This summary provides the essential information about the unit plan in 3 sentences: The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.

1. Title of Unit The American Civil War Grade
“A Nation Divided” Level 5th Grade
Curriculum Social Studies Time
3 weeks
Area Frame
Stage 1 – Identify Desired Results
Content Standards:
Georgia Performance Standard
SS5H1 The student will explain the causes, major events, and consequences of the Civil
War.
a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how
each of these events was related to the Civil War.
b. Discuss how the issues of states’ rights and slavery increased tensions between the
North and South.
c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign,
Sherman’s March to the Sea, and Appomattox Court House.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis,
and Thomas “Stonewall” Jackson.
e. Describe the effects of war on the North and South.
Understandings
Students will understand that:
The American Civil War divided our nation. The three main causes of the war were:
state’s rights, slavery, and economic differences. We are still today dealing with the
consequences of this devastating war.
Related Misconceptions:
1. The Civil War was only about ending slavery.
2. Lincoln was an abolitionist.
Essential Questions
Overarching Questions: Topical Questions:
In the beginning;
a. What were the major causes, a. How was Uncle Tom’s Cabin and
events, people, and consequences of John Brown’s raid on Harper’s Ferry
the American Civil War? related to the Civil War?
b. Do the events of the Civil War still b. How did the issues of states’ rights
affect us today? and slavery increase tensions
c. How can a person ever think it is between the North and South?
okay to own another person? c. Why did slavery take root more so
in the South?
During the war;

2. a. What effect did major battles and
campaigns have on the war? (Fort
Sumter, Gettysburg, the Atlanta
Campaign, Sherman’s March to the
Sea, and Appomattox Court House)
b. What roles did Abraham Lincoln,
Robert E. Lee, Ulysses S. Grant,
Jefferson Davis, and Thomas
“Stonewall” Jackson play in the Civil
War?
The effects of the war;
a. What effects did the war have on
the North and South?
b. Were (Are) the North and South
really that different?
Knowledge and Skills
Knowledge Skills
Students will know: Students will be able to:
a. the causes of the civil war. a. Identify Uncle Tom’s Cabin and John
b. the effect Uncle Tom’s Cabin and Brown’s raid on Harper’s Ferry, and
John Brown’s raid on Harper’s Ferry explain how each of these events was
had on the Civil War. related to the Civil War.
c. Why there was tension between the b. Discuss how the issues of states’ rights
North and South. and slavery increased tensions between
d. the major events of the Civil War the North and South.
e. the roles of important people of the c. Identify major battles and campaigns:
Civil War Fort Sumter, Gettysburg, the Atlanta
f. the consequences and effects of the Campaign, Sherman’s March to the Sea,
war on the north and the south and Appomattox Court House.
d. Describe the roles of Abraham Lincoln,
Robert E. Lee, Ulysses S. Grant, Jefferson
Davis, and Thomas “Stonewall” Jackson.
e. Describe the effects of war on the North
and South.
Stage 2 - Evidence
Performance Task(s)

3. Goal: Newspapers were one of the major sources of information in the 1860's. They
included many of the same components that newspapers do today. Many of these
components can be included in this paper; i.e., political cartoons, editorials, biographies,
advertisements. Your goal is to use these components to give different perspectives of
stories, images, ideas, and events during the Civil War Era.
Role: You are a journalist and you have been instructed to travel back in time in order to
create a newspaper that depicts the 1860’s Civil War Era.
Audience: 21st century students will be reading this newspaper in order to “Look back in
time” at the Civil War Era.
Situation: These 21st century students need to understand and discover the significance
the Civil War Era had on the United States.
Product Performance and Purpose: (six facets of understanding addressed)
You will create a newspaper in order to explain through justifiable accounts,
phenomena, facts and data the role of slavery before and during the Civil war.
You will interpret the Civil War era through meaningful stories, images, ideas, and
events.
You will apply your knowledge of the Civil War era and explain how the Civil War
affected people.
You will provide different perspectives and point of views from key individuals and
critical eyes and ears so people of today can see the big picture.
You will empathize by finding value in what others might think or feel and
understanding the advantages and disadvantages of each side.
You will develop self-knowledge and the wisdom to know one's ignorance and how one's
patterns of thought and action inform as well as prejudice understanding.
Standards and Criteria for Success: (see attached rubric)
1. A title for your newspaper. Remember that the title will reflect if the
newspaper was written in the North, South, or the West.
Standard SS5H1 The student will explain the causes, major events, and consequences of
the Civil War.
2. A story about slavery. This could include a story about the history of slavery
prior to the 1860's (examples to use Uncle Tom’s Cabin, John Brown’s raid on Harper’s
Ferry)
Standard SS5H1a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry,
and explain how each of these events was related to the Civil War.
3. An article written by an abolitionist explaining the reasons why slavery
should be abolished.

