Slave Resistance Overview
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1 Colonial Slave Resistance Overview “Slaves brought to America during colonial years were active, not passive, beings who in the face of terrible circumstances struggled to maintain their dignity, their African heritage, and even their lives, from the violent and brutalizing aspects of slavery obtained in North Carolina as elsewhere.” In this lesson, students will work to see beyond the stereotypical image of slaves as docile archetypes and examine the various ways slaves, as rational men and women, resisted their unjust circumstances to the best of their ability. Grade 11 North Carolina Essential Standards for American History I • AH1.H.1.2 - Use historical comprehension… • AH1.H.1.3 - Use historical analysis and Interpretation… • AH1.H.1.4 - Use historical research… • AH1.H.3.4 - Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response (e.g., Puritans, Pilgrims, American Indians, Quakers, Scotch-Irish, Chinese, Africans, indentured servants, slavery, Middle Passage, farming, ideas of the Enlightenment, etc.) • AH1.H.4.1 - Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states’ rights, Civil War) • AH1.H.4.4 - Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, manifest destiny, slavery, assimilation, nativism, etc.) • AH1.H.5.1 - Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, “ slavery as a peculiar institution”, etc • AH1.H.7.3 - Explain the impact of wars on American society and culture through Reconstruction (e.g., salutary neglect, slavery, breakup of the plantation system, carpetbaggers, scalawags, KKK, and relocation of American Indians, etc.). • AH1.H.8.3 - Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction (e.g., various ethnic, religious, racial, socio-economic groups of people; plantation society; transcendentalism; 49ers; etc.). Materials • Warm-Up Image, attached • Resistance to Slavery, handout attached • Character Descriptions for Family Meeting Role Play, attached • Optional teacher reference: A History of African Americans in North Carolina, by Jeffrey Crow, Paul Escott, & Flora Hatley. (All quotations from this lesson are taken from this book.) Essential Questions: • What is resistance? • What were the various ways that those enslaved resisted their enslavement? • What were the risks and benefits associated with various types of resistance?
Transcript of Slave Resistance Overview
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ColonialSlaveResistanceOverview“SlavesbroughttoAmericaduringcolonialyearswereactive,notpassive,beingswhointhefaceofterriblecircumstancesstruggledtomaintaintheirdignity,theirAfricanheritage,andeventheirlives,fromtheviolentandbrutalizingaspectsofslaveryobtainedinNorthCarolinaaselsewhere.”Inthislesson,studentswillworktoseebeyondthestereotypicalimageofslavesasdocilearchetypesandexaminethevariouswaysslaves,asrationalmenandwomen,resistedtheirunjustcircumstancestothebestoftheirability.Grade11NorthCarolinaEssentialStandardsforAmericanHistoryI• AH1.H.1.2-Usehistoricalcomprehension…• AH1.H.1.3-UsehistoricalanalysisandInterpretation…• AH1.H.1.4-Usehistoricalresearch…• AH1.H.3.4-AnalyzevoluntaryandinvoluntaryimmigrationtrendsthroughReconstructionintermsof
causes,regionsoforiginanddestination,culturalcontributions,andpublicandgovernmentalresponse(e.g.,Puritans,Pilgrims,AmericanIndians,Quakers,Scotch-Irish,Chinese,Africans,indenturedservants,slavery,MiddlePassage,farming,ideasoftheEnlightenment,etc.)
• AH1.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthroughReconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)
• AH1.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatesthroughReconstructionandthecompromisesthatresulted(e.g.,displacementofAmericanIndians,manifestdestiny,slavery,assimilation,nativism,etc.)
• AH1.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequalitycontributedtothedevelopmentofAmericanpoliticalandeconomicsystemsthroughReconstruction(e.g.,naturalrights,FirstGreatAwakening,DeclarationofIndependence,transcendentalism,suffrage,abolition,“slaveryasapeculiarinstitution”,etc
• AH1.H.7.3-ExplaintheimpactofwarsonAmericansocietyandculturethroughReconstruction(e.g.,salutaryneglect,slavery,breakupoftheplantationsystem,carpetbaggers,scalawags,KKK,andrelocationofAmericanIndians,etc.).
• AH1.H.8.3-Evaluatetheextenttowhichavarietyofgroupsandindividualshavehadopportunitytoattaintheirperceptionofthe“AmericanDream”throughReconstruction(e.g.,variousethnic,religious,racial,socio-economicgroupsofpeople;plantationsociety;transcendentalism;49ers;etc.).
