EPI - Slavery – from Africa to the Americas 2017

Slavery – from Africa to the Americas in the 18th century
Traite négrière et esclavage au XVIIIe siècle de l’Afrique à l’Amérique
EPI – Cycle 4 - Niveau 4ème
1

Slavery – from Africa to the Americas in the 18th century
Traite négrière et esclavage au XVIIIe siècle de l’Afrique à l’Amérique
Projet EPI : A partir de l’analyse de documents historiques en Français ou en Anglais, raconter la vie d’un esclave depuis sa
capture en Afrique jusqu’à sa vie en Amérique.
Démarche en LV :
Rebrassage, transfert et consolidation des acquis historiques et géographiques (connaissances et compétences)
Enrichissement culturel et linguistique en LV
Perfectionnement de la lecture de documents historiques en LV
Pratique du récit autobiographique de fiction réaliste
Sujets abordés en LV :
Life and Capture in Africa – Slaves and Slaves Traders
The Middle Passage – Slave ships
Slave Auctions – Slaves, Slaves owners and Slave traders
Life in America – Field slaves and House slaves
Opposition to Slavery – Slave revolts – Slave fugitives
Tâches intermédiaires (Préparation de la tâche finale):
Slave Narratives – Analysis and Classification of information
- Origins
- Capture and journey to the Americas
- Family life
- Work
- Masters Slaves relationship
- Culture and beliefs
- Resistance and Rebellion
- Story telling characteristics
Slave Narratives – Choice of character
A l’aide des documents étudiés et/ou présentés (documents iconographiques et textuels), choisir un personnage, définir
son identité et sa personnalité.
- Identity grid (name, age, sex, origins, mother tongue, family background, date of capture, capturers, itinerary, personality …)
Tâche finale:
Slave Narratives – Production
Sujet : A l’aide des documents étudiés et/ou présentés, de vos recherches thématiques, de vos observations… rédigez deux
récits illustrés de la vie d’un esclave au XVIII° siècle. Vous veillerez à respecter les consignes.
Consignes
Ergonomie : A4 format « portrait » - Marges – Police – Taille de la police – Format numérique : pdf
Style « Journal personnel – Journal intime » -
Temps grammatical : narration au passé
Un récit en français « de l'Afrique aux côtes américaines » + illustration. (1 page)
Un récit en anglais « Slave life in America » + illustration (1 page)
Utiliser le travail préparatoire des tâches intermédiaires (choix du personnage, thématiques, caractéristiques du récit)
Sélectionner un épisode représentatif de la vie d'un esclave au XVIIIe siècle pour chaque récit (Choisir et Développer un ou
deux thèmes dans chaque récit)
Vérifier la vraisemblance historique en notant les références des documents étudiés et/ou sélectionnés pour construire les
récits (sources)
2

1. BUILDING and REFRESHING BACKGROUNG KNOWLEDGE with Primary Sources
Look at this document(1.1): What do you see? What do you think it means?
What sort of document is it? (a drawing? a painting? a photo? an engraving?...)
Who are the masters? Who are the slaves?
What are the slaves doing?
What elements provide clues about the location and date?
What does this document inform us of?
Look for information about the importance of slavery in ancient Rome
.
3

Look at this document (1.2): What do you see? What do you think it means?
What sort of document is it? (a drawing? a painting? a photo? an engraving?...)
Who are the masters? Who are the slaves?
What provides clues about the location and the time period?
What does this picture inform us of?
Watch the video for more information: The Atlantic slave trade_ What too few textbooks told you - Anthony Hazard.mp4
Look for information about Arab Slave-trading.
4

Look at this document (1.3): What do you see? What do you think it means?
What sort of document is it? (a drawing? a painting? a photo? an engraving?...)
Who is the master? Who are the slaves?
What are the slaves doing?
What provides clues about the location and date?
Watch the video for more information: The Atlantic slave trade_ What too few textbooks told you - Anthony Hazard.mp4
Look for information about Antera Duke.
5

Look at this document (1.4): What do you see? What do you think it means?
What sort of document is it? (a drawing? a painting? a photo? an engraving?...)
What provides clues about the location and date?
What provides clues about the purpose of the building?
Why are the cannons facing the ocean?
Look for information about Cape Coast Castle.
Which President visited Cape Coast Castle in 2009? Can you imagine why?
6

2. Study maps
Source: David Eltis and David Richardson, Atlas of the Transatlantic Slave Trade (New Haven, 2010)
Look at the map (2.1)
What can you learn from this map?
Present your findings:
Overview of the slave trade out of Africa, 1500-1900
7

