slaves essay in english

Slavery Essay for Students and Children

500+ words essay on slavery.

Slavery is a term that signifies the injustice that is being carried out against humans since the 1600s. Whenever this word comes up, usually people picture rich white people ruling over black people. However, that is not the only case to exist. After a profound study, historians found evidence that suggested the presence of slavery in almost every culture. It was not essentially in the form of people working in the fields, but other forms. Slavery generally happens due to the division of levels amongst humans in a society. It still exists in various parts of the world. It may not necessarily be that hard-core, nonetheless, it happens.

Impact of Slavery

Slavery is one of the main causes behind racism in most of the cultures. It did severe damage to the race relations of America where a rift was formed between the whites and blacks.

The impact of Slavery has caused irreparable damage which can be seen to date. Even after the abolishment of slavery in the 1800s in America, racial tensions remained amongst the citizens.

In other words, this made them drift apart from each other instead of coming close. Slavery also gave birth to White supremacy which made people think they are inherently superior just because of their skin color and descendant.

Talking about the other forms of slavery, human trafficking did tremendous damage. It is a social evil which operates even today, ruining hundreds and thousands of innocent lives. Slavery is the sole cause which gave birth to all this.

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The Aftermath

Even though slavery was abolished over 150 years ago, the scars still remain. The enslaved still haven’t forgotten the struggles of their ancestors. It lives on in their hearts which has made them defensive more than usual. They resent the people whose ancestors brought it down on their lineage.

Even today many people of color are a victim of racism in the 21st century. For instance, black people face far more severe punishments than a white man. They are ridiculed for their skin color even today. There is a desperate need to overcome slavery and all its manifestations for the condition and security of all citizens irrespective of race, religion , social, and economic position .

In short, slavery never did any good to any human being, of the majority nor minority. It further divided us as humans and put tags on one another. Times are changing and so are people’s mindsets.

One needs to be socially aware of these evils lurking in our society in different forms. We must come together as one to fight it off. Every citizen has the duty to make the world a safer place for every human being to live in.

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The New York Times

Magazine | the 1619 project, the 1619 project.

AUG. 14, 2019

In August of 1619, a ship appeared on this horizon, near Point Comfort, a coastal port in the English colony of Virginia. It carried more than 20 enslaved Africans, who were sold to the colonists. No aspect of the country that would be formed here has been untouched by the years of slavery that followed. On the 400th anniversary of this fateful moment, it is finally time to tell our story truthfully.

Our democracy’s founding ideals were false when they were written. black americans have fought to make them true., if you want to understand the brutality of american capitalism, you have to start on the plantation., myths about physical racial differences were used to justify slavery — and are still believed by doctors today., america holds onto an undemocratic assumption from its founding: that some people deserve more power than others., for centuries, black music has been the sound of artistic freedom. no wonder everybody’s always stealing it., ‘i slide my ring finger from senegal to south carolina & feel the ocean separate a million families.’, what does a traffic jam in atlanta have to do with segregation quite a lot., why doesn’t the united states have universal health care the answer begins with policies enacted after the civil war., slavery gave america a fear of black people and a taste for violent punishment. both still define our prison system., the sugar that saturates the american diet has a barbaric history as the ‘white gold’ that fueled slavery., a vast wealth gap, driven by segregation, redlining, evictions and exclusion, separates black and white america., a re-education is necessary., most americans still don’t know the full story of slavery. this is the history you didn’t learn in school., ‘we are committing educational malpractice’: why slavery is mistaught — and worse — in american schools., the 1619 project continues, the 1619 podcast.

An audio series from The Times observing the 400th anniversary of the beginning of American slavery.

Live at the Smithsonian

Watch highlights of a symposium about how history is defined — and redefined — featuring historians, journalists and policymakers.

Reader Responses

We asked you to share photographs and stories of your enslaved ancestors. The images and stories helped paint a picture of a too-often-erased American history.

We asked you how you learned about slavery in school. You told us about degrading role play, flawed lessons and teachers who played down its horrors.

Race/Related

The 1619 Project was conceived by Nikole Hannah-Jones. In this interview, she talks about the project and the reaction to it.

In the N.B.A., the very term “owner” has come under fire, as players, most of whom are black, assert self-determination.

Behind the Scenes of 1619

Since January, The Times Magazine has been working on an issue to mark the 400th anniversary of the first enslaved people arriving in America.

For teachers

Looking for ways to use this issue in your classroom? You can find curriculums, guides and activities for students developed by the Pulitzer Center at pulitzercenter.org/1619 . And it’s all free!

More on NYTimes.com

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Handout F: Slavery Essay

For nearly 250 years, the existence of slavery deprived African Americans of independent lives and individual liberty. It also compromised the republican dreams of white Americans, who otherwise achieved unprecedented success in the creation of political institutions and social relationships based on citizens’ equal rights and ever-expanding opportunity. Thomas Jefferson, who in 1787 described slavery as an “abomination” and predicted that it “must have an end,” had faith that “there is a superior bench reserved in heaven for those who hasten it.” He later avowed that “there is not a man on earth who would sacrifice more than I would to relieve us from this heavy reproach in any practicable way.” Although Jefferson made several proposals to curb slavery’s growth or reduce its political or economic influence, a workable plan to eradicate slavery eluded him. Others also failed to end slavery until finally, after the loss of more than 600,000 American lives in the Civil War, the United States abolished it through the 1865 ratification of the Thirteenth Amendment to the Constitution.

American slavery and American freedom took root at the same place and at the same time. In 1619-the same year that colonial Virginia’s House of Burgesses convened in Jamestown and became the New World’s first representative assembly-about 20 enslaved Africans arrived at Jamestown and were sold by Dutch slave traders. The number of slaves in Virginia remained small for several decades, however, until the first dominant labor system-indentured servitude-fell out of favor after 1670. Until then indentured servants, typically young and landless white Englishmen and Englishwomen in search of opportunity, arrived by the thousands. In exchange for passage to Virginia, they agreed to labor in planters’ tobacco fields for terms usually ranging from four to seven years. Planters normally agreed to give them, after their indentures expired, land on which they could establish their own tobacco farms. In the first few decades of settlement, as demand for the crop boomed, such arrangements usually worked in the planters’ favor. Life expectancy in Virginia was short and few servants outlasted their terms of indenture. By the mid-1600s, however, as the survival rate of indentured servants increased, more earned their freedom and began to compete with their former masters. The supply of tobacco rose more quickly than demand and, as prices decreased, tensions between planters and former servants grew.

