Anti-slavery poster form the 1850s Courtesy of American Memory
	Subject Areas History and Social Studies    U.S. History - Civil War and Reconstruction    U.S. History - Women's Rights/History   Time Required   Women's Lives Before the Civil War: 1 class period   Skills   Interpreting and analyzing written and oral information Making inferences and drawing conclusions Vocabulary development Research Working collaboratively Categorizing   Additional Data   Date created: 6/22/03

Women's Lives Before the Civil War

Lesson Five of Curriculum Unit:
Before Brother Fought Brother: Life in the North and South�47-1861

Introduction:

Students interested in researching the lives of women before the Civil War might enjoy looking at the items in the following list. Have students describe any documents they choose and decide what aspects of the lives of women are reflected. How were the lives of women changing in the 1850s?

• Music: Song sheets were the CDs of the day. Middle class families aspired to have a piano in the parlor. For entertainment, evenings would be spent around the piano, singing the latest hits. What songs do your students listen to? What subjects do they cover? Can students identify contemporary songs with themes similar the following?
  
  (Note: Unless otherwise indicated, the following song sheets are available through the EDSITEment resource American Memory in the collection America Singing: Nineteenth Century Song Sheets. To find individual song sheets, use the search or browse functions to locate them by title. In many cases, the cover of the song sheet will be sufficient for communicating its theme.)
• Images of Women:
  • Theme: The ideal woman
    I Dream of Jeannie with the Light Brown Hair (Stephen Foster, 1854), available through the EDSITEment-reviewed website U.S. Women's History Workshop. The complete text of the song is available by choosing "Electronic Classrooms" on the home page and then clicking on the image link to "Popular Music."
  • Theme: A light-hearted look at bloomers, the first version of pants for women
    The Bloomer's Complaint (1851)
    U.S. Women's History Workshop features a brief history of bloomers, as told by Elizabeth Smith Miller, who brought them to the attention of Amelia Bloomers, after whom they were named. Choose "Electronic Classrooms" on the home page and then "Fashion and Dress Reform."
• Love: (all from American Memory)
  • Theme: We loved each other, but now she's dead
    "Ah! Yes, I remember. An answer to 'Ben Bolt' Original"
  • Theme: I love you, but I don't know if you love me
    "Do you ever think of me?" (H. De Marsan, c.1860)
  • Theme: I love her, but she loves someone else
    "The girl I loved best of all" (H. De Marsan, c. 1860)
• Anti-slavery
  • "Slavery is a Hard Foe to Battle" (1855). Cover and lyrics available through the Historic American Sheet Music collection in American Memory.
  • Theme: John Brown's Rebellion
    "The fright of old Virginia. Being a condensed account of the Harper's Ferry Insurrection" (1859)

• Quilting:
  • Sampler album friendship quilt from the Patrick and Massie family and friends
    This remarkable quilt top is unusual in its overall size, the large blue sashing that divides the piece into 64 small squares, and the variety of delicate and graceful patterns. It is inspired by the Baltimore album-type quilt of the period, but is a local and very personal interpretation. Several of the quilt blocks were signed; you can view the signatures on the quilt.
• Toys:
  • Marbles
  • Doll's crutch

Assessment:

To culminate this unit, ask students to demonstrate their knowledge of the lives of women before the Civil War, with an emphasis on differences between the North and South (including the fact that African-American women were mostly slaves). Here are some examples of activities that students may wish to undertake to express what they have learned through this unit (specific project ideas should always be pre-approved by the teacher):

• Set up a timeline display of the meaningful documents studied in the unit, with appropriate captions.
• Create a piece of historical fiction set in the 1850s. For example, students could write letters or journal entries in the voices of women living during the period before the Civil War, describing key elements of their lifestyle.
• Write and perform skits based on some of the documents studied. A good example would be a skit showing the social interactions between men and women of the period.

