African and Native Americans in Colonial and Revolutionary Times

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detail of sketch of Joseph Louis Cook by John Trumbull, 1785, Yale Art Gallery
Question

I am trying to find information on a person who lived before and during the American Revolution. I remember seeing a footnote about this person's life in a documentary once, but that was a couple years ago and I do not remember his name. This is what I remember: He was a slave (I do not know whether he was born a slave or brought from Africa). He learned to read and write, and due to his owner's failing eyesight he learned to handle business matters. At some point he either escaped or was freed. He was not able to gain employment with his writing skills. He left city life for the frontier. I think he became a scout and had a connection with the U.S. side during the war. Later he married into an Indian tribe, I do not know which. He used his business knowledge to benefit the tribe. Perhaps my memory is faulty and I am amalgamating two different people.

Answer

You have identified a person who I'd like to know more about myself! History is always about solving puzzles and mysteries, and I have looked closely at the clues your question provides: African ancestry, slave status, literacy, sympathy with the Continental Army during the Revolution, and connections to a Native American community. But a cursory search through the historical literature hasn't turned up one individual with this particular life story. Several different individuals have elements of it, however.

Joseph Louis Cook and Pierre Bonga

One such person is Joseph Louis Cook, the son of an African-American father and an Abenaki mother who had both been taken captive by the Iroquois. Cook himself was raised in the Mohawk community and played a prominent role fighting on behalf of the Continental Army during the American Revolution. The Mohawk are a matrilineal people (they trace their kinship and identity through their mothers), and so Cook would have likely identified himself as a member of the Iroqouis confederacy; he married a Mohawk woman and served as a diplomatic chief of the Oneida.

a cursory search through the historical literature hasn't turned up one individual with this particular life story

Another individual was Pierre Bonga, whose parents had been enslaved and then freed by a British officer on Mackinack Island in Michigan. Pierre went on to work in the fur trade in what became Minnesota and married an Ojibwe woman; at least one of their children, George, also worked in the fur trade and is known as the first African-American born in Minnesota. Unlike the Mohawk, the Ojibwe are patrilineal, tracing their tribal identity through their fathers, so it seems likely that George would have thought of himself as African-American rather than Ojibwe.

Crispus Attucks

Another prominent person in this time period was Crispus Attucks, the first person killed in the Boston Massacre. His father had been enslaved and his mother was a Natick Indian; Attucks himself was a slave who escaped and became very active in the Revolutionary movement in Boston. Whereas the men mentioned above were probably born free, Attucks was likely born a slave and that status may have influenced his identification as an African-American. Certainly he is remembered as one of our African-American heros of the American Revolution, and his Native ancestry is underemphasized.

Natick Indians spoke a language from the Algonquin language family and likely possessed cultural futures similar to other Northeastern Algonquin peoples, including patrilineal kinship. But the Native world of the Northeast was in such flux at this moment in history that it is difficult to say for certain how kinship practices influenced the identity of men like Crispus Attucks. I speak of these tribal communities in the past tense, but of course they still exist today and practice many of the same cultural traditions.

African-Native Interactions

The reference you make to the individual's literacy reminds me of Frederick Douglass's experience as a slave in Baltimore, where his master's wife taught him to read and write. Douglass remarked that American slaves thought themselves the most forsaken of God's children, until they met the American Indian. The history of African-Native interactions in North America goes back to the 1526 expedition of Lucas Vasquez de Allyon, a Spanish soldier who established a colony at the mouth of the Peedee River in South Carolina. Four months later, Allyon died and the colony fell apart; the 100 enslaved Africans that Allyon brought with him were free to join local Native communities.

we have to recognize that ideas about racial and cultural identity have changed significantly over time

When we consider this long history, then—one that dates back to the very invasion of the Americas—we have to recognize that ideas about racial and cultural identity have changed significantly over time. As i indicated above, these men that we remember as African-American today may not have thought of themselves that way. Native peoples were in power long enough through the 18th century to exert considerable influence over how their communities functioned and how they determined belonging. So even though Frederick Douglass's estimation of Native-African relations may have rung true in the nineteenth century (after Native nations had been removed from the Southeast and their lands taken from them in Northeast), it was unlikely that all Native people thought their Creator had forsaken them in the 18th century.

