essay on slaves

Slavery Essay for Students and Children

500+ words essay on slavery.

Slavery is a term that signifies the injustice that is being carried out against humans since the 1600s. Whenever this word comes up, usually people picture rich white people ruling over black people. However, that is not the only case to exist. After a profound study, historians found evidence that suggested the presence of slavery in almost every culture. It was not essentially in the form of people working in the fields, but other forms. Slavery generally happens due to the division of levels amongst humans in a society. It still exists in various parts of the world. It may not necessarily be that hard-core, nonetheless, it happens.

Impact of Slavery

Slavery is one of the main causes behind racism in most of the cultures. It did severe damage to the race relations of America where a rift was formed between the whites and blacks.

The impact of Slavery has caused irreparable damage which can be seen to date. Even after the abolishment of slavery in the 1800s in America, racial tensions remained amongst the citizens.

In other words, this made them drift apart from each other instead of coming close. Slavery also gave birth to White supremacy which made people think they are inherently superior just because of their skin color and descendant.

Talking about the other forms of slavery, human trafficking did tremendous damage. It is a social evil which operates even today, ruining hundreds and thousands of innocent lives. Slavery is the sole cause which gave birth to all this.

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The Aftermath

Even though slavery was abolished over 150 years ago, the scars still remain. The enslaved still haven’t forgotten the struggles of their ancestors. It lives on in their hearts which has made them defensive more than usual. They resent the people whose ancestors brought it down on their lineage.

Even today many people of color are a victim of racism in the 21st century. For instance, black people face far more severe punishments than a white man. They are ridiculed for their skin color even today. There is a desperate need to overcome slavery and all its manifestations for the condition and security of all citizens irrespective of race, religion , social, and economic position .

In short, slavery never did any good to any human being, of the majority nor minority. It further divided us as humans and put tags on one another. Times are changing and so are people’s mindsets.

One needs to be socially aware of these evils lurking in our society in different forms. We must come together as one to fight it off. Every citizen has the duty to make the world a safer place for every human being to live in.

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Background Essay: The Origins of American Slavery

How did enslaved and free Blacks resist the injustice of slavery during the colonial era?

• I can articulate how slavery was at odds with the principle of justice.
• I can explain how enslaved men and women resisted the institution of slavery.
• I can create an argument supported by evidence from primary sources.
• I can succinctly summarize the main ideas of historic texts.

Essential Vocabulary

Written by: The Bill of Rights Institute

American Slavery in the Colonies

Throughout the colonial era, many white colonists in British North America gradually imposed a system of unfree and coerced labor upon Africans in all the colonies. Throughout the colonies, enslavement of Africans became a racial, lifelong, and hereditary condition. The institution was bound up with the larger Atlantic System of trade and slavery yet developed a unique and diverse character in British North America.

Europeans forcibly brought Africans to the New World in the international slave trade. From the fifteenth to the nineteenth century, European slave ships carried 12.5 million Africans, mostly to the New World. Because of the crowded ships, diseases, and mistreatment, only 10.7 million enslaved Africans landed at their destinations. Almost 2 million souls perished in what a draft of the Declaration of Independence later called an “ execrable commerce.”

Europeans primarily acquired the enslaved Africans from African slave traders along the western coast of the continent by exchanging guns, alcohol, textiles, and a broad range of goods demanded by the African traders. The enslaved were alone, having been separated from their families and embarked on the harrowing journey called the “ Middle Passage ” in chains. They were frightened and confused by their tragic predicament. Some refused to eat or jumped overboard to commit suicide rather than await their fate.

This diagram depicts the layout of a slave ship. (Unknown author – an Abstract of Evidence delivered before a select committee of the House of Commons in 1790 and 1791, reprinted in Phyllis M. Martin and Patrick O’Meara (eds.) (1995). Africa third edition. Indiana University Press and James Currey.) https://en.wikipedia.org/wiki/Middle_Passage#/media/File:Slave_ship_diagram.png

Most Africans in the international trade were bound for the European colonial possessions in the Caribbean and South America. The sugar plantations there were places where disease, climate, and work conditions produced a horrifying death rate for enslaved Africans. The sugar crop was so valuable that it was cheaper to work slaves to death and import replacements.  About 5 percent of the human cargo in the slave trade landed in British North America.

The African-American experience in the 13 colonies varied widely and is characterized by great complexity. The climate, geography, agriculture, laws, and culture shaped the diverse nature of enslavement.

Enslaved Africans in the British North American colonies did share many things in common, however. Slavery was a racial, lifetime and hereditary condition. White supremacy was rooted in slavery as its victims were almost exclusively Africans. It was a system of unfree and coerced labor that violated the enslaved person’s natural rights of liberty and consent. While the treatment of slaves might vary depending on region or the disposition of the slaveholder, slavery was at its core a violent and brutal system that stripped away human dignity from the enslaved. In all the colonies, slaves were considered legal property. In other words, slavery was a great injustice.

Differing climates and economies led to very different agricultural systems and patterns of enslavement across the colonies. The North had mostly self-sufficient farms. Few had slaves, and those that did, had one or two enslaved persons. While the North had some important pockets of large landowners who held larger numbers of slaves such as the Hudson Valley, its farms were generally incompatible with large slaveholding. Moreover, the nature of wheat and corn crops generally did not support slaveholding the same way that labor-intensive tobacco and rice did. Cities such as New York and Philadelphia also had the largest Black populations.

On the other hand, the Chesapeake (Maryland and Virginia) and low country of the Carolinas had planters and farmers who raised tobacco, rice, and indigo. Small farms only had one or two slaves (and often none), but the majority of the southern enslaved population lived on plantations. Large plantations frequently held more than 20 enslaved people, and some had hundreds. Virginian Robert “King” Carter held more than 1,000 people in bondage. As a result, in the areas where plantations predominated areas of the South (especially South Carolina), enslaved people outnumbered white colonists and sometimes by large percentages. This led to great fear of slave rebellions and measures by whites, including slave patrols and travel restrictions, to prevent them.

Robert “King” Carter was one of the richest men in all of the American colonies. He owned more than 1,000 slaves on his Virginia plantation. Anonymous. Portrait of Robert “King” Carter. Circa 1720. Painting. https://en.wikipedia.org/wiki/Robert_Carter_I#/media/File:Robert_Carter_I.JPG

The regional differences of slavery led to variations in work patterns for enslaved people. A few Northern enslaved people worked and lived on farms alongside slaveholders and their families. Many worked in urban areas as workers, domestic servants, and sailors and generally had more freedom of movement than on southern plantations.

Blacks developed their own cultures in North and South. Despite different cultures and languages brought from Africa and regional differences within the colonies, a strong sense of community developed especially in areas where they had greater autonomy. Slave quarters on large plantations and urban communities of free blacks were notable for the development of Black culture through resistance, preservation of traditions, and expression. The free and enslaved Black communities kept in conversation with each other to transmit news and to hide runaways.

