Civil War Era
Civil War Era - Wrapup
/ Task

Then and Now
Elementary
Students would be given photographs of locations today and locations from the Civil War Era, in order to compare them and see if they can match each set of photographs. Using places the students might be familiar with would add some excitement as well. The paper mill photograph from this unit would be a great place to start. Even though some elementary students have not learned about the Civil War, it would help them to think in the time period and imagine life then.
Teacher
Elementary
I would like to incorporate an activity comparing and contrasting primary source newspaper articles that show how John Brown and his raid on Harper's Ferry was viewed in the North as compared to the South. It also might be helpful to compare articles written closer to the event and a few months/years later. This activity would go very well with SOL's on using primary sources as well as John Brown in VS 7.
Civil War Era
Elementary
I think it would be cool to look up other songs that came about that era. Songs are a great resource to how the "average" person felt. Kids are very into songs and it would be fun to really go into the storytelling of them and what is really behind them. It would be interesting and very interactive for the students to come up with their own song about the era afterwards.
3rd Grade social Studies
Elementary
I think music is a great connection to make for students. Just like today's music, music from the past can say a lot about what is happening in the the world. The letters are also a great way to make the past more real and human for our students.
Teacher - US History
High
I would have students look at a variety of sources -- newspapers, private letters, the song, and maps that correlate to the Emancipation Proclamation-- to examine the different attitudes about slavery before the war, during the war, and after the war.
World History 1
High
Learning about the John Brown Song, I can apply this in my classroom by having students use or even create music to understand how people felt during a certain time period. The use of instruments in civilizations can tell what those people had access to and even what they were thinking.
Civil War
Elementary
Based on our curriculum, the Industrial North vs Agricultural South and their "differences" played a big part of causing the Civil War. Living in Virginia, we are pastry of the history, and my students know that. In order to push their thinking, the idea of "northern states" vs "southern states" needs to be challenged a bit. My students can analyze the letters from Union soldiers to think about how the culture that existed during the civil war wasn't so black and white. After studying the letters, we will debrief and talk about how abolishing slavery was so important to our country at the time.
Civil War in Virginia
High
As a Us History teacher, I of course teach the Civil War every year. Quick pacing leaves only a few weeks to cover what is the most impactful event in our history. It exposes failures in governance prior to 1860 and results in many of the events in the early 20th Century. This module has suggested new ways of exposing my students to the causes and experiences of the war. The rift between eastern and western Virginia is not something I have focused on in much detail in the past but certainly serves of an example of the question the nation as whole was wrestling with. I will certainly take a closer look for next year's lessons. I especially found the sources mentioned here of the two depictions of life in these two regions and the state Constitutions which were heavily biased toward the east useful.
Art Teacher
High
Students could read the news paper articles that demonstrate the changing views about John Brown during the raid, after his execution and during the civil war. Students could then create a manga style comic. They would need to have three panels with each panel illustrating the differing views about John Brown during the raid, his execution and during the civil war. Students would first sketch out and design their comics. When approved they would finalize the drawing and then transfer it to aritst quality paper. Next they would finish the drawing with sharpie and use water color to add a splash of color. Crazy John Brown to Savior!
Civil War Era
Elementary
I might try to use some writings or to use some other means like photographs & ask them a question on our VA studies. I may even use this song & have them talk about it with each other, ask them to listen to one historians discussions of this song, then another's discussion, & then get back together with their partners & share their take on what they think was going on & share with the class & listen to different viewpoints as well as giving theirs. Explain that their varied opinions were like the people back in those times, but notice that they had their own thoughts still real, & related to the topic.
Civil War Era
Elementary
To learn about the Civil War Era, students can examine primary sources such as the John Brown song, Civil War letters and Slave receipts. These sources show how the war changed people's views about slavery and John Brown. The John Brown song became one of the Union Army's most popular marching tunes. John Brown is portrayed as a hero in this song even though earlier he was tried and hanged for his actions. Civil War letters have shown us that the Union Army did not have strong opinions about slavery initially but their opinions evolved as the war progressed. The letters showed us that even members of the same family could have differing opinions about slavery. Analyzing these sources will allow students to see how views changed throughout the war.
Teacher
Elementary
I can use the song to outline the study of the civil war in class. Using verse by verse to introduce what we know, what the beginning climate looked and felt like, why people felt the way they did from North to South- analyzing the opinions. How people responded to John Brown in the beginning. Then moving into the heat of the civil war and how opinions were changing. What were soldiers feeling and saying, what were the newspapers saying, what was the opinion of John Brown now? Then finally go through the end/post civil war.
Teacher
Elementary
I can use the song to outline the study of the civil war in class. Using verse by verse to introduce what we know, what the beginning climate looked and felt like, why people felt the way they did from North to South- analyzing the opinions. How people responded to John Brown in the beginning. Then moving into the heat of the civil war and how opinions were changing. What were soldiers feeling and saying, what were the newspapers saying, what was the opinion of John Brown now? Then finally go through the end/post civil war.
Civil War Era - Classroom Connection
Elementary
I think the hardest thing for elementary students to understand today, especially with technology providing us with instant gratification, is things did not happen overnight. The Civil War era lasted four year, but equality did not happen until many, many years after the last battle. I really like the idea of looking at letters, photographs, and songs and seeing how the point of view changed overtime. I will also have the students look closely at geography throughout the Civil War unit. Asking questions like how many people were involved in the slave receipt? Where was the slave receipt made? Analyzing photos, maps, and letters to question what is going on. The Civil War era can be a very emotional unit even at the elementary level. I am thankful for the resources and examples used in this module.
Changing perspectives
Elementary
Using primary sources, like the music, letters, advertisements, and other selections from this era, students can investigate multiple perspectives as well as see how different events caused others to come about. People's opinions changed over time, so students could use these sources to watch the shift and hypothesize on the causes of these changes.
letters and stories they can tell
High
I would for this lesson use letters journals of the people who lived through the war to tell the story of the war. what did they see, hear and smell. How was life for them living in the battle, seeing it first hand, from all different account.... white, black, free, slave, freedman. and this would not just be the war but the events leading up to the war, through it and after during reconstruction. we would then focus on the effects that the war played on everyone, social, political and economical.
4th Grade Teacher- Pertl
Elementary
I think I need to focus more this year on how peoples opinions of slavery and the war changed over time. How they felt going into the war could be totally different when they came out of the war. I think using more primary sources like letters and newspaper headlines, can help show my students how divisive people's opinions really were, and how they did not always stay the same.
Civil War Era
High
I will use the song to add a primary source to the Civil War Era discussion. It will help contextualize some of the abolition movements impact on part of the sentiment surrounding the goal of ending slavery in the USA.
The Civil War
High
Using the song, I will let my students listen to it and spply the meanings the it could have in to discussions over the other causes for the civil war t break out. Using this song as supplemental material can help in making the subject stick with students to a much higher degree. Perhaps having students analyze the song stanza by stanza to break down all of its components could prove fruitful to what people of the pre-civil war period believed first hand in the national debates that were occuring.
Civil War Era
Elementary
Applying the knowledge that has been learned in this module would need to be delicate to first graders. When talking about Martin Luther King, Jr. and segregation, students have a very difficult time understanding why things were the way they were. Six and seven year old's have a great sense of fairness. They can easily see the unfairness of segregation and wonder how anyone could not see that. I would like to show students photographs of the Civil War Era so they could see the way people lived then.
Civil War and Reconstruction
Elementary
I would like to include some political cartoons of the time period in my lessons. I think it will be a great way to get some perspective on what both sides were feeling at the time. I know sometimes it is hard to wrap our head around the southern side and their ties to slavery, but I think using some primary sources will help the students get to understand their side of it and why they were so adamant about slavery being kept legal.

I would also like to include more pictures of what the aftermath of the war looked like for our Reconstruction unit. Seeing the destruction will help them understand how hard it would have been on the south to move on after the loss.
What would you fight for?
Elementary
I would let the students listen to the song with no background knowledge. Have them interpret what they think it is about and who John Brown might be. Ask them if they would have the courage to stand up to something that they feel strongly about even if it might get them killed, hurt, or sent to prison.
After that, tell them the story about John Brown and ask them to come up with pro's and con's to his actions. (If they can think of both, if not, that would be ok) Share and see if they can relate to both sides.
Have a class discussion to hear different opinions about sticking up for what you believe in. Doesn't have to be geared toward slavery. Just what they feel passionate about in their lives and relate it to how some people felt in the Civil War Era. Northerners against slavery and the southerners for it and reasons why they felt this way.
Civil War Era & John Brown Song
Elementary
I will find other songs/chants for students to compare to the John Brown Song. I will have them compare and contrast John Brown and his beliefs with other abolitionists, including Nat Turner, Harriet Tubman. We will also look at the reasons West Virginia split from Virginia and note the effect that geography/agriculture affected this decision.
Changing Minds for the Better
Elementary
Students will need to know that all men are created equal, however does not have the same view. Teaching this topic in Virginia will cause a lot of issues but must be addressed so that everyone will know the real reason for the Civil War and why African Americans need to be treated equally.
5th Grade VA Studies
Elementary
I would use John Browns song in my classroom as a tool for students to understand why he is an important person to remember. The students would read the song, discuss with another student, and share their thoughts as to why John Brown was important to remember during the Civil War era in Virginia.
4th Grade Teacher
Elementary
I will show this to my students, and have them make inferences about what they think it means. They can use this to further study John Brown, and the Civil War era.
Change over Time
Elementary
This module has shown me the value of helping students analyze how a person's views can change over time. In this instance, I think it would be valuable for students to look at materials and resources outside of the textbook (where, as the article mentioned, things can be made to look more black and white --like an industrialized North and a agricultural South when really things were more complex than that) to see what people had to say about the events going on during this time. For example, John Brown's raid at Harpers Ferry...having students consider how newspaper reports on the incident and how the media portrayed Brown at different points of time. Also, having students step into the mindset of a Civil War soldier--whether Union or Confederate--to see how their outlook may have changed or did change (if you have access to letters as a resource for students to look at) as time went on. This is an aspect that I know was missing from my own education on the Civil War so I hope to bring this idea of answering "fundamental questions about the daily lives of people living in this time. What did ordinary people think about John Brown’s raid on Harpers Ferry or the Emancipation Proclamation? What did ordinary soldiers experience?"
Letters from the Past
Elementary
I love the idea of analyzing letters from this era with students and asking them what they notice and wonder about.
Fourth Grade Sharecropping
Elementary
I would like to have my students explore the sharecropping contracts. I would ask them to create a list of "fair and unfair" terms with reasons that they believed that they were "fair" and "unfair". I would ask my class to discuss the lists that they created and discuss what times must have been like as a land owner and a sharecropper.
Social Studies Teacher
High
Students would pair up and each receive a copy of the John Brown Song. Together they would read it and theorize who John Brown was and what he believed in. This could be used as an opening activity before talking about John Brown in class. Students would likely have little to no knowledge about him. They would only use the song to theorize who he was and how to describe him.
4th Grade Virginia Studies
Elementary
I have just started teaching the Civil War. I will be using the sources in this module and the John Brown Song to enhance my lessons.
Spencer Billett
High
I have always liked playing John's Brown Body for students in the classroom, as it gives a really good example of how people at the time understood slavery to be a central cause for the Civil War, compared to Lost Cause mythology which erased a lot of the anti-slavery sentiment among northern troops (although of course, not all northerners were anti-slavery.) I also like it because I play "Solidarity Forever" during the unit on labor unions and the reactions to industrialization, which is of course set to the same tune.

