History 259: Slave Rebellions in New York City
Dr. Thomas D. Beal
Fall 2011
Office: 134 Physical Science
[email protected]
Office Hours: T: 4-5:00 (for this class only)
E-mail:
Welcome!: Welcome to History 259: Slave Rebellions in New York City. This document –along with the attached
writing assignments– provides students with everything they need to know to succeed in the course. Although we
will discuss the course outline and its requirements on the first day of class, I want to draw your attention to two
requirements: First, History 259 students must attend the first class 8 November 2011; second, students must
turn in the required writing assignment on that day (see pages 2 and 3). Those students who do not attend
the first class will be dropped; late or electronically submitted papers will not be accepted. Otherwise, this is
a exciting, fun and eye-opening class! See you on 8 November 2011 at 5:30pm in Human Ecology Room # 203.
Course Description: Slavery played a crucial role in the history of New York City. This course explores two
significant moments in that history: the slave insurrection of 1712 and the slave conspiracy of 1741. During the
1712 slave insurrection, dozens of slaves rebelled and with axe, knife and gun attempted to free themselves from
bondage. In 1741 slaves, free blacks and poor whites conspired to burn the city and free all the slaves; many were
arraigned, tried, convicted and executed for arson and high treason. Further, the course explores how, in less
dramatic ways, slaves rebelled and attempted to lay claim to their body and their freedom. The outcome of these
actions and the response of New York City’s residents receive special attention.
Teaching: This is an upper-division history seminar on the history of slavery and slave rebellions in New York
City. As a seminar, the course requires students to actively participate in class discussions. Required readings,
discussions and in-class activities provide students an overview of the institution of slavery and how slaves rebelled
against it.
Goals:
1. Develop an understanding of slavery’s place in New York City’s history.
2. Develop an understanding of the causes, consequences and significance of the 1712 & 1741 slave rebellions.
3. Develop an understanding of the “slave code” that colonial and municipal authorities developed and instituted to
control New York City’s slave population.
4. Develop an understanding of how slaves acted as historical agents and often attempted to claim their freedom.
Required Texts: The New York Conspiracy Trials of 1741, ed. Serena R. Zabin (Bedford/St. Martin).
Course Reserves (Angel Webpage, Lesson Tab): The instructor has placed a number of documents on “Course
Reserve” (Lesson’s Tab on the Angel Web Page for HIST 259), which you may download and print from any
computer. The titles are included in the course outline (below) and correspond to the “Course Reserve” page.
Discussion Participation (30%): This is an upper-division seminar, which requires students to actively participate
in class discussions and activities. Students must complete the assigned readings and be prepared to discuss their
ideas with peers. To actively participate and improve critical thinking skills, students must come to class prepared;
the required reading must be completed before class. Unprepared students will be excused from class.
Response Papers (55% each): Students will submit one page written analysis papers based on the week’s required
reading. The reading is a combination of primary and secondary sources. Assignment sheets are attached (pages 3-6).
Slaves, Free Blacks and Fire Analysis Paper (15% Paper): History 259 students (working in groups of two) will
submit a “Slaves, Free Blacks and Fire Analysis Paper.” Students will read the documents provided and using
everything they have learned in the course write a two page analytical essay (see page 7 for assignment). The
documents, entitled Fraser and Vanderpool Case File & Rose Butler Case File are on Course Reserve. The essay
students submit should explore how “rebellion” is related to issues of race, slavery, fire and religion. During the
class period on 13 December 2011 students will submit their paper (one copy for each group) to the instructor and
present their findings to their peers in an informal five (5) minute presentation/discussion.
Evaluation:
Response Paper # 1 = 15%
Response Paper # 4
= 15%
Response Paper # 2 = 15%
Slave, Free Blacks and Fire Analysis Paper
= 15%
Response Paper # 3 = 10%
Discussion Participation
= 30%
Course Outline
Week 1: 8 November 2011: Questions about Slavery and Slave Rebellions in New York City
Documentary Film: New York: Slave Rebellions in Early America and New York City
Required Reading for Discussion:
1. 1708 Long Island Slave Rebellion (Course Reserve).
Due: 1708 Rebellion: Response Paper #1 Assignment (see page 3).
Week 2: 15 November 2011: Reconstructing the 1712 Slave Rebellions
Required Reading for Discussion:
1. 1712 Slave Rebellion Documents (Course Reserve).
2. Kenneth Scott, “The Slave Insurrection in New York in 1712" New-York Historical Society Quarterly
45
(1961): 43-74 (Course Reserve).
Library Activity: 1712 Rebellion Trial Transcripts, Reel #294: Court of General Session Note: We will
begin our class in the Microfilm Section (the basement) of the James M. Milne Library (½ the class at
5:30PM and the other ½ at 6:05PM). The entire class will begin discussing the material from the 1712
Slave Rebellion in the classroom HECO 203 at 6:40PM.