Different systems of work developed on Southern plantations. One was a “gang system ” of labor in which planters or their overseers drove groups of enslaved people, closely watched their work, and applied physical coercion to compel them to work faster. They also worked in the homes, laundries, kitchens, and stables on larger plantations.

On the massive rice plantations of the Carolinas, enslaved people were often assigned tasks and allowed to stop working when they reached their goals. The “ task system ” could foster cooperation and provide incentives to complete their work quicker. Plantation slaves completed other tasks including cooking, cleaning, laundry, childcare, and worked as skilled artisans.

The treatment and experience of enslaved people was rooted in a brutal system but could vary widely. Many slaveholders were violent and cruel, liberally applying severe beatings that were at times limited by law or shunned by society. Others were guided by their Christian beliefs or humanitarian impulses and treated their slaves more paternalistically . Domestic work was often easier but under much closer scrutiny than fieldhands who at times enjoyed more autonomy and community with other enslaved people. Slaveholders in New England were more likely to teach slaves to read or encourage religious worship, but enslaved people were commonly restricted from learning to read, especially in the South.

Enslaved people did not passively accept their condition. They found a variety of ways to resist in order to preserve their humanity and autonomy. Some of the common daily forms of resistance included slowing down their pace of work, breaking a tool, or pretending to be sick. Some stole food and drink to supplement their inadequate diets or simply to enjoy it as an act of rebellion. Young male slaves were especially likely to run away for a few days and hide out locally to protest work or mistreatment. Enslaved people secretly learned to read and that allowed them to forge passes to escape to freedom. They sang spirituals out of religious conviction, but also in part to express their hatred of the system and their hope for freedom.

Slaves developed their own culture as a way to bond together in their hardships and show defiance to their owners. This image depicts slaves on a plantation dancing and playing music. Anonymous. The Old Plantation. Circa. 1790. Painting. Wikipedia. https://en.wikipedia.org/wiki/Slavery_in_the_United_States#/media/File:Slave_dance_to_banjo,_1780s.jpg

The enslavement of Africans in British colonies in North America developed differently in individual colonies and among regions. But, the common thread running throughout the experience of slavery was injustice. Blacks were denied their humanity and natural rights as they could not keep the fruits of their labor, lived under a brutal system of coercion, and could not live their lives freely. However, a few white colonists questioned the institution before the Revolutionary War.

Comprehension and Analysis Questions

• How did slavery violate an enslaved person’s natural rights?
• How did slavery vary across the 13 British colonies in North America?
• How did Blacks resist their enslavement?

Related Content

Introductory Essay: The Declaration of Independence and the Promise of Liberty and Equality for All: Founding Principles and the Problem of Slavery

The Columbian Exchange | BRI’s Homework Help Series

Have you ever looked at your teacher with a puzzled face when they explain history? I know we have. In our new Homework Help Series we break down history into easy to understand 5 minute videos to support a better understanding of American History. In our first episode, we tackle the Columbian Exchange and early contact between Europeans, Natives and Africans.

Origins of the Slave Trade

Why did Africa and Europe engage in the slave trade?

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Course: US history   >   Unit 5

• The slave economy

Life for enslaved men and women

• Early abolition
• The Mexican-American War
• The Compromise of 1850
• Abolition, slavery, and the Compromise of 1850
• Uncle Tom's Cabin - influence of the Fugitive Slave Act
• Uncle Tom's Cabin - reception and significance
• Uncle Tom's Cabin - plot and analysis
• The Kansas-Nebraska Act and party realignment
• Bleeding Kansas
• Manifest Destiny: causes and effects of westward expansion
• Sectional conflict: Regional differences
• Dred Scott v. Sandford
• Dred Scott, the Lincoln-Douglas debates, and the election of 1860
• The eve of the Civil War
• In the early 19th century, most enslaved men and women worked on large agricultural plantations as house servants or field hands.
• Life for enslaved men and women was brutal; they were subject to repression, harsh punishments, and strict racial policing.
• Enslaved people adopted a variety of mechanisms to cope with the degrading realities of life on the plantation. They resisted slavery through everyday acts, while also occasionally plotting larger-scale revolts.
• Enslaved men and women created their own unique religious culture in the US South, combining elements of Christianity and West African traditions and spiritual beliefs.

Life on the plantation

Brutality and resistance, religion and slave culture, what do you think.

• John Hope Franklin and Evelyn Brooks Higginbotham, From Slavery to Freedom: A History of African Americans , 9th Ed. (New York: McGraw Hill, 2011), 140.
• For more on families under slavery, see Wilma A. Dunaway, The African-American Family in Slavery and Emancipation (New York: Cambridge University Press, 2003).
• For more on the slave patrols, see Sally E. Hadden, Slave Patrols: Law and Violence in Virginia and the Carolinas (Cambridge, MA: Harvard University Press, 2001).
• For more on Nat Turner, see The Nat Turner Rebellion: The Historical Event and the Modern Controversy , eds. John B. Duff and Peter M. Mitchell (New York: Harper & Row, 1971).
• For more, see Stephanie M.H. Camp, Closer to Freedom: Enslaved Women and Everyday Resistance in the Plantation South (Chapel Hill: University of North Carolina Press, 2004).
• For more, see Albert Raboteau, Slave Religion: The Invisible Institution in the Antebellum South (New York: Oxford University Press, 2004).
• For more on slave culture, see Eugene Genovese, Roll, Jordan, Roll: The World the Slaves Made (New York: Pantheon, 1974).

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American Social History Project  ·    Center for Media and Learning

• Background Essay on Who Freed the Slaves?

This essay introduces you to the main forces behind the abolition of slavery in the United States, as well as the debate among historians as to who played the key role.

Once the first shots of the Civil War were fired in Charleston harbor on April 12, 1861, President Abraham Lincoln insisted that the U.S. government was fighting to preserve the Union. He did not want to risk losing the support of four slave states fighting on the Union side: Delaware, Kentucky, Missouri, and Maryland. Consequently, Lincoln went to great lengths to assure loyal slaveholders in these states that the key northern war aim was "union," and not "freedom" (the abolition of slavery). But radicals in his own party, abolitionists, and almost everyone in the African-American community in the North wanted to turn the war for disunion into a crusade for freedom.

In the South, thousands of slaves asserted their own view of the Civil War's primary aim by abandoning plantations and fleeing behind Union army lines. Union generals disagreed about whether to free escaped slaves or return them to their masters. Slaves helped make their own case for freedom by rendering valuable services as laborers, spies, guides, cooks, and nurses while at the same time depriving the Confederacy of its labor. Some of Lincoln's generals argued that escaped slaves should be declared "contrabands" of war--riches the slave-owners lost their rights to when the Confederacy rebelled. By the summer of 1861, the "contraband" policy was adopted. It was a first but timid step toward full-scale emancipation. Lincoln maintained that it was not a policy of abolition but merely a tactic of war.

