The Beanbody Histories:

The Civil War, Part I Seeds of Conflict

Teacher’s Guide Written by Barri Golbus

Produced

by Colman Communications Corp.

Table of Contents

Page Program Overview 3

Viewer Objectives 4

Suggested Lesson Plan 5

Description of Blackline Masters 8

Answer Key 9

Transcript of the Video 10

Web Resources 17 Purchase of this program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the blackline master handouts that accompany it for the purpose of teaching in conjunction with this video. This right is restricted for use only with this video program. Any reproduction or duplication in whole or in part of this guide and the blackline master handouts for any purpose other than for use with this video program is prohibited.

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Viewing Time: 15:53

PROGRAM OVERVIEW

Intended Audience and Uses

The Civil War, Part I -- Seeds of Conflict has been produced for students in grades 4-6. Its primary purpose is to help youngsters understand the historical factors that led to the American Civil War. It also can deepen student understanding of 19th century U.S. history.

Program Synopsis

As the program opens, Mr. Beanbody, Jeffrey and Lilly go to Aunt Mildred's house, where they discover an old photo album. When Jeffrey opens it, he finds a picture of two Civil War soldiers. The children are surprised to learn that at

one time, Americans fought against each other. To explain how it happened, Mr. Beanbody uses his "Go-Back App" to take the children to antebellum America, first to rural

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Georgia. There, they discover the realities of slavery and learn some beliefs slave owners used to justify the terrible practice. Mr. Beanbody then takes Jeffrey and Lilly to an abolitionist meeting in Philadelphia to explain the abolitionist movement in the North. The children see part of a speech by Francis Ellen Watkins Harper, the African-American poet, and listen to another speech by the fiery publisher of The Liberator, William Lloyd Garrison. In the next sequence, the children see how fast antebellum America was growing -- both in population and in manufacturing and transportation capabilities. And they learn how increased travel fostered the idea of social mobility -- except for slaves. Mr. Beanbody then briefly discusses "Manifest Destiny" and the Mexican-American War, which resulted in the annexation of a vast territory in the West. Next, he explains the debate about whether states in the new territory should be slave or free, the 1850 Compromise and the "Fugitive Slave Act." The children then see Harriet Beecher Stowe with runaway slaves and learn how Stowe's novel, Uncle Tom's Cabin, affected Americans. Then they witness congress passing the Kansas-Nebraska Act and see the "Bleeding Kansas" conflicts. Next, they observe John Brown and his raid on the Harpers Ferry arms depot.

VIEWER OBJECTIVES

After viewing this video and participating in the suggested activities, viewers should be able to do the following:

1. Define " antebellum America" and "Manifest Destiny."

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2. Explain the evils of slavery.

3. Recount at least five key events that led to the Civil War -- among them, the passage of the 1850 Compromise, the Kansas-Nebraska Act, the Mexican-American War and resulting territorial growth, the Fugitive Slave Act, and the effect of "Uncle Tom's Cabin" on the American public.

4. Explain how southerners justified slavery.

The producers encourage you to make adaptations and changes to the following lesson plan whenever you feel it will enhance your students’ learning experiences. Only by tailoring the material to your unique classroom situation will you be able to maximize the educational experience afforded by these materials.

SUGGESTED LESSON PLAN

Viewing Strategies

Various strategies may be employed when showing Seeds of Conflict to your class. If you wish to use the video as a way to give general information about the events that led

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to the Civil War, you may find it useful to show the entire program in one screening, then follow up with appropriate questions (see the Suggested Discussion Questions blackline master) and/or activities suggested in this guide. Alternately, you may show various sequences which

discuss major topics such as slavery, southern attitudes toward slavery, the abolitionist movement, immigration and population growth in the mid-19th century, the Mexican-American War and Manifest Destiny, congressional debates on free and slave state admission, the Fugitive Slave Act and Uncle Tom's Cabin, the Kansas-Nebraska Act, "Bleeding Kansas," John Brown and the raid on the federal arms depot at Harpers Ferry.

Introduce the Program

The producers encourage you to prescreen the program to familiarize yourself with its content.

Ask the class to define the term "slave." After several definitions are offered, give the dictionary definition: "someone who is legally owned by another person and is

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forced to work for that person without pay." Ask the class if anyone knows about the history of slavery. Elicit several answers, including the ancient Hebrews in Egypt, Roman slaves, etc. Ask, "Why is slavery so terrible?" Tell the class they will see a video about slavery in a few minutes.

