T ennessee’s T r av eling T re asures
teacher’s
Lesson Plan
for grade
8
The Lives of Three Tennessee Slaves and their
Journey to Freedom
An Educational
Outreach Program of the
Tennessee
State Museum
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T ennessee ’ s T r a ve l ing T r e a s u r es
The Lives of Three Tennessee Slaves
and their Journey to Freedom
Introduction
Goal
To learn about three African Americans who were enslaved in Tennessee and what
they did to change their lives.
CONTENT
Using the items in this trunk, your students will explore the lives of three slaves that
lived in Tennessee. They will learn the unique story of these slaves and in the process
will learn that slavery was made up of real people who fought desperately to carve out
a life for themselves and their families in the most difficult of circumstances. Their
stories, like so many other African Americans during this time, is about triumph over
adversity. After learning each story, your students will develop a museum exhibit using the “artifacts” from their lives.
OBJECTIVES
•Students will understand the significant contributions of these African Americans to
society in Tennessee
•Students will interpret the social and cultural impact of slavery on American society
Uni d enti f ie d se r va nt - 18 7 2
•Students will recognize examples of prejudice in early American history
•Students will use reading comprehension skills to examine artifacts and their
significance
int r o d u cti o n
Too often the institution of slavery is taught in broad themes and generalizations that do not speak to the human side of an oppressive
system. Slavery was a political and economic institution, but it was also an institution in which individuals struggled to survive under
some of the most difficult situations imaginable. Enslaved African Americans worked on plantations, lived in urban cities, and fought
as members of the United States Colored Troops during the Civil War.
This trunk contains one lesson with three sections. This will give your students an understanding of the human side of slavery. It
transports three largely unknown African Americans out of history and into your classroom. These three enslaved African Americans
were Tennesseans. Each has his or her own unique story that reveals how people struggled to survive in slavery and fought for themselves and their families’ right of freedom.
To accomplish this goal, your students will become museum curators. They will learn the story of their individual and then, create a
museum exhibit using related objects from the trunk to tell their story.
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Treasure Trunk
Contents
h ist o r y l ess o n
t r e a s u r e t r u n k invent o r y
P a ge 3
Journey Toward Freedom:
Slavery, The Civil War and Reconstruction
The major theme of this trunk is that slavery in Tennessee
was a harsh, diverse institution but it was also made up of
humans that must not be forgotten. Too often, history records people of prominence or power. Those who were poor
or oppressed many times get lost to history. In this lesson,
you and your students will retrieve three people from obscurity into their rightful spot in history. They will symbolize
all the countless people whose names and stories we do
not know. However, these three individuals also reveal how
slaves struggled to live and eventually seek their freedom.
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sson
Le
1
Manacles
Mounted Images
Thirty Years a Slave by Louis Hughes
Washboard
Union Kepi
Barber’s Comb
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F o r G RAD E
L E S S O N DURA T I O N
8
3 SESSIONS
Lesson 1
Journey Toward Freedom:
Slavery, The Civil War and Reconstruction
I N T RODU C T I O N
This trunk lesson looks at the lives of three African Americans
who lived in Tennessee as slaves before the Civil War –
Sally Thomas, William Holland, and Louis Hughes. There were
thousands of slaves in the state, and for the most part, their
stories are unknown to us today. We know about these three
people through a book written by Hughes, a pension request
filed by Holland, and a book written by one of Thomas’s sons.
?
Guiding Question
What was life like as a
slave in Tennessee?
By reading these personal stories, your students will gain a
greater understanding of the human side of slavery.
Goal
To explore the lives of three enslaved African Americans who lived in
Tennessee. Through these stories, students will understand various aspects
of slavery in America, specifically in Tennessee.
OBJECTIVES
•Students will understand the significant contributions of these African Americans to
society in Tennessee
•Students will interpret the social and cultural impact of slavery on American society
•Students will recognize examples of prejudice in early American history
•Students will use reading comprehension skills to examine artifacts and their
significance
ASSESSMENT
Students will create a museum exhibit entitled “Journey towards Freedom: Slave
Experiences in Tennessee.” Then they will be evaluated on reading comprehension, a
successful story map template, an artifact evaluation, exhibit construction, and overall
successful completion of exhibit project.
C URR I C ULU M S TA N DARD S
See page 6 for the state and national
curriculum standards for this lesson.
l ess o n 1 r es o u r ces
The handouts and worksheets are
located as a pdf on the CD and as a hard
copy in the back of the book under the
Lesson 1 tab.
