Runaway Slave Advertisement for slaves named Haley and Tom, March 1832
In March of 1832, two of Spotswood Burwell's slaves, Haley and Tom, ran away. Burwell wrote this brief notice advertising that he would offer a ten dollar reward for the return of his slaves, or five dollars for an individual returned. This document is a good example of how slaves were perceived more as property than people.
Burwell, Spotswood. Runaway Slave Advertisement for slaves, Haley and Tom. Avery Research Center for African American History and Culture, College of Charleston, Charleston, South Carolina, Call #142.
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States.
Indicator 3-2.7 Explain the transfer of the institution of slavery into South Carolina from the West Indies, including the slave trade and the role of African Americans in the developing plantation economy; the daily lives of African American slaves and their contributions to South Carolina, such as the Gullah culture and the introduction of new foods; and African American acts of resistance against white authority.
Standard 4-2: The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator 4-2.3 Identify the English, Spanish, and French colonies in North America and summarize the motivations for the settlement of these colonies, including freedom of worship, and economic opportunity.
Indicator 4-2.5 Summarize the introduction and establishment of slavery in the American colonies, including the role of the slave trade; the nature of the Middle Passage; and the types of goods—rice, indigo, sugar, tobacco, and rum, for example—that were exchanged among the West Indies, Europe, and the Americas.
Indicator 4-2.6 Explain the impact of indentured servitude and slavery on life in the New World and the contributions of African slaves to the development of the American colonies, including farming techniques, cooking styles, and languages.
Standard 8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
Indicator 8-1.4 Explain the growth of the African American population during the colonial period and the significance of African Americans in the developing culture (e.g., Gullah) and economy of South Carolina, including the origins of African American slaves, the growth of the slave trade, the impact of population imbalance between African and European Americans, and the Stono Rebellion and subsequent laws to control the slave population.
Indicator 8-1.6 Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism.