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Preparing for Your Visit Before arriving to the site, you may wish to share the following historical information with your students. One thing that we would ask that you review with your students before coming is the “Museum Manners” found on this page. Here you will also find pre-visit activity ideas that will help prepare your students for their visit to our site. Museum Manners: Because of the age of Historic Stagville, we ask that visitors observe the following rules during their visit. Please be sure to review this information with your group before your scheduled program. Students and visitors who fail to adhere to these rules may be asked to wait on the bus until the end of the program.
Historic Stagville, A Brief History: Stagville plantation was founded
by Richard Bennehan, a Virginian who moved to In 1813 Rebecca and Duncan Cameron moved into the newly built Fairntosh Plantation (which today is known as “Fairntosh Farm” and is privately owned). Thomas Bennehan lived in his parents’ home until the 1840s, and chose to never marry. Therefore, all of the descendents of Richard and Mary Bennehan lived at Fairntosh, including their grandson Paul Cameron, who was the plantation owner at the time of the Civil War. Paul had a true passion for running a plantation, and invested a great deal of time and effort in new agricultural technology such as crop rotation and fertilizers. It was at this time that the plantation reached its height, and the two-story slave quarters and three-story barn structure were built (in 1850 and 1860, respectively). The slave quarters and barn were built by a highly skilled workforce that came out of the large enslaved community that lived on the plantation. Not all of the enslaved people worked out in the fields: many were employed as blacksmiths, carpenters, masons, millers, weavers, and in other trades. The slave quarters and barn are a testament to their skilled craftsmanship. The Civil War, beyond creating shortages, had little effect on Stagville plantation. The end of the war and the end of slavery, however, had a huge impact on Paul Cameron and his plantation. Many of the freed slaves left the plantation in search of other work. However, many freedmen stayed behind and worked as sharecroppers on the plantation, “sharing” Mr. Cameron’s land and giving him ¾ of the profits made from the crops they grew. When Bennehan Cameron, Paul Cameron’s son, died in 1925, the remnants of the plantation passed on to his two daughters. One daughter received the lands of Fairntosh, where she restored the home and lived with her family. The other, who was given the lands of Stagville, sold the property to Mr. Pat Brown, who chopped wood on the property. In 1954, he sold the property to Liggett and Myers Tobacco Company, who continued to work the land for another two decades. In 1976 the company donated the land to the state, which then turned the property into a state historic site.
Pre-visit ideas: The following are some ideas to get your students thinking about the subject matter that will be discussed while visiting Historic Stagville.
Defining terms Students will define the following terms and names so that they will better understand and comprehend the guided tour. They may want to use the brief history of Historic Stagville to get some of the terms. Terms: General Store: William Johnston: Richard Bennehan: Stagville: Slaves: Paul Cameron: Old Indian Trading Path: Crop rotation: Civil War: Freedmen: Sharecropper: Map activity Using an early map of Possible advantages: Old Indian Trading Path accessibility Proximity to Raleigh and Hillsborough Eno, Flat & Little Rivers nearby to provide water for crops and people Abundant amount of trees for building houses and shops Possible disadvantages: No navigable rivers nearby to get goods to market Trees that have to be removed and cleared to work land Addy activity: If you have access, check out Meet Addy or one of the other books in the American Girls Addy
series. The books about Addy were
researched at Historic Stagville. The
tobacco plantation that Addy and her parents lived on in Things to think about: Before you visit the site, here are a list of questions and concepts for the class to think about: What is a plantation? This might be a good concept term to make a web out of, putting the word “plantation” on the board and having students come up and write what characteristics they know about a plantation next to the word.
What effects did the Civil War have on plantations in the American South? What types of crops were grown in What would life be like living on a plantation for the plantation owner? For the plantation owner’s wife? For the plantation owner’s kids? For an enslaved woman? For an enslaved man? Keep in mind that there were more jobs on the plantation besides just working in the fields.
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