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General Order Number 11
Lighter Relieving a Steamboat Aground
Watching the Cargo
Steamboats to Steam Engines
George Caleb Bingham’s Missouri, 1819-1879
Stump Speaking
George Caleb Bingham
The County Election
Museum Exhibit Guide for Secondary Students
Note to teacher
1) All or most of the following lesson plans should be used in the classroom before you
have visited. Students will not have the time to fill in the sheets or have a level surface to
write down answers while they are being led by a museum docent.
2) These activities can be adapted by the teacher for different grade levels. You may wish to
change wording, delete questions, or add your ideas. In order to do this, visit the
education page of our Trumanlibrary.org website and download the word document.
3) You may want to take images from our website electronically in order to show it on a
large screen in your classroom instead of printing it off from this guide.
4) Some of the paintings and portraits in the exhibits will be originals while others will be
photographic prints and lithographs.
5) You will want to cover the biographical sketch with your students and talk with them
about Bingham’s style and prominence among Missourians. You may want to view the
You Tube speech when he was inducted into the Hall of Famous Missourians.
6) You may wish to team up with the art teacher in your building for cross curricular ideas.
7) Be sure to explain the artistic term luminism so students notice it while looking at
Bingham’s paintings. He was part of what was later labeled the Luminism (coined
c 1950) movement of the mid 19th century landscape painting style. Luminism was an
offshoot of the prevalent Hudson River school. It is characterized by emphasizing the
effects of directed or reflected light upon the landscape with a gradation of tone. The
paintings have an atmospheric or aerial perspective. Water and sky are the key elements.
Luminist landscapes often project a feeling of tranquility through reflective water and a
soft, hazy sky. This style conceals visible brushstrokes.
You will also notice that in painting scenes with manual laborers workers he portrayed
them at leisure playing cards, dancing, fishing or talking with each other.
8) In the exhibit there will be various artifacts such as Civil War cannon balls, china, a slave
notice and bill of sale, percussion rifle, patent drawing for barbed wire, and several more.
Have your student pick out a favorite artifact and then have them fill in the Artifact
Analysis sheet in this packet after the visit. You will want to go over this sheet with them
before the visit so they can better analyze their chosen artifact.
9) Portraits – In the exhibit students will see Bingham’s portraits of several people.
Bingham became famous because of his pastoral scenes and those paintings with political
themes but his painting of wealthier and more famous individuals was his “bread and
butter” work for much of his artistic life. He painted and then sold several hundred
portraits.
A special thanks to the educational team of Cammie Downing, Debbie Neustadt, and Joie Goetz
at the Nelson-Atkins Museum of Art for their guidance in the preparation of this teacher guide
and to David Jackson at the Jackson County Historical Society for his assistance.
Educational Standards
The classroom activities in this museum guide meet the following state and national standards
Missouri Show Me Social Studies Standards
Knowledge Standards
2. continuity and change in the history of Missouri, the United States and the world
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)
Performance Goals
Goal 1 - Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply
information and ideas.
5. comprehend and evaluate written, visual and oral presentations and works
6. discover and evaluate patterns and relationships in information, ideas and structures
7. evaluate the accuracy of information and the reliability of its sources
9. identify, analyze and compare the institutions, traditions and art forms of past and present societies
Goal 2 - Students in Missouri public schools will acquire the knowledge and skills to communicate effectively
within and beyond the classroom.
1. plan and make written, oral and visual presentations for a variety of purposes and audiences
4. present perceptions and ideas regarding works of the arts, humanities and sciences
Kansas Social Studies Standards
History
The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras,
and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and
research skills.
Extended Benchmark 1 - The student understands the significance of important individuals and major
developments in history.
Extended Benchmark 2 – The student understands the importance of experiences of groups of people
who have contributed to the richness of our heritage.
Extended Benchmark 4 - The student understands the significance of events, holidays, documents, or
symbols, which are important in United States history.
Civics/Government
The student uses a working knowledge and understanding of governmental systems of the United States and
other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic
values of the American republican government, rights, privileges, and responsibilities to become active
participants in the democratic process.
Extended Benchmark 2 - The student understands the shared ideals and the diversity of American society
and political culture.
Extended Benchmark 4 - The student identifies the rights, privileges, and responsibilities in becoming an
active civic participant.
Economics
The student uses a working knowledge and understanding of major economic concepts, issues, and systems,
applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United
States living in an interdependent world.
Extended Benchmark 1 - The student understands how the market economy works in the United States.
Geography
The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and
relationships among people, places, and physical and human environments in order to explain the interactions
that occur in our interconnected world.
Extended Benchmark 1 – Maps and Location to Geographic Tools and Location The student uses maps,
graphic representations, tools, and technologies to locate, use, and present information about people,
places, and environment
Extended Benchmark 2 – Places and Regions: The student understands the spatial organization of
people, places, and environments.
