Grade 8 – Venture Smith: From Slavery to Connecticut Businessman

by Khalil Quotap
Institute for American Indian Studies, Washington


TEACHER'S SNAPSHOT
Topic
Slavery & Abolition
Theme
The Struggle for Freedom, Equality, and Social Justice
Town
East Haddam, Stonington, Statewide
Related Search Terms
Enslaved, Primary Sources, Archaeology, Local History
Social Studies Frameworks
Grade 8 – United States History
D1: POTENTIAL COMPELLING QUESTION

How can a former slave prosper in a colony where slavery is legal?

D1: POTENTIAL SUPPORTING QUESTIONS
  • How can objects be used to support written accounts of historical events?
  • What kind of life could a former slave expect to have in the Connecticut colony in the late 1700s?
  • What is a primary source? Secondary? And how can they be used in research?
D2: TOOL KIT

Things you will need to teach this lesson.

Boat caulking iron
Boat caulking iron
Boat caulking iron
Boat caulking iron

Boat Caulking Iron

Identified by Dr. William Peterson, senior curator, and Quentin Snediker, director of the shipyard, at Mystic Seaport. Both were pleased to confirm that site structures and artifacts demonstrate Venture Smith’s mariner activities.

Piece of an early glass bottle
Piece of an early glass bottle
Shards of 19th century ceramics
Shards of 19th century ceramics
Incised bone handle
Incised bone handle
Domestic Artifacts: These objects have been excavated in and around structures at the Smith Homestead dig site. These materials include an incised bone knife handle, early bottle glass and a variety of 18th and early 19th century ceramics.

 

Click to open PDF

Timeline of Venture Smith’s life created for a presentation by Lucianne Lavin, Ph.D.

 

 

D3: INQUIRY ACTIVITY

Students will read a brief summary of Venture Smith’s history and examine the artifact images found on the Smith Homestead dig site. They will use the information from the artifact to support their findings.

  • What do the artifacts tell about the person who lived there?
  • How can you be sure the artifacts are real?
  • Based on what the artifacts found, how do you think the family lived during the late 1700s?
  • How does this change the way you think of how minorities were treated in the past?
  • What does this tell you about the general population in Connecticut and their view of minorities during the late 1700s?
D4: COMMUNICATING CONCLUSIONS
  • Have students share their specific evidence in response to the compelling and supporting questions.
  • Inquiry projects
    • What types of discrimination or challenges would former slaves face?
    • What employment or occupations might a former slave expect to find?
    • How was life at sea an option for former slaves?
  • Compare the experiences of immigrants today with former slaves in the colonies.
  • Have students bring an artifact from home and ask: “What would historians think about life now based on the artifacts we would leave behind?”
ADDITIONAL RESOURCES
Places to GO
Things to DO
Websites to VISIT
Articles to READ