Price of Freedom: Americans at War - National Museum of American ...

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Section III: Civil War Title: John Brown’s Legacy Grade Level: High School Objectives: Analyze images and documents relating to the abolitionist John Brown. Understand how primary images relate to the abolitionist movement. Use a creative medium to highlight Brown’s individual contribution to history. National History Standards: Standard 2: Historical Comprehension; Standard 3: Historical Analysis and Interpretation; Era 4:4: The sources and character of cultural, religious, and social reform movements in the antebellum period; Era 5:1: The Causes of the Civil War. Time: 90 minutes LESSON 6 Background: On October 16, 1859, radical abolitionist John Brown and a small group of militants seized the federal armory at Harpers Ferry, Virginia, hoping to ignite a slave rebellion. They waited in vain for the uprising they hoped would follow. The next day, U.S. Army officers Robert E. Lee and J. E. B. Stuart brought in a company of marines and stormed the armory’s fire-engine house where Brown had taken cover. They captured him and his band, and killed two of his sons. Brown was hanged, along with six other conspirators. In death he became a martyr for abolitionists. “I am worth inconceivably more to hang,” he said, “than for any other purpose.” Brown’s execution further polarized a nation already divided over the question of slavery. In the North, it galvanized abolitionists—a small but vocal minority, comprised of Christian reformers, women, free blacks, and fugitive slaves. Appalled that the “land of the free” was the world’s largest slave-holding nation, they advocated federal intervention to rid the nation of a moral evil. Brown’s execution also energized “Free- Soilers,” Northerners who were willing to leave slavery alone in the South but opposed its spread to new territories in the West. In the South, Brown’s martyrdom further alienated whites. Southerners felt a strong allegiance to their states and region and a shared fear that they were in danger of being dominated by Northern interests. Of the total Southern white population of eight million in 1860, only 384,000 owned slaves, and over 80 percent of these had fewer than twenty. Still, the slave system made the South’s agricultural economy viable and shaped the region’s cultural identity. Southern planters and small farmers alike were committed to keeping the region’s 3.5 million African Americans enslaved. 26 the price of freedom: americans at war john brown’s legacy
John Brown Courtesy of Boston Athenaeum “I am worth inconceivably more to hang, than for any other purpose.” — John Brown john brown’s legacy the price of freedom: americans at war 27
Page 1: The Price of Freedom Americans at W
Page 4 and 5: Table of Contents Section I: War of
Page 6 and 7: Section I: War of Independence LESS
Page 8 and 9: LESSON 1 Materials: Illustrated map
Page 12 and 13: Who’s in Camp Militiamen were cit
Page 16 and 17: LESSON 3 George Washington’s camp
Page 18 and 19: Section II: Wars of Expansion LESSO
Page 20 and 21: Materials: DVD—first-person accou
Page 22 and 23: Section II: Wars of Expansion LESSO
Page 24 and 25: LESSON 5 “Look at me and look at
Page 28 and 29: LESSON 6 Slave family, about 1862 C
Page 30 and 31: Section III: Civil War Title: Women
Page 32 and 33: Women’s Role Vivandières (pronou
Page 34 and 35: Section III: Civil War Title: Compa
Page 36 and 37: Fiddle carried by Solomon Conn of t
Page 38 and 39: Section IV: World War II Title: Mob
Page 40 and 41: Materials: DVD—World War II Carto
Page 42 and 43: Section IV: World War II Title: Cha
Page 44 and 45: Materials: DVD—World War II Overv
Page 46 and 47: Section IV: World War II Title: Bat
Page 48 and 49: Materials: DVD—European Theater d
Page 50 and 51: Section V: Cold War/Vietnam Title:
Page 52 and 53: Materials: Surveillance photographs
Page 56 and 57: Materials: New York Times articles:
Page 60 and 61: Materials: DVD first-person account
Page 62 and 63: Section VI: September 11 and Its Af
Page 64 and 65: Aftermath of the attack on the Pent
Page 66 and 67: Bibliography General Daso, Dik, ed.
Page 68: Department of Education and Public

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