Extended Benchmark 4 - Human Systems: The student understands how cultural and/or social elements
influence people in a region.
Extended Benchmark 5 - Human-Environmental Interactions: The student understands the effects of
interactions between human and physical systems.
National Visual Arts Standards
1)
4)
5)
6)
Understanding and applying media, techniques, and processes
Understanding the visual arts in relation to history and cultures
Reflecting upon and assessing the characteristics and merits of their work and the work of others
Making connections between visual arts and other disciplines
Historical Background for the Teacher
George Caleb Bingham was a self-taught painter and portrait artist without much art education.
He became known in his time as “the Missouri artist”. He was the first American painter with a
national reputation to live and work west of the Mississippi. Many of his most famous genre
paintings capture the 19th century everyday social and political frontier life of the common
person living and working along the Mississippi and Missouri Rivers. His fur traders,
riverboatmen and settlers take us back to a bygone, simpler era.
Engravings of his works of art were popular purchases in his day. Appreciation for Bingham’s
artwork faded after his death in Kansas City in 1879 but was resurrected during the 1930’s
Great Depression with its artistic and photographic emphasis on the common person’s plight
facing the economic calamity sweeping the country. In 1933 the Metropolitan Museum of Art
in New York bought his 1845 oil on canvas Fur Traders Descending the Missouri and this
sparked interest in his art once again. In 1934 the St. Louis Art Museum put on a major
exhibition of his art and that of Missouri’s other famous painter at the time, Thomas Hart
Benton. Benton actively promoted an appreciation for Bingham’s pieces.
Biographical sketch
George Caleb Bingham was born in Virginia in 1811 to a slave owning family. Although born
in a southern state his familial roots lay more with New Englanders. George’s dad lost much of
the family property to cover a friend’s debt so in 1819 at age 7, young George moved with the
family to Franklin Missouri on the Missouri River, two years before Missouri’s admission as a
state. His father opened the Square and Compass Inn, started a tobacco factory, bought
farmland across the Missouri River and became a civic leader. His mother started one of the
first schools for girls west of the Mississippi.
At age 9 his father asked him to assist the great American portrait artist, Chester Harding, who
stayed at Bingham’s inn as he was finishing his painting of Daniel Boone. Bingham later stated
that this is when his real interest in art began as he learned how to paint portraits by observing
Harding. Bingham’s father died at a young age in 1823 from malaria and his indebted mother
moved the family to the Bingham farm across the Missouri River near Arrow Rock. In his teen
years George apprenticed with cabinet makers who were also Methodist ministers. Under their
guidance the teenager developed his keen sense of geometrical designs and the study of
religion.
By age 19 Bingham was painting portraits for the wealthier families in Franklin and nearby
Arrow Rock. He married his first of three wives in 1836. By 1838 he was becoming famous as a
portrait artist in St. Louis and he travelled east to study in Philadelphia and New York. To
support his family Bingham continued to paint portraits of wealthy citizens; he referred to this
as “doing heads”. He also began painting genre scenes of frontier life. To save time he painted
the local gentry bodies ahead of time and then painted in their heads and hands after he met
them in person. He sold some of his art pieces through the American Art Union in New York
which made him become more nationally known.
In addition to his art work Bingham was also a politician, having been elected to the Missouri
legislature in 1848. He served as a Missouri delegate to the 1852 Whig National Convention.
Siding with the North during the Civil War, Bingham joined the Union Army and served from
1862-1865 as state treasurer in Missouri’s provisional government. In 1875 he became
Missouri’s adjutant general. His strong beliefs about democracy and politics come through in
some of his most acclaimed drawings, one depicting a stump speaker and the other showing
persons lining up to cast their vote.
He died in July 1879 in Kansas City and is buried there in the historical Union Cemetery
located near Union Station and Crown Center.
In 2010 Bingham was inducted into the Hall of Famous Missourians. You can go to You Tube
to see the 10 minute induction speech reflecting on his artistic and political accomplishments in
his native Missouri.
His best works were created in the 1849-59 time period. (See timeline)
A good source for learning more about Bingham’s artistic and political life is Paul Nagel’s 2005
book, George Caleb Bingham: Missouri’s Famed Painter and Forgotten Politician
Student Name ______________________
Hour ___ Date _______________
Bingham Timeline
Look over the following time line of events in Bingham’s life (bold type) and other major events (regular
type) happening in the western region of the United States. Complete the sections below.
1) Choose in the 3 most important events for the nation from Bingham’s birth in 1811 until
his death in 1879. Beside each one state your reason for choosing it.
A. _____________________________________________ - ______________________
_____________________________________________________________________
B. _____________________________________________ - ______________________
_____________________________________________________________________
C. _____________________________________________ - ______________________
_____________________________________________________________________
2) Now take these 3 national events and place them in what you think is the order of their
importance for our nation’s history.