Then on January 1, 1863, almost fifteen months after the war began, Lincoln signed the Emancipation Proclamation. It freed more than three and a half million slaves in Confederate areas still fighting against the North but excluded almost half a million slaves in the four slave-holding states loyal to the Union. Despite its limitations, the Emancipation Proclamation set off celebrations among white and black abolitionists in the North and rejoicing among slaves in the South. African Americans, slave and free alike, understood that the aims of the war had been dramatically changed and that the Union was on a new course.

Did Lincoln free the slaves? Did the slaves free themselves? Or was freedom finally achieved due to white and black abolitionists? The answer to all three questions is yes. But historians disagree on who played the  key  role in emancipation.

In This Collection

Primary documents.

A Ride for Liberty

Lincoln in Richmond

• The Emancipation Proclamation (Excerpt)
• A Union Army Captain Testifies Before the Freedman's Commission

A Souvenir Photograph Shows Civil War "Contraband"

• A Union Army General Describes the Impact of Contraband Slaves
• A Union Army General Describes the Impact of Contraband Slaves (with text supports)

Before-and-After Photograph of an African-American Union Recruit

• Abraham Lincoln Explains His War Aims
• On to Liberty

Secondary Documents

• Background Essay on Eastman Johnson and A Ride for Liberty
• Background Essay on Civil War "Contraband"
• Summary of the Emancipation Proclamation

Teaching Activities

• Who Freed the Slaves During the Civil War?
• Lessons in Looking: Contraband in Paintings

Additional Resources

• Another View of the "Statue of Emancipation"

Historical Era

Civil War and Reconstruction (1861-1877)

Slavery and Abolition

Civil War , Emancipation

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"Colored Citizens, To Arms!"

"Men of Color, To Arms!"

Print and Share

Heilbrunn Timeline of Art History Essays

The transatlantic slave trade.

Necklace: Pendant

Figure: Seated Portuguese Male

Pipe: Rifle

Alexander Ives Bortolot Department of Art History and Archaeology, Columbia University

October 2003

From the seventeenth century on, slaves became the focus of trade between Europe and Africa. Europe’s conquest and colonization of North and South America and the Caribbean islands from the fifteenth century onward created an insatiable demand for African laborers, who were deemed more fit to work in the tropical conditions of the New World. The numbers of slaves imported across the Atlantic Ocean steadily increased, from approximately 5,000 slaves a year in the sixteenth century to over 100,000 slaves a year by the end of the eighteenth century.

Evolving political circumstances and trade alliances in Africa led to shifts in the geographic origins of slaves throughout the seventeenth and eighteenth centuries. Slaves were generally the unfortunate victims of territorial expansion by imperialist African states or of raids led by predatory local strongmen, and various populations found themselves captured and sold as different regional powers came to prominence. Firearms, which were often exchanged for slaves, generally increased the level of fighting by lending military strength to previously marginal polities. A nineteenth-century tobacco pipe ( 1977.462.1 ) from the Democratic Republic of the Congo or Angola demonstrates the degree to which warfare, the slave trade, and elite arts were intertwined at this time. The pipe itself was the prerogative of wealthy and powerful individuals who could afford expensive imported tobacco, generally by trading slaves, while the rifle form makes clear how such slaves were acquired in the first place. Because of its deadly power, the rifle was added to the repertory of motifs drawn upon in many regional depictions of rulers and culture heroes as emblematic of power along with the leopard, elephant, and python.

The institution of slavery existed in Africa long before the arrival of Europeans and was widespread at the period of economic contact . Private land ownership was largely absent from precolonial African societies, and slaves were one of the few forms of wealth-producing property an individual could possess. Additionally, rulers often maintained corps of loyal, foreign-born slaves to guarantee their political security, and would encourage political centralization by appointing slaves from the imperial hinterlands to positions within the royal capital. Slaves were also exported across the desert to North Africa and to western Asia, Arabia, and India.

It would be impossible to argue, however, that transatlantic trade did not have a major effect upon the development and scale of slavery in Africa. As the demand for slaves increased with European colonial expansion in the New World, rising prices made the slave trade increasingly lucrative. African states eager to augment their treasuries in some instances even preyed upon their own peoples by manipulating their judicial systems, condemning individuals and their families to slavery in order to reap the rewards of their sale to European traders. Slave exports were responsible for the emergence of a number of large and powerful kingdoms that relied on a militaristic culture of constant warfare to generate the great numbers of human captives required for trade with the Europeans. The Yoruba kingdom of Oyo on the Guinea coast, founded sometime before 1500, expanded rapidly in the eighteenth century as a result of this commerce. Its formidable army, aided by advanced iron technology , captured immense numbers of slaves that were profitably sold to traders. In the nineteenth century, the aggressive pursuit of slaves through warfare and raiding led to the ascent of the kingdom of Dahomey, in what is now the Republic of Benin, and prompted the emergence of the Chokwe chiefdoms from under the shadow of their Lunda overlords in present-day Angola and Democratic Republic of the Congo. The Asante kingdom on the Gold Coast of West Africa also became a major slave exporter in the eighteenth century.

Ultimately, the international slave trade had lasting effects upon the African cultural landscape. Areas that were hit hardest by endemic warfare and slave raids suffered from general population decline, and it is believed that the shortage of men in particular may have changed the structure of many societies by thrusting women into roles previously occupied by their husbands and brothers. Additionally, some scholars have argued that images stemming from this era of constant violence and banditry have survived to the present day in the form of metaphysical fears and beliefs concerning witchcraft. In many cultures of West and Central Africa, witches are thought to kidnap solitary individuals to enslave or consume them. Finally, the increased exchange with Europeans and the fabulous wealth it brought enabled many states to cultivate sophisticated artistic traditions employing expensive and luxurious materials. From the fine silver- and goldwork of Dahomey and the Asante court to the virtuoso wood carving of the Chokwe chiefdoms, these treasures are a vivid testimony of this turbulent period in African history.

Bortolot, Alexander Ives. “The Transatlantic Slave Trade.” In Heilbrunn Timeline of Art History . New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/slav/hd_slav.htm (October 2003)

Further Reading

Hogendorn, Jan, and Marion Johnson. The Shell Money of the Slave Trade . Cambridge : Cambridge University Press, 1986.

Klein, Herbert S. The Atlantic Slave Trade . Cambridge: Cambridge University Press, 1999.

