The Sugar Revolution Remember the outline of the exam: section a 40 multiple choice consists of indigenous americans, slave revolts (DATE!, pirates, bucaneers,""""e"t"c (all topics! ection b: #ou choose t$o either topics to $rite on %AR&''EA E%))*+ AD A-ER+ or *)-E*ET T).ARD E*A%&/AT&) (A*E&)RAT&), E*A%&/AT&) A%T"""""ET%!AD resistance and revolts" $rite 1 essa#s"2 And #ou also getting a 3uestion on haitian revolution" m+ Teacher mr"thompson said that ust use past paper paper 3uesions 3uesions and pratice pratice them them and u good to go" 50677 right""8 :/ •
The Sugar Revolution
Revolution means change. There was an economic revolution that occurred in the 17th Century. Some refer to it as the Sugar Revolution.During this period, several basic changed too place. !1" Sugar replaced tobacco as the chief e#port crop in the Caribbean !$" The population changed from one that was mainly white to one that was mainly blac because of the introduction of %frican %frican slaves. !&" The si'e of land holdings changed. n.b. The Sugar Revolution occurred the fastest in (arbados where it occurred in about one decade !1)*+ to 1)+". -t happened at a slower pace in other islands. Some other small islands had fast rates of change such as evis, %ntigua, St /itts and 0ontserrat. %lthough the Sugar Revolution too place at different times for different countries, the appro#imate period when it began was between the mid 1)++s and the end of the 1)++s.
CAUSES OF THE SUGAR REVOLUTION
!1" There was a fall in tobacco prices. Tobacco was previously the main cash crop of the -ndies because of sales to 2urope. 3owever in the early 1)+4s, new competitors emerged selling tobacco mainly from 5irginia 5irginia and 5ene'uela. 5ene'uela. (ecause of this new competition, there was less demand for tobacco, prices fell and many small farmers went out of production. !$" There was a rise in demand for sugar. Sugar was already being used for sweets and baed goods, but it was demanded even more as a sweetener for coffee and tea which were becoming popular in 2urope. !&" %t the same time that tobacco was declining and sugar demand was increasing, the Dutch who were losing a war against the 6ortuguese for possession of (ra'il, ran away to the eastern Caribbean islands and brought with them their e#pertise in large scale sugar production.
SOCIAL, ECONOMIC AND OLITICAL CHANGES ACCOMAN!ING ACCOMAN!ING THE COMING OF THE SUGAR REVOLUTION
S C-%8 C3%92S:
!1" The introduction of a great number of %frican slaves changed the population structure in the islands because there were then more blacs than whites. This also caused the emergence of different social classes. !$" %bsenteeism %bsenteeism was a new factor brought broug ht about by the sugar revolution. %bsenteeism refers to the sugar planters !plantation owners" living away f from the plantations in 2urope and hired an overseer to stay on the island and manage and tae charge of the plantation. The plantation owner would meanwhile live a comfortable life in 2urope where they prefered to stay so they could maintain their lifestyle and en;oy a climate that was more comfortable to them.
2C0-C C3%92S !1" The emergence of the large plantation and an almost complete dependence on sugar and the adoption ofrestrictive navigation laws by the 2uropean mother countries. !$" The sugar revolution led to a change from agricultural diversification !planting diversification !planting of a
variety of crops for sale" to monoculture ! monoculture ! a one crop economy".
68-T-C%8 C3%92S There was more direct control by the 2uropean mother countries of the respective colonies and this led to international rivalry and war.
Origin" o# Slaver$ •
ORIGINS OF SLAVER! FROM %&'()S
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=2uropean indentured labourers were recruited and later they were idnapped from 2nglish ports and forced into indentureship contracts which lasted years. %fterwards they sourced labour from bringing white prisoners from 2ngland, Scotland and -reland to wor in the Caribbean on the plantations but there was still not enough labour to fulfill plantation needs.
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=Spain graned A"iento to the 6ortuguese in 11 to bring slaves from >est %frica. Thus began a &++ year trade in human cargo across the %tlantic.
ORIGINS OF AFRICAN SLAVER! •
%frican slaves were used as early as the 1$th 1$ th century when -talians planted sugarin Cyprus using %frican slaves provided by %rabs
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=-n the 1*th century sugar production produ ction spread to 6ortugal and Spain using %frican %frican slaves provided by the %rabs.
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=-n the 1th century some of the %frican %frican slaves were shipped from 6ortugal and Spain to wor on 6ortuguese colonies of 0adeira, %'ores and the Canary -slands.
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0ost of the %frican %frican slaves were being used by planters in the %mericas in the 1)th century.to century.to produce sugar.(y 1?++, cattle ranches in 6uerto Rico and Cuba were turned into canefields with slaves woring on them.
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=-n the @.S.!Southern @.S", starting in 8ouisiana, millions of %fricans used slaves on tobacco, cotton and rice fields.
ver a period of &++ years, $+ million %fricans fell victim to the %tlantic slave trade.ot all survived because half died in the 0iddle 6assage.
A *o+ari"on o# the re"en*e o# A#ri*an "lave" in the Cari--ean in the earl$ %.((" an/ the %0(("1
%frican slaves were introduced by the Spanish to the Caribbean in small numbers in the 1*A+s and early 1++s. They were initially part of Spanish e#ploration teams sailing to the Caribbean. (y the 1++s a few slaves were brought to a few territories woring to build settlements and plant crops for the Spanish. They were also brought to replace indigenous people who were enslaved but eventually died out. (y the early 1++s, plantation economies had not yet developed as at this point 2uropean coloni'ation was now beginning in the Caribbean. (y the 17++s, the plantation economies !based in the Caribbean on sugar production" which depended on cheap labour had developed and more thousands more %frican slaves had to be brought in to wor. %lso advances in trading, ship building and the gradual 2uropean penetration of >est %frica had made slaving a profitable business. %nother reason for the rise in the numbers of %frican slaves in the Caribbean by the 17++s was the rise in the demand of sugar and the fall in the demand of tobacco which lead to an increase in the demand of labour which was needed for sugar cultivation but was not needed for tobacco cultivation.
2*ono+i* an/ "o*ial rea"on" #or the en"lave+ent o# A#ri*an" The main economic reason for obtaining labout from the >est %frican area was simply the fact that the capture of persons meant that they would be paid no wages. They were literally goods obtained for free, sold at a price and for a profit. Thus there were no overhead costs to be incurred in this regard. >estern 2uropean society by the middle of the 1)th century was fully convinced of its own superiority over the people of the %frican continent. -ndeed social and religious ;ustification for slavery often stated that the %frican societies were pagan and through enslavement could be brought to Christianity. 8ife on a typical slave plantation Sugar estates varied in si'e. They ranged from a few hundred to a thousand acres depending on soil, climate and physical geographical conditions. The mi#ture of industry and agriculture gave good reasons to set up a plantation by a riverB so that water could easily by carried to run mills which were used in processing sugar. The largest parts of the estates were fields used for planting the cane . The rest of the estates were divided into sections used as pastures, woodlands, provision grounds, wor yards and living uarters for the plantation owners and their families and
other white staff of the plantation such as overseers and booeepers. The fields were divided by narrow roads into smaller suare plots of about ) to A hectares in order to mae it easier for the overseers to control the slave gangs. % wor yard was placed in the middle of the cane fielda, maing up the wor yard were mills, boiling houses, curing houses as well as sheds for blacsmiths and carpenters. ear to the wor yard were cattle pens, poultry houses and a small hospital which was also used as a ;ail house for runaway slaves.There was also a trash house where the crushed stals were put to dry before they were burnt in the furnace. %lso grown on some plantations but in a much smaller scale than sugar cane was tobacco, cotton,pimento, ginger and indigo, timber ,cocoa and coffee all grown for e#port. How was the sugar made?
