Learning to Give, Curriculum Division of The LEAGUE
The LEAGUE
- teachers
- parents
- students
- youth workers
- faith groups
- independent schools
- find lesson plans
- browse resources
Purpose:
Duration:
Two to Three Forty-Minute Class Periods
Objectives:
The learner will:
- explain why it was important to African Americans to participate in the Civil War even though their help was not wanted.
- analyze whether actions of the U. S. Colored Troops, and their families, were examples of philanthropy.
- interpret an original source document to determine author's purpose.
Materials:
- "Fighting Rebels with Only One Hand" Student Handout (see Attachment One).
- Internet access to the following Web sites:
http://www.coax.net/people/lwf/usct.htm
http://www.coax.net/people/lwf/cwchron.htm
Teacher Background Information:
Many students have already learned that the Civil War was fought to emancipate African Americans held in slavery. However, few know a lot about the actual role that African Americans played in the War Between the States. They have read very little about the sacrifices that were made by a courageous group called the U. S. Colored Troops. These troops of soldiers fought a war that benefited other African Americans. They sought a way to show patriotism. It was a significant turn in how African Americans viewed their actions in the tradition of philanthropy.
Instructional Procedure(s):
Anticipatory Set:
Split the class into two groups. Have one group imagine that they were Abraham Lincoln, President of the United States, at the beginning of the Civil War. Tell the other group to imagine that they were Jefferson Davis, President of the Confederate States of America, at the beginning of the Civil War. Ask each group to decide on what their policy would be about using African American help in the war. After a short time, ask students to share their policies. Explain that such a dilemma was exactly what both Presidents had to decide early in their presidencies.
- Ask students if the only soldiers who fought in the Civil War on both sides were white. Explain that there were African American troops in the war as well. Ask students from where these soldiers came. Were they all from the North? Were they all freemen?
- Explain that the United States Colored Troops (Union Army) were made up of Northerners and Southerners, freemen and escaped slaves. Up to 200,000 African American enlisted men served. Approximately 94,000 were ex-slaves from states that had seceded from the Union. Over 44,000 were ex-slaves or freemen from the Border States. The rest were recruited from northern states and the Colorado Territory, many of whom were ex-slaves who went north on the Underground Railroad. http://www.coax.net/people/lwf/usct.htm
- Distribute "Fighting Rebels with Only One Hand" (see Attachment One). This is an excerpted article written by Frederick Douglass early in the Civil War. In it, he is strongly urging the use of African American men in the war. Read the article together as a class and discuss the questions.
Answers for questions:The Union Army was having difficulty getting sufficient men to serve in the army. Douglass was urging that African Americans be used in the Union Army to provide manual labor or to relieve the shortage of soldiers.Douglass cited past wars in which African Americans were commended for their service in wartime and thus had a history of brave service. He also felt that African Americans had the most to gain by this war and would fight hard for their cause. He also said that it didn't make sense to reduce the number of men eligible to fight for the cause just because of the color of their skin. Even the Confederate Army was smart in using African Americans in both fighting and non-battle-related tasks.
- Since it was apparent at the beginning of the war that President Lincoln had no intention of using African Americans in the fighting, why did African Americans insist on trying to join the Army? Once the Confederates declared that captured African Americans were to be treated as "robbers and criminals," wasn't there a greater risk to African Americans captured as prisoners than there was to regular soldiers? What does the fact that they still insisted on joining the army say about them? Could the participation of African Americans in the Civil War be considered examples of philanthropy (voluntary action for the common good)? Why or why not?
- Although soldiers of African descent were supposed to receive $10 a month, many of them struggled for equal pay. Some refused any pay at all unless it was equal pay. This continued until June 15, 1864 when Congress granted equal pay for all Black soldiers. What serious difficulties did this cause back home for the families of these soldiers?
