Rebellions in America.Indd

Total Page:16

File Type:pdf, Size:1020Kb

Rebellions in America.Indd enslaved Africans. They didn’t Enslaved Africans Rebel speak English. It would usually Enslaved Africans plotted insurrections. take 6-8 months before they could speak English. Like other Enslaved Africans in the North Fight enslaved Africans they didn’t A rebellion would only have a chance have any maps, and didn’t know to succeed if Africans were armed. where they were. Whether they Unfortunately whites had more weapons, were on a plantation in Georgia since it was against the law for an African or Louisiana, it might take years to own a weapon. before they knew whether they were close to a free state or far In 1712 enslaved Africans were able to arm away. themselves. Twenty-fi ve enslaved Africans with guns and clubs decided to burn down But back home in Africa, the homes of white enslavers in New York many of these “new” enslaved City. Nine whites were killed in the attack. Africans had been warriors or Eventually, soldiers arrived and they leaders, and they were not defeated the rebelling Africans. Eighteen willing to accept slavery. Africans involved in the rebellion were Drums were used by killed. Whenever a rebellion was defeated Africans in America to Stono Rebellion usually everyone involved in the rebellion communicate and orga- One African, a man named was executed. nize. Jemmy, organized a rebellion in by using drums Africans could 1739. Jemmy had just recently Born in Africa, Enslaved in America communicate. At the time been kidnapped and brought Not every enslaved African planned a whites would have to walk or to America from Angola. It rebellion or an escape. Most enslaved travel by horse to speak with wasn’t long before he decided Africans were born on slave plantations, and someone on another plantation. to organize other Africans to they never knew what freedom was like. So the drums gave Africans in obtain his freedom. He was able They lived their entire life with someone advantage. Also, whites didn’t to organize almost 100 enslaved telling them what to do, and beating them if know what the songs meant. African men and women, some they spoke back. In America most enslaved of them born in America and Africans were born on the plantation. These other “new” enslaved some born in Africa. However there were usually one or two Africans knew the drum calls enslaved Africans on a plantation who and responded. They met at the He used the drum to speak were born in Africa, and had been recently Stono River in South Carolina, to other “new” enslaved purchased by the plantation owner. They and before long they had armed Africans on other plantations. were born free, and desperately wanted to themselves and began to march The drum is a very powerful be free again. towards Florida. At the time instrument, and even though Florida was controlled by the plantations were miles apart, Life was very diffi cult for these “new” Spanish, and anyone who made Page 6 Ile Omode School African Rebellions in America page 7 it to Florida would be free. Jemmy probably had learned In 1800 Gabriel Prosser decided that South Carolina was much to fi ght against slavery. Gabriel closer to Florida than to a free worked with his brothers Martin state in the North. and Solomon. Gabriel was a blacksmith and his brother Jemmy and his allies left Martin was a minister. Gabriel from their plantations in asked Solomon to begin making South Carolina, and killed weapons, such as bullets, Jemmy and the Stono rebells whites along the way. Their swords and knifes. He planned fought white enslavers. success encouraged other to attack Richmond, the capitol enslaved Africans to join of Virginia, and capture the them. Their group stopped in a large fi eld state’s governor. He recruited to rest. While they rested southern whites over 1,000 enslaved Africans. formed a militia, and were pursuing them On their march to Richmond on horseback. The militia quickly caught up they would kill everyone they with Jemmy’s group. They surrounded the saw. However, Gabriel planned group in an open fi eld, and a bloody fi ght to spare the lives of Quakers, began. Forty-four Africans and twenty-one and other religious people who whites died. were against slavery, as well as Gabriel Prosser was a tall poor whites. The life of poor man, and very strong. It didn’t take long for southern whites to whites wasn’t much better than Gabriel escaped aboard a ship, realize that Africans were using drums to enslaved Africans. but an enslaved African on the speak, and not for entertainment. Soon, ship, recognized him, and turned southern whites passed laws prohibiting On the day of the rebellion him in. Gabriel, his brothers and Africans from using drums. there was a terrible storm, and others involved in the rebellion all the roads and bridges to were caught and hung. Gabriel Gabriel Prosser Richmond were washed out. At Prosser never lost hope, and Gabriel Prosser was enslaved, but his the time there were no paved never showed any fear. kidnapper hired him to do other jobs away roads like today. All of the roads from the plantation. This allowed Gabriel to were just dirt roads, and a meet other Africans, both free and enslaved. heavy storm would cause the Gabriel was seen as a leader by many rivers to overfl ow, and fl ood the because he was fearless. Once, Gabriel roads and bridges. The rebels was attacked by a white overseer. The law supporting Prosser waited did not allow Africans to attack whites, but for the storm to pass, but by Gabriel fought, and defeated the overseer the next day one of Gabriel’s easily. However, he was punished, and followers betrayed him. branded with a hot iron on his hand. Page 8 Ile Omode School African Rebellions in America page 9.
