Historical Investigation
Three sections:
1. Identifica

Question

Historical Investigation
Three sections:
1. Identification and evaluation of sources
2. Investigation 
3. Reflection

Works Cited must be included

Slavery In America from Beginning to End

MANZER KHAN[T] · Accepted Answer

Slavery In America from Beginning to End

IDENTIFICATION AND EVALUATION OF SOURCES

In this section, we will be identifying and evaluating two sources that will be used in our investigation of slavery in America from beginning to end. The purpose of this section is to analyze the value and limitations of the sources in relation to the investigation, which will help us better understand the topic and come to a conclusion.

The first source we have selected for detailed analysis is "Narrative of the Life of Frederick Douglass, An American Slave" by Frederick Douglass.1 This is a primary source that was first published in 1845. The goal of this book was to provide a firsthand description of slavery from the perspective of a former slave. This source is relevant to the study because it presents a unique and intimate account of slavery in America and serves to shed light on the institution's evils. In terms of its worth, this source has a plethora of information regarding slavery's experiences and the influence it had on the lives of enslaved people. It paints a detailed image of slaves' living circumstances, treatment, and maltreatment (Douglass). The limitations of this source include the fact that it is only one person's account and may not be representative of all experiences of slavery in America. Additionally, there may be some bias in the account due to the fact that it was written by a former slave with a clear agenda to highlight the evils of slavery.

The second source we have selected for detailed analysis is "The Peculiar Institution: Slavery in the Antebellum South" by Kenneth M. Stampp.2 This source is a secondary source and was published in 1956. The goal of this book is to give a thorough and impartial examination of slavery in the Antebellum South. This material is relevant to the study because it gives a broader picture of slavery in America and serves to contextualize the experiences of enslaved individuals (Stampp). This book is valuable because it contains a plethora of information regarding slavery in America, including the social, economic, and political aspects that molded the institution. It offers a comprehensive and well-researched study of the issue and contributes to dispelling some of the myths and misconceptions surrounding slavery in America. One of this source's disadvantages is that it was published more than a century after slavery ended and may not reflect all opinions on the issue. Furthermore, the author may have had prejudices and ideas that influenced how he authored the book.

Ultimately, these two sources give invaluable information about slavery in America from its inception through its abolition. They both provide a unique viewpoint on the issue and shed light on the institution's intricacies. However, it is crucial to understand the limits of these sources and to approach them with caution. By analyzing the value and limitations of these sources, we will be better equipped to draw a well-informed conclusion about slavery in America.

INVESTIGATION

How and why slavery developed in the colonies?

The 18th century saw a significant transformation in American society. Colonies in North America and Great Britain, for instance, developed greater cultural, military, and even economic ties (Rael).3 On the other hand, colonists from New Hampshire and Georgia started to come together under a new and distinct American culture (Rael). But in order to enslave Africans, immigrants from various European nations and Native Americans banded together, creating a diverse colonial population. New towns were established by men and women, Native Americans, Africans, and Europeans (Rael). Even if English customs and involvement in the larger Atlantic world had an impact on how people lived in the thirteen colonies, newly emerging cultural trends fundamentally altered North America.

Slavery created different characteristics in British North America. Slavery had been authorized in all of North America's colonies by the mid-17th century (Rael). However, economic imperatives, demographic trends, and cultural patterns within geographical regions resulted in unique colonial forms of slavery. The first slaves were brought into Virginia around 1619 (Rael). The planters of Virginia created huge estates that they ensured would be preserved by primogeniture. Property and wealth were concentrated as a result of property distribution, ensuring the dominance of big landowners in economic and social life in Chesapeake. Tobacco grew to dominate the economy as a result of the system (Rael). The majority of slaves in Virginia worked on larger estates from dawn until dusk under the supervision of a white overseer. The supervisor might use physical force to compel labor.

Slavery was also visible in the mid-Atlantic colonies. Despite the fact that plantation economies did not flourish in Pennsylvania, New Jersey, or New York, slaves were employed on enormous estates that grew cereal grains (Rael). African slaves labored on European tenant farms. Slaves were concentrated in New York City due to the city's heavy reliance on slavery for economic growth. In Connecticut, Massachusetts, or even New Hampshire, slavery as a form of work did not catch on (Rael). However, slavery was acceptable everywhere in these areas. Slavery was used less for economic gain since cash crops like rice and tobacco were not produced there.

How and why slavery expanded with the new nation?

Despite the eventual abolition of slavery in the North, the intensity of the slave population increased in the areas around Chesapeake. The majority of the slave population moved west. Slavery spread essentially because it was an agricultural form of capitalism and needed new territories (Stampp). Additionally, slavery grew as enslaved African-Americans were compelled to relocate to different areas, representing its expansion alongside the new nation. The annexation of Southeast Indian tribes, the allocation of public lands, and the conflict with Mexico all contributed to the growth of slavery (Stampp). Moving from the high South to the low South was required of the American slaves. The interregional slave trade was used to move the majority of these slaves.

The majority of white Americans believed that once the external slave trade was abolished, the country would become a republic ruled by white people, which would put an end to slavery (Stampp). The prohibition on the slave trade lacked enough finance and enforcement mechanisms. The decision to liberate illegally imported Africans rested with each state, many of which sold the slaves at auction. As a result, the restriction kept people from owning property, which facilitated the growth of slavery (Douglass).

Rebellion and escape by the slaves

The ways in which slaves rebelled against their owners varied greatly. Because they pretended to be uneducated, their masters thought that some of their behaviors were the result of ignorance (Douglass). They would break expensive tools and occasionally pretend to be very ill in order to avoid working. They would take the master's animals by leaving the gates open (Buell).4

Some slaves in the south would attempt to flee to the north or Canada when things became too difficult. The fact that they had no means of payment was their major weakness while trying to flee. They would turn to pro-slavery advocates for assistance. However, they could never rely on anybody since there were slave hunters who offered huge prizes for apprehending slaves who attempted to elude them. These slaves were so precious to their owners that the ransom to free them might be as high as $40,000. However, many slaves were successful in permanently eluding their owners and living in the north (Buell 35).

