ColonialSlaveResistance
Overview
“SlavesbroughttoAmericaduringcolonialyearswereactive,notpassive,beingswhointhefaceofterrible
circumstancesstruggledtomaintaintheirdignity,theirAfricanheritage,andeventheirlives,fromtheviolent
andbrutalizingaspectsofslaveryobtainedinNorthCarolinaaselsewhere.”Inthislesson,studentswillwork
toseebeyondthestereotypicalimageofslavesasdocilearchetypesandexaminethevariouswaysslaves,as
rationalmenandwomen,resistedtheirunjustcircumstancestothebestoftheirability.
Grade
11
NorthCarolinaEssentialStandardsforAmericanHistoryI
• 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-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthrough
Reconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,
BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)
• AH1.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatesthroughReconstructionandthe
compromisesthatresulted(e.g.,displacementofAmericanIndians,manifestdestiny,slavery,assimilation,
nativism,etc.)
• AH1.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequality
contributedtothedevelopmentofAmericanpoliticalandeconomicsystemsthroughReconstruction(e.g.,
naturalrights,FirstGreatAwakening,DeclarationofIndependence,transcendentalism,suffrage,abolition,
“slaveryasapeculiarinstitution”,etc
• AH1.H.7.3-ExplaintheimpactofwarsonAmericansocietyandculturethroughReconstruction(e.g.,
salutaryneglect,slavery,breakupoftheplantationsystem,carpetbaggers,scalawags,KKK,andrelocation
ofAmericanIndians,etc.).
• AH1.H.8.3-Evaluatetheextenttowhichavarietyofgroupsandindividualshavehadopportunitytoattain
theirperceptionofthe“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?
Duration
90minutes
StudentPreparation
Studentsshouldhaveabasicknowledgeoftheinstitutionofslavery.
Procedure
IntroductiontoTypesofSlaveResistance
1. Asawarm-up,projecttheattached“Warm-UpImage”andaskstudentstowritedowninitialimpressions.
Facilitatethinkingbyasking:
• Whatdoyouseehere?Whatdetailsdoyounoticefirstaboutthisimage?
• Whatdoyouthinkmightbehappeninginthisimage?
• Whenmightthisscenebeoccurring?
• Whatevidenceleadsyoutotheseconclusions?
• Whatquestionsdoyouhaveaboutthisimage?
• Ifyouweretogivethisimageatitle,whatwoulditbe?
2. Oncestudentshavehadseveralminutesofwrittenbrainstormtime,allowthemtosharetheirthoughts
outloud.Asstudentsdiscuss,ensuretheyhaveanunderstandingoftheactualeventpictured,whichisa
marriageceremonyamongslaves.Explaintostudentsthattherewasnoofficialmarriageprocessforthose
enslavedpriortotheCivilWar.Thus,tosymbolizetheircommitmenttooneanotherinfrontoftheslave
community,itisbelievedslaveswouldperformthepicturedritualof“jumpingoverthebroom.”The
originationofthiscustomisdebatedamonghistorians,butislargelybelievedtohaverootsinWestAfrica.
3. Next,writetheword“RESISTANCE”ontheboardandaskstudentstocommentonwhatthiswordmeans
tothem.Liststudentthoughtsundertheword.Asaclass,cometoaconsensusonadefinition,suchas:
• Resistance:theactofresisting,opposing,orwithstanding;asurvivalmechanism
4. Asktheclasstoinferhowtheimagetheyjustviewedrelatestothewordresistance.Leadstudentstothe
understandingthatwhileslavemastersconstantlyattemptedtostripslavesoftheirhumanity,slaves
managedtomaintaintheiridentitiesashumanbeingsbyholdingontotheircultureandbuildingasense
ofcommunity,oftenthroughsharedritualsorceremoniessuchas“jumpingoverthebroom.”Whilethis
typeofresistancemightnotbeasobviousasaslaverebellion,itwasnonethelessjustasimportant.
