Topic: Treatment of the Enslaved in Upstate New York
Connections to the NYS Social Studies Framework
Social Studies Practice: Comparison and Contextualization
Key Idea: 11.1b Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
Reading Standard 4: Determine the meanings of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
Compelling Question: How does the tone of a document reflect biases toward gender and race?
Historical Context: Individuals were enslaved in New York from 1626-1827. Receipts from the sale of enslaved individuals show how enslavers bought and sold the enslaved. The documents in this lesson show the sale of an enslaved woman named Bate in both 1769 and again in 1779. In 1779, she was sold to Cornelius Mabee who lived on the Mabee Farm in Rotterdam Junction. The Mabee Farm enslaved individuals for about 100 years.
Document 1
Courtesy: Schenectady County Historical Society
Analysis Questions
What type of document is this?
When was this document created?
Why was this document created?
How is Bate described in this document?
What role do the men in this document play in the life of Bate?
Based on the tone of this document, how is Bate viewed by the men listed?
Transcript
Know all Men by these Presents that I Isaac Marselis of the Town of Schenectady in the County of Albany & Province of New York Merchant for and in Consideration of the Sum of seventy Pounds of Good & lawful Money of the Province of New York, to me in Hand paid by Charles Toal of the Township of Schenectady in the County & Province aforesaid + Yeomans at of before the Sealing & Delivery of these Presents, the Receipt whereof I the said Isaac Marselis do hereby acknowledge, have granted bargained & sold, and by these Presents do grant, bargain & sell, unto the said Charles Toal his Heirs Executors Administrators & Assigns a Negroe Wench named Bate lately the Property of Jacob Rampson of the City of New York & now in my Possession, to Have and to hold the said Negroe Wench to the said Charles Toal his Heirs Executors Administration & Assigns forever and the said Isaac Marselis for myself my Heirs Executors & Adminstrators the said Negroe Wench unto the said Charles Toal his Heirs Executors & Adminstrators & assigns [indecipherable] the Said Isaac Marselis my Heirs Executors & Administrators And against all & every other Person or Persons whatsoever Shall & will warrant & forever defend by these Presents. And I the said Isaac Marselis have put the said Charles Toal in full Possession of the said Wench by delivering to him the said Wench Bate who by these Presents is bargained & sold In Testimony where of I do hereunto sett my Hand & Seal this twenty eight Day of October in the Year of our Lord one thousand seven hundred & sixty-nine
Signed Sealed & Delivered } Isaac Marselis [seal]
In the Presence of us William Hanna
Jeelles Van Vorst
Document 2
Courtesy: Schenectady County Historical Society
Comparing Perspectives
Transcript
Rec’d the 22nd Day of January 1779 of Cornelius Maybe The sum of Eight Five Pounds New York Currency In full for the within names Negro wench and a Child with her of about a year & a Month old and I do Hereby make over the said Negro wench with her Child To the Said Cornelius Maybe his heirs and assigns to be His and their own property in the Same manner as She Is made over to me by a bill of Sale as Witness My hand & Seal the day & Year above written
Signed Sealed & delivered
In the presence of us
Elisabet Toll } Carel H Toll Jun
Soloman For Willigen
Analysis Questions
What type of document is this?
When was this document created?
Why was this document created?
How is Bate described in this document?
What role do the men in this document play in the life of Bate?
Based on the tone of this document, how is Bate viewed by the men listed?
Assessment: Complete the Comparing Perspectives Graphic Organizer and write a paragraph comparing and contrasting the view of the enslaved in the two receipts from 1769 and 1779.
This lesson was created by educator Amber Desimony through a grant from the Bender Family Foundation.
