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COURSE SYLLABUS Women Preachers, Teachers, Activists and Captives during the Enslavement Era HIST 389-003 Class Location: MTB, Music Theater Building, 1008 Time: TR 10:30 am - 11:45 am

INSTRUCTOR INFORMATION Dr. Yevette Richards Preferred contact method: E-mail through blackboard (courses.gmu.edu) Phone: 703-993-1250, History, Robinson Hall B 373C Office Hours: Tuesdays 1:00-2:30 Thursdays, 12:00-1:30 or by appointment

Course Description

This course examines the history of African American women in antebellum America, both the general experiences of enslaved and nominally free women, and the lives of noted women who were involved in the public arena as orators, writers, preachers, abolitionists and women's rights activists. Within the context of the national political debates and compromises that took place on the issue of and the status of free blacks, the course uses an intersectional analysis in examining the effect of gender, class and race on the development of ideologies concerning abolition, colonization, women’s rights and enslavement.

Course Books

Marilyn Richardson, Maria W. Stewart, America's First Black Woman Political Writer: Essays and Speeches

William L. Andrews, Six Women's Slave Narratives

Dorothy Sterling, We are Your Sisters: Black Women in the Nineteenth Century

Bert James Loewenberg and Ruth Bogin, Black Women in Nineteenth-Century American Life: Their Words, Their Thoughts, Their Feelings

To find journal articles on E-Journal - Go to http://library.gmu.edu/ - Search for electronic journals and publications under “Articles and more.” - Some databases may only have the abstract so try another one if you have a choice

In your search with the E-Journal Finder, do not include “The” or “A” at the beginning. If the journal has a hyphen (-) or an ampersand (&) in its name you may have to do the search with or without the hyphen or with the & instead of “and.”

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Learning objectives

At the end of this course, students will … know how the legal system of slavery combined with custom to structure inequality in differential ways for free and enslaved blacks and for women of different race and class backgrounds; know how social movements for women rights arose from the struggle over slavery; know how differences in ideology and strategy contributed to gender and regional splits in the abolitionist movement; understand the role of religion in abolitionist and women’s rights discourse; know the central role of education and literacy for black women in their attempt at self and community improvement as well as agitation against slavery; understand the impact of national debates and compromises on the lived experiences of enslaved and free blacks; understand factors that contributed to the sexual abuse of enslaved women; know the kinds of resistance in which black women engaged as well as the conditions that led them to resist; have a thorough understanding of how patriarchal white supremacist ideology permeated antebellum discourse and institutions and contributed to violence against both enslaved and free blacks.

Course Requirements and Methods of Instruction and Evaluation

1. Class participation - 10% 2. Paper incorporating primary documents to the class readings - 25% 3. Paper analyzing one course film - 10% 4. Midterm exam - 25% 5. Final exam - 30% --

1. Class participation (10%) Attendance: Students are expected to be prepared for each class and to participate in discussion. Instructors may use absence, tardiness, or early departure as de facto evidence of nonparticipation. Four or more absences over the course of the semester will negatively affect this class participation grade.

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2. Class paper (25%) choice: (A) Research paper (B) Historic site paper (see suggested list at end of syllabus)

Plans for paper due on Oct. 29 (A) brief description of your paper topic along with list of sources (B) name of historic site (which will have primary sources there) and list of any other sources

Paper due on Nov. 24

Paper parameters - five to seven pages, 12-point font, and double-spaced, one inch margins (anything less than five full pages will incur a significant grade reduction) - minimum of five direct quotes - use at least 5 sources (2 primary sources, 1 secondary, and two others, which can be either primary or secondary sources) -perform a spell and grammar check on your paper -proper citation (Chicago style): https://owl.english.purdue.edu/owl/resource/717/01/ -include a bibliography -for historic site paper, you must provide proof of your visit (ticket or official receipt) -half of a letter grade reduction per day for failure to pass in paper

Primary sources: http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources http://web.calstatela.edu/library/guides/pswhat.htm

Secondary sources: articles in professional journals, books, educational web sites (including PBS programs and ). Be mindful that some scholarly articles or books written before the 1960s might demonstrate significant or subtle racial bias.

3. Paper analyzing major themes of one of the three films in the Abolitionists series (10%) (student choice), due within a week of class viewing.