Explaintostudentsthatwhenstudyingslavery,weoftenmakethemistakeofassumingslaveswere
passivebeingswhosimplyacceptedallthatwasdealttothem,fromharshpunishmenttocruel
restrictions.Thisviewisincorrect.Intruth,thoseenslavedweretrulyresilientinthewaystheycarvedout
areasoffreedomintheirlives,eveninthemidstofsuchdangerandoppression.Tellstudentsthatthis
lessonisaboutexploringallthewaysslavesresistedthewretchedconditionshandedtothem.
5. Next,tellstudentsthattheywillbeworkingingroupstobrainstormallofthewaysslavesmayhave
resistedtheircircumstances,theirmasters/overseers,andslave-owningsocietyasawhole.Studentswill
takeapproximately5minutestoconsiderallofthewaysslavesmayhavegottenbackattheiroppressors
orworkedtomaintainasenseoftheveryidentityandhumanityslaveownerstriedtostripfromthem.To
encouragecreativethinking,tellstudentstopondersomeofthewaystheythemselvesreactwhenthey
wantto“geteven”withsomeone,orwaystheymayretaliatewithoutbeingsoobviousthattheyput
themselvesatrisk(perhapsevenwiththeadultswhohavepoweroverthem.)Oncebrainstorming
instructionsareclear,numberstudentsoffintogroupsof5,tellthemwhereintheroomtomeet,and
instructthemtoquietlymovetotheirgroup’slocation.Giveeachgroupapieceofchartpaperanda
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markerandinstructthemtoelectaspokespersonwhoattheendofthebrainstormingsessionwillreport
theiranswerstotheremainderoftheclass.
Discussion&Notes:FormsofResistancetoSlavery
6. Oncegroupshavehadampletimetowork,haveeachspokespersonsharewiththewholeclass.Compilea
masterlistatthefrontoftheroomasgroupsreportback.Facilitatediscussionaroundwhatstudents
share,askingclarifyingquestionsthatwillspawnadditionalideaswherepossible.Belowarevariousforms
ofresistancetohighlightanddiscusswithstudentsastheyreflectontheclasslist.Handouttheattached
notesheetforstudentstofillinasyoudiscuss:
FormsofResistance–TeacherNotes:
• Culture:Slavesstrovetoholdontotheiroriginalculturesandintegratetheirowncustomsintothe
newcommunitiestheyformedinthecolonies.Inthe1770sapproximatelyone-thirdoftheslavesin
NorthCarolinawereofAfricanorigin.Thiswasevidentintheirlanguage,religion,workpatterns,and
namestheychosefortheirchildren.Bymaintainingtheseculturaltraits,slaveswereholdingontoa
pieceoftheiridentity.Theyrefusedtolettheirmastersstripthemoftheiridentities.Specificexamples
include:
o “JohnKoonering”:“NorthCarolinaslavesofthe19thCenturyengagedinacolorfulChristmastime
celebrationknowasJonkonnu,or‘JohnKoonering.’Thecustomisbelievedtohaveoriginatedin
theCaribbeanislandofJamaicaandtohavespreadtoNorthCarolinasometimepriorto1824…A
slaveleader,dressedinacostumeofrags,animalskins,horns,andbellsandaccompaniedby
otherslavesplayingmusicalinstrumentsor‘gumbaboxes,’performedsongsanddances…”
o Beliefinconjurersorobeahmen:“Conjurersorobeahmenheldgreatinfluencewithintheslave
community.Skilledintheuseofrootsandherbsformedicinalpurposes,obeahmencouldalso
makevariouspoisonsormanufactureantidotes.Intheslavequarters,obeahmenhealedthesick,
comfortedthesad,interpretedtheunknown,andavengedthewronged.”Beyondholdingonto
suchtraditionsasaformofresistance,theherbalmedicinesthemselvescouldalsobeusedasa
moreobviousformofrebellion,particularlywhencraftedtobepoisonous.Forexample,“In1780
theJohnstonCountycourttriedtheslaveJennyforpoisoninghermaster,NeedhamBryan.”
Anotherslaveconjurer,Will,wasbroughtbeforeaDobbsCountycourtin1769.Willwasaccused
ofmaking“someLiquidthingtodrink”bywhichhewasthensaidtobeabletocontrolpeople.