During the Civil War Era unit I try to focus more on Reconstruction, and would especially like to focus more on Reconstruction in Virginia particularly. Since Virginia did not enter a "radical" phase during Reconstruction you can draw a lot of parallels between Virginia's "genteel" political image and what happened during Reconstruction and the Civil Rights Era. I especially found the source about the Freedman's bureau and the training of Black women in the "industrial school" interesting. This could certainly be used in the classroom to talk about the goals and the gendered aspects of Reconstruction. I would want students to be able to draw comparisons between this drawing the and the "New South" that emerged later in the 19th century,
Exploring the Civil War Through Song
Elementary
Begin with a class discussion to determine what we know so far about the Civil War. After class discussion, introduce the following songs to the students: John Brown's Song, Follow the Drinking Gourd, and Swing Low Sweet Chariot. After listening to the songs and reading the transcripts of the songs, have students, either with a partner or in small group, discuss the meanings of the songs. Who might have sang them? Why are they important to the time in which they were sang? After discussion with their partner or small group, have students share their answers as a group.
Debate on secession
Middle
I think that it would be interesting to debate on whether or not Virginia should secede based on culture, economics, politics, number of slaves, events happening in Virginia, etc. What would persuade Virginia to lean one way or the other? Would students come up with a different outcome for Virginia's fate?
Socratic-style Discussions (Whole Class or Small Groups)
High
This era in VA/US history lends itself nicely to an activity whereby students have the chance to discuss the various perspectives relating to the tension that led to the Civil War as well as those inherent in the War itself. These discussions would, ideally, occur at the end of a unit of instruction and could, possibly, be centered around questions that students themselves created. It is crucial, both to understand this era but also in order to understand the complexity of human interactions as filtered through socio-economic and regional differences, for students to understand the Civil War from different point of view, as well as to understand how individuals and groups changed their thinking once the War had begun. Some of the questions that students should be exploring, in a structured fashion, with each other are as follows: Prior to the Civil War, why were the north and south different, in terms of labor systems? Why would some southern states be more eager to secede than others? How could a northerner simultaneously hold racist view AND be opposed to the spread of slavery? Why did Lincoln, and many other northerners, change their position(s) on slavery after the War had begun? How did the War reveal fault lines in both northern AND southern society? After the War, how well did the U.S. preserve the revolutionary changes inherent in the 13th-15th Amendments?
Civil War Elementary Connections
Elementary
When I teach the Civil War unit I will introduce my students to the John Brown song. I first just let them listen to the song and ask them what song is about. Then I will play the song again and let them look at the lyrics as listen.
"John Brown Song"
Elementary
I think I will have the students learn about Virginia's history in the early part of the Civil War Era. Then I will introduce the song with its history to teach them more about the conflicting views of slavery not only within the United States as a whole but also in Virginia. These views of slavery could even be inconsistent within an individual's own beliefs and thoughts.
Mathematics Teacher
Middle
I would apply this song with the classroom as a mini research project. The main focus would be for the students to research the significance of John Browns heroism in freeing slaves and predicting the Civil War and its events before it even happened. My hope is that they will see the importance of "songs" back in those times to tell their stories.
Civil War Era
Elementary
When teaching about John Brown, I would like to use the John Brown song to set an example of how people can have different opinions and perspectives of the same event. This would also be great for a writing prompt.
Civil War Era
Elementary
The only connection that I make can make, since I teach ancient civilizations, are the rights of slaves of certain ancient civilizations.
Music in History
High
I would have students listen to various pieces of music ("John Brown's Body" "Go Down Moses" "Nobody Knows..." and "The Cruel War" by Peter, Paul and Mary) to understand various aspects of the time of the Civil War. The two spirituals would help realize the plight of the slaves and how they used music to communicate their thoughts, needs, plans and feelings. "The Cruel War" would help them understand a woman's side and view of the war, while "John Brown's Body" would help them understand diverse feelings and understanding of the war effort. This lesson would help students see the Civil War from various viewpoints.
Classroom Connections
Elementary
I would use the songs, stories and poems to help the students better understand Civil war era. The students would be able to examine these items to discover how life may have been.
Teacher
High
I have never really thought about using music from different time eras to draw connections for my students. With how much our students use airpods and phones they are almost always listening to music. I can use this to help make connections that they might not of known by using music and lyrics.
John Brown: Hero or Villain?
High
After studying the events of the Civil War, and in particular the actions of John Brown, have the class pull out sides (hero/villain) from a hate, as equally as possible. The students will then take their stance, hero or villain, and write an essay supporting the side they were given. The students will need to use information related to John Brown specifically, and also information related to the events leading up to the Civil War to support their case.
SPED Teacher
Elementary
I will be able to play the song to my students when talking about the Civil War and how events progressed to cause the war. I will need to discuss with the students and have them ask questions to be able to understand what happened and how minds were changed and how the state of Virginia divided due to beliefs.
Civil War perceptions
High
In introducing the lesson we will do a kwl of what students already know about the Civil War and how it affected Virginia. We will play the John Brown song and talk about the events surrounding John Brown. I will ask students their opinion if they think John Brown was crazy or a true trailblazer in the abolitionist movement. I will split up the class in North and South and read letters written by Northerners and Southerners. After reading the letters we will discuss what are your perceptions now of the war and the raid on Harper's Ferry. We will listen to the song one more time and see if student's perceptions have changed on John Brown. As part of the lesson we will get a map of Virginia in 1859 and label important cities to get an idea of what Virginia was like during this time period.
Library: Civil War Era & John Brown Song
Elementary
I like the idea of using the Civil War letters to understand how different groups of people's ideology have changed throughout the Civil War. So, I will have my students look at the Union soldiers letters as he enters the Civil War, during the Civil War and at the end of the Civil War. Then, I will have my students look at African American soldiers letter during the Civil War. I will have them question: what purpose did they enter the war and what change did they hope to make by fighting in it? Have them compare and contrast the two groups opinions of slavery and their hopes of how the war will either end or maintain slavery.
Civil War
Middle
I would play the song about John Brown and detail the causes of the was as well as the post wr period and why reconstruction was eventually abandoned.
John Brown
High
I would use this to show how opinions changed over the course of the war. To show this, we could analyze statements against the Harper's Ferry raid from both Northenors and Southernors. Then we could read the lyrics of the song that made Brown out to be a hero. The discussion would be what made public opinion of Brown change over time.
Civil War Era
Elementary
This is a tough topic to discuss with Kindergartners. I think that it is important to have these discussions and not brush them off. I think I would start by looking up some resources, videos and books in particular, that help open up discussions with young minds.
The Civil War Era and the John Brown Song
Middle
It is important for students to understand the infrastructure of Virginia after the Civil War in the south and how it affected future economic decisions, education, social services, and the groups of people affected by its outcome. In the Civics class, students can take a closer look at voting rights historically, after the Civil War, and presently.
Civil War Era
Elementary
I think primary sources are extremely important to the teaching of the Civil War. In my own classroom, I would like to share letters written by soldiers on both sides of the war so students can get a better idea about how they were feeling. There is a lot of information to be found in those letters. It paints a much better picture about thoughts of the time regarding the war, slavery, and emancipation. After teaching the unit, I would invite students to write their own letters from the perspective of either a Union or Confederate soldier. I would challenge them to include their thoughts and feelings about slavery, about the war between the states, and about their struggles as a soldier in the war.
Civil War
Elementary
I would first engage the students in a discussion about prior knowledge of the civil war era. Students would share their thoughts on the issue of slavery and the impact it had on Virginia, not only on the moral of the issue but also the economic impacts. We would use primary sources to analyze how different groups felt about slavery and why is was needed or why is should be abolished. Every year, my students have a hard time understanding why black people were treated like they were. Finally, I would love to plan a trip to Appomattox to let them see where the war ended. We would also use the John Brown song and I would invite them to debate whether they believe he was a saint or someone who tried to overtake the federal government out of insanity.
A change in Virginia
Middle
As mentioned, Virginia was going through some significant changes economically already when the Civil War started. The western part of the state decided to succeed in 1863 partly due to the type of land, they ahd no need for slaves and why fight for something they didnt participate in? John Brown started a rally that followed the next six years, slowly momentuem for freeing slaves was growing. I think its important to get this point across. I really like the idea of reading news papers of right after Harpers Ferry and then maybe in 1863 to see the difference. I think its important to show the build up leading to the war and the massive devastation afterwards and how Virginia had to change to a new way of life for the most part.
Civil War Era
Middle
The Civil War is not something we usually talk about in a Civics & Economics class, but I think comparing the differences in our country especially with political parties and the way Virginia was divided during this time - economically with agriculture and manufacturing along with political viewpoints on slavery and seceding - could make for some interesting comparisons and discussion.
Module 6 Response
High
One of the most common questions I get about the Civil War is, "was it fought over slavery, or was it about states' rights?"
The Fugitive Slave Act of 1850 is an interesting document to analyze when it comes to this question. I haven't actually used that document in class before, but I might going forward. Analyzing it as a primary source might spark some interesting debate.
Melinda A. - Music
Elementary
The Civil War was a part of our country's history that still brings so many questions. So much conflict on so many levels. As the initial assignment, the John Brown Song, music can be connected to so many groups on both sides of the conflict. At the elementary level, fight songs on both sides could be explored. Some of our most popular patriotic songs came from these events. Background studies on the music of the Civil War could provide a great discussion on how things were on either side during the time period.
John Brown Song
High
I will have the students write a song to represent the attitudes of people of the North or South. It can be a person of their choice; wealthy land owner, slave, merchant, etc
Songs in History
High
I have used songs and music to discuss feelings and the culture in other time periods in Americans history. It would be interesting to put the John Brown song in the same context - analyzing it to try to get a better understanding of the time period, the feelings of the people, and the context of the time.
Differences of Opinions
Elementary
using articles of the era, researching history, discuss and compare the differences of economics, slavery, and states. use a Venn diagram or chart to visualize the similarities and differences of opinions. then provide an issue that the class can debate. Have them discuss the issue and then write their opinion of how they feel and why.
Why do people go to war?
Elementary
War is a profound subject. Throughout history, we have seen more than our fair share of destruction, calamity, and death brought about by war. War is a precarious topic to teach to young children. It is very important to emphasize that, going war is always, should, the LAST resort to resolve conflicts. War destroys properties, livelihood, economy, environment and lives. It takeds years, if not, generations to restore whatever have been destroyed or lost by war. And of course, lives, can never be replaced.

I will probably teach Civil War in my class by dividing the class into 3 sides: the Union, The Confederates and the Neutral (mostly African Americans). We will create schemas that will illustrate and outline the following information: what is at stake, strengths, weaknesses, strategies to win the war. It'll be an added fun factor for each group to assign their respective General and Lt General.
Application to 5th Grade Classroom
Elementary
The artifact that gave me the biggest impact was the Sharecropper's Contract. I believe that the information shared within it give a clear picture of how life changed for those that had been enslaved. I intend to use this artifact, along with others to help better share the challenges freedmen faced after the Civil War.
BellaR
Elementary
I'd like to incorporate the information I've learned from this module to have my class consider the gray area of the period of the Civil War, the information that makes the whole subject a bit more messy and not nearly as clear cut as textbooks lead students to believe the live, times, and people were. I'd like to introduce the song and gain initial insight on what the students believe of John Brown, then share with them the initial views and feelings of the northerners concerning John Brown and discuss the evolution of views and society.
Changing Perspectives Over Time
K-12 instructional specialist
The primary sources introduced in this module offer several paths for creating lesson that have students inquire about and investigate the changing perspectives of different groups throughout the stages of the Civil War. Using source sets, students would create a timeline of how a particular groups' opinion changed over the course of the war. The letters we examined in this module provide one such example that details the shift many Union soldiers experienced over the course of the war with regard to slavery. I think it would be possible to compile similar sets of letters and other sources to demonstrate how the mindsets of other groups, such as freed Blacks, women on the homefront, and white, male Confederate soldiers also changed over time as a result of their experiences before, during, and after the war. I think this type of investigation would also help students to understand some of the nuances that existed in people's thinking at the time. In our modern day reflections of the past, I think we try to categorize the people of the past as all right or all wrong. They, just like us, were more dimensional and nuanced than that. Their experiences throughout the course of the Civil War impacted them and, for some, caused their thinking on issues such as slavery to evolve.

This module also makes me want to take a field trip to Harper's Ferry! Teaching in northern Virginia, we are within an hour drive of the historical location. Opportunities for students to experience historical sites first hand are often few and far between.
Letters Home
Elementary
This module helped me to recognize the lack of details I include in my Civil War unit of study. We typically hit the major headlines but I really enjoyed reading the letter from Barney and feel my students would find it interesting too. Sources like this pose a piece to the puzzle and turn students into critically-thinking detectives of history. I plan to use them to help dispel the misleading notions of good guys versus bad guys (the common "us against them" mentality) during this era and help to shed light on more details of the Civil War that we may be overlooking. Although we clearly understand that to enslave any person is and will always be wrong, many of the details within this module note that understanding evolved overtime and was more of a mixed bag of opinions on slavery.
Civil War Era
Elementary
The role of Virginia in the Civil War is a great way to think about the war for the country. Just as the nation was divided, Virginia itself was. It shows that economics clearly impacts opinions and beliefs, even today. I would want to help students draw parallels between how economics informed opinions then and may do so today as well. This can be done by setting up an economic situation in the classroom and then asking students to make decisions based on how they earn their money. This can be done without calling one side right or wrong, just leading them to recognize that this might impact decisions people make.
Letters from war
Elementary
Students would be given excerpts of letters sent home from soldiers during the Civil war and would be asked to explain the circumstances and compare and contrast the sentiments in them.
Virginia's Decision to Secede
High
The goal of this lesson is to use the secession debate within Virginia to illustrate some of the larger reasons for secession by 11 Southern states. The debate within Virginia was especially tense for both political and economic reasons but was sealed with Lincoln's call for federal troops after the Battle of Fort Sumter. In particular, my lesson would focus on the incredible strain Virginia's decision to secede placed on career military officers who were forced to choose between loyalty to the US Army and loyalty to their home state. Of particular interest would be the writings of Robert E. Lee who famously struggled with this very decision.
Civil War in the classroom
Elementary
I have never thought to examine the receipts from the selling of enslaved people and I would use that as part of instruction during civil war or reconstruction units. Another thing I would like to add was the deeper questions asked about the sources and images. "What is this person's perspective and why do they think this way?"
Teacher
Elementary
I love teaching the civil war. The students are very engaged. I use videos and interactive notebooks. The students also seem to understand concepts and ideas through graphic organizers.
Civil War Era
Elementary
I would play the song for the students. We would discuss how and why people's viewpoints on John Brown changed over time.
I would also like to have the students analyze a Sharecropping Contract.
MHanna
Elementary
Students will learn about the different reasons the war started, articles about the events leading up to the war, how could slavery have been turned into job opportunities where people were being treated kindly and fairly.
Songs and Letters
Middle
The use of songs and letters from the era can help provide context and give a window into what people were thinking, in particular allowing you to contrast northerners and southerners. Specifically you can examine the evolving views on John Brown's raid.
Civil War Era
Elementary
I think I would let students first listen to the song and hear the one perspective. But, I definitely like the letter to show that it was a time where people were unsure and would change their mind depending on their exposure. The entire state of Virginia made a last-minute decision to be a Confederate state. I feel like this would be a good time to allow students some freedom of expression and I would do a rewriting activity after having students explore the primary sources.
ELL Specialist
  • Middle
  • High
I can use the song to help EL students understand how important John Brown's efforts were to the country as a whole. I can concentrate on specific vocabulary, such as emancipation and secession, that would be hard for EL student to understand.
Cornerstone Address Reading and Discussion
High
A primary document analysis of Confederate VP Alexander H. Stephens “Cornerstone Address”, which will have to be edited for readability. This activity is broken up into 3 parts; 1) in pairs, students will read the excerpts, and underline vocabulary, 2) students will answer a series of short writing prompts, each individual student will have to turn this in for a participation grade, and 3) a classroom discussion based on the vocabulary and writing prompts.
Below are the questions/prompts for this activity;
1) What does the author have to say about Secession?
2) What reasons does the author give for why the new Constitution is better?
3) According to the author, what is the foundation of the new Government?
4) What arguments does the author make in support of this foundation?
5) Critical Thinking (the answer is not in the text, but based on student’s thoughts) What did the leaders of the Confederacy argue was the reason for secession?
Civil War
Elementary
While teaching about the Civil War, bringing in the primary resources to the classroom will give students first hand understanding of the views during the Civil War. I think it's important to point out that it wasn't an easy decision for VA or WV to secede. I think it's also important to point out the timeline of events and make sure students know that a series of actions and reactions ultimately led to the actual war being fought. The political cartoons and songs show students points of view in an interesting and engaging way, which students can then debate about the meanings and possible interpretations.
Videos
Elementary
I really enjoyed watching the videos in this section and I think showing a few of these videos and discussing the different topics would be extremely beneficial. Also, discussing the letters soldiers wrote and how the views of the soldiers changed as the war continued.
Ms. McCrary 5th grade teacher
Elementary
I would start the class with the actual song, John Brown, to see how the students reacted and how and what they felt as I was playing it. We would then have a discussion from there depending on their background knowledge on why they would have used a song in different time periods, guiding them to the Civil War Era. I might even let them dive into some research with a partner, to develop a basic understanding of why a song would be of importance.
Civil War Era Songs
Middle
I would have students to listen to Civil War Era songs. Students can find the lyrics to read after listening to the song. Students would analyze what the song is about. Students would try to figure out the event that sparked the song. After their analysis, students will research the song to find out exactly what sparked it.
Civil War Era Songs
Middle
I would have students to listen to Civil War Era songs. Students can find the lyrics to read after listening to the song. Students would analyze what the song is about. Students would try to figure out the event that sparked the song. After their analysis, students will research the song to find out exactly what sparked it.
The Civil War
Elementary
The students would be put in groups of 4. These groups would be given primary sources to review. These sources will be taken from both the Union and the Confederate sides. Each group will be given a document from each side. In reviewing the documents students will be able to discover the reason for the Civil War. They will uncover the many different roles people played in the war.
4th grade teacher
Elementary
Students will explore the civil war by looking at many different sources, primary and secondary, videos, and discussions of both sides of the war. Students will also look at the rolls of different groups of people during the Civil war and research their roll in the war.
KaitlynC
High
I would use the John Brown song as well as the depiction of the different sides of Virginia and how they lived to discuss that in Virginia there was less of a clear divide between the North and the South, as opposed to the deep South. I would also discuss how the damages of the war are reflected in reconstruction era Virginia and how that pertains to the way the state functions today with a similar divide between the more commercial Northern Virginia and the more rural Southern Virginia.
Teaching About the Civil War Era in the Elementary Classroom
Elementary
As an elementary student, I never learned about who John Brown was or the raid on Harper's Ferry. Now, as an elementary school teacher, I will be teaching my students about this abolitionist and the raid that took place as a precursor to the Civil War. We will listen to the John Brown Song and dissect the lyrics. We will investigate the raid on Harper's Ferry and read letters from soldiers during the Civil War to better understand first-hand feelings and experiences of the people who lived during that time.
Virginia's Role
High
Music has been used for years to express discontent. After studying the John Brown song I will have students research and find songs from two other eras to compare and contrast with the John Brown song. I will have the students discuss whether the song was an accurate depiction of what was going on during the Civil War. If they thought John Brown should have been considered a hero. I would have the students examine some pictures and other primary sources from both sides in order to better understand the decision made by Virginia during the Civil War and to see if they would have made the same decision.
John Brown-VA/US History
High
I plan to use the John Brown song in bringing the discussion to students on whether or not they see him as hero or villain. I plan to bring in a variety of other sources on Brown and challenge students to view the complexity of American history.
Teacher
Elementary
When starting a unit on the Civil War Era, I would first start off with a KWL chart asking what the students might know about the Civil War, what they want to know about the Civil War, and then complete the, what they learned, column at the end of the unit. After having a class discussion about what the students know and what they want to learn, I would then use this song as an introduction. I would play the John Brown song and then have students analyze what they think the song might mean and why they think that type of song was written during this time. While analyzing the song, I would then read different articles with the students and the different views between each side and in certain areas. I could also introduce other documentations like personal letters, journal entries, so the students can understand different viewpoints. Pictures could be shown of Virginia looked before the war and after the war. These discussions and documentation could help students better understand the different views, the cause of the Civil War, and how the war caused a split in our country as well as how much hurt it caused.
Perspectives of Slavery
Middle
Various newspapers with headlines and front page stories about Harper's Ferry or another major slavery event will be collected and displayed around the room along with a note indicating where the newspaper was from. Students will move through the room and examine the front pages, taking notes on a structured worksheet. Students will then compare the perspectives between North and South and discuss in writing what the noticed and what differed. They will also discuss why they think the differences existed and how this could lead to something like the Civil War.
Elementary
Elementary
I want to be sure to include a source check. To be sure that wwe examine the sources. What comes to mind is the mammy memorials. That the daughters of the confederacy put out to chance the view of the confederacy even back then. I want them to be able to see through the bias.
Teacher-2nd grade
Elementary
First I would have the students listen to the song. Then we would listen to it again and I would pause it and see if they had an idea about what they might be talking about in the song. I would get a time line out of when the rebellion happened when the song came out and the dates of when the war started/ended. I would then read an article about the rebellion and what happened and other documents about this rebellion during the war. I would have a discussion about what the feelings about John were before the war happened and during the war. How each side viewed what he did and compare it. I would also have the students look at articles and pictures of how Virginia looked before the war, and after. I would show them pictures of how the west versus the east was viewed. I would do this to discuss why/how the separation of Virginia happened and how it did not just happen suddenly but was a build up based on the different views of the people who lived in the areas. This can also lead into a discussion of how our country split and how differences of opinion can cause a lot of hurt.
Civil War Era
Elementary
I would be looking to include this when I begin discussing the reasons behind the start of the Civil War. By bringing in documentation like letters and personal accounts, I could get the students to understand more from the personal viewpoints rather than the textbook summaries. It would be interesting to teach the students a little bit about the writers before examining their views to add context and depth to where the view are originating.
Northern-Southern Interdependence
High
Examine pre-Civil War bills, checks, and ledgers to discover how the North and South depended on each other for production materials. Trace how items produced in one part would be shipped to the other part, improved, and shipped back. How did the Civil War change that interdependence? How did the separated regions cope with the loss?
4th grade
Elementary
Using some of the videos and playing the song will help students understand the thoughts of the people during this time. I will play the song and disect it with the students to teach what Virginians were experiencing during this time.
Teacher
Elementary
I will use different sources to grab the attention of my students. Letters and journals are more exclusive as they are written from someone's point of view versus a text book or a pamphlet or newspaper article. Those are good sources as well but reading something personally written like a letter or in secret such as a diary seem to resonate more as "real life" and are far more relatable than widely published work.
Civil War Connections
Elementary
Students can gain insight on the perspectives of Americans during this time by looking at soldiers' letters home. This artifact gives students a better understanding of exactly how people felt. Most students struggle to understand how someone could support slavery or the South. Allowing students to read letters and put themselves in these soldiers' shoes could really help students understand opposing points of view. I could create a lesson that looks at a Northerner letter and a Southerner letter. Students could use a Venn Diagram to compare and contrast the points they notice in the letters.
Civil War Era Music
Middle
I would have students look at the song -provide pairs or small groups of students a copy of the music-from the perspective of the song writer. I would have students listen to this song and provide other songs for them to read and listen to while discerning history from these songs. Students can identiy key events, a time-frame, and people who are written about in the music. Students can also surmise why the songs were written and what events may have inspired the song to be written. One thing you could do is divide the songs amongst the groups of students and have each group make a presentation on what they learned from the song after they play the song. You could also encourage students to write their own songs about a time history in which they incorporate historical facts, events and people into the song.
Mr. Stinson: Third Grade Teacher
Elementary
I hope to find more personal resources such as song lyrics, journals, and diary entries for my students to analyze. These will provide students with a more in depth understanding of the culture during the Civil War era. Having students view personal entries of those on both sides of the war will provide perspective for my students. This helps them understand the significance of the fight and will hopefully lead to discussion about the issues we still see today regarding race.
Teacher
High
While it is not amongst our major SOL topics, I always incorporate information about John Brown's raid in my lessons on events increasing the divide between the North and South leading to the Civil War. I had not however heard this song before, and I think it would add further impact to the significant of this event in my lessons. After discussion the main facts of the event students could analyze the song and note the perspective, focus, and significant to the conflict. This could also be extended into an activity using additional sources to compare perspectives between both sections of the nation during this critical time.
Teacher
Elementary
Students would work in cooperative groups, reading the song and evaluating the meanings behind the words. Investigating the two sides and why each side believed they were "right."
Civil War Lesson- 5th grade
Elementary
Students will be able to describe the use of the equipment, uniforms, weapons, and other items that soldiers would have carried after examining photographs taken of soldiers during this time period.
Next, Pass I'll out the Life at War Worksheet to each student. Students will read and discuss the Life at War PowerPoint with the class and discuss different aspects of soldiering.
Civil War Era - Classroom Connections
Elementary
After learning about the Civil War Era and the John Brown Song during this module I will use it, as well as additional primary sources from the same time period, in my classroom to help students interpret history from various perspectives. I will provide the sources and guide students through interpreting them in a way that encourages them to make the connections between the political, economical, social, and religious events that occurred and the impact they had on leading to future events. I will also provide sources that showed history through different perspectives (North, South, slaves, freed slaves, women, American Indians, etc.). This is to help them better understand history while not just memorizing the dates, events, and people. These activities will be supported by the use of: (1) SCIM-C templates (source in middle with SCIM-C boxes surrounding), (2) cause and effect, (3) compare and contrast templates. These will be completed with partners to allow collaborative thinking and discussions.
Analyzing Artifacts
Elementary
I think analyzing letters, songs, and notes from both sides of the Civil War could help students to better understand the perspectives of individuals during this time period. Students could compare perspectives of Virginians of the East and West in regards to the War and social issues. Students could explore the similarities and differences of these perspectives.
Civil War Era and John Brown
Middle
I love the idea of having a box of artifacts relevant to the song John Brown's Body for students to study and assess in small groups. Who would not be drawn in by a wildly popular folk song with grotesque lyrics like "John Brown's body lies a-mouldering in the grave? " I would include the Battle Hymn of the Republic, the lyrics of John Brown's Body, some of the letters included in this module, newspaper accounts of the event at Harper's Ferry from a variety of time periods, historical accounts of John Brown's Raid, and a variety of references to the song in popular culture or otherwise. Allowing the students to draw conclusions about various players in this event could be a powerful exercise for students. I find it particularly interesting that this event includes references to Frederick Douglass, Harriet Tubman, Robert E. Lee, Walt Whitman and more. I think that looking deeply into John Brown's Raid on Harper's Ferry touches on a great variety of issues of the Civil War and would encourage students to see aspects of the Civil War from a new or unusual lens.
Elementary Teacher
Elementary
One project I put together for my students to do is to become a journalist for a specific area during the Civil War. They would be assigned the north or south and would write a front page newspaper article discussing their readers opinions and what was going on during the war based off what they wanted their reader to get from their writing.
How Virginia entered the Civil War
High
The articles and video presentations in the module would be useful in supplementing my civil war curriculum. Since in high school we teach US/Va History to juniors, this information could serve a lesson that focuses on Virginia's reason for entering the war for the south and how the decision changed Virginia (West VA being established and the focus on agriculture vs industry).
11th grade Social Studies
High
I would have students look at other songs of the time period, especially during the war. They can interpret these songs in terms of what message the author is attempting convey in terms of patriotism, loyalty, or religion. You can also look at the song that John Brown's Body eventually became, the Battle Cry of Freedom, and see how it served as a rallying cry for the military and the people of the North. Why were these songs written, and why were they written the way they were? What kind of imagery comes to mind based on the words? I think you can even play recordingrs of the songs as they read along to give them a better understanding of their meaning. Students can interpret how each song makes them feel, and could possibly lead to discussions regarding the emotions that other songs from other time periods make them feel.
Politics and Public Opinion
Middle
I am intrigued by the double-use of the John Brown Song by both sides during the Civil War. I would love to have students participate in a simulation, focusing on the way sources can be manipulated, to help them understand the role bias, propaganda, and reporting can have on shaping public opinion. More specifically, I would split students into two teams, North (Union) and South (Confederacy). I would provide them with an age-appropriate version of the John Brown Song, and have them use it to create a piece of propaganda in support of their side's cause within the Civil War conflict. After sharing their creations with each other, I would ask them to reflect on how they believe our two major political parties engage in similar manipulation of facts and artifacts to sway public opinion today.
Contrasting Historical Song versions of the Civil War
High
First, for all here, Showtime has a current series dramatizing the life of John Brown - much of it was shot in VA using many local actors, the lead role being Ethan Hawke. In a class that studies cultural impacts of song, whether rooted in Europe, or homegrown, it would be one to contrast and compare certain songs of the era as to their references, and cultural identities. The former state song of VA, removed years ago, lasted for years despite it's blatant condescending picture of slave life, for example. Many union troops of Irish descent carried songs from home that spoke of freedom from oppression as a way to remember their value systems as a human, as well, while rebels sang those cherishing oppression of slaves.
3rd Grade Teacher-Civil War Era
Elementary
These topics are not part of the standards that I am expected to teach my 3rd graders. However, I would like to find a way to use this information I learned in this module. I believe the knowledge of what America was like before the Civil War and after the Civil War is not taught very often (in the classroom setting). I would like to see my students understand the importance of looking at/evaluating the different opinions during this time period. The primary sources (soldier letters and diaries) would be a way to help the students connect with the opinions and thoughts before, during, and after the Civil War. It would be great for the students to observe the changes in opinions over time.
Slave Receipt and Soldier's Letters
Middle
An activity I would like to do with my students is to analyze the slave receipts so that students gain a better understanding of what it was like for a slave to be sold. That their worth was reduced to a piece of paper. What does that receipt have to say about them? Where did they come from? Where are they going? What is the cost difference between a male, female, or a family?

