Begin by asking students to think of the many ways that iron is used today. Examples may include:
- Construction and Infrastructure: Buildings, Bridges, Railways
- Transportation: Cars, Bikes, Ships, Trains, Tunnels
- Household Items: Appliances, Cookware, Furniture, Tools, Pipes, Locks, Keys
- Agriculture & Energy: Plows, Harnesses, Wind Turbines
- Sports and Recreation: Golf Clubs, Weights Safety and Security
Next, introduce to students that the use of iron was also key in the early development of industry in the United States and that much of the blacksmith and iron work done at that time was done by enslaved people.
Have students spend time visiting the National Park service site on blacksmiths and ask them to focus on the skill of ironworkers from Mande located in West Africa. After students review this site, provide them with them the following sources:
- One page description of the Hunter Iron Works (1.9.4) by Ebenezer Hazard, an early historian and postmaster general
- “A Scheme of a Lottery”.-Note: In the 18th century, a lottery was a method by which some gentry tried to raise money to pay off debts. Individuals bought chances for various “lots” of another individual’s personal property.
Ask students to consider these sources in relation to what they learned from the National Park service then respond to the following questions in small groups or as a whole class:
- How does the Scheme of a Lottery source relay the skills of the enslaved individuals, particularly those that may work in the Iron Industry?
- How might this ‘industrial complex’ have impacted the economy and society of the region?
- How was Mr. Hunter regarded? How might this ‘industrial complex’ have impacted the life of Mr. Hunter?
- How were Mr. Hunter’s workers regarded? How might this ‘industrial complex’ have impacted the lives of the enslaved and free Black people living and working there?