4. Standard SS5H1b. Discuss how the issues of states’ rights and slavery increased tensions
between the North and South.
4. An article from a slave owner defending the need for and use of slaves.
Standard SS5H1b. Discuss how the issues of states’ rights and slavery increased tensions
between the North and South.
5. Three hand drawn advertisements that would be used in the 1860's to describe the
effects of the war on the North and South
Standard SS5H1e. Describe the effects of war on the North and South.
6. Two original, hand drawn political cartoons.
Standard SS5H1b. Discuss how the issues of states’ rights and slavery increased tensions
between the North and South.
7. Two other sections for your paper. This could include letters to the editor,
obituaries, or crossword puzzles. Look at current papers to get ideas that
you could use.
8. A biography of a key figure that played a significant role during the war.(examples to
use; Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas
“Stonewall” Jackson.
Standard SS5H1d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant,
Jefferson Davis, and Thomas “Stonewall” Jackson.
9. A story written about an actual and significant Civil War battle. (examples to use; Fort
Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox
Court House.
Standard SS5H1c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the
Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
Performance Task(s) Rubric(s)

5. Excellent (1) Satisfactory (2) Absent (3)
Title Title present with a Title present No title
clear connection to without a
text. connection to text.
Slavery Story The story uses Contains inaccurate Story inaccurate or
accurate historical historical not present.
information and information or
portrays an understanding of
understanding of slavery.
slavery.
Abolitionist Article The story uses Contains inaccurate Story inaccurate or
accurate historical historical not present.
information and information or
portrays an understanding of
understanding of slavery.
slavery.
Slave Owner Article The story uses Contains inaccurate Story inaccurate or
accurate historical historical not present.
information and information or
portrays an understanding of
understanding of slavery.
slavery.
Three Advertisements Included three Less than three No appropriate
original, hand drawn hand drawn advertisements.
advertisements that advertisements or
are appropriate to they are from a
the time period. different time
period.
Two Political Cartoons Two original hand Cartoons may not No cartoons or
drawn cartoons that be original or hand shows no
reflect issues of the drawn. May not connection to
time period. reflect issues from issues from the
the time period. time period.
Two Other Sections Contains two clearly Sections are Sections are not
recognized sections present, but lack present, or have no
with appropriate clear tie to the Civil tie to the Civil War
references to the Civil War era. era.
War era.
Biography Contains an accurate May not be a key No biography is

6. biography about a individual during present. Is not
key figure from the the war, or fails to written about an
Civil War. Shows an recognize the individual from the
understanding of the importance of the appropriate time
significance of this individual to the period.
individual to the time war.
period.
Civil War Battle Contains a complete Lacks a complete or No story is present,
and accurate account accurate account of or contains many
of an important a battle. inaccuracies.
battle from the Civil
War.
Other Evidence
(e.g. tests, quizzes, work samples, observations)
Other Assessments
Teacher observations-noted throughout the discussions and whole group lessons
Computer- Students will have computer time in the lab to practice answering questions
pertaining to the Civil War. They will record their scores after each assessment and try
to beat their own time.
http://www.quia.com/pages/hostetterhistory.html#civil
Pre/Post Civil War Test
Circle the correct answer
1. During the years leading up to the Civil War, the eastern part of the US was diving into
three distinct areas. These were:
a. West, North, and East
b. North, South, and Border states
c. East, Southeast, and Western Territories
d. South, Georgia, and North
2. The economy of the North was mainly
a. agricultural
b. technological
c. industrial
d. political

