In 1600-1865. 1. What is the word you think of when you hear the word slavery? 2. List out at least five things that you know about slavery? 3. What is.

in

1600-1865

1. What is the word you think of when you hear the word slavery?

2. List out at least five things that you know about slavery?

3. What is the purpose of slavery?

4. How would slave traders justify trading people?

Warm-up

Analyzing an image Describe what you see. What do you notice first? What people and objects are shown? · How are they

arranged? What is the physical setting? What, if any, words do you see? What other details can you see?

http://www.pbs.org/wgbh/aia/part1/1h306b.html

Analyze the artwork...

1. What do you notice first?

2. What things do you see? (list 5)

3. What does each object symbolize?

4. What might the colors represent?

1. Which 3 viewpoints are used to describe the African slave trade?2. How did the Europeans ‘justify the taking of slaves’?3. How did British merchants first obtain slaves from Africa?4. What may have caused Olaudah Equiano to lose his appetite on board the

slave ship?5. Why did the white people seem savage to Equiano?6. Why would the Europeans be concerned with the health and well being of the

slaves?7. Why would the Africans think that the white man may want to eat them?8. After being captured by a neighboring tribe, describe the general feelings that

Ottobah Cugoano describes when he is left by his ‘kidnapper’? 9. What made Ottobah Cugoano realize that he was being handed over to a slave

trader?10. Why is Kwesi J. Anquandah -King of Dahomey upset over the way the

Africans involved in the slave trade are represented in European accounts of them?

11. How do the Europeans who are working on the slave ships describe their ‘cargo’?

12. Why would the slave ship workers continue to ship people to be sold, given their view of their condition?

Assessment on personal accounts.

1. Tone – sad, inspirational, ambitious, motivational2. audience – discouraged, black people, anyone needing

inspiration, those seeking hope, the struggling, pessimistic people3. MESSAGE –making the impossible…possible, keep pushing,

keep following your dreams…, you can make it regardless of your circumstances

4. Figurative language – oxymoron (proving nature’s laws wrong), personification (grew and breathe), alliteration –same letters,

5. Elements - rose = symbolism for persistency, concrete = society, crack = trap, fresh air = new beginning, walking = escaped the trap.

Poetry Analysis

Leg 1

Traders would bring manufactured goods from Europe and other goods to the west coast of Africa in exchange for able-bodied men that could be used in slavery.

They would be taken to European colonies in North and South America.

Leg 2

The colonies would produce large amounts of raw materials and crops for the mother country. These crops The colonies would produce large amounts of raw materials and crops for the mother country. These crops would be sent back to Europe to be made into manufactured goods.would be sent back to Europe to be made into manufactured goods.

•Tobacco•Corn

•Sugar •Cotton

Leg 3

Manufactured goods were sent all over the world especially Africa.

The Triangular Trade The triangular trade was important to

the British Empire

Slaves were the first cargo shipped to the Americas

While the Americas brought the cargo of raw materials taken to Europe – rice, cotton, tobacco

The raw materials taken into Europe were made into manufactured goods and shipped all over the world including Africa.

1. What is the total percentage of slaves came from West central, Bight of Biafra, and Bight of Benin areas?

2. Which region had the highest rate of slave exportation?

3. According to the table, how many total slaves were exported from Africa?

4. …Does this account for every slave that was exported from Africa? Why?

5. Why do you think most slaves came from the Western part of Africa?

The African tribal chiefs – after wars, chiefs would often sell off the prisoners which they had captured to Europeans. They claimed that they were shipping off their criminals

The ship merchants – Europeans who bought the slaves from African chiefs. Later, these merchants would begin capturing people on their own

The slave owner – without a buyer there is no market, slave owners would pay a hefty price for ownership of another person

Groups which helped slavery come into existence

Capture and the Middle Passage

After capture, Africans were packed tightly into slave ships.