Continued next page
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Lesson 1 continued
Journey Toward Freedom:
Slavery, The Civil War and Reconstruction
G E T T I N G R E ADY T O L E AR N
Explain that students will be studying the lives of three enslaved African Americans who lived
in Tennessee in order to create a museum exhibit. These individuals have not been recorded in
the history books but the lives they lived are important nonetheless. Have your students begin
to think about what life would have been like if they were a slave in Tennessee before the Civil
War? Write their descriptions on the board. What would they have been most afraid of? Being whipped? Being sold?
What would their jobs be? Picking cotton? What were other jobs
that slaves did? How would they survive? In this lesson, they will learn about three Tennesseans that really had to endure a life as a slave, and found ways to secure their freedom and
become a citizen.
To learn about their lives, your students will become museum curators. They will follow the
steps of museum professionals in artifact selection, label writing, exhibit construction, and
L. W. Keen Photo of African
American Family. Jonesborough, TN
educational interpretation in order to build an exhibit.
Teacher Preparation Note: It is very important that the teacher read through and have a
working knowledge of the slave biographies before the lesson begins. The teacher will need to
help with storyboards and creative museum exhibit ideas.
P RO C E DUR E S
Session 1
1. Teamwork: Explain to your students that museum curators develop exhibits by working as a part of a team. Divide your students
into three museum curatorial teams. Next, every good exhibit begins with a good story. The stories need to be historically significant
and interesting to museum visitors. Assign each group one of the following enclosed biographies:
a. Sally Thomas
b. William Holland
c. Louis Hughes
Allow 10-15 minutes for students to completely read the enclosed biographies
2. E xhibit Design: One of the first steps in designing an exhibit is sketching out the story using a storyboard. Once finished reading
the biographies, students will draw a storyboard detailing significant events in the life of the individual that they were assigned. A
storyboard is an outline made up of several drawings that shows action. These actions explain “who, what, where, when, why, and
how” of a particular story. A storyboard template has been enclosed, and each student will need their own copy. Have each student
think about who, what, where, when, and why regarding their individual’s journey towards freedom. They are to select and draw
significant events that helped guide their person’s journey towards freedom. Not all storyboards are going to look the same.
Allow 15-20 minutes for each student to complete storyboards. Distribute the “Storyboard” sheets.
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Less o n 1 T r u n k m a te r i a l s
1. Manacles
2. Mounted Images
3. Thirty Years a Slave by Louis Hughes
4. Washboard
5. Union Kepi
6. Barber’s Comb
Session 2
1. Object Selection: The artifacts are the most important aspects of a museum
exhibit. They display real items that represent a significant event or story from
that person’s life. The teacher will display all items in the trunk, reading the name
of the object from the enclosed artifact and materials list. However, do not tell the
students the significance of the object at this time. The students will need to select
the items they need for their exhibit based on the bio they read and the storyboard they created. One at a time, have each group view and select their items, or
instructors can give each group the items relevant to their individual’s story. If they
select the items on their own, students should think about which item(s) in the
trunk would best exemplify their individual character’s story. The trunk objects will
Slaves sold in Tennessee
be used to create the students’ museum exhibits.
2. Artifact Analysis: Artifacts or museum objects help tell the story. After select-
ing their objects, students will investigate each item and determine how it connects to their slave story. To help with their examination,
have students complete the artifact analysis sheet. Working in pairs within their selected groups, students will answer questions associated with the trunk objects of their choosing.
3. Museum Labels: Using the answers from the artifact analysis sheet, have students make a museum label that describes their specific object. Museum labels help the visitor understand the importance of the object while also telling the story of the person’s life.
These labels will be used in their exhibit: “Journey towards Freedom: Slave Experiences in Tennessee.” Important Note: Museum
labels are not long! The visitor only has a certain amount of time to read each label. Therefore, the students should include only
three or four important points on a label.
4. E xhibit Fabrication: One of the final stages of developing museum exhibits is the construction phase. Ask students to design an
exhibit about their individual. Students are to arrange the labeled objects under an exhibit title that briefly summarizes the individual.
(For Example- The Story of Sally Thomas: A Mother’s Love Overcomes Slavery). They may also create a subtitle for their specific
part of the exhibit. Remember. Objects, labels, pictures, should all be displayed in the correct chronological order based on the
storyboard and should be appealing to the eye.
5. E xhibit Interpretation: The last stage of curating an exhibit is interpretation or education. Interpretation happens when visitors to
a museum learn about the artifacts they are seeing. Each group will walk around the classroom and visit the other groups’ exhibits.
