L2+Martin,+Ryan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Mr. Martin** **Grade Level: 10** **Lesson 2: Empathy Topic: The Civil War and Reconstruction**

__Objectives__

 * Student will understand that** the expansion of slavery into new territories was the main cause of the war.
 * Student will know** Abraham Lincoln, Jefferson Davis, the Missouri Compromise, Compromise of 1850, Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, Dred Scot, "Bleeding Kansas," and Kansas - Nebraska Act.
 * Student will be able to** assume the role of a major figure.

__Maine Learning Results Alignment__
E1. Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma "The Civil War and Reconstruction" Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.** b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
 * Maine Learning Results: Social Studies - E. History


 * Rationale:** In this lesson, students will be meeting the standards because we will be talking about influence of the expansion of slavery into new territories (major enduring themes, historical influences, people in US history) as the main cause for the Civil War (historic era).

__**Assessment**__
Students will research the major figure that they chose in class using the textbook, notes taken from lecture, and links that I have provided. They will find somebody that has chose the same person and fill out a Fact/Opinion chart, and share it with the class. The class will have to guess which part is Fact and which part is Opinion, and the partners sharing will clarify which one is which. I will also give clarifying information, and the students will be given the chance to add more information to their charts and notes. I will also help students with iMovie by giving them time in class to work on the product and give them feedback.
 * Formative (Assessment for Learning)**

Students will also write a relfective blog posting about the class discussions that I will comment on.

Students will assume the role of a major figure that they choose. They will record youself playing whomever you chose and create an iMovie. In character, you must explain why they were an important figure in the war, what impact they had on the war, and also give one regret that they have. Students can choose to write a script if it makes it easier for them. They will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be creating an iMovie of the major figure that they chose. Art: Students must assume the role of the person they chose and act like them. English: Students will also have the choice to write a script.

__Groupings__
Students will find the person that chose the same person as them and partner with them to complete the graphic organizer (students can group too, if need be). In their groups, they will have to decide who the recorder will be (person who writes the answers down), and who the reporter wil be (person who shares the answers with the class).

__**Differentiated Instruction**__

 * Strategies:**
 * Verbal:** Students will discuss and complete the Fact/Opinion chart with a partner. They will also share these results with the class.
 * Bodily/Kinesthetic:** Students have to assume the role of the person that they chose to complete the performance task.
 * Spatial:** Students will use the Fact/Opinion graphic organizer to organize their thoughts and notes.
 * Logical:** By using the Fact/Opinion graphic organizer, students will be able to determine factual information from misconceptions.
 * Interpersonal:** Students get to work with partners to complete the graphic organizer, and they also get to discuss their results with the class.
 * Intrapersonal:** Students will complete the performance task individually.


 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Absent Students: If students are absent, then they are responsible from either seeing a classmate, talking to me, or looking on the class wiki for their assignment. They can print out the graphic organizer and questions on the wiki, or they can obtain the from the class folder. Students will have one class day to make up the missed assignments.

Product: iMovie. I could have simply told students to record themselves using a video camera and bring that to class. However, by asking them to put it on iMovie, students have the option of formatting and editing the movie by creating transitions and adding background music, which will engage students in a Type II way.
 * Extensions**

__**Materials, Resources and Technology**__
Computer and projection screen Laptops with internet connection Copies of Fact/Opinion chart Checklist for iMovie assessment Resouces: Please links below

__Source for Lesson Plan and Research__
Graphic Organizer []

Content []

IMovie Tutorial []

Dred Scot [] []

Fugitve Slave Law []

John Brown/Abolitionists [])

