For dictionary definitions for these key terms, you
can find them beneath this link.
·
You must examine only
Southern colonies at this time.
o
From 1620 to 1676, the South refers to the Chesapeake
area—the colonies of Virginia and Maryland.
o After the
1660s, the South includes not only Virginia and Maryland and but also the
Carolinas (particularly South Carolina) and eventually Georgia
You do 1 of the
3 choices exactly as written. In each
these 3 choices for Comparison topics, make sure you meet the listed
requirements above.
1.
African people in
servitude from 1620s to about 1660 compared
with their slavery in 1720 and “throughout the rest of the century”
Areas in Time Order |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Servitude
of Africans in English colonies in the South (about 1620 to 1660) |
Chapter
2: “Africans in Early Virginia.” |
What
varied things happened to Africans
sold in early Virginia? Term:
servant, see its use in Chapter 2:
“Tobacco Boom.” |
Slaves
(both Africans and African Americans) in the British# colonies in
the South from 1720 and “throughout the rest of the century” – a phrase used
in Chapter 3 in “Plantation Economies in the Chesapeake and South Carolina”
(In the 4th edition paper, that is on 79.) |
Chapter
3: “Plantation Economies in the Chesapeake and South Carolina,” focusing on
African issues only. Chapter
4: “The Growth of the African-American Population.” Do not read about slavery outside of the South. |
Reminder:
The slavery of this period existed because of laws passed after 1660. Do not
ignore them. Re-read Chapter 3: “Systems of Slavery in North America.” Focus
on the South and on the beginning of that section. Notice
the differences in slavery even in the South. Notice
knowledge, worship, and how they resisted slavery, including the Stono Rebellion. Tip: Do not deceive yourself. Look
at the bottom of this webpage in the chart. Notice what a small proportion of
the population is African in 1660 and even in 1720. |
2.
English people in
servitude from the 1660s through Bacon’s Rebellion in 1676 compared with the conditions of “non-landholding whites” after 1720
Areas in Time Order |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Servitude
of English servants in English colonies in the South (1660s through Bacon’s
Rebellion in 1676) |
Chapter
3: “War in the Chesapeake”—but only for content about the years after about 1660. |
Reminder: Prior
to this time English servants received land at the end of their service. Do
not ignore that. Re-read Chapter 2: “Tobacco Boom” and “The Colony Expands”
and Chapter 3: “War in the Chesapeake”—but only for content about the years before about 1660. What
did the investigation say about these events and what happens to landless
freemen? What happens about the slave trade and the planters (the owners of
land)? The textbook makes some powerful statements at the end of that
section. Notice carefully. Term:
freemen and landless freemen – English servants who had completed their term
of service, with some having no land in return for their promised years of
labor |
“Non-landholding
whites” in British# colonies in the South after 1720 – a phrase
used in Chapter 3 in “Plantation Economies in the Chesapeake and South
Carolina” (In the 4th edition paper, that
is on 79.) |
Chapter
3: “Plantation Economies in the Chesapeake and South Carolina,” focusing on
“non-landholding whites” only. For
the conditions of the Anglican Church, see Chapter 4:“Religious Diversity
Before the Great Awakening” (In the 4th edition paper,
that is on 91.) For
the absence of education for this group, see Chapter 4:“Education in the
British Colonies.” Look for the phrase “large numbers of poor whites.” (In
the 4th edition paper, that is on page 88.) |
The
term “non-landholding whites” is explained at the beginning of that section.
Ask yourself if it means the same thing as “landless freemen” at the time of
Bacon’s Rebellion. Notice
the South develops without needing ports. (In the 4th edition
paper, that is on page 80.) Notice what that does. Notice
worship. Reminder: The Anglican Church is the established church. If you don’t know what that is, ask. Notice
knowledge. Tip: Do not deceive yourself. Look
at the bottom of this webpage in the chart. Notice what a small proportion of
the population is African in 1660 and even in 1720. |
3. Compare Bacon’s Rebellion with the Stono
uprising, being sure to cover the conditions that led them to rebel and what
changes (both law and actions by those in power) occurred after their
rebellions were crushed.
Tip: This is the
hardest question of the three.