Another activity would be for students to analyze soldiers' letters. What was their take on slavery before, during, and after the Civil War? Even have the students research black soldiers' letters and what was their take on the war.
Civil War
Elementary
I would like to use the song and some of the other primary sources such as journals, diaries etc. to help students get a better understanding how how the people during this time felt and what was important to them at this time period. We could do a compare and contrast of what students feel is important in this era compared to what was important during the civil war and discuss how much things have changed since then and what may also be the same.
Virginia Studies
Elementary
Using different types of primary sources such a journals or news articles to compare the various opinions during the time period. Then explore with students why these people felt that way. What types of factors were in play. Also, explore journals, letters, and articles from later in the war to see how feelings, opinions, and experiences may have changed over the course of the long bloody conflict.
Music and Literature
High
I have always advocated for more arts-based instruction in the History class. When we study the canon of American Literature the era in which something was written is of great import. Is it the era of Transcendentalism where all humans needed was to "get right" with nature? Is it the era of Realism, where we begin to distinguish text by region dialect, and a focus on the common man?

One school occured before the war; the other after it. Music, poetry, and fiction can all be sampled for this era. Just as you would for a letter or journal, look at the literature and music before, during, and after the war. Using samples from Sojourner Truth (Ain't I a Woman) to Harriet Beecher Stowe (Uncle Tom's Cabin) to the Anti-Tom literature that came out of the South to Mark Twain and Stephen Crane followed by Walt Whitman. Excerpts are preferred to allow greater sampling.

Once text has been assigned, students should both read the text and responses to the text both contemporaneous and modern. Ask questions such as how does the author portray the region? What is the author's tone regarding (sectionalism, slavery, abolition)....? What was the initial response? How does the text describe the political tenor of the times? What do modern critics feel? Can you tell which side the author was on from the text? And so on using related texts. Literature not your thing, try popular music of the time and region. Ask the same kinds of questions. Compare an original hymn to the popular song that used the tune.

Yes, it takes time and does not really meet the standards, but it is a good way to introduce more ideas and perspectives. I have actually used it both in English and Social Studies.


The common man
Elementary
History is more than facts and figures - it is truly a human story! I want to use more primary sources such as personal letters, newspaper articles and advertisements, photographs, songs, etc to show what the everyday ordinary citizen thought of the issues of the day. The common people are the ones who lived through all these "events" and are best at telling the story. And to capture all the various points of view...rich, poor, black, white, Native, man, woman, children, politician to gain a better perspective of what was going on at the time.
World History
High
Songs have an impact in culture. We can study different songs and how much of a difference they made in several areas of history. We can also study other works of art like sculptures, architecture, paintings, poetry, and more to learn about culture and how it influenced different events in history.
Changing Perspectives
High
I really latched onto the idea of using primary sources to view the changing perspectives and perceptions of issues including slavery. In World Geography we look at slavery in both North and South America, so many of these resources in this module would be a great starting point for looking at North American attitudes on the issue and how they would change over time. From there, I could expand on this and add to the pool of resources to also include Latin American, European, and African, and African slave perspectives as well. Students compare and contrast them, and maybe try to place them on timelines as well.
Civil War
Elementary
I would apply resources like the John Brown Song, diary entries, news clippings, and articles to support my students understanding of the Civil War era from the perspective of citizens and those who were observing or participating in the effort. We see a lot of instructional material that focuses on the big ideas, facts, and the perspective of the leaders/generals. I believe students could make deeper connections by understanding how the war impacted and influenced people across the country and in a smaller scale.
Civil War
Middle
For one activity, I would have students read letters from newly enlisted soldiers verses letters from veteran soldiers in the Civil War. We can discuss how the perspectives and opinions changed once men fought for a period of time.
The Impact of the Causes of the Civil war on the Regions of Virginia
Elementary
Students would be separated into small groups and document the impact of the war in their region, whether it was the Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, or Appalachian Plateau. By looking at not only battles, but documents such as slave receipts and other historical documents, students can see the impact before, during, and after the war to their region.
E. Greenway
Elementary
I think doing a deep dive into songs and putting them in context would be a wonderful way to integrate music and history. It would also show how impactful the arts are in effecting change and documenting changing attitudes and times. I think it would be important to look at both Union and Confederate songs as well to show how different the regions had become in culture, that in many ways they were very different people (no longer as united). We could also discuss how important it is as a nation to have a common culture to unite us when so many areas are very diverse. Shared music, art, sports, and food help give us a shared experience and in turn a shared history.
World Geography / World History
High
One of the best classes I taught in US History was when I was able to get a Civil War re-enactment group to come and put on a display at our school. There was a Confederate camp with tents, tools, supplies, food, weapons, medical supplies compared to the Union camp with the same. The students got to see first hand the differences in their camps and how much better the Union camp supplies were compared to the Confederates camp supplies. The soldiers were very helpful in giving historical backgrounds and family histories of events during the Civil War.
Paper and cultures
Middle
My students are about to study the Civil War. It is helpful for them to be able to pull connections and ideas from unassuming sources, such as songs and magazines. Having students pull cultural information from these kinds of sources helps them make connections to today's culture. Those connections are stronger than ones made by simply reading selections on the Civil War.
Civil War Era in Virginia
Elementary
As an elementary school teache, I would first play the John Brown song and ask them to tell me what they heard in the song. Was it a sad song? How do you know? Then we would talk about the Civil War and John Brown before circling back to the song. Was their first hypothisis correct or did they hear the song in a new light?
Inflammation
Middle
John Brown's legacy has endured, and the song written about him has, as well. Using the song in written form and having students listen to it would be a way to introduce the sentiment regarding slavery and how that sentiment evolved throughout the war. Although Brown's raid was not successful, it was instrumental in drawing a line in the sand, so to speak. The election of 1860 was affected by it. It was an important impetus in the starting of the Civil War. A simple song can be used effectively to generate discussion and thought.
A War That Would Not End
Middle
Using sharecropping contracts and records from the Freedmen's Bureau, I would like to explore how efforts by Congress to make African Americans equal citizens were countered by southern landlords who needed to keep African Americans working for little or no pay. Examining the records of violence toward African American leaders and voters would show how that system was backed by a lack of political rights.
Civil War
Elementary
Evaluate song lyrics
Civil War and John Brown
High
I would create a research project using the John Brown Lyrics. I would have students theorize how did Unionist feel about the song and Confederates feel about the song. I would have students also listen to the different version of the songs and hypothesize why the lyrics may have been changed and for what purpose.
Civil War Era
Elementary
I would like students to listen to and read through the lyrics of the John Brown song. As part of the lesson I would have students research about John Brown and how people felt about him before and after the war. Another lesson to go with the Civil War Era would be to have students read different journal entries of soldiers on both sides to see how they felt about the war as it first started, during the war, and after the war.
Voices of those who lived it.
High
Looking at primary sources of those who lived during the Civil War are helpful to connecting the dots and understanding all of the factors that went into this monumental event in U.S. history. One possible activity could be distributing primary sources from different Civil War perspectives. For example, you could have Primary Sources from the following: slaves, soldiers, free blacks, plantation owners, women (both sides), political leaders (both sides), and even throw in an account of someone living in Europe at the time who had heard of the Civil War and offered their perspective.
Having students read, share and analyze their source would be helpful in understanding the thoughts and feelings of the time and give us greater insight as to knowing the reasons and motivations behind the actions taking place during the Civil War era.
Civil War Era - U.S. History
High
I actually have my students read about the secret six who help out John Brown and I have them decide if they are traitors or patriots based off their actions. Usually students are in the mix because they think their heart was in the right place but they also don't think violence is the way to go. The John Brown Song would be a great addition to the Secret Six assignment to show that while the North at first didn't support what John Brown did, as the war started he becomes an important figure because in the end the question of slavery was going to be answered through bloodshed. Compromising had reached an end. I would have the kids analysis the song before I give them background information about the song and then have them figure out it's significance to the cause.
How does the song writer feel
Elementary
I would use the song to demonstrate the mood of the time period. We would talk about the story that is told and why it stood out to others during that time.
Literacy Specialist
Division Employee
This module included so many great primary source documents. For fourth graders, the John Brown song, the Howe image portraying eastern and western Virginia, and the image of the Freedmen's school are particularly accessible. All would lead to deeper conversation and understanding of the events leading up to and as a result of the Civil War.

