Historical Investigation:
George Washington’s Changing Views of Emancipation
Museum Connection: Labor that Built a Nation
Purpose: In this lesson students will investigate George Washington’s views of
abolition and slavery. After analyzing a collection of primary source
documents, students will compose a response to the question: To what
extent did George Washington’s views of abolition and slavery change
during his lifetime?
Course: Advanced Placement United States History, African-American History
Time Frame: 1 class period
Correlation to State Standards:
National Standards for History, United States History
Era 4: Expansion and Reform (1801-1861)
Standard 4: The sources and character of cultural, religious, and social reform
movements in the antebellum period.
4A. The student understands the abolitionist movement.
Analyze changing ideas about race and assess the reception of
proslavery and antislavery ideologies in the North and South.
Correlation to State Standards:
United States History
5.0 CONTENT STANDARD: HISTORY- Students will examine significant
ideas, beliefs and themes; organize patterns and events; analyze how individuals
and societies have changed over time in Maryland and the United States.
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Expectation 5.1: Students will demonstrate understanding of the cultural,
economic, political, social and technological develops from Reconstruction
to 1897.
1. Analyze the economic, political and social consequences of
Reconstruction (5.1.1).
Objective:
b. Evaluate the power struggle between the executive and
legislative branches at the national level during Reconstruction,
such as Presidential v. Congressional Reconstruction Plans.
Common Core State Reading Standards for Literacy in History/Social Studies
6-12
• Cite specific textural evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
Common Core State Writing Standards for Literacy in History/Social Studies
6-12
• Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
• Draw evidence from informational texts to support analysis, reflection, and
research.
Objective:
Students will determine the causes and the degree to which George Washington’s
view of abolition changed during his lifetime.
Vocabulary:
Abolitionist
Abolitionist
Movement
emancipation
manumission
a person who works to end slavery.
an organized effort of individuals (both African American
and white) and organizations to end slavery in the United
States of America.
the freeing of slaves.
emancipation of an individual slave through any one of a
variety of legal means.
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Materials:
For the Teacher:
Vocabulary
Publications
Websites
Historical Background
Painting: “George Washington at Mount Vernon”
For the Students:
Painting: “George Washington at Mount Vernon”
Student Resource Sheet 1, “Individual Analysis”
Student Resource Sheet 2, “Group Analysis”
Student Resource Sheet 3, “Maryland Gazette article with transcript”
Student Resource Sheet 4, “Correspondence between Washington and the
Marquis de Lafayette”
Student Resource Sheet 5, “Last Will and Testament of George Washington”
Resources:
Publications:
Burns, James MacGregor and Susan Dunn. George Washington. New York:
Times Books, 2004.
“Slavery at Mount Vernon.” Footsteps November/December 2000.
Levy, Andrew. First Emancipator: The Forgotten Story of Robert Carter the
Founding Father who Freed his Slaves. New York: Random House, 2005.
Wiencek, Henry. An Imperfect God: George Washington, His Slaves, and the
Creation of America. New York: Farrar, Straus and Giroux, 2003.
Web Sites:
http://teachingamericanhistory.org/library/index.asp?documentprint=36
http://gwpapers.virginia.edu/slavery/advertiseimage.html
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Historical Background:
George Washington’s views of slavery were shaped by contemporary views of
race relations. The question for this lesson is: “How did Washington’s views of
slavery and emancipation change over time?” In modern society it is generally
agreed that racism and prejudice are not and should not be a part of the American
social and political fabric. However, in 1787 that was not the case. Those
founding fathers and others who believed in the brotherhood of humanity and the
injustice of slavery were in the minority. Yet, there were those who held such
beliefs. Why didn’t Washington embrace these beliefs? The early beginnings of
the abolitionist movement in the United States lend some insight into this
question. Robert Carter, a Virginian like Washington, caused a great controversy
when he opposed the prevailing racial attitudes of the day and freed five hundred
of those he held in bondage. Carter took the position that it was hypocritical to
fight against the British for their “enslavement” of the colonists and for them to
engage in such behavior. Moreover, on religious grounds, he believed that God
would punish the newly formed nation for their hypocrisy. Washington, on the
other hand, did not free those he enslaved until after his death. Washington may
have been influenced by the Great Awakening and the acceptance of his own
mortality in providing conditional emancipation for the majority of those he
enslaved at Mount Vernon. It is important for us to understand that Washington
was operating within the context of the early abolitionist period when he was
considering emancipating those he enslaved.
Lesson Development:
Motivation:
Look at the painting of George Washington at Mount Vernon. After examining
the painting, answer the questions that follow.
