Kentucky in Africa Lesson Plan: Connecting Liberia to Kentucky in the Past
Objective: After watching KET film on “Kentucky in Africa,” students will read and
analyze excerpts from several letters from settlers in nineteenth century Liberia and write
an imaginary reply.
Context: This lesson would fit into the study of U.S. and Kentucky history during first
half of the nineteenth century. Studying about the foundation of Liberia can be
connected to studying the American Colonization Society or Henry Clay or the institution
of slavery or the lives of African-Americans. After viewing the KET video “Kentucky in
Africa,” students may wonder what life was like for the ancestors of the people in the
town of Clay-Ashland whose houses and churches they see the film, and the following
letters offer some answers.
Resources: The letter excerpts come from Slaves No More, Letters from Liberia, 18331869, edited by Bell I. Wiley, University of Kentucky Press, 1980. (Note to teacher: the
spelling is from the original letters.)
Procedure: After showing film, teacher can ask “So what was life like for the ancestors
of the people in Clay-Ashland?” and then read the following letter to the students.
Monrovia, Liberia, July 4, 1848
Rev’d N. M. Gordon
Dear Sir: I take this oppirtunity of writing you a few lines the object of which is
to inform you of my helth and Condition up to this date. George, Frances, and my Self
are all having the acclimating fever and have all bin down but I Give thanks to all might
God that we have bin sparred and raised to our feet againe. I all So state that all of us
are highly pleased with the Country and flatter our Selves that we will be able by using
industry and Good Economy to Secure to our Selves a Comphortable and honorable
living. This Country I believe to be the Colored man’s home. Why should we not be
Contented? Please to make application to Messrs. Casady and Rainey Store in Louisville
by which application you will assertain that things were left off – and a cupple of working
tools and a cupple of watter buckets, one pare of shears belonging to Frances and the
silk handerchiefs and all. So a box containing several dozen of blacking. Give my best
respects to inquiring friends particularly my Colored friends. Tell them that we are all
well Satisfied and we have grown to the full stature of men – an experience [they are]
unacquainted with and will continue to be so long as they [remain] in America. I have
the honour to remain your humble servant. Jacob Harris.
Ask students to explain what they learn from the letter. Ask questions such as: Where is
Monrovia? (point it out on map) Who is the writer of the letter? Who might be the
recipient? Where did the writer live before coming to Liberia? What might the fever be?
(malaria) What are the things that didn’t come with them by ship? Why would Harris
need them? What does Harris think about living in Liberia as compared to living in
America? Why is it interesting he is writing the letter on July Fourth?
Then divide students in six groups and give each a letter, from A to F. Ask each
group to appoint a letter reader, a discussion leader, a summary writer, and a reporter.
Besides summarizing, students should be encouraged to write down questions about
points in the letters that they don’t understand. As reporters read the summaries, teacher
will want to get students to consider the similarities and differences in experiences of
settlers. What were their problems? What were their hopes?
Teacher should ask students to consider what options slaves in Kentucky had before
the Civil War. For example, students may already have studied the Underground
Railroad. (For instance, they may already know about Lewis Hayden who was born a
slave in Lexington, Kentucky and was a passenger on the Underground Railroad and then
involved in the antislavery cause. See Joel Strangis’ Lewis Hayden and the War Against
Slavery.) Students may know about the real Margaret Garner from northern Kentucky
who was the basis for Toni Morrison’s novel Beloved. See Steven Weisenburger’s
Modern Medea, A Family Story of Slavery and Child-Murder from the Old South.) So
why would some slaves want to be freed to go to settle in Liberia?
Closure and Assessment: Students can either go back into their small groups or
individually to write a return letter to the person whose letter they read.
Extension of Lesson: Introduce students to the excellent African-American Mosaic
site on the Library of Congress website, loc.gov by showing students the letters from
Liberia by William Burke in 1858 and his wife Rosabella Burke in 1859. (There are
three sections under Colonization.) Remind students of a Kentucky connection with the
American Colonization Society: Henry Clay was a founder and then president for the last
16 years of his life. He did not, however, free any of his own slaves. Then ask students
to do internet research on Liberia using that site. Assign the same small groups to do
brief reports on the following people and topics: Paul Cuffee, Jehudi Ashmun, Joseph
Jenkins Roberts, fund-raising efforts of the American Colonization Society, early
Liberian currency, and the Booker T. Washington Institute.
Other resources: At http://www.pbs.org/wgbh/globalconnections/liberia/film/,
teachers can find background information, lesson plans, and other resources that
accompany Liberia: America’s Stepchild an excellent film about Liberian history to
present produced and narrated by a Liberian. The lesson plans are designed for high
school students.
