Final Proposal: Slave Sales 1775 – 1865

This dataset consists of numeric, text and geographic data. It illustrates slave sales that took place during the years of 1775 to 1865 in different states. The slaves sales took place in 8 states. These states include Georgia, Louisiana, Virgina, North Carolina, South Carolina, Maryland, Tenessee, and Mississippi. The numeric data tells us the age of each slave in years and months. It provides the date of each sale along with the appraised value of each sale. The textual portion of the dataset provides the gender of each slave. It also provided the skills and defects of each slave. Some skills that were mentioned are a carpenter, driver, cook, house servant, laundry, midwife, nurse, painter, seamstress, cartmen, laborer, and blacksmith. Some defects that the slaves had were children, hernia, sickness, old age, blindness, loss of body parts, mental insanity, pregnancy, and deafness. Having defects caused the slaves appraised value to decrease tremendously. The were valued the least. Slaves who had skills were valued the most. If a slave had no skill and no defect it was still valued fairly. The age of the slaves ranged from 0 to 99 years old. A slave that was really young or really old and did not have the ability to do work had little to no value. For example, a male that was 1 year old had a value of 50 while a female of the same age was valued 150. A female that was 99 years old had little to no value while a male that same age had a value of 100. The years ranged from 1742 to 1865. The range of the appraised value has a minimum of -800 and a maximum 525000. The geographic locations start north and end in the south. It ranges from Maryland to Louisiana. The skills range from skinner to blacksmith. I’ve ranged this according to the appraised value. This helped to see which slave was worth more depending on what skill they had. The defects ranged from being deaf to being blind. This was also determined according to the appraised value. Each row of data is different. There are nine rows in total. Starting from the left, the first row is the geographic location where each sale occurred. The second row is the country code. The third row is the date of each sale. The fourth row is the gender of each slave. The fifth row is the age of each slave in years. The sixth row is the age of each slave in months. The seventh row is the appraised value of each slave sale. The eighth row is the skills of each slave. Finally, the ninth row is the defect of each slave.

After analyzing the slave sale dataset, it took several attempts to find relationships between the rows. My first failed attempt was thinking there was a correlation between the date of sale and the appraised value of a slave. I did not take into consideration the gender, age, location, skill, and defect of the slaves. A slave in the 1700’s was valued anywhere from 0 to 900. A slave in the 1800’s was valued anywhere from -800 to 525000. I came to the conclusion that there was no correlation between the two because there were many other factors that determined the appraised value. I later then discovered three other relationships. The first was the correlation between the gender of the slave and the appraised value. Male slaves have more value than females slaves especially if they had a skill. The second relationship was between the value of a slave if they had a defect and the value of a slave if they did not have a defect or a skill. A slave without a defect or skill was worth more than a slave with a defect. The third relationship I focused on was the value of a slave in its prime age (20-40) and the value of a slave that was either younger than 20 or older than 40 years of age. Slaves that were in their prime age were worth more.

Northern Free Blacks Occupational Patterns and Housing Patterns

The reading assigned this week entitled Northern Free Blacks Occupational Patterns and Housing Patterns illustrated the harsh treatment that free African Americans endured during the nineteenth century. Although African Americans were considered to be free, they remained socially stagnant. Freedom did not result in having equal rights to the superior race. In fact, African Americans had little to no rights. They faced occupational and residential limitations that hindered them from really being liberated.

Northern Free Blacks Occupational Patterns and Housing Patterns provided its readers with several examples of occupational limitations. One of them being a legislation prohibited free African Americans to obtain a liquor license. Because of this, African Americans were unable to open grocery stores. Southern governments feared that free African Americans wold give gin to African American slaves and that would result in rising up against their masters. One could only imagine how that could put a dent in African American employment. In 1837 residents of Baltimore petitioned for a legislation to prevent African Americans from participating in trades. Unfortunately, for them, they were denied. But when the president of the Mechanical Association of Cincinnati accepted an African American apprentice, he was tried before the society.