Look at the map (2.2)
The Atlantic Slave Trade - Volume and Destinations 1701-1810
Locate the continents, the oceans, the regions mentioned on the map (Brazil, British Caribbean ...)
Why were the regions called “French” or “Dutch”?
What Atlantic region had the most slaves?
What Atlantic region had the least slaves?
8

Look at the map (2.3)
What can you learn from this map?
Volume and direction of the trans-Atlantic slave trade from all African to all American regions
9

Trans-Atlantic Slavery
Describe this document (2.4)
Trans-Atlantic Slave Trade
Look at the title.
What is the equivalent of “trans”? in in the middle across behind
What is the equivalent of “trade”? travel commerce wind shopping
10

Learn the geometrical shapes. Match each shape to the appropriate word.
Triangle Rectangle Square Circle Pentagon Hexagon
Read the following definitions and guess what shape they correspond to.
a) It is a three-sided polygon and it has got three legs:
b) It is a six-sided polygon. It is the name given to France:
c) It is an ellipse in which the two axes are of equal length:
d) It is a five-sided polygon and it is also a government building with five sides that serves as the headquarters of the United
States Department of Defense:
What geometrical shape could you draw on the map?
Could you draw a second similar shape on the map? Explain.
What new information can we learn about slavery from the map (2.4)?
11

3. LISTENING – Warm-up
Read the following definitions and locate the countries of South America on the map
Bolivia: The westernmost of the two landlocked countries in South America.
Brazil: The biggest country in South America.
Chile: A long, thin country in southwestern South America.
Colombia: A country in the far northwest of South America.
Ecuador: A country in northwestern South America; the equator passes through northern Ecuador. Ecuador borders the
Pacific Ocean, is south of Colombia, and north of Peru.
French Guiana: An overseas ‘départment’ of France that is located in northern South America. It borders the Atlantic Ocean,
Brazil, and Suriname.
Paraguay: The easternmost of the two landlocked countries in South America.
Peru: It borders the Pacific Ocean.
Suriname: A small country in northern South America. It borders the Atlantic Ocean, Brazil, Guyana, and French Guiana.
Uruguay: A small country in southeastern South America that is bordered by Brazil, Argentina and the Atlantic Ocean.
Locate the countries on the map below.
Cuba The Dominican Republic Puerto Rico Jamaica The Barbados Trinidad and Tobago The Bahamas
12

You are going to listen to a conversation between two people.
Listen to the recording “S9S3E11.mp3” once (= one time) or twice (= two times) if necessary.
Who are these people?
The people are:
a politician and a journalist
a teacher and a writer
the curator of a museum and a journalist
Listen to the whole dialogue “S9S3E12.mp3” and focus only on names of continents, countries, seas, oceans and cities.
Write them down as soon as you have identified them.
1- Continents:
2- Seas, oceans:
3- Countries:
4- Cities:
Once you have identified the places, write them at the correct places on the maps below. Use arrows!
13

Now listen to the recording once again and write down all the words related to the following topics:
Commerce:
Dates (years - centuries):
Figures (numbers):
What geometrical shape is mentioned several times in the recording?
Listen to the recording “S9S3E14.mp3”
Can you label the places at the three corners? Listen to the following extract from the dialogue.
In the recording, you came across the following words (left column):
Match each English word with its translation.
guns • • perles
swords • • armes à feu
beads • • épées
Metalware, iron products • • rhum
rum • • alcool
alcohol • • objets en metal
Listen to the recording “S9S5E19.mp3” from the recording and tick the objects whose names you hear
14

Listen to the recording “S9S5E20.mp3” and fill in the boxes.
What did the following people expect from the Triangle Trade?
Now recap what you understood and say who bought what and who sold what.
1- …………………………………….. bought ................................................................................
and sold ................................................................................................................
2- ……………………………………... bought ................................................................................
and sold .................................................................................................................
3- …………………..…………………. bought ...............................................................................
and sold .................................................................................................................
Listen to the first part (#1) of the recording “S9S5E23.mp3” and answer the question:
Why did some African people become slaves and why were they sold by their chiefs to American and European traders?
Tick one box.
Some people were born slaves.
Under African law, people who committed crimes were sentenced to slavery.
They were not really slaves. They agreed to be sold as slaves.
Listen to the second part (#2) of the recording:
Try and pick out one word that justifies your answer (the most important word).
Write it down:
Now listen to extract #3 and complete the sentence below.
Liverpool had a lot of .................................. , ………………………………..and they all benefited from the ……………………………… .
So Liverpool from that point of view became a major ……………………………………………… .
15