Bleeding Kansas/Kansas Nebraska Act []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because it uses a variety of sources to provide learning opportunites for students. I will address different learning styles by allowing students to chose what person they research and by allowing them the freedom and responsibility to assign their roles within ther partners or groups. Students will have the opportunity to organize their thoughts and notes with a graphic Fact/Opinion chart. I will also post the agenda on the wiki and the board so studens will know exactly what they are doing for this lesson. I will also give students a tutorial on how to use iMovie, and by dressing as Abraham Lincoln for the hook, I will provide students with a comfortable learning environment.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because students were pre - assessed on their prior knowledge of the Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot through oral questioning and I will adjust my plan of instruction with the results of the questioning. The facet of understanding I am using in this lesson is Empathy. Students wil have to assume the role of the person that they chose. The lesson demonstrates the MLR because students will have to know and understand major themes (slavery issue), events, and people in that time period. I will also review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participated in oral questioning to determine their knowledge and understanding of events, people, and themes of the Civil War, and the lesson and unit will be modified to fit the needs of the students.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students will discuss and complete the Fact/Opinion chart with a partner. They will also share these results with the class.
 * Bodily/Kinesthetic:** Students have to assume the role of the person that they chose to complete the performance task.
 * Spatial:** Students will use the Fact/Opinion graphic organizer to organize their thoughts and notes.
 * Logical:** By using the Fact/Opinion graphic organizer, students will be able to determine factual information from misconceptions.
 * Interpersonal:** Students get to work with partners to complete the graphic organizer, and they also get to discuss their results with the class.
 * Intrapersonal:** Students will complete the performance task individually.

Students will also be using iMovie to assume the role of the major figure they choose to research. This utilizes technolgy in a Type II way because they are not just merely recording themselves. They will then save the movie as a quicktime video and upload it to the class wiki. They are using iMovie to engage their learning in a newer and more effective way.

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participate in oral quesioning to determine their prior knowledge of the Civil War. Students will also create reflective blogs that I will comment on, but not grade. I will also give them clarifying information when we have our class discussion so that students can make their revisions to their questions and be prepared to complete their performace task. They will also have the opportunity to work on the iMovie in class, so that I will be there to give clarifying information and feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will arrive for class and they will sit in sits arranged in a circle. That way, we can have effective class discussions where we can see and hear everyone.

Agenda: I walk into the room dressed as Abe Lincoln. Students are hopefully amused (2 minutes) Review what we learned on previous lesson (5 minutes) Pre- assess students knowledge of Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot through oral questioning (5 minutes) Give a lecture/discussion about events after Compromise of 1850 (Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, Dred Scot, Bleeding Kansas, Kansas - Nebraska - Act ) up until Fort Sumter. (20 minutes) As a class, students will brainstorm list of 10 people. Students will partner with their Summer Seasonal parterns and choose what person they want to assume the role of. If class is more than 20, some seasonal partners will group into threes (10 minutes) In these groups, students will fill out the Fact/Opinion graphic organizer (10 minutes) The class will have to guess which part is Fact and which part is Opinion, and the partners sharing will clarify which one is which. I will also give clarifying information, and the students will be given the chance to add more information to their charts and notes (15 minutes) [|Tutorial of iMovie] (10 minutes)

Day 2 Work Session of iMovie, and if time, show and tell of finished products (80 minutes)

Students will understand that expansion of slavery into new territories was the main cause of the war. We are learning this to show the series of events that surround the issue of slavery that precursers the Civil War, and students will recognize that leaders of the past often resemble current leaders. //Students understand major eras, major enduring themes and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world//. I am going to hook my students by coming dressed as President Lincoln.
 * Where, Why, What, Hook, Tailor: Spaital/Visual**

During our class discussions, we will be discussing mutiple pieces of legislation debated and passed by Congress, political figures, and events. Students will need to know Abraham Lincoln, Jefferson Davis, the [|Missouri Compromise], [|Compromise of 1850], [|Fugitive Slave Law], [|abolitionists, John Brown, Harpers Ferry], [|Dred Scot], [|Bleeding Kansas, Kansas - Nebraska - Act]. I am going to let students brainstorm a list of important leaders and people. This will be the list that they choose from to assume the role of a major figure. I will check for understanding by pre - assesing students' prior knowledge of the Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, Bleeding Kansas, Kansas - Nebraska - Act and Dred Scot. I will also give clarifying information when students share their Fact/Opinion charts, which will help them complete their iMovie. Please see attached content notes for specific detials of content.
 * Equip, Explore, Rethink, Tailors: Verbal/Linguistic, Interpersonal**

In a class discussion format, I will have students brainstorm a list of important leaders that they are interested in researching further. Leaders have to be from time period that we are discussing or have discussed in the previous lesson. I will have students complete a Fact/Opinion chart to deepen their knowledge of the person they are going to assume the role of. They will complete this chart with their Summer seaonal partners, or in some cases, in groups of three. I will have students choose a recorder (person who records answers) and reporter (person who reports answers to class). Students will be able to assume the role of a major figure because their Fact/Opinion chart and the class discussion targets the person that they chose. Students will have the opportunity to revise their Fact/Opinion chart by the clarifying information I give them when they share the chart to the class, and they have the opportunity to refine their answers by adding to it or by changing them completely. I will also give students the whole class period in Day 2 to work on their product in class so that I am there to give feedback and help them with any troubles they are having with the program. I will also hand students check list so they have clear expectations on what I want for the iMovie.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal/Linguistic, Bodily/Kinesthetic, Spatial, Logical, Interpresonal**

