1 http://library.sc.edu/blogs/academy A Very Public Secret Historical Background Contrary to what many students believe and to what many teachers teach, Black life in South Carolina before the Civil War consisted of much more than just slavery. Referred to in society as Free Blacks, Free Negroes, or Free Colored, a surprising number of African Americans held a substantial life outside of the institution of slavery. Free Blacks did not attract much attention which helped them to thrive in some ways. Population statistics for Free Blacks, existed every year of the Census since its inception in 1790. Free Blacks were also recorded statistically to have lived in every state of the nation since the initial Census. Free Blacks existed within the population before the initial census. This is recorded in a number of church records. Many participated in the missionary arena (Wikramanyake 1966, 2). While most Free Blacks worked as paid laborers, some enjoyed other professions including architects, carpenters, druggists, gunsmiths, hatters, masons, teachers, mechanics and ship carpenters to name a few. In 1790, Free Blacks were 1.6% of the total Black Population and .72% of the overall population in South Carolina. By 1860 that percentage had increased to 2.4% of the total Black Population and 1.4% of the overall population (Wallace 1934, Appendix V). Though it seems an insignificant amount in number, the idea of being a Free Black among a society of enslaved Blacks is awe-inspiring and worthy of great attention. South Carolina Standards 3-4.1 Compare the conditions of daily life for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the free and the enslaved African Americans. 8-1.4 Explain the significance of African Americans in the developing culture and economy of the South and South Carolina, including the growth of the slave trade and resulting population imbalance between African and European Americans; African contributions to agricultural development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves. USHC-4.1 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights. Objectives Students will analyze population statistics to gather information regarding the existence of free Blacks living in South Carolina during the antebellum era. Students will analyze the life of Bonds Conway one of many free Blacks that lived in Camden South Carolina during the antebellum era. Time Required Recommended Grade Level 4-5 class periods Middle/High
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1
http://library.sc.edu/blogs/academy
A Very Public Secret
Historical Background Contrary to what many students believe and to what many teachers teach, Black life in South
Carolina before the Civil War consisted of much more than just slavery. Referred to in society as
Free Blacks, Free Negroes, or Free Colored, a surprising number of African Americans held a
substantial life outside of the institution of slavery. Free Blacks did not attract much attention
which helped them to thrive in some ways.
Population statistics for Free Blacks, existed every year of the Census since its inception in 1790.
Free Blacks were also recorded statistically to have lived in every state of the nation since the initial
Census. Free Blacks existed within the population before the initial census. This is recorded in a
number of church records. Many participated in the missionary arena (Wikramanyake 1966, 2).
While most Free Blacks worked as paid laborers, some enjoyed other professions including
architects, carpenters, druggists, gunsmiths, hatters, masons, teachers, mechanics and ship
carpenters to name a few. In 1790, Free Blacks were 1.6% of the total Black Population and .72%
of the overall population in South Carolina. By 1860 that percentage had increased to 2.4% of the
total Black Population and 1.4% of the overall population (Wallace 1934, Appendix V). Though it
seems an insignificant amount in number, the idea of being a Free Black among a society of
enslaved Blacks is awe-inspiring and worthy of great attention.
South Carolina Standards
3-4.1 Compare the conditions of daily life for various classes of people in South Carolina,
including the elite, the middle class, the lower class, the independent farmers, and the free
and the enslaved African Americans.
8-1.4 Explain the significance of African Americans in the developing culture and economy of the
South and South Carolina, including the growth of the slave trade and resulting population
imbalance between African and European Americans; African contributions to agricultural
development; and resistance to slavery, including the Stono Rebellion and subsequent laws to
control slaves.
USHC-4.1 Compare the social and cultural characteristics of the North, the South, and the
West during the antebellum period, including the lives of African Americans and
social reform movements such as abolition and women’s rights.
Objectives Students will analyze population statistics to gather information regarding the existence of
free Blacks living in South Carolina during the antebellum era.
Students will analyze the life of Bonds Conway one of many free Blacks that lived in
Camden South Carolina during the antebellum era.
