1 / 13

Activator: Doc Analysis, H

Activator: Doc Analysis, H. Source: Identify source information Close Reading: What argument is the speaker making? What evidence does the speaker use to his argument?

gazit
Download Presentation

Activator: Doc Analysis, H

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Activator: Doc Analysis, H • Source: Identify source information • Close Reading: • What argument is the speaker making? • What evidence does the speaker use to his argument? • Evaluate: based on what you read in Chapter 16 (particularly pgs. 357 – 362), does this argument seem plausible? Is the evidence convincing?

  2. 5.2 Chattel Slavery What forces transformed the institution of slavery from the early seventeenth century to the nineteenth century?

  3. Colonial Slavery (17th Century) • 17th century = only 10,000 slaves (compared to 390,000 in 18th century). Why? • Early dependence on indentured servants rather than slaves. Why? • Change in the 1680’s: • Rising wages in England  more opportunities and less migration of indentured servants • 1698 Royal African Company lost its monopoly  burgeoning slave trade • By 1750 blacks nearly ½ of VA pop.; outnumbered whites in SC 2:1

  4. Colonial Slavery (17th Century) • Chesapeake (VA): tobacco • More forgiving climate, conditions • Size, proximity of plantations permitted family life • Deep South: indigo, rice • Severe conditions, climate • “Slave codes” or “black codes” established chattel slavery (economy & race) • Slaves and children were property • Laws against literacy education, intermarriage • Distinctive slave culture (Gullah language, ringshout, banjo, bongo) • Rebellion • NYC Slave Revolt 1912 • Stono Rebellion 1739

  5. Phillip’s kindly “Sambo” • Ulrich Bonnell Phillips, American Negro Slavery, 1819: • Slavery was a dying economic institution, unprofitable to the slave-owner and to the economic development of the South • Slavery a relatively benign institution • Slaves procreated, formed societies • Planters were kind, paternal • Blacks were inferior, submissive, even happy Cover of The Story of Little Black Sambo by Helen Bannerman. The image is most likely from an edition published in 1900 in the United States by Frederick A. Stokes. Source: wikipedia.org.

  6. “Gone with the Wind” To what extent is the caricature of Sambo personified in the relationship between Scarlett O’Hara and her house slave? Do you believe that this type of relationship is historically accurate? Why or why not?

  7. Doc Analysis: G • Source: Identify source information • Close Reading: • What argument is the speaker making? • What evidence does the speaker use to his argument? • Corroboration: • Does this document corroborate or contradict doc H? • Which argument do you find more plausible, and why?

  8. Slavery: “Original Sin” Language condemning the slave trade was debated but not included in the Declaration of Independence. David Waldstreicher: Slavery was never explicitly mentioned by name in the Constitution, although the Constitution guaranteed the long-term existence of slavery.

  9. Free Blacks: Slaves without Masters • A “third race” of free blacks • 250,000 in number • Many mullato • Purchased their freedom with earnings from labor after hours • Many southern states passed laws limiting freedoms of free blacks • In the North, they numbered 250,000 as well • Disliked by Irish immigrants. Why? • Faced tension and discrimination anywhere they went

  10. Plantation Slavery • Legal Importation of slaves ended in 1808 • Slave Trade Clause in Constitution • Bulk of the increase in population came from procreation • Slaves were sold like animals, and often, with animals at auctions • Families often broken up • Uncle Tom’s Cabin

  11. Harsh Treatment for Slaves • Conditions varied from region to region • Most worked sun up to sun down • No civil or political rights • If few rights were violated, slaves couldn’t testify in court • By 1860, most slaves were in deep South, aka “black” or “cotton” belt: SC, GA, AL, MS, LA • Distinct new African American culture emerges that combined African and American cultural influences

  12. The Burdens of Bondage • 90% of adult slaves were illiterate at start of Civil War • How to “fight back” against slavery? • Worked slowly, broke machines and equipment, running away, etc. • Most common form of resistance, NOT rebellions • Slave Rebellions: • Stono Rebellion: 1739, SC slaves fled to Florida, were unsuccessful • Denmarck Vesey: SC, 1822, planned largest ever revolt, never materialized, hanged with 30 others • Nat Turner: 60 Virginians killed, mostly women and children • Significance of all slave rebellions: • Clamped down on slavery in South, harsher laws and punishments

  13. Processing FRQ, 2010:

More Related