UGA American History Since 1865 - Week 2 with Drake
UGA American History Since 1865 - Week 2 with Drake HIST 2112
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This 3 page Class Notes was uploaded by jesse mcconnico on Friday January 22, 2016. The Class Notes belongs to HIST 2112 at University of Georgia taught by Brian A. Drake in Summer 2015. Since its upload, it has received 29 views. For similar materials see American History since 1865 in History at University of Georgia.
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Date Created: 01/22/16
Fate of the Freedmen 01/22/2016 ▯ I. Worldwide History of Slavery Origin of Slavery – the Sugar market o Sugar is introduced to Europe (from South Asia) and becomes a huge market o Spanish/Portuguese conquer South America and the Caribbean and try to make the people slaves as making sugar is a brutal, time consuming job They resist/die from European disease Spaniards/Portuguese import Africans as slaves 75% of Slaves are in Brazil and Caribbean underfed, overworked, short life span o Americans jump into slave trade market and import slaves already in South America/Caribbean Unique Euro-American Slavery o Europeans invented this form of slavery, Americans adopted it Focuses on money – economic institution Slaves are tools that produce money for their masters Bought and sold in markets as property Decent – “Born a slave, die a slave” slavery is inherited and permanent slaves gaining freedom was a rare occurrence Race – “to be black is to be a slave” Black skin automatically meant bottom of the class system ▯ II. Slavery and the South Most important commodities in the South were Slaves and Cotton o Owning slaves – source of economic/ political power “planter elite” – rich whites who owned 20+ slaves trendsetters, top of social class o 75% of white men in the South didn’t own slaves, so why would they fight in a war to protect slavery? They wanted to be a part of the slave owning population – hoping to own slaves one day They were employed through the slave system – overseers, slave auctioneers, etc Slaves were the bottom of the social class just because they were black, if they were freed white skin might not matter as much White skin separated white trash from black slaves on the social scale o Abolishment of slavery meant Southerners lose power and money Recreation of slavery through black codes (see previous lecture) ▯ III. What to do with new freedom Search for family – most slaves were separated from families or barely knew them at all Go to school and get educated o Previously, slave owners took advantage of the slave’s ignorance as a means of control o Freedman’s Bureau/Radical Republicans set up schools to educate their new voters (wanted their votes) Establish Churches – took control of their spiritual life o Previously, slave owners would bring in preachers for their slaves on Sundays who preached in favor of slavery o Most slaves weren’t fooled and decided to set up their own churches on freed Enter Politics – for those who were educated o Blacks had the right to vote now and were elected into congress ▯ IV. the rise of sharecropping Freedman’s dream – independent “yeoman” farming o “nothing but freedom” – slaves didn’t own anything except the clothes on their back and the freedom and were left to fend for themselves o resisting Black Codes and the Old Plantations Sharecropping o White plantation owners need cheap labor and the freedmen need a job to support themselves Benefits both parties (more so for whites) White landowners provide tools and house while blacks grow and work their cotton fields Blacks can buy goods from their stores on credit Split profits 50/50 o Problems of sharecropping Laws written by landowners – rigged Most blacks couldn’t even read the contracts they were signing Debt Peonage – cause by price gouging Whites raise prices in the shop where blacks buy their goods on credit and take the money out of their 50% Debt slavery – debt builds up so much eventually the blacks are just working for free again ½ black population was under this system and forced to stay because of their contracts o biggest cotton market was during the sharecropping period ▯
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