Recommended publications
  • A Framework for Teaching American Slavery
    K–5 FRAMEWORK TEACHING HARD HISTORY A FRAMEWORK FOR TEACHING AMERICAN SLAVERY ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. © 2019 SOUTHERN POVERTY LAW CENTER Teaching Hard History A K–5 FRAMEWORK FOR TEACHING AMERICAN SLAVERY 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Introduction 4 About the Teaching Hard History Elementary Framework 6 Grades K-2 10 Grades 3-5 18 Acknowledgments 28 Introduction Teaching about slavery is hard. It’s especially hard in elementary school classrooms, where talking about the worst parts of our history seems at odds with the need to motivate young learners and nurture their self-confidence. Teaching about slavery, especially to children, challenges educators. Those we’ve spoken with—especially white teachers—shrink from telling about oppression, emphasizing tales of escape and resistance instead. They worry about making black students feel ashamed, Latinx and Asian students feel excluded and white students feel guilty.
    [Show full text]
  • The Denmark Vesey Conspiracy Conceptualizing Crime and Religion in Slaveholding Societies Paul Schneider-Krumpus
    The Denmark Vesey Conspiracy Conceptualizing Crime and Religion in Slaveholding Societies Paul Schneider-Krumpus This project was supported by the University of Minnesota Undergraduate Research Opportunities Program Premise of Research Through the UROP program, I have conducted an historical documentary analysis of the Denmark Vesey conspiracy, an alleged plot of slave rebellion that was exposed in Charleston, South Carolina in 1822. This research is meant to be part of Professor Katherine Gerbner’s wider research on the construction of religion and crime in relation to New World slavery. Little documentation of the alleged plot exists outside of court documents from the trials of the accused, and so these were especially important source materials. New strides are being made in the understanding of the Denmark Vesey conspiracy, as professional historians continue to accumulate sources and construct new and fuller interpretations of the events. Objective of Research The objective of this research was to use primary sources relevant to the Denmark Vesey conspiracy to learn about the relationships between law, religion, and the institution of slavery in the antebellum American South, particularly in relation to slave revolts. Considering the religious nature of the plot, its conspirators, its suppressors, and the very society it took place in, the Denmark Vesey conspiracy is especially suited to an analysis of this sort. Compared to other slave revolts, this plot is only lightly studied. It could be essential to understanding other North American slave revolts though; the number of people involved is alleged to be well over 6,000, which would make it one of the largest uprisings ever conceived of in this part of the world.
