{"id":64302,"date":"2022-08-13T00:04:01","date_gmt":"2022-08-13T04:04:01","guid":{"rendered":"https:\/\/world.edu\/?p=64302"},"modified":"2022-08-13T18:06:30","modified_gmt":"2022-08-13T22:06:30","slug":"politicians-seek-to-control-classroom-discussions-about-slavery-in-the-us","status":"publish","type":"post","link":"https:\/\/world.edu\/politicians-seek-to-control-classroom-discussions-about-slavery-in-the-us\/","title":{"rendered":"Politicians seek to control classroom discussions about slavery in the US"},"content":{"rendered":"

\"\"<\/p>\n

Of all the subjects taught in the nation\u2019s public schools, few have generated as much controversy of late as the\u00a0subjects of racism and slavery<\/a>\u00a0in the United States.<\/p>\n

The attention has come largely through a\u00a0flood of legislative bills put forth primarily by Republicans<\/a>\u00a0over the past year and a half. Commonly referred to as anti-critical race theory legislation, these bills are meant to\u00a0restrict how teachers discuss race and racism in their classrooms<\/a>.<\/p>\n

One of the more peculiar byproducts of this legislation came out of Texas, where, in June 2022, an advisory panel made up of nine educators recommended that slavery be referred to as \u201cinvoluntary relocation<\/a>.\u201d<\/p>\n

The measure\u00a0ultimately failed<\/a>.<\/p>\n

As an educator who trains teachers on how to educate young students about the history of slavery in the United States, I see the Texas proposal as part of a disturbing trend of politicians seeking to hide the\u00a0horrific and brutal nature of slavery<\/a>\u00a0\u2013 and to keep it divorced from the nation\u2019s birth and development.<\/p>\n

The Texas proposal, for instance, grew out of work done under a\u00a0Texas law<\/a>\u00a0that says slavery and racism can\u2019t be taught as part of the \u201ctrue founding\u201d of the United States. Rather, the law states, they must be taught as a \u201cfailure to live up to the authentic founding principles of the United States, which include liberty and equality.\u201d<\/p>\n

To better understand the nature of slavery and the role it played in America\u2019s development, it helps to have some basic facts about how long slavery lasted in the territory now known as the United States and how many enslaved people it involved. I also believe in using authentic records to show students the reality of slavery.<\/p>\n

Before the Mayflower<\/strong><\/h4>\n

Slavery in what is now known as the United States is often traced back to the year 1619. That is when \u2013 as documented by\u00a0Colonist John Rolfe<\/a>\u00a0\u2013 a ship named the White Lion delivered\u00a020 or so enslaved Africans <\/a>\u00a0to Virginia.<\/p>\n

As for the notion that slavery was not part of the founding of the United States, that is easily refuted by the U.S. Constitution itself. Specifically,\u00a0Article 1, Section 9, Clause 1<\/a>\u00a0prevented Congress from prohibiting the \u201cimportation\u201d of slaves until 1808 \u2013 nearly 20 years after the Constitution was ratified \u2013 although it didn\u2019t use the word \u201cslaves.\u201d Instead, the Constitution used the phrase \u201csuch Persons as any of the States now existing shall think proper to admit.\u201d<\/p>\n

Congress ultimately passed the \u201cAct Prohibiting the Importation of Slaves<\/a>,\u201d which took effect in 1808. Although the act imposed heavy penalties on international traders, it did not end slavery itself nor the domestic sale of slaves. Not only did it drive trade underground, but many ships caught illegally trading were also brought into the United States and their \u201cpassengers<\/a>\u201d sold into slavery.<\/p>\n

The last known slave ship \u2013 the Clotilda \u2013\u00a0arrived in Mobile, Alabama, in 1860<\/a>, more than half a century after Congress outlawed the importation of enslaved individuals.<\/p>\n

According to the\u00a0Trans-Atlantic Slave Trade database<\/a>, which derives it numbers from shipping records from 1525 to 1866, approximately 12.5 million enslaved Africans were transported to the Americas. About 10.7 million survived the Middle Passage and arrived in North America, the Caribbean and South America. Of these, only a small portion \u2013\u00a0388,000<\/a>\u00a0\u2013 arrived in North America.<\/p>\n

Most enslaved people in the United States, then, entered slavery not through importation or \u201cinvoluntary relocation,\u201d but by birth.<\/p>\n

From the arrival of those first 20 so enslaved Africans in 1619 until slavery was\u00a0abolished in 1865<\/a>, approximately\u00a010 million slaves lived in the United States and contributed 410 billion hours of labor<\/a>. This is why slavery is a \u201ccrucial building block<\/a>\u201d to understanding the U.S. economy from the nation\u2019s founding up until the Civil War.<\/p>\n

The value of historical records<\/strong><\/h4>\n

As an educator who trains teachers on how to deal with the subject of slavery, I don\u2019t see any value in politicians\u2019 restricting what teachers can and can\u2019t say about the role that slaveholders \u2013\u00a0at least 1,800 of whom were congressmen<\/a>, not to mention the\u00a012 who were U.S. presidents<\/a>\u00a0\u2013 played in the upholding of slavery in American society.<\/p>\n

