the lives of three tennessee slaves and their journey to ......tsm journey to freedom v1.indd 3...

Lesson Plan 8

The Lives of Three Tennessee Slaves and their

f o r g r a d et e a c h e r ’ s

An Educational Outreach Program of the

Tennessee State Museum

t e n n e s s e e ’ s t r a v e L i n g t r e a s u r e s

Journey to Freedom

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p a g e 1a n e d u c a t i o n a l o u t r e a c h p r o g r a m o f t h e t e n n e s s e e s t a t e m u s e u m

G o a l

to learn about three african americans who were enslaved in tennessee and what

they did to change their lives.

C o N T E N T

using the items in this trunk, your students will explore the lives of three slaves that

lived in tennessee. they will learn the unique story of these slaves and in the process

will learn that slavery was made up of real people who fought desperately to carve out

a life for themselves and their families in the most difficult of circumstances. their

stories, like so many other african americans during this time, is about triumph over

adversity. after learning each story, your students will develop a museum exhibit us-

ing the “artifacts” from their lives.

o B J E C T I V E S

•students will understand the significant contributions of these african americans to

society in tennessee

•students will interpret the social and cultural impact of slavery on american society

•students will recognize examples of prejudice in early american history

•students will use reading comprehension skills to examine artifacts and their

significance

I N T r o d u C T I o N

too often the institution of slavery is taught in broad themes and generalizations that do not speak to the human side of an oppressive

system. slavery was a political and economic institution, but it was also an institution in which individuals struggled to survive under

some of the most difficult situations imaginable. enslaved african americans worked on plantations, lived in urban cities, and fought

as members of the united states colored troops during the civil War.

this trunk contains one lesson with three sections. this will give your students an understanding of the human side of slavery. it

transports three largely unknown african americans out of history and into your classroom. these three enslaved african americans

were tennesseans. each has his or her own unique story that reveals how people struggled to survive in slavery and fought for them-

selves and their families’ right of freedom.

to accomplish this goal, your students will become museum curators. they will learn the story of their individual and then, create a

museum exhibit using related objects from the trunk to tell their story.

T E N N E S S E E ’ S T r a V E l I N G T r E a S u r E S

IntroductionThe Lives of Three Tennessee Slaves and their Journey to Freedom

uNIdEN T If IEd SErVa N T - 18 7 2

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t h e l i v e s o f t h r e e t e n n e s s e e s l a v e s a n d t h e i r J o u r n e y t o f r e e d o mp a g e 2

P a G E 3

Journey Toward freedom: Slavery, The Civil War and reconstructionthe major theme of this trunk is that slavery in tennessee was a harsh, diverse institution but it was also made up of humans that must not be forgotten. too often, history re-cords people of prominence or power. those who were poor or oppressed many times get lost to history. in this lesson, you and your students will retrieve three people from ob-scurity into their rightful spot in history. they will symbolize all the countless people whose names and stories we do not know. however, these three individuals also reveal how slaves struggled to live and eventually seek their freedom.

h I S T o r y l E S S o N T r E a S u r E T r u N k I N V E N T o r y

1l e s s o n

ContentsTreasure Trunk

manacles

mounted images

thirty years a slave by louis hughes

Washboard

union Kepi

Barber’s comb



I N T r o d u C T I o N

this trunk lesson looks at the lives of three african americans

who lived in tennessee as slaves before the civil War –

sally thomas, William holland, and louis hughes. there were

thousands of slaves in the state, and for the most part, their

stories are unknown to us today. We know about these three

people through a book written by hughes, a pension request

filed by holland, and a book written by one of thomas’s sons.

By reading these personal stories, your students will gain a

greater understanding of the human side of slavery.

G o a l

to explore the lives of three enslaved african americans who lived in

tennessee. through these stories, students will understand various aspects

of slavery in america, specifically in tennessee.

o B J E C T I V E S •students will understand the significant contributions of these african americans to

society in tennessee

•students will interpret the social and cultural impact of slavery on american society

•students will recognize examples of prejudice in early american history

•students will use reading comprehension skills to examine artifacts and their significance

a S S E S S M E N T

students will create a museum exhibit entitled “Journey towards freedom: slave

experiences in tennessee.” then they will be evaluated on reading comprehension, a

successful story map template, an artifact evaluation, exhibit construction, and overall

successful completion of exhibit project.