GRAMMAR –
Observez attentivement les phrases :
A) Slaves were people who were sold by African kings in exchange for guns.
B) Liverpool was a slave port where ships were built.
Quelle est la nature des mots en gras ?
Nommez l'antécédent (mots ou groupe de mots auxquels se rapportent les mots en gras) pour chaque phrase :
Antécédent de who:
Antécédent de where:
Observez les formes verbales soulignées.
C) African kings sold slaves in exchange for guns.
D) Slaves were sold by African kings in exchange for guns.
Quelle différence faites-vous entre les 2 phrases ?
Dans la phrase C), ....................................................................... sont mis en valeur.
Dans la phrase D), ....................................................................... sont mis en valeur.
Dans le contexte du dialogue sur le commerce triangulaire, trouvez-vous logique que la phrase D) ait été prononcée plutôt
que la phrase C) ? oui non
Si oui, pour quelle raison selon vous ?
Dans la phrase D, qui accomplit l’action (verbe = sell) ?
Quel préposition introduit celui ou ceux qui accomplissent l’action ?
Comment appelle-t-on ce groupe de mots (préposition + celui ou ceux qui accomplissent l’action) ?
Reconnaissez-vous cette forme : ‘were sold’ ? oui, il s’agit d’un(e) ..................................
A quel temps ?
Dans la phrase B: Liverpool was a slave port where ships were built. Y a-t-il une forme passive ? oui
non
Si oui inscrivez-la ici : ...................................................................................................
Traduisez en français les deux phrases
A)
B)
16

Read the following text:
80 % of all slaves shipped to the Americas were put to work on plantations. They worked long hours in
the fields and were punished if they did not work hard enough.
Other slaves worked in the house as servants, or were used to do other jobs around the plantation.
Most slaves worked on plantations in the southern states.
Slaves were used on plantations for a variety of tasks: picking cotton, harvesting tobacco, working in
the dairy, washing clothes, planting and harvesting rice, building railroads, carpentry, harvesting
sugar cane, cooking, weaving, growing and harvesting coffee.
Tool box: pick: cueillir, harvest: récolter, the dairy: la laiterie, rice: riz, railroads: voies ferrées, weave: tisser
Find the English equivalent in the text of the following expressions:
a) Ils étaient utilisés :
b) Ils travaillaient de longues heures :
c) Ils étaient punis :
d) Ils travaillaient comme domestiques :
e) On les mettait au travail dans les plantations :
Focus on the following sentence: Slaves were put to work on plantations.
a) What is the name of the verbal form that is used in this sentence (were put):
.....................................................................................................................................................................................
b) Look for its French translation in the above ACTIVITY and write it down:
.....................................................................................................................................................................................
c) What personal pronoun is used in French?
.....................................................................................................................................................................................
d) Look at the following sentences and answer the questions:
- They were put to work on plantations.
- Slaves were punished if they did not work enough.
- They were used as servants.
- Slaves were used on plantations.
Who ‘put the slaves to work’?
Are they mentioned in the above sentences? yes
no
Why? Why not?
17

GRAMMAIRE – Récapitulons et Approfondissons
Vous avez reconnu la voix passive dans les phrases précédentes.
Vous savez que lorsque l’on emploie le passif l’expression de l’agent de l’action peut ne pas être ressentie comme
nécessaire, car son identité est évidente ou représente peu d’intérêt.
Dans la phrase : Slaves were put to work, l’agent n’est pas mentionné car il est évident.
Ce sont les …………………………………… qui mettaient au travail les esclaves.
On sait parfaitement qui employait les esclaves dans les plantations.
Recopiez à nouveau la traduction en français de la phrase : slaves were put to work on plantations.
Remarquez le recours au pronom personnel « on ». En français, on utilise « on » car on ne définit pas de qui il s’agit.
- Slaves were put to work on mettait les esclaves au travail.
- Slaves were used as servants (traduisez)
- They were used on plantations (traduisez)
- They were punished if they did not work hard enough (traduisez)
Lorsque le complément d’agent est nécessaire, on l’introduit par by :
Olaudah was very well treated by the sea Captain, who allowed the sailors on board the ship to teach him to read and to
write. (Olaudah était très bien traité par le capitaine du bateau, qui autorisait les marins à lui apprendre à lire et à écrire.)
Translate into English the following sentences.
1- On vendit Olaudah à un autre marchand d’esclaves.
2- On n’attacha (chain) pas Olaudah comme les hommes et femmes parce qu’il était jeune (en raison de sa jeunesse).
3- On l’autorisa à s’asseoir sur le pont (deck) le jour, mais pas la nuit.
4- On emmena Olaudah dans une grande plantation.
5- On fouettait (whip) les esclaves qui ne voulaient pas obéir.
18