The death rate of the “passengers” was 50%.

histclo.com

Reasons Africans were enslaved in their own land Africans were

generally enslaved for four main reasons:

1. War

2. Destitution

3. Debt

4. Crime

en.wikipedia.org

The Middle Passage

americanabolitionist.liberalarts.iupui.edu

Destination, Auction, and Seasoning Most Africans landed in Brazil with the least number

landing in North America. Slaves were auctioned off to the highest bidder. Slaves were put through a process of “seasoning” to

get them ready for work. They learned an European language, were named an

European name, and were shown labor requirements.

The Beginnings of Slavery in the U.S.

The Portuguese and Spanish had already brought Africans to South and Latin America.

In 1619, the first Africans were brought to the colony Jamestown, Virginia by the Dutch.

picturehistory.com

Why Not Enslave the Native Population?

Native Americans were highly likely to catch European diseases.

They were familiar with the terrain and could escape easier.

They had political allies that could fight against the “owners.”

Reasons for Using Enslaved African Labor Proximity-It only took 2-6 weeks to get to the colonies

from the Caribbean at first. Experience-They had previous experience and

knowledge working in sugar and rice production. Immunity from diseases-Less likely to get sick due to

prolonged contact over centuries. Low escape possibilities-They did not know the land,

had no allies, and were highly visible because of skin color.

Case Study: Anthony Johnson He was an African

brought to the colonies in the 1620s.

He obtained his freedom, and purchased 250 acres of land in Virginia.

He owned at least one slave and white indentured servants.

This shows that blacks were not thought of strictly as slaves until the 1660s.

http://claver.gprep.org

Slavery in the Colonies New England colonies-no large plantation

systems; slaves lived in cities and small farms Chesapeake Bay colonies-large tobacco

plantations; center of the domestic slave trade Carolinas and Georgia-large rice and cotton

plantations

hansengeorge.blogspot.com

The Effects of the American Revolution and the Constitution Gradual abolition of

slavery in the northern colonies

End of the Atlantic Slave Trade in 1808

Entrenchment of slavery in the South with the invention of the cotton gin in 1793 by Eli Whitney

Life of a Slave Most slaves had Sundays off and they went to church. Most slaves could not read or write, and it was illegal

for them to learn. Slave Codes-They could not: leave their home without

a pass, carry a weapon, gather in groups, own property, legally marry, defend themselves against a white person, or speak in court.

Resistance Flight-Slaves would runaway. Truancy-Flight for a short

amount of time and then the slave came back.

Refusal to reproduce-Women refused to have children.

Covert Action-Slaves would sometimes kill animals, destroy crops, start fires, steal stuff, break tools, poison food.

Violence 4 major slave revolts-

Stono Rebellion-failed revolt in South Carolina in 1739

Gabriel Prosser-led failed revolt in Virginia in 1800 Denmark Vessey-led failed revolt in South Carolina in

1822 Nat Turner-killed 60 white people in Virginia in 1831

Punishment Slaves were often

brutally punished for misbehaving.

Punishments included: whipping, branding, being sold, gagged (silence), and other torturous methods were used.

SLAVERY IN COLONIAL AMERICALand of Freedom?

CREATING ANGLO-AMERICA

TWO BASIC QUESTIONS:

• HOW DID SLAVERY TAKE ROOT IN THE ATLANTIC WORLD?

• WHAT IS THE LANGUAGE OF FREEDOM?

TOBACCO AND SLAVERY

Englishmen and Africans The spread of tobacco led settlers to turn to slavery,

which offered many advantages over indentured servants

In the early to mid-seventeenth century, the concepts of race and racism had not fully developed

Africans were seen as alien in their color, religion, and social practices

Slavery in History Although slavery has a long history, slavery in the North

America was markedly different from Europe Slavery developed slowly in the Americas because

slaves were expensive and their death rate was high in the seventeenth century

SLAVERY IN THE WEST INDIES

“NO EUROPEAN NATION, INCLUDING ENGLAND, EMBARKED ON THE COLONIZATION OF THE NEW WORLD WITH THE INTENTION OF RELYING ON AFRICAN SLAVED FOR THE BULK OF ITS LABOR FORCE.”