Additional Essays by Alexander Ives Bortolot

• Bortolot, Alexander Ives. “ Portraits of African Leadership: Living Rulers .” (October 2003)
• Bortolot, Alexander Ives. “ Portraits of African Leadership: Memorials .” (October 2003)
• Bortolot, Alexander Ives. “ Portraits of African Leadership: Royal Ancestors .” (October 2003)
• Bortolot, Alexander Ives. “ Trade Relations among European and African Nations .” (October 2003)
• Bortolot, Alexander Ives. “ Ways of Recording African History .” (October 2003)
• Bortolot, Alexander Ives. “ Art of the Asante Kingdom .” (October 2003)
• Bortolot, Alexander Ives. “ Asante Royal Funerary Arts .” (October 2003)
• Bortolot, Alexander Ives. “ Asante Textile Arts .” (October 2003)
• Bortolot, Alexander Ives. “ Gold in Asante Courtly Arts .” (October 2003)
• Bortolot, Alexander Ives. “ The Bamana Ségou State .” (October 2003)
• Bortolot, Alexander Ives. “ Women Leaders in African History: Ana Nzinga, Queen of Ndongo .” (October 2003)
• Bortolot, Alexander Ives. “ Women Leaders in African History: Dona Beatriz, Kongo Prophet .” (October 2003)
• Bortolot, Alexander Ives. “ Exchange of Art and Ideas: The Benin, Owo, and Ijebu Kingdoms .” (October 2003)
• Bortolot, Alexander Ives. “ Women Leaders in African History: Idia, First Queen Mother of Benin .” (October 2003)
• Bortolot, Alexander Ives. “ Kingdoms of Madagascar: Malagasy Funerary Arts .” (October 2003)
• Bortolot, Alexander Ives. “ Kingdoms of Madagascar: Malagasy Textile Arts .” (October 2003)
• Bortolot, Alexander Ives. “ Kingdoms of Madagascar: Maroserana and Merina .” (October 2003)
• Bortolot, Alexander Ives. “ Kingdoms of the Savanna: The Kuba Kingdom .” (October 2003)
• Bortolot, Alexander Ives. “ Kingdoms of the Savanna: The Luba and Lunda Empires .” (October 2003)
• Bortolot, Alexander Ives. “ Women Leaders in African History, 17th–19th Century .” (October 2003)
• Bortolot, Alexander Ives. “ Portraits of African Leadership .” (October 2003)

Related Essays

• The Manila Galleon Trade (1565–1815)
• Portraits of African Leadership
• Religion and Culture in North America, 1600–1700
• Trade Relations among European and African Nations
• Visual Culture of the Atlantic World
• Women Leaders in African History, 17th–19th Century
• African Christianity in Kongo
• The Age of Iron in West Africa
• American Federal-Era Period Rooms
• Art of the Asante Kingdom
• George Washington: Man, Myth, Monument
• Gold in Asante Courtly Arts
• Kingdoms of the Savanna: The Luba and Lunda Empires
• Kongo Ivories
• The New York Dutch Room
• The Portuguese in Africa, 1415–1600
• Ways of Recording African History
• Women Leaders in African History: Ana Nzinga, Queen of Ndongo

List of Rulers

• Presidents of the United States of America
• Arabian Peninsula, 1600–1800 A.D.
• Central Africa, 1600–1800 A.D.
• Central America and the Caribbean, 1400–1600 A.D.
• Eastern and Southern Africa, 1400–1600 A.D.
• Guinea Coast, 1600–1800 A.D.
• Guinea Coast, 1800–1900 A.D.
• Maya Area, 1400–1600 A.D.
• Mexico and Central America, 1600–1800 A.D.
• Mexico, 1400–1600 A.D.
• South Asia, 1600–1800 A.D.
• The United States, 1600–1800 A.D.
• Western and Central Sudan, 1600–1800 A.D.
• Western and Central Sudan, 1800–1900 A.D.
• Western North Africa (The Maghrib), 1600–1800 A.D.
• Arabian Peninsula
• The Caribbean
• Central Africa
• Central America
• Guinea Coast
• North Africa
• North America
• South America

An Essay on the Slavery and Commerce of the Human Species

• Thomas Clarkson (author)

The first of many anti-slavery tracts written by the Quaker Thomas Clarkson. This one began as a prize-winning Latin dissertation submitted to Cambridge University in 1785. In it he examines the history of slavery, the slave trade, and the nature of slavery in the European colonies.

• EBook PDF This text-based PDF or EBook was created from the HTML version of this book and is part of the Portable Library of Liberty.
• Facsimile PDF This is a facsimile or image-based PDF made from scans of the original book.
• Kindle This is an E-book formatted for Amazon Kindle devices.
• MARC Record MAchine-Readable Cataloging record.

An Essay on the Slavery and Commerce of the Human Species, particularly the African, translated from a Latin Dissertation, which was Honoured with the First Prize, in the University of Cambridge, for the Year 1785, with Additions (London: J. Phillips, 1786).

The text is in the public domain.

• Communities. Classes. Races

Related Collections:

• Political Theory

Slavery and the Civil War Essay

Theme essays. diversity, extra credit option. reconstruction, works cited.

During the period of 1820-1860, the life of white and black people in the South depended on developing the Institute of slavery which shaped not only social but also economic life of the region. The Institute of slavery was primarily for the Southern states, and this feature helped to distinguish the South from the other regions of the USA.

Slavery played the key role in shaping the economic and social life of the South because it influenced the trade and economic relations in the region as well as the social and class structure representing slave owners, white farmers without slaves, and slaves as the main labor force in the region.

The development of the South during the period of 1820-1860 was based on growing cotton intensively. To guarantee the enormous exports of cotton, it was necessary to rely on slaves as the main cheap or almost free workforce. The farmers of the South grew different crops, but the economic success was associated with the farms of those planters who lived in the regions with fertile soil and focused on growing cotton basing on slavery.

Thus, the prosperity of this or that white farmer and planter depended on using slaves in his farm or plantation. Slaves working for planters took the lowest social positions as well as free slaves living in cities whose economic situation was also problematic. The white population of the South was divided into slave owners and yeoman farmers who had no slaves.

Thus, having no opportunities to use the advantages of slavery, yeoman farmers relied on their families’ powers, and they were poorer in comparison with planters (Picture 1). However, not all the planters were equally successful in their economic situation. Many planters owned only a few slaves, and they also had to work at their plantations or perform definite duties.

Slaves were also different in their status because of the functions performed. From this point, the social stratification was necessary not only for dividing the Southern population into black slaves and white owners but also to demonstrate the differences within these two main classes (Davidson et al.).

As a result, different social classes had various cultures. It is important to note that slaves were more common features in spite of their status in families, and they were united regarding the culture which was reflected in their religion, vision, and songs. The difference in the social status of the white population was more obvious, and the single common feature was the prejudice and discrimination against slaves.

Picture 1. Yeoman Farmer’s House

The Civil War became the real challenge for the USA because it changed all the structures and institutions of the country reforming the aspects of the political, economic, and social life. Furthermore, the Civil War brought significant losses and sufferings for both the representatives of the Northern and Southern armies.

It is important to note that the situation of the Union in the war was more advantageous in comparison with the position of the Confederacy during the prolonged period of the war actions.

