US History - Standards of Learning - USI.31
http://www.masshist.org/objects/enlarge.cfm?img=0043_sm.jpg&queryID=467
This source was an advertisement for a rally held by the Massachusetts’ Antislavery Society. This rally was to be held on July 4th in the midst of a national uproar over the passage of the Kansas-Nebraska Act and the increased tension over the enforcement of the Fugitive Slave Law. At this rally, eminent abolitionist leaders, including William Lloyd Garrison, Sojourner Truth, and Henry David Thoreau, would speak. Garrison would burn a copy of the U.S. Constitution at the rally, branding it “a covenant with death, and an agreement with hell.” I would use this poster as part of a unit on abolitionists and the varied ways that people of this time period protested slavery. The students would look at the variety of ways in which anti-slavery men and women tried to fight against slavery. It would include a variety of increasingly radical methods. Students would then write a paragraph about what methods they might have engaged in if they lived during that time period.
-Amy DuBois
Source IDTag: USI.31.001
2. S.M. Fassett, Photograph of Frederick Douglass, Chicago, 1860s
http://www.cr.nps.gov/museum/exhibits/douglass/3929.htm
This is a posed image of Frederick Douglass during the time of the Civil War. In this image he seated, dressed in a suit, and looking directly at the camera. I would use this image, along with other images of leading figures during a unit on abolitionists. I would assign each student one abolitionist and they would use text as well internet sources to look up biographical information on the person. The information as well as these images would then be made into a Powerpoint presentations.
-Amy DuBois
Source IDTag: USI.31.002
3. Sojourner Truth's Carte-de-Visite, 1864
http://www.loc.gov/rr/print/list/235_pot.html
This is a seated image of Sojourner Truth, a leading abolitionist and women’s rights activist. She is seated and portrayed as if she were knitting. She looks directly at the camera. The type of photograph is a carte-de-visite, which is like a calling card or business card, which suggests this would be something that would be handed out by Sojourner Truth or other abolitionists. Below the image is a saying “I sell the shadow to support the substance.” I would use this image, along with other images of leading figures during a unit on abolitionists. I would assign each student one abolitionist and they would use text as well internet sources to look up biographical information on the person. The information as well as these images would then be made into a Powerpoint presentations.
-Amy DuBois
Source IDTag: USI.31.003
4. H. B. Lindsey, Photograph of Harriet Tubman, Mid-19th Century
http://www.loc.gov/rr/print/list/235_pot.html
This is an image of Harriet Tubman a leading abolitionist and conductor on the underground railroad. As the inscription, which was added to the image at a later date, states, she was also a nurse, spy, and scout during the Civil War. She is portrayed standing and looking directly at the camera. I would use this image, along with other images of leading figures during a unit on abolitionists. I would assign each student one abolitionist and they would use text as well internet sources to look up biographical information on the person. The information as well as these images would then be made into a Powerpoint presentations.
-Amy DuBois
Source IDTag: USI.31.004
5. Image of Theodore Weld
http://www.iath.virginia.edu/utc/abolitn/lanehp.html
This is an image of Theodore Weld. Though I could not find any documentation of where, when, or why it was created, it is the only image I could find of Weld on the internet. I’ve included it here because Theodore Weld is one of the abolitionists that the Massachusetts Frameworks requires. I would use this image, along with other images of leading figures during a unit on abolitionists. I would assign each student one abolitionist and they would use text as well internet sources to look up biographical information on the person. The information as well as these images would then be made into a Powerpoint presentations.
-Amy DuBois
Source IDTag: USI.31.005
6. Chadler Seaver, Photograph of William Lloyd Garrison, Boston, Massachusetts, 1860s
http://www.officemuseum.com/seal_presses.htm
This is an image of William Lloyd Garrison a leader of the abolitionist movement and publisher of The Liberator. He is posed standing with his hand inside his jacket, a very common pose of the time. I would use this image, along with other images of leading figures during a unit on abolitionists. I would assign each student one abolitionist and they would use text as well internet sources to look up biographical information on the person. The information as well as these images would then be made into a Powerpoint presentations.
-Amy DuBois
Source IDTag: US.31.006
7. Underground Railroad Game
http://www.nationalgeographic.com/railroad/
This website is designed to take students
through a virtual slave escape attempt. The ‘escape attempt’ itself has 8
primary sources, which include, photos of abolitionists, ‘conductors’, and
safe houses. Once the student has navigated successfully through their
escape, they are offered more information on slavery, the abolitionist
movement, and the Underground Railroad. A pull-down menu gives the students
even more options. Some of these are listed below. 1. The Journey 2. Routes
to Freedom 3. Timeline 4. Faces of Freedom Educators are also provided with
the following; 1. Classroom Ideas 2. Resources and Hyperlinks I have
successfully implemented this web-site into the classroom and it provides
learning experiences for students with multiple learning styles.
William Connolly
Source IDTag: USI.31.007
8. Accounts of Slave revolts.
http://www.lva.lib.va.us/whoweare/exhibits/DeathLiberty/index.htm
This collection of brief accounts of key slave revolts accompanies a site
with extensive documentations pertaining to these events. They provide
complete details of many aspects and perspectives on these slave revolt
events as well as their impacts on both the North and Southern people. These
documents will be used for students to read as they show a relationship
between all parties to this great issue that will tear the country apart in
the Civil War. Students can see how each group relates to each other in
their assumptions and beliefs and how these events form an interaction that
produces actions in the future.
