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In contrast to the Atlantic slave trade, where the male-female ratio was 2:1, the Arab slave trade instead usually had a higher female-to-male ratio. Concubinage and reproduction served as incentives for importing female slaves, though many were also imported mainly for performing household tasks. In both continents, anything a slave owns, is automatically the master’s own too, however in Arabia, a slave may be allowed to earn money to purchase his or her freedom and similarly to pay bride wealth if he was to be married, the marriage requiring the consent of the master first. If the master was to use his slave for sexual gratification, he may not co-habit with a female slave belonging to his wife, neither can he have relations with a female slave if she is co-owned, or already married. In America, a man may have relations with a slave but it wasn’t very likely, as this was taboo and not approved of. For a male slave in Arabia, there were limited options, if already castrated (which was a familiar practice), they were used as eunuchs, mostly in the service of the mosques or for the protection of harems. A system of plantation labour, developed early, but with such terrible consequences, these were relatively rare and often reduced. The need for agricultural labour, in Islam with large peasant populations, was nowhere near as critical as in the Americas, so this didn’t really succeed and slaves in general, were mainly directed at the service sector, the men being cooks, porters and/or soldiers. While slaves were sometimes employed for manual labour during the Arab slave trade, this was usually the exception rather than the norm. In America, slaves were guaranteed hard labour designed exclusively for males like ditch men, ploughme... ... middle of paper ... ... own. If the master does not have sufficient wealth to facilitate this, she or he must sell, hire out, or manumit the slave as ordered. Masters were encouraged to educate slaves, to teach them how to write/read, etc. Slave-owners had no right in harming a slave under Islamic rule, unless the slave had committed a crime, in which the penalty would be lessened. In America, slaves had no such right to demand the sustenance to be of the same quality the master had, the treatment of slaves in the United States was generally brutal and degrading. Whipping, execution and sexual abuse were common ways in making a slave ‘behave’. Slaves were not educated as to not encourage them to escape or rebel. Punishment was most often meted out in response to disobedience or perceived infractions, but slaves were also sometimes abused to assert the dominance of their master or overseer.
Unlike agricultural work non-agricultural work was based on gender and age. As a non-agricultural worker you had more close encounters with your slaveholders, this can be both beneficial and not beneficial. With men who had non-agricultural jobs they were artisans. Their jobs consisted of blacksmiths, brickmakers, boatmen and other various jobs. With women they had the jobs like cleaning, feeding, and caring for the slaveholder’s children. Some women were personal slaves to the slaveholders ad did various jobs that comforted the slaveholders. Although working in the house was viewed at as a privilege there were some disadvantages to it especially for the women that worked in the house. These women were open up to being sexually abused by their slaveholders. Although there were disadvantages being a nonagricultural slave had its benefits. Those who had the skills to stay in their slaveholders home had the privilege of running errands, and going on trips with their slaveholders. The house tasks were not only handed out by gender but also by age. (D. R. Berry 2007) Older women would be given the job as a nurse, cooks, and tended to the kids. At the Kelvin Plantation Postell had two elderly men on his plantation that he gave the job of gardening those men were Old Sam and Old Robin. These slaves were not listed on the slaveholder’s roster for monetary value, but they were on the list of bond people who were on the
Slave owners consisted of more than just white males, they also included free blacks, Native Americans, mulattos, immigrants, and women owned slaves. Women, who inherited slaves from their husbands, represented ten percent of the slaveholding class (50). According to Oakes, “the typical master did not really exist” (51), the average slaveholder was about forty-four years old, most likely male and white, and by 1850 almost always native-born in the South
Before the Atlantic Slave Trade, most slaves were acquired through capturing soldiers and citizens following a military skirmage, and were not viewed as the lowest class of citizens. This was present throughout the world, and was common in every society. Following their capture, the enslaved would then be assimilated into the society, and eventually obtain freedom. Slaves at the time were viewed as members of the community, only in a slightly lower class. In the Islamic culture, the capturing of slaves from warfare was only permissible due to the chances of rebellion following their release immediately after the battle ensued. Therefore, the captured would be treated as guests in the house until their release at the appropriate time. In the Islamic World, prior and following their release, slaves could establish their own families and businesses, and even had the chances of gaining high political and military positions. In 15th century Russia, slaves were treated as property rather than guests, but were obtained through unpaid debts and warfare, and given a brief period of the year in which they were able to act freely as if they were true freemen. Beginning in a time where ...
“Segu is a garden where cunning grows. Segu is built on treachery. Speak of Segu outside Segu, but do not speak of Segu in Segu” (Conde 3). These are the symbolic opening words to the novel Segu by Maryse Conde. The kingdom of Segu in the eighteenth and nineteenth century represents the rise and fall of many kingdoms in the pre-colonial Africa. Therefore, Segu indirectly represents the enduring struggles, triumphs, and defeats of people who are of African decent in numerous countries around the world. There are three major historical concepts that are the focus of this book. One is the spread of the Islamic religion. Another is the slave trade, and the last is the new trade in the nineteenth century and the coming of new ideas from Europe (legitimate commerce). However, Segu does not simply explain these circumstances externally, but rather with a re-enactment that tells a story of the state of affairs on a personal level, along with the political one. By doing this, the book actually unfolds many deceitful explanations for the decline of West African countries in the eighteenth and nineteenth century.
Masters had rights too of course. They could treat a slave anyway they wanted to. They could be abusive, friendly or do anything they wanted to the slave. They could defend themselves against slaves and could kill him/her if the master provided the courts with a good reason.
