Acts of Resistance

A FIGHT FOR FREEDOM & EQUALITY In a partnership with VMHC, the John Marshall Center has created a set of lesson plans to complement the VMHC’s exhibition,

Determined: the 400-year struggle for Black Equality

This is lesson 2: Acts of Resistance A FIGHT FOR FREEDOM AND EQUALITY (HS)

Triangular Barbara Civil Rights Act of Civil War begins 13th Amendment Slave Trade Johns leads 1964 + Voting Madison + ratified Established Fugitive Slave student Rights Act of 1965 Declaration of Washington leads Peake starts a + Act strike Independence a rebellion on the school near Chimborazo Creole Fort Monroe School opens

July 4, January June 2, January April 1964- 1500s 1619 1841 1850 1861 1863 1871 1954 1776 1787 1849 1854 1865 1951 1965

First Enslaved James Armistead Henry “Box” Anthony Burns Emancipation Peter Brown v. Africans arrive in Lafayette Brown ships convicted of Proclamation Jacob Carter Board Jamestown receives freedom himself to being a fugitive signed elected of Education Philadelphia slave Over the past 400 years, African Americans and their allies have fought for freedom, opportunity, and justice. Their struggles have pushed American society to examine the meaning of democracy and its ideal of universal equality.

Before the 13th amendment officially ended slavery in the United States, Black Virginians, enslaved and free, fought for their liberty, society’s recognition of their humanity, and the promise of equality.

-Determined signage

OBJECTIVE: Students will be able to examine three acts of resistance and determine how enslaved and free African Americans fought for freedom and equality and outline the signiﬁcance of those acts. V O C A B U L A R Y You Will Find The Following Terms Throughout Your Activity. Understanding These Terms Will Be Important For Completing This Assignment

Fugitive Abolition Abolitionists 13TH

The act of getting rid A person who favors Mutiny Amendment Slave Act

of a system or the ending of a system A U.S. law that An Amendment to the practice (such as or practice (such as A revolt among a required enslaved group of people to Constitution that slavery). slavery). people who had overthrow someone in egally ended slavery escaped to freedom a position of power. in the U.S. to be returned to Often used to their enslavers, even describe revolts on if they were living in boats or vessels. a free state. “Throughout American history, enslaved people have resisted bondage in a variety of ways: some escaped, rebelled, or sabotaged work tools or work product. They also resisted in more subtle ways, refusing privately to use names given to them by enslavers and maintaining their identity by keeping track of family members. Music, folk tales, and other African cultural forms also became weapons of resistance.” Stephanie Townrow, Gilder Lehrman

LOOK AT THE TERMS BELOW: WE WILL USE THESE TERMS TO GUIDE US IN EXAMINING THE ACTIONS OF AFRICAN AMERICANS IN THEIR FIGHT FOR FREEDOM AND EQUALITY.

NON-VIOLENT

VIOLENT PERSEVERANCE

RESISTANCE LEGAL ACTION RESISTANCE CONTINUING IN USING THE COURT USING PEACEFUL USING PHYSICAL ACTIONS TO RESIST ONE’S EFFORTS SYSTEM OR ACTION VIOLENCE TO RESIST OPPRESSION AND DESPITE DIFFICULTY OF VOTING TO OPPRESSION AND OR DELAY IN CREATE CHANGE CREATE CHANGE CREATE CHANGE ACHIEVING SUCCESS USE THE FOLLOWING TIMELINE TO UNDERSTAND KEY EVENTS THROUGHOUT THIS TIME PERIOD + U.S. HISTORY

CLICK ON THE RED TO LEARN MORE ABOUT EACH EVENT

Madison 13th Amendment Triangular Gabriel Prosser Washington leads a ratified Slave Planned rebellion on the Fugitive Slave Act Civil War begins Trade Rebellion Creole

June 2, January 1500s 1619 1800 1849 1850 1861 1863 1831 1841 1854 1865

Henry “Box” Anthony Burns Emancipation First Enslaved Africans Nat Turner Brown ships convicted of being a Proclamation arrive in Jamestown Rebellion himself to fugitive slave signed Philadelphia Using the highlight tool, highlight the actions of resistance in yellow.

Henry "Box" Brown was born into bondage in Louisa County and was taken Using the highlight tool, highlight the consequences from his mother and father when he was 15 years old. Brown was sold and of the resistance in green. sent to work in a Richmond tobacco factory while living in a rented house. In 1848 his pregnant wife, who was owned by another enslaver, was sold to a plantation in North Carolina along with their three children. This loss fueled Brown's desire to escape enslavement.