These tensions exploded in 1676, when Nathaniel Bacon led a group composed primarily of former indentured servants in a rebellion against Virginia’s government. The rebels, upset by the reluctance of Governor William Berkeley and the gentry-dominated House of Burgesses to aid their efforts to expand onto American Indians’ lands, lashed out at both the Indians and the government. After several months the rebellion dissipated, but so, at about the same time, did the practice of voluntary servitude.

In its place developed a system of race-based slavery. With both black and white Virginians living longer, it made better economic sense to own slaves, who would never gain their freedom and compete with masters, than to rent the labor of indentured servants, who would. A few early slaves had gained their freedom, established plantations, acquired servants, and enjoyed liberties shared by white freemen, but beginning in the 1660s Virginia’s legislature passed laws banning interracial marriage; it also stripped African Americans of the rights to own property and carry guns, and it curtailed their freedom of movement. In 1650 only about 300 blacks worked Virginia’s tobacco fields, yet by 1680 there were 3,000 and, by the start of the eighteenth century, nearly 10,000.

Slavery surged not only in Virginia but also in Pennsylvania, where people abducted from Africa and their descendants harvested wheat and oats, and in South Carolina, where by the 1730s rice planters had imported slaves in such quantity that they accounted for two-thirds of the population. The sugar-based economies of Britain’s Caribbean colonies required so much labor that, on some islands, enslaved individuals outnumbered freemen by more than ten to one. Even in the New England colonies, where staplecrop agriculture never took root, the presence of slaves was common and considered unremarkable by most.

Historian Edmund S. Morgan has suggested that the prevalence of slavery in these colonies may have, paradoxically, heightened the sensitivity of white Americans to attacks against their own freedom. Thus, during the crisis preceding the War for Independence Americans frequently cast unpopular British legislation-which taxed them without the consent of their assemblies, curtailed the expansion of their settlements, deprived them of the right to jury trials, and placed them under the watchful eyes of red-coated soldiers ­as evidence of an imperial conspiracy to “enslave” them. American patriots who spoke in such terms did not imagine that they would be forced to toil in tobacco fields; instead, they feared that British officials would deny to them some of the same individual and civil rights that they had denied to enslaved African Americans. George Mason, collaborating with George Washington, warned in the Fairfax Resolves of 1774 that the British Parliament pursued a “regular, systematic plan” to “fix the shackles of slavery upon us.”

As American revolutionaries reflected on the injustice of British usurpations of their freedom and began to universalize the individual rights that they had previously tied to their status as Englishmen, they grew increasingly conscious of the inherent injustice of African-American slavery. Many remained skeptical that blacks possessed the same intellectual capabilities as whites, but few refused to count Africans as members of the human family or possessors of individual rights. When Jefferson affirmed in the Declaration of Independence “that all men are created equal,” he did not mean all white men. In fact, he attempted to turn the Declaration into a platform from which Americans would denounce the trans-Atlantic slave trade. This he blamed on Britain and its king who, Jefferson wrote, “has waged cruel war against human nature itself, violating it’s [sic] most sacred rights of life and liberty in the persons of a distant people who never offended him, captivating & carrying them into slavery in another hemisphere.” The king was wrong, he asserted, “to keep open a market where MEN should be bought & sold.” Delegates to the Continental Congress from South Carolina and Georgia, however, vehemently opposed the inclusion of these lines in the Declaration of Independence. Representatives of other states agreed to delete them. Thus began, at the moment of America’s birth, the practice of prioritizing American unity over black Americans’ liberty.

Pragmatism confronted principle not only on the floor of Congress but also on the plantations of many prominent revolutionaries. When Jefferson penned his stirring defense of individual liberty, he owned 200 enslaved individuals. Washington, the commander-in-chief of the Continental Army and future first president, was one of the largest slaveholders in Virginia. James Madison-who, like Jefferson and Washington, considered himself an opponent of slavery- was also a slaveholder. So was Mason, whose Virginia Declaration of Rights stands as one of the revolutionary era’s most resounding statements on behalf of human freedom. Had these revolutionaries attempted to free their slaves, they would have courted financial ruin. Alongside their landholdings, slaves constituted the principal asset against which they borrowed. The existence of slavery, moreover, precluded a free market of agricultural labor; they could never afford to pay free people-who could always move west to obtain their own farms, anyway-to till their fields.

Perhaps the most powerful objection to emancipation, however, emerged from the same set of principles that compelled the American revolutionaries to question the justice of slavery. Although Jefferson, Washington, Madison, and Mason considered human bondage a clear violation of individual rights, they trembled when they considered the ways in which emancipation might thwart their republican experiments. Not unlike many non-slaveholders, they considered especially fragile the society that they had helped to create. In the absence of aristocratic selfishness and force, revolutionary American governments relied on virh1e and voluntarism. Virtue they understood as a manly trait; the word, in fact, derives from the Latin noun vir, which means “man.” They considered men to be independent and self-sufficient, made free and responsible by habits borne of necessity. Virtuous citizens made good citizens, the Founders thought. The use of political power for the purpose of exploitation promised the virtuous little and possessed the potential to cost them much. Voluntarism was virtue unleashed: the civic-minded, selfless desire to ask little of one’s community but, because of one’s sense of permanence within it, to give much to it. The Founders, conscious of the degree to which involuntary servitude had rendered slaves dependent and given them cause to resent white society, questioned their qualifications for citizenship. It was dangerous to continue to enslave them, but perilous to emancipate them. Jefferson compared it to holding a wolf by the ears.