Each group should select a spokesperson to remain stationary and interpret the exhibit for “visitors.”
Session 3
1. Classroom Discussion: Have a classroom discussion with the students about each character’s personal experience. Use the
attached discussion questions as a guideline.
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State and National Curriculum Standards
Tennessee
Grade 5
Social Studies
5.0.03 Recognize the contributions of individuals and people of
various ethnic, racial,religious, and socioeconomic groups to the
development of civilizations.
b. Describe how language, stories, folktales, music, and artistic
creations serve as expressions of culture and influence behavior of
people living in a particular culture.
c. Summarize the contributions of people of selected racial, ethnic,
and religious groups to our national liberty.
5.1.04 Understand the contributions of individuals and people of
various ethnic, racial,religious, and socioeconomic groups to Tennessee.
a. Identify the similarities and differences within and among selected racial, ethnic,and religious groups in Tennessee.
b. Describe customs, celebrations, and traditions of selected
racial, ethnic, and religious groups in Tennessee.
5.1.spi.2. interpret how culture changes over time as a consequence
of industrialization, technology or cultural diffusion (i.e., railroad
transportation, telecommunication, building design, varied types of
music and the growth of government services).
5.4.spi.3. recognize the rights established by the 13th, 14th, 15th and
19th Amendments.
5.5.01 Understand the causes, course, and consequences of the Civil
War.
a. Identify the locations of the southern and northern states.
b. Identify the advantages and disadvantages of northern and
southern economic resources.
c. Identify similar and different northern and southern social and
cultural customs.
Reading
5.1.04 Use decoding strategies to read unfamiliar words.
a. Continue to use knowledge of letter-sound correspondence
knowledge and structural analysis to decode words.
b. Expand understanding and use of root words, prefixes, and suffixes to decode words.
e. Decode unknown grade level words utilizing learned strategies
and verify word meanings within the context.
5.1.07 Employ pre-reading strategies to facilitate comprehension.
a. Set a purpose for reading (e.g., to understand, to interpret, to
enjoy, to solve problems, to locate specific information/facts, to
discover models for writing).
c. Organize prior knowledge using a variety of strategies (e.g.,
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webbing, mapping, brainstorming, listing, outlining).
5.1.08 Use active comprehension strategies to derive meaning while
reading and check for understanding after reading.
a. Derive meaning while reading by
1. formulating clarifying questions.
4. creating mental images.
8. drawing conclusions based on evidence gained.
5.1.09 Develop appropriate informational skills and study skills to
facilitate learning.
d. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries,
directions, and internet sites).
Language Arts
0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
0501.1.2 Demonstrate knowledge of strategies and resources to
determine the definition, pronunciation, and usage of words and
phrases.
0501.1.3 Demonstrate knowledge of Standard English sentence
structure.
0501.3.1 Write for a variety of purposes and to different audiences.
0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
0501.4.2 Collect, organize, determine reliability, and use information
researched.
0501.5.1 Refine logic skills to facilitate learning and to enhance
thoughtful reasoning.
0501.5.2 Use logic to make inferences and to draw conclusions in a
variety of oral and written contexts.
0501.6.2 Recognize the different text features of informational texts
(e.g., separate text boxes, diagrams, captions, charts, graphs).
0501.6.3 Explore the organizational structures of informational
texts.
0501.7.3 Understand that the choice of medium influences the message in a presentation.
0501.7.4 Be aware of how message or meaning changes when a
written work is translated into a visual presentation.
Grade 8
Social Studies
8.1.03 Identify the role those diverse cultures had on the development of the Americas.
a. List the various cultures that contributed to the development of
the United States.
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b. Identify and examine perspectives of various cultural groups
within early American history.
8.1.spi.2. identify cultures that contributed to the development of the
United States (i.e., Native American, African, British, Scottish, Irish,
German).
8.1.spi.5. identify how religion contributed to early American society
(i.e. impact on government, education, social norms, slavery, tolerance).
8.1.tpi.14. evaluate the perspectives of various cultural groups in
American History (e.g. social, economic, political).
8.2.01 Understand fundamental economic concepts and their application to a variety of economic systems.
a. Describe the role that supply and demand, prices, incentives,
and profits play in determining what is produced and distributed in
a competitive market system.
8.2.spi.9. analyze in economic terms, (i.e., climate, triangle trade,
infrastructure, topography), why slavery flourished in the South as
opposed to the North.
