Art Soul West Virginians in the Arts Brown

John Brown: The Shaping of Social club

Author: Dr. Christi Camper Moore

Big Ideas: Decipher meaning and important historical events in diverse texts – and how these fit into the larger fabric of social club.

Essential Questions: Why is John Brown a significant figure in West Virginia History? What specific events and struggles, that increasingly divided the nation by the 1850s, are linked to John Dark-brown?

fifth Grade Standards and Lesson Plans

West Virginia Social Studies Standards

SS.5.WV.4 Sequence the events that led to the germination of the land of West Virginia (eastward.g., timeline).

SS.5.WV.6 Clarify the moral, upstanding and legal tensions that led to the creation of the new state of Due west Virginia and how those tensions were resolved.

*Arts CSOs are listed below in the learning plan for their respective discipline.

Learning Plan

During social studies/history time or in cooperation with the social studies/history teacher, students must have developed the content background cognition related to John Brownish. Students mostly need to empathize who John Brown was and the contributions he fabricated to W Virginia. Specifically, the following cognition would be helpful: attack at Harpers Ferry on October 16, 1859; timeline and events that led to the Civil War; slavery and the struggles that increasingly divided the nation by the 1850's; command of applicative vocabulary such as abolitionist/abolitionism, treason, traitor, oppression and secession.

Each/all of the activities below aim to use the Arts as a tool to deepen student understanding and connect them to the textile in hands-on, experiential ways. If all arts activities are used, there are numerous ways to expand and revise the lessons to eliminate whatever redundancy.

Theater

Th.S.LI.2 Students will human activity past developing, communicating, and sustaining characters in improvisations and formal and informal productions.

As a class, read through, cast, and informally produce the play, Ossawatomie Brown (The Insurrection at Harper's Ferry). A Drama, in 3 Acts. At that place is some strong linguistic communication contained in the play, teachers might desire to edit some parts of the text. After this breezy production, carve up the course into small discussion groups.

In each group, students will read through the play (or heed/spotter the recording of the grade functioning if the instructor made an sound or video recording). Students volition need their own re-create of the play. (The entire transcript tin be constitute in the link above.) Each small group will complete together the form "Script Analysis." On this sheet, they volition tape information (or highlight passages in the script) that support the ii questions. Small groups will gather as a whole grade to share and discuss their analysis.

Visual Arts

VA.Due south.five.four Students volition:

• identify how the visual arts have a history and specific human relationship to culture;

• analyze works of art that reflect different styles and fourth dimension periods; and

• demonstrate an agreement of how history, culture, and the arts influence each other.

Read The Life, Trial and Execution of John Chocolate-brown.

Each student will need their own copy (the unabridged transcript tin be found in the link above). Each educatee will read this primary source document and take notes on how John Brownish is described (his posture, appearance, pinnacle, facial features, how he carried himself as a businessman, farmer, etc.). It might exist helpful if teachers read through this certificate (or choose specific passages) with the unabridged course starting time and/or highlight examples from the text (i.e.: What descriptive language is beingness used? What specific historical or cultural references are made to describe John Brown's appearance? What does this time period suggest virtually the appearance/description of those in power?).

Based on their personal notes, each student will now draw a portrait of what they think John Brown looked similar. Each choice that is made should exist supported by descriptions and historical data presented in the text. Students will also write a ane paragraph response to accompany their portraits answering the question, "John Brownish was of import in the history of Westward Virginia condign a state because … ." Students tin share their drawings with the class and/or display them in school. Students can as well search in the W Virginia State Archives for images of John Brown and compare their renderings (based on the text) to photographs and images of the man.

Music

MU.S.GM3-five.4 Students will

• understand relationships between music, the other arts, and disciplines outside the arts

• understand music in relation to history and culture

Students will learn the music and lyrics to the John Brown Song. Each student volition need their own copy of the sheet music (the music tin can exist institute in the link above). After students have learned the music and lyrics, divide the form into small give-and-take groups.

In each group, students volition read through each of the verses (or listen to a recording of the class/teacher singing the song if the teacher has fabricated an audio or video recording). Each small group will answer together the following questions: 1) What specific prove in the music can you find that suggests how John Brownish felt about slavery (call back near what moral, upstanding, and/or legal tensions John Chocolate-brown faced) and ii) Based on your reading of the verses, why practise yous think John Brown is a significant figure in West Virginia History? Back up your answer with specific analysis of the words contained in each verse (call up most what these words hateful and how they relate to the formation of the land of Westward Virginia). Each small group should record their answers (or highlight verses in the song) that support these questions. Small groups will gather as a whole class to share and discuss their analysis. It is encouraged that students as well have the opportunity to informally perform and hash out their understanding of the music.

Trip the light fantastic toe

D.S.LI.seven Students will connect dance to other disciplines.

In small groups (3-5), students will either walk through the Museum together or expect at on-line images, quotes and artifacts related to John Brown and/or that time flow. Each group should cull at least 2 images, quotes, or artifacts that actually "speak to them" about this period of history. For example, from the collections of the Due west Virginia State Museum:

Example #1: Noose allegedly used in John Dark-brown hanging in Charles Town.

Example #2: Quote from statehood leader, "…We go together to prosperity, or we get down together in ruin."

In each small grouping, students will discuss their selected items. Each small group should consider together the post-obit questions and tape their answers: 1) What imagery or words come to mind as you read, examine or await at these items? and 2) How practise these images connect with your understanding of how John Brown felt about slavery and why y'all think John Brownish is a significant figure in W Virginia history?

Each group should then create a brusque movement study/trip the light fantastic toe based on the selected items, the images that they conjured up for the grouping and their understanding of how this relates to the historical, cultural significance of John Brown. It would be beneficial if the teacher had background knowledge in facilitating basic movement generation and if students have had previous opportunities to create movement to demonstrate understanding.