Continued next page

l E S S o N d u r a T I o N

3 SESSIoNSf o r G r a d E

8

Journey Toward Freedom: Slavery, The Civil War and ReconstructionLesson 1

?Guiding QuestionWhat was life like as a slave in tennessee?

CurrICuluM S Ta Nda rdS

see page 6 for the state and national

curriculum standards for this lesson.

l E S SoN 1 rE SourCE S

the handouts and worksheets are

located as a pdf on the cd and as a hard

copy in the back of the book under the

lesson 1 tab.



lesson 1 continued

G E T T I N G r E a d y T o l E a r N

explain that students will be studying the lives of three enslaved african americans who lived

in tennessee in order to create a museum exhibit. these individuals have not been recorded in

the history books but the lives they lived are important nonetheless. have your students begin

to think about what life would have been like if they were a slave in tennessee before the civil

War? Write their descriptions on the board. What would they have been most afraid of? Be-

ing whipped? Being sold? What would their jobs be? picking cotton? What were other jobs

that slaves did? how would they survive? in this lesson, they will learn about three tennes-

seans that really had to endure a life as a slave, and found ways to secure their freedom and

become a citizen.

to learn about their lives, your students will become museum curators. they will follow the

steps of museum professionals in artifact selection, label writing, exhibit construction, and

educational interpretation in order to build an exhibit.

Teacher Preparation Note: it is very important that the teacher read through and have a

working knowledge of the slave biographies before the lesson begins. the teacher will need to

help with storyboards and creative museum exhibit ideas.

P r o C E d u r E S

Session 1

1. Teamwork: explain to your students that museum curators develop exhibits by working as a part of a team. divide your students

into three museum curatorial teams. next, every good exhibit begins with a good story. the stories need to be historically significant

and interesting to museum visitors. assign each group one of the following enclosed biographies:

a. sally thomas

b. William holland

c. louis hughes

Allow 10-15 minutes for students to completely read the enclosed biographies

2. Exhibit design: one of the first steps in designing an exhibit is sketching out the story using a storyboard. once finished reading

the biographies, students will draw a storyboard detailing significant events in the life of the individual that they were assigned. a

storyboard is an outline made up of several drawings that shows action. these actions explain “who, what, where, when, why, and

how” of a particular story. a storyboard template has been enclosed, and each student will need their own copy. have each student

think about who, what, where, when, and why regarding their individual’s journey towards freedom. they are to select and draw

significant events that helped guide their person’s journey towards freedom. not all storyboards are going to look the same.

Allow 15-20 minutes for each student to complete storyboards. Distribute the “Storyboard” sheets.

Journey Toward Freedom: Slavery, The Civil War and Reconstruction

l. W. Keen photo of african american family. Jonesborough, tn



Session 2

1. object Selection: the artifacts are the most important aspects of a museum

exhibit. they display real items that represent a significant event or story from

that person’s life. the teacher will display all items in the trunk, reading the name

of the object from the enclosed artifact and materials list. however, do not tell the

students the significance of the object at this time. the students will need to select

the items they need for their exhibit based on the bio they read and the story-

board they created. one at a time, have each group view and select their items, or

instructors can give each group the items relevant to their individual’s story. if they

select the items on their own, students should think about which item(s) in the

trunk would best exemplify their individual character’s story. the trunk objects will

be used to create the students’ museum exhibits.

2. artifact analysis: artifacts or museum objects help tell the story. after select-

ing their objects, students will investigate each item and determine how it connects to their slave story. to help with their examination,

have students complete the artifact analysis sheet. Working in pairs within their selected groups, students will answer questions as-

sociated with the trunk objects of their choosing.

3. Museum labels: using the answers from the artifact analysis sheet, have students make a museum label that describes their spe-

cific object. museum labels help the visitor understand the importance of the object while also telling the story of the person’s life.

these labels will be used in their exhibit: “Journey towards freedom: slave experiences in tennessee.” important note: museum

labels are not long! the visitor only has a certain amount of time to read each label. therefore, the students should include only

three or four important points on a label.

