts empathizewith through themtheir with others,their eyes, orviewpoint not. G.G. workingPeopleFrustration maytogether increase may result in groups. their power by in aggression. S.A. DetectsMINORITIES.DESIRES inconsistencies. TO PROTECT THE RIGHTS OF 34. Have the students -30 Rowpretend causeSouts4would amongtheytheyand in arefeel?the Haiti. Southernerspeople of the read some accounts of revoltsWhat reactionsWhat would might they these be afraid hearing of theseSouth2 accounts. Have the students revoltsin the Sterling,Buckmaster,Meltzer, In12.igiitt...... :secjzoFm,Foreier Their Free,Own Words, pp. 99-113. 62-72. pp. 30-34.VO3 1 pp. 26-44, allowed(education,wouldin their theyto think own tryslaves area? totoo prevent much for not watchedWhat closely would enough, they blame for something like this happeni themselves, etc.) the re slaves of? H Braw1ey,Reddic4Bontemps, Negroand story McCarthy, Builders of the Nee's:),Worthand Heroes, Fighting pi.p. 40:4T. 14-16. pp. 1087116. libr, 35. Read aloud or have pupils read briefworship services run for Negroes, Negroes in "white" descriptions of leltzer, ughesIn Their and OwnMeltzer, Words, Pictorial pp. 49-50.11011 History of ownallowwithAsk:churches, worship theirthe slaves slaves?andservices? the to. typeassemble of religion by themselves taught to In what ways did masters use religion in Why did some states decide notWhat to were they afraid of7 and run their slaves. connection lennett,ughes, Before Famous the Mayflower,American Negroes,pp. 80-82. pp. pp. the11-15. Negro in America, pp. 152-63. Haverunaway pupils slaves. read examples of advertisements Ask: What were the reasons the masters concerning Jo/Aston, Living Together in America' pp. 89-94. freedom.arguedfelt the that slavesWhat slaves do had runaways wereleft? happy show and about did thisnot The Southerners frequently really wantargument? Reconstruction.""SelectedHughes and headings McCarthy, on Pictoriakthe Civil HistoryWar and of the Negro in America, p. 54. S. a.Reads Reads with for understanding. the main idea or ideas. d. The Negro could not tedtify against a white in court. b. Reads for details andor contradictmain ideas. generalizations which support f.e. DueSome to rules reactions were setagai4st u freedmenslaves but in many indtances were not for humane treatment of the in providing economic ceased to beobserved. a G. Socialinformal.social control sanctions, is enforced formal andby causeand social for manumission.competitio4; Christianity CIO 5. Restrictions were also placid on freedmen in the South:with G.S. SetaexactlyNot allup alike.hypotheses.members of any group are a.statesome statesin the goingpre-civil so far uar as -period. No political rights were given to forcing them to leave their freedmen. b.c. EducationLegalproperty. status was changednot generallt available lii$lepexcept they could acquire to them. d. Theyinferioritydue didto theirnot recive ascolor compared socialand idea to ?1 cceptance inconcerningites. the South their -32- 37. Have pupils read some of the regulationsWhy?thethese slave.slave?and regulations punishments How necessary were passed? do you feel these regulations After tha.se have been discussed ask: What would these regulations mean to Why do you think or codes were? concerning "Selected Readings on the Civil War and Reconstruction." 38. Occasionally slaves were freed by their masters, ran away, or were slaveconcerningfewpermitted accounts fac.e to differencesin ofbuy the such their South? cases. infreedom. masters? Would he get more rights than aDiscuss: slave? Read aloud or have pupils readWhat a problems would a freed What do these cases indicate Jo4nston,Meltzer,Sterling, Living in CaptainTheir Together Ownof theWord, .n'America PlOnter, Vol. 1, PP-pp. 162, 36- 95-99.7. Whatthemslavesfree kinds dissatisfied,Negroes by ofshowing rights?in the themetc.) South? that not all Negroes Why might a Southerner object to having (competition, influence were slaves, making on their Hughes and Meltzer, Pictorial Histor pp.ofpp. 52-53,the 89-9 Negro 65-71. in America, Brawley,Hughes, NegroFamous Builders American lind Negroes, Heroes, PP-pp. 19-39. 3-10. 6. Slavery did not develop-33- the Oame n South America as it / G. The nature of discrimination and andtionsdid the andin Church. theregulations United States,by 4.31-- pe f. if y due to the restric- . A rr ent (Mother country) actionstheprejudice result over againstof time.particular a specific group group inter. is . (211-s"*) S.. Generalizes from data. S. Organizestopic.some log hiscal informationpattern whic accor to his :di to A. DESIRES TO PROTECT THE RIGHTS OF MINORITIES. - 34 - 39. Halm pupils read a short descriptionWhatgovernment of differences the controls and churchdid by these over controls slavery makein South concerning America. the and"Selected Reconstruction." Readings on the Civil War StatesThemaster'sideacompare point thatthan control withof slaveryin this thoseLatin over discussion developed foundAmerica. the slave9in shouldthedifferently United be to States? indevelop the United the Therefore, the people How do these regulations Why? UnitedAmerica;Negroof the andStates.StatesUnited in the other wasNegroStates thewords, slave might"peculiar slavery than also didinstitution" lookas theit differently existedpeople of in inthe Southatthe the 40. Asa;, gn-pupils topics that have been paperthecovered unit. on thusone farof thein topics. Each can then write an article for the news- Use dittoed copies of their goodorganizationpupilsAfricanarticles organization begin, Negro to summarizeof showand the for slavery themarticle. written-aswhat a briefin they the news havewell.as-oral.reports.)United articlelearned States. andabout the the Discuss the importance of a (Before Cr. have each pupil write a short essayfromOfleadConcerning the onthesome majorwhat class. of slavery hepointsthese has aloud;andlearnedcovered its developmentin them. in the United States. Make a list on the blackboard Ask for additions 41. amightThe toslalite, bad have to lifethebecome Africanon aa slave,plantation, Negro. the middle regulations passage, governing the11 seasoning him, etc. of letin board committee can use illustrations or pictures They should show how the Negro G. Socialsanctions, control formal is enforced and informal. by social C. Some Negroes developed certainhibited outward in theircharacteristics-35- adaptation ex-to the requirements and regular did not G. alizesTheaccording child, expectations andto thelater way andthe he acts adult,interprets out ex- intern-roles unequalstereotypecharacteristicsfittions the of treatmentpicture American to support weredrawn ofslavery; the inherenttheof Negro them,perpetuation even ininit though therelationwas Negro. arguedofmany slaveryto Negoresthat Many used whites.the and/orthese G. andasPeoplepectations toas howtoin whattheydifferentand definestheyexpect thinksocieties the goodsituation. differor people to act bad; . previously-learned cone is and G. .1.1eralizationsIiot allto newmembers da a. of any group are ex- 1. The Sambo characteristics consisted of the following: A. PL:2ABERSMEATSsi:tly PEOPLEalike. OF A ASPARTICULAR INDIVIDUALS, GROUP. NOT AS wardhappy,lackdishonesty, idleness, ofsmiling, long-ranget/aans. .having lack childlike, 9f little Incentive, inferior family feeling,ability) tendency irresponsibility, Pir.A slothfulness, to- G. tureuponPeople whicha frequentlystereotype assigns baseorto aall theirgeneralized members actions of a pic- S.._ GrouptrueChecks afor set ononly of the characteristicssome completeness of them. ofwhich data. are 42. mightdescriptionsHave adoptpupils to write tomake the atheir classshort life anddescription easierhave them if of theypick out and some of the characteriitieswhich they were slaves. -36- Read some of the Perhapsdo"unfavorable" you suggestthink the additional characteristics) slave might characteristics act accordingin such ways? whichto the pupils' standards. class members do not suggest. list the "favorable" and Ask: Why learnaboutparentshibitIf certainhowpossible,use inview childrenschool suchroles. or behavior? learnexamples at home. role which behaviors. resemble AlsoWhy doreview they whatbehave pupils this learnedway? in earlier grades certain behaviorsRelate pupils to sometimes how students in school How do teachers and ex- 43. Eave the students describe the portrayals of haswhichT.V.things oftenmovies the did Negrobeen orhe in shawndo?is pictures. shown in roles like this. How did he act? as a doctor, etc. What way was the Negro pictured? Many might recall more recent films in Why or why Asknot? them if Negroesthey think they the may Negro have seen on old What might account What kinds of 4k. thinkTo introducefor a thegood recent andthe badidea change? cowboy of a stereotype,looks like. have (civil rights movement, etc.) pupils -draw pictures of what they boysExplainferences.and are explain like,that whatevenwhy theytheythough drewhave there themis a mental picture Discuss: Do these pictures show what a cowboy is really as they did. are many differences in cowboys. Then have pupils show their pictures Note the similarities and dif-of what all good and bad cow- This men- like? Nowthe(andthental ask: "Sambo" pictureothers)can apply stereotype. appliedheld this concerning ideato an to entire stereotypes the early What have your readings shown about the mental picture the Negro slave? group is known as a stereotype. Name the Negro stereotype asAmericans had of Indians. many mastersThe class er) S. Checks on the accuracy of information 2. The stereotype accepted by the Southerners led them to argue S. witnessesbheckssource.and decides on andthe how authors.bias much and faith competency to put inof the himandthe aNegrothat slave. itwas was like better a child, for thealmost Negro incapable and the ofSouth independence, to keep G. to apathy.rustration and self - doubts may lead 3. Specific reasons often underlayrations,as stee.J.ing certain putting from"sambo" something the masteractions over (desire such on someone for more who than thought meager he G.G. CommunicationiiItiysical;l may be hampered bystration lan- may result in aggression or non-physical). hadn't(toofcontrolled workget picked smalldone the set (rocksfavors slave amount), putorcompletely, atin groveling leastcotton less etc.),to and avoidharsh perpetuallydishonesty punishmenttreatment,etc.). inhappy ifamount G. hardpoorbyguage physical work,living arid poor barriers_conditions,culture diet, barriers and long poor ashours healthwell of as af- G. Peopletofect work. adirect person's expectations ambition and(organized his ability pectationsptherinto adults.roles) with toward positive both andchildren negative and Is. They reinforce these ex- -38- 45. baaisstribIngA-,,.712a.Have dift the thestudents Negro. listen to the speech made by Jefferson on the record JeffersonHave them useTek inout making the major these characteristics generalizations? Jefferson gives in de- Ar-x: Do you think these are true? Why or why not? Had he owned slaves? In White What WarWadmerica.Recording: Sampler.in Sobol, The Civil The same speech In White A- AgainupoutDidterm conr:erning thathepoint stereotypehave the out aclass widetrliathe to Fereoisexperience vievthe: coing'to andofpicture thethe with study slave effectsJefferson Negroes someis ofcalled of gaveofstereotypes the all ofthe reasons types?the "Sambo" Negro.upon a stereotype stereotype.people's actions.was built Again connect the It might be pointed 46. slaves?thetheirHave accounts. theslaves. studente read tome of the accounts given of masters' reactions toward Why or why not? Ask:Discuss these to show the common ideas that seemed to run throughDo you think these characteristics were true of all Negro Civiltion.""Selected War and Readings Reconstruc- on the 47. Have pupils read fictional situations involvingpeoplemay tendtheiractions have to andanlwers been act ofparticularly thein_built to Negro.these the up? questions. sametheir ways masters if he expectedwere free? them to act? Why might the slave tend to act in the ways white What were some reasons a stereotype of slaves Why or why not? Would the Negro Discuss tion."Civil"Selected War and Readings Reconstruc- on the -39- G. TheonetoFrustration structureapathy. society toandof another theself-doubts family and variesfrom may onelead from G. ferentPeoplegroup to groupsin another different within within societiesa societyany society. anddiffer dif- G. Cultureas to howwhat is they learned,they expect think not peoplegood inborn. or to bad. :let and A. THOUGHDESIRESVALUESING HIS RECOGNIZING TOIN INTERPRETATION KEEPTHE PROCESSHIS THE VALUES IMPORTANTOF OF MAKING FROMEVIDENCE, AFFECT- ROLEDECISIONS. AL-OF S. Appliesgeneralizations previously-learned to new data. concepts and 4. The stereotype perpetuated byhappyquent the and Southattempts content that to thewith escape. his lot disproved by the fre- slave was G. IndividualsCulturepeople know isof the learned.other political countries system or groupsand as a 5. wardNegroThe minstrelthe and Negro. often shows helped perpetuated form opinions the stereotype of its viewers toof the setrealimagesthem*ty of people.images rather communicators; and than pictures to the they createdreal react world forto andthese Read aloud the account of the slave husband who cannot protect his wife and chil- Meltzer, In Their Own 48. Whatslaveships?dren might fromaccounts.) happenbeing beatento family or sold.closeness, responsibility feelings, etc.? How much time did a slave family spend together? Discuss: What might this do to family relation- (Recall earlier Words, pp. 100-101.(Vol.). aHave person pupils to have.prepare charts showing what they feel are good or bad characteristics for Give a few examples such as honesty or ltabonesty, working hard or Ask: Why do you think these wouldwhensituationsarenot aworkinggoodnot person feel.itor concerning hard,badmight-act traits?is etc. wrong? slavesdishonestly which orthey in readsome earlier.other way you consider bad and you Compare theseHow listsdo you in learn class. what is good or bad?When? Apply their statements to some of the fictional Why would people of the time Are there any times shouldforcerningfeel them the take? hardtoNegro compare work, had futuremanythe actionsbad planning, characteristics? of the families, Negro slaves responsibility, to actions etc?they felt a person Why or why not? (Did the Negroes have the same opportunities as the What ideas did the masters have con- Was 1t right 50. Havegoodwhites?) a andgroup bad of traits pupils they present feel atheir conversation skit between mastersslaves telling show. of the Using this skit as the basis for yourthatuationsa discussion, answer?slaves might were be.ask happy and content with the class whatAlso thediscuss: slaves, conversation concerning How would the slaves have viewed the their lot? What evidence do you have for the same sit- stereotype 51. buildroutHave aa modelgroup ofof whatpupils they investigate think these were like or 4even act outes. some "black Have the class pick out characteristics Minstrel Shows. of the NegroThey thatmight were make being drawings or face" NegrotorialHughes in Historyand America, Meltzer, of pp.the Pic- Meltzer, In Their Own 38- portrayed.that ba4 little or no experience with Negroes? Discuss: What influence might shows like this have on an audience Words,Hallowedpp.mira439; 84-u5; p.Together 72; Cattoni Johnston, In America,This 4 Ground, p.477 S. Checks on the bias and competency of S. Checksproducers on theof materials.completeness of data. G. exactlyNot all alike.members of any group are 6. Many Negroes demonstrated wereabilityetc. treated that in education,tended as rare to exceptions disprovecrafts, the to stereotype,the rule. but they S.A. GeneralizesMEMBERSTREATS PEOPLEOF Afrom PARTI AS data.INDIVIDUALS, NOT AS GROUP. G. ofpictureuponPeople a groupa stereotypefrequentlywhich a set assigns of orbase\their characteristics ato generalized all membersactions A. AMERICANABILITIES,BELIEVESwhich are THATSOCIETY. ANDtrue PEOPLE HACKGRO for onlyOF DIFFERENT some of them.INTERESTS, CAN CONTRIBUTE TO G.A. MEMBERSexactlyNotTREATS all OF PEOPLE alike.members A PARTICULAR AS ofINDIVIDUALS, any Ggr UP. p are NOT AS wascharacters).Orcharacters thebeing teacher formed portrayed can of givethe in Negro?a them;short usedescription of blackface of a forministrel irresnonsible, ahoy (types silly of Why would the Negro be shown this way? -42- What mental picture blackface figures with whites? WouldHow? the audience be apt to compare the (favorably or unfavorably?) . shows,ple.)goHowstudents on are toetc. hillbilliesshow what were what they named might usuallythink "Sambo." influence a portrayedhillbilly what inis one movieslike. thinks or aboutplays? such a group ofIt peo-can be pointed out also that many Negro characters in ministrel Why do they think this? (First ask the Then 52. plantation?theyHave did.pupils read accounts of the hiring out of slaves and the type of work Discuss: What does this indicate about the abilities of the Negrc? What other uses were made of slave labor outside the What Negro,Bontemps, pp.. Story 97-108; of the hisexampleskinds freedom: of fitthings how the hard didstereotype hedid learn? he work?that had been built In cases where the Negro was allowed to buy How responsible vas he? up of the Negro? How do these America,Meltzer,torypp.Flom 213-234;ofSlavtry pp.Pictorialthe 18-20.Negro toHughes Freedom, His-iA- and 53. Havescribe pupils some who of arecharacteristics reading books of these Negroes. on some of the more prominent Negroes de- Compare these characteris- Alsofound similar in: information Bontemps, Story T-1k..;) mentalcircumstances,diddifferencestics not withpicture fit those theseem they often stereotype? attributedto had.) exist?did not to look the forNegro good by characteristicsthe "Sambo" stereotype. because of the Why didn't more(not peoplepublicized, realize didn't that lookall Negroesat differences in What big Free,8171-graling,Johnston,inof America,the pp.63-837----- Negro, Living pp.FOrever pp. Together43-50, 134-140; 72- A. NORITIES.DESIRES TO PROTECT THE RIGHTS OF MI- 7. Discrimination against the freedman"SambouNorth and characteristicsexisted the South, in both since-43- werethe many inherent Americans in the felt Negro that and the whichpicturePeopleofupon a are groa frequently whichstereotype trueup a assigns forset base onlyofor tocharacteristicsa their somegeneralizedall ofmembersactions them. not the result of slave conditions. G. level.atattitudesRacial the consciousbeliefs which involve affectand unconscious behaviorstrongly-held both G. picture-Peopleofupon a groupafrequently stereotypewhich a setassigns baseof or characteristics atotheir generalized all actionsmembers G. benon-democraticThewhich looked contrast are at true as between aforpolitical conflict only democratic some systemsin basicof them. andmay G. tenttionsPeople with underlyingfor theirbehaviortry to values.basic work which values.out is rationaliza- inconsia- Ra- other'zationmentclaim races.which foris adiscriminationhas relatively served as recent aagainst rationali- develop- S. Applies previously-and gener41--1-1 learned conceits' UmiEi--7-tcTriza new data. 54. temptRead aloudwas made some to examples start a ofschool discrimination for Negro girlssuch asin whatPenn., happened church whenseating, an at- Words,Meltzor, pi77:1767 In Their n valuesthanorthetypes no Northwhites? previousofwere jobs placenot availa".e contactthe restricn3 same foras thosetheon freedman of the whites,in the North,etc.) etc. (the stereotype, ide.tifiable by color, the feeling that Negro gagro? Why would they treat them differently Many of these people had little Ask: Why would ofMeltzer,111, the 166-168;Negro Pictorial In John.Ar rica,Histor and 55. Have a group of pupils use readings to prepare a basic list of arguments the pp.Sterling, 70-73, 108-109.Forever Free, argumentsasSoutherners a group werereport. used answered in defense by the of North. slavery. Discuss the reasoning the Southerners used and how these Have them present these to the class PP- 43-44; . WhymentSouthernNegro might ofin Negroesthearguments?their slave arguments? fit owners democratic wish to beliefs believe about the "equality Sambo" stereotype?and rights of individuals? How strong were these racist beliefs? Why not? How prominent was theDid stereotype the North in use the equality of the How did the treat- (Relate to 139;FlightTogether51-62, Sobol, to 94-95;in Freedom, CivilAmerica, Buckmaster War pp. pp. 1 Johnston, laving theirrationalizations, behavior to others by using and illustrationsto themselves.) of ways in which pupils rationalize fromBilly57-6:8;Sampler(threats beginning Yank and toJohnny top. slave16. Re

