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 impact of the Europeans on the Tainos in JamaicaDeighton Gooden
This handout highlights ten ways that the Tainos' were brutalized by the Spaniards shortly after their arrival to Jamaica. The informtion is applicable to the other islands for their treatments meted out to the natives were throughout the Caribbean region was uniform.
The impact of the Europeans on the Tainos in JamaicaDeighton Gooden
This handout highlights ten ways that the Tainos' were brutalized by the Spaniards shortly after their arrival to Jamaica. The informtion is applicable to the other islands for their treatments meted out to the natives were throughout the Caribbean region was uniform.
This documents is a Caribbean History School Based Assessment that covers the topic: Is it fair to say that the Chinese and Indian immigrants solved the labour problem after 1838?
A research conducted by Tashieka King on the role women played in resisting enslavement. The research shows that women has contributed significantly to make their life of enslavement better.
8 Living and Dying in Bondage THE SLAVE CONSPIRACY OF 1822HISTO.docxalinainglis
8 Living and Dying in Bondage: THE SLAVE CONSPIRACY OF 1822
HISTORICAL CONTEXT
Around the beginning of the nineteenth century, the English textile industry grew at an incredible pace. Work was reorganized so that a relatively small number of individuals controlled the buying of cotton and its spinning, weaving, and sale as cloth. Some of the new technologies were simple, others, complex, involving large factories. But the new industry was characterized by a heightened specialization of labor, the ability of some men to purchase the time of others as cheaply as possible, and the need of masses of people to sell their labor in order to make a living. The growth of the textile industry signaled the beginnings of a general reorganization of production under capitalism.
The freedom of individuals to buy and sell labor—of owners to hire and fire whomever they pleased and of workers to work for whomever they chose—was central to the system. But most of the individuals who produced the raw cotton that eventually became cloth were slaves, people without such freedom. First, long-staple cotton, which grew only in the coastal areas of the Carolinas and Georgia, fed the textile business. Short-staple cotton was hardy and could grow in varied climates, but the seeds stuck in the cotton bolls, making it unfit for spinning. Then, in 1793, an American inventor, Eli Whitney, developed his famous cotton gin, which easily separated fiber from seed. Now cloth could be produced from any kind of cotton.
Soon the cotton culture spread inland from the southern coast, overrunning Alabama and Mississippi by the 1830s, Texas and Louisiana slightly later. Textile mills opened in America and England, and despite ups and downs, the overall demand for cotton products in world markets seemed unlimited. The new industry spurred the expansion of other businesses, including banking, shipping, and insurance, as well as retailing, importing, and exporting. Thus, cotton was one of the most important ingredients in the development of modern capitalism, and where cotton spread, so did slavery. Here was an irony: The same product that had nurtured a free-labor capitalistic economy also was essential to the growth and extension of slavery, an ancient system antithetical to the free-labor marketplace. If cotton cloth production was the great engine of modern capitalism, enslaved men and women drove that engine. Freedom for some, then, depended on the bondage of others.
Before the great boom in cotton demand, the institution of slavery had been on the defensive. Especially in England, evangelical Christians, reformers, and advocates of free labor were beginning to push for outlawing the slave trade with Africa and, in some extreme cases, for the manumission of slaves in the Americas. The new American Constitution allowed Congress to prohibit the slave trade after 1808, and by 1820, the northern states had either outlawed servitude or were in the process of doing so. In the South, howev.
Al Saadi 2
Alazhar Al Saadi
HIST 172
Jane E. Dabel
June 4, 2020
Experience of Slavery in The Nineteenth Century
Different Experiences Between Male and Female Slaves.
Trying to influence people to abolish and heat the idea of slavery, Mokokoma Mokhonoana in his famous quote stated, “Some animals would be offended if they were treated like some people”. In the nineteenth century, however, the slave trade was booming with Africans being taken from their homes to provide cheap manual labor to tasks too "menial" for the whites. The labor to which the people were subjected to as well as the treatment they received and the response they had to slavery however was different depending on the gender of the slave with the treatment of male and female slaves differing. This paper explores the difference in the type of work, the form of rebellion, and for abuse during slavery in the 19th century.
Male slaves were expected to do all kinds of works all year round with no breaks irrespective of health or hostility in weather conditions. At this time, the slave owners were farmers thus needed a lot of muscle to work in the farm growing crops such as rice, cotton, and wheat.[footnoteRef:1] Male slaves worked on farms with the reason of this focus being that they were muscular and farms were the main source of food as well as capital products as the product was later sold and thus to feed the nation, labor was required. Farming was in that era the main economic activity thus it was essential that farms maintain productivity as well as include diversity in their products to cater to an ever-growing market. Furthermore, male slaves also worked as craftsmen in blacksmith shops and stores as apprentice artisans[footnoteRef:2]. Besides working as private workers, male salves worked in the port as stevedores as they were muscular, and this is a basic requirement at the port to load and unload cargo.[footnoteRef:3] The type of work the male slaves experienced was mainly outdoor where female slaves were indoor. [1: Eric Foner,146] [2: Eric Foner,146] [3: Eric Foner,146]
Women, on the other hand, drew a completely different end of the straw mostly working as family cooks[footnoteRef:4]. Moreover, female slaves were further laboring in the dairy to help their owners as permanent maids and do all the tasks as well as deal with the livestock, ensure productivity, and then give the products to their owners[footnoteRef:5]. Also, they worked as private workers for their master doing all the housework, errands, and organizing for the master and following them wherever they went to be called upon whenever necessary.[footnoteRef:6] They were cleaning and taking care of the whole house while the master resting and do nothing. This type of work made slaves feel angry and sad because of this unfair situation, and that motivated them to rebel. [4: Eric Foner,142] [5: Eric Foner,142] [6: Foner,142]
Since the dawn of time, man as a free b.