4. Exhibit fabrication: one of the final stages of developing museum exhibits is the construction phase. ask students to design an

exhibit about their individual. students are to arrange the labeled objects under an exhibit title that briefly summarizes the individual.

(for example- the story of sally thomas: a mother’s love overcomes slavery). they may also create a subtitle for their specific

part of the exhibit. remember. objects, labels, pictures, should all be displayed in the correct chronological order based on the

storyboard and should be appealing to the eye.

5. Exhibit Interpretation: the last stage of curating an exhibit is interpretation or education. interpretation happens when visitors to

a museum learn about the artifacts they are seeing. each group will walk around the classroom and visit the other groups’ exhibits.

each group should select a spokesperson to remain stationary and interpret the exhibit for “visitors.”

Session 3

1. Classroom discussion: have a classroom discussion with the students about each character’s personal experience. use the

attached discussion questions as a guideline.

1. manacles

2. mounted images

3. Thirty Years a Slave by louis hughes

4. Washboard

5. union Kepi

6. Barber’s comb

l E S S o N 1 T r u N k M a T E r I a l S

slaves sold in tennessee



Tennessee Grade 5Social Studies5.0.03 recognize the contributions of individuals and people of various ethnic, racial,religious, and socioeconomic groups to the development of civilizations.

b. describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.c. summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.

5.1.04 understand the contributions of individuals and people of various ethnic, racial,religious, and socioeconomic groups to ten-nessee.

a. identify the similarities and differences within and among se-lected racial, ethnic,and religious groups in tennessee.b. describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in tennessee.

5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services).5.4.spi.3. recognize the rights established by the 13th, 14th, 15th and 19th amendments.5.5.01 understand the causes, course, and consequences of the civil War.

a. identify the locations of the southern and northern states.b. identify the advantages and disadvantages of northern and southern economic resources.c. identify similar and different northern and southern social and cultural customs.

reading 5.1.04 use decoding strategies to read unfamiliar words.

a. continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.b. expand understanding and use of root words, prefixes, and suf-fixes to decode words.e. decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

5.1.07 employ pre-reading strategies to facilitate comprehension.a. set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to locate specific information/facts, to discover models for writing).c. organize prior knowledge using a variety of strategies (e.g.,

webbing, mapping, brainstorming, listing, outlining). 5.1.08 use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. derive meaning while reading by1. formulating clarifying questions.4. creating mental images.8. drawing conclusions based on evidence gained.

5.1.09 develop appropriate informational skills and study skills to facilitate learning.

d. understand a variety of informational texts which include pri-mary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).

language arts 0501.1.1 demonstrate knowledge of standard english usage, me-chanics, and spelling.0501.1.2 demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0501.1.3 demonstrate knowledge of standard english sentence structure.0501.3.1 Write for a variety of purposes and to different audiences.0501.3.3 Know and apply the steps of the writing process: prewrit-ing, drafting, revising, editing, evaluating, and publishing.0501.4.2 collect, organize, determine reliability, and use information researched.0501.5.1 refine logic skills to facilitate learning and to enhance thoughtful reasoning.0501.5.2 use logic to make inferences and to draw conclusions in a variety of oral and written contexts.0501.6.2 recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs). 0501.6.3 explore the organizational structures of informational texts.0501.7.3 understand that the choice of medium influences the mes-sage in a presentation. 0501.7.4 Be aware of how message or meaning changes when a written work is translated into a visual presentation.

Grade 8Social Studies8.1.03 identify the role those diverse cultures had on the develop-ment of the americas.

a. list the various cultures that contributed to the development of the united states.

State and National Curriculum Standards



b. identify and examine perspectives of various cultural groups within early american history.

8.1.spi.2. identify cultures that contributed to the development of the united states (i.e., native american, african, British, scottish, irish, german).8.1.spi.5. identify how religion contributed to early american society (i.e. impact on government, education, social norms, slavery, toler-ance).8.1.tpi.14. evaluate the perspectives of various cultural groups in american history (e.g. social, economic, political).8.2.01 understand fundamental economic concepts and their ap-plication to a variety of economic systems.

a. describe the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.