As a result, the South suffered from more significant economic and social changes as well as from extreme losses in the war in comparison with the North’s costs. Thus, the main impact of the Civil War was the abolition of slavery which changed the economic and social structures of the South and contributed to shifting the focus on the role of federal government.

The Civil War resulted in abolishing slavery and preserving the political unity of the country. Nevertheless, these positive outcomes were achieved at the expense of significant losses in the number of population and in promoting more sufferings for ordinary people. A lot of the Confederacy’s soldiers died at the battlefields, suffering from extreme wounds and the lack of food because of the problems with weapon and food provision.

During the war, the Union focused on abolishing slaves who were proclaimed free. Thus, former slaves from the Southern states were inclined to find jobs in the North or join the Union army.

As a result, the army of the Confederacy also began to suffer from the lack of forces (Davidson et al.). Moreover, the situation was problematic off the battlefield because all the issues of food provision and work at plantations and farms challenged women living in the Southern states.

The forces of the Union army were more balanced, and their losses were less significant than in the Southern states. Furthermore, the end of the war did not change the structure of the social life in the North significantly. The impact of the war was more important for the Southerners who had to build their economic and social life without references to slavery.

The next important change was the alternations in the social role of women. Many women had to work at farms in the South and to perform as nurses in the North (Picture 2). The vision of the women’s role in the society was changed in a way.

However, in spite of the fact that the population of the South had to rebuild the social structure and adapt to the new social and economic realities, the whole economic situation was changed for better with references to intensifying the international trade. Furthermore, the abolishment of slavery was oriented to the social and democratic progress in the country.

Picture 2. “Our Women and the War”. Harper’s Weekly, 1862

Diversity is one of the main characteristic features of the American nation from the early periods of its formation. The American nation cannot be discussed as a stable one because the formation of the nation depends on the active migration processes intensifying the general diversity. As a result, the American nation is characterized by the richness of cultures, values, and lifestyles.

This richness is also typical for the early period of the American history when the country’s population was diverse in relation to ethnicity, cultures, religion, and social status. From this point, diversity directly shaped the American nation because the country’s population never was identical.

The Americans respected diversity if the question was associated with the problem of first migrations and the Americans’ difference from the English population. To win independence, it was necessary to admit the difference from the English people, but diversity was also the trigger for conflicts between the Americans, Englishmen, and Frenchmen as well as Indian tribes.

The ethic diversity was not respected by the first Americans. The further importations of slaves to America worsened the situation, and ethnic diversity increased, involving cultural and social diversity.

Diversity was respected only with references to the negative consequences of slave importation. Thus, the Southerners focused on using black slaves for development of their plantations (Davidson et al.). From this point, white planers concentrated on the difference of blacks and used it for discrimination.

Furthermore, slavery also provoked the cultural and lifestyle diversity between the South and the North of the country which resulted in the Civil War because of impossibility to share different values typical for the Southerners and Northerners. Moreover, the diversity in lifestyles of the Southerners was deeper because it depended on the fact of having or not slaves.

Great religious diversity was also typical for the nation. White population followed different branches of Christianity relating to their roots, and black people developed their own religious movements contributing to diversifying the religious life of the Americans (Davidson et al.).

Thus, the aspects of diversity are reflected in each sphere of the first Americans’ life with references to differences in ethnicities, followed religions, cultures, values, lifestyles, and social patterns. This diversity also provoked a lot of conflicts in the history of the nation.

The role of women in the American society changed depending on the most important political and social changes. The periods of reforms and transformations also promoted the changes in the social positions of women. The most notable changes are typical for the period of the Jacksonian era and for the Civil War period.

The changes in the role of women are closely connected with the development of women’s movements during the 1850s and with the focus on women’s powers off the battlefield during the Civil War period.

During the Jacksonian era, women began to play significant roles in the religious and social life of the country. Having rather limited rights, women could realize their potentials only in relation to families and church work. That is why, many women paid much attention to their church duties and responsibilities.

Later, the church work was expanded, and women began to organize special religious groups in order to contribute to reforming definite aspects of the Church’s progress. Women also were the main members of the prayer meetings, and much attention was drawn to the charity activities and assistance to hospitals (Davidson et al.).

Women also played the significant role in the development of revivalism as the characteristic feature of the period. Moreover, the active church work and the focus on forming organizations was the first step to the progress of the women’s rights movements.

It is important to note that the participation of women in the social life was rather limited during a long period of time that is why membership and belonging to different church organizations as well as development of women’s rights movements contributed to increasing the role of women within the society. Proclaiming the necessity of abolishment, socially active women also concentrated on the idea of suffrage which was achieved later.

The period of the 1850s is closely connected with the growth of the women’s rights movements because it was the period of stating to the democratic rights and freedoms within the society (Davidson et al.). The next important event is the Civil War. The war influenced the position of the Southern white and black women significantly, revealing their powers and ability to overcome a lot of challenges.

The end of the Civil War provided women with the opportunity to achieve all the proclaimed ideals of the women’s rights movements along with changing the position of male and female slaves in the American society.

The development of the American nation is based on pursuing certain ideals and following definite values. The main values which are greatly important for the Americans are associated with the notions which had the significant meaning during the periods of migration and creating the independent state. The two main values are opportunity and equality.

These values are also fixed in the Constitution of the country in order to emphasize their extreme meaning for the whole nation.

Opportunity and equality are the values which are shaped with references to the economic and social ideals because all the Americans are equal, and each American should have the opportunity to achieve the individual goal. Nevertheless, in spite of the proclaimed ideals, the above-mentioned values were discussed during a long period of time only with references to the white population of the country.

The other values typical for the Americans are also based not on the religious, moral or cultural ideals but on the social aspects. During the Jacksonian era, the Americans focused on such values as the democratic society. Following the ideals of rights and freedoms, the American population intended to realize them completely within the developed democratic society (Davidson et al.).

Moreover, these ideals were correlated with such values as equality and opportunity. It is necessary to pay attention to the fact that for many Americans the notions of democratic society, opportunity, and equality were directly connected with the economic growth. That is why, during long periods of time Americans concentrated on achieving freedoms along with pursuing the economic prosperity.

Thus, it is possible to determine such key values which regulate the social attitudes and inclinations of the Americans as equality and opportunity, freedoms and rights. In spite of the fact the USA was the country with the determined role of religion in the society, moral and religious aspects were not proclaimed as the basic values of the nation because of the prolonged focus of the Americans on their independence and prosperity.

From this point, opportunity, equality, freedoms, and rights are discussed as more significant values for the developed nation than the religious principles. The creation of the state independent from the influence of the British Empire resulted in determining the associated values and ideals which were pursued by the Americans during prolonged periods of the nation’s development.

The period of Reconstruction was oriented to adapting African Americans to the realities of the free social life and to rebuilding the economic structure of the South. The end of the Civil War guaranteed the abolishment of slavery, but the question of black people’s equality to the whites was rather controversial.

