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Summary and Objective
Students will understand that anti-slavery feelings were strong in Massachusetts and that people became involved in the abolitionist movement by forming anti-slavery societies. Students will investigate primary sources and create and implement a plan to form their own anti-slavery society.
Teaching Plan
Step 1.
Brainstorm how people in the North felt about slavery and how they expressed their feelings.
Step 2.
Pairs will investigate primary sources attached to this lesson. Some primary sources will have questions that are teacher generated and specific to the primary source while others may be used as research or interpretation. Each pair will report to the class their findings.
Step 3.
Anti-Slavery Societies Primary Source Questions
Primary Document: Pages from the Diary of Martha Cochran
1. How does Martha describe the anti-slavery meeting?
2. Who attended this meeting?
3. Who is Mrs. Stowe?
4. Who is Mr. Garrison?
Primary Document: "Letter from Mrs. L. M. Child":
1. Who is Friend Garrison?
2. What is the Liberator?
3. How does she describe slave holders?
4. Why does she see the need for "Protector Societies"?
Primary Document: "Massachusetts Anti-Slavery Society" article
1. List the expenses of the anti-slavery society.
2. What do you believe the expenses were for and what purpose did it serve?
Primary Source: "Anti-Slavery Meeting"
1. Describe the resolutions listed in this account.
2. What is the purpose of a constitution for this society?
Primary Document: "County Anti-Slavery Meeting"
1. Interpret this notice for the annual meeting of the Franklin County (Massachusetts) Anti-Slavery Society.
Step 4.
Students will be divided into groups of 4-5. Each group will create a plan to form their own anti-slavery society. Their plan should include the following: 1. Society Name 2. Mission Statement (purpose and goal of the society) 3. Officers (title and job description) 4. By-laws (rules for the group) 5. Activities (address publications, fund raising, membership, activities, meetings, and procedures -- these may be addressed in the by-laws as well)
Step 5.
Each student society will condct an anti-slavery meeting addressing their feelings about slavery and what they will do to end it.
Step 6.
Each society will self-evaluate the effectiveness of their society and predict the impact it will have in the future. They will share the evaluation and prediction with the class. The class will judge each group's self-evaluation and prediction as accurate or inaccurate.
Step 7.
Assessment: Formative -- sharing ideas, teacher circulation during planning process and society meeting, class evaluation. Summative -- student society plans and self-evaluation of their meeting.
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