Materials• Warm-UpImage,attached• ResistancetoSlavery,handoutattached• CharacterDescriptionsforFamilyMeetingRolePlay,attached• Optionalteacherreference:AHistoryofAfricanAmericansinNorthCarolina,byJeffreyCrow,PaulEscott,
&FloraHatley.(Allquotationsfromthislessonaretakenfromthisbook.)
EssentialQuestions:• Whatisresistance?• Whatwerethevariouswaysthatthoseenslavedresistedtheirenslavement?• Whatweretherisksandbenefitsassociatedwithvarioustypesofresistance?
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• Whyisitimportanttoexaminecolonialslavesasactiveratherthanpassivebeings?Duration90minutesStudentPreparationStudentsshouldhaveabasicknowledgeoftheinstitutionofslavery.Procedure
IntroductiontoTypesofSlaveResistance1. Asawarm-up,projecttheattached“Warm-UpImage”andaskstudentstowritedowninitialimpressions.
Facilitatethinkingbyasking:• Whatdoyouseehere?Whatdetailsdoyounoticefirstaboutthisimage?• Whatdoyouthinkmightbehappeninginthisimage?• Whenmightthisscenebeoccurring?• Whatevidenceleadsyoutotheseconclusions?• Whatquestionsdoyouhaveaboutthisimage?• Ifyouweretogivethisimageatitle,whatwoulditbe?
2. Oncestudentshavehadseveralminutesofwrittenbrainstormtime,allowthemtosharetheirthoughts
outloud.Asstudentsdiscuss,ensuretheyhaveanunderstandingoftheactualeventpictured,whichisamarriageceremonyamongslaves.ExplaintostudentsthattherewasnoofficialmarriageprocessforthoseenslavedpriortotheCivilWar.Thus,tosymbolizetheircommitmenttooneanotherinfrontoftheslavecommunity,itisbelievedslaveswouldperformthepicturedritualof“jumpingoverthebroom.”Theoriginationofthiscustomisdebatedamonghistorians,butislargelybelievedtohaverootsinWestAfrica.
3. Next,writetheword“RESISTANCE”ontheboardandaskstudentstocommentonwhatthiswordmeanstothem.Liststudentthoughtsundertheword.Asaclass,cometoaconsensusonadefinition,suchas:• Resistance:theactofresisting,opposing,orwithstanding;asurvivalmechanism
4. Asktheclasstoinferhowtheimagetheyjustviewedrelatestothewordresistance.Leadstudentstotheunderstandingthatwhileslavemastersconstantlyattemptedtostripslavesoftheirhumanity,slavesmanagedtomaintaintheiridentitiesashumanbeingsbyholdingontotheircultureandbuildingasenseofcommunity,oftenthroughsharedritualsorceremoniessuchas“jumpingoverthebroom.”Whilethistypeofresistancemightnotbeasobviousasaslaverebellion,itwasnonethelessjustasimportant.
Explaintostudentsthatwhenstudyingslavery,weoftenmakethemistakeofassumingslaveswerepassivebeingswhosimplyacceptedallthatwasdealttothem,fromharshpunishmenttocruelrestrictions.Thisviewisincorrect.Intruth,thoseenslavedweretrulyresilientinthewaystheycarvedoutareasoffreedomintheirlives,eveninthemidstofsuchdangerandoppression.Tellstudentsthatthislessonisaboutexploringallthewaysslavesresistedthewretchedconditionshandedtothem.
5. Next,tellstudentsthattheywillbeworkingingroupstobrainstormallofthewaysslavesmayhave
resistedtheircircumstances,theirmasters/overseers,andslave-owningsocietyasawhole.Studentswilltakeapproximately5minutestoconsiderallofthewaysslavesmayhavegottenbackattheiroppressorsorworkedtomaintainasenseoftheveryidentityandhumanityslaveownerstriedtostripfromthem.Toencouragecreativethinking,tellstudentstopondersomeofthewaystheythemselvesreactwhentheywantto“geteven”withsomeone,orwaystheymayretaliatewithoutbeingsoobviousthattheyputthemselvesatrisk(perhapsevenwiththeadultswhohavepoweroverthem.)Oncebrainstorminginstructionsareclear,numberstudentsoffintogroupsof5,tellthemwhereintheroomtomeet,andinstructthemtoquietlymovetotheirgroup’slocation.Giveeachgroupapieceofchartpaperanda
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markerandinstructthemtoelectaspokespersonwhoattheendofthebrainstormingsessionwillreporttheiranswerstotheremainderoftheclass.