That is why, the period of Reconstruction was rather complex and had two opposite outcomes for the African Americans’ further life in the society and for the general economic progress of the states. Reconstruction was successful in providing such opportunities for African Americans as education and a choice to live in any region or to select the employer.

However, Reconstruction can also be discussed as a failure because the issues of racism were not overcome during the period, and the era of slavery was changed with the era of strict social segregation leading to significant discrimination of black people.

The positive changes in the life of African Americans after the Civil War were connected with receiving more opportunities for the social progress. Thus, many public schools were opened for the black population in order to increase the level of literacy (Picture 3). Furthermore, the impossibility to support the Southerners’ plantations without the free work of slaves led to changing the economic focus.

Thus, industrialization of the region could contribute to creating more workplaces for African Americans (Davidson et al.). Moreover, the racial and social equality should also be supported with references to providing more political rights for African Americans.

Reconstruction was the period of observing many black politicians at the American political arena. The question of blacks’ suffrage became one of the most discussed issues. From this point, during the period of Reconstruction African Americans did first steps on the path of equality.

Nevertheless, Reconstruction was also a great failure. The South remained unchanged in relation to the social relations between the whites and blacks. After the Civil War, segregation was intensified. The economic and social pressure as well as discrimination against the blacks was based on the developed concept of racism (Davidson et al.).

The Southerners preserved the prejudiced attitude toward the blacks, and prejudice and discrimination became the main challenge for African Americans in all the spheres of the life.

In spite of definite successes of Reconstruction, African Americans suffered from the results of segregation and discrimination, and they were prevented from changing their economic and social status.

Picture 3. Public Schools

Davidson, James, Brian DeLay, Christine Leigh Heyrman, Mark Lytle, and Michael Stoff. US: A Narrative History . USA: McGraw-Hill, 2008. Print.

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Topic: Slavery in America

Slavery used to be an important resource in America, and the first workers were imported to Jamestown, Virginia, in 1619. There the African slaves were used to aid in the tobacco and cotton productions. There were many different opinions on this subject, but slavery was here to stay, at least for the next couple of centuries. Around the 1860s, the bloody Civil war broke out and Abraham Lincoln, as the president, ratified a law which would eventually free the nations four million slaves. Five years later, the North won the Civil war, the slaves were freed and slavery was abolished. Even though black people were free at last, life would not be easy for them.

Slavery had always had its critics in America, so as the slave trade grew, so did the opposition. The slave labor enabled the colonies to become so profitable, that in 1660 England’s King Charles the second established the royal African company to transport humans from Africa to America. When England finally outlawed its slave trade in 1807, America relied on its own internal slave trade. By 1860, millions of slaves were still moved and sold in the colonies, but no new slaves were imported into the US after 1808. In 1820, the Missouri compromise banned slavery in all new western states, this concluded mostly the southern colonies. The country began to divide around the 18th century over the North and South issue.

When Abraham Lincoln was elected for president in 1860, he convinced many southerners that slavery would never be permitted to expand into new territories acquired by the US. He also declared the emancipation declaration during the war, in 1863. Though Lincoln’s antislavery views were well established, the central Union war aim at first was not to abolish slavery but to preserve the United States as a nation. Eventually, the confederate surrendered in 1865 and the Northside won. The 13th Amendment officially abolished slavery, but freed blacks’ status in the post-war South remained problematic.

Opinions were based on your beliefs and how the world around you evolved. In the North, people were against slavery, but in the South, they thought something else. In the South, people were taught to think that slavery was a natural concept. The defenders of slavery meant that they could not end servitude, considering that slave labor was the foundation of their economy. They also meant that freeing the slaves would lead to anarchy and chaos, and that slavery had existed throughout history and was a common state of mankind. The Northside didn’t rely on slave work as much as the Southside did. The Northside did not like slavery and meant that it was heartless. Other groups (religious groups), thought that it was gruesome and inhuman, while others were busy thinking about their beliefs.

The life of an African-American, after the Civil war, was a world transformed. There were no more of the brutal beatings and the sexual assaults, the selling and forcible relocation of family members, the denial of education, legal marriage, homeownership and so on. Congress enforced laws that promoted civil rights and political rights for African-Americans. The three most important laws the Congress passed was the Amendments. There was the thirteenth amendment which ended slavery, the fourteenth amendment which gave African-Americans the rights of American citizenship, and the fifteenth amendment which gave black men the right to vote. Life after the years of slavery would also prove to be difficult. The South established laws known as the black codes, which meant that they had no right to own land, there were own laws for punishments, they had no rights to carry weapons, no rights to vote and it was illegal not to have work. Most of the African-American, though free, lived in severe poverty.

Slavery began in America when the first slaves were brought to Virginia in 1619. The slaves would aid in the production of crops such as tobacco and cotton. Slavery was of central importance to the South side’s economy. The differences between the South and the North would provoke a big debate, that would tear the nation apart in the gruesome Civil war. Slavery ended after the North won the civil war in 1865 after Abraham Lincoln ratified the thirteenth amendment law. There were many opinions, especially in the South. The southerners meant that slavery had always been around and that it was natural. The Northside meant that it was not right, while other religious groups thought it was horrific. After the Civil war, problems would still appear for the freed slaves. Despite that the beatings, the sexual assaults, and the selling were long gone, life would not be easy for the African-Americans. The South made new laws, known as the black code. It indicated that «negroes» were not allowed to do certain things such as own land, or even carry weapons. Although it was a new law and a new era, it would not change peoples hearts.

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“Beloved”: Morrison’s Masterpiece in American Literature

This essay about “Beloved” offers an insightful examination of Toni Morrison’s iconic work within the context of American literature. It explores the novel’s complex narrative structure, themes of slavery, memory, and identity, as well as Morrison’s use of supernatural elements to deepen the emotional impact of the story. By analyzing the character of Sethe and her haunting past, the essay underscores the enduring consequences of slavery on individual and collective memory. It also reflects on Morrison’s skill in blending historical reality with magical realism, making “Beloved” a pivotal work that challenges and enriches the American literary landscape. Through this analysis, the essay highlights Morrison’s contribution to discussions about race, history, and humanity, cementing “Beloved” as a critical text in American literature and a profound exploration of the African American experience.

How it works

Toni Morrison’s “Beloved” stands as a towering monument in the landscape of American literature, a poignant exploration of the harrowing legacy of slavery that continues to resonate with readers. This novel, rich in complexity and depth, weaves a narrative that transcends the bounds of time, delving into the psychological and emotional aftermath of slavery on individuals and their families. A synopsis or study guide, such as those provided by SparkNotes, offers valuable insights into Morrison’s masterpiece, shedding light on its themes, characters, and narrative structure, thereby enhancing the reader’s comprehension and appreciation of the novel.

