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⏱ 335 words, 1.5 minutes
A Black woman activist from upstate New York who spoke, preached, and advocated for causes inspired by her religious beliefs.
Originally born Isabella Bomfree and enslaved at birth in 1797, she freed herself in 1827 and renamed herself Sojourner Truth after experiencing a religious awakening in 1843.
Truth spoke often and persuasively in favor of abolishing slavery, promoting greater rights for women, and limiting the sale of alcoholic beverages.
Arguably her most famous speech, called “Ain’t I A Woman?” spoke to the particular experience of Black women in the United States facing intersecting prejudices against their race and gender.
Sojourner Truth was a key figure in 19th-century social movements, and her life helps us understand the Abolition movement, the Women’s Suffrage movement, and the Temperance movement.
Truth’s identity as a formerly-enslaved Black woman complicates historical narratives that place educated white women at the center of social movements in the 1800s.
Truth never learned to read or write in the traditional sense, but she had a powerful ability to communicate ideas and to “read” people.
Despite her lack of formal education, Truth was an incredibly successful speaker and author (via dictation).
In addition to the spoken word, Truth communicated powerfully through images, including calling cards (“cartes-de-visite”) that she sold with her photograph on them.
Start by looking through the Library of Congress’ research guide on Sojourner Truth, and see if there are particular sources that speak to themes covered in your class.
Explore Truth’s use of images, particularly portraits, to communicate ideas and support her advocacy work.
Design a Zoom In inquiry activity to help students notice key details and make meaning from images of Sojourner Truth and her contemporaries.
Extend your study of the power of images in movements for equality by examining photographs created in the aftermath of riots against integration of the Sojourner Truth Houses in 1942.
6 - 8 9 - 12 Social Studies/History Literacy Freedom Equality Black History
Teaching Notes
Sojourner Truth sold this calling card to raise money to help support herself and her advocacy efforts. The caption, "I sell the shadow to support the substance," references this sale of an insubstantial image of her to support the substance of her life and work.
Truth depicts herself with the trappings of domestic feminine life (knitting, a shawl, a bonnet, flowers, a book) to emphasize her respectability, humanity, and femininity. She did this at a time when most depictions of African American women did just the opposite.
Use this image in a Zoom In activity to spark discussion about the connection between literacy and freedom; about the use of images to support a message; and about the intersections of race and gender in the Abolition and Suffrage movements.
Reference link: http://www.loc.gov/item/scsm000880/
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Another image of Sojourner Truth to be used in conversation with other portraits of Truth (especially "I Sell the Shadow...").
Reference link: http://www.loc.gov/item/97513239/
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This image of Sojourner Truth depicts her sitting with an image of her grandson open on her lap. Her grandson, James Caldwell, was a Union soldier who was captured by the Confederates and held behind enemy lines during the war. Use this image in a lesson about Black soldiers in the Civil War or in conversation with other images of Truth taken during her lifetime.
Reference link: http://www.loc.gov/item/2017648645/
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"I tell you I can't read a book, but I can read de people."
Try using this quotation in a discussion about Sojourner Truth's literacy. What does it mean to be literate? What does Sojourner Truth suggest about that question in this quotation?
Reference link: http://www.loc.gov/resource/lhbum.25244/?sp=216
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Harriet Tubman was a contemporary of Sojourner Truth's and a fellow abolitionist who helped about 70 people escape from slavery. Like Truth, she supported the Union in the Civil War and even served as a spy for the U.S. Army. Have students compare and contrast the depiction of Tubman with that of Truth and Frederick Douglass to look for patterns and deviations in the ways that African American leaders in social movements chose to represent themselves.
Reference link: http://www.loc.gov/resource/ppmsca.54230/
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Frederick Douglass was a contemporary of Sojourner Truth and a fellow advocate for the abolition of slavery. Himself a formerly enslaved person, Douglass was the most-photographed man of the 19th century and used photographs to extend the reach of his message. Try having students compare and contrast the portraits of Douglass and Truth (their clothing, their expressions, any items pictured) to notice patterns and deviations in their strategies.
Reference link: http://www.loc.gov/item/2018651422/
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This image could help provide students with context for what photographic studios and tools in the late 19th century looked like.
