Slavery, Indentured Service & Colonial Resistance · Grade 7 Social Studies
Chapter: Colonial Worlds & New YorkSlavery, Indentured Service & Colonial Resistance
Learning goals
- I can explain how indentured servitude differed from slavery, and how the two overlapped early on.
- I can name laws that built hereditary racial slavery and say what each one changed.
- I can describe resistance beyond revolt, and why it is harder to see in the sources.
Before this unit
Locate the period and region using the supplied background and timeline. Define unfamiliar terms and distinguish a document’s assertion from an established outcome.
Use three flexible 40–45-minute sessions: background and Parts 1–2 with checks; Parts 3–4 and the worked evidence case; then remaining practice, a timeline or labeled model, revision, and the exit check. Complete one short part at a time. Embedded checks count toward the practice set, rather than duplicate homework. Workshop, review, quiz, exams, and flexible support have separate time.
In 1619 an English privateer called the White Lion put into Point Comfort in Virginia and sold “20 and odd” Africans it had taken from a Portuguese slave ship. That is the usual starting date, and it is worth being careful with it: what those twenty people's legal status was is genuinely unclear, because Virginia had no law of slavery yet to define it.
For the first decades the line between an enslaved African and an indentured European was blurred in practice, and a few Africans completed terms of service, acquired land, and in at least one case owned servants themselves. Anthony Johnson, who arrived around 1621, ended his life a landowner on Virginia's eastern shore.
That window closed, and it was closed deliberately, by a series of laws passed over eighty years. Slavery as it existed in 1750 was a legal construction, assembled piece by piece by colonial assemblies — which matters, because a thing built by law can be identified, dated, and argued about.
Build your understanding
Where this fits
The last two units explained why the southern colonies wanted a large labour force and why the middle and northern ones developed differently. This unit is about the people who did that work and how the law was rewritten around them. It also sets up a question that runs through the rest of the course: how a society that would shortly declare all men created equal had already spent a century deciding in writing who did not count.
Use three flexible 40–45-minute sessions: indenture and the open early period; the statutes that built hereditary slavery, and slavery in New York; then the practice set, a close reading of a colonial statute, revision and the exit check. Workshop, review, quiz and exams have separate time.
Part 1 · Indentured servitude, and what it was not
Perhaps half of all Europeans who came to the mainland colonies in the seventeenth century arrived as indentured servants. The bargain was explicit: a merchant or planter paid the passage, and in exchange the servant worked without wages for a fixed term, commonly four to seven years, after which came freedom dues — often clothing, tools, sometimes land. The contract was written, registered and enforceable in court by both parties.
The conditions were often brutal. Servants could be beaten, sold on to another master, and had years added for running away or for a pregnancy. Many died before the term ended, particularly in the Chesapeake, where disease killed newcomers in appalling numbers. Nobody should read indenture as mild.
The supply of servants also explains the timing of the shift. English wages rose and population growth slowed in the later seventeenth century, so fewer people were desperate enough to sign away years of their lives, and those who did could demand better terms. At the same time the Royal African Company lost its monopoly in 1698 and the price of enslaved people fell. Planters facing a tightening market for one kind of labour and a cheapening market for another chose, and the law followed the choice.
But three things distinguished it absolutely from what slavery became. It ended. It was entered by contract rather than imposed by capture. And it was not inherited — the servant's children were born free. Each of those three protections was removed, by law, for Africans and their descendants over the following decades, and watching them go one at a time is the clearest way to see that the system was made rather than found.
Pause and explain
Indenture could be harsh and often fatal. What still made it a fundamentally different condition from slavery?
Check your reasoning after answering
Three things: it had a fixed end, it began with a contract the servant entered, and it was not passed to children. Slavery as it developed removed all three — lifelong, imposed by capture, and inherited through the mother. Severity is not the distinction; permanence and heredity are.
Part 2 · Eighty years of statute
The decisive law came in 1662. Virginia's assembly declared that a child's condition followed that of the mother — in the Latin formula, *partus sequitur ventrem*. English common law had held the opposite, that status followed the father. The reversal did two things at once: it made slavery inheritable down the generations, and it meant that a child fathered by an enslaver on an enslaved woman was born his property rather than his heir.
