Chapter 11 Slavery and the Old South Nash, Jeffery. The American People, 6 th ed. Pearson Longman. Nash, Jeffery. The American People, 6 th ed. Pearson Longman.

I.Building a Diverse Cotton Kingdom

The Expansion of Slavery in a Global Economy  In 1860 the American South, if independent, would have been one of the wealthiest countries in the world based on the revenue of the cotton trade.  Cotton cultivation and its expansion depended on technological development, land, labor, demand, and a global system of trade.

Slavery in Latin America  Europeans depended on African slavery in their New World colonies.  African slaves were imported to replace the indigenous populations that were eradicated by disease.  Sugar production was the cash crop for the Latin American holdings of the European powers.

White and Black Migrations in the South  Between 1830 and 1860, southerners began to migrate in a southwest direction to fill up the fertile land and increase cotton production for the mills of England.  The center of cotton production gradually shifted from South Carolina to Mississippi.  An estimated 1 million slaves were transported westward by this white migration.

Paternalism and Honor in the Planter Class  Most Southern males adhered to a long- standing tradition of medieval chivalry and aversion to industrialization.  The Southern planters developed a paternalistic attitude towards his slaves; a kindly father-and-child relationship.  An intensely masculine code of honor placed the virtue of women on a pedestal.  The smallest insult could lead to pistol duels.

Yeoman Farmers  Most slaveholders (70 percent) belonged to the mid-level yeoman farmer class.  A Yeoman farmer might have owned as many as ten slaves, but usually work alongside them.  75 percent of all southerners held no slaves at all.

Justifying Slavery  Biblical Justification: ancient curse upon Ham, a child of Noah and other references  Historical Justification: all great civilizations participated in slavery  Legal Justification: the U.S. Constitution refused to address slavery directly  Scientific Justification: multiple theories regarding inferiority of the black race  Sociological Justification: the black race as societal “children” that needed paternalistic guidance

Daily Toil  Slaves were expected to work an average of 14 hours per day during warm weather and 10 hours in the winter.  Work gangs of 20 to 25 slaves labored under the whip of a “slave driver.”  The task system allowed slaves to finish a designated task each day at their own pace.  A normal slave was expected to pick 130 to 150 pounds of cotton a day.

Slave Law and the Family  The legal status of slaves in the South was never fully resolved, leading to a wide range of laws governing the treatment of African Americans.  Marriages between slaves were often arranged for optimal genetic reproduction.  Slave families were often separated.

Black Christianity  Christian worship was an integral part of life in the slave quarters.  Black Christianity often included aspects of Islamic and African religions.  Black religious gatherings were usually forbidden unless a white overseer was present.  For the white planters, religion became a type of social control.

The Enduring Family  Family relationships were central to the lives of most slaves.  Slaves could draw love, protection, support, knowledge, and cultural identity from these extended families.  Slaves often performed extra work to provide extra food and clothing for their families.

Forms of Black Protest  Daily acts of resistance might include breaking of tools, burning houses or crops, stealing food, self mutilation or simple work slowdowns.  Females might fake sickness or menstrual cramps.  The ultimate forms were murder or running away.