#1 ________________________________
#2 ________________________________
#3 ________________________________
3) Choose one painting mentioned in the timeline and conduct an internet research to locate it.
Describe or print off the painting and give your reactions after viewing it.
Painting’s name - ____________________________________________________________________
Description - ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Your reaction - ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
4) Place yourself back in this time period as an artist like Bingham. Choose one event from the
timeline you would like to paint.
What is the event? __________________________________________________________
Why did you choose it? ______________________________________________________
Describe how you would paint it _______________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5) Choose one thing about Bingham’s life you think is interesting, surprising or would like to know
more about.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
George Caleb Bingham and Western U.S. History Timeline
1811
 George Caleb Bingham is born in Virginia to a slave owning family.
1819
 Bingham’s parents, grandfather, and seven slaves arrive at Franklin MO which had 1,500
inhabitants and was Missouri’s second largest city. The first steamboat arrives. In 1821 it became
the departure point for the Santa Fe Trail to the southwestern lands. Frankin was later destroyed
by Missouri River flooding
1820
 The Missouri Compromise measure passed by Congress allows one free state (Maine) and one slave
state (Missouri) to enter the union. It also bans slavery in western parts of the Louisiana Territory.
Thomas Hart Benton become Missouri’s first U.S. Senator.
 Famed explorer, Daniel Boone, dies at age 85.
1821
 The first shipment along the Santa Fe Trail leaves Independence MO.
1823
 Bingham’s dad dies of malaria at age 38. His dad was heavily in debt so their family owned
travelers’ inn is lost and the family moves across the Missouri River to a farm.
1830
 President Jackson signs the Indian Removal Act to move Eastern Indians to unsettled Western lands
west of the Mississippi River.
 Jedediah Smith and William Sublette of the Rocky Mountain Fur Company lead the first group of
covered wagons from the Missouri River to the Rocky Mountains.
1830’s onward
 Bingham begins traveling MO and other states doing portraits of wealthy men and women. He
referred to it as “doing heads” and would often complete the body portion before meeting the
person so he could save time. He would charge up to $50.00 for a portrait in the 1830’s.
1831
 Joseph Smith chooses Independence Missouri as the Mormon Holy City of Zion.
 The first steamship, Yellowstone, of the American Fur Company makes the first trip on the upper
Missouri River.
1832
 The Oregon Trail, starting in Independence MO and ending at the Columbia River in Oregon, begins.
1836
 Davy Crocket and 186 others pushing for Texas independence are slaughtered at the Alamo
 Bingham marries Sarah Elizabeth Hutchison. Their marriage will last 12 years until her death.
1837 - 1845
 George Caleb Bingham and family reside at Arrow Rock Missouri (now a state historic site). It is
called Arrow Rock because of the flint outcropping used by local Indians to sharpen their arrows.
During this time the Binghams will also live in other locations in Virginia and Washington, D.C.
1837
 John Deere starts making steel plows at his new farm machinery company
 Bingham’s son, Nathaniel, dies.
1838
 In October, federal troops begin removing Cherokees still remaining in Georgia on the infamous “Trail
of Tears” march to reservations further west.
1841
 First large group of settlers in 48 wagons emigrate from Independence over the Oregon Trail to
Sacramento, California.
 Bingham’s four year old son, Newton, dies and a new son, Horace, is born four days later.
1842
 Colonel Fremont begins a four year expedition to explore the Rocky Mountains.
1843
 One thousand Easterners leave from Independence, Missouri to settle in Oregon territory. This is the
starting point of a large westward movement.
1845
 The expansionistic term, “Manifest Destiny” over western lands appears for the first time in a magazine.
President Polk uses this concept in his “Polk Doctrine” warning European powers to stay out of Oregon
and not to try to colonize lands near the U.S.
 Bingham paints “Family Life on the Frontier”, “Fur Traders Descending the Missouri”, The
Concealed Enemy”, and “Landscape Rural Beauty”.
1846
 The U.S. officially declares war with Mexico and Mexican and U.S. forces fight in Texas. Southerners
favor annexation but Northerners generally oppose it because of the slavery issue.
 California settlers break from Mexico and declare the Republic of California or the Bear Flag Republic.
 Bingham paints “The Jolly Flatboatmen”, “Boatmen of the Missouri”, “Landscape with Cattle”,
and “Lighter Relieving a Steamboat Aground”.
 Bingham runs as a Whig for the Missouri legislature and wins by 3 votes (473/470) but is unfairly
denied from taking his seat by the legislature which controlled by the Democrats
1847
 Brigham Young leaves Council Bluffs Iowa to settle in the far west “State of Deseret’ (Salt Lake,
Utah).
 Bingham paints “Raftsmen Playing Cards” and “Stump Orator”.
1848
 While building a sawmill for Johann Sutter, gold is found in the American River near Sacramento
California and this sets off gold rush fever across the U.S. and in other nations.