These conundrums seemed to preclude an easy fix. Too aware of the injustice of slavery to expect much forgiveness from slaves, in the first decades of the nineteenth century a number of Founders embarked on impractical schemes to purchase the freedom of slaves and “repatriate” them from America to Africa. In the interim, debate about the continued importation of slaves from Africa stirred delegates to the Constitutional Convention. South Carolina’s Charles Pinckney vehemently opposed prohibitions on the slave trade, arguing that the matter was best decided by individual states. The delegates compromised, agreeing that the Constitution would prohibit for twenty years any restrictions on the arrival of newly enslaved Africans. As president, Jefferson availed himself of the opportunity afforded by the Constitution when he prohibited the continued importation of Africans into America in 1808. Yet he had already failed in a 1784 attempt to halt the spread of slavery into the U.S. government’s western territory, which stretched from the Great Lakes south toward the Gulf of Mexico (the compromise Northwest Ordinance of 1787 drew the line at the Ohio River), and in his efforts to institute in Virginia a plan for gradual emancipation (similar to those that passed in Northern states, except that it provided for the education and subsequent deportation of freed African Americans). Of all the Founders, Benjamin Franklin probably took the most unequivocal public stand against involuntary servitude when, in 1790, he signed a strongly worded antislavery petition submitted to Congress by the Pennsylvania Abolition Society. This, too, accomplished little. The revolutionary spirit of the postwar decade, combined with the desire of many Upper South plantation owners to shift from labor-intensive tobacco to wheat, created opportunities to reduce the prevalence of slavery in America-especially in the North. Those opportunities not seized upon-especially in the South-would not soon return.

Eli Whitney’s invention of the cotton gin in 1793 widened the regional divide. By rendering more efficient the processing of cotton fiber-which in the first half of the nineteenth century possessed a greater value than all other United States exports combined-Whitney’s machine triggered a resurgence of Southern slavery. Meanwhile, the wealth that cotton exports brought to America fueled a booming Northern industrial economy that relied on free labor and created a well­-educated middle class of urban professionals and social activists. These individuals kept alive the Founders’ desire to rid America of slavery, but they also provoked the development of Southern proslavery thought. At best, Southerners of the revolutionary generation had viewed slavery as a necessary evil; by the 1830s, however, slaveholders began to describe it as a positive good. African Americans were civilized Christians, they argued, but their African ancestors were not. In addition, the argument continued, slaves benefited from the paternalistic care of masters who, unlike the Northern employers of “wage slaves,” cared for their subordinates from the cradle to the grave. This new view combined with an older critique of calls for emancipation: since slaves were the property of their masters, any attempt to force their release would be a violation of masters’ property rights.

Regional positions grew more intractable as the North and South vied for control of the West. Proposals to admit into statehood Missouri, Texas, California, Kansas, and Nebraska resulted in controversy as Northerners and Southerners sparred to maintain parity in the Senate. The 1860 election to the presidency of Abraham Lincoln, a Republican who opposed the inclusion of additional slave states, sparked secession and the Civil War.

“I tremble for my country when I reflect that God is just,” Jefferson had prophetically remarked, for “his justice cannot sleep for ever.” Americans paid dearly for the sin of slavery. Efforts by members of the Founding generation failed to identify moderate means to abolish the practice, and hundreds of thousands died because millions had been deprived of the ability to truly live.

Robert M.S. McDonald, Ph.D. United States Military Academy

Suggestions for Further Reading:

Bailyn, Bernard. The Ideological Origins of the American Revolution. Cambridge, Mass.: Harvard University Press, reprint, 1992.

Freehling, William W. The Road to Disunion: Secessionists at Bay, 1776-1854. New York: Oxford University Press, 1990.

Jordan, Winthrop D. White Over Black: American Attitudes toward the Negro, 1550-1812. Chapel Hill, N.C.: University of North Carolina Press, 1968.

Miller, John Chester. The Wolf by the Ears: Thomas Jefferson and Slavery. Charlottesville: University of Virginia Press, reprint, 1991.

Morgan, Edmund S. American Slavery – American Freedom: The Ordeal of Colonial Virginia. New York: W.W. Norton, 1975.

Tise, Larry E. Proslavery: A History of the Defense of Slavery in America, 1701-1840. Athens: University of Georgia Press, 1987.

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Ohio State University Press, 2020

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Caleb j. gayle, more online by caleb j. gayle, how to make a slave and other essays, by jerald walker, reviewed by caleb j. gayle.

Well-meaning people dedicate their lives to naming things, but perhaps one of the hardest things to name—and subsequently describe—is the experience of those who are marginalized by society. Usually, we try to find simple, linear stories, and choose over-generalized narratives instead of the messy, honest truth in attempts to describe the Black experience. But this often runs the risk of monolithically categorizing that experience. When taking on the task of explaining how one is made a slave, a linear, concise book cannot be written. It must be messy, composite, and complex. Written at multitudes, Jerald Walker’s book How to Make a Slave and Other Essays meets the challenge.

In this collection that received a finalist placement for the 2020 National Book Award for Nonfiction, Walker provides greater clarity for what it might mean to be a Black man in America by dismissing the linearity and simplicity that naming Blackness often produces. We cannot be surprised by the clear, yet complex, multitudinous approach Walker takes—in part, the book is dedicated to James Alan McPherson, who encouraged Walker as a student to complicate how he wrote about Black folks and Black folks’ lives. McPherson was Walker’s professor while Walker studied at the Iowa Writer’s Workshop, and Walker remembers an important and challenging moment with McPherson in the essay “Dragon Slayers,” which sheds light on his writing style today.

On the day that his writing was up for critique in workshop, Walker—like many writers in the same position—awaited his peers’ feedback nervously. Instead, that day McPherson chimed in himself. Discussing Walker’s piece with the class without naming Walker as its author, McPherson states of its protagonist: “This person raps about the ghetto [ … ] but he doesn’t live in the ghetto. He lives in a wealthy white suburb with his wife and daughter. His daughter attends a predominantly white, private school.” Stunned, Walker, who truly did grow up in the “ghetto,” listens as McPherson’s critique grows sharper: “What some gangster rappers are doing is using black stereotypes because white people eat that stuff up. But these images are false, they’re dishonest. Some rappers are selling out their race for personal gain [ … ]. That’s what this writer is doing with his work.”