Pre-Viewing Activities

Explain that many wars are caused by a severe injustice and/or a fight over various aspects of a political system. What kinds of injustices might cause people to take up arms and fight? Why would people try to change a political system by force? Help your students understand that people want to change a political system or a government when corruption occurs, or when people feel they are not being treated with respect and honesty. They also want a change when they feel that they are not listened to. Why doesn't the United States and other western democracies have revolutions today like other countries in the world (Latin America and the Middle East, for example). Tell the class that the video they are about the see will show the conditions that led to the Civil War in 19th century America.

Post-Viewing Activities

Discuss the program, using the Suggested Discussion Questions if you prefer. Then hand out The Compromise of 1820 and have your students do the exercise. Next, distri- bute Marcus, Penelope, Albert & You; Francis Ellen Watkins Harper; Frederick Douglass; Uncle Tom's Cabin; and The Dred Scott case. Have your students complete the activities on these handouts either individually or in small groups, or assign the activities as homework. After discussing the video, hand out The Civil War, Part I

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Evaluation Exercise. After your students complete the exercise, you will be able to determine their level of comprehension of the material in this lesson.

Description of Blackline Masters

SUGGESTED DISCUSSION QUESTIONS – Gives questions that pinpoint key information. THE COMPROMISE OF 1820 – Helps students understand the role slavery played in congressional decisions in the early 19th century. MARCUS, PENELOPE, ALBERT & YOU – Encourages children to use their knowledge to create a conversation among antebellum southerners.

FRANCES ELLEN WATKINS HARPER – Gives background on this important 19th century poet. FREDERICK DOUGLASS – Helps students understand the importance of this key figure in abolitionist movement.

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UNCLE TOM'S CABIN – Helps students form a better understand- ing of the importance of literature in social movements.

THE DRED SCOTT CASE – Helps students understand the Dred Scott case and its importance.

THE CIVIL WAR, PART I EVALUATION EXERCISE – Helps teachers and students determine how well the material has been comprehended.

ANSWER KEY

Video Quiz: 1. b. 2. False 3. William Lloyd Garrison 4. c. 5. Slaves would take jobs from the working class and slave holding states would compose a majority in congress and the other two branches of the federal government. 6. a. 7. False 8. Uncle Tom's Cabin 9. a. 10. False

The Compromise of 1820: Web research

Marcus, Penelope, Albert & You: Answers will vary

Francis Ellen Watkins Harper: Answers will vary

The Dred Scott Case: 1. Dred Scott, a slave, assists his master, Dr. John Emerson. 2. Dred Scott and Dr. John Emerson travel to Illinois and Minnesota. 3. Dred Scott goes to court to become free because he and his wife have lived in free states for several years. The court rules for Scott and his wife. 4. The Supreme Court overrules the lower court and Scott returns to slavery. 5. Abolitionists are outraged by the Supreme Court ruling.

Frederick Douglass: Answers will vary

The Civil War, Part I Evaluation Exercise: Part I 1. T 2. F 3. F 4. T 5. T Part II 1. c 2. d 3. b 4. c 5. d 6. d 7. c 8. a 9. d 10. c Part III 1. d 2. e 3. a 4. b 5. c Part IV 1. LA, MS, TN, NC, SC, GA, AL, FL. 2. It was the basis of its economy and culture. 3. With speeches, demonstrations, books, articles in magazines and newspapers. 4. The territory gained caused friction between pro-slave advocates and abolitionists. 5. Because it returned runaway slaves to their owners.

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TRANSCRIPT OF THE VIDEO

(Underlined words may be used for vocabulary lessons.)