,6. Negrothere?Have inpupils Africa compare and the the Negro " Sambo" in South stereotype America. with what they learned about the Were the characteristics given to the Negro by the "Sambo" stereotype What obvious differences are 411,104-*A 4 TREATS PEOPLE AS INDIVIDUALS, NOT AS G.A. TheMEMBERS judicenature OF againstAof PARTICULAR discrimination a specific GROUP. andgroup pre- in the G. Cultureoverresult time. isof learned,particular not group inborn. intezz-otions G. pectationsaccordingalizesThe child, expectations toand the defineslater way andhethe the interpretsacts adult, situation. out intern-roles ex- . G. manyAll people,things inregardless common. of race, have L.; G. An institution is an interrelated clus- hasandter values.a ofposition roles andin relationthe attached to every meanings other Every member of a group berserhavingmemberthere ofof the the (orofis position thegroup.aa fairlyrole) group. andknownwell-defined to boththe otherto waythe mem- ofhold- be- For-every position G. People try to work out rationalizations for basicbehaviorotherrationalizationrecent values. races. developmentwhich is forinconsistent whichdiscrimination has servedwith theiragainst as a Racism is a relatively exhibitfoundinherited? in them? these other Negroes? Do the students feel these characteristics were If they weren't; what must have led to them in the slaves who did asgrades,familiesPerhaps our schools if definefound they and inthehave ourother meaning comefamilies? countries through of instutition. theand Center'samong other courses. peoples? (Review what pupils learned during the primary Begin by asking: Also review what they Are they the same Are schools and plainPointilylearned astheout institutions earliermeaningthat we brieflyfrequentlyin thein the yearin senseothercall about thethatterms. families school they areoramong theinterrelated thefamily Aztecs an clusters institution.and the ofIrovois.) roles. Then examine the school and the fam- Ex- Africaeryroles.NowHow mightindefine and the Southor U.S.slavery do America.theseand ascompare rolesan institution differit with in the inother differentterms countries of anrole interrelated or clusters among other in cluster slavery peoples? of inHave pupils describe this role relationship in the institution of slav- 57. By way of review, discuss the statement:the Negro to be created; once it was created the South argued that Slavery caused the stereotype of these actslavery.)orvery onin characteristicshisan inferiorown, provide position. of for the himself, Negro made make it long necessary range plans, etc. (Recall how much opportunity the Negro had to to keep him enslaved under G. atbich Peoplesetstereotype ofassigns frequentlycharacteristics orto aall generalized base members their actions of a grouppicture upon A. ALL.BELIEVES IN EQUALITYfor only someOF of them. OPPORTUNITY FOR which are true A. TREATS PEOPLE AS INDIVIDUALS, NOT AS G. exactlyNotMEMBERS all alike.members OF of any A PARTICULAR GROUP. group are G.G. consciousattitudesRacial beliefs andwhich unconscious involveaffect behaviorstrongly-held level. both St:the onlysetwhicha Peoplestereotype someof. assigns characteristicsoffrequently them. orto aall generalized base members which their picture areof actions truea groUP for upon a 58. Discuss the colonization attempt forshowplay1800's. freedom inconcerning this of attempt?the the early fitting of the Negro to the stereotype? What part did the "Sambo" stereotype of the Negro What did the failure of the attempt Johnston,Bontemps, Living Story Togetherof the Negro, in America, pp. 65-72.127-154, 59. Summarize this section by discussingthemselves.acceptstereotype the waysthe stereotypemayin whichbe formed a without and dangersobserving that and exist thinking once forpeople G. atThedemocratic as contrast a conflict politicalbetween in basic democratic systems underlying and values. may be looked non- -49- G. rationalizationrecenttheirforPeople behavior basic developmenttry tovalues. which workagainst whichisout inconsistent otherrationalizations has races.served withas a Racism is a relatively G. ThatCulture which is learned,is learned not in inborn. early childhood tends G. tentionDiscriminationisolateto be mostof members their resistant against culturalof the toa group minoritychange.values and and grouppromotes norms. tends re- to G. theexpectationsThe situation.child,way he andinterprets and later acts the expectationsout adult, roles 'internalizesaccording and defines to 60. After reviewing the major thein Negrothe pre-civil today. War period, discuss concepts which Ask: characteristics attributed to the Negro many hold of whoti;characteristicsof also Negroesmove were into now? stereotyped a higheronce he social vaswhen freed? theyclass first than came?it Would it be hard for the Negro to develop different Do many people have a similar stereotype Why? Would it be washarder for forwhite him immigrants Why? - 51 - G.G. TheandwhichRacial easier unconscious affectbeliefs it isbehavior involvetolevel. distinguish bothstrongly-held at thea minority conscious attitudes highertofullthegroup move harder acceptanceone.by out some itof physicalisthe by for socialthe that characteristic,wider classgroup society intoto gain aand G. ceptionstheAny internalizeddecision of the is persons invalues part makinganda product the the per- of II. Public opinion and propaganda played thea major Civil role War. in promoting decision. A. Many Southerners felt the institutioninunifiedvirtually these North,aspects their ofalavery even independenceas thethough and South the wasbelieved. North being was threatened not as unified by a 61. Discuss the statement: mayIftrue. affecta student their thinks actions a whole as much group as ofwhat his 16 classmates actually Begin the discussion with examples such What people think is true as: Supposewayhowis ifwillagainst hewhat heknew acthimhe only thinkstowardand oneintend of them?or the twoto whole "beatin the him up" after Would he act in a different group arises becausegroup disliked him? school, Applysimilartruthaffectof itwhat that histoin one theconcept,discussallactions or slaveryare two nottoward have situation.against said; thethe entire originalhim.then his statement.thoughts Usinggroup examples more than the will wasmightwereof notsome, against actas thelargein manyslaverySouth as ways theypublicized and tobelieved threatenedprotect the it slaveryidea slavery, the If, by was.the action that all Northerners even if the threat South S. Sets up hypotheses. - 53 - 1. Abolitionists did speak outactionsSouth againstin print)but believed. against slavery there slavery, orally were and somenot asviolent. many of them as the However, some Northerners took many

G.S. SetahelpPalle upbring opinion hypotheses. about and ware. propaganda may G. thesidesstruggleIn politicalpolitical attempt over conflictsystemtogoals; use to thethere win authorityconflicting theis aconflict. of 2. The South blamed the abolitionistsmittedthemand unrest,evenin wide forthe thecirculationSouth slavethough and revoltstheir therein the literature aas South. little was activity not per- by 62. Discuss the termsflabolitionuanduabolitionist."toAsk:leca get uprid the of me-A:lingslavery? of the terms. WLat methods might the abolitionists have used to try Apply them to slavery. Have pupi.la 63. Read to the class mentsby abolitionist would be likelyleaders. to arouse in slave owners when they a few of the inflamaLory statements made Discuss the reactions which these-state- Buckmaster,_ Flight to Freedom, 64-70,pp. 46-52, 92. 55-58-, 61-63, became widely known. Hughes and Meltzer, Pictorial America,History ofpp. the 90-95, Negro 106-107. in ry 64. Recall the South's concept the "SaMbo" stereotype. of the importance of slavery due to politicalslaveryexampleswould Southerners was partysuch wrong? as:felt consider slavery ashould threat? not be allowed to spread?) What if someoneHow would spoke Southerners up and said react? that Ask: What actions concerning slavery (In this discussion use What if a G. groupGroups may may try engage to in conflict; one dominate another in S. Setsasorder its up to laborhypotheses. take or something from wealth. it such S. Identifies the main idea of an oral, S. andGainswritten, films. information or visual presentation. by studying pictures A.G. SCEPTICISMTherecauses are for usuallyOF wars. SINGLE-FACTOR CAUSATION. multiple, interrelated S. OrganizesTestssome hypotheseslo(aalpattern W.s information avinst wh data. accordiu ch fits his tdas. to 65. Show a film on background causes of the Civil War. Film: The Civil War--Its Background whyWhatthese film.Havenot? were were?pupils they? make a list of How many of these had to do with Did they have to lead to war? How important do the students feel causes mentioned in the slavery? Why or and Causes. (color) Coronet, 16 min. 66. Have a the abolitionists. group of pupils read information about some of See books listed for activity 464. activities,editorialsthenewspaper, leading or abolitionists,andwith opinions accounts articles concerning of supposedlydescriptions the written by Have them write a mock abolitionist some actions taken to support abolitionist of meetings held, rome of Also, see Reddick and McCarthy, Worth Fighting For, pp. 18-25. S. Accepts his share of res onsibility for -57- G. withouttheoverIn workpolitical goals; trying of a the group;con..iictto conflictingdominate. participates there is a actively sides attempt stiuggle S. Setsto winuse up thehypotheses. conflict.authority of the political system S. acceptsthingsIsTests sble hypotheses throughtheirto empathize view their against point eyes,with or data. others, whethersympathizes seeinghe G. Anyofinternalizedwith decisionthe them persons. or is valuesnot. in making part and athe theproduct decision. perceptions of the S. topic.soneOrganizes logical his pattern information according to which fits his - 58 - youtohowdiscussthem hadget wellor beenfrom whatoppose organized athe theSoutherner, them.general abolitionists they population.were, how would howactually much you supporthavehad inreacted mind,they seemed Use the newspaper as a basis to Also discuss: If suggestionsabouttoagainst thephysically freeing abolitionists? slavery made them. free byor pupilstheactual slaves inattempts activity as opposed by #62.the to abolitionists simply talking Check the actions againstAlso thediscuss actual activities 67. Read a few short abolitionists.and regulations concerning the Ask: accounts of Southerners, reactions How do these reactions activities of the compgre Buckmaster,Sterling, ForeverFlight toFree, Freedom, pp. 45, 53-54. p. 145. inattemptthe#66)?with the abolitionists those HowSouth? to muchpreventyou suggested presented? distribution earlier (in procedures #63 and Also discuss:of a threat did the Southerners What do you think ofof the abolitionist literature feel Hughes and Meltzer, Pictorial PP- of96-99. the Negro in America, History Whatcerningreactthey type iffeel the ofthey argumentstheygood felt areand their beingnecessitywould they way criticized?of life was being criticized? How may peopleof slavery? react if be apt to use con- How would Southerners 68. Have a themspeech present similar these to those used by some pupils pretend to be abolitionists speeches to the class. the abolitionists. Have the class and prepare Have See books listed for activity #64. G.S. MostListensandon thepoliticalother touse evaluatecommunication of communicationsymbols, what stereotypes,heshortcuts. learns.depends S. orwhetherseeingIs sympathizes able hethings to accepts empathize withthrough theirthem withtheir orview others,not. eyes,point

S. Acceactivelyfor isthe his workwithout share of aoftrying group; responsibility to participates dominate. Whatanalyzefor devicespersuading the speeches.were others used toto persuade?accept their point How effec-tve do they seem to be of view/ -6o- AstheyThe theslavery class necessarilySouth people.can became then support verypretend angry immediate to withbe abolitionists,freeing of the What would their reactions be? more moderate anti- Would slaves? slaverynotofthe the approving anti-slavery abolitionists? and wanting of slavery moderates to abolish and becomebeing it should extremely be (Here, the difference between more or less supporting discussed.against would simply agreeagainstPeopletheseto actually with can people?something themhave do andaanything certainthey might dislike, aboutcriticizeview but it.especially notthem?) feel that How willing are most people to do something How much of a threat are if others do not they want aboutreactionsNow havewhat pupilsslaveswould theypretendmight have? do to if be they Southern (reactions to criticism, hear talk like this, etc.) slaveholders. worry What yr; `i 69. A group of students can present a skit in which a number of Sterling, Forever Free, p. 145. bowtheySoutherners theinthey the thinkabolitionists could South. of discuss stopabolitionists. abolitionist presentthe activities to theirideas of way fromabolitionists of beinglife. circulated and what They should also discuss the threat they feel They should make suggestions on Buckmaster, Flight io Freedom. G. bothEffectiveskills on technological politicalof the population communication skills and on (literacy or at depends the -61- G. Any decision is in part a leastofinternalized the a commonpersons valueslanguage). making and the the decision. perceptions product of the S. Generalizes from data.

S. activelyAcceptsfor the withoutwork of tryinga group; to participates his share of nebre dominate. 3. Some Northerners did actuallysecrecyroad; even helpedwhich those indicatesslaves involved escape ignore the FUgitive Slave Dorthat the majority of Northernersfelt there was a need for by the underground rail- and Afterwards, discuss: -62- Southernuponmuchthreat theeffect asslaves?actions--what thedo youSouth think thought was abolitionist true they or were?what literature they thought? would have Why? Were the abolitionistsWhich as would much haveof a more influence on In general, how 70. Have a student present the story oftheabolitionists.activities. John South Brown (the and real his threat of the abolitionist movement Compare his actions with thosePoint of otherout what John Brown symbolized to Buckmaster,Sobol, Civil Flight War Sampler,to Freedom, pp. 11-13. pp. 143-145. toeven him? though he was an exception.) Did this quiet the fears of the South? What finally happened ReddickHughes andand Meltzer,McCarthy, Pictorial Worth Fighting History pp.Fbr,of 148-154.the p. Negro17. in America, CJ Brown,Nolan, JohnHuman Brown, Side ofpp. American 144-161, account).History:(could bepp. read 136-138, aloud). Ltrial 71. Have those pupils who have been reading books concerning afterwards,Askedcatchersthe2ussion underground to lookpresent orhave by for. thehaving railroad,some rest ofthem ofthe the thepresent information Fugitive class a panel.make slave they a list lawwere andof originally whatslave This could be done through class die- In the discussion S. SetsCompares up hypotheses. sources of information. -63- anumberwere large not ofpercentage-of helpingslaves escapingin this the activitytotalin this slave wayand population.didthat not the make actual up S. whetherseeingIs able hethings to accepts empathize through their withtheir view others, eyes, S. Readsnot.point toor organizesympathizes what with is read.them or S. Accepts his share of responsibility S. Generalizesactivelyfor the workfrom ofdata. a group; participates trying dominate. A. MINORITIES.DESIRESOFIS SOCIAL COMMITTED TO ATTITUDES PROTECT TO THE THEAND FREE RIGHTSDATA. EXAMINATION OF seems to be common characteristics and differences in the railroad?thetodescriptions. be number involved. of Northerners involved with the underground Discuss reasons for Whatthe secrecywould secrecy that seemed suggest concerning 72. Pupils can read a number of short accountsaunderground short ofstory the railroad in which in he operation. becomes a member Each can then write of the under- Meltzer,Wells,Curtis, Escape InStories Their by Night.ofOwn the Words, Undergrot94. Vol. 1, Railroad. methods,cussedetc.use,ground why withrailroad.reasons he thehas forclass.become being a member,connected problems with the he undergroundmight face, Some of these stories can be read aloud and dis- He should include the methods he would Make a list on the blackboard of Bontemps,Buckmaster, Story Flight of theto Freedom,Negro, pp.PP. 95-99.72-75, 43-45, 96-98. groundrailroad, railroad. and dangers connected with working on the under- HughesSterling, and Forever Meltzer, Free, Pictorial pp. 119-144. pp.History 130-135.140-145. of the Negro in America, 73. Have a group of pupils illustrate inpeopletypicalconductors who conversations are on notthe reallyunderground and anti-slavery.actions railroad of slave and catchers, towns- skit form some In a railroad?awaydiscussion face? afterwards, ask: How did he find out about the underground What dangers did the run- part useTheslaves.showingof ofsamea possiblecaves, pupilsdifferent etc.) undergroundor classways ofcould railroadhiding draw and aroute muralmoving with showing the illustrations runaway a (Dressed as women, hidden in wagons, secret passages, S. Accepts his share of responsibility - 65 - S. acfor ive the work of a grou anizes without raying to partici minate. tes A. CANINTERESTS)BELIEVEStopic. someTiiirealpattsCONTRIBUTE THAT ABILITIES PEOPLETO AMERICAN ANDOF DIFFERENTBACKGROUNDS SOCIETY. S. .Organizes his information according to S. Generalizestopic.some logical from patterndata. which fits his S. Gains information b1 listening. A. OFISVALUES SOCIALCOMMITTED HUMAN ATTITUDES DIGNITY.TO TEE ANDFREE DATA. EXAMINATION 74. Have several pupils read biographiespresentleader of Harriet aof short the Taman undergroundreport and in story railroad form andconcerning some of thisher activities.famous -66- Petry,Sterling, Harriet Underground Tubman: Railroad. the Underground Railroad. Conductor on VithWhatLarge?yantages? theadvantage underground might railroadshe have reallyhad as upseta Negro? the South? Why would her activities and thoseWas theof othersnumber ofconnected slaves she helped to escape very What disad- Hughes,Brawley,Negro 1YeedomL., Builders Train. and Heroes, Negroes)pp. 67-72. pp. 35-42. Famous American 75. He.; an individual student read North Wind Blows Free Howard, North Wind Blows Free. ofpost-discussion,report(probably the runaway to thea girl slavesclass deal would ongowith Negroenjoyto theCanada settlementitfollowing: more) instead and in of giveCanada. simply a short to the What dangers would they face in the North? Why did so many (slaveIn a Canada?Couldascatchers,North? has the been Southerners unsympathetic mentioned force before.) Northerners, them Whyto returndid possible Canada once discriminationtheyaccept reached Why not? them? 76. Read aloud a few short accounts of theorin unfair?Fugitive operation slave and lawthen have pupils react to it. (from what point of view?) Why was it so harsh? Was it fair HughesBuclunaster, and Neltt'er, Flight toPictorial Freedom, Historypp. 101-1185 of the Negro in America, WhyWouldoperationconcerningDoes or thisthewhy lawnot?law dothe toitselfstop threat North-South those show to workingslavery?anything feelings on concerning the toward underground each Southern other? railroad? worries What might it and its Hoffman, Pathways to Fi'eedom, pp.pp. 131-153. 43-45, 138:139. - 67 - S. Checks on the accursu of information_ 4. Publicity wa given to writers such as Harriet Beelher Stowe S. Checkstheand source.decides on the howbias much and faithcompetency to put ofin parednecessarilytMeanthewho worksportra to free him thoseforcibly sympathetic or to the havemainly been the widelyevils ofread, slavery. this did give him equal treatment. slave were pre- Even though not G. Mostauthors.andon thepoliticalother use communication of communicationsymbols, stereotypes,shortcuts. depends S. Organizesto some logicalhis information according pattern which fits S. Checkshistheand topic. source.decides on the howaccuracy much faithof information to put in S. Checksauthors. on the completenessbias and competency of data. of -68- DiscussHaveidearailroad,Fugitive pupils of differences the slave (c)draw underground the law,cartoons outwittingin (b) these railroadtheshowing: cartoons South'sof slaveand viewandwhat catchers, what ofit the meantthe (d)underground pupils to the him. slave'shad (a) the provisions of the 77. Briefly, tell the class the story ofDiscuss: inUncle mind Tom'swhen theyCabin. drew them. Why would this be a controversial book at the wasposethisreacttime? unified of book sothe violently haveagainstauthor on in theslaveryagainst writing feeling init? such theof SouthernersSouth?a book? that the North What was its- main message? What might have been the pur- Why would the South What effect would similarofOr,Folk's the if story it toUncle isthe toavailable, Tom's onethe suggested class.Cabin. have inseveral the paragraphs pupils read above. the Young Have them Thengive followa brief it summary with a discussion Boylan, adaptor, Young Folk's Uncle Tom's Cabin. 78. Have a pupil report on the life of Harriet Beecher Stowe, Buckmaster, Flight to Freedom, N...1bl bookpeopletheactualwhy presentedSouthshe likelyexperiences decided feel ato it true toreact was withwrite picture beingif slavery. onthey unfairlytheof feel slaverytonic they criticized? of in areslavery, the being South? andcriticized? her Does the class feel her How are Did pp. 118-120. 69 A. THEEVIDENCE,AFFECTINGDESIRESPROCESS IMPORTANT TO OFALTHOUGHHIS KEEP MAKING ROLEINTERPRETATION HIS OFRECOGNIZING DECISIONS.VALUES VALUES FROM INOF THE G. Most political communication depends G. Publicandon the other opinion use communicationof andsymbols, propaganda shortcuts. may stereotypes, G. pictureuponPeoplehelp abring stereotypefrequentlywhich about assigns wars.orbase ato their all membersactions generalized G. andIndividualswhichof apeople group are trueofa know setother for ofthe onlycountriescharacteristics political some ofand system groups them. worldtoforas these athem setand imagesbyofreal communicators;images people. rather and than theyto the real pictures created react S. Reads for the main idea or ideas. -70- ofplaysDiscuss information might with play the is inclassmore the influential theway rolepeople written inthink. forming material opinions? and What type Hughesand"Selected Reconstruction." and Meltzer, Readings Pictorial on the CivilHistory War ment,a etc.)(straightsituation, reporting one, showing of facts, a minor dramatization incident and ofits a punish-situation,and one usingHave very pupils emotional read two terms. or three short accounts of Ask for reactions. Munnes, Short Illustrated History pp.of 144-147.the UnitedNero in States, America, pp. 133 - wasdiscusswhichWhich causedwritten. wouldcaused thethem impactthey themto dislikeobject toof thinkUncle toit more?moremore?Tom's about Cabin slavery? at the time it If theyW10/ were slaveowners, Now have the class Which Reddick and McCarthy, Worth Fiettim Fbr,134. pp. 27-31. 79. Have pupils read excerpts from Lincoln'stopic speechesof slavery on beforethe 1861. "Selected Readings on the Civil War powerSouth?slavery/groups to mightget rid not of be slavery? very satisfied with his views concerning Had he ever said he wasWhy? going to use all of his Why did the election of Lincoln worry the Discuss: What types of and RecorAstruction." S. Accepts his share of the responsibility 5. The Republican party took a stand against the extension S. Organizesactivelyfor the withoutworkhis informationof tryinga group; to according participatesdominate. to However,ofdid.support slavery, not the fordirectly and patternthis their policythreaten of candidate votes in thethe did wasinstitutionNorth. not indicate elected in 1860. The party's otherstand than the one of slavery unified S. Generalizessome logical from pattern data. which fits his whereconcerning it existed; slavery moreover, had attracted many issues voters. S. topic.Organizessome logical his informationpattern which according fits his to S.S. AppliesListensanddetail, generalizations previously-learnedfor and main to evaluateideas, to supportingnew what concepts data. he hears. 80. Have a group of pupils use referenceHaveall chartsmaterials theythem to canpresent illustrate tofindabout the theout information theirRepublican material. toparty the beforeclass, using (They should include 1860.-72- Munnes,Hughes and Short Meltzer, Illustrated Pictorial_ History History of thepp.of theUnited126-127. Nero States, in America, pp. 137-140. Howgoodthesome informationwould meaningnameof thethe for peoplecfabolitionist onthe the the Republican workingterm platform, "sectionalfit for party?into wherethe theparty, party."the Republican party Was was this party? popular, a Why or why not? etc.) Discuss Textbooks.Miers, Abraham Lincoln in Peace and p. 64. NorthernWhy?centersslavery merchant?people?in the North? : The Southernpro-slavery cotton people? planter?The laboring man in the industrial The mild anti- The 81. Have pupils each take one of the fourelection candidates of 1860. in the (Bell, Breckenridge, Lincoln, and Buckmaster, Flight to Freedom, pp. 146-150. - J tothesealsoDouglas).their the lookcandidates. class,candidate's up informationhave theviews class onconcerning thediscuss political slavery.and criticize parties ofor support Have each prepare a short campaign speech on After they have presented their speeches They should GreenTPresidentMiers, AbrahamEarl, Billy ofLincoln the Yank Confederacy, in and Peace Johnny and War,Reb, pp. p. 74-85.19. I- Whatwouldcerningplans?the criticismsv1a Southerner Breckenridge? would have. anti-slavery concerning Douglas?Northerners have con- Which had facts in theirheld speeches? by these candidates. Who would support Bell? Which offered workable What criticismLincoln? Kane, H. T., A Picture Story of thepp. 84-92.Confederacy, p. 11. -73- S.S. DrawstoInterprets map inferenceslegend. mET symbolsfrom maps. according S. Identifies the main idea of an oral, A. OFwritten,IS SOCIAL COMMITTED orATTITUDES visual TO THE presentation.AND MbDATA. EXAMINATION S. Gains information by studying 6. Even after the war began, elements such as the Northern G. picturesexactlyNot- all and alike.members films. of any group are Copperheadsto the Union did and/or notsupport free theefforts slaves. to return the South 82. Have pupils examine maps of the electionDiscuss results the study of 1860.questions on the maps. Then ask: -74- Did See Lord and Lord, Historical Atlas of the U.S., or history text- thedoelectionlosingthese ifelection? the election slavery?meant? Republican results candidate mean the for South the presidencywas in danger won of Why?Did the South think this is what the What had the South threatened to "Study Questions on Readings." books. 83. Have pupils draw cartoons showing reactionspresentSoutherntypesof 1860 ofa slaveholder, intomajorpeople variousthe idea electionsuch sectionsin westernas each an abolitionist, cartoon. offarmer, the country etc. Northern and among businessman, various They should base their Have them try to alsoPoliticalthem1860.ideas be in shown ondiscussing cartoonsreading and discussed. inthein reference somesignificance of the books civil of about the war election thebooks election could of 1860. of Put these cartoons in the opaque projector and use 84. Show pictures of race riots and draftindicateduring riots the inabout war.the theNorth degree of unity of the North against Ask: What do these pictures seem to Sobol, Two Flags Flying. Discussthe South?the meaning of the word "copperhead." Reeder, Story of the Civil war. NorththeseOpposedOn give was groups toareally shortwar indicate against unitedexplanation concerning againstthe South. of them activities the and South's their of feelingwaysome of Northerners life?that the What does the presence of The teacher Werstein,Fbstor, TheThe EyesMany andFaces Ears of ofthe the CivilCivil War, War. p. 110. ("copper- Plato,Miers, Golden Earl,Billy Book ofYank the and Civil Johnny War. Heb, pp.headucartoon 160-166. ) G. perecttoroAnytheof decisionthe decision. in-%ernalized of is the in personspart values a making product and the - 75 - inter- A.G. ThereCAUSATION.SubPIICISMrelated are causesusually OF SINGLE-FACTORfor multiple, wars. G. helpPublic bring opinion about and wars. propaganda may S. Sets up hypotheses. B. Widespread belief and necessarj to their social arguments in the South that slavery wasand economic way of life and that G.S. TestshelpPublic hypothesesbring opinion about andagainst wars. propaganda data. may Europethecotton wouldNorth was supportafter king theled them. electionSoutherners of 1860. to push for action against They believed that 85. As a review, discuss the various threatsthe Northerners which the Southwere presentingfelt to their way of life Sobol, Civil War Sampler, believed.moretherailroad,(abolitionists Northimportant was etc.) asin w united this'Aers, case? in political these actions parties, as the the South underground Was the true situation or what the South thought Then have pupils discuss whether or not 86. Read South Carolina's reasons for secession.WasHow correctsecession do theyou onlythink answer? the South was in its reasoning? Discuss: Sobol, Civil War Sampler, pp. 15-16. 87. Discuss in class the ways in which pUblic opinion is peopleandofplay?formed. certaintheir sometimes actions? situations react tohave criticism? on the thinking of the Southerners What effect did the Whatbuilding role updo ofactual the importanceincidents play? What role do rumors How do 88. Show a-cartoon of a cotton boll with atheythecrowning crown sayingthink or OOtton, athis"cotton Southerner was etc. isa trueking" statement? meant to the Southerner? Ask the students what they think Why or why not? Do Hughes and Meltzer, Pictorial History pp.ok 16,the 157.Negro in America, 77