8.2.tpi.17. using research of information about the North and South
make a list explaining how each of these factors influenced or discouraged slavery (e.g., climate and topography, types of economic
activities prevalent, religious belief about slavery, historical agricultural practices).
8.3.02 Know the location of places and geographic features, both
physical and human, in Tennessee and the United States.
a. Identify major landforms, bodies of water, cities, and states.
b. Identify the physical, economic, and cultural regions of the
United States.
8.3.spi.1. recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit,
indentured servitude, displacement, and slavery).
8.5.18 Recognize the causes, course, and consequences of the Civil
War.
a. Identify sectional differences that led to the Civil War.
d. Weigh political, social, and economic impact of the Civil War on
the different regions of the United States.
8.5.19 Identify the contributions of African Americans from slavery
to Reconstruction.
a. Recognize the economic impact of African American labor on
the United States economy.
b. Analyze the social and cultural impact of African Americans on
American society.
8.5.spi.8. determine the social, political, and economic factors that
contribute to the institution of slavery in America.
8.5.spi.12. differentiate between primary and secondary source
documents.
8.5.tpi.16. given a list of various groups that came to America in its
early history research the reasons groups left their homeland. (e.g.
Irish, Blacks, Native Americans, English commoners).
Reading
8.1.02 Develop an understanding of the concepts of print.
c. Recognize the structure and organization of various text features to locate information (e.g., sidebars, questions at the end of
chapter/unit, footnotes, endnotes).
8.1.06 Expand reading vocabulary.
a. Build vocabulary by listening to literature, viewing films and
documentaries, participating in class discussions, and reading
self-selected and assigned texts.
c. Analyze word meanings using roots, prefixes, and suffixes.
d. Continue to determine the meaning of unfamiliar words using
context clues, dictionaries, electronic sources, glossaries, and
other resources.
f. Continue to foster word consciousness (e.g., word play, word
walls, graphic organizers, nuances of words, power words).
8.1.07 Develop independent pre-reading strategies to facilitate comprehension.
a. Continue to establish a purpose for reading and viewing (e.g.,
to understand, to interpret, to enjoy, to solve problems, to answer
specific questions, to discover information/facts, to discover
models of writing).
b. Continue to utilize reference sources to build background
knowledge for reading.
d. Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.
e. Relate the importance and the significance of the reading,
listening, and viewing selections to learning and life.
8.1.08 Use active comprehension strategies to derive meaning while
reading and check for understanding after reading.
a. Derive meaning while reading by
1. continuing to formulate clarifying questions.
6. continuing to create mental pictures from abstract information.
7. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
10. exploring ways to interact with text (e.g., mark the text, use
post-it notes, ask questions and make comments within the text).
b. Derive meaning after reading by
1. indicating, analyzing, and evaluating the sequence of events.
4. discussing similarities and differences in events and characters
using evidence cited from the text or various texts.
7. evaluating cause and effect relationships.
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State and National Curriculum Standards
8. evaluating statements as fact or opinion.
12. making connections among various print and non-print texts.
8.1.09 Refine study skills and develop methods of research to enhance learning.
a. Determine appropriate reference sources in various formats
(e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
e. Distinguish between and use primary and secondary source
documents.
i. Develop and use notes that include important concepts, summaries, and identification of reference sources.
Language Arts
0801.1.1 Demonstrate control of Standard English through grammar
usage and mechanics (punctuation, capitalization, and spelling).
0801.1.2 Employ a variety of strategies and resources to determine
the definition, pronunciation, and usage of words and phrases.
0801.1.3 Understand and use a variety of sentence structures.
0801.3.1 Write in a variety of modes for different audiences and
purposes.
0801.3.2 Employ various prewriting strategies.
0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
0801.3.4 Refine strategies for editing and revising written work.
0801.4.1 Define and narrow a problem or research topic.
0801.4.2 Gather relevant information from a variety of print and
electronic sources, as well as from direct observation, interviews,
and surveys.
0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information
gathered from websites.
0801.6.2 Analyze the organizational structures of informational
texts.
0801.6.3 Read, interpret, and analyze text features that support
informational texts.
National, 5-12
E4.3B The student understands how the debates over slavery influenced politics and sectionalism.
E5.1A The student understands how the North and South differed
and how politics and ideologies led to the Civil War.
E5.2A The student understands how the resources of the Union and
Confederacy affected the course of the war.
E5.2B The student understands the social experience of the war on
the battlefield and homefront.
