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Abolitionists, and Activists: A Graphic History of Women's Fight for Their Rights

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Abolitionists, and Activists: A Graphic History of Women's Fight for Their Rights

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Apa: Kendall, M., D'Amico, A., Chankhamma, S., & Schultz, E. (2019). Chapter 4. In Amazons, abolitionists, and activists: A graphic history of women's fight for their rights (pp. 70–103). essay, Ten Speed Press.

Annotation:
this graphic novel has many chapters that focus on the women in history however the focus will be on chapter 4 women's rights. Questions are both asked and answered in this chapter that students can wonder about such as the relationship of black and white suffragettes. the connection of the many separate events that pushed the movement forward are discussed as well in a way that is concise and organized.

Evaluation:

Students who struggle with complex reading will enjoy this graphic novel that is able to answer some questions that they may have. This reading can be used as a support with the previous text sets concerning women's rights the novel gives detail about several women that played a major part in the movement and how all the work conjoined together to rally all the efforts.

variation:
- Online and physical copies can be made available in any language and even audiobooks can be distributed to students that need them.

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Apa: (2013). American Experience: The Abolitionists. Retrieved March 6, 2022, from https://www.amazon.com/American-Experience-The-Abolitionists/dp/B00AYXBSIG/ref=tmm_aiv_swatch_0?_encoding=UTF8&qid=1522782183&sr=1-2.

Annotation:

This series  made by PBS shows the horrific situation that slaves and people of color went through and the need for freedom grew more and more. the series depicts the root motives of the Abolitionists and connect the dots of progression toward the Emancipation Proclamation. This was a seriously dangerous, sacrificial and heart-breaking journey costing many lives to uproot an evil work of hateful injustice.

Evaluation:
Students will be able to see the tribulations that slaves and the abolitionist had to go through to achieve their goals. The series will build off the previous lessons and serve as a closing of the lesson so students can connect the reading to the series. The best part about the 3 episode series is that even though it is mostly focused on Frederick douglass thee students will still see other abolitionist both white and of color from very different backgrounds.

Variation:

- This is a series that is 3 episodes long which would take up at least 3 class periods as to not lose time students will watch episode one as a homework and come up with question and/or connections that have made to bring into the class socratic seminar. the 2nd episode will be watched in class because it is more focused on the actions taken by the The Abolitionists while episode one is about the build up to the those actions. Only half of the 3rd episode will be watched in class and the rest can be watched at the students own time.

-As the series is being watched in class closed captions will be used so students with hearing disabilities can still be included and get the information. Alongside the closed captions all students will receive a copy of the movie dialogue with time stamps so they can annotate and record any evidence they find that is interesting.

-Students that may not be able to get access to the series at home can be given a physical copy of the film or given a link to access the material.

- after each episode students will have time to think and process what they have watched and participate in a socratic seminar in a fish bowl format. students will be paired up and as one is talking in the inner circle the other is taking notes and will switch off after a certain time.

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Apa: History.com Editors. (2009, October 27). Abolitionist movement. History.com. Retrieved March 6, 2022, from https://www.history.com/topics/black-history/abolitionist-movement

Annotation:

This article will serve as both a means of introduction and a well organized break down of how the movement started. The article is separated into several sections that dissects the movement from how it started, the major players, issues along the way, and how it came to an end. the article serves as a good way to lead into women's right/suffrage and it will be possible to scaffold off of some of the information into another lesson as a way to introduce the topic.

Evaluation:
The article is well organized and broken down in a way that will be easily digestible for all students. The article even as videos that can explain certain topics further if students do have some trouble. students will be able to learn about key abolitionist that played major roles in the movement as well as how tension began to build up between the north and the south. the article will be able to cover several points which can be discussed as a class and how it may even connect to present issues in the world.

Variation:

- Due to the text being broken up into several parts students that struggle to read larger more complex text wont feel intimidated.

