introduction primary sources provide us a fly on the wall glimpse of history in the making by those who witnessed that history and given that most of the past is destroyed they are precious

This assignment grows out of the article I assigned in an earlier module — “Windows on the Past: Primary Sources and Why They’re Important.” That reading contains two videos showing you how historians establish the basic facts about their sources and the types of questions they ask about them. You cannot do well on this assignment unless you’ve read the earlier article and viewed the videos. They will help you in the work that lies ahead in the course.

What also will help you is reading the assigned reading for this week BEFORE you tackle this assignment. That reading that will give you the context or backstory to this source. That backstory will provide important clues to your understanding of this source. When I come to grade your work, I will look to see if you used 1.) the source itself and 2.) the assigned reading in your primary source analysis.

The Assignment

Please read the primary source below, entitled “The Virginia Slave Laws.” Read it carefully, and read it twice. If you can, read it three times. If you are reading carefully, each reading will reveal to you more than you saw before.

Then in light of your reading the primary source and drawing on it almost entirely, answer the questions in the Primary Source Question Set. Submit your answers. Then critically (questioningly) respond to the posts of your fellow students.

The Primary Source Question Set

Here are the questions that all historians ask of their primary sources as they seek to do what I ask you to do in examining primary sources in our course: to understand the past. Here are those questions which, by the end of the semester, should be second nature to you:

  1. Identify and date your source, giving us the link that links to it. This link will help others find your source easily. Then, — Who (or what) wrote or produced this source? How do you know? Find a separate, independent source to confirm the date. Give us the link to it.
  2. What type of source is this — a primary or secondary source? What makes it one or the other — or both? Next, identify what type of source it is — a letter, speech, journal entry, article….
  3. When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events covered in our assigned work that occurred at about the same time that this source was created. Choose events that may have been influenced by, or influenced, the maker of the source. This question is about context.
  4. In 250 words or more, summarize the key parts of the source — what is most vital to know if you were relating the content of the source to someone who hadn’t read it. Put your answer entirely in your own words. Quote nothing. Stick to the source, not its context, your view of the source, or what it makes you feel. In your summary, do not editorialize or philosophize or guess at the motives of the person who wrote the source. See the source itself, all of it, and summarize only what you find there.
  5. Using only this source and our assigned reading, who was the probable audience for this source? That is, to whom was this source aimed at? Using the source and its context, justify your answer. (Why might knowing the target audience for source be important?)
  6. You’ve sourced the source, dated it, contextualized it (a little). You’ve summarized it — we hope fairly, accurately. What questions might this source help us — as historians — answer about the past?
  7. Finally, what is most memorable about this source for you – you personally? What stands out?

The Document or Source

Virginia Slave Laws

Date:1662

[Editor’s Annotation, which is NOT the source or document!: Black slavery took root in the American colonies slowly. Historians now know that small numbers of Africans lived in Virginia before 1619, the year a Dutch ship sold some twenty blacks (probably from the West Indies) to the colonists. But it was not until the 1680s that black slavery became the dominant labor system on plantations there. As late as 1640, there were probably only 150 blacks in Virginia and in 1650, 300. But by 1680, the number had risen to 3,000 and by 1704, to 10,000.

Until the mid-1660s, the number of white indentured servants was sufficient to meet the labor needs of Virginia and Maryland. Then, in the mid-1660s, the supply of white servants fell sharply. Many factors contributed to the growing shortage of servants. The English birth rate had begun to fall and with fewer workers competing for jobs, wages in England rose. The great fire that burned much of London in 1666 created a great need for labor to rebuild the city. Meanwhile, Virginia and Maryland became less attractive as land grew scarcer. Many preferred to migrate to Pennsylvania or the Carolinas, where opportunities seemed greater. To replenish its labor force, planters in the Chesapeake region increasingly turned to enslaved Africans. In 1680, just seven percent of the population of Virginia and Maryland consisted of slaves; twenty years later, the figure was 22 percent. Most of these slaves did not come directly from Africa, but from Barbados and other Caribbean colonies or from the Dutch colony of New Netherlands, which the English had conquered in 1664 and renamed New York.

