Quakers and Slaves
Bro. William
J. Sherlog, Rice High School, wsherlog@ricehighschool.com
Introduction
In colonial times African Americans were in chains in
Pennsylvania and Delaware. Nobody seemed to care. These slaveholders were actually
Christian Quakers who professed love of all people and hated all forms of
violence. Nevertheless, they saw no
problem with having slaves. If you were a
colonist what could you do show your friends how they
were wrong? Would they listen to you? How far would you be willing to go to
make a change? How would you react to
the writings and tactics of Benjamin Lay?
Born in 1681 Benjamin Lay grew to be a four foot
seven inch vegetarian hunchback. He also grew to be a zealous gadfly. In 1710
he crossed from Britain to Barbados and witnessed the evils of the slave trade
before encountering slavery when he later landed in Philadelphia. A Quaker not without eccentricities, he
embarrassed some, outraged others, and launched polemics and pamphlets to
assail slavery and herald equality. He died in 1760.
Task
1.
You
will break into groups of five.
2.
Complete
the Public Policy Analyst Worksheets
3.
Write
a pamphlet
4.
Create
a PowerPoint
Process
A)
You will be assigned into groups of
five.
B)
Use the Public Policy Analyst Process. Download each of these worksheets. Complete all 4 worksheets after you have read
the primary and secondary sources found in the resources.
- Identify
the problem impacting the colonists
- Gather
evidence to support the existence of the problem
- Determine the causes
and factors contributing to the problem
- Identify
and evaluate the policy enacted at that time in history
C)
Write a pamphlet. You will write
a pamphlet. Let it be filled with
emotional words. You can either
support or attack the actions of Benjamin Lay.
Remember in colonial times pamphlets were very influential in forming
public policy. Once you have created
your pamphlet access
http://www.fodey.com/generators/newspaper/snippet.asp
Follow the
directions and then print out your newspaper article. The Newspaper title must
reflect the colonial time and place. Add one graphic that would add emotion or
persuasion to your pamphlet. The pamphlet should reflect some of the drama and
style of the First Great Awakening.
D)
Create a PowerPoint according to these
guidelines
·
Slide 1: Title and group members
·
Slide 2: Define slavery. Add a
graphic.
·
Slide 3: Describe the existing policy in Benjamin
Lay’s community.
·
Slide 4 Describe some of Lay’s policy (his actions)
toward slavery.
·
Slide 5 Define a modern day social problem. Add a
graphic
·
Slide 6 Describe
an existing policy that seems to accept the status-quo.
·
Slide 7 Describe
a more radical policy that may not be a feasible (practical) way to solve the
problem.
·
Slide 8 Create a slogan that connects the problem of
slavery with the modern day problem.
RESOURCES
·
Motivations
for Holding Slaves
·
Quakers Oppose Slavery for
Two Reasons
·
Long
Custom in Sin Hard to Be Broken
·
Full
Text of Lay’s Pamphlet pix
·
Lay’s Influence on Future
Abolitionists
·
Caption
with Interpretation of Lay Panting
EVALUATION
|
Web Quest Presentation |
|||||
|
|
Quintessential
Citizens |
Law Abiding Citizens |
Red, White , but
missing the Blue Citizens |
Pulmo Marinus Citizens2
pts |
|
|
PPA WORKSHEETS |
Excellent. Makes
reference to all the sources |
Good work, but fails
to refer to two sources |
Satisfactory, fails to
mention three sources |
Makes attempt to refer to some of the
sources |
|
|
Pamphlets |
Excellent grammar and
style. Very persuasive. Appropriate graphic |
Some grammatical
errors, but very persuasive. Appropriate graphic |
More than five
grammatical errors. |
Makes attempt to persuade the reader. More than ten
grammatical errors |
|
|
PowerPoint |
Excellent. All slides
complete. PPT reflects steps of the PPA. |
Slides are complete. Last slide fails to
link two problems |
Some slides are
missing, but PPT grasps most of the PPA steps |
Makes an attempt to use the PPA process, but
presentation is unclear and without focus |
|
|
Complete and Timely |
All 3 tasks done fully
and handed in on time |
Handed in one day
late with some incomplete sections |
Tasks completed more
than 1 day late, OR with incomplete sections |
Tasks completed more
than two day late, OR with incomplete sections |
|
Determine grade by
adding points and multiplying by 5.
Conclusion
Congratulations. You examined a problem. You evaluated those who claimed they had
wisdom to accept things they could not change and those who felt they had the
courage to change things. As you become
a public policy analyst you will come to appreciate that people experience
problems in different ways and react with varying levels of responsibility. Perhaps, the main public policy needs to be
inspired by those who are somewhat extreme.
Quakers eventually did reject slavery, but it took time. Perhaps you
might know you want to change, but are not willing to change right away. At times we all grow accustomed to our
comfort zones even if they bring discomfort for others. This final observation will give us great
insight into the thinking of Thomas Jefferson, author of the Declaration of
Independence.
Standards
By writing your pamphlet, creating the PowerPoint and using the Public Policy Analyst System you have addressed:
English Language Standard
4: Language for Social
Interaction
Students will listen, speak, read, and write for social interaction. Students
will use oral and written language that follows the accepted conventions of the
English language for effective social communication with a wide variety of
people. As readers and listeners, they will use the social communications of
others to enrich their understanding of people and their views.
Social Studies
Standard 5: Civics,
Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the United States and other nations; the United States Constitution;
the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.