Additional resources related to Modern Medea, A Family Story of Slavery and ChildMurder from the Old South, by Steven Weisenburger, can be found at the bookclub@ket
web site: http://www.ket.org/bookclub/books/2003_jan/
A. George Crawford to John M. McCalla
Mr. John McAly, Lexington, Ky.
Monrovia, Sep. 25, 1836
Dear Master John: I have by the arrival of Mr. Heron in the Brig Lunar and a young man
of colour both from Lex[ingto]n [received news of you]. They inform us that you
[manuscript torn] . . . well and in good health [manuscript torn]. . . [We are] all well and
glad to hear from [you] and all my friends. Give my Love to old Mistress and Miss
Maria and Mrs. Clark Andrew and thomas and miss Elizabeth and aunt Jane. You please
to write by the Brig when she return. We intended to have sent you and miss maria two
boxs of Lemons and some shells and seaweed but the gentleman could not carry them. I
will send them by the way of Bev [manuscript torn]. . . {We have] by hard labour and
econemy and my wife frugality bin able to build a comfortable Little house and good
garden. We have some butter beans and we have a quantity of sweet potatoes and
arrowroot, pineapples, and soursops. As it respects the colony it is not as flourishing as i
could wish. I am not prepared to say from what cause tho i think chiefly owing to want
of horses to plough. The forests is as yet very dense and full of leopard wich destroys
sheep, goats [manuscript torn]. . wich makes provision very hi[gh] [manuscript torn]. .
colony is imported [manuscript torn]. . . as possible to draw my farm a [manuscript torn].
. . but have been prevented as I am not able [to] get tobacco and Course cotton cloths to
pay the natives to help me clean it. I hope to see you all a gain if nothing happens. If
not, Let us all through grace try to meet in heaven, I am yours, George Crawford.
B. Mrs. Susan Fishback
Monrovia, Western Africa, January 5th, 1848
My Dear Friend and Benefactor: As the Liberia Packet is about to sail from Africa to
America, With the greatest pleasure I embrace the opportunity to write to you agreeably
to your request. As far as myself as an individual am Concerned, I am now in the
enjoyment of Comfortable health, for which I give praise to the Supreme Ruler of the
Universe. You have perhaps been informed previous to this inteligence concerning the
large number of Kentuckians besides those of your family of blacks who embarked with
me, some of whom have fallen victims to the African fever, but we who survive are doing
very well. . . Liberia is unquestionably the happyest teritory for the black man that could
be selected on the globe. We enjoy liberty here in a degree which it is impossible in the
order of things for the Negro to enjoy [in] any other Country. Here is the place Whence
the man of Color, especially a black colour, originated. Here he should terminate if
possible. . . Africa is like all other countries in one restet [respect]. It has for its
inhabitants those who are wise and those who are foolish, they that be indolent and
dishonest, Consequently poor, hungry and naked. On the contrary, it has those who are
industrious, economical and enterprising and as a natural and necessary consequence they
[are] wealthy, useful, and happy. But, as to myself as an individual, [I am] laboring on a
fine stone building belonging to the Revd. H. W. Ellis, who writes my letter, [t]he Pastor
of the First Presbyterian Church in Monrovia, and the best friend that I have found in
Africa. . . The Citizens of Liberia have declared their independence, but with dire and
[un]becoming exceptions on the part of Benevolent America. The 24 August was the
beautiful, happy, Grand, and Memorable day, on which this declaration was Celebrated.
The Meeting of Congress took place 1st day of January 1848. We have a Senate and
house of representatives. Both houses have convened and organized and proceeded to
legislative negotiation. And now I take leave of you for the present, but I hope not
forever, for I trust you will condescend to write to me in Africa at least once more, if only
to answer this letter. No more at present. I remain, your ever grateful servant, Nelson
Sanders.
A. Moses Jackson to Eliott West
Mr. Eliott West March 22, 1846, Kentucky, Liberia, Western Africa
Dear sir: Having arrived safely in Liberia I seize the present spare moment to write a few
lines to send to you in which I shall give you some account of our voyage and the state of
affares here. We had quite a favourable voyage and met with no misfortune worth
mentioning. We were just 48 days on our passage. We all had the Sea Sickness and it
lasted some of us more than half the way out but none of them lost thier lives. And When
[we] got through with our passage the most of our people were in better health then when
we started. . .The present state of affairs here is not very flatering. The people here from
all that I have seen and heard take but little interest in the improvement of the country.