Walker shows us just how irate and righteously indignant he became, only for McPherson to continue and provide him with a lesson that all writers need to hear: “Stereotypes are valuable [ … ] But only if you use them to your advantage. They present your readers with something they’ll recognize, and it pulls them into what appears to be familiar territory, a comfort zone. But once they’re in, you have to move them beyond the stereotype. You have to show them what’s real.” When Walker asks what is real, McPherson replies succinctly, but with a difficult, implicit challenge: “You.”

The task of the memoirist—and the particular challenge for writers like Walker, like me, writers of color—is to offer the reader pathways to an authentic understanding of who we are. This can mean acceding to stereotypes, or radically abandoning them. Rarely does it involve some straight path that is both smooth and clear. No, the task, which Walker accomplishes deftly, is to guide readers through the messy compilation of experiences that shape “you.”

Walker’s voice isn’t gracious, but it is graceful and clear, never sparing the reader from the critical perspective that will help them unpack and deconstruct his experiences. In the essay “Balling,” Walker uses the crossover move, and the stereotype of the supposedly preternatural basketball skills of Black folk, to demonstrate that our lives and experiences are built on the basis of improvisation. In “Unprepared,” Walker takes us on an unexpected drive with a man who repeatedly propositions Walker—even going so far as to expose himself to him, which forces him to interrogate his perspectives on sex and sexuality. In “Feeding Pigeons,” Walker takes his readers to a night of drunkenness that reveals the odd distinctions between platonic and romantic relationships with both men and women. Throughout its pages, the collection asks us to consider how our varied life experiences shape our identities.

With his push to give the reader who he truly is, Walker is able to meet the charge of the collection’s titular essay: to explain “how a man was made a slave” and “how a slave was made a man.” Not by appealing to the stereotypes that his childhood might have given him the opportunity to do, but by giving people the “you” that McPherson asked for. It’s not neat, nor should it be. As he explains sex and sexuality, interpersonal interactions, love and loss, violence, alcoholism or addiction, we see Walker. With this literary feat, the potency of the Black monolith dies another death: a meaningful and required death.

Perhaps the responsibility we all have, Black or not, is to do what McPherson encouraged Walker to do. “Less time needs to be spent on the dragons,” as McPherson told Walker, the mega-problems that seem to typify the Black community as in a persistent struggle. Instead, let us spend “more on our ability to forge swords for battle and the skill with which we’ve used them.” This book is the ultimate testament to the fact that Walker has honed his skills, not by over-focusing on the dragons but instead by adeptly fashioning the tools to fight those dragons. We need to do the same.

Editor’s note: an essay published in How to Make a Slave and Other Essays , “ The Designated Driver ,” originally appeared in Harvard Review 50.

Published on February 9, 2021

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Course: US history   >   Unit 2

• Early English settlements - Jamestown
• Jamestown - John Smith and Pocahontas
• Jamestown - the impact of tobacco
• Jamestown - life and labor in the Chesapeake
• Jamestown - Bacon's Rebellion
• The West Indies and the Southern colonies
• Lesson summary: Chesapeake and Southern colonies

Slavery in the British colonies

• Lesson summary: Slavery in the British colonies
• The seventeenth and eighteenth centuries saw the expansion of slavery in the American colonies from South Carolina to Boston.
• White colonists' responses to revolts, or even the threat of them, led to gross overreactions and further constraints on enslaved people’s activities.

An empire of slavery

Slavery and the british empire, the stono rebellion, the new york conspiracy trials of 1741, what do you think, want to join the conversation.

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The Voices of Slavery: Formerly Enslaved People Tell Their Stories

By Lydia Chebbine

Editor's Note: The personal narratives included in this photo essay are presented verbatim from the "Born in Slavery: Slave Narratives from the Federal Writers' Project." Some include graphic language no longer considered appropriate today. We are publishing excerpts for historical context.

Betty Simmons recalled the day she was freed. Mary Crane spoke about the slave trade. Andrew Goodman recounted the painful torture he witnessed.

These are some of the more than 2,300 first-person accounts of slavery from the "Born in Slavery: Slave Narratives from the Federal Writers' Project," which was created between 1936 and 1938. The autobiographical accounts of people across 17 states, paired with 500 black-and-white photographs, provides a unique portrait of U.S. history available online through the Library of Congress .

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Slavery Essay

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Topic: Slavery in America

Slavery used to be an important resource in America, and the first workers were imported to Jamestown, Virginia, in 1619. There the African slaves were used to aid in the tobacco and cotton productions. There were many different opinions on this subject, but slavery was here to stay, at least for the next couple of centuries. Around the 1860s, the bloody Civil war broke out and Abraham Lincoln, as the president, ratified a law which would eventually free the nations four million slaves. Five years later, the North won the Civil war, the slaves were freed and slavery was abolished. Even though black people were free at last, life would not be easy for them.

Slavery had always had its critics in America, so as the slave trade grew, so did the opposition. The slave labor enabled the colonies to become so profitable, that in 1660 England’s King Charles the second established the royal African company to transport humans from Africa to America. When England finally outlawed its slave trade in 1807, America relied on its own internal slave trade. By 1860, millions of slaves were still moved and sold in the colonies, but no new slaves were imported into the US after 1808. In 1820, the Missouri compromise banned slavery in all new western states, this concluded mostly the southern colonies. The country began to divide around the 18th century over the North and South issue.

When Abraham Lincoln was elected for president in 1860, he convinced many southerners that slavery would never be permitted to expand into new territories acquired by the US. He also declared the emancipation declaration during the war, in 1863. Though Lincoln’s antislavery views were well established, the central Union war aim at first was not to abolish slavery but to preserve the United States as a nation. Eventually, the confederate surrendered in 1865 and the Northside won. The 13th Amendment officially abolished slavery, but freed blacks’ status in the post-war South remained problematic.

