On the eve of the American Revolution, American colonists filled their meeting places and their newspapers with passionate calls for liberty. As their words became more impatient and even shrill, other voices, voices that had been largely ignored joined their chorus. These voices, the voices of millions of African men, women, and children found great meaning in the words of the colonists. They also sought freedom, liberty, and equality. As war broke out, many slaves faced a difficult decision. Which side would they support – the Patriots of the Loyalists? For most slaves, the answer to that question was understandably based on their desire for freedom more than loyalty to a government. Thousands of slaves would join the fight on the side they believed offered their best chance for freedom. Thus, thousands of slaves fought for the Patriots in support of a government that held them as slaves. This is one of the great paradoxes of American History.
You have been selected by the Smithsonian Institution and PBS (the Public Broadcasting Service) to create a “living history” museum exhibit on slaves and the Revolutionary War. Many who know very little about this important paradox in American history will visit your exhibit. SO get ready, get your thinking cap on and your creative juices flowing, as you become a curator at a national museum.
Task
Part One
For all curators, the first step in creating any historical exhibit for a museum is to conduct research on the time-period. Each of you will individually review slavery in America, in order to better understand the people who will be a part of your exhibit.
Part Two
A fine exhibit at a museum requires the work of many people working in teams to complete tasks. After your initial individual research you will work in teams to further investigate some of the most important people involved in this great paradox of fighting for freedom with or against the nation that enslaves. Each team will develop a “living history” exhibit to tell the story through story-telling and display. This exhibit should consist of a PowerPoint on your chosen person and a poster that highlights the most important details of their life and contribution to the American Revolution.
Exhibit teams will choose to investigate and create an exhibit for one of the following important people during the Revolutionary period. (Note that most are slaves, but non-slaves and non-colonists also are included because of the important role they played in the period and in the question of slavery, slave soldiers, and freedom):
· Crispus Attucks
· James Armistead (Lafayette)
· Colonel Tye
· Phillis Wheatley
· An anonymous soldier in Lord Dunmore’s Ethiopian Regiment
· Saul Matthews
· Lord Dunmore
· Thomas Jefferson
· George Washington
· Abigail Adams
Process
Step One: Individual Research
Background Information: Visit the PBS Internet Site “Africans in America”, Part Two.
Directions:
At this site, you will learn more about the time-period of this Webquest, the views of all different people on independence for a nation and independence for an enslaved people. Read the Introduction and click on “Narrative” Click on each link of the narrative screen to learn more.
While reading through this you will be answering the questions on your corresponding handout (Mrs Horne handed it out at the beginning of class) and you will be reviewing details and facts that will further your understanding of slavery and how it affected the American Revolution.
As you develop your understanding of slavery before and during the Revolution, you will encounter a number of the names of famous African-Americans that you can create your exhibit on. Keep in mind which ones tell stories that interest you the most and start to think about who you would like to do your exhibit on.
Step Two: Reading Primary Sources
See the links below that you will bring you to different pages that detail events, ideas and opinions during this time period. Each link has an additional link at the top of the page in red that will bring you to the primary source for the information that you first read on the link itself.
Your assignment is to pick one of these links (and therefore one of the primary sources), read and review the primary source and then write it in your own words. There are petitions for freedom, poems and letters. Pick the one that interests you the most and you will get a chance to discuss it in class.
Ø Visit PBS’s “Africans in America” to examine how a famous slave poet, Phillis Wheatley, viewed slavery. Click on the link at the top of this page to see another poem by Phillis Wheatley. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about Felix and his petition for freedom. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about Abigail Adams, wife of John Adams, and her views on independence and slavery. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about James Otis and his published documents describing his views on the “Natural Rights of Colonists” and slavery. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn more about a proclamation that encouraged slaves to fight for England and forced them to make a decision about which side to align themselves with. Be sure to scroll down to the bottom of the page and read all of the documents listed under “Related Entries”.
Exhibit Teams:
A. Choose one of the historical persons listed above in the Task Section to research and create an exhibit about in the Living History Museum.
B. Click here for the Exhibit Team Research Guide. Use the guide to assist you in your research at all sites provided below.
C. Revisit the sites above to locate information for your exhibit, as needed.
D. Visit the following Internet sites to gather additional information:
Crispus Attucks
James Armistead (Lafayette)
Colonel Tye
Phillis Wheatley
Saul Matthews
Lord Dunmore
Thomas Jefferson
George Washington
Abigail Adams
Evaluation
Click here to view the rubric for the completed project.
Task
Part One
For all curators, the first step in creating any historical exhibit for a museum is to conduct research on the time-period. Each of you will individually review slavery in America, in order to better understand the people who will be a part of your exhibit.
Part Two
A fine exhibit at a museum requires the work of many people working in teams to complete tasks. After your initial individual research you will work in teams to further investigate some of the most important people involved in this great paradox of fighting for freedom with or against the nation that enslaves. Each team will develop a “living history” exhibit to tell the story through story-telling and display. This exhibit should consist of a PowerPoint on your chosen person and a poster that highlights the most important details of their life and contribution to the American Revolution.
Exhibit teams will choose to investigate and create an exhibit for one of the following important people during the Revolutionary period. (Note that most are slaves, but non-slaves and non-colonists also are included because of the important role they played in the period and in the question of slavery, slave soldiers, and freedom):
· Crispus Attucks
· James Armistead (Lafayette)
· Colonel Tye
· Phillis Wheatley
· An anonymous soldier in Lord Dunmore’s Ethiopian Regiment
· Saul Matthews
· Lord Dunmore
· Thomas Jefferson
· George Washington
· Abigail Adams
Process
Step One: Individual Research
Background Information: Visit the PBS Internet Site “Africans in America”, Part Two.
Directions:
At this site, you will learn more about the time-period of this Webquest, the views of all different people on independence for a nation and independence for an enslaved people. Read the Introduction and click on “Narrative” Click on each link of the narrative screen to learn more.
While reading through this you will be answering the questions on your corresponding handout (Mrs Horne handed it out at the beginning of class) and you will be reviewing details and facts that will further your understanding of slavery and how it affected the American Revolution.
As you develop your understanding of slavery before and during the Revolution, you will encounter a number of the names of famous African-Americans that you can create your exhibit on. Keep in mind which ones tell stories that interest you the most and start to think about who you would like to do your exhibit on.
Step Two: Reading Primary Sources
See the links below that you will bring you to different pages that detail events, ideas and opinions during this time period. Each link has an additional link at the top of the page in red that will bring you to the primary source for the information that you first read on the link itself.
Your assignment is to pick one of these links (and therefore one of the primary sources), read and review the primary source and then write it in your own words. There are petitions for freedom, poems and letters. Pick the one that interests you the most and you will get a chance to discuss it in class.
Ø Visit PBS’s “Africans in America” to examine how a famous slave poet, Phillis Wheatley, viewed slavery. Click on the link at the top of this page to see another poem by Phillis Wheatley. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about Felix and his petition for freedom. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about Abigail Adams, wife of John Adams, and her views on independence and slavery. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn about James Otis and his published documents describing his views on the “Natural Rights of Colonists” and slavery. Click on the original text link.
Ø Visit PBS’s “Africans in America” to learn more about a proclamation that encouraged slaves to fight for England and forced them to make a decision about which side to align themselves with. Be sure to scroll down to the bottom of the page and read all of the documents listed under “Related Entries”.
Exhibit Teams:
A. Choose one of the historical persons listed above in the Task Section to research and create an exhibit about in the Living History Museum.
B. Click here for the Exhibit Team Research Guide. Use the guide to assist you in your research at all sites provided below.
C. Revisit the sites above to locate information for your exhibit, as needed.
D. Visit the following Internet sites to gather additional information:
Crispus Attucks
- Visit PBS’s “Africans in America” to learn more about Crispus Attucks and his role as a Patriot in the “Boston Massacre”. Be sure to click on the “Related Entries” to learn more about the “Boston Massacre” and Crispus Attucks.
- Visit the Library of Congress to learn more about Crispus Attucks and the trial for his murder. Be sure to click on links to learn more.
James Armistead (Lafayette)
- Visit History Net to read an article “America’s Forgotten Patriots-The Spy” about James Armistead (Lafayette), a spy for the Patriots. Will he live to tell another lie? Will he gain his freedom?
Colonel Tye
- Visit “Africans in America” to learn more about a free black loyalist.
Phillis Wheatley
- Visit The Library of Congress for a brief summary of Wheatley and her work. This site includes a visual image of Wheatley and her book of poetry that can be saved.
- Visit PBS’s “Africans in America” to learn more about Phillis Wheatley. Be sure to click on the “Related Entries” at the bottom of the page.
- Visit American Revolution.Org to learn more about the Ethiopian Regiment and slaves/free blacks who served in the American Revolution for England and who joined his Ethiopian Regiment. Be sure to scroll to the bottom of the screen and click on all of the “Related Entries” links.
Saul Matthews
- Visit History Net to read an article “America’s Forgotten Patriots – Slave Enlistment” about James Roberts or Saul Matthews, slaves who fought for their own freedom and valiantly served under important commanding officers. Did they win their freedom?
Lord Dunmore
- Visit PBS’s “Africans in America” to learn more about Lord Dunmore’s proclamation and its effect on slaves in the colonies. Be sure to scroll to the bottom of the screen and click on all of the “Related Entries” links.
- Visit History Net to read an article “America’s Forgotten Patriots-Lord Dunmore’s Proclamation” about Lord Dunmore and a proclamation that helped many slaves in America choose sides.
Thomas Jefferson
- Visit PBS’S site “Africans in America” to learn more about Thomas Jefferson, his views on slavery, and the Declaration of Independence. Be sure to scroll to the bottom of the screen and click on all “Related Entries” to learn more about Jefferson, his role in the Revolutionary War, and his ideas about slavery.
George Washington
- Visit PBS’s “Africans in America” for a brief description of Washington’s marriage and ownership of slaves.
- Visit PBS’s “Africans in America” to examine a historian’s views on Washington as a slave owner.
- Visit PBS’ “Africans in America” to examine a historian’s views on Washington’s beliefs about slavery.
- Visit PBS’s “Africans in America” to examine a historian’s views on Washington and other powerful colonial slaver owners during the Revolutionary War.
- Visit PBS’s “Africans in America” to examine Washington’s beliefs about blacks/slaves serving in the Patriot army and the decisions he made as a commander of the Continental Army.
- Visit PBS “Rediscovering George Washington” to understand slavery during Washington’s time and his feelings/decisions about slavery. Scroll down; read the essay “George Washington and the Problem of Slavery”. Click on the next page button at bottom of screen to read essay one and essay two.
Abigail Adams
- Visit the University of Missouri – Kansas City for a brief overview of the life of Abigail Adams
- Visit PBS’s “Africans in America” to learn more about Abigail Adams and her views on slavery. Be sure to read the original documents by clicking on them.
Evaluation
Click here to view the rubric for the completed project.