 Binghan paints “Captured by Indians”.
 Bingham again runs for the Missouri legislature a second time; wins, and rightfully takes his seat.
He leaves after his one year term is up in 1849.
 Binghaam’s Son Joseph is born but his wife dies at age 29 from consumption (tuberculosis)
1849-1859
 Considered to be Bingham’s best years as an artist. He travels the country selling his art pieces.
1849
 Congress establishes the Home Department (Department of the Interior) to look over Indian issues and
western expansion.
 The Pacific Railroad is chartered to link St. Louis with Kansas City and a stagecoach line is created to
carry mail between Independence and Santa Fe.
 Bingham paints “Country Politician”, and “Watching the Cargo”.
 Bingham marries again. His new bride is Eliza Thomas
1850
 In the Compromise of 1850 Congress allows California to enter as a free state while the territories of
New Mexico and Utah are established without slavery restrictions.
 Bingham paints “Shooting the Beef”, “Mississippi Boatman”, and “The Squatters”.
 1850 Census shows George Bingham owning 2 slaves, down from the 8 slaves he owned as
recorded in the 1840 census.
1851
 Bingham paints “The Emigration of Daniel Boone”, “Trappers Return”, “The County Election”,
“Canvassing for a Vote”, “Fishing on the Mississippi”, and begins painting “Horse Thief”
(finished in 1859).
 Bingham’s mom, Mary Amend Bingham, dies and leaves 4 slaves as part of her estate. George
buys three of them. He will free them before the Civil War.
1852
 Bingham paints “The Storm” and “Deer in Stormy Landscape”
 Bingham serves as Missouri delegate to the national Whig presidential convention
1853
 Bingham paints “View of A Lake in the Mountains”, “Landscape with Waterwheel and Boy
Fishing”, and “Stump Speaking”.
1854
 Bingham paints “The Verdict of the People” and “Western Boatman Ashore by Night”
1855
 Under the Kansas-Nebraska Act passed by Congress, Kansas and Nebraska territories are both admitted
and citizens in both, under the popular sovereignty doctrine, choose to allow or prohibit the introduction
of slavery.
 Emigrant Aid Society (New England Emigrant Aid Society) formed in Massachusetts to encourage and
give financial support to antislavery persons wanting to settle Kansas and form such towns as Lawrence.
They and other “free state” inhabitants will battle for control against “border ruffians” crossing over
from the slave state of Missouri who wish to win help win elections and thus spread slavery. This will
lead to much bloodshed in “Bleeding Kansas” preceding the official start of the Civil War. Kansas will
not enter the union until 1861.
1856
 The “Handcart Migration” by a large group of Mormons in Nebraska begins for the Great Salt Lake.
 Bingham travels to Paris and Dusseldorf to studying art.
 Once a Whig, Bingham switches to the newly formed Republican political party
1857
 Bingham paints “Jolly Flatboatmen in Port”
1858
 The new Overland Mail stage completes the first simultaneous trips between San Francisco and St.
Louis in 23 and 24 days respectively.
 A new gold rush starts when gold is discovered in the Kansas Territory near Pikes’ Peak, Colorado.
1859
 The huge Comstock Lode silver vein is discovered near Virginia City, Nevada. It is the first big silver
discovery in the U.S. and fuels the prospectors heading for Pike’ Peak gold. The phrase “Pike Peaks or
Bust” becomes a famous slogan.
1860
 The Pony Express mail service between St. Joseph Missouri and Sacramento California begins and
thrives until the arrival of the transcontinental telegraph line months later in 1861. The ride takes about 8
days.
 Bingham wants to preserve the Union at all costs. He does not vote for Lincoln but supports his
victory and thinks Missouri will not secede.
 Bingham hopes Lincoln will give him a diplomatic post in France or Italy but it does not happen.
1861
 In May union troops capture Fort Jackson near the U.S. arsenal in St. Louis. Governor Jackson and his
supporters flee Missouri for the South. Missouri remains in the Union under a provisional administration
in Jefferson City with Hamilton Gamble as the new Governor.
 Bingham joins the Union army as a private. He is then elected captain of Company C of the Home
Guards unit created by Kansas City Mayor, Robert Van Horn.
 Bingham’s new son, James Rollins, is born and named after his closest friend.
1862
 The Homestead Act is signed allowing citizens to acquire up to 160 acres of public land by settling on it
for five years and paying $1.25 per acre.
 An act of Congress forbids slavery in the Federal Territories of the West (but not the states).
 Congress authorizes the building of the transcontinental railroad by the Union Pacific and Central
Pacific. It will be built from both directions and join together in Utah in 1869.