G.S. PeopleAppliesjoiningand generaliptions can previously-learned in increase groups. their to new power concepts data. by 1. The South felt Europe wouldof side cotton with from them the if Souththe supply were threatened. G. theandaccessareWhenever society.scarcescarce, to things andthings there control valued bywill sub-groups of beby these differentiala society valuedwithin 2. The social structure was basedwould.inferior on be the posed and,idea for ifthe thehe Negro Southernwere freed, white. all sorts of problems was G. asordergroupGroups its labortomay may take try engageor somethingtowealth. dominate in conflict; from another it, one in such - 78 - ariseHavefor tOe cotton.if studentsthere verelno 1471ite cotton down asavailable? many uses Whatas they feeling might Using:pis list, discuss: What problems would can think of Brown,Rogers, Human The FirstSide ofBook American of Cotton. History, p. 64 (cotton gin). Readofthese hissections possible productcotton? of problems "me of thegive speeches tkie Southerner made by Southerners as to the importance uponwouldaccountscerning orthis independSnce werethe attituiie importanceexa$gerated? havefrom of onthe cotton. the North? South's feeling of Why or why not? Ask: Which was more important Do you think these What bearing dependence con- Munnes,Sobol, ShortCivil IllustratedWar Sampler. History of 147-146.the United States, pp. 113, 89. Discuss: theas Importancea factor causing war- -the feelings of Southerners about cotton or the accuracy of their beliefs? Why? North?theyouwould Souththink you feelno be one morewould could or support lessback likely youthem up in toor takehelp theyou? action than if (Where did the South sellIf yoti cotton think someone will back you up in an action, an argument with the besides to the North?) Who might 90. Review the social sttucture of the Southsimplified scale on, the blackboard. Compare this through through means of a Bontemps, Story of the Negro, pp. 122-127. Discuss:Williamsburgstructureclass discussion inprevioulaY toe 18thwIth in century.what Jamestown the pupils in the learned 17th Why is 'the Negro on the bottom of the scale? Has it really changed? century andabout social If Munnes,Buckmaster, Short FlightI1lustrate44istory to Freedom, of thebeg. United to p. States, 16. pp. 106T-109. frOmt-VIWhatslavery theis theNegro? weresocial remOved, position would dependent or could the the freed Negroowner provide?and slave owner would fear social competition What group besides the plan- upon? social scale change? What competition -79- S. orwhetherseeingIs sympathizes able hethings to accepts empathize withthrough theirthem withtheir orview others,not. eyes,point 3. wouldSlavery not was do profitableas well with to freethe slavehired ownerlabor. who felt he G. asgroupGroupsorder its may labormayto try takeengage or to somethingwealth. dominate in conflict; fromanother it,one insuch G. conflict.ofstrugglesidesIn the political politicalattempt over goals;conflicts to system use the the to thereconflicting authoritywin isthe a G. membersmobilizationgroup.Conflict and with toof increasedanotherthe energies group cohesion ofleads group ofto thethe 4. The non-slaveholding whitewould competitionfeltgaining alsothe social Negrobe fordestroyed. mightprestigeland andprovide byfor owning jobs. slaves in the future The possibility of G. Wheneverthingstoscarce, and bycontrol thingsthere sub-groups willvaluedof these be within bydifferential valueda society the andsociety. arescarceaccess G. ortakemayGroups wealth. trysomething mayto dominate-anotherengage from in it, conflict; such inas orderoneits grouplabor to G. seenideologicalCompromiseis whereas related the isperception easierissues to other whereare of issues. notthe there moralizedissues, is not that andan not 91. Have pupils pretend they owner lost his slaves, what would it are slaveowners. If a slave- mean to him in terms Cross, Life in Lincoln's America, p. 142. yourwhywouldmoney?of statemightwtone;y1 happen toyou leaveto become this the money?upset union? enough Did he have money invested in theDid he believe the slaves helped If you were a slaveowner, to support a move for slaves? him make What Sobol,Munnes, Civil Short War Illustrated Sampler, History 110-113.the United States, pp. 104-106, pp. 7-8. of

92. Discuss what factors tended Whatunited hadin its inthe itsopposition major independence figures to the North. movein theas theSouth toleaders pushedunite believed?the South as a whole Was the South as totally as numberattitudesthepublicityarguments North of Northerners?of toandwould the unite South Souththey their made and population? use? more difficult by theabolitionistWhy racist was compromise ideas amongbetween What methods of a There are usually multiple, inter- -83.- A.G. CAUSATION.SCEPTICISMrelated. causes OF SINGLE for wars.- FACTOR C. The North did unify more after the South seceded, although G.S. GainsConflictpictures information andwith films. another by group studying the energies leads manysupportto fightdifferent ofthe the South.reasons people werefor Much publicity was used to the war once it had begun.involved in their willingness gain the Thereofcaesionto group the are mobilization members usuallyof the andmultiple,group. toof increased inter- (.0Ire G.A. CAUSATION.SCEPTICISMrelated causes OF SINGLE-FACTORfor wars. Thereare usually multiple, inter- A.G. CAUSATION.SCEPTICISMrelated causes OF SINGLE-FACTORfor wars. 93. In a review discussion, tie together all of the reasons - 82 - Sobol, Civil War Sampler, pp. 6-8. orthatSouthwhichthem why no wouldthewithdrawnot? country South have fromin believedleft Europe the the union. werewouldunion serious giveif they them enough had any been toaid? makepositive Ask: Do you think the Why Kane, H. T., of the Confederacy, p. A Picture Story 94. Use pictures of the bombarding of Fbrttoducetwo the Sumter sides aSouth discussion to taking activeintro- onover war?the Federal topic: supplies and forts? How would Northerners react What actually led the Reeder, Story of the Civil War, Southconversation(also as has to goodwhat between shortstarted Northsec. war; ofand Howin mightthe North this foraction war beagainst used orSouthern publicized independence? to gain support TheKane, Civil H. WarT., in Pictures.. by Pratt. ofit the could Confederacy, be read aloud.) pp. 16, 18. A Picture Story 95. Discuss the lists which pupils made of reasons why a peopleNorthernerscanoncountry their newspapers, for might lists?a supportingwar? go speeches,to war. a war etc. against do to the gain South? support of the Which of them might fit reasons for How varied are the reasons What S. Gains information by listening. -83-1. The ideal of preservation Lincolnof the unionand used was to arouse patriotism. stressed by S. Reads for the main idea. S. Reads for the main idea or ideas. 2. Southern seizure of Federalthe forts indignation and supplies 4Alsmany Northerners. aroused S. orwhetherseeingIs symathizes able hethings to accepts empathize with through themtheir with theiror view not.others, eyes,point S. Appliesand generalizations previously-learned to new concepts data. . 96. Read aloud parts of Lincoln's inaugural address in 1861. -84- Sobol, Civil War Sampler. peoplepresident.fromRemindDiscuss:' thedo the theunion Whatclass students beforeview that did feelLincolnmany he werestatesseem officially willingto had be alreadytaking to took go attowithdrawn this time? Why hadn't the North acted before? over as How many 97. Have pupils read some of the speeches couldwhenmade theforpossibly Souththe makefirst them seceded change or theirleft theminds? union? What war Sobol, Civil War Sampler. wouldconcerningfromthepreservation speechesyouthe reactunion? preservation wouldof if the some arouse union. states of in the thetoday union people. decided that would to withdraw carry What people today might make speeches Discuss the feelings which Ask: How Palmer, First Bull Run. 98. Have pupils read the beginning chaptersbooksgreat in on differentinfluence the Civil with War. the public? These chapters deal with the Reeder, Story of the Civil War. themwithdrawlthereactions. writeNorth's ofa shortthedecision South editorial tofrom fight theattempting againstunion and theto Northern gainSouth. the Ask them to pick out the reasons given for Have Miers,Flato,Werstein, Billy The Yank TheGolden Many Faces of the War,Civil pp. War. 8-1 1. andBook Johnny of the Reb. Civil slaverywhichreasonsComparesupport seems be givethese given ofto the beeditorials at missing?people first for asin atheclass major war to causeagainst see theof the thevariety South.war? of Illat issue did pupils expect to find (slavery). Why wouldn't S. Checksof sources on the of bias information. and competency -85-3. The newspapers played up events in a dramatic fashion. S. Appliesand generalizations previously-learned to new data.concepts 4. The issue of slavery was softsomethe warslave because states the North was had remained in the union. dividedpedaled onat the subjectbeginning and of

A.S. OFwritten,ISIdentifies SOCIAL COMMI1ThD or ATTITUDES visualthe TO mainTHE presentation. AND FREEidea of an DATA. EXANINATION oral, - 86 - 99. Discuss the sources of information whichsecession,givenWhat(newspapers, differencesexistedin Northern the in speakers,firing 1861 wouldand onSouthern you noFort expectradio Sumter, newspapers orto television). findor the regardingin importanceaccounts Ask: Pratt, The Civil War in Pi mres. 100. Have pupils make a map to show: differences?of perserving the Union? What would account for these (a) the states which Werstein, Many Faces of the Civil hadsecession,thatseceded slavery did and,not (the(d) have(b) statesborder theslavery, statesthatstates). remained that remained in the inunion the thatUnion (c) the dates ofAsk: Why do you think Kane, H. T.: ofWar, the pp. Confederacy, 117 - p. 11. A Picture Story legislatures.Havethe borderpupils statesread some remained of the in discussion the union? held in these What bearing would the fact that some wouldhavebyfreeingslave Northern happenedbe states dissatisfiedof newspapersthe ifremained slavesthey ifhad asasin this publicizedcausesathe cause issueunion for for were haveatthe the the notwar? onwar? beginningreasonsstressed? given the What groupsmight BasedillustratesupportHow mighton theirfor ignoring thethe reading causeswar? the haveof slavery the pupils war issue asdraw far affect cartoons as the the North tototal was trySoutherntheideaconcerned. drawingsane in peopleincidentseach cartoons cartoon. for or warfrom ideas against the to Southern gainthe North?support point fromof view. the Have pupils try to present just one major Then ask: How might the South use Pupils might A. OFIS SOCIAL COMMITTED ATTITUDES TO THE AND FREE DATA. EXAMINATION -87- 5. Parades, a dramatic call toindividuals' arms, etc. appealedcente of tohonor many and adventure. S. Listens for the main idea. S. Draws inferences from charts. 6. The Northerners felt superior resources, industry and S.S. ReadsSets forup hypotheses.the main idea or ideas. numbersin a short would time. enable them to "teach the South'a lesson" G.S. nationalfactorMilitaryTests hypothesesin power, capacitythe development but againstis not an theimportant data.of only or G. andDifferencescomponentseven economy the dominant areinof population,nationalimportant one. power. bases resources or 101. Have pupils investigate in the reference booksprojector or use theto showopaque them examples of draft posters in the North, -813- Munnes, Short Illustrated Bistorzsl: the United States. HowWhatparadesthe might wouldeffectsfirst wouldyoung bevolunteers, dothe havemenyou purpose picturethinkupon and theinthese thethe makingthinking paradeswarpictures andsuch of thatgoing aandyoung dramatic were eventsoff men held.to in appeal?suchwar? the as North? Discuss: Palmer,Flato, FirstThe Golden Bull Run,Book pp.of the22-26. Civil War, pp. 12, 14, 63, l22-1317 102. Read aloud Lincoln's call for volunteers at dicatecallwartheconcerning andbeginningto concerning bethe a responsethevolunteer? of response theexpectations to it. to the as war? to the length of the war? What does the short term asked for in-Ask: What does this seem Whyto indicatewould someone answer the The Plato,Munnes,Kane, H.The ShortT., Golden A IllustratedPicture Book ofStory theHistorzof ofCivil the theConfederacy, United States. p. 15. 103. Project a chart which compares men, resources,Why haveetc. numberdo anythingyoufor ofthinkthe men? to the do Presidentwith the willingnessfelt the war to would fight be in so the short? war? Would the feeling that it would be a short war Use Palmer,charts onFirst pp. Bull28-29 Run, of Plato,pp. 22-26, War: pp. 14-16. Havedisadvantagesthattwo pupilssides. might readbe attributedpublicized references to or thegain text North support books and on forSouth. the the advantages war. and Ask pupils to point out advantages of the North Have them make Werstein, The Many Faces of the Golden Book of the Civil War, advantagestryingpostersfindings, to showing ofgain havethe the theNorth.each support advantages pretend of hethe of is peopleeach a newspaper side. for the editor war using in the the North Then have each pretend he is a Southern Based on their Plato,Munnes, The Short Golden Illustrated Book of theHistory Civil. 154.ofCivil the War, United pp. States,19 -65. pp. 153. morelicizestrongestNortheditor to usingthethe trying argument%interestsadvantages Southern to gain of advantages.of thesupport the people? other? of Southerners for war against the Why? Which could be used to appeal DISCUSS: Why or why not?Would either side pub- Which side had the War, pp. 15-16. S. Generalizes from data. A. IS COMMITTED TO THE FREE EXAMINATION III. Although the Emancipation Proclamation technically freed some S. whetherorIsOF sympathizesableSOCIAL he to accepts ATTITUDESempathize with their them ANDwith viewpoint DATA.or others, not. ofproblemsof the the war. Negroin both slaves, the North during and the the Civil South War during the Negrothe course faced many winnervantages?Which sidein a seemedwar? to have the greatest material ad- Do material advantages always determine the Why or why not? -90- 104. Have several pupils read accounts of the firstBull battle Run. of Ask them for information concerning numbers in- Werstein, The Many Faces of the Civil battlethefeelingsvolved final indicate on beforeresults.both the sides,the attitude battle spectators inthat the had toNorth thebeen andevent, built South, generalup inand Discuss: How did the spectators to the Flato,Kane, H.Golden T., Book of the Civil War,War,the pp. pp.Confederacy, 30-38. 65-71. pp. 24-27. A Picture Story of battlegaincomparethethe war? supportofNorth toBull ain battleforRun regard thebe in used war?to Viet theby Nam?newspapersease with which on both they sides would to win How does this battle with its spectators, etc. In what way could the Palmer, First Bull Run. 105. Have pupils pretend they are Negro slaves atworking mighttheof outbreakthe theythe Civil plantation?do ifWar. the Union armies came What would they think of the war? How might they hear about the war? close to where they were Ask: What r% theHaveof ownershipslaves thepupils war. in pretend ofhelping their they theslaves? areSouth slaveowners fight the atwar? the beginning Ask: What measures might they take to protect To what uses might they put North?WhenHave pupilsthe war pretend starts, they what are might free you Negroes want toin dothe to North. help the Do you think the Northerners would want you to fight Ask: butpledged,you,crimination inwe thetieare armyallfreedman,for in itstheor the not?foes,war." thinkNorth.) we ofabhor, the songAPd we"To ain't the flagfor thewe areNegro, Why? (RemindWhat them might of some the ofgovernment the dis- and S. GeneralizesSets up hypotheses. from data. A. The Emancipation Proclamationandissue-91- madewhite inslavery population.the war a moreand causedprominent varied reactions among the Negro 1. Due to varied reasons LincolnfreednothingtheProclamation issuedslaves under for the in the the totheEmancipation act.aidother states the slaves coursestill or inof the rebellionthe slaves war. technicallybut provided It freed A.S. TestsIS COMMITTED hypotheses TO againstTHE mitt data. EXAMINATION 3.2. SomeThe SouthNortherners reacted increased violently theirit to would the support Proclamationencourage of the rebellion warand asfelt among the slaves. Cncq OF SOCIAL ATTITUDES AND DATA. butthey notothers nowapprove feltrioted ofit againstthewas Proclamation.being Negroes fought in to the destroy North slavery;and did S. Appliesand generalizations previously learned to new concepts data. 4. Many Negroes reacted immediatelywereeven classifiedthough to the a newsnumber as oefreedom,"contraband" had already before left plantationsthis time. and 106. Have pupils read andslavery Lincoln's after later the warcomments. began,part of the some of the statements made by Lincoln about Compare these with his earlier Emancipation Proclamation, - 92 - "Selected Readings on the Civil War and Reconstruction." white?EmancipationWhatmindcomments andreactions issued on Proclamation?slavery. dothe you Proclamation? think the slaves would Ask: theWhy Northerndo you think white? Lincoln changed his What slaves were really freed? have had to the the Southern TheybyHave the should aNegro group tell and of thewhitespupils class inread aboutthe the North thedescriptions and reactions and the problems South to the Proclamation. of the reactions McCarthyConnager,Sterling, and The Reddick,Forever Great Free. Proclamation.Worth theirit created. suggestions about possible Then have pupils compare these reactions. reactions with Botkins,"Questions ed., onLay Readings May Burden on theDown. CivilFighting War." For. andPerhapssigningthe in students Europe, show of thethe lookand Proclamation,film itsfor The actualthe Emancipation reasons significancereactions the Proclamation filmto it gives in the for and North as far as the the have Film: Emancipation Proclamation.. i4) J Proclamation?LincolnoftheNegro the 13th wasfreeslaves amendmentconcerned. all were of theactuallyto theslaves Constitution freed. in his Emancipation to find As a follow-up, have pupils look up Discuss: Why didn'tout when all S. Sets up hypotheses. B. The Negroes who fled from thegeneralsofthe- support, Southern93course - and of placesplantationssoldiers. the warto go,faced during and many the problemsreactions regarding of some Northernmeans 1. The Negro faced discriminationa.he Earlywas in finallythe in Northernthe allowedwar freemilitary to Negroes take Unionafter an had activearmy attempted and part had in tobeen thejoin rejected.war. the There seemed to be b. Many Negroes followed the Federala theproblem feeling armies as to thereand what created was to nodo placewith them,for him. feeding them, etc. c. The first runaway Negroes permittedarmy.toregarded the Union slaveas "contraband"armies catchers were to and search often the put camps to work for by the Some generals,however, returned them or even G. People frequently base their actions d. Eventually permission was ,,:rantedmissing toNegroes. raise Negro troops, areapicture upongroup true a awhichstereotypefor set only ofassigns characteristicssome or toaof generalized allthem. members which of e. In many instances they werewhitebut givennot they soldiers. acceptedthe found unfavorable aas different: equals jobs. by nay scale and were often G. level.atattitudesRacial the consciousbeliefs which involve affectand unconscious behaviorstrongly-held both f. Later on in the war some Negroeswhetherthe South inthey "freed"were wanted also parts to forced or of not. to participate in the army 107. Have pupils make a list of things the Negro slaves escaping - 94 - bewelcomeadvantage hardinto theNorthern for andSouth orthe give disadvantage linesNorthduring protection mightto the give warsdo.to to muchthe them North?real or aidnot? to the Negro Discuss: Would they be an Would generals Why would it