Other gaps were closed in turn. In 1667 Virginia enacted that baptism did not confer freedom, removing the argument that a Christian could not be held as a slave and so severing conversion from liberty. Laws restricted free Black people's rights to vote, to testify, to own weapons and to employ white servants.
Bacon's Rebellion in 1676 accelerated everything. Poor white settlers and Black Virginians, both enslaved and free, rebelled together against the colony's governor and burned Jamestown. The planter elite had just watched the two groups they most depended on make common cause, and the laws that followed pulled them apart — widening the privileges of poor whites while narrowing the position of all Black Virginians. Virginia's comprehensive slave code of 1705 gathered the whole structure into one statute.
Pause and explain
Why was the 1662 law about a child's status the most consequential of these statutes?
Check your reasoning after answering
Because it made slavery self-perpetuating. By reversing English practice so that status followed the mother, it meant enslaved women's children were born enslaved, so the system no longer depended on new captives to continue. It also meant a child fathered by an enslaver on an enslaved woman became his property rather than his heir.
Part 3 · Slavery in New York
Slavery was not a southern institution in this period; it was an American one. The Dutch West India Company brought enslaved Africans to New Amsterdam in the 1620s, and under English rule the numbers grew sharply. By 1746 roughly a fifth of New York City's population was enslaved, the largest proportion of any city on the mainland outside Charleston.
The work was different from the plantation South — domestic service, dock work, carting, crafts, and farm labour on the Hudson Valley estates — and that changed the texture of it. Enslaved New Yorkers lived in their enslavers' houses in small numbers rather than in quarters of their own, which made family life harder to sustain and surveillance constant, but also put them in daily contact with one another in markets and on the waterfront.
The city's fear of what might come of that contact produced two notorious episodes. A revolt in 1712 left several white New Yorkers dead and ended in brutal executions. In 1741, after a series of fires, the city convicted itself into a panic over an alleged conspiracy and executed more than thirty people, most of them Black, on evidence that historians have regarded ever since as largely imagined.
Pause and explain
What does the 1741 episode tell a historian, if the conspiracy may never have existed?
Check your reasoning after answering
It is strong evidence about the enslavers rather than the accused. A city that executed more than thirty people on thin evidence after some fires was a city that expected revolt, which tells you how it understood its own arrangements. A trial record can be unreliable about what happened and still reliable about what people feared.
Part 4 · Resistance that leaves fewer records
Revolt is visible because it produces trials, newspaper reports and executions. It was also rare, because the odds were hopeless and the reprisals fell on everyone nearby. Judging resistance by uprisings alone therefore measures the records rather than the people.
Most resistance was daily and deniable. Working slowly, misplacing tools, feigning illness, damaging equipment in ways that looked accidental — each cost the enslaver and carried a chance of being read as incompetence rather than defiance. Running away was common enough that newspapers carried columns of advertisements for it, and those advertisements are now among the richest sources we have, because to describe a runaway an enslaver had to describe a person: their scars, their skills, their languages, who they were likely heading toward.
Enslaved people also used the courts when any crack appeared. Freedom suits were brought in several colonies on grounds of descent from a free woman, of a promise made in a will, or of residence somewhere slavery was not lawful — the same argument the Scotts would make in Missouri two centuries later, which you will meet in chapter seven. Most failed. That they were brought at all, by people with no money and no standing, is itself the evidence.
The deepest resistance was the hardest to record. Keeping marriages and families together when the law recognised neither, holding onto names, languages and practices across generations, and raising children who knew they were owed something better — none of that generates a court record. It is visible mainly in what existed by the time anyone thought to look.
Pause and explain
Why are runaway advertisements, written by enslavers, valuable evidence about enslaved people?
Check your reasoning after answering
Because to be useful the advertisement had to be accurate. An enslaver wanting someone returned described their appearance, scars, skills, speech, languages and likely destination — a detailed portrait of an individual, written by a hostile hand for practical reasons. It is one of the few places where people who left no writing of their own are described specifically.
Apply the whole unit · Date the change from the statutes
Four Virginia enactments: 1662, a child's status follows the mother; 1667, baptism does not confer freedom; 1676, Bacon's Rebellion, in which poor white and Black Virginians rebelled together; 1705, a comprehensive slave code. Anthony Johnson, an African who arrived about 1621, died a landowner.
Your task
Use these to argue that racial slavery was constructed rather than inherited, and say when the window closed.
