Racism and slavery evolved together in British North America in a relationship of mutual causation. Slavery originally had nothing to do with race, as slaves were often the same race as their owners in ancient societies. In the Americas, the Spanish and Portuguese developed racial categories associated with skin color and "blood purity" that reinforced negative stereotypes. Slavery in British North America transitioned from indentured servitude of both black and white laborers to race-based slavery following Bacon's Rebellion in 1676, as elites sought to divide poor whites and blacks. The transatlantic slave trade then fueled the colonial economy, with over 12 million Africans enslaved and transported to the Americas between the 16th-
The Construction of Whiteness in Colonial America- King Philips’ War and Bac...Pietro Moro
King Philip's War and Bacon's Rebellion led to the solidification of whiteness as a social construct in colonial America. King Philip's War began as a dispute over the trial and execution of Native Americans for the killing of a Christianized Native. The war escalated and resulted in the widespread death and displacement of Native Americans. This reinforced the settlers' belief in their divine right to expand over inferior "heathens." It also shifted identity away from socioeconomic status and towards race. Bacon's Rebellion saw poor European indentured servants and Africans unite against the planter class, threatening the racial hierarchy that had newly emerged. Both events contributed to formalizing the legal and social exclusion of non-whites in the colonies.
Slavery was the central issue dividing the Northern and Southern United States and the primary cause of the Civil War. The Southern economy depended on slave labor for cotton production, while the North rejected slavery and embraced industrialization. Life for slaves was brutal, with frequent beatings, malnutrition, and lack of basic necessities even for children. Slave owners justified slavery through claims of black racial inferiority, despite slaves making up a large portion of the population. The divisions between the free North and slave-holding South grew too deep to be resolved through compromise, making war inevitable to decide the issue of slavery in America.
This presentation is of the sectional crises over states' rights and slavery's westward expansion that gave way to American Civil War. It is the fourth in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
This document summarizes forms of resistance by slaves in the Antebellum period, including rebellions, running away, and day-to-day acts of resistance. It discusses the reasons slaves resisted, such as escaping harsh treatment or reuniting with family members. It describes different types of resistance like feigning illness, slowing work, or arson. It also discusses the experiences of runaway slaves and the dangers they faced if captured. The general strain theory is presented as a framework for understanding how the strains of slavery led slaves to develop coping strategies of resistance.
The document provides an overview of authors and readings for Week 3 of a course on exclusion from the American Dream. It introduces Native American authors Tecumseh, Zitkala-Sa, and Sherman Alexie, and their works address themes of post-colonial literature like resistance to colonization and distortion of indigenous cultures. African American authors discussed include Harriet Jacobs, Frederick Douglass, Richard Wright, and Ralph Ellison. Their works commonly explore themes of oppression, racism, and lack of control over one's destiny.
This document discusses various forms of resistance by slaves, ranging from passive to active resistance. Passive resistance included slow working, pretending illness, and telling lies. More extreme forms of passive resistance included refusing to work, running away, and suicide. Active resistance such as sabotage, damaging property, and murdering whites on the plantation were rare due to severe punishments but did sometimes occur. Resistance was shaped by both the African cultural influences retained by slaves and the example of Native American resistance to Spanish enslavement. Overall, prolonged slave resistance made slavery an inefficient system and contributed to its eventual end.
The document provides a timeline and overview of the history of slavery in America from 1619 through the end of the Civil War in 1865. It discusses how slavery began as a way to address the labor needs of the colonies, and how the slave trade expanded greatly. The Atlantic slave trade resulted in millions of Africans being forcibly transported to America, where they were treated as property and faced cruel conditions. Resistance to slavery grew over time through escapes on the Underground Railroad and abolitionist literature. After the Civil War, African Americans continued facing exclusion through policies like Plessy v Ferguson and racism during the Great Migration and Harlem Renaissance period.
The document provides an overview of African American history in South Florida. It discusses how Africans were brought to Florida and the Caribbean as slaves, and how they formed alliances with Native American tribes like the Seminoles to escape slavery. It describes the development of Black communities in Miami and the legacy of slavery, including Jim Crow laws and the Civil Rights movement. The document examines issues like urban renewal in historically Black neighborhoods and the complex racial dynamics in Miami's history.
The Construction of Whiteness in Colonial America- King Philips’ War and Bac...Pietro Moro
King Philip's War and Bacon's Rebellion led to the solidification of whiteness as a social construct in colonial America. King Philip's War began as a dispute over the trial and execution of Native Americans for the killing of a Christianized Native. The war escalated and resulted in the widespread death and displacement of Native Americans. This reinforced the settlers' belief in their divine right to expand over inferior "heathens." It also shifted identity away from socioeconomic status and towards race. Bacon's Rebellion saw poor European indentured servants and Africans unite against the planter class, threatening the racial hierarchy that had newly emerged. Both events contributed to formalizing the legal and social exclusion of non-whites in the colonies.
Slavery was the central issue dividing the Northern and Southern United States and the primary cause of the Civil War. The Southern economy depended on slave labor for cotton production, while the North rejected slavery and embraced industrialization. Life for slaves was brutal, with frequent beatings, malnutrition, and lack of basic necessities even for children. Slave owners justified slavery through claims of black racial inferiority, despite slaves making up a large portion of the population. The divisions between the free North and slave-holding South grew too deep to be resolved through compromise, making war inevitable to decide the issue of slavery in America.
