African and Native Americans in Colonial and Revolutionary Times jbuescher Wed, 07/14/2010 - 19:51
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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.

1896: The Presidential Campaign

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freesilvercartoon
Annotation

The election of 1896 was one of the most contentious in U.S. history. When Republican William McKinley defeated William Jennings Bryan on November 3rd, there were no fewer than six candidates on the ballot and the country was in the throes of an economic depression. This website provides close to 100 political cartoons surrounding the election campaigns.

The website acts like a virtual web of knowledge, with linked words in almost every sentence leading to helpful chunks of information on key themes, political parties and their leaders, print culture, and popular culture. Together, this information sheds light not only on the political situation in the 1890s, but also on the social, economic, and cultural contexts of the era. Special sections are devoted to, among many other topics, the bicycle craze, antisemitism, popular amusements, the Supreme Court, and women's suffrage. An extensive bibliography and a section devoted to teaching suggestions are also included.

The Jewish Americans

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women on strike
Annotation

This PBS documentary provides many useful resources for teaching the long and influential history of Jewish Americans. At the heart of this video production is the struggle between identity and assimilation. While Jews in America often faced struggles integrating into new communities, their story is common to other immigrant groups and at the same time a "quintessentially American story."

The site is divided into six main sections. Educators will be particularly interested in the historical background offered in Jewish Life in America (which is divided into eleven subsections), the 30 video segments from the documentary, four lesson plans in For Educators, and links to online resources for teaching Jewish American history.

One noteworthy section of the site is Share Your Story. By allowing Jewish American viewers to submit recipes, immigration stories, or family traditions, this site provides an interactive platform that could enhance any classroom. Students can investigate, research, and conduct interviews with family or friends of Jewish heritage and submit their investigations online. Teachers will also find that the video segments, textual information, and online submission tool can work well together to compliment thematic units on immigration, ethnic identity, and moments in history specific to the Jewish experience.

RaceSci: History of Race in Science

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Logo, History of Race in Science
Annotation

RaceSci is a site dedicated to supporting and expanding the discussion of race and science. The site provides five bibliographies of books and articles about race and science. The section on current scholarship has 1,000 entries, organized into 38 subjects. A bibliography of primary source material includes 91 books published between the 1850s and the 1990s. Visitors can currently view 14 syllabi for high school and college courses in social studies, history of science, rhetoric, and medicine. The site links to 13 recently published articles about race and science and to 49 sites about race, gender, health, science, and ethnicity. This site will be useful for teachers designing curricula about race and for researchers looking for secondary source material.

20th-century Jewish Immigration

Question

How is Jewish immigration generalized by textbooks?

Textbook Excerpt

Some textbook narratives point out large, well-known anti-Semitic groups but fail to examine in detail acts of violence against religious and cultural minorities or the acts those groups took to combat the virulent, unapologetic anti-Semitism.

Source Excerpt

A shared wellspring of religious and cultural traditions helped keep even the most contentious elements of the American Jewish community intertwined in some ways. For example, the 1910 Protocol of Peace was negotiated and signed by Jewish communal leaders and lawyers who represented both Jewish garment manufacturers and factory owners, and Jewish workers and labor activists.

Historian Excerpt

American Jewish history provides a test case for the question of how different the experiences of the “old” and “new” immigrants actually were, with a growing number of historians convinced that the period between 1820 and 1924 should more properly be seen as a continuous century of American Jewish migration that saw more structural similarities than discontinuities.

Abstract

All textbooks cover the great wave of immigration that brought approximately 25 million people to America from 1880–1924. They provide a standard account of chain migration, ethnic urban neighborhoods, the Americanization movement, and the successful campaigns for restrictive immigration legislation. Eastern European Jews are often cited as examples of the new religious groups entering the U.S., as frequent participants in the labor activism that characterized industrial development, and as significant contributors to popular American culture, especially through music and movies. Several other significant elements of the Jewish immigrant experience receive little attention, but a closer look sheds light on the complicated turn-of-the-century immigration to America.

Jewish Immigration to the United States

Connecticut Farmhouse

Description

Elyse Luray of PBS's History Detectives speaks to immigration historian Daniel Soyer at New York's Lower East Side Tenement Museum about the forces that brought Russian Jews to the U.S. and the conditions many immigrants encountered in tenement housing.

Deutschheim State Historic Site [MO]

Description

The Pommer-Gentner house, built in 1840, is a sterling example of high-style German neoclassicism and is furnished to reflect the earlier settlement period of the 1830s and 1840s. Behind the house, visitors will tour a period garden and a small half-timbered barn containing an exhibit of 19th-century tools. The Strehly house, built in stages from 1842 to 1869, has a traditional German vernacular front. It once contained a full-service printing company that produced a German-language newspaper. About 1857, Carl Strehly built a winery next to the house that today displays one of a few remaining carved wine casks in the Midwest. Grapevines, planted by the Strehlys in the 1850s, can still be seen running the length of the backyard. Deutschheim's varied collections of German Americana are represented by galleries of changing artifacts and photographs.

The site offers tours, exhibits, occasional recreational and educational events.

Nicodemus National Historic Site [KS]

Description

An all-African-American town settled by former slaves fleeing the south in 1877 after Reconstruction had ended following the Civil War, Nicodemus is located in the Northwest corner of Kansas. This living community is the only remaining all-African-American town west of the Mississippi River that was settled in the 1800s on the western plains by former slaves. Five historic buildings represent this community.

The site offers exhibits, a short film, research library access, and tours.

Grand Portage National Monument [MN]

Description

For over 400 years Ojibwe families of Grand Portage have tapped maples every spring on a ridge located just off Lake Superior. During the summer, Ojibwe fishermen harvest in the same areas their forefathers have. Before the United States and Canada existed, the trading of furs, ideas, and genes between the Ojibwe and French and English fur traders flourished. From 1778 until 1802, welcomed by the Grand Portage Ojibwe, the North West Company located their headquarters and western supply depot here for business and a summer rendezvous. Today, Grand Portage National Monument and Indian Reservation form a bridge between people, time and culture.

The site offers short films; tours; exhibits; educational programs; demonstrations; and educational and recreational events, including living history events.

Frederick Douglass National Historic Site

Description

The Frederick Douglass National Historic Site is dedicated to preserving the legacy of the most famous 19th-century African American. His life was a testament to the courage and persistence that serves as an inspiration to those who struggle in the cause of liberty and justice. Visitors to the site learn about his efforts to abolish slavery and his struggle for rights for all oppressed people.

The site offers tours, a film, and exhibits.