1800 - 1840 Slide 2 If you had lost expensive property, what
types of information would you consider important to assure its
return? Slave owners followed a fairly standardized format for
describing their run-away property. Advertisements provide a wealth
of information regarding descriptions, activities and possible
destinations for runaway slaves. They had a physical description
consisting of such aspects as: complexions, height, body shape,
scars and brands, dental condition, hair, age and any
characteristic that might bring attention. They also alluded to
possible directions which might be followed and family locations.
They listed skills and talents which might aide in their slaves
escape. Slide 3 Slide 4 William Henry Singleton, former slave on
the Neuse River Slide 5 Historical Maps exist that show the
waterways and wetlands for us to understand the landscape for
runaway destinations. It is unclear if maps were available for
runaway attempts. From the newspaper advertisements, it is clear
that a network of destinations existed and the following
information was probably known. Waterways and wetlands provided
networks for runaways. The slave owners were aware of these
networks. The runaways were aware of the exact locations of these
networks. Slaves who were boatmen, navigators, stevedores, and
fishermen knew about the waterway and wetland networks. Slaves had
knowledge, guides or maps for these runaway networks. Slide 6 J.H.
COLTON 1856 MAP Tanner, Henry Schenck, 1786-1858 Slide 7 Current
Satellite Digital Image Slide 8 Slide 9 Historical maps Historical
maps allow us to understand locations and landscapes described in
the advertisements. These are known as primary sources. Can you
list other means of obtaining historical knowledge that comes as
close to the original source as possible? Every time you make a
note or write a letter; if you keep a diary or take a photograph
you are recording history and creating a primary source for people
of the future. From these someone may learn what life was like for
you. Slide 10 Can you pinpoint the runaways movements on a map? Try
drawing a picture of what they might have looked like using
characteristics provided in the ads Research the habitation areas
of indigenous peoples, and others such as the Quakers, who were
sympathetic to the conditions of slavery. Construct an itinerary or
plan of where you would go as a runaway. What would you take with
you, and how would you decide what to leave behind? Justify your
plans and decisions. Slide 11 Stephen a slim spare made fellow,
thick bushy head of hair, remarkable small legs, rather of a
yellowish complexion, and about 4 feet 9 or 10 inches high, the
fore finger of his left hand in entirely stiff, occasioned by a
bite in the joint when fighting Stephen a slim spare made fellow,
thick bushy head of hair, remarkable small legs, rather of a
yellowish complexion, and about 4 feet 9 or 10 inches high, the
fore finger of his left hand in entirely stiff, occasioned by a
bite in the joint when fighting. He is remarkable fond of fidling,
and commonly has a fiddle hung to his back. He has a mother living
in the County of Pasquotank by the name of Franky. I have lately
been informed that a fellow of that name and description has been
seen working in the Shingle Swamp, and flatting shingles down the
Canal. James Wood, sen. Hertford Slide 12 Lives in Hertford
Perquimans Co. Stephen Seen working in The Shingles Swamp Owner
Living in Pasquotank Co. Mother Slide 13 A dark Mulatto Man, about
thirty-seven years of age, five feet seven inches high, and very
stout made He is very artful, and professes to be a Cooper and Job-
Carpenter He formerly belonged to Mr. James Blount, of Washington
County, and came to this County as a Freeman He can write He is
well acquainted along the Sea-Coast from their to the Virginia line
and may lurk about Wilmington, Newbern, Edenton, or Beaufort Or may
endeavor to get on board some vessel by calling himself a free-man
John C. Baker, Brunswick Co., 1808 Slide 14 Uncertain where he will
aim for, perhaps Washington County Owner: John C. Baker Brunswick
Co. May endeavor to board some vessel calling himself a free-man
May lurk about Newbern, Edenton or Beaufort Well acquainted along
the Sea-Coast Quacko Slide 15 Is about 5 feet 3 inches high, very
black, about 24 years of age He has a very notable scar over his
right eye, occasioned by the kick of a horse when he was young A
tailor by trade, and can beat the drum extremely well Was born in
the Island of Guadaloupe, to which place he has lately threatened
to go He speaks French pretty well and is a very artful insinuating
fellow, particularly when in liquor I have reason to believe, he
