Name:Date:

American Studies I Honors/Mr. CalellaBig Ideas: Movement & Reform

Learning Goal:Students will be able to understand the origins of the Abolition and Women’s Rights Movements in mid-1800s America.

The Abolition and Women’s Rights Reform Movements

Introduction Discussion Questions

  1. What are some modern-day issues upon which people are seeking reform?
  1. For which cause or causes would you be willing to make sacrifices for?
  1. What steps would you take to realize your goals?

Abolition Reform Movement

  • Background:
  • Economic issue:
  • Political issue:
  • American and English Quakers:
  • Women participated:
  • Most men did want women’s participation
  • Few joined into the 1820s. Why? Why was Southern economy so entrenched in slavery? Why couldn’t the South just start freeing slaves gradually? Would it be enough to please reformists?

William Lloyd Garrison

  • The Liberator:
  • New England Anti-Slavery Society:
  • “Outside the system”:
  • Radical views for his time (abolition, women participation, Constitution and colonization):
  • How did Northerners feel about him?
  • How did Southerners feel about him?

David Walker

  • Appeal to the Coloured Citizens of the World (1829)
  • Black involvement in the movement
  • Use of propaganda

Fredrick Douglas

  • Background:
  • Literacy and eloquence:
  • North Star:
  • President in a color blind world:
  • Follower of Garrison…but not for long:
  • He recognized that abolition was more than a reform movement, it was a revolution, why?

Women’s Rights Movement

  • Roots in the abolition reform movement
  • What did women want?
  • How were women unequal to men at this time? Equality today in U.S.? World?
  • Sarah and Angelina Grimke
  • Sojourner Truth
  • Seneca Falls Convention:
  • Lucretia Mott and Elizabeth Cody Stanton
  • 1850s:
  • 1920:

Jig-Saw Group Work Activity

Part I

  • Meet in your Local Reform Association and read the primary source handout assigned to your group. See PowerPoint for group and below for your group’s assignment.
  • Next, as a group, write a one-paragraph summary of the main points in the primary source document. Make sure you identify the specific reform movement the particular author is writing about and discuss the methods and/or arguments the author advocates for bringing about his/her desired change(s).
  • Next, write a paragraph discussing whether your group agrees with the author’s methods and arguments. Be sure to address why your group feels the way it does.
  • Each groupmember should have a copy of the paragraphs.

Local Reform Associations (Group #1)

  1. “Georgian Women for Abolition” (Appeal to the Christian Women of the South)
  2. “New York Women’s Rights Association” (Declaration of Sentiments)
  3. “Massachusetts Abolition Society”(David Walker’s Appeal)
  4. “New Jersey Women’s Rights NOW!”(Ain’t I a Woman?)

Part II

  • Assign each group member a number from 1 to 4; repeat process if you have more than 4 group members. This number corresponds to your new group (Group #2); see Regional Groups below
  • Members of the Regional Groups will meet to share what they learned in their local groups.
  • In other words, discuss the two paragraphs your local group wrote with theother representatives in your Regional Group.
  • Take notes on what the other groups are presenting.
  • Discuss whether you agree with the other groups’ analysis regarding the author’s methods and arguments.

Regional Groups (Group #2)

  1. Mid-AtlanticRegion
  2. New EnglandRegion
  3. South Region
  4. West Region

Rubric (50 points Class Participation)

  • 5 points: Observable contributions to your Local Reform Association (Group #1; Part I)
  • 20 points: The quality and comprehensiveness of your Local Reform Association’s summary paragraph (1st paragraph your group writes; Part I)
  • 20 points: The quality and comprehensiveness of your Local Reform Association’s analysis paragraph (2nd paragraph your group writes; Part I)
  • 5 points: Observable contributions to your Regional Group (Group #2; Part II)

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