This presentation is of the sectional crises over states' rights and slavery's westward expansion that gave way to American Civil War. It is the fourth in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
This document summarizes forms of resistance by slaves in the Antebellum period, including rebellions, running away, and day-to-day acts of resistance. It discusses the reasons slaves resisted, such as escaping harsh treatment or reuniting with family members. It describes different types of resistance like feigning illness, slowing work, or arson. It also discusses the experiences of runaway slaves and the dangers they faced if captured. The general strain theory is presented as a framework for understanding how the strains of slavery led slaves to develop coping strategies of resistance.
The document provides an overview of authors and readings for Week 3 of a course on exclusion from the American Dream. It introduces Native American authors Tecumseh, Zitkala-Sa, and Sherman Alexie, and their works address themes of post-colonial literature like resistance to colonization and distortion of indigenous cultures. African American authors discussed include Harriet Jacobs, Frederick Douglass, Richard Wright, and Ralph Ellison. Their works commonly explore themes of oppression, racism, and lack of control over one's destiny.
This document discusses various forms of resistance by slaves, ranging from passive to active resistance. Passive resistance included slow working, pretending illness, and telling lies. More extreme forms of passive resistance included refusing to work, running away, and suicide. Active resistance such as sabotage, damaging property, and murdering whites on the plantation were rare due to severe punishments but did sometimes occur. Resistance was shaped by both the African cultural influences retained by slaves and the example of Native American resistance to Spanish enslavement. Overall, prolonged slave resistance made slavery an inefficient system and contributed to its eventual end.
The document provides a timeline and overview of the history of slavery in America from 1619 through the end of the Civil War in 1865. It discusses how slavery began as a way to address the labor needs of the colonies, and how the slave trade expanded greatly. The Atlantic slave trade resulted in millions of Africans being forcibly transported to America, where they were treated as property and faced cruel conditions. Resistance to slavery grew over time through escapes on the Underground Railroad and abolitionist literature. After the Civil War, African Americans continued facing exclusion through policies like Plessy v Ferguson and racism during the Great Migration and Harlem Renaissance period.
The document provides an overview of African American history in South Florida. It discusses how Africans were brought to Florida and the Caribbean as slaves, and how they formed alliances with Native American tribes like the Seminoles to escape slavery. It describes the development of Black communities in Miami and the legacy of slavery, including Jim Crow laws and the Civil Rights movement. The document examines issues like urban renewal in historically Black neighborhoods and the complex racial dynamics in Miami's history.
This document provides a summary of African American participation and experiences in major American wars from the Revolutionary War through World War I. It describes how African Americans fought for both sides in early wars and sought freedom and to prove their humanity. It highlights individual freedom fighters and soldiers who distinguished themselves in battle. It also discusses the context of slavery and racial attitudes during each war period and how African American soldiers faced discrimination but continued serving to fight for their rights.
The ancient Greeks believed language, not physical characteristics, most distinguished them from "barbarians". They used the word "barbarian" to refer to those who did not speak Greek. In medieval Europe, Ethiopians were seen as saviors, not barbarians, because they were Christian allies against Muslim rule. Modern ideas of racial categories did not emerge until the late 18th century.
This document summarizes various forms of resistance and rebellion against oppression employed by indigenous and enslaved peoples in the Caribbean. It describes tactics like guerrilla warfare, sabotage, running away, and establishing maroon communities. It also discusses organized revolts and rebellions, like the successful Haitian revolution that established the first black republic. Finally, it notes that struggles continued even after emancipation, as freed slaves faced ongoing social and economic oppression.
The document provides an overview of key terms and events related to the civil rights movement in the United States. It defines terms like prejudice, stereotype, and discrimination. It also discusses the Great Migration of African Americans from the rural South to Northern cities between 1910-1930, citing new job opportunities, mechanization of agriculture, Jim Crow laws and boll weevils as key drivers. Additionally, it describes the Harlem Renaissance as a cultural flowering of African American arts in the early 20th century concentrated in Harlem, New York.
The document discusses slavery in the United States between 1800-1850. It notes that slavery was already present in the 1700s but increased dramatically in the late 18th century. The invention of the cotton gin in 1793 made cotton farming highly profitable and increased demand for slave labor. Over 1 million slaves were transported from older slave states to new states in the South to work on cotton plantations. This led to debates between abolitionists who opposed slavery and slave owners who argued slaves benefited from being cared for. The tensions ultimately led to the Civil War.
This document is a research paper on slavery in America produced by students in Algeria. It outlines the origins and development of slavery in America, including its beginnings in the 1600s, the triangular trade system, life as a slave, forms of resistance by slaves, the Civil War and emancipation in 1863. The conclusion is that slavery was a major part of American history and Africans were not invited to the new continent as workers but were captured and tortured to build the country's economy through their forced labor without rights or mercy.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
A comparative essay between north american slavery system and the russian ser...James Dean
This document compares the North American slavery system and the Russian serfdom system between 1450-1750. Both systems utilized unfree labor, but differed in aspects like government support and slave conditions. The Russian serfdom system initially resembled the early American system of indentured servitude, but Russian serfs retained some freedoms like managing villages. The American slavery system became harsher over time, enforcing total control of slaves and allowing rape and brutality. While Russian serfdom was also oppressive, conditions were not as severe as the American system of gang labor and punishment of slaves. Overall, both systems exploited workers for the benefit of nobility but manifested differently due to governmental and social factors.
