Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
HIS 110 Enhance teaching - snaptutorial.comdonaldzs73
For more classes visit
www.snaptutorial.com
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
HIS 110 Education Organization / snaptutorial.comMcdonaldRyan53
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
Students will compare and contrast travel in the 18th century with travel in current times by planning and simulating a trip to Mount Vernon from a chosen location in the colonies.
His 110 Exceptional Education-snaptutorial.comrobertleses22
For more classes visit
www.snaptutorial.com
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
HIS 110 Week 3 Individual Assignment Constitution Paper
HIS 110 Week 3 Learning Team Assignment Exercises
From Enslavement to Freedom: Resources for Teaching the African American Expe...Heidi Bamford
This Powerpoint contains many active links and images that can be used to present a general or specific perspective on the African American experience, focusing particularly on New York. While local history resources are identified, there are many national and regional resources included to make this adaptable for any classroom.
HIS 110 Enhance teaching - snaptutorial.comdonaldzs73
For more classes visit
www.snaptutorial.com
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
HIS 110 Education Organization / snaptutorial.comMcdonaldRyan53
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
Students will compare and contrast travel in the 18th century with travel in current times by planning and simulating a trip to Mount Vernon from a chosen location in the colonies.
His 110 Exceptional Education-snaptutorial.comrobertleses22
For more classes visit
www.snaptutorial.com
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
HIS 110 Week 3 Individual Assignment Constitution Paper
HIS 110 Week 3 Learning Team Assignment Exercises
From Enslavement to Freedom: Resources for Teaching the African American Expe...Heidi Bamford
This Powerpoint contains many active links and images that can be used to present a general or specific perspective on the African American experience, focusing particularly on New York. While local history resources are identified, there are many national and regional resources included to make this adaptable for any classroom.
A PowerPoint by past Project Librarian Tom McMurdo, on how using historic newspapers on Chronicling America can show different perspectives on a historic event.
The Land of the Free and Home of the Enslaved -- ENGL 216zachalfonso
An analysis, unifying two texts, to demonstrate the treatment of indigenous populations, as well as immigrants, in Pre-American and present society, especially after the Trump administration.
A PowerPoint by past Project Librarian Tom McMurdo, on how using historic newspapers on Chronicling America can show different perspectives on a historic event.
The Land of the Free and Home of the Enslaved -- ENGL 216zachalfonso
An analysis, unifying two texts, to demonstrate the treatment of indigenous populations, as well as immigrants, in Pre-American and present society, especially after the Trump administration.
COMMENT DEMYSTIFIER SON BANQUIER?
Voilà de quoi booster votre attitude et votre argumentaire pour convaincre votre banquier. En tous cas, BONNE CHANCE...
· Identify the question number, but do not write the questions. Yo.docxodiliagilby
· Identify the question number, but do not write the questions. Your answers should be primarily based on the reading assigned
· You can strengthen your arguments by doing library research.
When you use external sources, you must use scholarly articles in the peer reviewed journals ( wright state database )
· you may cite the specific concept, phrase, or sentence in the reading or other course materials when you support your arguments. Don’t cite a long sentence; it shouldn’t be more than 15words in each direct citation. Make sure that you identify the page number so that I can verify your supporting evidence in the reading ( the book )
· Each your answer should be brief and to the point (approximately 70-100 words).You must state word countat the end of each answer (e.g., Word Count: 85). Your paper should adhere to appropriate standards of organization, spelling, and grammar; that is, it should be formatted in complete sentences and paragra
The questions are
1. From sociological perspective, there is no biological basis for distinguishing among human groups along the lines of race; rather race is a social construction. (1) Explain the idea of race as 2 social construction (or racial formation) discussed in two readings and the film “Race: Power of an Illusion, and (2) illustrate it with examples.