Reference link: http://www.loc.gov/resource/ppmsc.04835/
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Image of the 54th Massachusetts Regiment, a famous group of Black soldiers who fought for the Union in the Civil War. Sojourner Truth's grandson was part of this regiment and was captured behind Confederate lines.
Reference link: http://www.loc.gov/resource/ppmsca.35357/
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After the Emancipation Proclamation of 1863, Black men were allowed to join the Union Army. This photograph depicts a company of Black soldiers from Washington, D.C. Sojourner Truth helped to recruit Black soldiers to the war effort, including her own grandson, who was captured and held behind Confederate lines.
Reference link: http://www.loc.gov/resource/cwpb.04294/
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During the Civil War, it became the policy of the U.S. Army to accept self-emancipated African Americans behind Union lines as "contraband" of the war. While this status allowed formerly-enslaved people to remain free, it still reinforced their legal status as property.
This image was created in 1862 and depicts a group of African Americans considered "contraband." It can be compared and contrasted to Sojourner Truth's depiction of herself in her carte-de-visite portraits, and it can help contribute to a conversation about depictions of African Americans that are either humanizing or dehumanizing.
Reference link: http://www.loc.gov/resource/cwpb.01005/
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The front page of the Detroit Times the day after riots broke out over the integration of the formerly-white neighborhood near the new Sojourner Truth Houses in Detroit. This contemporary coverage helps provide context about the riots from the perspective of those who reported on it at the time.
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Newspaper: Detroit evening times. (Detroit, Mich) 1921-1958Teaching Notes
A powerful image of soldiers standing guard in Detroit after the riot over integration of the Sojourner Truth Houses.
Reference link: http://www.loc.gov/item/2017844465/
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This image of a mother and child taken after the riots at Sojourner Truth houses might be contrasted with the stately portraits of Truth on her carte-de-visite. It could help foster conversations about the difference between a portrait designed for the sitter and a photograph taken to demonstrate the condition of people after a news event.
Reference link: http://www.loc.gov/resource/fsa.8d25105/
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Note: this image is sensitive and should be prefaced with a conversation about hateful and racist messages from history and how to make sense of them. Students should be validated in whatever emotional response (if any) they have to seeing images like this one.
This image depicts a sign that went up across the street from the new Sojourner Truth housing project for Black residents in 1942 in Detroit, Michigan. It will help students understand racism's long reach after the abolition of slavery and long after Sojourner Truth's death.
Reference link: http://www.loc.gov/item/2017844754/
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This research guide from the Library of Congress provides background and links to key primary sources related to Sojourner Truth. This is a great place to start your own research into the life of Sojourner Truth, and it could also be a help resource for students looking to conduct their own research.
Teaching Notes
Learn more about Sojourner Truth's use of portraiture to create an image of herself in the world and to extend the power of her advocacy. This can also be used as a resource for students in conversation with images like Truth's "I Sell the Shadow..." calling card.
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Check out this resource on the Women's Suffrage Movement from the Library of Congress to learn more about the history of the fight to expand the vote to women. Students interested in learning more about this movement might want to start here.
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Start here for more background on the Temperance Movement, the 19th- and early-20th-century effort to ban or limit the sale of alcohol in the United States. Like other religious women in the 19th century, Sojourner Truth believed that alcohol made people sinful and became a speaker on behalf of this movement.
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Review this resource guide from the Library of Congress to learn more about the Abolition Movement, the 19th-century movement to end slavery that Sojourner Truth helped to lead.
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Read up on the 1942 riot in Detroit, Michigan of white residents against the integration of the neighborhood near a new housing project named after Sojourner Truth. This resource can also be used to provide background knowledge to students for an extension lesson about the images taken in the days after the riot.
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Check out this collection of images of African American soldiers from the Civil War. During the Civil War, Sojourner Truth helped recruit Black soldiers to join the war effort once that became possible in 1863. Her own grandson was captured by the Confederates and held as a prisoner of war for over a year. Included among these images is one of Sojourner Truth holding an image of her grandson open on her lap.
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Read up on the history behind Sojourner Truth's famous "Ain't I a Woman?" speech, and check out suggestion from the Library of Congress on how to read the speech with students.
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