Jamestown Virtual Colony

Indentured Servitude and Slavery

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The Set:

Specific Objectives:

  1. Define the terms slave and indentured servant.
  2. Describe the reasons for an individual in the 17th Century to indenture themselves.
  3. Compare the life of an indentured servant and a slave.
  4. Compare and contrast the rights of an indentured servant and a slave through class discussion.

Relevance:

As the first permanent English colony in the New World, Jamestown played an important role in the establishment of many of the characteristics of the future American society. Indentured servants and eventually slaves provided the primary source of labor.

"From 1492 to 1820, 10 million migrants were brought over from Europe. Most of them were laborers, destined for plantations in tropical and subtropical America. Of these, the majority by far consisted of the approximately 8 million African slaves; roughly 25% to 30% of the 2 million European migrants are also referred too as "bonded labor": indentured servants, engages and redemptioners (Emmer, 33)."

Indentured servitude, which amounted to virtual slavery for the length of contract, was a primary source of labor in the Jamestown colony. This form of labor was contractual. An individual who indentured themselves contracted with their employer or a ship's captain for the payment of passage and the provision of food, clothing and shelter. In return, the individual provided themselves as a labor source. The term of indenture was usually 4 to 7 years, but this could vary. Sickness, disability or pregnancy usually extended this contract because of lost service time.

The first slaves in Virginia were given the status of indentured servants because of the legal technicalities of the time with the term slave. The first public slave auction in the English colonies was held in Jamestown square in 1638. The guidelines and principals of the slave trade in America were defined in the Virginia General Assembly from about 1640 onwards.

Since a disproportionate number of individuals who emigrated to America belonged to this subservient social class, it is important that students of this period understand the important distinctions that existed in terms of rights, liberties and social mobility.

Involvement of the Learner:

Human slavery was abolished in England in the year 1569 by a court of common law. Seventy years later, human beings were begin sold as property in the Jamestown Colony. Clearly, there were marked differences between English law and American colonial Law. This in part stems from the attitude of 17th century Europeans towards their colonies. The colonies were there to be exploited. To do so, cheap labor had to be exploited. A ready supply of labor was already present in England's ghettos, prisons and orphanages. As this labor source was developed, the colonists and their financial backers began to see that the prohibitions against slavery that held true in England did not so readily apply in the New World. Slavery was tolerated because it increased the profits to the colonists and to the investors in England. This lesson explores the effect that this system had upon the lives of those caught up as this labor force.

The Lesson:

Purpose: This is a two part lesson.

First the students will develop a definition of the terms slave and indentured servant. Using these two broad categories, the students will then compare and contrast the lives of individuals in each category.

Second, the students will utilize three different types of writing to examine the lives of slaves and indentured servants. Students will read first person accounts or historical fiction to gather further information on the lives of indentured servants and slaves. Historical fiction can also be used to illustrate the lives of these classes. Important distinctions need to be taught before utilizing this genre. The teacher should explain that historical fiction is made up of the following elements: a period that is accurate in both time and place, historical events that affect the story, one or more characters that really existed and a fictionalization of an historical figure. Finally, students can utilize actual historical documents to read the advertisements for runaway servants and slaves. All of these are listed in the resources section.

The students will analyze the information gathered to conduct a class discussion on the topic of rights based upon race and class in colonial America.

Activity/Practice:

Activity 1:

Involvement questions:

Question: "What are some of the perceived similarities between these two classes?"

Possible Answers: "Both are obligated to serve a superior. Both classes in this case are transported some distance from their homeland."

Question: What are the marked differences?

Possible Answers: "Namely, the fact that indenture is a contract formed by the individual. A slave was pressed into service. Race played an important part in which category you were placed."

Activity 2:

This can be presented in any number of formats. Students can be assigned to find first person accounts in the public library of indentured servitude and slavery. The teacher can read passages aloud from the texts listed below in resources.

The following questions for critical thinking should be provided to the students while reading these accounts:

  1. "Create two separate lists of skills and rights, one for slaves and one for indentured servants, that each were permitted to learn."
  2. "Create a similar list of skills and rights that were denied to each group."
  3. "How were members of each group punished for transgressions?"
  4. "How were they rewarded for faithful service?"

Group Discussion:

The goals for this discussion can be varied. In general, however, the following questions should be explored.

These questions can be presented through any of the following media: blackboard, overhead or individual handouts, but should be made available for reference during the discussion.

  1. "How would you learn a trade or acquire the skill, other than school, in today's job market?"
  2. "How does indentured servitude compare with this method of training, different or the same?"
  3. "What do you think an individual who pledged as an indentured servant expected to get out of this pledge?"
  4. "What types of skills were slaves allowed to learn?"
  5. "What expectations did a slave have when they were forced into servitude?"
  6. "How could a slave or an indentured servant empower themselves?"

Closure:

Resources:

Internet Links:

  1. "Runaways in the Gazette" by Joy Weatherley Williams (Indentured Servants and Slaves) (Source for Runaway Fliers)
  2. "Securing the Leg Irons: Restriction of Legal Rights for Slaves in Virginia and Maryland 1625 - 1791." by Charles P.M. Outwin

Bibliography:

  1. Ballagh, James Curtis. White Servitude in the Colony of Virginia: A Study of the System of Indentured Labor in the American Colonies. Baltimore, Md.: John Hopkins Press, 1895.
  2. Davis, David B. (1966). "Butts Vs. Penny", In The Problem of Slavery in Western Culture. Ithaca, NY: Cornell University Press.
  3. Emmer, P.C. Editor. (1986). "Colonialism and migration: an overview", in Colonialism and Migration; Indentured Labor Before and After Slavery. Dordrecht, Netherlands: Martinus Nijhoff Publishers.
  4. Smith, Abbot Emerson. Colonists in Bondage: White Servitude and Convict Labor in America, 1607- 1776. Gloucester, Mass.: Peter Smith, 1965.
  5. Van Der Zee, John. Bound Over: Indentured Servitude and American Conscience. New York: Simon & Schuster, 1985.

First Person Account

  1. Lauson, John. (1969). "The felon's account of his transportation at Virginia in America. In [1st Edition] reprinted and edited J. Stevens Cox from an original copy. St Peter Port, Toucan Press.
  2. Medearis, Angela Shelf. Dancing With The Indians. New York, Holiday House. (Account of a slave's escape and adoption into an Indian tribe)
  3. Raskin, Joseph. (1978). Tales of Indentured Servants. New York, Lothrop, Lee and Shepard. (8 accounts told from historical sources of indentured servants in colonial America)

Historical Fiction

  1. Bulla, Clyde Robert. Charlie's House. New York, Clarion Books.
  2. Forbes, Esther. (1970). Johnny Tremain. New York, Dell Publishing Company, Inc. (Novel set in late 18th Century, but useful)

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