Required Reading:Read “Defining Race and Ethnicity”(Markus & Moya, Chapter 1)& “Racial Formation” (Unit 01)
2. Based on the film, The Eye of the Storm, (1) identify the key elements of racism,and (2) discuss the mechanism through which racial discrimination reinforce racial stereotypes and racial inequality.*Film: Eye of the Storm
3. Chapter 2 discusses four models that provide answers to a question: How should members of different ethnic groups related to one another? Among them, (1) describe what group separatism is, (2) discuss how group separatism is different from racial segregation in the United States.*Required Reading: “Models of American Ethnic Relations” (Markus & Moya, Chapter 2
4. Why were Africans enslaved but not American Indians or Europeans? Specifically, what are the key variables (according to Noel Hypothesis and Blauner Hypothesis)that explain why Africans were enslaved instead of the other groups?*Required Reading: “The Development of Dominant-Minority Group Relations in Preindustrial America” (see Unit 04
5. What are the main features of the Jim Crow system of race relations? (2) What were the causes of the Jim Crow system? *Required Reading: “Industrialization and Dominant-Minority Relations” (see Unit 04
4
The Developmeml 0f
D0minant-Min0rity {;roup
Relations in Preindustrial America
The Origins of Slavery
No man can put a chain about the ankle of his fellow man without at last finding
the other end fastened about his own neck.
- Frederick Douglass (1818-1895)
ex~slave, abolitionist, orator, author
Washington, D.C. 1883
F com the first settlements in the 1600s until the 19th century, most ...
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
US History Essay
Essay on Modern American History
Early American History Essay
ch 12 us history Essay
Ap Us History Dbq
American History Essay
History Essay
1.Discussion postFor the AlbionsSeed, you will find a chapter.docxpaynetawnya
1.
Discussion post:
For the AlbionsSeed, you will find a chapter of David Hackett Fisher's landmark study of colonial America, Albion's Seed. Fisher . . . "traces the migration of cultures from four distinct regions of the British Isles and explains how each imparted its own distinctive character to the portion of America they made their own."
The AlbionsSeed excerpt focuses on the ways that these four different waves have influenced America's multi-varied cultural concept of "liberty," certainly a necessary path of inquiry to anyone interested in American culture then and now.
Discussion Board Post:
Looking at the different explanations of the idea of "liberty," which one do you think was most important to early European settlers of the colonies? Explain why.
Which category do you think is closest to your own idea of liberty? Do you think that your definition of the word is one still commonly held in our culture? Describe how it is differs from Fisher's categories.
250 words.
2. (make sure write where is this quote from into beginning of explanation) (you can find a quote from reading in first assignment).
Students will choose a short excerpt / quote from one of the readings of that week, type it in, then add a short (150 words or so) explanation for your choice. Was your selection important because it:
1. is an example of beautiful or striking language?
1. exemplifies a particular theme or character?
1. makes the reader think about something in a new way?
1. reflects a particular aspect of French culture?
1. was just something that you liked?
For example:
"Whoever gets knowledge from God, science,
and a talent for speech, eloquence,
Shouldn't shut up or hide away;
No, that person should gladly display." Marie de France
explanation:
In the opening lines to the Prologue to the Lays, Marie de France is providing her readers with an explanation for writing these stories down. This is a very common and traditional rhetorical move informing readers about the ethos or qualifications of the speaker. In this case, Marie is claiming that she is knowledgeable and eloquent and that these gifts come from God and therefore should be used. I think it goes further than that; Marie, like most women of her day,* would have been expected to "shut up" and "hide away" as a matter of course, since women's voices were not welcomed in the public sphere. By opening her work in this way, she preempts criticism about the appropriateness of her authorship.
PURITAN LIBERTY MASSACHUSSETTS
ordered liberty
· Collective liberty w/close restraints on individuals
· Liberties – specific exemptions from prior restraints
· Soul (Christian) liberty – freedom to serve God in the world (= obligation) Freedom of the “true” faith; consistent w/persecution of other faiths
· Freedom from circumstance – want, fear
ANGLICAN LIBERTY VIRGINIA
hegemonic liberty
· Dominion over others
· Dominion over self
· Power to rule
· Hierarchical /aristocratic ...
