Lesson Plan
Causes of the Civil War: The Role of Westward Expansion and the
Abolition Movement in the 1850s
Winner: 2nd place, 2012 Civil War in Art Lesson Plan Contest
Author:
John P. Duckhorn, Eisenhower High, Blue Island Illinois
Grades/Subject:
10-12, Social Studies
Schedule:
2-3 class periods, 50 minutes in length
Lesson Summary: This lesson is intended to follow lessons on Westward Expansion. It engages
students in the analytical study of the causes of the Civil War through the use of art. The lesson
begins with Western expansion and the issues that arose from the country’s excitement over the
potential for economic prosperity in the West. The lesson then focuses on the demand for slavery
in the cotton industry in the South, discussing how the future of slavery in the West was a major
economic concern amongst Southerners. The lesson concludes with the violent events involving
John Brown and the struggle between pro- and anti-slavery citizens in Kansas.
Artworks on Which Lesson is Based:
Image 1
William S. Jewett
The Promised Land—The Grayson
Family, 1850
Oil on Canvas
50 ¾ x 64 in.
Terra Foundation for American Art,
Daniel J. Terra Foundation Collection
1999.79
Image 2
A. Hill
Cotton Pressing in Louisiana, 1856
Ballou’s Magazine, April 12, 1856
Wood engraving from sketches
Chicago History Museum
ICHi-52448
Image 3
Edward Atkinson (1827–1905)
The Cotton Kingdom, 1863
Map
42 x 37 cm
Newberry Library, H 42 .052
Image 4 (optional)
Samuel Colman, Jr. (1832–1920)
Ships Unloading, New York, 1868
Oil on canvas mounted on board
41 5/16 x 29 15/16 in.
Terra Foundation for American Art,
Daniel J. Terra Collection, 1984.4
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Image 5
John Steuart Curry (1897–1946)
John Brown, 1939
Lithograph on off-white wove paper
14 ¾ x10 7/8 in.
Terra Foundation for American Art,
Daniel J. Terra Collection 1995.30
Image 6
Martin L. Lawrence (photographer),
(1808–1859)
The Harper's Ferry Insurrection [John
Brown, Now Under Sentence of Death
for Treason and Murder, at Charleston,
VA.], November 18, 1859
Engraving from photograph
Frank Leslie's Illustrated Newspaper. No.
207 Vol. 8, page 383
Newberry Library, Oversize A 5 .34 Vol. 8
Big or Main Ideas Students Will Understand:
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How did America’s expansion westward serve as a cause for the Civil War?
How did the cotton industry encourage the growth of slavery in America?
How was radical abolition viewed by the white public during the 1850’s?
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National Standards and Lesson-Specific Objectives:
National Center for History in
Schools
U. S. History Content Standard
1: The causes of the Civil War.
Objectives—Students will…
Identify and explain the economic, social, and cultural
differences between the North and the South.
Era 5, Standard 1A: The
student understands how the
North and South differed and
how politics and ideologies
led to the Civil War.
Explain how events after the Compromise of 1850 and
the Dred Scott decision in 1857 contributed to increasing
sectional polarization.
Historical Thinking Standard 3
The student engages in
historical analysis and
interpretation.
Analyze cause-and-effect relationships bearing in mind
multiple causation including:
(a) the importance of the individual in history; (b) the
influence of ideas, human interests, and beliefs; and (c)
the role of chance, the accidental and the irrational.
Explain the causes of the Civil War and evaluate the
importance of slavery as a principal cause of the
conflict.
Vocabulary Students Will Learn:
See Civil War in Art Glossary, http://www.civilwarinart.org/glossary for definitions and information.
History terms:
Art terms:
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Abolition
John Brown
Cotton
Deep South
Free Labor
Free Soil
Harpers Ferry
Popular Sovereignty
Sectionalism
Slavery
Staple Crop
Symbolism
Lithograph
Key Information for Understanding the Artworks:
About the Time Period
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Westward Expansion brought excitement nationally about the potential for economic
growth in the West. Citizens migrated from both the North and the South to the Kansas
territory. With territories left to decide on their own through the popular vote whether to
enter the Union as a Free or Slave state, the potential for political conflict was high.