8.2.spi.9. analyze in economic terms, (i.e., climate, triangle trade, infrastructure, topography), why slavery flourished in the south as opposed to the north.8.2.tpi.17. using research of information about the north and south make a list explaining how each of these factors influenced or dis-couraged slavery (e.g., climate and topography, types of economic activities prevalent, religious belief about slavery, historical agricul-tural practices).8.3.02 Know the location of places and geographic features, both physical and human, in tennessee and the united states.

a. identify major landforms, bodies of water, cities, and states.b. identify the physical, economic, and cultural regions of the united states.

8.3.spi.1. recognize the causes and examples of migration and im-migration in early america (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).8.5.18 recognize the causes, course, and consequences of the civil War.

a. identify sectional differences that led to the civil War.d. Weigh political, social, and economic impact of the civil War on the different regions of the united states.

8.5.19 identify the contributions of african americans from slavery to reconstruction.

a. recognize the economic impact of african american labor on the united states economy.b. analyze the social and cultural impact of african americans on american society.

8.5.spi.8. determine the social, political, and economic factors that contribute to the institution of slavery in america.8.5.spi.12. differentiate between primary and secondary source

documents.8.5.tpi.16. given a list of various groups that came to america in its early history research the reasons groups left their homeland. (e.g. irish, Blacks, native americans, english commoners).reading 8.1.02 develop an understanding of the concepts of print.

c. recognize the structure and organization of various text fea-tures to locate information (e.g., sidebars, questions at the end of chapter/unit, footnotes, endnotes).

8.1.06 expand reading vocabulary.a. Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.c. analyze word meanings using roots, prefixes, and suffixes.d. continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.f. continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, power words).

8.1.07 develop independent pre-reading strategies to facilitate com-prehension.

a. continue to establish a purpose for reading and viewing (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).b. continue to utilize reference sources to build background knowledge for reading.d. preview text, using supports such as illustrations/pictures, cap-tions, graphs, diagrams, headings, subheadings, and footnotes.e. relate the importance and the significance of the reading, listening, and viewing selections to learning and life.

8.1.08 use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. derive meaning while reading by1. continuing to formulate clarifying questions.6. continuing to create mental pictures from abstract information.7. continuing to relate text to prior personal experiences or opin-ions as well as previously read print and non-print texts.10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).b. derive meaning after reading by1. indicating, analyzing, and evaluating the sequence of events.4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.7. evaluating cause and effect relationships.



8. evaluating statements as fact or opinion. 12. making connections among various print and non-print texts.

8.1.09 refine study skills and develop methods of research to en-hance learning.

a. determine appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodi-cals, internet).e. distinguish between and use primary and secondary source documents.i. develop and use notes that include important concepts, sum-maries, and identification of reference sources.

language arts0801.1.1 demonstrate control of standard english through grammar usage and mechanics (punctuation, capitalization, and spelling).0801.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0801.1.3 understand and use a variety of sentence structures.0801.3.1 Write in a variety of modes for different audiences and purposes.0801.3.2 employ various prewriting strategies.0801.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0801.3.4 refine strategies for editing and revising written work.0801.4.1 define and narrow a problem or research topic.0801.4.2 gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.0801.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0801.6.2 analyze the organizational structures of informational texts.0801.6.3 read, interpret, and analyze text features that support informational texts.

National, 5-12e4.3B the student understands how the debates over slavery influ-enced politics and sectionalism. e5.1a the student understands how the north and south differed and how politics and ideologies led to the civil War. e5.2a the student understands how the resources of the union and confederacy affected the course of the war. e5.2B the student understands the social experience of the war on the battlefield and homefront.

State and National Curriculum Standards


LE

SS

ON

1

RESOURCES

L E S S O N p L a N R E S O U R C E S

1. The Life of Sally Thomas

2. The Life of William Holland

3. The Life of Louis Hughes

4. Discussion Questions Key

5. Storyboard Template

6. Artifact Analysis Worksheet

7. Writing a Museum Label

Lesson 1 Journey Toward Freedom: Slavery, The Civil War and Reconstruction

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Journey to FreedomT h e L i v e S o F T h R e e T e N N e S S e e S L a v e S a N d T h e i R T e N N e S S e e ’ S T R a v e L i N g T R e a S u R e S

A n E du c At i o n A l o u t r E A ch P rogr Am o f t h E t E nn E s s E E s tAt E mus Eum • © 2 0 10

The life of Sally Thomas page 1 of 2

sally thomas was born into slavery in charlottesville, virginia in 1787. she grew up on a tobacco plantation owned by charles

thomas. life was not easy on the plantation, especially for women. female slaves, like sally, worked alongside the men to

harvest the crops, chop wood, and mend fences. they were also responsible for domestic chores such as raising children,

cooking, knitting, and sewing.