 Bingham serves as the Missouri state treasurer through most of 1865
1864
 Cheyenne Indians massacred at Sand Creek, Colorado
1866
 Sioux Indians ambush and kill 80 whites at Fort Kearney on the Bozeman Trail in Montana
1867
 Patrons of Husbandry (The Grange) is formed and will become a champion for western farmers against
the railroads.
 Bingham paints “Martial Law or Order No. 11”
1869
 Wyoming Territory passes the first law giving women the right to vote. Utah Territory will follow in
1870.
1871
 Congress passes a new law stating that Indian tribes will no longer be seen as independent entities that
can negotiate treaties. They now become wards of the state overseen by Indian agents who at times are
not very honest in their dealings with the Indians.
 Anti-Chinese race riots break out in Los Angeles.
 Bingham paints “View of Pikes Peak”.
1872
 Congress creates Yellowstone National Park as a preserve in Wyoming.
1873
 Grasshopper plagues and drought continue to threaten the survival of western farmers.
 The buffalo is fast disappearing from the American West.
1874
 Barbed wire is created which will have a major impact on Western settlement and ranching. It will lead
to “Fence Cutter” wars between farmers, cattle ranchers, Indians, and cowboys.
1876
 General Custer and 250 of his men are killed by Indians led by Chief Gall, Crazy Horse, and Chief Two
Moons at the Little Big Horn River but the Indian victory is short-lived. By 1877 the Sioux Wars are
over.
1877
 Nez Perce Indians under Chief Joseph are rounded up in Idaho after their 1,300 mile journey as they try
to flee to Canada. They are forced to settle in malaria-ridden Oklahoma.
1879
 George Caleb Bingham dies in Kansas City and is buried there.
Analyzing An Artifact
Name _____________________________
Hour ___ Date _______________
1. Look carefully at the object. At first glance explain what it is.
__________________________________________________________________________
2. What material(s) is it made of?
_________________________________________________________________________
3. Describe how it looks and feels: shape, color, texture, size, weight, and moving parts
__________________________________________________________________________
__________________________________________________________________________
4. Describe any designs or lettering that appear
__________________________________________________________________________
5. Who do you think made it? ___________________________
How can you tell?
____________________________________________________________
6. Where do you think it was made? ______________________
How can you tell?
____________________________________________________________
7. How do you think it was used or where might it have been used?
_________________________________________________________________________
8. What does it tell you about the technology or the culture of the people who used it?
_________________________________________________________________________
9. What questions do you have about the object that you can’t answer?
__________________________________________________________________________
__________________________________________________________________________
10. Name a similar item today or an item that has replaced the function of this object.
____________________
Activities:
1. Go through your house or garage and pick an unusual object. Display it in class
and let other students analyze it by filling out this sheet.
2. Create a story, drawing, song, diary entry, poem, or news release for this object.
3. Create an advertisement to promote your object.
Harry S. Truman Library and Museum
Student name ______________________________
Hour _____ Date ____________________
The Jolly Flatboatmen
Directions – analyze the painting on the following page and answer the following
individually or as a group
1) List several descriptive things about the physical aspects (the boat and its contents, landscape scenery,
weather, time of day) in this painting and about the boatmen (race, clothing, age, sex, mood, etc.)
Physical descriptions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Boatmen
_________________________________________
_________________________________________
_________________________________________
__________________________________________
__________________________________________
__________________________________________
2) Explain how you can see Bingham’s luminism in this painting
__________________________________________________________________________
__________________________________________________________________________
3) Is the boat heading toward or away from you as the viewer? On what clues are you basing this
conclusion?
__________________________________________________________________________
4) Why is this flatboat shaped this way?
__________________________________________________________________________
5) List several sounds you might hear if you were a member of this boat crew.
__________________________________________________________________________
6) Load the flatboatboat. List some goods that you might place on this boat if it is going west to the
frontier and then again heading downstream back east to the more established towns.
heading out west - _____________________________________________________________
returning toward the east - ______________________________________________________
7) Material is still transported up and down major rivers in the United States today. Compare and
contrast today’s barges with this flatboat
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8) How would today’s rivers be different in appearance and function than in the mid 1800’s?
__________________________________________________________________________
9) Select a group of workers today on the job and sketch or describe in detail a scene you would paint.
Place them in an office building, construction site, trucking company, hospital, airport or other
common work location. Bingham mostly painted his workers at rest, how would you portray your
workers?
10) Place yourself in Bingham’s famous painting. Choose a character in the scene and either enter a diary
entry for that day or write a brief letter home describing your job and what this particular day was
like.
“
”
The Jolly Flatboatmen (oil on canvas, 1846)
Student name ______________________________
Hour _____ Date ____________________
Watching the Cargo
Directions – Analyze the painting on the following page and answer these individually or as a group
1) Describe the actions taking place in this painting
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2) What time of year might it be? __________________________ List some clues you noticed to arrive at
this conclusion? ______________________________________________________________
3) Analyze the geography and landscape. What different things are you noticing?