Entrainez-vous – Transformez les phrases suivantes à la voie passive (faites attention au temps):
1) In the fields in the South, slaves picked up cotton.
2) Masters from the South didn’t pay their slaves.
3) The master often forces the slaves to wear an iron collar.
4) Someone whipped the slaves if they rebelled. (Sera-t-il nécessaire de mentionner le complément d’agent?, pourquoi ?)
Active or Passive Voice?
When we (arrive) on the American land, most of us (suffer) from starvation and thirst.
We (ill-treat) and many of my friends (injure) . We (separate)
and we (send)
to different plantations in different regions of America.
I (arrive) on the plantation late one evening. My master and his family (own) a
cotton plantation. They (treat) us like animals! Every day, we (get up) at dawn and we
(work) until sunset. We (not allow) to talk while working. We (forbid)
to take more than two breaks a day. Some of my friends (try)
to run away but they
(catch) . Some of them (torture) and some even (disappear) .
Maybe they (kill) .
Rédigez 3 phrases à la voie passive au sujet de la vie d’un esclave en Amérique.
a)
b)
c)
19

Play the recording “S9S3E12.mp3”again and read the transcript of the dialogue you have been working on at the same
time
M.H.: In 1994, National Museums Liverpool opened the Transatlantic Slavery Gallery, the first of its kind in
the world. Our aim was to look at the deep impact of slavery and the slave trade on Africa, South America
and the Caribbean (Suriname, Puerto Rico, Cuba, Ecuador, Peru, Colombia, Brazil and Jamaica), the USA and
Western Europe.
Paul Deen: So what can you tell us about the museum’s exhibition?
M.H.: The Slavery Museum has three main galleries on the following themes: Life in West Africa -
Enslavement and the Middle Passage and Legacies of slavery
Paul Deen: Can you explain the term ‘triangle trade’ or ‘triangular trade’ for us? How did it all start?
M.H.: Well, from trading with the Africans, Europeans knew that slavery was used as a punishment for
serious crimes in Africa. They began to ask for slaves, rather than African goods, in exchange for the guns
and alcohol that the African chiefs wanted. Guns, swords, beads, metalware, iron products, rum, yes, those
sorts of things. The African chiefs agreed and so the Triangular Trade was developed.
Paul Deen: What part did Britain play in the triangle trade?
M.H.: Britain was a major player in the transatlantic slave trade. Yes, Britain realized there was a market
out there in Africa. British ships carried 2,600,000 enslaved Africans in the 18th century to the Caribbean
and the Americas. London was the leading British slaving port in the 17th century. Then Bristol overtook
London in the 1730s, and Liverpool overtook Bristol in the 1740s. So, Liverpool from that point of view
became a major slaving port.
Paul Deen: What else is there to know about the triangle trade?
M.H.: Liverpool had a lot of shipbuilders, ship-owners and they all benefited from the slave trade. So goods
left Liverpool, all the things they needed to trade with African kings left Liverpool. And when it got to Africa,
it offloaded those goods for trading and took on the slaves, and then made their journey to the Caribbean.
Which then offloaded the slaves, and took on all the sugar, tea, coffee, tobacco, cotton, rum, and then
brought it back to places like Bristol and Liverpool and London. The ships followed a route from England to
Africa, from Africa to the Americas and back to Europe. The route formed a triangle with three legs.
Paul Deen: What can you tell us about the European traders? Who were they?
M.H.: Well…. The main European nations involved in slaving were Portugal, Spain, Britain, France, the
Netherlands, Denmark and Sweden. The main British ports that were involved in the slave trade were as I
said Liverpool, London, Bristol
and the other European ports were Amsterdam, Barcelona, Bordeaux, Cadiz, Lisbon and Nantes.
20