7. 3. The economy of the South was mainly
a. agricultural
b. technological
c. industrial
d. political
4. An agricultural economy has lots of
a. factories
b. farms
5. An industrial economy has lots of
a. factories
b. farms
6. Why did the South feel they “needed” slaves to survive?
a. They were lazy.
b. They were too busy to be bother with farming jobs.
c. They traveled often.
d. They needed the labor for the large plantations.
7. People who opposed slavery were called:
a. anti-slaves
b. administrators
c. abolitionists
d. overseers
8. The main cause of the Civil War was
a. slavery
b. state’s rights
c. economic differences
d. all of the above
9. Who was the author of “Uncle Tom’s Cabin”?
a. Clara Barton
b. Harriet Tubman
c. Harriet Beecher Stowe
d. John Brown
10. What effect did the publishing of “Uncle Tom’s Cabin” have on people during the Civil
War era?
a. It made them want to travel to the South.
b. It made them angry about slavery.
c. It made them want to build a cabin.
d. It made the want to be in Uncle Tom’s family.

8. 11. John Brown was an important
a. Confederate soldier
b. Union soldier
c. abolitionist
d. slave owner
Matching
12. _____ Abe Lincoln a. turning point of Civil War
13. _____ Jefferson Davis b. General who lead March to
the Sea
14. _____ Ft. Sumter c. President of the Union
15. _____ Bull Run d. Surrender was signed here
16. _____ Gettysburg e. First shots of Civil War
17. _____ William T Sherman f. First battle of Civil War
18. _____ Appomattox Court House g. President of the Confederacy
Answer with complete sentences
19. What effect did John Brown have on the North?
20. What effect did the election of Abe Lincoln have on the South?
21. What surprised people about the Battle of Bull Run?
22. Why did Sherman feel that he had to cause so much destruction in the South during
his March to the Sea?
23. How did General Grant show good sportsman ship at Appomattox Court House?
24. Who won the Civil War?
25. What lesson did we learn from the Civil War?
Student Self-Assessment and Reflection

9. Student Performance Self-Evaluation Form
Name Date
Rate the following six items as "seldom," "sometimes," or "often."
Seldo sometim often
m es
I contributed ideas to the classroom
discussion
I encouraged others as we worked.
I helped give direction to the work
I followed the direction of others.
I helped make decisions and solve
problems
I took risks by exploring things that
were new to me.
What do I contribute to the learning process?
What is the most interesting thing about what I did on this project?
What decisions did I have to make while we were working, and how did I try to solve the
problems I faced?
What have I learned from this particular experience, and how can I apply what I have
learned to other classes and
everyday life?
Stage 3: Plan Learning Experiences
Week 1

10. Day 1
Activating activity
EQ: How are Pink and Say alike and how are they different?
1. To introduce the lesson, explain that you are going to read a story about two young
soldiers in the Civil War. Afterward, they will compare and contrast the two characters.
Ask them to pay close attention to the characters and the situations that they become
involved in. W
2. Read the book aloud to students. Involve the students in the reading by stopping to
ask questions that promote higher-order thinking and by making statements that will
initiate comments from the students. H,E
3. After you finish reading the book, have the students share their thoughts and feelings
about the story. R
3. Ask the EQ: How are Pink and Say alike and how are they different? E2
4. Ask students to work in pairs to create a Venn diagram to compare and contrast the
two characters. R,E-2
Resource:
Pink and Say by Patricia Polacco
Collaborative Pairs-T
Accommodations per SST/EIP-T
Day 2 Background
EQ: What states were considered the “North” during the Civil War, and what states were
considered the “South”? -W
1. Give each student a blank map of the United States and ask them to draw a line with
their pencil indicating which states they believe to be the “North” and which they believe
to be the “South”. H
2. Explain that during the Civil War, our country was divided into two distinct areas.
Display map on overhead projector and point out different states included with the
north, included with the south, and those considered “border” states. E
3. Students will work in pairs to create their own similar map using the data on the
overhead map. They will need to create a similar key that demonstrates what the
different colors stand for. R
4. 3-2-1-On the back of their map, the pairs will list 3 southern states, 2 northern states,
and 1 border state. Call on volunteers to share their responses. R,E2
Resources-E
Blank map of the US for each student (Appendix A)
Overhead transparency- the division of states during the Civil War (Appendix B)
Accommodations-T
Collaborative Pairs
Accommodations per SST/EIP/ESOL

