HSAbolitionism

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

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

Unit Goal:
 * 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 interpret:**
 * the difficult choices faced by the citizens of Boston and Massachusetts during the growth of the abolitionist movement
 * the competing notions of freedom between African American and Irish American communities in Boston in the antebellum period
 * the limits of reform law in the antebellum movement

__Matt Brophy and Jonathan Streff**:**__ Guiding Question**: How did Irish Americans react to the abolitionist movement and the quest for African American Rights?** Objectives**: Students will understand how issues of race/class divided the African American and Irish American communities. Students will understand how this conflict played out on an international level as reflected by the roles and activities of individuals such as Frederick Douglass and Daniel O'Connell.** Primary Source Documents and Artifacts**: newspapers speeches letters lithographs/political cartoons**

The following are taken from > (Daniel O'Connell vs. American Slavery. (Rare Books) > > > > 1) > > 2) > > 3) > > 4) > > 5) > > 6) > > 7) > > 8) > > 9) > > 10) > > Jay Griffin > Guiding Questions**: What tensions exist between the abolitionists and state and federal officials? What motivates the growth of the abolitionist movement in Boston/Medford?** > Objectives: **Students will examine the life of Anthony Burns, a slave captured as a fugitive and arrested on 5/24/1854. Students will be able to identify the central questions this historical narrative addresses; appreciate historical perspectives; and analyze the cause and effect relationships and multiple causation, including the importance of the individual and the influence of ideas(abolitionism).** > Primary Source Documents and Artifacts: > **William L. Garrison papers > Scrapbooks concerning Anthony Burns and John Brown > Anti-slavery pamphlets and broadsides > NY Daily Times, December 6, 1854 > Liberator issues after the capture of Anthony Burns, May 24, 1854** > > **BPL Images:** > > > 1) "Citizens of Boston" broadside (Rare Books) > > 2) "A Man Kidnapped" broadside. May 26, 1854 (Rare Books) > > 3) "Public Meeting in Boston; Kidnappers in Boston." Slave Hunters broadside. (Rare Books) > > 4) //The Liberator//. June 2, 1854, p. 86.(Rare Books) > > 5) Letter to the Editor from Anthony Burns. //The Liberator//, August 13, 1858; p.130. (Rare Books) > > 6) //The Liberator.// Vol. XXIV, No.22 April (June) 2, 1854, p. 85.(Rare Books) > > Ron Janowicz > Guiding Questions: **What was life like for enslaved African Americans in the north versus the south? What were the limits to reform in the antibellum period? What were the main characteristics of political abolitionism?** > Objectives: **Students will be able to identify the major beliefs and positions of the abolitionists. Students will understand political abolitionism and African American abolitionists and their contributions.** > Primary Source Documents and Artifacts: > Author: Bonner, John > Publisher: Smith, George Girdler > Date: 1835 > Location: Boston (Mass.) > Dimension 46.0x61.0cm > Scale: Scale not given > Call Number: G3764.B6 1722 .B6 1835 Draft Lesson Draft Lesson version 2
 * BPL Images:**
 * The Liberator, Vol. XII, No.12; March 25, 1842; pp.45, 46, 47."Address from the People of Ireland."
 * The Liberator, Vol. XII, No. 59; May 27, 1842. pp. 75,76. "Slavery in America." (Pro slavery spirit) (Rare Books).
 * [[image:05_04_000173.LARGE.jpg width="598" height="479"]]
 * The town of Boston in New England



Horace Sheldon Podcasts
Dramatic Reading of Garrison Speech [Recorded 4/2/2009, Boston National Park Service, Producer: Robert Simpson]  Cain, //On the Constitution and the Union//, December 29, 1832. media type="file" key="garrison_speech.mp3"

Ranger Sheldon answers questions submitted by Mr. Janowicz's Malden High School students. 1. Would the Liberator still serve a meaningful purpose today? media type="file" key="sheldon_podcast_q1.mp3" 2. If Abraham Lincoln lived to the fullest extent of his Presidency, would he make the attempt to abolish slavery completely at a time when slavery was most vulnerable after the Civil War? media type="file" key="sheldon_podcast_q2.mp3" 3. At a time of violence, why did William Lloyd Garrison speak on the night of October 21, 1835? media type="file" key="sheldon_podcast_q3.mp3" 4. In 1835, what was the status (class) of African Americans living in Boston? media type="file" key="sheldon_podcast_q4.mp3"

The Liberator Files http://www.theliberatorfiles.com/beginning-horace-seldon/ rss url="http://www.theliberatorfiles.com/feed/" link="true" description="true" length="200" number="5" date="true"