When sally was twenty-one years old, she gave birth to a son, John, and the next year another son named henry. Both sons

were listed as mulattoes or part white. even though their father was a white man, John and henry were still considered slaves

because of state law. they were also never claimed as children by their father. sally knew that her sons’ lives and future happi-

ness depended on her, and she refused to let them live as property their entire lives like she had. she began to make plans to

secure their freedom.

sally and her young sons were taken to nashville with their owner. living in the city offered her new opportunities for her

family. she was given permission by her owner to hire herself out as a laundress and keep some of the money that she earned

from washing clothes. sally was able to move around the city freely and eventually, rent her own home. although a slave, sally

became a well-known business woman in the community. she was an entrepreneur, running her own business, even though

she could not read or write.

in 1827, sally gave birth to her third child, James, whose father was tennessee supreme court Judge thomas catron, who

later served as a united states supreme court Justice. even though Judge catron was a very prominent citizen, this child was

also a slave. motherhood was extremely important to sally. she worried about the future of her children and wanted to save

enough money from her laundry business to purchase their freedom.

sally was able to arrange for her ten year old son, John, to work on a river boat as a personal servant. sally trusted the cap-

tain, John rapier. she hoped that if her son was a good worker then he might be able to gain his freedom. While with captain

rapier, John thomas learned to read and write. eventually, the captain bought John for $1,000 from the thomas family. When

John was twenty-one years old, according to the alabama court system, he was legally free. sally was assured that her oldest

son would live as a free man.

in 1834, sally learned that upon the death of her owner, charles thomas, she and her two sons, henry and James, were willed

to a relative of thomas, John martin. sally didn’t trust the new owner and was afraid he would sell them separately. her son,

henry, was in his twenties and could be sold for a large sum of money, so she encouraged him to escape from tennessee,

even though it was dangerous. he traveled at night and fled north into Kentucky. eventually, he made his way to new york

where he worked as a barber. sally never saw her son again after he gained his freedom.

for sally’s youngest son, James, there was still the possibility that he could be taken and sold. to ensure that all her children

would be free, sally persuaded a local attorney, ephraim foster, to help her buy her son from John martin. the asking price for

James thomas was $400. sally saved $350 from her laundry business and borrowed the other $50 from foster. even though

James was given his “freedom” under tennessee law and the debt was paid, James belonged to ephraim foster.

Continued next page




The life of Sally Thomas page 2 of 2

in order to stay in nashville with her son, sally also had to find a way to ensure her freedom. sally went to attorney godfrey

m. fogg and asked for his assistance in “buying” her from her owner, John martin. fogg agreed to help sally, but legally, sally

and James were still slaves because the law stated that freed slaves had to leave tennessee. sally didn’t want to have to leave

her home and business.

everyday life in nashville for sally and James was dangerous. if their new owners died, there was a chance that sally and

James could be sold by their heirs. to ensure a financial future for her son, sally arranged for James to apprentice as a barber

for another quasi-slave name frank parrish. five years later, James opened his own barber shop in downtown nashville.

sally continued to operate her laundry service and died in 1850, at the age of sixty-three, during a cholera epidemic in nash-

ville. after sally died, ephraim foster petitioned for James’s freedom. James was able to leave tennessee before the civil War.

sally’s dream had finally come true. all of her children were not only free, but literate business men who could survive on

their own, as well.

the story of sally thomas’ life is unique. her life illustrates a mother’s determination, but it also explains the difficulties faced

by african americans in the united states. she overcame the obstacles that slavery forced upon her and her sons, and due to

sally’s perseverance, all three of her sons lived to see old age as free, successful men.