__________________________________________________________________________
4) What time of day do you think it is? Notice the shadowing to help you arrive at the time
of day. ____________________________________________________________________
5) Predict what you think will next happen with the men, the goods they are watching over, and the
tilting boat in the background.
_________________________________________________________________________
_________________________________________________________________________
6) Do you feel you are actually in the scene with these men? Explain your conclusion.
__________________________________________________________________________
7) Take the place of one of the three men. Enter a diary entry or write a note home explaining what
happened and what you are doing.
“
”
Watching the Cargo (oil on canvas, 1849)
Student name ______________________________
Hour _____ Date ____________________
Lighter Relieving A Steamboat Aground
Directions - answer the following individually or as a group
1) What are the men and women in the boat doing?
__________________________________________________________________________
2) What do you think has happened to the steamboat in the distance?
__________________________________________________________________________
4) Describe the geography and landscape of this painting
__________________________________________________________________________
__________________________________________________________________________
5) What types of dangers would a steamboat captain face on the river? Look over the painting for clues.
_________________ _________________ ________________
6) What time of year might it be? __________________________ List some clues you noticed to
arrive at this conclusion? ______________________________________________________
7) What time of day do you think it is? Notice the shadowing to help you arrive at the time of day
_________
8) Compare this painting with the other Bingham painting Watching the Cargo:
similarities - ________________________________________________________________
__________________________________________________________________________
differences - _________________________________________________________________
__________________________________________________________________________
9) You are a reporter from the local newspaper who has just arrived on the scene. Write
your news story below for either painting. Include a headline.
Headline __________________________________________________________
Lighter Relieving A Steamboat Aground (oil on canvas, 1846)
Student name ______________________________
Hour _____ Date ____________________
Stump Speaking
Directions - answer the following individually or as a group.
1) Why did George Caleb Bingham choose this title for his painting?
__________________________________________________________________________
2) Analyze the scene:
What is going on? _____________________________________________________________
Who are these people? __________________________________________________________
Describe the multiple actions taking place among the people in the crowd?
__________________________________________________________________________
__________________________________________________________________________
3) Name two or three groups of Americans who are not in the scene? Why do you think they were left
out? _______________________________________________________________________
__________________________________________________________________________
4) If you assume that the speaker is talking about some national issue in the 1840’s what might he be
talking for or against?
___________________________________________________________________________
5) Look at the clothing. Are there richer and poorer people in the crowd? Cite specific clues from the
painting to support your conclusions?
___________________________________________________________________________
___________________________________________________________________________
6) Compare the campaign style in this painting with how running for office takes place in today’s world.
What are the similarities? _____________________________________________________
_________________________________________________________________________
What differences? ___________________________________________________________
_________________________________________________________________________
7) Bring this 1856 painting up to 2011 and create or describe a sketch, photograph, painting, etc. you
would create for today with the same campaign spirit conveyed in Bingham’s painting. What would
your message be? Describe the different media you would use to reach the voters.
8) Your opinion – do you feel the personal, live connection made by the speaker in Bingham’s painting is
more likely to sway you to vote his way or in today’s world should he/she spend more money buying
airtime on the radio, television, and web pages or use social media like Facebook or Twitter to
reach out to a larger group of voters?
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Stump Speaking (oil on canvas, 1853-1854)
Student name ______________________________
Hour _____ Date ____________________
The County Election
Directions - answer the following individually or as a group
1) How can you see the influence of luminism in this painting?
__________________________________________________________________________
2) List some different types of characters you see.
_________________
_________________
_________________
________________
3) Which two major voting groups today are missing in this scene taking place in 1852?
______________ ______________
4) By looking at this generalized voting scene, in 2-3 sentences describe what it must have
been like to witness voting day back then
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5) In elections today, some candidates will have their supporters just outside the voting location passing
out literature trying to persuade voters at the last minute. Is this also taking place in Bingham’s
painting? If yes, then point out some clues that might convince you of this.
__________________________________________________________________________
__________________________________________________________________________
6) Are wealthier and poorer persons painted into this scene? What are the clues you are using to make
your conclusions?
__________________________________________________________________________
__________________________________________________________________________
7) Compare the voting rights and restrictions of the middle 1800’s to those today.
_______________________________________________________________________________________
8) Artists have to present the scene to you as they see it. They can place you in the scene or as an
outsider looking in. Do you feel you are actually in that crowd listening to the speaker? __yes __no
Explain why ___________________________________________________________________________
_________________________________________________________________________
The County Election (oil on canvas, 1852)
Name _____________________________
Hour ___ Date ______________
Portraits
George Caleb Bingham became famous for his painted scenes from nature, the life of workers on the
Missouri River, and local people running for office and voting. To make his daily living however he was
“commissioned” or paid by wealthy individuals to paint their portraits. On the following page you will
analyze and compare six of those portraits. Notice that these portraits come from a wide range of dates.
