8. Women and Abolition
INSTRUCTIONAL OBJECTIVESStudents will be able to:
|• ||Understand the broader political context in which abolitionism developed|
|• ||Understand the position of women in antebellum society|
|• ||Understand the position of women in the abolitionist movement|
DESCRIPTIONStudents will work in teams to analyze a historical document in order to understand the position of women in antebellum society and their role in the abolitionist movement.
MATERIALSWhat Have Women to Do with Slavery? (copy for each student)
CLASS LAYOUT AND GROUPING OF STUDENTSStudents will work in small groups and then reassemble in their usual seating arrangement
to discuss their findings.
|1. ||Explain that the years 1820–1860 were known as the Age of Reform, during which Americans launched unprecedented reforms to aid the sick and mentally ill, rehabilitate criminals, improve education, promote temperance, further women's rights, and end slavery.|
|2. ||Present a short summary of the forces behind reform, emphasizing:|
|• ||Religion, particularly the Second Great Awakening|
|• ||The Declaration of Independence|
|• ||The Enlightenment's faith in reason|
|3. ||Explain that women were very active in the reforms of the period, but that when they
sought to involve themselves in those reform efforts, they became aware of the limitations society placed on them. Tell the class that they will analyze a historical document
that illustrates both women's place in reform and the problems they encountered.|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Using Deliberative Techniques to Teach United States History.
Contributors: Eleanora Von Dehsen - Author, Nancy Claxton - Author.
Publisher: International Debate Education Association.
Place of publication: New York.
Publication year: 2009.
Page number: 91.
This material is protected by copyright and, with the exception of fair use, may
not be further copied, distributed or transmitted in any form or by any means.