Boone Station State Historic Site

Description

"Daniel Boone (1734-1820), known for his role in the exploring and settling of the Kentucky frontier decided that the settlement of Boonesborough had become far too crowded. In December 1779, Boone and his family established Boone’s Station. At its height, the community had 15 to 20 families, including the Boone, Barrow, Hays, Morgan, Muir, Scholl and, Stinson families.

Daniel Boone and his family endured many hardships while living at Boone's Station. Both his son Israel, and nephew Thomas Boone were killed at the Battle of Blue Licks in 1781. By 1781, Boone’s claim to Boone Station proved to be invalid. He and other members of the settlement continued to live there for a brief period. However, by 1791 Boone Station had ceased to exist. In 1795, Robert Frank purchased 500 acres that included the Station site.

Eventually Boone and his family moved to Missouri where the famous pioneer died in 1820. In 1845, the Governor, and General Assembly of Kentucky requested that the remains of Daniel Boone and his wife Rebecca Bryan Boone be reburied in Kentucky. They are buried in the State Cemetery in Frankfort, Kentucky."

Columbia University

Description

From the Bowery Boys website:

"We're going back to school with one of New York's oldest continually operating institutions—Columbia University. Or should we say, King's College, the pre-Revolution New York school that spawned religious controversy and a few Founding Fathers to boot. Listen in as we chart its locations throughout the city—from the vicinity of Trinity Church to midtown Manhattan. And finally to its permanent home on the 'Academic Acropolis' in Morningside Heights."

Resources for Units on Early American Government

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Print, Louis XVI, King of France, New York Public Library
Question

As a student teacher, I am planning a unit on a textbook chapter that focuses on the origins of American government (MacGruder’s American Government, Prentice Hall) for a 12th-grade honors class. The chapter is divided into sections that cover such topics as historical documents and types of governments within colonial America, the causes of Independence, the Declaration of Independence, a student's look at the critical period, the Articles of Confederation, and the creation and ratification of the Constitution.

I need to plan a 1.5-2 week unit that assigns students to read the textbook at home, and prepare an interactive and project-based classroom activity that unites the ideas of this unit. Any suggestions?

Answer

There are lots of great resources on the Web for planning a unit on the origins of American government. A good place to start is the National Archives website, which has some excellent resources for teachers. For your purposes, the Teaching with Documents: Images of the American Revolution page is most relevant, while the American Revolution section gives background information, primary documents, teaching activities, and worksheets.

Another good resource for teachers is EDSITEment, a project of the National Endowment for the Humanities. Their Voices of the American Revolution page gathers resources from a wide variety of websites and includes different activities for the classroom. The Colonial Broadsides and the American Revolution page, though designed for middle school teachers, has resources that could be adapted for older students.

Also consider the colleges and universities that have participated in the Teaching American History program. Many of these schools have web pages where participants post materials and lesson plans. Fitchburg State College, for instance, offers teacher-created plans on the American Revolution that you can browse.

The National Park Service provides great resources for history and social studies teachers. Their Teacher’s Guide to the American Revolution includes five separate lessons as well as primary source documents. Though sometimes lengthy, these units are packed with interesting details and materials.

A peerless source of classroom materials is the Public Broadcasting System. Among PBS web pages that focus on the American Revolution is Rediscovering George Washington, which includes a unit on Washington as military leader during the war for independence. Another excellent site is Africans in America, which comes with a teacher’s guide, complete with lessons, questions, activities, and resources.

Though it doesn't feature lesson plans, TeacherServe, a project of the National Humanities Center, can guide you to useful resources that focus on the Revolution and the Colonial era. Their section on religion, Divining America: Religion in American History, contains essays that offer different perspectives on the importance of religion during the period.

This is a mere sampling of what's out there on the origins of our democracy. Good luck with your unit planning!

Selling a Slave

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Rebecca, Charley and Rosa, Slave Children from New Orleans, Library of Congress.
Question

I'm writing a story and I would like to know how someone in the South would have gone about selling a slave. What if you had only one to sell? Surely you couldn't hold a whole auction just for one. What would you do?

