Outcomes:  3.5 explain and describe the development and difficulties of slave culture economically, politically, socially, and spiritually in North America and Caribbean  3.6 examine how people of African descent used various means to resist enslavement through cultural expression, i.e., music and slave insurrections, religion, folktales and writing

Concepts to think about…  What is culture?  How does every culture express itself? What does every culture have in common?  Why would it be in the best interest of the slave owners to keep their slaves without power?

How could these impact how you live?

The Daily Grind of a Slave  Given enough to eat  Provided shelter  Could get access to better if job was in the main house  Could often be sold without warning  Not uncommon for the master to father children with the slaves who would then become slaves  Crop work long and dangerous including poisonous animals like snakes  Brutal punishments like whipping, withholding of food, locking in cages with no access to food or water, tied to a tree in the sun…  Day started early and ended late  Work decided by a quota – punishments if they were not met

The Daily Grind of a Colonial  Houses made of brick or stone  Small farmers lived mostly hand to mouth with help from neighbours  Plantation owners were rich and lived mostly for recreation  Church meetings like picnics or socials were major events  Clothing depended on your level of society and was often colourful and decorated with flowers or ribbons on Sundays  Long work days but plenty of recreational opportunities for the average person

How could a slave get freedom?  freed by their owners to honor a pledge, to grant a reward, or, before the 1700s, to fulfill a servitude agreement  bought by Quakers, Methodists, and religious activists for the sole purpose of freeing them (a practice soon banned in the southern states)  ran away to free territory  "self-purchase“  purchasing their own relatives.

Slave culture - YouTube  Who’s interests were served by slavery?  What link do you see in the “lopsided balance of power”?  Give evidence for a link between economic power, social power (power to make social change), and political power with marginalization.  How do you see the mixing of African and Colonial traditions?  What was one form of ultimate power that slave owners had that was alluded to at the end of the clip?

Review the article and complete the questions:

Expression of Culture  Slaves were not permitted to read and write  Teaching a slave to read or write was against the law  Passing down of stories or warnings was through oral tradition, songs and art  From one generation to the next subtle changes

Expressions of culture  Food – Spiced, melons, corn, fished and hunted, usually not given enough  Clothing – Made from what they were given, traded through the plantations among slaves  Religion – mixtures of African and Christianity  Art – Decorated what they could use like pipe bowls, functional art and told stories – quilts hidden in plain view

Slave Music  Different Kinds of Music  Different occasions  Few instruments  Often required few people  Often told a story  3 main kinds: Work, Worship, Recreation  Cornfield Holler – YouTube (Work Song) Cornfield Holler – YouTube  “It makes a long time man feel bad" & "Prison Blues" – YouTube (Work Song) “It makes a long time man feel bad" & "Prison Blues" – YouTube  Do Lord Remember Me Mississippi John Hurt – YouTube (Worship) Do Lord Remember Me Mississippi John Hurt – YouTube  Amazing Grace - Wintley Phipps – YouTube (Worship) Amazing Grace - Wintley Phipps – YouTube  Paul Robeson - Shortenin bread :) - YouTube (Recreation) Paul Robeson - Shortenin bread :) - YouTube  go to sleep little baby (a cappella ~ harmony) – YouTube (Recreation) go to sleep little baby (a cappella ~ harmony) – YouTube

Slave Song Book?  HISTORY DETECTIVES | Slave Songbook | PBS - YouTube HISTORY DETECTIVES | Slave Songbook | PBS - YouTube  What would make this a very important find?  How important was music in slave culture?  How do we know?

Discussion Groups  In groups of 4 discuss the concept given. Make sure you appoint a recorder to write down at least three points you discussed and at least one more question you would have.  Discussion Topics:  •Discuss the concept of a slave culture that is different from colonial culture  •Consider how the slave culture evolved as a different culture from the colonial settlers  •Discuss why it would be in the best interest of a colonial culture to marginalize slaves and their children  Discuss the combination of African traditions and religions with Christianity  Discuss the link between religious ties and conditions of slavery  •Discuss the unique importance of folklore and oral traditions, including music to a non-literate and repressed group of people