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History>eXplorations>John
Brown: Hero or Terrorist?>Teacher
Resources>Lesson Plans>Will
the Real John Brown Please Stand Up!>For
Teachers
Will
the Real John Brown Please Stand Up!
These
plans were developed by CAP (Curriculum
Arts Project) at symphonyspace and
are reproduced here with their permission.
For
Teachers
Overview | For
Students
Materials
1.
For this activity, you will need to show the painting "The
Last Moments of John Brown". (Do not mention the title
of the painting until after they have finished this activity.)
2.
All students will also need the Art Questionnaire (in
PDF format) if you want them to answer the questions in writing.
If so, print it out and make a copy for each student to answer
in writing. OR You can use the questions as a way to lead a discussion
while looking at the painting. If this is your preference, you
only need a copy for yourself. Read through the Art Questionnaire
and decide which method would work best for your class.
3.
All students will need a copy of the short New
York Tribune article for Step C.
4.
Computer Resources
Modem:
56.6 Kbps or faster.
Browser: Netscape Navigator 4.0 or above or Internet Explorer
4.0 or above.
Personal computer (Pentium II 350 MHz or Celeron 600 MHz) running
Windows 95 or higher and at least 32 MB of RAM. Macintosh computer:
System 8.1 or above and at least 32 MB of RAM.
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Before the Lesson
The
teacher will need to do the following before beginning this lesson.
1.
Review materials list and make sure you
have located, and, if necessary, printed and copied those necessary
for this lesson.
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Internet
Resources Directory
Click
here for websites
providing supplementary information for students on John Brown,
the Raid on Harper's Ferry, Abolition, and the Civil War. These
websites are not essential to the lessons that follow.
However,
in the Extensions section, there are
follow-up reading, writing and looking activities, some of which
reference these websites.
Note:
Every website we link to was visited by our team before we activated
the link to make sure it's appropriate for children. But we
do not monitor or control these sites and they can change. In
addition, many of these sites may have links to other sites,
which we have not reviewed.
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Activities
A.
Multiple perspectives (30 minutes / Discussion)
STEP
1: Remind students of some recent incident at school, such as
a fight in the playground, a misunderstanding in the lunchroom,
an accident in the parking lot, or some well-known recent news
event. Whichever one you choose, there should be the potential
for seeing it from a variety of viewpoints
STEP
2: For example, if a fight broke out in a soft ball game when
the pitcher struck the batter with a ball, ask the students
who among them thinks the pitcher was to blame (for starting
the fight) and who among them thinks the batter was to blame.
STEP
3: Ask one of the pro-pitcher supporters to describe what happened.
Ask one of the pro-batter supporters to describe what happened.
Ask the class how the stories differed and/or were similar.
STEP
4: Lead a discussion with the class about how history can resemble
what just happened in class. There are different versions of
each event in history, depending on who is telling the story.
Ask them to consider this question: do they think there can
ever be only ONE accurate way to describe an event?
B.
What a painting communicates about history (2 periods / Writing
Activity/ Discussion)
For this activity, you will need to show the painting "The
Last Moments of John Brown." Do not mention the title
of the painting until after they have finished this activity.
All students will also need the Art
Questionnaire (see Materials).
STEP
1: Once students have both the painting and the questionnaire
in front of them, ask them to fill out the questionnaire.
STEP
2: After they finish answering the questionnaire, you can lead
a discussion comparing and contrasting their answers.
STEP
3: Then, they can get information about this painting by going
to the Narrative
in the "For Students" Section. (They could also read
about John Brown and the raid on Harper's Ferry in their American
History textbook.) Have students read this material to themselves
or ask individual students to read sections aloud.
STEP
4: Discuss the narrative and compare the information in it to
their observations about the painting.
C.
What really happened? (1 period / Discussion)
STEP
1: Tell the class that the painter of this picture, Thomas Hovenden,
painted "The Last Moments of John Brown" 25 years
after the event. Here is part
of the article from the New York Tribune, of December 5,
1859, which inspired him to depict this particular incident.
Hand out copies of the article to the students. Please read
it aloud to the class as they continue looking at the picture.
STEP
2: Go over some of the archaic language to make sure they understand
it. Then, with the painting displayed, ask them the following
questions:
•
How did the artist, Thomas Hovenden, represent the main idea
of each sentence in his painting? (Have a different student
read each sentence of the article aloud before answering.)
• What is the New York Tribune reporter's attitude toward
John Brown? How can you tell?
• How did Hovenden express this attitude in his painting?
Do you think it is possible that the newspaper article and
the painting do not accurately portray what really happened
as John Brown left the jail? Give reasons for your answers.
STEP
3: Now read the following paragraph to your students.
According
to a biographer of John Brown, this painting represents a made-up
scene. The New York Tribune article that you read was not an
accurate account of what happened, but an essay meant to inflame
the feelings of northern abolitionists. In the biography, the
author says that the scene portrayed would have been impossible,
because all civilians (non-soldiers) were kept out of the area
by the soldiers.
STEP
4: Ask them the following questions:
•
What do you think of the biographer's opinion?
• This painting is quite famous. In fact, Thomas Hovenden
painted five versions of it, which hang in museums around
the United States. Even though the event shown in the painting
isn't 100% accurate in every detail, it is quite possible
that there are some "real" things and feelings that
are portrayed in it. What do you think might be true, honest,
or accurate in Hovenden's painting?
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Extensions
Follow-up
Reading, Writing, and Looking Activities (1-2 periods each)
1.
Have your students write a short newspaper article, which expresses
a negative opinion of John Brown.
2.
Students can click on Newspaper
Articles in the Student Resource Section to read some other
newspaper reports of the event or on opinions about John Brown
to learn how people from John Brown's time, both famous and
relatively unknown, felt about him.
3.
In the Student Resource Section, students can also view another
painting of John Brown, right before his execution, by a
20th Century African-American artist, Horace Pippin, as well
as photos and prints of John Brown at different times in his
life.
4.
Students can research material on John Brown, the Raid on Harpers
Ferry, Abolition and the Civil War by going to the websites
listed in the Internet Resource Directory. Your knowledge of
the online resources is very important. Review the online materials
from the websites, and if appropriate, print out and photocopy
student copies of the online material.
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Overview
| For Students
|