108. Have a pupil give a report hebe facedaccepted there, into and the some Northern of the armed contributions forces, the made by Negro on the struggle of the Negro to discrimination wouldNegro?difficultiestroops face during after showthe the Civilabout war inWar.feeling being inaccepted the North concerning the What might it indicate about problems the Negro Discuss: What do these as an equal? G. minorityThecharacteristic, easier group it is by to thesome distinguish harder physical it isa for -95- g. Regardless of the difficulties,withtinguished valor. many Negrothemselves and served in the Northern army troops dis- byone.ofthat the one groupwider social tosociety classgain fullandinto to acceptancea movehigher out A. SOCIETY.GROUNDBELIEVESiNlbRESTS, CAN THAT CONTRIBUTE ABILITIES, PEOPLE OFTO AND DIFFERENTAMERICAN BACK- A. MINORITIES.DESIRESFORBELIEVES ALL. TO IN PROTECT EQUALITY THE OF RIGHTS OPPORTUNITY OF 2. Former slaves were also put tofor work a small on wage. abandoned plantations 4.3. Some The attemptsformer slaves were madefaced during foodkinderand shortages,themany thanwar times theirto provideworked old mastersfor Northerners had been. not clothing shortagc3,necessarily education NegroesProclamationpbutfreedom.for the were slaves not thatreallymany weretimes given now supplies arecognized chance were to asscarce adjust to free under the and the 109. Have pupils read about the Southern Negro afterthe heUnion joined forces, joined the Union camps, or when the Wiley, Southern Negroesi_18§1-1865, pp. 175 -179; 181-1867,--230-232, Unionconcerningpupils'beforeUnion control. forces andresponses theafter came conditions thetointo theEmancipation his exercisesof section the former Proclamation.andof the theirslaves South opinions now both under Discuss "Questions on Readings." 324-325,295,240, 301-302,249-250, 341-343. 304,260, 310-311,272-276, - 97 - G.S. ReadsandDifferences economyfor the areinmain population,important idea or ideas.bases resources, or C. The South made use of the Negroslaves.in theslaves war towhenever their ownpossible advantage and attempted to keep them components of national power. 2.1. Word Southerners of the Proclamation obviously did was soonofnot notthe recognizebecame publicizedNorthern aware the government but ofauthority itmany through slavesto free the their "grapevine." slaves. 4.3. Many Slave planters labor wasmoved used their on theslavesthefor plantations reach theto theSouthof Unioninterior toand provide armies.home out manufactured foodof goods during the war. 5. Negro labor was used increasinglybodythedefenses, course servants, in ofandmanufacturing, the buildingmilitary war. andlabor military repairing other than fighting during (railroads, teamsters, cooks, forts, etc.) S. Generalizes from data. G. Peoplewhichofpictureupon a groupafrequentlyare stereotypewhich true a set assignsfor baseof oronly characteristics atheirto generalizedsome all actions ofmembers them. 110. Have pupils read accounts of the Southern Negro under duringcommentsSouthern the controland war, answers treatment, during to thethe use Civilstudy for War.questionsthe war effort, about lifeetc. Discuss their -98- Wiley,"Questions Southern on Negroes,Readings." 1661 -1865, 130-131,pp.57-58, 25-29, 61,155-156, 40, 64-65, 50-52, 159-160. 110-115, 54-55, 128,

111. Discuss: docompare you think with thetheir Negro problems would underface atSoutherners? the end of Whatthe war?problems How did the problems of the Negro under Northerners timesagainstbothAlso"Eambou ask: theapplied Southern Northstereotype against and Negroes South? coloring Northern by the reactions Negroes Northerners too?toward or thewas Negroit at in In what instances did you find examples of the Was the stereotype applied only -99- S. GeneralizespicturesGains information and from films. data. by studying IV. The Civil War was the first modern United"total" States. war involving the A.S. ReadsIS CURIOUS for main ABOUT ideas. SOCIAL DATA. S. Adjustsmaterial reading and purpose rate in reading. to type of A. IS CURIOUS ABOUT SOCIAL DATA. 112. Show a film on the events of the Civil War. Afterwards, - 100 - Films: Road to Gettysburg, 30 min., meaning.)Whatsimilarindiscuss: thetactics film? seem unusual to you? to ideas Whatyou havekind concerningof a war was the it? fighting of a war?(Introduce the term"strategy" and discuss its Was there any plan mentionedWhat techniques seemed CivilN.B.C.; War, 3 reels, McGraw-Hill. True Story of the 113. Introduce the class to the books available onhaveAfter the pupils aCivil brief browseWar. description and begin of readingthe types in ofbooks books of available,their choice. See"Study bibliography. Questions in Readings." willGiveclassreferencechoosing be pupils reading. discussion non-fiction fora list projects ofof the thingsbooks laterfiction willto on look booksinbe theablefor the unit into rest these useas ofwellthem books. the as pupils inaThose major purposesBeforerates pupilsappropriate such asbegin reading forreading, novels for maindiscuss and ideasnon-fiction the or differences reading and forfor in differentdetails. reading 114. Display pictures of weapons, Scenespersonalities of various of thebattles war tocan promote also be interest included. in the period. camp life, uniforms, and leading Discuss: What Public library Art Department. Cr use on the opaque pictures - thedo theseweapons pictures available seem to to the show soldier about inwarfare? the 1860's? soldier life? Pratt,Plato,Kane, GoldenThe H.T., Civil Book A WarPicture of inthe Pictures. StoryCivil ofWar. the Confederacy,found in: pp. 22, 24, 32, etc. - 101 -

S. TestsSets hypothesesup hypotheses. against data. A. The Civil War involved a warversus strategydefiniteof ideas, complete atlimited (preserving the independence), beginning objectives. the of the war. ' Boththerefore, sides lacked there awere planned no union 1. The North, in order to preserveandtotal convince thedefeat union, the of Southern Southernhad peoplearmies, their occupy the capital, cause was hope- to force 2. The Northern generals were visualizinglargenotless. accustomed armies, the and towar mosthandling as aof total, them hadnew difficultykind of war. in ofPerhaps, Brady's also, photographs prepare ofa bulletinthe war. board display of reprints Discuss: Do we-102- have actual Public Library Art Department. formation?HowArephotographskinds canmany ofphotographs battles details of wars themselves do bebefore the used pictures thebyphotographed? historiansCivil show War? about as sourcesweapons? of WhyWhy or not? why not? What supplies? in- 115. In a review of material previously covered, problemsunionwasdiscuss: the for majormight the objectiveNorth;each side independence offace each in side?securing for the itsSouth) objective? What (preservation of What youwhatdecidingplanIn have thethe of light listed?South whatwhat oftheyshouldthe this Northwould do.discussion shoulddo to windo, ask theand pupils war(b) iftheyto (a)draw they up Ask: Why did you pick the things were deciding werea Nowstrategy have pupils each sideuse referencesdid adopt. or text books to find out what Make a blackboard list of the Kane, H.T.,A Picture Story of the ofintermsstrategy the the positive offensiveCivil for War?each action? and side. defensive. Why? WouldWhichIs this itside belogical? seemedbetter tofor be the taking North most Which would each side adopt Why? Discuss the Reeder,Flato,Dupuy, Golden MilitaryStory Bookof Historythe of Civilthe of Civil War.Civil War. WarConfederacy, Land Battles. pp. 48- - 103 -

,-7 S. written,Identifies or visualthe main presentation. idea of an oral, G. harmonyThetry leadership to andmaintain also of must groupany organizegroupcohesion must its and a. Proper civil-military relationshipsbeginningof the decisions ofwere the lacking war concerning in atthe the North strategy, and Lincoln until made a proper many S. Generalizesleadership.strategies fromor provide data. intellectual b. Many generals wanted to concentraterelypointadministration onand on"bloodless" hesitatedonly was set to strate. up.fight their armies but tended to one major S. hisOrganizesto topic.some logicalhis information pattern whichaccording fits 3. The North finally evolved a.afollowing: strategyCapture ofthat Richmond consisted for ofmorale the and industrial effect. atmightconcentratedofto a them?concentratemap be ofpointed the on Civil onoutone the thatorWar. majortwo in major previouspoint points. of attack What would be the advantages of each plan? wars armies usually Have pupils look or on a number It Whythin?havethis or plan?attemptedwhy not? to fight the North at all points of attack? What decision did the South apparently make? If you had been a Southern general, would What happens if one spreads his army too Did the North seem to be following you theOrdo read strategy.you aloudthink anthey explanation made that ofchoice? the actual development of Reword where necessary for understanding, Why or Williams, Americans at War. whatorthetoexplain overdependent pickNorth a theoutperiod and onmeaningthe South. the ofreasons time?strategy of certain given of forthedifficult theother strategy phrases.side? adopted by Was the strategy planned immediately Which side's strategy seemed some- Ask pupils 116. Have pupils read some of the comments ofconcerning the problems some he of faced? his generals. What seemed to be some Lincoln made to and "Selected Readings on the Civil War and Reconstruction." Northernindoin thein experience determining war?generals inaffected theheading movements the armies? course of the of armies?the How much did Lincoln have to How much do you think war, early Was he rich WhatputHaveseem togetherproblemsa togroup have aof did toword pupils dohe portraitwithhave read runningduring informationof Lincoln. thethe war?war on Abe Lincoln and as far as plans,What was heHow like? much did he See bibliography section on Lincoln. S. activelyAcceptsfor the his withoutwork share of trying aof group; responsibility to participatesdominate. - 105 - b. Complete blockade of the Southflowingreaching to preventinto civilians the supplies South and fromarmies from sale and of money their and cotton credit and from c. Hit routesandother morale. products. to weaken army movements, communication, and at the. Mississippi and otherThis river would and helprail- weaken both the armies d. Concentrate along many pointsSouthernsteadsupplies. to offind armies. just weak one, spots thus in- weakening the strength of To split the South. e. The Emancipation Proclamationinforstrategy both canthe alsotheConfederacy in Norththatbe considered itand andweakened in increasedEurope. the supportsupport offor Europe the North 4. The South, in order to keepa.yielded Thedefensive South strategic feltstrategy it initiative had but to lacked outlaC; to athe unifiedor North. wear plandown ofthe action North, and their independence, adopted a b. The South also lacked proper aswhilemilitary-civilships situations protecting and much arose. relation- ofits the property strategy from was attack. planned by Davis - 106 - not?Presidentcontact with does leading this much generals, in the etc.present Who makes many of these decisions Ask: war?now? Do you think our Why or why

117. Have a group of pupils,using reference booksIfindlife?they can about Jefferson Davis. What his views on slavery and the war? were major events in his What kinds of out what Green, President of the Confederacy. Howdecisions?alsotheactions much exercisescenter diddid Davishearound ontake Lincolnseem aas comparison toPresident werehave done,to betweenof thethe Confederacy? do with making military Lincolndiscussion and Davis.can If - 107 - c. The Southern strategy consisted of the following: (2)(1) SecureConcentration aid from on Europe the area to breakaround the theprovideto blockade Northernprevent supplies and northerncapitol to because capture the of South Richmond. lacked Ella (3) Defend every threatened point of attackfewconcentratingindustry. industrial instead of onareas defense that ofexisted the key in pointsthe South. and the (4) Invade *- the woulddevelopedfromstates continuing be to successful laterjoin themtheand war.inonlyand the towhen attack.discourage it was felt Northerners the South North to convince the "border" These attacks were S. Organizes his information according to S. Generalizestopic.some logical from pattern data. which fits his G. providealsomaintainThe leadershipmust intellectual grouporganize ofcohesion anyits leadership. groupstrategies and mustharmony tryor andto 118. A small group of pupils personalities of the period. can read the biographies of Short biographical sketches can See bibliography and also: Why?seemedonesbe presented read to toplay theto the theclass. most class important or written, roles with Which leadership qualities did they Discuss: Which of these men in the war? display? a few selected Sobol, CivilTwo Flags War Sampler.Flying, pp. 1-26, 173-176.45-48, 57-61, 157-160, S. Accepts his share of responsibility S. Appliesandactivelyfor generalizations thepreviously-learned withoutwork of tryinga group;to new to concepts participatesdata.dominate.

S. theandChecksCompares source.decides on sourcesthe how accuracy much of information.faith of information to put in 119. A bulletin board committee might make a largeor picture mural showing the stages of the war in each of the four - 110- map battlestheandareayears why.strategy of ofseem concentrationthe to war.we carry studied out in earlier? theeach strategy? year, who was winning, where, Then ask: They should tell theDo cuss the aboutsides theseem mainto be carrying out What major campaigns or Or,to? have different pupils write newspaper articlesWhat might be reasons for this? Which do not seem con- Reeder, Story of the Civil War. Antietam,cerning theVicksburg, major battles etc. from such both as Bulla Northern Run, Gettysburg, and a . . . example,Southernifclass. any, whypointwas didbeing of Lee view. carried decide outto attack Antietam? Ask: What part of the strategy of either side, Distribute the articles to the in these battles? Gettysburg?For Sobol,Miers,Sobol,Flato, BillyCivil GoldenCivil YankWar WarBook Sampler, andSampler, of Johnny the pp. Civilpp. Reb. 134-138. 109-111. War. 120. Read aloud or have pupils read various accountsWhy didof Grant take Vicksburg, etc.? Dupuy, Military History of Civil War Land Battles. ft. toNorthernmarch:March the toclass. pointthe Sea. of view. (a) from a Southern point of view, Ask: Ask pupils to write Whattwo accountsexplains ofthe the different inter- Read some of the pupils' accounts and (b) from a Sherman's Werstein,Reeder,Flato, StoryGolden The Manyof Book the Faces ofCivil the of WarCivilthe War, pp. 180-194. include?pretations of facts2 Did Sherman's March fit the Northern What would a strictly factual account strategy? Miers,Strong, Billy A Yankee Yank andPrivate's Johnny CivilReb, War, pp.pp.Civil 218-226. 97-115. War, pp. 174-176. S. Compares sources of information. S. histoOrganizes topic.some logical his information pattern which according fits G. otherpowerCountries countries.by gaining may seek alliances to increase with their S. SetsDraws up inferences hypotheses. from maps. S. SetsGains up information hypotheses. by using models. 121. A pupil information about the ship Alabama and some of the others zhculd use as many sources as possible to find -112- Sobol,Flato, GoldenCivil WarBook Sampler, of the Civilpp. 151- War. whyabuilt reactionsInmap itthe ofbywas reportitsEngland. builtto route the he there, ship.shouldbefore its includeit use was by takendata the onSouth,over where by and theit Northern wasSouth. built, He could make a model of the ship and Miers,Sobol, Billy Two FlagsYank andFlying, Johnny pp. Reb, 61-64. pp.153. 175-185. countrieswithconcerningUse thisduring report aidforeign the the earlyas South aid.a basispart short offor ofthe discussion actually war? sendingof Southern troops? strategy Which side did Europe seem to sympathize How else might European Why 122. Discuss the naval situation at the beginninghadwere of ships? thethey war. doing this? Look at the account by Vanderbilt who turned over Who Am. Heritage, Naval Battles and Heroes. Whywouldhistoline yachtdidn'tbe take ofreached? theto theto the Confederacy. blockadeSouth navy. attempt the coast? to blockade the North? Why would the North want to blockade the South? Have pupils look at Ask:a map of the coast- How many ships do you think itWhat compromise would have Flato, Golden Book of the Civil War. Small(PerhapsOrincluding have models ause small some ofsmall blockadegroupof modelsthe of major runners-might pupilsor piecesports make thatof a alsowoodmodel the beto Northof placedrepresent the would coastline, on blockade.theships.) Miers,Am.HeritageFlato, Billy Golden YankIronclads Book and of Johnny the Civil Reb. War. of the Civil ofshipslargerand the the couldmodel.Northern possible not getstrategy, effectiveness. very close what tothey the were ports. hoping to accomplish, The pupils should explain or illustrate why Union Discuss this part Am. Heritage, i1aval Battles and Heroes.War. S. Tests hypotheses against data. - 113 - S. Acceptsfor the his work share of aof group; responsibility participates A. OFactivelyIS SOCIAL COMMITTED withoutATTITUDES TO tryingTHE AND FREE DATA.to EXAMINATIONdominate. S. Sets up B. Many techniques and weaponsalizationor of given the Civil theirwere Waralsofirst were extremely prominent either important newuse; the inforces fighting of the war. industri- 123. Have pupils who have read books on naval heroes,didtheyand theblockadenavalhave blockaders learnedwarfare, runners about have present thatas against segmentinformation blockade of the to war.runners?the class on what What problems How Am. Kane,Heritage, H. T., Naval Battles and Heroes.the Confederacy, pp. 106-114. A Picture Story of dangerseffective were was involved?the 'blockade according to their books? What Am.Novels Sobol,Pratt,Heritage, CivilThe IroncladsMonitor War Sampler, and of thethe pp. Merrimac. 52-53. Civil War. 124. Have members of the class present a play in whichhopepresentthe fortheycourse the fivediscuss offuture scenes: the war,of what victories, winning defeats,would mean. leadership, and one in a Northern home near Gettysburg, They might a somein"border"second aAtlanta informationWestern in state aafter Southernhome home of itin views hasnear Oregon.home been Antietam, inin Oregon).takenCharleston, bythe Sherman, fourth the third aand Southern thea fifth home (Island on the Border contains In each scene, pupils dependingsimilaritiesmightdaughter,can represent also on youngerbe location,and takinga typicaldifferences son, an previous andactivefamily a inson partconsistingideas,views in inthe takenetc.the army. of war.on mother, the war, father, The father Then discuss 125. Discuss the problem of fighting a war, other than(Askstrategy. general additional questions as needed to bring out need for What does each side need or use in fighting? portation,themenetc.)destroy Northand guns, enemy andcommunication, Southways supplies, tofought get waysand suppliesthe men. ofwar finding into termsone's out oftroops, the weapons, enemy's ways trans- toplans, Point out that pupils will be looking for ways in which - 115 - G.S. MilitarynationalfactorSets up inpowerhypotheses. power, the isdevelopment butan importantnot the of only 2.1. Breech-loadingMany new weapons and such repeating as themassana riflesSpencer produced.this meantwere rifle, manufactured,"killing etc. were capacity" was increased. G. Differencesnationalreflectedor even thepower. inin dominant differenceseconomy one.may inbe G. madeMachineryprecisionto increaseand to and withmake productionpower whichnew makeproducts. products andit possiblethe are S. Accepts his share of responsibility S. Organizesactivelyfor the workhiswithout informationof atrying group; to accordingparticipates dominate. S. Testshisto some topic.hypotheses logical againstpattern data.which fits 126. Hold a discussion concerning the differences between hand-- 116 - Whichrifleofmadeit identical section,beand difficult machine-made parts;North to or whatmake weapons.South, canby hand?behad done the ifgreatest amount of breaks? Is this as easily done on a hand-made weapon? What kind of weapons wouldIf a machine makes a number a part of a Discussindustry some by of1860? the weapons that pupils are familiar with Why? Would this be an advantage? makeWhatIntroducewerefrom akinds usedweapon more ofinthe recent "modern"?weaponsthe concept Civil wars. tend ofWar? "modern"to kill thewar most people?' Ask: In wars beforeHow manythe Civilof these War? do you think weapons. What would Why? suchCivilcommunicationsIntroduce as War Cadmus Weapons, some Henry, suchof otherthe asif books Eyesthisbooks andavailable Ears of the was not doneon earlier. weapons, and fiction books on weapons and Civil War, See bibliography. 127. Have a group of pupils investigate Civil Warhavemight weapons. drawn present or found)a display to theof modelsclass. or illustrations (ones they Afterwards, discuss: They Reeder,Flato,Colby, Civil GoldenStory War ofBook Weapons.the of Civil the CivilWar. War. ones?usedWhatgreatestdo theyinpart present differdidvariety industry dayfrom of wars? weaponslorones play used in producing indid earlier they theseboth wars? useweapons? the same Which side seemed to use the From ones How OtherSobol, geneLal Two Flags books Flying. on weapons. - 117 - G. nationalMilitaryorfactor even inpowerpower,the the dominant is developmentbut an notimportant one. the ofonly G. nationalDifferencesreflected power. inin differenceseconomy may inbe G. nationalDifferencesreflected power. inin differenceseconomy may inbe _. _ 3. Supplies such as uniforms,by shoes, industry, etc. especiallywere mass producedin the North. G. Machinerycisionto increase with and whichproductionpower productsmake andit possiblearethe madepre- 4. Ironclads appeared againstand the revolutionized traditional wooden naval shipswarfare. G. Changesand to make in onenew aspectproducts. of society 6.5. Mining Torpedoes and blowingwere used up inof navalareasandThe warfare,aswastotelegraph relaytried false was(i.e.were used information, submarines.Petersburg) for directing etc. troop movements will have effects upon other aspects. 7. Signal balloons were used butto concentrationsattemptwere not to too determine successful. andimovements. troop - 118 - 128. Ask: shoes?of other kinds of military supplies such What advantages did the North have for the as uniforms and production 129. Set up three groups to study: referenceCivil War. books under specific topics Also,(One pupilsexcellent should source make here use isof the index (a) Communication during the such as balloons, smoke Eyes and Ears of the in Kane: Foster,H. T., Eyes and Ears of the Civil War. A Picture Story of Haveareas.(c)signals, pupils submarines, maketelegraph, illustrations torpedoes, photography.); and (b) Small ironclads, (d) Attempts to mine arms and artillery, Am.Flato, Heritage, Golden Naval Book Battlesof the War,76-77,the pp. Confederacy) 100-108.126-130. pp. 32, 84, Civil and Heroes. andaThey itdiscussion methods wasshould used, werealsoafter how usedorganize newthe eitheritpresentation, a presentationfor the ask:first was, and why its use was important. or models concerning their topic. on what was used, howtimeHow manyor, ifweapons they In Latham:Sobol, Man Two of Flagsthe Monitor. Flying, 117-120.37-40, 133-136, 145-148, pp. 29-32, (kingfaretensivelyreports.)were incouldused the before?before, develop?term "modern" were used much Discuss: What was needed beforeWhy thishadn't type these of things war in connection with these more than in earlier wars? been used ex- war- -119-, G. andMachinerycisionto toincrease make with and new whichproductionpower products. productsmake andit possiblearethe made pre- G. ornationalMilitaryfactor even the inpower,power thedominant isdevelopmentbut an notone.important the ofonly G. Differences in economy may be 8. Railroads were used for transporting of troops and supplies G. willChangesnationalreflected have in effects power. onein differencesaspect upon ofother society in aspects. and became major targets of the 130. Have a pupil reading Cadmus Henry give compareographyofstory air and power,hisof point Thaddeusbook which outwith Loweisthe the described. hazards couldfictional give of thisaccount.such verya report elementary or possibly Or a pupil reading a bi- a short resume of the use Hoehling,Edmond,short Thaddeus resumeCadmus inHenry.Lowe. Fenner, Brother Against Brother. Or use the 131. Several pupils might make models of the Monitor,dependingtheandironclads firsta Merrimac,typical ironclads.on had wooden wooden over ships woodenship inof ships the futureday.as well when as theironclads problems had with Ask: Would it be possible to keep Discuss the advantages Am.Pane, Reeder,HeritagelIronclads H. T., Story A Picture of the ofStoryCivil the ofWar. the Confederacy, pp. 37745. them,vantagemadebeen itsuccessfullyNorth inpossible theor South?numbers now experimented to and build speed ironclads? with with in which the Civilthey couldWar? build Why? Who had the ad- What Latham,Pratt, Man The of Monitorthe Monitor. and the Merrimac. Civil War. 132. Have a pupil investigate the use of railroadscouldportationHein inshould communication. thebe used Civilofreport supplies,to War. illustrateon their a target importance their to importance destroy, as a source andin relationtheir of trans- importance to A map showing the major railroad routes Werstein,Reeder, Story The Manyof the Faces Civil of War.the Civil War. Perhapsmajorreasons areas have why of anotherUnion the war.soldiers pupil read tried Andrews to take Raid the and train. discuss the Epstein and Epstein, Andrews Raid. - 121 - S. Draws inferences from data. 9. Both sides had at first calledconscriptionused fora bounty volunteers or system draft and butto raisefinally mass resorted armies. to the first had

G. willChanges have in effects one aspect on other of culture aspects. C. Even though the Civil War isolder termed techniques a modern of warfare were also used. war, some G. toMachinery make new and products. power make it possible 2.1. ForagingCavalry wasfor usedsupplies for scouting.was relativelyStates but newnot toto theEuropean United wars. 133. Use the opaque projector operationthe draft, of bounty the bounty advertisements, sy,:tem and to show the class posters and draft notices. - 122 - on calls for Describe the Flato, Golden Book of Ws yp. 164-1b5. the Civil armiesact?diddisadvantages. first needed? the South and then the What might need for a draft WhatWhat problems might some had peoplethe volunteer be tempted North haveshow to passabout a thedraftdiscuss size itsof theadvantages and system posed? to do? Why Munnes, Short Illustrated of the United States, History p. 156. 134. Have a student participants in the Revolution, make a chart comparing figures on the number of whichsuchWar,size suchtremendousand of thelargearmies, Civil armiesgroups Americans War. of involved might cause Hold(lack a ofclassmen, discussionproblems of supplying that the War of 1812, the Mexicanin each war, and problems experience with comparing many 135. Have several pupils themen, actions etc). of the cavalry who read novels about the cavalry describe cavalryseemedwarleaders effort. tomembers? inbe thetrue cavalry, about and Ask: Why? What replaced cavalry Howthe would prestige the orshift impor4..?nce to in the Civiltheir War, relative success in in late wars? some of the famous allotted to aiding the What 136. Have pupils who warsother affect raiders warfare? look up some additional information are not reading books on Mosby, Morgan, or tanks in later See biblio:,raphy and also: Whatthem?alikeand waspresent or the different? connectiona summary ofwith the the role regular these army?men played in the What did the general population think of How were they on these men war. Sobol,Flato, TwoGolden Flags Book Flying, of the pp. Civil 85-88, War,105-108. pp. 176-180. G. Military power is an importantpower,dominantfactor but in one. notthe thedevelopment only or evenof national the G. power.Differencesreflected inin differences in national . . . economy may be

G.S. withaThe Identifiesgoal communitythe which demands valuemay deman ofbe conflicts. i dividuals. compatiblesecurity -- 137. A group girls r'rt -.;.irk on E -le of the famous women spies - 124 - Reeder, Story of the Civil t fictionalcomparehappenedmethods,and espionage the tokindsaccounts. them.fictional agell- of iLlrormation accounts theyof spying provided, with andthe whatnon- Some can read fictionalAfterwards,17 accountsthe Civil hold and War. a class discussion Have them describe Werstein,Foster, EyesThe Manyand EarsFaces of of the CivilWar. War. mostofsoldierson a theofConfederate theirimportance who information.were uniform, spiesci spying, ifand they wherewhat were happenedthe not spies wearing to seemed Confederate some part to get Kane,Sobol, H. TwoT., Flags Flying, pp. 45-52.the105-108, Confederacy, 149-152. pp. 114, Picture Story of 138. Read sample newspaper articles regarding troop movements and Pratt, The Civil War in Pictures. whythegiveplans. not? enemy? newspapersthe enemy? print information like this if it really Ask: Should newspapers be Whatallowed advantages to do this? would these newspaperDid the enemyarticles make use of them? Why did Why or aided Kane, H. T., of the Confederacy, p. 15. A Picture Story S. Generalizes from data. -125- S. Compares sources of information. S. Sets up hypotheses. V. The Civil War had an impactA. Militaryin both thelife North was notand asthe glorious South.volunteers had envisioned it. on soldiers and civilians alike as many of the early

G. bothWars soldiers nave a seriousand civilians. impact upon 1. Southern armies lacked adequatesituationSouth'sof weapons, military relative became clothing, supplies worselack ofboots,induring industry etc.the latterandmainly the part becauseblockade. of theof the war.Thisterms -126- 139. Hold a summarizing discussion on the ideas ofWouldmake athe "total" a thetreaty North war. giving have upbeen part satisfied of its territory?with forcibly taking and Ask: Would the South have been satisfied to Why or why not? Civil War as weapons,U.unlimitedkeepingspecific S. in onlymajorthis objectives.)areas a war?usepart taken of of railroads, andthe-South?What occupied things etc.) bywere the somewhat North? new to the (size of armies, use of the telegraph, Why or why not? (limited.vs. Were there new 140. Have pupils pretend that they answerat the thebeginning question: of the war. Theyare soldiersshould write entering descriptions the services to indiffer?Read the some war ofand these will descriptionsundoubtedly includeand compare them. Some pupils will have read novels concerning What would it be like to fight in the war? some of the bad aspects Why do they a soldier Developactualthoughtof fighting a experiences ofclass the in listwar, the compared ofinwar. problemslight withof whichtheir what theexperience,the soldiersoldiers Ask them what they think most soldiers and how expected. problemsonlyPointin thethe out war.Civilthe that students War.many of feel these a soldierproblems in Viet Add to or modify the list (A discussion could be held here are true inas allpupils wars, study not conditions. Nam faces today.) might face on the 141. Have pupils read accounts of soldiers' asmarching?What compared do these with accounts the life show of aboutthe Southern diet? soldier? How different was the life of the Northern soldier experiences. clothing? Why?shelter?Discuss: Harwell,"Selected The UnionConfederateReadings Reader. on Reader.the Civil War and ftsconstructi On " S. Checksformation on the and accuracy decides ofhow in- much - 127 -2. If supplies were not transportedcould (manynot keep times up supplywith the trains army) or available (as in the S. ofChecksfaith authors onto theputand biasinwitnesses. the and source. competency 3. Because the South tried to defendandSouth) coffee everya very existed point basic ofto diet attackbe supplementedof hardtack, throughpossibly foraging. beans, S. ComparesChecks on sources the completeness of information. of data. movedand theabout North a great attacked deal. along many points, the troops kar.) s;h G. Warssoldiers have aand serious civilians. impact upon both S. Draws inferences from charts. 4. The death rate was high and careinadequate for the because wounded of was lack very of medical supplies, trained - 128 - mightTherethe mostreadare someaccuratea few secondary of description:these accountsand then indiscuss: reference books. a soldier writing a letter Which would be Pupils Botkin, A Civil War Treasury of Tales, Legends, and Folklore. aboutaccountbasedhome ortheon inwritten whatwar a diary?ata soldierbythe a time?historian, remembered based after on thewhat war? people had said a news correspondent's report? Why? or a lateran account Strong,Commager, A TheYankee Blue Private's and the Gray.Civil War, pp.(Excellent 158-159 andpictures pp. 62-63.) between theDiscusstwoof sameaccounts soldiers theway, sources do evendescribe if of they informationthe weresituation together on soldierthey all were the life. involvedtime? with in we consider most accurate? Why? What kindsWould any Why not? not?Whataccuratehe found?might asdetermine descriptions what awritten soldeir during thought the ofwar? the conditions Would interviews conducted after the war be as Why or why 142. Discuss: Whatwayofhow toyou wasmany school? haveit blocks like? been wouldcamping? twenty miles be? How far do you walk to school each day? Do you walk much in the rain? Have you ever camped in the rain? What do you carry on the Why? Approximately How many CivilthinklearnedCompare War more aboutthesoldiers realistically answers the conditionsand to these of some ofquestions theof thesoldier. withhardships what pupils have soldiers in all wars. This may make pupils endured by the 1113. Have two or three pupils make wounded.deathsnumbers after involved being in wounded, the armies and onsize each of side, and the dead and What does this chart show in terms of: a chart showing the approximate armies? What would percentagebe of S. Distinguishes between facts and -129- physicians, and adequate G. Wars have a serious impact both soldiersestimates. and civilians. upon Sanitaryeven though Commission some organizations attempted transportation of the wounded, to improve suchthe situation.as the United States S. picturesGains information and films. by studying r G. bothWars soldiershave a serious and civilians. impact upon G.S. bothWarsGeneralizes soldiershave a serious and from civilians. impactdata. upon 5. Prison conditions for duethe toNorth their and lack South, of suppliesalthough captured soldiers were andsomewhat medicine. poorer in the South Therepoor inwas both a S.A. ChecksVALUES on HUNAN the accuracyDIGNITY. of information prisonersprisoner exchangehad been system,damaged butby manyprison times conditions. the health of S. witnessesChecksandthe decides source. on andthe how authors.bias much and faith competency to put ofin (bountysome reasons jumpers, for difficulty this? of keeping records, etz.). Why are the figures only approximate? - 130- 144. Show the film on Clara Barton Discuss: What does this film andshow her concerting work on the the battlefield. life of the Film: Presentation. Clara Barton - A You Are There Havehelpproblemssoldier pupils remedy encountered andwho the medicalare situation? reading withattention thebiographies of Clara Barton or Cornelia-- wounded?during the war? What steps were taken to What were major Brown,Strong, The Human Side of American History,War, pp. pp.71-79. 153-157. A Yankee Private's Civil whatconditionsCivil happened War Nurseaffect to thedescribe the wounded, death some rate?etc. of the battlefield hospitals, problems, disablementDiscuss: of soldiers? How did poor medical SeeSobol,Sobol, bibliography. Two Civil Flags War Flying, Sampler, pp. pp, 77-80. 60-61 (description)(surgery) 145. Have pupils read brief descriptions of prisontheincussing life. betterNorth some hadcondition? of more the supplies,characteristics, industry, ask: agriculture, than the Why were Northern prisons also bad if Why weren't prisons After dis- Harwell,"Selected The Readingsand UnionConfederate Reconstruction." Reader. on the Reader. Civil War A theseSouth?fewdur!.nc: of accounts? the +AIR novels war: which pupils are reading contain stories Why were many of the prisoners released or "traded" Why?Fnw much faith do you think you can put in Botkin,Commager, A Civil The BlueWar Treasuryand the Gray.of Tales, Legends, and Folklore. escapeswhichHaveof prisoners pupilstheir planned bookwho of or have presentedwar, carried read their theseout.on conditions, prison novels life, describe and reactions escape the attempts. informationto it, and Ask: How accurate do you think Werstein,Sobol, Civil The ManyWar Sampler,Faces of pp.the 116- 121.Civil War. -133.- A.S. VALUESSets up HUMAN hypotheses. DIGNITY. B. Civilians in both North andbywere Souththe greaterwar found in numerousintheir the lifeSouth. ways, affected although the hardships suffered (J A. OFIS OTHERS. SENSITIVE TO THE FEELINGS Tests hypotheses against data. 1. The major part of the war wastherefore, fought on more Southern private land; property was destroyed and G.S. bothWarsGainspictures. soldiershave information a serious and civilians.by impact studying upon livedthoseonthecivilians the Northin in bordercaves places(withhad forstates,closer exceptionsunder a time. contact etc.)siege, such withas aswas theGettysburg, Vicksburg, fighting raidsthaneven Some citizens, such as additionalthese descriptions supplies? are? Was there any organized attemptWhy? to How did the prisoners get - 132 - Flato, Golden Book of the Civil War, improve their lot? What effects do you think being a p. 133., prisoner of war would have on a soldier? Reeder,Col.Red,StorySc"..21, Two Flags ofFlying, the Civilpp. 141-144. War.h rztory, pp. 166-168.The Human Side of American 146. Ask: place,toCivil safety War? lack if of in a anlabor area force where in fighting some areas, was oretc.) could take How might civilians be affected by a war such as the (member of the family gone, shortages, threat Make a Werstein, Many Faces of the Civil War, pp. 82-110. Whatdociviliansarelist manyeffectsdeveloped. of theirof living themdo responses.you seemthere? think to thinkthe war of inthe Viet war? Nam has on the (Perhaps begin this discussion by asking: What problemsAdd do to they it asface? different activities Might some of What 147. Show pictures of the destruction in the Souththethese Civil same War? problems have been faced by civilians during Why or why not?) thanciviliansciviliansthe Northernwar. would were citizens? haveaffected felt bythe the effects war? of the war more or less Discuss: What do these pictures indicate about how Why? Do you think Southern at the end of Flato,Pratt, GoldenThe Civil Book War of inthe Pictures. Civil War. S. thingsIs able through to empathize their eyes,with otherswhether he seeing G. bothWarswithaccepts themsoldiershave theirora seriousnot. and viewpoint civilians. impact or upon sympathizes S. Acceptsactivelyfor the his workwithout share of aoftrying group; responsibility to participates dominate. G.S. bothWarspicturesGains soldiershave information aand serious andfilms. civilians. byimpact studying upon G.S. bothWarsListens soldiershave fox'a serious andmain civilians. ideas impact and upon details. -134- 148. Read aloud the short befeelingsin to Georgia forget and duringthis problems. experience Sherman's andMarch to account written by a seventeen-yearAsk: old How easy do you think it wouldto forgive the North? the Sea. Discuss her Brown, Human Side of American pp. 173-175. History, 149. Have the pupil reading inreporta descriptionareas as of the fighting. ofbasis citizen for alife discussion during theof bombardment. the novel dealing with Vicksburg the life of civilians Use this give Miers, Guns of Vicksburg. 150. Show the film: whatheartactions problemsof ofthe the country. civiliansNegro (review) in the South These Honored Dead. Have pupils look at this film to find as well as war against the civilian hadThis during shows the the war. problems and out Film: These Yorc'ed Inz.n0 NBC. 151. Read aloud the description the feelings of the civilians. of cave living in Vicksburg. Discuss Brown, Human Side of American History, "ip":1613-170. G. bothWars soldiershave a serious and civilians. impact upon - 135 - 2. Lack of medicine and necessities of life were often suffered G.S. PricesListensa good are forrises affected main when ideas theby supplyandgood therfor is and details.thingsin demand.short being equal, the price of 3. Prices rose in both North goodsandin Souththe and South. foodduring went the to war, the aswar effort. thesupply good.) as compared to the demand for b.a. Prices Prices rose in themore North in the rose; South evenwage than though increase, in the there North, wages was becausesomedid not keep up with prices. c. The South printed more paperblockadeof during r:the riey blockade,runners the than war; thedid lackthis North ofcaused didindustry, prices etc., to rise. even though occasionally bring in luxuries. S. ListensAppliesand generalizations forpreviously-learned main ideas to and new fordata.concepts details. 152. Read aloud or have pupils read descriptions ofin life the South written by people in the South during the war. - 336 - Werstein, The Many Faces of the Civil War, pp. 82-110. Discuss:war on the civilian population? What do these accounts show about the effects of Botkin,Sobol,Flato, Civil AGolden Civil War BookWar Sampler, Treasuryof the pp. Civil of 94-97. Tales, War, Legendspp. 165-167. and Folklore. 153. Read aloud a short account of life in Richmondwar. during the Ask: What does this account show about life of Brown,Commager, The HumanThe Blue Side and of theAmerican Gray. History, pf7149-153. .citiesWhyciviliansthink orwereor whywasthese things not?Richmondliving conditions scarce? in an cities exception? would in bethe found South in during other Southernthe war? Why were prices so high? In Northern cities? Do you 154. overwarDiscuss:the effort. Southernpeople running industry? What kinds of things did industryWhat produceadvantages for wouldthe Northern industry have the industry? Why? What effect might this have onOn people working in factories? NacmandRead problemsdidto thethe classgovernmentwhich athese short buy article about prices created for the people.supplies? Why would pricesprices for in the North From Brown, The Human Side of American History, pp. 168-170. -137- G. theaPrices supply(Othergood good.) risesare asthings affectedcompared when being the byto equal,good supplythe isdemand the inand priceshort demand.for of G. Wars have a serious impact upon 4. Family units in both North and South were affected due both soldiers and civilians. induefordeathto the tolabor ofwar.theabsence friends waspercentage even of and membersshorter relatives of its servingin total thein the Southinwhite thewar. thanmalemilitary thepopulation North and Manpower S. withacceptsthingsIs ablethem through their toor empathizenot. viewpointtheir eyes, with or sympathizesothersj seeing whether he G. bothWars soldiershave a serious and civilians. impact upon S. Generalizes from data. peoplethein averagethe in South? the person North tend faced to withgo up as during many shortagesthe war? as people Why or why not? - r5 - Were the 155. Discuss the effects on a family when a muterofmissing. ofthe it family is have on the family? What differences does the absence of the head affectedpopulation?whensoldiers a loved by in the onethe war? iswar off on toeach war? side as compared to the entire What does this show about the number of families What was the percentageWhat of worries are there ofactuallysupportingGiveif your youexamples ownwereface opposite family? actuallytoof facefamilies sides infighting, the ofthat samethe were in war.battle, theorysplit againstbyat workingleast members if or not How would you feel C.Z12) 156. Some of the novels read by the students whohome are life reading in the them North give and a Southshort duringsummary the of war.the conditions for the unit show Have pupils 157. Have pupils draw pictures illustrating portrayed in their books. some of the problems theof:(b) andpictures people differences. livingfor the in main the ideasNorth. portrayed and for similarities(a) civilians living in the South during Have the class examine the Anr, and S. Checksfaithformation onto theput and accuracyin decides the source. how much of in- ):: S. GeneralizesofChecks witnesses on thefrom and bias data. authors. and competency