Opinions were based on your beliefs and how the world around you evolved. In the North, people were against slavery, but in the South, they thought something else. In the South, people were taught to think that slavery was a natural concept. The defenders of slavery meant that they could not end servitude, considering that slave labor was the foundation of their economy. They also meant that freeing the slaves would lead to anarchy and chaos, and that slavery had existed throughout history and was a common state of mankind. The Northside didn’t rely on slave work as much as the Southside did. The Northside did not like slavery and meant that it was heartless. Other groups (religious groups), thought that it was gruesome and inhuman, while others were busy thinking about their beliefs.

The life of an African-American, after the Civil war, was a world transformed. There were no more of the brutal beatings and the sexual assaults, the selling and forcible relocation of family members, the denial of education, legal marriage, homeownership and so on. Congress enforced laws that promoted civil rights and political rights for African-Americans. The three most important laws the Congress passed was the Amendments. There was the thirteenth amendment which ended slavery, the fourteenth amendment which gave African-Americans the rights of American citizenship, and the fifteenth amendment which gave black men the right to vote. Life after the years of slavery would also prove to be difficult. The South established laws known as the black codes, which meant that they had no right to own land, there were own laws for punishments, they had no rights to carry weapons, no rights to vote and it was illegal not to have work. Most of the African-American, though free, lived in severe poverty.

Slavery began in America when the first slaves were brought to Virginia in 1619. The slaves would aid in the production of crops such as tobacco and cotton. Slavery was of central importance to the South side’s economy. The differences between the South and the North would provoke a big debate, that would tear the nation apart in the gruesome Civil war. Slavery ended after the North won the civil war in 1865 after Abraham Lincoln ratified the thirteenth amendment law. There were many opinions, especially in the South. The southerners meant that slavery had always been around and that it was natural. The Northside meant that it was not right, while other religious groups thought it was horrific. After the Civil war, problems would still appear for the freed slaves. Despite that the beatings, the sexual assaults, and the selling were long gone, life would not be easy for the African-Americans. The South made new laws, known as the black code. It indicated that «negroes» were not allowed to do certain things such as own land, or even carry weapons. Although it was a new law and a new era, it would not change peoples hearts.

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Unravelling the legacies of slavery

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Racism, discrimination and crippled economies and health are among centuries-old legacies of the transatlantic slave trade and part of the stark messages behind the #RememberSlavery special events and newly unveiled chilling exhibits at UN Headquarters.

“You’re speaking about the greatest crime against humanity ever committed,” said renowned historian Sir Hilary Beckles, who also chairs the Caribbean Community’s Reparations Commission, reflecting on the transatlantic trade that enslaved more than 10 million Africans over four centuries.

“One could say it was an institution that was abolished 200 years ago, but let me tell you this,” he explained, “there is no institution in modernity, in the last 500 years or so, that has changed the world as profoundly as the transatlantic slave trade and slavery.”

Remembering slavery in the 21st century

At a special General Assembly event for the  International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade , marked annually on 25 March, guest speakers included Sir Beckles and 15-year-old activist Yolanda Renee King of the United States.

“I stand before you today as a proud descendent of enslaved people who resisted slavery and racism,” Ms. King  told the world body .

“Like my grandparents, Dr. Martin Luther King Jr. and Coretta Scott King,” she said, “my parents, Martin Luther King III and Arndrea Waters King, have also dedicated their lives to putting an end to racism and all forms of bigotry and discrimination. Like them, I am committed to the fight against racial injustice and to carrying on the legacy of my grandparents.” 

UN News caught up with Ms. King and Sir Beckles to ask them what the International Day of Remembrance meant to them.

UN News: The transatlantic trade in enslaved Africans was abolished centuries ago. Why is it still important for the world to remember it?

Sir Hilary Beckles: When we say centuries ago, yes, maybe just under 200 years, but slavery and the slave trading enterprises were the greatest commercial enterprises in the world at that time and had an impact on the structure of the world economy, politics, race relations and cultural relations and how civilizations have interacted with each other. The impact was so profound and deep seated and sustained over several generations.

Yolanda Renee King: It’s so important for there to be some sort of acknowledgment. It is a day of reflection. I think that we have to acknowledge our history, our mistakes and the pain. We haven’t reached the full potential of our world because of the transatlantic trade in enslaved people.

UN News: What legacies of the transatlantic trade in enslaved Africans are still with us today?

UN_News_Centre

Yolanda Renee King:  There are still remnants of that racism, of that discrimination. We must acknowledge the origin in order to solve the problem and to solve the issues. Clearly there’s a lot of discrimination and racism everywhere. While we have, each century, made strides, I think there are still issues very much present.

In order to solve the issue, we have to first acknowledge it.

Especially now more than ever, we’re seeing a big push back. We’re seeing a rise of racism and not just racism, but discrimination against all marginalised groups in general.

Sir Hilary Beckles:  The consequences have been very significant. We see the evidence of those legacies everywhere, not only in the places where it was practiced, like in the entire Americas, but in Africa and to some extent in Asia.

We see it not only in the obvious issues of race relations and the development of racism as a philosophy for social organization, where most societies where it has touched are now structured in such a way that people of African descent are considered the most marginalised people, and the descendants of the enslaved people still continue to suffer racism.

If you look at countries with the greatest incidence of chronic diseases, Black people have the highest proportions of diabetic adult patients in the world.

The island where I’m from, Barbados, is considered the home of chattel slavery where the slave code in 1616 became the slave code for all of America in which African people were defined as non-human chattel property. Now, Barbados has the world’s highest incidence of diabetes and the highest percentage of amputations. 

It cannot be a coincidence that the small island that was the first island to have an African majority and an enslaved population is now linked to the greatest amputations of patients with diabetes in the world.

UN News: How should those legacies be addressed?

Yolanda Renee King: If you want to have a world with discrimination and prejudice and all this and you want hardship for the future, then go ahead and just leave things the way they are today.

But, if you want change, if you want to really do something, I think the best way to do that is really holding our leaders accountable and bringing these issues up to them. They’re the ones that are going to determine not only your future, but your child’s future, your family’s future and those after you, the future for them.

Sir Hilary Beckles:  We are still dealing with clearing up the fundamental issues of colonisation, massive illiteracy, extreme malnutrition and chronic disease, and addressing these matters required tremendous amount of capital investment. So, when we speak of justice, basically what we are saying to the colonisers and the enslavers who have left us legacy behind: "This is your legacy, and reparatory justice says you must come back to the site of the crime and facilitate the clean up operation."

Thirty or forty years ago, reparatory justice was a concept that attracted very little support. By redefining the concept of reparations, we said they are about repairing the damage done to a people, communities and nations. These issues must be repaired if these countries have a chance of having development.

We have found that African governments now equipped with the historical knowledge are able to say “we want to have a conversation around reparations; we want to talk about it.” That was one of the major seismic achievements. When the African Union met at the end of last year and declared that 2025 is going to be the year of African reparations, that was a huge historic achievement.

UN News: Ms. King, your grandfather’s iconic I Have a Dream speech in Washington in 1963 continues to inspire generations to forge ahead in the struggle for rights. His dreams were for a day when people would be judged on their character, not their skin colour. Has his dream been realized in 2024, and have you ever felt judged by the colour of your skin?

Yolanda Renee King: I don’t think we’ve reached that dream yet. I think that there has been some progress. I think that there have been some strides since the speech was made. But, we shouldn’t be where we are now. I think we should be more ahead. And if he and my grandmother were still alive, I think that we as a society would be much farther along than we are now.

As someone who is a Black person, I think that unfortunately we’ve all faced some sort of discrimination and judgment. Unfortunately, yes, there have been times when I’ve been judged based on my race. I think that we need to find a way to move on, and we need to begin to strategise.

I think a lot of people, rather than talking about the dream and glorifying it and celebrating it and putting a tweet acknowledging it on [Martin Luther King] MLK Day, we actually need to start taking some action in order to move forward as a society, in order to improve and in order to be in the world in which he described in that speech.

#RememberSlavery, #FightRacism: Why now?

The UN hosted a series of special events to highlight the Week of Solidarity with the Peoples Struggling against Racism and Racial Discrimination, from 21 to 27 March, and to mark the final months of the  International Decade for People of African Descent .

• Two  exhibits opened, telling stories of epic bravery of those who fought slavery, from South Africa to the state of Georgia in the United States.
• The General Assembly marked the  International Day for the Elimination of Racial Discrimination , observed on 21 March, with  music performances and speeches by eminent scholars
• Take a  virtual tour of the Ark of Return memorial at UN Headquarters
• Check out the  Routes of Enslaved Peoples project, including thousands of written and oral archives, by UNESCO, the UN cultural agency 

To find out more and access key documents, conventions and information, visit the UN  outreach programme on the transatlantic slave trade and slavery and #RememberSlavery.

• Transatlantic Slave Trade

Slavery Effects on Enslaved People and Slave Owners Essay

Introduction, effects of slavery on enslaved people, effects of slavery on slave owners, works cited.

Slavery had many negative effects on the enslaved people as discussed by Douglass in the book, “ Narrative of the life of Frederick Douglass” and McPherson in the book, “ What they fought for 1861-1865” . Reflecting on the life of Douglass Frederick and written in prose form, the narrative defines the thoughts of the author on various aspects of slavery from the social, economic, security, and the need for appreciation of human rights perspectives.

On the other hand, the book, “ What they fought for 1861-1865” is vital in understanding history of America and how wars change the social and political systems. Thus, this analytical treatise attempts to explicitly compare and contrast the views of Douglass and McPherson on effects of slavery on enslaved people and slave owners.

Across the first six chapters, Douglass explores several instances when slavery created an unequal social and economic environment between the slaves and those who enslaved them. To begin with, unlike the white children, Douglass and other blacks were not allowed to know their date of birth.

The children of the slaves were separated from their mothers by the slave owners at a tender age. The female slaves were subjected to sexual abuse by their owners and the children, out of these sexual exploits, were forced by the law to become slaves (Douglass, 13).

The slaves were subjected to vicious attacks by their mean masters. For instance, Aunt Hester was violently whipped by the Captain in what Douglass described as a hellish encounter. Besides, Mr. Gore, who is a ranch foreman, promptly shot a slave called Demby for refusing to vacate the creek after enduring physical attack by the mean and proud supervisor (Douglass, 31).

The slaves were never given beds and had to survive on bare minimal allowances consisting of a single piece of linen, pork and hardly enough corn. The freedom of speech and expression were not part of the master-slaver relationship. For instance, Colonel Lloyd was very mad at the honesty of one of the slaves that he had to sell him for speaking the truth.

Same as Douglass’ views on the effects of slavery on enslaved people, McPherson’s book defines the American conflict as greatly contributed by the inhuman treatment of slaves. He states that the “confederates fought for independence, for their property and way of life, for their survival as a nation” (McPherson, 27).

McPherson captures the memoirs of the soldiers and their resentments on brutality, sexual harassment, and denial of freedom of expression as the underlying factors which inspired them to go into the battle field.

McPherson underlines the ideological commitment and patriotism of the soldiers as a result of deep convictions to seek independence, freedom, and basic human rights for the slaves. Reflectively, “a large number of those men in blue and gray were intensely aware of the issues at stake and passionately concerned about them” (McPherson, 4). The author represents human interaction and belonging to a particular ideology as elevating visions of human society as free of slavery.

Due to unstructured relationship between the slaves and their masters, harmony balance was threatened by sudden changes in the social systems as influenced by the capitalist oriented slave owners. This brought questions on how people need to stay together and to attain their needs equitably, without involving in overindulgence, selfishness, and myopia.

Many soldiers endeavored to comprehend the revolutionary implications of the conflict as it continued to evolve in an ordinary arena of ideological expression within their scope of view (McPherson, 31).