Then, concentrate on the paragraphs in Italic. Underline the verbs corresponding to the goods bought/sold by the
triangle traders.
Write them down in the relevant arrows ().
Goods that were needed to trade with African kings ........................................ Liverpool.
The British ships ......................................... those goods for trading when they got to Africa and ......................... the
slaves.
Then the ships made their journey to the Caribbean.
They ......................... the slaves there and ......................... all the sugar, tea, coffee, tobacco, cotton, rum.
British ships ......................... 2,600,000 enslaved Africans in the 18th century to the Caribbean and the Americas.
The ships ......................... those goods ………….. to Liverpool, Bristol or London.
Write down the verbs you have identified in the previous ACTIVITY.
Then match them to the appropriate translation.
1- ....................................................................................................................................
2- ....................................................................................................................................
3- ....................................................................................................................................
4- ....................................................................................................................................
5- ....................................................................................................................................
Now recap what the slave trade was.
décharger transporter quitter prendre (embarquer) rapporter
Complete the following text with the appropriate prepositions: from to across to back on
The ships left Bristol and sailed …………… Africa. The British bought slaves …………… the king, then sailed …………… the
Caribbean. There they offloaded the slaves, took …………… sugar, tea, coffee, tobacco, cotton and rum and went ……………
Liverpool or Bristol.
Complete with the appropriate passive forms :
Slaves …………………….. for beads and guns, then ………………….. across the Atlantic to the plantations and …………………….. by
the planters. Sugar and cotton ………………………………………………..…………….. to Liverpool or Bristol.
Help: BRING BACK - TAKE – BUY – SELL
21

Recap what you know about The Atlantic slave trade: Tick the right boxes (Several boxes can be ticked)
1- Also known as:
the Triangle Trade the Triangular Trade the African Trade,
the Atlantic slave trade was the trading of mostly:
African people Spanish people European people,
to the colonies of: the New World the Americas South America
that occurred in and around the Atlantic Ocean.
2- It lasted from the: 16th 15th 18th century
to the: 17th 18th 19th century
3- Most enslaved people were shipped from: Europe North Africa West Africa Central Africa
and taken to: Africa North America South America
to work as unpaid slaves on:
sugar plantations coffee plantations pepper plantations tea plantations
cocoa plantations cotton plantations, in gold and silver mines in houses to work as servants.
4- Most contemporary historians estimate that between:
2 million 5 million 9 million and: 5 million 9 million 12 million Africans
arrived in the New World.
5- The slave-trade is sometimes called the Triangular Trade
and its: Middle Passage Third Passage Slave Passage
which ultimately involved:
two three four continents,
two three four centuries and millions of people.
Match the words or expressions (in the above ACTIVITY) with the appropriate synonym or equivalent.
also known as… • • finally, in the end
mostly • • placed on board a ship
it lasted • • mainly
enslaved people • • it persisted
shipped • • also called…
ultimately • • held in slavery
Now recap orally what you know about the Triangular Trade and slavery.
You can read the whole sentences from the above ACTIVITY aloud or make your own sentences.
22

XTRA ACTIVITY - The Slave Ship
Read the definitions below. Then use the words in bold type to label the parts of the slave ship.
The main-mast is the tallest mast of the ship. The main-mast holds the main-sail.
The bowsprit is a pole that stretches out over the sea from the prow of the ship.
The fore-mast is the second tallest mast of the ship. It stands between the main-mast and the bowsprit.
The mizzen-mast is the third tallest mast of the ship, near the captain’s cabin.
The deck is the open-air working area for seamen.
Coppering protected the hull from destructive worms.
The area under the deck is the hold, for storing cargo. It was also a prison area for African captives.
The captain’s cabin is the ship’s most comfortable living space. It often had large windows looking out to sea.
The African men’s quarters are in the hold, between the main-mast and the fore-mast.
The African women’s quarters are in the hold between the main-mast and the mizzen-mast.
Hatches are entrances to lower areas, such as the hold and captain’s cabin.
Cannons are big guns aimed at the sea, for fighting pirates, and ships from anti-slavery nations.
The barricado is the thick wall between the captain’s cabin and deck. If they fought from behind this wall, the crew might
hold off a slave mutiny.
Swivel guns are aimed through holes in the barricado.
The cargo area is between the men’s prison and the women’s prison. It held trade goods as well as food for captive
Africans.
Netting is a woven mesh placed around the deck, above the rail, to keep the Africans from leaping into the sea.
In West Africa, the ship had to rest in deep waters, but the rowboat took men to shore and brought captives back.
Sharks are flesh-eating fish that followed the ship across the Atlantic. They fed on the bodies thrown into the sea.
Then find the French equivalents for these words and write them in your copybook
23

