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 5 North Carolina Essential Standards for 5 th Grade Social Studies • 5.H.2.3- Compare the changing roles of women and minorities on American society from pre-Colonial through Reconstruction. 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? • Why is it important to examine colonial slaves as active rather than passive beings? Duration 90 minutes Student Preparation Students should have a basic knowledge of the institution of slavery. Procedure Introduction to Types of Slave Resistance 1. As a warm-up, project the attached “Warm-Up Image” and ask students to write down initial impressions. Facilitate thinking by asking: • What do you see here? What details do you notice first about this image? • What do you think might be happening in this image? • When might this scene be occurring? • What evidence leads you to these conclusions? • What questions do you have about this image? • If you were to give this image a title, what would it be? 2. Once students have had several minutes of written brainstorm time, allow them to share their thoughts out loud. As students discuss, ensure they have an understanding of the actual event pictured, which is a
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ColonialSlaveResistance
Overview“SlavesbroughttoAmericaduringcolonialyearswereactive,notpassive,beingswhointhefaceofterriblecircumstancesstruggledtomaintaintheirdignity,theirAfricanheritage,andeventheirlives,fromtheviolentandbrutalizingaspectsofslaveryobtainedinNorthCarolinaaselsewhere.”Inthislesson,studentswillworktoseebeyondthestereotypicalimageofslavesasdocilearchetypesandexaminethevariouswaysslaves,asrationalmenandwomen,resistedtheirunjustcircumstancestothebestoftheirability.Grade5NorthCarolinaEssentialStandardsfor5thGradeSocialStudies• 5.H.2.3-ComparethechangingrolesofwomenandminoritiesonAmericansocietyfrompre-Colonial
throughReconstruction.Materials• Warm-UpImage,attached• ResistancetoSlavery,handoutattached• CharacterDescriptionsforFamilyMeetingRolePlay,attached• Optionalteacherreference:AHistoryofAfricanAmericansinNorthCarolina,byJeffreyCrow,PaulEscott,
&FloraHatley.(Allquotationsfromthislessonaretakenfromthisbook.)
EssentialQuestions:• Whatisresistance?• Whatwerethevariouswaysthatthoseenslavedresistedtheirenslavement?• Whatweretherisksandbenefitsassociatedwithvarioustypesofresistance?• 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,whichisa
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marriageceremonyamongslaves.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.Giveeachgroupapieceofchartpaperandamarkerandinstructthemtoelectaspokespersonwhoattheendofthebrainstormingsessionwillreporttheiranswerstotheremainderoftheclass.
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…”
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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.”
• 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.”
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• 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.
• Purchasefreedom:Freelaborprovidedpossibilitiesforemancipationforsomeenslavedpeople.Themostindustriousandthemostskilledoftheenslavedcouldtakegreateradvantageoftheseopportunitiesbyearningthemoneytobuythemselvesfromtheirowners.OnesuchexamplewasVentureSmith,bornintoslaveryinthe1720s.AfterspendinghisearlylifeenslavedonLongIslandandeasternConnecticut,hewasabletopurchasehisfreedombyhislaborsattheageof31.Thoselabors,alongwithhisentrepreneurialactivitiessuchasfishing,workingonawhaler,andagriculturalactivities,madepossiblethepurchaseofhisson,daughter,andwife’sliberty.
• Runningaway:Whileescapingslaverywasincrediblyrisky,manyblacksdeterminedtheirbest
chanceforfreedomtoberunningaway.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.”
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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.
Ø Beforehavingstudentsbegintheirworkontheactivity,teachersshouldgivedirectionsthatdeter
stereotypicalbehavior.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:
Mother–“Tostaysafest,wemuststayput.”
YouwerebornintoslaveryinSouthCarolinain1745.WhenyourownerdecidedtostartcultivatingriceinNorthCarolinaduring1755,hesentyoutoworkonhisnewplantationintheCapeFearregion.Youwereonly10andyoutragicallyhadtoleaveyourfamilybehind.Theyearisnow1775andwhilelifeasaslavehasbeenhard,youarehappytohavestartedyourownfamilyamidstallthehardworkrequiredbyyourmaster.Youmarried16yearsagoandhadthreewonderfulchildrenwithyourhusband.However,2yearsagoyourhusbandwasbrutallybeatenbytheplantationowner–it
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happenedinfrontoftwoofyourchildren.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:
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