Time Required Recommended Grade Level 4-5 class periods Middle/High
2
http://library.sc.edu/blogs/academy
A Very Public Secret
Lesson Materials Primary and secondary documents included in this lesson packet
Analyzing Primary Sources sheets (attached).
LCD projector for projecting images and for Excel Tutorial
Computer Lab or Computer access for students
Microsoft Excel Software
Images and documents from the Bonds Conway collection via the University of South
Carolina’s Digital Collections library
Lesson Preparation 1. Download or bookmark the following images for student analysis
o Letter, 18th May, 1857
o The State of South-Carolina, Deed to Daughter
o The State of South-Carolina. Deed 1820
o The State of South-Carolina, Deed 1812
o Letter, 15 December 1859
2. Arrange students into groups of three or four.
3. Place the following questions on the board. “Describe what life was like for African
Americans in South Carolina before the Civil War. What did African Americans do from
day to day?”
4. Create a list on the board as students describe what they know. Keep this list visible in the
classroom throughout this lesson.
5. If you’ve never introduced the use of primary documents in the classroom, you will need to
model how to analyze a document with the class prior to engaging in this lesson.
Lesson Procedure 1. Place the following questions on the board. “Describe what life was like for African
Americans in South Carolina before the Civil War. What did African Americans do from
day to day?”
2. Create a list on the board as students describe what they know. Keep this list visible in the
classroom throughout this lesson.
Statistical Analysis
In this portion of the lesson, students will analyze and interpret statistical trends of the Free Black
population in South Carolina and the United States, using Microsoft Excel as a means to graphically
display information. This process may take an average of two class periods to complete. The most
efficient way to cover this assignment is to break the class up into groups of three or four. There are
a total of five charts of statistical data to integrate into Microsoft Excel. A rubric is provided to
briefly assess the accuracy of each chart that students create. Instructions for creating a Microsoft
The dialog box shrinks allowing you to see your entire spreadsheet. You can edit the data range in this small
window. When you are finished, click the same box at the end to restore the window.
Select Next to go to the dialog box below. This box allows you to add a title to the chart, make changes on
the legend, or make changes on the data labels.
Select Next to move to the final dialog box which allows you to see the chart as a new sheet or place it on
one of the sheets in your workbook.
If you let the Chart Wizard finish your chart after the first dialog box, or work through each of the four
steps, your chart will look something like the one below.
Teacher’s Guide Analyzing Manuscripts
B S E RO
V E
Guide students with the sample questions as they respond to the
N
O
R E
I primary source. Encourage them to go back and forth between the
T
F
S
L columns; there is no correct order. E
E
UC
Q T
O B S E RV E
Have students identify and note details.
Sample Questions:
Describe what you see. · What do you notice first?
· How much of the text can you read? What does
it say? · What do you see that looks strange or
unfamiliar? · How are the words arranged? · What
do you notice about the page the writing appears
on? • What size is the page? · What do you see on
the page besides writing? · What other details can
you see?
R E F L E C T
Encourage students to generate and test hypotheses about the manuscript.
Why do you think this manuscript was made? · Who
do you think created it? · Who do you think was
intended to read it, if anyone? · What do you think
was happening when it was created? · What tools
and materials were used to create it? · What can
you learn from examining this? · If someone created
something like this today, what would be different? ·
What would be the same?
Q U E S T I O N
Have students ask questions to lead to more observations and reflections.
What do you wonder about...
who? · what? · when? · where? · why? · how?
F U RT h E R I N V E S T I g AT I O N
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers. Sample Question: What more do you want to know, and how can you find out?
LOC.gov/teachers
A few follow-up Beginning Advanced For more tips on using primary activity ideas: Have students choose a section of the manuscript and put it in their Examine a section of the manuscript. Think about what you already sources, go to
own words. know about this period in history. How does the manuscript support http://www.loc.gov/teachers or contradict your current understanding of this period? Can you
Intermediate see any clues to the point of view of the person who created this Select a section of a manuscript. Speculate about the purpose of the manuscript? manuscript, and what the person, or people, who created it expected it to accomplish. Do you think it achieved their goals? Explain why you think so.