BUT THE INCESSANT DEMAND FOR WORKERS SPURRED BY THE SPREAD OF TOBACCO CULTIVATION LED TO IT EVENTUALLY.

The Idea of RaceHow do you define racism?

When did the idea of racism develop?

THE IDEA OF RACE

Define racism Discrimination of another

person based on their ethnicity, culture, background, religion.

Hatred towards people that are not the same race as yours.

Stereotypes The belief that your race is

superior to another.

When did racism develop? Forever / whenever 1900s? 1600s? 1700s? 1600-1700.

“RACE” & “RACISM”

• THE TERM “RACE” IS A MODERN CONCEPT THAT HAD NOT FULLY DEVELOPED IN THE 17TH CENTURY.

• ITS MEANING, IS THE IDEA THAT HUMANITY IS DIVIDED INTO WELL-DEFINED GROUPS ASSOCIATED WITH COLOR.

“RACE” & “RACISM”FONER DEFINES “RACISM” AS:

“AN IDEOLOGY BASED ON THE BELIEF THAT SOME RACES ARE INHERENTLY SUPERIOR TO OTHERS AND ENTITLED TO RULE OVER THEM.”

The line between slavery and freedom was more

permeable in the seventeenth century than it

would later become.

Some free blacks were allowed to sue and

testify in court.

Anthony Johnson arrived as a slave but became a slave-owning plantation

owner.

SLAVERY AND THE LAW

• It was not until the 1660s that the laws of Virginia and Maryland explicitly referred to slavery.

• A Virginia law of 1662 provided that in the case of a child who had one free and one enslaved parent, the status of the offspring followed that of the mother.

• In 1667 the Virginia House of Burgesses decreed that religious conversion did not release a slave from bondage.

SLAVERY AND THE LAW

NORTH AMERICAN SLAVERY“IN THE AMERICA’S, SLAVERY WAS BASED ON THE PLANTATION, AN AGRICULTURAL ENTERPRISE THAT BROUGHT TOGETHER LARGE NUMBERS OF WORKERS UNDER THE CONTROL OF A SINGLE OWNER. THIS IMBALANCE MAGNIFIED THE POSSIBILITY OF SLAVE RESISTANCE AND MADE IT NECESSARY TO POLICE THE SYSTEM RIGIDLY. IT ENCOURAGED THE CREATION OF A SHARP BOUNDARY BETWEEN SLAVERY AND FREEDOM.”

A number of factors made slave labor veryattractive to English settlers by the end of the17th century, and slavery began to supplant indentured servitude between 1680 and 1700 By the early eighteenth century, Virginiahad transformed from a society with slaves to a slave society.

In 1705, the House of Burgesses enacted strict slave codes.

A Slave Society

Notions of Freedom

Notions of Freedom

From the start of American slavery, blacks ran away and desired freedom.

Settlers were well aware that the desire for freedom could ignite the slaves to rebel

Slave Culture and Slave ResistanceAfrican-American Cultures

In the Chesapeake, slaves learned English, were part of the Great Awakening, and were exposed to white culture

In South Carolina and Georgia, two very different black societies emerged

Rice plantations remained distinctly African Urban servants assimilated into Euro-

American culture

CRISES OF RESISTANCE,1739-1741 1739 – ON JAMAICA, A MAJOR BRITISH CENTER OF SUGAR PRODUCTION, COMMUNITIES OF MAROONS RESISTED PLANTERS’ AUTHORITY UNTIL BRITISH AUTHORITIES IN A TREATY RECOGNIZED THEIR FREEDOM IN EXCHANGE FOR WHICH THE MAROONS AGREED TO RETURN FUTURE ESCAPEES.

1739-40 – STONO REBELLLION IN SOUTH CAROLINA SAW AN UPRISING OF OVER 100 SLAVES WHICH LED TO A TIGHTER SLAVE CODE FOR SOUTH CAROLINA AND A PROHIBITIVE TAX ON IMPORTED SLAVES

1741 – RIOTS AND FIRES IN NEW YORK CITY WHERE SLAVES WITH WHITE ALLIES PLANNED TO BURN PART OF THE CITY,. SEIZE WEAPONS, AND MURDER THE WHITE POPULATION OR TURN OVER NEW YORK TO SPAIN.

