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Lesson Objectives:

Instructor: Christina Hendrix

Subject: The Missouri-Kansas Border War

Grade Level: 11th Grade US History

Show-Me Standards

2. continuity and change in the history of Missouri, the United States and the world

3. principles and processes of governance systems

5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment

6. relationships of the individual and groups to institutions and cultural traditions

7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

Grade Level Standards

2.C: Analyze the roles and influence of political parties and interest groups from Reconstruction to the present.

3a.N: Describe the historical development of the American economy, including:

1. impact of geographic factors

2. role of the frontier and agriculture

3. impact of technological change and urbanization on land, resources, society, politics and culture

4. changing relationships between government and the economy

3a.U : Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, and cultures in the US

3a.T: Describe the physical characteristics and human characteristics that make places unique .Explain how and why places change .Explain how and why different people may perceive the same place in varied ways throughout the United States since Reconstruction

6.O : Determine the causes, consequences and possible resolutions of cultural conflicts

7.C :Distinguish between fact and opinion and analyze sources to recognize bias and points of view

Students will be able to:

Explain events pertaining to the Border War and Bleeding Kansas

Compare perspectives from both the Missouri side and the Kansas side of the Border War.

Evaluate how different perspectives impact the writing of history in states.

Determine if there is a justification to the burning of Lawrence, Kansas.

Prerequisites:

The students will already have a non-biased lesson on the Border War/Bleeding Kansas the day before.

Instructional Activities:

Part I:Structured Political Debate (30-40 minutes total): The teacher will begin class by explaining what topic they are going to debate about ,“Was their justification to the burning of Lawrence Kansas?” Then the instructor will pass out the Discussion Sheet and the debate guidelines and rules. The teacher will go over all of the rules and the outline for the debate.

The teacher will split the class. One half of the class is the Missouri side; the other is the Kansas side. Both arguments are passed out to their perspective side of the classroom. The teacher will then pair the students up (the teacher should do this beforehand to move things along) with an opposite view point.

1. The students will then have 5 minutes to read their perspective and prepare an argument.

(NOTE: While the students are reading, the teacher should remind them to answer their Discussion sheet as they go along in both their readings and their discussion with their partner)

2. Kansas Perspective will go first. They have 2 minutes to make their argument why there was no justification to the burning of Lawrence Kansas.

3. Missouri Perspective will go second and present their arguments for 2 minutes

4. Kansas: has 1 minute to refute

5. Missouri: has 1 minutes to refute

At this point the students will switch perspectives.


2. Kansas Perspective will go first. They have 1 minute to make their argument why there was no justification to the burning of Lawrence Kansas.

3. Missouri Perspective will go second and present their arguments for 1 minute


5. Missouri: has 1 minute to refute

(NOTE: the teach can change the time of the debate at their digression)

6. Now the group has 1 minute to decided on their verdict. They do how have to agree.

Whole Class Discussion (10-15 minutes) : After the debates the teacher will as the students to sit back down. But instead the room is spit up. On one side there are those that agree with Kansas (there was no cause in burning Lawrence Kansas) , on the other side of the classroom there are those that agree with Missouri(yes there was justification). In the back or in another corner are those that disagree with both sides. The teacher reiterates’ the topic question, “Was their justification to the burning of Lawrence, Kansas? Who was in the right?” Each student will go to where their stand on the topic. Then have a discussion. The Debate sheet will be collected at the end.

Differentiation recommendations:

· The teacher can have the student research different media that depicts their point of view of the Border War/Bleeding Kansas

· The teacher can privately discuss or debate the topic with individual students that have trouble speaking up in class

· The teacher can rearrange the groups to fit their classes needs

Separate Materials:

Missouri Perspective

Kansas Perspective

Debate sheet

Guideline/outline handout

Name:____________________________________

Border War Debate Sheet

Topic: “Was their justification to the burning of Lawrence, Kansas?”

Which side are you debating? (Circle one)

Missouri Kansas

Your argument:

The other side’s argument:

Which side are you debating? (Circle one)

Missouri Kansas

Your argument:

The other side’s argument:

Your opinion: Is conflict ever justifiable?___________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question: Was there any Justification to the burning down of Laurence, Kansas?