Al Saadi 2Alazhar Al Saadi HIST 172Jane.docxadkinspaige22
Al Saadi 2
Alazhar Al Saadi
HIST 172
Jane E. Dabel
June 4, 2020
Experience of Slavery in The Nineteenth Century
Different Experiences Between Male and Female Slaves.
Trying to influence people to abolish and heat the idea of slavery, Mokokoma Mokhonoana in his famous quote stated, “Some animals would be offended if they were treated like some people”. In the nineteenth century, however, the slave trade was booming with Africans being taken from their homes to provide cheap manual labor to tasks too "menial" for the whites. The labor to which the people were subjected to as well as the treatment they received and the response they had to slavery however was different depending on the gender of the slave with the treatment of male and female slaves differing. This paper explores the difference in the type of work, the form of rebellion, and for abuse during slavery in the 19th century.
Male slaves were expected to do all kinds of works all year round with no breaks irrespective of health or hostility in weather conditions. At this time, the slave owners were farmers thus needed a lot of muscle to work in the farm growing crops such as rice, cotton, and wheat.[footnoteRef:1] Male slaves worked on farms with the reason of this focus being that they were muscular and farms were the main source of food as well as capital products as the product was later sold and thus to feed the nation, labor was required. Farming was in that era the main economic activity thus it was essential that farms maintain productivity as well as include diversity in their products to cater to an ever-growing market. Furthermore, male slaves also worked as craftsmen in blacksmith shops and stores as apprentice artisans[footnoteRef:2]. Besides working as private workers, male salves worked in the port as stevedores as they were muscular, and this is a basic requirement at the port to load and unload cargo.[footnoteRef:3] The type of work the male slaves experienced was mainly outdoor where female slaves were indoor. [1: Eric Foner,146] [2: Eric Foner,146] [3: Eric Foner,146]
Women, on the other hand, drew a completely different end of the straw mostly working as family cooks[footnoteRef:4]. Moreover, female slaves were further laboring in the dairy to help their owners as permanent maids and do all the tasks as well as deal with the livestock, ensure productivity, and then give the products to their owners[footnoteRef:5]. Also, they worked as private workers for their master doing all the housework, errands, and organizing for the master and following them wherever they went to be called upon whenever necessary.[footnoteRef:6] They were cleaning and taking care of the whole house while the master resting and do nothing. This type of work made slaves feel angry and sad because of this unfair situation, and that motivated them to rebel. [4: Eric Foner,142] [5: Eric Foner,142] [6: Foner,142]
Since the dawn of time, man as a free b.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Response to Slavery
Resistance was a constant feature of slavery, but
to define it only by the number of plots and
revolts which took place is very misleading.
The slave resistance to their condition was an
everyday feature of their lives, ranging from
working or obeying orders as slowly as possible
to full-scale rebellion involving murder and the
destruction of property. This shaped the form of
plantation society and turned slavery into an
inefficient economic system.
3. By the early years of the nineteenth century
such prolonged and continuous resistance
had made it obvious that slaves could never
become efficient or willing workers, no be
ruled without ever increasing repression.
Their perseverance played a great part in
bringing an end to chattel slavery as an
institution.
4. Passive Resistance
Slow working and malingering.
Pretending ignorance.
Deliberate carelessness, or carelessness.
resulting from a casual attitude which
usually went undetected but caused
trouble later.
Pretending to be ill.
Telling lies to avoid doing something or to
create confusion.
5. Refusing to work (usually done by a large group
of slaves in the form of a “strike”.) The
consequences for this action can be dire as
punishment will involve mutilation or execution.
Running away (usually in mountainous
territories such as Cuba, Hispaniola, Jamaica,
Dominica and Guadeloupe.
Slave Suicide which was common from the
beginning. The most famous example of slave
suicide was that of 400 slaves on Guadeloupe
who, in 1802 put themselves in a fort and blew it
up rather than submit themselves to the
reintroduction of slavery.
6. Any Crime committed by a slave against a
slave law was a form of resistance.
7. Who influenced this resistance?
The African slaves’ resistance to their
condition was similar to, and influenced by,
the response of the Amerindians to being
enslaved by the Spanish.
The Taino resisted, not only by refusing co-
operate and work, but also by revolting,
running away or even joining up with their
enemies, the Caribs.
In the end they were prepared to accept
death or assimilation rather than a life in
bondage.
8. Resistance through African Culture
The size of most plantations favored the
survival of African culture and did much to
diminish the impact that the culture of the
white slave-owners might have had on the
life of the slaves. Resistance to slavery was
found in the retention of African languages
and religious beliefs, in maintaining African
customs, music and dance, and in retaining
their skills in traditional African crafts.
9. Active Resistance
Major acts of active resistance were rare
because of the penalties, but there were
many major acts of sabotage.
Damaging and destroying the owner’s
property by disabling the farm machinery.
Maiming and killing of livestock.
Petty stealing of estate property caused
inconvenience and expense to the owner
as well as a personal gain to the slaves.
10. The maiming or murdering of other slaves
was not so common, but it did go on.
Murdering the whites on the estate. Many
slaves wanted to do this but their chances
of getting away with it were very remote
and they could expect no mercy if even
suspected of such a crime.