    [Show full text]
  • Teacher's Guide Look What a Wonder a Gospel Musical by Walter
    Teacher’s Guide Look What a Wonder A gospel musical by Walter Robinson FROM THE EXECUTIVE DIRECTOR In a Facing History and Ourselves classroom, students discover, in the words of German historian Detlev J.K. Peukert, that "the shadowy figures that look out at us from the tarnished mirror of history are – in the final analysis -- ourselves." The arts play a central role in helping students make that connection, for it is through the arts that they begin to see themselves in others. It is also through the arts that they develop empathy, the ability to see the world through someone else's eyes. President John F. Kennedy once told Americans that arts raise our spirits, deepen our insights, and enhance our self-comprehension. As Facing History students view the past through music, art, drama, and literature, many find their own voice and begin to tell their own stories: stories linked to their identity, their sense of who they are, and the dreams of what they might become. Look What a Wonder , Walter Robinson's gospel musical, reveals the way the arts can raise universal questions through an exploration of a particular history. It is a story that explores many of the themes central to a Facing History course: identity and voice, courage and resilience, freedom and justice, and decision-making and choice. We are grateful to Seth and Beth Klarman for sponsoring this event and giving this performance as a gift to our community. Margot Stern Strom Executive Director 1 Teacher’s Guide Look What a Wonder A gospel musical by Walter Robinson FROM THE COMPOSER I am thrilled that you will have the opportunity to hear Look What a Wonder .
    [Show full text]
  • Contested Symbolism in the Flags of New World Slave Risings
    Contested Symbolism in the Flags of New World Slave Risings Steven A. Knowlton Throughout the summer of 1800, an enslaved blacksmith of Richmond, Virginia, named Gabriel conspired with fellow bondspeople to rise in arms and fight for their freedom. Among his plans was a scheme to paint a flag with the phrase “Death or Liberty” to be carried at the head of the column that would march into the city.1 Gabriel’s slogan inverted the words of his fellow Virginian Patrick Henry, whose famous oration on the eve of the American Revolution concluded, “Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take, but as for me, give me liberty or give me death!”2 It is a well-known irony of history that among those who fought for American independence from British rule—and couched their rhetoric in terms of “freedom” and “liberty”—were some of the largest slaveholders on the continent, including Henry.3 In popular memory, their struggle against King George III has been valorized, but so have the efforts of those who sought emancipation for slaves. For example, historical markers now stand at key locations in Gabriel’s career, and the Richmond History Center has made an artist’s conception of Gabriel’s image one of fifty key objects that define the city’s story.4 (Figure 1) As Gabriel’s adaptation of Henry’s rhetoric demonstrates, opposing parties are known to assign conflicting meanings to shared symbols; flags are among the most prominent of these, as documented throughout vexillological literature.5 Slaves who engaged in violent conflict with their masters often used flags mod- eled on those of their oppressors.
    [Show full text]
  • Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the First Great Awakening, 1729-1746
    Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the First Great Awakening, 1729-1746 by Justin James Pope B.A. in Philosophy and Political Science, May 2000, Eckerd College M.A. in History, May 2005, University of Cincinnati M.Phil. in History, May 2008, The George Washington University A Dissertation submitted to The Faculty of The Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 31, 2014 Dissertation directed by David J. Silverman Professor of History The Columbian College of Arts and Sciences of The George Washington University certifies that Justin Pope has passed the Final Examination for the degree of Doctor of Philosophy January 10, 2014. This is the final and approved form of the dissertation. Dangerous Spirit of Liberty: Slave Rebellion, Conspiracy, and the Great Awakening, 1729-1746 Justin Pope Dissertation Research Committee: David J. Silverman, Professor of History, Dissertation Director Denver Brunsman, Assistant Professor of History, Committee Member Greg L. Childs, Assistant Professor of History, Committee Member ii © Copyright 2014 by Justin Pope All rights reserved iii Acknowledgments I feel fortunate to thank the many friends and colleagues, institutions and universities that have helped me produce this dissertation. The considerable research for this project would not have been possible without the assistance of several organizations. The Gilder Lehrman Institute of American History, the Maryland Historical Society, the Cosmos Club Foundation of Washington, D.C., the Andrew Mellon Fellowship of the Virginia Historical Society, the W. B. H. Dowse Fellowship of the Massachusetts Historical Society, the Thompson Travel Grant from the George Washington University History Department, and the Colonial Williamsburg Foundation Research Fellowship all provided critical funding for my archival research.