Previous lesson

Return to Curriculum Unit: Before Brother Fought Brother: Life in the North and South�47-1861

• American Memory [http://memory.loc.gov/]
  • Lewiston Mill Rules
    [http://www.si.edu/lemelson/centerpieces/whole_cloth/u2ei/u2images/
    act9/Lew_rules.html]
  • America Singing: Nineteenth Century Song Sheets
    [http://memory.loc.gov/ammem/amsshtml/amsshome.html]
  • Ah! Yes, I remember. An answer to 'Ben Bolt' Original
    [http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName
    =as1/as100110/amsspage.db&recNum=0]
  • Do you ever think of me?
    [http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName
    =sb1/sb10088b/amsspage.db&recNum=0]
  • The girl I loved best of all
    [http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName
    =sb1/sb10142a/amsspage.db&recNum=0]
  • Slavery is a Hard Foe to Battle
    [http://scriptorium.lib.duke.edu:80/sheetmusic/a/a86/a8636/
    a8636-6-150dpi.html]
  • The fright of old Virginia. Being a condensed account of the
    Harper's Ferry Insurrection
    [http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName=cw1/
    cw101850/amsspage.db&recNum=0]
  • Seneca Falls Convention
    [http://www.americasstory.com/cgi-bin/page.cgi/jb/reform/seneca_1]
  • Jenny Lind becomes a pop star in the United States
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/lind_1]
  • Elizabeth Cady Stanton and Susan B. Anthony begin working together
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/stanton/friends_1]
  • Elizabeth Blackwell returns to the United States having finished
    her medical education
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/blackwell_1]
  • Letter, Elizabeth Blackwell to Baroness Anne Isabella Milbanke Byron
    concerning women's rights and the education of women physicians
    [http://memory.loc.gov/mss/mcc/065/0001.jpg]
  • Unidentified woman, half-length portrait, facing front, holding a copy
    of the book "Sons of Temperance Offering"
    [http://memory.loc.gov/pnp/dag/3g/3g04000/3g04607v.jpg]
  • Harriet Tubman escapes slavery
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/tubman]
  • Background information on Tubman's youth
  • Background information on the Underground Railroad
  • Wanted Poster for Emily桼unaway Slave
    [http://dbs.ohiohistory.org/africanam/page.cfm?ID=4418]
  • Uncle Tom's Cabin Appeared in Serial Form, June 5, 1851
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/beecher_1]
  • Photograph of Stowe
    [http://dbs.ohiohistory.org/africanam/page.cfm?ID=5608]
  • Background information on Uncle Tom's Cabin
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/beecher_1]
  • Woman working at a sewing machine
    [http://rs6.loc.gov/pnp/dag/3g/3g03000/3g03598r.jpg]
    • Background information
      [http://memory.loc.gov/cgi-bin/query/r?ammem/dag:@field
      (NUMBER%2B@band(cph%2B3g03598))]
  • Elizabeth Cady Stanton and her daughter, Harriot,
    from a daguerreotype, 1856
    [http://www.americaslibrary.gov/aa/stanton/aa_stanton_subj_e.html]
  • Julia Archibald Holmes Reaches Pike's Peak, August 5, 1858
    [http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/holmes_1]
  • At Home in a House Divided
    [http://museum.state.il.us/exhibits/athome/1850/index.html]
  • Marbles
  • Doll's crutch
• Documents of African-American Women
  [http://scriptorium.lib.duke.edu/collections/african-american-women.html]
  • Slave Letter: Vilet Lester letter to Miss Patsey Patterson
    [http://scriptorium.lib.duke.edu/lester/lester-p1-72.gif]
• U.S. Women's History Workshop [http://www.assumption.edu/whw/]
  • I Dream of Jeannie with the Light Brown Hair
    [http://www.assumption.edu/whw/sheetmusic/jeanie.jpg]
  • The Bloomer's Complaint
    [http://scriptorium.lib.duke.edu/sheetmusic/a/a72/a7230/a7230-1-150dpi.html]
• Valley of the Shadow [http://jefferson.village.virginia.edu/vshadow2/]
  • Sampler album friendship quilt from the Patrick and Massie family and friends

Other Information

Standards Alignment

1. CIVICED (5-8) I
   
   What are Civic Life, Politics, and Government?
   
   
2. CIVICED (5-8) III
   
   How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
   
   
3. CIVICED (5-8) V
   
   What are the Roles of the Citizen in American Democracy?
   
   
4. NCSS-1
   
   Culture and cultural diversity. more
   
   
5. NCSS-10
   
   Civic ideals and practices. Citizenship in a democratic republic. more
   
   
6. NCSS-2
   
   Time, continuity, and change. The ways human beings view themselves in and over time. more
   
   
7. NCSS-3
   
   People, places, and environments. more
   
   
8. NCTE/IRA-6
   
   Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. more
   
   
9. NCTE/IRA-7
   
   Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
   
   
10. NCTE/IRA-8
    
    Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more
    
    
11. NCTE/IRA-9
    
    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
    
    
12. NGS-13
    
    How the Forces of Cooperation and Conflict Among People Influence the Division and Control of Earth抯 Surface