Life in the Plantations: The Runaways and the Underground Railroad

There are three slave systems described in this essay. The first was a Northern nonplantation system. The second and third were Southern plantation systems, one around Chesapeake Bay and the other in the lower

The article draws on evidence gathered from plantation owner’s personal writings, bondwomens accounts, relatives accounts and statistics to demonstrate the everyday events and repertoires that occurred in Antebellum plantations. Using plantations accounts such as William Ervin, Camp is able to give us an insight into the formation of the plantation and the spatial borders that limit slaves. Furthermore, plantation accounts from owners gives insight into the punishment that bondpeople receive. This essential knowledge provides an understanding into the conditions that bondpeople dealt with every day and the psychological mind set of plantation owners. Camp builds on these fundamental ideals by using primary accounts from enslaved people to bring an understanding in why truancy was an everyday occurrence. Specifically, Camp uses bondwomen’s accounts to understand the gender norms that led to different acts and rates of rebellion inconsistent with men. Camp focuses on the gender issue of women and the expectations laid by other slave members as described by Patience M. Avery. The last essential primary evidence that Camp uses to form her argument is through statistics of slave women which demonstrate the lack of women escaping to the north in specific states. However, some of her statistics have the potential to limit her argument as shown in describing incidents of truancy on plantation farms in South Carolina. These statistics occur in different years, 1828 and 1831 to show the rate of women committing truancy, however the differences in years could indicate that these rates could be an anomaly. Therefore, although Camp brings in useful and relative source to build a constructive argument there are areas which could limit the article. Camps overall uses vital primary sources builds on her contention

Scattered along many of Louisiana’s rivers and bayous are majestic, historical homes built during a time of Southern prosperity. In the South, these homes and surrounding property often called plantations, were the product of middle to upper class slave-owning planters. Central Louisiana is home to a plantation that is “the oldest standing structure” in this area. During a recent visit to Kent House Plantation, I learned of the history, operations, and current events that help to keep the past alive.

“The Autobiography of a Runaway Slave” revolves around the life of Esteban Montejo: who once set his life is the Caribbean island of Cuba; in which this story provides readers with another distinctive approach to teaching the lives of slavery. As the narration progresses through this writing, readers consequently have many opportunities to annotate how the abolition of slavery played a great role in his personal life. Evidently, whether it is intentional or unintentional, the narrator frequently mentions the ending of slavery, as he substantially detailed “…till slavery left Cuba,” (Barnet 38); “… I got to know all these people better after slavery was abolished,” (Barnet 58); and “It was after Abolition that the term ‘effeminate’ came into

“I looked at my hands to see if I was the same person… There was such a glory over everything. The sun came up like gold through the trees, and I felt like I was in Heaven.” Harriet Tubman uttered these words when she arrived in Pennsylvania, a free woman at last (National Geographic). Years later, when talking about the reasons she ran away, Ms. Tubman would state, “[There are] two things I [have] a right to and these are Death and Liberty. One or the other I mean to have. No one will take me back alive” (America’s Civil War, 42). While most research on the Underground Railroad focuses on the northern states, the state of Iowa played an essential role in the

On the plantations, slave labor was the primary source of workers. These slaves were brought to the colonies by ship, once they arrived they were sold at auctions. The slave auctions had just men, just women, just children or whole families up for bid. Southern plantations were predominantly black, male slaves. At one point it was believed to be seven male slaves to every one female. The slaves were purchased and then became the property of the

The main idea of the Enlightenment was that all men are created equal no matter their differences and that everyone should live the way they want to pursue their own interest. During the 17th and 18th century philosophers such as John Locke, Voltaire, and Adam Smith were well known. These three are known for their ways of thinking and how they affected the government which we live in today. They all learned from their surroundings and how nature had patterns that they can apply to government and economics. They all used two skills, using a combination of observations and clear head reasoning.

“Planter not only held the majority of slaves, but they controlled the most fertile land, enjoyed the highest incomes, and dominated the state and local offices and the leadership of both political parties” (Foner 411). There were fewer than forty-thousand families that possessed about twenty or more slaves that qualified them as planters. There were also fewer than two-thousand families owned about a hundred slaves or more. The ownership of slaves provided the route to wealth, status, and influence. Slavery was the profit-making system, and slave-owners kept a close watch on world priced for their products to invested in enterprises such as railroads and canals.

In the 1700’s and 1800’s, the planter elite class of the American South conspired with both federal and state governments and other whites to institutionalize slavery in order to protect their economic and social power and way of life. Their efforts were generally wide spread, simple, blatant and generally very effective.

Today is the day, the day I would get the paper I worked so hard on back. It is a chilly fall morning as I walked to my AP Literature classroom. The classroom was full of vibrant colors that match my teacher’s fiery red hair, various pug pictures, and a shelf jam-packed with Mr. Potato heads. Mrs. Grimes, my teacher, is loud, impolite, and to say this nicely, she is an overweight older woman. I hate going to her class every day, nothing I ever do is good enough for her, she hates me all because I am quiet. So, I am very apprehensive about what grade I had received on this paper.

During the 19th century slavery was a very prominent and controversial issue between the north and the southern states. In the South, most people believed that slavery was a profitable way of life and if the slavery was to be abolished it would then affect their economy. On the hand the northern had different opinions about slavery and intended to stop it. The fact that the perception were different between the two led to a very difficult situation in resolving the issue.

The slave’s life depended on their owners. Most owners treated their slaves well by making sure they had decent food, clean houses, and warm clothes to wear. Other planters spent little time caring about these things. They were determining to get the most work possible from their slaves. Slaves worked from sunup to sundown, at least sixteen hours a day. They sometimes suffered whippings and other cruel punishments. Owners thought of them as valuable property, that way the owners wanted to keep their human property healthy and as productive as they can. Keeping slaves families together was very difficult to do because slaves were considered as

The slaves prepared their own food and carried it out into the field in buckets. Slaves were housed in slave cabins. Small, rudely built of logs with clapboard sidings, with clay chinking. The Floors were packed with dirt, and they were leaky and drafty. The combination of wet, dirt, and cold made them diseased infested environments.

Sally Thomas and her family were an atypical slave family in the antebellum South. Sally herself was a “quasi-free” slave, owned as property with personal benefits and liberties, by “[hiring] herself out as a laundress, a practice common among urban slaves.” The “quasi-slave” title was not uncommon in the South, where the blacks outnumbered the whites and the whites allowed the blacks to have mediocre peasantry jobs, however, they performed the job better than many whites, and allowed for them to earn money and make their own profit. All three of Sally’s son were born into bondage, Henry, James, and John. Even though their fathers were free whites, the slave title was heretical under their mother’s name

Since the original publishing of Brave New World, the book has stirred up a brew of controversy. It has received many reviews both positive and negative. In this paper I will provide examples of both and look at the reasons behind them.