19th Century Social Influencers
Suggested Teaching Instructions
This activity is strongest when working with the attached PDF: https://drive.google.com/file/d/1daQZwgsWmZZ3wFJ55mLRf7-LAXR87POB/view . Students can work through the activities on Consider the Source, or through the attached PDF.
Title: 19th Century Social Influencers
Historical Context: Abolition grew in poularity throughout the 19th century, until the end of the Civil War. Many abolitionists felt they had the responsibilty of promoting the end of slavery and helping African Americans all across the nation. These abolitionsits were major societal influencers for change. In today's world, we are aware of many influencers in the news and media that work as agents for change. How do today's influencers compare to the influencers of the past?
Overview: Using images from the Library of Congress, the National Abolition Hall of Fame and Museum and the 2012 New York State Museum exhibit: An Irrepressible Conflict, students will analyze and discuss the risks associated with being an abolitionist. Focusing on two works of art that depict abolitionist meetings, teachers will demonstrate and guide students through the analysis of primary sources and the use of historical thinking skills such as periodization, causation, and comparison. Students will connect to the content through their contemporary understanding of the impact of “social influencers” with a historic lens.
Goal: Introduce students to the Abolition Movement in New York State through artistic representations of two abolitionist meetings, both historic and imagined and discuss the impact of 19th Century Social Influencers through abolitionism.
Objectives:
● Students will be able to identify the risks associated with being an abolitionist. ● Students will be able to analyze a work of art and interpret the sourcing and artist intentions. ● Students will be able to analyze the causes and effects as they relate to the abolition movement. ● Students will be able to compare and contrast two artistic representations of meetings of abolitionists.
● Students will be able to evaluate the importance of “19th Century Social Influencers” and their impact during the American Abolition movement.
Investigative (Compelling) Question:
How did abolitionists achieve success in a divided society and advance their quest for an end to enslavement in spite of a risk to their safety?
Time Required
● 3-40 minute class periods
○ Class Period 1: Hook and Contextualization
■ Class discussion and analysis of “Down with Abolition” broadside poster. (15 minutes)
■ Periodization Activity: Abolitionist Movement (25 minutes)
○ Class Period 2: Historical Artwork Analysis
■ Activity 1-Analysis and interpretation of “Come Join the Abolitionists” (20 minutes) ■ Activity 2-Causation, Short Answer Question (20 minutes)
○ Class Period 3: Comparison/Historical Argumentation
■ Compare and contrast “Come Join the Abolitionists” 2010 and “Anti-Slavery Meeting on the Common in Boston, April 11, 1851” (Activity 3, 25 minutes)
■ Comparison/Historical Argumentation, 15 minutes
● Create a list and rationale of characteristics linking Abolitionists as social reformers to contemporary “Social Influencers”.
● Prove it! Write a paragraph arguing why “Abolitionists are 19th Century Social Influencers”
■ Launch “Abolitionist Influencers” assessment.
Recommended Grade Range: 9-12
Subject: Social Studies
Standards:
National Curriculum Standards: C3 Framework: College, Career, and Civic Life For Social Studies Standards
This lesson relates to the following C3 Framework Dimensions:
● Dimension 2: Change, Continuity and Context
○ D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.
○ D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
○ D2.His.2.9-12. Analyze change and continuity in historical eras.
○ D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. ● Dimension 2: Perspectives
○ D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
● Dimension 2: Historical Sources and Evidence
○ D2.His.11.3-5. Infer the intended audience and purpose of a historical source from information within the source itself.
○ D2.His.10.6-8. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
● Dimension 2: Causation and Argumentation
○ D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
● Dimension 4: Communicating Conclusions
○ D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data
New York State Grades 9-12 Social Studies Framework:
11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War. (Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)
● 11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
11.4 POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. (Standards: 1, 4, 5; Themes: ID, TCC, CIV, ECO)
Credits: Jessica Harney
PREPARATION
Materials Used:
All student/teacher materials can be found at: 19th Century Social Influencers.Materials ● Connect: (Bellringer/Hook) Source: Down with Abolition broadside
○ Source: “Down with Abolition.” NYS Museum - An Irrepressible Conflict: The Empire State in the Civil War, NYS Museum, 22 Sept. 2012,
https://exhibitions.nysm.nysed.gov/civilwar/antebellum/reform/index.html.
● Wonder: Contextualization/Periodization Graphic Organizer
● Investigate: Historical Artwork Analysis Worksheet, Activity 1 (pages 1-2)
○ Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National Abolition Hall of Fame and Museum, Peterboro, NY.
● Construct: Causation, Short Answer Question, Activity 2 (pages 1-2)
○ Document 1: Cazenovia Anti Fugitive Slave Law Convention, Daguerreotype Photograph, From the Collection of Madison County Historical Society, Oneida, NY
■ Source: Greenleaf Weld, Ezra. Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype. Oneida, NY, 22 Aug. 1850.
○ Document 2: Newspaper article about Fugitive Slave Law Convention held in Cazenovia, NY August 21-22, 1850.
