Students explore why George Washington’s home was able to transcend the sectional differences that split the nation during the Civil War.

1. 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.

2. 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

3. • 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.

9. 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?