Learning Module 2 -
Activity 2 – The Meaning of American Democracy^[1]

 

 

 

 

Introduction 

The images above illustrate one of the greatest contradictions of American Democracy.  The painting in the center shows the “founding fathers” signing the Declaration of Independence.  Supporting this image are images of a male and female slaves. On his knees, the male slave asks “Am I not a man and a brother?” and the female, also on her knees, asks “Am I not a woman and a sister?” 

In this activity, we will confront and examine the foundations of this great contradiction of American democracy.  First we will gain a greater understanding the ideals for freedom and equality by evaluating the meaning of key passages in the second paragraph of the Declaration of Independence. Then we will consider the ways that free and enslaved blacks responded to these promises during the Revolutionary Era (1775 – 1800).  by viewing a video excerpt from the documentary “Slavery and the Making of America” and read some key documents written by blacks during this era.

Process:

·         Timing: This activity/discussion will be available from Feburary 8 - March 1

·         Assessment (30 points): Based on comments and responses in the online discussion; must complete the requirements of the activity prior to participation.

Activity

Step One: The Declaration of Independence.

The first two paragraphs of the Declaration of Independence define what is meant by democracy in America.  Written originally to justify the American colonists' decision to declare their independence from England, these words quickly took on a much larger significance as the rebellious colonists began to sort out what, indeed, they wanted the United States to represent. That sorting out process has been the energizing force behind establishing our political, social, and economic institutions, the foundational basis of all reform movements, and the essential rationale of our foreign policy -- whether it be waging war or seeking peace.  Consequently, the ways that democracy is defined in the Declaration of Independence gives us the appropriate entry point for the American history survey most especially as we confront the actions and issues impacting race and gender. 

Process:

• Read relevant Information “Bursting the Colonial Bonds” in Chapter 6 of the textbook.
• Read the second paragraph of the Declaration of Independence which is shown below. This paragraph is color coded to mark the three central concepts of American Democracy.
• Read this paragraph carefully. Be sure that you understand what is being stated.  Use a dictionary to look up any words that you do not understand.
• Now, reread the second paragraph, paying particular attention to the color coded sentences.
• Finally, answer the questions for each of the color coded passages. Use your own words; do not quote from the Declaration of Independence. You do not submit these answers to Susan Oliver.  Instead you will use this information for the online discussion.
• State in your own words the meaning of the RED section?
• State in your own words the meaning of the Blue section?
• State in your own words the meaning of the Green section?

In Congress, July 4, 1776,

THE UNANIMOUS DECLARATION OF THE THIRTEEN UNITED STATES OF AMERICA

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume, among the Powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty, and the pursuit of Happiness. That, to secure these rights, Governments are instituted among Men, deriving their just Powers from the consent of the governed. That, whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such Principles and organizing its Powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and, accordingly, all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But, when a long train of abuses and usurpations, pursuing invariably the same Object, evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

 

Step Two: The Response of Free and Enslaved Blacks

Free and enslaved blacks were excluded from the ideals stated in the Declaration of Independence.  Nonetheless, as noted by James Horton in “Slavery and the Making of America, “whether African Americans fought for the American cause or whether they fought for the British cause they were fighting for the central cause of freedom. That's what African Americans were fighting for. For them the revolution really was a freedom struggle.”   In this step you will learn about their freedom struggle.

Process: 

Task One: View “1775” – This video excerpt is available in Talon Net.

·         Watch this excerpt a couple of times.  You might find it useful to read and/or print out the transcript of the excerpt. Click here to access.

·         As you watch, write down two to three examples of how African Americans fought for their freedom.

·         You will use these examples in the online discussion.

      Task Two: Narratives of African Americans.

The three documents listed below were written by African Americans in the Revolutionary Era.  You are required to read “A Petition for Freedom in Massachusetts and select between Jehu Grant and Boston King.  To prepare your comments for the online discussion, you might make notes on the questions that are listed for each of the documents.

·         “A Petition for Freedom in Massachusetts”

·         Select One:

o    Jehu Grant, Fighting for the Revolutionary Cause OR

o   Boston King, A Black Loyalist

 

 

Questions on Petitions for Freedom and Proclamation

1.    How do the eight black petitioners from Boston use “Natural Rights” to challenge the morality of slavery?

2.    What did the Boston petitioners ask the Massachusetts legislature to do in order to be consistent with natural rights philosophy?  Why might they have urged this approach rather than the immediate abolition of slavery?

 

Questions on writings or Jehu Grant and Boston King – Select King or Grant

1.    What motivated Grant to fight in the Revolution?  What motivated King?

2.    To what extend did Grant obtain the freedom he sought as a result of fighting in the Revolution?  What about King?

3.    In your opinion, did their “freedom” meet Grant’s and King’s expectations?

 

 

Step Three: Participate in the Online Discussion

 

·         There are three discussion topics are posted in the Discussion Board:

1.    Step One of the activity

2.    Examples from the video excerpt of “1775.” (Step Two – Task One)

3.    Comments on the documents (Step Two – Task Two

·         The discussion is worth 30 points, 10 points for each topic.  You are expected to your observations on the three topics and respond to at least one of your classmates.

·         The information in this activity and the discussion will be used as an exam topic for this learning unit.