JEFFREY: Don’t you just love coming to Aunt Mildred’s house? LILLY: I sure do, Jeffrey! MR. BEABODY: As do I. It’s always so interesting to explore the items in Aunt Mildred’s attic! JEFFREY: Hey! What’s this? MR. BEANBODY: Obviously a very old photo album, Jeffrey. LILLY: Wow! Look! Two old-timey soldiers! It says one is “Private Smith,” and the other one, “Sergeant Smith.” JEFFREY: But they’re wearing different kinds of uniforms. MR. BEANBODY: They could have been relatives – maybe even brothers – but one, I suspect, fought for the South and the other, for the North in the American Civil War. JEFFREY AND LILLY: There was a civil war? MR. BEANBODY: Oh, yes, regrettably so. Many believe the

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American Civil War of 1861 to 1865, during which our citizens fought against each other, was our country’s most tragic military conflict. JEFFREY: American citizens fighting against each other in a war? How could that be, Mr. Beanbody? MR. BEANBODY: Well, what do say we use my Go-Back App to find out? JEFFREY: Gosh, Mr. Beanbody, where the heck are we? LILLY: And what year is it, anyway? MR. BEANBODY: Well, according to this map, we’re in rural Georgia and my best guess is that it’s some time between 1830 and 1840. We’re in the antebellum South. JEFFREY: Antebellum? LILLY: What’s that? MR. BEANBODY: Well, “ante” is a Latin word meaning, “before.” And “bellum” is the Latin word for “war.” Thus, “antebellum” means “before the war.” LILLY: So “Antebellum South” means the southern states before the Civil War? MR. BEANBODY: Precisely! According to a very important agreement called the “Missouri Compromise of 1820,” all but three states lying south of 36 degrees, 30 minutes northern latitude were classified as slaveholding Southern states. We now call this area the “Antebellum South.” Until 1865, the most notable thing about that part of the country was slavery – treating human beings as if they were nothing more than mere property, such as a piece of furniture, or a plate, or a goat. JEFFREY: I don’t understand. MR. BEANBODY: Well, slaves – and as you can see, they were all of African descent – had no rights.

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They weren’t paid for their work and they had to do exactly as they were told, or else they could be severely punished – whipped or even worse. Slave children, as well as husbands and wives, could be sold off to another slave owner, never to see their family again. LILLY: Why, that’s just so sad! Being a slave had to be the worst thing ever! JEFFREY: Wasn’t slavery against the law, Mr. Beanbody? MR. BEANBODY: No. In fact, the law permitted slavery in the antebellum South. We may be able to find out why at that mansion. The owner of these slaves lives there. MARCUS BURNSIDE: Yes, Albert, It has been another splendid year. Our cotton yields are up 17%. PENELOPE: With times so good, Marcus has given me permission to go to Charleston for a shopping, trip! MARCUS: Well, Penelope, you work so hard managing the household and all, I’d say you deserve a few weeks off to pretty yourself with some Charleston finery. ALBERT: Speaking of Charleston, Marcus, I read in the Charles- ton Evening Courier last week that we are now one of the largest slave societies in the history of the world. Did you know that? MARCUS: I did, Albert. I think it’s second only to Russia. They call their slaves “serfs.” Of course, Russian serfs aren’t from Africa. I suspect they’re just like our black folk who, by nature, are just supposed to do what we tell them to do. MR. BEANBODY: Sadly, the laws of the antebellum South reflected those very foolish beliefs. PENELOPE: Well! That’s not good enough for those meddling

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Yankee abolitionists! If they had their way, why, our whole way of life would be destroyed! MR. BEANBODY: Quite true, because the Southern way of life -- especially its economy -- was almost completely based on slave labor. JEFFREY: What’s a “Yankee abolitionist,” Mr. Beanbody? MR. BEANBODY: Well, let’s head off to the northern part of the country to find out. People who lived in the northern states often were called “Yankees” – like these folks in...uh...here we are…Philadelphia, Pennsylvania. And “abolitionists” were people who wanted to abolish slavery –that is, completely get rid of it. They held meetings throughout the North to determine the best ways to put an end to that terrible institution – and to explain why it was so awful. HARPER: Slavery is fearful magic by which pain and blood can be turned into gold. Instead of listening to the cry of agony, the slave owner listens to the ring of dollars. MR. BEANBODY: The abolitionists never amounted to more than 15 percent of the population in the Northern states. But they were very outspoken and highly organized. One of the most important abolitionists was William Lloyd Garrison, the editor of a very influential newspaper called The Liberator. He was also an impassioned speaker. GARRISON: Slavery must be ended without delay! Now is the time, not next week not next year, but now! Remember, all of society is involved in this nefarious institution – our churches, our government and our businesses.

