MSAbolitionism

Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. a. Frederick Douglass b. William Lloyd Garrison c. Sojourner Truth d. Harriet Tubman e. Theodore Weld
 * Massachusetts History Framework Standards: US1.31**

How did Americans imagine their natural rights and then attempt to institutionalize these as law, and with what effects on the disenfranchised?
 * Essential Question:**

Students will apply the basic principles of historical thinking by researching and weighing primary information sources and forming their own conclusions from those sources to:
 * Unit Goal:**

-describe what led abolitionists such as Harriet Tubman to risk their lives and freedom for others to taste freedom. (Walls) -describe the challenges faced by free African-Americans who chose to donate their wages for the Underground Railroad Movement. (Walls) -describe and analyze the effectiveness of the 54th Regiment and the impact of this on freed slaves and families. (Corleto) -describe the role of slavery in life in the south and Ancient Rome. (Donohue) -describe the formation of the abolitionist movement and the roles of William Lloyd Garrison and Theodore Weld. (Adams)

Specific Learning Standard (focus):** Walls Draft Lesson
 * __Elaine Walls__
 * Describe the roles of various abolitionists

What motivated the abolitionists in the north? How Instrumental was the American Anti-Slavery Society in the Abolitionist movement? How instrumental and effective were the women involved in the society?
 * Guiding Questions:**

Students will examine the lives of free slaves in the north before 1863. Students will interpret the rol e of the American Anti-Slavery Society and it's members in the abolitionist movement.
 * Objectives:**

**Digital Resources:** Biography of Harriet Tubman http://afroamhistory.about.com/od/harriettubman/a/bio_tubman_h.htm Biography of William Still [|www.undergroundrr.com/foundation/about.htm] Information about the American Anti-Slavery Society [|www.afgen.com/slavery2.html] Fugitive Slave Act of 1850 [|www.nationalcenter.org/FugitiveSlaveAct.html-24k] Compromise of 1850 [|www.pbs.org/wgbh/ara/part4/4p295l.html-13k]


**Primary Source Documents** // Declaration of the Anti-Slavery Convention Assembled in Philadelphia, December 4, 1833// Library of Congress:Rare Book and Special Collections Division

//Letter from the American Anti-Slavery Society, December 1833// Boston Public Library Rare Books

// Certificate of Membership in the Massachusetts Anti-Slavery Society, 1839// Bostonian Society

// Account Book of Francis Jackson, Treasurer The Vigilance Committee of Boston// The Library of the Bostonian Society

Describe the response of southerners to abolitionism
 * __William Donohue__**
 * Specific Learning Standard (focus):**

Donohue Draft Lesson

How did the economic and cultural views dictate the beliefs of people in the American South, North and Ancient Rome towards slavery?
 * Guiding Questions:**

Students will understand why slavery existed in the south and in ancient Rome. Students will analyze working conditions in the American North, and slavery in the American South and ancient Rome Students will describe why people in the south and ancient Rome felt slavery was necessary.
 * Objectives:**

Lowell National Park http://www.nps.gov/archive/lowe/loweweb/Lowell%20History/prologue.htm http://www.nps.gov/archive/lowe/loweweb/Lowell_History/working_conditions.htm Department of the Interior http://www.itd.nps.gov/cwss/manassas/economic/introecon.htm Statistics of Lowell Manufacturers, January 1, 1845 http://library.uml.edu/clh/All/doc03.htm Samuel Cartwright-The Education, Labor and Wealth of the South http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=42 William J. Grayson-Pro-slavery Poem http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?PrimarySourceId=1053 Thornton Stringfellow-The Bible Argument http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=22 E.N. Elliot-Cotton is King http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=41 A Week in the Mill-Lowell Offering, Vol.5 (1845) http://www.albany.edu/history/history316/WeekintheMill.html Factory Rules from the Handbook to Lowell, 1848 http://www.kentlaw.edu/ilhs/lowell.html Pliny the Younger (61/62 - 113 CE) - The Life of a Refined Roman Gentlemen http://www.fordham.edu/halsall/ancient/plinyyoung-letters3-1.html American History Sourcebook: Slavery in Roman Republic http://www.fordham.edu/halsall/ancient/slavery-romrep1.html Murder of Pedanius Secundus [|http://www.umich.edu/~classics/programs/class/cc/372/sibyl/db/Tac-Ann-xiv42to45.html]
 * Digital Resources**