The article also shared that landlords during the nineteenth century were not optimistic about having African Americans as tenants. They preferred to rent to whites. In 1830, an African American family tried to move to a white community in Boston. Residents were furious nd threatened to destroy the house. African Americans were simply not accepted in society. The Pennsylvania Society for the Abolition of Slavery 1838 directory gathered that of the 612 African Americans that were listed, 133 of them loved in alleys, courts, and rear building. Of the ones who weren’t forced to live in alleys, they lived in overcrowded houses.

African American may have been free according to the law, but they were still treated unjust and still remained in a captive environment. They were not allowed to progress in society. It was made sure that the superior race had no competitors when searching for a job and a home.

1. Imagine you were a free black person during the nineteenth century in the city of Louisville, how else would you attempt to make a living? Do you think rising above the occupational limitations presented were possible back then?

2. How do you feel about the term “free blacks”? Were they really free? Do you think the treatment that free blacks endured contradicts the term “free blacks”?

3. Explain why landlords during that time period refuse to accept black tenants?

Historical Buildings Walking Tour Proposal


A) Ten Broeck Mansion

The Ten Broeck Mansion in Albany was built in 1797. It is a private non-profit organization who’s mission is to demonstrate the educational historical culture of Albany. The Ten Broeck Mansion holds events and is known to have hands-on programs for the community to participate in.

“Ten Broeck Mansion.” Ten Broeck Mansion. Accessed March 03, 2016.

B) Albany Institute of History and Art
The Albany Insitute of History and Art is a museum that was founded in 1791. Its purpose is to preserve the culture of Albany and the upper Hudson Valley region. It participates in an educational outreach program that has served over 10,000 teacher, students, and families.

“About AIHA.” Nationally Significant Collections – New York Museums. Accessed March 03, 2016.

C) New York State Capitol
The New York State Capitol was constructed in the 1860’s and has served as the seats of the government for New York since the nineteenth century.

“Capitol Redux.” The New York Times. 2013. Accessed March 03, 2016.

D) Schuyler Mansion State Historic Site
Schuyler Mansion State Historic Site was built on 1761. It is the home of the historic Revolutionary War General Philip Schuyler.

“Schuyler Mansion State Historic Site.” – Albany, NY. Accessed March 03, 2016.

E) Historical Cherry Hill
Cherry Hill was built on 1787. It opened as a museum on 1964. It is known to have award-winning education programs that have helped students enhance their critical thinking skills.

“Historic Cherry Hill.” Historic Cherry Hill. Accessed March 03, 2016.

According to Google Maps, my Historical Buildings Tour will last for a total of 57 minutes long:
Point A to Point B = 17 minutes
Point B to Point C = 5 minutes
Point C to Point D = 22 minutes
Point D to Point E = 13 minutes

Within the first stages of choosing a topic for my walking tour, I faced great difficulty in choosing a topic. One of the challenges I faced was coming up with a topic that I valued enough to peek my interest. After days of pondering, I came up with the idea of making the focus of my walking tour of buildings that were created during the era of the nineteenth century. That topic seemed simple enough, and although one could appreciate the beauty of architectural sites, I simply thought I would have no interest in the information I gathered about each of the buildings. Shockingly, I was wrong! The Historical Buildings Walking Tour consist of many locations that share a common theme. All of the houses in the tour brings forth an educational purpose to their respective communities. The buildings have either been turned into museums or serve as political empowering places that enforce change in the community. Each building has a hands-on approach and is actively involved in their community. Members of the community are allowed to interact with the historical buildings by participating in real life walking tours for an approximate duration of thirty to forty-five minutes.
The audience for this tour consist of students, teachers, toddlers, families, and much more. Anyone that has an interest in the culture of Albany would be interested in this tour. After the visitors participates in the walking tour they will understand the historical significance each building has to Albany. They will also understand the educational and political impact some of the building have.

The three question that will help conclude the research of the project is listed below:

1) How much did it cost to create each building?
2) What are some of the educational programs that the museums provide?
3) Have the buildings been remodeled to fit the modern twenty-first-century custom?

Ten Broeck Mansion schuyler mansion