social studies the black watermen of the …€¦ · · 2006-05-25©copyright 2005 maryland state...

© Copyright 2005 Maryland State Department of Education and Reginald F. Lewis Museum of Maryland African American History and Culture

SOCIAL STUDIESEE LLEESSSSOONN 3355 869

The Black Watermen of the Chesapeake BayMMUUSSEEUUMM CCOONNNNEECCTTIIOONN:: LABOR and THE BLACK EXPERIENCE

PPuurrppoossee:: In this lesson students will examine the lives of black and white watermen. They willread informational text in order to explain the differences in the treatment of black watermen.

TTiimmee FFrraammee:: 1-2 class periods

GGrraaddee LLeevveell aanndd CCoonntteenntt AArreeaa:: Elementary, Social Studies

SSoocciiaall SSttuuddiieess SSttaannddaarrddss::

USH 2.3.5.1 Analyze the social and religious composition of early settlers, their motives for migration and the difficulties they encountered with particular attention to the early settlements of Maryland

PNW 7.1.5.4 Analyze ways in which diverse groups of people adapt to the environment and modify culture over time

SSoocciiaall SSttuuddiieess VVSSCC::

2.B.1 (Grade 4) Analyze how Maryland society was influenced by the contributions of people and groups

5.A.1.c (Grade 4) Describe the establishment of slavery and how it shaped life in Maryland

RReeaaddiinngg aanndd EEnngglliisshh LLaanngguuaaggee AArrttss VVSSCC::

3.A.4 (Grade 4) Use elements of poetry to facilitate understanding

3.A.4 (Grade 5) Analyze elements of poetry to facilitate understanding and interpretation

OObbjjeeccttiivvee::

Students will describe the working conditions faced by black watermen and comparethem to the working conditions of white watermen.

VVOOCCAABBUULLAARRYY AANNDD CCOONNCCEEPPTTSS

BBllaacckk JJaacckkss – African American men who worked aboard sailing ships were called BlackJacks. Some of these men were the first Blacks classified as American citizens.

CChhaanntteeyyss – Work songs sung by watermen were called chanteys. These songs helped the

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SOCIAL STUDIESEELLEESSSSOONN 3355

watermen coordinate their movements while performing tasks such as hauling in netsfilled with many thousands of pounds of fish.

SSeeaammeenn’’ss PPrrootteeccttiioonn CCeerrttiiffiiccaattee – In 1796, the federal government began issuing Seamen’sProtection Certificates that defined those who possessed them, including black sailors, asAmerican citizens.

SShhaarreeccrrooppppiinngg aatt tthhee BBaayy – The practice of leasing boats to other watermen in an areawhere one boat owner controlled the fishing rights was known as sharecropping at thebay.

SSuubbtteerrffuuggee – A subterfuge is a deceptive strategy. For a slave to flee secretly by boatwould have been an act of subterfuge.

WWaatteerrmmeenn – People who worked on sailing ships for economic opportunities were watermen.

MMAATTEERRIIAALLSS AANNDD RREESSOOUURRCCEESS

FFOORR TTHHEE TTEEAACCHHEERR::TTeeaacchheerr RReessoouurrccee SShheeeett 11 – Chantey

TTeeaacchheerr RReessoouurrccee SShheeeett 22 – Answer Key for Venn Diagram

TTeeaacchheerr RReessoouurrccee SShheeeett 33 – Watermen Tonging and Culling Oysters

TTeeaacchheerr RReessoouurrccee SShheeeett 44 – Watermen Harvesting Oysters on a Boat

TTeeaacchheerr RReessoouurrccee SShheeeett 55 – Workers Picking, Packing, and Weighing Crab Meat

TTeeaacchheerr RReessoouurrccee SShheeeett 66 – Workmen Unloading Oysters from a Boat

FFOORR TTHHEE SSTTUUDDEENNTT::SSttuuddeenntt RReessoouurrccee SShheeeett 11 – Venn Diagram: Working Conditions of Black and

White Watermen

SSttuuddeenntt RReessoouurrccee SShheeeett 22 – Working Conditions of Black Watermen

SSttuuddeenntt RReessoouurrccee SShheeeett 33 – Working Conditions of White Watermen

SSttuuddeenntt RReessoouurrccee SShheeeett 44 – Brief Constructed Response

Sigue, Jocelyn. The River is My Life. Rigby, 1997.