■ Source: Liberty Party Paper. “Meeting of Runaway Slaves at Cazenovia.” Madison County Journal, 21 Aug. 1850.
■ Also located on the Consider the Source website:
https://considerthesourceny.org/document/cazenovia-anti-fugitive-slave-law-co nvention-1850-daguerreotype Titled: Cazenovia Anti Fugitive Slave Law
Convention, 1850, Daguerreotype
● Express: Skill: Compare and contrast, Activity 3 (pages 1-3)
○ Source: Greenleaf Weld, Ezra. Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype. Oneida, NY, 22 Aug. 1850.
○ Source: “Wendell Phillips Speaks Against the Fugitive Slave Law.” Library of Congress, https://www.loc.gov/exhibits/african/afam006.html.
○ Extension
■ Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National Abolition Hall of Fame and Museum, Peterboro, NY.
● Evaluation: Abolitionist Influencer Collector Cards (pages 1-2)
○ Source: “Inductees.” NATIONAL ABOLITION HALL OF FAME AND MUSEUM, https://www.nationalabolitionhalloffameandmuseum.org/inductees.html.
Resources Used:
All Student Materials: 19th Century Social Influencers.Materials
Source: “Down with Abolition.” NYS Museum - An Irrepressible Conflict: The Empire State in the Civil War, NYS Museum, 22 Sept. 2012,
https://exhibitions.nysm.nysed.gov/civilwar/antebellum/reform/index.html.
Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National Abolition Hall of Fame and Museum, Peterboro, NY.
Source: Greenleaf Weld, Ezra. Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype. Oneida, NY, 22 Aug. 1850.
Source: “Wendell Phillips Speaks Against the Fugitive Slave Law.” Library of Congress, https://www.loc.gov/exhibits/african/afam006.html.
Source: Liberty Party Paper. “Meeting of Runaway Slaves at Cazenovia.” Madison County Journal, 21 Aug. 1850.
Source: “Inductees.” NATIONAL ABOLITION HALL OF FAME AND MUSEUM,
https://www.nationalabolitionhalloffameandmuseum.org/inductees.html.
Consider the Source website:
https://considerthesourceny.org/document/cazenovia-anti-fugitive-slave-law-convention-1850-daguer reotype Titled: Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype
PROCEDURE
Description of Procedure:
The Inquiry Cycle:
● Connect: Class Period 1: Hook
○ 1. Setting the Stage: Generate interest and curiosity with a primary source document that challenges previous knowledge. There is a misconception that abolitionism was
widespread and embraced in the northern states while pro-slavery advocates were exclusively in the southern states. Using the primary source document “Down with Abolition”, ask students to interpret the source. Omit the background information for initial interpretation, focusing explicitly on the printed text that is legible, only giving students the document, title, date, and type of source.
■ Source: “Down with Abolition.” NYS Museum - An Irrepressible Conflict: The Empire State in the Civil War, NYS Museum, 22 Sept. 2012,
https://exhibitions.nysm.nysed.gov/civilwar/antebellum/reform/index.html.
○ 2. See “Teacher Materials to lead discussion for “Down with Abolition” Broadside poster” to lead class discussion and analysis of “Down with Abolition” broadside poster. (15 minutes)
■ Guide students through analysis through the prompts/discussion questions.
■ Reveal and discuss the document background. Incorporate additional prompts from the “Teacher Materials to lead discussion for “Down with Abolition”
Broadside poster”
■ Connect students' contemporary understanding of the term “Social Influencer” with the identity of Abolitionists as Social Influencers of the 19th Century.
● Wonder: Class Period 1: Contextualization
*This is intended to be an exercise to collect prior knowledge.
○ 3. Contextualization: Periodization Activity: Abolitionist Movement (25 minutes) ■ Graphic Organizer: Students complete the Contextualization/Periodization activity to demonstrate their prior knowledge of events related to the start of the abolition movement and the end of slavery (Civil War, John Brown, Emancipation Proclamation, 13th Amendment).
■ Students develop a rationale for their interpretation of their defined periodization. ■ Students can share their interpretation with their classmates to enhance or modify their arguments.
● Investigate: Class Period 2: Historical Artwork Analysis, Activity 1 (20 minutes) ○ 4. Students complete the Historical Artwork Analysis (Activity 1) which evaluates the source content, intended audience, tone, significance, and accuracy.
■ Analysis and interpretation of “Come Join the Abolitionists”
■ Connect discussion to the concept of “social influencers”.
■ Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National Abolition Hall of Fame and Museum, Peterboro, NY.
● Construct: Class Period 2: Historical Artwork Analysis, Activity 2 (20 minutes) ○ 5. Students complete the Causation, Short Answer Question based on two documents. ■ Document 1, Source: Greenleaf Weld, Ezra. Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype. Oneida, NY, 22 Aug. 1850.
■ Document 2, Source: Liberty Party Paper. “Meeting of Runaway Slaves at
Cazenovia.” Madison County Journal, 21 Aug. 1850.
■ Source: “Wendell Phillips Speaks Against the Fugitive Slave Law.” Library of
Congress, https://www.loc.gov/exhibits/african/afam006.html.
