Harpers Ferry National Historical Park [WV] Anonymous (not verified) Tue, 01/08/2008 - 13:36
Description

Harpers Ferry National Historical Park presents living history interpretations of past area events and daily life. Harpers Ferry events include the 1859 John Brown's Raid, constant Civil War action, the Niagara Movement's second conference, military industrialization, and the convergence of two railroads and the Chesapeake and Ohio Canal circa 1835.

The park offers exhibits, trails, guided tours, self-guided tours, self-guided educational hikes and scavenger hunts, guided educational programs which meet state educational standards, educator workshops, Junior Ranger activities, and picnic areas. The website offers historic photographs, curricula, and a lesson plan.

John Brown's Raid

Question

Did Northerners all respond the same way to Brown's infamous raid? Southerners?

Textbook Excerpt

Textbooks present the response to John Brown’s 1859 raid on Harpers Ferry as polarized according to geographic sections, with Southerners condemning Brown as a dangerous fanatic and many Northerners supporting his bold and violent strike against slavery. That portrayal reaffirms the deep and growing sectional divide and depicts a nation barreling towards secession and war.

Source Excerpt

As one of the most riveting events of the antebellum era, Brown’s raid precipitated passionate responses in newspapers, sermons, and political speeches. Those sources provide a compelling glimpse into a vast nation’s complicated responses to the captivating moment in time.

Historian Excerpt

Historians detect more variation in the responses to Brown’s raid, and more nuance even among Northerners and Southerners. In particular, the raid provoked deep and complicated reactions in the North, ranging from celebration to political censure. Those responses reveal a country deeply divided over the institution of slavery, but far from uniform in thought.

Abstract

Textbooks present John Brown’s abortive raid on Harpers Ferry in 1859 as a polarizing event in the growing sectional rift between North and South, unifying opinion in both regions. In fact, the initial response to the raid was more nuanced than it is often portrayed—particularly in the North, where different reactions revealed a complex and multifaceted society struggling with the implications of Brown’s actions.

Open Yale Courses

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Photo, Professor Joanne B. Freeman, Open Yale Courses
Annotation

Yale University has made a sampling of their courses available for listeners, viewers, and readers.

As of writing, the history subsection contains six courses—two of which relate directly to U.S. history ("The American Revolution" and "The Civil War and Reconstruction Era, 1845-1877") and one which touches on relevant issues, "Epidemics and Western Society Since 1600." Each of these courses offers links to individual pages for each lecture. Lecture pages contain short text overviews of the topic at hand; a list of any reading which was required for the day; and links to lecture audio, video, and transcriptions.

Our site links you directly to the Yale's history courses. However, consider exploring other topics as well. Maybe a lecture on Roman architecture will give you background for discussing monuments in Washington, DC, or an economics course will give you a new way of thinking about the American Revolution. Interdisciplinary possibilities are endless.

Uncivil Wars

Description

From the Kansas State Historical Society website:

"African American soldiers were rare during the Civil War, and black officers almost non-existent. Thirty years later, Major John Brown from Topeka led soldiers to Cuba during the Spanish-American War using this saber."

Liberty Hall Historic Site [KY]

Description

The Liberty Hall Historic Site presents the life of Senator John Brown (1757-1837) and his descendants. Margaretta Mason Brown, John's wife, promoted abolitionism and women's education. The site consists of the 1796 Federal-style Liberty Hall, home of Brown; the 1835 Greek Revival Orlando Brown House, home of one of Brown's sons; and the surrounding grounds and gardens.

The site offers period rooms; 75-minute tours of both residences; a living history outreach presentation with hands-on activities; and an educational program for students, which includes a 17-minute film. Advance notice is required for groups of 10 or more. The site is only partially wheelchair accessible. The website offers descriptions and images of select artifacts.

John Brown Farm State Historic Site [NY]

Description

The John Brown State Historic Site is comprised of John Brown's home and grave. Brown (1800-1859) advocated abolition through armed resistance. He is best known for the 1859 raid at Harper's Ferry, although he also led the 1856 Pottawatomie Massacre.

The site offers guided tours and reenactments, as well as a variety of outdoors activities, including hiking and cross-country skiing. The site only offers basic visitor and historic information.

Foundations of American History: John Brown Song

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Article Body

Foundations of U.S. History, Virginia History as U.S. History features 4th graders learning about John Brown's raid on Harpers Ferry through analyzing the song "John Brown's Body." Video clips of classroom instruction accompany short videos of a scholar analyzing the song and the teacher reflecting on the lesson. The John Brown song is one of eight documents found on the Source Analysis feature of the Teaching American History grant website in Loudoun County, Virginia. In the classroom practice section for John Brown's Body we see students analyzing the song to understand how northerners viewed John Brown shortly after his raid on Harpers Ferry. This video provides examples of two promising practices:

  • Close analysis of a song as a primary source
  • Consideration of whether views expressed in that source represent all perspectives.
The Lesson in Action

The lesson starts with the teacher playing the song "John Brown's Body." In this warm-up activity, the teacher instructs students to draw a picture of "what you see in your mind." After students share their drawings, the teacher provides them with a worksheet to help students analyze the musical composition. Next, students analyze the lyrics to an adapted version of the song written in 1861. The teacher works with individual students to help them use prior knowledge to make sense of the song and generate questions about the song. This progression from open-ended student task to close historical analysis engages and challenges students.

Students see that while primary documents are valuable evidence, they should not assume that an individual source speaks for all people.

Towards the end of the lesson, the teacher facilitates a whole-class review of the Guiding Question worksheet. After students share that they think the song portrayed John Brown as a hero, the teacher refers back to a prior lesson asking, "Do you think this song represents how everybody in the North feels?" Students respond that it does not. The teacher uses this conversation as an opportunity to review that many people in the North did not support John Brown's tactics. Students see that while primary documents are valuable evidence, they should not assume that an individual source speaks for all people. This lesson also draws on multiple classroom resources and incorporates a variety of historical thinking skills. Students use their textbook to help them make sense of the song: they consider the song's historical context and audience. Additionally, you can find a comprehensive lesson plan, complete with additional primary sources, background information, and classroom worksheets, on the site.