11. Day 3 and 4
EQ: How did the issues of states’ rights and slavery increase tensions between the
North and South?
Why did slavery take root more so in the South?
How did the North and the South differ?
1. KWL- Students work in pairs to brainstorm what they already know and what they
would like to learn about the North and South before and during the Civil War. H
2. Then call the class back together and allow them to share some things from their
individual charts as the teacher records on chart paper. R
3. Introduce the topic of the Civil War by showing a presentation on the differences
between the Northern states and the Southern states before the Civil War
http://library.thinkquest.org/CR0215469/before_the_civil_war.htm E
4. Have students create a North/South graphic organizer to compare differences. R
5. After viewing the presentation, ask students to pretend they are state delegates of
Georgia at the time and they are in favor of or oppose secession. Ask them to write a
letter to the state governor that explains the reasons that Georgia should or should not
secede from the Union. (You may want to assign a point of view so that both views are
explored.)-R,E2
6. Divide the class into two sections, with all those sharing the same view on the same
side of the classroom. Then hold a class debate, allowing the students to explain why
Georgia should or should not secede from the Union. –R, E2,T
7. KWL- With your partner, list at least three things on your KWL chart that you learned
about the differences between the North and the South during this time (include state’s
rights and slavery). –R,E2
Resources
Website: http://library.thinkquest.org/CR0215469/before_the_civil_war.htm
Accommodations-T
Collaborative Pairs
Accommodations per SST/EIP/ESOL
Day 5
EQ: How was Uncle Tom’s Cabin and related to the Civil War?
What effect did the publishing of “Uncle Tom’s Cabin” have on people during the
pre-Civil War era?
1. Show an overhead transparence of the book’s cover and read the following paragraph
from the book:
[Harriet Beecher Stowe explains in the last chapter why she wrote the book (she calls
herself "the author".)] "For many years of her life, the author avoided all reading upon or
allusion to the subject of slavery, considering it as too painful to be inquired into, and
one which advancing light and civilization would certainly live down. But, since the
legislative act of 1850, when she heard, with perfect surprise and consternation,
Christian and humane people actually recommending the remanding escaped fugitives

12. into slavery, as a duty binding on good citizens,--when she heard, on all hands, from
kind, compassionate and estimable people, in the free states of the North, deliberations
and discussions as to what Christian duty could be on this head,--she could only think,
These men and Christians cannot know what slavery is; if they did, such a question could
never be open for discussion. And from this arose a desire to exhibit it in a living
dramatic reality."-H
2. Ask the following questions:
Why does Stowe say she wrote the book? What was she trying to accomplish?
Why did she choose to write a novel instead of publishing newspaper articles, making
speeches, or performing some other action?
The legislative act of 1850 was also called "the Fugitive Slave Act." From this paragraph,
what do you think "the Fugitive Slave Act" did? -W,E
3. Have the students look at an overhead transparency the illustration of The Auction
Sale that appeared in the 1852 edition of Uncle Tom's Cabin.-H
4. Ask them to compare the ways that Caucasians and African Americans are portrayed.
What are they wearing? Are they standing or sitting? What expressions are on their
faces?-W,E
5. Ask them to pick one of the people in the illustration and write a paragraph about why
he or she is at the auction sale, what his or her feelings are, and what it is like to be there.
R
6. Call on volunteers to answer the essential question and share some of what they wrote
in their paragraph. R, E2
Resources
Overhead transparency of book cover (Appendix C)
Overhead transparency of The Auction Sale (Appendix D)
Accomodations-T
Collaborative Pairs
Accommodations per SST/EIP/ESOL
Week 2