WHAT IS SOMETHING YOU FIND SURPRISING, Brown, an active member of a local church, enlisted a fellow parishioner INTERESTING, OR TROUBLING ABOUT THIS STORY? and a white shoemaker to aid him in his escape to the North. Brown's plan was to have himself shipped as cargo from Richmond to Philadelphia, where slavery had been abolished.

In March 1849 Henry, packaged in a 3 feet long by 2 feet 8 inches deep by 2 feet wide box, was sent as “dry goods.” Brown traveled in the box lined with baize, a coarse woollen cloth, carrying with him some water and a few Abolitionist biscuits. There was a hole cut in the box for air and it was nailed and tied

with straps. In large words, “this side up” was written on the box. Brown To put an end to. traveled by a variety of wagons, railroads, steamboats, ferries, and ﬁnally, for added safety, a delivery wagon that brought the box to the Philadelphia Anti-Slavery Society. HOW WERE PEOPLE ABLE TO SUPPORT BROWN AND HIS ESCAPE? As a free man, Brown lectured across New England on the evils of slavery and participated in the publication of his story, the Narrative of Henry Fugitive Slave Box Brown (1849). The following year after his escape, fearing capture Act and resenslavement because of the the Fugitive Slave Act, moved to

XX England and continued to advocated for the abolition of slavery. LET'S TAKE A LOOK AT THE WORD “RESISTANCE.” WHAT DOES IT MEAN “TO RESIST”?

HOW COULD THIS TERM BE USED IN CONNECTION

WITH A FIGHT FOR FREEDOM + EQUALITY? DESCRIPTION/DEFINITION

R E S I S T A N C E SYNONYM(S) IMAGE WELCOME to THE

YOU WILL MOVE THROUGH THE FOLLOWING 3 LEVELS TO LEARN ABOUT SEVERAL INCREDIBLE ACTS OF RESISTANCE BY AFRICAN AMERICANS IN THEIR FIGHT FOR FREEDOM.

PLEASE NOTE THESE STORIES DO NOT FULLY ENCOMPASS THE THOUSANDS OF ACTS AFRICAN AMERICANS ENGAGED IN TO FIGHT FOR FREEDOM AND EQUALITY.

WELCOME to THE

LEVEL ONE

YOU ARE GOING TO READ A DESCRIPTION AND ANALYZE PRIMARY SOURCES TO EXAMINE AN ACT OF RESISTANCE. YOU WILL USE THIS INFORMATION TO DETERMINE HOW AFRICAN AMERICANS FOUGHT FOR FREEDOM AND EQUALITY. WHAT DO YOU SEE IN THIS IMAGE? CLICK + DRAG THE CIRCLES BELOW TO THE AREAS YOU WOULD LIKE TO FOCUS ON.

USING WHAT YOU SEE IN YOUR CIRCLES, WHAT DO YOU THINK IS HAPPENING? BE SPECIFIC!

“RESURRECTION OF HENRY “BOX” AFTER INVESTIGATING THIS IMAGE, WHAT QUESTIONS DO BROWN AT PHILADELPHIA” YOU NOW HAVE? READ THE FOLLOWING EXCERPT OF HENRY BROWN’S ESCAPE FROM

The Narrative of Henry Box Brown, What evidence does this letter provide of the dangers Henry WRITTEN BY BROWN HIMSELF Brown faced during his journey?

I was now placed in the depot amongst the other luggage, where I lay till seven o'clock, P.M., at which time a wagon drove up, and I heard a person inquire for such a box as that in which I was. I was then placed on a wagon and conveyed to the house where my friend in Richmond had arranged I should be received. A number of persons soon collected round the box after it was taken in to the house, but as I did not know what was going on I kept myself quiet. I heard a man say, "let us rap upon the box and see if he is alive;" and immediately a rap ensued and a voice said, tremblingly, "Is all right within?" to which I replied--"all right." The joy of the friends was very Describe what happened when Brown arrived in great; when they heard that I was alive they soon managed to break open the Philadelphia. box, and then came my resurrection from the grave of slavery. I rose a freeman, but I was too weak, by reason of long conﬁnement in that box, to be able to stand, so I immediately swooned away. After my recovery from the swoon the ﬁrst thing, which arrested my attention, was the presence of a number of friends, every one seeming more anxious than another, to have an opportunity of rendering me their assistance, and of bidding me a hearty welcome to the possession of my natural rights, I had risen as it were from the dead; I felt much more than I could readily express; but as the kindness Why is it important we have Brown’s own words to describe of Almighty God had been so conspicuously shown in my deliverance, I burst his incredible story? forth into the following him of thanksgiving,