Paper - minimum of two full pages, 12-point font, and double-spaced, regular one inch margins Anything less than two full pages will incur a significant grade reduction. Half of a letter grade reduction per day for failure to pass in paper. All films may also be viewed in the Johnson Center Library.

4. Midterm exam (25%) Covers material from the beginning of the semester. Will include multiple choice, short answer and longer essay. Missed exams cannot be made up without a doctor’s excuse. 4

5. Final exam (30%) Covers material from after the midterm. Will include multiple choice, short answer and longer essay. Missed exams cannot be made up without a doctor’s excuse.

Grade Policy All course work is due on the appointed day. Late assignments will lose a half of a letter grade per day. Exams are only given on the assigned day, unless the student provides a written doctor’s excuse.

Grading Scale

100-95 A+ 94-93 A 92-90 A -

89-87 B+ 86-83 B 82-80 B-

79-77 C+ 76-73 C 72-70 C-

69-60 D

59 and below F

About Email Please note that I may make communications through Mason email. Please activate and check your Mason email regularly so as not to miss any important announcements.

About Blackboard This management system is a very important tool for the course. I will post on blackboard the syllabus, instructions for all course assignments, selected class notes, exam review questions, some required and recommended readings, links to relevant web sites, photographs, instructions for accessing and using library databases, and selected campus services. If any changes occur in the syllabus, I will post an updated document on blackboard. I also will announce any changes to the syllabus in class and through email.

About Research Jen Stevens, English, Communication & Women’s Studies Liaison Librarian is available to help anyone with research. [email protected] A244 Fenwick Library 703-993-2211

Office hours, Women and Gender Studies Center 5

Wednesdays, 10-11 am Thursdays, 1:30-2:30 pm

George Oberle, History Liaison [email protected] 703-993-4175

You may also schedule individual consultations with librarians. E-mail Reference Service http://library.gmu.edu/research/email/ Call Fenwick Library 703-993-2210, Johnson Center Library 703-993-9070

About Writing Skills Students may elect to visit the Writing Center on their own to get help with writing strategies. After your first writing assignment, I may recommend students to visit the writing center. These services are valuable and free.

“The Writing Center will not proofread your work for you, but we will work with you to develop revision and editing strategies that can last a lifetime. Our tutors want to emphasize positive attitudes and helpful ways of thinking about writing. We want you to become more confident and effective writers across the curriculum and in your personal and professional lives.” http://writingcenter.gmu.edu/ 703-993-1200 [email protected]

PLEASE NOTE: COURSE POLICIES

1. George Mason University Honor System and Code

Honor Code The integrity of the University community is affected by the individual choices made by each of us. Mason has an Honor Code with clear guidelines regarding academic integrity. Three fundamental and rather simple principles to follow at all times are that: (1) all work submitted be your own; (2) when using the work or ideas of others, including fellow students, give full credit through accurate citations; and (3) if you are uncertain about the ground rules on a particular assignment, ask for clarification. No grade is important enough to justify academic misconduct. Plagiarism means using the exact words, opinions, or factual information from another person without giving the person credit. Writers give credit through accepted documentation styles, such as parenthetical citation, footnotes, or endnotes. Paraphrased material must also be cited. A simple listing of books or articles is not sufficient. Plagiarism is the equivalent of intellectual robbery and cannot be tolerated in the academic setting. If you have any doubts about what constitutes plagiarism, please see me. All violations of the Honor Code will be reported to the Honor Committee. For more information, see: http://oai.gmu.edu/the-mason-honor-code-2/

2. Class Registration 6

Students are responsible for verifying the accuracy of their own schedules. Students need to check PatriotWeb regularly to verify that they are registered for the classes that they think they are. This is particularly important since students are no longer dropped for nonpayment. Faculty may not allow a student who is not registered to continue to attend class and may not grade the work of students who do not appear on the official class roster.

Deadlines each semester are published in the Schedule of Classes available from the Registrar's Web Site registrar.gmu.edu

The add and drop deadlines for classes: Last day to drop with no tuition penalty: Sept. 8 Last day to add: Sept. 8 Last day to drop (33% tuition penalty): Sept. 15 Final drop deadline (67% tuition penalty): Oct. 2

After the last day to drop a class, withdrawing from this class requires the approval of the dean and is only allowed for nonacademic reasons. Undergraduate students may choose to exercise a selective withdrawal. See the Schedule of Classes for selective withdrawal procedures.