Due: 1712 Rebellion: Response Paper #2 Assignment (see page 4)
Week 3: 29 November 2011: Escape and other forms of Rebellion: A Study of Runaway Slave Advertisements
Required Reading for Discussion:
1. Runaway Advertisements (Course Reserve). Note: there are several files of Runaway Advertisements.
Library Activity: Note: We will begin our class in the Microfilm Section (the basement) of the James M.
Milne Library (½ the class at 5:30PM and the other ½ at 6:05PM). The entire class will begin discussing
the material in from Runaway Advertisements and Trial Transcripts in HECO 203 at 6:40PM.
Due: Runaway Slave: Response Paper # 3 Assignment (see page 5)
Week 4: 6 December 2011: The 1741 Slave Conspiracy and Rebellion
Required Reading for Discussion:
1. Zabin, New York Conspiracy Trials (one trial selected by lots on (8 March 2011)
2. Lepore, Reconstructing New York, Part 1 & 2 (Course Reserve).
Due: 1741 Rebellion: Response Paper #4 Assignment (see page 6)
Week 5: 13 December 2011: Slaves, Free Blacks and Fire.
Required Reading for Discussion:
1. Rose Butler Case File (Course Reserve)
2. Ishmael Fraser (a.k.a Frazer) & George Vanderpool Case File (Course Reserve)
Due: Slaves, Free Blacks and Fire Analysis Paper (see page 7)
History 259: 1708 Rebellion: Paper Assignment:
Dr. Beal
Fall 2011
Due: 8 November 2011
Introduction:
This assignment challenges HIST 259 students to explore the 1708 slave rebellion. Begin the
assignment by reading the 1708 Long Island Slave Rebellion documents on Course Reserve. Then
turn your attention to thinking about what happened (in the rebellion and the aftermath) and
most importantly about how/why residents of New York City and Long Island reacted to the
“rebellion.”
Assignment:
Imagine you are a writer and a newspaper reporter for the London Gazette and you are assigned
to New York. Using the assigned reading on the 1708 slave rebellion as evidence, write a one to
two page newspaper article for the London Gazette that outlines the slave rebellion, the public
reaction to the rebellion, and what residents said and thought while observing the events on the
execution ground. Be sure to be as specific as possible and provide evidence to support your
assertions.
Note: avoid discussions of “their guilt,” and focus on providing a newspaper-like
discussion, analysis and interpretation of the material.
Format: Use the checklist (below) to properly format your papers.
1. _____ paper is properly formatted (cover sheet [with information], pages numbered,
end/footnotes, etc).
2. _____ paper is one (1) to two (2) pages long (single spaced).
3. _____ font is no larger than 12pt (times new roman, certainly no Courier fonts)
4. _____ quotes and ideas taken from the work have been properly quoted and cited.
5. _____ paper has an introduction, body, and conclusion.
6. _____ paper has a clear thesis statement
7. _____ paper has been spell-checked
History 259: 1712 Rebellion: Paper Assignment:
Dr. Beal
Fall 2011
Due: 15 November 2011
Introduction:
This assignment challenges HIST 259 students to explore the 1712 slave rebellion. Begin the
assignment by reading Kenneth Scott’s “The Slave Insurrection” on Course Reserve. Then turn
your attention to the 1712 Slave Rebellion Documents on Electronic Reserve. These work
together to provide you with more than enough information to address the assignment below.
Assignment:
In a one to two page paper and using the assigned reading on the 1712 slave rebellion as evidence,
write a one to two page newspaper article for the New York Gazette. Imagine you are a writer for
the New York Gazette, describe and analyze the 1712 rebellion. Be sure to be as specific as
possible and provide evidence to support your assertions.
Note: avoid discussions of “their guilt,” and focus on providing a newspaper-like discussion,
analysis and interpretation of the material.
Format: Use the checklist (below) to properly format your papers.
1. _____ paper is properly formatted (cover sheet [with information], pages numbered,
end/footnotes, etc).
2. _____ paper is one (1) to two (2) pages long (single spaced).
3. _____ font is no larger than 12pt (times new roman, certainly no Courier fonts)
4. _____ quotes and ideas taken from the work have been properly quoted and cited.
5. _____ paper has an introduction, body, and conclusion.
6. _____ paper has a clear thesis statement
7. _____ paper has been spell-checked.
History 259: Runaway Slave: Advertisement Assignment
Dr. Beal
Fall 2011
Due: 29 November 2011
Introduction:
This assignment challenges students to systematically explore runaway slave advertisements.
These newspaper advertisements document one of the key ways that slaves rebelled (certainly a
less bloody form of rebellion comparted to the events of 1712) in early New York City. Before
you begin, review several of the “Runaway Advertisements” files. Then read and carefully study
the file of runaway advertisements. Now you are ready for the assignment.
