Claiming Common Ground? The Civil War and the Preservation of George Washington’s Mount Vernon

Intended Grade Level: Middle School Lesson Purpose: The Mount Vernon Ladies’ Association of the Union was formed in 1853 with the express purpose of purchasing and preserving George Washington’s home, Mount Vernon, for the nation. Over the next five years, the Association campaigned nationally to raise money for the cause of saving Mount Vernon. By 1859, twenty‐six states were represented on the Association’s Board of Regents. Appeals were issued imploring the women, children, and men of each state to donate money to preserve the home of George Washington, an icon of American identity. Any American who contributed one dollar became a member of this national organization. Throughout much of the 1850s, while the country was moving slowly toward a war that would divide and devastate the nation, the movement to preserve Mount Vernon – “The Tomb and Home of Washington” – managed to transcend sectional differences. In this lesson, students will explore why George Washington’s home was able to transcend the sectional differences that split the nation during the Civil War. Lesson Objectives:

• Students will analyze 19th‐century depictions of George Washington and describe how art reflected his status and legacy in American culture.

• Students will summarize events contributing to the Civil War, including intrinsic

differences in northern and southern policies.

• Students will explore how the movement to preserve Washington’s home transcended sectional differences; identify and discuss examples presented in primary source research materials provided in this lesson.

• Students will explain how the preservation of Mount Vernon accomplished by

The Mount Vernon Ladies’ Association helped launch a national preservation movement to protect and preserve American history and culture.

National Standards:

NSS-C.5-8.5 ROLES OF THE CITIZEN What are the Roles of the Citizen in American Democracy?

• What is citizenship? • What are the rights of citizens? • What are the responsibilities of citizens? • What dispositions or traits of character are important to the preservation and improvement of

American constitutional democracy? • How can citizens take part in civic life?

NL-ENG.K-12.1 READING FOR PERSPECTIVE Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

NL-ENG.K-12.6 APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Timeframe: Approximately one class session Procedures:

1. Have your students, individually or in groups, create a Civil War timeline that begins with the Compromise of 1852. The timeline should reflect the nation’s progression toward Civil War between 1852 and 1861 and include congressional acts, court decisions, civil unrest or rebellion, and threats or acts of secession. Students should attach to their timeline a list of at least five primary arguments that divide the nation.

2. Distribute the primary source documents from the archives of The Mount

Vernon Ladies’ Association of the Union (MVLA) (included below). Distribute the Claiming Common Ground Worksheet and have students answer the questions in groups as they analyze the documents.

• 1858, June 25 Broadside Report of the MVLA • 1859 Appeal for Aid to the Mount Vernon Fund • Appeal to Wilmington, Delaware Children

• 1858 Appeal to Connecticut Soldiers • 1859 Appeal to Louisiana

3. During the Civil War, Mount Vernon was declared neutral territory by both

sides. Though there were rumors that “bands of rebels” had invaded Mount Vernon, these rumors were quickly denied. Discuss as a class why it was important to both the North and South armies to not desecrate Mount Vernon. Why would both sides have wanted to demonstrate their respect towards George Washington? Referring to the Civil War timeline, discuss what events were occurring in the nation during the years that the Appeals were written.

4. Have students write their own Appeal for Aid to Mount Vernon aimed at the

children of their hometown. Consider what ideas and arguments will appeal to children today. To get started, have students identify and analyze some words and phrases from the Appeals that they find especially unfamiliar, unusual, or obsolete, then consider how they might rephrase them to entice a specific 21st‐century audience segment. Be sure that it is clear in each Appeal why it is important to preserve Mount Vernon for future generations.

5. Extension Activity: As a class, list natural resources, historically significant sites,

and national landmarks that have been preserved for the public. Ask students if they think the preservation of natural resources or historic sites is important. Identify a significant site in your town or state that is in danger from increasing development or other factors. Divide the class into two teams. Team One will identify significant reasons to protect the resource. Team Two should take on the role of a developer and argue how the site can be of better use to the community if developed for housing or retail.

Claiming Common Ground

1. Which states are represented by the regent and vice-regents in the June 25, 1858 Report? Using the 1859 Request for Aid to the Mount Vernon Fund, which states have joined the Mount Vernon Ladies Association since the 1858 Report?

2. Of the states represented in 1859, which of these states will eventually secede from the Union?

3. Who is the Wilmington, Delaware Appeal aimed at reaching? What do they recommend the readers sacrifice in order to help save Mount Vernon? Who do they list as an example that should be followed and what is unusual about this person?

4. Compare the Connecticut Appeal to the Louisiana Appeal. What audiences are the appeal aimed at? In the Louisiana Appeal, what states are given as examples that should be followed?

5. What are three themes or messages in each document?

6. Why do you think that the Appeals for money were so successful? Do the Appeals seem to have a goal of uniting or dividing the country?