They Generaly engage in trading with the Natives for Camwood and Pam oil which they
barter agne for such things as they need with merchant vessels and neglect almost entirely
the Cultivation of the ground. The generality of the farms do not exceed 5 acres and the
largest that I have heard of does not exceed 15 acres. 15 acres is considered a large farm
and so it is for one man [to] tend the way that they tend it with the hoe. They use neither
horses, mules nor Oxen and they say that these animals cannot stand it [to] perform
labour in this Climate. . . I wan[n]t you to send me out some grindstones and Choping
Axes by the Expidition and I [shall] place the mony in Governor Roberts’ hands to be
sent to you by the vessel when she returns. . . We are settled about 12 miles from Sea
Shore on the north bank of the St. Pall river in a perfect wilderness living in bamboo
houses. . . I am no[t] [e]ntierly out of [heart though] I feel doubtful whether we shall be
able to do much good here or not. 6 of those who came with us are so much discouraged
that they are going return on the Same Vessel. . . Tell Uncel Plesant that we have snakes
here from 15 to 20 feet and can swallow a man, Dear, or hog with ease. Deer are as
comon as hogs or sheep in pasture in Kentuckey and there are a good many lepards also
and monkey without number. My respects to yourself and all enquiring friends.
Yours, Moses Jackson
D. Mary Ann Clay to “Mr. Clay”
Monrovia, Sept the 27/53
Mr. Clay, Dear Sir: I again attempt to address you Again with a few lines as I have wrote
you three or four times and have not receive not one line from you Since I left you. . .
I can asshure you that I am very much please with Liberia Since I have had the feaver,
and I can asshure you that I am more thankful to you for Sending us to the Land of our
four Fathers and where we can enjoy our fredom. It is true that I have been a great deal
of afflicted Since I left America But I hope that I will Soon be well again. I am now
residing in the family of Gen'l John N. Lewis, and I am very happy to Say that they are
very fine people. I could not wish to be in a better family. They are very good to me.
There is nothing Strange worth relating. I write to let you know that I think a grate deal
of [you]. I lost my two Children to the feaver. Lucy lost hers Comeing out with the
Small pox. Please to give my respects to Mr. Joseph Pen and hope that he is well, also to
Mrs. Ann Clay and your Daughter Martha Clay and I hope that they are well. . .
Mr. Clay Mr. Canerday tole us that you gave Mr. Cowen money which was given
to the agent. We never have got [it] and he tolde us if we did not get it we must write
you. If you ever write me, please direct it to Gen’l Lewis.
I would be happy to receive any thing from you. You had better take a trip to
Liberia and I can asshure you that you will be very happy with the country.
No more but remains your Moste humble Servant, Mary Ann Clay.
E. Lucy Clay to Brutus J. Clay
Brutus Clay Esqr Monrovia, Liberia, 29th Sept. 1853
Dear Friend, Feeling assured that you would be pleased to hear from me, I concluded to
address you a short letter by the barque “Shirley” which sails from this port in a few Days
for Baltimore. This makes the fourth letter I have written to you since I have been to this
country, and I have not received an answer to either of the former letters, but being
anxious to hear from my old home and friends, I am encouraged to make another trial and
In all probability I may be sucessful in this attempt. Myself and Aunt has been much
afflicted since we have been here, but notwithstanding I feel quite satisfied with the
place, and like it very well. I have not as yet regretted that I left my native home, though
I have often been unwelcomly cicunstanced. One of the children died with the smallpox
on the voyage out, and two with the fever after their arrival here. The articles of
domestic use you gave for our use here, I must thank you kindly for, though I am sorry
that I have to say that we were compelled to barter them away during our sickness for
such necessaries as we required, being not able to obtain them otherwise. I should be
more than thankful it you would send me some domestic goods for my own purpose if
you can do so. I am sorry that I am under the necessity of asking aid from so distant a
quarter, but my circumstances obliges me to do so, believing by that by asking in a
becoming manner I will get some assistance. Please remember me affectionately to Mrs.
Ann Clay, Mr. Sidney Clay, Mr. Robert Kenady, Miss Isabella Clay, and all the friends I
have not mentioned, also my Aunt Louisa.
Hoping you and family are well, I subscribe myself Your obedient Servant
Lucinda [Lucy] Clay
F. Charles Jefferson to Thomas Kennedy and James Haynes
Dr. Thos Kenedy & James Haynes
Clay-Ashland, Liberia
Near Monrovia, March 31st, 55
D[ea]r Sirs: Since our arrival in Liberia we have been in tolerable health; viz, after we
passed through the fever. Athoulth [Although] Uncle Austin and his mother, Mellet, they
are both dead. So far we all seeme to be well pleased with the country but so far as
getting along we find it quite hard, i.e. a man has to labour very hard here in this country.