S. App,lies previously-learned concepts VI. The war did restore the union but many problems existed, G. Cult.Ireand generalizations is learned, not to new data. inborn. A.especially for the Negro. condition,andThestereotype Negro often leading his had actions difficultyto action often for white supremacyadjusting in the toperpetuated his free the "Sambo" 158. Discuss: exceptionalhave been discussed ones? Are the c,:aditions and problems of What people were probably the Civil War period typicalcivilt.Ins ones that or lifeabout--usualofleast peopleduring by the thedocircumstances. war? youwar? think would or unusual write Which would you expect to Why? accounts ones? concerningWhy?af.Zectedfind more the theirwritten What types occurredaffected?byAlso the discuss: war during in Viet the Nam?Civil War? Are many of the :mine problems occurringHow are civilians in the United States affected How are civilians of Viet Nam Which ones are different? now that 159. Discuss the similarities and facingWhy?volved, white more civilians industrialization, during the etc.) (war was fought on American soil, differences between the problems only Americans in- Ask:invary,studied the becauseactual earlier fighting,men in from the whiteunithomes offamilies the Negro often Which group had the harder time? were lost, etc. while the Negro war and problems that they Why? during the war. were more involved (Answers will themoreitfeel did Negro canluxuries shortagesnot be after actuallyused before themore,as awar. the transitionetc.). war than to the the Negro, own his own home, This activity is important, The whites were used tolast part of the so they might as 160. Have pupils themhadCivil stayedwrite War essayson the inplantation which they until explain (either onepretend who fledthey toare a freed Negro at the end of thethe end Union of thecamps war). or one who what they would and Havethe Constitutionthatdo?could thedo. war hadwas freedactually all the What would they use for money? Where would they go? ended and the amendment to the slaves? What work, if any, could they How might they feel now Make a class list G. them,ercisingoptionsindividualLeedom etc. is are,them, culturally-determined;has how whyto one behe goestaughtshould about whatexercise ex- thethe conditions.SomeSouth Negroes and acceptance did successfully of discrimination adjust to bythe many changed Northerners. G. mentaltheproblemsandAn individualresultingthen conflict ofthrust adjustment culturebroughtand into tension. anotherconflict upto inthe one faces newinvolves culture culture; serious G. thingstoscarce,Whenever and bycontrol there thingssub-groups willof valued these be within differential byvalued a thesociety andsociety. scarceaccess are S. Sets up hypotheses. G. pictureofuponPeople a groupa whichfrequentlystereotype a assignsset of baseor characteristics toa theirgeneralizedall members actions G. whichatattitudesRacial the are consciousbeliefs true which for involve affect andonly unconscious somebehaviorstrongly-held of them. both Jo hoodThatchange.level. tendswhich tois belearned most cesistantin early child-to - 142 - theseemed,from end these ofthen, theessays, towar? be of the the major actions problems the pupils facing describe. the Negro at What

161. In a review discussion recall the characteristics attributed oneswartoisthis becauseatheof freedman?stereotype thisNegro oftype bythis thewouldcontinue stereotype? "Sambo" give after thestereotype. Negrothe war? any trouble now that he What problems arose for Negroes during the Would these problems or Ask: Do you think Bureau.Sharecropping,Divide the class Black into Codes, groups Ku to Klux study Klan, the andfollowing the Freedman's topics: Using texts, reference books and source books have the Why or why not? withmajorlaterstudents apoints membersharecropperpresent gather they of an the informationhaveappropriate andKu found. Kluxthen Klanwith oninterview these andthe withlandtopics type someoneowner; skitand then antowho interviewgive writehad thea and (For instance: an interview G.S. TestsCulture hypotheses is learned, against not data.inborn. 2.1. AtMany first Negroes the Negroleft themoved plantations aboutbefore"contraband" a thegreat or endhad deal, of alreadyor the asperhaps var.free left under as the Emancipation Proclamation G. aboutwhatexercisetheFreedom the individualexercising options isthem, culturally-determined; etc.hasare,them, to how whybe one taughthe goesshould 3. Generally, the Freedmen hadendtesting no of money the his war. orfreedom. land at the -S. G. toAn thefacesculture individual new serious culture;and thenbrought problems thethrust upresulting of ininto adjustmentone another a. Because of lack of trainingnoteconomy, in impossible,handling the freedmen to become often one-family found it difficult,farmers. their own if G. Wheneverarecultureconflict scarce, thingsconflict and there valuedtension. involveswill by be a differentialmentalsociety G. PeopletheIndaccess scarcesociety. frequentlyto andthings control bybase sub of their- thesegroups actions valued within whichuponforset a onlyof assignsstereotype characteristics some to of all orthem. generalizedmembers which of are apicture grouptrue a (Seeappropriatevisit procedures from theplaces Klan.)# 164, in theThese discussion skits of 165, 170, 171.) should be presented at the Reconstruction problems 162. Rave pupils read theproblems Civil ofWar. the freedmen during the accounts of some of the actions and period following pp.Botkln, 221-225, ed., Lew227, My 229-230, Burden Down,236-23 theofHowhad thewaywould written? actionsthey the did? whiteof the population Negroes? What seemed to be the HowNegroes' do these compare with the be likely Whyto reactdid the to Negroes react major problems?essays they some "Questions240-241, 246-247. on Readings." - 3.45 G. level.atattitudesRacial the consciousbeliefs which involve affectand unconscious behaviorstrongly-held both - G. hoodThatchange. tendswhich tois belearned most resistantin ear 4 child-to G. valuedWheneversociety.accessare scarce, things tothings and thereby control valuedsub-groups will byof be athese differentialwithinsociety scarce the in S. Is able to empathize with others. b. Southern whites had land but alittle foundplantation money.the only on ajob sharecropping open to them system. was doing labor on Negroes G. Culture is learned, not inborn. 4. Most Negroes lacked educationforFreedman's and,the mosteven Bureau partthough educationalprovided the relief opportunities and some education,were not G. erciseexercisingtheFreedom optionsindividual them, is them, culturally-determined; are,etc. has whyhow to heone be should goestaught aboutex- what opened for the Negro in the South. G. m ntalandAn individualconflictthen thrustherob,le andresulting brought intotension. another up culture in onefaces conflict culture serious involves of adjustment to the new culture; 163. Read aloud the account of the letter asking the slave to Meltzer, In Their Own Words, wereformershowfreedmen,return free? about slaves?to his returnthe old feelings ormaster. stay that with might their exist old masterson the partafter of they the Why did others leave? Why did some slaves, now What does this account Vol. 2. 164. Have a group of pupils read accounts of the BureauFreedman's and the problems it encountered. How was it accepted Meltzer, In Their Own Words, Vol. 2., pp. 43-45. C\Z ReadBureauin thealoud feel South? severaltoward theshort Negro? accounts of the Negro and his re- How did some of the workers for the Freedman's Why? Botkin,Reddick Lay and My McCarthy, Burden Down. Worth Fighting For, pp. 81-84. Ask:lationfreedom?didseem enough toto helpthe_Freedmr,.*.3 to the help Negro? the Negro Bumau.found solve the in problemsLay My Burden he faced Down. withWas such an organization necessary? Why or why not? Do you think such organizations Did it really - 14.7 - G. theandaccessareWhenever society.scarcescarce, to things andthings there control valued bywill sub-groups of beby these differentiala society valuedwithin G. ofpictureuponPeople a groupa stereotype whichfrequently a set assigns of or basecharacteristics ato generalized theirall members actions 5. Because of the Negro's problemspossible,workedand the in old "Sambo" to establish stereotype, White the South, supremacy.adjusting to freedom as soon as G. attitudesRacialwhich beliefsare which true involve affectfor only behaviorstrongly-held some of them. a. Black codes were passed thattractshimrights did under givetosuch staya thenumberas inpropertyNegro one of placerestrictions ownership; for concerningthey also placed con- some G. Thatbothlevel. which at the is consciouslearned in and early unconscious child- b. Terror groups such as the Ku theforKlux Negrovagrancy, Klan in his restrictions place" or inon ancarrying inferior of a year, harsh penalties arose to "keep. position.weapons, etc. G. Groupsgroupchange.hood tendsmaymay engagetry to tobe indominatemost conflict; resistant another one to G. Peoplesuchin order astry its toto labortakework somethingoutor wealth.rationalizations from it otherrationalizationrecenttheirfor behaviorraces. basic development values; which for Whichisracismdiscrimination inconsistent has is served against withas a a relatively - 148 165. Have several pupils make a picture chart anyDiscuss:passedthe of basic themafter Whydidthe ideahelp the ofthewar. SouthNegro? a number of the black codes that Have them explain the chart. pass: What do they show about codes like these? illustrating were theDid Readnoproblems longeraloud existingsomea slave? of thein the provisions of the blackSouth now that the Negro codes. was ofearlierWasthis?Ask: the the freedmencontrollingSoutherner after rightthe Do you feelHow thesedo they codes compare slaves? in feeling he neededto codesthe regulations were fair? Would the actions of Necessary? you studied like someWhy? Howyouotherthing werewould reasons?that a thefreedman? led provisions to the How would you feel about a blacktheSoutherner? war codes? in the South be affect the "Sambo" stereotype? What mighta beNortherner? some these codes if the only Why? G. leadFrustration to apathy. and self- doubts may -149- S.A. seeingIsOFIS SOCIALableCOMMITTED things to ATTITUDES empathize TOthrough THE :%:11) FREE withtheir DATA. EXAMINATIONothers, eyesfl A. BELIEVES IN EQUALITY OF OPF0FOR ALL. orwhether sympathizes he accepts with theirthem orviewpoint not. TTY (2)aV A. MINORITIES.DESIRES TO PROTECT THE RIGHTS OF G.S. CultureGeneralizes is learned,from data. not inborn. 6. Basically the Negro receivedheexpectedadjusting littlewas free. himlong-rangeto histo adjust"free" help almostplace in inimmediately society. simply because When he did not, Northerners often continued Many Northerners G. erciseexercisingthetheFreedom options individual them, is them, are,culturally-determined;etc. haswhyhow toheone beshould goes taught abouex- w t continuedlookedto accept on totheor work comeNegro forto as acceptthe inferior, welfare the "SaMbo" althoughof the stereotypeNegroes. some of them and G. problemsandAnmenialthe individualthen resulting conflictofthrust adjustment brought cultureinto and another tension. up toconflict inthe one facesnew cultinvolv cul se reure;ious 166. Read aloud a few of the expectations which Northerners had Meltzer, In Their Own Words, Vol. 2. Werethem?thepectationabout theseNegro tl:e realistic afterhavefree anythingNegrothe orwar, innot? totheespecially doPort with Royal Northernif experiment.he did attitudes not fulfill toward Why? Would this type of ex- Discuss: Woodward,Stampp, TheThe EraStrange of Reconstruction. Career of Jim Crow. G. Whenever things valued by a society - 151 - theandaccessare society. scarcescarce, to andthings there control bywill sub-groups of be these differential valuedwithin G. whichofpictureuponPeople a aregroupa frequentlystereotype whichtrue a set forassigns of onlybaseor characteristics a to sometheirgeneralized all of membersactions them. G. People frequently base their actions 7. The Negro found social discrimina-.on, especially from the . pictureupon a stereotypewhich assigns or ato generalized all members poor whites in the South; he was still looked upon as G. Racialwhichof a are groupbeliefs true a setforinvolve ofonly characteristics strongly-heldsome of them. irresponsible, etc. G. Thathoodatattitudes thewhich tends conscious is whichto learned be affectmostand in unconsciousresistant behaviorearly child- to bothlevel. G. Grounsordergroupchange. maytomay take engagetry somethingto indominate conflict; from another itone such in G. theirPeopleforas its behaviorbasic try labor tovalues; workorwhich wealth. out racismis rationalizationsinconsistent is a relatively with 1 167. Look again at the stereotype Negro slave. Which of these characteristics seemed to be built up by the South of the sakecontrolWithreinforced the this Negrothe in Negro? bymind,take? some what of theposition Negroes' would reactions (fear, keeping him from(inferior). becoming How could the South Southerners try to to freedom. lihoodpolitics,oreducated, independent of theetc.) keeping Negro and : himsuccessful farmers, keeping him How would such treatment affect the like- from becomingcha. ging well his offbehavior? financially out of - 153 - races.discriminationservedrecent asdevelopment a rationalization against which other has for G. ofthegroupDiscrimination their group tends cultural and to promotes isolateagainst values retentionmembersa andminority norms. of G. suchordergroupGroups as tomay mayits take try engagelabor somethingto dominateorin wealth.conflict; from another it one in 8. Many Negroes lacked the competitionwaitingthose managing for frcmthem to Negrciic. duemove to North fear foundof the discrimination whites of job money to leave the South; G. recenttheirPeoplefor behavior basicdevelopmenttry tovalues; workwhich which out racismis rationalizationsinconsistent has is served a relatively aswith a G. sanctions,Socialotherrationalization races.control formal is for enforced.and discrimination informal. by social against - 154 -