3. Accommodations for students with disabilities: If you are a student with a disability and you need academic accommodations, please see me and contact the Office of Disability Resources at 703-993-2474. All academic accommodations must be arranged through that office.

The need for accommodations should be identified at the beginning of the semester and the specific accommodation has to be arranged through the Office of Disability Resources. Faculty cannot provide accommodations to students on their own (e.g. allowing a student extra time to complete an exam because the student reports having a disability).

George Mason University: Diversity Statement George Mason University promotes a living and learning environment for outstanding growth and productivity among its students, faculty and staff. Through its curriculum, programs, policies, procedures, services and resources, Mason strives to maintain a quality environment for work, study and personal growth.

An emphasis upon diversity and inclusion throughout the campus community is essential to achieve these goals. Diversity is broadly defined to include such characteristics as, but not limited to, race, ethnicity, gender, religion, age, disability, and sexual orientation. Diversity also entails different viewpoints, philosophies, and perspectives. Attention to these aspects of diversity will help promote a culture of inclusion and belonging, and an environment where diverse opinions, backgrounds and practices have the opportunity to be voiced, heard and respected.

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The reflection of Mason’s commitment to diversity and inclusion goes beyond policies and procedures to focus on behavior at the individual, group and organizational level. The implementation of this commitment to diversity and inclusion is found in all settings, including individual work units and groups, student organizations and groups, and classroom settings; it is also found with the delivery of services and activities, including, but not limited to, curriculum, teaching, events, advising, research, service, and community outreach.

Acknowledging that the attainment of diversity and inclusion are dynamic and continuous processes, and that the larger societal setting has an evolving socio-cultural understanding of diversity and inclusion, Mason seeks to continuously improve its environment. To this end, the University promotes continuous monitoring and self- assessment regarding diversity. The aim is to incorporate diversity and inclusion within the philosophies and actions of the individual, group and organization, and to make improvements as needed.

Women and Gender Studies Commitment to Diversity Statement The Women and Gender Studies program seeks to create a learning environment that fosters respect for people across identities. We welcome and value individuals and their differences, including gender expression and identity, race, economic status, sex, sexuality, ethnicity, national origin, first language, religion, age and ability. We encourage all members of the learning environment to engage with the material personally, but to also be open to exploring and learning from experiences different than their own.

CLASS SCHEDULE

Introduction

Sept. 1 Course Overview Compromises over Slavery (blackboard)

CONTRADICTIONS OF FREEDOM IN THE NEW NATION Sept. 3 Film – Brotherly Love: Judgment Day (Africans in America: America's Journey through Slavery, Part 3 PBS) [Thomas Jefferson, Richard Allen, Gabriel’s Slave Insurrection, St. Domingue (Haiti), Louisiana Purchase, International Slave Trade, The American Colonization Society] (E441 .A37 2000, disc 2) http://www.pbs.org/wgbh/aia/part3/title.html

Sept. 8 1873- The Memoirs of Madison Hemings http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/cron/1873march.html 8

1868 – The Memoirs of Israel Jefferson http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/cron/1873israel.html

Doggerel about Jefferson and Hemings (blackboard)

Government: 1600-1775: Colonial Authority, Race http://www.understandingrace.org/history/gov/colonial_authority.html

Louisiana Purchase – NPS site http://www.nps.gov/jeff/learn/historyculture/upload/louisiana_purchase.pdf

GENDER PROSCRIPTIONS: WOMEN AND RELIGION Sept. 10 Ordained by God

“Jarena Lee” (135-141) in Loewenberg and Bogin, Black Women in Nineteenth-Century American Life

Recommended: Religious Experience and Journal of Mrs. Jarena Lee, 1836 http://www.pbs.org/wgbh/aia/part3/3h1638.html

Sept. 15 “Amanda Berry Smith” (126, 142-173) in Loewenberg and Bogin, Black Women in Nineteenth-Century American Life.

Recommended: Randy Pletzer, Amanda Berry Smith: The African Sibyl http://www.historicstgeorges.org/sites/default/files/1%20Amanda%20Berry%20Smith.pd f

Pamela E. Klassen, "The Robes of Womanhood: Dress and Authenticity among African American Methodist Women in the Nineteenth Century." Religion and American Culture 14, no. 1 (2004): 39-82.