Students will write a reflective blog post on the lesson and their product addressing such things like what they liked/disliked about the project and how they could have improved. I will comment on blogs, but not grade them. I will grade students for the iMovie on the checklist that I handed them. I will provide feedback on that checklist. I will also provide feedback through the work session that we have in Day 2 of this lesson. This lesson stops before the start of the Civil War at Fort Sumter, and the next lesson begins at the start of the Civil War. It is sequential.
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

The Fugitive Slave Act was part of the group of laws referred to as the "Compromise of 1850." In this compromise, the antislavery advocates gained the admission of California as a free state, and the prohibition of slave-trading in the District of Columbia. The slavery party received concessions with regard to slaveholding in Texas and the passage of this law. Passage of this law was so hated by abolitionists, however, that its existence played a role in the end of slavery a little more than a dozen years later. This law also spurred the continued operation of the fabled Undergound Railroad, a network of over 3,000 homes and other "stations" that helped escaping slaves travel from the southern slave-holding states to the northern states and Canada. [|Dred Scot] ** March of 1857, the United States Supreme Court, led by Chief Justice Roger B. Taney, declared that all blacks -- slaves as well as free -- were not and could never become citizens of the United States. The court also declared the 1820 Missouri Compromise unconstitutional, thus permiting slavery in all of the country's territories.
 * Content Notes**

The case before the court was that of //Dred Scott v. Sanford//. Dred Scott, a slave who had lived in the free state of Illinois and the free territory of Wisconsin before moving back to the slave state of Missouri, had appealed to the Supreme Court in hopes of being granted his freedom.

Taney -- a staunch supporter of slavery and intent on protecting southerners from northern aggression -- wrote in the Court's majority opinion that, because Scott was black, he was not a citizen and therefore had no right to sue. The framers of the Constitution, he wrote, believed that blacks "had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit. He was bought and sold and treated as an ordinary article of merchandise and traffic, whenever profit could be made by it."

Referring to the language in the Declaration of Independence that includes the phrase, "all men are created equal," Taney reasoned that "it is too clear for dispute, that the enslaved African race were not intended to be included, and formed no part of the people who framed and adopted this declaration. . . ."