168. Discuss the term "white supremacy." Whysocialideathis might asphrase position formerpoor means? whites slave in the inowners? Souththe South and possiblebe as much Negro in favorcompetition-- of the What did the Southerner feel this raf_.?nt? (Recall previous discussions on Ask: What do you think Haveeconomically pupils list and ways socially in which -- nowa person that hemight was befree.) forced Meltzer, In Their Olin Words, Vol. 2, 1.1 personsomeonefeelto take aact citizenyouan in inferior feela certainof the position. Unitedway? States has? is not as good as you are to have all of What rightsWhat do canyou be done to make a Would you allow PP- 135 - 146. C\1 outyouafraidmanagedthese that"prove?" of rights? tohe you, keepreally etc., someone is whatinferior.) poorer, could youless--- use educated, his actions less toindependent, help (In comparingWhy or him why to not? you, you might try to point If, by using many means, you A. OTHERS.ISVALUES SENSITIVE HUMAN DIGNITY.TO THE FEELINGS OF - 155 - may.ofNon-government options,freedom andjust maygroups as deprivesurely may beasthe enemies individual government S. Compares different sources of G. Theatdemocratic information. contrastas a conflict politicalbetween in democratic basicsystems underlying may and be un- looked valms. G. may.Non-governmentof options,freedom andjust groups may as deprive surelymay be astheenemies government individual S. Appliesgeneralizations previously-learned to new data. concepts and G. labormaytoGroups trytake or to maywealth.something dominate engage frominanother conflict; it, insuch order oneas itsgroup -156- 169. Hov(.1 impils read the Negroes' accounts of thefitpurpose didn'tDi3:.USSKu the Klux ideaofthe Klan.thethis Southernof Negroes' "whiteorganization? governments supremacy?"reacticns. scop them? What methods did they use? What seemed to be the major How do their actions Why "StudyBotkin: Questiond ed. Lay Myon BurdenReadings." Down 170. Have the group which has been preparing a skitNegroes'present on the accountsit Ku to Klux the of Klanclass. the Ku Klux Klan. Compare what they have to say with the Ask: How can an Whyorgan-- didn't the fromthethatNorthernersization Kulawsthe Klux Klanlikewere Klansee whichthispassed thattoday? exist existed iton wasthis in stopped?after ourpoint.) United the Civil States? War? Is it similar to or very different (It shouldWhat bedo pointed you know out about 171. One of two of the accounts which pupils read previously mentioned problemshowenlargesharecropping.skit it onwas on ofsharecropping carriedthethe ideaindividual out of inhowpresented practice.doingthe system theat work was onset the up sharecroppingas opposed to Ask: How did sharecropping work? this time.What seemed to be the real The teacher can Have the group G. Wheneverscarce, thingsthere willvalued be bydifferential a society areaccess - 157 - G. individualFreedomthingsto and by controlis sub hasculturally-determined; - toofgroups bethese taughtwithin scarce whatthe and society.the the valued S. Culturethem,ercisingoptions etc.is are, them,learned, how why one nothe goes shouldinborn. about exercise ex- A. BELIEVES THAT PEOPLE OF DIFFERENT 9. The Negro attained a brief role in politics but in no A. FORBELIEVESCAN INTERESTS,ALL. CONTRIBUTE IN EQUALITY ABILITIES, TO AMERICAN OF OPPORTUNITY AND SOCIETY.BACKGROUND reactionssense controlled against politics. him in the South. This brought on additional G. May.ofNon-governmental options,freedom andjust asgroups surely may as be enemies may deprive the individual government cussionarrangementNegrosystem? sharecropper of the like jobs this that in werethe firstavailable place? to (Bringthe Why was he in debt much of the time? simply leave? Why did he agree to an -158-Why didn't the in a dis- Ask:operateelse could a family he do?) farm after the Civil War? Do you think many Negroes in the South could What problems would Negro. successfully What theymoneyofdidthey a did they(crop? buyinghave,make really wisely? evenand know selling)?if theyabout did all manage steps toin get How much experience had many of them had Why or why not? Would they always spend the production and sellingthe land? concerningHow much money 172. Have a pupil look up in reference books toin the politics class. following the Civil War. In a post-discussion, ask: He should report his thefinding part the Negro played Why did Southern whites Johnston,Meltzer, LivingIn Their Together 07n Words, in America, Vol. 2, pp. 20-23, 38- 2. teacherNegrocould(passingobject qualify.) thein to an Southlaws theinformal thatNegrokeep would lecture.theplaying Negro from Some of these ways can be explained make it almost impossible to havean theactive part in politics? taking part in politics? by the How pp. 108:1167- G. groupGroups may may try engage to dominate in conflict; another one in -159- G. (physicalFrustrationasorder its tolabor takeor maynon-physical).and something resultwealth. in from aggression it such G. Not all members of any group are 10. Some Negroes did adjust to their "free" condition A. BELIEVESCANINTERESTS,exactly CONTRIBUTE THATalike. ABILITIES, PEOPLE TO AMERICAN OF ANDDIFFERENT BACKGROUNDSOCIETY. standards.talentsthrough orskill through at crafts, the ability education, to conform and use to ofwhite special G.A. CultureBELIEVESFOR ALL. is IN learned, EQUALITY not OF inborn.OPPORTUNITY G. them,ercisingoptionsindividualFreedom etc. are,isthem, hasculturally how whyto one behe goestaughtshoulddetermined; about whatexercise ex- the the G. periodspartsAlthough or of elementsculture time. ismay always persist changing, over long certain B. The Negro has continued to face many problems due to segregation patterns and contemporary stereotypes. 173. Have pupils read accounts of (such as Booker T. Washington, Washington Carver, Negroes who achieved Fredericksuccess Hughes, Famous American Negroes, acceptance?beNegroesDouglas, the important whoetc.). did notingredients adjust well to (education, trade training, Ask: How did these Negroes differ needed to gain some measure of freedom? special talents, etc.) What seemed to from the Sterling,Meltzer, CaptainIn Their of Own the Words, pp.(lastpp. 46-52, 45-144. section). 118-122. Planter, Vol. 2, Brawley,Biographies Negro of Builders George FrederickCarver, Booker Douglas, T. Washington,etc. Washington and Heroes. 174. Introduce the accountssimplified giving lecture examples explain of itsJim term Jim Crowism to the class meaning. Crowism in action. Have pupils read and in a short Ask: ISterne, Have a MarianDream, Anderson,Meltzer;'In Sterne, Their Own Do you think the "segregation" of Negroes from whites started JimIanWithin;Words, Crow.Woodward, Vol. Goldman,Questions 2,Strange Bowen; Civil on CriesReadings."The Struggle Rights; of G. Racialattitudes beliefs which involve affect behavior unconscious strongly-held both -161- 2.1. SeparateJim Crow educationlaws net upof segregationthe Negroes, in especially use of in the facilities, etc. G. uponPeoplelevel.at the a stereotypeconsciousfrequently andorbase a their generalized actions 3. Economic pressures and non-acceptanceinferiorSouth, has or inoftenlittle resulted or no education in the Negro or training. receiving well paying jobs them.whichofpicture a groupare which true a set assignsfor of only to some all characteristics ofmembers state.has often led the Negra'to remain in an inferior economic G. groupDiscriminationcultural andtends promotesvalues to isolateagainst and norms. a minority retention of their members of the . Althoughovercertain long cultureparts periods or is elements ofalways time. changing,may persist (organized 4. As the Negro continued to face social, political, and G. sanctions.expectationsotherPeopleinto adults. roles)direct with towardexpectations positive both children and negative and They reinforce these waysiseconomic inferior,that continueddiscrimination,he irresponsible, to build reactedupprone to in crime, many le7y, the stereotype that he unfavorable etc. started?immediately after the war? Why? When do you think it -,.62- may have toandtype.so help politicallymuch prove segregation to fromthe thein sowhites, Ask: If the Negro were segregatedWhy wuuld.the Neoro face Southerner? many areas? what would his(the actions stereotype.) be Recall the "SaMbon stereo- socially, economically, likely -175. Have a bulletin board committee put up pictures or draw arehavetheWar. undergoing illustrationa presentchanged? time. some ofchange the Negroat and This can be compared to Which have stayed almost Discuss:What aspects do the life ofhis the life Negro after the Civil the same? you feel Which at 176. Ask: Negro described by Have you ever heard the stereotypes similar to the presentthe day present time? ofaboutthese theone Negroes,characteristics?yousegregation, have etc. studied? lack Why Compare this stereotypeofPoint opportunities out what they do Negroes sometimes for the majority have been studyingto the"Sambo" one many still show G. Discriminationtends to isolate against members a minority of the groupgroup -163- 5. There is a similarity betweenNegro andthe thatstereotype of the ofIndian the in our prcoent society. G. Thevaluesand easierpromotes and norms.it retentionis to distinguish of their a cultural societyminorityclasstoistic, gain and into thegroupfull to hardera acceptancemovebyigher some itout one.is physicalof byfor one the that social group wider character- S. Generalizes from data. A. ASTREATSBELIEVESFOR MEMBERS ALL. PEOPLE IN OF EQUALITY AAS PARTICULAR INDIVIDUALS, OF OPPORTUNITY GROUP. NOT minoritytheDiscuss:previouslypeople stereotype groups? hold or concerningconcerning and theearly Why is it more difficult for discrimination than it Indians, whom the class studied immigrants such as the Irish. Negroes to get rid of was for other -3.64- 177. Review again with the Whatthat chance existed did and the in Negro fact havestill class the white middle class toexist develop in the these United traits States. values employment,lack(lackheunder faceof ofslavery?land inplanning lackdevelOpingor money, of forexperience these What hindered him himself whilenon-acceptance under slavery, in certain traits once he was or what difficulties did a freedman? types of usually wastraits?anythingetc.) inferior, specific idea ofdone white to supi4macy, Ask: Why was little done? As the Negro faced really help him develop (Southernin providing stereotypeproblems,vas for himself, therer Northern expectations these that he andtoDoesmanythat develop a the similaraNegroes greatNegro these stereotype.) dealordid traits? has notof aidadjust to he until recently had was not needed(Existence and therefore of segregation, when freedom they lostmuch interest.) of a ch,:nce py;:judice, i..Non-Fiction on Slavery BIBLIGGRAPHY - 165 - *** Buckmasterp Henrietta. NI** Bennett, Lerone, Before the Mayflo',1zr. Chicago:1962. JohnsonWigGo., (This boOk shaweeplantation life, menttheNew throughYork:culture hisin Africalife as and a slave,the Negro's revolts, enslave- Crowell, 1958771= .::,col: covers Flight to Freedom. * ** Botkin, B.A., ed. Lay' My Burden Down. tionships,clothing, religiCa,field hand--house-slave and a slave family.) rela- W-44* Brawley, Benjamin. sectionseratureAbolitionists, onto slavery.the Undergroundclass.) Railroad, and lit- Negro BuildersVery and geed Heroes. for reading andstories1954.Chicago:stories explain describe told how by they theirNegroes felt lives aboutthemselves. during slavery slavery The and (This is a collection of partsUniversity of of Chicago Press, 1937.history.)Chapel Hill: (Short descriptions of major Negroes in Univ. of North earo3Ina Press, *** Bontemps, Arna. Knopf,freedom.) 1958, 3rd ed. Story of the Negro. (Excellent description of New York: ** Commanger, Henry. Steele.North,mation.decision,(The storySouth, reactionsof and Lincoln's by theto theslaves.)views Proclamation in the New York: Bobbs-KiriiI17376157-- The C3fit Procla- on slavery, his Brown,students.)canthe Negrobe Rich read beforeC.,ed. to the and class after or the by Civilmore advancedWar. The Human Side of Parts * Cross, Helen Reeder. England,showsNew York: the the comparison life of the of slaves,the South the with invention New Random Houa:77:77TWas book Life in Lincoln's America. bookAmerican of short History. source readings covering pre- Boston: post-Civil War Ginn, 1962. (A * Hafilnzn, Edwin D. interestof in it.) cotton gin, uses of cotton; e.nd England's Pz:thmvs to..Feedom. Boston: **4Key to JAeading,Level averageeasier reading Civilpe-rioa.) War- -Civil War --and Ronutiton-Hifflin,fqgitivefugitive slave lawand areAorthern found reactionson pp. 132-152.) to the citpture of a .:44141 "1041..abotvedifficult average ofII/104e which are really neededthe or desirable to have in the classroom tounit. illustrate various points I. Hughes, Langston and Milton Meltzei. A StArkeri ,Marion Strl. to Make NewPictorial tlellentYork:topics History illustrations covered.) of Salegmin on most AmerTea,of the major Crown Publishers, 1956. TEx- Home.cellentIfrican:eacher descriptions culture, for reading etc. of toslave the life,class.) Nev York: No on, To be used by t 9 Rigion, E Hughes, Langston.New York: Dodd, Mead, 1954. Famous AmericanLivingcroblems,'and TogetherNegroes. successes.) in America. (This book deals * Sterling, yorotny.Doubleday,revolts,defensefrom Africa of the1963. slavery, throughUnderground theslavery, lifeRailroad, ofthe a Sos' (TETTE;;1717;es Forever tree. ro N nd re- ve, slave erne Negro'York: indescriptionNewJohnston, theYork: revolution, Johanna. of early attitudes slavery, towardthe role slavery, of Negros Dodd, Mead. -(This book gives a * Swift, Hildegarne AHoyt.actions Pictorial of theHis-to southerners to aboli ionists.) of the America Ne ro. North Stag Shining ia southernthethrough army- minstrel -eactionsfears,and in perpetuationpoliticsshows, to the runaways, afterfreedman.) of thethe the war,stereotype Negro and Wish,toNew use York:Harvey, on the ed. opaque plavery projector. in the 4outh. Morrow, 1947. Good it ustrations F Me_Lczer, Milton,HistoryexcellentCrowell,1619-1865, ed. of In 1964. thefor TheirVol. Americanreading 2.,Own 18K-1935.Words--A aloud.)Negro. (Source reading on the Negro- - NewVol. York: 1 cellentNewreference. York: descrin+iohs for reading to the class.) Farrar,,Straus,Diffiapit, 1964. but(Teacher's contains some ex- E Reddick, Lawrence,Fi andThe Agnes story McCarthy. of Negro feeling at theti beginning oa, For. New York: Doubleday, 1907-- Worth )a. Biographies**** Bontemps, for Arne. Se4ticn ofSlavery the JubileeProblems Sino.qs:Wiladelphia: Winston, Chariot in thisr=Latax on Slavery and Post. Negrothe war,aftertroops, life the discrimination, aswar.) slaves, revolts, Negro abolitionistssongs, the freedam--wereCivilNegro1951. War.born into similar slavery to butthose freed of allby theNegroes. (This is mainly the story of Caleb, a His problems - -in slaverysimilar. and in E Rogers, Matilda.York:growingList ofof cotton.the uses of cotton.) FrAnklin Wal1;71937.777aistoryof the The First Book of Cotton.It also contains a compete New jobileeAfter the Singers: war h. )1b e44 a member of the '-: :45144 *** Bontemps, Area. Knopf, 1959. (At age nine Frederick- DouglasFrederick Douglas. New York: ** Petry, Ann. Harriet Tubmant Conductor on the give.forfreedomlearned thea vivid freedomheabout spent description "freedom." of the other rest of slaves. Afterof how his ahe lifeslave escaped working was to Pp. 94-95 . becametheroad"Underground(After Civil ato "conductor Harriethelp War Railroad. othershe Tubman servedon slaves the escaped asUnderground to a freedom.guide to the for Rail- Nowth the New York: Crowell. During she **** Fuller, Edmund. A Star Pointed North. New York:"broken.") Harper, 1946. .(kederick Douglas * Patterson, Lillie.LeaderUnion army.)of His People. Booker T. Washington- Champaign: Garrard, - workingRailroadmatterwascaped a slavewith howto and thecruelly anti-slavery whospent North could thehe along wasnotrest groups treated.bethe of "broken," Undergroundhisin thelife U.S. He es- no Thisbutforthe196k. lived bookwareducation andshowsmany his yearssomefor work Mgroes.)ofafter to the provide theproblems Civil better afterWar. chances (Booker T. Washington was born a slave ** Graham) Shirley. above.)lemsand Europe. of treatment in the North, than the one This book gives more of the prob- Booker T. Washington. *** Sterling, Dorothy. NewhisRobert York: freedom, Smalls, the his capture life inof slavery,the Planter, buying and Doubleday, 1958. Captain of the Planter. (The story of ** Harlow, Alvin F. York:ships Messnerf and desire for education.) (Tiais book shows Joelhis hard-Chandler Harris, Plan- New * Sterling, Dorothy.Doubleday,his role in1954. politics during and after the war.) (After Harriet TubmanFreedom escaped Train. Garden City Unclethishow(Joeltation hisRemusnewspaper Chandler Storyteller. associations stories. printerHarris with wasto writetheothers author the influenced Uncle of the Remus New York: In this book you learn Messner, 1941. aUnderground freedom.toguide the forNorth; theRailroad" sheUnion became Army.to help a "conductor other slaves on theto During the Civil War she served as She also started * Nolan, Jeannette Covert.andstories. superstitutions of the Negroes.) Gives explanations of the-beliefs John Brown. New couldotherdifferencesa settlement bebiography compared are for offound slavesand Harriet discussed.)between in Tubman.Canada. this and the TheseSome andYork:readtheJohn surrender Negroes.aloud.)Brown's atideas Harper's and hisFerry attempts and could. to free be Messner, 1950. Pages 144-161 describe the attack (This book tells of Knopf.Sterne, Emma G. I Have A Dream. New York: *** Sterne, Emma Gelders. Bethune. New York: Knopf, 1957. (This Mary McLeod - 168 - * Curtis, Anna L. Stories of the Underground wereofthestory slavery. differentCivil describes War. from a Negrothose whoduring was theborn days after She founded. the Bethune-CookmanThe problems she experienced * Fisher, Aileen. workers15.41.7-1shortRailroad. and illustration of New York: stories of famous underground Island Workshop Press,- methods they used.) NegroesShirts,Negroescollege from givesKu for Kluxgaining Negroes.a. Klanclear complete and picture Jim freedom.)Crow of howlaws the kept Red Her efforts to help thethanYork:found Underground he lifeexpected, on UncleRailroad.) since Eb's Thomas Nelson and Sons, 1957. A Lantern in the Window. it was a "station"farm much more exciting peter onNew ** Yates, Elizabeth. Newtionsome York: backgroundto white customs, of slavery, how thisthe Negroman gained adapta- a Alladin, 1951. Amos Fortune, Free Man. (This boot gives * Fitz, Jean. problems5.n1960. the ofUnderground freed Negroes Railroad. being (The story of Brady. a boy who becomesNew York: involved It slack's the Coyitrd-McCann, III. Fictionaccepted,certain on degree andSlavery. his of views acceptance, on freedom.) how he was not ** Howard, Elizabeth. neighbors.)4nd unfriendly reactions North Wind Blow Free. of pro-slalery captured, slavery * Boylan, Grace DuffieUncle (adaptor). Tom's Cabin. Young Whitman Folks' Co., 1945. (This buyfamilyYCrk: a large lived tract in Michiganof land inbut Canadaito Morrow, 1949. (Elizabeth M c aren's sold their farm to i help New c1,1! free.)is the story of a Negro family's attempt to get colony.)runaway slaves. Shows life in the Canadian 1 , *** Cavanna, Betty. Secret Passage. Philadelphia: ** Long,. Laura. Hannah Courageous. Ned. York: - Winston, 1946.Richmond.helpedRailroaddiscovered to washideA comparison,thatlocated runaway a station in slaves theirthrough of shehome.the conversations, onceUnderground met in (Sally Brinton, a Quaker girl, Later she differingliterature,UndergroundLongmans,the fleelings Green,views slaveRailroad, concerning on 1939.hunters, slavery types slavery, andcaused of theabolitipnist prolaems (Very good 14 showing Quakrs in the 41(-Bzvin, Marion Marsh. n--4-ndesis also made toward between slavery.) the northern and southern Frontier Beacon. Phil- * Meadowcoft, EnidNew LaMonte.came York: to live with the Morgan family in Chicago. . Crowell, 1948. (A freed ByNegrO.boy Secret Railway. among friends.) \ hisad-'rl'ia:ingP0.11_ way against to fight slavery. slavery was "with the pen.") inning in Nebraska was not actively fight- Westminster Press. Abe Lincoln convinced him (Judd Stuart toJimandWhen Chicago escapesold Jim backlost andalong intohisfreedom.) the freedomslavery. Underground Railroad papers, he was captured David Morgan helped back 169 "'Sterne, Etna Gliders. bookillegalSchooner. gives slave some tradegood looksand Negro at Africa, customs.) the New York: Alladin, 1953.The (ThisLong Black ** Catton, Bruce. andpostersNew(This York:final bookfor results.) theshows militia, the newspaper the battle headlines, itself, Am. Heritage Publishing Co., 1963. The Battle of Gettysburg. ** Wells, Helen. peopleSouthernWinston,slave becamecatchers, 1953.attitudes "conductors" the concerning fugitive on theslave Undergroundslave, law, why Escape hfy Night.