The life of William holland page 1 of 2

the story of William holland’s life began in 1834 on a large plantation in Kentucky. here, young William learned what it meant

to be a slave. as a slave, he worked hard on the plantation. his workday started at sunrise every morning. along with other

slaves on the plantation, he plowed fields, repaired fences, cut firewood, and tended tobacco in the brutal summer heat. the

workday ended when the sun set in the evening. each day the same tough tasks left him and the other slaves exhausted. if

he did not do these tasks fast enough or if he did not follow the master’s orders, William, like all the other slaves, would have

been whipped. however, his biggest fear was not being whipped, but being sold, and at the age of twenty that fear came true

for William.

slaves were sold every day in the south, but for the slave, this was one of the scariest moments of their lives. William learned

that he was to be taken from his friends, his family, and the only home he ever knew. the day he left his family on that Ken-

tucky plantation must have been a very sad one. after he hugged his family goodbye, the young slave began the long march to

his new home in tennessee.

after a journey of over 150 miles, William arrived in columbia, tennessee. his new home was on another large plantation with

over 100 slaves. he would have to learn all these new faces, both black and white. his owner was a man named Benjamin

harlan. William learned through another slave on the plantation how to become a carpenter and a blacksmith. a blacksmith

was someone who shaped metal objects into farm tools, like hammers, nails, and horseshoes. William’s days were spent over

a hot fire and coals pounding out objects with a hammer. since he was a slave, he was never paid any money for his efforts.

When the civil War came to middle tennessee, holland realized he had a great opportunity for freedom. like many slaves at

the time, William ran away. he made his way to the union army who was stationed in pulaski, tn. When he arrived he proba-

bly was put to work doing the kind of labor he had done on the farm, digging trenches, cutting trees, and building earthworks.

however, something was different with this kind of work. he was actually paid money by the army to do it.

as the war spread throughout the south, the federal government allowed for the enlistment of black soldiers, even slaves

that had run away for freedom were allowed to join. William jumped at this opportunity. he quickly completed an enlistment

application for the 111 united states colored troop regiment. it must have made him proud to wear his blue kepi (cap). the

kepi along with his union army uniform meant that he was not only fighting to save the union, but also, he was fighting for his

freedom.

now enlisted in the army, the young soldier was sent with his regiment to guard a train bridge in northern alabama. for the

most part, this was a boring job, until one day. on september 25, 1864, William holland experienced one of the scariest

moments of his life. recently, word had gotten back to the outpost that the most feared confederate cavalry officer in the

entire war was in the area. nathan Bedford forrest struck fear and hatred in the minds of african american soldiers. rumors

among the troops and northern newspapers said he had massacred black soldiers after they surrendered at fort pillow in

West tennessee. now William holland and the other soldiers faced forrest’s army at the train bridge. When forrest demanded

the union forces to surrender, holland’s commander refused. With that, the cannons began to boom. shells exploded. Bullets

whizzed through the air. holland experienced his first real battle. after a few hours of fighting, the battle was over.

Continued next page




With the union commander dead, the 111th u.s.c.t. surrendered to forrest. many of holland’s comrades were sent back into

slavery to build fortifications for the confederacy. William was fortunate. he was taken to be the personal servant of general

forrest’s surgeon. this meant that he stayed in middle and West tennessee, and when forrest invaded middle tennessee,

the brave young soldier once again took the opportunity to run away. he was able to rejoin his old unit and make his way to

murfreesboro.

When the war ended in 1865, holland, like all african americans, sought to carve out a new life for himself. this new life was

one without slavery. during the war, slavery fell apart. it was eventually abolished by the 13th amendment. holland was finally

able to marry, as slaves were not permitted to marry. unfortunately his first wife, eliza, died a few years into their marriage in

1868. during this time, holland helped construct stones river national cemetery. he and members of his unit were given the

grisly task of digging up dead union soldiers and carting their bodies back to the cemetery for reburial. for his efforts, he was

paid one dollar per day! for years after the war, he continued to work at the national cemetery as a caretaker until he eventu-

ally earned enough money to purchase his own property. he built a house on land just down the street from the cemetery. in

1878, his second wife ruth died leaving him with two young children to raise on his own. for the next thirty years, William

holland lived a quiet life in the african american community of cemetery.