4. Primary Sources
Study this document (4.1)
Try to find the most important elements
Answer the following questions
What kind of document is this?
an advertisement a poster a poem
an obituary a book cover
What is it for?
a theatre play
a conference
a Slave Sale
a circus
Look at the two characters. What are their differences?
Can you imagine why they are different?
What is the date of the sale?
Where is the sale?
Who are the sellers?
What is the name of the ship transporting slaves?
What’s the name of the captain?
How many people are concerned with this sale?
Where are the slaves from?
What adjectives are used to describe the slaves?
What kind of sale do you imagine it is? Do you imagine a fixed price or another context?
24

Study these documents and identify how cruelty is represented (4.2)
25

Study these documents and identify how cruelty is represented (4.3)
26

Study these documents and identify how slave work is represented (4.4)
27

Study these documents and identify how slave work is represented (4.5)
28

Study these documents and identify how slave work is represented (4.6)
29

What can you say about this document? (4.7)
Help
What kind of document is it?
Can you identify the man with a black hat?
What is atmosphere like?
Is it representative of the lives of most slaves? Why?
30

5. Slave Narratives – Analysis and Classification of information
Read the following slave narrative(s) once and focus on what you understand
Read the following slave narratives(s) again and identify the main topic(s)
Key words
Topic(s)
Read the following slave narrative(s) again – Collect and classify the information about the character(s)
Name
Age
Sex
Origins
Identity of the
character(s)
Mother tongue
Family background
Date of capture
itinerary
Personality
Character # 1 Character # 2 Character # 3 Character # 4
Read the following slave narrative(s) again – Collect and catalog the information about the following themes:
Origins
Capture and journey to the Americas
Family life
Work
Masters – Slaves relationship
Culture and beliefs
Resistance and Rebellion
Story telling characteristics
31

Read the following slave narratives (5.1):
My New Master Was Only Two
“My earliest recollection is the day my old boss presented me to his son, Joe, as his property. I was about five years old and
my new master was only two … No, sir, I never went into books. I used to handle a big dictionary three times a day, but it
was only to put it on a chair so my young master could sit up higher at the table. I never went to school. I learned to talk
pretty good by associating with my masters in their big house.”
Martin Jackson, Texas
Mush and Beans
“I remember quite well how those poor little children used to have to eat. They were fed in boxes and troughs, under
the house. They were fed cornmeal mush and beans. When this was poured into their box, they would gather around it the
same as we see pigs, horses and cattle gather around troughs today.”
Octavia George, Oklahoma
Bells and Horns
“Bells and horns! Bells for dis and horns for dat! All we knowed was go and come by de bells and horns! Old ram horn blow
to send us all to de field. We all line up, about 75 field niggers, and go by de toolshed and git our hoes, or maybe go hitch up
de mules to de plows.”
Charley Williams, Arkansas
300 Pounds of Cotton
“I used to have to pick cotton and sometime I pick 300 pound and tote it a mile to de cotton house. Some pick 300 to 800
pound cotton and have to tote de bag de whole mile to de gin. Iffen dey didn’t do dey work, dey git whip till dey have blister
on ’em … I never git whip, cause I allus git my 300 pound.”
Sarah Ashley, Texas
Read the following slave narrative (5.2):
Going Across the River
“An old woman … told me she had a real pretty girl there who wanted to go across the river to Ripley, Ohio, and would I take
her? I was scared, and backed out in a hurry. But then I saw the girl, and she was such a pretty little thing … I don’t know
how I ever rowed the boat across the river; the current was strong and I was trembling. I couldn’t see a thing there in the
dark, but I felt the girl’s eyes … Well, pretty soon I saw a tall light and when I got up to it, two men reached down and
grabbed her. I started tremblin’ all over again and prayin’. Then, one of the men took my arm and I just felt down inside of
me that the Lord had got ready for me. ‘You hungry, Boy?’ is what he asked me.
“That was my first trip; it took me a long time to get over my scared feelin’, but I finally did, and I soon found myself goin’
back across the river, with two and three people, and sometimes a whole boatload. I got so I used to make three and four
trips a month …
“I never saw my passengers. It would have to be the ‘black nights’ of the moon when I would carry them … I guess you
wonder what I did with them after I got them over the river. Well, there in Ripley was a man named Mr. Rankins; I think the
rest of his name was John. He had a regular station there on his place for escaping slaves. You see, Ohio was a free state and
once they got over the river from Kentucky or Virginia, Mr. Rankins could strut them all around town, and nobody would
bother ’em … Didn’t many of ’em stay around that part of Ohio, though, because there was too much danger that you would
be walking along free one night, feel a hand over your mouth, and be back across the river and in slavery again in the
morning.
“And nobody in the world ever got a chance to know as much misery as a slave that had escaped and been caught.”
Arnold Gragston, Florida
32

