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By 1740, almost twenty percent of New York's population was African American and roughly half of white households owned at least one slave. While slaves were forced to live and work alongside whites, they sought out the company of other [...]
In the following passage, historian Jill Lepore carefully considers an enslaved man's walk through 1740s Manhattan. The slave, who was known as Pedro, described a Sunday walk through Manhattan as part of a confession that he gave during the [...]
This brief activity leads students through analysis of an archaeologist's sketch of the grave of an African buried in colonial New York.
This worksheet helps students compare slaves and indentured servants in colonial society, in particular in New York. It is used as part of the activity "Comparison of Slaves and Servants in Colonial New York."
In this activity students read a list of laws regulating Africans and African Americans and a servant's indenture contract from colonial New York. Then students find evidence in the primary sources to support a series of statements about the [...]
In this activity students compare an eighteenth-century print of a slave ship and a table of data about the voyages of the slave ship to draw facts and make inferences about the transatlantic slave trade. This activity was designed for the [...]
In this activity students read slave codes from colonial New York and respond to them from the perspective of one of four identities: Slave-owning white, Non-slave-owning white, Slave, or Free African American.
In this lesson students read a description of a slave's walk through colonial New York City and determine which laws he broke and which laws he followed. Students then write a journal entry from the perspective of either a slave or a slaveowner [...]