Political Discussion Rules and Regulations:

· Keep to the time limit

· Take turns talking

· No Cell phones

· Be objective

· Address the other teams points

· Refer to the articles given to you or yesterdays lesson

· Everyone must participate

(Note: Outline of debate on back)

OUT LINE OF DEBATE:


7. Kansas Perspective will go first. They have 2 minutes to make their argument why there was no justification to the burning of Lawrence Kansas.

8. Missouri Perspective will go second and present their arguments for 2 minutes



At this point, switch perspectives with


8. Kansas Perspective will go first. They have 1 minute to make their argument why there was no justification to the burning of Lawrence Kansas.

9. Missouri Perspective will go second and present their arguments for 1 minute



12. Now the group has one minute to decided on their verdict. They do how have to agree.

Things to think about when deliberating:

· When is conflict justified?

· When is it not?

· Is there only one side who is right when it comes to war?

· What if the south won? How would these events be portrayed?

· How much of a slave state was Missouri?

· How free was Kansas?

TEAM M: The Missouri Perspective

Bushwhacker: Were made up of both Pro-slavery supporters and militaria groups who wanted to protech Missouri the constant attacks from Jayhawkers fron Kansas.

Jayhawkers: “Confederated at first for defense against pro-slavery outrages, but ultimately falling more or less completely into the vocation of robbers and assassins, they have received the name --- whatever its origin may be -- of jayhawkers.”

· However, it is unclear which militia group was created first.

Pottacwatomie Massacre: In May 1856, Brown and several others, including his sons, dragged five pro-slavery men , though none actually owned slaves , out of their homes near a Kansas creek called Pottawatomie. They used sabers to hack at their victims. Then the elder Brown deposited a bullet in the head of each. God’s work, he believed. Missourians retaliated with raids into Kansas which resulted in killings such as the Marais des Cygnes Massacre in 1858.

Pottawatomie Massacre: 5+ Deaths

Attack on Osceola: James Henry Lane rode to Osceola, Missouri in September of 1861 and burned the town to the ground while looting all the money from the bank, goods from the stores, and liquor from the saloons. After war 12 people were hung without trial by Lane and his men. After the attack, the town that once has 3,000 people never recovered.

“The people of St. Clair County has nothing to do with the illegal votes in the Kansas election , not had they taken as part in the Border war….many of them who were Unionists.”

Robinson was a bitter political enemy of Lane and had published statements in the local papers complaining that Lane’s method of warfare was “pouncing upon little unprotected towns and villages and portraying their capture as splendid victories.”

Osceola Deaths: 12 + were executed

Kansas City Prison: In 1863, Female relatives of the guerillas were imprisoned in Kansas City in an attempt to control their supposed spying and support. In August, a prison collapsed under suspicious circumstances, killing five women and crippling several others.

Lawrence, Kansas Massacre: Quantrill and his men rode into the Lawrence the morning of Aug. 21 in 1863, and burned and looted the town, killing over 150 men and boys but failing to capture Senator Jim Lane , who burned down Osceola. This was in revenge in both Osceola and of the murders along the border of Missouri Citizens. Other historians have commented that the raid would have still happened, even if Quantrill was not their leader. The atrocities against unprotected Missourians were too great to ignore. Union General William Tecumseh Sherman destroyed more homes, businesses, farms and lives across three states than William Quantrill and his men did in the town of Lawrence, Kansas. However, this point is over looked because the Union won the war.

In early 1861, Margaret Hays of Westport wrote:

“We have been overrun with Jayhawkers. Uncle Jimmie has lost upwards of ten thousand dollars worth: they came to his house one night and took eight negroes, a fine carriage, a two-horse wagon, some horses and mules, and robbed his house of all bed clothing and everything valuable. A few days later they took seventy head of sheep and 45 or 50 head of the finest stock in the county (Jackson)...I am looking every hour for everything I have to be taken and my house destroyed by these Jayhawkers”

Dec. 21, 1861, Dan Holmes(a jayhawker) wrote to his sister:

“We...live quite well, not from what we draw from the commissary, but what we jayhawked. I don’t suppose you know the meaning of that word. That means when we are traveling through a secesh country we come to the house of some leading secesh,...we take his horses and property, burn his house...we generally get a young hog, some turkeys, chickens and once in a while a crock of honey.

