Lesson by Bill Bigelow and student reading by Howard Zinn. Interactive activity introduces students to the history and often untold story of the U. Roles available in Spanish. By Gilda L. Reflections on teaching students about the walkouts by Chicano students in California. A role play on the history of the Vietnam War that is left out of traditional textbooks. By Bill Bigelow and Linda Christensen.
Empathy, or "social imagination," allows students to connect to "the other" with whom, on the surface, they may appear to have little in common. Rethinking the U. By Bob Peterson. A role play on the Constitutional Convention which brings to life the social forces active during and immediately following the American Revolution with focus on two key topics: suffrage and slavery.
By Doug Sherman. The author describes how he uses biographies and film to introduce students to the role of people involved in the Civil Rights Movement beyond the familiar heroes.
He emphasizes the role and experiences of young people in the Movement. Related Resources. Teaching Activities Free. Teaching Activity.
A lesson on the countless colonial laws enacted to create division and inequality based on race. This helps students understand the origins of racism in the United States and who benefits. In this lesson, students explore many of the real challenges faced by abolitionists with a focus on the American Anti-Slavery Society.
By Ursula Wolfe-Rocca. In this activity, students take on the role of activist-experts to improve upon a Congressional bill for reparations for Black people.
Using scenarios based on real situations, this lesson helps middle and high school students examine the definition of terrorism and the use of the term terrorism in the media and U. Teaching Guides. Teaching Guide. Edited by Adam Sanchez. Students will discover the real abolition story, one about some of the most significant grassroots social movements in U.
Illinois initially welcomed Lovejoy. The people of Alton promised to replace his press but also declared their discomfort with abolitionism. Although Illinois was a free state, many people there supported slavery.
On July 4, , the newspaper called for an anti-slavery meeting in Alton to consider establishing a state branch of the American Anti-Slavery Society. The society formed on Oct. His press was destroyed three times by mobs. With the last attack, Lovejoy decided to arm himself. When the fourth press arrived from Ohio, Lovejoy and a group of armed supporters confronted a mob intent on destroying the machine.
Shots were fired and Lovejoy fell dead. Lovejoy became a hero. Abolitionists held angry meetings throughout the nation to denounce his killing. Thousands of men and women were inspired to join the anti-slavery cause.
As a result of his death, Northern antagonism to abolition diminished, and anti-slavery forces enjoyed a more permissive atmosphere in which to meet, speak, publish, and agitate. This article was originally published in Caryn E. She earned a Ph. Neumann is a former editor of the Federal History Journal and has published on Black and women's history.
Dillon, Merton L. Elijah P. Lovejoy, Abolitionist Editor. Urbana: University of Illinois Press, Simon, Paul. Wicker, Molly.
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