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Advocating for Abolition: Staging an Abolitionist Society Convention Andy Robinson and Joan Brodsky Schur

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Advocating for Abolition: Staging an Abolitionist Society Convention Andy Robinson and Joan Brodsky Schur Social Education 74(4), pp 178–183 ©2010 National Council for the Social Studies Advocating for Abolition: Staging an Abolitionist Society Convention Andy Robinson and Joan Brodsky Schur hat do our students remember about their 8th grade study of American In order for students to understand history? Invariably they tell us that it is the historical simulations and how reviled the abolitionists were in their Wthe roles they played in them that stick in their memories, and vividly so. own day, they need to know about the Other teachers across America have had similar successes implementing role-plays, forces that were arrayed against them. and possibly some similar misgivings to ours; students often feel uncomfortable Even those who supported the eventual advocating for causes they find deeply offensive, such as the rights of monarchy or end of slavery believed that the fiery slaveholders. Of course, these role-plays have an important place in the curriculum; rhetoric of the abolitionists would cre- to understand the controversies of antebellum America, students must re-imagine ate a backlash counterproductive to their them from all sides. goals. In effect, the abolitionists chal- lenged the political, economic, social, But is there a way to set up a role-play anti-slavery societies, while others and religious status quo of Antebellum in which all students are on the right thought this step so radical that it would America. Abolitionists struck at the heart side of history? To solve this dilemma dissuade people from joining the move- of the U.S. Constitution itself, which Andy Robinson developed the idea for ment. As we saw with our national debate included in its original version a Fugitive a simulation of an Abolitionist Society over health care reform, the devil, so to Slave Clause (Article IV, Section 2, Convention. By the 1850s, public speak, lies in the details of how a move- Clause 3). From those who made money spokespersons in favor of the immedi- ment should progress. The simulation by growing cotton in the South, to the ate abolition of slavery included white Andy designed, and that Joan Brodsky mill owners processing it in the North, men and women, as well as African Schur later implemented and further many feared that the abolitionist cause Americans of both genders born developed, puts students in the shoes threatened the prosperity of the entire enslaved and free. Finally students of people who knew where they wanted nation. Nineteenth-century social hierar- could role-play a truly diverse cast of to travel, but not the route, the pace, or chies were also turned topsy-turvy when characters working together for a com- the style of footwear. African Americans and women rose to mon purpose. speak at abolitionist meetings; both the What the Abolitionist Society Contextualizing of the Abolitionist subservience of slaves and women were Convention allows students to see is that Movement: Setting the Scene often justified on the basis of biblical the most complex and nuanced debates In our simulation, we did not attempt to interpretation. in American history are not between recreate any one particular meeting held The Quakers, with their belief in the those for and against social change, but by abolitionists in history, but rather Testimony of Equality and the Inner among those who agree on the goal but to stage a hypothetical one that could Light, were the exception. The Second disagree on the speed, scope, manner, have taken place, based on real ones Great Awakening and Quakerism pro- and mode of change. Some abolitionists that did. We chose to stage ours in the vided the impetus behind the abolitionist were pacifists, while others supported mid-1850s so that the context included movement, and the language and meta- violence, some wanted the free states to more events leading up to the Civil War, phor of the Bible were the medium of withdraw from the Union, while others and so that the use of violence, anath- discourse. Just as today, religion can be believed in running anti-slavery can- ema to the Quakers and Garrisonians a galvanizing factor in politics, so it was didates for Congress, some supported (those led by William Lloyd Garrison) during the first half of the nineteenth giving women leadership roles in the became a more hotly debated topic. century. Missing this key dimension of Social Education 178 Students at the Village Community School meet to fill in their Ally Grids Students created the brochures displayed here using online photographs and find like-minded abolitionists before the formal meeting begins, and other primary-source documents. (Photo by Joan Brodsky Schur) spring 2010. (Photo by Joan Brodsky Schur) the debate will rob the simulation and