And now the money which we were to get here after we arrived here the next fall we
have never seen or ever even heard of it and the reason of it we can not tell. The money
also which Doctor Kenedy gave to Maria and her children, into the hands of James
Haynes, Esq. We have never seen it as yet, the amount being $500. If you have not sent
it, will you please do so, and if you send it not in cash, please send it in goods or things
suitable to your convenience. Maria has been very low, say about the 13th of Feb’y but
since then she is much better. Please state to my father that I am well, and doing well at
the present. And if he can make it convenient to come out so do, as I will be glad to see
him here. My love and kindest regards to all my enquiring friends, and tell them I am
well and am trying to make a liveing as well as I can. The money that was to have to
Vilet and her family, they have not received any thing as yet.
Please if convenient when you send their money, seperate Mariah’s from Vilet’s
Vilet and all her family are well and she send her best respects to you. Please tell father
that I have now arrived [at] the manhoold and tell him that the things that he promised me
he will try and send by the first opportunity as I am in need of them. Lucinda Jane is well
and doing well and she sends her respect sto you. Ena Paralea she is also well and at
present doing well. She also sends her regards to you. Lucinda Jane sends her respects
to Miss Mary Jane Haynes and tell her many a day has she longed to see her. I state to
you that Alinda and two children are dead. Master James Haynes, your favourite Chas.
Jefferson has now become a man and wishes all the help you can let me have. I wish to
hear by you from all our people there, how and if they are well. Please write me by the
lst Opportunity, &c., either send or write. Yours Respectfully, Charles Jefferson
Kentucky in Africa Lesson Plan: Connecting Liberia to Kentucky in the Present
Objective: Students will learn about current African immigration to the U.S. and role
play interviewers and interviewees as they read interviews with Liberians who have come
to live in Kentucky.
Context: This lesson is a follow-up to the first lesson that connects Kentucky to Liberia
in the past with letters from Kentuckians who settled in Liberia. This lesson relates the
past to present by giving students the opportunity to learn about Liberians who have
recently have come to settle in Kentucky.
Materials: Copies of interviews. Teacher may want to read entire New York Times
article for background information.
Procedure: Teacher should begin by reading following first paragraphs from a New York
Times front page story of February 21, 2005.
For the first time, more blacks are coming to the United States from Africa than
during the slave trade.
Since 1990, according to immigration figures, more have arrived voluntarily than
the total who disembarked in chains before the United States outlawed international
slave trafficking in 1807. More have been coming here annually – about 50,000 legal
immigrants – than in any of the peak years of the middle passage across the Atlantic, and
more have migrated here from Africa since 1990 than in nearly the entire preceding two
centuries.
Teacher could copy and use statistics/chart from the article or just explain that in
2000, 30,577 Liberians lived in the United States as opposed to 2,320 in 1980 and 8,496
in 1990. Liberia is fourth in total numbers after Nigeria (109,198), Ghana (50,649), and
Ethiopia (47,791), and is followed by Somalia (22,648) and Kenya (21,576). About
600,000 people total describe themselves as African-born.
Ask students to consider why Africans in general might be coming to the United
States now. (The general answer is: for a better life, like many immigrants before them.)
Explain that students will be role-playing interviewers and interviewees to learn
what one Liberian family says about why they are living in the United States.
(Alternatively, students could role play one interview and read the other, or half the
students could read one interview and half the other.)
Introduce the family by saying that the younger Bibi Roberts came to Berea
College in 1988 as a student and married a woman from Alabama whom he met there.
They now have two daughters, 6 and 8. He became a citizen in 2004. His parents, Bibi
and Jemima Roberts, visited him several times in the 1990’s during the period of civil
war in Liberia. They were also refugees in Ivory Coast for three years. When war
arrived in the capital Monrovia in spring and summer 2003, they decided to visit their son
again and came to Lexington in early July. They became permanent residents in the
United States in February 2005.
After students have role-played the interviews, make a chart on the board to
summarize the Roberts’ answers under these headings: Why did they come? What do
they like about the U.S.? What do they miss about Liberia and not like about the U.S.?
What do they want their children/grandchildren to know about Liberia?
Closure and Assessment: Ask each student to formulate two questions they would
like to ask Bibi Roberts Jr and two for his parents.
Extension of the lesson:
Organize an opportunity for students to interview recent immigrants in their own
community, not necessarily from African countries.
And/or have students research how people become permanent residents and
citizens. The official website for Citizenship and Immigration Services is uscis.gov.
Students may also find it interesting to look at the new civics flash cards or the Welcome
to the U.S. orientation guide.