NON-VIOLENT

VIOLENT PERSEVERANCE

LEVELone CHALLENGE

DESCRIBE THE ACTIONS HENRY “BOX” WHY IS HENRY “BOX” BROWN’S STORY SIGNIFICANT? Abolitionist BROWN AND ABOLITIONISTS USED TO

FIGHT FOR FREEDOM AND EQUALITY. To put an end to. CLICK + DRAG THE TERM ABOVE THAT BEST DESCRIBES THE TYPE OF RESISTANCE IN THIS LEVEL + PLACE IN THIS BOX

LEVEL TWO YOU ARE GOING TO READ A DESCRIPTION AND ANALYZE PRIMARY SOURCES TO EXAMINE AN ACT OF RESISTANCE. YOU WILL USE THIS INFORMATION TO DETERMINE HOW AFRICAN AMERICANS FOUGHT FOR FREEDOM AND EQUALITY. Before the 13th amendment was issued, determined Black Virginians, enslaved and free, 13th

Amendment fought for their liberty, society’s recognition of Ended slavery in the

their humanity, and the promise of equality. U.S.

-Determined signage

USING AT LEAST 4 SENTENCES, SUPPORT THE STATEMENT ABOVE BY INCLUDING INFORMATION FROM THE THREE ACTS OF RESISTANCE YOU LEARNED ABOUT IN TODAY'S LESSON.

WHY IS IT SIGNIFICANT TO LEARN ABOUT THESE EVENTS IN U.S. HISTORY? WHAT DO YOU SEE IN THIS IMAGE? CLICK + DRAG THE CIRCLES BELOW TO THE AREAS YOU WOULD LIKE TO FOCUS ON.

THINK USING WHAT YOU SEE IN YOUR CIRCLES, WHAT DO YOU IS HAPPENING? BE SPECIFIC!

AFTER INVESTIGATING THIS IMAGE, WHAT QUESTIONS DO YOU NOW HAVE? Using the highlight tool, highlight the actions of Madison Washington, an enslaved man who escaped bondage to Canada in resistance in yellow.

1840, was captured and sold when he returned to Virginia in search of his wife, Susan. Using the highlight tool, highlight the consequences of the resistance in green. In the fall of 1841, the ship Creole, which was owned by the Johnson and Eperson Company of Richmond, Virginia, transported Washington and 134 enslaved humans from Richmond to sell in New Orleans. On November 7, 1841, Washington and 18 enslaved males broke out of the Creole’s slave hold. Washington and the others grabbed improvised weapons such as a WHAT IS SOMETHING YOU FIND SURPRISING, marlinspike- used to work the ship’s ropes- to overpower the crew. INTERESTING, OR TROUBLING ABOUT THIS STORY? The ship’s captain, Robert Ensor, along with several crew members, were wounded but survived. Two men died including an enslaved man who was badly wounded and later succumbed to his injuries.

After gaining control of the ship and demanding freedom, the Creole headed to Nassau in the British territory, where the British Slave Abolition Act of 1833 had deemed slavery illegal. While most of the enslaved people on board gained immediate freedom, Washington and his collaborators were seized under charges of mutiny to answer for a slave trader killed in the revolt. The charges were ultimately dropped. It was decided that the African Americans on board the Creole were illegally enslaved and had the right to use force to gain their freedom. HOW WAS WASHINGTON ABLE TO TAKE TO ADVANTAGE OF OTHER NATIONS’S DECISIONS In total, 128 enslaved people gained their freedom, which made the Creole ABOLISH SLAVERY? mutiny the most successful slave revolt in US history.

Mutiny

A revolt among a group of people to overthrow someone WHY IS IT SIGNIFICANT THAT DOUGLASS COMPARES MADISON WASHINGTON TO GEORGE WASHINGTON AND THOMAS JEFFERSON?