○ Short Answer Questions:
■ Briefly describe ONE historical perspective expressed in the image (Document 1) ■ Briefly explain ONE specific event or development in the years 1800 - 1850 that led to the situation depicted in the image above.
■ Briefly explain ONE specific historical effect in the period 1850 - 1877 that resulted from the situation depicted in the image above.
● Express: Class Period 3: Comparison, Activity 3, 25 minutes
○ 6. Students complete the Compare and Contrast graphic orgaizer using “Come Join the Abolitionists” 2010 and “Anti-Slavery Meeting on the Common in Boston, April 11, 1851” ○ Key: Consider goals of the meeting, purpose, audience, people in attendance, resolution of the event, catalyst for event, etc..
■ Document 1, Source: Greenleaf Weld, Ezra. Cazenovia Anti Fugitive Slave Law Convention, 1850, Daguerreotype. Oneida, NY, 22 Aug. 1850.
■ Document 2, Source: “Wendell Phillips Speaks Against the Fugitive Slave Law.” Library of Congress, https://www.loc.gov/exhibits/african/afam006.html.
■ Extension Activity: Incorporate the contemporary Humpheys painting.
● Discussion questions:
○ How does the meeting of abolitionists portrayed in this 2010
painting by Hugh Humphreys compare to the previous two
documents?
○ What aspects of this painting impact the reliability of this source?
● Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National
Abolition Hall of Fame and Museum, Peterboro, NY. Using Documents 1 and 2, compare and contrast the gatherings held by these abolitionists.
■ Reinforce students' contemporary understanding of the term “Social Influencer” with the identity of Abolitionists as Social Influencers of the 19th Century in these settings.
● What aspect of each source resembles the concept of “social influencer” and why?
● Reflect: Class Period 3: Comparison/Historical Argumentation, 15 minutes
○ 7. Ask students to create a list and rationale of characteristics linking Abolitionists as social reformers to contemporary “Social Influencers”.
○ Prove it! Write a paragraph arguing why “Abolitionists are 19th Century Social Influencers” ○ Launch the long term evaluation/assessment “Abolitionist Influencers” Trading Cards project.
Extensions (if applicable)
Extension Activity during EXPRESS:Activity 3
● Incorporate the contemporary Humpheys painting.
○ Discussion questions:
■ How does the meeting of abolitionists portrayed in this 2010 painting by Hugh Humphreys compare to the previous two documents?
■ What aspects of this painting impact the reliability of this source?
● Source: Humphreys, Hugh. Come Join the Abolitionists. 2010, National Abolition Hall of Fame and Museum, Peterboro, NY. Using Documents 1 and 2, compare and contrast the gatherings held by these abolitionists.
EVALUATION
Evaluation: Students complete the assessment “Abolitionist Influencers” Trading Cards project. (Comparison/Historical Argumentation)
● About this assessment: Students are familiar with the concept of “social influencers” due to the contemporary impact of social media applications such as youtube, instagram, or tiktok. Using students' understanding of the term “influencer” and applying it to historic people, will help students understand the meaning behind the term “impact”.
● Purpose: Students will learn about abolitionists, their methodology, and contributions to the Underground Railroad and Abolition movement.
● Essential Question: Who had the greatest impact on Abolition history? Which abolitionists were the most influential 19th Century Social Influencers?
● Historical Context: Abolitionists have played an important role in the development of equality and the end of the system of enslavement in America. Their methods ranged and varied by region, gender, and skillset. The underground railroad network developed over time and many abolitionists were impactful in other ways. Abolitionists were the “social influencers” of the 19th century through their quest to reform all aspects of society such as gender, temperance, abolition, health, etc.
● Source: “Inductees.” NATIONAL ABOLITION HALL OF FAME AND MUSEUM,
https://www.nationalabolitionhalloffameandmuseum.org/inductees.html.
● Student Instructions: Abolitionists were the Social Influencers of the 19th Century. Create a total of 2 “Abolitionist Influencer Collector Cards” and title card, using the format below. ➢ Read through the list of Abolitionist Influencers and select 2 people to create a trading card for.
➢ Each card must have an image on the front and all suggested topics shown on the sample/template on the back.
➢ You can write statements or include a bulleted list.
➢ Create a “Title” card
■ Front: should include the title “Abolitionist Influencer” Collector Cards, an image of or related to the Abolitionist, and created by (your name).
■ Back: should include a summary of the importance of Abolitionists to American History.
➢ Include an accurate MLA format Works Cited Page (or additional card). You should cite both the image and information from the source.
● Vocabulary: Influencer, collector cards, Underground Railroad, Abolition, Abolitionist, immediate, gradual
● Resources: National Abolition Hall of Fame and Museum website, inductees
https://www.nationalabolitionhalloffameandmuseum.org/inductees.html
● Materials:
○ Readings: Combination of primary and secondary source readings provide content and spark critical analysis.
○ Online access to the National Abolition Hall of Fame and Museum website, inductees https://www.nationalabolitionhalloffameandmuseum.org/inductees.html
○ Final product can be done in a digital format using Google Docs/Slides or on cardstock/4”x6” index cards