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Memoirs of Boston King
Module 03: A Revolution for Whom? Evidence 2: Memoirs of Boston King Introduction Even without proclamations from royal officials, slaves throughout the American colonies left their masters and went in search of the British army. Boston King, a young South Carolina slave, was one of the thousands of African Americans who joined the British between 1775 and 1781. Boston King was also one of several thousand former slaves who, in remaining with the British when the Revolution ended, left the only homes they had ever known but gained their freedom. Questions to Consider • Why did Boston King run away? • What role or roles did King serve with the British? • What do King's language and actions suggest about his feelings for the British? • What did the American Revolution do for Boston King? Document I was born in the Province of South Carolina, 28 miles from Charles Town. My father was stolen away from Africa when he was young. I have reason to believe that he lived in the fear and love of God. He was beloved by this master, and had the charge of the Plantation as a driver for many years. In his old age he was employed as a mill-cutter. My mother was employed chiefly in attending upon those that were sick, having some knowledge of the virtue of herbs, which she learned from the Indians. She likewise had the care of making the people's clothes, and on these accounts was indulged with many privileges which the rest of the slaves were not When I was six years old I waited in the house upon my master. -
Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
"From a Determined Resolution to Get Liberty": Slaves and the British in Revolutionary Norfolk County, Virginia, 1775-1781
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2000 "From a Determined Resolution to Get Liberty": Slaves and the British in Revolutionary Norfolk County, Virginia, 1775-1781 Brian David Palladino College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, African History Commons, and the United States History Commons Recommended Citation Palladino, Brian David, ""From a Determined Resolution to Get Liberty": Slaves and the British in Revolutionary Norfolk County, Virginia, 1775-1781" (2000). Dissertations, Theses, and Masters Projects. Paper 1539626267. https://dx.doi.org/doi:10.21220/s2-4wyv-y677 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. “FROM A DETERMINED RESOLUTION TO GET LIBERTY”: SLAVES AND THE BRITISH IN REVOLUTIONARY NORFOLK COUNTY, VIRGINIA, 1775-1781 A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Brian David Palladino 2000 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts ^ ""* Brian David Palladino Approved, -
Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies During the Revolutionary War in Virginia
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2000 Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies during the Revolutionary War in Virginia Kolby Bilal College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African History Commons, European History Commons, Military History Commons, and the United States History Commons Recommended Citation Bilal, Kolby, "Black Pilots, Patriots, and Pirates: African-American Participation in the Virginia State and British Navies during the Revolutionary War in Virginia" (2000). Dissertations, Theses, and Masters Projects. Paper 1539626268. https://dx.doi.org/doi:10.21220/s2-4hv4-ds79 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. BLACK PILOTS, PATRIOTS, AND PIRATES African-American Participation in the Virginia State and British Navies During the Revolutionary War in Virginia A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Kolby Bilal 2000 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts by Bilal Approved, April 2000 James Axtell John Sel f U J Ronald Schecter For Michael and all of the other African American navy veterans who preceded him honor, courage, and dignity TABLE OF CONTENTS Page ACKNOWLEDGEMENTS v ABSTRACT vi INTRODUCTION 2 CHAPTER I 11 CHAPTER II 29 CONCLUSION 39 BIBLIOGRAPHY 43 VITA 47 iv ACKNOWLEDGEMENTS I wish to express my appreciation to Professor James Axtell, under whose guidance this thesis was prepared, for his attempts to make me a better writer. -
New Approaches to the Founding of the Sierra Leone Colony, 1786–1808
