Module 12 Discussion: Making Historical Connections

Instructions:

Step 1: First, write a response to the following prompt with at least eight substantial sentences, integrating concepts you learned from the reading and other materials (include links when necessary). Show that you can think critically on the topic by integrating your own thoughts, analysis, or experiences.

  • Prompt 1: Describe the relationship between the abolitionist movement and the 2nd Great Awakening. How did the new tenets of the 2nd Great Awakening support the ideals of the abolitionist movement? Did the two movements overlap and support each other? Give specific examples from the course content to support your answers.
  • Prompt 2: In order to see the connections between the two movements, do some independent research (cite your sources!) and choose a historical figure associated with either the Abolitionist movement or the 2nd Great Awakening and include them as an example in your post. Look for any connections they had to the movement other than the one they are traditionally associated with.
    • For example: Charles Grandison Finney was a well-known Presbyterian revivalist preacher from 1825-1835, giving animated, innovative sermons to mixed crowds of men and women (which was a scandal at the time). However, Finney also served as the President of Oberlin College (Ohio) from 1851-1866, where he and his students assisted escaped slaves from Kentucky on the Underground Railroad and actively resisted the Fugitive Slave Act.
      • Sources: John H. Martin, “Saints, Sinners and Reformers: The Burned-Over District Revisited, Chapter 7: Charles Grandison Finney,” The Crooked Lake Review, Issue No. 137 (Fall, 2005), https://crookedlakereview.com/books/saints_sinners/martin7.html.
      • César Palacio, “Charles Finney in Oberlin,” Oberlin Heritage Center (Nov. 2012), http://www.oberlinheritagecenter.org/cms/files/File/Charles%20Finney%20in%20Oberlin.pdf.

Step 2: Respond in two separate posts to two classmates (in at least 75 words). Explicitly address their examples and try to extend, complicate, or redirect their points in a substantive, knowledge-demonstrating way. Be sure to cite relevant concepts and key terms from the reading.

Discussion Grading Rubric:

Criteria Poor Good Excellent Points
Content Post is off topic or does not specifically address prompt, but does address general topic of content, may or may not meet length requirement. Post address prompt directly, but skips steps or questions, leaves out relevant information, or shows lack of critical thinking, meets length requirement. Post directly addresses prompt, contains all relevant information from course content, demonstrates sound analysis and critical thinking, offers well thought-out points, meets length requirement. ___/4
Supporting Evidence/ Sources Post & comments do not contain any sources or evidence to support points; or sources are off topic, poorly researched, and vague. Post & comments use relevant evidence for some points, but not for others; or information is missing. All points in post & comments are supported by relevant, well-researched evidence or sources. ___/4
Response Comments Responses are off topic, only contain a few words or sentences, no meaningful contribution; or are disrespectful toward fellow students; ideas are not well developed or researched. Responses meet length requirement, use professional language, but are vague or slightly off topic, without evidence, or do not directly address the original poster’s points. Responses meet length requirement, contain thoughtful feedback, well-researched evidence and relevant points, and use respectful language. ___/2
Total ___/10