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LESSON 1
RESOURCES
Lesson 1
Journey Toward Freedom:
Slavery, The Civil War and Reconstruction
L E S S O N p l a n resources
1. The Life of Sally Thomas
2. The Life of William Holland
3. The Life of Louis Hughes
4. Discussion Questions Key
5. Storyboard Template
6. Artifact Analysis Worksheet
7. Writing a Museum Label
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
t e N N E S S EE ’ s T r a v e l i n g T r e a s u r e s
Journey to Freedom
The Life of Sally Thomas
Page 1 of 2
Sally Thomas was born into slavery in Charlottesville, Virginia in 1787. She grew up on a tobacco plantation owned by Charles
Thomas. Life was not easy on the plantation, especially for women. Female slaves, like Sally, worked alongside the men to
harvest the crops, chop wood, and mend fences. They were also responsible for domestic chores such as raising children,
cooking, knitting, and sewing.
When Sally was twenty-one years old, she gave birth to a son, John, and the next year another son named Henry. Both sons
were listed as mulattoes or part white. Even though their father was a white man, John and Henry were still considered slaves
because of state law. They were also never claimed as children by their father. Sally knew that her sons’ lives and future happiness depended on her, and she refused to let them live as property their entire lives like she had. She began to make plans to
secure their freedom.
Sally and her young sons were taken to Nashville with their owner. Living in the city offered her new opportunities for her
family. She was given permission by her owner to hire herself out as a laundress and keep some of the money that she earned
from washing clothes. Sally was able to move around the city freely and eventually, rent her own home. Although a slave, Sally
became a well-known business woman in the community. She was an entrepreneur, running her own business, even though
she could not read or write.
In 1827, Sally gave birth to her third child, James, whose father was Tennessee Supreme Court Judge Thomas Catron, who
later served as a United States Supreme Court Justice. Even though Judge Catron was a very prominent citizen, this child was
also a slave. Motherhood was extremely important to Sally. She worried about the future of her children and wanted to save
enough money from her laundry business to purchase their freedom.
Sally was able to arrange for her ten year old son, John, to work on a river boat as a personal servant. Sally trusted the captain, John Rapier. She hoped that if her son was a good worker then he might be able to gain his freedom. While with Captain
Rapier, John Thomas learned to read and write. Eventually, the captain bought John for $1,000 from the Thomas Family. When
John was twenty-one years old, according to the Alabama court system, he was legally free. Sally was assured that her oldest
son would live as a free man.
In 1834, Sally learned that upon the death of her owner, Charles Thomas, she and her two sons, Henry and James, were willed
to a relative of Thomas, John Martin. Sally didn’t trust the new owner and was afraid he would sell them separately. Her son,
Henry, was in his twenties and could be sold for a large sum of money, so she encouraged him to escape from Tennessee,
even though it was dangerous. He traveled at night and fled north into Kentucky. Eventually, he made his way to New York
where he worked as a barber. Sally never saw her son again after he gained his freedom.
For Sally’s youngest son, James, there was still the possibility that he could be taken and sold. To ensure that all her children
would be free, Sally persuaded a local attorney, Ephraim Foster, to help her buy her son from John Martin. The asking price for
James Thomas was $400. Sally saved $350 from her laundry business and borrowed the other $50 from Foster. Even though
James was given his “freedom” under Tennessee law and the debt was paid, James belonged to Ephraim Foster.
Continued next page
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
t e N N E S S EE ’ s T r a v e l i n g T r e a s u r e s
Journey to Freedom
The Life of Sally Thomas
Page 2 of 2
In order to stay in Nashville with her son, Sally also had to find a way to ensure her freedom. Sally went to attorney Godfrey
M. Fogg and asked for his assistance in “buying” her from her owner, John Martin. Fogg agreed to help Sally, but legally, Sally
and James were still slaves because the law stated that freed slaves had to leave Tennessee. Sally didn’t want to have to leave
her home and business.
Everyday life in Nashville for Sally and James was dangerous. If their new owners died, there was a chance that Sally and
James could be sold by their heirs. To ensure a financial future for her son, Sally arranged for James to apprentice as a barber
for another quasi-slave name Frank Parrish. Five years later, James opened his own barber shop in downtown Nashville.
Sally continued to operate her laundry service and died in 1850, at the age of sixty-three, during a cholera epidemic in Nashville. After Sally died, Ephraim Foster petitioned for James’s freedom. James was able to leave Tennessee before the Civil War.
Sally’s dream had finally come true. All of her children were not only free, but literate business men who could survive on
their own, as well.