The letters and diary entries could easily be incorporated into 11th grade American Literature, as well. Pairing various viewpoints on the same event or topic would allow students to discuss purpose, bias, and differing attitudes towards the war.
Civil War Era
Elementary
I like the idea of having my students analyze that song after we complete our abolitionists lesson as an extension activity. They could work in pairs and take the song apart to try to find the message behind it. I could also add in journal excepts from people with different perspectives and have them analyze these as well. It is important for us to teach our students to not only understand the content but to understand the people who lived through the content we teach about.
Teacher
Elementary
The song could be used as an anticipatory set where students listen to it and then lead into a discussion about the actions he took. After introducing him to the students, you could then go in to the details of Harper's Ferry and the events that took place there.
The Trial of John Brown
High
Students would conduct research on the life of John Brown in preparation for a mock trail. Using primary sources of court records, reconstruct the case.
VA Studies Teacher
Elementary
I find political cartoons very interesting and very indicative of the times that they are created in. I have noticed, however, that my students struggle to really understand them and notice the details that many contain that are meant to illustrate and some times satirize the events and institutions that they are addressing. I would like to find more political cartoons from the Civil War era and use them in class discussions. This would make a great group collaborative project. Each group could be given one cartoon and tasked to analyze and interpret it and then present their findings to the class.A great class discussion could follow after the different viewpoints of the cartoons is brought forth from the analysis.
Civil War Era
High
I think having a unit on Political cartoons, and the style would be an excellent lesson in my classroom, SHow the changes of people's opinions through the cartoons, and styles. Then have my students create their own cartoons using whatever political point they feel passionate about. I am sure that the newspaper articles from John Brown's attack were scathing, then listen to the song and have students try to figure why the opinions changed.
Civil War Era
Middle
I can use this in my English classroom by first playing the song. Students will write a summary of what the song means. Students would then get in groups to compare and contrast their summaries. The lyrics would be passed out to the groups for them to analyze and work collaboratively to determine the meaning of the song. This lesson would fit well with my poetry unit when we discuss songs as poetry and how they rhyme and how songs have a story.
Civil War Era
Elementary
I would like to to take passages from civil war soldiers' letters, and have my students decide which side that soldier was fighting on.
Ms. Walters
Elementary
Students will read about John Brown and do a comparison based on the song. Discussion and review of song and how they were used to help slaves survive and escape slavery.
Two Sided Story
Elementary
Students will complete a Compare and Contrast between the North and South during the Civil War Era.
Students will analyze the song of John Brown.
Crossroads
Elementary
I would play civil war era songs and read parts of books, such as diaries. This gives the students a personal view of what life was like, especially for states such as Virginia, who was torn between the two sides. The students could then write a personal narrative of their own.
World History
High
As a person from California, it was always "easy" to explain the Civil War. The Union was opposed to slavery and the Confederacy wanted to protect slavery at all costs. After spending time with these resources, I see that while that is the heart of the situation, there is so much more beneath the surface. People who lived at the heart of the conflict often found themselves conflicted themselves. While it was generally understood that slavery should go away- read after the contemporaries had gained all the benefits of slavery themselves- they found ways to convince themselves that their lifestyle had no right to be dictated by others. Using a variety of sources that show that inner conflict as well as the lack of conflict will help bring the feelings and actions of people from these times to life. In short, using multiple resources helps to paint the greatest and most accurate picture to gain understanding from.
African Americans after the Civil War
High
Reconstruction following the U.S. Civil War was a contentious issue both as a government policy debate and as the reality of living in the South.

Objectives:
1. Students will understand the social upheaval of the South after the Civil War and the challenges faced by African Americans in the South.


Students will create a fictional interactive online textbook entry entitled “Life in the South after the Civil War.” Working individually or in pairs, students will use publishing software or webpage generating software to create an interactive textbook entry. Students will be encouraged to use historically accurate and appropriate resources such as photographs, paintings, primary source excerpts, and music. Students may provide hyper links to other websites for more information. The students will share their online textbook entries with their classmates. The teacher will create a grading rubric in order to evaluate the interactive textbook entries.
Civil War Era
Elementary
The standards for my second-grade students focus on historical thinking and geographical analysis. I would use maps of Virginia from the Pre-Civil War era and compare them with current maps. These physical tools will assist my students in understanding the geographical outcome of the war.
Virginia at the Crossroads
Middle
I would let the students examine songs from the north and the south and analyze the thoughts behind each piece of music.
North -John Brown's song, the Battle Cry of Freedom
South - The Bonnie Blue Flag, The Rebel Solider
Students would do a compare and contrast to understand the differing and changing views about the war and slavery.
Principal
Elementary
Visiting Sites is one way to learn about the important events. Many of those events took place in Virginia!
Here are a few of my favorites places to visit.
The American Civil War Museum: This museum, with locations in Appomattox and Richmond, is a great place for students to examine Civil War artifacts and learn more about the Civil War’s key events. The museum also offers Virginia Studies SOL-aligned programming for schools.
Appomattox Court House National Historic Park: The students can see where the Confederacy officially surrendered, ending the war.
Fredericksburg and Spotsylvania National Military Park: This national park(free)features four Civil War battlefields including Fredericksburg, Chancellorsville, Wilderness, and Spotsylvania.
Manassas National Battlefield Park: The students can learn more about the First and Second Battles of Manassas, also known as the Battles of Bull Run. COVID, budgets, locations, and time constraints don’t always make it possible to take a field trip. You can use the Virginia Trekkers videos to take virtual field trips. The Virginia Trekkers are a team that visits historic sites throughout Virginia and creates Virginia Studies SOL-aligned videos for students. Make sure to check out the Virginia Trekkers website. There, you can find lots of videos where the Virginia Trekkers visit Civil War battlefields in Virginia and other important Civil War sites. When taking a virtual field trip, make sure to have students document what they see and learn. Have students draw pictures and write a summary about their virtual field trip.
Module 6
Middle
John Brown can be seen as a symbol of the complexity of issues surrounding the Civil War. Northerners not always agreeing with Northerners and the same in the south. In the classroom I believe it would be good to use the John Brown song, political cartoons, photography and artwork to show the conflict that took lace, even within families and neighbors as issues arose, succession and slavery were examined and the nation moved towards then through the Civil War. The idea of, in many ways, Virginia having a more norther like economy and pondering succession and how that would affect the location of future battles is also interesting and Virginia students would find the arguments, both ways, interesting.
Adam Hartless
High
I think this exercise helps to create a more dynamic view of the Civil War Era. It may be beneficial to bring more cultural perspective, like the John Brown Song, into the mix to show the societal pulse at the time. I feel like the Civil War focus is primarily centered around military engagement and slavery in the classrooms. Adding more social/culture sources will certainly help to create a more vivid picture of the era.
Teacher
Elementary
When students are completing research, it is important that they really pay attention to multiple sides who are telling events from their own point of view. Students must be given opportunities to examine resources and think about who is telling the story and be able to separate opinions from fact. Both sides had very strong view points and tended to present things from the opinions they had on various issues. Reconstruction and sharecropping were presented as being very beneficial to the freed Americans when told from the side of the creators or landowners, but reality was quite different.
The Civil War - Can the New World be Saved?
High
I would have the students look at various primary source documents and reflect on them taking away not only how divided the North and South were but also how during the Civil War there were no clear dividing grounds as Americans fought one another in a multi-year battle that could have broken the country to the point of no repair. Students will see how Slavery was a thorn in the side of all Americans and the difficulties and mass casualties that resulted from the aftermath moving into the Reconstruction period.
Order up!
Elementary
I would create pictures of the Civil war Era and have the student put them in the sequential order of what led up to the civil war and the reconstruction after the civil war. I would incorporate some political cartoons with the picture that demonstrate the raid on Harper's Ferry. As we put these pieces of history in order, I would play the John Brown Song in the background as well as others that depict this time period.
Generalizations of History The Crisis of the Civil War
Middle
I think in a survey course of history that most public school teachers teach, generalization leads the way. Most in the North Most in the South and even though this is true. I believe it gives students an either for or against perspective.

So my lesson would want to create sources that show the normative thought pattern but also use sources that show not everyone in an area felt the same. I think this would show students that it is ok to not have a 100% straightforward answer
Classroom application
Elementary
Being able to teach both sides of the war is important. Students need to be able to relate to each side in order to feel how important the issues were to both sides. By teaching the back story and the sequence of the war, the students will be able to see the bigger picture of what happened and why.
John Brown Song
High
I would ask students to locate all versions of the John Brown Song and then research the stakeholders behind the various versions. How are they different? How are they alike? From the various lyrics, what do we learn about this period in history and this event? When you listen to -- or even sing this song, you might ask yourself what has made the tune so persistent, and so popular, over the decades.
Reframing the five events leading to the Civil War
Elementary
In Virginia Studies, we teach the simplified version of the five events leading to the Civil War. They include John Brown's raid on Harper's Ferry, the attack on Fort Sumter and the secession of West Virginia. What they fail to examine is the perception or complexities of these events. For example, John Brown was not always revered as a hero and definitely did not represent an abolitionist majority North as is commonly perceived. The secession of West Virginia is commonly simplified as an issue of slavery, but the reality was more complicated as was Virginia's decision to secede from the Union. The Confederacy's decision to attack Fort Sumter is also glossed over. If there is anything I have taken away from this course and other research, it is that the Virginia Studies curriculum as we are required to teach and forced to fly through does a great disservice to our students and our history. History is meant to be analyzed from several perspectives and through various lenses, but due to time and testing we water it down and rush through. I would like to spend more time examining history, hopefully through the cross-curricular opportunities of reading and comprehending relevant primary and secondary sources in Shared and Guided reading groups. John Brown's Song would be a great literary lesson on author's purpose, theme, character, and making inferences.
Civil War Area
Elementary
In this unit, students could have a copy of the John Brown song and work cooperatively to see what message the song is trying to convey or what historical information they can find.
Civil War
Elementary
The Civil War era is my favorite of all the units. We live in an area that has battlefields and other camp areas you can visit. I also borrow clothing education trunks from Petersburg Battlefield so students can have an opportunity to analyze items, make predictions, try on clothing and then learn about the artifacts. I do a whole program on soldier life for students. Like me, students cannot imagine slavery and why anyone would do such an act. Children don't see color and include everyone.
Teacher
Elementary
A class discussion will be held regarding the Civil War era and the lyrics in the John Brown song. The central ideas for the discussion will focus on the actions of John Brown in trying to eradicate slavery and his ultimate demise for standing up for something that he felt was unconstitutional in the eyes of a white man
Letters
High
I think it's important to show how "gray" the soldiers were on both sides through their letters, and specifically to show the evolution of many northern soldiers. I think often students learn about the Civil War and walk away thinking in very concrete terms "everyone in the North was good and wanted to end slavery, everyone in the South was bad and wanted to keep slavery", and I think soldier's letters give context to the ambivalent northerner, and eventually the change in their belief. I also think that students should read African American perspectives because their freedom rested on Union success, and students often overlook that.
A Whole New Light
Elementary
As I continue working through these modules, I feel as though I have only taught Virginia Studies in a way that just skims the surface. I feel as though I have only given a very shallow view of these topics. I am discovering that it is very important to provide different perspectives on topics by incorporating primary sources. I always thought I made history come alive and interesting for my students. Now I realize there are so many cool artifacts to be used. I will definitely incorporate all of the primary sources that I learned about into my Civil War and Reconstruction units.
Political Issues Then and Now
High
The elections of free black men into power in a Post Civil War world and subsequent back lash from Democrats really peaked my interest. I think the students could benefit from a comparison in today's political climate and issues with the political climate and issues of the Antebellum period.

I would collect materials from today and from then to help in our analysis. This lesson could also help show the shift in beliefs that the Democratic party went through (as you would not assume it was the Democrats that were trying to fight back against freed blacks in power).

This lesson could turn controversial, but I think that it is important that the students talk about politics- the good and the bad.
Civil War Era
Elementary
I think the use of the John Brown song would be a great cross-curricular connection between Virginia Studies and Language Arts. We could first review the song and dissect the poetry to interpret its meaning. The song could then be discussed in Virginia Studies for its historical content and as an opener for our Civil War unit. I think it is important for students to not only learn facts, but also see the emotional and personal impact slavery and freedom placed on individuals.
Two Perspectives of A National Issue
High
I would start of first having the class research who John Brown Is as a homework assignment (they can Google the answers), however, they have to present a handwritten 2-3 sentence or longer sheet of paper t o turn in to me.
Then we will have a class discussion on John Brown and his place in the history of the Civil War. We will then listen to the song, and each student will jot down thoughts on what they hear. After a discussion on this, I will pas out Xeroxed copies of the song and do further discussions on differing attitudes before, during, and after the Civil War.
John Brown: Hero or Villian?
High
To introduce students to a unit on the Civil War Era, I would show students the painting, “Last Moments of John Brown” and Horace Pippin’s painting of John Brown just before his execution. After giving students time to closely look at both, I would ask them to give their first impressions and ask whether the paintings appear to depict a hero or a villain.

As a class, we would read and discuss John Brown’s address to the court on his execution day, a copy of the song, “John Brown’s Body,” and several newspaper excerpts from The Staunton Spectator that recount the raid on Harper’s Ferry, John Brown’s trial, and his execution.

