No Rest for the Weary: The Modern Anti-Slavery Movement in the United States

By Betts, Brenda; Russ, Pamela | Social Studies Review, Spring 2005 | Go to article overview

No Rest for the Weary: The Modern Anti-Slavery Movement in the United States


Betts, Brenda, Russ, Pamela, Social Studies Review


RATIONALE

Teaching about controversial topics is an effective way to create enthusiasm and interest about important social issues. This article addresses teaching and learning about the modern Anti-Slavery Movement in the United States. In the middle grades (5-8), students learn about United States history and the enslavement of African-Americans. The history of slavery, the Civil War and Reconstruction are included in the Social Studies curriculum. The term "slavery" recalls the oppression of African American slaves and their struggle for freedom against bondage. Slavery is now considered a relic of the past, a method used a long time ago, to obtain an inexpensive labor force.

However, a topic that is not included in the curriculum, but is a significant social issue today, is the modern Anti-Slavery Movement. Few people know about it, but learning about this current advocacy movement is interesting and provocative, and it will provide opportunities for authentic instructional activities and service learning projects. The Anti-Slavery Movement can be compared and contrasted with the historical movement to abolish African-American slavery in the United States. History may become more important and meaningful to students as they learn about the modern Anti-Slavery Movement. Students will discover how they can make choices that can influence whether or not people are enslaved worldwide.

This article includes an introduction, a summary of the Abolitionist Movement, an overview of the Modern Anti-Slavery Movement in the United States, suggestions for how students can become advocates for Modern Day Slaves, Service Learning Projects for K-12 Students, Suggestions for Activities, Resources, a Bibliography, and Web sites. The content and instructional activities complement the California History-Social Science Standards 5.4.6, 5.6.7 and 8.9.

INTRODUCTION

Slavery in the United States is usually identified as the historical enslavement and bondage of AfricanAmericans. The trans-Atlantic slave trade in Africans was first introduced to the English colonies in 1630. Slavery ended for African-Americans in the southern states with the Thirteen Amendment to the Constitution of 1865. Slavery is viewed as a terrible institution that unfortunately existed during a distant period of United States history, an unpleasant and embarrassing time. It is acknowledged that many Americans and their leaders were unkind and insensitive to the lives, liberty and happiness of the slave population. The ideals presented in the Bill of Rights have been compared to the inhumane treatment of African Americans slaves. It is generally believed that slavery and the abuses that accompanied it no longer exist in the United States today.

When studying slavery, the Civil War and Reconstruction, the causes and consequences of the decisions that were made by people in the past are examined within specific contexts. A litany of social injustices concerning slavery is often acknowledged, but the indefensible behavior and selfish decisions made by others for two hundred years is rationalized. By remembering the past, it is generally believed that such terrible and inhumane actions will never happen again in the future.

In the classroom, the historical, social, economic and political conditions and the attitudes about the value of diverse groups of people that allowed slavery to thrive are often analyzed. The realization that the wealth of the United States was founded on slave labor is reluctantly acknowledged. Relief is felt from the reassurance that this was a difficult time in the past, but certainly could not be repeated. The assumption is made that our society is now kinder and more just. Such dreadful institutions, policies and behavior could not possibly weave themselves once again into our national consciousness.

There is an underlying belief that citizens are enlightened and sensitive to the rights of others and everyone is free to pursue their dreams in the United States.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

No Rest for the Weary: The Modern Anti-Slavery Movement in the United States
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.