When he died on august 14, 1909, the old veteran was buried outside the walls of the cemetery he worked so hard to create.

however, he was not excluded because he was black. holland chose not to be buried in the national cemetery. he wanted to

be buried on his own property. William holland was born as someone else’s property, but when he died, he died owning his

own property. this is why he wanted to be buried on his own land. today, his tombstone marks the land he once owned. more

importantly, it signifies one man’s journey from slavery to freedom.

many african americans in the south have similar stories that tell of their journey towards freedom. William holland’s is just

one of millions. today, you can see the grave of William holland by visiting stones river national Battlefield in murfreesboro,

tennessee.

The life of William holland page 2 of 2




The life of louis hughes page 1 of 2

the majority of louis hughes’s life was a constant journey towards gaining his freedom. he was born into slavery in 1832,

and was a young boy when he was first sold. he would spend the next thirty years of his life as someone’s property. When

louis was twelve years old, his owner died, and he was hired to work on a canal boat sailing to richmond, virginia. louis

thought that he would be on the boat for only a few months, so he said goodbye to his mother expecting to see her again.

however, he was taken to a local slave auction and forced to leave behind the only home and family he had ever known. he

was traded several times before he was purchased for $380 by mr. edmond “Boss” mcghee.

louis traveled hundreds of miles to his new owner’s plantation in mississippi. Because he was a young boy, louis became a

house servant. some of his duties were to sweep the yard, dust the parlors, and saddle the horses. eventually his owner, mr.

mcghee, taught him about medicine, and louis learned to care for the other slaves.

in 1850, louis was taken, along with 25 other slaves, to memphis to build a house on 14 acres of property owned by “Boss”

mcghee. in the new home, louis’s duties were much harder, and he longed for his freedom. he made his first attempt to

escape when he traveled to memphis and snuck aboard a ship named the statesman. louis hid between four barrels of sugar,

sneaking around the ship at night searching for food. after three days of hiding, hunger and thirst forced louis to leave his

hiding space, and he was discovered by the ship’s second mate. a $500 reward had been offered for his capture, and upon

being discovered, louis was chained and thrown in jail. his owner was told of this attempt to escape, and louis was returned

to memphis.

three months later, louis escaped once again. he traveled to memphis and snuck aboard a ship carrying mail. in the after-

noon, louis jumped into the hull of the boat and hid under cotton bales. for three days, he hid without any food or water and

was finally discovered by one of the deck hands. louis was taken back to the plantation and this time, whipped.

often, new slaves were bought and sent to work on the cotton farm. during this time, louis met a young girl named matilda

morgan, and they were married three years later. the wedding was performed by a parish minister. this was very rare; minis-

ters were rarely allowed to perform marriage ceremonies for slave weddings. owners did not want slaves to form families or

communities. they also did not want them to learn to read and write. often times, slaves had to find creative ways to educate

themselves. louis was very eager to learn to read and write. he was taught by another slave named tom by writing words and

letters on the side of a barn. over the next few months, louis would copy the letters in secret, knowing he would be punished

if found out.

louis’s life changed drastically when the civil War began. Within two years, the city of memphis was occupied by union

soldiers. many citizens who lived in memphis were afraid for their safety, so they took their slaves and left town. the mcghee

family moved their slaves, including louis, to Bolivar, tennessee, where mr. mcghee was arrested by the union army. after

his master was arrested, louis, along with two other slaves, traveled to tell mr. mcghee’s wife the news. three days later, they

left with letters to be delivered to “Boss” in prison, but after traveling four miles, louis decided to try and escape again. es-

caping was very tiresome and dangerous. louis traveled through swamps and heavy mist. during his journey, a rebel soldier

called out from the mist for louis to stop, and upon being recognized as a runaway slave, louis was taken to a rebel encamp-

ment. then, louis was taken back to the plantation, where he was whipped and sent to the fields to plow.