- the article can be transferred a a google doc so students can more easily annotate and take notes as they read in a well organized manner.

-if student prefer to have physical copies of the text that can also be handed out alongside the accompanying worksheet. some students may get off track flipping from digital copy of a text to physical worksheet which is why some student may prefer physical copies.

- After reading Henry's Freedom box which shows the life of a slave and many of the hardships that came with it serves as a base for scaffolding into the major part of the lesson being the abolitionist movement. This will act as tiering of differing levels of reading text for students.

- students can read in pairs and discuss their findings and later share them out with the whole class.

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What Is an Abolitionist?

An abolitionist, as the name implies, is a person who sought to abolish slavery during the 19th century. More specifically, these individuals sought the immediate and full emancipation of all enslaved people.

Most early abolitionists were white, religious Americans, but some of the most prominent leaders of the movement were also Black men and women who had escaped from bondage.

The abolitionists saw slavery as an abomination and an affliction on the United States, making it their goal to eradicate slave ownership. They sent petitions to Congress, ran for political office and inundated people of the South with anti-slavery literature.

These staunch activists wanted to abolish slavery completely, which differed from the ideas of other groups like the Free Soil Party, which opposed the expansion of slavery into U.S. territories and newly formed states such as Kansas.

Did you know? Female abolitionists Elizabeth Cady Stanton and Lucretia Mott went on to become prominent figures in the women's rights movement.

How Did Abolitionism Start?

Opposition to slavery wasn't a new concept when abolitionism started. Since the inception of the Atlantic slave trade, which began in the 16th century, critics voiced their disapproval of the system.

In an early effort to stop slavery, the American Colonization Society, founded in 1816, proposed the idea of freeing slaves and sending them back to Africa. This solution was thought to be a compromise between antislavery activists and slavery supporters.

By 1860, nearly 12,000 African Americans had returned to Africa.

Missouri Compromise

The Missouri Compromise of 1820, which allowed Missouri to become a slave state, further provoked anti-slave sentiment in the North.

The abolitionist movement began as a more organized, radical and immediate effort to end slavery than earlier campaigns. It officially emerged around 1830.

Historians believe ideas set forth during the religious movement known as the Second Great Awakening inspired abolitionists to rise up against slavery. This Protestant revival encouraged the concept of adopting renewed morals, which centered around the idea that all men are created equal in the eyes of God.

Abolitionism started in states like New York and Massachusetts and quickly spread to other Northern states.

Laws Inflame Tensions

In 1850, Congress passed the controversial Fugitive Slave Act, which required all escaped enslaved people to be returned to their owners and American citizens to cooperate with the captures.

Seven years later, the Supreme Court ruled in the Dred Scott decision that Black people-free or enslaved-didn't have legal citizenship rights. Owners of enslaved people were also granted the right to take their enslaved workers to Western territories. These legal actions and court decisions sparked outrage among abolitionists.

Famous Abolitionists

Many Americans, including free and formerly enslaved people, worked tirelessly to support the abolitionist movement. Some of the most famous abolitionists included:

William Lloyd Garrison: A very influential early abolitionist, Garrison started a publication called The Liberator, which supported the immediate freeing of all enslaved men and women.

Frederick Douglass: Douglass escaped slavery himself and published a memoir titled Narrative of the Life of Frederick Douglass, an American Slave. An instrumental figure in the abolitionist movement, he also supported women's suffrage.

Harriet Beecher Stowe: Stowe was an author and abolitionist who was best known for her novel Uncle Tom's Cabin.

Susan B. Anthony: Anthony was an author, speaker and women's rights activist who also supported the abolitionist movement. She is revered for her diligent efforts in fighting for women's rights to vote.

: Brown was a radical abolitionist who organized various raids and uprisings, including an infamous raid on Harpers Ferry, Virginia.

Harriet Tubman: Tubman was a fugitive enslaved person and abolitionist who was known for helping escaped enslaved people reach the North via the Underground Railroad network.