Understanding the position of the slaves, in the then human society, requires critical analysis of cognitive values attached to practices, beliefs, and social dynamics which controlled and aligned the society towards astute of simultaneously interacting functions.

State of anarchy as a result of the conflict brought threat to the peaceful coexistence as a result of life interference brought about by slavery. Unlike Douglass who lived through the experience, McPherson adopted the passive voice in reporting the thoughts and views of the soldiers on slavery (Henretta and Brody, 21).

Douglass reflects on cheap labor, abuse of power, exploitation of humanity, expansion of profits, and entertainment as the benefits that slave owners had. To begin with, the slaves were treated as a commodity and provided cheap and abundant labor to the slave owners operating as a human exploitation cartel.

Captain Anthony, Gore, and other slave owners become very successful since they expanded their farms by exploiting the free labor provided by the slaves. The slaves were also objects of entertainment, sexual exploits, and part of assets which would quantify a slave owner’s wealth. Douglass, Demby, and other slaves are reminded of their position as servants of the powerful slaver owners (Douglass, 21).

The author identifies the need to expand dominance as factor which influenced the slave owners to buy slaves for their expansive ventures. Douglass is successful in linking the social, economic, and cultural elements of the slave owners to the establishment of a tight system of selling and buying slaves at will, irrespective of age or choice.

The growing interest from both ends of the divide spurred the slave trade relationship. This trade was protected from external interferences by the laws that slave owners and other agencies quickly created, especially when a situation demanded for such (Douglass, 21).

On the other hand, McPherson highlights the great economic leap experienced by the slave owners who capitalized on weak laws, influential organizations, and intimidation to reap maximum benefits, without having to incur any major costs of production. He explores the social class structure and how economics influenced the nature of the relationship the soldiers had with past experiences.

The author is successful in establishing the basic elements of social class structure as determined by the ability to organize unwilling human beings as commodities of sale in the form of slaves (McPherson, 23).

In unison, Douglass displays the ungratefulness and cunning nature of the slave owners towards their slaves despite getting free labor and maximum returns (Douglass, 31). Excessive harassment by the slave owners spilled into conflict as the soldiers were determined to restore their lost right (McPherson, 13).

The authors display a ferocious literature that identifies the aspects of racism and stereotyping in the early society of America as a result of slavery and slave trade. Slavery is presented as having imprisoned the blacks and half casts who are traded in the labor market as a commodity. The unfair treatment of slaves by the slave owners inspired conflict as the soldiers were determine to restore their rights and those of the slaves.

Douglass, Frederick. Narrative of the life of Frederick Douglass . New York, NY: Harvard University Press, 2009. Print.

Henretta, James, & Brody David. America: A Concise History. New York, NY: Bedford, 2009. Print.

McPherson, James. What they fought for 1861-1865 . New York, NY: Anchor Books, 1995. Print.

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IvyPanda. (2022, April 13). Slavery Effects on Enslaved People and Slave Owners. https://ivypanda.com/essays/effects-of-slavery-essay/

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How English’s Global Dominance Fails Us

B ack in 2012, in an op-ed for the New York Times , former Harvard president Lawrence Summers questioned whether the “substantial investment” to learn another language was “universally worthwhile” given rapidly changing machine translation and the “fragmentation of languages” worldwide. Over time, he said, mastering a language would become “less essential in doing business in Asia, treating patients in Africa, or helping resolve conflicts in the Middle East.” 

The subsequent years of globalization , mass migration , and geopolitical conflicts have proven Summers dead wrong. Although AI generated translation has become increasingly accurate, it lacks the essential human element and the cultural sensitivity that comes with learning a language. And while English has continued to be the favored lingua franca in many parts of the world, other languages like Chinese and Spanish are increasingly chipping away at its dominance. English, long considered the primary language for business, has never been as universal or sufficient as conventionally believed.

As the world’s economy has become increasingly globalized, employers across sectors, from multinationals to small businesses and government agencies, now look for workers with multiple language skills. That leaves much of the monolingual Anglosphere at a major disadvantage.

The indifference, or resistance, among native English speakers to learning other languages is a recurring topic of finger-pointing and handwringing among globally aware policymakers. Across the English-speaking world, commentators decry the “ foreign language deficit ” and the failure of countries to prepare young people for the global economy. Data from the U.S. is especially revealing. Though U.S. students are enrolling in study-abroad programs in record numbers, most of them opt to take classes and even entire degree programs offered in English, a growing possibility especially in European universities.

With the exception of Korean in part for K-pop appeal , enrollment in language courses, from elementary school through college , is steadily declining. Some higher education institutions have dropped foreign languages as a condition for admission or permit students to “ test out ” of coursework if they can demonstrate proficiency. Some have nearly eviscerated their foreign language programs. Most recently, West Virginia University’s decision to ax all foreign language degrees made national headlines. The irony is that many universities are embracing an international mission, opening campuses abroad, recruiting students from other countries, and claiming to prepare citizens of the world. The apparent assumption is that the world speaks English.

That assumption rings hollow on the facts. Only one-quarter of the world’s population has some degree of competence in English. Even those who claim conversational skills often don’t operate at a high level of proficiency. And so monolingual English speakers cannot communicate with three-quarters of the world, nor can they tap into knowledge created in those languages. Beyond the limits this may place on their career and business opportunities, it can also make English-speakers more politically and culturally isolated, by leaving them unable to access how the world digests their politics or fully understand newsworthy developments abroad. Print and broadcast media—and increasingly web content too—speak in many voices and worldviews.

Read More: The Internet Is Changing the English Language. Is That a Good Thing?

Unlike the Anglosphere, most of the world is at least bilingual, with English often in the mix. That is true within E.U. countries, partly the result of migration and partly encouraged by education policies, as well as the vast store of intersecting languages in postcolonial countries in Asia, Africa, the Middle East, and elsewhere. Many people in these countries continue to choose adding English to their diverse linguistic repertoire. That’s why English today has 1.5 billion speakers worldwide, compared to around 1.1 billion for Mandarin Chinese, 600 million for Hindi, and 550 million for Spanish. That’s despite English ranking behind Mandarin Chinese and Spanish in the number of speakers for whom the language is the first one learned.

