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slave codes assignment

Slave Patrol Contract, 1856

A spotlight on a primary source by obadiah woodson.

[Slave Patrol Contract], Salisbury, North Carolina, 1856.(The Gilder Lehrman Ins

It was left up to local communities to enforce those laws. White men (both slaveholders and non-slaveholders) were assigned to patrols and charged with ensuring compliance with the slave codes.

This contract appoints Horace L. Robards captain of a slave patrol in Salisbury, North Carolina, for the month of January 1856, and outlines the responsibilities of the patrol. The men had to patrol two nights each week from 9 p.m. to midnight and on Sunday. The instructions also address some of the specific problems they might encounter and the punishment they could assign.

A full transcript is available  here .

On all slaves found off their owner’s premises, without written permission from some person legally authorized to give such permission, you will inflict not more than fifteen lashes; no slave to be whipped except in presence of the Captain. You will arrest and carry before the Intendant of Police, all free colored men found associating with slaves in the night, or on the Sabbath day, in any kitchen, out-house, or place other than his own premises.

Questions for Discussion

  • Who has authorized the contract? What is a contract and why is a contract important?
  • Why is some of the contract handwritten? Why might that be important?
  • What is the purpose of the patrol?
  • What types of punishments can the patrol dispense?
  • What can’t free blacks and slaves do?
  • What kind of responsibility does the captain of the patrol have?

A printer-friendly version is available  here .

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The American Slave Code in Theory and Practice (1853)

This text is part of the Teaching Hard History Text Library and aligns with Key Concept 4.

Chapter VIII. 

SLAVES CANNOT CONSTITUTE FAMILIES.    Being Property, “Goods” and “Chattels Personal,” to all intents, constructions and purposes whatsoever, they have no claim on each other—no security from Separation—no Marital Rights—no Parental Rights—no Family Government—no Family Education—no Family Protection.    

THE family relation originates in the institution of marriage, and exists not without it. We have already proved that slaves cannot have families or be members of families, by proving that they cannot be married. To this latter point, in its connection with the former, we cite the words of Judge Jay: 

“A necessary consequence of slavery is the absence of the marriage relation. No slave can commit bigamy, because the law knows no more of the marriage of slaves than of the marriage of brutes. A slave may, indeed, be formally married, but so far as legal rights and obligations are concerned, it is an idle ceremony.” “Of course, these laws do not recognize the parental relation, as belonging to slaves. A slave has no more legal authority over his child than a cow has over her calf.” (Jay’s Inquiry, p. 132.)  

The fact that the slave, as a chattel personal, may be bought, sold, transported from one place to another, mortgaged, attached, leased, inherited, and “distributed” in the settlement of estates, shows plainly that slaves cannot constitute families. 

“In the slaveholding States, except in Louisiana, no law exists to prevent the violent separation of parents from their children, or even from each other.” (Stroud’s Sketch, p. 50.)  

“Slaves may be sold and transferred from one to another without any statutory restriction or limitation, as to the separation of parents and children, &c., except in the State of Louisiana.” (Wheeler’s Law of Slavery, p. 41.) 

This has been the condition of American slaves in every period of our history, since their first introduction among us. John Woolman, the philanthropist, a minister of the Society of Friends, residing in New-Jersey, bears the following testimony concerning the slaveholders of his times, (A.D. 1757):  

“They often part men from their wives by selling them far asunder, which is common when estates are sold by executors at vendue.” (Journal of the Life of John Woolman, London edition, p. 74.)  

At a later period than this, according to a well-authenticated tradition in the neighborhood, a Congregational minister at Hampton, Conn., (Rev. Mr. Moseley), separated by sale a husband and wife who were both of them members of his own church, and who had been, by his own officiating act as a minister, united in marriage. Yet no legal or ecclesiastical proceedings grew out of the transaction. Some thought it a hard case, but the sufferers were only negroes and slaves.  

It is the common understanding at the South, that slaves do not constitute families. It is the common understanding of the county at large. The American Bible Society, many years ago, proposed to supply each family in the United States with a Bible. After a long effort, it was announced by the Society that the great work was completed. It was afterwards ascertained that no part of the supply went to the then two and a half millions of slaves. The Society made no apology for its mistake, nor acknowledged that it had committed any. Public sentiment in general (with exception of abolitionists) attributed to them no error. The nation knew nothing about families of slaves!

The practice corresponds with the theory. The statement that follows is from Sarah M. Grimke, daughter of the late Judge Grimke, of Charleston, S. C.:

“A slave who had been separated from his wife, because it best suited the convenience of his owner, ran away. He was taken up on the plantation where his wife, to whom he was tenderly attached, then lived. His only object in running away was to return to her; no other fault was attributed to him. For this offense he was confined in the stocks six weeks, in a miserable hovel, not weather-tight. He received fifty lashes weekly during that time, was allowed food barely sufficient to sustain him, and when released from confinement, was not permitted to return to his wife. His master, although himself a husband and a father, was unmoved by the touching appeals of the slave, who entreated that he might only remain with his wife, promised to discharge his duties faithfully; his master continued inexorable, and he was torn from his wife and family. The owner of this slave was a professing Christian, in full membership with the church, and this circumstance occurred while he was in his chamber, during his last illness.” (Weld’s Slavery as it is, p. 23.)  

The following is from Mrs. Angelina Grimke Weld, sister of the preceding witness:  

“Chambermaids and seamstresses often sleep in their mistresses’ apartments, but with no bedding at all. I know of an instance of a woman who has been married eleven years, and yet has never been allowed to sleep out of her mistress’s chamber. This is a great hardship to slaves. When we consider that house slaves are rarely allowed social intercourse during the day, as their work generally separates them, the barbarity of such an arrangement is obvious. It is peculiarly a hardship in the above case, as the husband of the woman does not ‘belong’ to her ‘owner,’ and because he is subject to dreadful attacks of illness, and he can have but little attention from his wife in the day. And yet her mistress, who is an old lady, gives her the highest character as a faithful servant, and told a friend of mine that she was entirely dependent on her for all her comforts; she dressed and undressed her, gave her all her food, and was so necessary to her that she could not do without her. I may add that this couple are tenderly attached to each other.”    

“I know an instance in which the husband was a slave, and the wife was free. During the illness of the former, the latter was allowed to come and nurse him; she was obliged to leave the work by which she made a living, and come to stay with her husband, and thus lose weeks of her time, or he would have suffered for want of proper attention; and yet this ‘owner’ made her no compensation for her services. He had long been a faithful and a favorite slave, and his owner was a woman very benevolent to the poor whites.” “She, no doubt, only thought how kind she was to allow her to come and stay so long in her yard.” (lb., p. 56.)   

“Persons who own plantations and yet live in the cities often take their children from them as soon as they are weaned, and send them into the country; because they do not want the time of the mother taken up with attendance upon her own children, it being too valuable to the mistress. As a favor she is sometimes permitted to go to see them once a year. So, on the other hand, if the field slaves happen to have children of an age suitable to the convenience of the master, they are taken from their parents and brought to the city. Parents are almost never consulted as to the disposition to be made of their children, and they have as little control over them as have domestic animals over the disposal of their young. Every natural and social feeling and affection are violated with indifference. Slaves are treated as though they did not possess them.” (lb., pp. 56-7.)

  • Question What is the title of this chapter? Answer The title is “Slaves Cannot Constitute Family.”
  • Question According to Wheeler’s Law of Slavery, how are enslaved people in America treated during this time period? Answer “Slaves may be sold and transferred from one to another without any statutory restriction or limitation, as to the separation of parents and children.”
  • Question What evidence does the author use to capture the inhumane treatment of enslaved people, their children and their unions? Answer The strong use of language, comparisons to animals, challenging dilemmas put forth by clergymen and the notations that these acts were not across the entire South—as noted several times, Louisiana was exempt—portray this inhumane treatment.
  • Question Drawing from the text, and background knowledge, explain why you believe enslavers thought it was a necessity to break apart unions and families. Answer Answers may vary and include these: Separation was used to control and promote fear and dominance over enslaved people while breaking down familial ties.
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crashcourse Slave Codes: Crash Course Black American History #4

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Black Codes

By: History.com Editors

Updated: March 29, 2023 | Original: June 1, 2010

Selling A Freeman To Pay His FineCopy of an illustration showing a free black man being sold to pay his fine, in Monticello, Florida, 1867. The sketch illustrates events which happened under the Black Codes, a series of laws passed by Southern states which imposed severe punishment upon blacks who broke labor contracts, including being sold for up to one year's labor. Many Northerners considered it another form of slavery. (Photo by Interim Archives/Getty Images)

Black codes were restrictive laws designed to limit the freedom of African Americans and ensure their availability as a cheap labor force after slavery was abolished during the Civil War. Though the Union victory had given some 4 million enslaved people their freedom, the question of freed Black people's status in the postwar South was still very much unresolved. Under black codes, many states required Black people to sign yearly labor contracts; if they refused, they risked being arrested, fined and forced into unpaid labor. Outrage over black codes helped undermine support for President Andrew Johnson and the Republican Party.

Reconstruction Begins

When President Abraham Lincoln announced the impending passage of the Emancipation Proclamation in early 1863, the stakes of the Civil War shifted dramatically. A Union victory would mean no less than revolution in the South, where the “peculiar institution” of slavery had dominated economic, political and social life in the antebellum years.

In April 1865, as the war drew to a close, Lincoln shocked many by proposing limited suffrage for African Americans in the South. He was assassinated days later, however, and his successor Andrew Johnson would be the one to preside over the beginning of Reconstruction .

Did you know? In the years following Reconstruction, the South reestablished many of the provisions of the black codes in the form of the so-called "Jim Crow laws." These remained firmly in place for almost a century, but were finally abolished with the passage of the Civil Rights Act of 1964.

Johnson, a former senator from Tennessee who had remained loyal to the Union during the war, was a firm supporter of states’ rights and believed the federal government had no say in issues such as voting requirements at the state level.

Under his Reconstruction policies, which began in May 1865, the former Confederate states were required to uphold the abolition of slavery (made official by the 13th Amendment to the U.S. Constitution ), swear loyalty to the Union and pay off their war debt. Beyond those limitations, the states and their ruling class—traditionally dominated by white planters—were given a relatively free hand in rebuilding their own governments.

Passage of the Black Codes

Even as former enslaved people fought to assert their independence and gain economic autonomy during the earliest years of Reconstruction, white landowners acted to control the labor force through a system similar to the one that had existed during slavery.

To that end, in late 1865, Mississippi and South Carolina enacted the first black codes. Mississippi’s law required Black people to have written evidence of employment for the coming year each January; if they left before the end of the contract, they would be forced to forfeit earlier wages and were subject to arrest.

In South Carolina, a law prohibited Black people from holding any occupation other than farmer or servant unless they paid an annual tax of $10 to $100. This provision hit free Black people already living in Charleston and former slave artisans especially hard. In both states, Black people were given heavy penalties for vagrancy, including forced plantation labor in some cases.

Limits on Black Freedom

Under Johnson’s Reconstruction policies, nearly all the southern states would enact their own black codes in 1865 and 1866. While the codes granted certain freedoms to African Americans—including the right to buy and own property, marry, make contracts and testify in court (only in cases involving people of their own race)—their primary purpose was to restrict Black peoples’ labor and activity.

Some states limited the type of property that Black people could own, while virtually all the former Confederate states passed strict vagrancy and labor contract laws, as well as so-called “anti-enticement” measures designed to punish anyone who offered higher wages to a Black laborer already under contract.

Black people who broke labor contracts were subject to arrest, beating and forced labor, and apprenticeship laws forced many minors (either orphans or those whose parents were deemed unable to support them by a judge) into unpaid labor for white planters.

Passed by a political system in which Black people effectively had no voice, the black codes were enforced by all-white police and state militia forces—often made up of Confederate veterans of the Civil War—across the South.

Impact of the Black Codes

The restrictive nature of the codes and widespread Black resistance to their enforcement enraged many in the North, who argued that the codes violated the fundamental principles of free labor ideology.

After passing the Civil Rights Act (over Johnson’s veto), Republicans in Congress effectively took control of Reconstruction. The Reconstruction Act of 1867 required southern states to ratify the 14th Amendment —which granted “equal protection” of the Constitution to former enslaved people—and enact universal male suffrage before they could rejoin the Union.

The 15th Amendment , adopted in 1870, guaranteed that a citizen’s right to vote would not be denied “on account of race, color, or previous condition of servitude.” During this period of Radical Reconstruction (1867-1877), Black men won election to southern state governments and even to the U.S. Congress.

As indicated by the passage of the black codes, however, white southerners showed a steadfast commitment to ensuring their supremacy and the survival of plantation agriculture in the postwar years. Support for Reconstruction policies waned after the early 1870s, undermined by the violence of white supremacist organizations such as the Ku Klux Klan .

By 1877, when the last federal soldiers left the South and Reconstruction drew to a close, Black people had seen little improvement in their economic and social status, and the vigorous efforts of white supremacist forces throughout the region had undone the political gains they had made. Discrimination would continue in America with the rise of Jim Crow laws , but would inspire the civil rights movement to come.

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“Slave Codes” ASSIGNMENT FOR GOOGLE CLASSROOM

slave codes assignment

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21st Century Learning (GOOGLE CLASSROOM)

This assignment is a great way to introduce or review a topic for students learning remotely. The article link is provided and students complete the following assignment:

1. Go to the following link and Read the article (5-10 minute read time)

2. Write (4) Interesting Facts Below in complete sentences:

3. Summarize this topic in 4-5 Sentences in your own Words

4. What did you find most interesting about this topic?

5. Find three pictures that relate to this topic and explain them in writing

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  2. Slave Codes

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  3. Slave codes by Jax Aldrich

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  4. Slave Codes in the South: Examples

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  5. PPT

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  6. The American Slave Code in Theory and Practice: Its Distinctive

    slave codes assignment

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  1. Slave Codes

  2. 5th Graders Slave Master Assignment #slavery #shortvideo

  3. Hypnose / Slave Codes erklärt by Lia Lohmann #ascension #starseed #channeledmessages #newage

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  5. Who was the fiercest Black man in the 19th Century? #shorts #short

  6. Slave Codes Part 1

COMMENTS

  1. Slave codes

    The slave codes were laws relating to slavery and enslaved people, specifically regarding the Atlantic slave trade and chattel slavery in the Americas. Most slave codes were concerned with the rights and duties of free people in regards to enslaved people. Slave codes left a great deal unsaid, with much of the actual practice of slavery being a ...

  2. Slave Codes Flashcards

    The slave codes were... 1. Slaves could not leave the plantation. 2. Slaves could not learn how to read or write. 3. Slaves could be whipped for minor offenses. 4. Slaves could be hanged or burned to death for major crimes.

  3. Slave code

    Slave rebellions were not unknown, and the possibility of uprisings was a constant source of anxiety in the American colonies—and, later, in the U.S. states—with large slave populations. (In Virginia during 1780-1864, some 1,418 slaves were convicted of crimes; 91 of the convictions were for insurrection and 346 for murder.) Enslaved persons also ran away.

  4. Slave Patrol Contract, 1856

    White men (both slaveholders and non-slaveholders) were assigned to patrols and charged with ensuring compliance with the slave codes. This contract appoints Horace L. Robards captain of a slave patrol in Salisbury, North Carolina, for the month of January 1856, and outlines the responsibilities of the patrol.

  5. "Slave Codes" [ushistory.org]

    6f. "Slave Codes". The Granger Collection, New York. Nat Turner was inspired by visions of the Spirit to lead a slave uprising in Virginia on August 22, 1831. Slaves did not accept their fate without protest. Many instances of rebellion were known to Americans, even in colonial times. These rebellions were not confined to the South.

  6. The American Slave Code in Theory and Practice (1853)

    A slave may, indeed, be formally married, but so far as legal rights and obligations are concerned, it is an idle ceremony." "Of course, these laws do not recognize the parental relation, as belonging to slaves. A slave has no more legal authority over his child than a cow has over her calf." (Jay's Inquiry, p. 132.)

  7. Slave Codes: Crash Course Black American History #4

    INTRO Slave Codes were laws and policies developed during the colonial period to restrict the movement and freedoms of Black people. Though they were called slave codes, many times they were applied to free Black people as well. Remember that the distinction between "negro" and "enslaved" was essentially meaningless during this time.

  8. Slavery in the United States: Primary Sources and the Historical Record

    The advent of the Federal army weakened slavery, and suspended the pains and penalties of its bloody code, and a few private teachers began to appear, in response to the strong desire of the colored people for instruction. ... "I said I wuz born a slave but I wuz too young to know much about slavery. I wuz the property of the Hill family from ...

  9. Black Codes

    Updated: March 29, 2023 | Original: June 1, 2010. Black codes were restrictive laws designed to limit the freedom of African Americans and ensure their availability as a cheap labor force after ...