Sojourner Truth: Best known for her speech, "Ain't I a Woman?," Truth was both an abolitionist and a women's rights advocate.

Rift Widens Between North and South

As it gained momentum, the abolitionist movement caused increasing friction between states in the North and the slave-owning South. Critics of abolition argued that it contradicted the U.S. Constitution, which left the option of slavery up to individual states.

Abolitionism was illegal in the South, and President Andrew Jackson banned the U.S. Postal Service from delivering any publications that supported the movement.

In 1833, a white student at Lane Theological Seminary named Amos Dresser was publicly whipped in Nashville, Tennessee, for possessing abolitionist literature while traveling through the city.

Elijah Lovejoy

In 1837, a pro-slavery mob attacked a warehouse in Alton, Illinois, in an attempt to destroy abolitionist press materials. During the raid, they shot and killed newspaper editor and abolitionist Elijah Lovejoy.

After the Kansas-Nebraska Act of 1854 was passed, both pro- and anti-slavery groups inhabited the Kansas Territory. In 1856, a pro-slavery group attacked the town of Lawrence, which was founded by abolitionists from Massachusetts. In retaliation, abolitionist John Brown organized a raid that killed five pro-slavery settlers.

Then, in 1859, Brown led 21 men to capture the U.S. arsenal at Harpers Ferry, Virginia. He and his followers were seized by a group of Marines and convicted of treason. Brown was hanged for the crime.

The Civil War and Its Aftermath

President Abraham Lincoln opposed slavery but was cautious about fully supporting the more radical ideas of the abolitionists. As the power struggle between the North and the South reached its peak, the Civil War broke out in 1861.

As the bloody war waged on, Lincoln issued his Emancipation Proclamation of 1863, calling for the freeing of enslaved people in areas of the rebellion. And in 1865, the Constitution was ratified to include the Thirteenth Amendment, which officially abolished all forms of slavery in the United States.

Abolitionist Movement Ends

Though the abolitionist movement seemed to dissolve after the addition of the Thirteenth Amendment, many historians argue that the effort didn't completely cease until the 1870 passage of the Fifteenth Amendment, which extended voting rights to Black men. Meanwhile, the Fourteenth Amendment, ratified in 1868, granted citizenship to all persons "born or naturalized in the United States," including former enslaved people.

When slavery officially ended, many prominent abolitionists turned their focus to women's rights issues. Historians believe that the experiences and lessons learned during the abolitionist movement paved the way for leaders who were eventually successful in the women's suffrage movements.

Abolitionist ideals and traditions also served as a model for the National Association for the Advancement of Colored People ( NAACP), which was formed in 1909.

HISTORY Vault: Black History

Sources

Abolition and the Abolitionists. National Geographic.
Early abolition. Khan Academy.
Abolitionist Sentiment Grows. UShistory.org.

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Abolitionist Movement - Definition & Famous Abolitionists | HISTORY

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The abolitionist movement was the effort to end slavery, led by famous abolitionists like Frederick Douglass, Harriet Tubman, Sojourner Truth and John Brown.

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Apa: PBS. (n.d.). She resisted. PBS. Retrieved March 3, 2022, from
https://www.pbs.org/wgbh/americanexperience/interactives/she-resisted/sb/introduction/1

Annotation: This is an interactive presentation that discusses and shows the strategies that many of the suffragists used. A very captivating audio and video that holds a lot of information while incorporating the 9 strategies that were essential in the women's suffrage movement. Students will also be able to see the growth of the movement on a map throughout the years.

Evaluation:

There is so much that can be done with is text and it speaks to several kinds of learners and is a very fun way to do a class. students will be intrigued and they wont have to listen to me talk my head off so much while allowing them to work at there own pace. The reading that is within the interactive presentation are small and scaffold of one another so students that are struggling readers wont struggle as much.