Frederick Douglass escaped bondage in Maryland and became a national leader of the abolitionist movement. In 1853, 8 years before the Civil War began, Douglas wrote a ﬁctional novel about Madison Washington titled HOW COULD DOUGLASS’S BOOK HAVE INFLUENCED PEOPLE IN THE YEARS LEADING UP TO THE CIVIL WAR? “THE HEROIC SLAVE”

Liberty

Freedom “The Heroic Slave” is divided into four parts. The story highlights Washington’s ﬁrst escape from bondage, his recapture while attempting to rescue his wife from enslavement, and the events on the Creole. Douglass’ bookends by showing the heroic reception Washington and the newly freed men received when landing in Nassau. Douglass throughout the novel compares their actions of Madison Washington to liberty-loving Virginians like George Washington, Thomas Jefferson, and Patrick Henry.

NON-VIOLENT

VIOLENT PERSEVERANCE

LEVELtwo CHALLENGE

WHY IS MADISON WASHINGTON AND DESCRIBE THE ACTIONS MADISON THE CREOLE REVOLT SIGNIFICANT? WASHINGTON AND THE CREOLE USED TO FIGHT FOR FREEDOM AND EQUALITY.

CLICK + DRAG THE TERM ABOVE THAT BEST DESCRIBES THE TYPE OF RESISTANCE IN THIS LEVEL + PLACE IN THIS BOX WELCOME to THE

LEVEL THREE

USING WHAT YOU SEE IN YOUR CIRCLES, WHAT DO YOU THINK IS HAPPENING? BE SPECIFIC!

AFTER INVESTIGATING THIS IMAGE, WHAT QUESTIONS DO YOU NOW HAVE? Using the highlight tool, highlight the actions of Anthony Burn was born into bondage in Virginia and eventually escaped to resistance in yellow.

Boston Massachusetts. Despite several precautions, Burn’s former enslaver intercepted a letter between the Boston fugitive and his brother Using the highlight tool, highlight the consequences who was still enslaved. Learning of Burn’s whereabouts, his former of the resistance in green. enslaver traveled to Boston to reclaim Anthony as his property. In May of 1854, Burns was eventually captured and arrested under the Fugitive Slave Act.

During this time the Fugitive Slave Act of 1850 forced Northern law WHAT IS SOMETHING YOU FIND SURPRISING, enforcement ofﬁcers to aid in the recapturing of African Americans who INTERESTING, OR TROUBLING ABOUT THIS STORY? escaped bondage. This law was controversial and forced many Northerners to become more deﬁant in their support of fugitives.

Anthony Burns was arrested and jailed in Boston’s federal courthouse. Overnight this became one of America’s most famous court cases of its time. Boston abolitionists responded to his arrest by mobilizing. Outside the courthouse and throughout the city groups met to protest and riot. Some antislavery members even attempted to rescue Burns from jail. After one day of particularly violent riots, federal troops were called in to guard the courthouse and surrounding areas. HOW DID THE FUGITIVE SLAVE ACT INCREASE TENSIONS AROUND SLAVERY? The courts eventually declared Burns to be a fugitive slave, and they sent over 1,500 soldiers to come and collect Burns from Boston and bring him back into enslavement in Virginia. After his return to Virginia, abolitionists purchased his freedom. SEVERAL DAYS AFTER BURNS’S ARREST, FLYERS The author of this flyer uses the phrase, “a man kidnapped,” to describe the imprisonment LIKE THIS ONE APPEARED AROUND BOSTON: of Anthony Burns in Boston. What does this tell us about the author’s point of view? TRANSCRIPT OF POSTER:

A MAN KIDNAPPED! A PUBLIC MEETING AT FANEUIL HALL! WILL BE HELD THIS FRIDAY EVEN'G, May 26th, at 7 o'clock, To secure justice for A MAN CLAIMED AS A SLAVE by a VIRGINIA KIDNAPPER! And NOW How does this poster and the words IMPRISONED IN BOSTON chosen represent a form of resistance? COURT HOUSE, in defiance of the Laws of Massachusetts, Shall be plunged into the Hell of Virginia Slavery by a Massachusetts Judge of Probate!

NON-VIOLENT

VIOLENT PERSEVERANCE

LEVELthree CHALLENGE

WHY IS ANTHONY BURNS’S STORY DESCRIBE THE ACTIONS ANTHONY BURNS SIGNIFICANT? AND ABOLITIONISTS USED TO FIGHT FOR FREEDOM AND EQUALITY.

CLICK + DRAG THE TERM ABOVE THAT BEST DESCRIBES THE TYPE OF RESISTANCE IN THIS LEVEL + Abolitionist PLACE IN THIS BOX To put an end to.