I would ask students to cite examples from the sources we discussed and to write a couple of paragraphs to answer the question, “Was John Brown a hero or a villain?”
Virginia Goes Marching On
Middle
In the classroom, I would approach the issue of the Civil War by initially looking at the people of the time and issues they faced. This would be done through station activities with primary sources. These sources would contain letters of the time, political cartoons and accounts of events leading up to the civil war. The students would be asked to analyze these sources and form a hypothesis on the topic.
Teacher
Elementary
I will present different primary sources in chronological order. These sources will include pictures, letters, and songs. As we progress through lessons, we will analyze the artifacts and discuss how mindsets change. At the end, I will show the first set of artifacts and students will compare and contrast as well as provide their own opinions.
Cartwright - Classroom Connections
High
The idea of freedom is the basis of our nation. I would use this song to discuss the idea of the found fathers and how the Civil War was the first step towards true freedom for those that were enslaved. I would how students examine the song and have them determine its' purpose. I would guide a discussion on the song and how it relates to a moral divide of the nation. I would also have my students examine the different political, economic, and cultural system of the North and South to better understand that the war itself was based around slavery but also a deep divide existed that separated the two regions beyond slavery.
Civil War Era
Middle
I can implement many aspects of the Reconstruction phase into my classes. We talk about freedoms and voting rights in class. I always reference the Civil War Amendments and voting rights during the second half of the 19th and early 20th centuries. Most students fail to realize some of the restrictions that are in place during that time.
Civil War - Tiffany Smith
Elementary
I always like to play Civil War songs for my kids, I will add the John Brown one to my list! I liked how it referenced text book classifications of "industrial North" and "agricultural South" as not exactly accurate. I learned a little more in depth about the economies of the two areas and will be able to pass that along to my students.
Civil War
High
I will use to show demonstrate how opinions of public figures can change over time. Use head paper headlines before the war to show how little support Brown had, and then play the song and show newspaper headlines during the war. Have students analyze how people's opinions have changed.
Nuance and Change
Elementary
In elementary school, the textbook "Industrial North, Agricultural South" idea reigns, with bullet point notes of the most popular crops in the South and portrayals of the ideas of Northerners and Southerners being static for years. Through a photo gallery walk (I'm going to research Alexander Gardner's photographs), role plays of sending and receiving soldiers' letters and reading them to self or "family", and analysis of newspaper articles, propaganda, and the John Brown Song, with lots of discussion and deeper questioning, students will develop a more nuanced understanding of the people and events surrounding and during the Civil War. Personal connections, such as considering the difficult position one can be in when choosing whose "side" to be on in a disagreement with friends; loss is always involved and since kids experience that tension acutely, they can get a sense for the tension and pressure Virginia felt in deciding to secede from the United States and join other Rebel states in the Confederacy.
Teacher
Elementary
Students could read the song and evaluate the lyrics. They could infer the type of person that John Brown was. What type of character traits might he have possessed? Students could also reenact the states seceding from the Union by using themselves as states and that would help them to visually see what this looked like.
KeriD -Teacher
Elementary
The songs of the time period is a tangible connection to the past - music is timeless. Introduction of period music gives life to history for our students. This is something I have not done before when teaching history, however I will in the future.
Civil War Era in the Classroom
High
I think, like in many of the periods before it, having students examine primary documents from the period to be the most beneficial. For example, to address the shifting attitudes of people before, during, and after the war about slavery, students could read and compare the Emancipation Proclamation to other public statements said by Lincoln or his allies early on. Since Lincoln was so interested in preserving the Union, it would be interesting to see how his political opinions changed over time.
Music and Message
Elementary
After studying slavery and John Brown, students will examine the John Brown Song and create a classroom visual. Students will choose 6 themes in the song. Each theme will be written on poster board and displayed in the classroom. Students will then find/create visuals to illustrate the theme based on the song. For example: The theme of the Union Army could include a US Flag; a Union Army uniform; President Lincoln; General Grant; etc. Visuals can include: personal illustrations; computer-generated pictures; magazine photos; etc.
Music and Message
Elementary
After studying slavery and John Brown, students will examine the John Brown Song and create a classroom visual. Students will choose 6 themes in the song. Each theme will be written on poster board and displayed in the classroom. Students will then find/create visuals to illustrate the theme based on the song. For example: The theme of the Union Army could include a US Flag; a Union Army uniform; President Lincoln; General Grant; etc. Visuals can include: personal illustrations; computer-generated pictures; magazine photos; etc.
Civil War
Elementary
Since the John Brown song is to a known tune, I would have them discuss why people would do that to share information. Then we could take other tunes and information from class, put important facts into verses and create our own songs.
Letters From the Civil War
High
I love the idea of having my students study the letters of Union soldiers written at the beginning of the Civil War, from perhaps midway through the war, and towards the end of the war in order to see if the soldiers, as the war advanced, would accept the idea that they were fighting to end slavery and how they felt about that as their reason for fighting this long and deadly war.
Causes of the Civil War
Elementary
It is important for the students to recognize more of the surrounding factors that led to the Civil War. I would like to begin the unit by asking students to think, pair and share what they believe were the main disagreements between the Northern and Southern states. They would record these on a given graphic organizer that they would keep. It’s been my experience that most students think slavery was the only issue and cause. As the unit progresses I would like the students to use their graphic organizer to add more possible reasons for the Civil War. I want them to see that one cause might have led to many effects and one effect might have had many causes.
Civil War
Elementary
I love to teach all of this information through many different forms-- filling them with lots of information from a wide variety of resources. One of my favorites it to find picture books to read with them everyday about a historical person or event that help to transport them through the person's life or the historical event. With the hope that students are able to make some kind of personal connection. We then create--- posters, many different projects (paper and digital) as a way to deepen and highlight their learning.
Primary Sources in Civil War Era History
High
I believe allowing students to view and study primary sources in the classroom is one of the most interesting and effective ways history can be taught. For example, I loved the idea of allowing students to investigate the topic of slavery by studying slave receipts. I might ask my students to work in groups, and investigate all the stories hidden in the slave receipts. I might ask students to answer questions such as what we can learn from the fact that companies were printing books of slave receipts, what the locations on the receipts might tell us, or what can be inferred about society's view of African American people based on the language used in the receipts.
Classroom Teacher
Elementary
I think this song itself is a great resource for engaging students, and also for helping them understand a bit more about what John Brown did and how people felt about it at the time. I would probably contrast this song with a Confederate ditty (of which I'm sure there were many) about John Brown.
Civil War (brad riots & slavery) Classroom connections
Middle
Showing students an illustration of a bread riot in Richmond, Va during the war could spark a good discussion. I would ask students why would this scene more likely be found in a city and not the countryside? This prompt might lead students to discussions on city-life and the earlier market revolution in the United States. As a class, we would discuss how people in cities and who were involved in industry might often depend on outside sources for food. We could discuss other factors that helped to cause the increased price of food.
Next, students could examine other primary sources that reveal more information about Virginia’s diversified economy and how it resembled the North’s economy. This discussion could then lead into talks about Virginia’s conflicted decision to at first stay with the union, and then to later secede. It could also be interesting to give students a document breaking down sources of revenue for Virginia before the Civil War, so they could see for themselves that although there was manufacturing and factories and such here, the main source of revenue was selling slaves down south. There are maps from the Virginia census of 1860 that could be helpful.

https://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/slavemap

I like the idea of looking at newspaper articles about John Brown at various times. For example, students could look at articles Immediately after the raid, after the hanging of John Brown, and during the war to see how people’s perspective of him changed. Likewise, it was suggested to look at union soldier’s letters to see if we can see a change in their attitude about slavery.
Civil War Era- Classroom Connections
Pre-K
FIrst I would discuss slavery with them again and then I would read the book John Brown: His Fight For Freedom to the students. After the story I would play the song about John Brown for them, the Pete Seeger version. On a map I would show them Virgina and where our school is in relation to Virginia. I would point out the border between the Confederate and Union states. I would tell them again of the buying and selling of stolen people from Africa, and I would point to all of the states that they were living in because of slavery. We would color a map of the United states, blue for the Confederate states and red for the Union states. I would also read the wonderful book "Hope's Gift"to them, about a young girl's father who goes to fight for the Union Army
Civil War: Perspective
Elementary
If you were able to get access to some newspaper clippings during the Civil War era, students could read those and get a sense of the political events, culture and economies of both the south and north during this time. Discussions could lead to deeper understanding of the issues from both view points. Further, it would be interesting to read about an event, battle. etc. from a southern newspaper perspective and then read about that same event from a northern newspaper perspective. What rich and deep discussions could transpire!
Create a Song about a Hero
Elementary
I would first provide a brief history of who John Brown was and what he believed. I would play the song for the students and help them examine the reasons for its existence. They may be enabled to gain an understanding of the sentiments of most white northerners or abolitionists. Holding discussion to clarify any misconceptions. I would then ask them to choose a person from history that they deem to be heroic. Once complete they will present the song lyrics to the class and discuss with them why they wrote it.
4th Grade - VA Studies
Elementary
I think it would be interesting to teach this time period by setting up a large, visual timeline, then analyzing primary and secondary resources like letters, newspaper articles, and similar pieces. These resources could then be placed onto the timeline along with some anecdotal notes, to show the progression of events and even the ever-changing opinions people may have had during this time. This would allow students to make the connection that this is not something just written in a history book, but experienced by real people who had their own thoughts and beliefs, that could be influenced by others and events, that had real and true emotions about what was happening around them, and that it was history in the making.
Civil War
  • Middle
  • High
The Civil War always figures prominently in US History education. In the past I have devoted class time to looking at the Emancipation Proclamation and what it actually meant for slavery (not all slaves and didn't interfere with any laws of the Northern states or those siding with the North in the war.) I have also looked at John Brown and what he did in Bleeding Kansas and Harper's Ferry pointing out that at the time Harper's Ferry was in Virginia, but because of the split later on it lies in West Virginia now. My class always looks at paintings of John Brown and what they portray too. They tend to show him as a justified martyr. I think an examination of the song John Brown's Body would also nicely fit into this curriculum to view how the sides must have felt based solely on the culture of the time.
Teacher's Reflections on the U.S. Civil War
Middle
After introducing the Harper's Ferry event, I would have students read the excerpt, from the Richmond (VA) Enquirer. I would have student react to the John Brown's character and character traits. Then I would have students listen to the John Brown Song, review their previous responses, and then ask them if they have changed their opinions and why or why not.

Here are some cool resources I have found for getting students to interact with the Civil War virtually :

1. Clara Barton (founder of the Red Cross) virtual tour with activities https://www.nps.gov/features/clba/feat0001/interactive.html

2. Battle Fields virtual tours: https://www.battlefields.org/visit/virtual-tours

3. virtual reality videos (reenact life as a Civil War soldier): https://www.youtube.com/watch?v=u26iOuiBdBY&feature=youtu.be and https://www.youtube.com/watch?v=aJfbVoyqXpk&feature=youtu.be
Teacher's Reflections on the U.S. Civil War
Middle
I after introducing the Harper's Ferry event, I would students read the excerpt, from the Richmond (VA) Enquirer. I would have student react to the John Brown's character. Then I would have students listen to the John Brown Song and then review their previous reactions and ask them if they have changed their opinions and why or why not.
Here are some cool resources I have found for virtually getting students to interact with the Civil War:

1. Clara Barton (founder of the Red Cross) virtual tour with activities https://www.nps.gov/features/clba/feat0001/interactive.html

2. Battle Fields virual tours: https://www.battlefields.org/visit/virtual-tours

3. virtual reality videos (reenact life as a Civil War soldier): https://www.youtube.com/watch?v=u26iOuiBdBY&feature=youtu.be and https://www.youtube.com/watch?v=aJfbVoyqXpk&feature=youtu.be
Civil War Effects
Elementary
I definitely think you have to have students look at the everyday people (women, children, slaves, etc.) to see how all of the events of the Civil War affected them on a daily basis. I liked the explanation of the receipt book for purchasing slaves - I think students would really connect to that since they've seen receipts from stores they've shopped in. The photographs of the soldiers with injuries and missing limbs are very powerful. The photographs of slaves and sharecroppers toiling away make an impression. These types of artifacts can really show students what life was like and how people survived.
Civil War Era
Middle
Learning about the difficulties that former slaves faced following the Civil War is something that could be taught in my classroom, especially when students must learn the 13th, 14th, and 15th amendments. I would ask students to describe how they think these amendments were intended to help achieve equality and also how it took Civil Rights legislation many years later to help achieve it. Students would be taught to understand that the end of the Civil War did not mean the end of hardship.
Civil War Era
Pre-K
The students will make a venn diagram of Northern and Southern ideas during the Civil War era. When talking about Abraham Lincoln and the emancipation proclamation, the students will discuss why Lincoln issued the proclamation. They will be able to tell the meaning of the emancipation proclamation.
Propaganda
Middle
To me, John Brown Song is a form of propaganda. I found it interesting to hear and read about how divided the south was over the secession issue, until many southerners began to be frightened by people like John Brown and others who did not have as much support as believed.

Again, I would have my students look at the song from different perspectives, Northern and Southern. This song seems to be written celebrating John Brown, and making him into a Martyr for the cause. To me this would go more along with the Northern perspective, but if I were living in the South and someone showed this song to me, I would begin to feel scared because of the "crazy" behavior of this man and other northerners.

We could then compare this to propaganda (or Fake News) that we hear and see today, we could discuss bias and fact vs opinion, and relate the perspective feelings to the different perspectives of people today.
John Brown's Civil War Connection
Elementary
I will continue to use strategies and methods I have used in the past such as Civil War flash cards, SOL Pass study guides, and information found on reputable websites. There are also appropriate grade level books for read alouds and for students to use in reading literacy circles. In the past I have spent little time on John Brown’s raid on the arsenal at Harpers Ferry. Students had to learn about him along with other prominent figures of the time period. Now I will put more emphasis on who John Brown was, the raid, and its role in the events that led to the Civil War. The raid happened in 1859 and the Civil War started in 1861. There was a connection. The song praises John Brown as a hero, but just like their feelings toward slavery, even Northerners were split on how they regarded Brown’s activities. During our study of the events leading to the Civil War it would be interesting to have the students form small groups and analyze each verse (stanza) of the song and discuss how it would be written from a different perspective.
Holly Natalie
High
There are many ways that I would apply the John Brown song as well as the Civil War Era into my classroom. First, I would use the John Brown song and have my students construct a song similar to the original John Brown song but it would be from a White Southern perspective using the style from the song. Next, I would use letters exchanged between Confederate soldiers regarding the Emancipation Proclamation. Within the letters, students would be required to answer the question: what was the Confederate perspective on the Emancipation Proclamation? Lastly, I would have students examine political cartoons from Harpers' Weekly on Reconstruction in the South. For each cartoon, students would need to identify the point of view, context, and intended audience for each political cartoon.
Songs of the Civil War
Elementary
I think students would benefit from listening to the songs and thinking about what the songs are actually saying. If I can locate different versions of the same song then it will illustrate how people's views changed over time. My students also tend to think that what they think is what everyone thinks and what everyone has always thought. So, it would be interesting to have them analyze what the people who wrote the songs thought. It should be interesting to have them see how people took tunes and wrote new lyrics to the songs.
Questioning and forming their own hypothesis based on evidence
High
This year I am focusing on essential questions for each unit or each lesson. The John Brown lesson will have the question Do you think John Brown was a hero or villain? Giving students primary source documents with guiding questions about John Browns background, involvement in Bleeding Kansas, Harper's Ferry, personal accounts, and the John Brown song, I will ask students to form their own opinion on if they believe John Brown is a hero or villain?

Next, I will have them learn about Virginia's history leading up to the Civil War. Do they believe that Virginia made the best decision of secession based on the evidence provided to them? If Virginia hadn't seceded why do they believe they chose that option and how would history be different?