ALL THESE CRISES DISPROVE THE NOTION THAT SLAVES HAD NO CONCEPT OF “LIBERTY”

Slavery and the British EmpireSlave Systems in the English Colonies

Three distinct slave systems were well entrenched in Britain’s mainland colonies

Chesapeake South Carolina and Georgia Non- plantation societies of New England and the

Middle Colonies Chesapeake slavery was based on tobacco Chesapeake plantations tended to be smaller and daily

interactions between masters and slaves were more extensive

Slavery and the Empire Slavery transformed Chesapeake society into an

elaborate hierarchy of degrees of freedom large planters yeomen farmers indentured servants; tenant farmers slaves

With the consolidation of a slave society, race took on more and more importance as a line of social division

Liberties of free blacks were stripped away

Slavery in the Empire

Slavery and the Empire Slavery in the North

Since the economics of New England and the Middle Colonies were based on small farms, slavery was far less important

Given that slaves were few and posed little threat to the white majority, laws were less harsh than in the South

Slaves did represent a sizable percentage of urban laborers, particularly in New York and Philadelphia

An Empire of Freedom British Patriotism

Despite the centrality of slavery to its empire, eighteenth-century Great Britain prided itself on being the world’s most advanced and freest nation

Britons shared a common law, a common language, a common devotion to Protestantism, and a common enemy in France

Britons believed that wealth, religion, and freedom went together

An Empire of Freedom The Language of Liberty

All eighteenth-century Britons “reveled in their worldwide reputation for freedom”

It was common for ordinary folk to evoke “liberty” when protesting “in the streets”

Republican Liberty Republicanism called for the virtuous elite to give

themselves to public service Country Party was critical of the corruption of British

politics Cato’s Letters were widely read by the American

colonists

An Empire of Freedom Liberal Freedom

The leading philosopher of liberty was John Locke Lockean ideas included individual rights, the consent of

the governed, and the right of rebellion against unjust or oppressive government

Locke’s ideas excluded many from their full benefits in the eighteenth century, but they opened the door for many people to challenge later the limitations on their own freedom

Republicanism and liberalism would eventually come to be seen as alternative understanding of freedom

The Enlightenment The American Enlightenment

Americans sought to apply to political and social life the scientific method of careful investigation based on research and experiment

Deists and natural laws embodied the spirit of the American enlightenment

Benjamin Franklin Thomas Jefferson

PHILOSOPHICAL QUESTION What is wrong with the phrase, “empire of

freedom?” How can you refer to yourself as an empire of

freedom if your industries need slavery?

Compromise of 1850 California comes in the Union (United States)

as a free state Utah and New Mexico territories are created-no

mention of slavery Outlaws slave trade in Washington, D.C. Fugitive Slave Act-requires northerners to

return escaped slaves to masters

The Dred Scott Decision Dred Scott was a slave who was taken to a free

territory by his owner. He sued for his freedom because he lived in the free

territory. His case went all the way to the Supreme Court, where

Scott loses because he was not considered a citizen, thus could not sue in federal court. (He was “property” and could be taken anywhere.)

Election of 1860 and the Start of the Civil War Abraham Lincoln was elected

president in 1860 without any southern electoral votes.

Many southern states quickly seceded from the Union, South Carolina leading the way.

Southern troops fired upon Fort Sumter, starting the Civil War.

The North fought to preserve the Union, while the South fought to preserve slavery.

The Civil War and the Emancipation Proclamation Early in the war, Lincoln began

to think about ending slavery in the South to help end the war.

On September 22, 1862 he issued the Emancipation Proclamation which declared an end to slavery in the states in rebellion on January 1, 1863.

What did it do? Nothing. It only freed slaves in the states that had seceded.

End of the Civil War and the 13th Amendment The South lost, and the states

were forced to accept the 13th Amendment to the Constitution before they could be readmitted into the Union.

13th Amendment-It abolished slavery in the United States.

It was ratified in 1865.