Grimké, Angeline E. Slavery and the Boston riot. The following letter was written, shortly after the pro-slavery riot in Boston by Angeline E. Grimke to William Lloyd Garrison. Boston, 1835. Pdf. https://www.loc.gov/item/2020785196/.
Angeline E. Grimké's letter to William Lloyd Garrison, written in the aftermath of the 1835 Boston Riot, provides a unique perspective on the abolitionist movement that is not traditionally represented in classroom discussion. This primary source from a female abolitionist can be paired with canonical texts like Harriet Beecher Stowe's Uncle Tom's Cabin or Frederick Douglass's autobiography to explore themes of slavery, resistance, and social justice.
By analyzing Grimké's letter, students can gain insights into the challenges faced by women abolitionists, the impact of violence on the abolitionist movement, and the commitment of individuals to ending slavery. It can be used to spark discussions about the power of language, the role of individuals in social change, and the enduring legacy of the abolitionist movement.
This letter was written by Angeline E. Grimké to William Lloyd Garrison in 1835, shortly after the pro-slavery riot in Boston. In this letter, Grimké expresses her support for Garrison and the abolitionist movement, and she gives her perspective on the violence perpetrated by pro-slavery forces. The letter is a powerful example of the courage and conviction of the abolitionist movement, and it remains relevant today as a reminder of the ongoing struggle for racial justice.
On October 21, 1835, a violent mob attacked the meeting of the Boston Female Anti-Slavery Society, led by William Lloyd Garrison. The mob intended to disrupt the meeting and harm British abolitionist George Thompson, who was scheduled to speak. This incident, known as the Boston Riot, highlighted the deep divisions within Boston society over the issue of slavery and the opposition faced by the abolitionist movement. While Angeline E. Grimké, a feminist and abolitionist, wasn't present during the riot, her work aligned with the goals of the Boston Female Anti-Slavery Society and the broader movement to end slavery. Therefore, this text is a primary source of Grimké’s involvement in Abolitionism.
- To what effect do the rhetorical devices used by Grimké persuade her audience?
- How does Grimké connect slavery to broader questions of human rights and justice?
- How does Grimké's emotional response to the Boston Riot reflect the intensity of the abolitionist struggle?
Missouri Learning Standards)
9-10.RI.2.B: Analyze how an author uses rhetoric to advance point of view or purpose.
- As students read the letter, they can identify rhetorical devices and reflect on their use/impact within the letter.
11-12.RI.1.D: Explain two or more central/main ideas in a text, analyze their development throughout the text, and relate the central ideas to human nature and the world; provide an objective and concise summary of the text.
- As students read the letter, they can find two or more main ideas in the text and then discuss in a Socratic seminar how these ideas connect to human nature and the world.
Pairing with Canonical Works:
- Uncle Tom's Cabin by Harriet Beecher Stowe: Compare and contrast the experiences of white women involved in the abolitionist movement, highlighting the different perspectives and strategies employed by Grimké and Stowe.
- Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass: Explore the intersection of gender and race in the abolitionist movement, analyzing the unique challenges faced by women like Grimké and men like Douglass.
Strategies for Engagement:
- Silent Discussion: Generate a list of questions, quotes, themes, etc. about/from the letter and/or the abolitionist movement for the discussion.
- Letter Writing: After reading the text, students can write a letter to Grimké in which they reflect on, question, and/or comment on themes and ideas present in her original letter. They can also explore connections to today’s world.
- Ideological Differences: Some individuals may hold beliefs that are incompatible with the abolitionist message of the letter, leading them to oppose its inclusion in the curriculum. Check out this resource from Facing History for support: https://www.facinghistory.org/en-gb/resource-library/discussing-race-racism-classroom
- Focus on Traditional History: Some may argue that the curriculum should prioritize traditional historical figures and events, rather than lesser-known figures like Grimké.
- Constitution of the Boston Female Anti-Slavery Society: Both documents highlight the importance of individual action and collective effort in the fight against slavery.
- Platform of the American Anti-Slavery Society and its auxiliaries: Both documents reflect the momentum of the abolitionist movement and the increasing urgency in the fight against slavery.
- The National Parks Service has a great many historical articles, and they have an extensive one on the Abolitionist Practices in the Women’s Rights Movement. It has both primary and secondary sources, and has graphics and text in both fields.
- The New England Historical Society has an extensive website about the Boston Riot of 1835.
- Texas Woman’s University has a scholarly article with extensive references about how women fought for the abolition of slavery.