 * Primary Source Documents:**

// Merrimack Corporation Picture//

//Statistics of Lowell Manufacturers, January 1, 1845//

"The North and The South." //The Liberator.// Vol. XXIV, No.22; April (June) 2, 1854, p. 85; 3rd Column, 5th article. Boston Public Library (Rare Books) Request for full page.

__**Debbie Corleto:**__ Describe the response of northerners to abolitionism Who and what were the abolitionists? How did freed slaves envision their rights? What effect did abolitionists have on the disenfranchised? What effect did the Confiscation Act have? What effect did the Militia Act have on the 54th? Explain abolitionism and what led to the formation of the 54th. Interpret primary source documents, paintings, broadsides. Effectively use and adapt knowledge gained to create a written and illustrated book. Abolitionists-54th Documents Broadsides Articles Newspapers Images/Paintings Letters Diaries Journals Maps
 * Specific Learning Standard (focus):**
 * Guiding Questions:**
 * Objectives:**
 * Primary Source Documents and Artifacts:**

__**Mary Adams:**__ Describe the roles of William Lloyd Garrison and Frederick Douglass.
 * Specific Learning Standard (focus):**

Adams Draft Lesson

How did Garrison and Douglass contribute to the abolitionist movement? How was the //Liberator// and the //North Star// used as vehicles to promote abolitionism?
 * Guiding Questions:**

Students will analyze the roles of Garrison and Douglass in the abolitionist movement. Students will examine and interpret articles from the //Liberator// and/or the //North Star//.
 * Objectives:**

Portrait and biography of William Lloyd Garrison http://www.pbs.org/wgbh/aia/part4/4p1561.html Portrait and biography of Frederick Douglass [|http://www.pbs.org/wgbh/aia/part4/p1539.html] Excerpts from the //Preface to the Narrative of the Life of Frederick Douglass, an American Slave// by William Lloyd Garrison, May 1, 1845. (Preface) http://www.history.rochester.edu/class/douglass/DUGLAS11.TXT Excerpts from //To the Public//, Inaugural Editorial by William Lloyd Garrison, //The Liberator//, January 1, 1831 http://www.teachingamericanhistory.org/library/index.asp?document=576 Excerpts from //On the Constitution and the Union//, by William Lloyd Garrison, //The Liberator//, December 29, 1832 [|http://fair-use.org/the-liberator/1832/12/29/on-the-constitution-and-the-union] Excerpts from //The American Union//, by William Lloyd Garrison, //The Liberator//, January 10, 1845 http://www.teachingamericanhistory.org/library/index.asp?document=572 Excerpts from //What to the Slave is the Fourth of July//? Speech by Frederick Douglass July 5, 1852 http://www.teachingamericanhistory.org/library/index.asp?document=162 Excerpts from //The Address of Southern Delegates in Congress to their Constituents// by Frederick Douglass, //The North Star//, February 9, 1849 http://www.teachingamericanhistory.org/library/index.asp?document=527 Excerpt from //The Constitution of the US:Is it Pro-Slavery or Anti-Slavery//? Speech by Frederick Douglass, March 26,1860 http://www.teachingamericanhistory.org/library/index.asp?document=1128 Boston's Reaction to the Fugitive Slave Law Through Voluntary Associations, Particularly the Boston Vigilance Committee http://www.primaryresearch.org/bh/research/woitunski/index.php
 * Digital Resources:**


 * Primary Source Documents:**

// Account Book of Francis Jackson, Treasurer The Vigilance Committee of Boston// The Library of the Bostonian Society