RACIAL UPLIFT, ABOLITION, AND WOMEN'S RIGHTS Sept. 17 Film - Slavery and the Making of America, Episode 2, “Liberty in the Air,” PBS Documentary [David Walker and Maria Stewart] DVD E441 .S523 2005 http://www.pbs.org/wnet/slavery/experience/education/spotlight.html

David Walker excerpt (blackboard)

Sept. 22 Richardson, Maria W. Stewart, 28-49. 9

Sept. 24 Richardson, Maria W. Stewart, 50-76.

Sept. 29 Film - Abolitionists, Part 1 (E449 .A56 2013)

Oct. 1 Ira V. Brown, “Racism and Sexism: The Case of Hall,” Phylon 3, no. 2 (2nd Qtr., 1976): 126-136.

Angelina Grimké Weld’s Speech at Pennsylvania Hall http://www.pbs.org/wgbh/aia/part4/4h2939t.html

“Daughters of Africa, Daughters of America” (113-117) in Sterling, We are Your Sisters

Recommended: Pennsylvania Hall http://trilogy.brynmawr.edu/speccoll/quakersandslavery/commentary/organizations/penns ylvania_hall.php

Pennsylvania Hall http://www.pbs.org/wgbh/aia/part4/4p2938.html

Gag Rule http://www.archives.gov/exhibits/treasures_of_congress/text/page10_text.html

Oct. 6 "The Antislavery Ladies" (119-133) in Sterling, We are Your Sisters - Forten-Purvis women, Grimké sisters, Sarah Douglass,

Recommended: The Forten Women http://www.pbs.org/wgbh/aia/part3/3p477.html

The (Cyrus Bustill) http://www.pbs.org/wgbh/aia/part3/3p478.html

Oct. 8 Midterm – includes all readings up to Oct. 1.

Oct. 13 No class

Oct. 15 Film - Abolitionists, Part 2 (E449 .A56 2013)

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Oct. 20 "The Antislavery Ladies" (133-150) in Sterling, We are Your Sisters - Anna Murray Douglass, Rosetta Douglass

Oct. 22 Richard E. Greene, “Abby Kelley Foster: A Feminist Voice Reconsidered, 1810–1887” in James C. Trottman, ed. Multiculturalism: Roots and Realities, Indiana University Press (2002), 170-180. (blackboard)

Recommended: Liberty Farm http://www.nps.gov/nr/travel/underground/ma5.htm

Abigail Kelley Foster (1811-1887) https://www.nwhm.org/education-resources/biography/biographies/abby-kelly-foster/

Oct. 27 Carla L. Peterson, “‘And We Claim Our Rights’: The Rights Rhetoric of Black and White Women Activists before the Civil War,” in Sister Circle, 128-144. (blackboard)

Oct. 29 Due - Plans for your paper "Sarah Parker Remond" (221-233) in Loewenberg and Bogin, Black Women in Nineteenth-Century American Life

"Women with a Special Mission" (*175-180 [Sarah Parker Remond]) in Sterling, We are Your Sisters

Recommended: Sarah Parker Remond historic site http://www.salemwomenshistory.com/Sarah_Parker_Remond.html

Nov. 3 "Sojourner Truth" (234-242) in Black Women in Nineteenth-Century American Life

Sojourner Truth, “Ar'nt I a Woman?” Elizabeth C. Stanton, S. B. Anthony, and Matilda J. Gage, History of Woman Suffrage, vol. 1 (Rochester, N. Y.: Charles Mann, 1887), p. 116; Anti-Slavery Bugle (Salem, OH) June 21, 1851. http://www.blackpast.org/1851-sojourner-truth-arnt-i-woman

Sterling, We are Your Sisters: "Women with a Special Mission," Section on Sojourner Truth (150-153)

Recommended: Nell Irvin Painter, "Representing Truth: Sojourner Truth's knowing and becoming known." The Journal of American History (1994): 461-492. 11