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So remove yourselves from them as much as possible. MR. BEANBODY: Besides the activities of the abolitionists, other things – very important things – were going on in the antebellum North. Cities were growing at a furious pace. They were becoming manufacturing centers, home to most of the nation’s factories. Millions of immigrants – mostly from Western Europe – arrived on our shores at that time, many to work in those factories. And with all the new canals, roads and railroads, many others traveled west to farm, ranch and build new communities. And with all that travel came an important idea: people in America could move freely to pursue their dreams of a better life…except, of course, slaves – a fact that troubled many persons. In any event, most Americans thought it was certain that the United States eventually would stretch all the way from the Atlantic coast to the Pacific coast – a belief called “Manifest Destiny.” One result of that belief was the Mexican-American War of 1846 to 1848. When the Treaty of Guadalupe Hidalgo was signed, ending the war, the United States took over a vast territory in the West. Questions about the territory’s future unleashed a bitter debate in congress and elsewhere. NORTHERN SENATOR 1: If the states in this territory are allowed to have slavery, slaves will build the railroads, slaves will mine the gold in California, and small farmers and tradesmen will have no jobs! None! NORTHERN SENATOR 2: And if the western states allow slavery, one party, a party that approves of slavery, will rule the entire country! That is the way the votes will fall.

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SOUTHERN SENATOR 1: If we do not allow the west to open up its doors to slaves, where will we put them all? An oversupply of slaves will drastically increase the likelihood of an insurrection. I tell you, our slaves are becoming a powder keg! CALHOUN: You Northerners have no right to stop me from taking my horse, my wagon and my slave anywhere I wish! I will remind you that the fifth amendment says: “No person shall be deprived of his property.” Well! My slave is my property and if I wish to live in California, he shall be my property there! MR. BEANBODY: In 1850, congress agreed on a compromise because everyone knew that without a compromise, the southern states would probably break away from the union. Among other things, the Compromise of 1850 said that California would become a free state, and in a law called the “Federal Slave Act,” federal officers could track down, capture and then return runaway slaves to their owners in the South. It’s estimated that under the Fugitive Slave Act, some twenty thousand slaves were sent back to their owners. Because of that, resistance to the Act – and to slavery itself – grew. Harriet Beecher Stowe, a novelist in Cincinnati, met many runaways passing through that Ohio city. She listened to their accounts, and used their stories to write Uncle Tom’s Cabin. The book moved people as never before, helping them understand the unspeakable evils of slavery. Now, while all this anti-slavery passion was building in the North, congress considered a momentous decision – what to do about the new states of Kansas and Nebraska? Since they were north of the 1820 Missouri Compromise line, people in the North assumed the two states would be free.

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But Congress ignored the 1820 law, and in the Kansas-Nebraska Act, said the people of each state would decide for themselves: slavery or freedom for African-Americans in their state. In order to make certain that Kansas would vote for slavery, citizens from Missouri, a slave state, swarmed across the border to stuff the ballot boxes in Kansas. There were fewer than 3,000 eligible voters in Kansas at the time, but more than 6,000 votes were counted. The newly elected Kansas legislature quickly adopted a constitution that allowed slavery. But many angry Kansans formed another government that outlawed it! In the spring of 1856, violence broke out between the two factions. The conflict was called “Bleeding Kansas.” Abolitionists from New England and elsewhere joined the fray. Perhaps the most notable New Englander who came to Kansas was John Brown who led violent raids on slaveholding farmers in Kansas. Thinking he could start a slave revolt, he and 21 others staged a raid on a Federal arms depot at Harpers Ferry, Virginia, to obtain weapons for the uprising. The next afternoon, Colonel Robert E. Lee, on orders from President Buchanan, led a detachment of marines to the arsenal to snuff out the rebellion. John Brown was jailed, convicted of treason and inciting a slave uprising, and was hanged six weeks later. LILLY: But he tried to free the slaves, didn’t he? MR. BEANBODY: Yes, but he did it in a very brutal, unlawful way. As the old saying goes, “two wrongs don’t make a right.” JEFFREY: So antebellum America was really split in two! LILLY: The South wanted slavery and the North didn’t want it.

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MR. BEANBODY: Yes. Oh, look at this – here’s a quote from Abraham Lincoln that precisely sums up the situation. “A house divided against itself cannot stand. LINCOLN: I believe this government cannot endure half slave and half free. It will become all one thing or all the other.” And that leads us to the Civil War itself. But first, how about some lunch? I’m famished!

