Which class was subjected to hard labor




















Over one third were women, some of whom were abducted together with their children or gave birth to their children in the camps.

In , nearly two million prisoners of war were exploited to work in the German economy. From , German industry also increasingly used concentration camp detainees as a source of forced labor. All of the countries invaded were used to serve as labor pools for Germany. Initial recruitment attempts were with little success; after Czechoslovakia and Poland more and more men and women from Western Europe were also conscripted — sometimes all persons of a certain age group.

In the face of having drafted nearly all German male citizens, this could only be realized by the mass exploitation of foreign labor. Only with them could the population be sustained with supplies and the arms production, organized by Albert Speer as Reich Minister of Armaments, maintained.

Major corporations as well as small craft industries, communes and administrative offices, but even farmers and private households continued to demand more and more foreign laborers and, in this way, they were jointly responsible for the system of forced labor.

The industry profited from the expansion of production made possible by forced labor. The living conditions of the people required to perform forced labor in Germany or in the occupied territories varied from nation to nation and according to legal status and gender. Post comments, photos and videos, or broadcast a live stream, to friends, family, followers, or everyone. Share thoughts, events, experiences, and milestones, as you travel along the path that is uniquely yours.

Share your world. Popular Conversations. Fill in the blank space with an antonym of the italicized word. Weegy: 1. He couldn't bear the cold of Alaska after living in the heat of Texas. He has been accused of theft, but we What was one of the significance impacts of the scientific revolution Weegy: One of the significant impacts of the scientific revolution is that it resulted in developments in mathematics, Cultivation in the rice country took place under the direction of black drivers who served under white overseers but directly over the field workers.

They allocated the tasks and helped to set the pace. They had less time to themselves than workers who completed their jobs early but the driver was entitled to the help of other workers in his own enterprises.

Of course, not all workers finished with time to spare; maybe even most did not but enough to provide hope and impart value to the system. The driver had to be very knowledgeable about the crop: when to flood, when to draw down the water, when to drain, and when to harvest. These decisions could make the difference between a successful and unsuccessful crop and drivers often knew these things better than overseers.

In fact, some planters dispensed with overseers altogether and depended upon their drivers. A respected driver had a great deal of authority and was frequently a leader in the black community before and after slavery. By the nineteenth century the development of a cotton South, stretching from the eastern seaboard all the way to Texas, flattened somewhat the appearance of slavery and increasing mechanization, to which slaves had to adjust, Slaves working in a cotton field.

From Tupelo by John H. A more developed and interconnected countryside, limiting the possibilities, put most slaves into the fields. I repeatedly rode through the lines at a canter,.

He noted the presence of a black driver, whip in hand, urging them on. Plantations still required artisans, for which more men were trained than women, but for the vast majority of the enslaved, labor was almost certainly duller and less varied than in the colonial period.

Tobacco still grew in the Chesapeake, rice in South Carolina, and sugar in Louisiana, where refining obliged special capabilities and provided opportunities for a few more men, but practically everywhere else slaves labored in cotton.

In all of these places, excepting coastal South Carolina and Georgia, they labored in gangs. Stress the time span and geographic scope of slavery in the United Sates.

Most students relate slavery to the cotton South but is important for students to realize that it had a longer and more varied history than that, spanning more years in the colonial period than in the nineteenth century. Equally important is the fact that in this early period it extended to the Middle Colonies and New England. This recognition will allow teachers along the North Atlantic seaboard to look at areas in their own regions where slaves labored, while still considering the more traditional perspective.

In New England and the Middle Colonies slaves worked on dairy farms and aboard ship, in wheat farms and on the docks, in gardens and homes, at printing shops or as personal attendants.

They might do all of these things in the South as well but plantation slavery was a southern institution and slave labor there was more important and lasting than in the North. It is also important to note that gang labor and the task system were not mutually exclusive practices but represented extremes within which planters might organize their labor.

Some jobs might be better performed by task assignment than by gangs even in a region where gang labor prevailed and vice versa. In a few places, as in the Tredegar Iron Works in Richmond, Virginia, slaves even worked in factories, and in Richmond and other urban locales they worked as teamsters, stevedores, porters and dockhands, to mention only a few of the urban tasks they performed.

Consequently, the variety of slave labor was greater than students sometimes assume. Students should also realized that slavery was a relationship between human beings and while authority emanated from the top, a wise planter did not make decisions without taking into account the reaction of his laborers. Slavery depended upon force but it worked best when slaves cooperated; planters had to compromise as well as command.

James Henry Hammond, for example, soundly resented the autonomy provided by the task system and tried with great brutality to impose gang labor on his slaves but ultimately had to accommodate them. He learned in the nineteenth century what most low country South Carolina planters learned in the eighteenth, that he could not grow crops if he spent more time punishing slaves or hunting them down than in supervising while they worked.

Planters succeeded when they provided an environment in which enslaved people labored as willingly as could be expected under the circumstances, and Wise planters tried to get slaves to "buy into the system. More than one planter commented that slaves were less likely to abscond if that involved leaving something they were building or growing for their own use.

Planters in gang-labor regions had to provide other incentives, maybe extra food or drink, additional clothing or other trinkets, perhaps a little money, for better-than-average performance. What did it mean that field hands obliged an accommodation even though they could not overthrow the system?

One might consider that the distinction sometimes made between field hands and house servants, portraying the one as having a much harder lot, can be overdrawn. Domestics occasionally had better food and clothing but, where they existed, these advantages were offset by the tension of being under more constant Tasks considered unskilled today in slavery times required considerable judgment and discrimination. Field hands at least normally had evenings to themselves.

Moreover, many types of domestic work, such as washing, which might appear relatively unskilled today, required both strength and discrimination because it was not a simple matter of putting clothes in a machine but of heating water in iron kettles, using dangerous soaps made from lye or other corrosive materials, bringing water and clothes to a boil, Interior of a slave kitchen.

At a more primitive level, it might involve pounding clothes in a stream. Ironing was also a cumbersome and dangerous process. Cooking, successfully done, demanded the art of composition in producing appealing recipes, the benefit of experience in knowing how to move food around in a hearth or on an iron stove or in an oven in such a way as to bake or cook evenly without burning, including the ability to judge temperatures as well as to move heavy implements, and required definite talents not always easily acquired.

Despite the obvious value of accomplished domestics, the conditions of their labor did not inspire harmony and inevitable mistakes could bring unjustifiable wrath from both master and mistress sometimes merely because either or all were having bad days.

Opportunities for such contretemps were multiple because slavery everywhere involved a contest of wills. Shifting focus slightly, one might encourage students to consider the psychological affects of slave labor on the master class. For one thing, there developed a notion associating hard labor with Ask students to consider the effects of slavery on the master class.



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