Abolitionists were incensed. Although disappointed, Frederick Douglass, found a bright side to the decision and announced, "my hopes were never brighter than now." For Douglass, the decision would bring slavery to the attention of the nation and was a step toward slavery's ultimate destruction. Opinion of the Court ** The Court first had to decide whether it had jurisdiction. Article III, Section 2, Clause 1 of the U.S. Constitution provides that "the judicial Power shall extend... to Controversies... between Citizens of different States..." The Court held that Scott was not a "citizen of a state" within the meaning of the United States Constitution, as that term was understood at the time the Constitution was adopted, and therefore not able to bring suit in federal court. Furthermore, whether a person is a citizen of a state, for Article III purposes, was question to be decided by the federal courts irrespective of any state's definition of "citizen" under its own law. Thus, whether Missouri recognized Scott as a citizen was irrelevant. Taney summed up, "Consequently, no State, since the adoption of the Constitution, can by naturalizing an alien invest him with the rights and privileges secured to a citizen of a State under the Federal Government, although, so far as the State alone was concerned, he would undoubtedly be entitled to the rights of a citizen, and clothed with all the rights and immunities which the Constitution and laws of the State attached to that character." This meant that "no State can, by any act or law of its own, passed since the adoption of the Constitution, introduce a new member into the political community created by the Constitution of the United States." The only relevant question, therefore, was whether, at the time the Constitution was ratified, Scott could have been considered a citizen of any state within the meaning of Article III. According to the Court, the authors of the Constitution had viewed all blacks as "beings of an inferior order, and altogether unfit to associate with the white race, either in social or political relations, and so far inferior that they had no rights which the white man was bound to respect." The Court also presented a parade of horribles argument as to the feared results of granting Mr. Scott's petition: "It would give to persons of the negro race, ...the right to enter every other State whenever they pleased, ...the full liberty of speech in public and in private upon all subjects upon which its own citizens might speak; to hold public meetings upon political affairs, and to keep and carry arms wherever they went." Scott was not a citizen of Missouri, and the federal courts therefore lacked jurisdiction to hear the dispute. Despite the conclusion that the Court lacked jurisdiction, however, it went on to hold (in what Republicans would label its "obiter dictum") that Scott was not a free man, even though he had resided for a time in Minnesota. The Court held that the provisions of the Missouri Compromise declaring it to be free territory were beyond Congress's power to enact. The Court rested its decision on the grounds that Congress's power to acquire territories and create governments within those territories was limited. They held that the Fifth Amendment barred any law that would deprive a slaveholder of his property, such as his slaves, because he had brought them into a free territory. The Court went on to state — although the issue was not before the Court — that the territorial legislatures had no power to ban slavery. And, the Court asserted that neither slaves "nor their descendants, were embraced in any of the other provisions of the Constitution" that protected non-citizens. This was only the second time that the Supreme Court had found an act of Congress to be unconstitutional. (The first time was 54 years earlier in //Marbury v. Madison//). Consequences ** Perhaps the most immediate consequence of the decision was to trigger the Panic of 1857. Economist Charles Calomiris and historian Larry Schweikart discovered that uncertainty about whether the entire West would suddenly become either slave territory or engulfed in combat like Bleeding K __ r __ ansas immediately gripped the markets. What was unusual about the initial panic, though, was that it only struck the railroads running east and west---where the impact of the Dred Scott decision would be greatest (the territories). The bonds of east/west railroads collapsed immediately (although north/south-running lines were unaffected), causing, in turn, the near-collapse of several large banks and the runs that ensued. What followed these runs has been called the Panic of 1857, and it differed sharply from the Panic of 1837 in that its effects were almost exclusively confined to the North. Calomiris and Schweikart found this resulted from the South's superior system of branch banking, in which the transmission of the panic was minor due to the diversification of the southern branch banking systems. Information moved reliably among the branch banks, whereas in the North, the unit banks (competitors) seldom shared such vital information. In the broader scope, the Panic convinced the South that "Cotton is King" and that it had nothing to fear economically from the North unless a move was made to end the system of slavery. Prior to //Dred Scott//, Democratic Party politicians had sought repeal of the Missouri Compromise, and were finally successful in 1854 with the passage of the Kansas-Nebraska Act. This act permitted each newly admitted state south of the 40th parallel to decide whether to be a slave state or free state. Now, with //Dred Scott//, the Supreme Court under Taney sought to permit the unhindered expansion of slavery into the territories. The //Dred Scott// decision, then, represented a culmination of what many at that time considered a push to expand slavery. Southerners at the time, who had grown uncomfortable with the Kansas-Nebraska Act, argued that they had a right, under the federal constitution, to bring slaves into the territories, regardless of any decision by a territorial legislature on the subject. The //Dred Scott// decision seemed to endorse that view. The expansion of the territories and resulting admission of new states would mean a the loss of political power for the North, as many of the new states would be admitted as slave states, and counting slaves as three-fifths of a person would add to their political representation in Congress. In an unrelated development, before the Court's final decision, John Sanford was deemed insane, and was incarcerated. Although Taney believed that the decision represented a compromise that would settle the slavery question once and for all by transforming a contested political issue into a matter of settled law, it produced the opposite result. It strengthened the opposition to slavery in the North, divided the Democratic Party on sectional lines, encouraged secessionist elements among Southern supporters of slavery to make even bolder demands, and strengthened the Republican Party. [|John Brown/Abolitionists/Harpers Ferry] ** was an American abolitionist, and folk hero who advocated and practiced armed insurrection as a means to end all slavery. He led the Pottawatomie Massacre in 1856 in Bleeding Kansas and made his name in the unsuccessful raid at Harpers Ferry in 1859. President Abraham Lincoln said he was a "misguided fanatic" and Brown has been called "the most controversial of all 19th-century Americans." His attempt in 1859 to start a liberation movement among enslaved African Americans in Harpers Ferry, Virginia electrified the nation. He was tried for treason against the state of Virginia, the murder of five proslavery Southerners, and inciting a slave insurrection and was subsequently hanged. Southerners alleged that his rebellion was the tip of the abolitionist iceberg and represented the wishes of the Republican Party. Historians agree that the Harpers Ferry raid in 1859 escalated tensions that a year later led to secession and the American Civil War. Brown arrived in Harpers Ferry on July 3, 1859. A few days later, under the name Isaac Smith, he rented a farmhouse in nearby Maryland. He awaited the arrival of his recruits. They never materialized in the numbers he expected. In late August he met with Douglass in Chambersburg, Pennsylvania, where he revealed the Harpers Ferry plan. Douglass expressed severe reservations, rebuffing Brown's pleas to join the mission. Douglass had actually known about Brown's plans from early in 1859 and had made a number of efforts to discourage blacks from enlisting. In late September, the 950 pikes arrived from Charles Blair. Kagi's draft plan called for a brigade of 4,500 men, but Brown had only 21 men (16 white and 5 black: three free blacks, one freed slave, and a fugitive slave). They ranged in age from 21 to 49. Twelve of them had been with Brown in Kansas raids. On October 16, 1859, Brown (leaving three men behind as a rear guard) led 19 men in an attack on the Harpers Ferry Armory. He had received 200 Beecher's Bibles -- breechloading .52 caliber Sharps carbines -- and pikes from northern abolitionist societies in preparation for the raid. The armory was a large complex of buildings that contained 100,000 muskets and rifles, which Brown planned to seize and use to arm local slaves. They would then head south, drawing off more and more slaves from plantations, and fighting only in self-defense. As Frederick Douglass and Brown's family testified, his strategy was essentially to deplete Virginia of its slaves, causing the institution to collapse in one county after another, until the movement spread into the South, essentially wreaking havoc on the economic viability of the pro-slavery states. Thus, while violence was essential to self-defense and advancement of the movement, Brown's hope was to limit and minimize bloodshed, not ignite a slave insurrection as many have charged. From the Southern point of view, of course, any effort to arm the enslaved was perceived as a definitive threat. By the morning of October 18 the engine house, later known as John Brown's Fort, was surrounded by a company of U.S. Marines under the command of Colonel Robert E. Lee of the United States Army. A young Army lieutenant, J.E.B. Stuart, approached under a white flag and told the raiders that their lives would be spared if they surrendered. Brown refused, saying, "No, I prefer to die here." Stuart then gave a signal. The Marines used sledge hammers and a make-shift battering-ram to break down the engine room door. Lieutenant Israel Greene cornered Brown and struck him several times, wounding his head. In three minutes Brown and the survivors were captives. Altogether Brown's men killed four people, and wounded nine. Ten of Brown's men were killed (including his sons Watson and Oliver). Five of Brown's men escaped (including his son Owen), and seven were captured along with Brown. Among the killed raiders were John Henry Kagi; Lewis Sheridan Leary and Dangerfield Newby; those hanged besides Brown were John Anthony Copeland, Jr. and Shields Green