We took our two wagons and went out into the country to a secesh house and loaded them with furniture, pork, chickens, etc. That is the way we Jayhawk. We have everything we want.” Sgt. Webster Moses, Seventh Kansas Cavalry, March 1862

TEAM K: The Kansas Perspective

Abolitionist: Most Free Staters opposed the movement of slavery in Kansas, but they were not abolitionist. However, when Pro- Slavery Missourians moved into Kansas, they fought against an institution they felt to be wrong. John Brown was one of the abolitionists that went into Missouri and freed slaves from slave holding plantations. John Brown son was killed in Osawatomie by Bushwhackers.

Jayhawkers: a group of abolitionist/Free Staters that fought off slavery and other groups that wished to harm the Kansas Territory. They supported the anti-slavery movement. They fought against the Pro-Slavery bushwhackers during the Border War. They were known for raids along the Missouri border, but this was to protect their own border.

James Henry Lane: put his military training to use by organizing free-state militia units throughout the territory and in defending Lawrence, Kansas, his base of operations, when it came under attack from pro-slavery marauders. Lane was not only opposed, Lane's brigades aided numerous African-Americans fleeing slavery in Missouri and Arkansas, and as a recruiter for the Union army in Kansas, he personally assembled one of the first black regiments. He attacked Osceola because he suspected that they supported the Southern cause and they town was valuable.

William Quantrill: (Leader of the Bushwhackers and led the attack on Lawrence Kansas.)

“No one in Quantrill’s band trusted him and he made them nervous and edgy…He was a blood thirsty killer, murdering and stealing from those in Missouri as well as Kansas.” William Elsey Connelly, an author who wrote about the Lawrence Massacre and the atrocities committed by Quantrill.

(An excerpt from Gun and the Gospel: Early Kansas and Chaplain Fisher, Rev. H.D. Fisher, D.D about Quantrill’s raid on the Lawrence Massacre)

“For a long time rumors had been afloat that it was the intention of the Missouri guerrillas to sack Lawrence and slaughter her citizens.... Thus it happened that when Quantrill came at last, with hellish and dire destruction, the guards had all been withdrawn and the town was asleep to danger. The unnatural and barbarous state of affairs engendered by war was terribly emphasized on Kansas soil, where the anti-slavery people were exposed to the malignant hate of an enemy in the throes of defeat, whose schemes of revenge took form in arson, robbery, pillage and murder wherever defenseless border towns promised hope of success to these murderous marauders. The citadel of free-state thought and sentiment, beautiful in situation, easy of approach, presenting avenues of escape to the hills of Missouri because of her contiguity to the border line, an object of supreme hate and fullest design to the desperate bandits who roamed the country and gloated in the opportunities which war afforded, their leader embittered toward the town for its ostracism of him for crimes he had committed within her limits, Lawrence easily fell a prey”

Other accounts:

“Mrs. Brown was found badly wounded having been shot four time, she died that day an Old Gentleman named ______ was severely wounded. He was Browns Neighbors. A Guerrilla was in the act of shooting him when he grabbed the gun and in the struggle took way the ruffians pistol …but then he was severely wounded and left of dead….Brown’s House was burned to the ground by guerrillas.” William Brown‘s Account

“James Perine and James Eldridge were clerks in the "County Store." They were sleeping in the store when the attack was made and could not escape. The rebels came into the store and ordered them to open the safe, promising to spare their lives. The moment the safe door flew open, they shot both of them dead, and left them on the floor. They were both very promising young men, about seventeen years of age.”

"As the scene at their entrance was one of the wildest, the scene after their departure was one of the saddest that ever met mortal gaze. Massachusetts street was one bed of embers. On this one street, seventy-five buildings, containing at least twice that number of places of business and offices, was destroyed. The dead lay all along the sidewalk, many of them so burned that they could not be recognized, and scarcely be taken up. Here and there among the embers could be seen the bones of those who had perished in the buildings and been consumed.”

Lawrence Massacre Deaths: 164 men

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