If available, show the film Glory (Tri-Star Pictures, 1989) about the formation of the 54th Massachusetts Volunteer Infantry Regiment and the assault on Fort Wagner, South Carolina. Because of the courage and leadership shown in this battle, William Carney became the first African American recipient of the Congressional Medal of Honor. Use the Internet ( http://benedict.isomedia.com/homes/bhd2/william_carney.htm ) to research Carney and other members of the U.S. Colored Troops who were also awarded this honor for their service in the Civil War. Share the information obtained by designing posters for display or giving two-minute oral reports
Assessment:
Have students write a one paragraph persuasive essay on whether the participation of the U.S. Colored Troops in the Civil War can be considered an act of philanthropy. It should include the student's own definition of "philanthropy," a clear statement by the student of his/her point of view, and two specific examples of philanthropy if the idea of philanthropy is supported, or two arguments against if the student does not support the idea.
Scoring Rubric:
4-All four elements are present and support each other.
3-Three elements are present.
2-Two elements are present.
1-One element is present.
0-No attempt
Bibliographical References:
- Glory. 1989. Tri-Star Pictures. Videocassette
- Helpful Web sites:
http://www.isomedia.com/homes/bhd2/williamcarney.htm
http://www.coax.net/people/lwf/usct.htm
Lesson Developed and Piloted by:
Dorothy RogersDetroit Public Schools
Van Zile Elementary School
Detroit, MI 48234
Larry Ray
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234
Ramona Purdy
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234
Sandra Hughes
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234
Handouts:
Handout 1Print Handout 1
Fighting Rebels With Only One Hand
(by Frederick Douglass, from Douglass' Monthly, September 1861)
What on earth is the matter with the American Government and people?…Washington, the seat of Government…is now positively in danger of falling before the rebel army…Generals are calling…for men. “Men! men! send us men!" they scream, or the cause of the Union is gone…and yet these very officers…refuse to receive the class of men which have a deeper interest in the defeat of the rebels, than all others.Men are wanted in Missouri--in Western Virginia…in Texas, and all along the sea coast, and though the Government has at its command a class… deeply interested in suppressing the insurrection, it sternly refuses to summon…a single man, and…insults the whole class by refusing to allow any of their number to defend with their strong arms and brave hearts the national cause.
Why does the Government reject the Negro? Is he not a man? Can he not wield a sword, fire a gun, march…and obey orders like any other?
If…we can be allowed to speak to the President of the United States, we should ask him if this…is a time for…prejudice? …We would tell him that General Jackson…fought side by side with Negroes at New Orleans, and he bore testimony to their bravery at the close of the war. We would tell him that colored men in Rhode Island and Connecticut performed their full share in the war of the Revolution. We would tell him that this is no time to fight with one hand, when both are needed; this is no time to fight only with your white hand, and allow your black hand to remain tie. It is now pretty well established, that there are many colored men in the Confederate army doing duty not only as cooks, servants and laborers, but as real soldiers. That the Negroes are numerous in the rebel army, and do for that army its heaviest work, is beyond question…Negroes helped to build the batteries at Charleston. They relieve their…military masters from the drudgery of the camp, and devote them to the…use of arms…the slaveholding rebel accepts the aid of the black man as readily as that of any other. If a bad cause can do this, why should a good cause be less wisely conducted? We insist upon it, that one black regiment…would be worth to the Government more than two of any other. Men in earnest don't fight with one hand, when they might fight with two, and a man drowning would not refuse to be saved even by a colored hand.
- What serious problem did the Union have according to this article?
- What argument was Douglass trying to make to solve the problem?
- Why did he believe African Americans would make good soldiers?
Unit Contents:
Overview:Diverse Voices-African American Ventures Summary
Lessons:
- 1.
- Getting the Hang of Philanthropy
- 2.
- Piece of Bread (A)
- 3.
- It's a Matter of Freedom
- 4.
- Underground Railroad—People Get Ready...There's a Train a Comin'
- 5.
- It's All in the Making—Our Local Organizations
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
(The positive aspect of using this lesson was) students were able to tell whether they thought the participation of the U.S. Colored Troops in the Civil War was an act of philanthropy or not. They were able to explain what philanthropy means to them.
(The positive aspect of using this lesson was)It showed the important roles African Americans played durign the Civil War. Attachment one was easily understood and went well with the topic. Students really thought about different causes people believe in and why sometimes fighting for those causes can be an act of philanthropy. Aligned to curriculum benchmarks.