Assignment:
This is a two part assignment: First, imagine you are in charge of advertising for the New York
Weekly Mercury. Today, Peter Porcupine entered the print shop and paid you to publish a
runaway advertisement for his slave _________. Your job is to write that advertisement (keep it
to one page).\
Second, on the back side of your advertisement, discuss –in 300 words– which of the
advertisements you used as a basis for your advertisement (be specific, cite newspaper, and date;
and add a sentence discussing what about the advertisement you found particularly important /
appealing).
History 259: 1741 Rebellion: Paper Assignment
Dr. Beal
Fall 2011
Due: 06 December 2011
Introduction:
The 1741 slave conspiracy and rebellion was one of the most historically significant moments in
New York City’s history. However, until recently historians often overlooked this episode by
arguing that New Yorkers had gone mad; some scholars even compared the courts actions to
those taken by Massachusetts residents during the witchcraft trials (Salem, MA in 1692).
Note: On 8 November 2011, students will select a trail, by lots. This will be your trial and
the one you focus on. Students must read their trial and especially the “Introduction” to
Zabin’s New York Conspiracy Trials –it provides useful information that will help students
understand / interpret their trial. Note: Students should also explore the Lepore,
Reconstructing NYC Part 1 and Part 2 documents (Course Reserve).”
Assignment: Consider your trial: Imagine you were a court reporter and sat in courtroom
throughout ___________ trial. Write a clear, concise and detailed one (1) to two (2) page
newspaper article discussing the key moments in the trial. Be sure to discuss key characters in
the courtroom, the charges against the defendant, the testimony, and the outcome (sentencing and
execution). Be sure to use or cite key parts of the testimony; to make your article read / sound
authentic you might want to include key quotes (keep them short) from the accused and the
judges. Your goal is to write an article that analyzes and describes the events of the course well
enough that a resident of New York City would –after reading it– believe he / she knew
everything there was to know about the case and its outcome.
Note: Be sure to write this as if you were an eighteenth century resident of New York City and
be carefully to properly cite –document your sources. This may be a group paper – be sure to
put everyone’s name on the cover sheet.
Format: Use the checklist (below) to properly format your papers.
1. _____ paper is properly formatted (cover sheet [with information], pages numbered,
end/footnotes, etc)
2. _____ paper is one (1) to two (2) pages long (single spaced).
3. _____ font is no larger than 12pt (times new roman, certainly no Courier fonts)
4. _____ quotes and ideas taken from the work have been properly quoted and cited.
5. _____ paper has an introduction, body, and conclusion.
6. _____ paper has a clear thesis statement
7. _____ paper has been spell-checked.
History 259: Slaves, Free Blacks and Fire Analysis Paper
Dr. Beal
Fall 2011
Due: 13 December 2011
Introduction: The Ishmael Fraser / George Vanderpool and the Rose Butler cases are two of the
most compelling and interesting in the New York City’s history. Fraser and Vanderpool were a
part of a street gang of men who roamed New York City’s streets. Among other activities, the
gang supported itself by setting buildings afire and then looting them before firefighters arrived.
Born after the 1799 New York State Gradual Emancipation Law was passed, Rose Butler was an
“indentured slave”; therefore she had to serve “her master” a number of years before she obtained
her freedom. While in service she was verbally abused by her master (Widow Morris), and it
appears that she attempted to retaliate by burning down the family’s house. This assignment
opens a window onto Butler’s life, her condition, the injustices of slavery, and most importantly
how she attempted to lay claim to her freedom. It is my hope that students use all their analytical
skills to produce a paper worthy of Butler’s actions and her memory. If you have ever visited
Washington Square Park (NYC) you probably walked by where Rose Butler died and where her
body may still rest.
Assignment (Grade = 15% –breakdown 10% paper, 5% presentation):
This is a team assignment (groups of two students are considered a team). There are two parts to
this assignment. First, teams should carefully read through the Fraser & Vanderpool Case File
and the Rose Butler Case File (both on Electronic Reserve); then they should consider what these
cases tell us about how slaves and free blacks “rebelled” in the early nineteenth century. In New
York, owners had to free all slaves by 1827; therefore these cases help illustrate the end of
slavery. Second, students should prepare a two (2) to three (3) page analytical paper exploring a
topic / theme / idea they believe illustrates key issues in both cases. Also on 13 December 2011,
groups will make brief presentations based on their paper’s subject.
Format: Use the checklist (below) to properly format your papers.
1. _____ paper is properly formatted (cover sheet [with information], pages numbered,
end/footnotes, and spell checked)
2. _____ paper is at least two (2) pages long (single spaced).
3. _____ font is no larger than 12pt (times new roman, certainly no Courier fonts)
4. _____ quotes and ideas taken from the work have been properly quoted and cited.
5. _____ paper has an introduction, body, and conclusion.
6. _____ paper has a clear thesis statement