{"id":2889,"date":"2021-04-23T12:35:13","date_gmt":"2021-04-23T16:35:13","guid":{"rendered":"https:\/\/oldsite.coloredconventions.org\/emigration-debate\/?page_id=2889"},"modified":"2022-12-04T13:42:37","modified_gmt":"2022-12-04T18:42:37","slug":"k-12","status":"publish","type":"page","link":"https:\/\/oldsite.coloredconventions.org\/emigration-debate\/teach\/k-12\/","title":{"rendered":"K-12"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_row admin_label=”Header” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Page Header” module_id=”exhibit-title” module_class=”page-header” _builder_version=”4.9.4″ text_font=”||||||||” header_font=”||||||||” header_text_color=”#073e70″ header_2_font=”|600|||||||” header_2_text_color=”#5b0919″ header_2_font_size=”18px” header_3_font=”||||||||” global_colors_info=”{}”]<\/p>\n

TO STAY OR TO GO?: THE NATIONAL EMIGRATION CONVENTION OF 1854<\/h2>\n

Teaching K-12<\/h1>\n

[\/et_pb_text][et_pb_text admin_label=”Page Intro Text” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Resources” _builder_version=”4.9.4″ _module_preset=”default” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Resources Section Header” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Resources<\/h3>\n

[\/et_pb_text][et_pb_toggle title=”Keyword Definitions” admin_label=”Keyword Definitions” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Accommodationism—<\/b>The idea that Black people should remain in the U.S. and fight for American citizenship. Frederick Douglass prominently advocated this view in opposition to emigrationism.<\/p>\n

Black Emigration<\/b>—The migration of Black people from the United States to other locations, particularly Canada, Haiti, and Africa. Emigrationists believed that Black people could or should not become full citizens of the U.S. and instead must establish a sovereign, national community elsewhere.<\/p>\n

Black Nationalism<\/b>—Seeks to unite all Black people in a larger ethnic community beyond the boundaries of specific countries, suggesting that Black people across the globe share a common identity. Black Nationalism continued to develop through the nineteenth century with figures like Henry McNeal Turner and Marcus Garvey and emerged with particular force during and after the Civil Rights Movement of the twentieth century.<\/p>\n

Black Press<\/b>—Daily, weekly, monthly newspapers and magazines published by and for Black people.<\/p>\n

Fugitive Slave Law<\/b>—Enacted in 1850, the law required free citizens in northern states to apprehend escaped slaves and return them to the south, where they would be re-enslaved. This law was a major catalyst for Black emigrationism, because after its passage many felt that freedom became impossible anywhere in the United States, even the north.<\/p>\n

Self-reliance and Self-determination<\/b>—In this context, self-reliance and self-determination refer to Black people creating political power for themselves without depending on or working with white governments that excluded them.<\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”People” admin_label=”People” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Harriet Beecher Stowe<\/b><\/a>–Author of Uncle Tom\u2019s Cabin<\/i>, she wrote an essay on the necessity of women\u2019s political activism in the U.S. that circulated in the Black Press.\u00a0<\/p>\n

Mary Bibb<\/b><\/a>—Emigration advocate who attended the 1854 Convention along with her husband, Henry. They moved to Canada in response to the Fugitive Slave Law.<\/p>\n

Martin Delany<\/b><\/a>—<\/b>Prominent editor, author, doctor, and emigrationist. Delany worked with Frderick Douglass on his newspaper until their differences on the subject of emigration caused Delany to leave the paper and devote his public work to the cause of emigration. Delany is the one who called for the 1854 Emigration Convention, and he delivered speeches and books advocating for Black national emigration.<\/p>\n

Frederick Douglass—<\/b>One of the most prominent abolitionists of the nineteenth century. Proponent of the accomodationist perspective, arguing that Black people should have American citizenship.<\/p>\n

Mary Ann Shadd<\/b><\/a>–Founder of the Provincial Freeman<\/i>, Shadd was the first known Black woman newspaper editor North America. Born in the United States, she moved to Canada after the 1850 Fugitive Slave Law and published books and articles arguing that other Black people in the US should do that same. Presented a speech arguing for emigration to Canada at the 1855 Colored Convention. <\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Places” admin_label=”Places” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Canada<\/b>—Mary Bibb, Mary Ann Shadd, and many other Black emigrationists before the Civil War settled in Canada, where they felt they could have freedom without the oppression and terror of life in the U.S., especially after the Fugitive Slave Law.<\/p>\n

Cleveland, Ohio<\/b>—location of the 1854 National Emigration Convention.<\/b><\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Key Texts” admin_label=”Organizations & Associations” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

\u201cAn Appeal to the Women of the Free States\u201d<\/b> by Harriet Beecher Stowe<\/b> (1854)—Stowe\u2019s article advocated for women\u2019s political participation in the struggle against slavery. Mary Ann Shadd printed it in her newspaper, the Provincial Freeman<\/i>, in 1854.<\/p>\n

Provincial Freeman<\/i><\/b><\/a> (1853-1857) —Shadd\u2019s paper printed numerous articles on women\u2019s political participation and Black emigration.\u00a0<\/p>\n