1) Compare the portraits of the three males:
List the ways in which all three are alike?
____________________
____________________
____________________
What differences did you notice among the three?
____________________
____________________
____________________
2) Compare the portraits of the three females:
List the ways in which all three are alike?
____________________
____________________
____________________
What differences did you notice among the three?
____________________
____________________
____________________
3) Choose one male and one female that appeal to you the most. For each one describe what you would
do with that person to bring it up to that of a portrait today taken by a local artist or photographer in
the studio or a retail store.
Which male did you choose? _________________________
Why? _______________________________________
Describe the changes you would make to make him more modern
__________________________________________________________________________
__________________________________________________________________________
Which female did you choose? _________________________
Why? ________________________________________
Describe the changes you would make to make her more modern
_________________________________________________________________________
_________________________________________________________________________
4) Choose a family member or close friend you would like to create a portrait of ____________________
Describe how you would pose that person ___________________________________________________
__________________________________________________________________________
George Caleb Bingham’s Portraits
Anthony Wayne Rollins (1834)
Samuel Locke Sawyer (ca 1860)
William Miles Chick (ca 1870)
Mrs. Shubael Adams (1835)
Miss Vestine Porter (1849)
Mrs. William Miles Chick (1870)
General Order No 11
The opening bloodshed leading to the Civil War began in Missouri and Kansas
several years before the secession of the southern states and the firing on Fort
Sumter in 1861. Missouri was admitted as a slave holding state in 1821 and by
the 1850’s there were several thousand slaves in the state. Due to the
Kansas/Nebraska Act of 1850 settlers in the Kansas Territory (future state of
Kansas) were given “popular sovereignty” or the right themselves to vote
whether slavery should extend to the territory. This set off a border guerrilla war
between proslavery Missourians who took action to try to secure Kansas as a s
slave state vs. Kansans who wanted to keep slavery from expanding there.
Different towns in Kansas were controlled by each side.
(General Thomas Ewing)
Groups of Kansans, referred to as “Red Legs” or “Jayhawkers” conducted raids into Missouri to steal
slaves, kill or injure proslavery Missourians, and destroy their property. Some Missourians, referred to
as “Bushwhackers” would enter Kansas to commit the acts of violence against antislavery citizens. In the
counties around Kansas City and south along the border, homes were often burnt to the ground by the
guerrilla fighters from both sides and the only thing left standing were the stone fireplaces. This area was
soon called the “Burnt District” because of this mass destruction.
It became so dangerous along the Kansas/Missouri border that travelers in the 1850’s going further west
avoided coming through the region. Harry Truman’s grandparents, living in MO south of Kansas City,
had their farm raided with much destruction. His favorite uncle, whom he was named after, was strung
up to a tree (he lived) at the farm by pro Union forces and accused of being a Southern sympathizer.
In August 1863 proslavery forces came across the border from Missouri and attacked the town of
Lawrence. This was called the “Sack of Lawrence”. More than 150 men and boys were rounded up and
slaughtered in site of the women and much of the town was destroyed. Because of this slaughter, Union
General Thomas Ewing in Kansas City issued General Order No 11 within four days. The decree,
approved by President Lincoln, required Missourians living in 4 counties (Bates, Cass, Jackson, Vernon)
along the border to take a loyalty oath and prove their support to the United States. All Missourians
loyal to the Union were to move from their farms and villages to Kansas City to be under the watch of the
Union military forces in control. Citizens deemed disloyal to the Union were forced off their properties
and had to fend for themselves. Exceptions were made for those living within one mile of Harrisonville,
Pleasant Hill, Hickman Mills, Independence, Westport and the part of Kansas City north of Brush
Creek.
The intent of this severe restriction was to deprive Missouri guerrilla forces the protection and support of
Southern sympathizers in Missouri who supplied, housed and fed them. Union forces were instructed not
to harm the citizens or destroy their property but this was largely ignored and mass destruction of
personal property occurred.
George Caleb Bingham was a strong Union supporter but he considered Order No 11 to be an evil act
inflicting much harm on innocent Missourians. He thus took up his brush and painted his famous
painting titled, General Order No 11, as a protest against this military decree. He wrote a letter to General
Ewing and stated, “If you execute this order, I shall make you infamous with pen and brush…” He
finished his famous painting in 1868.
Student name ______________________________
Hour _____ Date ____________________
General Order No 11 (painting)
Directions – study the painting on the following page and answer the following individually or as a group
1) What parts of the scene first drew you in? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2) This painting projects a sense of fear and destruction. List the different clues that bring this out.
________________________ _________________________ ______________________
3) Describe different actions taking place in this painting:
__________________________________
__________________________________
___________________________________
___________________________________
4) General Ewing, in charge of Union forces, issued the decree and is shown in the painting sitting on a
horse. How would you describe his attitude portrayed here?