  10. PDF LESSON TWO: Slave Codes

    1. Explain how eighteenth-century legal codes codified the institution of slavery. 2. Describe the relationship between the growth of the colonial slave population and the laws restricting their freedom. 3. Determine whether there is a relationship between the passage of specific slave laws and events taking place in the colony of Virginia. 4.

  11. Lesson Plan: Slave Code Songs

    Assign one of the slave code songs in this lesson for the following writing assignment: Using the assigned slave song, write new lyrics that relate to the current situation of the news article. Include a paragraph explanation of what your lyrics' codes and meanings are. Be prepared to share in class.

  12. slave codes Flashcards

    slave codes. laws to control the behavior of slaves which made their lives more difficult. fugitive. someone who flees from a situation illegally. (Slaves who escaped) Fugitive Slave Law. a law that said escaped slaves had to be returned to their owners, even if they were in the Northern States.

  13. PDF The Black Codes

    Black codes were laws that restricted the freedom and movement of Black people and forced them to work for low wages. Though they existed before the Civil War throughout the U.S., most of these laws were passed in the South from 1865-1866. Below are some examples of Black codes from one state.

  14. PDF VISUAL History of Racism

    Between 1670s-1850s, a series of race-based laws/codes were passed: 1. The "slave code" institutionalized chattel slavery (enslaved are property, not humans). • During early colonial period, slavery was more like permanent indentured servitude (enslaved still considered human) 2.

  15. Virginia Slave Codes

    Virginia Slave Codes #1 Virginia Slave Codes #2. © 2016 Houston Community College.All rights reserved. About | Contact | Support | Contact | Support

  16. Slaves Codes Teaching Resources

    The assignment contains 30 questions about the conditions of enslavement, slave codes, and slave rebellions. Students will use a kid-friendly website to answer the questions. I ha

  17. Slave codes and black codes Flashcards

    Slave codes. like not letting them own a gun, not gathering in large groups, and not being able to read or write, come not travel without master. Black codes. Could not letting them vote without a poll tax, couldn't own property or business, travel freely, and work the fields without pay. Not allowing them into certain schools, jobs, and other ...

  18. PDF The Alabama Slave Code of 1852 (Excerpts from a primary source)

    The Alabama Slave Code of 1852 was a list of laws about slavery. The code was long and mostly controlled slaves' behavior, but it also included rules that affected whites and showed how they felt about slaves. Read the following laws and answer the questions. ... Assignment #1 Author: DCSD Created Date:

  19. PDF ©Reading Through History

    c. The slave codes were laws which established the status of slaves in society, as well as the rights that owners had in regards to those slaves. d. The slave codes were a series of laws designed to outlaw the slave trade, both with foreign nations and domestically. 2._____ Which of the following is not an example of a slave code law? a. If a ...

  20. Unit 2

    2. Discuss the use of APPARTS as a tool to analyze documents. Analyze "Virginia Slave Codes"; William Waller Hening, Laws of Virginia, 1619-1792 (1823), I-III. (Skill Type III.6,7 IV 8,9) APPARTS Virginia Slave Codes 3. Essay- Choose two of the following and analyze their impact on colonial North American development between 1620 and 1776:

  21. Treatment of the enslaved Flashcards

    1705, unable to set a slave free, unable to have gatherings of over 5 slaves as people believed there were going to be insurrections. when were the slave codes in new york established? why? what did the code state? 1702, slave uprising where 21 slaves gathered with knives and arms. separated the status of an indentured servant and a slave. when ...

  22. "Slave Codes" ASSIGNMENT FOR GOOGLE CLASSROOM

    21st Century Learning (GOOGLE CLASSROOM) This assignment is a great way to introduce or review a topic for students learning remotely. The article link is provided and students complete the following assignment: 1. Go to the following link and Read the article (5-10 minute read time) 2. Write (4) Interesting Facts Below in complete sentences: 3.

  23. Slave codes and slavery Flashcards

    10 terms. quizlette49360298. Preview. Study with Quizlet and memorize flashcards containing terms like Slave code one: A child with one slave parent and one free parent was only free if the free parent was the..., Slave code two: Slaves could not make any kind of..., Slave code three: Slaves ______ allowed to have weapons. and more.