Temple University Essay. 003 Word Essay Example Best Sample Documented Michel...Wendy Fricke
Temple university application essay 2017 by amandaeyas - Issuu. Temple University Essay Examples. TEMPLE UNIVERSITY WRITING CENTER. Temple University - WhyUS Scholarships - Page 1. Personal and Professional Accomplishments Admission/Application Essay .... Policies - Temple University. Temple university essay topics. Response Temple University Essay Prompt. Temple University - Insight 2020 - Study Abroad Article - Page 1. Temple University General Education. Temple University Essay Help ― First Year Applicant. Temple college application essay - friendshipthesis.web.fc2.com. Temple essay - writefiction581.web.fc2.com. Temple application essay help, Temple University BS/MD Program. The Temple University Essay Prompt Professional Assistance. 003 Word Essay Example Best Sample Documented Michelle Cooper Teacher .... Temple university essay. Temple University Undergraduate College ... Temple University Essay
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
This lesson explores George Washington’s leadership and character as commander-in-chief of the Revolutionary War by bringing to life the relationships between him and his generals as they fought for our nation’s freedom.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
George Washington Stood Here – On The Issue Of Slavery
1. George Washington Stood Here…
On the Issue of Slavery
Intended Grade Level: High School
Lesson Purpose: To examine George Washington's dichotomous role as a man who
fought for and led our country in the belief that "all men are created equal" and as a
man who owned slaves.
Lesson Objectives:
• To understand the societal, cultural, and economic conditions in 18th century
American life that sustained the institution of slavery.
• To examine the 18th century enslaved community at Mount Vernon.
• To explore the relationship between George Washington and his slaves.
National Standards:
NSS-USH.5-12.2 ERA 2: COLONIZATION AND SETTLEMENT (1585-1763)
• Understands why the Americas attracted Europeans, why they brought enslaved Africans to
their colonies, and how Europeans struggled for control of North America and the Caribbean
• Understands how political, religious, and social institutions emerged in the English colonies
• Understands how the values and institutions of European economic life took root in the colonies,
and how slavery reshaped European and African life in the Americas
NSS-C.9-12.3 PRINCIPLES OF DEMOCRACY
How Does the Government Established by the Constitution Embody the Purposes, Values, and
Principles of American Democracy?
• How are power and responsibility distributed, shared, and limited in the government established
by the United States Constitution?
• How is the national government organized and what does it do?
• How are state and local governments organized and what do they do?
• What is the place of law in the American constitutional system?
• How does the American political system provide for choice and opportunities for participation?
NL-ENG.K-12.1 READING FOR PERSPECTIVE
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world; to acquire new information; to respond to the
2. needs and demands of society and the workplace; and for personal fulfillment. Among these texts are
fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Background:
George Washington inherited his first ten slaves at age 11 upon the death of his
father. By the time of Washington’s death in 1799, there were 316 slaves on the Mount
Vernon property, of which 123 were Washington slaves and 153 were dower slaves
belonging to Martha Washington’s estate. Washington also rented about 40 slaves from
a neighbor. The slaves worked and lived on 5 separate farms, with the majority
working and living on the plantation’s four agriculture farms. Most of the agricultural
field workers were women. Of the nearly 90 slaves who lived on the Mansion House
farm, which was the seat of the plantation, only about 60 were of working age. The vast
majority of the working-age slaves at Mansion House farm were skilled artisans or
craftsmen, such as carpenters, blacksmiths, weavers, spinners, etc. About 42% of the
total Mount Vernon slave population did not work because they were either children,
elderly, or infirm.
The Virginia planter class of the 18th century considered slaves essential to the
survival of their plantations. An exacting taskmaster, George Washington expected the
Mount Vernon slaves to work hard and produce much. He was often disappointed. He
tried both reward and punishment to induce compliance. However, there was no real
incentive for slaves to work harder. Slaves resisted slavery through a variety of means
from working slowly (or not at all), to theft or breaking of tools, to running away.
Slaves were required to work from sunrise to sunset, which could equal a 15 hour
workday in the summers, and worked every day of the week except Sunday.
Over the years, many Washington slaves married dower slaves, who were
entailed to the estate of Mrs. Washington’s first husband. Although Mrs. Washington
had the legal use of these slaves during her lifetime, by law, she could not free them. At
her death, dower slaves would legally revert to the Custis estate. This meant that when
George Washington emancipated his slaves, their freedom would inevitably separate
families. Washington made the provision in his will, which he wrote the summer
3. before his death, to immediately free his former manservant, Billy Lee, and the
remainder of his slaves upon the death of his wife. Mrs. Washington did not wait until
her death in 1802; instead she freed all of Washington’s slaves on January 1, 1801.
