4/7 AP United States History DBQ Essay: Rise of slavery, 1607–1750
This is a real dbq essay written by an AP student (personal details removed) and scored 4/7 by our AI grader — one of many AP United States History essay examples in our library.
The Prompt
Explain the causes of the development of the institution of slavery in the period from 1607 to 1750.
The Essay
Initially the atlantic slave trade started with indentured servatued. A person could work for their freedom if they were a criminal of war. But high demands for plantation works, laws that passed to racially segerate the whites and the blacks to prevent uprise, contributed to the change from servant, to slave.The instiution of slavery developed from the period 1607 to 1750 because African American people were viewed as property by slave owners, laborers were needed for plantation work, and racial classing. In the early 1600s, when indentured seratued was still commonly practices, laborers would have to pay off their debt with producing a certain amount of a good. However, even then the race of the laborers was still documented, the difference between "Thomas Groves, 4 years to serve-1300 Ib tobo" (Doc 2) and "Emaniell, a Negro man-2000 Ib tobo" (Doc 2) is significant. They were expected to not only produce more tobacco, but they did not have a set date for freedom. This was because as time went on, especially after several rebellions causing laws to be passed, african americans were seen as less than humans. "Mr.Nathanial Bacon...hath stirred up a great number of indigent and dissatified persons to obstruct the proceedings" (Doc 5) Bacon's rebellin united all people, this kind of force against the wealthy white men in power lead to only stricter laws being inforced. In 1705 an act declaring enslaved workers who were Indigenous or African American was passed, this declared all non-christian servant imports to be slaves once they landed in the Americas. This applied to mixed children as well forcing them into slavery for 31 years from the moment they are born, and prohibitted the interracial marriage. (Doc 6) These laws were pasted to justify slavery, declaring these people as property, and using there religious or birth status to justify this. Slavery was something that could not be easily escaped, a child was a slave from birth, and converting to christianity and getting bapatized did not change the staus of a slave at all. (Doc 4) These people were not regarded as or ever seen as people, no matter what they attempted to do to gain freedom legally, and action was always taken to stop them. Keeping these groups of people divide gave those already in positions of power more power. Overtime this contributed to a major shift in society, the slavery institution developed majorly. Inbetween 1680-1689 when it was common to have servants switched into fulll blown plantation owning and slavery. (Doc 1) Slaves who retalliated faced harsh punishments. In order to prevent slaves from running away they would have there left thigh slashed (Doc 7), other harsh punishments were also used to prevent slaves from trying to run away or retalliate. As the south grew the number of slaves grew too, with the help of dehumanizing laws, and potentially life threatening punishments. The early Americas economy was founded on slavery, it developed as the atlantic slave trade, need for laborers, and racial biased laws were passed. This started with indentured servetued, where African Americans were given more intense quotas then there white counterparts. Children became slaves form birth because of their race. And as time went on it became harder and harder to gain freedom. As slaves were regarded as less than human. Unfortunately, the economies of the southern colonies were founded on slavery. This early foundation connects to later revolutions in the United states history, including the civil war, and the fight against segregation and racism against people of color all the way into the 1950s. The founding principles of nation are extremly important, and will have a long lasting affect on a nation even centuries later.
Score Breakdown
Thesis (1/1)
Contextualization (1/1)
Evidence from Documents (2/2)
Evidence Beyond Documents (0/1)
Sourcing (0/1)
Complexity (0/1)
What This Essay Gets Right
The opening paragraph ends on a thesis with three causes. Slavery developed "because African American people were viewed as property by slave owners, laborers were needed for plantation work, and racial classing." The sentences before it describe the change "from servant, to slave" and name plantation labor demand and racial laws as its drivers, and that sketch of the shift earned the contextualization point. The property and racial-law threads carry through both body paragraphs. The second paragraph closes by saying the laws were passed "declaring these people as property," and the third shows that status following a child from birth and surviving baptism.
The essay uses six documents, two more than the four the second evidence point asks for. Its sharpest move comes in the second paragraph, where it sets two entries from Doc 2 side by side, "Thomas Groves, 4 years to serve-1300 Ib tobo" and "Emaniell, a Negro man-2000 Ib tobo." Groves has a term of years and Emaniell has none, and the essay reads that gap correctly when it says the enslaved laborers "did not have a set date for freedom." The same paragraph then links two documents as cause and effect, moving from Bacon's uprising in Doc 5 to the stricter laws that followed, with the 1705 act in Doc 6 as one of them. In the third paragraph, Doc 4 backs the claim that slavery "could not be easily escaped" because baptism left a slave's status unchanged, and Doc 1 dates the switch from servants to slaves to the 1680s. Each body paragraph cites three documents, so the evidence point holds even though Docs 6 and 7 get summarized with little explanation.
What Went Wrong (And How to Avoid It)
The tobacco figures in Doc 2 are what each person was worth to the estate, so "2000 Ib tobo" is the value placed on Emaniell. The essay reads them as work quotas in the second paragraph and again in the conclusion, which says African Americans "were given more intense quotas then there white counterparts." Read as prices, the figures back the property cause even better. The opening line also says the Atlantic slave trade "started with" indentured servitude, but the two were separate labor systems. And the 1705 law in Doc 6 bound mixed-race children as servants until age 31, so "slavery for 31 years" blurs the servant-to-slave line the essay is built on.
No specific fact from outside the documents appears, which cost the outside evidence point. The end of the Royal African Company's monopoly in 1698, which brought more enslaved Africans to the Chesapeake, would support the labor-demand cause the body barely develops. Sourcing needs two documents read for who wrote them and why. Doc 5's author calls Bacon's followers "indigent and dissatified persons," a hostile label the essay repeats as fact. Complexity rewards one move, and the third paragraph starts it with "Keeping these groups of people divide gave those already in positions of power more power." Arguing that Bacon's Rebellion made planters fear poor laborers united across race would tie labor demand to the racial laws.
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