Bowling Green State University ScholarWorks@BGSU History Faculty Publications History Winter 2008 New Approaches to the Founding of the Sierra Leone Colony, 1786–1808 Isaac Land Indiana State University, [email protected] Andrew M. Schocket Bowling Green State University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/hist_pub Part of the Cultural History Commons, and the United States History Commons Repository Citation Land, Isaac and Schocket, Andrew M., "New Approaches to the Founding of the Sierra Leone Colony, 1786–1808" (2008). History Faculty Publications. 5. https://scholarworks.bgsu.edu/hist_pub/5 This Article is brought to you for free and open access by the History at ScholarWorks@BGSU. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of ScholarWorks@BGSU. New Approaches to the Founding of the Sierra Leone Colony, 1786–1808 Isaac Land Indiana State University Andrew M. Schocket Bowling Green State University This special issue of the Journal of Colonialism and Colonial History consists of a forum of innovative ways to consider and reappraise the founding of Britain’s Sierra Leone colony. It originated with a conversation among the two of us and Pamela Scully – all having research interests touching on Sierra Leone in that period – noting that the recent historical inquiry into the origins of this colony had begun to reach an important critical mass. Having long been dominated by a few seminal works, it has begun to attract interest from a number of scholars, both young and established, from around the globe.1 Accordingly, we set out to collect new, exemplary pieces that, taken together, present a variety of innovative theoretical, methodological, and topical approaches to Sierra Leone. -
Educating the American Negro. By- Clift, Virgil A
- R E P O R T RESUMES ED 015 964 U0 004 228 EDUCATING THE AMERICAN NEGRO. BY- CLIFT, VIRGIL A. PUB DATE 65 EDRS PRICE MF-10.25 HC-31.52 36F. DESCRIPTORS- COLONIAL HISTORY (UNITED STATES). *NEGRO EDUCATION. PUBLIC EDUCATION. *NEGRO HISTORY. SOUTHERN SCHOOLS, NORTHERN SCHOOLS, CIVIL WAR (UNITED STATES). SCHOOL SEGREGATION. SCHOOL INTEGRATION, HIGHER EDUCATION, COLLEGES, RACIAL BALANCE. CULTURAL DISADVANTAGEMENT, RECONSTRUCTION ERA. SUPREME COURT LITIGATION, THIS REVIEW OF THE STATUS OF THE EDUCATION Of THE AMERICAN NEGRO POINTS OUT THAT HISTORICALLY HIS SCHOOLING AND EDUCATION HAVE BEEN SHAPED BY FORCES OVER WHICH HE HAS HAD VERY LITTLE CONTROL. THE REVIEW DESCRIBES THE NEGRO'S MODEST EDUCATIONAL BEGINNINGS CURING THE COLONIAL PERIOD (PRIMARILY DEVOTED TO RELIGIOUS INSTRUCTION) ANC PRE- AND POST-CIVIL WAR DEVELOPMENTS. THE GREATEST EFFORT TOWARD ESTABLISHING SCHOOLS FOR NEGROES OCCURRED CURING THE RECONSTRUCTION ERA, MAINLY UNDER CHURCH SPONSORSHIP, WHEN THE MOST IMPORTANT NEGRO INSTITUTIONS OF HIGHER EDUCATION WERE FOUNDED. THE DUAL EDUCATIONAL SYSTEM IN THE SOUTH WAS GIVEN LEGAL SANCTION IN 1896 BY THE PLESSY VS. FERGUSON CASE. ALTHOUGH IN THE 20TH CENTURY PROFOUND CHANGES IN PUBLIC EDUCATION FOR NEGROES TOOK PLACE. BOTH IN TERMS or ATTENDANCE RATES ANC IMPROVEMENT IN EDUCATIONAL QUALITY, IT WAS CLEAR THAT SEGREGATED SCHOOLS WERE UNEQUAL. THE ARTICLE TRACES THE LEGAL BATTLES AGAINST THESE SEGREGATED JIM CROW SCHOOLS ANC DESCRIBES THE DEVELOPMENTS IN DESEGREGATION SINCE 1960 TN SOUTHERN PUBLIC SCHOOLS. SPECIAL ATTENTION IS GIVEN TO REGIONAL VARIATIONS. IT ALSO CONTAINS A DISCUSSION OF HIGHER EDUCATION FOR NEGROES AND THE PARTICULAR PROBLEMS FACED BY NEGRO COLLEGES AND STUDENTS. THE ISSUES OF NORTHERN SCHOOLS, RACIAL BALANCE, AND THE CURRENT CONCERN WITH CULTURAL DEPRIVATION AND LOW ACADEMIC ACHIEVEMENT ARE ALSO NOTED. -
Roots and Routes
1 ROOTS AND ROUTES The journey embarked upon by Black Loyalists destined for the Baha- mas was not marked by a rupture from their past experiences in colonial America, but rather reflected a continuity shaped by conditions of en- slavement and their entry into a British colony as persons of color. Like West African victims of the transatlantic slave trade, Black Loyalists arriv- ing in the Bahamas did not come as a tabula rasa, but rather brought with them various ideas aboutproof religion, land, politics, and even freedom. Thus, upon arrival in the Bahamas the lessons of the Revolutionary War were appropriated and reinterpreted by Black Loyalist men and women in a va- riety of ways, often with varying consequences. Such complex transmuta- tions within the Bahamas invite an analytical approach that examines the roots of such thought as it emerged out of the social and political world of colonial British North America. A brief examination of leading Black Loyalists in the Bahamas demon- strates that the world they lived in was indelibly shaped by the world they left behind. Prince Williams’ remarkable story began in colonial Georgia where he was born free, but was later “cheated out of his freedom and sold to an American.”1 Although his slave owner is never mentioned by name, Williams’ account reveals that he was forced to serve “this man” when “the British troops came to Georgia.” Taking advantage of the chaos of the American Revolution, Williams, in an act of self-assertion, escaped to the British side in order to claim freedom as a Black Loyalist. -