The story of Sally Thomas’ life is unique. Her life illustrates a mother’s determination, but it also explains the difficulties faced
by African Americans in the United States. She overcame the obstacles that slavery forced upon her and her sons, and due to
Sally’s perseverance, all three of her sons lived to see old age as free, successful men.
A n E d u c a t i o n a l O u t r ea c h P r o g r a m o f t h e Te n n e s s ee s t a t e m u s e u m • © 2 0 1 0
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
t e N N E S S EE ’ s T r a v e l i n g T r e a s u r e s
Journey to Freedom
The Life of William Holland
Page 1 of 2
The story of William Holland’s life began in 1834 on a large plantation in Kentucky. Here, young William learned what it meant
to be a slave. As a slave, he worked hard on the plantation. His workday started at sunrise every morning. Along with other
slaves on the plantation, he plowed fields, repaired fences, cut firewood, and tended tobacco in the brutal summer heat. The
workday ended when the sun set in the evening. Each day the same tough tasks left him and the other slaves exhausted. If
he did not do these tasks fast enough or if he did not follow the master’s orders, William, like all the other slaves, would have
been whipped. However, his biggest fear was not being whipped, but being sold, and at the age of twenty that fear came true
for William.
Slaves were sold every day in the South, but for the slave, this was one of the scariest moments of their lives. William learned
that he was to be taken from his friends, his family, and the only home he ever knew. The day he left his family on that Kentucky plantation must have been a very sad one. After he hugged his family goodbye, the young slave began the long march to
his new home in Tennessee.
After a journey of over 150 miles, William arrived in Columbia, Tennessee. His new home was on another large plantation with
over 100 slaves. He would have to learn all these new faces, both black and white. His owner was a man named Benjamin
Harlan. William learned through another slave on the plantation how to become a carpenter and a blacksmith. A blacksmith
was someone who shaped metal objects into farm tools, like hammers, nails, and horseshoes. William’s days were spent over
a hot fire and coals pounding out objects with a hammer. Since he was a slave, he was never paid any money for his efforts.
When the Civil War came to Middle Tennessee, Holland realized he had a great opportunity for freedom. Like many slaves at
the time, William ran away. He made his way to the Union army who was stationed in Pulaski, TN. When he arrived he probably was put to work doing the kind of labor he had done on the farm, digging trenches, cutting trees, and building earthworks.
However, something was different with this kind of work. He was actually paid money by the army to do it.
As the war spread throughout the South, the federal government allowed for the enlistment of black soldiers, even slaves
that had run away for freedom were allowed to join. William jumped at this opportunity. He quickly completed an enlistment
application for the 111 United States Colored Troop regiment. It must have made him proud to wear his blue kepi (cap). The
kepi along with his Union army uniform meant that he was not only fighting to save the Union, but also, he was fighting for his
freedom.
Now enlisted in the army, the young soldier was sent with his regiment to guard a train bridge in northern Alabama. For the
most part, this was a boring job, until one day. On September 25, 1864, William Holland experienced one of the scariest
moments of his life. Recently, word had gotten back to the outpost that the most feared Confederate cavalry officer in the
entire war was in the area. Nathan Bedford Forrest struck fear and hatred in the minds of African American soldiers. Rumors
among the troops and Northern newspapers said he had massacred black soldiers after they surrendered at Fort Pillow in
West Tennessee. Now William Holland and the other soldiers faced Forrest’s army at the train bridge. When Forrest demanded
the Union forces to surrender, Holland’s commander refused. With that, the cannons began to boom. Shells exploded. Bullets
whizzed through the air. Holland experienced his first real battle. After a few hours of fighting, the battle was over.
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
The Life of William Holland
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With the Union commander dead, the 111th U.S.C.T. surrendered to Forrest. Many of Holland’s comrades were sent back into
slavery to build fortifications for the Confederacy. William was fortunate. He was taken to be the personal servant of General
Forrest’s surgeon. This meant that he stayed in Middle and West Tennessee, and when Forrest invaded Middle Tennessee,
the brave young soldier once again took the opportunity to run away. He was able to rejoin his old unit and make his way to
Murfreesboro.
When the war ended in 1865, Holland, like all African Americans, sought to carve out a new life for himself. This new life was
one without slavery. During the war, slavery fell apart. It was eventually abolished by the 13th Amendment. Holland was finally
able to marry, as slaves were not permitted to marry. Unfortunately his first wife, Eliza, died a few years into their marriage in
1868. During this time, Holland helped construct Stones River National Cemetery. He and members of his unit were given the
grisly task of digging up dead Union soldiers and carting their bodies back to the cemetery for reburial. For his efforts, he was
paid one dollar per day! For years after the war, he continued to work at the national cemetery as a caretaker until he eventually earned enough money to purchase his own property. He built a house on land just down the street from the cemetery. In
1878, his second wife Ruth died leaving him with two young children to raise on his own. For the next thirty years, William
Holland lived a quiet life in the African American community of Cemetery.
When he died on August 14, 1909, the old veteran was buried outside the walls of the cemetery he worked so hard to create.
However, he was not excluded because he was black. Holland chose not to be buried in the national cemetery. He wanted to
be buried on his own property. William Holland was born as someone else’s property, but when he died, he died owning his
own property. This is why he wanted to be buried on his own land. Today, his tombstone marks the land he once owned. More
importantly, it signifies one man’s journey from slavery to freedom.
Many African Americans in the South have similar stories that tell of their journey towards freedom. William Holland’s is just
one of millions. Today, you can see the grave of William Holland by visiting Stones River National Battlefield in Murfreesboro,
Tennessee.
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
The Life of Louis Hughes
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The majority of Louis Hughes’s life was a constant journey towards gaining his freedom. He was born into slavery in 1832,
and was a young boy when he was first sold. He would spend the next thirty years of his life as someone’s property. When
Louis was twelve years old, his owner died, and he was hired to work on a canal boat sailing to Richmond, Virginia. Louis
thought that he would be on the boat for only a few months, so he said goodbye to his mother expecting to see her again.
However, he was taken to a local slave auction and forced to leave behind the only home and family he had ever known. He
was traded several times before he was purchased for $380 by Mr. Edmond “Boss” McGhee.
Louis traveled hundreds of miles to his new owner’s plantation in Mississippi. Because he was a young boy, Louis became a
house servant. Some of his duties were to sweep the yard, dust the parlors, and saddle the horses. Eventually his owner, Mr.
McGhee, taught him about medicine, and Louis learned to care for the other slaves.
In 1850, Louis was taken, along with 25 other slaves, to Memphis to build a house on 14 acres of property owned by “Boss”
McGhee. In the new home, Louis’s duties were much harder, and he longed for his freedom. He made his first attempt to
escape when he traveled to Memphis and snuck aboard a ship named The Statesman. Louis hid between four barrels of sugar,
sneaking around the ship at night searching for food. After three days of hiding, hunger and thirst forced Louis to leave his
hiding space, and he was discovered by the ship’s second mate. A $500 reward had been offered for his capture, and upon
being discovered, Louis was chained and thrown in jail. His owner was told of this attempt to escape, and Louis was returned
to Memphis.
Three months later, Louis escaped once again. He traveled to Memphis and snuck aboard a ship carrying mail. In the afternoon, Louis jumped into the hull of the boat and hid under cotton bales. For three days, he hid without any food or water and
was finally discovered by one of the deck hands. Louis was taken back to the plantation and this time, whipped.
Often, new slaves were bought and sent to work on the cotton farm. During this time, Louis met a young girl named Matilda
Morgan, and they were married three years later. The wedding was performed by a parish minister. This was very rare; ministers were rarely allowed to perform marriage ceremonies for slave weddings. Owners did not want slaves to form families or
communities. They also did not want them to learn to read and write. Often times, slaves had to find creative ways to educate
themselves. Louis was very eager to learn to read and write. He was taught by another slave named Tom by writing words and
letters on the side of a barn. Over the next few months, Louis would copy the letters in secret, knowing he would be punished
if found out.
Louis’s life changed drastically when the Civil War began. Within two years, the city of Memphis was occupied by Union
soldiers. Many citizens who lived in Memphis were afraid for their safety, so they took their slaves and left town. The McGhee
family moved their slaves, including Louis, to Bolivar, Tennessee, where Mr. McGhee was arrested by the Union Army. After
his master was arrested, Louis, along with two other slaves, traveled to tell Mr. McGhee’s wife the news. Three days later, they
left with letters to be delivered to “Boss” in prison, but after traveling four miles, Louis decided to try and escape again. Escaping was very tiresome and dangerous. Louis traveled through swamps and heavy mist. During his journey, a Rebel soldier
called out from the mist for Louis to stop, and upon being recognized as a runaway slave, Louis was taken to a Rebel encampment. Then, Louis was taken back to the plantation, where he was whipped and sent to the fields to plow.