JEFFREY & LILLY: We are, too! MR. BEANBODY: We’ll talk about President Lincoln and the problems he had finding a good general, as well as what happened after the war. Then we’ll see…

Web Resources

Antebellum America http://www.historynet.com/antebellum-period

A comprehensive, well-researched and excellently written site for information on the antebellum era.

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The Conditions of Slavery http://www.pbs.org/wgbh/aia/part4/4p2956.html

A short, concise description of how slaves in the antebellum South lived.

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Discussion Questions – The Civil War, Part I

1. During what years did the Civil War last? (1861-1865) 2. What does the word "antebellum" mean? (before the war)

3. Which three slave holding states were located north of 36 degrees 30 minutes northern latitude? (Missouri, Kentucky, Virginia)

4. Describe how slaves were treated in the antebellum South. (treated like property, had no rights, were brutally punished, were not paid for their work, could be sold and sent away from their family)

5. How did white southerners justify their treatment of slaves? (said they were born inferior, were by nature supposed to do what white people told them to do)

6. What was the southern way of life almost completely based on? (slavery)

7. Who were "abolitionists?" (people who wanted to abolish slavery)

8. Who was the publisher of "The Liber- ator?" (William Lloyd Garrison)

9. Who, according to Garrison, was involved in slavery? (all of society -- churches, government and business)

10. What major changes were taking place in mid-19th century America? (Cities were growing, manufacturing was booming in the North, millions of immi- grants were arriving from overseas, transportation was growing, etc.)

11. What is "Manifest Destiny" and what was its importance in mid-19th century America? (the belief that the United States would eventually stretch from the Atlantic to the Pacific oceans and it led to the Mexican-American War)

12. What two things did Northern politicians fear if the new lands won in the Mexican-American War allowed

slavery? (slaves would take jobs from workers in the territory and those who believed in slavery would take over the federal government)

13. What two things did Southern politicians fear if the new lands won in the Mexi- can-American War didn't allow slavery? (A growth of the slave population would increase the likelihood of a slave revolt and would cause a drop in the price of slaves, thereby decreasing their invest- ment in slaves.)

14. Which law did slave owners cite as proof that slavery was legal? (5th amendment of the Constitution)

15. What did the Fugitive Slave Act state? (Federal officers could track down, cap- ture and return runaway slaves to their owners.)

16. Who wrote "Uncle Tom's Cabin" and what was its importance? (Harriet Beecher Stowe; helped people under- stand the unspeakable evils of slavery)

17. What law did the Kansas-Nebraska Act ignore? (Compromise of 1820)

18. How did Kansas become a slave state? (People from Missouri came into Kan- sas to vote for slavery.)

19. Who was John Brown and what did he do? (a radical abolitionist who led a raid on a federal arms depot at Harpers Ferry, VA)

The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

The Compromise of 1820

Sometimes called "The Missouri Compromise" or the "Missouri Compro- mise of 1820," this law was an effort by congress to balance the power between the slaveholding states in the South and the free states in the North. The slaveholding states were afraid that if new states were admitted as free, they would lose their power in congress and thus would be unable to protect their interests.

When Missouri petitioned to become a state in 1819, there were various plans in congress to make it either free or slave. The debates raged on until Maine petitioned for statehood in 1820. The powerful Speaker of the House of Representatives, Henry Clay of Kentucky, said that if Maine became a free state, Missouri should be admitted, also, but as a slave state. Many in congress believed from that time onward that states should be admitted in pairs -- one free and one slave. An Illinois senator, Jesse Thomas, proposed an amendment that after the law was passed, slavery would be allowed only in states south of 36 degrees, 30 minutes northern latitude.

To at least some extent, the compromise suppressed further debate for three decades. But in 1850, the heated debate resurfaced, and The Compromise of 1850 was still another attempt to satisfy both sides.

Conduct a web search on the Missouri Compromise of 1820, then present a 5-minute debate or presentation giving each side's positions.