In the Middle East it was male-dominant, male’s had all the control in the family. Women’s rule in life was to give birth too many children to continue the family blood line and take care of them, while the men go to work and come home find something for them prepared to eat. Men were the head of the house, whatever they said, had to be obeyed. Women were limited in their rights, even in marriage they weren’t asked for their opinion, “Would you like to marry this guy?” But rather they were forced by their family members to participate in arranged marriages. In this story we see that the slave woman had no rights, this woman obeyed them without saying a word. In addition, to this she was a slave, and slaves had no rights when it came to their master’s commands. She didn’t have a choice but rather obeyed what the master said even if she didn’t agree. Women were mistreated sometimes by men. "Bring the mule’s nose-bag along with you," he added to the groom; "she has not finished her feed, I think; when we get to the palace, put the bag on her again—she can eat the rest of her fodder while I am with the caliph. “Hear and obey," said the groom "(Portland, Maine: Wheelwright, 1955, p 310-313). One can see in this quote that they placed a bag over the girl and limited to when should she eat. The woman was treated as if she was a toy, played with for a while and then placed to the side when they were
Every year, more and more money is donated to Africa to promote democracy in order to get rid of the powerful coups in many countries through out the continent. While the coups are declining and democratic governments are being established, the economic growth and development of Africa is not anywhere it should be considering the abundant natural resources and coastline that the continent possesses. Even though countries, like the United States of America, donate millions of dollars they are a large reason why Africa is underdeveloped economically. The Trans-Atlantic Slave trade is the most devastating event in the history of the world. Nearly 14,000,000 men, women, and children were displaced, sold into slavery, and killed by the trade routes.(
Servitude is a usual part of African ritual. Tribes would often use trade to obtain slaves by going to the head chief and trading for livestock. Not only did various tribes trade with the people of their countries, but with the Europeans of other nationalities as well. There were times that tribes would go to war and keep chiefs and prisoners of war were kept as slaves, to trade with European countries. Many times slaves were sold due to being punished, or to rape and other various crimes. Some were also forced into life of captivity. It was common for young individuals to be kidnapped and taken to a home of a common family to work and serve them. Many owners would treat their slaves fairly. The masters would own a piece of property and have an apartment for their own personal family along with a home for the enslaved family. Equiano talks about how many slaves owned their own slaves in some cases. If a family was wealthy enough, they would accommodate their property, meaning the slaves. They were a part of the owner’s family and were as brutally treated comparing to slaves of the Colonial U.S.
Let us first speak of master and slave, looking to the needs of practical life and also seeking to attain some better theory of their relation than exists at present. Property is a part of the household, and the art of acquiring property is a part of the art of managing the household; for no man can live well, or indeed live at all, unless he be provided with necessaries. And so, in the arrangement of the family, a slave is a living possession, and property a of such instruments; and the slave is himself an instrument which takes precedence of all other instruments. The master is only the master of the slave; he does not belong to him, whereas the slave is not only the slave of his master, but wholly belongs to him.
The act of slavery was widespread around the globe, seen in places like: the Sumerian society; Greece; the central Nigerian Society, Nupe; and of the course, the United States (Ember). Although slavery was common in all of these places, what differed is how the slaves were obtained and maintained. One of the earliest documented history of slavery dates back to 3000 B.C. in the Sumerian society (Ember). Since this society was very complex, slaves were common in Sumer. The slaves were often captives brought back from war. This way of ...
During slavery, slave women were forced into dual exploitation: as laborers and sexual partners. Their physical labor and their sexual favors belonged to their male masters. Slaves had no legal right to refuse advances from their masters, since legally the concept of raping did not exist. A female slave was frequently used by her owner for his sexual and recreational pleasure. This sexual privilege was a hierarchical right that spilled over to the slave owner's neighbors, visitors, and younger sons eager for initiation into the mysteries of sex.
Slaves would take on the tasks of motherhood, some would even breast feed the babies. The slaves also worked the fields and helped the mother with other household duties, such as making clothes (The Study of Women, online). Education Boys will begin school at age seven. They were also given paid agogos, a slave that accompanied them everywhere. The paid adolescents taught the boy manners, punished him when he did wrong, and even sat through classes with the boy to make sure he did his work.
It is clear that the master slave relationship was generally one of fear, tension and dominion. The slave had no rights over himself and was expected to be subject to the master in all things. As with the every rule, there weress exceptions to this trend. Some masters treated their slaves with exceptional kindness and humaneness.
The most common use of a slave was to have the around the house to do common tasks such as cleaning the house, washing the clothing, cooking, and taking care of the infants with supervision from the mother. Although these were the major uses of a slave there were a few that also educated and were allowed to teach others what they have learned. Plutarch told a story of a man named Cato that had born a son, but he did not wish that his son to be taught by a lowly servant. He wanted his son to have a good education and to not have to owe respect to a slave. Cato wrote many books for his son so that he may never leave the house and encounter false teachings from others. He also taught his son everything that he needed to know about grammar and law. He not only showed his son about the exercise of the mind, he also showed him the exercise of the body also. Cato showed his son how to box, how to stay in shape and get ready for war. Cato wanted none of these things were to be learned from a slave, and none of them were. Slaves were teachers and house hold workers but also since they co...
People commonly sold themselves into slavery to pay off debt or support their families, or they were forcibly enslaved for crimes or in war. In Africa, slaves were employed in many ways as servants, peasants, soldiers, administrators and field workers. In most cases, there were whole villages of enslaved dependents who were required to pay rent to the ruler. When Dutch, Portuguese and other European traders came to the West African coast, they quickly saw the value of men and women as slaves in America. The trade that developed between the foreign Merchants, the rich and powerful rulers, and merchants of West African nations drained the entire nation of the people who were needed to prosper and