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  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
 Life 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
 
Curriculum Unit
Before Brother Fought Brother: Life in the North and South 1847-1861
 
Additional Data
 Date created: 6/22/03
 
Additional Student/Teacher Resources
 Factory and Plantation Rules Compared

Differences and Similarities Between North and South

19th Century Arguments For and Against Slavery

Digital Classroom's Document Analysis Worksheet
 
Date Posted
 6/22/2003
 
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Life Before the Civil War

Lesson Four of Curriculum Unit:
Before Brother Fought Brother: Life in the North and South—1847-1861

Introduction:

In the decade-and-a-half prior to the Civil War, the United States saw dramatic changes in industrialization in the North, and a rapid increase in transportation (rail and steamship) all over the country. It was also a time when the country was absorbing new territorial acquisitions, and lifestyle differences and attitudes between North and South were becoming more pronounced.

Students interested in extending the comparison between North and South can compare the Northern community of Franklin, Pa., and the Southern community of Augusta, Va., by exploring the documents in the Valley of the Shadow. Both communities were in the greater Shenandoah Valley, yet had pronounced differences as well as some similarities.

Student Activities:

Compare two wills:

Compare newspaper articles from the two communities:

  • Entrepreneurship: New businesses are developing and many items formerly made at home are now imported from other states and sold in stores.
    • "New Enterprise," Augusta County, Va., September 16, 1859, p. 2, c. 1
      "Messrs. Sicher have opened a new store exclusively for ladies in Staunton. This will allow women, who may now, without being exposed to prying masculine eyes, purchase numberless little unmentionable 'fixins,' which they are shy of calling for at a counter beset with the horrid men." This story reflects female purchasing power if not female liberation.
    • "Ladies' Oyster Saloon," Franklin County, Pa., November 30, 1859, p. 5, c. 2
      "Mrs. Susan Seibert has opened up an Oyster Saloon for ladies, directly opposite the courthouse." This story reflects female purchasing power if not female liberation.
    • "Gone Again," Franklin County, Pa., May 9, 1860, p. 5, c. 2
      Advertisement: "J. L. Deehert, the Hat man, has gone to New York to lay in a stock of Straw Hats, &c., for Summer wear. Look out for a splendid assortment, in a few days." New York is regarded as the source of goods unobtainable locally.
  • New Technologies Arrive
    • "Lighting Up the Town," Augusta County, Va., July 22, 1859, p. 2, c. 2
      Gas is being introduced to light the city streets.
    • "First of the Season," Augusta County, Va., May 11, 1860, p. 2, c. 6
      The proprietor of the American Hotel was able to get fresh strawberries for his guests. This delicacy will become more common at Staunton hotels now that they can be transported from Richmond in only eight hours. The continuing proliferation of trains is revolutionizing commerce and travel. Richmond is regarded as the source of goods unobtainable locally.
    • "Franklin Railroad," Franklin County, Pa., November 30, 1859, p. 5, c. 1
      Train lines are being built in the Northern countryside.

Students interested in learning more about how people made a living in 1860 can analyze the following images (all are available through the EDSITEment resource American Memory). If desired, search by title to locate a lower resolution image for each.

Students interested in finding out what people did for fun in the 1850's might be interested in the documents in the following list:

Assessment:

To culminate this unit, ask students to demonstrate their knowledge of important technological innovations and social trends before the Civil War, and how they affected daily life in both the North and South. Students with sufficient access to technology can search for additional documents in the EDSITEment approved resources listed below. 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 voice of someone living during the period before the Civil War, describing their reactions to changes brought on by technological progress and new customs, books (such as Uncle Tom's Cabin), and songs.

  • Write and perform skits based on the effects progress had on people's lives.

  • Develop dramatic readings of related documents, such as Lighting Up the Town, or The Difficulties in Charleston.

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