The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

Marcus, Penelope, Albert & You

In the video, you saw three characters -- Marcus, Albert and Penelope -- give justifications for slavery. On the space below and on the back of this paper, do the following: (1) Tell why the reason Marcus used to give Penelope a trip to Charleston does not ring true (hint: look at the servant.) (2) Online, research southern attitudes toward slavery in antebellum America. (3) Write a dialog between you and a slave holder debating slavery. Use additional paper, if necessary. The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

Frances Ellen Watkins Harper

In the program, the woman you saw speaking to a large audience was Frances Ellen Watkins Harper, a renowned 19th century poet, speaker and abolitionist. Born in Baltimore, her mother died when she was three years old and she went to live with an aunt and uncle. Her uncle ran a school for African-American children and she studied there until she was 13. She then became a maid in a Quaker household, where she had access to a wide range of literature. She taught for several years in Ohio and Pennsyl-vania, then became a popular traveling speaker at abolitionist meetings. She wrote many poems and stories. In fact, she was the first African-American to have a short story ("The Two Offers") published. Her writings are still read and studied to this day. One of her most famous poems is "The

Slave Auction," seen below. The sale began—young girls were there, And men, whose sole crime was their hue, Defenseless in their wretchedness, The impress of their Maker’s hand, Whose stifled sobs of deep despair And frail and shrinking children too, Revealed their anguish and distress. Were gathered in that mournful band. And mothers stood, with streaming eyes, Ye who have laid your loved to rest, And saw their dearest children sold; And wept above their lifeless clay, Unheeded rose their bitter cries, Know not the anguish of that chest, While tyrants bartered them for gold. Whose loved are rudely torn away. And woman, with her love and truth— Ye may not know how desolate For these in sable forms may dwell— Are families rudely forced to part, Gazed on the husband of her youth, And how a dull and heavy weight With anguish none may paint or tell. Will press the life-drops from the heart. What does the phrase in the 3rd stanza, "For these in sable forms may dwell --" mean? Write your explanation on the back of this page. The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

The Dred Scott Case

According to some historians, the Dred Scott case was one of the major events that helped spark the Civil War. Conduct a web search on Dred Scott and in the spaces provided, write a one or two sentence caption for the pictures below.

The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

Frederick Douglass

Frederick Bailey, later called Frederick Douglass, was born a slave in Maryland in 1818. He was sold to several planta- tion owners during his childhood and teen years, often because he refused to bend to his masters' wills. When Freder- ick was a youngster, the wife of one of his masters began to teach him how to read, which was against the law in many states. When her husband found out about it, he was furious and prohibited his wife to give Frederick any more les- sons. But the youngster figured out that learning to read and write could be his ticket to freedom. In 1836, he planned to escape to the North, along with several other slaves. But the plan was discov-

ered and Frederick was jailed. After a week, however, one of his former owners, Thomas Auld, bought him back and Auld's brother, Hugh, found Frederick a job as an apprentice in a Baltimore shipyard. But Frederick had to hand over his paycheck to Hugh. In his spare time, Douglass met with other African-Americans at the East Baltimore Mental Improvement Society, where he sharpened his literary and speak- ing skills -- and where he met his future wife, Anna Murray. In 1838, he tried to escape to the North once again. This time he was successful, eventually winding up in New York City. He then sent for Anna and the two were married. There were, however, many slave catchers on the lookout for runaway slaves in New York City, so the two moved to New Bedford, MA, where Frederick found work in a shipyard. It was in New Bedford that Douglass began reading William Lloyd Garrison's "The Liberator" newspaper. “The paper became my meat and drink,” wrote Douglass. “My soul was set all on fire.” Within a year, Douglass' submissions to the newspaper were published. In 1841, the 23-year-old Frederick met Garrison, who was so im- pressed by the former slave, offered him a job. Douglass would travel around the North giving speeches about his days as a slave and sell subscriptions to the news- paper. In time, Douglass moved to England, where he became an international sensation traveling the lecture circuit around the British Isles. He became known as an unrivaled speaker and writer on the subject of slavery. He published a book about his experiences as a slave, which further increased his fame. Along with Gar-rison, he is considered to be the leading voice in the American abolitionist move- ment.

Read an excerpt from one of Douglass' writings found at https://www.lib.rochester. edu/index.cfm?page=2884 and write a brief summary of it.