Discussion&Notes:FormsofResistancetoSlavery6. Oncegroupshavehadampletimetowork,haveeachspokespersonsharewiththewholeclass.Compilea
masterlistatthefrontoftheroomasgroupsreportback.Facilitatediscussionaroundwhatstudentsshare,askingclarifyingquestionsthatwillspawnadditionalideaswherepossible.Belowarevariousformsofresistancetohighlightanddiscusswithstudentsastheyreflectontheclasslist.Handouttheattachednotesheetforstudentstofillinasyoudiscuss:
FormsofResistance–TeacherNotes:
• Culture:Slavesstrovetoholdontotheiroriginalculturesandintegratetheirowncustomsintothenewcommunitiestheyformedinthecolonies.Inthe1770sapproximatelyone-thirdoftheslavesinNorthCarolinawereofAfricanorigin.Thiswasevidentintheirlanguage,religion,workpatterns,andnamestheychosefortheirchildren.Bymaintainingtheseculturaltraits,slaveswereholdingontoapieceoftheiridentity.Theyrefusedtolettheirmastersstripthemoftheiridentities.Specificexamplesinclude:o “JohnKoonering”:“NorthCarolinaslavesofthe19thCenturyengagedinacolorfulChristmastime
celebrationknowasJonkonnu,or‘JohnKoonering.’ThecustomisbelievedtohaveoriginatedintheCaribbeanislandofJamaicaandtohavespreadtoNorthCarolinasometimepriorto1824…Aslaveleader,dressedinacostumeofrags,animalskins,horns,andbellsandaccompaniedbyotherslavesplayingmusicalinstrumentsor‘gumbaboxes,’performedsongsanddances…”
o Beliefinconjurersorobeahmen:“Conjurersorobeahmenheldgreatinfluencewithintheslavecommunity.Skilledintheuseofrootsandherbsformedicinalpurposes,obeahmencouldalsomakevariouspoisonsormanufactureantidotes.Intheslavequarters,obeahmenhealedthesick,comfortedthesad,interpretedtheunknown,andavengedthewronged.”Beyondholdingontosuchtraditionsasaformofresistance,theherbalmedicinesthemselvescouldalsobeusedasamoreobviousformofrebellion,particularlywhencraftedtobepoisonous.Forexample,“In1780theJohnstonCountycourttriedtheslaveJennyforpoisoninghermaster,NeedhamBryan.”Anotherslaveconjurer,Will,wasbroughtbeforeaDobbsCountycourtin1769.Willwasaccusedofmaking“someLiquidthingtodrink”bywhichhewasthensaidtobeabletocontrolpeople.
• Behavior:Slavesalsousedtheirbehaviorasameansofresistance.“Malingering,insolence,carelessness,anddilatorybehaviorallartfullydisguisedpatternsofslavediscontent.Throughsuchmethodsslavescoulddefinethelimitsoftheirwork,thehourstheylabored,andwhenandhowtheyconductedtheirassignedduties.”o “Thetasksystem,inthelowcountryalmostcertainlygrewoutoftensionsbetweenmasters’
expectationsandslaves’unwillingnesstoperformmercilesslabor.Underthetasksystem,slavescouldquitworkaftercompletingsomanyassignments,forexample,hoeingaspecificnumberofrows.Thereafterslaveswerefreetotendtheirowngardensandlivestock,fish,hunt,rest,ortakecareoftheirownfamiliesandhomes.”
o “Perhapsthemostprevalentformofresistancetoslaverywastheft…Slavesstoletokeepaliveandsupplementtheinadequateprovisionssuppliedbymasters.”
• Community:Thoughslaveownersconstantlyattemptedtodehumanizeslaves,theymadeeveryefforttobuildacommunityamongthemselveswhenpossible.Thiswasparticularlytrueonplantationswheremultipleslavesworked.“Blackshadfewwaystodefendtheintegrityoffamilialinstitutions,improvelivingconditions,orresistthecrueltiesofanarbitrarymaster.Yet,blackswerenotpassivebeingswhostoicallyacceptedpunishmentandbenevolencewithequanimity.Instead,theysoughttocarveoutlargerareasoffreedomintheirlives,undermineslaveholders’discipline,anddevelopacommunitylifewithintheslavequarters.”
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• Revolt:Whileactsofaggressionandrevoltswererareduetotheconsequencesslavesfacedifcaught,theystilldidoccasionallyoccur.o StonoRebellion,SC:OnSeptember9,1739,twentyAfricanAmericanCaroliniansledbyaliterate
slavenamedJemmy,metneartheStonoRiver,twentymilessouthwestofCharlestonwiththeplantorebelfortheirfreedom.Marchingwithabannerthatread"Liberty,”theychantedthesamewordinunison.TheyseizedweaponsandammunitionfromastoreattheStonoRiverBridgeandkilledtwostorekeepers.TheirplanwastoheadforSpanishFlorida,awellknowndestinationforescapedslaves.Astheymarched,theirnumbersroseto80.Theymanagedtoburn7plantationsandkill20whitesbeforethemilitiacaughtupandsuppressedtherebellion.Thecapturedslavesweredecapitatedandtheirheadsdisplayedonspikes.TwomoreuprisingsflaredoverthenexttwoyearsinbothGeorgiaandSouthCarolina,perhapsinspired--colonialofficialsbelieved--bytheStonoRebellion.Asaresult,a10-yearmoratoriumonslaveimportationthroughCharlestonwasenacted,aswellasaharsherslavecode,whichbannedearningmoneyandeducationforslaves.(Source:http://en.wikipedia.org/wiki/Stono_Rebellion)o Otherexamplesofslavesactingaggressivelyresultedinsimilargruesomepunishments.“The
HalifaxCountycourtin1785foundtheslavePeterguiltyofmurderingJohnMillerandSarahGold.Hewashanged,hisheadcutoffandplacedonapole,andhisbodyburned.AGranvilleCountyslavechargedwithmurderwasburnedatthestakein1773.FiveofHenryOrmond’sslavesconspiredtokillhimin1770.Theslavesweretried,twowereexecuted,andonewasburnedatthestake.”
• Religion:Religionhasalwaysbeenacomplicatedareawhendiscussingslavery.Throughoutthehistoryofslavery,itwasfirstdebatedinthewhitecommunitywhetherslavesshouldbebaptizedandallowedtopracticeChristianityatall.Later,Christianitywasusedbyslaveownersasanattempttocontrolslavesaswellasjustifytheinstitutionofslaveryitself.Regardless,manyslavesusedreligionasaformofresistancebyeitherholdingontoremnantsoftheirownreligioustraditions,ortakingituponthemselvestoacceptandpracticeChristianityastheysopleased.o “In1709JamesAdams,anAnglicancleric,complainedthatplanterswouldnotpermitthe
baptismoftheirslavesbecauseofthe‘falsenotionthataChristianslaveisbylawfree.’AnotherAnglicanministerin1719declaredthatNegroesinNorthCarolinawere‘sensibleandcivicand…inclinedtoChristianityand…wouldbeconverted,baptized,andsaved,iftheirmasterswerenotsowickedastheyare,anddidnotopposetheirconversion,baptism,andsalvation,somuchastheydo.’In1730,thecrownfinallyinstructedroyalgovernorGeorgeBurrington‘tofindoutthebestmeanstofacilitate&encouragetheconversionofNegroesandIndianstotheChristianreligion.’”
o “TheGreatAwakeningofthe1730sand1740soccasionedthefirstburstofreligiousenthusiasmthatbroughtmanyslavestoChristianity.EvangelistssuchasGeorgeWhitefieldexhortedblacksaswellaswhitestoacceptChrist….[This]disconcertedmanywhiteswhofearedthatconversionofslaveswouldleadtoinsurrection.”
o “BaptistsandMethodists…conductedservicesinademocraticatmosphere.Memberscalledeachotherbrothersandsisters,emphasizedfellowship,andshunnedtherankanddeferenceoftheAnglicanchurch.InitsfledglingyearstheMethodistsevenespousedabolitionism.JohnWesley,thefounderofMethodism,denouncedslaveryasanevilinstitution,andMethodistpreacherswereinstructedtoapproachNegroesandwhitesonabasisofreligiousequality.Between1782and1790thenumberofMethodistsinNorthCarolinagrewtomorethan8,000whitesandnearly1,800blacks.In1785TarHeelMethodistsevenconsideredforcingslaveholderstomanumittheirslavesasaconditionofmembership.”
• Education:Slavestookgreatmeasurestoeducatethemselves,learningtoreadandwriteevenwhenitbecameillegal.Missionaries(particularlyQuakers&Presbyterians)madegreateffortstoprovidereligiousinstructionforblacksaswellasteachthemtoreadandwrite.
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• Purchasefreedom:Freelaborprovidedpossibilitiesforemancipationforsomeenslavedpeople.Themostindustriousandthemostskilledoftheenslavedcouldtakegreateradvantageoftheseopportunitiesbyearningthemoneytobuythemselvesfromtheirowners.OnesuchexamplewasVentureSmith,bornintoslaveryinthe1720s.AfterspendinghisearlylifeenslavedonLongIslandandeasternConnecticut,hewasabletopurchasehisfreedombyhislaborsattheageof31.Thoselabors,alongwithhisentrepreneurialactivitiessuchasfishing,workingonawhaler,andagriculturalactivities,madepossiblethepurchaseofhisson,daughter,andwife’sliberty.
• Runningaway:Whileescapingslaverywasincrediblyrisky,manyblacksdeterminedtheirbestchanceforfreedomtoberunningaway.Infact,duringthe18thcenturyNorthCarolinahadareputationasahavenforslavefugitives.o “FugitiveslavesfromVirginia&NorthCarolinaturnedtheGreatDismalSwampintoa
sanctuary.Theswampwasanidealhideout.Accordingtoa1780straveler,runawayswere‘perfectlysafe,andwiththegreatestfacilityeludethemostdiligentsearchoftheirpursuers.’Blackshadlivedthere‘fortwelve,twenty,orthirtyyearsandupwards,subsistingthemselves…uponcorn,hogs,andfowls…’Therunawayscultivatedsmallplotsoflandthatwerenotsubjecttofloodingbut‘perfectlyimpenetrabletoanyoftheinhabitantsofthecountryaround…’
o “Runawayslaves,morethanmostspeciesofblackdiscontent,alarmedwhiteCaroliniansbecauserunawaysimperiledwhites’securityandportendedthepossibilityofrevolt.Asearlyasthe1690sblacksfledsouthtoSt.Augustine,Florida.”
RolePlay:FamilyMeeting
7. Afterdiscussingthevariouswaysslavesresistedtheirunjustcircumstances,tellstudentstheyaregoingtofurtherexploretheindividualchoicesslavesmadeintermsoftheirresistance,aswellaswhatledthemtomaketheparticularchoicestheymade.Tellstudentsthatagainintheirgroupsof5,theyaregoingtosimulateafamilymeetingofafamilyofslaveslivinginNorthCarolinaintheyear1774.Thegoalofthemeetingistosharehoweachofthemarecurrentlyfeelingabouttheirstatusasslavesandtheirideasregardingresistance.Givestudentsthefollowingspecificinstructions:• Inyourgroupsof5,eachofyouwillreceiveapieceofpaperdescribingapersonfromtheyear1774
thatyouwillbeassumingthecharacterof.• YourcharacterwillbeoneofthefivemembersofafamilywhoisenslavedinNorthCarolinain1774.
Eachofyouhasdifferingopinionsregardingwhattodoaboutyourstatusasaslave.Thus,theheadofthefamily,“Mother,”hascalledafamilymeetingtonightforyoualltodiscussyourcurrentfeelingsandideasregardingresistance.
• Onceyoureceiveyourindividualrole,youwilltake5-8minutestosilentlyreadaboutyourcharacterandjotdownnotesaboutyourpersonality,lifesituation,andultimategoalsregardingyourfamilyandfreedom.
• WhenIgivethesignal,eachstudentplayingthe“Mother”willbeginyourfamily’smeeting.“Mother”willensureeachofyouwillhaveupto2uninterruptedminutestosharehowyouarecurrentlyfeelingregardingyourstatusasaslaveandwhatyoufeelyourfamilyshoulddoaboutit.Youshouldnotreadfromtheroleprovidedtoyou;ratheryoushouldsummarizeyourfeelingsandthoughtstoyourfamily.Remember,atthispointyouwillnolongerbestudentslivinginmoderntimes;ratheryouaretobecomethepersonassignedtoyou.
• Aftereveryonehashadtheiruninterruptedtimetoshare,asafamilyyoumusttryandcometoaconsensusregardingwhethertoenactanyoftheideasposedornot.
• Rememberthatyoushouldsticktotheattitudesyouthinkyourassignedcharacterwouldhave,butyoushouldalsobewillingtocompromiseincharacterifcompelledtodoso.
• Attheendof10minutesofdiscussionanddebateamongeachfamily,thoseofyouplayingtheroleof“Uncle”willinformtheremainderofclasswhatoccurredatyourfamilymeeting.
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*Beforehavingstudentsbegintheirworkontheactivity,teachersshouldgivedirectionsthatdeterstereotypicalbehavior.Forexample,itisimportantstudentsnotuseaccentsorcolloquiallanguageduringthisactivity;speakingwiththeirownvoiceisfine.
8. Onceallstudentshavereadtheirrolesandplannedforthemeeting,alloweachstudentplayingtheroleof“Mother”tocallthemeetingtoorder.Teachersshouldcloselymonitorgroupsastheyassumetheirrolesandsimulatethefamilymeeting.Onceeachgrouphashadampleopendialogueanddebatetime,askthestudentsassignedtheroleof“Uncle”tosharewhathappenedintheirgroup,whethertheirfamilymadeanyunanimousdecisions,orwhetherthefamilyremaineddivided.Furtherdiscuss:• Whatwerethevariousresistanceoptionsmembersofthefamilyconsidered?• Whatweretheprosandconstoeach?• Whatisdifficultaboutdecidingtoactonresistanceideasornot?• Regardlessoftheroleyouplayed,whointhefamilydoyoufeelhadthemostlogicalidearegarding
resistance?Why?• Whatdoyouimaginewouldhavebeenmostdifficultaboutbeingenslaved?• Whyisitimportanttorecognizealloftheways(fromassmallofachoiceasworkingslowtoasgreata
choiceasrevolt)thatslavespracticedresistance?
9. Asareflectiontothelessonorasahomeworkassignment,havestudentsinterpretthequotelocatedatthebottomoftheir“ResistancetoSlavery”handout.
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WarmUpImage
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Name:____________________________ResistancetoSlavery
Resistance:____________________________________________________________________________________________________________________________________________________________________________________________
CategoryofResistance
Description,examples,notes,etc.
“…Afro-Americanswereactive,notpassive,beingswhointhefaceof…[terriblecircumstances]…struggledtomaintaintheirdignity,theirAfricanheritage,andeventheirlives,fromtheviolentandbrutalizingaspectsofslaveryobtainedinNorthCarolinaaselsewhere.Theywere…rationalmenandwomenwhofromnecessityhadtoweightheimpactofeachandeveryactiontheymade.Theslightestmisstepinracialetiquetteandexpectedbehaviorcouldbringwhippingormutilation.”~JeffreyCrow,writer&historianSummarizeyourinterpretationoftheabovequoteasitpertainstoourdiscussionofslaveresistance:
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Mother–“Tostaysafest,wemuststayput.”
YouwerebornintoslaveryinSouthCarolinain1745.WhenyourownerdecidedtostartcultivatingriceinNorthCarolinaduring1755,hesentyoutoworkonhisnewplantationintheCapeFearregion.Youwereonly10andyoutragicallyhadtoleaveyourfamilybehind.Theyearisnow1775andwhilelifeasaslavehasbeenhard,youarehappytohavestartedyourownfamilyamidstallthehardworkrequiredbyyourmaster.Youmarried16yearsagoandhadthreewonderfulchildrenwithyourhusband.However,2yearsagoyourhusbandwasbrutallybeatenbytheplantationowner–ithappenedinfrontoftwoofyourchildren.Hereceivedsomanylashestohisbackthathedevelopedaninfectionanddiedthreedayslater.Sincethen,allthreeofyourchildrenhavebeengettingmoreandmorerestlesswithlifeontheplantation.But,asbadaslifeasaslavemaybe,youfeelblessedthatyouarealltogether.Andifthemasteriscapableofwhippingyourlatehusbandthathard,youcanonlyimaginewhathewoulddoifyoualltriedtoescape.Besides,thereareotherwaysyoucanmaintainalittlebitofpower–hemightcontrolwhateachofyoudoes,butasyouarealwaystellingyourchildren,hedoesn’tcontrolyourmindoryourspirit.Oneofyourchildrenhasterrifiedyouwithtalkofplanningaslaverevolt.Justlastyear,aGranvilleCountyslavewhowaschargedwithmurderwasburnedatthestake.Otherslaveswhohaveattemptedtorevoltorharmtheirmastershavesufferedsimilarconsequences.Yourpriorityistokeepeveryoneassafeaspossibleandmostimportantly,alive.Youfeelthebestwaytodothisistostayput.Youhavecalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasenslavedpersons.Astheheadofthefamily,youwillleadthefamilymeeting.Whenyoubeginthemeeting,you’llremindeveryonethateachfamilymember(includingyourself)willhaveupto2uninterruptedminutestosharethoughtsregardingtheirlifeasaslaveandideasforresistance.Aftereveryonehasshared,yourfamilywillhave10minutestodiscussanddebatewhattodo(ifanything)toresistslavery.Astheheadofthehousehold,itisyourresponsibilitytoensureeveryonecontributestotheconversation(includingyourself)andthattheconversationremainsrespectful.“Uncle”willhelpyoubymonitoringthetimeandensuringnoonegoesovertheirtwominutetimelimit.