__________________________________________________________________________
5) Is this painting a good example of propaganda intending to get you the viewer to sympathize with one
side of the Kansas/Missouri border slavery dispute? If yes, then how is this carried out?
__________________________________________________________________________
__________________________________________________________________________
6) You are a Missouri resident and a pro Union sympathizer who agrees with Order No 11. Create a
method (painting, song, poem, letter to the local newspaper, etc.) by which you would counter the
message of Bingham’s drawing.
General Order No 11 (1868, oil on canvas)
Student name ______________________________
Hour _____ Date ____________________
General Order No 11
Directions – On the following pages is the actual handwritten document. Answer the following
individually or as a group
1) Which department issued this military order for western Missouri residents?
____________________________
Where was it issued? ________________________
When was it issued? _______________
What persons signed it? ______________________________________________
2) You are one of the local farm families in the Missouri counties mentioned. In 2-3 sentences explain
what is required of you within 15 days.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3) How does treatment differ for those loyal to the Union from those considered disloyal?
__________________________________________________________________________
__________________________________________________________________________
4) What happens to the grain for loyal and disloyal farm families?
__________________________________________________________________________
__________________________________________________________________________
5) Take a stand – In a well-written paragraph of 5-8 sentences explain whether you would have
supported such a severe measure against “bushwacker” Missourians. Assume you have been living in
the Kansas City Missouri area these past years and have thus seen or heard stories about the border
slave raids by Kansans, and the beatings, murders, and destruction of property committed by people
of both states. Was this a necessary military move to bring peace and order to western Missouri or was
it too severe?
__________________________________________________________________________
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Student name ______________________________
Hour _____ Date ____________________
Loyalty Oath
As part of General Order No 11 and the attempt to identify proSouthern Missourians along the MO/KS
border, people were asked to take a loyalty oath to the federal government. Otherwise they were
considered to be disloyal and could face restrictions placed on them, including being forcefully removed
from their farms. Below are the two oaths sworn by Harry Truman’s grandfathers. The first one is
signed by Solomon Young, his maternal grandfather. The second one is signed by his paternal
grandfather, Anderson Shipp Truman.
Analyze the two oaths and answer these questions:
1) Give the date and location for each man signing his oath
Solomon Young date ______________ location _________________________
A.S. Truman
date ______________ location _________________________
2) State what things had to agree to do: ______________________________________________________
__________________________________________________________________________
3) What were they forbidden from doing? _____________________________________________
4) What is the worst punishment they could possibly face if they broke this oath?
________________________________________
5) In the years following World War II some Americans were again asked to take a loyalty oath to their
government and Constitution during the McCarthy era. There was a fear that disloyal Americans
might support Russian communism and totalitarianism. Your opinions – is this OK to require this
oath from American citizens? Why (not)? Could it become misused by those in power?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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6) Do you think requiring this oath today might make the U. S. a safer place or does this create a false
sense of security? Would this lessen the terrorism threat today? Why (not)? Can you conclude that a
person who refuses to take such an oath probably is disloyal and therefore a threat? State your
opinions.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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7) A persons hired today as federal worker must: 1) be a U. S. citizen and 2) take the following oath of
office as he/she raises the right hand:
I, [name], do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all
enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely,
without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the
office on which I am about to enter. So help me God.
8) Compare and contrast this oath with the ones from the Civil War
________________________________________________________________________
________________________________________________________________________
9) Is such a loyalty oath OK to require in 2011 of new federal employees or should it be dropped? State
your opinion backed by reasoning
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Student name ______________________________
Hour _____ Date ____________________
General Ewing’s Report on Missouri
The following 2 pages are part of a report sent by Brigadier General Thomas Ewing to his commanding
officer in Saint Louis. In it he explains why he believes it is necessary to take drastic measures like
General Order No 11 against some Missouri residents living along the MO/KS border area near Kansas
City. Read his report and answer the following questions:
1) Ewing states what two groups are the only ones remaining on their farms? ___________ ___________
2) List the ways in which the “rebels” are aiding the prosouthern guerrilla fighters in the region
______________________ _______________________
_________________________
3) Ewing asserts that his order is “not inhumane but merciful” and most Missourians are not unhappy
with the requirements. How is he helping those loyal to the Union?
__________________________________________________________________________
4) He ordered his troops to take what two major actions to try to stop civilians from helping the enemy?
____________________________________________________________________
____________________________________________________________________
5) He concludes by warning that carrying out these military orders against civilians is necessary “in
putting an end to this savage border war”. He states further that carrying out this order could result
in what? __________________________________________
It will require more of what? ____________________________
6) Take a stand – Is it OK to “get tough” with civilians who are helping your enemy? Can you harm
them or destroy their property to accomplish this? Should there be rules of war in place that protect
noncombatants on both sides? Why (not)?
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