The cane ;uice was carried through lead covered troughs from the mill !where the cane was crushed and the cane ;uice collected" to storage cisterns at the furnace in the boiling house. The cane ;uice was taen from the cisterns and strained and stirred in a large copper container where it was heated and a little lime was added to remove impurities. The ;uice was then simmed and thrown into a copper container that was heated hotter than the one before. The Raw sugar was shoveled from the cooling trough into hogsheads and carried away to the curing house. %fter a period of four wees the holes in the hogshead were plugged and ready to e#port to 2urope Other /a$ to /a$ a*tivitie" ta2ing la*e on the lantation
The slaves on the plantation were classified according to the wor they did. The artisans were the most valuable and fortunate because they were allowed to wor for a planter on another plantation for pay. The most unfortunate were the unsilled slaves. % slaves woring day began at * am. >or lie feeding the poultry and cleaning the cattle pens had to be done before sunrise. %t sunrise the slaves assembled for roll call. (reafast was given a little after 1+am, they were given a $ hour brea at 1$.&+ to attend to personal chores. %fter the lunch brea, wor continued until sunset after which another roll call was done and then the slaves were sent to their uarters until *am the ne#t day. This routine was broen on Sunday mornings when the slaves were allowed to go to the maret to sell small animals and provision that they had nurtured in their small provision grounds. They were also given holidays during Christmas wee and a few days after crops were harvested. Cultivation an/ harve"ting o# *ro"
The yearly cycle of cultivation began in spring with planting new cane.The first gang of slaves had to open the soil to a depth of 1 centimeters. This tas was even more difficult if old roots had to be removed first.nce the field was planted, the first and second gangs were busy weeding, hoeing and replanting. Towards the end of 0arch, there was a rush to complete wor that could not be done during crop time. This was during the rainy season
when much wor could not be done on the crops. This period was called dead time. During the months of crop time the woring hours lengthened from a 1) and a half woring day to an eighteen and a half woring day.0ost plantations used a shift system which alternated between cutting cane and woring in the factory.
Divi"ion o# role" on a "lave lantation •
Divi"ion o# role" on a "lave lantation The 3hite" !a" 6lanter or his attorney master of the plantation. 3im and his family lived in great wealth and lu#ury in the 9reat house which was the most comfortable and decorated building on the plantation.
!b" verseer he was the person who managed the estate and made decisions about crops, sugar manufacture and labour on the plantations !c" Clers and booeepers. These were usually poorer whites. There were also stoc room clers and slave supervisors in this group. The 4la*2" !a"
!b" 3ouse or Domestic slaves These were slaves who wored in the 9reat 3ouse for the master and his family. These slaves were employed as coos, seamstresses, butlers, footmen, coachmen, laundrywomen, maids. They had access to white society, many piced up reading and counting because of being around while white children were being educated.They also had significantly easier wor than the field slaves. !c"
Seocnd gang made up of the sic, pregnant women and youths. They did the lighter wor such as weeding and harrowing.
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=Third gang children and very old who did the light weeding and cared for the animals.
The Value o# Slave"
!1" 0ost 5alue %rtisans or silled slaves such as blacsmiths, carpenters, masons etc. These were often loaned out to other plantations and wored for pay sometimes. They had more freedom of movement than all other slaves. !$" Seond in value Semi silled slaves such as midwives, watchmen, nurses nd craftsmen 5&" 8east valuable
3ired Slaves. Some slaves were hired out to other plantations to do field and factory wor. These slaves were very unfortunate as they had no permanent homes and had to sleep chained together wherever they wored. They usually died very uicly. %rtisans were also hired slaves but they were silled and hence more fortunate. HO3 COULD SLAVES IMROVE THEIR OSITION6
The I+a*t o# the Slave Tra/e on 3e"t A#ri*a I+a*t o# the Slave Tra/e on 3e"t A#ri*a %1De7 oulation Thirty million people were estimated to have been lost as a result of the slave trade. 0ore than were lost to tribal war and internal struggles in >est %frica
itself. The following table shows the number of %fricans that came to the Caribbean as slaves over & centuries. •
2nglish >est -ndies
6eriod
est -ndies
(efore 1)+ !before sugar"
Total numbers in -
$&,+++
1)+17++
$+,+++
1+,+++
17++1?++
1.* millon
1 million$.*million
1?++abolition
*++,+++
$+,+++
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8. De*line in Far+ing in/u"tr$1 est %frican crafts such as brass woring, cotton weaving and iron maing were alos lost due to the capture of craftsmen and because the 2uropeans provided cheaper iron and crafts.
For+" o# Slave Control •
For+" o# "lave *ontrol
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h$"i*al *ontrol Slaves were chained together, whipped and beaten for minor offences. They were also mutilated, hanged and burnt in public.
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9Legal Control 8aws were passed in the colonies to prevent enslaved %fricans from having rights. 8aws such as the Code oir of the
9So*ial Control Slaves were prevented from mi#ing with each other and other groups in society, they could not move around freely and they were unable to gather in groups.
=Cultural Control Slavs were not allowed to practise their %frican cultural forms. This was done to strip them of an identity so they would be easier to control.-t was for this reason that laws were passed to ban drumming and dancing by %fricans in the Caribbean. The planters also made sure that they did not buy slaves only from one tribe since this would have made it easier for them to communicate with one another and plan revolts. •
Divide and rule7 The en"lave" oulation :a" /ivi/e/ into /i##erent grou" an/ /eli-erate e##ort" :ere +a/e to 2ee the+ aart1 So+e "lave" :ere aointe/ a" hea/+en an/ /river" to 2ee a *he*2 on other"1
=2conomic Control== Slaves were seen as property and were not supposed to own property of their own, so the whites sometimes prevented them from owning provision land and domestic animals which they would use to reate a side income in the Sunday maret. 6sychological and ideological >hites believed that %frican societies were barbaric and that blacs were inferior beings. Slaves after years of slavery came to believe the racism and accepted white cultural values. (ac culture, religion, music and art were frowned upon and insulted. (lacs began to accept white social divisions and some began to dislie each other. Some degrading terms used by whites to degrade blacs were bucra, coloured, red leg and nigger.
For+" o# Slave Control •
For+" o# "lave *ontrol
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h$"i*al *ontrol Slaves were chained together, whipped and beaten for minor offences. They were also mutilated, hanged and burnt in public.
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9Legal Control 8aws were passed in the colonies to prevent enslaved %fricans from having rights. 8aws such as the Code oir of the
gather in groups. =Cultural Control Slavs were not allowed to practise their %frican cultural forms. This was done to strip them of an identity so they would be easier to control.-t was for this reason that laws were passed to ban drumming and dancing by %fricans in the Caribbean. The planters also made sure that they did not buy slaves only from one tribe since this would have made it easier for them to communicate with one another and plan revolts. •
Divide and rule7 The en"lave" oulation :a" /ivi/e/ into /i##erent grou" an/ /eli-erate e##ort" :ere +a/e to 2ee the+ aart1 So+e "lave" :ere aointe/ a" hea/+en an/ /river" to 2ee a *he*2 on other"1
=2conomic Control== Slaves were seen as property and were not supposed to own property of their own, so the whites sometimes prevented them from owning provision land and domestic animals which they would use to reate a side income in the Sunday maret. 6sychological and ideological >hites believed that %frican societies were barbaric and that blacs were inferior beings. Slaves after years of slavery came to believe the racism and accepted white cultural values. (ac culture, religion, music and art were frowned upon and insulted. (lacs began to accept white social divisions and some began to dislie each other. Some degrading terms used by whites to degrade blacs were bucra, coloured, red leg and nigger.
Re"i"tan*e o# "laver$ -$ the en"lave/ A#ri*an" RESISTANCE OF SLAVER! 4! THE ENSLAVED AFRICANS Cau"e" o# Slave re"i"tan*e 1.
The desire for freedom
2.
3arsh treatment by slave masters
3.
Slaves being denied some basic rights and privileges, especially those related to the supply of food, clothing, housing and medical care.
4.
Slave dislie of a particular scheme proposed b y their master such as separating hem from their families.
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The presence of many slaves on a plantation from tribes in %frica nown for being fierce.This made it easier for slaves to come together to organise rebellions.
2mergence of a leader amongst the slaves who had respect of the other slaves.
6. 7.
-n some islands slaves ept on practicing %frican religion and this served as a bond amongst slaves.
8.
The fact that on many plantations, slaves outnumbered the white settlers.