What your response should show
- Uses Johnson to establish that the early period was legally open
- States precisely what the 1662 and 1667 laws each removed
- Explains the post-1676 laws as a response to cross-racial alliance
- Gives the span in years and draws the conclusion that the system was made
Response guidance — after your attempt
Explain what Anthony Johnson's life shows about the period before 1662.
Take the 1662 and 1667 laws in turn and say precisely what each one removed.
Explain what the elite learned from 1676 and how the laws after it answered that.
Give the span of years over which the system was assembled, and say why that matters.
Johnson's life shows the early period was not yet fixed: an African who arrived around 1621 could complete service, acquire land and hold servants, which would be impossible under the law of 1705. The 1662 statute removed inheritance of free status by making condition follow the mother, so slavery reproduced itself; the 1667 statute removed conversion as a route out by declaring baptism irrelevant. Bacon's Rebellion in 1676 showed the planters that poor whites and Black Virginians could combine against them, and the laws afterwards divided the two by widening white privileges while narrowing Black rights. From 1662 to 1705 is forty-three years, and from 1619 roughly eighty-six: a structure built within living memory by identifiable assemblies, not an ancient inheritance nobody chose.
Read the laws and records yourself
- Library of Congress: slavery in the colonies, primary source timeline
- Encyclopedia Virginia: the slavery statutes of 1662, 1667 and 1705 in full
- New York City municipal archives: records of slavery in the city
- National Park Service: Historic Jamestowne on the arrival of 1619
Parent / teacher teaching notes
Ask for one because-statement, a dated connection, and a source limitation. Give specific feedback and time to revise. Allow notes, a glossary, oral explanations, or a labeled timeline. Evaluate context, evidence, and reasoning rather than the learner’s politics, religion, cultural identity, or agreement with the model wording. Do not require family disclosure or role-play of slavery or persecution.
The key idea
Racial slavery in the English colonies was built by statute over eighty years, not inherited whole. A Virginia law of 1662 made a child's status follow the mother's, reversing English practice and turning slavery into something inheritable — and by 1746 about a fifth of New York City's people were enslaved.
Worked examples
Example 1 · Worked evidence case
- Identify each stated arrangement.
- Distinguish a fixed term from hereditary enslavement.
- Seek enforcement and people’s accounts for lived experience.
Example 2 · Compare a second claim after your attempt
- Identify the relevant period, institution, or evidence category.
- It documents an owner’s attempt to recover control and selected identifying claims. It does not provide the person’s complete account; examine additional evidence without adopting the advertisement’s viewpoint as neutral.
- State the narrower conclusion the supplied information can support.
Avoid these mistakes
- Mistake: Indentured service and hereditary racial slavery had identical legal conditions.
- Mistake: Slavery existed only in the southern colonies.
- Treating all members of a community as one actor.
- Presenting a source’s stated aim as proof of everyone’s actual experience.
Check your understanding
Why should indenture and hereditary enslavement not be called identical?
Discuss the answer
Their legal status, duration, hereditary conditions, rights, and control differed. Harsh treatment can exist under different institutions without making those institutions the same.
Why does an owner’s profit record not describe workers’ freedom?
Discuss the answer
It records a financial measure from an owner’s position. Legal status, coercion, ability to leave, and people’s own evidence are needed to investigate freedom.
Words to know
- context
- The time, place, institutions, and conditions surrounding an event.
- primary source
- Evidence created in the period or activity being investigated; its form does not automatically guarantee accuracy.
- interpretation
- An explanation of evidence that can be compared with context and other records.
- indenture
- A contract binding service for a specified term under stated conditions.
- hereditary slavery
- Enslavement passed across generations through a legal system of coerced status.
Extend the historical inquiry
If you use a linked record, identify creator, date, audience, purpose, form, and a specific claim it supports. Keep original wording separate from course paraphrase. Seek a different independently produced record that would test an inference.
In the real world
Trace a dated claim to its evidence and distinguish stated aims, institutions, and actual access. Describe people and communities without universal stereotypes.
Exit check
Why is later abolition not evidence of earlier absence?
Check your explanation after answering
Abolition changes an existing institution or legal status. Earlier records must be studied on their own dates; ending a system does not erase its prior existence or all later barriers.
Explain your reasoning without notes. If a key idea is missing, revisit the lesson and try again.