Today we looked at Primary source documents from the early Abolitionist movement. The documents were:
Monday, January 18, 2010
Section 3 looks at the colonization movement. The American Colonization Movement was a southern-led effort to encourage African Americans to immigrate to Africa. Abolitionists initially accepted this idea and the first group of African Americans landed in Liberia in 1821. The idea did not take off as expected and there was only a small percentage of African American population who left. Those who left met obstacles, in language, culture, and the native population.
The Quakers were the first group to form a large abolitionist society called Society for the Promotion of the Abolition of Slavery. It was established because slavery went against their religious beliefs. In the early abolitionist movement there was only limited success because black and white abolitionists did not work together, there was economic consequences, ending slavery did not equate to equal rights, and most abolitionists lived in the North, far away from the slavery of the South. In conclusion, the abolitionist movement took elements of Second Great Awakening and the Benevolent Empire to establish the framework for a more biracial and wide-ranging antislavery movement.
Today we began Chapter 8 in our textbooks focusing on the abolitionist movement. Section 1 explains the background of the abolitionist movement; political maneuverings, economic changes, and important issues that the nation was forced to confront. It also liked at the Second Great Awakening, the rise of evangelism which sought to convert African Americans to Christianity. The abolitionist movement became a larger organization under the umbrella of the Benevolent Empire, a network of church-related volunteer societies. We defined an Abolitionists as people who favored doing away with or abolishing slavery in their respective states and throughout the country
In our last assignment of the quarter we looked at biographies of five people considered to be ‘masters of the Renaissance;’ Raphael, Shakespeare, Galileo, Gutenberg, and Michelangelo. Students were to read the biographies and discover in what fields theses masters worked (philosophy, science, art, astronomy, etc), their key works, personal details, and why they continue to be called geniuses today.
Stay tuned for examples of student work!
In the last two days we looked at how the Renaissance moved to Northern Europe, particularly England, Germany, France, and Flanders. The northern humanists were critical of failure of the Christian Church to inspire people to live a Christian life. They were not totally accepting of the Church and aimed to reform society. Christian humanists as they were called, promoted the education of women and founded schools attended by both boys and girls. Italian artists left Italy in the late 15th Century because of war and began working throughout Europe incorporating their styles into European culture.
This week we are moving continents, away from the Americas and back to Europe for the Renaissance (1300-1600). We learned that the Renaissance began in Italy because of city-life, a wealthy merchant class, and a wish to return to the Greek and Roman classics. We also looked at how life moved from the religious (Middle Ages) to Secular. We defined humanism as an intellectual movement focused on man’s potential and achievement. In the Renaissance artists began to paint for patrons and created lifelike art writers began to write in the vernacular (common language of the people), and we also looked at how Tupac’s death and conspiracy rumors are directly related to Machiavelli, a writer who suggested that a ruler may gain an advantage by faking one’s death.
Hello and welcome to 2010! I hope everyone had a happy and safe New Year’s and everyone is back and ready to finish up the second quarter strong. This week we are finishing up our chapter on the Mayas, Incas, Aztecs, and North American tribes. In lieu of a test we will be working on a graphic organizer to compare the government, social characteristics, religion, and geographic areas of each culture.
Stay tuned for examples of student work!
Today we finished the movie Queen, The Story of an American Family, the life story of a young slave girl named Queen. The movie illustrates the problems faced by bi-racial slaves in America. I hope that everyone understood howe Queen struggles to fit into the two cultures of her heritage, and is at times shunned by both. Below is a link for to a very good site that gives a summary of the movie, scene-by-scene, in case you were absent.