Nov. 5 "Teachers and Pupils" (180-213) in Sterling, We are Your Sisters

SLAVERY: RELATIONSHIPS BETWEEN MOTHERS AND DAUGHTERS AND THE SUBVERSION OF GENDER IDEOLOGIES Nov. 10 "Childhood" (3-12) and "Work" (13-17) in Sterling, We are Your Sisters

Reading the Narratives http://xroads.virginia.edu/~hyper/wpa/reading.html

Nudity and the Captive Body, Slavery and the Making of America http://www.pbs.org/wnet/slavery/experience/gender/feature5.html

Nov. 12 “Resistance," section on (*67-69) and “Women with a Special Mission,” section on Frances Ellen Watkins Harper (159-164) in Sterling, We are Your Sisters:

"Harriet Tubman" (219-221) in Loewenberg and Bogin, Black Women in Nineteenth- Century American Life

Nov. 17 "Seduction, Rape, and Concubinage" (18-31) in Sterling, We are Your Sisters "Louisa Picquet" (54-69) in Loewenberg and Bogin, Black Women in Nineteenth-Century American Life

Nov. 19 "Ellen Craft" (104-123) in Loewenberg and Bogin, Black Women in Nineteenth-Century American Life

"Resistance," section on Ellen Craft (*62-64*) in Sterling, We are Your Sisters

Recommended: Lewis and Harriet Hayden House http://www.nps.gov/boaf/historyculture/lewis-and-harriet-hayden-house.htm

Nov. 24 Paper Due Film - Abolitionists, Part 3 (E449.A56 2013)

Dec. 1 , Behind the Scenes, Or, Thirty Years a Slave and Four Years in the White House. Oxford University Press, 1988, 17-42 © This work is the property of the University of North Carolina at Chapel Hill. It may be used freely by individuals for research, teaching and personal use as long as this statement of availability is included in the text. 12 http://docsouth.unc.edu/neh/keckley/keckley.html#keckley

Dec. 3 “The Story of Mattie J. Jackson: Her Parentage, Experience of Eighteen Years in Slavery, Incidents During the War, Her Escape from Slavery: A True Story,” (1-42) in Andrews, Six Women's Slave Narratives

Dec. 8 Lucy Delaney, “From the Darkness Cometh the Light, or Struggles for Freedom,” in Andrews, (1-64) in Andrews, Six Women's Slave Narratives.

Dec. 10 Final Review

Dec. 15 Final Exam (Tuesday) 10:30 AM – 1:15 PM ------

List of Possible Historic Sites Students May Visit for Research

Smithsonian American History Museum: Exhibit, Through the African American Lens: A Preview of the National Museum of African American History and Culture http://www.si.edu/Exhibitions/Details/Through-the-African-American-Lens-A-Preview- of-the-National-Museum-of-African-American-History-and-Culture-5123

Frederick Douglass National Historic Site 1411 W St., SE, Washington, DC 20020 202-426-5961 http://www.nps.gov/frdo/index.htm

Freedom House (former slave auction site) 1315 Duke Street, Alexandria, VA 22314 703-836-2858 http://www.nvul.org/#!freedom-house-museum/c79w

Alexandria Black History Museum Exhibit: Securing the Blessings of Liberty 902 Wythe Street, Alexandria, Virginia 22314 703-746-4356 https://www.alexandriava.gov/BlackHistory

Smithsonian Anacostia Community Museum Exhibit: Hand of Freedom: The Life and Legacy of the Plummer Family 1901 Fort Place, SE, Washington, DC 20020 202-633-4820 13 http://anacostia.si.edu/Exhibitions/Details/Hand-of-Freedom-The-Life-and-Legacy-of- the-Plummer-Family-5755

Mount Vernon: Slave Life Tour http://www.mountvernon.org/george-washington/slavery/

African American Civil War Memorial and Museum 1925 Vermont Ave, NW, Washington, DC 20001 202-667-2667 http://www.afroamcivilwar.org/

Josiah Henson Park 11420 Old Georgetown Rd., North Bethesda, MD 20852 301-650-4373 http://www.montgomeryparks.org/PPSD/Cultural_Resources_Stewardship/heritage/josia hhensonsp.shtm

Arlington House, The Robert E. Lee Memorial: Information about the Syphax Family and ’s Village 321 Sherman Dr., Fort Myer, VA 22211 http://www.nps.gov/arho/learn/historyculture/syphax.htm

