Unit 2 Study Guide PDF

# Unit 2 Study Guide ## Intro - European colonizers began to use enslaved Africans as their main source of labor because millions of Indigenous people had been killed and there wasn't enough indentured servants, and they wanted to expand the plantation system, and indentured servants. ## 2.1: Afr...

# Unit 2 Study Guide ## Intro - European colonizers began to use enslaved Africans as their main source of labor because millions of Indigenous people had been killed and there wasn't enough indentured servants, and they wanted to expand the plantation system, and indentured servants. ## 2.1: African Explorers in America - Africans were free and enslaved Africans familiar with Iberian culture and languages who journeyed with Europeans on explorations (Atlantic creoles). - Juan Garrido was a conquistador born from the Kingdom of Kongo and moved to Portugal. He was a free man and was the first African in North America. - Estevancian was an enslaved African healer from Morocco and was an explorer and translator in Texas and in southwestern US. ## 2.2: Departure Zones and Slave Trading Regions in Africa. - The primary slave-trading zones in Africa where Africans were taken include Angola and Senegambia (West Africa and Central Africa). ## 2.3: Capture and the Impact of the Slave Trade on West African Societies - Captive Africans were marched from interior states to the Atlantic Coast. - Next, the Middle Passage which lasted up to 3 months and they were beaten, tortured, raped, etc. They also suffered from diseases and malnourishment. 15% died. - Writers used literary techniques to convey the horrors of the MP and slave trade on West African communities by having detailed narratives and writing about people dying, sick. ## 2.4: African Resistance on Slave Ships and the Antislavery Movement - Slave ship diagrams raised awareness of the dehumanizing conditions on the MP by showing how compacted they are, trying to maximize space. - Individually, Africans resisted by refusing to eat and attempting to jump. - Collectively, Africans would form revolts against the crew. - The Amistad case was about a group who revolted and took over a slave ship and went to trial for 2 years to see if they were free. The Supreme Court granted the Mende captives their freedom (Senghe Pich). ## 2.5: Slave Auctions and the Domestic Slave Trade - Slave auctions consisted of whipping, torture, and mutilation sometimes in front of family/friends. They were shown off to whites, telling their skills and "defects". - Women were in a unique position because they were more valuable for the work they could do (outside/plantations and inside the home cooking, cleaning, children, etc.) - They also could have more children for their owners, and constantly experienced violence. ## 2.7: Slavery and American Law: Slave Codes and Landmark Cases - American laws impacted the lives and citizenship rights of enslaved and free African Americans and children between the 17th and 19th centuries because enslaved people had no rights. - Children born to enslaved mothers were enslaved. Free African Americans couldn't vote, own land, and were segregated. - Slave codes were made to maintain slavery and stop people from rebelling and having children with white men to make children free. - The Dred Scott case was about a man and his family saying since they have been to free territories and lived there, he should be free. The outcome was the Supreme Court deciding African Americans were not and could never be citizens of the US. ## 2.8: The Social Construction of Race and the Reproduction of Status - *Partus sequitur ventrem* (slave status following the mother) defined a child's legal status based on the status of the mother, having significant consequences on children. The emergence of racial taxonomies created and supported racial divisions. ## 2.9: Creating African American Culture - African American faith and musical traditions were ways for enslaved people to resist because they expressed creativity and communicated strategic information (run away, warnings, methods to escape) making it their own, such as quilt making for story telling and memory keeping, and making instruments (banjo, drums, etc.) to recreate instruments similar to those in West Africa. - Gospel, Blues and jazz started from African Americans in churches or groups. They formed from African musical traditions (Call and Response) and was an element of multiple African American musical genres. Gospel, for example, developed from African American slaves who were forced to attend church. Jazz was improvisational music blended with European harmonic structure and African rhythms. ## 2.10: Black Pride, Identity, and the Question of Naming - There were debates on if enslavers could assert names for their enslaved people (self naming). From the 19th century, African Americans described themselves through ethnonyms like Afro A, African American, and Black. Also the Als caused people to reject the term African and only "American". ## 2.12: AA authors advanced the causes of abolition and equality in their writings about slave auctions by using various literary genres like narrative and poetry. - The rise of cotton as a cash crop drove the growth of the domestic slave trade in US by increasing US production, profits, and dependency on cotton. Also, there was forced removal of Indigenous people (Trail of Tears) and the enslaved population grew from childbirth. ## 2.14: The South - The cash crops included tobacco, rice, indigo, and cotton. - Native Americans and indentured servants to Africans. - Society was based on wealth and race (expansion of slavery). ## 2.14: New England (Northeastern US) - Climate and geo not suitable for cash crops/slavery. - Economy based on trade, fishing, shipbuilding and industry. - Profited from slavery through slave trade, textile industry. ## 2.14: Middle Colonies - Economy based on trade and staple crops. ## 2.14: North - Profited from slave trade and exported the products of slave labor. - Port towns were developed as bases for international trade. - It was the largest forced migration in US history and over two and 1/2 times more people arrived from Africa during the original middle passage. - The domestic slave trade broke up enslaved families and created enduring harm. ## 2.16: Labor, Culture, and Economy - Slave auction broadsides (posters/advertised and commodified enslaved Africans because the audience was white people who were looking to buy. - Some roles played by enslaved people included being skilled works, home jobs (cook and clean) and worked outside with crops. - The wealth from enslaved labor built the economics leading to profits for plantation owners businesses. Wealth was often passed down (very little) and created a lasting gap in wealth and opportunities for descendants. ## 2.16: Diasporic Connections - Slavery and Freedom in Brazil - More enslaved Africans went to Brazil than anywhere else, with some people surviving the Middle Passage where they were forced labor like plantations, gold mines, cattle ranching, etc. They also formed communities that preserved cultural practices (capoeira and congada). - In the 19th century, Brazil's enslaved Africans population decreases because of the free Black population growing because of increase release of slaves. In the US, the enslaved Africans continued to grow about 4M remained enslaved after the ban of importing slaves. ## 2.17: AA in Indigenous Territory - Native Americans were impacted from slavery in the South by African American freedom seekers taking refuge among the Seminoles (Florida) fighting along side them. Some African Americans were enslaved by IP in the five large nations (Creek, Cherokee, Choctaw, Chickasaw, Seminole) and during The Trail of Tears, they brought them along.