George Washington never publicly spoke out against slavery but certainly set an
example he hoped others would follow. Of the nine American presidents who were
slave owners, Washington was the only one to free his slaves.
Timeframe: Approximately one class session
Procedure:
1. Discuss as a class why primary documents are important for studying history
and introduce students to the Document Analysis Worksheets (DAW) of the
National Archives,
http://archives.gov/education/lessons/worksheets/index.html.
2. Students will examine the Transcription: Advertisement for Runaway Slaves
(included below) with the DAW and answer the following questions:
• What do the descriptions of the slaves indicate about their living
conditions? Do the descriptions provide any personal glimpse into these
men?
• What do you think were George Washington’s beliefs toward purchasing
slaves at this time?
• Why may the slaves have traveled to particular places upon escape?
• After studying the description provided by Washington, is there any
information that indicates all or some of the runaways may have had
trouble blending into the general population?
3. Have students examine the Transcription: George Washington to Marquis de
Lafayette and the Transcription: George Washington to John Francis Mercer,
Sept. 9, 1786 (included below) with the DAW. Have students consider the
following questions:
• How long after the Revolutionary War were these letters written?
• Why would Washington think a gradual plan to abolish the purchase of
slaves preferable to immediate emancipation?
4. • What are some factors in Washington’s life to this point that may have
affected his views on slavery?
4. Have students examine the slave census from 1799 at The Digital Papers of
George Washington website with the DAW and consider the following
questions:
(http://rotunda.upress.virginia.edu:8080/pgwde/dflt.xqy?keys=search-
Ret04d353&hi=slaves)
• What are some of the jobs that Mount Vernon slaves did?
• How many of the slaves are either children or elderly?
• The law required slave owners to house and feed slaves who were too
young, old, or disabled to work. How might this have affected George
Washington’s opinion on slavery from an economic viewpoint?
5. Have students examine George Washington’s Will using the DAW (included
below) and answer the following questions:
• What do you think were George Washington’s motives in freeing his
slaves upon his wife’s death?
• How do you think the public perceived George Washington’s Will?
• What does the will indicate about his relationship with his slaves?
• How has George Washington’s will affected his legacy?
6. Conduct a class discussion on your student’s perceptions of these documents.
Ask students what was happening in the country at the time that each document
was written. Students should come to a general consensus about the factors that
may have affected George Washington’s opinions on slavery by the end of his
lifetime and his motives for freeing his slaves in his Will.
Adapted from a lesson plan by Beth Harding,
George Washington Teachers’ Institute 2003
5. Transcription: Advertisement for Runaway Slaves posted by George
Washington, August 11, 1761
Fairfax County (Virginia) August 11, 1761.
Ran away from a Plantation of the Subscriber’s, on Dogue Run in Fairfax, on Sunday
the 9th Instant, the following Negroes, viz.
Peros, 35 or 40 Years of Age, a well-set Fellow, of about 5 Feet 8 Inches high, yellowish
Complexion, with a very full round Face, and full black Beard, his Speech is something
slow and broken, but not in so great a Degree as to render him remarkable. He had on
when he went away, a dark colour’d Cloth Coat, a white Linen Waistcoat, white
Breeches and white Stockings.
Jack, 30 Years (or thereabouts) old, a slim, black, well made Fellow, of near 6 Feet high,
a small Face, with Cuts down each Cheek, being his Country Marks, his Feet are large
(or long) for 66 he requires a great Shoe: The Cloathing he went off in cannot be well
ascertained, but it is thought in his common working Dress, such as Cotton Waistcoat
(of which he had a new One) and Breeches, and Osnabrig Shirt.
Neptune, aged 25 or 30, well set, and of about 5 Feet 8 or 9 Inches high, thin jaw’d, his
Teeth stragling and fil’d sharp, his Back, if rightly remember’d, has many small Marks
or Dots running from both Shoulders down to his Waistband, and his Head was close
shaved: Had on a Cotton Waistcoat, black or dark colour’d Breeches, and an Osnabrig
Shirt.
Cupid, 23 or 25 Years old, a black well made Fellow, 5 Feet 8 or 9 Inches high, round
and full faced, with broad Teeth before, the Skin of his Face is coarse, and inclined to be
pimpley, he has no other distinguishable Mark that can be recollected; he carried with
him his common working Cloaths, and an old Osnabrigs Coat made Frockwise.