Read the following slave narratives (5.3):
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African: Written By Himself
Chapter II (In Africa and on board a slave ship)
[…] One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the
house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or
make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and
continued to carry us as far as they could, till night came on, when we reached a small house, where the robbers halted for
refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered
by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time.
[…] The people I was sold to used to carry me very often, when I was tired, either on their shoulders or on their backs. I saw
many convenient well-built sheds along the roads, at proper distances, to accommodate the merchants and travellers, who
lay in those buildings along with their wives, who often accompany them; and they always go well armed.
[…] The first object which saluted my eyes when I arrived on the coast was the sea, and a slave ship, which was then riding at
anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror when I was
carried on board. I was immediately handled and tossed up to see if I were sound by some of the crew; and I was now
persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions too differing
so much from ours, their long hair, and the language they spoke, (which was very different from any I had ever heard) united
to confirm me in this belief.
[…] When I looked round the ship too and saw a large furnace or copper boiling, and a multitude of black people of every
description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my
fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted.
Read the following slave narratives (5.4):
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African: Written By Himself
Chapter II (In America)
[…] What struck me first was that the houses were built with stories, and in every other respect different from those in
Africa: but I was still more astonished on seeing people on horseback. I did not know what this could mean; and indeed I
thought these people were full of nothing but magical arts.
[…] We were not many days in the merchant's custody before we were sold after their usual manner, which is this:--On a
signal given,(as the beat of a drum) the buyers rush at once into the yard where the slaves are confined, and make choice of
that parcel they like best.
[…] I remember […], there were several brothers, who, in the sale, were sold in different lots; and it was very moving on this
occasion to see and hear their cries at parting.
[…] While I was in this plantation the gentleman, to whom I suppose the estate belonged, being unwell, I was one day sent
for to his dwelling house to fan him; when I came into the room where he was I was very much affrighted at some things I
saw, and the more so as I had seen a black woman slave as I came through the house, who was cooking the dinner, and the
poor creature was cruelly loaded with various kinds of iron machines; she had one particularly on her head, which locked her
mouth so fast that she could scarcely speak; and could not eat nor drink. I was much astonished and shocked at this
contrivance, which I afterwards learned was called the iron muzzle.
33

Read the following slave narratives (5.5):
I have said little about my mother. She was a slave and as such was housemaid. This brought her in close contact with the
white people and gave her training not common to the masses of colored women of her day. Her duties were such however,
that she could give but little attention to me. Still her sympathy and love for me was as great as any woman ever bore in her
bosom for a son. I can remember on one occasion when I was quite small my heels were chapped. In those days, Negro boys
were not allowed to wear shoes until 12 or 14 years of age. When I would walk early in the morning or late in the evening,
blood that would ooze from the cracks in my feet, would mark my tracks.
On one occasion when my mother had finished her task as maid in the house she came to me late at night and took me from
my bed to look at my feet. In those days, tallow was the cure all. One of my heels was so chapped and cracked open that one
could almost lay his finger in the opening. She got some tallow and warmed it in a spoon and having no idea how hot it was
poured it into the crack in my heel. As I held my heel up and my toe on the floor, the hot tallow filled the crack and ran down
over my foot to my toes. I cried because of the intense pain the hot grease caused. My mother quieted me as best she could
and put me to bed. When she got up next morning she examined my foot and to her amazement the hot tallow had raised a
blister full length of my foot as large as one's finger. When she saw this she cried as if her heart would break and said as the
tears streamed down her cheeks: "I did not mean to burn my child. I did not dream the tallow was so hot."
His mother was away above the average slave woman, in her training being a housemaid and seamstress in the days before
the sewing machine. She came in daily contact with the most cultured and refined white women and was thereby immensely
benefited. She had no time to give to her boy except late at night when her daily work was through and most other people
were in bed. For this reason, Scott missed his mother's kindly ministrations in the years when most needed.
Scott Bond, Arkansas
I stayed in the big house and waited on the table, kept flies offen my miz and went for the mail. Never made no money, but
dey did give the slaves money at Christmas time. […] The slaves run 'way to the North 'cause dey wanted to be free.
Betty Foreman Chessier, Oklahoma
Read the following slave narratives (5.6) :
"I was lucky. Miss Ella (daughter of the first Beverly Jones) was a little girl when I was borned and she claimed me. We
played together an' grew up together. I waited on her an' most times slept on the floor in her room. Muh was cook an' when
I done got big enough I helped to set the table in the big dinin' room. Then I'd put on a clean white apron an carry in the
victuals an' stand behind Miss Ella's chair. She'd fix me a piece of somethin' from her plate an' hand it back over her shoulder
to me (eloquent hands illustrate Miss Ella's making of a sandwich.) I'd take it an run outside to eat it. Then I'd wipe my
mouth an' go back to stand behind Miss Ella again an' maybe get another snack.
The women mostly worked in the house. There was always two washwomen, a cook, some hands to help her two sewin'
women, a house girl, an' some who did all the weavin' an' spinnin'. The men worked in the fields an' yard. One was stable
boss an' looked after all the horses an' mules. We raised our own flax an cotton an' wool, spun the thread, wove the cloth,
made all the clothes. Yasm, we made the mens' shirts and pants an' coats. One woman knitted all the stockin's for the white
folks an' colored folks too. I mind she had one finger all twisted an' stiff from holdin' her knittin' needles. We wove the cotton
an' linen for sheets an' pillow-slips an' table covers. We wove the wool blankets too.
"Yes'm, I saw some slaves sold away from the plantation, four men and two women, both of 'em with little babies. The
traders got 'em. Sold 'em down to Mobile, Alabama. One was my pappy's sister. We never heard from her again.
Betty Cofer, North Carolina
Yas, we had a overseers an' my mother said he was the meanest man on earth. He'd jest go out in de fields and beat dem
niggers, an' my mother tole me one day he come out in de field beatin' her sister an' she jumped on 'im an' nelly beat 'im half
to death an' ole Marster come up jest in time to see it all an' fired dat overseer. Said he diden want no man working fer 'im
dat a woman could whip.
Alice Alexander, Oklahoma
34