• Behavior:Slavesalsousedtheirbehaviorasameansofresistance.“Malingering,insolence,
carelessness,anddilatorybehaviorallartfullydisguisedpatternsofslavediscontent.Throughsuch
methodsslavescoulddefinethelimitsoftheirwork,thehourstheylabored,andwhenandhowthey
conductedtheirassignedduties.”
o “Thetasksystem,inthelowcountryalmostcertainlygrewoutoftensionsbetweenmasters’
expectationsandslaves’unwillingnesstoperformmercilesslabor.Underthetasksystem,slaves
couldquitworkaftercompletingsomanyassignments,forexample,hoeingaspecificnumberof
rows.Thereafterslaveswerefreetotendtheirowngardensandlivestock,fish,hunt,rest,ortake
careoftheirownfamiliesandhomes.”
o “Perhapsthemostprevalentformofresistancetoslaverywastheft…Slavesstoletokeepaliveand
supplementtheinadequateprovisionssuppliedbymasters.”
• Community:Thoughslaveownersconstantlyattemptedtodehumanizeslaves,theymadeeveryeffort
tobuildacommunityamongthemselveswhenpossible.Thiswasparticularlytrueonplantations
wheremultipleslavesworked.“Blackshadfewwaystodefendtheintegrityoffamilialinstitutions,
improvelivingconditions,orresistthecrueltiesofanarbitrarymaster.Yet,blackswerenotpassive
beingswhostoicallyacceptedpunishmentandbenevolencewithequanimity.Instead,theysoughtto
carveoutlargerareasoffreedomintheirlives,undermineslaveholders’discipline,anddevelopa
communitylifewithintheslavequarters.”
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•
Revolt:Whileactsofaggressionandrevoltswererareduetotheconsequencesslavesfacedifcaught,
theystilldidoccasionallyoccur.
o StonoRebellion,SC:OnSeptember9,1739,twentyAfricanAmericanCaroliniansledbyaliterate
slavenamedJemmy,metneartheStonoRiver,twentymilessouthwestofCharlestonwiththe
plantorebelfortheirfreedom.Marchingwithabannerthatread"Liberty,”theychantedthe
samewordinunison.TheyseizedweaponsandammunitionfromastoreattheStonoRiverBridge
andkilledtwostorekeepers.TheirplanwastoheadforSpanishFlorida,awellknowndestination
forescapedslaves.Astheymarched,theirnumbersroseto80.Theymanagedtoburn7
plantationsandkill20whitesbeforethemilitiacaughtupandsuppressedtherebellion.The
capturedslavesweredecapitatedandtheirheadsdisplayedonspikes.Twomoreuprisingsflared
overthenexttwoyearsinbothGeorgiaandSouthCarolina,perhapsinspired--colonialofficials
believed--bytheStonoRebellion.Asaresult,a10-yearmoratoriumonslaveimportationthrough
Charlestonwasenacted,aswellasaharsherslavecode,whichbannedearningmoneyand
educationforslaves.(Source:http://en.wikipedia.org/wiki/Stono_Rebellion)
o Otherexamplesofslavesactingaggressivelyresultedinsimilargruesomepunishments.“The
HalifaxCountycourtin1785foundtheslavePeterguiltyofmurderingJohnMillerandSarah
Gold.Hewashanged,hisheadcutoffandplacedonapole,andhisbodyburned.AGranville
Countyslavechargedwithmurderwasburnedatthestakein1773.FiveofHenryOrmond’s
slavesconspiredtokillhimin1770.Theslavesweretried,twowereexecuted,andonewas
burnedatthestake.”
• Religion:Religionhasalwaysbeenacomplicatedareawhendiscussingslavery.Throughoutthe
historyofslavery,itwasfirstdebatedinthewhitecommunitywhetherslavesshouldbebaptized
andallowedtopracticeChristianityatall.Later,Christianitywasusedbyslaveownersasan
attempttocontrolslavesaswellasjustifytheinstitutionofslaveryitself.Regardless,manyslaves
usedreligionasaformofresistancebyeitherholdingontoremnantsoftheirownreligious
traditions,ortakingituponthemselvestoacceptandpracticeChristianityastheysopleased.