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
The Life of Louis Hughes
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Louis refused to accept anything less than freedom and for a fourth time, tried to escape. Louis, his wife Matilda, and two
other slaves traveled by night through corn fields, cotton patches, and oat fields, using the stars to guide them on their journey at night. Eventually, Louis and his companions were tracked by bloodhounds and caught. They were taken back to their
owner.
Towards the end of the Civil War, Louis and his wife were moved to Alabama where they worked as salt laborers for the Confederate army. Upon the death of his owner, Edmund McGhee, Louis decided to make his final journey towards freedom. Leaving Matilda behind on the plantation in Mississippi, Louis traveled towards the Union Army that surrounded Northern Mississippi and was able to reach Memphis, Tennessee. While in Memphis, Louis persuaded a Union officer, Colonel Walker, to help
him free Matilda. With help from Colonel Walker and African American Union soldiers, Louis reached Matilda and rescued her.
After the war, Louis and his wife made their way to Milwaukee, where he was able to find his brother after years of separation.
He also used the medical knowledge that he learned on the plantation to become a nurse. After years of struggle, he and his
family were finally free. Louis wrote about his experience as a slave and his fight to be free in his autobiography, Thirty Years a
Slave, From Bondage to Freedom in 1897.
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Journey to Freedom
Discussion Questions Key
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Discussion Questions for Sally Thomas
1. Do you think it was easy for Sally to purchase her freedom or her children’s freedom?
No, it would have been very expensive. It was also dangerous. Sally could have been taken advantage of by those who wanted
to take her money. She also needed to find the right people, those who she could trust, to purchase her and her children. This
was important to ensure she would not run the risk of trading masters and losing her money, rather than gaining freedom.
2. How were slaves who lived in an urban area treated differently than slaves who remained on the plantation?
Often, slaves in urban areas had more social and economic freedom. On a farm, slave duties were dictated by the seasons.
Plantation slaves had to create their own families and social networks. Urban slaves may have more of a chance to stay together as a family.
3. Why do you think some slaves chose to remain “enslaved” rather than buy their freedom or escape?
It was very expensive to buy their freedom and most slaves did not have the means to earn money. Only a few with special
skills were allowed to keep part of the money they made. Also, it was very dangerous to run away. For some slaves, this was
the only world that they had known. It was easier to stay where they felt comfortable. Others may have lacked resources (such
as education) to survive on their own.
Discussion Questions for William Holland
1. Do you think the arrival of the Union Troops into Tennessee made it easier for the enslaved African Americans?
The slaves were able to leave their masters more easily, because the arrival of the Union Soldiers was a visible threat to the
plantation owners. The plantation owners were more concerned for their own safety than their slaves. It also gave the slaves an
ally and often, a safe haven.
2. What do you think would have happened to the black prisoners of war if they were captured by the Confederates?
They would have been returned to slavery or sometimes, killed.
3. Why do you think it was important that William Holland chose to be buried on his own land rather than in the National
Cemetery?
All his life he was someone else’s property, and he died as a property owner.
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
Discussion Questions Key
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Discussion for Louis Hughes
1. What difficulties would an escaped slave have faced?
For the escaped slave, there was the possibility of being captured, encountering unfamiliar territory, a lack of resources once
reaching “freedom,” not knowing who they can trust, etc. (These answers may vary)
2. Why was it significant that Louis Hughes defied his owner and learned to read and write?
Slaves were not always given the privilege of formal education, and many times, they had to learn in secret. For Louis to take
time to learn how to read and write, he shows personal determination to give himself an education and better his life.
3. What can we learn from reading his autobiography, Thirty Years a Slave?
In his autobiography, Louis Hughes gives us an extraordinary look into the daily life of a slave prior to the Civil War.
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
Storyboard Template
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T h e L i v e s o f T h r e e T e nn e ss e e S l a v e s a n d t h e i r
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Journey to Freedom
Artifact Analysis Worksheet
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Name:Date:
Directions: Study the object you selected to use in your museum exhibit. Then answer the following questions.
What do you think the object is called?
What do you think the object was used for?
What material is the object made out of?
Do you have any questions about your object?
How does this artifact pertain to your individual’s journey towards freedom?
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Journey to Freedom
Writing a Museum Label
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Museum labels help visitors to learn about the artifacts that they encounter in exhibits. They answer important questions that
visitors may have about an artifact. Use the information from your biographical handout and artifact analysis sheet to write a
museum label for the artifact you chose from the trunk: What was this artifact called? What is it made out of? How does this
artifact pertain to your character’s journey towards freedom? Keep your label short and simple.
Cut paper here and mount label on exhibit
Artifact Name:
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