Harriet Tubman was born into slavery in Maryland in the 1820s. As a child, she suffered a head injury from an overseer that caused permanent damage but strengthened her resolve. She escaped from slavery in 1849 using the Underground Railroad. Risking her life, she returned over 13 times to guide over 300 slaves to freedom. Known as "Moses", her bravery inspired slaves and she came to symbolize liberation. She eventually settled in Auburn, New York where she cared for the elderly until her death in 1913 at age 93 still advocating for abolition.
1) Native Americans faced exclusion from the American Dream through the loss of their lands and being forced onto reservations. They were pushed further and further west through acts like the Indian Removal Act of 1830 which led to the tragic Trail of Tears.
2) The Dawes Act of 1887 attempted to assimilate Native Americans by allotting individual family plots of land and educating children in boarding schools, but ultimately resulted in Native Americans losing half their lands.
3) Conflicts between settlers and Native Americans over land continued throughout American history, culminating in events like the Wounded Knee Massacre of 1890, as Native Americans resisted being confined to reservations.
The document summarizes the history of slavery, including the Atlantic slave trade between Africa and the Americas from 1600-1850 which saw at least 20 million people taken from Africa. It describes the roles and treatment of slaves on plantations, including separation of families and harsh punishments. It also discusses the American Civil War, abolition of slavery, and the ongoing issue of modern human trafficking.
The document summarizes tensions over slavery in the United States prior to the Civil War. It describes how Africans were captured and sold into the transatlantic slave trade, with millions dying during the journey or in captivity. The southern economy became dependent on slave labor to cultivate cash crops like cotton and tobacco. Slavery divided the nation along sectional lines, pitting the industrialized North against the agricultural South. Southern states defended the institution of slavery, leading to conflicts over states' rights and the expansion of slavery into new western territories. Enslaved people resisted through acts of sabotage, running away, and occasional rebellions, despite facing severe punishment if caught. The tensions over slavery and states' rights would
Slavery was a global system that connected five continents through the trade of African slaves to produce goods in the Americas. While many forms of servitude existed, the harshest was chattel slavery where slaves were the permanent, hereditary property of their owners. Slavery began in ancient societies but was largely replaced by serfdom in Europe by the 5th century AD. However, European powers later revived the slave trade, transporting over 10 million Africans to the Americas between the 15th-19th centuries, with around 430,000 going to what would become the US. Tensions over the expansion of slavery contributed to the American Civil War, which ultimately led to emancipation.
In the 1700s and 1800s, maroon communities formed as bands of runaway slaves in the Americas. These communities provided refuge for escaped slaves and allowed them to develop their own cultures and languages. However, the colonial powers sought to destroy these communities, attacking them militarily and cutting off their resources. While some maroon communities survived long-term, most slaves who escaped only did so temporarily due to the threat of recapture by colonial forces.
The document discusses the origins of the American Dream and American identity. It begins with the arrival of the Mayflower in 1620 and the establishment of the Plymouth Colony. The Mayflower Compact established a system of government and emphasized working together for the common good. Key events leading to American independence from Britain included the Boston Tea Party in 1773 and the first Continental Congress in 1774. The American Dream of equality, liberty, and the pursuit of happiness was outlined in the Declaration of Independence of 1776. In the 1800s, the American Dream became associated with land ownership and expansion westward.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
This document provides an outline for a research project on slavery in America. It begins with an introduction that establishes the aims of examining how slavery affected US history and hypotheses about its impact. Chapter 1 discusses the origins and foundations of slavery in America, including how it began in the US, the triangular slave trade, and the horrific conditions slaves faced. It also covers slave codes, resistance methods like revolts and the Underground Railroad. Chapter 2 will examine the Civil War and emancipation, while Chapter 3 focuses on the Civil Rights movement. The conclusion will synthesize the information presented.
Slavery has existed in various forms for thousands of years. It began in Africa before European colonization and spread globally as the Portuguese, Spanish, English, French and others engaged in the transatlantic slave trade between the 15th and 19th centuries. Millions of people were taken from Africa and enslaved in the Americas. Slavery was gradually abolished in the late 18th and 19th centuries, starting with declarations in Vermont in 1777 and Britain banning the slave trade in 1807, but it continued in other forms into the early 20th century in some places. Slavery stripped people of rights and freedoms and legally classified them as property without kinship or protections.
This document provides a summary of a thesis paper written by Matthew Woods about the mindset of runaway slaves during the American Civil War from 1861-1865. It discusses how some slaves took the war as an opportunity to escape toward Union lines, while others had their relationships with owners changed by the war. It explores ways that slaves resisted, such as participating in the Underground Railroad or impersonating free papers. It argues that while many slaves were born into slavery in the U.S., the Civil War provided a key distraction that some slaves saw as their chance to gain freedom by escaping to Union soldiers.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
Enslaved Africans were brought to the Americas beginning in the 1500s by Spanish and Portuguese settlers, with slavery later spreading to British, Dutch, and French colonies. Over 10 million enslaved Africans were transported in the brutal Middle Passage, where many died due to poor conditions. In the colonies, enslaved Africans faced auction and family separation, with laws restricting their rights. African culture influenced colonial American culture through crafts, music, and folktales.