(This book shows the role of Philadelphia: ** Catton, Bruce. Gardenspecialof the City: Unionillustrated Side of ed. the for Civil Young War. Readers.) Rutledge Booxs, DoubledayThis Hallowed and Ground- -Story (A IV. Non-FictionRailroad and on ruses the Civilused.) War. *** Coit, Margaret L. beginningcampaign.)Co., 1956. of the war, strategy, and major (Excellent descriptions of the The Fight for Union. * Am. Heritage Series.battlesI9S4.tar.clads, andironclads terrain. on the rivers, problems en- New York: (Illustrations of ships, shipyards, Am. Heritage Publishing Co., ExplainsIronclads the of use the of Civil iron- keepbyBoston:tells various the of North thegroups attemptsand andSouth people between united. attempting 1820 and to1859 Houghton Miflin, 1961. (This bookDocumentary ** Am. Heritage Series. Newcountered York: , etc.) Am. Heritage Publishing Co.., '1960. Naval Battles and Heroes. ** Colby, Carroll Burleigh. Newform.) York: Coward, 1962. (ExcellentCivil War Weapons. on small War.submarines,(Excellent burningchapter rafts,on the etc.)naval part of the Civil Illustrations of naval battles, ships, *** Denniston, Elinore. halfNewarms York: of and the artillery book deals and with their spies uses.) and espionage Dodd, Mead and Co., 1963. Famous American Spies. (Last *31** Davis,Burke. endtheof ofCivilan the"artillery War.Showswar. the fight," conditions the finalof the communications, Confederacy at the Appomattox--Closing NewStruggle York: ofIt also gives a good description Harper and Row, 1963. ** Dupuy, Trevor Nevitt. War,Landduring theBattles. Civil War.) New York: The First Book of Civil Watts, 1960. theand warthe aresurrender. given.) Pictures and statistics of anda inscription(Includesbrief thewhich comparisonsexplanation the ofa mapbattlestroop of ofmovementseach occured.the battle twocauses therearmies.) area of in theand the warde- order Also includes ** Dupuy, Trevor Nevitt. The First Book of - 170 - **** Frazier, Carl and Rosalie. The Lincoln whichWatts;outtionthe the Civilthe of1961, importanceeachbattle War,Naval naval occured. ofbattle Actions. sea powerin the during order thein InclZgra-Eap and descrip- The author points New York: whypeopleHouse,Country Lincoln 1963.he inknew, knewPictures. explanationthem.) of how, when, or (Homes of Lincoln, homes of New York: Hastings *** Dupuy, Trevor Nevitt. ofCivil Civil War.) War Land Battles. The Military History New York: Watts, *** Hart, Albert Bushnell. War.groundsource Railroad, readings contraband,on plantation John life, Brown, Under- New York: MacMillicellent Romance of the Civil *** Eaton Bailey, ed. thestrategy,1960. campaigns reasons themselves.) for various campaigns, and (Excellent descriptions of armies, Original Photographs Taken anddeserters,guerrillas blockade supplies,duringrunning.) the marching, war, camp Negro life, regiment army Picture Story of the (Mathewtheon the United BradyBattlefields States. inwas the the U.)..uring firstS. war Lhe photographer Civil War of The pictures in this book Hartford, Conn., 1907. * Kane, Harnett* Kantor, Thomas. MacKinlay.Confederacy.Illustrations by W. R. Lohse.) New lork: Lee and Grant at Appo- Lathrop, 1965. * Plato, Charles. The Golden Bookiuonwere filmstrips.)the ofmade battlefields.the from Civil the War. negatives Many of pictureshe made rightavailable (Adapter for young readers). New York: drawacceptedthingmattox.realized up for the Grant's himthat surrender to the invitationdo onlywas papers. tohonorable surrender.to meet and him wisest and New York: Random House, 1950. The book also He Lee ** Foster, G. Allen. CivilGolden War. Press, 1960. New York: The Eyes and Ears of the Criterion Books, 1963. * Miers, Earl Schenck. afterdeals thewith surrender.) the sale of McLeod's furniture Billy Yank and Johnny alsoballoons,Tacellentgraph, contains photography, andcoverage informationspies ofduring couriers,the on flagthe the Civilobservationsignals, Copperheads.) War. tele- It blockade,betweenReb--HowelectionRand-McNally, northern They andof 1860,majorFought 1959. and riotscampaigns.) andsouthern Madein the Up. North, the Shows the contrast Chicago: the - 171 - *** Miers, Earl Schenck) ed. taughtwasYork:Ended--The the chemistry daughter Diary atof of SouthJoseph Emma Carolina LeConte.LeConte, College who Oxford Univ. Press, 1957. When the War (Emma New ** Reeder, Col. Red. atNew(This Ft.York: Sumter.book covers the period from the firing Duell, Sloan and Pearce, 1958. It deals with the strategy, The Story of the Civil War. untilsoutherners'here,in Columbia. Aug. covers 10, opinionthe1865.The timepart of fromof Sherman's her Dec. diary 31, march 1864included She expresses the Proclamation,traband.")Sherman'sproblems ofMarch, thecopperheads majorthe Andrews campaigns, in the Raid, North, the and Emancipation prisons,"con- North,surrenderand his and men's theirof the actions, utter South.) despair their hatredafter theof the **** Robertson, Constance. wantedGoldenYork: Circleto bring members the Civil were WarNortherners to a close who and Random House, 1951. The Golden Circle. 1Copperheads and New ** Palmer, *Bruce. Munnes, James. A Shortandof theDunlap, Illustrated United 1965. States. History First Bull Run. New York: New York:Grossett prisonersraidspart.restore slave.on escape. thethe North"Union (Only and as for helpedit verywas"--part Confederate advanced free and They aided the South in making patriotismtheMacmillan, secessionreactions and 1965. theofto theFt.role South.Sumter, of newspapers, increasing (Covers the period from It includes ** Shapiro, Irwin (adapted hy).ofclass.)students America. or for reading sections aloud to the New York: Simon and Schuster, The Golden Book * Pratt, Fletcher. battleplansthe reactions foritself war, is Lincoln'sin covered North andinrole, detailSouth.) etc. The Civil War. as are The ** Sobol, Donald J. ustrated1954. section on the Civil War.) (This book contains an excellent ill- A Civil War Sampler. New * Pratt, Fletcher. allGarden the City major Books, campaigns 1955. grouped by year.) The Monitor and the Merrimac (This book contains Garden City: ** Sobol, Donald J. York:speeches,the topics. communications, etc.) Watts, 1961. Source readings concerning Two Flags Flying. (Difficulty varies with New York: Ericson,defeatednavalHouse.and other encounters early on Naval the ironclads, seas.)Battles. and why improvedthe South inventions, was finally (This book contains the life of John New York: Random biographiesPlattsections and Munton of almost Pub.,leaders every1960. in thephase war of and the short war.) (Includes short **** Strong, Robert Hale. Civil War. Chicago: HenryA Yankee Regnery, Private's 1961. - 172 - *** Commnger, Lee. Boston: Henry, et. al. Houghton Mifflin, 1951. America's Robe E. ** Werstein, Irving. etc.)of fighting,This hospitals,book includes Sherman's source March,descriptions The Many Faces of the career.)mostdocumentary space given account to Lee's of Lee's childhood life withand militarythe andmajor(ThisCivil life phases War.book behind containsof the lines.)war, short weapons, sections tactics, of all New York: Messner, 1961. *** Daniels,XX Daniels, Jonathon. J. Mifflin,Confederacy. 1960. Robert E. Lee.Philadelphia: Mosby: Gray GhOstBoston:Lippincott, of the 1959. Houghton *** Wiley, Bell Irvine. rSelections1865.difficult.) mentioned in unit are not too New Haven: Yale Univ. Press, 1938.Southern Negroes, 1861- Jackson'sYork:Daniels, lifeJonathon. and military career.) Messner. (Interesting account of Stonewall Jackson. New *** Winther, O. 0., ed. Bloomington:ReminiscencesSea; The Civil of War Theodore Letters F. Upson. Indiana Univ. Press, 1958. With Sherman to the Diaries, and withJeffersonsouthernofGreen, thep. 8k,election,Margaret. Davis. reactionsthis books Newhis-conduct-Of and York:gcci:idto conditions.) Davis' the warview and President of the Confederacy-- Messner. (Starting aloudlifeCivil(These to andWar. illustrate aresoldiers' real papers conditionsfeelings.) written of duringcamp the Selected entries could be read ** Guy, Anne Welsh. 1965.the Civil War. New York: ..Abelard-Schuman, (Much easier description than the book John Mosby - -Rebel Raider of Biographies on the Civil War. ** Hoehling, Mary Duprey. abovein the on CivilMosby. War.) Shows the role of guerillas Girl Soldier and Spy- - **** Carter, Boyleston, Hodding. Helen. Randomof the AmericanHouse, 1955 Red Cross. Robert E. LeeClara and Bartonthe -- Founder New York: ' Hoehling, Mary Duprey. TrecigederateSarah Emma Edmundson. girl's part in New York:Thaddeus Lowe--America's the Civil War.) Messner. todisliked1955.Road death, to Honor.includingslavery.) such items as that Lee (The story of Lee's life from birth New York: Random House, servation(TheOne Man last Air balloonssection Corp. dealsfor the with Union.) the New York: Messnei7-1558. use of ob- ** Judson, Clara Ingram. Friend of the People. Chicago:Abraham Lincoln- - Follett, -173- * Long, Laura. David Ferragut: Boy Midshipman. his1950.from death.) age four on the Knob Creek farm until (This book follows the life of Lincoln withhadduringcommissionedIndianapolis: manyhis thepartunusual Civil inin theexperiences theWar.) BattleU.S. of after New Orleanshe was Bobbs-Merrill. This book also deals (David Ferragut * Kay, Helen. peciallyHastingssixth graders. suitableHouse, 195g. for immature, poor-reading Lincoln: There are many amusing anec- A Big(This Man. book is es- New York: ** McConnell, Jane T. biographyCivil War Nurse.of Cornelia Hancock. New York: Cornelia--The Story of a Crowell. It describes ( A ** Kelly, Regina Z. Years1954.dotes of Decision.about Lincoln's life in Springfield.) (This book relates incidents in the Lincoln and Douglas,New the York: Random House, Freedman'sof"contraband"the the problems freed Bureau.) Negroes andof theproblems, andwounded, her educ.work Gettysburg, withand conditionsthe tomenteachlives the and man presidency.of slavery. toLincoln develop and his Douglas own ideas which about influenced govern- It ends atParts Lincoln's might beelection used in ** McGriffin, Lee. Hampton,York:descriptions Morgan, and Stuart, stories Shelby.) on Mosby, Forrest, Dutton, 1958. Swords, Stars and Bars. (This book includes short New * Latham., Jean L. orclass feelings.) to explain the why of these men's actions Man of the Monitor, The Story *** McNeer, Mary. LincolnBoston: and the War.) Houghton Mifflin. America's Abraham Lincoln. (A good section on Monitorventionschapter(Theof John problems could andEricson.on the thebe John battlereadstory Ericson aloud ofbetween the tohad Monitor. thethe with class.)Merrimac all his and New York: Harper,-1962. The in- ** Miers, Earl Schenck. political1964.and War. Newbackground, York: differences in the North (This book includes Lincoln's early American HeritageAbraham Pub.Lincoln Co., in Peace *** LeSuer, Meridel. theAbrahamis Mississippithe Lincoln.story of River Lincoln's to New trip Orleans on the where raft he down NewThe York: River Road: Knopf, 1954. A Story of (This *** Nolan, Jeanette Cover. NewLincoln'sover York: slavery, problems the andelection decisions of 1860, during and the war.) Messner, 1960. Spy for the Confederacy. (This is the true issaw devoted. his first to slaveLincoln's auction. inner feelings.) Much of the story Washington.)Warwhothestory butmoved leader ofremained toRose ofWashington, theO'Neal loyal spies Greenhow,to D.C.forthe theSouth.before aConfederacy southern the Civil woman in She became * North, Sterling. 1956.to White House. (Lincoln's entire life is presented North presents a veryNew honestYork:Abe Lincoln--Log Cabin Random House, - 174 - **** Thomas, Henry. Putnam,life, military1961. and civilian, from a very (The completeUlysses storyS. Grant. of Grant's New York: **** Paulmier, Hilah, ed. picturecomplimentaryin this of book. Lincoln, facts.) even including some un- Abe Lincoln: An An- VI. Fictionsympathetic on the angle.) Civil War. Lincolnfromtakenisthology. a articles collection fromand aboutLincoln's abbut ofLincoln. articlesLincoln papers areandor storiesarrangedbooks or by in New York: Knopf, 1953. These excerpts (This ** Allen, Merritt Parmelee.wasRickertNew assigned York: O'Shay to theenlisted cavalry in becauseofthe Union Army,his he Longmans, Green, 1956. Blow, Bugles, Blow. (When acterafterquotationschronological hisof Lincoln.death. on pagesorder--from 290-298 his are youth especially until They portrayThe the collection char- of Lincoln Thishorrors,here,cavalrylove picture isfor fears,fictitious from horses.portrays 1863-1865 etc. butvividlyof armytheare strugglethehistoricallylife.) diScomforts, of the correct. His part.in._the.war.,_as told * Rose, Mary Catherine.BartonMercy.interesting.) went onto the battlefields to help Champaign: Garrard, 1960. Clara Barton,Sister of (Clara * Allen, Lorenzo. washisMorrow, acceptedage 1964.when inhe theenlisted fife andin thedrum Union corps. army and (Twelve-year-old Len Fiferlied aboutfor the Union. New York: 62 A .TA * Reeder, Col. Red. level.)the wounded soldiers. Sheridan--The General Who Very easy reading New York: ** Allen, Merritt Parmelee. likegood indescription 1861.) of what a soldier's life was The White Father. Duell,untiltimeexperiencesWasn't ofSloanthe Afraidhis end andapplicationof of to GeneralPearce, theTake War.) a Sheridan1962.toChance. enter fromWest thePoint (The exciting ofNewrecognizedthe aYork: boyConfederate who byrides his army withgrandfather.) and Morgan has hisas acourage part of finally Longmans, Green, 1944. (The story *** Sims, Lydel. WarAirman.FglTga and communicationssection on his with participation Lincoln.) in the Civil New York: Thaddeus Lowe: Putnam, 1964. Uncle Sam's First ( An ex- * Anderson, Bettyburg. Baxter.Illinois(Fourteen-year-oldN. Y. Graphic to find Society his Joe brother Publisher,Roberts in left a Ltd.,"slave" "free" 1962. Vicks- On the way he saw the first battle on Powder Monkey. Greenwich: athe "powder Mississippi monkey" River on a and,Union by chance, became ship. Later he A good -175- *** Catton, Bruce. York:cavalry and its part in the Civil War.) Doubleday, 1955. Banners at Shenandoah. (The story of Sheridan's New ** Ashley, Robert. duringdescriptiontook part the insiege.) ofthe the siege conditions of Vicksburg. in Vicksburg Rebel Raiders--Story of the ** Daringer, H. F. York:South before, during, and after the Civil War. Harcourt, Brace, 1948. Mary Montgomery. Rebel. (Lire in the New point1956.St.running.) Albans of the Raid. war--prison breaks, and blockade (This book deals with the Northernmost Philadelphia: Winston, i(*Dick, Trella Lamson. GoodshowsNew accountYork: North ofand change South anddivisions attitudes.) in Missouri, Abelard Schuman, 1963. Island on the Border. (This book * Ashley, Robert. Union1953.the Andrews soldiers Raiders. went deep into Confederate terri- (This is the real story of how disguised The Stolen Train--A Story of Philadelphia: Winston, dregon'sduringintoa border slavery, the state.involvement War, the and Underground raidersin the Civiland Railroad their War isactions. even It also gives some insight TA5 Southtoryfrom to fromAtlanta destroy transporting to the Chattanooga. important men and railroad supplies line was Preventing the ** Edmond, Walter D. whobrought volunteered out by onein Oregon.)of the characters, a soldier Cadmus Henry. New York: ** Burchard, Peter. Coward-McCann,fightinganother methodpower 1962.ofused the by South.) the North to reduce the North by Night. (A young boy in the Union New York: Dodd,orderassignmentfor serviceMead, and had 1949.was in himself copyingthe Confederate transferred reports. Army. as a scout- - Cadmus Henry volunteered He changed an His first A tically.althougharmyrather participates idealistic other prisons atdescription Ft. are Wagner described of and prison ismore captured. life realis- The book describes his escape and the ** Epstein, Samuel and Beryl.McCann,thein Greata balloon 1956. Locomotive over the Chase. battlefield.) (A union attack on southern Andrews RaidNew or York: Coward- ** Burchard, Peter. wererole sympathetic of some mountain to the people in the South who Jed, The Story of a Yankee North.) Coward- **** Fenner, Phyllis R. Newtransportation.) York: Morrow, 1957. Brother Against Brother. (Most of the short givessmallsixteen-year-oldMcCann,Soldier aSouthern 1960.andgood a descriptionSouthern boy Jed with frcm Boy. aof brokenWisconsin camp life.)leg. found a (Just after the battle at Shiloh, New York: This book Henry.)chapterisstories simply on contain Cadmusan excerpt moreHenry frommature is lessthe ideas bookdifficult butCadmus the and ** Fisher, Aileen. York:the son of an anti-slavery man in Kansas, the Alladin Books, 1953. Homestead of the Free. (The story about New - 176 - ** Meader, Stephen W. New(This York: book is excellent in showing conditions Harcourt, Brace and World, 19 3. The Muddy Reed to Glory. CivilReallyBeechersslaveryidea War.) ofa forerunnerBibles,elementsfree territory, and against of the what reactions borderextreme was toruffians, abolitionists.comeof anti- in the Wildernessminingprisonof the attempts.)conditions northerncampaign, soldier,(Belle lack ofIsland) typessupplies, offoraging, manuevering, and the ** Hinkins, Virginia. dangersboyYork: becomes of a acourier, courier. his reactions to battle, McGraw Hill, 1959 77. sixteen-year-old Stonewall's Courier. This story shows the New ** Meader, Stephen W. blockade,New(Excellent York: reasons, on southern dangers, strikes and southernagainst theview Harcourt, Brace. aud World, ZEE" Phantom of the Blockade. * Kantor, Mainlay. Gettysburg.toand Jacksonforaging. and Stuart and'their role in the war.) It also gives some insight in- New York: Random ** McGiffin, Lee. from1959.of the his blockade.) home in Alabama to join his brother, (Fourteen-year-old Ben Fane ran away Rebel Rider. New York: Dutton, theaofHouse, battle Gettysburgapproach 1952. there. of saw the two armies armies until take the position dedication for (In the summer of 1863 the peopleThis book covers the time from *** Norton, Andre. thea scout life forof aWade Confederate Hampton. soldier.) Ride Proud, Rebel. This book describes New York: *** Keith, Harold. interesting.)peopleof the to cemetery. the approaching battle are especially The reactions of the towns- bushwackers-andraiders.World,the southern 1961. fightingpoint of conditions.view as a part of Morgan's It shows army life of the Confederate (This book pictures the war from Very inpictureCrowell, opinionthe west of1957. concerninglife and duringcenters the the in war.) warKansas. and differences A good Rifles for Watie.hir-71Tcdeals with the war New York: ** Sherrifs, Gordon D. Newdealinggood York: story with.the and account.) blockade runners--the blockade Chilton, 19b1. The Grey Sea Raiders. (Excellent book ** Knox, Rose B. reasonsday, Doran, for the194Z-757Eillent war end southern on southernarmy life.) Gray Caps. Garden City: Double- andsouthernproblemsharassment itself,the blockade.) pointof ofsecuringConfederate shippingof.vicy'concerning ships onsailors, thebuilt high in andthe seas,England, thewar ** Milers, Earl Schenck. New York: The Guns of Vicksburg. - 177 - *** Williams, J. R. The Confe'2crate Fie1.01e. andtypesview life ofof Grant'sinchargos, Vicksburg.) and tactics Shermrn's in taking personalities, Vicksburg, Putnam's Sons, 1957. Excellent ville,MissouriEnglewoodin(To tur%, beat Texas, tried Cliffs:trthe Europe. tobloc!mda,to beget sold Tr.:ccrfbesTheir sanein cottonMexico, couth2rncrf. life 'to and,behind Browns- infrom the Prentice-Hall, 1956. *** Singmaster,Sherrifs, Gordon Elsie. G. coversdelphia: the war in the Southwest.) Westminister Press. Swords of Steel. Boston: Troppet. (This book Phila- VII. Source Material. on +.11. lines in Confederate territory.) groundactionsburgHoughton, before Railroad,to 1933. Lincoln, the and slave John catchers,Brown. A goodthe Under-de- (Life in Gettys- come re- 4HHH**** Harwell, Richard B., ed, Harwell,Reader. Richard B. ileir 'pork: Lon vans, Ureen,ei, 1957. The Confederate Ur!.on Reader. battle.youngscription boy inof Gettysburg;.)the civilin's reaction to the This is a good k-uventure story of a -X-X-ierc Botkin,New York: B. A., ed. LonjLxa.:. A. Civil War Treasury of * Werstein, Irving.City:stowaway on the Union Nlvy'%: npnitcr. Doubleday, 1962. Civil War Sailor. (Bill Harper is a Garden lie is *** Comma, Fenry RandomTales, House,Legends 19b0. and York: bysomeoneMerrimacthere someone during on andon land, onetheMonitor. offamocsas theis mraallybatisteboats instead done.)between of the by The battle is described *** Pratt, Fletcher. GardenTwothe volumes. Gray. City: New York: Garden City Books, 1955. The Civil War in Pictures. Lobos-Merrill, 1950. ** Wibberley, Leonard. tostoryNew anYork: unworkedof a Confederate plantation, soldier problems returning with taxes,home Ariel Book:;, nc..Woand. of Peter Wayne. 1355 "This is a VIII. Teacher R-fere.-^e.^ . included(Sectfoos in wita Pratt's c.cnizenL;ary.) ctc. asfinallyjourneythe a partfaithful returnstoof thethe Negro WestUnion.)hcme who totc findstayshal-a a withnew life.him and his the South He Grosse;;IMMIM=.Elkins, Stanley.aid Lu,114iJ, 1959. S3r:cry: A Problem in American New York: CivilFranklin, War. Jchn Hope. Chicago: Reconstruction After the - 178 - NewGenovese,Press, York: 1961. Eugene. Vintage Books, The Political Economy of Slavery.University (Paperback). of Chicago Indianapolis,Rose,Goldman, Willie Peter. Lee,1964. Rehearsal for Reconstruction. Civil Rights. New York: Coward McCann. Knopf,Stampp, 1965. Kenneth. The EraPeculiar of Reconstruction. Institution; New York: Williams,Knopf,mentSlavery of1956. theT. in Harry. Americanthe Anti-Bellum Military. South. Americans at War; the Develop- New York: Woodward,NewBooks, York: 1962. C. Vann. Oxford. University Press, 1955. Strange Career of Jim Crow. New York: Collier