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John Brown and Self-Deception

Carlton, Evan. Patriotic Treason. Lincoln: University of Nebraska Press, 2006.

Horowitz, Tony. Midnight Rising: John Brown and the Raid that Sparked the Civil War. New York: Henry Holt, 2011.

Oates, Stephen. To Purge This Land with Blood: A Biography of John Brown. Amherst: University of Massachusetts, 1984.

Peterson, Merrill D. John Brown: The Legend Revisited. Charlottesville: University of Virginia Press, 2002.

Reynolds, David. John Brown, Abolitionist: The Man Who Killed Slavery, Sparked the Civil War, and Seeded Civil Rights. New York: Knopf, 2005.

DISCUSSION

  • Break students into small groups. Have them read the following excerpt from the Declaration of Independence:
    • We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government.
  • Ask the students to discuss the question: When is right of rebellion permissible under the Declaration of Independence?
  • Reassemble as a class and have a representative from each group explain the answers that the group discussed. Then, explain to the students that Abraham Lincoln described the ideals of the Declaration of Independence as an “apple of gold” that was inextricably connected to the Constitution and Union as a “picture [frame] of silver.”
  • Ask the class: What is the connection between the natural right principles of liberty and equality in the Declaration of Independence and the constitutional rule of law in the Constitution?
  • Transition to the narrative of John Brown and how he persuaded himself that it was necessary and permissible to violate the constitutional rule of law to achieve natural rights for all Americans of every race. Discuss the importance of conscience and if the individual is allowed to act on their conscience even if violating the law.

This optional introductory activity is designed to support you in the classroom. However, the primary narratives and photos in the section that follows can be used with or without this introduction.