Similarly, African-American literature flourished in the 18th century, as freed slaves wrote their life histories. Dozens of these tracts have survived, emerging from a time in our history when whites did not universally see slave literacy as a threat to the social order. I suspect if the story you seek exists in one person, it is to be found in this body of slave narratives. Not coincidentally, the Removal and dispossession of Indians occurred around the same time as increased repression of African-Americans, both free and enslaved, in the 1830s.

I suspect if the story you seek exists in one person, it is to be found in this body of slave narratives.
Effect of the Revolutionary War

What changed between the relative autonomy enjoyed by Native and African Americans in the 18th century and the oppression and dispossession they experienced in the 19th century? The American Revolution. This was an event driven by a desire for freedom from the political authority of Great Britain and a desire to control Indian lands that Britain had largely prevented American colonists from settling. Despite these twin aims, men like Joseph Louis Cook (later known as Colonel Louis) fought for the Americans for their own strategic reasons—not to advance American interests, but to advance what he perceived as Iroquois interests. The ideal of freedom promoted by the Founding Fathers did not extend to anyone but free white males, but of course men like Crispus Attucks and many others fought to be included in this vision.

It was a tough road and remained so—after the colonists finally eliminated the British presence in the War of 1812, African Americans and Native Americans were left to deal with a regime that had no interest in their freedom or their preservation as autonomous people. The slave-led Haitian Revolution and slave revolts in the new United States drove various states, particularly in the South, to crack down on what freedoms enslaved people enjoyed, while at the same time conspiring with the federal government to dispossess Indians of their lands through Removal. The United States only exercised a vague authority over places like Minnesota and Michigan (then known as the Northwest Territory), where the Bonga family settled. It's possible that the individual you seek indeed settled in one of these loosely-controlled areas after learning that the opportunity he sought was not available in the states. For example, even though he fought with the Americans and presumably should have found a home in the United States, Cook actually went to Canada with a group of Mohawks after the Revolutionary War.

African Americans and Native Americans were left to deal with a regime that had no interest in their freedom or their preservation as autonomous people.

Your question strikes at the heart of an American history that has been largely ignored, that of the productive relationships between Indians and African Americans. While there is some tension between certain members of these groups today, as seen in the controversy over the status of the Cherokee Freedmen, I believe it is safe to say that such tensions are a product of how the United States expanded in the 19th century, not inherent racism or animosity between them.

For more information

Woody Holton, Forced Founders: Indians, Debtors, Slaves, and the Making of the American Revolution in Virginia. Chapel Hill: University of North Carolina Press, 1999.

William Lorenz Katz, Black Indians: A Hidden Heritage. New York: Atheneum, 1986.

William Loren Katz, The Black West: a Documentary and Pictorial History of the African American Role in the Expansion of the United States. New York: Harlem Moon/Broadway Books, 2005.

Bibliography

Daniel Mandell, Tribe, Race, History: Native Americans in Southern New England, 1780-1880. Baltimore: Johns Hopkins University Press, 2008.

Celia Naylor, African Cherokees in Indian Territory: From Chattel to Citizens. Chapel Hill: University of North Carolina Press, 2008.

Alan Taylor, The Divided Ground: Indians, Settlers, and the Northern Borderlands of the American Revolution. New York: Alfred A. Knopf, 2006.