9.
wner absenteeism and the control of plantations by attorneys, managers and even overseers who would treat slaves harsher because the owner was absent. This caused great resentment amongst the slaves.
10.
The character of the white population. They tended to be smug, arrogant, cruel and inefficient in taing care of the slaves.
9eography of the island. The mountainous terrain of most >est -ndian islands provided ideal areas for slaves to hide out and even set up maroon settlements if they escaped from plantation
11.
The following pictures show slaves being cruelly treated wh ich maes it understandable why there was resistance by slaves.
T$e" o# "lave re"i"tan*e
!1" on-nsurrectionary resistanceE 6assive resistance on violent or indidvidual actions against enslavement. There were different types of non insurrectionary resistance, they were as followsB •
0alingering, sylaring or wasting time in the field when overseers were not looing.
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Refusal to wor either individually or in groups.
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Sabotage destruction of plantation vehicles, machineries and a ccidental fires.
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%pathy This is a sense of hopelessness that new slaves e#periences as a result of being separated from their homes and families. %pathy could result in slaves being unwilling to wor.
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Slaves would pretend to play up to the masters opinion of them as childlie or foolish as a way of deflecting aggression and hence get away from punishment which they would be sub;ect to if they acted openly aggressive.
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omen especially would e#aggerate menstrual difficulties and they would also breast feed their children for as long as possible to eep from doing hard wor.
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Stealing Some slaves would steal from the plantations in order to improve their standard of living but mostly to reduce the economic success of their masters.
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Domestic female slaves were sometimes able to poison their slave owners.
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The drum was used to transmit messages to other enslaved people on other plantations.
0ethods of Resistance by enslaved women includedB •
6rolonging the breast feeding and weaning periods of their babies
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6oisoning masters !especially those women who were coos"
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-nfanticide, a few slave mothers would ill their babies as soon as they were born so that they would not live to become slaves
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Some slave women would ill the white babies and toddlers that they would have to tae care of.
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Cultural resistance 0others would pass on %frican traditions to their children although the slave masters forbade it.
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2nslaved women also used dress as a form of resistance. Their imitation of the white women was intended to show that they were on eual footing with these women.They also tied their heads in ways that were symbolic to slaves alone and in doing so were able to carry messages. This was especially prevalent in the french islands.
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%cting as communicators between slaves on different plantations who were planning rebellions !especially at the Sunday 0aret where slaves from different plantations would meet".
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Running away and ;oining 0aroon settlements. Concubinage Some slave women would use their se#uality and their bodies to get into se#ual relations with the plantersE slave masters so that they would be able to improve their daily condition by getting such benefits as better meals, better accommodation and better opportunities for their mi#ed race children who were always born free. They would also use their concubine status to undermine the role of the planters wife and increase their own status.
-mpact of resistance by enslaves women on the 2mancipation process •
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Some enslaved women emerged as leaders in the resistance movement, for e#ample anny of the Famaican 0aroons was a notable military leader.
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2nslaved women played a significant role in undermining the entire system of slavery by acting as communicators.During the Sunday marets, for e#ample, enslaved women spread information on planned revolts and other uprisings
!$" -nsurrectionary resistance or active resistance violent actions against enslavement carried out by groups. The main insurrectionary form of resisitance was slave revolt. The first revolt on a sugar colony happened in 1)), on the
Rea"on" #or the a-olition o# the "lave tra/e •
REASONS FOR THE A4OLITION OF THE SLAVE TRADE
Supporters of %bolition or %bolitionists •
Religious 3umanitarian %bolitionists
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Secular Supporters who were mostly 6arliamentarians.
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Religious humanitarians such as members of a 6rotestant religion called the Guaers tried to educate the (ritish about the wrongs involved in slavery and the slave trade.. They also began the struggle for the abolition of the slave trade. The Secular Supporters of %bolition achieved definite goals by causing 6arliamentary %gitation against slavery and the slave trade. Clic this lin for more information about %bolition of the slave trade clic here
The *a+aign -$ the A-olitioni"t"1
The campaign to end the enslavement of %fricans had to proceed in stages because it was a well established practice and it was central to economic activity in the Caribbean colonies. 2ven politicians who became well nown %bolitionists at first did not support %bolition. The politician who became the best nown leader of the %bolition movement was 3illia+ 3il-er#or*e1 -nterestingly, at first he re;ected a suggestion made in parliament in (ritain in 1?1* to free enslaved %fricans illegally brought to (ritish territories. Sir
Thomas (u#ton was also hesitant !while other abolitionists were in a hurry to end slavery" and did not rush abolition because he believed that slavery would eventually decline on its own. STE %
The first step in the campaign for abolition was to abolish slavery in 2nglish parliament. This was because (ritain was the main slave owning nation by the 1?th century. This first step was pushed by a man named 9ranville Sharp, a ;unior cler in the rdinance ffice. 3e first became involved in the slavery issue when he nursed an abandoned slave named Strong who had been attaced and nearly illed by his master, bac to health. Strongs former master saw him and tried to capture him and put him on a ship to be sold in Famaica. Sharp was able to get Strong freed and went to court to get the 2nglish law on slavery made clearer. -n 177$, Sharp also went to court to free a slave called Fames Somerset who had escaped from an %merican slave master who was living in 2ngland. Sommerset was also re captured and put on a ship set for Famaica but Sharp was once again able to free the slave before the ship sailed due to another court trial. (ecause of Sharps anti slavery trials, the 2nglish court under Fudge 0ansfield decided that there was no legal definition of slavery in 2ngland. This decision made it illegal to tae a slave against his will bac to the slave colonies, so a slave could wal away from slavery by refusing to go bac. The Man"#iel/ ;u/ge+ent hele/ -oo"t u-li* oinion again"t "laver$1 STE 8
-n 177, the Guaers pushed for the establishment of a commission of the 3ouse of Commons to be set up to tae evidence of the slave trade. This commission did a report and in 177) after the report was submitted, parliamentarians began to debate the godliness of the slave trade. -n 17?7, the Guaers formed The So*iet$ #or E##e*ting the A-olition o# the Slave Tra/e1 This society set up branches in (ritains large towns, with town leaders organising meeting and getting petitions against slavery signed.(y 1 7A$, ++ petition were sent into 6arliament. The society also produced and handed out pamphlets to the public highlighting the evils of slavery and cases of cruelty against slaves. %lthough the Society distributed their pamphlets to the p ublic, it was not their main intention to attract the attention of the public. Their main focus was to persuade the rich (ritish people !or aristocrats", the 0embers of 6arliament !06s" and others who held important offices. . 0embers of the Society were >illiam >ilberforce, Thomas Clarson, 9ranville Sharp, 3enry Thorton, Charles 9rant,2dward Fames 2lliot, Hachary 0acaulay and Fames
Stephen.
STE <
>illiam >ilberforce contributed greatly to the campaign for %bolition by being the first to introduce a proposal for abolition in a session of 6arliament. -n 1?+*, he got the %bolition bill passed in one section of 6arliament but it was overruled and thrown out in another section. -n 1?+, the (ritish 6rime 0inister at the time, >illiam 6itt secured an order forbidding the importation of slaves into Trinidad and some areas of 9uyana. %fter 6itts death in Fanuary 1?+), the new 6rime 0inister Charles Fames
OUTCOME
The %ct of %bolition meant the end of the slave trade !i.e. the end of trading of slaves or their transportation to any other place". ne could be fined 1++ pounds if he was found engaging in such trade and the ship involved could be sei'ed. Rewards were offered to naval officers who recovered slaves from such ships. The %bolition %ct did not result in a complete end of the slave trade. 6rofits were too large and tempting. %dditional laws had to be passed to end it altogether. -n 1?$7, a person who still engaged in slave trading could be illed. To this e#tent, the 1?+7 %bolition %ct put a legal end to slave trading. 3owever, the battle for 2mancipationwas still to be fought.
=ue"tion an/ an":er1
!1" >hat factors accounted for the success of the (ritish %nti slavery movementI The main factor was the e#treme support for this movement from (ritish 6arliament. This support was important because 6arliamentary acts were necessary to effect change. 0en such as >illiam >ilberforce and the then 6rime 0inister 6itt were instrumental in having the %bolition %ct passed and therefore was the main factor that accoun ted for the success of the %ntislavery movement.
!$" 9ive & arguments used by both the
n religious grounds it was argued that slavery imposed by man was contrary to the word of 9od and that enslavement of one race by another violated the principle of the euality of man.
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Slavery was uneconomic and it was cheaper to operate estates by means of paid labour.
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The education of slaves as well as religious instruction about Christianity was neglected. The activities of missionaries who sought to Christiani'e slaves were discouraged and missionaries even suffered percJpersecution by slave owners.
!&" 2#plain & ways in which the
The slaves in the
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The members of the (ritish %nti Slavery movement consisted of both religious and nonreligious humanitarians.
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@nlie the members of the (ritish anti slavery movement, the
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The
ARGUMENTS FOR AND AGAINST SLAVER!
%rguments for slavery E%rguments by the %ntagonists or opponents of the %ntislavery 0ovement. .(. These arguments were usually put forth by the slave owners and the rich and elite whites in (ritain and in the (ritish colonies in the >est -ndies. •
There was nothing immoral in slavery since it has been practiced throughout
history and there were even e#amples of it in the bible. !Religious argument" •
The labour of slaves was important to mae plantations productive. %merindian labour was inadeuate, white indentured labour was difficult to get. %fricans wored well in tropical climates as it was similar to their own at ho me. !2conomic argument"
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Slave labour helped in providing 2urope with essential tropical raw materials. !2conomic argument"
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>est -ndian agriculture developed by slave labour promoted (ritish 2conomic development and created employment for (ritish men both home and abroad. !2conomic argument"
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The treatment of slaves on >est -ndian plantations was better than the treatment of %frican slaves in %frica that were captured during tribal wars.
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Slaves were provided with food, housing clothing and medical care. Slaves were an investment and if they were not taen care of and provided with these things and ept healthy, this would mean a loss to the owner.!2conomic argument"
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2ducation of slaves was not necessary for them to perform estate labour. Slaves who were educated might believe themselves to be eual to their masters.
%rguments against slaveryE %rguments by the 6rotagonists or Supporters of the %nti Slavery movement. •
-t was argued that slavery imposed by man was contrary to the will of 9od and did not support the idea of 2uality of man. !Religious argument"
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The passage of slaves across the %tlantic to the >est -ndies was unsanitary and slaves were sub;ect to disease. %lso on the estates, the treatment of slaves was harsh and brutal. The harshness of the slave system was proven by the man slave suicides, runaways and rebellions. !3umanitarian argument"
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Slaves were improperly housed and fed. They were also prone and e#posed to disease and in these cases they were not offered immediate and good medical services !3umanitarian argument"
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Slavery was uneconomical and unprofitable and it was cheaper to operate estates using paid labour. !2conomic argument"
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The education of slaves as well as religious nowledge was neglected. ! Religious argument".
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Fustice for the slaves was hardly to be e#pected especially where ;udges were themselves owners of slaves and where slaves could no t give evidence against whites in court. !3umanitarian argument".
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The rights of masters over slaves was e#pressed by means o f strict laws, however the slaves had little to no rights. !3umanitarian argument".
INTEREST GROUS FOR AND AGAINST SLAVER!
-nterest groups against slavery •
on conformist missionaries belonging to the following religions (aptists, 0ethodists, 0oravians and Congregationalists who instructed the slaves in Christianity and attempted to improve their conditions.
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The Guaer society of friends a group made up of 9ranville Sharp and some other critics of slavery.
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The Chapham sect a group made up of evangelical humanitarians such as Ramsey, >ilberforce, 0acaulay and others.
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Society for effecting the %bolition of the slave trade created in 17?7. -ts chief parliamentary member was >ilberforce. ther prominent members were Clarson, Sharp, Ramsey, Stephen and 0acaulay.
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Society for the 0itigation and 9radual %bolition of slavery formed in 1?$&. -ts humanitarian crusade, aided by favourable economic conditions resulted in the passing of the 2mancipation act.
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The ew Torries This was a group of industrialists who believed that slavery was a wasteful crusade and an inefficient system of labour.
-nterest groups for slavery •
The >est -ndia 8obby % powerful pressure group made up of retired planters, absentee planters, slave trading interest agents and friends of the >est -ndia plantocracy. >ell represented in 6arliament, the lobby was able to bloc the passage for abolitionist legislature for a long time. %ngered by theob;ectionof the %melioration proposals as a means of preventing 2mancipation, they still secured twenty million pounds compensation and the apprenticeship scheme for the planters in the 2mancipation %ct.
.(. The 6lantocracy The plantocracy was a rich white minority who held power in the colonies in the 1?th century. SOCIAL AND ECONOMIC FACTORS THAT LED TO THE END OF SLAVER!
Social
followed by the Guaers who had long uarreled for an end to slavery. They were supported by other religious groups. •
Secular humanitarians were influenced by the agitation against the slave trade started by religious groups and achieved definite goals in law courts and in 6arliament e.g. 9ranville Sharp in the Somerset case, >ilberfoce who secured the support of 6rime 0inisters 6itt and ilberforce were connected to the Committee against the slave tradde formed by the Guaers.
2conomic
The main 2nglish cities engaged in the slave trade namely 8ondon, (ristol and 8iverpool had begun to develop other economic interests other than sugar from the Caribbean. -nterests such as cotton from the @S% and sugar from beet root from 2urope itself. (ecause of this, the early 1Ath Century was a period of depression in >est -ndian agriculture.
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The (ritish government earned more from customs and ta#es on imported cotton and the e#port of manufactured goods than it did from the slave trade.
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The (ritish trading empire began to grow in other parts of the world because a new group of influential and rich men had emerged the industrialists and merchants. These were the owners for big industries that were built during the -ndustrial Revolution in the 1Ath century.(efore this revolution, the only rich and influential men were the plantation owners.These industrialists had little care for the slave trade and slavery as they were attracted by more profitable business opportunities in -ndia. !This new interest in -nida was called the 2ast -ndia -nterest".est -ndian planters had the advantage of protection from competition because of the avigation %cts which forbade competing cpountries from trading in their 'one.
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Slavery was bound to come to an end when these new influential men industrialists and merchants came to dominate parliament in 1?&$. The industrialists dominance mean a victory of industiralists over agriculturalists and this eventually led to less people fighting their cause in 6arliament.
RELATED AST AER =UESTIONS
!1"ame 1 leader of the (ritish anti slavery movement.
!$"Sate & achievements of the (ritish antislavery movements up to 1?&*. !&" 9ive $ reasons why many Caribbean sugar planters did not want slavery to be abolished. !*"2#plain some religious and humanitarian arguments that made many Christian missionaries in the Caribbean support the abolition of slavery. !"utline the economic arguments used by many (ritish Caribbean p lantersE plantation owners to defend slavery.
A+elioration •
AMELIORATION
%melioration was a proposal made by a group of plantation and slave owners called the >est -ndian Committee to the Colonial Secretary in (ritain to improve conditions for the enslaved %fricans. These improvements were made between 1?1) and 1?$). The reason why the planters proposed %melioration was to hinder of delay abolition of slavery and the emancipation of slaves. They thought that if they improved the condition of slaves they could silence the anitslavery movement and continue slavery so they could remain with the use of their slaves. - 1?1),Famaica had already passed the Consilidated Slave 8aw. This mandated that slaves should have Sunday off wor, as well as one other day every fortnight to do their own planting. They were to have at least $) days off wor every year. Their wor day was also to be no longer than am to 7pm whith &+mins for breafast and a $ hour lunch. 3owever it is not certain to what e#tent the law was enforced. This was the first instant where slave condtions were improved. -n 1?$&, official %melioration laws were passed for the %88 of the (ritish Caribbean territories. The (ritish %bolitionists formed a new organi'ation, called the So*iet$ #or the Gra/ual A-olition o# Slaver$1 Their plan was to campaign for an immediate improvement in the conditions of enslaved %fricans and then to get slavery completely abolished. The abolitionists set up over $++ branches of the new society in a year. The (ritish Caribbean planters soon reali'ed that public opinion was not on their side and that they might also lose the support of 06s if antislavery legislation went to 6arliament. So they changed strategy and decided to propose %melioration to 6arliament themselves. Their representatives in 8ondon sent their suggestions to the Colonial Secretary who accepted them and ordered the propsals put into action in the (ritish Caribbean territories. Some of the terms of %melioration are as follows: •
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Slave owners and overseers could not carry whips with them in the fields
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Slave families could not be separated
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Slaves had to receive religious instruction
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(ans for slaves to store their savings had to be established. These savings were to help slaves save money to buy their freedom if they wanted to.
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Slaves could not be sold as payment of debts
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Slaves had to be allowed to go to church on Sunday and to go to maret on Saturday
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%ll floggings over & stroes were to be recorded by estate officials and the records submitted every & months to a magistrate
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Slaves should have a legal right to give evidence in court once sponsored by a member of the clergy !church member"
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% male slave who was to be whipped should be g iven one days notice before the actual whipping
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>hy did %melioration failI %melioration failed because planters from all the islands !especially Famaica, (arbados, St 5incent and Dominica" refused to accept and pass the proposals. They found that it gave the slaves too much freedom and too many rights and that this could cause disorder and riots. -n the e nd the slaves were only treated worse. (y 1?$), it was clear that %melioration was a failure and the 2mancipation society and many (ritish parliamentarians demanded for slavery to end. Relate/ a"t aer >ue"tion"
1a. Describe proposals introduced in 1?$& to improve the conditions of slavery in the Caribbean. b. 2#plain $ ways in which the planters reacted to the new %meliorarion proposals.
The E+an*iation A*t an/ Arenti*e"hi •
The E+an*iation A*t an/ Arenti*e"hi
The 2mancipation %ct The 2mancipation %ct was passed in (ritish 6arliament in 0ay 1?&& and it was put into practice in 1?&*. this %ct was passed due to overwhelming support for the anti slavery movement in parliament.0any parliamentarians already belonged to
the Society for the 9radual %bolition of Slavery. The planters in parliament had lost political power mainly du e to the fact that they had not stuc to the amelioration proposals made by their own colleagues in 8ondon. The planters were also unpopular because the public was growing to be against them on the issue of slavery. 2conomically, slavery was becoming useless because sugar from the (ritish colonies was more e#pensive than sugar fro, Cuba, (ra'il or 0auritius and therefore less in demand in 2urope. %nother factor that led to a ma;ority vote to end slavery in (ritish 6arliament in 1?&& was the fact that the 1?&+ election in (ritain brought in a ma;ority of new members who were industrialists who had no interest in slavery and wanted it to end. Terms of the 2mancipation %ct •
%ll slaves were to be freed at the same time
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0ost of the former slaves were to become apprentices who would have to wor for their former masters for a fi#ed number of hours per day for a specified number of years
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The slave owners were to be paid a monetary sum as compensation for the loss of their slaves
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The money for this payment was to come from raising the duties !a type of ta#" on sugar from the colonies
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Therefore the main concerns of the 2mancipation %ct were to •
2nsure that former slaves had protection of the law
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2nsure that there would be a transition period between slavery and full freedom
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Calm the planters whose business would be disrupted by these changes.
Arenti*e"hi
The system of apprenticeship was put in place by the 2mancipation %ct which was passed in 1?&&. The system of apprenticeship was neither full freedom nor full slavery but rather a system set up for planters to eep their labourers on the plantations although slavery was officially over. >hat were the aims of apprenticeshipI •
-t was intended to provide an easy and peaceful transition from slavery to freedom for the slaves
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-t was meant to guarantee the planters an adeuate supply of labour during the
period that it lasted •
it was e#pected to train the apprentices for the responsibilities of freedom especially in woring regularly for wages.
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-t was meant to give the planters time to introduce new euipment, technology and labour management
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To allow time for legal changes to facilitate the cha nge from slave codes to new laws
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to 6rovide time for the establishment of colonial baning institutions to meet the needs of a new society
Structure of %pprenticeship •
onfield slaves were to be apprentices for a period of four years and field slaves for a period of si# years
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%ll children under the age of si# years were freed
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Destitute mothers could indenture their free children on estate until they reached age $1
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Stipendiary magistrates were appointed by the Crown to protect the freed %fricans against overwor, maltreatment and abuse. These stipendiary magistrates were paid by the Crown
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%ll apprentices were to wor forty and a half per wee
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The apprentices had the option of performing e#tra labour or purchasing their freedom
>hat measures were put in place to enforce the system of %pprenticeship I fficials called Stipendiary 0agistrates were put in place to enforce the apprenticeship system. 0ost of these men were appointed from (ritain. They were mostly retired navy and army officers. The rest were nonofficials from (ritain as well as some whites and coloured >est -ndians not associated with the planter class. The main problem faced by these magistrates was that they wored under poor woring conditions and this prevented them from performing their roles effectively. Duties of the Stipendiary 0agistrates •
Their main duty was to supervise the operation of the act of 2mancipation
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To inspect ;ails and wor houses
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They were to ensure that both owners and apprentices secured their respective rights under the law
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They were e#pected to administer ;ustice and assist in preventing social and economic disturbances
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They were appointed to help maintain the peace
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They had e#clusive ;urisdiction over offences commited by app rentices and their employers
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They made sure that no one was unduly ;ailed without proper reason
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They ensured that apprentices received proper medical attention
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They had to come up with the price of slaves who wanted to buy their freedom
6roblems with the %pprenticeship system There were some abuses when planters tried to brea or bend the new laws. Some of the abuses are as follows: •
2nslaved %fricans were reclassified by the planters from no npraedial !farming" to praedial, so they would all be forced to wor in the fields and do si# years instead of four
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There was no proper registration of the slaves, so the stipendiary magistrates who were appointed to oversee and enforce the new system did not have proper records to base their decisions on
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women and children were overwored
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>or hours were e#tended beyond the forty and a half stipulated in the %ct to * and even + hours
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The wor day was e#tended from A to 11 hours
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2#tent to which the aims of %pprenticeship were accomplished To an e#tent they were because estates were provided with adeu ate supply of labour since apprentices were reuired to wor for many hours for free.%pprenticeship also ept up production in the sugar industry as well so it was also successful to this e#tent. 3owever, apprenticeship was nothing but a changedEmodified version of slavery and apprentices could not bargain with the planters abou t the conditions of labour >hy did %pprenticeship end two years before it was supposed toI %ccording to the 2mancipation %ct of 1?&&, domestic e# slaves were to serve for * years and the field slaves were to serve for ) years. This meant that field slaves would have had to remain apprentices until %ugust 1st, 1?*+. 3owever, both domestics and field worers got freedom in 1?&? becauseB
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•
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0any planters believe that they would benefit more if all were freed.They would no longer have to provide apprentices with food, clothes, medical care and housing. The (ritish 9overnment was beginning to have doubts about the so called benefits of apprenticeship that apprentices were supposed to receive e.g. the apprentices were woring too long hours to get any type of additional training (y 1?&? %88 apprentices !both field and domestic" were looing forward to freedom. 9ranting freedom to only domestics and forcing the field worers to wor as apprentices for two more years would h ave caused revolts. So on %ugust 1st, 1?&? apprenticeship and thereby slavery was totally ended.
Relate/ a"t aer" >ue"tion"
1. 9ive & reasons why apprentices would have been unhappy with the apprenticeship system
Marronage •
MARRONAGE
0aroons are slaves who ran away and established small settlements in the mountainous areas of Fmaica, (ritish 9uiana and Suriname. The wo rd is derived from marronage which came from the Spanish word cimarron meaning fugitive or runaway. There were two types of marronage. 9rand 0arronage which refers to large groups of people who ran away from plantations and 6etit 0arronage, which describes individuals or small groups who ran away.The 9rand 0aroonage led to the establishment of 0aroon communities while 6etit 0arronage was comprised of people who would sometimes return to the plantations and who can be seen as habitual runaways or people who tried to get away from their situation temporarily. %s 0aroon communities increased, the slave owners felt more threatened. Successful 0aroon communities were established in Famaica as seen with the Sambo 0osuito on the 0osuito Coast, Cud;oe Town !named after leader 9eneral Cud;oe" and anny Town. 0aroon communities prove to the white slave masters that %fricans were not childlie and docile. They served as a constant reminder to the white community that %fricans wanted their freedom and could be self governing. They also reminded the slaves that there was an alternative to their current situation and therefore a source of hope.
Rea"on" #or the "u**e"" o# Maroon Co++unitie" •
9eographical Topography was used to their advantage They settled on mountainous regions such as the Cocpit Country in Famaica because there were many caves in that area.2uropeans had difficulty getting through these areas and thus 0aroons were able to e#ist peacefully in these areas.
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The 0aroons established well planned communities They carefully chose where to settle and they had organised systems of government in their settlements.
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They became self sufficient communities They produced enough to feed themselves and planted a variety of crops such as sweet potatoes, yams, plantains, bananas, tobacco, coffee beans and sugar cane in some larger communities.
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They established symbiotic relationships with the indigenous peoples ! a symbiotic relationship is a relationship in which both groups benefit". They met groups of Tainos in the mountains and formed agreements with them. The two groups traded their surplus food. Tainos taught the 0aroons to survive in the forests and the 0aroons introduced the Tainos to various new farming methods and types of farming.
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Their nowledge and practice of guerrilla warfare was valuable. They freuently used this nowledge defending themselves against 2uropean tracers who attempted to find their communities. -t also helped when the 0aroons raided plantations for supplies.
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The 0aroon leaders were very effective 5arious 0aroon leaders helped maintain well organised communities through their administrative sills. They also helped develop a sense of unity and confidence among community leaders, they planned successful raids and made important decisions. e.g 9eneral Cud;oe signed a treaty with the colonial government to gain its cooperation and to ensure that the 0aroon community would survive with little interference from the 2uropeans.
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To some e#tent 0aroon communities survived because 2uropeans grew to fear and even respect them This is eveident by the treaties which were signed with some 0aroons after the first 0aroon war and the S econd 0aroon war.
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The Maroon 3ar"
ar !17$A17&A" %fter a long period of conflict with the 0aroons, the (ritish 9overnment in Famaica came to an agreement. This agreement or treaty gave the 0aroons the right to their independent communities. -n return, the 0aroons pledged their support to the colonist regime, agreed to help capture runaway slaves and to help in the defense of the colony. Second 0aroon >ar !17A17A)" The 0aroons felt they were being mistreated
and conflict began again in 17A. %nother treaty was signed whereby the 0aroons would return all runaway slaves, as for the ings forgiveness and be relocated to other parts of Famaica.
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Relate/ a"t aer >ue"tion" %1a >ho were the 0aroonsI
1.b ame & Caribbean countries which were home to 0aroon settlements. 1.c 9ive & factors which helped the 0aroons decide on the location of their communities. 1. d. Describe & ways by which the 0aroons supported their communities.
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$ . Read the passage below and answer the uestions that follow: It is during the Spanish occupation of Jamaica that we first hear of the Maroons. During the English conquest of Jamaica, some Maroons turned against the Spaniards and assisted the English. Later most Maroon armies turned against the English and proed a thorn in the side of the new English settlers. !na"le to defeat the Maroons, the #ritish signed a significant treat$ with them in %&'(.
!a"Describe the development of the 0aroon communities in Famaica from the time of the Spanish occupation up to 17&?. !b" >hat 0aroons did the 2nglish e#pect to gain from the treaty of 17&AI &. utline factors that e#plain the origins and growth of 0aroon communities in either Famaica or Suriname. *. Discuss $ ways by which the 0aroon communities of Famaica and the (ritish, 2%C3 benefited from the Treaties signed at the end of the 0aroon wars in 17&A.
irate", 4u**aner" an/ rivateer" in the Cari--ean1 •
6iracy in the Caribbean
The great era of piracy in the Caribbean e#tends from around 1)+ up until the 17$+s. The period during which pirates were most successful was from the 1)*+s until the 1)?+s. There were pirates, privateers and buccaneers.% pirate was a sea robber who on his own without permission. % privateer was a private individual who owned and officered an armed ship commissioned by the government and authori'ed for use in war, especially in the capture of enemy merchant shipping vessels. (y 1+, Spain controlled the >est -ndies and large areas of the South %merican mainland. %s a result, bands of 2nglish, Dutch, and
captured vessels. >hen a privateer was less successful the temptation to become a pirate, and attac every ship in sight regardless of what nation, was often great. There was not much difference between pirates and privateers in the Caribbean at that time. The distance between the Caribbean area and the 2uropean nations prevented the latter from e#erting much control on the privateers. Spain was also at war with the etherlands. 3olland was a trading nation so it already had many ships plying the Caribbean sea routes and between 1)A and 1)+A Dutch privateers were also very active in the region. The Dutch were a ma;or presence but they were mainly there to trade rather than to coloni'e. 2ven so, Dutch pirates proved to be a headache for the Spanish and diverted enough Spanish ships for the (ritish and hile the ma;or cities of the region were still Spanish, the surrounding Caribbean islands were being overrun by other nations more aggressive e#pansion. The 2nglish had e#panded beyond (arbados, with successful colonies on St. /itts ! from 1)$&" and evis !from 1)$?", %ntigua !from 1)&$", 0ontserrat, and (ermuda. The est -ndies and the Spanish 0ain who were eager for a little touch of home.
The Ma$an" •
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THE MA!AS The Ma$a" :ere A+erin/ian" #ro+ Central A+eri*a :ho ro/u*e/ one o# the #ine"t *iviliation" in the :e"tern :orl/1 The$ :ere #ar +ore a/van*e/ than the relativel$ ri+itive i"lan/ A+erin/ian *ulture1 5Taino" an" ?allinago"@1 The Ma$an *iviliation la"te/ #ro+ a-out <(( AD to %(( AD1 oliti*al Organiation The Ma$a /eveloe/ *it$ "tate"1 Thi" :a" a "+all unit rule/ -$ a rie"t 2ing oR Hala*h Uini*1 Ea*h village :a" *ontrolle/ -$ -ata-o-" or *hie#" :ho an":ere/ to the Hala*h Uini*1 The oulation :a" /ivi/e/ a" #ollo:"B rie"t" or No-le+en 3arrior" Mer*hant" an/ Dilo+at" Cra#t"+en an/ Far+er" Slave" Religion The Ma$a :ere ol$thei"ti* 5:or"hie/ +an$ go/"@1 The$ ha/ % go/"1 A+ong the+ :ere Cha* 7 the rain go/ an/ !u+ ?aa the *orn go/1 Ah ?in or rie"t" :ere ver$ i+ortant in Ma$an "o*iet$1 The$ "et an/ organie/ #e"tival", +a/e "a*ri#i*e" an/ /e*i/e/ /ate" #or lanting an/ harve"ting1 The$ ra*ti*e/ hu+an "a*ri#i*e1 Even their "a*re/ -all ga+e *alle/ o27a7to2 ha/ ritual "igni#i*an*e an/ the lo"er" :oul/ -e "a*ri#i*e/1 A/van*e+ent" The Ma$a" :ere +ore a/van*e/ than other A+erin/ian" -e*au"e the$ ra*ti*e/ :riting, +athe+ati*" an/ the$ ha/ a *alen/er1 The Ma$an" -egan :riting in a-out <(( AD, u"ing a "*rit :ith an )alha-et) o# a-out .( *hara*ter"1 Ma$an hierogl$hi*" :ere u"e/ to tell "torie" a""e/ /o:n through generation"1 The$ *oul/ a//, "u-tra*t, +ultil$ an/ /ivi/e in *olu+n" #ro+ to to -otto+1 Their "$+-ol" :ere a /ot #or %, a -ar #or . an/ a "hell #or (1 The #a+ou" Ma$an *alen/er :a" ver$ a**urate an/ /e+on"trate/ a :ell /eveloe/ 2no:le/ge o# a"trono+$1 Thi" *alen/er i" "ai/ to re/i*t the en/ o# thi" *iviliation in 8(%8 an/ ha" -een the toi* o# +u*h *ontrover"$ an/
+ovie" "u*h a" the +ovie )8(%8)1 The$ -uilt *o+li*ate/ $ra+i/", te+le" an/ -all *ourt" :ith +anual la-our an/ little el"e1 The$ le#t en/uring #eature" o# their ar*hite*tural ro:e"" at variou" "ite" in area" "u*h a" Chi*hen Ita1
THE MA!AS AND THE ISLAND AMERINDIANS B A COMARISON % 1 FARMING Ma$a" 7 The$ ra*ti*e/ "urlu" #ar+ing, :hi*h +eant that the$ lante/ +ore than the$ nee/e/ an/ "ave/ the re"t1 The$ /i/ "o "o that large nu+-er o# eole *oul/ -e #e/ :hile *ro" that :ere le#t over *oul/ -e tra/e/ or ai/ a" tae"1 I"lan/ A+erin/ian" 7 The$ ra*ti*e/ "u-"i"ten*e #ar+ing :hi*h +eant that the$ gre: ;u"t enough *ro" to #ill their i++e/iate nee/"1 The$ gre: enough onl$ to +eet their nee/" #ro+ "ea"on to "ea"on an/ :hen "ulie" ran out the$ :oul/ turn to #i"hing, hunting an/ gathering1
81 COMMUNIT! AND HOUSING Ma$a" 7 The$ live/ in #ie/ #orti#ie/ *itie"1 Ma$a lan/" :ere /ivi/e/ -et:een +an$ in/een/ent *it$ "tate" all -uilt o# "tone, the no-le" an/ rie"t" re"i/e/ there1 ea"ant" "u*h a" the #ar+er" an/ *ra#t"+en live/ in "+all village" :ith hou"e" +a/e o# +u/ an/ :oo/1 I"lan/ A+erin/ian" 7 The"e eole :ere +ore or le"" no+a/i* :hi*h +eant that the$ +ove/ aroun/ an/ "ettle/ in /i##erent la*e"1 There#ore, the$ /i/ not -uil/ er+anent "tru*ture"1The$ +ove/ to #re"h gar/ening lot" ever$ #e: $ear"1 There :a" al"o the +ove+ent *au"e/ -$ ?allinago" *ha"ing Taino" u the i"lan/" a" :ell a" the Taino" +oving #re>uentl$ in "ear*h o# tra/e1 For thi" rea"on, the Taino" ha/ "ettle+ent" on al+o"t ever$ Cari--ean i"lan/ at one oint1 4oth the Taino" an/ ?allinago" +a/e their hou"e" out o# that*h -e*au"e o# the availa-ilit$ o# thi" +aterial1
<7 LEADERSHI Ma$a" 7 The$ never trie/ to e"ta-li"h one *entral e+ire -ut rather +an$
in/een/ent *it$ "tate" :ith ea*h one having a rie"t 2ing or Hala*h Uini*1 Tae" :ere ai/ to the"e lea/er" in the #or+ o# *ro"1 I"lan/ A+erin/ian" 7 The"e tri-e" ha/ ruler" :ho rule/ over their entire *o++unitie"1 The ?allinago" ha/ the Ou-outu or :arrior *hie# an/ the Taino" ha" their Ca*i>ue1 No tae" :ere ai/ to the+, -ut the$ re*eive/ the -e"t *ro" an/ #oo/ :hen the$ :ere -rought in -$ hunter", #i"her+en an/ #ar+er"1
&7 LOCATION Ma$a" 7 The$ :ere #oun/ in Central A+eri*a1 In Mei*o, 4elie, Guate+ala an/ Hon/ura" I"lan/ A+erin/ian" 7 The$ +ove/ #ro+ South A+eri*a 5 eru, 4olivia, Veneuela, Gu$ana@ u the *hain o# i"lan/"1 Taino" "ettle/ +o"tl$ in the Greater Antille" :hile the ?allinago" :ere "ettle/ in the Le""er Antille" u to %&'81 . 7 TECHNOLOG! AND ADVANCEMENT Ma$a" 7 The$ :ere ver$ te*hnologi*all$ a/van*e/ #or their ti+e1 The$ ha/ a "*rit or #or+ o# :riting in <((AD :hi*h ha/ an alha-et o# "ort" :hi*h :a" +a/e u o# hierogl$hi*"1 The$ /i/ +athe+ati*" an/ ha/ a *ounting /evi*e an/ the$ ha/ a *alen/er1 I"lan/ A+erin/ian" 7 The$ :ere not at all te*hnologi*all$ a/van*e/ a" *o+are/ to the Ma$a" :ho :ere a/van*e/ in the <((AD1 In %&'8 AD, the$ ha/ no :riting, +athe+ati*" nor *alen/er1 The$ a""e/ on their hi"tor$ orall$ through tale" tol/ -$ the el/er" in the tri-e"1
DESCRI4E THE INTERACTION THAT DIFFERENT MA!AN CIT! STATES HAD 3ITH ONE ANOTHER1 The variou" Ma$an *it$ "tate" tra/e/ eten"ivel$ :ith one another1 Tra/ing vo$age" eten/e/ a" #ar north a" uer Mei*o an/ a" #ar "outh a" ana+a1 The *it$ "tate" al"o :age/ *ontinuou" :ar#are a+ong the+"elve" in or/er to get "lave" #or "a*ri#i*e" to the go/"1 In the %%th Centur$ the Mei*an Tolte*" inva/e/ an/ *on>uere/ the !u*atan Ma$a an/ e"ta-li"he/ the Tolte* to:n o# Chi*hen Ita1 The$ intro/u*e/ ne: /i+en"ion" to Ma$an ar*hite*ture an/ :ar#are1
The Ma$an" •
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THE MA!AS The Ma$a" :ere A+erin/ian" #ro+ Central A+eri*a :ho ro/u*e/ one o# the #ine"t *iviliation" in the :e"tern :orl/1 The$ :ere #ar +ore a/van*e/ than the relativel$ ri+itive i"lan/ A+erin/ian *ulture1 5Taino" an" ?allinago"@1 The Ma$an *iviliation la"te/ #ro+ a-out <(( AD to %(( AD1 oliti*al Organiation The Ma$a /eveloe/ *it$ "tate"1 Thi" :a" a "+all unit rule/ -$ a rie"t 2ing oR Hala*h Uini*1 Ea*h village :a" *ontrolle/ -$ -ata-o-" or *hie#" :ho an":ere/ to the Hala*h Uini*1 The oulation :a" /ivi/e/ a" #ollo:"B rie"t" or No-le+en 3arrior" Mer*hant" an/ Dilo+at" Cra#t"+en an/ Far+er" Slave" Religion The Ma$a :ere ol$thei"ti* 5:or"hie/ +an$ go/"@1 The$ ha/ % go/"1 A+ong the+ :ere Cha* 7 the rain go/ an/ !u+ ?aa the *orn go/1 Ah ?in or rie"t" :ere ver$ i+ortant in Ma$an "o*iet$1 The$ "et an/ organie/ #e"tival", +a/e "a*ri#i*e" an/ /e*i/e/ /ate" #or lanting an/ harve"ting1 The$ ra*ti*e/ hu+an "a*ri#i*e1 Even their "a*re/ -all ga+e *alle/ o27a7to2 ha/ ritual "igni#i*an*e an/ the lo"er" :oul/ -e "a*ri#i*e/1 A/van*e+ent" The Ma$a" :ere +ore a/van*e/ than other A+erin/ian" -e*au"e the$ ra*ti*e/ :riting, +athe+ati*" an/ the$ ha/ a *alen/er1 The Ma$an" -egan :riting in a-out <(( AD, u"ing a "*rit :ith an )alha-et) o# a-out .( *hara*ter"1 Ma$an hierogl$hi*" :ere u"e/ to tell "torie" a""e/ /o:n through generation"1 The$ *oul/ a//, "u-tra*t, +ultil$ an/ /ivi/e in *olu+n" #ro+ to to -otto+1 Their "$+-ol" :ere a /ot #or %, a -ar #or . an/ a "hell #or (1 The #a+ou" Ma$an *alen/er :a" ver$ a**urate an/ /e+on"trate/ a :ell /eveloe/ 2no:le/ge o# a"trono+$1 Thi" *alen/er i" "ai/ to re/i*t the en/ o# thi" *iviliation in 8(%8 an/ ha" -een the toi* o# +u*h *ontrover"$ an/
+ovie" "u*h a" the +ovie )8(%8)1 The$ -uilt *o+li*ate/ $ra+i/", te+le" an/ -all *ourt" :ith +anual la-our an/ little el"e1 The$ le#t en/uring #eature" o# their ar*hite*tural ro:e"" at variou" "ite" in area" "u*h a" Chi*hen Ita1
THE MA!AS AND THE ISLAND AMERINDIANS B A COMARISON % 1 FARMING Ma$a" 7 The$ ra*ti*e/ "urlu" #ar+ing, :hi*h +eant that the$ lante/ +ore than the$ nee/e/ an/ "ave/ the re"t1 The$ /i/ "o "o that large nu+-er o# eole *oul/ -e #e/ :hile *ro" that :ere le#t over *oul/ -e tra/e/ or ai/ a" tae"1 I"lan/ A+erin/ian" 7 The$ ra*ti*e/ "u-"i"ten*e #ar+ing :hi*h +eant that the$ gre: ;u"t enough *ro" to #ill their i++e/iate nee/"1 The$ gre: enough onl$ to +eet their nee/" #ro+ "ea"on to "ea"on an/ :hen "ulie" ran out the$ :oul/ turn to #i"hing, hunting an/ gathering1
81 COMMUNIT! AND HOUSING Ma$a" 7 The$ live/ in #ie/ #orti#ie/ *itie"1 Ma$a lan/" :ere /ivi/e/ -et:een +an$ in/een/ent *it$ "tate" all -uilt o# "tone, the no-le" an/ rie"t" re"i/e/ there1 ea"ant" "u*h a" the #ar+er" an/ *ra#t"+en live/ in "+all village" :ith hou"e" +a/e o# +u/ an/ :oo/1 I"lan/ A+erin/ian" 7 The"e eole :ere +ore or le"" no+a/i* :hi*h +eant that the$ +ove/ aroun/ an/ "ettle/ in /i##erent la*e"1 There#ore, the$ /i/ not -uil/ er+anent "tru*ture"1The$ +ove/ to #re"h gar/ening lot" ever$ #e: $ear"1 There :a" al"o the +ove+ent *au"e/ -$ ?allinago" *ha"ing Taino" u the i"lan/" a" :ell a" the Taino" +oving #re>uentl$ in "ear*h o# tra/e1 For thi" rea"on, the Taino" ha/ "ettle+ent" on al+o"t ever$ Cari--ean i"lan/ at one oint1 4oth the Taino" an/ ?allinago" +a/e their hou"e" out o# that*h -e*au"e o# the availa-ilit$ o# thi" +aterial1
<7 LEADERSHI Ma$a" 7 The$ never trie/ to e"ta-li"h one *entral e+ire -ut rather +an$
in/een/ent *it$ "tate" :ith ea*h one having a rie"t 2ing or Hala*h Uini*1 Tae" :ere ai/ to the"e lea/er" in the #or+ o# *ro"1 I"lan/ A+erin/ian" 7 The"e tri-e" ha/ ruler" :ho rule/ over their entire *o++unitie"1 The ?allinago" ha/ the Ou-outu or :arrior *hie# an/ the Taino" ha" their Ca*i>ue1 No tae" :ere ai/ to the+, -ut the$ re*eive/ the -e"t *ro" an/ #oo/ :hen the$ :ere -rought in -$ hunter", #i"her+en an/ #ar+er"1
&7 LOCATION Ma$a" 7 The$ :ere #oun/ in Central A+eri*a1 In Mei*o, 4elie, Guate+ala an/ Hon/ura" I"lan/ A+erin/ian" 7 The$ +ove/ #ro+ South A+eri*a 5 eru, 4olivia, Veneuela, Gu$ana@ u the *hain o# i"lan/"1 Taino" "ettle/ +o"tl$ in the Greater Antille" :hile the ?allinago" :ere "ettle/ in the Le""er Antille" u to %&'81 . 7 TECHNOLOG! AND ADVANCEMENT Ma$a" 7 The$ :ere ver$ te*hnologi*all$ a/van*e/ #or their ti+e1 The$ ha/ a "*rit or #or+ o# :riting in <((AD :hi*h ha/ an alha-et o# "ort" :hi*h :a" +a/e u o# hierogl$hi*"1 The$ /i/ +athe+ati*" an/ ha/ a *ounting /evi*e an/ the$ ha/ a *alen/er1 I"lan/ A+erin/ian" 7 The$ :ere not at all te*hnologi*all$ a/van*e/ a" *o+are/ to the Ma$a" :ho :ere a/van*e/ in the <((AD1 In %&'8 AD, the$ ha/ no :riting, +athe+ati*" nor *alen/er1 The$ a""e/ on their hi"tor$ orall$ through tale" tol/ -$ the el/er" in the tri-e"1
DESCRI4E THE INTERACTION THAT DIFFERENT MA!AN CIT! STATES HAD 3ITH ONE ANOTHER1 The variou" Ma$an *it$ "tate" tra/e/ eten"ivel$ :ith one another1 Tra/ing vo$age" eten/e/ a" #ar north a" uer Mei*o an/ a" #ar "outh a" ana+a1 The *it$ "tate" al"o :age/ *ontinuou" :ar#are a+ong the+"elve" in or/er to get "lave" #or "a*ri#i*e" to the go/"1 In the %%th Centur$ the Mei*an Tolte*" inva/e/ an/ *on>uere/ the !u*atan Ma$a an/ e"ta-li"he/ the Tolte* to:n o# Chi*hen Ita1 The$ intro/u*e/ ne: /i+en"ion" to Ma$an ar*hite*ture an/ :ar#are1
The Cultural Lega*$ o# A#ri*an "lave" on the 3e"t In/ie" •
The Cultural Lega*$ o# A#ri*an" on the 3e"t In/ie" 5%@ Language 7 The variety of >est %frican languages brought to the Caribbean by the man tribes of >est %frican slaves, forced the slaves to invent a common tongue or creole language which included many %frican words relating to religion, customs, food and fol tales. %n e#ample of such %frican words that are still used to this day are: yam, eddoes, oroe, obeah, Shango, %nancy and limbo 58@ Foo/ est %frica are yam and cassava. Dishes include: callallo, cou cou, pelau, oroe and rice stewed meat. 5<@ So*ial Relation" >est %frican family was based on inship. The paid respect to blood ties and ancestral spirits. This had its legacy in the >est -ndies e#tended family structure and a respect shown for elders. 5&@ Religion >est %frican religions were highly sophisticated and polytheistics !worshipped many gods". They paid respect to spirits of the ancestors, spirits of the seasons and the elements and nature.Some e#amples of these were the %an tribe thansgivings of harvest !still practiced in some caribbean islands today", the Moruba tribes worshipped a 9od of Thunder and lightning called Shango still worshipped in african inspired religions today such as risha in Trinidad. -n Famaica, the 0aroon people developed a religion called /umina which was based on spirit worship. -n Cuba there is still a relgion called Santeria ba sed on %frican spirits. 6ocomania was another %frican based religion practiced in Famaica. 5.@ Me/i*ine Slaves brought traditional herbal medicines to the Caribbean. Some were used to heal and some were used to poison slave masters. beah men and 0yal men and medicine dostors were trained in the use of these herbs and were sought out by other slaves for their e#pertise. 5@ Mu"i* 7 %frican music placed heavy importance on the drum and other related percussion instruments such as the #ylophone, clappers, rattles, scarppers and the tambu bamboo invented in Trinidad. %frican influenced music to this day is infused with alot of drumming and percussion. ther elements of >est %frican music still seen today are polyphony, complicated rhythms and speech tunes.
Relate/ a"t aer >ue"tion" Rea/ the a""age -elo: an/ an":er the >ue"tion" that #ollo:1
