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02.09.18 -- yumpudigipubtest

02.09.18 -- yumpudigipubtest

Lesson 7: Abolition

Lesson 7: Abolition Grade Level: 6-12 Lesson Time: Two class periods Vocabulary: Abolition- The movement to end slavery as a legal system. Abolitionists- People who favored doing away with or abolishing slavery in their respective states throughout the country. Quaker- A member of the Religious Society of Friends, a Christian movement founded by George Fox around 1650. Underground Railroad- Refers to several loosely organized secret networks of African American and Euro-American abolitionists that helped slaves escape from the border South to the North and Canada. Materials: Pencil Slave Narratives booklet Worksheet #14: Underground Railroad Worksheet #15: Jim Bowlegs Letter to Mrs. Ruffin from William Lloyd Garrison – January 21, 1875 Worksheet # 3: Written Document Analysis Harper’s Weekly—October 4, 1862 Procedure: Introduce the following information to the students: Since the 1820s, two antislavery movements gained traction and continued to exist until the end of the Civil War. The first movement existed in the South among the enslaved population with the help of free African Americans and a few sympathetic Euro-Americans. Since the 1600s, Africans and those who became African Americans, individually and in groups, continuously sought their freedom. The second antislavery movement consisted of African American and Euro-American abolitionists in the North with outposts in the upper South. The antislavery movement in the North began in the 1730s when Euro- American Quakers in New Jersey and Pennsylvania became convinced that slaveholding contradicted their belief in spiritual equality. From there, they advocated for the abolition of slavery among their fellow Quakers and in their home states. While African Americans could not openly participate in antislavery organizations in the upper South, 24

sub-bullets on page to be formatted Lesson 7: Abolition they managed to secretly cooperate with Euro-American abolitionists. Northern abolitionists were comprised largely of Euro-American-controlled antislavery organizations that were led by African Americans in direct action and influences in the North. • Review the vocabulary above with the students. • Explain to the students that they are about to read some excerpts by those who participated in the Underground Railroad: William Still, Chairman of the Philadelphia Branch of the Underground Railroad, and Jim Bowlegs, an escaped enslaved person helped by the Underground Railroad route. Student Activities by Grade: 6-8: • Divide the students into groups. • Handout the slave narratives booklets for the students to read excerpts from William Still’s Underground Rail Road Records and have them answer the corresponding questions. Assign some groups to read Jim Bowlegs and some to read the preface to Still’s Underground Rail Road Records so that every other group is reading a different excerpt. • After the activity have the students participate in a class-wide discussion using the following questions: • For those of you who had the preface to the Underground Rail Road Records, if you were a free African American at the time of enslavement, would you have dedicated your life to helping those enslaved? Why or why not? • Open the above question up for everyone to respond. • For those that read the Jim Bowlegs excerpt, do you believe everything that was documented about his life? What would motivate someone to make up stories about their life? 9-12: • Divide the students into groups or individually. Assign some groups or individuals to analyze Harper’s Weekly and some to analyze Letter from William Lloyd Garrison to Nancy Ruffin so that every other group or individual is analyzing a different excerpt. • Distribute copies of the Ruffin letter and Harper’s Weekly. • Have the students fill out the Worksheet #3: Document Analysis with the documents they receive. • Remind the students they can use the Amistad finding aid for the Heslip-Ruffin Family Papers to help them fill out the document analysis worksheet. SLAVERY & ABOLITION CURRICULUM GUIDE 25

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