The Condition, Elevation, Emigration, and Destiny of the Colored People of the United States <\/i><\/b>by Martin Delany<\/b> (1852)—Delany\u2019s book contended that Black people could and should not rely on the U.S. government to grant them freedom and citizenship. Instead, he argued, Black people could best achieve independence by leaving the country.<\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Predominant Themes” admin_label=”Predominant Themes” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Self-determination\/Sovereignty<\/b>—The debate over emigration was a debate over where and how Black people could achieve independence and citizenship. Some, like Frederick Douglass, believed that Black people should fight for the rights that the U.S. Constitution guarantees to American citizens. Contrary to this, emigrationists did not want to wait for the U.S. government to bestow the rights of citizenship upon them, arguing that Black people must take their freedom and independence into their own hands and start communities outside of U.S. jurisdiction.<\/p>\n

Black National Identity<\/b>—Central to the emigration debate is how Black people conceptualized their national community. Were they African Americans <\/i>despite being held in bondage and denied the basic rights of American citizenship, or did Blackness constitute another national identity entirely?\u00a0<\/p>\n

Consensus and Dissent in the Black Press<\/b>—This exhibit shows that members of the Black Press did not always agree with each other. Some newspapers like the Provincial Freeman<\/i> staunchly advocated for emigration, while others such as Frederick Douglass\u2019 Paper <\/i>ran articles opposing emigration and calling for Black people to see themselves as Americans.<\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Points of Interactivity” admin_label=”Points of Interactivity” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
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Exhibit Page Name + Link<\/b><\/p>\n<\/td>\n

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Data Visualization Name<\/b><\/p>\n<\/td>\n

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Visualization Type<\/b><\/p>\n<\/td>\n<\/tr>\n

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Timeline<\/a><\/p>\n<\/td>\n

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Timeline and Events Related to the 1854 Emigration Convention<\/p>\n<\/td>\n

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Interactive story map<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

[\/et_pb_toggle][et_pb_toggle title=”Further Reading” admin_label=”Further Reading” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Mary Ann Shadd Cary and the <\/b>Provincial Freeman<\/i><\/b> (SUNY Buffalo)<\/b><\/a><\/p>\n

Martin Delany: The First Tranformatist (Temple University)<\/b><\/a><\/p>\n

Henry and Mary Bibb, Publishers of the <\/b>Voice of the Fugitive<\/i><\/b> (Harriet Tubman Institute)<\/b><\/a><\/p>\n

Black Emigration Movements: Foreign Support and Opposition, 1787-1865 (Stanford University)<\/b><\/a><\/p>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Methods” _builder_version=”4.9.4″ _module_preset=”default” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Methods Section Header” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Methods<\/h3>\n

[\/et_pb_text][et_pb_text admin_label=”Methods Section Intro Text” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

To successfully teach these exhibits we strongly encourage teachers to explicitly teach the following methods used to tell more complete stories of African American, African Diaspora history and American:<\/p>\n

[\/et_pb_text][et_pb_toggle title=”Historiography” admin_label=”Historiography” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

1. What is <\/b>historiography<\/b><\/a>?<\/b>\u00a0<\/p>\n

Historiography can be understood as the history of history. A historiographical piece or essay discusses how history has been written over time and tracks the debates historians grappled with in a certain field.\u00a0 (Included is a link to video by Study.com; the first two [2] minutes of the video are free.)<\/i><\/p>\n

2. How can students practice historiography as they study this exhibit?<\/b><\/p>\n

3. How does historiography get written? Who gets to write history?<\/b><\/p>\n

<\/b>Exercise: <\/i><\/b>Have students discuss the historiographical contributions of each exhibit.<\/i><\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Primary Documents” admin_label=”Primary Documents” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

1. What are <\/b>primary documents<\/b><\/a>?<\/b><\/p>\n

2. How do we <\/b>research and analyze <\/b><\/a>primary documents?<\/b><\/p>\n

3. Is there a <\/b>tool <\/b><\/a>that we can use to help us think about primary documents?\u00a0<\/b><\/p>\n

4. What is the proper MLA <\/b>citation <\/b><\/a>practice for primary documents?<\/b><\/p>\n

Exercise:<\/i><\/b> Students must locate, review and use the following primary documents:<\/i><\/p>\n

See articles in the <\/i>Women\u2019s Contributions to the Periodicals<\/i><\/a> section of the exhibit for resources. <\/i><\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Data Visualization” admin_label=”Data Visualization” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

1. What is data visualization?\u00a0<\/b><\/p>\n

The act of showing data (information) using images such as pictures, maps, graphs, drawings. This <\/i>infographic<\/i><\/a> is a good example. (Source: Simon Rogers. <\/i>The Guardian <\/i><\/b>newspaper, International Edition. Friday, March 7th, 2014)<\/i><\/p>\n

2. What does digital data visualization allow you to see and analyze differently than data presented in textbooks?<\/b><\/p>\n

<\/b>Exercise:<\/i><\/b> Have students choose one data visualization in the exhibit and narrate the story it tells.<\/i><\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Attribution and Citation” admin_label=”Attribution and Citation” _builder_version=”4.9.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

1. Why is it important to cite sources?<\/b><\/p>\n

2. What information does citation communicate?<\/b><\/p>\n

Suggested Exercise:<\/i><\/b> Students will learn to accurately and appropriately cite this exhibit and the works referenced within, including:\u00a0<\/i><\/p>\n