    [Show full text]
  • 2011/2012 Black History Trivia Bowl Study Questions # CATEGORY
    2011/2012 Black History Trivia Bowl Study Questions # CATEGORY QUESTION ANSWER Along the Gulf Coast of Louisiana, what type of music is played 1 Arts with the accordion? Zydeco 2 Arts Who wrote "Their Eyes Were Watching God" ? Zora Neale Hurston Which one of composer/pianist Anthony Davis' operas premiered in Philadelphia in 1985 and was performed by the X: The Life and Times of 3 Arts New York City Opera in 1986? Malcolm X Since 1987, who has held the position of director of jazz at 4 Arts Lincoln Center for the Performing Arts in New York City? Wynton Marsalis Of what profession were Langston Hughes, Zora Neale Hurston, and Countee Cullen, major contributors to the Harlem 5 Arts Renaissance? Writers Who wrote Clotel , or The President’s Daughter , the first 6 Arts published novel by a Black American in 1833? William Wells Brown Who published The Escape , the first play written by a Black 7 Arts American? William Wells Brown 8 Arts What is the given name of blues great W.C. Handy? William Christopher Handy What aspiring fiction writer, journalist, and Hopkinsville native, served as editor of three African American weeklies: the Indianapolis Recorder , the Freeman , and the Indianapolis William Alexander 9 Arts Ledger ? Chambers 10 Arts Nat Love wrote what kind of stories? Westerns Cartoonist Morrie Turner created what world famous syndicated 11 Arts comic strip? Wee Pals Who was born in Florence, Alabama in 1873 and is called 12 Arts “Father of the Blues”? WC Handy Georgia Douglas Johnson was a poet during the Harlem Renaissance era.
    [Show full text]
  • Vuu/Chamberlayne Neighborhood Plan
    vuu/Chamberlayne Neighborhood Plan Richmond, Virginia urban design associates ADOPTED November 16, 2015 MA YOR DWIGHT C. JONES PLANNING COMMISSION STEERING COMMITTEE Erica Wheeler, Rodney M. Poole, Esquire, Chait Tonya Scott-Hickman, VUU/Chamberlayne CHIEF ADMINISTRATORS President, Edgehill Civic VUU School of Business Association Selena Cuffee-Glenn Melvin Law, Vice Chair Neighborhood Plan Chief Administrative Officer Dr. Juritsa Ford, Anita Hackett Ellen F. Robertson, VUU School of Business Peter L. Downey, City Council Representative Eugertha Minnicks Acting Deputy CAO, Economic Dr. Julius Scipio, Selena Cuffee-Glenn, Margaret Houchens PREPARED FOR Development and Planning Provost, Academic Affairs, VUU CAO Representative City of Richmond Jean Williams CITY COUNCIL Thomasina Binga, David Johannas The Metropolitan Business League PREPARED BY Michelle R. Mosby Willie Williams President, South Central (9th) Lynn McAteer Urban Design Associates Julie Paul Danene Brown, VHB Chris A. Hilbert, Doug Cole Doug Cole, Cite Design Edgehill Civic Association RDS Vice President, Northside (3rd) Vik Murthy Willie Lanier, Jr., Paul Weissend, Snead Jonathan T. Baliles, Dovetail Construction Jeffrey W. Sadler Lanier United Miles Agency West End (1st) D EPARTMENT OF PLANNING & Julie Wray, Julie Weissend, Charles R. Samuels, Dovetail Construction DEVELOPMENT REVIEW Human Resources, Pfizer North Central (2nd) Mark A. Olinger, Director Sharon Darby, Michele Martel, Kathy C. Graziano, Children’s Hospital of District Communications Kim Chen, Senior Planner Southwest (4th) Richmond at VCU Coordinator, USPS ADOPTED by CITY PLANNING Jeffrey Eastman, Senior Planner Parker C. Agelasto, Leslie G. Wyatt, Laura Lafayette, COMMISSION: NOVEMBER 16, 2015 Central (5th) Matthew Ebinger, Senior Planner Executive Director, Richmond Association of Realtors Children’s Hospital of Resolution No.