At the heart of “Beloved” is the story of Sethe, a former slave who has fought tooth and nail for her freedom, only to find herself haunted by the ghosts of her past, both metaphorically and literally. The novel is set in the aftermath of the Civil War, in a community of former slaves who grapple with the memories and traumas of their enslaved past. Morrison does not shy away from depicting the brutal realities of slavery, yet it is her exploration of its psychological impacts that imbues “Beloved” with its haunting power. The arrival of a mysterious young woman, known only as Beloved, serves as the catalyst for unraveling the deeply buried secrets and memories that Sethe has sought to repress.

Through its non-linear narrative, “Beloved” challenges the reader to piece together the fragmented memories of Sethe’s life, mirroring the disjunction and trauma of slavery itself. Morrison employs a rich tapestry of symbolism and motifs to enhance the narrative, from the significance of the number 124 to the pervasive presence of water and the color red. These elements are not merely decorative but are integral to understanding the novel’s themes of memory, identity, and rebirth.

One of the most striking aspects of “Beloved” is Morrison’s use of language. Her prose is both lush and dense, filled with poetic intensity that demands careful reading and reflection. SparkNotes and similar guides can be invaluable in unpacking Morrison’s complex language, providing clarity and insight into her stylistic choices. These resources highlight Morrison’s ability to convey profound truths about the human condition, the enduring scars of slavery, and the possibility of redemption and love in the face of unspeakable horror.

In conclusion, “Beloved” is not just a novel but a profound meditation on the legacy of slavery and its continuing impact on the American psyche. Its narrative complexity, rich symbolism, and poetic language make it a challenging yet rewarding read. Study guides like SparkNotes play a crucial role in demystifying Morrison’s work, offering readers the tools to fully engage with and appreciate this monumental novel. Whether one is reading “Beloved” for the first time or returning to it, these resources can deepen one’s understanding of Morrison’s themes and the historical context she portrays, ensuring that the novel’s profound messages are both accessible and impactful.

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Behind the Number: Only 1.6% of US Citizens Owned Slaves In 1860?

Statistics do not always tell the whole story., alex kasprak, published april 3, 2024.

On April 2, 2024, the claim that "only 1.6% of US citizens owned slaves in 1860" went viral on X (formerly Twitter): 

Though the 3.3 million people who viewed this statement (at the time of this reporting) may not be aware, this claim is part of an long-standing genre of online memes that use a misleading statistic to minimize the importance of slavery to antebellum America. 

The actual percentage reported in these memes varies, Snopes has observed, from 1.3 percent to the present 1.6 percent. As Snopes reported in August 2019, the statistic to which these memes refer is most accurately conveyed as 1.4 percent.

The earliest instance of the 1.4 percent version entering the digital lexicon with the purpose of minimizing white culpability for slavery appears to be a 2005 article on Vice titled "Hey Kids ... It's Time For Some Dumb Myths And Smart Facts About Slavery!" which opens with this premise:

If you're white like Uncle Jim, your teachers will try to convince you that you're responsible … for a bunch of bad, bad things that happened a long, long time ago. If you're a black schoolchild, I'm sure your parents will have plenty of excuses for why your ancestors were enslaved. But chances are that you're white — at least for the next generation or two, those are the chances — so I've collected a bunch of DUMB MYTHS and SMART FACTS about slavery that you can use to clown your teachers and everyone else at school!

One of those "smart facts" was the claim phrased in much the same way the viral memes currently make use of it over a decade later:

At the peak of black slavery in the South, only 6 percent of Southern whites owned slaves. If you include the white people in the North, it means that only 1.4 percent of white Americans owned black slaves at the HEIGHT of slavery.

It is unclear how the number has shifted between 1.3 and 1.6 percent over time, but the actual number doesn't really matter. The point, these memes argue, is that the number is small, and therefore Black people should not hold animus toward White people for the crimes of their ancestors. The message stays the same, even when the numbers do not.

Where Does This Small Number Come From?

The year 1860 was a census year. Officials collected detailed information on slave ownership and distribution in the Southern states, and this data, while far from perfect, is likely the most reliable source of information for the state of slavery directly preceding the Civil War.

Among the data collected were the total population of each state — both free and enslaved — as well as family and household statistics. These data can be found in the state-level population reports for 1860 published by the U.S. Census Bureau. Another set of relevant data concerns slave ownership. A table for each slave state documenting the number of slaves and slave owners is found beginning on page 223 of the 1860 Census report "Agriculture of the United States in 1860."

The Civil War Home Page has collated this info into a single table that is often cited to help address the question of what percentage of whites owned slaves at the peak of slavery. A portion of that information is presented below:

The number 1.4% is likely derived by taking the number of "slaveholders" (393,975) as a fraction of the "total free population" (27,233,198), which yields 1.4%. For several reasons enumerated below, that number grossly downplays the number of whites who were involved and who benefited directly from slavery.

(Additionally, the premise behind each of these types of calculations betrays a false assumption that non-slaveholding whites had no role in supporting or benefiting from the institution of slavery in the 1860s.)

Total Number of Slaveholders Is Not the Proper Metric

Adam Rothman, a historian at Georgetown University and an expert in the history of slavery who spoke to us via email, told us that the percentage of slaveholding families is "the better measure of the extent of slaveholding." One reason this is true, according to historian Adam Goodheart in an interview with Politifact in August 2017, is that a person could be (and often was) a "slave master" but not technically a "slave owner":

"Many non-slaveholding whites in the South rented slaves from wealthier slaveholders ... so it was very common for a white Southerner to be a 'slave master' but not technically a 'slave owner.'"

Similarly, the head of a household may have been the legal owner of a slave, but that slave would still perform work that would benefit the family, household, or business as a whole. Those non-owners, when using the metric "total number of slaveholders," would not be included as having participated in the institution of slavery. Using census numbers for the percentage of families who held slaves, the nationwide calculation for the percentage of "families owning slaves," is 7.4%, Rothman told us.

Nevertheless, this result, while still several times greater than the numbers presented in the memes, is still misleading.

Including Free States Dilutes the Percentages

By 1860, 20 out of the United States' 35 states had outlawed slavery. Each of those 20 states recorded 0% of slave-owning families in the 1860 census. Memes such as the one under discussion, which include the states where slavery had already been outlawed, dilute the significance of slavery in those remaining states where individuals were not legally banned from the practice. In those states, the number ranged from 3 percent to just shy of 50%:

All but five of those states contained at least 25% of the families as slaveholders — some nearly double that. As pointed out by Jamelle Bouie and Rebecca Onion in a 2015 Slate article, these numbers are "roughly the same percentage of Americans who, today, hold a college degree ." This number is far from insignificant, even working from the flawed assumption that only people who directly owned slaves were responsible for the institution's survival into the 1860s.