Answer

Most likely, the slave owner would let neighbors, friends, and extended family know that the slave was for sale and hope that a buyer could be found through this informal networking. They might also put up a notice in local stores, or take out an ad in the local newspapers. Or they might bring the slave to an informal local venue where people met together from time to time to buy and sell slaves. Another way to sell the slave would be to look for an itinerant slave dealer who was traveling through the area, buying a few slaves here and there and transporting them somewhere he thought he could find a market for them.

But what the owner could not do was sell their slave to someone in a neighboring slave state, unless that state had not yet prohibited the importation of slaves. As early as 1778, slave states, starting with Virginia and Maryland, made it illegal to import slaves from elsewhere. From that time on, residents of those states sold their “excess” slaves to newer slave states farther south, which still “needed” slaves.

An article entitled, “The Restriction of the Slave Trade in the South,” in the Washington, D.C.-based African-American newspaper, The National Era, of May 3, 1849, explained it this way:

The older slave States long since found it necessary to restrict the importation of slaves, with a view of keeping down the supply of slave-labor to the point of profitable employment. … The old slave States looked to the new as the market for their surplus slaves. When the new, under the pressure of an excess of slave labor, shall close their gates against the introduction of slaves, what then will be the condition of the South? Suppose the slave population pent up within its limits, all egress prohibited, what remedy, then, for the evils resulting from an excess of labor, preying upon capital, and over-production, reducing prices? The slave States would be compelled to choose depopulation or emancipation, the loss of the white population, or the freedom of their slaves. The maintenance of slavery would result in the exclusion of the poor whites, whites of the middling classes, and, finally, all but a few overgrown slaveholders, with their innumerable hordes of black dependents; and the ultimate result of this state of things can easily be foreseen.

This is the Future, which the pro-slavery men of the South would avert, by the policy of slavery extension. Slavery-restriction between the States must be accompanied by slavery-extension into the Territories - and when these Territories shall have been converted into States, prohibiting slavery, or, if tolerating slavery, prohibiting the slave trade, then, new territories must be sought to receive the refuse slave population, the inevitable excess of slave labor. In this way, generation after generation is to be cursed, and the whole continent southwardly, not now under our control, to be acquired by the force, fraud, or money of the General Government for the purpose of eternizing the most diabolical system of oppression God's earth has ever groaned under.

Well then, why didn't they just free the slave, which was sometimes done by deed or by will? There could be several obstacles.

The slave codes of nearly all the Southern states placed restraints on slave owners regarding their attempts at the “manumission” or freeing of their slaves.

The slave codes of nearly all the Southern states placed restraints on slave owners regarding their attempts at the “manumission” or freeing of their slaves. The justification for this restraint on an owner’s “property” was that the state had the right, as explained by lawyer Jacob Wheeler in 1837, “to protect society from even the benevolence of slave owners, in throwing upon the community a great number of stupid, ignorant, and vicious persons, to disturb its peace and endanger its permanency.” But it also had the effect of discouraging slave owners from simply turning out their slaves when they became a burden to them. Typically, an owner was not allowed to free a slave if the owner had an outstanding debt (to meet which, the slave could be sold and the proceeds applied to the debt).

It was also quite common for a state to require any slave owner who wished to free a slave to apply to the state legislature for permission to do so, and to give a reason for the application, such as the slave’s meritorious service, which is to say that it was actually the state that had the power to manumit slaves, not owners.

In addition, it was a typical part of the states’ slave codes that freed slaves had to leave the state, so that they would not “disturb its peace” by fostering discontent among the local slave population or by competing with local whites for work. If freed, the slave could actually be worse off in some respect, especially if he or she was older, ill, had very limited skills, or had no other place to go. If the owner had humane feelings and the slave had been part of their household, with relatives nearby, the owner might judge that they had a responsibility to care for him or her and not put the slave in the position of having to leave the state if freed.