What I see value in is the use of historical records to educate schoolchildren about the harsh realities of slavery. There are three types of records that I recommend in particular.<\/p>\n

1. Census records<\/strong><\/h4>\n

Since enslaved people were counted in each census that took place from 1790 to 1860, census records enable students to learn a lot about who specifically owned slaves. Census records also enable students to see differences in slave ownership within states and throughout the nation.<\/p>\n

The censuses also show the growth of the slave population over time \u2013 from\u00a0697,624<\/a>\u00a0during the first census in 1790, shortly after the nation\u2019s founding, to\u00a03.95 million<\/a>\u00a0during the 1860 census,\u00a0as the nation stood at the verge of civil war<\/a>.<\/p>\n

2. Ads for runaway slaves<\/strong><\/h4>\n

Few things speak to the horrors and harms of slavery like ads that slave owners took out for runaway slaves.<\/p>\n

It\u2019s not hard to find ads that describe fugitive slaves whose bodies were covered with various scars from beatings and marks from branding irons.<\/p>\n

For instance, consider an\u00a0ad taken out on July 3, 1823<\/a>, in the Star, and North-Carolina State Gazette<\/a>\u00a0by Alford Green, who offers $25 for a fugitive slave named Ned, whom he described as follows:<\/p>\n

\"\"\u201c\u2026 about 21 years old, his weight about 150, well made, spry and active tolorably fierce look, a little inclined to be yellow, his upper fore teeth a little defective, and, I expect, has some signs of the whip on his hips and thighs, as he was whipped in that way the day before he went off.\u201d<\/em>
\nAdvertisements for runaway slaves can be accessed via digital databases, such as\u00a0Freedom on the Move<\/a>, which contains more than 32,000 ads. Another database \u2013 the\u00a0North Carolina Runaway Slave Notices project<\/a>\u00a0\u2013 contains 5,000 ads published in North Carolina newspapers from 1751 to 1865. The sheer number of these advertisements sheds light on how many enslaved Black people attempted to escape bondage.<\/p>\n

3. Personal narratives from the enslaved<\/strong><\/h4>\n

Though they are few in number, recordings of interviews with formerly enslaved people exist.<\/p>\n

Some of the interviews are\u00a0problematic<\/a>\u00a0for various reasons. For instance, some of the interviews were heavily edited by interviewers or did not include complete, word-for-word transcripts of the interviews.<\/p>\n

Yet the interviews still provide a glimpse at the harshness of life in bondage. They also expose the fallacy of the argument that slaves \u2013\u00a0as one slave owner claimed in his memoir<\/a>\u00a0\u2013 \u201cloved \u2018old Marster\u2019 better than anybody in the world, and would not have freedom if he offered it to them.\u201d<\/p>\n

For instance, when Fountain Hughes \u2013 a\u00a0descendant of a slave owned by Thomas Jefferson<\/a>\u00a0who spent his boyhood in slavery in Charlottesville, Virginia \u2013 was asked if he would rather be free or enslaved, he\u00a0told his interviewer<\/a>:<\/p>\n

\u201cYou know what I\u2019d rather do? If I thought, had any idea, that I\u2019d ever be a slave again, I\u2019d take a gun and just end it all right away, because you\u2019re nothing but a dog. You\u2019re not a thing but a dog. A night never come that you had nothing to do. Time to cut tobacco? If they want you to cut all night long out in the field, you cut. And if they want you to hang all night long, you hang tobacco. It didn\u2019t matter about you\u2019re tired, being tired. You\u2019re afraid to say you\u2019re tired.\u201d<\/em>
\nIt\u2019s ironic, then, that when it comes to teaching America\u2019s schoolchildren about the horrors of American slavery and how entrenched it was in America\u2019s political establishment, some politicians would prefer to shackle educators with restrictive laws. What they could do is grant educators the ability to teach freely about the role the slavery played in the forming of a nation that was founded \u2013 as the Texas law states – on principles of liberty and equality.<\/p>\n

Author Bio:<\/strong> Raphael E. Rogers is Professor of Practice in Education at Clark University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Of all the subjects taught in the nation\u2019s public schools, few have generated as much controversy of late as the\u00a0subjects of racism and slavery\u00a0in the United States. The attention has come largely through a\u00a0flood of legislative bills put forth primarily by Republicans\u00a0over the past year and a half. Commonly referred to as anti-critical race theory […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[108974],"tags":[8589],"coauthors":[11733],"class_list":["post-64302","post","type-post","status-publish","format-standard","hentry","category-history","tag-censorship-2"],"acf":[],"yoast_head":"\nPoliticians seek to control classroom discussions about slavery in the US - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/politicians-seek-to-control-classroom-discussions-about-slavery-in-the-us\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Politicians seek to control classroom discussions about slavery in the US - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Of all the subjects taught in the nation\u2019s public schools, few have generated as much controversy of late as the\u00a0subjects of racism and slavery\u00a0in the United States. 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