o “In1709JamesAdams,anAnglicancleric,complainedthatplanterswouldnotpermitthe
baptismoftheirslavesbecauseofthe‘falsenotionthataChristianslaveisbylawfree.’Another
Anglicanministerin1719declaredthatNegroesinNorthCarolinawere‘sensibleandcivic
and…inclinedtoChristianityand…wouldbeconverted,baptized,andsaved,iftheirmasters
werenotsowickedastheyare,anddidnotopposetheirconversion,baptism,andsalvation,so
muchastheydo.’In1730,thecrownfinallyinstructedroyalgovernorGeorgeBurrington‘to
findoutthebestmeanstofacilitate&encouragetheconversionofNegroesandIndianstothe
Christianreligion.’”
o “TheGreatAwakeningofthe1730sand1740soccasionedthefirstburstofreligious
enthusiasmthatbroughtmanyslavestoChristianity.EvangelistssuchasGeorgeWhitefield
exhortedblacksaswellaswhitestoacceptChrist….[This]disconcertedmanywhiteswhofeared
thatconversionofslaveswouldleadtoinsurrection.”
o “BaptistsandMethodists…conductedservicesinademocraticatmosphere.Memberscalled
eachotherbrothersandsisters,emphasizedfellowship,andshunnedtherankanddeferenceof
theAnglicanchurch.InitsfledglingyearstheMethodistsevenespousedabolitionism.John
Wesley,thefounderofMethodism,denouncedslaveryasanevilinstitution,andMethodist
preacherswereinstructedtoapproachNegroesandwhitesonabasisofreligiousequality.
Between1782and1790thenumberofMethodistsinNorthCarolinagrewtomorethan8,000
whitesandnearly1,800blacks.In1785TarHeelMethodistsevenconsideredforcing
slaveholderstomanumittheirslavesasaconditionofmembership.”
• Education:Slavestookgreatmeasurestoeducatethemselves,learningtoreadandwriteeven
whenitbecameillegal.Missionaries(particularlyQuakers&Presbyterians)madegreateffortsto
providereligiousinstructionforblacksaswellasteachthemtoreadandwrite.
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•
•
Purchasefreedom:Freelaborprovidedpossibilitiesforemancipationforsomeenslavedpeople.
Themostindustriousandthemostskilledoftheenslavedcouldtakegreateradvantageofthese
opportunitiesbyearningthemoneytobuythemselvesfromtheirowners.Onesuchexamplewas
VentureSmith,bornintoslaveryinthe1720s.AfterspendinghisearlylifeenslavedonLongIsland
andeasternConnecticut,hewasabletopurchasehisfreedombyhislaborsattheageof31.Those
labors,alongwithhisentrepreneurialactivitiessuchasfishing,workingonawhaler,and
agriculturalactivities,madepossiblethepurchaseofhisson,daughter,andwife’sliberty.
Runningaway:Whileescapingslaverywasincrediblyrisky,manyblacksdeterminedtheirbest
chanceforfreedomtoberunningaway.Infact,duringthe18thcenturyNorthCarolinahada
reputationasahavenforslavefugitives.
o “FugitiveslavesfromVirginia&NorthCarolinaturnedtheGreatDismalSwampintoa
sanctuary.Theswampwasanidealhideout.Accordingtoa1780straveler,runawayswere
‘perfectlysafe,andwiththegreatestfacilityeludethemostdiligentsearchoftheirpursuers.’
Blackshadlivedthere‘fortwelve,twenty,orthirtyyearsandupwards,subsisting
themselves…uponcorn,hogs,andfowls…’Therunawayscultivatedsmallplotsoflandthat
werenotsubjecttofloodingbut‘perfectlyimpenetrabletoanyoftheinhabitantsofthe
countryaround…’
o “Runawayslaves,morethanmostspeciesofblackdiscontent,alarmedwhiteCarolinians
becauserunawaysimperiledwhites’securityandportendedthepossibilityofrevolt.Asearlyas
the1690sblacksfledsouthtoSt.Augustine,Florida.”
