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The Stono Rebellion Frontier Grant Lesson Plan Teacher: Pam Danielson Topic: The Stono Rebellion Grade/Subject Matter: 11th Grade/U.S. History Lesson Duration: 1- 3 Days Link to Idaho Content Standards: Goal 1.1: Build an understanding of the cultural and social development of the United States. 1.1.1 Compare and contrast the different cultural and social influences that emerged in the North American colonies. (479.01a) 1.1.2 Describe the experiences of culturally, ethnically, and racially different groups existing as part of American soc1iety prior to the Civil War. (479.01b) 1.1.3 Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. (479.01c) Goal 1.3: Identify the role of American Indians in the development of the United States. Goal 3.1: Explain basic economic concepts. 3.1.1 Describe the economic characteristics of colonialism. (483.01a) Background: The Stono Slave Rebellion began September 9, 1739 at Stono River near Charleston, South Carolina. The slaves, carrying signs saying “Liberty” and beating drums, were headed to freedom in Spanish Florida, but first they needed to arm themselves. They stopped at the general store, killed the owners, and took the weapons. They recruited more slaves and killed more whites as they went. The rebellion was put down by the militia and was a turning point in the way slaves were treated with the creation of the Negro Act. Essential Question: What were the immediate and long term effects on slaves following the Stono Rebellion? Learning Activities: Students Will Be Able to: (SWBAT) ñ Examine primary sources in order to understand the Stono slave rebellion ñ Describe attempts of slaves to secure their freedom ñ Describe the differences in how slaves were treated in South Carolina before the Stono Rebellion and after the rebellion. ñ Explain the Negro Codes and why they were enacted Procedure: Students will analyze the documents included below in order to understand the complexities of slavery during the early eighteenth century in American History. Using the documents, they will answer the essential question posed at the beginning of the lesson. Optional: have each group of students only examine one document. Motivating Activity: Show the image of “Horrid Massacre in Virginia” Series of drawings http://www.americaslibrary.gov/assets/jb/colonial/jb_colonial_stono_2_e.jpg This image shows 1. Mother pleading for the lives of her children 2. Slave owner cruelly murdered by his own slaves 3. Mr. Harrow, who bravely defended himself while his wife escaped 4. A group of mounted Dragoons in pursuit of the Blacks In small groups, students will interpret the artist’s drawings using OPTIC. Class discussion will follow. O = observe P = parts – details/ very specific T = title – make one up if not given I = interrelationship – based on parts C = conclusion – what is the artist’s intent Procedure: View YouTube 8:15 minute video from “Slavery and the Making of America” on the Stono Rebellion and its aftermath. http://www.experiencefestival.com/wp/videos/stono-rebellion/6zvcS2tlKS4 Possible discussion questions following video: What were slave conditions like in South Carolina prior to the Rebellion? What do you think freedom and/or liberty actually meant to the slaves? What do you think were the causes of the rebellion? Explain the Stono rebellion from the perspective of the slaves. What did they hope to achieve? What were their goals? What role did the possibility of freedom in Spanish Florida play in the plans of the slaves? Assessment Method(s): Students will write an essay answering the Essential Question: What were the immediate and long term effects on slaves following the Stono Rebellion? Documents: 1. A Commons House of Assembly Committee Report, in a Message to the Governor's Council Source: South Carolina Department of Archives and History. (Reprinted from PBS, Africans in America, http://www.pbs.org/wgbh/aia/home.html.) http://www.bedfordstmartins.com/history/modules/mod04/frameset.htm 2. Report from William Bull on the Stono Rebellion, excerpt This letter excerpt is from William Bull, a South Carolina official, to his superiors in Britain. Source: CO 5/388 UK Crown copyright: Public Record Office http://www.pbs.org/wgbh/aia/part1/1h311t.html 3. Excerpts from the transcript of the 1740 slave codes Source: Transcription from McCord, David J., ed. The Statutes at Large of South Carolina. Vol. 7, Containing the Acts Relating to Charleston, Courts, Slaves, and Rivers. Columbia, SC: A.S. Johnston, 1840, p. 397. http://www.teachingushistory.org/pdfs/Transciptionof1740SlaveCodes.pdf Document 1 Students, in groups of four, will read the following document and