    [Show full text]
  • Key Moments in Black History, Starting in the 1600S and Ending in 2014
    Key moments in Black History, starting in the 1600s and ending in 2014. DATE KEY MOMENTS IN BLACK HISTORY 1619 The first African slaves arrive in Virgina, 1746 Lucy Terry, an enslaved person in 1746, becomes the earliest known black American poet when she writes about the last American Indian attack on her village of Deerfield, Massachusetts. Her poem, Bar's Fight, is not published until 1855 1773 Phillis Wheatley's book Poems on Various Subjects, Religious and Moral is published, making her the first African American to do so. Slavery is made illegal in the Northwest Territory. The U.S Constitution states that Congress may not ban the slave trade until 1808. 1793 Eli Whitney's invention of the cotton gin greatly increases the demand for slave labor A federal fugitive slave law is enacted, providing for the return slaves who had escaped and crossed state lines. 1800 Gabriel Prosser, an enslaved African-American blacksmith, organizes a slave revolt intending to march on Richmond, Virginia. The conspiracy is uncovered, and Prosser and a number of the rebels are hanged. Virginia's slave laws are consequently tightened 1808 Congress bans the importation of slaves from Africa. 1820 The Missouri Compromise bans slavery north of the southern boundary of Missouri. 1822 Denmark Vesey, an enslaved African-American carpenter who had purchased his freedom, plans a slave revolt with the intent to lay siege on Charleston, South Carolina. The plot is discovered, and Vesey and 34 coconspirators are hanged. 1831 Nat Turner, an enslaved African-American preacher, leads the most significant slave uprising in American history.
    [Show full text]
  • Reconsidering the Stono Rebellion
    Remembering Mary, Shaping Revolt: Reconsidering the Stono Rebellion By MARKM. SMITH ON SUNDAY, SEPTEMBER 9, 1739, SIXTY-ODD SOUTH CAROLINA SLAVES took up arms and revolted, killing, as one terrifiedcontemporary styled it, "twenty-threeWhites after the most cruel and barbarousManner."' While there is no direct testimony regardingthe insurgents'motives in the Stono rebellion, an analysis of some hithertounexamined sources, bolstered by logic, forensic reconstruction,and a detailed understand- ing of the insurgents' African and Catholic background,as well as by recent historicalwork by colonial specialists and Africanists,may offer an answer to a neglected question: Why did the slaves revolt on the particularSunday of September9, 1739? The answer has implications beyond the immediate concern of chronology, for it highlights the importanceof the rebels' memories of Catholicismgenerally and of the Kongolese venerationof the Virgin Mary specifically-memories that not only prove to have been crucial factors in the insurgents' timing and iconographic shaping of the rebellion, but that also have broader consequences for historiansof eighteenth-centuryAmerican slavery. This article will carefully examine the timing of the Stono rebellion in order to better reconceptualizeand reevaluateour understandingof African acculturationin colonial North America. Stono's timing and "Reportof the Committee Appointed to Enquireinto the Causes of the Disappointmentof Success in the Late Expedition Against St. Augustine,"July 1, 1741, in J. H. Easterby,ed., The
    [Show full text]
  • Gabriel's Challenge: Slaves and Crime in Late Eighteenth-Century Virginia Philip J
    Virginia Commonwealth University VCU Scholars Compass History Publications Dept. of History 1982 Gabriel's Challenge: Slaves and Crime in Late Eighteenth-Century Virginia Philip J. Schwarz Virginia Commonwealth University, [email protected] Follow this and additional works at: http://scholarscompass.vcu.edu/hist_pubs Part of the United States History Commons Copyright © 1982 Virginia Magazine of History and Biography Downloaded from http://scholarscompass.vcu.edu/hist_pubs/6 This Article is brought to you for free and open access by the Dept. of History at VCU Scholars Compass. It has been accepted for inclusion in History Publications by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. OF HISTORY AND BIOGRAPHY VOL. 90 JULY 1982 GABRIEL'S CHALLENGE Slaves and Crime in Late Eighteenth-Century Virginia by PHILIP J. SCHWARZ* IN October 1799 a small but revealing fracas took place in Henrico County, Virginia. Gabriel, a slave who belonged to Thomas Henry Prosser, fought with Absalom Johnson, a white former overseer who had recently begun to rent part of Col. Nathaniel Wilkinson's plantation. The trouble began when Johnson caught Wilkinson's slave Jupiter stealing a hog from that farll).. Solomon, Gabriel's brother and another slave of Prosser's, threatened Johnson. Gabriel did far more. He struggled with Johnson and bit off ira considerable part" of his left ear. Johnson retaliated by bringing all three slaves before the Henrico County Court. 1 On 7 October 1799, five Henrico County justices of oyer and terminer tried Gabriel for the capital crime of maiming Johnson. Charles Copland, a young lawyer, defended Gabriel.