Metropolitan A.M.E. Church 1518 M Street, NW, Washington, DC 20005 202-331-1426 http://www.metropolitaname.org/aboutus.asp http://www.nps.gov/nr/travel/wash/dc60.htm

President Lincoln’s Cottage: Robert H. Smith Visitor Education Center approximately 140 Rock Creek Church Road, NW, Washington D.C. 20011 202-829-0436 http://lincolncottage.org/

Sandy Spring Slave Museum 18524 Brooke Rd., Sandy Spring, MD 20860 301-774-4066 http://www.sandyspringslavemuseum.org/

-- Databases for Research (not limited to this list) http://infowiz.gmu.edu/dbs/subjects/hist

-African American Biographical Database -African American Newspapers, 1827-1998 -American History Video -America History and Life 14

-American National Biography -History News Media -JSTOR -Proquest Congressional -Proquest Research Library -US Supreme Court Records and Briefs

Gender Studies http://infowiz.gmu.edu/dbs/subjects/gend

North American Women's Letters and Diaries ProQuest Dissertations & Theses Global Women & Social Movements in the U.S.

Primary Sources (Humanities & History) http://infowiz.gmu.edu/dbs/subjects/primary

Accessible Archives African American Periodicals, 1825-1995 American Periodicals American Presidency Project Black Thought & Culture Early Encounters in North America New York Public Library Digital Library Nineteenth Century British Newspapers Nineteenth Century US Newspapers ProQuest Historical Newspapers

Suggested Texts:

Emily West, Enslaved Women in America: From Colonial Times to Emancipation. Rowman & Littlefield, 2014.

Catherine M. Lewis and J. Richard Lewis, eds. Women and Slavery in America: A Documentary History, Univ. of Arkansas Press, 2011.

Morton, Patricia, ed. Discovering the Women in Slavery: Emancipating Perspectives on the American Past. Univ. of Georgia Press, 1996.

Deborah Gray White, Ar'n't I a Woman?: Female Slaves in the Plantation South, Revised Edition, February 17, 1999.

“North American Slave Narratives” collects books and articles that document the individual and collective story of African Americans struggling for freedom and human 15 rights in the eighteenth, nineteenth, and early twentieth centuries. This collection includes all the existing autobiographical narratives of fugitive and former slaves published as broadsides, pamphlets, or books in English up to 1920. Also included are many of the biographies of fugitive and former slaves and some significant fictionalized slave narratives published in English before 1920. http://docsouth.unc.edu/neh/

Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 http://memory.loc.gov/ammem/snhtml/mesnbibStates1.html

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Recommended web sites:

Use of Language: Why Language Matters, in Understanding Slavery http://www.understandingslavery.com/index.php?option=com_content&view=article&la yout=twocolumn&id=57&Itemid=92

Race: Are We so Different? American Anthropological Association http://www.understandingrace.org/home.html

I Will Be Heard! in America http://rmc.library.cornell.edu/abolitionism/index.htm

African American Odyssey, Library of Congress http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html

African-Americans in Antebellum Boston: Research http://primaryresearch.org/african-americans-in-antebellum-boston/ http://primaryresearch.org/african-americans-in-antebellum-boston-research/

Boston African American National Historic Site http://www.nps.gov/boaf/learn/historyculture/places.htm

Slavery in the North http://slavenorth.com/

Enslaved Persons of African Descent in the President's House: Oney Judge http://www.ushistory.org/presidentshouse/slaves/oney.htm http://www.ushistory.org/presidentshouse/slaves/index.htm

Museum of African American History, Boston and Nantucket http://www.afroammuseum.org/index.htm

Abiel Smith School 16 http://www.afroammuseum.org/smith/index.htm

National Freedom Center: Heroes http://freedomcenter.org/enabling-freedom/heroes

African American Heritage Trail http://www.culturaltourismdc.org/things-do-see/tours-trails/african-american-heritage- trail-washington-dc

Ending Slavery in the District of Columbia http://emancipation.dc.gov/page/ending-slavery-district-columbia

Author Offers Insights on Slavery, the Capitol, and Obama's Inauguration (DC Slave History) http://www.pbs.org/newshour/bb/social_issues/jan-june09/slaverydc_01-16.html

Abolition in the District of Columbia http://memory.loc.gov/ammem/today/apr16.html