If all attempts to sell a slave failed, someone might also have considered hiring him or her out for a set period of time, if that person could find someone, nearby or far away, who could give them employment. Frederick Douglass gave a good description of this sort of arrangement in his autobiography.

For more information

Steven Deyle, Carry Me Back: The Domestic Slave Trade in American Life. New York: Oxford University Press, 2005.

Ralph Clayton, Cash for Blood: The Baltimore to New Orleans Domestic Slave Trade. Bowie, Md.: Heritage Books, 2002.

Winfield H. Collins, The Domestic Slave Trade of the Southern States. New York: Broadway Publishing Company, 1904.

Robert Edgar Conrad, ed., In the Hands of Strangers: Readings on Foreign and Domestic Slave Trading and the Crisis of the Union. University Park, Penn.: Pennsylvania State University Press, 2001.

Teachinghistory.org, Atlantic Slave Trade and Slave Life in the Americas: A Visual Record.

Thomas Thurston, Slave Receipts.

Slavery and the Making of America

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Image, Graphic from Religion, Slavery and the Making of America
Annotation

This extensive companion to the PBS documentary of the same name provides interpretive and primary material on the history of African-Americans during slavery and Reconstruction, including essays, personal narratives, original documents, historical readings, and lesson plans. The "Time and Place" chronology of slavery and Reconstruction places the main events of U.S. history relating to African Americans between 1619 and 1881 in their historical context. "Slave Memories" allows visitors to hear the voices of African Americans recorded by the Works Progress Administration (WPA) on their experiences in slavery and Reconstruction. "Resources" includes 17 print resources, 23 books for children, and 30 websites related to slavery. "Slave Experience" allows users to explore slave life through the themes of legal rights and government; family; men, women, and gender; living conditions; education, arts, and culture; religion; responses to enslavement; and freedom and emancipation. Each features essays, historical overviews, original documents, and personal narratives.

A K-12 learning section features historical readings of narratives, slave stories and letters, student plays, links to 19 sites with primary sources, and six lesson plans for middle and high school. This website is a valuable resource for teachers as well as an excellent introduction and overview for those with an interest in the history of slavery and slave life in America.

Oxford African American Studies Center

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Lithograph c. 1850
Annotation

(Note: This website is now subscription-only.)

Designed for students, scholars, and librarians, this site provides access to thousands of primary source documents, maps, images, bibliographic entries, and subject entries drawn from reference resources in African American studies. Six published volumes furnish the majority of the resources: the Encyclopedia of African American History 1619-1895; Black Women in America, Second Edition; Africana, a five-volume history of the African and African American experience; the African American National Biography project, edited by Henry Louis Gates, Jr.; the Encyclopedia of African American Art and Architecture; and the Concise Oxford Companion to African American Literature.

These sources present a wealth of primary source documents, more than 1,000 images, and close to 100 maps, which illustrate events from 1500s South America through the Clinton Presidency. The site also includes more than 5,000 biographies and 3,000 subject entries on events and people, such as 19th-century African American midwives in the Western United States, prominent abolitionists, and charts on African American professional baseball. Useful for research, reference, and class projects on all aspects of African American history.

North American Slave Narratives, Beginnings to 1920

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Image, "Fighting the Mob in Indiana," 1892, North American Slave Narratives
Annotation

Offering 230 full-text documents, this collection presents the written lives of American slaves, including all known published slave narratives and many published biographies of slaves. Materials include autobiographical narratives of fugitive and former slaves published in a range of formats, such as broadsides, pamphlets, and books.

In addition, biographies of fugitive and formal slaves and fictionalized slave narratives are included. The collection includes well-known authors, such as Sojourner Truth and Frederick Douglass, as well as many authors less commonly known. Documents are available in HTML and SGML/TEI file formats and are accessible through alphabetical and chronological listings. Users can also view images of the covers, spines, title pages, and versos of title pages. Documents have been indexed by subject, but searches return materials in additional collections. An introductory essay by Professor William Andrews is available.