Source: Civil War in Art Website, http://www.civilwarinart.org/items/show/97
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Cotton had become “king” in the South by the 1850s. Though cotton was important to
the industrial North, slavery, a key part of the labor force on Southern plantations, was
looked upon as an evil by some Northern reformers: “That COTTON WAS KING was now
well understood in the south. It became the foundation of southern economy, southern
culture, and southern pride.” Slavery was central to that foundation and any effort to
abolish the peculiar institution would be of great concern to white Southerners.
Source: US History.org website: http://www.ushistory.org/us/27a.asp
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John Brown and the events surrounding Bleeding Kansas exemplified how Western
Expansion and economic concerns fueled the tensions that led to the Civil War. There
was tension between pro-slavery activists and abolitionists and tension between Free Soil
settlers and plantation owners. The bloody conflict out West rolled over to Washington,
D.C., where a physical altercation occurred in the Senate during debates about whether
Kansas should be admitted to the Union as a slave state or a free state. (South Carolina
Congressman Preston Brooks savagely beat Massachusetts Senator Charles Sumner with
a cane after Sumner delivered a scathing anti-slavery speech.)
Source: PBS website: http://www.pbs.org/wgbh/aia/part4/4p2952.html
About the Artwork
Image 1: The Promised Land—The Grayson Family, 1850
Painted eleven years before the start of the Civil War, this painting speaks to the concept
of Manifest Destiny. It shows the abundant land and resources that drew families like the
Graysons, depicted here with their land, to the West. The Graysons were wealthy
pioneers to California. The promise of land and wealth led legislators to debate whether
slavery should be allowed to spread into the Western territories and ultimately led to
conflict.
Source: Civil War in Art website http://www.civilwarinart.org/items/show/97
Image 2: Cotton Pressing in Louisiana, 1856
This image depicts cotton pressing, a step in the process of preparing cotton for sale. It
illustrates how slave labor was integral to the manually-intensive process of growing
cotton. After cotton was planted, tended, and picked, a machine called a cotton gin
was used to separate the fluffy fibers from the seeds. The enslaved men working at the
cart on the left move cotton into the press. At the right, they walk in a circle pushing a
lever, providing power to the press. Innovations like the gin and press, along with the
cheapness of slave labor, enabled some white Southerners to become incredibly
wealthy.
Source: Civil War and Art website: http://www.civilwarinart.org/items/show/67
Image 3: The Cotton Kingdom, 1863
In this 1863 map, abolitionist and businessman Edward Atkinson makes an economic
argument (rather than a moral argument) about slavery. He argues that the end of
slavery would boost the Southern economy rather than harm it. Using statistics, he
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counters the argument that cotton planters could not pay their workers and still profit
from cotton.
Source: Civil war and Art website: http://www.civilwarinart.org/items/show/22
Image 4: Ships Unloading, New York, 1868 (optional)
Highlighting free-labor, post-war cotton, this image illustrates how cotton was a vital
commodity not only to the American South, but also to merchants in New York and other
Northern cities that sold the cotton to Great Britain and other destinations. This ship, the
Glad Tidings, was known to have carried free-labor cotton during the Civil War. The
painting reinforces the vital role of cotton in the global economy.
Source: Civil War and Art Website: http://www.civilwarinart.org/items/show/95
Image 5: John Brown, 1939
This image of passionate abolitionist John Brown captures both his fury over slavery and
the controversy that surrounded him as a public figure. Created in 1939 by Kansas artist
John Steuart Curry, the image is suggestive of Brown’s capacity for violence in service of
his ideals and also positions Brown as a martyr to the antislavery cause. It also illuminates
Brown’s bloody role in the history of the Kansas territory. Created 74 years after the end of
the Civil War, the lithograph also draws symbolic connections between John Brown’s
violent actions and the violent Civil War that began less than two years after his
execution.
Source: Civil War and Art website: http://www.civilwarinart.org/items/show/96
Image 6: The Harper's Ferry Insurrection [John Brown, Now Under Sentence of Death for Treason
and Murder, at Charleston, VA.], November 18, 1859
Abolitionist leader John Brown was depicted on the front page of Frank Leslie's Illustrated
Newspaper, a widely read source of news during the Civil War, after being convicted of
treason. Brown led an attack on the Federal Armory at Harpers Ferry, Virginia in 1859, with
the intent of arming a slave rebellion. Brown was executed for this attack, but it made
him a martyr to many involved in the anti-slavery movement in the American North. The
portrait was copied by an engraver after a photograph of Brown by Martin M. Lawrence,
a well-known photographer.
