“Epilogue: Freedom Generations,” CHECK THE BOOK CAN NOT REMEMBER THE PAGE YOU WILL FIND THIS INFO!1) What was the Second Middle Passage? What were its causes? What were its consequences to enslaved people and free people of color throughout the expanding nation?2) What was the informal slave economy and how was it changed or altered by the Second Middle Passage?) https://www.scribd.com/read/485029872/Generations-of-Captivity-A-History-of-African-American-Slavesfor the book adalling43atgmail WEISEsat123note that at is @ in my gmail and passw for my book. Generations of CaptivityIncidents in the Life of a Slave Girlpp. lvii – 158 ALL THE PAGES MAY NOT BE THERE CHECK THE INTERNET TO COMPLETE THE READING GRIDhttps://www.google.com/books/edition/Incidents_in_the_Life_of_a_Slave_Girl/JZIbpB7SnFoC?hl=en&gbpv=1Reading Grid
History 210: Slavery in the U.S.
Name:__ ______________________________
▪ You do not need to write in full sentences. (But in ink, only, if writing by hand)
Title of Book:__Generations of Captivity__________________ Title of Chapter:______Slavery and Freedom
Author:____Ira Berlin_______________________________________________
Purpose (What is the author’s purpose in writing this chapter?)
The author aims to demonstrate the historical development of slavery
in America.
Sources/Support (What primary and
secondary sources does the author use in
this chapter?)
The author uses other scholarly articles and
works as primary sources. The author
references their sources and directly quoted
Argument (What argument/s is the author making in this
The author bases slavery on three facets, namely, labor, power, and
violent force. According to Berlin, slaves had their communities
maintained and used for negotiations against their struggles.
Conclusion (What conclusion/s does the
author present in this chapter?)
The author indicates that society and slaves
are not the same things. Slave societies is a
binary term that can be used to understand
historical slavery.
Analysis (What is YOUR analysis of this
reading – what do you think? (**Not a
summary of the reading)
Based on the readings, the slaves existed as
communities, these societies. Classes and
races were brought up power, labor, and
violent force. Slavery also produced economic
structures and created ways for economic
development. Although evil, slavery
contributed to the significant economic
growth of America through the provision of
free labor.
Reading Grid
Name: _Angela Dalling_______________________
Title of Chapter:_____Charter Generations________ Page 2
The purpose of the chapter is to show the transition to the new world
of slavery.
The author uses other scholarly articles and
works as primary sources. The author
references their sources and directly quoted
In the 15th century, the Europeans formed alliances with African
women, giving rise to mixed-race individuals. Berlin defines these as
‘Atlantic creoles’ (Berling. p24). The ‘Atlantic Creoles’ were forced to
migrate to the current US in the 17th century; this gave rise to the birth
of slave societies.
The forcing of the mixed-race individuals
brought the rise of slave communities and
societies. These were then used to bring about
forced labor for the major industries.
Name: Angela Dalling____________________________
Your Analysis
Slave societies minimized the chances of
slaves negotiating their freedom from the
slaveholders. Antebellum slavery was one of
the significant contributors to northern
development. It also initiated the slave trade
and division in slave societies. Additionally,
the east-west division of slavery was mainly
fueled by Atlantic slavery and trade.
Title of Chapter:_____Plantation Generations_______ Page 2
The author’s purpose is to show how the lives of the slaves were more
centralized and controlled in the plantations.
Slaves’ lives continued to worsen in the 18th and 19th centuries. Large
farms continued to demand slaves; this led to the mass importation of
slaves from Africa.
Reading Grid
The author uses other scholarly articles and
works as primary sources. The author
references their sources and directly quoted
Africans and black people could free
themselves in large numbers, mainly due to
the slave’s independent economy in the postNatchez years (Berling, 95). most of them
bought freedom with their hard-earned money
and brought their way out of bondage.
Your Analysis
The importation of slaves to America brought
the dynamics of black lives. Those imported
were mainly men, as they would produce
cheap labor. Most of them died at high rates
and could not procreate due to sexual
imbalance (Berlin, 61). The land laws, known
as slave codes, also contributed to fostering
slavery by providing power to plantation
owners who stippled off the slave rights. Most
of these slaves were mainly in labor-intensive
farms in Florida, Georgia, and Carolina.
Reading Grid
Works Cited
Berlin, Ira. “Generations of Captivity.” 2003,
Tips for filling out the Reading Grid
HIST 210 – The History of Slavery in the United States
Dr. Melanie Pavich
1. Fill out each section of the grid based on your reading of a chapter as assigned in the syllabus.
2. To begin, after reading the chapter and thinking about it as a whole, what do you think the
author’s purpose was in writing the chapter. Note: the purpose is different than the argument or
thesis. Finish the sentence, “[Name of author]’s purpose in writing this chapter is
____________________________________.” Keep in mind you may identify more than one
purpose. You can use this framework to fill out the other blocks too (except the one that asks for
your analysis).
3. For the section about the argument or thesis, each of the chapters is making an argument that adds
to the larger thesis of the book in its entirety. Think in terms of what the author is presenting and
the position they want you to seriously consider. Keep in mind that it may not be stated in one
4. For the sources, identify the primary and secondary sources used by the author (found in the
footnotes or endnotes). Review the sources and determine the total number of each. Provide both
the totals and at least one example of each.
5. In the block for the conclusion, what does the author conclude in the chapter? In fact, I would fill
this block out before the block about the argument/thesis. In identifying and writing the
conclusion, you may provide the best articulation of the argument/thesis. (When you are finished
writing both, compare them and see how well they fit the block you’ve placed them in. They
should be connected but choose the best or strongest for each block.)
6. And lastly, what is your opinion of the chapter? I don’t want you to summarize what you read
but to put down what you think about what you read. Was it challenging for you in some
way? Was it well written? Was it well argued? Was there anything you didn’t understand or
were confused about? Were you convinced? What was left out, if anything? Where did the
author get it wrong, if they did in your opinion? I’m not asking you to answer all these questions
but to use them as examples of the kind of critique I would like you to make.
These grids are meant as a way for you to read deeply, to “outline,” and to critique the chapters you read.
In addition, the grid will allow you to remember what you read – you can go back to it and see how the
chapter is organized, what it contains, and what your reaction to it is.

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