    [Show full text]
  • The 1739 Stono Rebellion and Colonial Slave Society
    James Madison University JMU Scholarly Commons Masters Theses, 2020-current The Graduate School 5-8-2020 Fear and rebellion in South Carolina: The 1739 Stono Rebellion and Colonial Slave Society William Stanley Follow this and additional works at: https://commons.lib.jmu.edu/masters202029 Part of the United States History Commons Recommended Citation Stanley, William, "Fear and rebellion in South Carolina: The 1739 Stono Rebellion and Colonial Slave Society" (2020). Masters Theses, 2020-current. 55. https://commons.lib.jmu.edu/masters202029/55 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses, 2020-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Fear and Rebellion in South Carolina: The 1739 Stono Rebellion and Colonial Slave Society William Stanley A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements For the degree of Master of Arts Department of History May 2020 FACULTY COMMITTEE Committee Chair: Rebecca Brannon Committee Members/Readers William Van Norman David Owusu-Ansah Acknowledgments It’s a privilege to spend two years of your life reading and writing about history. It’s a privilege to spend your time doing something you love. A debt of gratitude is owed to Dr. Rebecca Brannon, for her constant guidance, along with Dr. Bill Van Norman and Dr. David Owusu-Ansah. Many thanks go to Dr. Evan Friss, Dr. Kevin Borg, and Dr. Kevin Hardwick for their mentorship as well.
    [Show full text]
  • History Makers People Did Marry Each Other, Although Their Mar- Riages Were Not Legally Recognized
    CHAPTER 11 • SECTION 2 Families Under Slavery Perhaps the cruelest part of slavery was the sale of family members away from one another. Although some slavehold- ers would not part mothers from children, many RESEARCH & did, causing unforgettable grief. WRITINGGo online toCENTER explore more of the heated When enslaved families could manage to be debate at together, they took comfort in family life. Enslaved ClassZone.comHistory Makers people did marry each other, although their mar- riages were not legally recognized. They tried to Nat Turner raise children, while knowing that their children Find links to biographies of Nat Turner at could be taken from them and sold at any time. the Research and Writing Center Abolitionist Frederick Douglass, who was born @ ClassZone.com. Turner claimed that History Makers into slavery, recalled visits from his mother, who the ability to read came to him in a vision. lived 12 miles away. Nat Turner 1800–1831 However, some historians have speculated PRIMARY SOURCE that older slaves, perhaps his grandmother, Nat Turner (above left) was born into slavery in I do not recollect [remember] ever seeing my Virginia. He learned to read as a child and became taught him how to read. Others argue that mother by the light of day. She was with me in the an enthusiastic reader of the Bible. Enslaved people “ a son of one of Turner’s masters did so, night. She would lie down with me, and get me to gathered in forest clearings to listen to Turner’s despite laws that prohibited this practice. sleep, but long before I waked she was gone.
    [Show full text]