The two last of these Negroes were bought from an African Ship in August 1759, and
talk very broken and unintelligible English; the second one, Jack, is Countryman to
those, and speaks pretty good English, having been several Years in the Country. The
other, Peros, speaks much better than either, indeed has little of his Country Dialect left,
and is esteemed a sensible judicious Negro.
As they went off without the least Suspicion, Provocation, or Difference with any Body,
or the least angry Word or Abuse from their Overseers, tis supposed they will hardly
6. lurk about in the Neighbourhood, but steer some direct Course (which cannot even be
guessed at) in Hopes of an Escape: Or, perhaps, as the Negro Peros has lived many
Years about Williamsburg, and King William County, and Jack in Middlesex, they may
possibly bend their Course to one of those Places.
Whoever apprehends the said Negroes, so that the Subscriber may readily get them,
shall have, if taken up in this County, Forty Shillings Reward, beside what the Law
allows; and if at any greater Distance, or out of the Colony, a proportionable
Recompence paid them, by
George Washington
N.B. If they should be taken separately, the Reward will be proportioned.
7. Transcription: Excerpt from letter to the Marquis de Lafayette by George
Washington, May 10, 1786
…The benevolence of your heart my Dr Marqs is so conspicuous upon all occasions,
that I never wonder at any fresh proofs of it; but your late purchase of an Estate in the
Colony of Cayenne with a view of emancipating the slaves on it, is a generous and
noble proof of your humanity. Would to God a like spirit would diffuse itself generally
into the minds of the people of this country, but I despair of seeing it—some petitions
were presented to the Assembly at its last Session, for the abolition of slavery, but 44
they could scarcely obtain a reading. To set them afloat at once would, I really believe,
be productive of much inconvenience & mischief; but by degrees it certainly might, &
assuredly ought to be effected & that too by Legislative authority.
I give you the trouble of a letter to the Marqs de St Simon, in which I have requested to
be presented to Mr de Menonville. The favourable terms in which you speak of Mr
Jefferson gives me great pleasure: he is a man of whom I early imbibed the highest
opinion—I am as much pleased therefore to meet confirmations of my discernment in
these matters, as I am mortified when I find myself mistaken.
I send herewith the copies of your private Letters to me, promised in my last, & which
have been since copied by your old aid. As Mrs Washington & myself have both done
ourselves the honor of writing to Madame de la Fayette, I shall not give you the trouble
at this time of presenting my respects to her; but pray you to accept every good wish
which this family can render for your health & every blessing this life can afford you. I
cannot conclude without expressing to you the earnest enquiries & ardent wishes of
your friends (among whom I claim to stand first) to see you in America, & of giving you
repeated assurances of the sincerity of my friendship, & of the Affectionate regard with
which I am &c. &c.
G: W——n
8. Transcription: George Washington to John Francis Mercer, Sept. 9, 1786
Mount Vernon 9th Sep. 1786.
Dear Sir,
Your favor of the 20th ulto did not reach me till about the first inst. It found me in a
fever, from which I am now but sufficiently recovered to attend to business. I mention
this to shew that I had it not in my power to give an answer to your propositions
sooner.
With respect to the first, I never mean (unless some particular circumstances should
compel me to it) to possess another slave by purchase; it being among my first wishes to
see some plan adopted, by the legislature by which slavery in this Country may be
abolished by slow, sure, & imperceptable degrees. With respect to the 2d, I never did,
nor never intend to purchase a military certificate; I see no difference it makes with you
(if it is one of the funds allotted for the discharge of my claim) who the purchaser is. If
the depreciation is 3 for 1 only, you will have it in your power whilst you are at the
receipt of Custom—Richmond—where it is said the great regulator of this business
(Greaves) resides, to convert them into specie at that rate. If the difference is more, there
would be no propriety, if I inclined to deal in them at all, in my taking them at that
exchange.