13. Day 6
EQ: Who was John Brown and how was he related to the Civil War?-W
1. Jigsaw Activity- “Raid at Harper’s Ferry”-H, E
To implement the Jigsaw: Need cooperative groups with 4 members
1. Divide the material needed to cover a topic into four roughly equal parts.
2. Assign a different topic to each team member. (Appendix F)
3. Have each student prepare the lesson. Usually this is done by allowing students to
form new groups called expert groups. All the experts from the same topic meet together
to work on the important points of the section they are covering.
4. After students have finished preparing their individual lessons, have them go
back to their cooperative groups and take turns teaching their lessons to their own
group.
2. After groups members teach their lesson on their part, teacher will conduct a discuss
with students about the effects that John Brown’s actions had on the people in the US
(North and South). Why was he considered a martyr for Northern abolitionists and how
did his actions hasten the beginning of the war?-R
3. Have each student write a paragraph to answer this question and answer the EQ. E2
Resources
“Raid at Harper’s Ferry” (Appendix E)
Website:
http://library.thinkquest.org/CR0215469/raid_at_harper%27s_ferry.htm
Accommodations-T
Cooperative groups
Accommodations per SST/EIP/ESOL
Day 7
EQ: Who was Abraham Lincoln and how was he involved in the Civil War? W
1. Teacher will read a monologue of Abraham’s life. H
2. Teacher will give the same groups from day 6 information on Abraham Lincoln from
the website (see resources). E
3. Students will be expected to create a time line of Abraham Lincolns life from this
information. R
4. Call on volunteers to share their timelines. E2
5. Students should be able to answer the EQ at the end of the lesson as a “ticket out the
door”. E2
Resources
Abe Lincoln monologue (Appendix F)
Website: http://library.thinkquest.org/CR0215469/raid_at_harper%27s_ferry.htm
Accommodations-T
Cooperative groups

14. Accommodations per SST/EIP/ESOL
Day 8, 9, 10
EQ: What roles did Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and
Thomas “Stonewall” Jackson play in the Civil War? W
1. Begin by researching all 5 leaders from the Civil War in the computer lab/library-W
2. Research each individual to locate interesting facts that describe the important
contributions of each leader. H
3. On a 3 X 5 index card write at least 4 facts on one side.
Then, on the opposite draw a picture or print a picture of the leader and paste to the
index card. R
5. Create scrapbook that features each of these trading cards. Remember, the goal of
your scrapbook is to draw students’ attention so that they will want to learn more about
the Civil War. Therefore, your page should be neat, colorful, and easy to read. R, E2
6. Next to each trading card, you should include a paragraph explaining how the
leadership of this individual changed the North and South. It may help to explain to
readers how life would be different if this individual had never lived. Your trading card
includes facts about this person, but this paragraph will show your understanding of
why this person was important. E2
Resources
Trading card guide for index cards (Appendix G)
Accommodations-T
Collaborative pairs for ESOL students only
Accommodations per SST/EIP/ESOL
Week 3
Day 11, 12, 13
EQ: What effect did major battles and campaigns have on the war? (Fort Sumter,
Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox
Court House) W
1. Students will pick a battle or campaign to research. Students may choose Fort Sumter,
Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, or the surrender at
Appomattox Court House. H
2. Research the battle or campaign chosen. (using resources provided by teacher in the
classroom) E
3. With the research found, create a storyboard and be sure to include the following:
-Place
-Key Leaders
-Significance of the location and geographical features that benefitted on side over
the other.
-Importance of the battle in relation to the decisions made by the key leaders R, E2

15. 4. On a piece of construction paper, students will create a storyboard that represents the
events from their battle chosen. The storyboard should have illustrations as well as the
story of the battle. The illustrations may be drawn or printed from an online source.
5. After presenting storyboard to the class, consider how this battle changed the course
of the Civil War and how people were affected by the events. You should include a
paragraph with your storyboard that answers these questions E2
6. Students listening to storyboards should be able to identify and label the location of
Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and the
surrender at Appomattox Court House on their maps from Day 2 after the presentations
are concluded. (will need the map from Day 2 to write in these locations) All students
will add these battles and campaigns to their maps and create a key on the back telling
the importance information of each one. E2
Resourses
Print material with battles and campaigns provided by teacher
United States map from Day 2
Accommodations-T
Collaborative Pairs ESOL students
Accommodations per SST/EIP/ESOL
Day 14, 15
EQ: What effects did the war have on the North and South?
Were (Are) the North and South really that different? W
1. Students will view the interactive tour of the Melrose Mansion Plantation. Students
will get a firsthand look at the life of a slave.
http://206.137.17.63/melrose/melrose.htm H,E
2. Students will take the interactive tour of the underground railroad on the National
Geographic website. http://www.nationalgeographic.com/railroad/ H,E
3. Students will travel on the Pathways to Freedom website where students take on the
role of a runaway slave. http://pathways.thinkport.org/following/ H,E
4. After completing the interactive websites, students will write a viewer’s response to
the websites. R
5. The teacher may prompt students using questions.
Sample Questions
After visiting the websites, how do you feel about slavery?
How do you think the issue of slavery changed our society?
What about the websites stick out in your mind?
Why is it important for us to remember the hardships faced by slaves?R, E2
6. Students should be able to answer both EQ’s. R
7. Students should create a Venn diagram, compare and contrast the effects of the war
on the North and South. Remember to think about the hardships as well as the
opportunity cost of actions as you complete the comparison. E2
Resources