Continued next page




louis refused to accept anything less than freedom and for a fourth time, tried to escape. louis, his wife matilda, and two

other slaves traveled by night through corn fields, cotton patches, and oat fields, using the stars to guide them on their jour-

ney at night. eventually, louis and his companions were tracked by bloodhounds and caught. they were taken back to their

owner.

towards the end of the civil War, louis and his wife were moved to alabama where they worked as salt laborers for the con-

federate army. upon the death of his owner, edmund mcghee, louis decided to make his final journey towards freedom. leav-

ing matilda behind on the plantation in mississippi, louis traveled towards the union army that surrounded northern missis-

sippi and was able to reach memphis, tennessee. While in memphis, louis persuaded a union officer, colonel Walker, to help

him free matilda. With help from colonel Walker and african american union soldiers, louis reached matilda and rescued her.

after the war, louis and his wife made their way to milwaukee, where he was able to find his brother after years of separation.

he also used the medical knowledge that he learned on the plantation to become a nurse. after years of struggle, he and his

family were finally free. louis wrote about his experience as a slave and his fight to be free in his autobiography, Thirty Years a

Slave, From Bondage to Freedom in 1897.

The life of louis hughes page 2 of 2




discussion Questions key page 1 of 2

discussion Questions for Sally Thomas

1. do you think it was easy for Sally to purchase her freedom or her children’s freedom?

No, it would have been very expensive. It was also dangerous. Sally could have been taken advantage of by those who wanted

to take her money. She also needed to find the right people, those who she could trust, to purchase her and her children. This

was important to ensure she would not run the risk of trading masters and losing her money, rather than gaining freedom.

2. how were slaves who lived in an urban area treated differently than slaves who remained on the plantation?

Often, slaves in urban areas had more social and economic freedom. On a farm, slave duties were dictated by the seasons.

Plantation slaves had to create their own families and social networks. Urban slaves may have more of a chance to stay to-

gether as a family.

3. Why do you think some slaves chose to remain “enslaved” rather than buy their freedom or escape?

It was very expensive to buy their freedom and most slaves did not have the means to earn money. Only a few with special

skills were allowed to keep part of the money they made. Also, it was very dangerous to run away. For some slaves, this was

the only world that they had known. It was easier to stay where they felt comfortable. Others may have lacked resources (such

as education) to survive on their own.

discussion Questions for William holland

1. do you think the arrival of the union Troops into Tennessee made it easier for the enslaved african americans?

The slaves were able to leave their masters more easily, because the arrival of the Union Soldiers was a visible threat to the

plantation owners. The plantation owners were more concerned for their own safety than their slaves. It also gave the slaves an

ally and often, a safe haven.

2. What do you think would have happened to the black prisoners of war if they were captured by the Confederates?

They would have been returned to slavery or sometimes, killed.

3. Why do you think it was important that William holland chose to be buried on his own land rather than in the National

Cemetery?

All his life he was someone else’s property, and he died as a property owner.

Continued next page




discussion Questions key page 2 of 2

discussion for louis hughes

1. What difficulties would an escaped slave have faced?

For the escaped slave, there was the possibility of being captured, encountering unfamiliar territory, a lack of resources once

reaching “freedom,” not knowing who they can trust, etc. (These answers may vary)

2. Why was it significant that louis hughes defied his owner and learned to read and write?

Slaves were not always given the privilege of formal education, and many times, they had to learn in secret. For Louis to take

time to learn how to read and write, he shows personal determination to give himself an education and better his life.

3. What can we learn from reading his autobiography, Thirty years a Slave?

In his autobiography, Louis Hughes gives us an extraordinary look into the daily life of a slave prior to the Civil War.




Storyboard Template page 1 of 1




directions: study the object you selected to use in your museum exhibit. then answer the following questions.

What do you think the object is called?

What do you think the object was used for?

What material is the object made out of?

do you have any questions about your object?

how does this artifact pertain to your individual’s journey towards freedom?

artifact analysis Worksheet page 1 of 1

name: date:




Writing a Museum label page 1 of 1

museum labels help visitors to learn about the artifacts that they encounter in exhibits. they answer important questions that

visitors may have about an artifact. use the information from your biographical handout and artifact analysis sheet to write a

museum label for the artifact you chose from the trunk: What was this artifact called? What is it made out of? how does this

artifact pertain to your character’s journey towards freedom? Keep your label short and simple.

cut paper here and mount label on exhibit

artifact name:


the lives of three tennessee slaves and their journey to ......tsm journey to freedom v1.indd 3...

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