Source: Civil War and Art Website: http://www.civilwarinart.org/items/show/14
About the Artists
Biographies below are from the Civil War in Art glossary: http://www.civilwarinart.org/glossary
Image 1: William S. Jewett (1821—1873): American painter who focused on portraits,
landscapes, and genre paintings (scenes of everyday life). Jewett became one of California’s
leading artists.
Image 2: A. Hill (active, 19th Century): Lithographer who created images for Ballou’s Magazine, a
nineteenth-century periodical published in Boston, Massachusetts.
Image 3: Edward Atkinson (1827—1905): American political leader and economist who began
his political career as a Republican supporter of the Free Soil movement. Atkinson fought slavery
before the Civil War by helping escaped slaves and raising money for John Brown.
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Image 4: Samuel Colman, Jr. (1832—1920): American landscape painter influenced by the
Hudson River school, America’s first native landscape painting movement.
Image 5: John Steuart Curry (1897—1946): American artist who created paintings, prints,
drawings, and murals, that portrayed the American rural heartland as a wellspring of national
identity. A Kansas native, Curry made several decorative mural commissions and Kansas scenes,
including a large mural depicting John Brown at the Kansas statehouse. The designs proved
controversial because they included what many Kansans regarded as unflattering depictions of
their state.
Image 6: Frank Leslie’s Illustrated Newspaper: Popular publication during the Civil War that
featured fiction, news, and illustrations of battlefield life. Frank Leslie is the pseudonym (fake
name) adopted by English illustrator and newspaper editor Henry Carter. Carter worked for the
Illustrated London News and circus man P. T. Barnum before moving to America and founding
his first publication using the name Frank Leslie.
Resources and Materials Needed for Lesson:
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Copies of documents inserted inside manila folders
Overhead projector (optional) to project documents on screen or dry erase board*
Analysis worksheets
Handouts
*If you have the capability to project your documents on the dry-erase board in the front of your classroom, this often
enhances participation by enabling the students to approach the board and interact with the picture/photo by
underlining or circling points of interest.
Classroom Activities Aligned with Standards and Objectives:
Day 1 Objective: To review the reasons for America’s Expansion Westward and
the impact that they had in causing the Civil War
Set Up:
1. Students can be placed in groups.
2. Copies of Image 1 (William S. Jewett’s painting The Promised Land—The Grayson Family,
1850) should be passed out to each student/group.
3. Image 1 should be projected by going to http://www.civilwarinart.org/items/show/97.
The teacher should model for the students how to interactively navigate by clicking on
images to enlarge, zoom, and scan them left, right, up, and down.
Process:
1. Unveil Image 1 and allow students to observe silently for 1 minute.
2. Open discussion and analysis of image:
• What do you notice about the people depicted here?
• What are they or have they been doing? What do you see that makes you say
that?
• What do the objects in the painting suggest?
• Notice the clothing. Is this the kind of clothing you would expect people to wear
in the wilderness, or does it seem fancier?
• What direction are they heading in? How can you tell?
• Notice the setting and the background. Where might this place be?
• The painting is titled “The Promised Land”. Is that idea represented in the
painting? What makes you say so?
• What time period is depicted in the painting? How can you tell?
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3. Review Westward Expansion themes and events that were covered in previous unit with
focus on economic opportunity.
4. Background of Image 1 and 1850’s American History: Inform the class about the
background of the painting emphasizing the year it was painted, why this family (and
other families) moved West, and the idea that the West could make you wealthy. Ask:
• Are there any clues in the painting that signal their prosperity (i.e. dress or poses)?
• This painting was commissioned by Mr. Grayson four years after his family made their
westward journey. What do you think the artist and Mr. Grayson wanted this painting
to communicate?
• What can we assume about the financial stature of someone who commissions an
artist to paint his or her picture?
5. Discuss what was going on in America in the 1850s.
http://www.civilwarinart.org/exhibits/show/causes/introduction/introduction
• Compromise of 1850
• Henry Clay’s Compromise Measures of 1850
http://www.nationalcenter.org/CalhounClayCompromise.html
• Uncle Tom’s Cabin (1852)
• Kansas Nebraska Act (1856)
6. Predictions: Ask the students to predict any future problems that might arise from
America’s expansion westward.
• Where did most people live before they moved West? Could the issue of slavery
bring about similar conflicts in the West as it did back East?
• Could those who were in favor of slavery and those who opposed it become
more hostile towards each as they attempted to coexist in the same territories,
such as Kansas?
• What do you think happened when those who favored slavery and those who
opposed slavery attempted to coexist?
Day 2 Objective: To understand the economic role that the cotton industry had
in causing the Civil War.
Set Up:
1. Copies of Image 2 (A. Hill’s print Cotton Pressing in Louisiana, 1856) should be passed out
to each student or computers may be used to analyze the image by going to
http://www.civilwarinart.org/items/show/67.
2. Copies of Image Analysis Worksheet: Cotton Pressing in Louisiana
3. Copies of (or web access to) Image 3 (Edward Atkinson’s map The Cotton Kingdom,
1863)
4. Copies of reading “The Peculiar Institution: The Crowning of King Cotton”
http://www.ushistory.org/us/27a.asp.
5. (Optional) copies or web access to Image 4 (Samuel Colman Jr.’s painting Ships
Unloading, New York, 1868), if using.
Process:
1. (Optional) This activity can be opened with discussion on the economy and how
economic factors often influence one’s political beliefs. (5 minutes)
2. Unveil Image 2 and allow students to observe silently for 1 minute.
3. Pass out Image 2 analysis worksheet and allow students10–12 minutes to answer
questions. This can be done individually or with partners.
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4. If computers are available, students may interactively use the map titled “The United
States of America on the Eve of the Civil War”
(http://www.civilwarinart.org/items/show/152) to better answer questions about
Place. The map can also be projected on an overhead to enhance class discussion.
Class discussion:
• Time—Based on the evidence of slavery in the engraving students should plot
their answers prior to the Civil War but sometime after the first industrial revolution.
• People—The ratio of workers here is 13 slaves: 1 overseer. Students should be able
to recognize that out of 14 members of the labor force here, only one person had
to be paid, which made slave labor a valuable generator of economic profit. Be
sure to stress to the students that in some situations an enslaved person worked
with one paid white laborer, in other instances tens of unpaid enslaved laborers
worked under the supervision of one paid overseer. The image demonstrates how
enslaved labor was the predominant economic model of the American South at
this time.
• Place—Louisiana’s location, having access to both the Mississippi River and the
Gulf of Mexico, made cotton not only a valuable part of the state’s agricultural
economy, but also one of its most valuable exports.
• Significance—As the cotton industry grew along with the development of
technology, so did the demand for slave labor. The cotton industry and the
institution of slavery went hand and hand.
5. Pass out reading “The Peculiar Institution: The Crowning of King Cotton” (see sources
for web link); however, alternate sources can be used.
6. Class Discussion: Show students the Atkinson map (Image 3). Facilitate a discussion
about the belief of the Southerner Atkinson that the economy of the South could
benefit through the abolition of slavery. http://www.civilwarinart.org/items/show/22
Another optional point you may want to bring into the discussion is how textile mills in
both the American North and the free nation of England relied on cotton from the
South to employ their white workers—it complicates the discussion of slavery even
further. Have students closely examine the painting Ships Unloading, New York, by
Samuel Colman Jr. (Image 4). The image shows huge ships unloading giant bales of
cotton in the North. The painting was created after the conclusion of the Civil War in
1868, so the cotton depicted was made by free labor. Yet the painting can be used
to discuss the scale of the cotton economy and how cotton produced with slave
labor was intertwined with the Northern and global economies before the war as
well. Be sure to zoom in and bring attention to the fact that the men working with
the cotton bales in North are white. http://www.civilwarinart.org/items/show/95
7. Assign Journal Entry.
Assessment:
Journal Entry: Based on what you’ve learned from these images, how valuable was the
cotton industry in America? Explain the different ways in which the North and the South
benefitted economically from the cotton industry.
Day 3 Objective: To understand how Westward Expansion and economic
potential led to violent tension between pro-slavery and antislavery citizens.
Set Up:
1. Copies of Image 5 (John Steuart Curry’s lithograph John Brown, 1939) should be passed
out to each student or computers may be used to analyze the image.