I shall rely upon your promise of two hundred pounds in five weeks from the date of
your letter. It will enable me to pay the workmen which have been employed abt this
house all the Spring & Summer, (some of whom are here still). But there are two debts,
which press hard upon me. One of which, if there is no other resource, I must sell Land
or Negroes to discharge. It is owing to Govr Clinton of New York, who was so obliging
as to borrow, & became my Security for £2500 to answer some calls 244 of mine. This
sum was to be returned in twelve months from the conclusion of Peace. For the remains
of it, about eight hundred pounds York C[urrenc]y I am now paying an interest of
seven Pr Ct; but the high interest (tho’ more than any estate can bear) I should not
regard, if my credit was not at stake to comply with the conditions of the loan. The
other debt, tho’ I know the person to whom it is due wants it, and I am equally anxious
to pay it, might be put off a while longer. This sum is larger than the other. I am Dr Sir
Yr Most Obedt Hble Servt
9. Transcription: Excerpt from George Washington’s Will, July 9, 1799
Last Will and Testament
July 9, 1799
In the name of God amen
I GEORGE WASHINGTON of Mount Vernon, a citizen of the United States,
and lately President of the same, do make, ordain and declare this Instrument;
which is written with my own hand and every page thereof subscribed with my
name, to be my last Will and Testament, revoking all others.
Imprimus. All my debts, of which there are but few, and none of magnitude, are
to be punctually and speedily paid; and the Legacies hereinafter bequeathed, are to
be discharged as soon as circumstances will permit, and in the manner directed.
Item. To my dearly beloved wife Martha Washington I give and bequeath the use,
profit and benefit of my whole Estate, real and personal, for the term of her
natural life; except such parts thereof as are specifically disposed of hereafter: My
improved lot in the Town of Alexandria, situated on Pitt and Cameron Streets, I
give to her and her heirs forever, as I also do my household and Kitchen furniture
of every sort and kind, with the liquors and groceries which may be on hand at
the time of my decease; to be used and disposed of as she may think proper.
Item. Upon the decease of my wife, it is my Will and desire that all the Slaves
which I hold in my own right, shall receive their freedom. To emancipate them
during her life, would, tho’ earnestly wished by me, be attended with such
insuperable difficulties on account of their intermixture by Marriages with the
Dower Negroes, as to excite the most painful sensations, if not disagreeable
consequences from the latter, while both descriptions are in the occupancy of the
same Proprietor; it not being in my power, under the tenure by which the Dower
Negros are held, to manumit them. And whereas among those who will receive
freedom according to this devise, there may be some, who from old age or bodily
infirmities, and others who on account of their infancy, that will be unable to
support themselves; it is my Will and desire that all who come under the first and
second description shall be comfortably cloathed and fed by my heirs while they
live; and that such of the latter description as have no parents living, or if living
are unable, or unwilling to provide for them, shall be bound by the Court until
they shall arrive at the age of twenty five years; and in cases where no record can
be produced, whereby their ages can be ascertained, the judgment of the Court
upon its own view of the subject, shall be adequate and final. The Negros thus
10. bound, are (by their Masters or Mistresses) to be taught to read and write; and
to be brought up to some useful occupation, agreeably to the Laws of the
Commonwealth of Virginia, providing for the support of Orphan and other poor
Children. And I do hereby expressly forbid the Sale, or transportation out of the
said Commonwealth, of any Slave I may die possessed of, under any presence
whatsoever. And I do moreover most pointedly, and most solemnly enjoin it upon
my Executors hereafter named, or the Survivors of them, to see that this clause
respecting Slaves, and every part thereof be religiously fulfilled at the Epoch at
which it is directed to take place; without evasion, neglect or delay, after the
Crops which may then be on the ground are harvested, particularly as it respects
the aged and infirm; Seeing that a regular and permanent fund be established for
their Support so long as there are subjects requiring it; not trusting to the
uncertain provision to be made by individuals. And to my Mulatto man William
(calling himself William Lee) I give immediate freedom; or if he should prefer it
(on account of the accidents which have befallen him, and which have rendered
him incapable of walking or of any active employment) to remain in the situation
he now is, it shall be optional in him to do so: In either case however, I allow
him an annuity of thirty dollars during his natural life, which shall be
independent of the victuals and cloaths he has been accustomed to receive, if he
chuses the last alternative; but in full, with his freedom, if he prefers the first;
and this I give him as a testimony of my sense of his attachment to me, and for
his faithful services during the Revolutionary War. . . .