African-American Studies The Antislavery Movement: Roots of Abolitionism (activity-based lesson) Aim: How/Why did the culmination of the abolition movement, which began in colonial times, turn into a “radical” and active association (rather than moderate) in the mid 19th century? Objectives: NC SCOS for African-American Studies: 2.02 Discuss and evaluate the various ways Africans in America resisted slavery. 2.03 Analyze the role of African Americans in the development of the United States as a new nation. 2.04 Assess the role slavery played in the development of nationalism and sectionalism. 2.05 Trace the development of the abolitionist movement and its impact on slavery and the nation. Main Ideas/Understandings: The Abolitionist movement began moderately and gradually evolved into a more “active” movement Colonization was an early thought for the elimination of slavery Although many Americans were not for slavery, they did not necessarily believe in equality Whites, as well as African Americans, were involved in the movement The Underground railroad was the best example of direct action Divisions occurred within the movement over female involvement Nat Turner’s 1831 Rebellion served as a climax of southern tensions and led to stronger resistance to abolitionism Specific Skills: Research Technology Analysis Writing Materials: Students should have access to computers with internet Transparencies of attached readings (Appendix A) to accompany the lecture Possibly a projector-computer hook-up for student PowerPoint presentations (if they choose this medium) Possibly art supplies Costume supplies Do Now/Motivation: The students will be engaged throughout the lecture with implementation of the primary sources which are particularly moving (especially the slave accounts). Following the lecture, the students will go on their assigned “hunt” to track down the importance of their topic in order to present it to the class. Teaching Notes: See Attached “Teaching Notes” Activity Description: Dramatization 1. Following a lecture that incorporates the primary source readings of the period (the teacher should insert the readings when they fit best into the lecture), the teacher should explain the activity/assignment. 2. The students are divided into (approximately 11-12) groups--about two students per group. Each group is assigned one of the following below: Benjamin Lundy American Colonization Society David Walker William Lloyd Garrison Frederick Douglass Sarah and Angelina Grimke James Birney Martin Delany Sojourner Truth Harriet Tubman Elijah P. Lovejoy Nat Turner 3. The students are to mainly use the resources listed in the reference section to fill in the attached worksheet (Appendix B). Other resources may be consulted after following the Research Tips attachment suggestions--note, these still should be approved by the teacher. Time in class should be provided for this. 4. Following an appropriate amount of research time (may even be a few nights), the students regroup as a whole. After the teacher passes out the timeline (Appendix C) to fill in, the students should creatively present their information (whether it be PowerPoint or poster board) to the rest of the class in chronological order. They should arrive “in character” and present their information using the same reasoning that the person/group did. 5. As the timeline begins to fill, the students can see the evolution of the movement. 6. Following the presentations, the class should engage in a discussion/review attempting to make the necessary connections. Also, the students should be encouraged to make the appropriate connections to the future of the movement. Key Questions: Who were the main characters that attributed to the spark of the abolition movement? Differentiate between the initial strategies of the abolitionists and the later. What were the strategies of the conductors of the Underground Railroad and how did this organization help the revolt movement? Did it hinder it in any way? Why was Nat Turner’s Rebellion so significant? Anticipate how the increased sectional tension, as a result of the movement, will culminate in the next several years. How does this movement relate to similar groups today? What lasting effect did this era of reform have on American society? Application: What similar events/battles have taken place other times in history (possibly connect to independence movements in Africa and the Civil Rights movement of the 1960’s) What similar battles are being fought today? (possibly make comparisons to gay rights, women’s rights, still--minority rights--although more likely Hispanic Americans now) Summary: The gradual call for more immediate measures to overcome slavery were met with even more extreme opposition. Soon, these events will play out in the ultimate sectional battle between the north and south in the Civil War. Overall, the culmination of the events that started the abolition movement will soon play out for the characters in the near future. However, even today, is racism non-existent? Absolutely not. The movement began then and will continue until society balances itself out (if that is possible). Assessment: The students’ worksheets that they filled in will be turned in to the teacher for grading. Also, as a final reflection, once the presentations are complete, instruct the students to write a journal/diary entry from the point-of-view of their person/organization. Accommodations: Read aloud the attached readings for the entire class Give LD students copies of the lecture notes Assist with any vocabulary that may seem foreign to them Pair LD student with a non-LD student to ensure research can be done properly Resources: Library of Congress. (2005). An African-American Odyssey. Retrieved Nov. 3, 2005, from