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Lesson 3
"But the Women Don't Run Away So Much" : Women in the Borderlands

In earlier lessons, students learned about the observable aspects of marronage, which involved physically distancing oneself from an enslaver and surviving in distant locations. In this lesson, students will explore a different interpretation of marronage by examining how gender influenced escape. Understanding the experiences of women who ran away sheds light on the motives behind their escape and destination. As the number of runaway women was much smaller compared to men, marronage manifested into something different for them.

 

Women typically escaped to locations that were closer to their enslavement due to various factors related to staying close to their children and family.

With this lesson, students will learn about one well-known instance of escape by reading about Harriet Jacobs. To help students visually understand the proximity of her escape, students will examine a map of Edenton, the town where Jacobs was enslaved and even found refuge, and identify the people who helped Jacobs escape to the North.

Learning Objectives
  • analyze and interpret primary and secondary sources to evaluate conditions unique to enslaved women

  • provide specific examples of how enslaved individuals exploited their surroundings and environment to permanently escape within the South

  • provide specific examples of how historical actors facilitated escape for enslaved people in the South

Harriet Jacobs 1894_edited.jpg

Background

A prominent figure in the abolitionist movement, Jacobs’ account is memorable among many readers. Her autobiography, Incidents in the Life of a Slave Girl, discusses the hardships of Jacobs’ life as a slave along with the unspeakable struggles unique to enslaved women, particularly the sexual harassment she faced against her master, Dr. Norcom. At the time, speaking about sexual abuse facing many enslaved women made many people feel uncomfortable, However, Jacobs’ book opened the dialogue, and was the first to reveal this hard fact. Jacobs felt it was necessary to discuss these things to help spread the horrors of slavery and push for its abolishment. Her book showed thousands of people what enslaved women had to endure, in that “[s]lavery is terrible for men; but it is far more terrible for women.”

 

The book also revealed how her escape perfectly represents how marronage was different for women. Before heading North, Jacobs felt the best place for refuge was with her grandmother, a free woman who lived a block away from Dr. Norcom. For almost seven years, Jacobs lived in a small garret above her grandmother’s shed and endured excruciating conditions to survive. She was exposed to the elements, sustained cramped conditions that prevented her from standing or moving freely in the small space, and separated herself from her children to protect herself and their futures. While her children desperately wanted to be near their mother, she remained silent and watched them through a peep hole she drilled in the attic. Escape meant sacrifice, and Jacobs suffered a lot before she felt conditions were right to head North.

 

But how is her escape an example of marronage? She chose to escape near her children to ensure their well-being and safety while also manipulating her owner into thinking she successfully escaped to the North. Her escape was not isolated – numerous individuals and family members helped hide Jacobs in plain sight, right under her master’s nose. In this light, marronage doesn’t necessarily have to mean a physical distance from enslavement, but more of an internal rejection regardless of location. Sometimes the safest escape meant refuge dangerously close to their master. It also highlights the groups and individuals who facilitated in Jacobs’ escape: her grandmother, white allies, relatives, and many others. These groups demonstrate solidarity, coordination, and collaboration – all characteristics that were also observable in distant maroon networks in the Great Dismal Swamp.

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allies

people who help and support somebody who is in a difficult situation

borderlands

areas of a region that border plantations

complicit

involved with other people in something wrong or illegal

Key Vocabulary

Lesson Toolbox

Summary of Activities

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After analyzing a chart comparing male and female runaways, students will examine a case study of female marronage: Harriet Jacobs. Students will compare her experience to a map of Edenton, the town where she was enslaved, and locate and identify the underground networks that facilitated her escape. Students will explain how this is marronage regardless of the proximity of her escape to her enslaver and how gender influenced marronage.

Duration

Preparation Time

15 minutes

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Instructional Time

55 minutes

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Advanced Preparation

Prerequisite Knowledge

Students should know about:

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  • experiences of enslaved women

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Materials Needed

  • pens or pencils

  • digital projector or screen

Procedures

Vocabulary Development
  • Use the Key Unit Vocabulary to introduce new words to students as you see appropriate.

Step 1
  • Display chart to students that describes gender and escape. Have students brainstorm reasons why women escaped less than men. Who escaped more: men or women? Why do you think more enslaved men were able to escape compared to women? Were there any specific situations that were unique to women that might have influenced their decision to stay and the location they chose to escape to? Answers should relate to children, less work outside the plantation making them less knowledgeable with the outside world, and other factors.

Step 2
  • Distribute copies of the Edenton Map Worksheet and Harriet Jacobs Escape Reading. Project the map for the class to see and read the article. Have students take note of the underground networks in Edenton that helped Jacobs escape along with the reasons why she chose to stay dangerously close to her owner, despite the risks. Possible answers include risk to her children doing hard work on a neighboring plantation, escaping sexual harassment from her owner, escaping close by to ensure the well-being of her children during her absence, etc.

  • Note: You can choose whether to perform this portion of the activity as a whole class or have students work individually, in pairs, or in groups. It might help to read the article to the students and stop occasionally to check for understanding.

Step 3
  • Students will examine the map and use the reading to locate and identify specific people and groups who helped Jacobs successfully hide from her owner for almost seven years in her grandmother’s attic. Students will write down the people and groups involved in Jacobs’ escape and describe their involvement in the chart provided to them.

    • Answers include Martha Hoskins who allowed Jacobs to stay in her home, Molly Horniblow (Jacobs’ grandmother) who provided shelter for Jacobs for seven years despite the risks to her, the sympathetic seamen who allowed Jacobs to board their ship to head to the North, and individuals who guided Jacobs to the Smoky Swamp to hide while shelter was being prepared for her in her grandmother’s house.

  • Have students discuss networks in borderlands that classify as marronage.

    • How is this marronage? Student answers should involve networks/allies in borderlands, living freely within the South, etc.

Step 4
  • After students have examined the map and completed the chart, review student responses as a class, taking note of the networks Jacobs used to hide close to her master, yet undetected by him. Ask students the advantages and disadvantages of escaping close to their enslaver. Guide student answers to explain familiar relationships (allies and those complicit to abetting fugitives), steady flow of resources (food, shelter, communication, intelligence, etc.), and location familiarity. Disadvantages include the heightened risk of being caught.

Step 5 (Closure)
  • Ask students to recall what they have learned about maroons and marronage so far. Even though the maroons they have past learned about physically separated themselves from enslavement by traveling to the swamps, Jacobs’ experience tells us something different about marronage and gender. Ask students to think about the circumstances in Jacobs’ escape that makes this marronage, even though she was close to her enslaver. Student responses may vary, but should center around her internal rejection of slavery, her underground connections that helped her hide along, etc. Also ask students how marronage was different for women compared to men.

  • Collect worksheet for assessment.

Notes

1. Harriet Jacobs, Incidents in the Life of a Slave Girl: Written by Herself  (Boston, Massachusetts, 1861), 119.

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