This document provides a summary of African American participation and experiences in major American wars from the Revolutionary War through World War I. It describes how African Americans fought for both sides in early wars and sought freedom and to prove their humanity. It highlights individual freedom fighters and soldiers who distinguished themselves in battle. It also discusses the context of slavery and racial attitudes during each war period and how African American soldiers faced discrimination but continued serving to fight for their rights.
The ancient Greeks believed language, not physical characteristics, most distinguished them from "barbarians". They used the word "barbarian" to refer to those who did not speak Greek. In medieval Europe, Ethiopians were seen as saviors, not barbarians, because they were Christian allies against Muslim rule. Modern ideas of racial categories did not emerge until the late 18th century.
This document summarizes various forms of resistance and rebellion against oppression employed by indigenous and enslaved peoples in the Caribbean. It describes tactics like guerrilla warfare, sabotage, running away, and establishing maroon communities. It also discusses organized revolts and rebellions, like the successful Haitian revolution that established the first black republic. Finally, it notes that struggles continued even after emancipation, as freed slaves faced ongoing social and economic oppression.
The document provides an overview of key terms and events related to the civil rights movement in the United States. It defines terms like prejudice, stereotype, and discrimination. It also discusses the Great Migration of African Americans from the rural South to Northern cities between 1910-1930, citing new job opportunities, mechanization of agriculture, Jim Crow laws and boll weevils as key drivers. Additionally, it describes the Harlem Renaissance as a cultural flowering of African American arts in the early 20th century concentrated in Harlem, New York.
The document discusses slavery in the United States between 1800-1850. It notes that slavery was already present in the 1700s but increased dramatically in the late 18th century. The invention of the cotton gin in 1793 made cotton farming highly profitable and increased demand for slave labor. Over 1 million slaves were transported from older slave states to new states in the South to work on cotton plantations. This led to debates between abolitionists who opposed slavery and slave owners who argued slaves benefited from being cared for. The tensions ultimately led to the Civil War.
This document is a research paper on slavery in America produced by students in Algeria. It outlines the origins and development of slavery in America, including its beginnings in the 1600s, the triangular trade system, life as a slave, forms of resistance by slaves, the Civil War and emancipation in 1863. The conclusion is that slavery was a major part of American history and Africans were not invited to the new continent as workers but were captured and tortured to build the country's economy through their forced labor without rights or mercy.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
A comparative essay between north american slavery system and the russian ser...James Dean
This document compares the North American slavery system and the Russian serfdom system between 1450-1750. Both systems utilized unfree labor, but differed in aspects like government support and slave conditions. The Russian serfdom system initially resembled the early American system of indentured servitude, but Russian serfs retained some freedoms like managing villages. The American slavery system became harsher over time, enforcing total control of slaves and allowing rape and brutality. While Russian serfdom was also oppressive, conditions were not as severe as the American system of gang labor and punishment of slaves. Overall, both systems exploited workers for the benefit of nobility but manifested differently due to governmental and social factors.
Harriet Tubman was born into slavery in Maryland in the 1820s. As a child, she suffered a head injury from an overseer that caused permanent damage but strengthened her resolve. She escaped from slavery in 1849 using the Underground Railroad. Risking her life, she returned over 13 times to guide over 300 slaves to freedom. Known as "Moses", her bravery inspired slaves and she came to symbolize liberation. She eventually settled in Auburn, New York where she cared for the elderly until her death in 1913 at age 93 still advocating for abolition.
1) Native Americans faced exclusion from the American Dream through the loss of their lands and being forced onto reservations. They were pushed further and further west through acts like the Indian Removal Act of 1830 which led to the tragic Trail of Tears.
2) The Dawes Act of 1887 attempted to assimilate Native Americans by allotting individual family plots of land and educating children in boarding schools, but ultimately resulted in Native Americans losing half their lands.
3) Conflicts between settlers and Native Americans over land continued throughout American history, culminating in events like the Wounded Knee Massacre of 1890, as Native Americans resisted being confined to reservations.
The document summarizes the history of slavery, including the Atlantic slave trade between Africa and the Americas from 1600-1850 which saw at least 20 million people taken from Africa. It describes the roles and treatment of slaves on plantations, including separation of families and harsh punishments. It also discusses the American Civil War, abolition of slavery, and the ongoing issue of modern human trafficking.