Finally the question of did Reconstruction ever end? Providing them with the history of reconstruction and its failures I will ask students to write about if Reconstruction ever truly ended. This is a theory being presented in the historical world and I think it is worth discussing with students. It will allow us to connect to modern issues of the Black Lives Matter movement and how Reconstruction failed in helping blacks become integrated into society and the problems they faced and continue to face since then.
Civil War in the Classroom
High
I really like the idea of sharing letters from soldiers and other civilians in regards to the passing of the Emancipation Proclamation. It would be interesting to compare and contrast viewpoints between Confederate and Union soldiers, but also to see the varying opinions within the Union Army as the shift to end slavery became a focal point for the war. I think I would do this in stations and have students source the documents before coming back and having a class discussion.
Abolitionist Art of the Civil War
Elementary
After visual examination and critique of several abolitionist posters and drawings, students will discuss and create their own illustration of abolitionist art work. This art work will exhibit scenes from slave life and notable historical figures of the Civil War Era. Detailed visual illustration will also be given to notable Virginians during this time.
Civil War and Reconstruction
Elementary
The Civil War is one of my favorite units to teach because the students always love talking about a war and they are very interested in what happened. I always have my students color a map of the United States as it was right before the Civil War, using different colors for the Northern States, Southern States, and the border states. They are also able to see how much of the middle and Western part of the country was a territory and not yet divided into states. This activity helps them see how Virginia was right in the middle of the North and South and why it was so difficult for our state to decide what to do as far as secession. We also discuss the importance and role of the admission of new states and how this sparked debate about slavery and whether it should be carried over to the new states. I would like to get more into the economy of Virginia as it wasn't all agriculture as we usually teach. The issues Virginia faced were far more complex than we are able to teach in class. I also like to show the students a map of all the battles that took place in Virginia since we only teach about a few. This way the students understand how much of the war actually took place in our state and how it destroyed the infrastructure and economy after the war.
John Brown - A vigilante or terrorist?
High
Students would have access to resources of John Brown's participation in Bleeding Kansas and Harpers Ferry and have students determine which role they thought John Brown played and why? Then the class would have an educated debate: John Brown the Martyr vs. John Brown the Maniac!
Civil War education
Elementary
Teaching about the Civil War Era during my library classes could include reading aloud sections from novels and non-fiction about the war, listening to the music of the time and reading the lyrics for historical import, and reading and discussing letters and diary entries by those who actually lived through the war. We could explore sources from both the North and South to see how opinions differed. These types of lessons could be adjusted for the different grade levels that I would be teaching.
"Just Before the Battle Mother"
Elementary
To create a classroom activity related to songs of the Civil War, I first Googled “Civil War Songs Lyrics” to learn more about songs of the Civil War era. I found the lyrics to a song called “Just Before the Battle Mother.”
I would begin my activity by reading the lyrics to this six-verse song to my fourth grade students. We would discuss potentially unfamiliar vocabulary in the song and the meanings of some of the figurative language it contains (“some will sleep beneath the sod,” for example). I’d answer any questions students had about the song. Finally, I would give them a writing assignment.
Students are to imagine that they’re the Civil War soldier who narrated the song. Fortunately, the soldier has survived the battle. Their assignment is to either write an account of the battle, a song about the battle, or a poem about the battle. Hopefully, their responses will include examples of figurative language. I would give the assignment toward the very end of our Civil War unit. They would have already read firsthand accounts of soldiers earlier in the unit. They can choose to be a Union soldier or a Confederate soldier, but they must mention a battle from the fourth grade curriculum that we have studied and they must correctly mention the side that won the battle. This activity is a great way to prepare for a Civil War unit test and a great tie-in to objectives in the Language Arts curriculum.
third grade teacher
Elementary
In third grade we do not study the Civil War, but only certain Americans associated with it. I could perhaps try to write a song or poem about, for example, Abraham Lincoln, and read together in class with my students. I could also try to find one already written. I have learned it is very important to point out who wrote it and from what perspective they are writing when looking at historical documents. This point would help the students to make inferences about what was going on and how the person writing felt or their perspective.
Civil War in VA Studies
Elementary
I think it would be so neat to have the music teacher at my school work in collaboration with me on using the John Brown song entwined with my VA Studies classes. Have students identify the tune and compare it to the Battle Hymn of the Republic (learning the importance and words to that anthem as well). After students study the 'musical' concept of the song, they then can use their historical thinking skills to determine the 'feelings' that were felt towards John Brown from both a northern/southern perspective. Do they think he was a hero or a someone that was thought to be insane? Continue to study John Brown more with biographies and newspaper articles from the time period. I liked the idea of having the students compare ideas that they wrote about him from before, during, and after the raid.
Civil War Soliders Tell a Story
Middle
I would like to have the students read letters from the soliders on both sides and also at different times during the war.
Civil War Era
Elementary
I would like to play the song in the classroom as an introduction to the topic. I would pass out the lyrics so students could understand the words. After the song plays, I would give the students time to get together and discuss what they think the song is truly about.
I would also show students images of maps of the US that show the division between the northern and southern states on the issue of slavery. I would explain about the varying economic situations in the north and south, and even in Virginia. That would explain why Virginia had such a hard time with the decision to secede from the Union.
It's Still the Same
High
I would have the students read sharecropping contracts. After analyzing the contracts they are to answer this one question – is sharecropping the same system of slavery with a new title?
Opposing Opinions
Elementary
I plan to use the John Brown song in my classroom by comparing and contrasting the differing opinions of the event at Harper’s Ferry. After students have an understanding of the event factually, I would then divide them up into small groups or partners and present them with some primary sources and a KWL guide sheet. The primary sources would include the song, political cartoon, and a local historic newspaper article from Staunton, VA http://www2.iath.virginia.edu/jbrown/spectator.html#10/18 warning to not make Brown a martyr. Students would work with their peers to determine the point of view and provide a written response on why they would think the author would want to persuade the readers. The lesson could also be continued by connecting the event to cause and effect in Language Arts.
I would like to move beyond the VA Studies SOLS, prior to John Brown in 1859, and allow students to compare and contrast John C. Calhoun’s speech, Senator from South Carolina, speaking before the Senate, March 4, 1850 and Abraham Lincoln’s speech Peoria, IL 1854, to further student’s understanding over the divide over Western Territories and slavery in the nation. It’s difficult in 4th grade jumping from the SOLs in 3rd grade, which focus on Ancient Civilizations in the Historic strand, to full on Civil War with no background knowledge.
The Impact of the Harper's Ferry Raid
High
Although John Brown's efforts to draw slaves and citizens to his rebellion failed at the time, his actions clearly impacted the consciousness of the entire nation. People who had previously ignored the issue of slavery or those who were still undecided on their position in this debate were now sharply reintroduced to this appalling so called "peculiar institution". Students will discuss why opinions and perspectives regarding John Brown changed over the course of his rebellion, trial, execution, and the Civil War.
Civil War
Elementary
The students will work to answer the questions Did the Emancipation Proclamation help end the Civil War? The students will explore primary sources to answer the following secondary questions: 1. Why did President Lincoln issue the Emancipation Proclamation? 2. What were the reactions of different groups to the Emancipation Proclamation and the freedom it brought to African Americans? 3.What were the effects of the Emancipation Proclamation? They will explore primary sources such as: Abraham Lincoln's Letter about slavery, "The War Spreads" article exerpt, a letter from a Confederate general, Black reaction to the Emancipation Proclamation, Southern Newspapers response to the Emancipation Proclamation, Union Soldeirs response to the Emancipation Proclamation, and 10 facts about the Emancipation Proclamation. The students will work in small groups or pairs to explore the sources and come up with their own answers to the provided questions. There will then be whole group discussion about what the students discovered while exploring different sources.
Civil War
High
I would discuss why Virginia was caught in the middle of the war. I would have students complete a comparison chart to show the differences in the economy/attitudes of the North vs. South. We would then discuss why they came up with the answers, the conflicts caused and how each eventually lead up to the Civil War. We would discuss the results and how things really did not improve much for slaves that were freed.
Civil War Era
Middle
I would print out copies of the John Brown Song and give to each student. We will listen and read the song together and talk about what is being discussed and how this helps us learn about the Civil War era.
Civil War
Elementary
Again, I am getting ready for my second year 5th grade and we didn't get to the Civil War during my first year. One thing I would like to do is to incorporate primary sources--such as songs, letters, and photographs. It would be critical to use primary sources from both the North and South to provide students with varied perspectives. I do find it interesting and logical that there are differences in the way the content surrounding the Civil War is taught, depending on where you are in school.
Music and Cultural Identity
High
As others have pointed out, it is interesting to note how popular music maintains a notable place in the collective memory of a community. In French class, we study cultural identity and heritage as part of the theme of Personal and Public Identities. The John Brown Song is a perfect example of a song the reflects aspects of American cultural heritage, which I would have students compare and find parallels with French cultural heritage.
Evolving opinions on divisive topics.
Middle
Social issues often come up in Civics classes and are great for discussion and relation to the Bill of Rights. The view of John Brown changed as more people joined the abolitionist cause during the war when they saw that there was no option but for slavery to end. One could make a similar comparison to current events, an unfortunate legacy of slavery, the protests against systematic racism from Colin Kaepernick and Black Lives Matter. A few years ago when Kaepernick began his protest he was mocked by many in the press and eventually pushed out of the NFL. Black Lives Matter was regarded as an extreme group by many and less than 50% of Americans believed racism was a big problem in 2015*. Now, the commissioner of the NFL has publicly apologized to Kaepernick and admitted he was wrong, groups have been protesting for months and now 76% of Americans believe racism is a problem*. Cell phone, bodycam and security footage of African Americans having violent and racist acts done against them and even being killed on camera changed the opinions of many Americans much like the events of the Civil War (similar to how news footage of protesters being attacked by dogs and hoses changed the opinions of the Civil Rights Movement).

*Nate Cohn & Kevin Quealy. "How Public Opinion Has Moved On Black Lives Matter." New York Times. June 10, 2020. Accessed July 25, 2020.
Who's Story
High
I will have students read and article of a current event. I would then have them read about the same event from two different points of view. This will give students a way to see that History sometimes is someone's point of view. We cannot know ALL history and stories change over time, and we can interpret them differently over time. That even today there is a huge difference between how CNN and FOX News report the same event.
Primary Sources
High
I think this section offered an especially nice variety of quality primary resources to be used to show the shift of opinions on slavery as the was progressed. The singing of the John Brown Song by the Union soldiers showed that the abolition of slavery was a war aim from early on even before the Emancipation Proclamation made it official. I think using the song and the letters mentioned in this section would offer the ideal opportunity to show the use of primary sources in the understanding of changing viewpoints in history.
Slavery
High
The John Brown story and the song tell of the difficulties of abolishing slavery. As many were against it, ending it and restructuring society was vastly much more difficult. Pointing this out with these resources would help explain the continued racial division in the USA.
John Brown: Hero or Enemy
Pre-K
It is important to look at John Brown as a controverial figure. Was he right or wrong?
Civil War Era
Elementary
I find two topics very interesting from this lesson-the letters from war front to home not always making it as wella s soldiers getting rid of letters to not have information found and how African Americans had to create a new life after they became free.

Soldiers often not getting the letters from home or having to dispose of them sounds terrible. To not be able to keep the letters from home as reminders of love from family and friends and the goodness back home while in the war front would be incredibly hard. I would like for students to share their feelings of how it would feel to have to get rid of their belongings during such a hard time and maybe how they would try to protect the letters during war so they didn't have to lose them.

I would love to delve into the feelings of African Americans who became free. They had to learn a whole new way of life. How did this affect them? Was it easy? This would be another great conversation to have with students. It would be great to have letters/stories from these African Americans to give us better insight.
Music Education
High
The absolute best way to portray this in a music classroom (specifically band), is through a piece of music called "The Passion of John Brown", composed by Jesse Ayers. The band version of this was actually premiered in Fredericksburg with the Mid-Atlantic Wind Symphony! The piece of music involves a narrator, who tells the story of John Brown, through his own words, as well of two of Brown's surviving offspring, Brown's friend Frederick Douglas, and Thomas "Stonewall" Jackson, who witnessed Brown's hanging. The music quotes some of John's favorite hymns as well. It's a perfect way to teach the story, as well as hear some of the popular music during the Civil War era.
Confederate or Union? Will the Real Supporters Please Stand Up
Elementary
Students will review the basic causes of the civil war, and the reasons why some states (including Virginia) decided to secede from the Union. For a class activity, students will be divided into two groups -- Confederate and Union. The teacher will read a statement, and students will be asked to stand up if they 'agree' with certain statements based on their identities as either a sympathizer with the Union or for the Confederate side. For example, if the following statement was read:"I think slavery does not belong in a true democracy" , students who 'support' the Union would stand up. If the statement "I worry that the North has too much power", students who 'support' the Confederacy would stand up.
4th grade teacher
Elementary
I know that I will "dig deeper" for a more solid understanding of the Civil War, beyond VDOE. I don't have a clear picture as how I am going to apply this into my classroom yet as I need to learn more.
Civil War Era
Elementary
I plan on using as many primary resources from both Northern and Southern points of view to help students understand all of the causes leading the Civil War. We will include the opinions of slavery along with the differences in the economies and the aspects of political power struggle in the Federal Government. I hope to encourage discussions about alternative ways to end slavery in America without the need for violent conflict. Furthermore, we will do some role playing activities to help students feel what Sharecropping would have been like for freedmen and landowners.
How Does Sharecropping Work?
Elementary
This game allows students to get an idea of how the sharecropping system was set up in the rural South after the Civil War. The game gives students a chance to play against the landowner in hopes of making money. Students are paired up and are asked to select a role: landowner or freed slave. The students have to purchase supplies by rolling a die and they have to collect money from their harvest. The landowner also rolls a die when collecting rent. The students will see that even with a plentiful harvest, the system is set up against the sharecropper. The students are then asked to reflect on the game, which leads into a great discussion about the system of sharecropping.
Is Free really being Free?
Middle
When discussing sharecropping, an opportunity for former slaves to have a stake in land that they plant and harvest, the students will analyze a contract created by the owner of what is involved in sharecropping. The students will have a paper in which they create columns titled: "Advantages of Sharecropping" "Disadvantages of Sharecropping". After making a categorizing the information as they go through the contract with a partner or small group, they will examine each column and reflect on whether or not sharecropping was or wasn't just another form of slavery for the former slaves.
Civil War Era
Elementary

I would first start my lesson by separating my class between girls and boys. We would role play what it might be like during the civil war with unjust rules. I would then have a set of rules or laws for the girls and a separate for the boys. I would make sure one of the groups had unjust rules. I would have the group of people with unjust laws debate why their rules might be unfair and state what rights they think they should have. I would have the other team explain why it is already fair the original way it was made. We would then talk about the beliefs of having slaves vs. not. This would be why the war was sparked. We would also at this time talk about the Jim Crow laws. I would then have my students watch the Civil War flocabulary. We would go over the vocabulary cards that contained important events or important people during the Civil War. I would then have my students work together to do the read and respond questions. After I would have my students play a vocabulary game to enforce the vocabulary cards. Another activity I would do with the students is do a difference between Northern and Southern states sort. This would be based on their beliefs and economies. The unit talked about looking at letters from different soldiers. I like how it said to find a letter from the Union’s Army and Confederates. It would be very cool to compare the distress and controversy during this time period. We would see how the people felt on either side of the war about the abolishment of slavery. To review at the end of the unit, I would have my students play Civil War Bingo. There would be options they could fill out their Bingo board with (for example: dates, important people, important places, etc). I would then give them a question that they had to find the correct answer to. If they had it on their board they would put a marker dot on it. I would have winners of Bingo earn candy.
Secession or Union - Geography, Society, Economy, and Politics
High
Prior to learning the detailed story of secession, students can attempt to predict how it will play out. Students can study maps that show various features of both Virginia and the United States; population size of enslaved peoples, primary economic activities, urban v rural features, population size of immigrant groups, etc. By examining these maps, students can attempt to build a profile of the "typical" person from that region. Following that, they can be challenged to determine what might be the political leanings of this person...are they pro-Union or pro-secession; pro-abolition or pro-slavery; etc. Students can compare their analyses of the various regions of Virginia and the country to the actual decisions made by local and state governments in favor of Union of secession.
Application of Historical Thinking in the Civil War Era
High
I will have my students read newspaper articles about John Brown after the raid, after his execution, and during the war and have them compare and contrast. I will also look at doing compare and contrasts with union/confederate soldier letters, and sharecropping v. slavery.
Uncle Jed's Barbershop
Elementary
As I was reading the portion about sharecropping, it reminded me of the book "Uncle Jed's Barbershop" by Margaree Mitchell. I would love to pair some of the primary resources about sharecropping along with the book. In the book, Uncle Jed is saving his money to begin a barbershop, but uses his savings to save his niece who had fallen ill and needed surgery. It really depicts the poverty that sharecroppers experienced, and would personalize the somewhat dry information about sharecropping. I have used the book before while teaching, but it would be a great connection when teaching about reconstruction!
The Civil War in Central Virgina
Elementary
My school is about a mile from Lee's encampment during the siege of Petersburg, and we are 2 miles from Petersburg itself. Grant's headquarters in Hopewell is about five miles away. Our area played a significant role in the events that led up to the end of the war, and there are lots of field trip opportunities that are very close to home. It's important for students to understand the complicated issues that led up to the war, and photos, maps, and documents such as the John Brown Song can help students begin to make sense of these issues. The many Civil War museums that are literally in our backyard also offer students the opportunity to examine artifacts, artwork, and simulations that can help them understand what the war was like.
3rd grade teacher Smyth County
Elementary
Finding songs like the one about John Brown would help the students first identify the view of the writer and the event which could act as a spring board to investigating "both" sides of the story. Are their songs out there that respond to this one which depicts Brown as a saint? Letters between family members would reflect the opinions of the day. Support or condemnation? Personal involvement?
Does The Point of View Matter in Historical Thinking?
Elementary
I think it would be very valuable to present this song and ask whose point of view it must have been written from. After studying the Civil War, I would have my students then decide it they agree or disagree with the statements of the song. Time and events can either make your opinion stronger based on evidence or it can change your way of thinking all together.
Civil War Connections
Elementary
Our little town was the site of two battles to destroy the salt-making operations as Saltville was the Salt Capital of the Confederacy. In previous years, we have taken students to our annual re-enactments where they have had the opportunity to wear replica uniforms and assist in making and tasting salt. There has been a medical tent set up where students could visit the doctor. They especially loved that one! They also got to see the re-enactors fire their replica guns. Unfortunately, this year's events have been canceled, so we will have to see if we can bring visitors safely into our History classroom via Zoom or Google meets. In the absence of getting to interact with the re-enactors, we will be using more primary resources like Jasper Barney's letter so that students can make personal connections as they did with the characters that they met during the battle re-enactments. Music is a very important aspect of History, so I think that I will be using some musical clips from the era as modern day musicians have recorded some of the songs. Our middle school teacher did that this year in History with a great amount of success, so I think I may try it as well.
Civil War
Middle
I would use songs such as the John Brown Song and Johnny Horton's the Battle of Bull Run to engage students and then we would extract lyrics and look at how these songs connect with the history of the Civil War. This would come at the end of a unit for review purposes.
States Rights, States responsibility
High
I will divide my class in half, Northern States and Southern States. Students in the Southern states will assume the role of defining what States Rights means to a southerner at that time, and what that entails and Northern States will argue the states as one union, indivisible. I will challenge the students to try to stay away from the issue of slavery in the discussion, to merit their argument solely on the legal ramifications of the point.
Virginia and the Civil War
High
I will use more primary sources in my class focusing on the changing perception of the Civil War. I will teach the Civil War unit in three parts: before the war, during the war, and after the war. By analyzing primary sources, students will learn how the initial goal of preserving the Union morphed into a wider goal of preserving the Union and ending slavery. I will also focus more on the separation of West Virginia, which is usually not covered in detail in a typical US History textbook.
Applying Lessons Learned
High
The John Brown Song is a good opportunity to incorporate music lyrics into lessons as a primary source. It would be nice to compare and contrast abolitionist and southern music. I would also like to challenge my students to find contemporary music and analyze political/social commentary found in the lyrics.
John Brown - different views
Elementary
I am thinking about having students read written accounts of John Brown from different perspectives. Students can create a Venn Diagram using the different accounts of John Brown. We can have a discussion about why there are such different views of one man, and what is similar about each viewpoint. I would love to have students examine the letters written by soldiers to get a 'non-textbook' accounting of events and issues. Students can also make a lot of assumption about the Civil War era and Reconstruction by examining political cartoons. The image showing have freed slaves were being prevented voting rights will make more of an impact than just telling them.
The Tragedy of Civil War in Virginia
High
Distribute essays from historians and letters from people, both Northern and Southern, who were affected by the Civil War. I will discuss, with the class,some of the struggles of conscience and changes of opinion of both sides of the war, and what were the main causes of these changes in allowing slavery. I will then show videos about Reconstruction in the South, then lead a discussion of what the successes and failures of Reconstruction.
Virginia and the Civil War
Elementary
Students could be placed in groups to listen to John Brown's Song and analyze the meaning of it in reference to slavery. As a prelude to the Civil War, students could use John Brown's letter to infer if all Northerners felt as he did and how would their feelings effect the Southerners. This is an excellent primary source to use. Students could even compare/contrast Northerners true feeling about slavery using the song versus feeling expressed by Northern troops Civil War letters.
Evolving Sentiment
High
An examination on how sentiment towards the institution of slavery and secession varied based upon location, economics, and religious affiliation would be interesting (i.e. West Virginia example). Continuing to examine the evolving sentiment towards the institution as the war progressed, and specifically after the Emancipation, would also provide an insightful study. This lesson would conclude by examining the different stances on Reconstruction and how the South was able to avoid provided full equality and civil rights to freedmen.
The Dilemma
Elementary
After reading more about John Brown and his intentions, we would have some students pretend to be supporters of John Brown, writing why slavery should be abolished. The other students would pretend to be southern landowners, and write about the benefits of slavery. Both perspectives will be written using historical documents and evidence.
Letters to Our Loved Ones
Elementary
The students would read letters from soldiers to their loved ones and analyze them. The students would have to think about setting, the people involved, what was happening, and how the writer was thinking during that time.