RolePlay:FamilyMeeting
7. Afterdiscussingthevariouswaysslavesresistedtheirunjustcircumstances,tellstudentstheyaregoingto
furtherexploretheindividualchoicesslavesmadeintermsoftheirresistance,aswellaswhatledthemto
maketheparticularchoicestheymade.Tellstudentsthatagainintheirgroupsof5,theyaregoingto
simulateafamilymeetingofafamilyofslaveslivinginNorthCarolinaintheyear1774.Thegoalofthe
meetingistosharehoweachofthemarecurrentlyfeelingabouttheirstatusasslavesandtheirideas
regardingresistance.Givestudentsthefollowingspecificinstructions:
• Inyourgroupsof5,eachofyouwillreceiveapieceofpaperdescribingapersonfromtheyear1774
thatyouwillbeassumingthecharacterof.
• YourcharacterwillbeoneofthefivemembersofafamilywhoisenslavedinNorthCarolinain1774.
Eachofyouhasdifferingopinionsregardingwhattodoaboutyourstatusasaslave.Thus,theheadof
thefamily,“Mother,”hascalledafamilymeetingtonightforyoualltodiscussyourcurrentfeelings
andideasregardingresistance.
• Onceyoureceiveyourindividualrole,youwilltake5-8minutestosilentlyreadaboutyourcharacter
andjotdownnotesaboutyourpersonality,lifesituation,andultimategoalsregardingyourfamilyand
freedom.
• WhenIgivethesignal,eachstudentplayingthe“Mother”willbeginyourfamily’smeeting.“Mother”
willensureeachofyouwillhaveupto2uninterruptedminutestosharehowyouarecurrentlyfeeling
regardingyourstatusasaslaveandwhatyoufeelyourfamilyshoulddoaboutit.Youshouldnotread
fromtheroleprovidedtoyou;ratheryoushouldsummarizeyourfeelingsandthoughtstoyourfamily.
Remember,atthispointyouwillnolongerbestudentslivinginmoderntimes;ratheryouareto
becomethepersonassignedtoyou.
• Aftereveryonehashadtheiruninterruptedtimetoshare,asafamilyyoumusttryandcometoa
consensusregardingwhethertoenactanyoftheideasposedornot.
• Rememberthatyoushouldsticktotheattitudesyouthinkyourassignedcharacterwouldhave,but
youshouldalsobewillingtocompromiseincharacterifcompelledtodoso.
• Attheendof10minutesofdiscussionanddebateamongeachfamily,thoseofyouplayingtheroleof
“Uncle”willinformtheremainderofclasswhatoccurredatyourfamilymeeting.
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*Beforehavingstudentsbegintheirworkontheactivity,teachersshouldgivedirectionsthatdeter
stereotypicalbehavior.Forexample,itisimportantstudentsnotuseaccentsorcolloquiallanguageduring
thisactivity;speakingwiththeirownvoiceisfine.
8. Onceallstudentshavereadtheirrolesandplannedforthemeeting,alloweachstudentplayingtheroleof
“Mother”tocallthemeetingtoorder.Teachersshouldcloselymonitorgroupsastheyassumetheirroles
andsimulatethefamilymeeting.Onceeachgrouphashadampleopendialogueanddebatetime,askthe
studentsassignedtheroleof“Uncle”tosharewhathappenedintheirgroup,whethertheirfamilymade
anyunanimousdecisions,orwhetherthefamilyremaineddivided.Furtherdiscuss:
• Whatwerethevariousresistanceoptionsmembersofthefamilyconsidered?
• Whatweretheprosandconstoeach?
• Whatisdifficultaboutdecidingtoactonresistanceideasornot?
• Regardlessoftheroleyouplayed,whointhefamilydoyoufeelhadthemostlogicalidearegarding
resistance?Why?
• Whatdoyouimaginewouldhavebeenmostdifficultaboutbeingenslaved?
• Whyisitimportanttorecognizealloftheways(fromassmallofachoiceasworkingslowtoasgreata
choiceasrevolt)thatslavespracticedresistance?
9. Asareflectiontothelessonorasahomeworkassignment,havestudentsinterpretthequotelocatedat
thebottomoftheir“ResistancetoSlavery”handout.
