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Women Abolitionists
by Roberta McCutcheon
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Lesson
Exercise One:
- Divide the class in groups of two or three. Have each group review the biographies, papers, and essays from the websites listed below, to compile a list of women abolitionists that the group will focus on, or assign each group a list of women. The students should gather the following information about these women:
- their race
- their class
- the nature of abolitionist work
- the expectations and constraints they faced as women
Each group should record all conclusions and observations from their research about race, class, and gender.
Websites about each woman will give the students a place to begin research.
Here are some websites that provide general historical information on the topic of women abolitionists:
- Bring the entire class together to examine the research results. Using the board or butcher paper, post the factual information that the groups have gathered, as well as the key observations and conclusions that have emerged from each group.
Exercise Two:
Discussion: Use the following questions to analyze the results of the class research:
- What forms did the work of women abolitionists take?
- Why do you think that women used protest methods and activities than were different from the ones used by men?
- Why was education important to women reformers?
- How did the activism of black and white women differ?
- What constraints were faced by black women? By white women?
- What social classes did women abolitionists come from? Did the different classes of the women alter their goals or activities?
- How does the abolitionist movement help us understand the relationship between race and class in people's lives and their actions?
Exercise Three:
Essay: To what extent were women in the abolitionist movement able to influence the politics of abolitionism in the nineteenth century?
Exercise Four:
Have the class create a fictional women's antislavery society based on their research. They can take a look at real-life societies such as the Philadelphia Women's Anti-Slavery Society (PWAS) to gather ideas -- although the organizations that the students create will differ from the Philadelphia group in that the simulated student groups will be national, not local. The following websites provide some information about the PWAS:
- Divide the class into groups of three or four students. Each group will design a biracial women's national antislavery society by:
- Adopting a name.
- Writing a mission statement, which should include both long-term and short-term goals. Groups will have to keep in mind that women from different regions of the nation may disagree on goals. If there is dissension, the group will have to come to a consensus on how to handle the differences.
- Compiling a list of activities to achieve each goal. Again, the group will have to accommodate any differences in visions among women from diverse regions of the country.
- Designing the organization's publication. The newspaper should have a name and a motto. (For example, the publication of the American Anti-Slavery Society was called The Liberator.)
- Ask each group to design and produce one edition of its organization's newspaper. The edition might include:
- articles
- cartoons
- progress reports
- discussions of challenges faced by the organization
- Ask each group to introduce its organization to the class and to present the organizational publication that it has developed to fellow students.
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