16. Websites:
http://206.137.17.63/melrose/melrose.htm
http://www.nationalgeographic.com/railroad/
http://pathways.thinkport.org/following/
Accommodations-T
Collaborative Pairs ESOL students
Accommodations per SST/EIP/ESOL
Allow the students to answer the viewer’s response questions while viewing so that
students can identify key points
Appendix A
Appendix B

17. Appendix C
Appendix D

18. Appendix E
Raid at Harper’s Ferry
Expert Group 1—Background and Arsenal Attack
John Brown was born in Connecticut and raised in Ohio. As a child he became friends
with a slave boy. One day he witnessed the boy’s master strike him with a shovel. From
that day on he hated slavery.
Throughout his life John Brown helped slaves escape to Canada. In 1851 he hid and
protected slaves as part of the Underground Railroad. In 1859, the biggest event of his
life was about to take place at Harpers Ferry, Virginia (now West Virginia).
In October 1859, John Brown made plans to attack the U.S. Federal Arsenal. An arsenal is
a place where military weapons are stored. He wanted the guns from the arsenal for
slaves who were willing to fight for their freedom. John’s plan was that the slaves would
rebel and fight against their masters. However, this plan would not succeed. The Raid at
Harpers Ferry would be a beginning to the Civil War and an end for John Brown.
In the crisp, cool evening of October 16, 1859 John Brown and his "army" of 20 men
marched to a farmhouse a few miles from the U.S. Federal Arsenal. Inside they
coordinated their plan of attack. John Brown and his men made their first move. They cut
telegraph wires, so soldiers could not signal for help. Then, they took control of a lone
watchmen. Lastly, they captured prisoners including Colonel Lewis Washington (great
grand nephew of George Washington).

19. Raid at Harper’s Ferry
Expert Group 2- Troubles for John Brown’s “Army”
When they left the arsenal, trouble began. A train had spotted them. The conductor ran
to tell the passengers to stay inside. Brown’s men fired at the train and tried to stop it.
While firing at the train, they shot an innocent free black man. He worked for the
railroad. His name was Hayward Shepherd, the first victim of the raid.
In the morning when Brown and his men reached the nearest town, they were shot at by
the townspeople. Word had spread from the train that this group of men were involved
in the attack of the arsenal. They fled to a hotel in town, where they rested and ate.
By noon Brown’s only escape route was lost (a bridge that led out of town). A company
of soldiers had entered the town. Almost half of Brown’s men were gone. Some had died
(they were shot by the townspeople that morning), and some had escaped. Brown and
his men hid in a small brick engine house.
Raid at Harper’s Ferry
Expert Group 3- Capture
The next morning, John Brown and his remaining men gazed at the sight before them.
They were completely surrounded by an army of Marines under the command of
Lieutenant Colonel Robert E. Lee. (He would later become the Confederate General who
surrendered at the end of the Civil War.) Brown and his men were approached by a
young Lieutenant named J.E.B. Stuart (famous for his battles at Bull Run and
Gettysburg). Waving a white flag, Stuart said, "If you surrender, your lives will be
spared." Brown refused. The Marines broke down the doors and invaded the engine
house. One Marine tried to stab Brown but missed and hit his belt buckle. Next, the
Marines beat him unconscious.
Raid at Harper’s Ferry
Expert Group 3- Trail, Execution, and Effect
Later that evening John Brown was taken to Charleston, Virginia. He was given a trial.
During the trial his statements told the nation a different way to look at slavery. He told
the nation that slaves were unpaid laborers. He spoke of the mistreatment of black
slaves. Slaves were whipped, and women were raped. Children and family members
were sold. John also spoke of the poor housing conditions and food (quality and
quantity). His speech told people that slavery was wrong.
John Brown was found guilty for his acts at Harpers Ferry. He was hanged December 2,
1859. He died for his cause and was later referred to as an abolitionist martyr (someone
who dies for their cause). Brown’s acts had inspired many to keep fighting for freedom.
The acts led by John Brown and his men caused southerners to worry that their lifestyle
would be changed (no more slaves). Instead of losing their slaves, the southerners
convicted and hung Brown. This reinforced the conflict of the north versus south. As a
result, the Raid at Harpers Ferry became one of the contributing factors that led to the
Civil War and John Brown became a martyr to Northern abolitionist. A martyr is a