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Name _________________________

Uncle Tom's Cabin Literature can be a powerful tool for changing history. Whether fiction or non-fiction, books have provided important historical movements the words and emotions to change an individual's mind, to reinforce or challenge ideas, to move people to action -- and to change society. Published in 1852, Uncle Tom's Cabin, by Harriet Beecher Stowe, is an example. As the best-selling novel of the 19th century, it first appeared as a 40-part serial in an abolitionist magazine, The National Era. Mrs. Stowe didn't think people would read it in book form, but was finally convinced to have it published as a book. As you learned, many of the ideas and people in the book were inspired by runaway slaves who stayed in her house in Cincinnati, Ohio, as they moved along the underground railway. Much of her inspiration also came from the autobiography of Josiah Henson, a fugitive slave who lived in Canada. One of the story's main characters is Eliza, a slave who lives on a plantation. Her son is about to be sold to another plantation owner, so she decides to run away with him and settle in Canada. Her husband also plans leave his master and she hopes to meet him in the country north of the United States. Another slave on Eliza's plantation, Tom, is sold several times, winding up being owned by a cruel slave-holder, Simon Legree. Tom is kind-hearted and intelligent. When he refuses to obey Legree's evil commands, the slave-holder beats him mercilessly. The novel goes on to portray the lives of its main characters, as well as other slaves, detailing the humiliating and dangerous situations in which slaves often found themselves. In the first year of its publication, 300,000 copies were sold in the United States. Eventually, more than 1,000,000 copies were sold in England. The only other book to sell more copies in the 19th century was the Bible. However, many southern book shops refused to sell the novel, and some attacked it as being unrealistic. But the criticism had little effect, and it became especially popular among abolitionists in both the United States and England.

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Name _________________________

The Civil War, Part I Evaluation Exercise, p. 1

I. True or false. Put a "T" next to the statement if it is true, or an "F" if it is false. 1. _____ The American Civil War began in 1861. 2. _____ Antebellum means "against war." 3. _____ One of the most important features of the North before the Civil War was slavery. 4. _____ Many southerners thought slaves were born to obey their masters. 5. _____ Slaves who didn't obey their masters were severely punished. II. Circle the letter next to the phrase that best completes the sentence. 1. Yankee abolitionists

a. lived in the South. b. lived in the North and supported slavery in the South. c. wanted to abolish slavery. d. none of the above. 2. William Lloyd Garrison

a. was a slave master. b. published "The Liberator." c. was an abolitionist. d. b. and c. 3. In the North, Antebellum America was a. sending people to Europe. b. growing at a furious pace. c. losing factories to the South because of labor strife. d. none of the above The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

The Civil War, Part I Evaluation Exercise, p. 2

4. Most immigrants who came to America in the antebellum period

a. were from South America. b. were from Eastern Europe. c. were from Western Europe. d. None of the above. 5. People who came to America in the antebellum period came to

a. work in factories. b. build new communities. c. farm and ranch. d. all of the above.

6. Manifest Destiny was a belief that

a. slaves were born to obey their masters. b. the West must remain unsettled. c. resulted in the War of 1812. d. none of the above. 7. Northern politicians were afraid that

a. slaves would start a revolt. b. the North would rule the country. c. slaves would take jobs away from white laborers. d. all of the above. 8. Southern politicians were afraid that

a. slaves would lose their value. b. slaves would move West. c. both a. and b. d. slaves would become military officers. 9. Southern politicians liked to cite the 5th amendment because it

a. allowed them to keep their firearms. b. assured freedom of the press. c. assured freedom of religion. d. assured that no person would be deprived of his property. The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.

Name _________________________

The Civil War, Part I Evaluation Exercise, p. 3 10. The Compromise of 1850 said that

a. California would become a slave state. b. Missouri would become a free state. c. federal officers could return runaway slaves to the South. d. slaves could stay in the North if they lived there for one year. III. Place the letter next to the word or phrase that best matches the name. _____1. Harriet Beecher Stowe a. Harpers Ferry, VA _____2. William Lloyd Garrison b. Military officer _____3. John Brown c. President _____4. Robert E. Lee d. Uncle Tom's Cabin _____5. James Buchanan e. The Liberator newspaper

IV. Answer the question in one or two sentences. 1. What were five states that lay south of 36 degrees, 39 minutes northern latitude? 2. Why was slavery so important to the South? 3. How did abolitionists fight against slavery? 4. How did the Treaty of Guadalupe Hidalgo worsen relations between the North and South? 5. Why were abolitionists so upset about the Fugitive Slave Act? The Beanbody Histories: The Civil War, Part I © 2015 Colman Communications Corp.