On December 14, 1853, Augustus C. Dodge of Iowa introduced a bill in the Senate. The bill proposed organizing the Nebraska territory, which also included an area that would become the state of Kansas. His bill was referred to the Committee of the Territories, which was chaired by Stephen A. Douglas of Illinois.
 * [|Bleeding Kansas/ Kansas Nebraska Act] **

In order to get the votes he needed, Douglas had to please Southerners. He therefore bowed to Southern wishes and proposed a bill for organizing Nebraska-Kansas which stated that the slavery question would be decided by popular sovereignty. He assumed that settlers there would never choose slavery, but did not anticipate the vehemence of the Northern response. This bill, if made into law, would repeal the Missouri Compromise of 1820, which said that slavery could not extend above the 36' 30" line. It would open the North to slavery. Northerners were outraged; Southerners were overjoyed.

Douglas was stubborn. Ignoring the anger of his own party, he got President Pierce's approval and pushed his bill through both houses of Congress. The bill became law on May 30, 1854.

Nebraska was so far north that its future as a free state was never in question. But Kansas was next to the slave state of Missouri. In an era that would come to be known as "Bleeding Kansas," the territory would become a battleground over the slavery question.

The reaction from the North was immediate. Eli Thayer organized the New England Emigrant Aid Company, which sent settlers to Kansas to secure it as a free territory. By the summer of 1855, approximately 1,200 New Englanders had made the journey to the new territory, armed to fight for freedom. The abolitionist minister Henry Ward Beecher furnished settlers with Sharps rifles, which came to be known as "Beecher's Bibles."