History of Presidential Elections Site

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Logo, HistoryCentral.com, United States Presidential Elections
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Provides statistics on all U.S. presidential elections. For each election year, the site presents graphs showing popular and electoral votes, maps of states won by each candidate, vote count and voter turnout statistics, and a sketchy essay of approximately 100 words in length on campaign issues. Offers more extensive information on the 2000 election: official certified results; polling data by five organizations from August through October 2000; biographical statements of 300-600 words each on candidates George W. Bush,Al Gore, and Ralph Nader (the Bush bio, almost twice the length of the others, reads as if it was written by his campaign organization); a chronology of events following the election until Gore's concession; and the Bush v. Gore Supreme Court decision, concurrence by Chief Justice Rehnquist, dissents by Justices Breyer, Souter, and Stevens, and oral arguments. Also includes an essay of 900 words on close and disputed elections, with links to "quick facts" about the candidates involved; an essay of 600 words about the reasons that the electoral college was created, with a link to Federalist Paper No. 68 by Alexander Hamilton, which offers a rationale for the institution; and a 15-minute multimedia history of the Supreme Court. MultiEducators of New Rochelle, NY produces multimedia software on historical subjects; graphs and texts in this site have been taken from their American History CD-Rom. A useful source for statistics on presidential elections, but marred by intrusive flashing ads.

America Votes: Presidential Campaign Memorabilia

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Photo, FDR campaign button, America Votes
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A potpourri of 69 images of campaign memorabilia focusing primarily on presidential elections, beginning with a 1796 letter from Supreme Court Justice William Paterson picking John Adams to win against Thomas Jefferson and closing with a Bush/Cheney 2000 button. Includes flags, letters, sheet music, bumper stickers, handbills, buttons, and even a pack of "Stevenson for President" cigarettes.

Items are indexed by candidates and parties. Includes a 600-word background essay and links to 13 sites pertaining to current political parties. Though limited in size, this site can be useful to students interested in comparing visual materials from presidential campaigns throughout U.S. history.

American State Papers, 1789-1838

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Logo, Readex
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This subscription-only website presents an extensive archive of U.S. history documents, offering roughly 6,300 publications. The archive provides access to every Congressional and Executive document of the first 14 U.S. Congresses, and additional coverage through the 25th Congress, as well as tables, maps, charts, and other illustrations. The collection is particularly strong in military history, with 205 documents about military bases and posts and 134 on military construction. Other documents address topics such as westward expansion, Native American affairs, and issues surrounding slavery. This collection also includes numerous speeches and messages by Presidents Washington, Adams, Jefferson, and Madison.

Users can browse the archive by category: Subjects, Publication Category, Standing-Committee Author, Document Class, and Congress. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site is a valuable resource for researching the government and military in the early United States.

American Broadsides and Ephemera, Series I, 1760-1900

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Logo, Readex
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This subscription-only website presents an extensive archive of documents relevant to early U.S. history, offering full-color facsimile images of approximately 30,000 broadsides and ephemera. Advertisements, campaign literature, poems, juvenile literature, and Civil War envelopes comprise the bulk of the collection, making the archive especially valuable for those interested in early American consumer culture, political campaigns, and literary life. The collection also contains rich information on slavery, Native American relations, and local events—plays, gatherings, and religious events.

Users can browse the archive by category: Genre, Subjects, Author, History of Printing, Place of Publication, and Language. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site provides an extensive resource for researching 18th- and 19th-century North America.

All Hands on Deck

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Oil on canvas, 1884, USS Constitution. . . , Davidson, USS Constitution Museum
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The USS Constitution Museum developed All Hands on Deck as a means of introducing K–12 educational elements across subjects (math, art, and more) using the history of one of the United States' most renowned military vessels, the USS Constitution.

The website itself is somewhat disorganized. However, there are a plethora of lesson plans embedded within it for students of any grade level.

The available lessons are divided into five sections—preview activities (to determine pre-existing knowledge), the building of early U.S. military frigates, the War of 1812 and the Barbary Wars, 1800s life aboard a warship, and the lasting legacy of the USS Constitution. These sections have subsections, within which you can find individual lessons intended for grades K–4, 5–8, and 9–12. Alternatively, visiting "How to Use This Online Curriculum" includes a linked list of states. Clicking on any of the available states—IL, MD, WA, SC, TN, MO, TX, NM, CO, MT, and VA—offers a list of the activities available on the website which correlate with state standards. The individual subsections also include recommended field trip sites, films, books, games, music, and more; as well as anecdotes, literature, and other "grab bag" additional items of interest.