RREESSOOUURRCCEESS

PPUUBBLLIICCAATTIIOONNSS::

Bolster, W. Jeffrey Black Jacks: African American Seamen in the Age of Sail. Cambridge,Massachusetts: Harvard University Press, 1997.

Leggett, V. O. The Chesapeake Bay Through Ebony Eyes. Maryland: Bay Media. Blacks of theChesapeake Foundation, 1999.


SOCIAL STUDIESLLEESSSSOONN 3355 871EE

Warner, William W. Beautiful Swimmers: Watermen, Crabs and the Chesapeake Bay. Boston:Little, Brown & Co., 1976.

WWEEBB SSIITTEESS::

“Black Men, Blue Waters: African Americans on the Chesapeake” by Harold Anderson http://www.mdsg.umd.edu/MarineNotes/Mar-Apr98/

“A History of Menhaden Fishing” by Harold Andersonhttp://www.mdsg.umd.edu/MarineNotes/Jan-Feb00/side3.html

“Menhaden Chanteys: An African American Maritime Legacy” by Harold Andersonhttp://www.mdsg.umd.edu/MarineNotes/Jan-Feb00/index.html

“Black Maritime History Runs Deep” by Carole Boston Weatherfordhttp://www.bayweekly.com/year00/issue8_81/dock8_8.html

“Watermen of the Northern Neck,” The Virginia Folklife Program, Fieldwork

http://www.virginiafolklife.org/fieldwork_watermen.php

TTEEAACCHHEERR BBAACCKKGGRROOUUNNDD

Chanteys are songs sung by watermen to synchronize their work. While singing thesesongs, the watermen use rhythm in order to coordinate the efforts of hauling in the nets andtransferring their catch to the holds of ships. A chantey is sung in two parts. First, the leader“calls” the verse before the others, who then follow the leader. “They reach when he reach-es—they all reach together, some ahead, some behind. But they all pull together”(Anderson, “Menhaden Chanteys”).

African American work songs can be traced to a West African tradition. This tradition com-bines the call-and-response form, the improvisatory nature of the words, and the function-al relation of the songs that are related to the lives of the singers. Workers are broughttogether by the combined efforts of their labor and common task. The work of the watermenwas actually improved with this coordinated effort. “Work songs allowed black workers togain a measure of control over the work—to turn it into a form of expression and to controlthe pace of the work itself” (Anderson, “Menhaden Chanteys”).

The chanteys gave the watermen a measure of freedom of expression. These songs told of loss,separation from loved ones, and criticism of captains, thus expressing the concerns of thesingers. The lyrics formed a vocabulary of verses from different songs that included blues andgospel. All could be interchanged to form new songs that could express the mood of the day.

To many African Americans, water symbolizes freedom, separation, and purity. It is a sym-bol of birth and death. The Middle Passage brought slaves from Africa across the Atlantic toAmerica where African Americans have been harvesting and sailing on the bay ever since.

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These watermen made a living oystering, crabbing, fishing, and hauling freight. Most localBlacks along the Chesapeake Bay made their living on the water. More money could beearned on the water than on land. There was a strong bond between the races while work-ing on the water.

Blacks were very important to the Maryland seafood industry. In 1796, the U.S. governmentbegan issuing Seamen’s Protection Certificates that classified those who possessed them,including black seamen, as American citizens. These were the young nation’s first legalblack citizens. They were nicknamed “Black Jacks.” In 1838, Frederick Douglass was ableto escape from slavery to freedom by borrowing the uniform and papers of a free blacksailor and he then took the train north from Baltimore.

During the late 18th century to the early 19th century, Whites and Blacks worked alongsideeach other while on the water. Discrimination among workers was nonexistent, or at leastrarely visible. Both groups experienced the same trials and tribulations at sea. It was a differ-ent story back on land however. There were situations where whites were paid a few dollarsmore for the same amount of work. If a black waterman caught the same quality of oystersas a white man, he may not have received the same amount of money.

There were very few black skipjack captains. Thousands of Blacks were sailors, but fewcommanded vessels. The bay was important not only to those who lived along the coastline,but it supplied food for neighboring communities.

In the late 18th century more Blacks became watermen. When an 1836 bill restricted blacklabor on the water, many Whites disregarded the law in order to keep Blacks on board theirsea vessels.