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WarmUpImage
7
Name:____________________________
ResistancetoSlavery
Resistance:_________________________________________________________________________________________
___________________________________________________________________________________________________
Categoryof
Description,examples,notes,etc.
Resistance
“…Afro-Americanswereactive,notpassive,beingswhointhefaceof…[terriblecircumstances]…struggledtomaintain
theirdignity,theirAfricanheritage,andeventheirlives,fromtheviolentandbrutalizingaspectsofslaveryobtainedin
NorthCarolinaaselsewhere.Theywere…rationalmenandwomenwhofromnecessityhadtoweightheimpactofeach
andeveryactiontheymade.Theslightestmisstepinracialetiquetteandexpectedbehaviorcouldbringwhippingor
mutilation.”~JeffreyCrow,writer&historian
Summarizeyourinterpretationoftheabovequoteasitpertainstoourdiscussionofslaveresistance:
8
Mother–“Tostaysafest,wemuststayput.”
YouwerebornintoslaveryinSouthCarolinain1745.WhenyourownerdecidedtostartcultivatingriceinNorthCarolina
during1755,hesentyoutoworkonhisnewplantationintheCapeFearregion.Youwereonly10andyoutragicallyhad
toleaveyourfamilybehind.Theyearisnow1775andwhilelifeasaslavehasbeenhard,youarehappytohavestarted
yourownfamilyamidstallthehardworkrequiredbyyourmaster.Youmarried16yearsagoandhadthreewonderful
childrenwithyourhusband.However,2yearsagoyourhusbandwasbrutallybeatenbytheplantationowner–it
happenedinfrontoftwoofyourchildren.Hereceivedsomanylashestohisbackthathedevelopedaninfectionanddied
threedayslater.Sincethen,allthreeofyourchildrenhavebeengettingmoreandmorerestlesswithlifeonthe
plantation.But,asbadaslifeasaslavemaybe,youfeelblessedthatyouarealltogether.Andifthemasteriscapableof
whippingyourlatehusbandthathard,youcanonlyimaginewhathewoulddoifyoualltriedtoescape.Besides,thereare
otherwaysyoucanmaintainalittlebitofpower–hemightcontrolwhateachofyoudoes,butasyouarealwaystelling
yourchildren,hedoesn’tcontrolyourmindoryourspirit.Oneofyourchildrenhasterrifiedyouwithtalkofplanninga
slaverevolt.Justlastyear,aGranvilleCountyslavewhowaschargedwithmurderwasburnedatthestake.Otherslaves
whohaveattemptedtorevoltorharmtheirmastershavesufferedsimilarconsequences.Yourpriorityistokeep
everyoneassafeaspossibleandmostimportantly,alive.Youfeelthebestwaytodothisistostayput.
Youhavecalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasenslavedpersons.Asthe
headofthefamily,youwillleadthefamilymeeting.Whenyoubeginthemeeting,you’llremindeveryonethateach
familymember(includingyourself)willhaveupto2uninterruptedminutestosharethoughtsregardingtheirlifeasa
slaveandideasforresistance.Aftereveryonehasshared,yourfamilywillhave10minutestodiscussanddebatewhatto
do(ifanything)toresistslavery.Astheheadofthehousehold,itisyourresponsibilitytoensureeveryonecontributesto
theconversation(includingyourself)andthattheconversationremainsrespectful.“Uncle”willhelpyoubymonitoring
thetimeandensuringnoonegoesovertheirtwominutetimelimit.
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.Youhavebeengrowingmoreandmoretired
oftheabuseyouandfellowslavesreceivefromyourowner.Whetherit’sinsults,beatings,orlackoffoodandclothing
provided–youaresickofbeingtreatedlessthanhuman.Twoyearsago,youhadtostandbyandwatchastheplantation
ownerbeatyourfathertodeath.Whenyouyelledforittostop,theplantationownersmashedthebaseofhisrifleinto
yourface,causingyoutoloseconsciousness.