2. Copies of Image Analysis Worksheet: John Brown
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3. Copies of Assessment Activity: Newspaper Headlines worksheet.
Process:
1. Discuss what symbolism is and how it can be used by an artist.
2. Discuss how people in history can be viewed both as villains and heroes.
Anticipatory Hook: List at least one historical figure who was viewed as a villain by
one group and a hero by another. (5 Minutes)
3. Unveil Image 5 and allow students to observe silently for 1 minute.
4. Have students circle and number 3 details in the image that spark their curiosity.
5. Pass out the Image Analysis Worksheet and allow students10–12 minutes to answer
questions. This can be done individually or with partners.
6. Class Discussion
• What details did you circle and why? What message was the artist trying to convey?
• How does the artist convey a sense of violence in his image?
• How does the artist use symbolism in the lithograph?
• Location: What features in the print gives a sense of the geographical location? What
location might that be?
o Covered wagons moving to the left in the image background should lead the
students to the region of the West.
o Students might narrow the location answers to Kansas if they know who John
Brown is prior to this lesson.
• Time: Students should use evidence of covered wagons and the suggestion of slavery
to narrow their answers about the time period depicted to the era of Expansion
Westward and pre Civil War. If they have knowledge of John Brown, students may
narrow their answers further to the period of Bleeding Kansas.
• Who: Depending on students’ prior knowledge of John Brown, your approach to this
lesson can vary.
1. If students are familiar with John Brown, continue the discussion by reviewing
the events of Bleeding Kansas and Harpers Ferry. For additional reading
students can be assigned the source below.
2. If students have not been introduced to John Brown, you can use this part of
the lesson to introduce these events.
A. Prior to passing out Image Analysis Worksheet: John Brown, fold it just
below the Time and above the Who sections.
B. John Brown can be introduced through lecture, class discussion, or
outside reading. Teachers can use the following resources or another
on John Brown.
• Image 6 (Frank Leslie’s Illustrated Newspaper’s The Harper's Ferry
Insurrection [John Brown, Now Under Sentence of Death for Treason
and Murder, at Charleston, VA.], November 18, 1859)
http://www.civilwarinart.org/items/show/14
• Bordewich, Fergus M. “John Brown’s Day of Reckoning: The
abolitionist’s bloody raid on a federal arsenal at Harpers Ferry 150
years ago set the state for the Civil War.” Smithsonian magazine,
October 2009. Smithsonianmag.com, July 29th, 2012.
http://www.smithsonianmag.com/history-archaeology/Day-ofReckoning.html
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Kansas Historical Society, “Bleeding Kansas”, September 2011, Kansas
Historical Society Website December 28th 2012.
http://www.kshs.org/kansapedia/bleeding-kansas/15145
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Main Idea: Knowledge of John Brown and his arrival in 1855, the use of symbolism,
and specific detail will stimulate some excellent discussion about what the artist
wanted to say about the events in Kansas in 1856.
Villain or Hero: Discussion on whether the artist depicts John Brown as a villain or hero
can lead to a discussion about how John Brown was actually viewed by the whites in
the South and North in 1856. Be sure to inform students about Northerners’ varied
opinions about Brown during this period and how many whites viewed Brown’s
actions in Kansas as acts of violence as opposed to acts of heroism. Students can
also benefit in knowing that opinions of John Brown in the North changed as time
progressed. (John Steuart Curry made this lithograph from a drawing in 1939. Around
that time he was commissioned to paint murals representing Kansas history in the
Kansas State House. In one of the murals he included a similar image of Brown, which
became very controversial. Many Kansans did not feel that John Brown was an
appropriate symbol for the state.)
Assessment:
1. Pass out copies of the Assessment Activity: Newspaper Headlines worksheet.
Students are to write three headlines to newspaper articles that discuss the events of
John Brown in Kansas. Each newspaper headline should reflect the attitudes of its
geographic region and the issue an author in that region might want to highlight.