The document summarizes tensions over slavery in the United States prior to the Civil War. It describes how Africans were captured and sold into the transatlantic slave trade, with millions dying during the journey or in captivity. The southern economy became dependent on slave labor to cultivate cash crops like cotton and tobacco. Slavery divided the nation along sectional lines, pitting the industrialized North against the agricultural South. Southern states defended the institution of slavery, leading to conflicts over states' rights and the expansion of slavery into new western territories. Enslaved people resisted through acts of sabotage, running away, and occasional rebellions, despite facing severe punishment if caught. The tensions over slavery and states' rights would
Slavery was a global system that connected five continents through the trade of African slaves to produce goods in the Americas. While many forms of servitude existed, the harshest was chattel slavery where slaves were the permanent, hereditary property of their owners. Slavery began in ancient societies but was largely replaced by serfdom in Europe by the 5th century AD. However, European powers later revived the slave trade, transporting over 10 million Africans to the Americas between the 15th-19th centuries, with around 430,000 going to what would become the US. Tensions over the expansion of slavery contributed to the American Civil War, which ultimately led to emancipation.
In the 1700s and 1800s, maroon communities formed as bands of runaway slaves in the Americas. These communities provided refuge for escaped slaves and allowed them to develop their own cultures and languages. However, the colonial powers sought to destroy these communities, attacking them militarily and cutting off their resources. While some maroon communities survived long-term, most slaves who escaped only did so temporarily due to the threat of recapture by colonial forces.
The document discusses the origins of the American Dream and American identity. It begins with the arrival of the Mayflower in 1620 and the establishment of the Plymouth Colony. The Mayflower Compact established a system of government and emphasized working together for the common good. Key events leading to American independence from Britain included the Boston Tea Party in 1773 and the first Continental Congress in 1774. The American Dream of equality, liberty, and the pursuit of happiness was outlined in the Declaration of Independence of 1776. In the 1800s, the American Dream became associated with land ownership and expansion westward.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
This document provides an outline for a research project on slavery in America. It begins with an introduction that establishes the aims of examining how slavery affected US history and hypotheses about its impact. Chapter 1 discusses the origins and foundations of slavery in America, including how it began in the US, the triangular slave trade, and the horrific conditions slaves faced. It also covers slave codes, resistance methods like revolts and the Underground Railroad. Chapter 2 will examine the Civil War and emancipation, while Chapter 3 focuses on the Civil Rights movement. The conclusion will synthesize the information presented.
Slavery has existed in various forms for thousands of years. It began in Africa before European colonization and spread globally as the Portuguese, Spanish, English, French and others engaged in the transatlantic slave trade between the 15th and 19th centuries. Millions of people were taken from Africa and enslaved in the Americas. Slavery was gradually abolished in the late 18th and 19th centuries, starting with declarations in Vermont in 1777 and Britain banning the slave trade in 1807, but it continued in other forms into the early 20th century in some places. Slavery stripped people of rights and freedoms and legally classified them as property without kinship or protections.
This document provides a summary of a thesis paper written by Matthew Woods about the mindset of runaway slaves during the American Civil War from 1861-1865. It discusses how some slaves took the war as an opportunity to escape toward Union lines, while others had their relationships with owners changed by the war. It explores ways that slaves resisted, such as participating in the Underground Railroad or impersonating free papers. It argues that while many slaves were born into slavery in the U.S., the Civil War provided a key distraction that some slaves saw as their chance to gain freedom by escaping to Union soldiers.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
Enslaved Africans were brought to the Americas beginning in the 1500s by Spanish and Portuguese settlers, with slavery later spreading to British, Dutch, and French colonies. Over 10 million enslaved Africans were transported in the brutal Middle Passage, where many died due to poor conditions. In the colonies, enslaved Africans faced auction and family separation, with laws restricting their rights. African culture influenced colonial American culture through crafts, music, and folktales.
Responses of the caribbean people to oppression and (1)Veeshalla100
The document discusses the oppression and genocide experienced by Caribbean peoples, as well as their responses and resistance. It describes how Europeans enslaved and brutally treated Africans and indigenous peoples. It provides details on Christopher Columbus and the near extinction of the Taino nation in Hispaniola. Resistance took many forms, including maroon communities, revolts led by figures like Toussaint L'ouverture and Sam Sharpe, and cultural elements like drumming, stick fighting, and later steel drums and reggae music. Peasants also emerged in the 1830s as the plantation system declined.
The document discusses the history of slavery in the Americas, noting that:
1) Indigenous peoples of the Americas were widely enslaved by European colonists, contrary to common narratives that focus only on African slavery. Indians were enslaved in large numbers and worked in mines, plantations, and as domestic servants across the Americas.
2) Slavery and other forms of forced labor were essential to the establishment and growth of European colonies in the Americas. Colonies were almost entirely dependent on enslaved Indian and African labor to produce goods for export.
3) Enslavement was an institution that affected peoples of all backgrounds in history. Anyone could potentially be enslaved, and Europeans were
The document provides historical context about Barbados and discusses the inaccuracies and lies that have been spread by "Albino" accounts of history. It notes that the conventional view presented in sources like the Encyclopedia Britannica, which state that indentured servants and slaves who developed Barbados's sugar economy were white, is false. In reality, the vast majority (93%) of black slaves in Barbados were Europeans who were exiled or banished as a result of conflicts like the Jacobite rebellions in Scotland that opposed Albino rule. It also provides evidence from sources like ship passenger lists that document the transport of thousands of exiled Scottish and other black Europeans to the Caribbean, including Barbados.