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Painting: Life of George Washington the Farmer by James Brutus Stearns
(1851)
Source: Library of Congress Prints and Photographs Division, Washington DC
teachingamericanhistory.org/convention/stearns/
1. What does this painting tell us about George Washington?
2. What does this painting tell us about the period in which Washington lived?
(Note to teacher: This image reflects the position of Washington as elite. He is
depicted as the head of his family which includes immediate family members and
those who work for him. To that extent this image could be considered a “family”
portrait with Washington at the head pointing to his subjects and workers. It was
typical during this period in American history for economic activity to be centered
at home, thus Washington’s depiction adds insight into the economic relations of
members of the social order. While the focus of the lesson is on Washington’s
changing views on abolition and slavery, any examination of this image must also
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probe the lives of those enslaved. Who are they? What relationships do they have
with each other? Where are their children)?
2. Read the narrative to the class, stressing the focus question at the end.
George Washington lived during a time when slavery was an “accepted”
practice for most Americans. His father’s death made him an owner of 10
slaves when he was only 11 years old. Like most people of the Virginia gentry,
he believed that the only way to be successful was to own land. Owning that
land, however, was not enough. That land had to be cultivated and made
useful. In order to do that, Washington and his peers turned to enslaved
Africans for their labor force. Washington possessed approximately 75 slaves
between 1743 and 1775. Some he inherited from his father; his 1759 marriage
to Martha Custis provided him with access to 25 more. He used their labor to
establish successful farming operations at Mount Vernon and his other farms.
By the time of his death, his estate included 317 enslaved people, 124 of whom
were his property outright, 153 who were Martha Washington’s dower slaves,
and 40 whom he had leased from a neighbor.
Washington’s landholdings were vast. In addition to Mount Vernon, he owned
and operated four additional farms. Since each farm was a separate entity, the
slave labor force on each had to be diversified in order to make the operations
successful. Because 132 of his 317 enslaved laborers were either too old or too
young to work, Washington’s five farms were actually staffed by only 184
people. Of those 184, 52 were considered skilled artisans or domestic workers.
The work of skilled artisans such as coopers, blacksmiths, bricklayers,
carpenters, and distillers were essential to the everyday operation of plantations.
Domestic workers included butlers, maids, cooks, and waiters. Most of
Washington’s enslaved population, however, were field workers.
Like many of the Founding Fathers, Washington had conflicting feelings over
the institution of slavery. Despite never having made a public stand on the
issue during his lifetime, he left behind a will that served as an example of his
changed beliefs. In his 1799 will, he made provisions for the emancipation of
all of his slaves. Washington gave immediate freedom to his body servant,
Billy Lee. He was one of Washington’s close and loyal personal servants. The
remaining slaves were to be emancipated after his wife’s death.
What caused Washington to do this? To what extent did Washington’s view of
abolition change during his lifetime? In this Historical Investigation, we will
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look at documents that will enable us to see the evolution of George
Washington’s opinion of abolition and the institution of slavery.
3. Implement the following historical investigation.
Focus Question:
To what extent did George Washington’s view of
emancipation change over time?
I. Conduct the Investigation
In order to answer the question we will examine Student Resource Sheets
3, 4, and 5 independently. Analyze each document by answering the
following questions on Student Resource Sheet 1: Individual Analysis
Graphic Organizer
1.
2.
3.
4.
Clarify historical context. (Who, What, When, Where)
Explain the author’s point of view. (Why was the document authored?)
How do we know this document is a reliable source?
How can this document help me answer the focus question? (Is this
relevant to my investigative question? How does it stand up against other
sources?)
II. Discussion:
Now that the documents have been analyzed, we will have the opportunity to
discuss them and the focus question with students in your group. As we
discuss interpretations of the documents, cite evidence for opinions.
Multiple interpretations can emerge and may or may not be accepted by all.
Write your group responses in the appropriate section of Student Resource
Sheet 2: Group Analysis Graphic Organizer.
Assessment: Once historians complete their research, they formulate a
thesis that answers the focus question. We will do the same. Your summary
should answer the focus question below and be supported with details from
the documents.
Focus Question: To what extent did Washington’s view on abolition
change during over time?
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Closure:
Conclude the lesson by having students share their findings. Encourage
students to discuss varying perspectives and to provide evidence from the
documents to support their assessment of Washington’s changing views on
abolition and slavery.
Thoughtful Application:
1. Ask students to describe how their opinions or the opinions of others
have changed over time or as they learned more about a topic or
group.
2. Examine ideas that were once unpopular but are largely accepted in
today’s society (abortion, homosexuality, etc.). Compare and contrast
the factors that caused the shift over time from unpopular to
acceptable.
3. Have students place Washington’s change of view on the political
spectrum from conservative to liberal and justify their opinions with
historical references.
Lesson Extensions:
1. The Museum offers several school programs that connect to the curriculum
lessons.
o Journey in History Theater provides living history and theatrical
performances which highlight African Americans in the museum’s
gallery.
o Take the theme tour, Paths to Freedom and explore the story of
slavery through the eyes of enslaved and free blacks from Maryland’s
colonial past to the end of the Civil War.
o Contact group reservations for schedule updates.
