Title of Lesson: Alabama Slave Codes in 1833: What They Can Teach Us About
Slaves Themselves
(Suggested grade level: 10th Grade American History)
This lesson was created as a part of the Alabama History Education Initiative, funded by
a generous grant from the Malone Family Foundation in 2009.
Author Information: Mary Hubbard, Advanced Placement History Teacher, Retired
Alabama History Education Initiative Consultant
Link to the Lesson
What seems to be happening in this image?
Library of Congress
http://www.americaslibrary.gov/jb/colonial/jb_colonial_stono_2_e.html
“A fanatic preacher by the name of Nat Turner, who had been taught to
read and write, and permitted to go about preaching in the country, was
at the bottom of this infernal brigandage [violence committed by a group
of outlaws]. He was artful, impudent and vindictive, without any cause or
provocation, that could be assigned…He and another slave…were two
of the leaders. Three or four others were first concerned and most
active.-- They had 15 others to join them. And by importunity [insistent
demands] or threats they prevailed upon about 20 others to cooperate in
the scheme of massacre... They were mounted to the number of 40 or
50; and with knives and axes-knocking on the head, or cutting the
throats of their victims. They had few firearms among them.... But as
they went from house to house, they drank ardent spirits-and it is
supposed, that in consequence of their being intoxicated,-or from mere
fatigue, they paused in their murderous career about 12 o'clock on
Monday.”
(Richmond Enquirer , August 30, 1831)
THREE ALABAMA SLAVE LAWS WHICH WENT INTO EFFECT IN 1833
“Any person or persons who shall attempt to teach any free person of color, or
slave, to spell, read or write, shall, upon conviction thereof by indictment, be
fined in a sum not less than two hundred and fifty dollars, nor more than five
hundred dollars.”
“It shall not be lawful for more than five male slaves, either with or without
passes, to assemble together at any place off the proper plantation to which
they belong; and if any slaves do so assemble together, the same shall be
deemed an unlawful assembly.”
“If any slave or free person of color shall preach to, exhort [urge in an effective
way], or harangue [lecture] any slave or slaves…unless in the presence of five
respectable slave-holders, shall, on conviction…receive…thirty-nine lashes for
the first offence, and fifty lashes for every offence thereafter…”
QUESTION: 1. What direct connections do these three Alabama slave
laws have with Nat Turner’s rebellion? (Explain the connections.)
What information does our textbooks offer about Nat Turner’s rebellion?
PBS
http://www.pbs.org/wgbh/aia/part3/3h502.html
Prior to the Civil War, every slave state had its own slave
codes (laws) that regulated slaves, freed slaves and free
persons of color (the terms “freed slaves” and “free persons
of color” are somewhat interchangeable). These codes,
however, changed over time, becoming more numerous
and more restrictive, particularly after any instances of
slave resistance. Because so many whites were killed
during Nat Turner’s Revolt in 1831, slave owners all across
the South were terrified. Many states, including Alabama,
responded to it by strengthening their slave codes and
adding laws which addressed specific features of the
uprising.
Slave codes demonstrate the racism and cruelty of the
slave period. But they also show that slaves and free
blacks were capable of independent action. Without
intending it, Alabama’s slave codes testify to the ability of
slaves to assert their own humanity and to challenge the
system of chattel slavery in large and small ways.
BECAUSE some slaves learned how to read and write,
southern states made it illegal for whites to teach them
those skills. BECAUSE some slaves revolted, southern
states made it illegal for them to gather in unsupervised
groups. Slave laws actually prove that slaves were
capable of doing all sorts of things which no other kind of
“property” could possibly do. These codes demonstrate the
humanity of the slaves as well as the inhumanity of the
slave system.
You’ll be analyzing the Alabama slave codes that went into effect in 1833.
And you’ll be looking at what those laws tell us about the behavior of
slaves, freed slaves (free persons of color), behaviors white law-makers
were seeking to control.
Write these two essential questions on a sheet of paper before you begin
reading the codes. (We’ll discuss possible answers to these questions
AFTER you’ve completed group work that involves reading some of the
laws and completing a simple factual chart about them.)
1. What human capabilities and/or desires did slaves, freed slaves, and
free persons of color exhibit through their behavior that prompted
white Alabama lawmakers to pass these codes? (Be prepared to cite
certain laws and explain how they support your conclusions.)
2. Based on the severity of the punishments involved, identify four
significant fears you believe white lawmakers had about any or all of
the following: the slave system itself, slaves, freed slaves, free
persons of color or even certain white people. How would you explain
those fears?