The Image Gallery offers a smattering of paintings, illustrations, and photographs of the vessel and its officers. The gallery also contains a single newspaper recruitment ad dating to 1798.

Educators who would prefer a tangible copy of the curriculum can send an electronic request.

Alternatively, you may want to brush up on your USS Constitution history yourself. In that case, the website offers a 19-minute video in which a young girl meets a variety of figures aboard the ship—a captain's wife, a powder monkey, and an African American sailor among them.

Accessible Archives

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Image, Godey's Lady's Book, Accessible Archives
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These eight databases present more than 176,000 articles from 18th- and 19th-century newspapers, magazines, books, and genealogical records. Much of the material comes from Pennsylvania and other mid-Atlantic states.

Godey’s Lady’s Book (1830–1880), one of the most popular 19th-century publications, furnished middle- and upper-class American women with fiction, fashion illustrations, and editorials. The Pennsylvania Gazette (1728–1800), a Philadelphia newspaper, is described as the New York Times of the 18th century. The Civil War: A Newspaper Perspective includes major articles from the Charleston Mercury, the New York Herald, and the Richmond Enquirer. African-American Newspapers: The 19th Century includes runs from six newspapers published in New York, Washington, DC, and Toronto between 1827 and 1876. American County Histories to 1900 provides 60 volumes covering the local history of New Jersey, Delaware, and Pennsylvania. The Pennsylvania Genealogical Catalogue: Chester County 1809–1870 has been partially digitized, with 25,000 records available. The Pennsylvania Newspaper Record: Delaware County 1819–1870 addresses industrialization in a rural area settled by Quaker farmers.

A Sailor's Life for Me!

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Illustration, Do you suffer from scurvey, rickets. . . , A Sailor's Life for Me!
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A Sailor's Life for Me! is a superb example of how the web can bring history alive for young students.

The website presents an idea of what daily life would have been like aboard the famed USS Constitution, which actively fought in the Quasi War with France, the Barbary Wars, and the War of 1812. Its ability to withstand enemy fire eventually gained it the moniker of "Old Ironsides."

There are three main sections to the site, as well as supplementary materials. The primary sections are a "life of" game, an exploration of the areas aboard the vessel, and an introduction to the men who would have sailed aboard her.

Explore Old Ironsides is perhaps the most informative section. Here, the ship is divided into 24 interactive scenes which introduce shipboard activities—from battle roles, flogging, and burial to the more common activities of dining, holystoning (deck maintenance), and what sailors did with their moments of free time. Each section can be explored clicking on people and items. Clicking provides commentary from fictional sailors (complete with highlighted vocabulary terms), actions and sound effects that bring the scene to life, short biographies of historical USS Constitution sailors, and information on tasks and objects in the scenes. Life stories of the real sailors range from fairly typical naval experiences to an unfortunate sailor who wounded himself by rolling out of his hammock and down a hatch. Two remaining scenes give an idea of where and why people would sign up for voyages and the triumphant return of Old Ironsides.

These scenes provide a strong introduction to shipboard life, covering the basics in an approachable picture-book-like format. The downside is that there is enough information and detail that this portion of the site takes some time to cover in its entirety. Educators may wish to peruse the vessel sections, and select a few scenes that they feel are most important to the topic at hand. There is a seek-and-find incentive for students interested in exploring the entire ship, however, as the ship's dog, Guerriere (also the name of the most famed enemy vessel confronted by the USS Constitution) is located in 11 of the scenes.

Meet Your Shipmates introduces the crew by job and number. For example, the page shows the rank system aboard the vessel as well as how many individuals fit within each rank—from the one captain to the 276 able seamen, 55 ordinary seamen, and 12 boys. Additional roles include quartermasters, boatswain's mates, gunner's mates, the carpenter's mate, the carpenter's yeoman, the sailmaker's mate, the coxwain, the cook, the midshipmen, master's mates, the sailmaker, the carpenter, the gunner, surgeon's maters, the sailing-master, the surgeon, the chaplain, the purser, and lieutenants. Each of these sections can be clicked on for a brief description of the role of the individual(s) in question. Some roles even include a short "diary" of someone known to have served aboard the vessel—including David Debias, a free-born African American ship's boy who tragically crossed into Mississippi and was mistaken for an escaped slave.