write their responses. “A Commons House of Assembly Committee Report, in a Message to the Governor's Council” This text is from a British government report on the Stono rebellion. November 29, 1739 1. That upon Inquiry your Committee find that a negro man named July belonging to Mr Thomas Elliott was very early and chiefly instrumental in saving his Master and his Family from being destroyed by the Rebellious Negroes and that the Negro man July had at several times bravely fought against the Rebels and killed one of them. Your Committee therefore recommends that the [said] Negro July (as a reward for his faithful Services and for Encouragement to other Slaves to follow his Example in case of the like Nature) shall have his Freedom and a Present of a Suit of Cloaths, Shirt, Hat, a pair of stockings and a pair of Shoes. 2. That the several Slaves heareafter named Ralph, Prince, Joe, Larush and Pompey belonging to the [said] Mr Thos Elliott, Sampon belonging to to Mr Wilkinson, two Negro Men and a Negro Woman (whose names your Committee do not know) belonging to Mr Thomas Rose, Two Negro Men (whose names are also unkown to your Committee) who belong to the Estate of Mr John Haynes decd. And one Negro Man (his name not known by your Committee) belonging to the Estate of Mr Christopher Wilkinson decd a Negro man belonging to Mrs Wilkson Widow named Mingo; a Mustee Man have behaved themselves very well and been a great source in opposing the Rebellions Negroes; For which your Committee recommend that they be rewarded as follows (that is to say) the Men to have each a Suit of Cloths, hat, shirt, a pair of Shoes, and a pair of Stockings, And the Women to have each a Jacket and Petticoat, a Shift, a pair of Stockings, and a pair of Shoes and also the sum of 20[lb] in Cash to each of the Slaves above named. 7. That several of the Neighbouring Indians did assist in hunting for, taking and destroying the [said] Rebellious Negroes, For which your Committee propose that the [said] Indians be severally rewarded with a Coat, a Flap, a Hat, a pair of Indian Stockings, a Gun, 2 pounds of Powder and 8 Pounds of Bullets, Which Indians Names are as follows (that is to say) Tobb, Old Jack, Peter, Tom and Philip and five other Indians (whose names your Committee do not know) that came down to Stono with Captain Coachman. Questions: 1. What is the strategy of whites regarding race relations in this document? 2. According to the document, what role did the Indians play? 3. What method do whites think will work in gaining the subservience of both slaves and American Indians? Document #2 Students, in groups of four, will read the following document excerpt and write their responses. Report from William Bull re. Stono Rebellion My Lords, I beg leave to lay before your Lordships an account of our Affairs, first in regard to the Desertion of our Negroes. On the 9th of September last at Night a great Number of Negroes Arose in Rebellion, broke open a Store where they got arms, killed twenty one White Persons, and were marching the next morning in a Daring manner out of the Province, killing all they met and burning several Houses as they passed along the Road. I was returning from Granville County with four Gentlemen and met these Rebels at eleven o'clock in the forenoon and fortunately deserned the approaching danger time enough to avoid it, and to give notice to the Militia who on the Occasion behaved with so much expedition and bravery, as by four a'Clock the same day to come up with them and killed and took so many as put a stop to any further mischief at that time, forty four of them have been killed and Executed; some few yet remain concealed in the Woods expecting the same fate, seem desperate. It was the Opinion of His Majesty's Council with several other Gentlemen that one of the most effectual means that could be used at present to prevent such desertion of our Negroes is to encourage some Indians by a suitable reward to pursue and if possible to bring back the Deserters, and while the Indians are thus employed they would be in the way ready to intercept others that might attempt to follow and I have sent for the Chiefs of the Chickasaws living at New Windsor and the Catawbaw Indians for that purpose. My Lords, Your Lordships Most Obedient and Most Humble Servant Wm Bull 1. Does the official mention any capture of the slaves for trial? 2. What happened to the captured “rebel” slaves? 3. What is the official plan to catch the slaves that are still at large? Document #3 Students, in small groups, will read and share with others the meaning of selected excerpts from the Slave Codes enacted following the rebellion.
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