Simon s Escape: Visit to Free & Safe

Transcription

1 POST-VISIT LESSON PAGE 1 OF 14 Simon s Escape: Visit to Free & Safe OVERVIEW This lesson will act as a closing for students visit to Free & Safe at Rokeby Museum and will put their in-depth look at Simon into context. It will also help them see slaves as individuals. Initiate a discussion about Simon using the worksheets students completed during their visit to Free & Safe. Make sure they understand that Simon had been sold South and why that was such a powerful incentive for him to seek freedom in Canada or the North. Although most slaves did not attempt to escape, they did not necessarily accept their status passively. In fact, they resisted in many ways, the most extreme of which was running away. BACKGROUND: RUNAWAY SLAVE ADVERTISEMENTS Slave owners suffered serious economic loss when slaves ran away, so some, though by no means all, placed advertisements on posters and in newspapers seeking to have their property returned. Notices varied from a few short lines to detailed descriptions. Today, these notices are a rich source of information about runaway slaves. Many of the advertisements included precise descriptions that specified the slave s height, weight, color, demeanor, dress, speech, abilities, skills, and background. Owners wanted to get their property back, so it was important to describe runaways exactly. Ads also often included the slave s reason for escape and possible destination. The color of the slave commonly appeared in advertisements. Biracial slaves were known at the time as mulattoes, and they might be described as bright, yellow, or copper. Some advertisers claimed their slaves were nearly white or could easily pass for white. Rewards for slaves ranged from 25 cents to $500. Many factors went into deciding the amount of the reward. If the owner believed the slave would be returned quickly, the reward was low. Conversely, if a slave was believed to have left the county or the state, the reward increased. Slaves who possessed specialized skills or were especially handsome or clever often fetched a higher price. Female slaves commanded a lower amount on average than their male counterparts. Reward amounts, however, were typically 5 percent or less of the value of the runaway. Historians do not know how many slaves were returned to their owners because of advertisements. But rich details about slave life are available for anyone who analyzes these documents. They bring runaway slaves vividly to life and remind us that, though regarded by owners and the law as property, they were in fact unique individuals. RUNAWAY NOTICE ACTIVITY Ask students to recall the notice showing a reward for a runaway slave that appeared in the Simon s Escape section of Free & Safe. Slave owners posted such notices on buildings, trees, and fences and published them in newspapers. A selection of runaway notices has been collected in a PowerPoint file for your use in the classroom. You may also print them out for students to examine using the worksheet provided. Ask students what kinds of information the notices included and make a list on the board. How are the runaways described? In what ways are they similar? Why did they escape? What did they take with them? Students will work in pairs to create a runaway notice specifically for Simon, using information found in Oliver Johnson s two letters. (Students studied the Johnson letters in the pre-visit lesson.) Each team should first investigate For information and reservations, contact: Jane Williamson, Director 4334 ROUTE 7, FERRISBURGH, VERMONT [email protected] ROKEBY MUSEUM

2 SIMON S ESCAPE: POST-VISIT LESSON PAGE 2 OF 14 at least one example using the Runaway Slave Ads worksheet to understand the components of the ad. (Please note: though we looked hard, the Museum never located a runaway notice for Simon.) EXTEND THE LESSON Some runaway notices are so detailed that you can practically see the person in your mind. Have students choose a notice and see if they can draw or paint a picture of the person described. INTERNET RESOURCES Two databases include hundreds of runaway notices that you may want to share with your students or have them explore on their own Maryland: North Carolina:

3 SIMON S ESCAPE: POST-VISIT LESSON PAGE 3 OF 14 EXAMINING PRIMARY SOURCES RUNAWAY SLAVE ADS* DIRECTIONS Review the runaway ad provided to you and answer the following questions. If the question can be answered by specific evidence written in the ad, check the evidence blank and note the evidence underneath. If the text of the ad does not specifically address the question, make an inference (educated guess) based on what you have learned regarding slavery and answer underneath, checking the inference blank. In some cases, your answer may be based on both evidence and inference. 1. What made Simon such a valuable slave? 2. What year was the ad placed? 3. What skills did the person possess? Evidence Inference Both 4 How did slave owners treat the person? Evidence Inference Both 5. How did the person escape? Evidence Inference Both 6. Why did the person run away? Evidence Inference Both 7. Did the person resist in other ways besides escaping? Evidence Inference Both 8. Considering the ad and your interpretation, how would you characterize the enslaved person(s) described and why? (List at least 4 adjectives with your reasoning.) a. b. c. d. Adapted from the North Carolina Civic Education Consortium, Stealing a Little Freedom Slave Runaways in North Carolina

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