To what degree the decision to learn English is a matter of choice, chance, or expediency varies widely within and between countries. The same can be said for English speaking countries, where the study of languages as well as study abroad opportunities are unequally available depending on race and socioeconomic factors. A form of “elite multilingualism” with English as a key component is spreading worldwide and leaving many native English speakers on the sidelines.

It is not unreasonable to foresee another lingua franca pushing English aside someday. Spanish, spoken on five major continents, might prove to be the most viable successor. In the meantime, rather than reveling in English’s dominance or tolerating it as a necessary evil, key decision makers should accept English as a core component of multilingualism and decisively move toward educating informed citizens who can transcend linguistic and cultural borders. It’s a message the Anglosphere most needs to hear.

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CBSE Library

Slaves Essay | Essay on Slaves for Students and Children in English

Slaves Essay: Slaves are people who are forced to work for other people and are bought and sold like objects. Slavery is injustice carried around against human will since ancient times. Historians have found slavery to be a part of every culture. Slavery not only meant that they ploughed the fields, but slaves were also from different classes of the society, due to division.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Slaves for Students and Kids in English

We are providing children and students with essay samples on an extended essay of 500 words and a short piece of 150 words on the topic “Slaves” for reference.

Long Essay on Slaves Essay 500 Words in English

Long Essay on Slaves Essay is usually given to classes 7, 8, 9, and 10.

Slavery is the use of humans as an object and buys and sell them like objects. People use slaves all sorts of tasks like physical work, sexual work, etc. Slavery is one of the main reasons behind racism that exists in every culture. Slavery severely damaged the relations between America and people with dark skin.

Slavery has caused irreparable damage which still is evident from racism towards people belonging to other races and cultures. Slavery was abolished in the 1800s in America. The aftermath of it is that racial tensions remain among them. The abolishment of slavery made them drift apart. It gave rise to the thought that White people are supreme, and others are inherently inferior. It is a kind of racism that followed and still follows the event.

Human trafficking is the illegal trade of human beings for mostly sexual purposes. It is the modern form of slavery. People and sex traffickers kidnap and sell women off to distant shores for their body. Slavery is the reason sex trafficking and human trafficking came into being.

Human trafficking, the modern term for slavery, does tremendous damage and is one of the greatest social evils. We have still not found a way to eradicate such heinous people who operate such circles.

You can now access more Essay Writing on this topic and many more.

Hence, even though slavery is illegal for over 150 years, the scars left by it still haunt people. The enslaved haven’t forgotten their torture and the struggles of their ancestors. They still carry the resentment brought down from their ancestors.

There are instances of racism within a society that lead to inexcusable behaviour of people towards others. Such unjustifiable behaviour and actions are things like mental stress, social harassment, and even physical assaults, which are all the result of slavery.

Since slavery was implemented on people of colour, it makes them feel sorry for being born a certain way, of having a particular skin colour. Racism has no scientific explanation, and people are entirely ignorant about the feelings of other human beings. We should never judge others for the way they look for the way they speak, but slavery has instilled in many, the irrational fear or hatred of people of colour.

All people are born equal, and nothing should change that. Narrow-minded thoughts like slavery and racism should have extinguished with the increase in educated people and the intermixing of various races. Still, sadly, such behaviour is the harsh reality and shows no signs of coming to an end.

It brings shame to the human society to have allowed such a horrific activity. Millions of people are repenting for a crime that they never committed. White people are judged partially, and people of colour are seen as terrorists and judged harshly.

Short Essay on Slaves Essay 150 Words in English

Short Essay on Slaves Essay is usually given to classes 1, 2, 3, 4, 5, and 6.

Slavery is an illegal practice of buying and selling human beings for money, physical labour, sexual trafficking, etc. It is the injustice carried against a group of people since the distant past. There is a mention of slaves in many religious texts. Hence, it is an ancient practice.

Since the Americans bought people from Africa and sold them as slaves in their native country, a misconception has grown in people that dark-skinned people are inferior to the white-skinned people and should always follow their orders.

Since the abolishment of slavery in the United States in the 1800s, the distinction between people of colour and others has not been much of an improvement. The people of colour still carry on the shame and resentment of their ancestors. White people suspect the coloured for every little crime, and the people of colour always see the white-skinned as their enemy. It is a vicious cycle which must come to an end. Let us vow not to judge people based on their skin colour or culture. Let us vow to be humans.

10 Lines on Slaves Essay in English

1. Slavery is the practice of buying and selling human beings for money, sexual pleasure, etc. 2. Slavery was formally banned in the 1800s in the United States. 3. Racism is an aftermath of slavery. 4. Other people always judge people of colour for any crime that faces them. 5. People of colour are tired of the distinction based solely on their features and not on their merits. 6. Though slavery is no longer legal, the enslaved haven’t forgotten their torture and their struggles of their ancestors. 7. The modern form of slavery is human trafficking and sex trafficking. 8. Slaves have to do all that is asked of them, without any pay, hence exploited. 9. Slavery is a barbaric practice that did no good for human society. 10. We still have to pay the repercussion of slavery-like racism and human trafficking.

FAQ’s on Slaves Essay

Question 1. What is slavery?

Answer: Slavery is the practice of selling human beings like objects for money and buying them for physical labour and sexual pleasures.

Question 2. What is racism?

Answer: Racism is an aftermath of slavery which spreads hate towards people simply because of their differences. It is the unjustified fear and apprehension about the other races.

Question 3. When was slavery abolished?

Answer: Abraham Lincoln abolished slavery is 1861. It is an illegal practice which has taken the name of human trafficking.

Question 4. Why is it relevant to talk about slavery?

Answer: Though slavery was abolished in the 1800s, we still are tormented by its scars. We still have to face racism, human trafficking, which are aftermaths of slavery. Hence, indirectly, we are still affected by slavery.

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