Areas in Time Order |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Servitude
of English servants in English colonies in the South (1660s through Bacon’s
Rebellion in 1676) |
Chapter
3: “War in the Chesapeake”—but only for content about the years after about 1660. |
What
did the investigation say about these events and what happens to landless
freemen? What happens about the slave trade and the planters (the owners of
land)? The textbook makes some powerful statements at the end of that
section. Notice carefully. Term:
freemen and landless freemen – English servants who had completed their term
of service, with some having no land in return for their promised years of
labor |
Slaves
(both Africans and African Americans) in the British# colonies in
the South from 1720 and “throughout the rest of the century” – a phrase used
in Chapter 3 in “Plantation Economies in the Chesapeake and South Carolina”
(In the 4th edition paper, that is on 79.) |
Chapter
3: “Plantation Economies in the Chesapeake and South Carolina,” focusing on
African issues only. Chapter
4: “The Growth of the African-American Population.” Do not read about slavery outside of the South. |
Reminder:
The slavery of this period existed because of laws passed after 1660. Do not
ignore them. Re-read Chapter 3: “Systems of Slavery in North America.” Focus
on the South and on the beginning of that section. Notice
the differences in slavery even in the South. Notice
knowledge, worship, and how they resisted slavery, including the Stono Rebellion. Tip: Do not deceive yourself. Look
at the bottom of this webpage in the chart. Notice what a small proportion of
the population is African in 1660 and even in 1720. |
Students fail at understanding history because they
start writing before they have read enough and even tried to figure things out.
The remaining things on this webpage cover where students have frequently
misunderstood.
Caution: There is a difference in labor (something most of us have to do for
our daily bread and a roof over our heads) and forced labor. With forced
labor:
|
The content and the
quotations in the second column on Slavery in Africa of the table at the
bottom of this link are from the 3rd edition. To see that page,
click here. (It is also
used with a reading example provided in the Good Habits for Evidence link (next
to the last page from the Rubric with Links or directly by
clicking here).
This link also shows an example of how I label in the
margins any words I have to do
something with—including explain the content to another person. I was taught to
do this kind of marking years ago by a community college professor. Although I
marked this page very quickly, it is shows two basic principles of any
information where you have to do
something:
1) Read once, but mark the facts with labels so you
can:
2) When you use
your marked text, you not only save time but also begin to understand it better
and catch your own mistakes.
In the textbook, the phrase
used for indentured servants in some locations is English servants. What’s the word indentured mean with the word servant?
Merriam Webster Online explains it is “a person who signs and is bound by
indentures to work for another for a specified time especially in return for
payment of travel expenses [like a trip across the Atlantic Ocean to Virginia]
and maintenance [like something to eat and a roof over your head].” To sign a document indicates the signer is a
free person who agrees to the terms of the indenture. What’s an indenture? “to divide (a document) so as to produce sections with irregular
edges that can be matched for authentication.” Think of it this way: when you
tear paper, the ragged edge is unique.
Notice these things:
·
Column 1 – There
was servitude before it occurred in the Americas
·
Column 2 – There
was servitude in Africa before the slave trade—but their slavery was different.
·
Below Column 2 in
blue – The Portuguese created two new systems that
spread to the new world. Notice them both.
·
Column 3 – In the
Americas, the English were not alone in trying servitude. The Spanish tried two
forms of servitude in the Americas. Notice them both.
·
Columns 4, 5, and
6 – You can and should try to read the materials for these columns and fill
them in on your own. Then compare them with your instructor’s version.
·
Column 7 – You
need to read this content on your own, but the points listed may help you.
·
Columns 5, 6, and
7 - The Notice
statements in blue. Look at
the numbers. Don’t get fantasies about slavery. Notice how few slaves there are. To about 1676, it is white
indentured servants (servitude for a period of years) who are doing the work
In the table, the content and
the quotations on Slavery in Africa
are from the 3rd edition,
which has a few more details. To see the page, click here.
For the table below and
columns 4, 5, and 6, read the materials for these columns and try to fill them
in (on a piece of notebook paper for example). Click here to
compare your answers with your instructor’s. Compare your meaning only. Do not
worry about matching the exact words.
You must realize that the
south becomes as Ayers says frequently a “planter aristocracy” by Part C.
The South went from:
·
The earliest period
-
when some
Africans were slaves but some were like English indentured servants (who even
used the courts to protect their plantation!)
-
when English
servants got their land for their years of service
·
The middle period
- when the colonial legislatures made any African servant a lifetime slave and
switched all the rules of English primogeniture and had status (slavery) pass
through the mother, not the father
- when the English servants did not
get their land for their years of service and Bacon’s Rebellion blew up
(Notice what the planters did and the English government said about this.)
·
The last period which lasts beyond the end of the
1700s
- when “non-landholding” whites were in deep poverty
- when Africans were enslaved and some even tried the Stono
uprising
(Notice what the local government did about this.)
Copyright C. J. Bibus, Ed.D. 2003-2015 |
WCJC Department: |
History – Dr. Bibus |
Contact
Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2015 |
WCJC Home: |