The document discusses the interactions between Native Americans, Europeans, and Africans in early America. It describes how the Spanish, French, and English utilized Native American labor through systems like encomienda and repartimiento. It also discusses how the fur trade led the French to exercise more control over Native Americans and eventually caused violence. Additionally, it outlines how Europeans turned to African slavery to solve labor needs, and how slavery became firmly established in the Southern colonies.
20.3 the atlantic slave trade (1st period)Edgar Huff
The Atlantic slave trade involved the transport of over 9.5 million Africans to the Americas between the 16th and 19th centuries. It began as a small enterprise in the 1500s but grew massively, with nearly 1.3 million Africans sold as slaves in the 1600s alone. The triangular trade route saw Europeans exchange goods for slaves from African leaders, who then transported the slaves across the Atlantic to be sold to Americans and forced to work plantations. The Middle Passage of this route saw horrific conditions that caused many slave deaths. African slaves faced immense cruelty and hardship through forced labor on American plantations. Some resisted through slow work or rebellion, but the slave trade profoundly impacted societies in Africa, Europe, and the
Europeans enslaved Africans and indigenous peoples to exploit natural resources and produce crops in the Americas. Africans accompanied conquistadors, helped cultivate crops, and comprised the majority of the slave trade as they were better suited to the labor than indentured Europeans. Enslaved Africans resisted capture and offered stiff resistance, often revolting, drowning themselves, or attacking slave ships. Over 12.5 million slaves endured the traumatic middle passage to the Caribbean and Americas where they faced cruel treatment and codes regulating their lives, though some achieved freedom or substantial roles in society through maroon communities or Catholic teachings.
The indigenous people of the Americas had complex societies prior to European contact, but their populations and cultures were devastated by diseases brought by colonizers and the disruption of their ways of life. Native leaders like Opechancanough tried to maintain their people's traditions and autonomy in the face of English colonization efforts. Similarly, Diego Vasicuio and other priests worked to preserve indigenous religious beliefs despite Spanish attempts to convert native Mexicans to Catholicism. Over time, some native groups were able to establish trading relationships with colonists, though many lost their lands and many were enslaved or killed as European colonial powers exploited the Americas.
Europeans enslaved Africans and indigenous peoples in the Americas to exploit natural resources and produce lucrative crops. Africans accompanied conquistadors and helped colonize lands while providing much-needed labor as disease killed many native people. While England used indentured servitude, African slaves were ultimately preferred as they were cheaper and caused fewer issues than white laborers. Africans were captured through raids and wars, and the traumatic transatlantic slave trade brought over 12 million Africans to the Americas, where they faced horrific conditions and punishments on plantations until some revolted for freedom. The Spanish initially controlled the Caribbean and Latin America, but other European powers gained control and imported large numbers of slaves who produced commodities but faced high mortality
The document discusses the conquest of the Americas and presents evidence that it occurred due to a "Race War" between indigenous peoples of Mongol extraction and those of African extraction. It argues that the Mongol peoples, who were often sacrificed by the Aztec and Inca, allied with Spanish conquistadors to overthrow the tyrannical rule of peoples with African ancestry. It provides examples of how some Mongol groups sued the Spanish in colonial courts to claim rights and benefits promised to them for their service against the Aztec and Inca. The document also discusses how viceroy Francisco de Toledo later tried to destroy evidence of privileges granted to native allies of the Spanish and oppress their lineages.
The document summarizes the Atlantic slave trade, which involved the transport of enslaved Africans by European powers to the Americas between the 16th and 19th centuries. Millions of Africans were captured from their homes and shipped across the Atlantic to work on plantations, mines, and other facilities in the Americas. The slave trade developed a triangular route, with European goods traded for African slaves, who were then transported to the Americas to be sold, with American goods then brought back to Europe. The journey, known as the Middle Passage, was horrific, with captives packed tightly into ship holds where many died from disease and poor treatment. The slave trade had devastating impacts on African societies and cultures but contributed greatly to the
Europeans enslaved Africans and indigenous peoples in the Americas to exploit natural resources and produce lucrative crops. Africans accompanied conquistadors and helped colonize lands while providing forced labor on plantations and mines. High mortality rates among indigenous peoples increased demand for African slaves, who were seen as better suited for the labor and climate. Approximately 12.5 million slaves endured the traumatic Middle Passage to the Americas between the 15th-18th centuries, establishing slave societies in the Caribbean and Latin America producing sugar, tobacco, and other commodities through brutal conditions. Resistance by slaves was common but punishable by severe whippings, hangings, and other cruel acts sanctioned by slave codes.
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3. In world history, slavery precedes
racism. Slavery is a universal
institution practiced in virtually all
societies for thousands of years. Yet
the remarkable fact about slavery in
the ancient world is that it had
nothing to do with race. Most slaves
were the same race as their owners.
Slaves were degraded because of
their low social status not
Gladiators = their skin color. Despite
slaves. the awareness of color
differences in the ancient
world, nothing resembled
a theory of racial
superiority. Many people
in the ancient world
attributed differences of
appearance and custom to
the influence of geography
and climate.
4. In the Americas, Spanish &
Portuguese classified people
according to “blood purity.” They
regarded blackness as a visual
representation of tainted blood.
The result was a mind-boggling
array of potential racial categories.