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- students will be divided up into small groups so that there is at least 9. each group will have the task of going through the interactive text pertaining to their strategy and fill out a handout and only fill in their box pertaining to the statagry. the next part can been done in two ways:

A. students are broken up into different groups made up of one representative from each previous group and teach the others about their strategy and fill in the remaining blanks in the handout.

B. The use of the ambassador strategy where one representative of each group goes to a new group and shares theru information while learning a new one.

After students learn all the strategies the class and discuss how they would work in modern day and if an update would be needed.

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APA: Garnier, Katja von, et al. Iron Jawed Angels. New York, NY: HBO Video, 2004.

annotation: This is a film about the women's suffrage movement in the 1900s. this film showcases a group of women both white and of color fighting and risking it all for the rights of women to vote and run for office. There are scenes where students will be able to see to what lengths the women went to so to achieve their goals. Many of the women were arrested and mistreated in prison. Women were also set aside their racial issues for the grand scheme of things and all marched togehter.

Evaluation:

This film is great even though it speaks of a lesser-known event in history it still portrays the hardship the people went through. Students will be able to actually see and experience the event instead of just reading it, the film will spark more conversation and interest.  Students will be able to see how suffragists were applying all of the principles of nonviolent action. They were meeting violence with peacefulness; generating massive publicity; applying political or economic pressure, and making arguments that work on the conscience of the general public and of their adversaries.

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- if students would rather read there is a book with the same title which the film is based on.

- closed captions will be turned on as well as a copy of the dialogue with time stamps will be given out so students can properly source evidence.

- there can be a class discussion of how students feel about the film and the topic of women's rights and possible questions can be asked and answered.

-A writing assignment can be assigned as a film review or as a reflection.

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this will be a collection of text sets that focus on two closely related social movements as a way to show students that change can happen which will also include how and why it happens.
- The text sets will work in a timeline of sorts starting with slavery and its connection to the civil rights movement and how civil rights were being fought alongside women's rights. there will be multiple texts addressing the social movements starting with a text that shows the issue then a text of fighting for the issue.
- Text sets 3 and 4 work together as the class goes over the interactive strategies presentation they will learn about women's suffrage and women's movement. text set 4 will be a movie in that students can see the strategies that are taking place in the film and have an assignment that incorporates skill and task learned to assess them.

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FRIENDS FOR FREEDOM: THE STORY OF SUSAN B. ANTHONY AND FREDERICK DOUGLASS

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FRIENDS FOR FREEDOM: THE STORY OF SUSAN B. ANTHONY AND FREDERICK DOUGLASS

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by Suzanne Buckingham

Year: 2014

ISBN: 9781580895699

Awards: none

Annotation: in this reading the friendship of two great friends is told and how the two shared great accomplishments together in. the name of freedom for both women and people of color.

Evaluation/response: This can be a great book to read to students for the historical facts it contains for both women's rights and the rights of slaves to be free. Students can be split into groups and try to Find similarities in the two causes just like Susan B. Anthony and Fredrick Douglass did and became good friends.

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-Students that struggle with more complicated texted will feel at ease with reading this book as it highlights key points in both civil rights and women's rights

- The class can be split in half and each half will be told to focus on one of the individuals in the book and do research on their given person so that the class can have a socratic seminar the next day.

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By Ellen Levine

2007

ISBN: 9781428721920

Awards: 2008 Caldecott medal

Annotation: The book follows the life of henry brown a boy born in the mid 1800s during the slave trade. In the story the reader follows how and why henry decided to mail himself in a box.

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-students that are English learners can receive the book in their preferred language.

- this book can be read as a whole class, in groups, or individually and accompanied with tiered questions that build up the students' understanding of the text and Historical Perspective

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This reading gives a very good view into the life of someone during slave trade because of this I would use it In tandem With Other readings. With the themes of slavery, loss, and freedom will allow students/readers to connect this reading to other readings and have a deeper understanding.