Page 113 - 2023-bfw-stacy-2e-proofs-SE

MODULE 2.6 Slavery in the British Colonies 119

unarmed, and hanged by de militia. . . . He die but he die for doin’ de right,
as he see it.”
These sample pages are distributed by Bedford, Freeman & Worth Publishers.
Questions for Analysis
1. Identify three actions that the Stono rebels undertook as part of their rebellion.
2. Explain the goals of the Stono Rebellion, using the actions of the Stono rebels
Copyright (c) 2024 Bedford, Freeman & Worth Publishers.
described in this document as evidence.
3. Explain how this document reveals the causes that led to the Stono Rebellion.
Strictly for use with its products. NOT FOR REDISTRIBUTION.
This revolt echoed widely in a colony where Black people outnumbered white
people nearly two to one, direct importation from Africa was at an all-time high, and
Spanish authorities in Florida promised freedom to enslaved people who had fled. In 1738,
the Spanish governor had formed a Black militia company, and he allowed thirty-eight fugi-
tive families to settle north of St. Augustine and build Fort Mose for their protection. When
warfare erupted between Spain and Britain over commercial rivalries in 1739, the enslaved
people who participated in the Stono Rebellion may have seen their chance to gain freedom
as a group. But as with other rebellions, this one failed, and the price of failure was death.

REVIEW

■ How did enslaved Africans and African Americans use the economic
interests of slaveholders to rebel against their enslavement?

AP ® Skills Workshop: Thinking Historically

Making Connections in Secondary Sources

When historians make connections they identify and explain how developments or pro-
cesses are connected to other historical developments or processes. For a review of identi-
fying and explaining developments and processes in secondary sources, see Module 2.2.
Identifying historical connections between developments or processes requires
historians to identify common ties between two seemingly separate events or trends.
These ties could have been made through a common origin, or they could be ties
established through common interests or motivations.
We make connections like this all the time. For example, you and your class-
®
mates might be anxious about the AP U.S. History Exam. While the exam might be
the cause of your anxiety, the facts that connect you and your classmates are varied.
You might all be in the same class together. You are all likely in the same grade. You
all perhaps have the same teacher, who is also anxious about the test, and thereby
making all of you a little anxious. You all will likely take the test on the same day, so
watching this date get closer adds to your common anxiety. These are the factors that
connect all of you in this circumstance.

ACTIVITY
Below, historian Mark Smith, writing about the Stono Rebellion (1739) in South
Carolina, identifies some interesting connections between enslaved peoples’ revolts in
the British colony of South Carolina and the Portuguese colonies in Brazil. In three to
five sentences, identify the connections that Smith makes between them.

03_foan2e_48442_period2_052_143.indd 119 06/09/23 11:10 PM