20. person who makes great sacrifices or suffers much in order to further a belief, cause, or
principle.
Appendix F Abraham monologue
Hello, my name is Abraham Lincoln. I was born in 1809 in a one-room log cabin in the
wilderness of Kentucky. There was little time for playing when I was growing up because
my sister, Sarah, and I had many chores. At night, I was very tired, but never so tired
that I did not stretch out in front of the fireplace to read. One of my favorite books was
about George Washington. I thought he was a great man. I wanted to go to school so
badly, but my father thought it was a waste of time. He needed me on the farm. During
the winter, when the farm work was slow, my mother insisted that Sarah and I go to
school. We had to walk several miles to a one-room schoolhouse.
When I was seven, we moved to Indiana. I continued to read, even when I was plowing.
When I was nine my mother died and we moved again to Kentucky. It was a sad time.
My father remarried and I loved my stepmother because she sent me to school more
often.
When I was 18, my sister died. I was sad again. I went to work on a riverboat hauling
hogs and corn to New Orleans. I loved the big city, but one thing that shocked and upset
me was slavery. I saw men, women, and children chained together and sold like animals.
I was happy to go home.
When I turned 21, I decided it was time to leave home. I mover to New Salem, Illinois,
and got a job working in a general store. One day, a woman came into the store and
forgot to take home half of the tea she bought. I walked many miles to take her the tea.
That is how I got the nickname “Honest Abe”.
The townspeople were very proud of me. They thought that I should go into office and
help make laws for the state. I traveled all over the state telling people why they should
vote for me. I promised that I would get better roads built for their towns and free
public schools where their children could learn to read and write. I won the election! I
became an Illinois state legislator.
In the state capitol I was very busy. People used to laugh at the huge stacks of paper on
my desk. I began to carry my papers in my stovetop hat, so that I wouldn’t lose them. I
worked in state government for eight years. People listened to my ideas and trusted me.
I went to a party one night and there I met Mary Todd. She was smart, pleasant, and
pretty. We fell in love and were married. Within a few years, we had four sons, Robert,
Edward, William, and Thomas. Sadly, Edward died.
I went to Washington to work as a congressman. This was during the time that the issue
of slavery was being argued between the north and the south. I ran for senator against
Stephen Douglas who was for slavery. Unfortunately, I lost the election.
However, in 1860, I decided to run against him again. This time we were running for

21. president. This time I won! I hope to be able to end slavery in the US.
Appendix G
Trading card index card guide
What is the leader’s name?
Where was he/she from?
What side was this leader on (Confederacy or Union)?
What was his/her role in the war (ex: general, president)?
Did he/she survive the war?
What is he/she most famous for?
Notes to the Instructor
All task are coded with WHERETO. The O –organize and sequence the learning for
maximal engagement and effectiveness can be see and identified by the numbering of
each task for each day which is labeled at the top. Specific instructions are noted for
teacher and students. Resources and accommodations are listed for each day. The T-
personalize can be see in the variety of strategies used to maximize interest and
achievement. Differentiated strategies are used throughout.
The essential questions are matched with the topic questions throughout. Additional
EQ’s were added on a few lessons to get students to think further.