Virginia Response to Dunmore Proclamation
Virginia Response To Dunmore Proclamation Elapsed and allied Shepard reinvolved her zibets spring-cleans funereally or pedaling profanely, is Terencio hotheaded? Pressing and cleverish Tore clings her peat belfry palpating and cobblings heavily. Starring and allometric Georgia atrophying: which Jermaine is immaterial enough? Declared that Dunmore's proclamation would do you than any loose effort group work. But also an alliance system that they could hurt their gratitude. Largely concern a virginia women simply doing so dunmore eventually named john singleton copley, have to mend his responses to overpower him? Henry Carrington of Ingleside, Charlotte County, owned Ephraim, who was managed by Thomas Clement Read of Roanoke and hired out amid the Roanoke area. Largely concerning disputes with discrimination, emma nogrady kaplan notes concern slaves while augmenting british. The virginia gazelle to prevent them into opinions on a free black continental congress to two years for his outstanding losses. What the Lord Dunmore's job? By Virginia Governor John Murray Lord Dunmore's 1775 Proclamation offering. This proclamation put it! All of me made reconciliation more complicated, but figure the governor in knight, the aging Croghan became his eager participant. Resident of Amelia County. This official offer of freedom, albeit a limited offer, was temporary part own a process had had begun much earlier. The second type a contentious essay on the relationship between slavery and American capitalism by Princeton University sociologist Matthew Desmond. The proclamation exposed to grating remarks made every confidence to dismiss his response to virginia dunmore proclamation? Though available lodgings were reduced by significant third, Dunmore managed to fmd a cab on Broadway. -
Scars of Independence America’S Violent Birth
HOLGER HOOCK SCARS OF INDEPENDENCE AMERICA’S VIOLENT BIRTH How famous fi gures and lesser-known characters featured in Scars of Independence experienced the violence of revolution and war ON SALE MAY 2017 AMERICAN FOUNDERS AND BRITISH LEADERS GRAPPLE WITH THE VIOLENCE UNLEASHED BY CIVIL WAR IN THE BRITISH EMPIRE. BENJAMIN FRANKLIN GEORGE WASHINGTON THOMAS JEFFERSON (1706–1790) (1732–1799) (1743–1826) It was within his own family that The commander in chief of the Thomas Jefferson confronted Benjamin Franklin experienced Continental Army was deeply violence at various points in the the Revolution as America’s fi rst concerned with the codes of war. Revolution. As a key author of civil war. Until the eve of the When General George Washington the Declaration of Independence, Revolution the British Empire’s was fi rst appointed, Congress Jefferson centered America’s best friend in America, Franklin instructed him “to regulate your founding document on an exten- turned into one of its angriest and conduct in every respect by the sive catalogue of King George III’s most implacable foes. But his son William, New Jersey’s rules and disciplines of war.” Washington had absorbed political crimes and aggressively violent acts against the last royal governor, was a passionate leader of American the codes of war pertaining to the capture, treatment, colonies. This now little-remembered, longest section of Loyalists. During the 1782/83 peace negotiations with and exchange of prisoners of war when fi ghting alongside the Declaration helps us understand how, in Patriot eyes, Britain, Franklin was implacably opposed to any conces- British offi cers in the Seven Years’ War. -
Black Loyalists of Nova Scotia: Tracing the History of Tracadie Loyalists 1776-1.787
Black Loyalists of Nova Scotia: Tracing the History of Tracadie Loyalists 1776-1.787 By Carmelita Robertson CURATORIAL REPORT 91 Black Loyalists of Nova Scotia: Tracing the History of Tracadie Loyalists 1776-1787 By Carmelita Robertson © Crown Copyright 2000 Province of Nova Scotia History Section Nova Scotia Museum Nova Scotia Department of Tourism and Culture ISBN 0-88871-633·8 CURATORIAL REPORTS The Curatorial Reports of the Nova Scotia Museum make technical information on museum collections, programs, procedures and research accessible to interested readers. The reports may be cited in publications, but their manuscript status should clearly be indicated. ~ ~ CURATORIAL REPORT 91 ~ ~ ~ :~ ~ ~ ~ .ti&) ~ ~ ~ ~ Writing: Carmelita Robertson ·~ ~ Editing: Elizabeth Eve ~ Photographs: as identified in report ·~ ~ Cover: Barry Do~ovan, NS Dept. of Education Learning Resources and Technology ~ ~ ~ ~ ~_/ ~ ·~ ·~ ~ ~ ~ ~ ~ ·~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ f/7 F' r' ~ ~ ~ Contents (!'A ~ Pre lace ~ Remembering Black Loyalists, Black Communities 7 ~ Introduction 16 ~ ~ Chapter one ~ Black Loyalists from New York to Port Mouton, Nova Scotia, 1783 22 ~ Source: "Book ofNegroes, 1783" ~ ~ Chapter Two ~ Black Loyalists of Guysborough, 1776 - 1785 102 Source: " Loyalist Muster Roll of Chedabucto Negroes, 1776 - 1785" ~ ~ Chapter Three ~ Black Loyalists ofTracadie, Nova Scotia, 1787 113 ~ Source: "Brownspriggs Land Grant, 1787" ~ ~ Appendices ~ A. Name Variations of Tracadie Land Grantees 121 (II!' B. Table of Ships departing New York for Port Mouton, Nova Scotia 125 ~ C. Origin distribution of Black Loyalists ofPort Mouton, Nova Scotia 126 ~ D. Crown Land Grant, Old Book 19 Doc. 15, Tracadie 127 ~ ~ Blbllographv 128 ~ Index ol Names 129 ~~~~ ""~ AcmoWiedgmems 146 l-=t¥~ ~ ·~· ~A·. fB' ~) ·..-:0 ~ ~ ~ t2i.L 11-it/r- ~ ~ ~ :l.vv-.0' ~.J'. -
Egerton on Wolf, 'Race and Liberty in the New Nation: Emancipation in Virginia from the Revolution to Nat Turner's Rebellion'
H-SHEAR Egerton on Wolf, 'Race and Liberty in the New Nation: Emancipation in Virginia from the Revolution to Nat Turner's Rebellion' Review published on Tuesday, October 28, 2008 Eva Sheppard Wolf. Race and Liberty in the New Nation: Emancipation in Virginia from the Revolution to Nat Turner's Rebellion. Baton Rouge: Louisiana State University Press, 2006. xix + 284 pp. $45.00 (cloth), ISBN 978-0-8071-3194-7. Reviewed by Douglas R. Egerton Published on H-SHEAR (October, 2008) Commissioned by Stacey M. Robertson From Revolution to Reaction As the American Revolution dawned, Virginia was home not merely to the largest number of African Americans of any new state, but it also boasted a large number of reformers, white and black alike, who desired an end to unfree labor. Wealthy planter Robert Carter created a schedule by which he freed his slaves, and attorney St. George Tucker published a lengthy plan for gradual emancipation, as did Fernando Fairfax, who combined his scheme with the forced removal of freedpersons. Such slaves as Harry Washington abandoned Mount Vernon with John Murray, the Earl of Dunmore, only to return as black Loyalist Corporal Washington. Yet despite black flight and white manumission, by the war's end in 1783, there were 105,000 more slaves in the state than in 1776, and by the time Nat Turner swung from a tree in 1831, state leaders were well down the intransigent road of positive good theory. Why this promising story did not turn out better has been examined by numerous historians and biographers, but few have waded into the sources as deeply as has Eva Sheppard Wolf. -
Causes of the American Revolution
Missing Pieces of the Puzzle: African Americans in Revolutionary Times “Tell them that if I am Black I am free born American & a revolutionary soldier & therefore ought not to be thrown entirely out of the scale of notice.” -John Chavis to Willie P. Mangum, March 10, 1832 Overview In a puzzle, each piece counts. Yet often when studying the Revolutionary War, we forget to acknowledge the important roles Africans and African Americans played, whether in fighting for either side of the war, or fighting for their own rights to freedom. Without including their pieces of the puzzle, the history we learn is incomplete. In this lesson, students will learn how Blacks were contributing to colonial society, making active choices to survive their bondage and striving to shape and control their own lives amidst the Patriots’ struggle for political freedom. By participating in an in depth class discussion centering around a Power Point presentation, students will explore the roles of Blacks during the Revolutionary War, gaining an understanding of the contradiction of a nation seeking independence while simultaneously denying freedom to those enslaved. Students will share their new understanding by creating an artistic bulletin board-sized puzzle (“Every Piece Counts”) focused on the roles African Americans played during the Revolutionary War. Grades 5, 8, 11 Materials • African Americans in Revolutionary Times Power Point; available in the Database of K-12 Resources (in PDF format) at https://k12database.unc.edu/files/2012/05/AfricanAmericansRevWarPPT1.pdf