will make for--- Elizabeth-city or Norfolk, for the purpose of
effecting his escape either toward Northwards or the West-Indies
Joseph Manning, Edenton, Oct.14, 1811 Slide 16 Born in the Island
of Guadeloupe Owner lives in Edenton Escape Northward Or to the
West Indies Frank Make for Elizabeth-City or Norfolk Frank Slide 17
Slide 18 Maps give a good depiction of how slaves could slip away
and hide in this watershed landscape. Slide 19 What would be an
important skill to have living in an area bounded by rivers,
streams and the Great Dismal Swamp? Most coastal slaves spent at
least a part of their time working on the water as pilots and
boatmen they rafted timber and supplies to market and became
experts at navigating through the ever changing waterways Many
became fisherman and stevedores while others worked as
shipbuilders, caulkers, sail makers, cord swains, and became
indispensable as nautical trades men. Slide 20 Slide 21 The
Lightkeepers Boat by Edward Champney - Courtesy Outer Banks History
Center, Manteo, NC Slide 22 This fear lead to legislation being
passed which strictly regulated and administered penalties on those
who might provide a haven, and captains that could give them
passage north Stern warnings were given to Stern warnings were
given to All masters of vessels and others from harboring,
employing, or carrying off, under the penalty of the law Slide 23
No mention was made of their maritime culture or credit given for
their adept seamanship This access to the sea, not only afforded
them a freedom unheard of on the plantation, it gave them hope by
providing contacts and information with a world out side their own,
and eventually for some, networks to freedom. Slide 24 overrun with
fugitives from the surrounding towns and plantations, as thousands
of African Americans fled bondage, It would be utterly impossibleto
keep them outside of our lines, as they find their way to us
through woods and swamps from every side. General Ambrose B.
Burnside Slide 25 Begin a story relating to a particular
advertisement then pass it to another who adds more to the story
line, so on and so on. Think about what it would be like to live as
a slave. How would it be to own slaves, what type of master would
you be? How would you treat them and what would you allow them to
do? Would you separate families? Create a Journal For a runaway
slave Describe their experiences. Include how they would survive,
who could they talk to, what would they take or eat Slide 26
Research an authentic slave diary OR a diary you write as a joint
class project. Research an authentic slave diary OR a diary you
write as a joint class project. Depict their lives and conditions.
It could be set up as flash-backs, or an oral history being told
from the orchestra, with scenes fading in and out of the background
as the story is told. Think about what skills they may have brought
with them and what activities they may have learned from others.
How would information travel and what connections and interactions
would need to take place? Slide 27 What would Stephen, Frank or
Quacko look like? If you met one of them today what would ask them?
Do you think you would like them? Give your reasons why or why not.
What might you tell them about yourself? Slide 28 Cecelski, David
S., The Watermans Song, University of North Carolina Press, Chapel
Hill and London 2001: slide4:p59, slide9:p25, slide19:pxiii,p20,
slide20:p18, slide21:p13, slide23:p181, slide24:p167 Cumming,
William P., North Carolina in Maps, North Carolina Department of
Cultural Resources, Raleigh 2001 Geology.com, North Carolina County
Map, 2005-2010, slide8
http://geology.com/county-map/north-carolina.shtml
http://geology.com/county-map/north-carolina.shtml Google Images,
Slave Advertisements, slides3-4,
http://www.google.com/imageshttp://www.google.com/images Google
Earth Maps, North Carolina, 2010 Europe Technologies, Image USDA
Farm Service Agency, 2010 Google, slide7 NC Department of Public
Instruction Middle Grades Division, North Carolina Standard Course
of Study, Discover NC: Examining the Development of the State
through the Coastal Plain, slide25
http://www.dpi.state.nc.us/curriculum/socialstudies/middlegrades/discovernc/,
http://www.dpi.state.nc.us/curriculum/socialstudies/middlegrades/discovernc/
North Carolina Maps, Interactive, Entire State,
http://www.lib.unc.edu/dc/ncmaps/about.html, slides6,7,12,14,16-18
http://www.lib.unc.edu/dc/ncmaps/about.html Parker, Freddie L.,
Running for Freedom, Garland Publishing, Inc., New York &
London 1993, slide17:p, slide18:p33, slide22:p29 Parker, Freddie L.
ed., Stealing a Little Freedom, Garland Publishing, Inc., New York
& London 1994, slide 2:p, slide11-16:p344,353,856