LLEESSSSOONN DDEEVVEELLOOPPMMEENNTT

11.. MMoottiivvaattiioonn:: Display TTeeaacchheerr RReessoouurrccee SShheeeett 11, Chantey. Lead the students in a call-and-response chant of this poem. Ask the students to describe the image (mental picture) theysee as they listen to the poem. Ask: Why do you believe this type of poetry is used? (mood)

22.. Explain to the students that this is a sea song (chantey) that was sung by black watermen.Share with students some of the background information about chanteys sung by thewatermen while they worked.

33.. Display TTeeaacchheerr RReessoouurrccee SShheeeettss 33--66. Explain to the students that these pictures illustratethe type of work that the watermen were doing as they worked. Discuss with the studentshow these songs may have made their work easier, but there were often times that workwas not pleasant.

44.. Review information on chanteys by having students respond to these questions:

• What is the main idea of this poem?• What kind of life do you think these men lead? (hard, long hours, tiring, hot, physical

labor, etc.)


SOCIAL STUDIESLLEESSSSOONN 3355 873EE

• What do you think are the origins of these songs? (African slave songs)

55.. Build background by explaining to the students that often Blacks and Whites worked side byside as watermen. Even though there may have appeared to be no distinction between the races,the experience of the black watermen was very different from that of the white watermen.

66.. Access prior knowledge by having students work with a partner and make predictionsabout what some of these differences might be. Discuss.

77.. Distribute SSttuuddeenntt RReessoouurrccee SShheeeett 11, Venn Diagram: Working Conditions of Black andWhite Watermen, SSttuuddeenntt RReessoouurrccee SShheeeett 22, Working Conditions of Black Watermen, andSSttuuddeenntt RReessoouurrccee SShheeeett 33, Working Conditions of White Watermen. Read aloud severalof the statements from SSttuuddeenntt RReessoouurrccee SShheeeettss 22 aanndd 33.

88.. Using SSttuuddeenntt RReessoouurrccee SShheeeettss 22 aanndd 33, have students compare the working conditionsof the black and white watermen. Have students decide which section of the Venn dia-gram is appropriate for two statements from each resource sheet. On a transparency,model recording the numbers in the correct sections.

99.. Have students work with a partner to complete the activity by writing the numbers foreach statement in the correct section of the Venn diagram.

1100.. As a class, discuss the observable differences between the two groups of watermen andcompare these to the students’ predictions.

1111.. AAsssseessssmmeenntt: Have students complete SSttuuddeenntt RReessoouurrccee SShheeeett 44, Brief ConstructedResponse.

1122.. CClloossuurree:: Have student volunteers share their reports with the entire class. Discuss. Makesure to emphasize the following points:

• Despite the obstacles faced on the water and on land, watermen felt pride and satisfaction in their work.

• They worked hard despite the hardships at sea.

• They were “free” and were able to provide for their families.

• Working alongside white watermen, they realized their worth was measured by their labor and not by the color of their skin.

• There were some differences among the races, but those gradually changed offering more freedom for black watermen.

TTHHOOUUGGHHTTFFUULL AAPPPPLLIICCAATTIIOONN

Discuss with students what was happening on land during the period of slavery betweenWhites and Blacks. Ask: Why do you think there were fewer barriers between the races whileworking on the water? Were there other areas of work where there were also fewer barriersbetween the races?

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LLEESSSSOONN EEXXTTEENNSSIIOONN

• In the “Building Maryland, Building America section of exhibits at the Reginald F. LewisMuseum there is a range of exhibits on the importance of black watermen to the Marylandeconomy. For example, how does the Museum display its collections to tell the significanthistory of unequal treatment of black and white workers in the seafood industries? Askstudents how they would modify the exhibit to enhance visitors’ understanding of thistopic.

• Plan a labor-intensive class project (trash pick-up, school grounds beautification project,etc.). Have one student act as a leader and the others as the chorus. Make up a chantey asyou work together. Discuss how it made the work more fun or easier to do.

SOCIAL STUDIESLLEESSSSOONN 3355 875TTeeaacchheerr RReessoouurrccee SShheeeett 11EE


CCHHAANNTTEEYY

LL:: Oh Chesapeake Bay!

CC:: My lordy, ain’t no money makin’ country.

LL:: Oh Chesapeake Bay!

CC:: My lordy, ain’t no money makin’ country.

LL:: How do you know?

CC:: Oh lordy, how do you know?

LL:: By self experience.

CC:: Oh lordy, by self experience.

