12/4 African Archeology

Acknowledgment of collaborative effort in learning.
Reminder that questions about review items are welcomed at the end of the class.
Emphasis on the connection between life, history, and archaeology as inherently political.
- Archaeology is influenced by both academic interests and popular media.

Life's political nature affects the creation of history.
Archaeology serves both as a cultural heritage process and a reflection of power dynamics.
Observation about the prominence of historical markers in places like Williamsburg, with most relating to the 17th and 18th centuries, particularly events like the slave trade.

Focus on the Middle Passage of the 19th century and its historical representation.
- Common term: "Midnight and Magnolias" indicating the romanticized portrayal of American South history.
Challenges in illustrating the history of the transatlantic slave trade and representation of enslaved individuals.

Discusses a group dedicated to underwater archaeology aimed to uncover historical ships related to slave trade.
- Example: work in Mobile, Alabama, regarding the Clotilda.
Collaboration includes research in the Caribbean, South America, and the West African coast.
- Linking historical narratives with abolitionist movements from the 19th century.

Few artifacts surviving from the transatlantic crossing; less than a hundred documented possessions of enslaved individuals.
Lack of personal belongings highlights the horror of slavery.
Limitations of historical records often provide scant information on the enslaved individuals’ origins or identities.
- Names assigned often differed from actual ethnic identities (e.g., names given by ship pursers often simplified).

Plantations are described as fortified factories producing various crops across different regions.
Discussion of variations in plantation economies influenced by geography and climate.
- Example of South Carolina plantation architecture with enslaved quarters often positioned near the slave owner’s house.
Economic impact of historical crops: tobacco in Virginia, sugarcane in South America.
Each plantation structured to maintain social hierarchies and showcase wealth.

Two labor systems identified: gang vs. task systems.
- Gang labor involves all workers completing tasks together daily (e.g., agricultural activities).
- Task labor assigns quotas for work to be completed at an individual's pace.

Living conditions for both enslaved people and European workers often indistinguishable; archaeologists face challenges determining social classes.
- Artifacts and housing similarities hinder identification.
Evidence of enslaved people maintaining autonomy through hunting and subsistence gardening.
- Regular use of small firearms for hunting by enslaved individuals indicates resourcefulness.

Discussion of regional differences; e.g., sugarcane production in the Caribbean was more labor intensive compared to tobacco farming in Virginia.
Comparison between the conditions of enslaved people in the Americas versus those in the Caribbean and Brazil.

Description of social elite culture on plantations; emphasis on education and culture among the wealthy.
- Discussion of material possessions, such as elaborate dining settings and social skills (dancing, music).
- Comparison of elite leisure to the labor realities of enslaved individuals.

Plantation architecture serves dual purposes: aesthetic and defensive against potential uprisings.
- Overview of building structures (e.g., few windows on lower levels for protection).

Archaeological note: construction of rice dikes in South Carolina compared to those in Liberia.
- Significant labor necessary, with rice dikes requiring monumental farming efforts.
Discussion of sweetgrass basket-making as a cultural artifact connecting past practices in Africa with present-day traditions in the Americas.

Example of Seminole culture in Florida stemming from runaway slaves combining indigenous and African traditions.
- Importance of studying hybrid cultures in archaeological contexts.

Mention of difficulties encountered in researching marginalized communities, including enslaved peoples.
Emphasis on mobility and transient living conditions as barriers to collecting archaeological evidence.

Explore artifacts resembling ritual practice rather than domestic life in enslaved quarters.
- Notable assemblages in cardinal directions used for cultural and cosmological significance.

Closing thoughts on the significance of recognizing and honoring diverse cultural histories.
- Discussion of historical veneration in educational institutions and the need for inclusive representation.

Reminder for students to prepare for assessments by connecting historical contexts, cultural practices, and archaeological findings.
Encouragement to think critically about historical narratives and representations in studies of plantations.
- Homework strategies discussed to help students engage with course material more effectively.