Rumors had spread through the South that 20,000 Northerners were descending on Kansas, and in November 1854, thousands of armed Southerners, mostly from Missouri, poured over the line to vote for a proslavery congressional delegate. Only half the ballots were cast by registered voters, and at one location, only 20 of over 600 voters were legal residents. The proslavery forces won the election.

On March 30, 1855, another election was held to choose members of the territorial legislature. The Missourians, or "Border Ruffians," as they were called, again poured over the line. This time, they swelled the numbers from 2,905 registered voters to 6,307 actual ballots cast. Only 791 voted against slavery.

The new state legislature enacted what Northerners called the "Bogus Laws," which incorporated the Missouri slave code. These laws levelled severe penalties against anyone who spoke or wrote against slaveholding; those who assisted fugitives would be put to death or sentenced to ten years hard labor. (Statutes of Kansas) The Northerners were outraged, and set up their own Free State legislature at Topeka. Now there were two governments established in Kansas, each outlawing the other. President Pierce only recognized the proslavery legislature.

Most settlers who had come to Kansas from the North and the South only wanted to homestead in peace. They were not interested in the conflict over slavery, but they found themselves in the midst of a battleground. Violence erupted throughout the territory. Southerners were driven by the rhetoric of leaders such as David Atchison, a Missouri senator. Atchison proclaimed the Northerners to be "negro thieves" and "abolitionist tyrants." He encouraged Missourians to defend their institution "with the //bayonet// and with //blood//" and, if necessary, "to kill every God-damned abolitionist in the district."

The northerners, however, were not all abolitionists as Atchison claimed. In fact, abolitionists were in the minority. Most of the Free State settlers were part of a movement called Free Soil, which demanded free territory for free white people. They hated slavery, but not out of concern for the slaves themselves. They hated it because plantations took over the land and prevented white working people from having their own homesteads. They hated it because it brought large numbers of black people wherever it went. The Free Staters voted 1,287 to 453 to outlaw black people, slave or free, from Kansas. Their territory would be white.

As the two factions struggled for control of the territory, tensions increased. In 1856 the proslavery territorial capital was moved to Lecompton, a town only 12 miles from Lawrence, a Free State stronghold. In April of that year a three-man congressional investigating committee arrived in Lecompton to look into the Kansas troubles. The majority report of the committee found the elections to be fraudulent, and said that the free state government represented the will of the majority. The federal government refused to follow its recommendations, however, and continued to recognized the proslavery legislature as the legitimate government of Kansas.

There had been several attacks during this time, primarily of proslavery against Free State men. People were tarred and feathered, kidnapped, killed. But now the violence escalated. On May 21, 1856, a group of proslavery men entered Lawrence, where they burned the Free State Hotel, destroyed two printing presses, and ransacked homes and stores. In retaliation, the fiery abolitionist John Brown led a group of men on an attack at Pottawatomie Creek. The group, which included four of Brown's sons, dragged five proslavery men from their homes and hacked them to death.

The violence had now escalated, and the confrontations continued. John Brown reappeared in Osawatomie to join the fighting there. Violence also erupted in Congress itself. The abolitionist senator Charles Sumner delivered a fiery speech called "The Crime Against Kansas," in which he accused proslavery senators, particularly Atchison and Andrew Butler of South Carolina, of [cavorting with the] "harlot, Slavery." In retaliation, Butler's nephew, Congressman Preston Brooks, attacked Sumner at his Senate desk and beat him senseless with a cane.

In September of 1856, a new territorial governor, John W. Geary, arrived in Kansas and began to restore order. The last major outbreak of violence was the Marais des Cynges massacre, in which Border Ruffians killed five Free State men. In all, approximately 55 people died in "Bleeding Kansas."

Several attempts were made to draft a constitution which Kansas could use to apply for statehood. Some versions were proslavery, others free state. Finally, a fourth convention met at Wyandotte in July 1859, and adopted a free state constitution. Kansas applied for admittance to the Union. However, the proslavery forces in the Senate strongly opposed its free state status, and stalled its admission. Only in 1861, after the Confederate states seceded, did the constitution gain approval and Kansas become a state.

Fact/Opinion of Graphic Organizer Checklist for iMovie
 * Handouts**