Even though these categories made
it possible for “Negroes” to “whiten”
themselves (or in social terms, to
become more like Spaniards) over a
few generations and thus become
free & even socially equal, the
different categories of color also
reinforced negative stereotypes
associated with blackness & Africa.
Moreover, these categories created
a new visual hierarchy of race as
well as accompanying social and
cultural expectations.
Spanish Casta (Race) Painting
5. Mulatto
Slaves in Spanish/Portuguese America
had certain property rights, could
contract marriages, & keep their families
intact. Baptism put them on an almost
certain path to eventual freedom due to
Catholicism’s emphasis on the equality
of all Christians. Once free, they readily
intermarried with their former masters.
6. Racism is generally
equated with slavery today
because the two practices
evolved together in British
North America, and in this
respect the experience of
English and Africans here
is historically unique.
7. Tobacco & Slavery
Tobacco is the most
important crop in Colonial
America and is extremely
labor intensive. The English
use slave labor in their
Caribbean sugar colonies
but slavery does not legally
exist in Virginia until 1661.
Yet, the first cargo of
Africans arrives in 1619. In
the intervening years the
enslavement of black people
was gradual. At first, both
blacks and poor whites were
unfree laborers, a.k.a.
indentured servants.
8. Indentured Servants
Unlike slaves, indentured servants had
rights: Their terms of service would end
after 5-7 years; their servitude was not
heritable by their children; they were due
land, firearms, & clothes at the end of
their terms of service.
Most early
immigrants to
Virginia were
young, single males who came as
indentured servants and died
relatively soon after coming, either
from disease or being worked to death.
9. Anthony Johnson is
the best documented
black indentured
servant. He worked off
his term of service &
married a free black
woman. He owned
200 acres in MD and
had indentured
servants and even
one African slave
working for him! His
family later lost the
land (and maybe their
freedom) when slavery
became race-based by
Portrait of a Negro, by Albrecht Dürer end of the 1600s.
10. Why did slavery become race-based
by end of 1600s?
• Bacon’s Rebellion (1676) – a revolt over Indian policy in
VA by a black-white coalition of former indentures led by upper
class upstart Nathaniel Bacon. White elites feared a class
revolution from below and used race-based slavery to divide
poor blacks and poor whites from uniting in common cause.
• A decline in the number of white European indentured
servants due to rumors of mistreatment in America.
• An increase in wars among African nations; coastal
Africans sold other African prisoners-of-war to Europeans, who
fueled the demand.
• Europeans perceived Africans to be “different, disagreeable,
and dispensable,” which made it easy to rationalize the
immorality of slavery.
11. Nathaniel Bacon
had arguably the
most significant
case of chronic
diarrhea (dysentery)
in American history.
It killed him, and his
death brought an end
to the rebellion he was
leading. Until the
American Revolution
started, Bacon’s
Rebellion was the most
noteworthy challenge to
royal authority in the
colonies.
13. African Indigenous Slavery
Slavery was widespread in Africa and had been around for thousands of years.
Slaves were the only form of private, revenue-producing property recognized
under African law; no private, personal ownership of land. African political and
economic elites sold large numbers of slaves to whomever could pay
for them.
14. All major European powers took part in the slave trade. In
England, Charles II granted his friends in the Royal African Co.
a monopoly that lasted until 1698. After that, the slave trade
expanded rapidly as individual entrepreneurs entered the business.
15. Not until the latter half
of the 1800s did
Europeans possess the
necessary technologies
(e.g., quinine to fight
yellow fever, steam
engines, repeating
rifles) that would allow
them to colonize the Portuguese (Slave)
interior part of Africa. Trading Post on
Africa’s Gold Coast.
In the 1600s & 1700s,
European slave traders
remained in fortified
coastal trading posts,
where they awaited the
arrival of war captives
to enslave.
16. King of Congo
Receiving Dutch
Ambassadors,
1642
Africans controlled the supply side of the slave
trade, and Europeans fueled the demand.
17. • 12 million people
forcibly migrated; 2/3
of all exported slaves
were male.
• Probably another 4
million died resisting
or in captivity.
• Notice that less than
5% of all slaves were
brought directly to
England’s North
American colonies. It
was much more likely
that a
slave
would
first go
to one
of the Demographic
sugar Impact in Africa
colonies
in the
West
Indies.
18. New England’s colonial
economy was diverse, with
more than one strength to
benefit the British Empire.
Farming, fishing, lumbering--
all were mainstays. New
England was also the
center of the slave trade in
the mainland colonies.
Slavery existed throughout
the colonies. In the South,
fewer people owned more
slaves per capita. In the
North, more people owned
fewer slaves per capita.
Slaves in the North were
more likely skilled laborers.
Slave Ship
19. Demographic Impact
in British North
America
• 1700 -- 25,000
slaves in British N.
America; 1/2 in
Virginia.
• 1760 -- 300,000
Africans in British
N. America; 3/4 in
the South; over
1/2 the population
of South Carolina
was enslaved.
20. The “Triangular Trade”*
• European ships usually made voyages
that consisted of three phases.
• First phase -- Carry European
manufactured goods--textiles, metals,
guns, rum--to Africa and exchange for
slaves.
• Second phase (a.k.a., the “Middle
Passage”) -- Take enslaved Africans to
Caribbean & American destinations.
• Third phase -- Exchange for sugar
(molasses, rum) or raw materials from
America & then go back to Europe.
Textbook calls it the “carrying trade.”
21. Trans-Atlantic Trading Networks (“The Triangular Trade”)
If it was Europeans’
good fortune to be close
to the Americas, proximity
proved to be a misfortune
The for Africans.
Middle
Passage
Slaves were regarded as just another commodity to be bought
& sold in the colonial economy of the British Empire in the New
World. An empire without slavery was unthinkable until 1800s.
22. Lyrics to “Molasses to Rum to Slaves” from the
musical 1776 (1976)
Molasses to rum to slaves, oh Shall we dance to the sound of the
what a beautiful waltz profitable pound
You dance with us, we dance with In molasses and rum and slaves
you
Molasses and rum and slaves Who sails the ships out of Guinea
Ladened with bibles and slaves?
Who sails the ships out of Boston 'Tis Boston can coast to the West
Ladened with bibles and rum? Indies coast
Who drinks a toast to the Ivory Jamaica, we brung what ye craves
Coast? Antigua, Barbados, we brung
Hail Africa, the slavers have come bibles and slaves!
from New England with bibles and
rum Molasses to rum to slaves
Who sail the ships back to Boston
And its off with the rum and the Ladened with gold, see it gleam
bibles Whose fortunes are made in the
Take on the slaves, clink, clink triangle trade
Hail and farewell to the smell Hail slavery, the New England
Of the African coast dream!
Mr. Adams, I give you a toast:
Hail Boston! Hail Charleston!
Molasses to rum to slaves Who stinketh the most?
'Tisn't morals, 'tis money that
saves
23. Slave
Coffle,
Central
Africa,
1866
African war captives from the interior were often marched
hundreds of miles to coastal slave-trading kingdoms--such as
Ghana and Dahomey--and then sold to Europeans.
24. Olaudah Equiano,
Children were
1745-1797
frequent targets
for kidnapping &
enslavement.
Olaudah Equiano,
an Ibo who later
authored a famous
slave narrative
about his
experience in
bondage &
eventual freedom,
was stolen & sold
when he was a
child.
25. Enslaved Africans were confined in barracoons for
weeks or even months while awaiting transport across
the Atlantic Ocean.
26. The Middle Passage
• Journey across Atlantic took 4-6 weeks.
• Sometimes room to sit but often shelved
with only 20 inches of space.
• Slave suicides; disease; filth; revolts.
• Forced feedings; sick thrown overboard.
• Language barriers.
• It is estimated that perhaps ¼ of those
enslaved in Africa did not survive the
Middle Passage.
27. Cross-section of British Slave Ship Regulated for ‘Tight-Packing,’ 1789
The horrific journey to the New World, known as the
“Middle Passage,” was truly hellish. Humans were tightly packed
together in dark, confining spaces & soon found themselves
wallowing in each other’s filth & vomit; some % were sure to die.
28. George Morland,
The Slave Trade
If families had not already been separated prior to their arrival
in the New World, chances were they would be shortly thereafter.
29. Although slave marriages were not
legally recognized, slaves
got married anyway.
Black family life on southern plantations was sustained despite
the high possibility that a family member would be sold.
30. Undated (but likely c. 1800)
Slaves lived their day-to-day existences at the
mercy of their owners’ desires and impulses.
31. Blacks’ resistance to their
enslavement took many
forms--slacking off,
vandalism, theft, poisoning,
murder, & of course, running
away. Some runaways were
able to live in ‘maroon’
communities beyond the
reach of the law. A number
of maroon communities
existed in the Caribbean &
Brazil. In N. America,
maroon communities
existed in northern Florida
among the Seminoles and in
the Great Dismal Swamp of
Virginia & North Carolina.
Black Resistance
32. George Potter & Family Served Tea by a Slave, Rhode Island, 1740.
In Colonial America, slavery existed in all thirteen
colonies (not originally in Georgia, but the ban there was
short-lived). The hub of the slave trade in the colonies
was Newport, Rhode Island.
33. The most significant slave uprising that took place in
Colonial America was the Stono Rebellion in SC, 1739.
34. How did the intl. slave trade end?
• English anti-slavery activists like
William Wilberforce are credited
with bringing pressure on the
British Govt. to end international
slave shipments in 1807; the
U.S. agrees to comply in 1808.
• It will be the 1830s, however,
before a real dent is made in
the slave trade at the source.
African rulers and merchants
will have to be paid off and
bound by treaties. Wilberforce
• Of course, slavery still exists today (in
brothels around the world, in diamond
mines, on chocolate plantations, etc.).
35. ‘Mutual Causation’ Between Racism &
Slavery in British N. America
In American history, racist attitudes toward
Africans technically precede their enslavement,
but once the economic course of plantation
agriculture is set, racism (the idea that blacks
are ‘natural’ slaves because they are biologically
and permanently inferior) becomes an
important belief system used to justify and
rationalize a system of bondage that had become
an economic necessity for whites.
Editor's Notes
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New World economies were to a great extent being built on stimulants (sugar, tobacco, coffee).\nWithout tobacco, a different kind of society would have evolved in Virginia\n