http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html This website provides a great deal information regarding the key activists during the movement. Mintz, S. (2003). Digital History. Retrieved Nov. 5, 2005, from http://www.digitalhistory.uh.edu This website provided the reading materials. It is also a good place for students to do their research. Sujal, S. (2004). William Lloyd Garrison: Abolitionist and leader. Retrieved Nov. 4, 2005, from http://www.sujal.net/cities/ Not only does this website provide a plethora of information on Garrison--which is all cited--it also discusses many of the other assigned people/groups. Appendix A: Selected Readings Reading 1: The whole commerce between master and slave is a perpetual exercise of the...most unremitting despotism on the one part, and degrading submissions on the other.....Indeed I tremble for my country when I reflect that God is just; that his justice cannot sleep forever. Thomas Jefferson, 1782 Reading 2: An hour before day light the horn is blown. Then the slaves arouse, prepare their breakfast, fill a gourd with water, in another deposit their dinner of cold bacon and corn cake, and hurry to the field again. It is an offense invariably followed by a flogging, to be found at the quarters after daybreak.... The hands are required to be in the cotton field as soon as it is light in the morning, and, with the exception of ten or fifteen minutes, which is given them at noon to swallow their allowance of cold bacon, they are not permitted to be a moment idle until it is too dark to see, and when the moon is full, they often times labor till the middle of the night. They do not dare to stop even at dinner time, nor return to the quarters, however late it be, until the order to halt is given by the driver.... Finally, at a late hour, they reach the quarters, sleepy and overcome with the long day's toil. All that is allowed them is corn and bacon, which is given out at the corn-crib and smoke-house every Sunday morning. Each one receives, as his weekly allowance, three and a half pounds of bacon, and corn enough to make a peck of meal. That is all. Solomon Northrup Reading 3: The laborers begin work at six o'clock in the morning, have an hour's rest at nine for breakfast, and many have finished their assigned task by two o'clock, all of them by three o'clock. In summer, they divide their work differently, going to bed in the middle of the day, then rising to finish their task, and afterward spending a great part of the night in chatting, merry-making, preaching, and psalm-singing.... The laborers are allowed Indian meal, rice, and milk, and occasionally pork and soup. As their rations are more than they can eat, they either return part of it at the end of the week, or they keep it to feed their fowls, which they usually sell, as well as their eggs, for cash, to buy molasses, tobacco, and other luxuries.... The sight of the whip was painful to me as a mark of degradation, reminding me that the lower orders of slaves are kept to their work by mere bodily fear, and that their treatment must depend on the individual character of the owner or overseer. Sir Charles Lyell Reading 4: The Negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor labor. The women do little hard work, and are protected from the despotism of their husbands by their masters. The Negro men and stout boys work, on the average, in good weather, not more than nine hours a day....Besides they have their Sabbaths and holidays. The free laborer must work or starve. He is more of a slave than the Negro, because he works longer and harder for less allowance than the slave, and has no holiday, because the cares of life with him begin when its labor end. He has no liberty, and not a single right. George Fitzhugh, Cannibals All or Slaves Without Masters, 1857 Reading 5: On the 12th of May, 1828, I heard a loud noise in the heavens, and the Spirit instantly appeared to me and said the Serpent was loosened, and Christ had laid down the yoke he had borne for the sins of Men, and that I should take it on and fight against the Serpent, for the time was fast approaching when the first should be last and the last should be first. Question: Do you not find yourself mistaken now? Answer: Was not Christ crucified? Since 1830, I had been living with Mr. Joseph Travis, who was a kind master who had placed great trust in me. On Saturday evening, August 20th [1831] we decided to meet the next day for a meal and to work out our plan of attack....It was quickly agreed we should start at home (Mr. J. Travis') on that night. I took my station in the rear, and, as it was my object to carry terror and destruction wherever we went, I placed fifteen or twenty of the best armed and most to be relied on in front, who generally approached the houses as fast as their horses could run. This was for two purposes--to prevent their escape and strike terror to the inhabitants. Confessions of Nat Turner, 1831 Reading 6: Follow the Drinking Gourd When the sun comes back and the first quail calls, Follow the drinking gourd. for the old man is a-waiting for to carry you to freedom, If you follow the drinking gourd The river bank will make a very good road, The dead trees show you the way. Left foot, peg foot traveling on, Follow the drinking gourd. Negro spiritual Reference: See Digital History Citation Appendix B: Oral Report Research Questions Who was he/she (or the organization) When did he/she/it take part in the movement? Any publications? If so, who were they addressed to? What did he/she/it call for? Why? Was he/she/it more proactive or passive in the abolitionist movement? Evidence? Any opposition or controversy surrounding him/her/it? Appendix C: Timeline Passive Movement late 1700’s ß 1817 ß 1822 ß 1829 ß 1830-31 Shift to Active/Radical ß 1835 ß 1840 ß 1847