Small groups will get together every bit a whole class to perform their movement studies and share and discuss their analysis of the motility and its connections to the chosen images. It is encouraged that students also accept the opportunity to informally perform these movement studies and discuss the historical images and context.

Script Assay

What specific show in the play can yous find that suggests how John Brown felt about slavery? What moral, ethical, and/or legal tensions did John Brown face?

Brownish. I know, my boy, I know. Simply I don't similar the place. Information technology's not a peaceful one. I come across men's rights molested by a set of lawless ruffians. Sooner than suffer the innovations that some do, I'd rather death, war, annihilation just tyranny.

Brownish. Don't burn down boys, nosotros will leave that till the final. They all may take wives or sisters, and I desire not to shed a drib of innocent blood if I can help it.

Julia. [Looking out.] But who are these who threaten you so violently? These are no hired ruffians! Oh, tell me in heaven'south proper name what take you washed to arouse such hatred in them? What heavy criminal offense committed?

Brown. Crime, daughter! Look down upon those men, and in every face behold a slaveholder! The crime I take committed against those men is not the bloody deed with which they charge me, but worse, far worse, for I take told them to their teeth, that I hold not with their creed which teaches them to barter human souls.

Dark-brown. [Reading letter.] Information technology is well known, that in every example where an enlightened body of men take espoused the crusade of the oppressed, and have endeavored to set them free, the result has invariably proved a failure, from sole cause that the would-be liberators, depend on the co-operation of those whose battles they are fighting, just which inevitably fails them at the moment of action. This is a painful conviction, but one that is forced upon every thinking mind past all past experience. It is a stubborn fact, recorded [sic] in the history of ages. To emancipate at one blow whatever downwardly-trodden race, you must provide force enough to liberate them at least without co-performance from, if not absolutely confronting their will. In withholding education from the slaves, the men of the South have raised a bulwark that is mightier than any force of arms that can be brought to deport against information technology, and information technology is chosen ignorance and fear. If, in spite of these arguments, you are all the same determined to rush on to the attack, I will give you all the pecuniary aid in my ability, but retrieve, I take no faith in the success of the undertaking. A Philosopher." [Speaking.] In that location'southward a wet blanket, and from a professed abolitionist! [Derisively.] An quondam pull a fast one on. A philosopher truly—but one of that schoolhouse that fattens on the follies of men, and chuckles over his wisdom and his prudence. Well, friend, ha, ahem! [checking himself.] your coin may do more for united states than your sympathy, but I would not give much for either. What have nosotros hither? [opening another letter of the alphabet.] signed M. S.—ha, this is joining opposites if y'all will. Marking now from that stoic, this nervous, sympathetic nature that feels the wrongs of others every bit they were his own. [Reads.] "Is information technology natural when the body'south bent, to regain its upright posture? Is it natural, were one paw corded to our side, the other should exist used to gratuitous information technology? Is it non a police force divine, that when the bird escapes from bondage it soars to retain its freedom? Are we not therefore spring by strong ties of humanity, to burst the ties that bind the slaves to chains, that they may soar to regain their level with the gratis men of the earth." [Speaking.] Those may be the sentiments of a visionary enthusiast, merely in that location'southward more humanity in them, and I like him for it. Well, boy?

Cook. Much, that is satisfactory. I accept been in many Northern towns since I was here, and in every place is the same sympathy evinced, the same assistance offered. When I come this way I am cautious, equally you lot see, disguising myself in this way in lodge to define the feeling that is manifested.

Brown. And y'all find the cause goes well?

Melt. The cause works gloriously. We take more sympathy than you lot would well believe. Every human being who dares to speak his real thoughts, is ready for the struggle. All seem prepared, and once let the blow be struck, there is not one simply goes with united states, heart and hand.

Brown. And the sooner now that blow is struck, the better. [Rising.] This is no sudden motion. Men have worked for this with patient toil for years. It is a question that involves the whole social structure of the globe—and what is this poor brain, and center, and forcefulness to requite to such a crusade? I have seen information technology could exist done, and seen the means, and now the time is come—'tis ripe—'tis almost hither—one attempt and the solar day is ours.

Cook. God speed information technology, and make it a bloodless one.

Brown. And anemic it shall be. For what else was fourth dimension and caution needed? We are non here for purposes of claret and riot. He amongst the states who would strike a accident, except in self-defense, falls at one time from a martyr and a hero, to grovel among the everyman felons of the earth. But I must leave you, for I take weighty business organisation however on hand.

Dark-brown. Whatever is represented to the contrary, believe me, our sole object was to free the slaves, from motives of philanthropy. We look upon ourselves as workers in a bully and good crusade, to which we have sacrificed our lives. I would have wished it otherwise, simply beingness so, we lay them downwards freely, and trust that the future will axle on more successful efforts.

Brown. I was unwilling to cause unnecessary suffering, and this is the consequence.

Brown. Tried—condemned—yep, and executed, if these fellows had their way. But not that nevertheless. How easy it is for them to string a few low-cal words together to sum up the aims and creation of a scheme similar this, of which they know so little. Lost! It is not lost. True, our try failed, and our lives must pay the forfeit, but the cause—the glorious cause—lives yet in the hearts of men who will follow in our footsteps.

Based on your reading of the play, why do you recollect John Brown is a meaning figure in West Virginia History? Support your reply with specific analysis of the play and discuss how these events chronicle to the formation of the state of Due west Virginia. (ie: not-trigger-happy means; committed to the crusade of free men; etc)

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Source: https://wvstatemuseumed.wv.gov/John%20brown-the%20shaping%20of%20society.html

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