A 'Slave Society' Is Larger Than Slave Ownership

Historians of American slavery often distinguish between a "society with slaves" (which is historically common) and a "slave society" in which slavery formed the basis of a political and economic system (which is historically rare). Explaining this distinction for a 2012 Atlantic article, Ta-Nehisi Coates argued :

The basic point is that you can't think of slavery in the antebellum South as simply something people did. Slavery defined people — slaves, slave-owners, non-slave holding whites, free blacks and native Americans. Politically, the slave society impacted everything from Henry Clay's push for the American System to the Nullification Crisis to the Mexican War.

In 1860, 90% of America's black population was enslaved, and blacks made up over 50% of the population of states like South Carolina and Mississippi. To suggest this ubiquity of human bondage in 1860s America was the result of only 1.4% "1.6% of whites" owning slaves would be, to put it mildly, an inaccurate reading of U.S. history.

Goad, Jim.   "Hey Kids ... It's Time For Some Dumb Myths And Smart Facts About Slavery!"     Vice News .   1 December 2005.

United States Census Bureau .   "1860 Census: Population of the United States"     1864.

United States Census Bureau .   "Agriculture of the United States in 1860."     1864.

The Civil War Home Page .   " Results from the 1860 Census."     Accessed 7 August 2019.

Strausbaugh, John.   City of Sedition: The History of New York City during the Civil War .     Grand Central Publishing, 2016.   1455584193.

Jacobson, Louis.   "Viral Post Gets it Wrong About Extent of Slavery in 1860."     Politifact .   24 August 2017.

Pérez-Peña, Richard.   "U.S. Bachelor Degree Rate Passes Milestone."     The New York Times .   23 February 2012.

Berlin, Ira.   Many Thousands Gone: The First Two Centuries of Slavery in North America .     Belknap Press, 1999.   9780674002111

Coates, Ta-Nehisi.   "The Slave Society Defined."     The Atlantic .   6 September 2011.

Gates, Jr., Henry Louis.   "Slavery, by the Numbers."     The Root .   10 February 2014.

By Alex Kasprak

Alex Kasprak is an investigative journalist and science writer reporting on scientific misinformation, online fraud, and financial crime.

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The New Movie ‘Civil War’ Matters for Reasons Different Than You Think

By Stephen Marche

Mr. Marche is the author of “The Next Civil War.”

“Not one man in America wanted the Civil War, or expected or intended it,” Henry Adams, grandson of John Quincy Adams, declared at the beginning of the 20th century. What may seem inevitable to us in hindsight — the horrifying consequences of a country in political turmoil, given to violence and rived by slavery — came as a shock to many of the people living through it. Even those who anticipated it hardly seemed prepared for its violent magnitude. In this respect at least, the current division that afflicts the United States seems different from the Civil War. If there ever is a second civil war, it won’t be for lack of imagining it.

The most prominent example arrives this week in the form of an action blockbuster titled “Civil War.” The film, written and directed by Alex Garland, presents a scenario in which the government is at war with breakaway states and the president has been, in the eyes of part of the country, delegitimized. Some critics have denounced the project, arguing that releasing the film in this particular election year is downright dangerous. They assume that even just talking about a future national conflict could make it a reality, and that the film risks becoming a self-fulfilling prophecy. This is wrong.

Not only does this criticism vastly overrate the power of the written word or the moving image, but it looks past the real forces sending the United States toward ever-deeper division: inequality; a hyperpartisan duopoly; and an antiquated and increasingly dysfunctional Constitution. Mere stories are not powerful enough to change those realities. But these stories can wake us up to the threats we are facing. The greatest political danger in America isn’t fascism, and it isn’t wokeness. It’s inertia. America needs a warning.

The reason for a surge in anxiety over a civil war is obvious. The Republican National Committee, now under the control of the presumptive nominee, has asked job candidates if they believe the 2020 election was stolen — an obvious litmus test. Extremism has migrated into mainstream politics, and certain fanciful fictions have migrated with it. In 1997, a group of Texas separatists were largely considered terrorist thugs and their movement, if it deserved that title, fizzled out after a weeklong standoff with the police. Just a few months ago, Texas took the federal government to court over control of the border. Armed militias have camped out along the border. That’s not a movie trailer. That’s happening.

But politicians, pundits and many voters seem not to be taking the risk of violence seriously enough. There is an ingrained assumption, resulting from the country’s recent history of global dominance coupled with a kind of organic national optimism, that in the United States everything ultimately works out. While right-wing journalists and fiction writers have been predicting a violent end to the Republic for generations — one of the foundational documents of neo-Nazism and white supremacy is “The Turner Diaries” from 1978, a novel that imagines an American revolution that leads to a race war — their writings seem more like wish fulfillment than like warnings.

When I attended prepper conventions as research for my book, I found their visions of a collapsed American Republic suspiciously attractive: It’s a world where everybody grows his own food, gathers with family by candlelight, defends his property against various unpredictable threats and relies on his wits. Their preferred scenario resembled, more than anything, a sort of postapocalyptic “Little House on the Prairie.”

We’ve seen more recent attempts to grapple with the possibility of domestic conflict in the form of sober-minded political analysis. Now the vision of a civil war has come to movie screens. We’re no longer just contemplating a political collapse, we’re seeing its consequences unfold in IMAX.

“Civil War” doesn’t dwell on the causes of the schism. Its central characters are journalists and the plot dramatizes the reality of the conflict they’re covering: the fear, violence and instability that a civil war would inflict on the lives of everyday Americans.

That’s a good thing. Early on when I was promoting my book, I remember an interviewer asking me whether a civil war wouldn’t be that terrible an option; whether it would help clear the air. The naïveté was shocking and, to me, sickening. America lost roughly 2 percent of its population in the Civil War. Contemplating the horrors of a civil war — whether as a thought experiment or in a theatrical blockbuster — helps counteract a reflexive sense of American exceptionalism. It can happen here. In fact, it already has.

One of the first people to predict the collapse of the Republic was none other than George Washington. “I have already intimated to you the danger of parties in the state, with particular reference to the founding of them on geographical discriminations,” he warned in his Farewell Address. “This spirit, unfortunately, is inseparable from our nature.” This founder of the country devoted much of one of his most important addresses, at the apex of his popularity, to warning about the exact situation the United States today finds itself in: a hyper-partisanship that puts party over country and risks political collapse. Washington knew what civil war looked like.

For those Americans of the 1850s who couldn’t imagine a protracted, bloody civil war, the reason is simple enough: They couldn’t bear to. They refused to see the future they were part of building. The future came anyway.

The Americans of 2024 can easily imagine a civil war. The populace faces a different question and a different crisis: Can we forestall the future we have foreseen? No matter the likelihood of that future, the first step in its prevention is imagining how it might come to pass, and agreeing that it would be a catastrophe.

Stephen Marche is the author of “The Next Civil War.”

Source photographs by Yasuhide Fumoto, Richard Nowitz and stilllifephotographer, via Getty Images.

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