Assumethecharacterof“Mother”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytostayput:
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Child1–“Ourbestchanceatafreelifeistorunawayandneverlookback.”Youare18yearsoldandhavebeenaslaveinNorthCarolinayourwholelife.Youhavebeengrowingmoreandmoretiredoftheabuseyouandfellowslavesreceivefromyourowner.Whetherit’sinsults,beatings,orlackoffoodandclothingprovided–youaresickofbeingtreatedlessthanhuman.Twoyearsago,youhadtostandbyandwatchastheplantationownerbeatyourfathertodeath.Whenyouyelledforittostop,theplantationownersmashedthebaseofhisrifleintoyourface,causingyoutoloseconsciousness.Youfeelitistimeforyouandyourfamilytorunawayandescapethiscruelsituation.You’veheardofacommunityofrunawayslaveslivingintheGreatDismalSwamp.Itsoundsliketheidealhideout,withcommunitiesofBlackswhohavearecultivatingsmallplotsoflandandfarmingforthemselvesratherthanamaster.Youknowthatyourmotherisafraidtoleave,butyou’veseenfirsthand–andfeltfirsthand–thecrueltyyourmasteriscapableof.Youbelievethatifyoualldon’tleave,eventuallythemasterwilldothesametoeachofyouashedidtoyourfather.Youtryandconvinceyourmother,siblings,andUnclethatanythingotherthanrunningawayisadeathsentence.Besides,livinginchainsisnowaytolive.Oneofyoursiblingskeepstryingtoconvinceallofyouthathe’llbeabletobuyyourfreedomsoonenough,thusyoushouldsittightforawhilelonger.Youfeelthisisridiculous–it’stakenhimyearstoearnenoughmoneytoevenpurchasehimself.Bythetimeheearnsenoughtopurchasethewholefamily,someofyoumaybedeadorsoldofftoanotherplantation.Whosetoevensaytheplantationownerwouldagreetoletanyofyoupurchasefreedomanyway…Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewillbeginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasaslaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussanddebatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremainrespectfulevenwhenyoudisagree.
Assumethecharacterof“Child1”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeparticipatingin.1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytorunaway:
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Child2–“MoreimportantthanfreedomisjusticethroughREVOLT.”
Youare16andhavebeenaslaveinNorthCarolinaforyourentirelife.Eachdayofyourlifeitfeelslikeyougrowangrierandangrier,andit’salmosttothepointthatyoufeelyoumightexplode.Youareahumanbeing,anddayafterdayyouandthepeopleyouloveareforcedtodoback-breakingworkcultivatingricewhilethewhitepeoplewatch.Youwerepeggedasbeingdisobedientwhenyouwereonlyachild,andevenhadyourearscroppedwhenyouwere13.Whentheytookthatpieceofyourear,youvowedthatonedayyouwouldgetrevenge.Youtrytogetbackatthemasterinsmallways–stealingfromhimhereandthere,workingalittlebitslowertokeephimfromearningthatmuchprofit…Then,twoyearsago,youwatchedsilentlyasyourfatherwasbeatentodeath,simplybecausetheamountofricehe’dcultivatedthatdaywasapoundshort.Whenyourbrothertriedtoyellforthemastertostop,hestruckhiminthefacewithhisgun.Youhadtorollhimovertokeephimfromchokingonhisownblood.You’veneverforgivenyourselffornotdoingsomethingtohelpthemboth.Recently,youdecidedtodoeverythinginyourpowertoconvinceyourfamilymembersandtheother30slavesontheplantationtorevoltandfightyourmaster.Evenifyoudieintheprocess,slamminghimtothegroundonetimewouldbeworthyourentirelife.WhileyourUnclekeepstalkingofwaitingonawartostartbetweenthecoloniesandEngland,youaren’tinterestedinanymorewaiting.Theremightnotevenbeawar,soyouarereadytotakemattersintoyourownhands.Ifyourfamilywon’tstandupforthemselves,youaregoingtostandupforthem.Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewillbeginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasaslaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussanddebatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremainrespectfulevenwhenyoudisagree.
Assumethecharacterof“Child2”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytorevolt:
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Child3–“FreedomcomesatacostIwillbeabletoaffordsoonenough.”
Youare21andhavebeenaslaveinNorthCarolinayourentirelife.Astheoldestchildinyourfamily,yourfathertaughtyoumathfromthetimeyouwere10,wantingyoutobeaseducatedaspossible.Becauseyouareprettygoodwithnumbers,yourmastersendsyoutogotothemarketinWilmingtontosellgoodsforhim.Whenyouareinthecity,youarealwaysdazzledbythefreeBlacksthatyoumeet.Youvowedthatyouandyourlovedoneswouldonedayenjoythistypeoffreedom-youdecidedthebestchanceforthiswouldbeforyoutopurchaseyourownfreedomandthenpurchaseeachofyourfamilymembers’freedom.Forthepast5years,youhavebeenskimmingmoneyoffthetopofwhatyousellforyourmaster.Yourfamilyalsocultivatesasmallgardenbehindyourslavequartersandyouevensellsomeofthatproduceforadditionalincome.Twoyearsago,your2siblingswatchedasyourfatherwasbeatentodeath.Sincethen,youstartedtryingtosquirrelawaymoneymoreaggressively.You’vealmostgotenoughmoneytopurchaseyourownfreedom;onceyouarefree,youcanmoreaggressivelyworktoearnthemoneyforpurchasingeachofyourfamilymembers.Whileyoufeelsureyoucanconvinceyourmotherofthisplan,youworryaboutyoursiblings.Theyhavegrownmoreandmoreangryandrebelliousinthepasttwoyearsandyouareafraidtheymaydosomethingirrationalthatwillriskallyourlives.Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewillbeginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasaslaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussanddebatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremainrespectfulevenwhenyoudisagree." Assumethecharacterof“Child3”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytowaitforyoutopurchasetheirfreedom:
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UncleorAunt–“Thereisawaruponusandwemusttakeupaside.”Youare32yearsoldandhavebeenaslaveallofyourlife.Youweresoldawayfromyourfamily5yearsagotoworkonthericeplantationwhereyoucurrentlylive.Theonlygoodthingaboutthesituationisthatyoudiscoveredyouroldersisterwasalsoenslavedonthesameplantation,soyouhaveformedatightbondwithherandherchildrenoverthepastyears.Youhavewatchedyournephewsgrowintofineyoungmenandyouunderstandthefrustrationandrestlessnessthatthechildrenarefeelingovertheirstatusasslaves.Beingolderthanthem,youhavefeltthatsamefrustrationformoreyearsandyoutoowantyourfreedom.YoufeelthebestwaytoattainthisfreedomistokeepmonitoringthesituationbetweenthecoloniesandEngland.Thisentireyear(1774)thecolonieshavegrownmoreangryregardingEngland’scontrolofthemandyou’veheardyourmasterandhisfriendsdiscussingthepossibilityofapendingwar.Youfeelthatifawarbreaksout,thiswillbetheidealtimeforyou,yoursister,andherchildrentoescapewiththeBritish.PerhapsyoucouldjointheBritishArmy–youallcouldallfightagainsttheverymasterswhoenslavedyou,serveascooks,dolaundry–anythingtogetawayfromtheplantation.Thisisthemostsensiblewaytoensuresuccessinleavingtheplantation.TheBritishwillhaveanestablishedarmy,whereasanyothercourseofactionreliesonlooseplanswheremuchcouldgowrong.
Yoursisterhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewillbeginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasaslaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussanddebatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremainrespectfulevenwhenyoudisagree.Itisalsoyourresponsibilitytomonitorthetime,ensuringnoone(includingyourself)goesoverthe2minuteindividualtimelimit,andtotimethe10minuteperiodofopendiscussion.
Assumethecharacterof“Uncle”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytowaitforwartobreakoutandjointhe
British:
