Lesson 11 Discussion This week's discussion will focus on the Second Great Awakening and Abolition. ...

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Lesson 11 Discussion This week's discussion will focus on the Second Great Awakening and Abolition. Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and leave comments for two colleagues.  Synthesizing Materials: How does abolition reflect themes of the Second Great Awakening? Use at least two examples from two assigned readings and contextualize with lecture. Include parenthetical citations. Primary Source Comparison: Compare the speeches of Frederick Douglass, Angela Grimke, and Maria Stewart. Who was the audience for each speech, what was the tone of the speech, and what were the main arguments? How did race and gender influence the speaker’s perspective? Contextualize with lecture, use specific examples, and incorporate parenthetical citations. Visual Analysis: How do we see the influence of the Second Great Awakening in the “Origins of Mormonism” document and the Camp Rider illustrations? Use specific examples, contextualize with lecture, and include parenthetical citations. Secondary Source Analysis: According to Ginzberg, how did white women's roles within moral reforms shift in the 1840s and 1850s? Discuss the ways that the Second Great Awakening and moral reforms influenced each other and conceptions of women's "moral virtue." Use specific examples and contextualize with lecture.  Lesson 12 Discussion This week's discussion will focus on 19th-century ideas about womanhood in the United States.Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and two colleagues.  Synthesizing Sources, Class Analysis: Discuss the experiences of working-and-middle-class families and women drawing from the Harriet Hanson Robinson primary source and the Carol Smith-Rosenberg article. Be sure to contextualize with lecture and use at least two examples from the sources and parenthetical citations. Primary Source Analysis, Race and Class Conflicts: How are the suffrage, abolition, and anti-slavery movements connected? How do you see race and class conflicts within the suffrage and abolition movements in the documents Declaration of Sentiments and “Ain’t I a Woman?” Be sure to contextualize specific examples from the sources with lecture content and use parenthetical citations. You may include materials from the optional assigned sources if you read them.  Secondary Source Analysis, Historical Memory: What do you learn about the historical process and historical memory from this lecture and Lisa Tetrault’s Epilogue? You may include examples from the optional assigned source materials if you read them. How does Tetrault’s Epilogue help you reexamine your assumptions about Seneca Falls and U.S. women’s history? Use at least two examples and parenthetical citations. Contextualize with lecture.  Primary Source Image Analysis: Do an image analysis of one of the images from lecture and answer all of the questions associated with the image (in the lecture heading) in your discussion post. Choose from American Progress, “The Sphere of a Woman”, Currier and Ives Painting 1868, America Guided by Wisdom, or James Pale Family Portrait. Be sure to use parenthetical citations. Directions Keep in mind... You should complete the reading before answering the discussion prompts.