Between the Revolution and the Civil War, three dramatic events in Virginia
focused America's attention on the problem of slavery. Gabriel's Conspiracy
in 1800, Nat Turner's Rebellion in Southampton County in 1831, and John
Brown's Raid on Harpers Ferry in 1859 deeply shocked white southerners and
provided confirmation for those who argued that slavery was incompatible
with American liberty. African American scholar and activist W.E.B. Du Bois
once noted that the attitudes of an "imprisoned" group could take three
forms: "a feeling of revolt and revenge; an attempt to adjust all thought
and action to the will of the greater groups; or, finally, a determined
attempt at self-development, self-realization, in spite of envisioning
discouragements and prejudice." These attitudes ebbed and flowed with the
"spirit of the age." The spirit of revolt exhibited by Gabriel in 1800 and
Nat Turner in 1831 convinced John Brown in 1859 that the slaves across the
South were ready and willing to emancipate themselves. All they needed,
Brown concluded, was the moral and military guidance of an inspired leader.
"Death or Liberty" examines these events and the debates about slavery,
freedom, and sectional politics that raged in their wake. Finally the
exhibition offers an overview of how the public memory of these events has
changed
William Monty
Source IDTag:
USI.31.008
9. Advertisements for runaway servants and slaves, North Carolina April
1800.
http://www.vcdh.virginia.edu/gos/
These advertisements are for runaway servants and slaves and date from the
early 1899’s. This site contains thousands of such advertisements. They
reveal an awful lot about the practices and climate of the era. The shear
number of advertisements is an indicator of the extent of the practice of
not only running away but the business of recapturing. It is also helpful in
showing the extent of not only the use of slaves but also indentured
servants. These advertisements will be used to show students both indentured
servitude and slavery as commonly accepted practices in the eighteen and
early nineteenth century and the problems and difficulties that resulted
William Monty
Source IDTag:
USI.31.009
10. Advertisement for slave auction, May 1835 New Orleans
http://hitchcock.itc.virginia.edu/Slavery/
This broadside is of an advertisement for the
sale of slaves. It lists the names, ages, skills and dispositions of the
slaves for sale. It reveals what kind of information would be displayed on
such a broadside and therefore what was considered important to a slave
buyer. The reason for the sale given is that the owner is apparently
migrating to Europe and cannot take the slaves with him. The slaves
advertised range in age from 46 to 7 years old. An interesting feature of
the descriptions of the slaves is that they are all listed as mulatto. A
query for students would be to discuss why this was so, how did they get
this way and more importantly perhaps why were they still considered slaves
and could that fact have a bearing on white fears of extension of slavery
into their population.
William Monty
Source IDTag:
USI.31.010
11. Henry Bibb Slave Auction, New York 1849.
http://hitchcock.itc.virginia.edu/Slavery/
This image and its accompanying narrative selection depicts the story of a
slave auction. It shows a roomful of slave women and children and byers of
slaves. The perspective is meant to show the distress experienced by the
women as they are experiencing the separation fro their children that this
sale represents. Of particular importance and irony is the slaves request to
join together in prayer before separation occurs. This displays a bonding
generated by white slave owners as they introduced the Christian religion to
their slaves and now that the slaves have adopted the practice the owners
are forcing a lifestyle upon their slaves that contradicts the teachings of
their own religion.
William Monty
Source IDTag:
USI.31.011
12. Henry “box” Brown.
http://www.inmotionaame.org/home.cfm
This picture tells the story of Henry “Box” Brown who escaped from slavery
by mailing himself to Philadelphia in a wooden box. His imaginative
adventure was perpetrated with the help of abolitionists who awaited his
arrival. Mr. Brown subsequently earned a living by traveling throughout ths
North and Europe telling his story and recreating his experience for
audiences. This story is instructive in showing the lengths to which one
would go to achieve deliverance from bondage and also how there existed
people who were willing to assist slaves in their quest for freedom.
Students interested in the story of Henry “Box” Brown can conduct further
research and acquire manuscripts of his story through this website.Henry
"Box" Brown of Virginia made one of the most unusual escapes from slavery.
After his owner sold his wife and children to a North Carolina planter,
Brown resolved to flee from bondage. With the help of a friend, he folded
his five-foot-eight-inch, two hundred pound body into a specially
constructed wooden box, two-feet-eight-inches deep and two feet wide. His
friend took the trunk-like box to the Adams Express Company in Richmond and
sent it off to a Philadelphia abolitionist. Twenty-seven hours and 350 miles
later, Brown arrived at his destination.
William Monty
Source IDTag;
USI.31.012
13. *Sojourner Truth Speech: “Ain’t I A Woman?”
http://www.fordham.edu/HALSALL/mod/modsbook.html
Sojourner Truth, (Isabella Baumford) delivered this speech in 1851 at a Women’s Convention in Akron, Ohio. She was an early women’s rights and anti-slavery activist. At the convention, men spoke about the inadequacies of women, causing her to give this speech. At this time, it was uncommon for women to speak in public to mixed audiences. That was not considered the proper role of women. Truth delivered powerful speeches which included a description of her own experiences as a slave. She worked with other abolitionists, including William Lloyd Garrison and Frederick Douglass. In the post Civil War period, Truth worked tirelessly to aid freedmen in the post-Civil War South.
Students read, analyze and interpret a speech to understand how the anti-slavery and women’s rights movements coincided.
-Katherine Silva
14. *The Declaration of the Anti-Slavery Convention.
The American Anti-Slavery Society was founded in Pennsylvania in 1832. Many individuals including William Lloyd Garrison, Frederick Douglass and Susan B. Anthony were among the abolitionists speaking out against slavery. The anti-slavery convention assembled in Philadelphia, Dec. 4, 1833. This was created/published in Philadelphia.
-Katherine Silva
15. Abolition/Civil War
The letter is from Governor Andrew of Massachusetts asking President Lincoln to consider paying African Soldiers equally with White Soldiers. The 54th Massachusetts Regiment was not being paid equally with White Soldiers. The web site is the Library of Congress site which contains many document regarding Governor Andrew and his views on abolition.