2. Visit the Strength and Mind gallery of the Reginald F. Lewis Museum of
Maryland African American History and Culture. Examine the letters
Benjamin Banneker and Thomas Jefferson wrote to each other concerning the
intellect of African Americans. Did Jefferson concur with Banneker’s views on
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3.
4.
5.
6.
7.
black intellect? Research Jefferson’s position on African Americans and
freedom.
Harriet Beecher Stowe wrote the antislavery novel, Uncle Tom’s Cabin which
was based on Josiah Henson’s account of his life as a slave. Research how
Uncle Tom’s Cabin impacted America’s view on slavery.
Conduct further research on Robert Carter and the story of how he manumitted
the people he once enslaved on his plantation.
Examine the debates in northern states over how to abolish slavery (immediacy
v. gradual emancipation).
Conduct further research on the development of the abolitionist movement in
the United States.
Examine the role of African American abolitionists and how they sought to
abolish slavery. Compare their positions and activities with that of white
abolitionists.
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Student Resource Sheet 1
Individual Analysis
Focus Question: TO WHAT EXTENT DID GEORGE WASHINGTON’S VIEWS OF EMANCIPATION CHANGE
OVER TIME?
Clarify historical
context. (Who, what
when, where)
Explain the author’s
point of view
How do we know
this document is a
reliable source?
How can this
document help me
answer the focus
question?
Document 1
Document 2
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Focus Question: TO WHAT EXTENT DID GEORGE WASHINGTON’S VIEWS OF EMANCIPATION CHANGE
OVER TIME?
Clarify historical
context. (Who, what
when, where)
Explain the author’s
point of view
How do we know
this document is a
reliable source?
How can this
document help me
answer the focus
question?
Document 3
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Student Resource Sheet 2
Group Analysis
Focus Question: TO WHAT EXTENT DID GEORGE WASHINGTON’S VIEWS OF EMANCIPATION CHANGE
OVER TIME?
Clarify historical
context. (Who, what
when, where)
Explain the author’s
point of view
How do we know
this document is a
reliable source?
How can this
document help me
answer the focus
question?
Document 1
Document 2
Document 3
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Student Resource Sheet 3
Document 1:
Maryland Gazette (Annapolis), 20 Aug. 1761 Original image
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Student Resource Sheet 3
Document 1
Maryland Gazette (Annapolis), 20 Aug. 1761
Transcript
Advertisement for Runaway Slaves
Printed in Maryland Gazette (Annapolis), 20 August 1761
by George Washington
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, [1] 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. [2]
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 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. [3]
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. [4]
Cupid, 23 or 25 Years old, a black well made Fellow, 5 Feet 8 or 9
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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.
[5]
The two last of these Negroes were bought from an African Ship in
August 1759, [6] 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, [7] 'tis supposed they will hardly 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.
http://gwpapers.virginia.edu/document/slavery/aug1761.html
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Student Resource Sheet 4
Document 2:
Correspondence between Washington and the Marquis de Lafayette
Lafayette to Washington
February 5, 1783
“Now, my dear General, that you are going to enjoy some ease and quiet, permit
me to propose a plan to you, which might become greatly beneficial to the black
part of mankind. Let us unite in purchasing a small estate, where we may try the
experiment to free the negroes, and use them only as tenants. Such an example of
yours might render it a general practice; and if we succeed in America, I will
cheerfully devote a part of my time to render the method fashionable in the West
Indies. If it be a wild scheme, I had rather be mad this way, than to be thought
wise in the other task.”
Lafayette to Washington
July 14, 1786
“I have purchased for Hundred and twenty-five thousand French livers a plantation
in the Colony of Cayenne and am gong to free my negroes in order to make that
Experiment which you know as My Hobby Horse.”
Washington to Lafayette
May 1786
“The benevolence of your heart…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 they would scarcely obtain a reading. To set them afloat at once
would, I really believe, be productive of much inconvenience and mischief; but by
degrees it certainly might, and assuredly ought to be effected; and that too by
Legislative authority.”
http://academicmuseum.lafayette.edu/special/specialexhibits/slaveryexhibit/onlineexhibit/wildsc
heme.htm
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Student Resource Sheet 5
Document 3:
Last Will and Testament of George Washington
July 9, 1799
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 & Testament, revoking all others.
***
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 or the
same Proprietor; it not being in my power, under the tenure by which the Dower
Negroes 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 clothed 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 & final. The Negroes thus bound, are
(by their Masters or Mistresses), to be taught to read and write; & to be brought up
to some useful occupation, agreeably to the Laws of the Commonwealth of
Virginia, providing for the support of orphan & 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 pretence 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 & infirm; Seeing that a
regular & permanent fund be established for their support so long as there are
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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 clothes he has been
accustomed to receive, if he chooses the last alternative: but in full with his
freedom, if he prefers the first: & this I give him as a testimony of my sense of his
attachment to me, and for his faithful services during the Revolutionary War.
http://teachingamericanhistory.org/library/index.asp?documentprint=36
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