Learning target: We can name the factors that increased the power of the Abolitionists movement
Today is a PEAK day and so we have a short class. The first half of today is going towards work in your groups. Yesterday we learned three things: a large part of the class wants to create art and media related to the pollution of the Animas, there is a strong interest in doing a public event in Silverton, and there is a group that wants to address the long-term problem of the mining law of 1872. Is there a way to connect these three desires?
Your group should start answering questions on the proposal sheet. Pay attention to what ideas your group is most excited about. I would also suggest sending emissaries from your group to the other two to find out what ideas they are excited about. Remember we are looking for common ground. These proposals are very much like bills in Congress. You need to find ways to stitch these interests together. I will rotate and see if I can help in this process.
We’ll take an early break so we can watch Part II of The Abolitionists. This section will take us up to 1854 and introduce the question of whether non-violence was an effective strategy in ending slavery, the role of art and storytelling in moving people to action, and the role of unjust laws in mobilizing people to action and shifting opinion. Frederick Douglass is the focus of this episode as he becomes a free man and the most influential African-American of the 19th century.
Homework due Thursday, October 15th
Answer this question in your Conference Prep doc with a well-written paragraph with a clear topic sentence:
The Abolitionists were trying to clarify the moral choice the country was making with regards to slavery. What moral choice do you feel the country needs to confront today? In what large or small ways do you see yourself helping the country to confront this choice?
Today is a PEAK day and so we have a short class. The first half of today is going towards work in your groups. Yesterday we learned three things: a large part of the class wants to create art and media related to the pollution of the Animas, there is a strong interest in doing a public event in Silverton, and there is a group that wants to address the long-term problem of the mining law of 1872. Is there a way to connect these three desires?
Your group should start answering questions on the proposal sheet. Pay attention to what ideas your group is most excited about. I would also suggest sending emissaries from your group to the other two to find out what ideas they are excited about. Remember we are looking for common ground. These proposals are very much like bills in Congress. You need to find ways to stitch these interests together. I will rotate and see if I can help in this process.
We’ll take an early break so we can watch Part II of The Abolitionists. This section will take us up to 1854 and introduce the question of whether non-violence was an effective strategy in ending slavery, the role of art and storytelling in moving people to action, and the role of unjust laws in mobilizing people to action and shifting opinion. Frederick Douglass is the focus of this episode as he becomes a free man and the most influential African-American of the 19th century.
Homework due Thursday, October 15th
Answer this question in your Conference Prep doc with a well-written paragraph with a clear topic sentence:
The Abolitionists were trying to clarify the moral choice the country was making with regards to slavery. What moral choice do you feel the country needs to confront today? In what large or small ways do you see yourself helping the country to confront this choice?