Resources
Bordewich, Fergus M. “John Brown’s Day of Reckoning: The abolitionist’s bloody raid on a
federal arsenal at Harpers Ferry 150 years ago set the state for the Civil War.” Smithsonian
magazine, October 2009. Smithsonianmag.com, July 29th, 2012.
http://www.smithsonianmag.com/history-archaeology/Day-of-Reckoning.html
“Growth and Entrenchment of Slavery”: Public Broadcasting Station PBS.org Website: July 29th
2012. http://www.pbs.org/wgbh/aia/part3/3narr6.html
“The Peculiar Institution: The Crowning of King Cotton” US History: Pre Columbian to the New
Millennium. US History.org website: http://www.ushistory.org/us/27a.asp
Glaser, Leah S. “United States Expansion 1800—1860.” Virginia Center for Digital History
Miller Center of Public Affairs, A Guide to Primary Resources
http://www.vcdh.virginia.edu/solguide/VUS06/essay06a.html
“People & Events Bleeding Kansas 1853 –1861”: Public Broadcasting Station PBS.org
Website. August 13th, 2012. http://www.pbs.org/wgbh/aia/part4/4p2952.html
Rothman, Adam. Slave Country: American Expansion and the Origins of the Deep South.
Cambridge, Mass: Harvard University Press, 2005.
“Bleeding Kansas”: Kansas Historical Society, September 2011, Kansas Historical Society
Website. December 28th 2012. http://www.kshs.org/kansapedia/bleeding- kansas/15145
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Image Analysis Worksheet: Cotton Pressing in Louisiana
Time: Can you make an educated guess about what year this engraving was made? What
within the image helped you make that decision?
Year:
Explanation:
People: Compare the action of the white man with that of the black men. What does his body
language communicate? Who is doing the labor?
What is the ratio of black to white men in the engraving and why might this be important?
Ratio ____(white):____(black)
Explanation:
(over)
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Place/Location: The title “Cotton Pressing in Louisiana” indicates the location of the image.
Is there anything in the image that hints at the size of the cotton industry there?
Explanation:
How might have cotton been particularly valuable to the Louisiana economy? Consider the
geographical location of the state on the map below:
Explanation:
Purpose: Why do you believe the artist focused so much attention on the pressing of cotton in
the engraving?
Explanation:
Significance: How did the industrialization of cotton and the cotton gin impact the institution of
slavery in the American South? Use information gathered from your previous questions to inform
your answer.
Explanation:
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Image Analysis Worksheet: John Brown
What details do you see in this print that could be symbolic? What message was the artist trying
to convey with his choice of symbolism in this image?
Detail 1
Detail 2
Detail 3
Location: What features in the image give us a sense of the geographical location the artist
wanted to depict, and what location is that?
Location:
Explanation:
Time: What time period is depicted in this print? How do you know?
Time:
Explanation:
Who: Who is the focal point of the print? What was he known for and what details in the image
lead us to these answers?
Who:
Explanation:
(over)
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Main Idea: What event was the artist trying to represent? What message was he trying to convey
about John Brown and his actions prior the Civil War?
Event:
Message:
Do you think the artist depicts John Brown as a villain or a hero? Why?
Circle One:
Villain or Hero
Explanation:
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Assessment Activity: Newspaper Headlines
Frank Leslie's Illustrated Newspaper
The Harper's Ferry Insurrection [John Brown, Now Under
Sentence of Death for Treason and Murder, at Charleston,
VA.]
November 19, 1859
The Newberry Library
*article reflecting John Browns Actions after Harpers Ferry
Directions: Write three headlines for articles in different newspapers that discuss the actions of
John Brown in Kansas, 1856. Each headline should reflect the prevailing point of view present in
the region where each newspaper was published. Make sure the headline aligns with the view
that each publication wants to highlight. Each headline should include one sub headline that
elaborates on the topic of the article.
Choose three from the following:
Newspaper: Lawrence Kansas Daily News (Abolitionist News Paper)
Headline: ___________________________________________________________________________
Sub headline: _______________________________________________________________________
Newspaper: Franklin County, Kansas Tribune (Pro Slavery Paper)
Headline: ___________________________________________________________________________
Sub headline: _______________________________________________________________________
Newspaper: Charleston South Carolina Gazette (Cotton Industry)
Headline: ___________________________________________________________________________
Sub headline: _______________________________________________________________________
Newspaper: Chicago News Herald (Political Tension)
Headline: ___________________________________________________________________________
Sub headline: _______________________________________________________________________
Newspaper: St. Louis Post (Western Expansion)
Headline: ___________________________________________________________________________
Sub headline: _______________________________________________________________________
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Examples of Student Work