Youfeelitistimeforyouandyourfamilytorunawayandescapethiscruelsituation.You’veheardofacommunityof
runawayslaveslivingintheGreatDismalSwamp.Itsoundsliketheidealhideout,withcommunitiesofBlackswhohave
arecultivatingsmallplotsoflandandfarmingforthemselvesratherthanamaster.Youknowthatyourmotherisafraidto
leave,butyou’veseenfirsthand–andfeltfirsthand–thecrueltyyourmasteriscapableof.Youbelievethatifyouall
don’tleave,eventuallythemasterwilldothesametoeachofyouashedidtoyourfather.Youtryandconvinceyour
mother,siblings,andUnclethatanythingotherthanrunningawayisadeathsentence.Besides,livinginchainsisnoway
tolive.Oneofyoursiblingskeepstryingtoconvinceallofyouthathe’llbeabletobuyyourfreedomsoonenough,thus
youshouldsittightforawhilelonger.Youfeelthisisridiculous–it’stakenhimyearstoearnenoughmoneytoeven
purchasehimself.Bythetimeheearnsenoughtopurchasethewholefamily,someofyoumaybedeadorsoldoffto
anotherplantation.Whosetoevensaytheplantationownerwouldagreetoletanyofyoupurchasefreedomanyway…
Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewill
beginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasa
slaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussand
debatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremain
respectfulevenwhenyoudisagree.
Assumethecharacterof“Child1”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”
etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeparticipatingin.
1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)
2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytorunaway:
10
Child2–“MoreimportantthanfreedomisjusticethroughREVOLT.”
Youare16andhavebeenaslaveinNorthCarolinaforyourentirelife.Eachdayofyourlifeitfeelslikeyougrowangrier
andangrier,andit’salmosttothepointthatyoufeelyoumightexplode.Youareahumanbeing,anddayafterdayyou
andthepeopleyouloveareforcedtodoback-breakingworkcultivatingricewhilethewhitepeoplewatch.Youwere
peggedasbeingdisobedientwhenyouwereonlyachild,andevenhadyourearscroppedwhenyouwere13.Whenthey
tookthatpieceofyourear,youvowedthatonedayyouwouldgetrevenge.Youtrytogetbackatthemasterinsmall
ways–stealingfromhimhereandthere,workingalittlebitslowertokeephimfromearningthatmuchprofit…Then,two
yearsago,youwatchedsilentlyasyourfatherwasbeatentodeath,simplybecausetheamountofricehe’dcultivated
thatdaywasapoundshort.Whenyourbrothertriedtoyellforthemastertostop,hestruckhiminthefacewithhisgun.
Youhadtorollhimovertokeephimfromchokingonhisownblood.You’veneverforgivenyourselffornotdoing
somethingtohelpthemboth.Recently,youdecidedtodoeverythinginyourpowertoconvinceyourfamilymembers
andtheother30slavesontheplantationtorevoltandfightyourmaster.Evenifyoudieintheprocess,slamminghimto
thegroundonetimewouldbeworthyourentirelife.WhileyourUnclekeepstalkingofwaitingonawartostartbetween
thecoloniesandEngland,youaren’tinterestedinanymorewaiting.Theremightnotevenbeawar,soyouarereadyto
takemattersintoyourownhands.Ifyourfamilywon’tstandupforthemselves,youaregoingtostandupforthem.
Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewill
beginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasa
slaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussand
debatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremain
respectfulevenwhenyoudisagree.
Assumethecharacterof“Child2”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”
etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.
1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)
2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytorevolt:
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Child3–“FreedomcomesatacostIwillbeabletoaffordsoonenough.”
Youare21andhavebeenaslaveinNorthCarolinayourentirelife.Astheoldestchildinyourfamily,yourfathertaught
youmathfromthetimeyouwere10,wantingyoutobeaseducatedaspossible.Becauseyouareprettygoodwith
numbers,yourmastersendsyoutogotothemarketinWilmingtontosellgoodsforhim.Whenyouareinthecity,you
arealwaysdazzledbythefreeBlacksthatyoumeet.Youvowedthatyouandyourlovedoneswouldonedayenjoythis
typeoffreedom-youdecidedthebestchanceforthiswouldbeforyoutopurchaseyourownfreedomandthen
purchaseeachofyourfamilymembers’freedom.Forthepast5years,youhavebeenskimmingmoneyoffthetopof
whatyousellforyourmaster.Yourfamilyalsocultivatesasmallgardenbehindyourslavequartersandyouevensell
someofthatproduceforadditionalincome.Twoyearsago,your2siblingswatchedasyourfatherwasbeatentodeath.
Sincethen,youstartedtryingtosquirrelawaymoneymoreaggressively.You’vealmostgotenoughmoneytopurchase
yourownfreedom;onceyouarefree,youcanmoreaggressivelyworktoearnthemoneyforpurchasingeachofyour
familymembers.Whileyoufeelsureyoucanconvinceyourmotherofthisplan,youworryaboutyoursiblings.Theyhave
grownmoreandmoreangryandrebelliousinthepasttwoyearsandyouareafraidtheymaydosomethingirrationalthat
willriskallyourlives.
Yourmotherhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewill
beginthemeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasa
slaveandyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussand
debatewhattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremain
respectfulevenwhenyoudisagree.
"
Assumethecharacterof“Child3”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”
etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.
1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)
2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytowaitforyoutopurchasetheirfreedom:
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UncleorAunt–“Thereisawaruponusandwemusttakeupaside.”
Youare32yearsoldandhavebeenaslaveallofyourlife.Youweresoldawayfromyourfamily5yearsagotoworkon
thericeplantationwhereyoucurrentlylive.Theonlygoodthingaboutthesituationisthatyoudiscoveredyourolder
sisterwasalsoenslavedonthesameplantation,soyouhaveformedatightbondwithherandherchildrenoverthepast
years.Youhavewatchedyournephewsgrowintofineyoungmenandyouunderstandthefrustrationandrestlessness
thatthechildrenarefeelingovertheirstatusasslaves.Beingolderthanthem,youhavefeltthatsamefrustrationfor
moreyearsandyoutoowantyourfreedom.Youfeelthebestwaytoattainthisfreedomistokeepmonitoringthe
situationbetweenthecoloniesandEngland.Thisentireyear(1774)thecolonieshavegrownmoreangryregarding
England’scontrolofthemandyou’veheardyourmasterandhisfriendsdiscussingthepossibilityofapendingwar.You
feelthatifawarbreaksout,thiswillbetheidealtimeforyou,yoursister,andherchildrentoescapewiththeBritish.
PerhapsyoucouldjointheBritishArmy–youallcouldallfightagainsttheverymasterswhoenslavedyou,serveascooks,
dolaundry–anythingtogetawayfromtheplantation.Thisisthemostsensiblewaytoensuresuccessinleavingthe
plantation.TheBritishwillhaveanestablishedarmy,whereasanyothercourseofactionreliesonlooseplanswhere
muchcouldgowrong.
Yoursisterhascalledafamilymeetingtonighttodiscusswhattodotoresistyourcurrentstatusasslaves.Shewillbegin
themeetingandalloweachofyoutohaveupto2uninterruptedminutestoshareyourthoughtsregardinglifeasaslave
andyourideasforresistance.Aftereachofyouhassharedyouropinions,youwillhave10minutestodiscussanddebate
whattodo(ifanything)toresistslavery.Youmustmakesureyoucontributetotheconversationandremainrespectful
evenwhenyoudisagree.Itisalsoyourresponsibilitytomonitorthetime,ensuringnoone(includingyourself)goesover
the2minuteindividualtimelimit,andtotimethe10minuteperiodofopendiscussion.
Assumethecharacterof“Uncle”andanswerthefollowingquestionsinfirstperson(usingthepronouns“I,”“we,”
etc.).Theseanswerswillhelpyouprepareforthefamilymeetingyouwillbeleading.
1. Whathasyourlifebeenlikeasanenslavedperson?(Youranswershouldbeguidedbythedetailsabove,butyoucan
alsomakeinferencesbasedonwhatyouknowaboutslaveryingeneral.)
2. Howdoyoufeelregardingyourcurrentsituation?Whatdoyoufeelyourfamilyneedstodoregardingyoursituation
asslaves?Whydoyoufeelthisway?
3. Writeoutthreeargumentsthatwillhelpconvincetherestofthefamilytowaitforwartobreakoutandjointhe
British:
13