cates. We also chose to include members American David Walker initiated the the characters of the root of their passion. of the “Secret Six,” who supported John movement in 1829 with his Appeal but Conversion from sin and from slavery Brown’s raid on Harper’s Ferry. While he died in 1830. seemed to go hand in hand, and aboli- the Garrisonians refused to engage in tionist conventions took on the fervor and the American political system, others Establishing the Agenda organization of revival meetings. The on the list were founding members of the Abolitionists utilized (and debated the message of equality before God lent Liberty Party. Many, but by no means efficacy of) many strategies: Which were credence to the abolitionist movement, all, subjects also supported the women’s most effective based on what evidence? and led to a coalition between black and movement, an offshoot of the abolitionist Were all of these strategies morally justi- white abolitionists. movement itself. When Lucretia Mott fiable, and if so, on what grounds? A brief and Elizabeth Cady Stanton attended survey of the movement yields this list of Choosing the Cast of Characters the World Anti-Slavery Convention in strategies to debate at the convention: Understanding the historical context of London in 1840, they and other women • Support the American the movement helps students to build were refused seats. Thereafter, they Colonization Society, which advo- empathy and admiration for the abo- pledged to return to America to fight for cated helping African Americans litionist he or she will role-play at the the equal rights of women. The number “return” to Africa; convention. All the abolitionists on our of married couples in the abolitionist • Plan boycotts of the products of list (see page 181) are easy to research on movement attests to the fact that some slave labor such as Southern cot- the web, where their photographs attest believed that the quest for emancipa- ton and sugar; to their dignity and sense of purpose. We tion could move forward on all fronts • Win hearts and minds through the wanted to make certain that a wide array simultaneously, and gives some of your writing of fiction and reportage; of voices would be heard—life-stories students the opportunity to role-play • Speak on the lecture circuit and ranging from those born to privilege to husband and wife. other public forums; those escaping slavery. The substantial We did not include on our list of abo- • Advocate that the freeing of the number of Quaker abolitionists assured litionists those who were not living in slave and the emancipation of that pacifism would have strong advo- the mid-1850s. For example, African American women are one and the September 2010 179 same struggle to establish equality A classroom simulation that addressed in America; all of these issues would take more time • Form political parties and run can- than most teachers could devote to it, Agenda of the Meeting didates to elected office; therefore it pays to narrow down the • Help runaway slaves to escape, the agenda to a few key issues. In Joan’s of the Abolitionist work of “vigilance committees”; simulation the class debated the follow- Society • Work through the churches of ing proposals in one class period using America’s major religious denomi- parliamentary procedure. Meeting of April 2, 1855 in nations; How your convention plays out will New York City • Gather names on anti-slavery peti- depend on the agenda you set up and how tions and send them to Congress; your students interact. In Joan’s class, all • Reading of the Agenda. • Refuse to pay taxes to the govern- but the last two proposals of the agenda ment; passed. In one of Andy’s classes, the first • Consideration of a proposal to cre- • Advocate that the North withdraw proposal on the table was whether or not ate a political party that shall run from the Union on the basis that to empower women with roles within the candidates advocating the imme- the Constitution itself supported Abolitionist Society. When the majority diate abolition of slavery throughout slavery; of men voted “nay,” the women walked these States. • Encourage slave uprisings; out. Andy then had to improvise a solu- • Consideration of a proposal that we • Advocate the use of armed violence. tion on the spot with his class: the girls set support a movement sponsored by up a separate Female Abolitionist Society, one Henry David Thoreau to cease and the two organizations held separate paying our taxes to this Government meetings. of Slave Owners, even if we must go to jail as a consequence. Assignment One 3. By what primary means did you • Consideration of a proposal that our Finding Out About Your Role in the work for the cause? What other organization fight for the emanci- Abolitionist Movement strategies did you support? pation of the enslaved—Negro 4. For which publications did you and Women—with equal vigor and You will be assigned one of the leaders write, publish, or contribute? immediacy.
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