Colonial Slave Resistance Overview active, - …civics.sites.unc.edu/files/2012/05/SlaveResistance.pdfColonial Slave Resistance Overview ... , project the attached “Warm-Up Image”

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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



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



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



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



3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytowaitforwartobreakoutandjointhe

British:

Documents

Colonial Slave Resistance Overview active, - …civics.sites.unc.edu/files/2012/05/SlaveResistance.pdfColonial Slave Resistance Overview ... , project the attached “Warm-Up Image”