LL = Leader

CC = Crew

SOCIAL STUDIESLLEESSSSOONN 3355876 TTeeaacchheerr RReessoouurrccee SShheeeett 22 EE


AAnnsswweerr KKeeyy ffoorr VVeennnn DDiiaaggrraammBBllaacckk WWaatteerrmmeenn

2. Being a wage earner was a big step up from being a slave.3. They provided a link for escape on the Underground Railroad.5. They could travel back to the plantation when in port.6. They were given U.S. citizenship with “Seaman’s Protection Certificates” identifying them

as black American citizens (the nation’s first) and called “Black Jacks.”7. They were not allowed to sell seafood to Whites and had to use black merchants.8. They had to be off the streets sooner than Whites.

10. They could not own dogs.12. They were fined $15 and had to leave the state if they had no job.13. In 1836 no black man could have a boat large enough to be registered.14. Oystering was one of the highest paying jobs for black men.21. Very few black men were captains of vessels.22. They were often refused loans by banks when they wanted to buy their own skipjacks.23. They waited in long lines to sell fish and got a lower price for their catch.24. They might captain a skipjack, but vessels were owned by Whites.

WWhhiittee WWaatteerrmmeenn

26. They were often the captain or boss of the ship.32. The captain took $5 from the Blacks’ monthly wage of $25 to assure that they would not

quit their jobs at sea; this was given back at the end of the fishing season.33. They carried their catch to market and could sell to anyone.35. They could possibly own dozens of boats.37. They would sharecrop the Bay (lease boats to other watermen in areas where they

controlled the fishing rights). 39. They were paid $8-10 more for the catch than black watermen.41. Many owned farms as a home and had additional income.44. They had a choice of many occupations on land or at sea.

BBootthh BBllaacckk aanndd WWhhiittee WWaatteerrmmeenn

1. & 34. Their working conditions were harsh with exposure to the sun and weather.4. & 36. They traveled to distant places and brought back knowledge of other cultures.9. & 40. They had dangerous work. Storms and coasts could sink boats, and a man overboard

could drown.11. & 43. There was a strong bond between all workers regardless of race.15. & 28. They were self-reliant and independent. 16. & 38. They worked about 8 hours a day.17. & 27. They had cramped spaces on the boat for living and sleeping.18. & 29. Their work was seasonal and weather-dependent. 19. & 31. They did not have toilets, refrigerators, or water for washing hands.20. & 30. They were separated from their loved ones who depended on their salary for survival.25. & 42. They had knowledge of wind, currents, and oyster beds.



WWaatteerrmmeenn TToonnggiinngg aanndd CCuulllliinngg OOyysstteerrss

April 1941. Photograph by Regiald Hotchkiss.

Courtesy of Library of Congress, Prints and Photographs Division [LC-USF34-014482-D].

SOCIAL STUDIESLESSON 35 877Teacher Resource Sheet 3E


Watermen Tonging and Culling Oysters

Courtesy Library of Congress

This page left intentionally blank.



WWaatteerrmmeenn HHaarrvveessttiinngg OOyysstteerrss oonn aa BBooaatt

Courtesy of Maryland Historical Society.



Watermen Harvesting Oysters on a Boat

Courtesy Maryland Historical Society



WWoorrkkeerrss PPiicckkiinngg,, PPaacckkiinngg,, aanndd WWeeiigghhiinngg CCrraabb MMeeaatt

Courtesy of Enoch Pratt Free Library, Maryland Room.



Workers Picking, Packing and Weighing Crab Meat

Enoch Pratt Free Library, Maryland Room



WWoorrkkmmeenn UUnnllooaaddiinngg OOyysstteerrss ffrroomm aa BBooaatt

April 1941. Photograph by Reginald Hotchkiss.

Courtesy of Library of Congress, Prints and Photographs Division [LC-USF33- 015584-M4].



Workmen Unloading Oysters from a Boat

Courtesy Library of Congress LC-USF33- 015584-M4

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WWOORRKKIINNGG CCOONNDDIITTIIOONNSS OOFF BBLLAACCKK WWAATTEERRMMEENN

1. Their working conditions were harsh with exposure to the sun and weather.

2. Being a wage earner was a big a step up from being a slave.

3. They provided a link for escape on the Underground Railroad.

4. They traveled to distant places and brought back knowledge of other cultures.

5. They could travel back to the plantation when in port.

6. They were given U.S. citizenship with “Seamen’s Protection Certificates” identifying themas black American citizens (the nation’s first) and called “Black Jacks.”