The status of blacks in seventeenth century Virginia was extremely complex. Some were permanently unfree; others, like indentured servants, were allowed to own property and marry and were freed after a term of service. Some were even allowed to testify against whites in court and purchase white servants. In at least one county, black slaves who could prove that they had been baptized successfully sued for their freedom. There was even a surprising degree of tolerance of sexual intermixture and marriages across racial lines.

As early as the late 1630s, however, English colonists began to distinguish between the status of white servants and black slaves. In 1639, Maryland became the first colony to specifically state that baptism as a Christian did not make a slave a free person.

During the 1660s and 1670s, Maryland and Virginia adopted laws specifically designed to denigrate blacks. These laws banned interracial marriages and sexual relations and deprived blacks of property. Other laws prohibited blacks from bearing arms or traveling without written permission. In 1669, Virginia became the first colony to declare that it was not a crime to kill an unruly slave in the ordinary course of punishment. That same year, Virginia also prohibited masters from freeing slaves unless the freedmen were deported from the colony. Virginia also voted to banish any white man or woman who married a black, mulatto, or Indian.

The imposition of a more rigid system of racial slavery was acommpanied by improved status for white servants. Unlike slaves, white servants and free workers could not be stripped naked and whipped. As the historian Edmund S. Morgan has suggested, a hardening of racial lines contributed to a growth in a commitment to democracy, liberty, and equality among white men. – end of Editor’s Annotation]

[The Document]

“December 1662

Whereas some doubts have arisen whether children got by any Englishman upon a Negro woman should be slave or free, be it therefore enacted and declared by this present Grand Assembly, that all children born in this country shall be held bond or free only according to the condition of the mother; and that if any Christian shall commit fornication with a Negro man or woman, he or she so offending shall pay double the fines imposed by the former act.

September 1667

Whereas some doubts have risen whether children that are slaves by birth, and by the charity and piety of their owners made partakers of the blessed sacrament of baptism, should by virtue of their baptism be made free, it is enacted and declared by this Grand Assembly, and the authority thereof, that the conferring of baptism does not alter the condition of the person as to his bondage or freedom; that diverse masters, freed from this doubt may more carefully endeavor the propagation of Christianity by permitting children, through slaves, or those of greater growth if capable, to be admitted to that sacrament.

September 1668

Whereas it has been questioned whether servants running away may be punished with corporal punishment by their master or magistrate, since the act already made gives the master satisfaction by prolonging their time by service, it is declared and enacted by this Assembly that moderate corporal punishment inflicted by master or magistrate upon a runaway servant shall not deprivate the master of the satisfaction allowed by the law, the one being as necessary to reclaim them from persisting in that idle course as the other is just to repair the damages sustained by the master.

October 1669

Whereas the only law in force for the punishment of refractory servants resisting their master, mistress, or overseer cannot be inflicted upon Negroes, nor the obstinacy of many of them be suppressed by other than violent means, be it enacted and declared by this Grand Assembly if any slave resists his master (or other by his master’s order correcting him) and by the extremity of the correction should chance to die, that his death shall not be accounted a felony, but the master (or that other person appointed by the master to punish him) be acquitted from molestation, since it cannot be presumed that premeditated malice (which alone makes murder a felony) should induce any man to destroy his own estate.”

[end of document]

Citation: William Waller Hening, Statutes at Large; Being a Collection of all the Laws of Virginia (Richmond: Samuel Pleasants, 1809-1823), II, 170, 260, 266, 270

Source: William Waller Hening, Statues at Large; Being a Collection of All of the Laws of Virginia (Richmond, Va.: Samuel Pleasnats, 1809-23), Vol. II, pp. 170, 260, 266, 270.

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