The final main section of the site is the interactive game—the site's centerpiece. You begin the game preparing for life as a ship's boy. If students are interested in rising in the ranks, they will want to login to save their progress. Otherwise, the game can be played without registering. As a boy, you engage in tasks such as holystoning the deck, carrying powder for gun drill, and carrying slops without tripping. You are periodically confronted by superiors who ask questions that will increase and decrease your likelihood of promotion, health and happiness, spending money, and popularity with the crew. The game can be repetitive (not unlike life at sea), but may engage students who would otherwise be uninterested in the topic.

If all of the above isn't impressive enough, the site also offers family activities such as baking ship's biscuits, learning about signal flags, and testing buoyancy, as well as educator's resources. Annotated Scenes takes each of the interactive scenes discussed earlier; and provides related primary sources, artifacts, activities, videos, interactive games, and lesson plans. Classroom integration discusses how best teachers may be able to include the website content in their classroom, and explains its correlation to national standards. Lesson Plans let you search activities, lesson plans, artifacts, primary sources, games, and sailors' stories by grade level, content area, and type of resource. Selecting "Social Studies" alone provides 269 options. War of 1812 Resources discusses how to teach the war in different classroom time allotments, an overview, a timeline, a brief section on African Americans aboard the USS Constitution, and related links and suggested reading.

The only fault of this website is that its content may be a bit overwhelming. However, educators can select what is most appropriate for their students from a wealth of knowledge which often goes uncovered in history classrooms.

Probing the Past

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Logo, Probing the Past
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Presenting 325 probate inventories, this website provides a unique window into daily life in Virginia and Maryland between 1740 and 1810. In this time period, county courts appointed appraisers, local men, to visit an estate after its owner died, list what was there, and estimate its value. These listings, called probate records or inventories, can be analyzed to illuminate a family's routines, rituals, and social relations, as well as a region's economy and connection to larger markets. These inventories are a sample from the region at this time, picked to be representative of the furnishings in George Mason's Gunston Hall. They are all digitized, transcribed, and searchable.

For a general overview, the inventories can be browsed by decade and county—including York, Norfolk, Richmond, and Fairfax counties in Virginia. For more detailed information on the role of material culture in colonial life, the site's Interpreting section presents interviews with two scholars who use probate records to discuss topics such as slavery and slave life, credit and debt, and women and property ownership. Three detailed lesson plans, written by Virginia teachers, are also available, providing suggestions for incorporating these rich sources into classroom learning.

Shays' Rebellion and the Making of a Nation

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Photography, Shay's Rebellion Monument, 15 Jul 2010, Flickr CC
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This website is the result of a collaboration among Springfield Technical Community College (STCC), the Springfield Armory, and the Pocumtuck Valley Memorial Association (PVMA). The site provides a narrative of Shays’ Rebellion told through images, summaries, and primary sources—a wealth of materials for classroom teachers.

The Shays’ Rebellion website is designed to be navigated through a series of six historic scenes. Framed on either end by a prologue and epilogue, the scenes present the perspectives of key groups involved in the run-up to rebellion, as well as its aftermath. In “A Bloody Encounter,” for instance, the assault by Shays and his men on the Springfield arsenal is represented in pictures. By rolling a cursor over the image, users can learn more about the scene—the great strength of this approach is that information is contextualized and given greater meaning.

One of the most unique features on the site is that each scene is accompanied by the commentary of eyewitnesses and other figures from the time period. With background knowledge acquired from the scene and brief synopses of events, users are well prepared to understand these commentaries—an excellent use of primary sources.

The site can also be navigated by people, by artifacts and documents, or by themes and essays. Exploring it in any of these ways, however, can be a chaotic experience. The site also includes resources for extension activities like songs and music, a timeline, and a series of historic maps.