7. They were not allowed to sell seafood to Whites and had to use black merchants.

8. They had to be off the streets sooner than Whites.

9. They had dangerous work. Storms and coasts could sink boats, and a man overboardcould drown.

10.They could not own dogs.

11. There was a strong bond between all workers regardless of race.

12.They were fined $15 and had to leave the state if they had no job.

13. In 1836 no black man could have a boat large enough to be registered.

14.Oystering was one of the highest paying jobs for black men.

15.They were self-reliant and independent.

16.They worked about 8 hours a day.

17.They had cramped spaces on the boat for living and sleeping.

18.Their work was seasonal and weather-dependent.

19.They did not have toilets, refrigerators, or water for washing hands.

20.They were separated from their loved ones who depended on their income for survival.

21.Very few black men were captains of vessels.

22.They were often refused loans by banks when they wanted to buy their own skipjacks.

23.They waited in long lines to sell fish and got a lower price for their catch.

24.They might captain a skipjack, but vessels were owned by Whites.

25.They had knowledge of wind, currents, and oyster beds.

PPOOSSSSIIBBLLEE JJOOBB TTIITTLLEESS

SOCIAL STUDIESLESSON 35886 Student Resource Sheet 2 E


WORKING CONDITIONS OF BLACK WATERMEN









9. They had dangerous work. Storms could sink boats, and a man overboard could drown.

10.They could not own a dog.
















POSSIBLE JOB TITLES

captain sailor oyster shuckeroyster tonger boatman ferrymancook shipyard worker boat ownercrab picker longshoreman merchant

SOCIAL STUDIESLLEESSSSOONN 3355 887SSttuuddeenntt RReessoouurrccee SShheeeett 33EE


WWOORRKKIINNGG CCOONNDDIITTIIOONNSS OOFF WWHHIITTEE WWAATTEERRMMEENN

26. They were often the captain or boss of the ship.

27. They had cramped spaces on the boat for living and sleeping.

28. They were self-reliant and independent.

29. Their work was seasonal and weather-dependent.

30. They were separated from their loved ones who depended on their salary for survival.

31. They did not have toilets, refrigerators, or water for washing hands.

32. The captain took $5 from the Blacks’ monthly wage of $25 to assure that they would notquit their jobs at sea; this was given back at the end of the fishing season.

33. They carried their catch to market and could sell to anyone.


35. They could possibly own dozens of boats.


37. They would sharecrop the Bay (lease boats to other watermen in areas where they controlled the fishing rights).

38. They worked about 8 hours a day.

39. They were paid $8-10 more for the catch than black watermen.

40. They had dangerous work. Storms and coasts could sink boats, and a man overboardcould drown.

41. Many owned farms as a home and had additional income.

42. They had knowledge of wind, currents, and oyster beds.


44. They had a choice of many occupations on land or at sea.

PPOOSSSSIIBBLLEE JJOOBB TTIITTLLEESS



WORKING CONDITIONS OF BLACK WATERMEN









9. They had dangerous work. Storms could sink boats, and a man overboard could drown.

10.They could not own a dog.
















POSSIBLE JOB TITLES

captain sailor oyster shuckeroyster tonger boatman ferrymancook shipyard worker boat ownercrab picker longshoreman merchant

SOCIAL STUDIESLLEESSSSOONN 3355888 SSttuuddeenntt RReessoouurrccee SShheeeett 44 EE


BBrriieeff CCoonnssttrruucctteedd RReessppoonnssee

Based on the information from the Venn diagram, write a short essay that compares the lives of black watermen to those of white watermen. Write to inform

another classmate about the lives of black and white watermen. Include answers to the following questions in your report:

• What were the difficulties that both groups of watermen encountered?

• Explain how the black watermen were treated differently.

• In spite of the unequal treatment, what are some reasons that an African American would choose to be a waterman?



Brief Constructed Response

Based on the information from the Venn diagram, write a short essay that compares the lives of black watermen to those of white watermen. Write to inform

another classmate about the lives of black and white watermen, includie answers to the following questions in your report:

• What were the difficulties that both groups of watermen encountered?

• Explain how the black watermen were treated differently.

• In spite of the unequal treatment, what are some reasons that an African American would choose to be a waterman?

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social studies the black watermen of the …€¦ · · 2006-05-25©copyright 2005 maryland state...

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