The students would also read letters from the loved ones back to the soldiers. The students would also analyze them. What were their concerns? What were their experiences?

After the students have analyzed and created an outline of what has happened between the two different groups: the soldiers and the loved ones back home, the students would then write their own version of a letter. The letter would have to contain, but not repeat, certain criteria. Using a rubric with set standards and questions to help define what is required of the assignments.

The students could then share and display their letters.
English 11
High
At this point in the class, I feel that I sound like a broken record with the text-to-text analysis. However, we read letters and a speech from Robert E. Lee, Major Ballou, Mary Chestnut, and Sojourner Truth. We compare and contrast their historical context and goals and voice. We also read Walt Whitman and Emily Dickinson in the shadow of the Civil War era.
Civil War Era
Middle
I would try to teach how different parts of the population view the same person or events much differently and as mentioned earlier, the need to read and make up one's own mind from the resources. Our county has consolidated schools, which was an issue within the county. Certainly not on the scale of the Civil War, but it has caused issues somewhat like issues Virginians faced during this time.
I would try to show, though no longer "slaves", the freed slaves were enslaved to the land and owners.
Virginia a Complex State
High
Have students study the economy of Virginia from 1840-1860 and describe in writing how that states economy became more diversified and more like that of the Northern states than that of other Southern states. The procuring of resources on the Virginia economy during this time would be necessary to aid the students in their study and writing response of the assignment.
Clash of Race, Economics, and Politics
Elementary
I think one of the most important things to get students to recognize is how the economies of the South and the North were so different and just exactly how the southern agricultural economy influenced the continuation of slavery throughout the south. Again the use of primary resources such as letters, bills fo sale, trade, legal notices, written legislature, etc. are vital tools to help students better understand all side of a complex issue and how people on each side of the issue rationalized the system of slavery based upon their own self interest. I would develop a small group project which is guided by a system of selected web sites that students can use to explore written documents and then write their own letter to a family member to explain why their friend or themselves feels as they do about the institution of slavery,
Blue or Gray
High
I teach in Southwest Virginia, in a county that borders West Virginia. Many of our students cross over from one to the other frequently. Each year there is a reenactment of a Civil War skirmish that occurred here. I would like to have students evaluate the advantages of both sides, then decide what the outcome would have been. Then take them to see the reenactment, and evaluate the historical accurracy of what they see.
The Civil War Era
Elementary
The John Brown Song gives such insight to that time period. I would follow that up with by having students examine other pieces of Civil War music. Both side used music to convey their view points and would borrow each other's tunes and lyrics. Students could compare lyrics of the northern and southern versions of songs like "The Battle Cry of Freedom" and used that to draw conclusions about each sides viewpoints.
Northerners and Slavery
High
In a lesson on the Civil War, I would love to focus on how the soldiers opinions changed. Looking at the letters, diaries, and the song, would enable me to show how important the issue of slavery became to all the soldiers, when it was not at the beginning of the war. I would also incorporate the information of the difficulty of Virginia to choose sides, as this has been taught as a very easy choice in the past. Some of these things could be connected to the issues of today, with looking at the scars of the war still visible.
Civil War 4th Grade Classroom
Elementary
One of my favorite times to teach in Virginia Studies is the Civil War Era. I feel that this time period is one of the most engaging and interesting time periods in our Country's history. After completing this module, I feel more confident in teaching this time period and will be utilizing more primary sources to enhance and enrich my teaching methods. I feel students would be able to make better connections to the time if they were able to study letters from soldiers and see photographs of battles, soldiers, and the time following the end of the war.
Civil War and Reconstruction
Middle
I will use sources like the John Brown Song to review the Civil War. I will also use images of the Reconstruction Era with guiding questions to teach about life during Reconstruction.
Willis Carter Book
High
There is a book I've read about 1 man who lived through these times which I think might be relevant to many of my students and speak to both the promise of and failure of the reconstruction period in Virginia. It is titled "From Slave to Statesman," and tells the story of Willis Carter--who lived in Waynesboro and, later, Staunton, got a college education after the war, started a school and newspaper for local African Americans and even served as a state representative, before losing it all when new voter suppression and the Jim Crow laws were voted in by a surprisingly slim majority in Virginia. 70 years would pass before any of those lost rights and freedoms were regained. It's a cautionary tale that no amount of winning in war or politics ensures that right will forever triumph. The struggle is never over. It still goes on.

Essay: "Was John Brown A Hero Or A Terrorist?"
Middle
This is a Central Historical Question we ask our students before we provide them with a variety of sources to use as research for evidence of one or the other. They have to state the answer and back it with evidence in an essay.
Civil War
High
I will use the John Brown songs to compare them to songs during the Cold War .and Movies. How can music and entertainment be used during times of conflict to try to motivate the people to one side or the other. Also, use how viewpoint of certain Historical figures can change over time once the world has change as well as once more information is found out.
Civil War Era Picture and Song Analysis
Elementary
One way that I may be able to apply the Civil War and the John Brown song into my classroom would be to have my students analyze and journal historical pictures or songs from the time period. My students would have opportunities to view pictures and listen to songs from the Civil War period to construct their own opinions on how people may have felt or have reacted during times of war and emancipation. With this activity, students will be able to practice writing, analyze and learn from history and be able to construct well thought opinions and ideas.
Teacher
High
I will ahve the students dig deeper into the states reasons for secession and the differing viewpoints regarding slavery through the use of primary and secondary source documents and potentially a field trip or two to local VA civil war battlefields.
John Brown
High
I will actually incorporate this song in both my 11th grade US History and African American studies courses. During the study of the Civil War, as we talk about John Brown the abolitionist and his raid on Harper's Ferry, I will play the song, then have the students dissect it. I will ask a series of thinking questions so they can understand the context of the song. They need to understand the subject, the author of the song, what it's about, how it relates to the Civil War, and so on. This is an excellent primary source.
Political Cartoon Analysis
High
I will get as many political cartoons, news articles, and letters written during the Civil War era. The students would hypothesize the meaning and use for the each document and then we would discuss as a class to help brainstorm ideas and meanings about the document. Then we would share the true meaning and see how different their hypotheses were from the actual meaning and use of the document.
Songs as sources
Elementary
It is interesting that important events from the Civil War were put into a song and that the tune lives on today. I wonder what current events are sung about today in our music? For example what might pop music or hip hop or country music tell future historians about life in the tell future historians about life in the United States in 2020? This would be an interesting assignment to ask students to listen to music with and ear for what is happening in our culture and society.
Civil War Era CarolynH
Elementary
I think songs are important to teach and reach students. I can see this song being used as reading material in an upper grade class and students recreating a new song with the same content. I am a lower grade teacher and the content is not age appropriate. However, I can create a Critical Thinking Journal where students write why voting is important. Voting aligns with our Standards for First Grade.
Civil War Era
Elementary
I will show the last picture in this series on the over head and passing around and have the students write for 3 to 4 minutes and then pass their papers. This will be like a journal entry on their thoughts on what went on after the Emancipation Proclamation. The students will then use the emotions and ideas generated to excite them about one significant person in this era and write a persuasive essay on why their face should be on the 20 dollar bill.
Civil war changes
Middle
Using the John Brown song, I would discuss every stanza to relate what the message was stating, We would then discuss are ideas and list them on smart board. I could then explain some of the letters and talk about how we know about these facts of the war due to these sources. I would then have my students write a letter to someone that they could explain the war as they understand it. This could be an informal assessment.
Civil War Era
Elementary
I'd like to get different accounts from that time as well as the John Brown song. Then I'd like to have my students compare and contrast what they read to see the different sides of the same event that took place. I'd like my students to learn to look at all sides of historical accounts and become better thinkers.
Share cropping .... Help or Hindrance ?
Middle
Weighing the “pros” and “cons” {making a side-by-side list} of the contractual obligations of both the freed man and the land owner. Who was responsible for what?
Integrated Curriculum
Elementary
Being an elementary teacher, we usually have the same students all (or most of the) day. As we all know, one way to help students learn any new information is to connect it to what they already know, or to other areas of study. I was fortunate enough that even during the years when our 4th and 5th graders changed classes, it was usually only for one class so I had my students for most of the subjects. I was also fortunate enough to work at a school where our special area teachers bent over backwards to help us. If I were using this song in my Civil War unit, I would ask our music teacher to incorporate it into his/her lessons. This would serve several purposes for me: 1) my students would get to hear about the Civil War from someone else in addition to hearing it from me, 2) it would incorporate both Musical Intelligence for those students who are more musically inclined and Bodily-Kinesthetic Intelligence for those who need to move to help them learn, 3) it would free up a little of my instructional time to devote to analyzing the song, etc., because I wouldn’t need to spend time teaching my students the song (and they really don’t want to hear me sing!)
The Civil War
Elementary
Students will form two teams. Each one will defend the North or the South during the civil war era. They will research different leaders of the time and show their response to what is going on in the country.
Batman
High
I would pull a correlation of The Dark Knight. Two Face aka Harvey Dent, who students can identify with, eloquently stated, "You either die a hero, or live long enough to see yourself become the villain.". I feel that showing John Brown's song, and explaining the assault on Harper's Ferry, the dissolvement of VA into West Virginia. I think that perspective is so key in History. Students today do not have the historical context, but rather the 20/20 vision of Hindsight. Things that seem cut and dry, with no gray area today were murky, and had never happened before. I would use this as a primary source to tie into common soldiers lives, and perpetuate the Civil War to students.
Civil War
High
I think that it would be great to encourage a project where students investigate the Civil War from a perspective that doesn't include slavery. What other issues and goals were a part of the War? There were so many underlying concerns that get pushed aside. Many people believe that the Civil War was just about slavery however students could learn so much investigating beyond slavery.
John Brown Song
Elementary
We use a lot of the Hamilton lyrics while we teach the American Revolution and it really gets the students engaged. I think I would use the John Brown song and other songs from the Civil War Era to really grasp their attention. Students could also analyze the lyrics in groups and try to figure out the message and then we would debrief.
John Brown Newspaper Articles
Elementary
I love the idea of looking at newspaper articles about John Brown throughout the war. This would be a great way for the students to look how point of views changed or didn't change over time. Newspaper articles could give them points of view from all different sides.
sing me a song
Elementary
I like the idea of letting students listen to and analyze civil war era songs and determine which side the song is representing. (North or South, Pro-slavery or Anti-Slavery) THis might help them understand how divided we truly were.
Read Me
Elementary
I would like to give the students a chance to read a variety of letters written throughout the Civil War. They would read letters from Union and Confederate soldiers, family members left behind when they went to war such as their wives and children. Letters written by enslaved and freed slaves. The students could examine how the war effected everyone in similar and different ways.
Civil War Era Classroom Connections
Adult Education
Now that I have learned more about the Civil War Era and the John Brown Song, I think it's imperative that we teach our students that Virginia was in the crossroads. Virginia was complex (still is) and had strong northern and southern ties . . . therefore, Virginia faced a dilemma. Virginia felt tension centered on political, economic, cultural, and agricultural issues. Virginia was squarely in the middle of the crisis over slavery, too. Virginia was part of the founding of our nation. Virginia was in the middle of the division of the nation during The Civil War. Virginia is still relevant today (in mid-term and Presidential elections).
Woodrow Wilson Middle School Roanoke City
Middle
I would let students listen to the song and evaluate words in the song and determine which side the song is representing. (North or South) Have students think about the southerners and have students write words to a song that the south may have written about John Brown. They can do this in groups and share with the class.
Virginia and the Civil War
Elementary
Pre-lesson group questions:
What is a war?
Why do people go to war?
Do you think you could be in a war? What if your brother was on a different side of the war than you?
Can a war really be won?

After our study of the Civil War and Virginia's role in it, students will look a the concept of war as a way to get what is wanted. Are there any alternatives to war? Do they work? What if there is something you truly believe in but your brother does not? Now what do you do? How would we solve this kind of situation in the classroom?

After a thorough study of the Civil War as it relates to Virginia, students will take a field trip to Manassas Battlefield.

Students will be divided into two groups - the North and the South. Using a poster, Group 1 will illustrate what the North wants that is worth fighting over. Group 2 will illustrate what the South wants that is worth fighting over.

Students will write letters home to "mom" about why they think their fighting is about something worth fighting over.

Students will discuss the consequences and positives of the war using a venn diagram.

Virginia's Decision to Secede
High
I think it would be beneficial to take a closer look at the Virginia Convention and Virginia's difficult decision to secede from the Union. Although there's a lot of information to we could go through, and depending on time constraints, the main goal would be to have students look at the points of view (POV) of both sides, comparing the arguments for and against secession. After a warm-up or a KWL-type of activity, students could break into two main groups (for/against secession) then smaller groups (depending on the size of the class) to look at a sources including a map of secession, speeches from the convention, and newspaper editorials. Students could then work together to understand and summarize each source and prepare a presentation outlining the main arguments. Students would take time to review the main points to decide which argument was more persuasive and why. After the presentations, the class will debrief and look at the Virginia Ordinance of Secession as a class.
Second Grade
Elementary
It would be interesting to have the students listen to the song and hear the march of the time. They will not understand what they are singing about specifically but can be explained how the union was in support of freeing the slaves. The Civil War for second graders can be explained as some people wanted slavery and others did not. Students are familiar with Abraham Lincoln and his importance in the abolishment of slavery.
Civil War in Virginia
Elementary
Having students understand why there were opposing sides and successions of states, eventually resulting in a civil war. Knowing the history of Virginia specifically, is important for students to know. To know why they sided with the southern confederacy instead of the United States. Understanding that not all citizens, from the North and the South, believed in what was being fought for.
Oh the Tangled Webs Weaved by Virginia
Elementary
The pivotal of Virginia in slavery and the sale of slaves from Virginia provide an interesting angle from which to paint a picture of our Commonwealth. Being born and bred here there has always been that streak of stubborn state pride, just like that of Virginians past. However, knowing the role that Virginia played in the Civil War makes it bittersweet. Second grade does not get into the Civil War Era, but we do talk about our history and where we came from, as well as our famous folks who were born and raised here as well. I believe that a good lesson for us may be to look at the geographic location and the efforts Virginia made to maintain their agricultural roll, as well as their location to roll materials and the tie in with textile industries. There is no way to make it right or better, but simply stating the facts of the time, the location and the institution of slavery were things that took place and we can only look forward and learn from our mistakes.
4th Grade Teacher on the Civil War
Elementary
The Civil War was a turning point for young America. The Union's win would lead to a lot of changes that would make life better for many, including the slaves. Reconstruction was the road to recovery and its affect on history gives historians a lot to consider, review, and dissect. By listening to a song like the John Brown Song, students would be able to see how even music was affected. What started as a song to make fun of one man for sharing a name with an abolitionist, became a song of praise for the abolitionist himself! The progress of the times, the power of the Union, and the shift in post Civil War culture would bring forth many notable changes for young historians to explore. I would love to combine a resource like a song, its lyrics, or a news article to show how media was important in the past (as it is now), and how it reflects what was happening then, just as it does now. Making the learning real to students will help the material stick and impact them differently than simply reading the facts from a history book.
7th grade Civil War
Middle
One thing that I fail to do when teaching about the Civil War is using real life examples of the divisiveness of the Country. I usually just talk in generalizations about the North being anti-slavery and the South supporting it. I could use this John Brown song, the raid, and the coverage of the aftermath of the raid as an example of what the country was thinking during this time period. The students would be interested to see that not all Northerners supported John Brown and not all Southerners vilified him.
Abolitionist History
Middle
My classroom activity would focus on students learning more about significant individuals in the abolitionist movement throughout history of the movement. In addition, students would examine how movements and tumultuous times in history are often reflected in the music of a particular time. Students would research both, and create a short presentation through the Flipgrid app. This app would allow the students to incorporate technology into their learning.
Freedman and Women role play
Upper Elementary/ Middle/High/Adult
I went to a workshop at Howard University where they had the Zinn Education Project come in and teach how to teach Reconstruction- especially because it is usually glossed over in the classroom. The students would receive a photo similar to the one used in this course and a document about Freedmen and Women. You can find that information here https://www.zinnedproject.org/materials/reconstructing-south-role-play/
Students would create a person that they would be and write an script concerning them. They will choose to be a woman or a freedman and tell in their perspective in pairs What their life would be like.
Students will then come back and we will have a whole class discussion and give students an opportunity to share in the class.

Civil War Era
Middle
I would like to use the three soldier letters given in this unit. These would be great primary sources to show what the people that actually were fighting in the war thought about the Emancipation Proclamation. As Lincoln issued the Emancipation Proclamation under his powers of Commander in Chief, the soldier's thoughts are even more relevant to hear.
Chandra Manning's points that Barney breaks social convention by telling his brother what he should think is interesting and demonstrates his belief on how important the topic is. Although not part of Manning's discussion, the end of the letter shows that while Barney is supportive of abolition of slavery, he and others in society still have work to do to reach equal rights. One would suppose the Confederate soldier would not be in favor of the Emancipation Proclamation, but it is interesting for students to see his viewpoint and reasons. The African American soldier, Macy, makes a case for freedom but also unity in the country and reconciliation, still another viewpoint not mentioned in the first two letters.
As we are often encouraging students to look at the issues in the time period, reading personal letters seem to be a way for students to gain the person's perspective, even if they disagree with the content.
Civil Wat
Middle
Students will watch an account of the surrender ceremony from The Civil War series on YouTube and examine the surrender agreement as well as a passage from Grant's memoirs to gain a deeper understanding of his compassion and character. The activity provides an in-depth study of compassion toward former enemies after a conflict is resolved.
The ultimate politician
Middle
Several aspects of this module are appropriate to add to my 6th grade curriculum. First, the secession of the western counties of Virginia from Virginia after Virginia voted to leave the union is interesting as the state divided and west Virginia chose to remain with the union. Second, the idea that a state could remain with the union but still maintain slavery is interesting as the war was mostly fought about the institution of slavery. Third, the way that Abraham Lincoln masterfully approached the issue of slavery and his position on it, downplaying his intentions to formally emancipate slaves at the beginning of his career and then fully supporting abolition by the time of the fighting shows an astute politician who understood that leading by force of opinion on this divisive topic would not be productive. Fourth, John Brown's evolution from lunatic to prophetic hero in the eyes of northern Americans reflects the gradual acceptance of the necessity of abolishing slavery, even though the economy of much of America relied on it.
Civil War
Elementary
I love the idea of using the song and some of the other examples of primary sources to give a deeper meaning to the feeling of what it would be like to be a part of a major event that would change American history forever. The song not only offers great context for the story of John Brown but it also proves how stories were passed before the time of radio, tv, etc... This is such an experience for our 21st-century students who are so plugged into devices that I think it's sometimes impossible to get them to understand life prior to the technologies.

The primary resource that was most poignant to me was the example and explanation for the sales receipt for a slave. This could really evoke a true empathy for the handling of slaves. A receipt is something that my students would understand and would never attach to another living being. I think that this would be quite shocking to my fourth graders but also provide gravity to the institution that waged destruction and division on such a young country.
Civil War Era
Elementary
I think that letters and journals are great ways to help the students connect to the events of the war, so while giving notes on the different important events and battles, I would include these items. I think that they would be a great way to show the opinions of real people from the war. I would continue this during my teaching of Reconstruction. I think that the political cartoons are a good way to show public opinion of the events during this time, and photographs - such as of the new schools developed for freed slaves - could help students make connections. Primary sources, such as the sharecropping contract, could also help students understand the events. Overall, finding real texts from the time and other primary sources would be beneficial.
8th Grade World Connections Instructor
Middle
I very much enjoyed the journey that the John Brown song took me on! As I indicated in my reflection piece, it connected me to the song that I was familiar with (Battle Hymn of the Republic), prompting me to do additional research on my own to get answers to questions about which came first and why. And as I "dug down" further in the module and my "outside" research (much thanks to Google), I even made a connection to why the image of John Brown is on the cover of the first album made by the rock 'n' roll band, Kansas! This just made the process of analysis and "making connections" more fun and meaningful to me! As a teacher for a course called "World Connections," this is important not only for my own benefit(s), but for my students. When we can make connections to students' interests and relevant to their lives today, I believe students are more excited to learn about history! Another example of something that "caught my eye" was a letter that had my birthdate on it, but 102 years before I was born! So, I was interested in the sense that "Hey, that happened on my birthday during the Civil War!" This point leads me to the diary entries from Cofederate Navy midshipman Robert Hanson. Perhaps some students can relate to either dates or places mentioned in the entries. I wanted to pull out a map when Mr. Hanson was writing about traveling from Charlotte to Greensboro, NC; going from Danville, VA to the James River and Richmond, VA, etc. I just thought that these helped students connect to the geography and dates in history of an everyday person, especially since I teach and live near Danville and Lynchburg. These help bring the history to life!
Civil War Era
Middle
As reading is an emphasis in our classroom, presenting The New John Brown song would be taught for content but also for it poetic devices. Reading to recognize stanzas, end and internal rhyme, alliteration, similes or metaphors would be an emphasis. After listening to and analyzing the song, students could choose a well known song and change the lyrics to reflect a subject matter from the war studied.
John Brown
Elementary
I would like to have the class use information accessible to them to make a case for John Brown. Was he a hero or a terrorist? As evidenced through the information presented in this module, we see that the perception of John Brown evolved during the time of the Civil War. We look back now and think what he did was heroic and a catalyst for change, but what if something like that happened tomorrow? What if someone were to invoke violence on an ideal we didn't necessarily think was wrong? How would we feel?
Civil War era
Middle
I would like to have a letters from a Northern soldier, a Southern soldier and an African American soldier during this time period to compare and contrast. Also, analyze what the soldier was discussing in their letters.
Civil War
Middle
I need to incorporate more music in my history classroom! It would be fun to allow students to use music of the Civil War to create a music video with images illustrating the events referenced in the songs.
Soldiers' letters
Middle
I would like to have an activity based around soldiers' letters from the Civil War. Selecting one Union and one Confederate letter from early in the war would show students what early motivations for fighting the war were. Comparing these to representative letters from midway through the war could highlight changing perceptions of abolitionism and prospects for victory. Letters from black Union soldiers could round out the comparisons. Students could then see how the Civil War had differing perceptions and meanings from the very beginning, not just today.
Applying information about the Civil War
Elementary
It is interesting that important events from the Civil War were put into a song and that the tune lives on today. I wonder what current events are sung about today in our music? Is Rap Music telling the stories of the African Americans' culture in the United States today? This would be an interesting assignment to ask students to listen to music with and ear for what is happening in our culture and society.
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Elementary
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Comments

What a great idea!. I've read that Lee originally was wooed by both Lincoln and Davis. I would like to see compared memoirs for Grant and Lee.

How interesting to think about how they would have been trying to get him on their side. I hope to look further into this with my students. They would enjoy taking a side and offer their thoughts on what they might have done. Thanks!

I, too, would loved to hear more about why Lee chose to lead the Southern armies. From all I have read it was a very difficult decision for him.

I think it would be a great idea to dive deeper into Lee's choice.

I like the activity above where students read both a letter from a Union and a Confederate soldier as to their motivations for fighting in the war. This would really give the kids a nice primary source activity and enhance their understanding of the Civil War

The town of Saltville has a museum, Museum of the Middle Appalachians, which features several small booklets with letters from Soldiers of the South. I am sure they could reveal their source for obtaining these. As I live in nearby Marion this is on my 'to do' list.

I love the idea of getting various letters for students to read and analyze. I may try this out too!

I agree to have different sides, and different from start to end of was, have them see the progression of peoples emotions on both sides.

I really like the song, and the origins of this lesson. It's a different way to present a familiar topic in a new light. I really liked the ideas of my peers. I always enjoy the different approaches, creativeness, and intelligence of reading others thoughts and approach on this board.

I think the idea of having students write letters home to express their thoughts about what they are fighting fr ( why they are fighting in this war) was super fun..... MaryclaireC

Having my students write their letters and reading them should give us a lot to discuss. Looking at all of the famous battle sites in VIrginia. We can visit many easily. Even Robert E Lee's birthplace is close by to tour. Our school being across the street from the Marye Heights Battlefield we often walk there during the school year. I would also like to include researching more about Grant, Davis, Jackson and Lee.

Corinn had an excellent point about pulling up newspaper articles about John Brown. One can see how people varied - even to this day in their opinion about him. Some views may have changed, some may have stayed the same.

Going through this module was my personal favorite so far because of the Civil War cause and effects that occurred. I am always fascinated with American wars and how the events transpired into how the wars turned out as a whole. I never knew that John Brown's raid on Harper's Ferry had so much impact in starting the Civil War due to different opinions on slavery. Also, being able to implement songs, lyrics and pictures into my classroom is something that I would love to focus on for history, as well as other subjects too. Since every person can relate to interpreting pictures and music, I feel like using this strategies in teaching has endless potential for student learning.

I agree- the song about John Brown would be a excellent resource in the classroom. I would be great to have students observe the impact that certain historical events caused.

I agree letters from soldiers really can give us the feel of how the people who actually had to fight the hand to hand combat feel about the cause. As we have learn all throughout wars in are History some aren't fighting for a cause they just are solders and have no other option like to run off to College.

I really love the idea of comparing and contrasting the perspectives of three different people during the Civil War. Additionally, you could have the students document changing attitudes toward the meaning of the war.

I love the idea of comparing the wants of Lincoln and Jefferson in regards to Robert E. Lee during the Civil War. Would that change the course of how Lee is currently viewed in the AMerica? I think it would also be important for students to compare these ideas to the current situation in our country today, in regards to monuments being removed.

I very much like the ideas of reading the letters of soldiers during the Civil War and those of civilians as well. This would give insight into the thought processes of the people on the front lines and at home.

I had not read nor heard about Willis Carter, any primary source is great and I will try to read it. Writing letters home is great.

Students love to learn when their are battles involved. I have read from other participants how the students love to learn about major conflicts. I have found that true in my own classroom. Students love suspense. The Civil War is one of the subjects that students can get more engaged in for several reasons. One there were battles; students love to hear about fights and conflicts. Two, there was more than enough documents, songs, information left for students to analyze and learn about. Finally, the students are natural born problem solvers, whether they are right or not, they do problem solve. The students could use all of the information and figure out strategies for change.

Since most students relate so well to music, I love the idea of having students analyze music of that time period and see if it truly tells the listener what it was liked to have lived during that time. Students even compare songs of the Civil War Era versus the American Revolution Era.

I like the idea by Phyllis H to use other pieces of Civil War music in the classroom. Students can get a lot out of reading the lyric and listening to the music of the time. It would make learning more fun and would encourage more participation.

After reading comments from other teachers, it is clear that focusing on different viewpoints is an important way to learn about the Civil War. Songs, letters, and speeches from both the Union and Confederate sides provide a balance of perspective where students can critically analyze the Civil War.

@DonnaN, I like your idea of having your students write letters. I feel like with elementary students that they need to make personal connections to events, put themselves there in a sense.

I like StephenH's idea about using some political cartoons. It would be cool to start a lesson with the cartoon analysis - give background information - and then return to it again at the end to see how student understanding changed!

I really liked your idea about reading the letters from soldiers. I also thought that was a really cool idea. It would give our students first-hand about different controversy and beliefs that were going on during that time. I also like how you would have your students write their own letter. Not only is it working on History but also their Written Language and Expression.

I like how you would have your students look at both the economies of the North and South. This would help them understand why there was a need of slavery on one side and the other side of wanted to abolish it. I also like how you would have your students write their own letters about how they feel about slavery. It really impacts our students learning when they themselves put them in the peoples shoes in the past. Not only are you working on History but also their Written Language and Written Expression.

I liked Bfrazier's idea of using primary resources to compare and contrast the letters from Union, Confederate, and African soldiers. This would lead to great discussions.

I really liked this response because it reminded me of the importance of music and incorporating into my lessons when possible.

I really liked the idea of comparing the John Brown song to today's popular music. Connecting historical music, art, and entertainment to their current counterparts makes them that much more engaging and relevant for students.

I love the idea of how the song John Brown could help to learn the story of what happened in a whole new light. We often hear stories from letters and photographs, but rarely from songs. It would be awesome to incorporate history into music to tell these stories.

I loved the comment about how another version of the song called the Passion of John Brown could be used to tell the whole story from multiple historical figures. I plan to look up that version to see how it could be used in my classroom.

I thought that was very interesting too when it said that soldiers got rid of their letters from home. Letters can give us a more personal view of feelings and events. Using today's songs to help future historians paint a picture of what life was like would be an activity that would really engage students.

I would be very interested to observe a teacher in a "northern or western state" teaching Civil War material. Although the basic content remains the same , I would be intrigued to see the subtle differences in presentation.

I really like Kimberly’s idea of allowing students to learn about the sharecropping system and thinking about it critically. The end result realizing the control the landholder has over the sharecropper and the kinds of social and economic limitations that resulted, especially from unfair contract agreements.

Several people commented about teaching John Brown as basically a hero or a villain. With older students, this idea could be tied into current events in our country where both black individuals and the police are being portrayed as both heroes and villains. Which one is true? How do you prove it? This is just another example of how history is doomed to repeat itself!

I think delving deeper into the conditions of sharecropping is also a good learning opportunity as it is usually just glazed over when discussing Reconstruction.

i really like TroisC's idea about collaborating with the school music teacher for students to learn more about songs from the Civil War era. Also, Trois's idea about having students researching John Brown in greater detail from multiple sources is a great way for students to refine their historical thinking skills. Students would definitely enjoy participating in a "Martyr or Madman?" debate.

I love the idea of looking at soldier letters to home. It gives children an insight to the ideals, hardships, and loneliness the soldiers faced.

I liked the ideas that many had in having students try to decide if john Brown was a hero or villain. This helps in understanding the viewpoints many Americans had at the time regarding slavery.

It could be illustrative to have students discuss why or why not John Brown should be viewed as a hero or villain. Also, it would be interesting to see if any students were undecided ultimately on that questions as well.

I really like your idea, it gets the students involved and thinking. Also any act of movement with a lesson helps them remember it more.

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Instructions

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Using the John Brown Song
Video of a 4th grade classroom analyzing the John Brown song in a lesson aimed at learning different reactions to the raid on Harper's Ferry.

Emancipation
This site from historian of the Civil War, Ed Ayers, investigates the end of slavery in the South through an interactive map that links to individual narratives.

Civil War Photos
From the National Archives, a trove of photos related to the Civil War grouped by activities, places, and portraits.