Read the following slave narrative (5.7):
"Dat was de last time I ever heard my mother speak, or ever see her. We walks down where de houses grows close together,
and pretty soon we comes to de slave market. I ain't ever seed one before and didn't knowd what it was. Mr. Williams says
to me to get up on de block. It was about so high (three feet). I gets up like I was told. As soon as I stood straight I got a
funny feelin'. I knows somehow what was happenin'. But I just stood there. In a few minutes they told me to get down and
turned me over to a man named John Pinchback.
"We starts to leave right away for Texas. My master lives there on a ranch in Columbus. It was a part plantation and part
wild country, and it was owned by two men, Pinchback and Wright. I was put to work when we got there without eating. I
was told to carry de water for de stock.
"Dat night I makes up my mind to run away. But de next day they drives me and some other new slaves over to look at the
dogs. The dogs lived in a fine house with a fence around it. Den they chooses me to train de dogs with. I was told I had to
play the part of a runnin' away slave. Before I start they tells me to run any direction I want and after I had run five miles to
climb up in a tree. I didn't know what it meant, but one of the nigger drivers tells me kind of nice to climb up as high in de
tree as I could if I didn't want my body to be tore off my legs. So I runs a good five miles and climbs up in a tree where the
branches was gettin' small.
"But more slaves was gettin' born dan dies--old Pinchback would see to dat himself. He breeds de niggers as quick as he can,
like cattle, cause dat means money for him. He chooses de wife for every man on the place. No one had no say as to who he
was goin' to get for a wife. All de weddin' ceremony we had was with Pinchback's finger pointin' out who was whos' wife. If
a woman wern't a good breeder she had to do work with de men, but Pinchback tried to get rid of women who didn't have
chillen. He would sell her and tell de man who baught her dat she was all right to own.
James Green, Texas
Read the following slave narratives (5.8):
Didn't git no chance to learn nothin' in slavery. Sometimes the children would teach the darkies 'round the house their ABC's.
I've heard of folks teachin' their slaves to read the Bible. They didn't teach us to read nothin'. I've heard of it, but I've never
seen it, that some folks would cut off the first finger of a nigger that could write.
Matilda Hatchett, Arkansas
No Negro slave was allowed to go beyond the confines of his owner's plantation without written permission. This was
described by "Uncle" Henry Turner as a "pass"; and on this "pass" was written the name of the Negro, the place he was
permitted to visit, and the time beyond which he must not fail to return. It seems that numbers of men were employed by
the County or perhaps by the slave-owners themselves whose duty it was to patrol the community and be on constant watch
for such Negroes who attempted to escape their bondage or overstayed the time limit noted on their "pass". Such men were
known then as "Paddy Rolls" by the Negroes and in the Southern states are still referred to by this name. Punishment was
often administered by them, and the very mention of the name was sufficient to cause stark terror and fear in the hearts of
fugitive slaves.
Henry Turner, Arkansas
35

36