Slaves organized and carried out a number of revolts in an effort to win freedom, but none of these ever succeeded (Douglass). Over a hundred people were led to Mexico by the slave Jemmy from Stono, South Carolinanone of these ever succeeded. Over a hundred people were led to Mexico by the slave Jemmy from Stono, South Carolina. They slaughtered a few white people on the route, but they were eventually apprehended and slain. In an effort to stage a slave uprising on August 30th, 1800, a slave blacksmith by the name of Gabriel forged weapons and enlisted several slaves (Buell 39). This took place in Virginia, but the plan was complicated by the day's intense rain. The scheme was made known to the slave owners, and the offenders were put to death. A slave by the name of Denmark Vesey also methodically plotted a rebellion for four years in 1882, but when the slave owners learned of it, the 35 conspirators were executed (Buell 39).

The movement that sought to abolish slavery

America's economy was largely dependent on slavery, which was particularly true in the South. Some, however, believed it to be harsh and barbaric and should be completely abolished. The term "abolitionists" was used to describe these people (Buell). Abolitionists were initially made up of free blacks and Quakers. In the end, the vast majority of people in the northern states opposed slavery. The free blacks thought it was wrong to enslave their fellow black brothers. Unlike the white abolitionists, free blacks spoke from personal experience since they had witnessed the atrocities of slavery (Buell).

Religious sects known as Quakers believed that the Bible provided clear guidance on how to treat people of all races equally (Buell). People who backed Quakers in the southern states did not own slaves and repudiated any members who participated in the slave trade. The fact that the revolutionaries who fought for America's independence from Great Britain owned slaves while also fighting for the freedom of all Americans is strange. Some slaves in the southern states turned to religion for comfort because they believed that, while they would not be on par with their owners in paradise, they would be. In the South, the percentage of people of African ancestry ranged from 50% to 90% (Stampp).

Emancipation from slavery

Four million African slaves were freed by Abraham Lincoln's Emancipation Proclamation, which also sparked the complete eradication of slavery within the next three years (Guelzo 1).5 Guelzo thinks that the declaration is notorious today for failing to accomplish its goals. According to the declaration, Abraham Lincoln opposed slavery because it posed a danger to the development of industrial capitalism and free white labor. He believes that Lincoln never gave any thought to the Negro and was always concerned about the free white worker. Many believe that Abraham Lincoln's proclamation only served to demonstrate caution rather than take the interests of the general public into account (Guelzo). Lincoln was concerned about a military coup d'état being headed by General McLellan; therefore, making the declaration was risky. Therefore, this declaration represented the biggest risk in American history (Guelzo 7).

It is believed that slaves utilized defection techniques, sabotage of work, and refusal to serve in the union's allied forces, which forced Lincoln to free the slaves. Abraham Lincoln recognized that issuing the emancipation proclamation would be political suicide, but he accepted it as a necessary evil to combat cruel civilization and free the slaves (Guelzo 10). It is crucial to highlight that the Release Proclamation's importance in ultimately releasing slaves from centuries of slavery is demonstrated by the circumstances that led to their emancipation and the way that it was implemented.

REFLECTION

I was able to have a greater grasp of the difficulty of historical research through my exploration of slavery in America, which was a demanding but gratifying experience. In this reflection, I'll talk about the techniques I used to conduct my study and their shortcomings, as well as the difficulties that historians face and the role they play in historical research. Historiography, which involves critically evaluating the work of other historians to comprehend the development of historical thinking on a given topic, was one of the strategies utilized in my inquiry. Using this approach, I was able to grasp the argument over slavery in America from a wider perspective and the various angles that historians have approached the subject from.

I did, however, run into several limitations with my investigation's methodology. Identifying trustworthy sources was one of my toughest concerns. A large portion of the primary materials on slavery in America were authored by slave owners or by those who had a personal stake in maintaining the status quo. This makes it challenging to evaluate the validity of these sources and comprehend the viewpoints of those who are enslaved.

The historian encounters a variety of different difficulties throughout their study, in addition to the difficulties presented by the sources. For instance, historical research frequently distinguishes between bias and selection. Selection refers to the decision of selecting historical events to include in the research, whereas bias refers to a personal prejudice or perspective that might skew the understanding of historical events. Determining whether events are historically significant may be difficult as well since important events are frequently determined by the historian's point of view.

Despite these difficulties, the historian's contribution to understanding the past and giving historical context to contemporary events is essential. While historians must make every effort to be as objective as possible in their research and writing, it is equally crucial to understand that there is no such thing as perfect objectivity. The historian must strike a balance between communicating the significance of historical events in a way that is understandable to a broad audience and maintaining truth and objectivity.

Works Cited

Buell, Tonya. Slavery in America: A Primary Source History of the Intolerable Practice of Slavery. Rosen Central Primary Source, 2004.

Douglass, Frederick. Narrative of the Life of Frederick Douglass. 1845. Dover Publications, 2018.

Guelzo, Allen C. Lincoln’s Emancipation Proclamation. Simon and Schuster, 2006.

Rael, Patrick. Eighty-Eight Years : The Long Death of Slavery in the United States, 1777-1865. University of Georgia Press, 2015.

Stampp, Kenneth M. The Peculiar Institution: Slavery in the Ante-Bellum South. New York, Knopf, 1956

Get Instant Homework HelpOn Your Mobile

Get Instant Homework HelpOn Your Mobile

Get Instant Homework HelpOn Your Mobile