Assignment Prompt & Instructions
Please see attachment
https://youtu.be/VrMs94Ywy3A?si=F5Kqd_7yIF7L2VSq
– ## AvalonProject-U.S.Constitution.htm
– ## AvalonProject-DeclarationoftheRightsofMan-1789.htm
– ## KeyAnalysesKA21.odt
– Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm
– ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm
– NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm
**## AvalonProject-U.S.Constitution.htm**
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U.S. Constitution
– [Constitution of the United States – Preamble](https://www.sweetstudy.com/18th_century/preamble.asp)
– [Constitution of the United States – Article 1](https://www.sweetstudy.com/18th_century/art1.asp)
– [Constitution of the United States – Article 2](https://www.sweetstudy.com/18th_century/art2.asp)
– [Constitution of the United States – Article 3](https://www.sweetstudy.com/18th_century/art3.asp)
– [Constitution of the United States – Article 4](https://www.sweetstudy.com/18th_century/art4.asp)
– [Constitution of the United States – Article 5](https://www.sweetstudy.com/18th_century/art5.asp)
– [Constitution of the United States – Article 6](https://www.sweetstudy.com/18th_century/art6.asp)
– [Constitution of the United States – Article 7](https://www.sweetstudy.com/18th_century/art7.asp)
– [Constitution of the United States – Bill of Rights – The First Ten Amendments](https://www.sweetstudy.com/18th_century/rights1.asp)
– [Constitution of the United States – Amendments 11 – 27](https://www.sweetstudy.com/18th_century/amend1.asp)
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**## AvalonProject-DeclarationoftheRightsofMan-1789.htm**
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Declaration of the Rights of Man – 1789
Approved by the National Assembly of France, August 26, 1789
The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:
#### Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.
5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.
6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.
7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.
8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.
9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.
12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.
13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.
15. Society has the right to require of every public agent an account of his administration.
16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.
17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.
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– [Search Orbis](http://orbis.library.yale.edu/)
**## KeyAnalysesKA21.odt**
**KA #2**
**Comparing Citizenships: Slavery, Indigeneity, and the American Government**
**Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.
Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.
Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.
**Submission Information:**
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| _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
| _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
| _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |
**Directions:**
**1.) The Code Noir:**
a.)
Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Article (Insert Number)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
2.)
**Documents from the Digital History Initiative:**
a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”
– List two things you glean from the map.
– After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).
b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?
c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?
d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?
3.)
**The Constitutional Convention Video:**
a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.
b.) What dilemmas did the writers of the constitution face regarding slavery?
c.) What compromises existed as a result?
**4.) The US Constitution**
**a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?
**b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:
– What freedoms are granted to American Citizens [which only included colonial white men] in this document?
– Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)
**5.) Declaration of the Rights of Man – 1789**
– List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?
– How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.
**6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**
**a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Law (Insert year here)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
b.) Make one comparision and one contrast of the conditions of the
enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.
c.) Make one comparison and one contrast of the conditions of
“Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.
d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.
**Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)
**ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)
**NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)
**NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)
**## AvalonProject-U.S.Constitution.htm**
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U.S. Constitution
– [Constitution of the United States – Preamble](https://www.sweetstudy.com/18th_century/preamble.asp)
– [Constitution of the United States – Article 1](https://www.sweetstudy.com/18th_century/art1.asp)
– [Constitution of the United States – Article 2](https://www.sweetstudy.com/18th_century/art2.asp)
– [Constitution of the United States – Article 3](https://www.sweetstudy.com/18th_century/art3.asp)
– [Constitution of the United States – Article 4](https://www.sweetstudy.com/18th_century/art4.asp)
– [Constitution of the United States – Article 5](https://www.sweetstudy.com/18th_century/art5.asp)
– [Constitution of the United States – Article 6](https://www.sweetstudy.com/18th_century/art6.asp)
– [Constitution of the United States – Article 7](https://www.sweetstudy.com/18th_century/art7.asp)
– [Constitution of the United States – Bill of Rights – The First Ten Amendments](https://www.sweetstudy.com/18th_century/rights1.asp)
– [Constitution of the United States – Amendments 11 – 27](https://www.sweetstudy.com/18th_century/amend1.asp)
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**## AvalonProject-DeclarationoftheRightsofMan-1789.htm**
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Declaration of the Rights of Man – 1789
Approved by the National Assembly of France, August 26, 1789
The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:
#### Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.
5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.
6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.
7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.
8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.
9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.
12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.
13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.
15. Society has the right to require of every public agent an account of his administration.
16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.
17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.
| |
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© 2008 Lillian Goldman Law Library
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– [Yale Law Library](http://library.law.yale.edu/)
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– [Yale Law School](http://www.law.yale.edu/)
– [Search Morris](http://morris.law.yale.edu/)
– [Search Orbis](http://orbis.library.yale.edu/)
**## KeyAnalysesKA21.odt**
**KA #2**
**Comparing Citizenships: Slavery, Indigeneity, and the American Government**
**Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.
Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.
Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.
**Submission Information:**
| | |
| — | — |
| _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
| _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
| _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |
**Directions:**
**1.) The Code Noir:**
a.)
Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Article (Insert Number)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
2.)
**Documents from the Digital History Initiative:**
a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”
– List two things you glean from the map.
– After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).
b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?
c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?
d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?
3.)
**The Constitutional Convention Video:**
a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.
b.) What dilemmas did the writers of the constitution face regarding slavery?
c.) What compromises existed as a result?
**4.) The US Constitution**
**a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?
**b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:
– What freedoms are granted to American Citizens [which only included colonial white men] in this document?
– Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)
**5.) Declaration of the Rights of Man – 1789**
– List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?
– How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.
**6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**
**a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Law (Insert year here)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
b.) Make one comparision and one contrast of the conditions of the
enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.
c.) Make one comparison and one contrast of the conditions of
“Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.
d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.
**Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)
**ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)
**NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)
**## AvalonProject-U.S.Constitution.htm**
– | | |
| — | — |
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| — | — | — | — | — | — | — | — | — | — | — |
| [Avalon Home](https://www.sweetstudy.com/default.asp) | [Document<br> Collections](https://www.sweetstudy.com/subject_menus/major.asp) | [Ancient <br>4000bce – 399](https://www.sweetstudy.com/subject_menus/ancient.asp) | [Medieval <br>400 – 1399](https://www.sweetstudy.com/subject_menus/medieval.asp) | [15th Century <br>1400 – 1499](https://www.sweetstudy.com/subject_menus/15th.asp) | [16th Century <br>1500 – 1599](https://www.sweetstudy.com/subject_menus/16th.asp) | [17th Century <br>1600 – 1699](https://www.sweetstudy.com/subject_menus/17th.asp) | [18th Century <br>1700 – 1799](https://www.sweetstudy.com/subject_menus/18th.asp) | [19th Century <br>1800 – 1899](https://www.sweetstudy.com/subject_menus/19th.asp) | [20th Century <br>1900 – 1999](https://www.sweetstudy.com/subject_menus/20th.asp) | [21st Century <br>2000 -](https://www.sweetstudy.com/subject_menus/21st.asp) |
U.S. Constitution
– [Constitution of the United States – Preamble](https://www.sweetstudy.com/18th_century/preamble.asp)
– [Constitution of the United States – Article 1](https://www.sweetstudy.com/18th_century/art1.asp)
– [Constitution of the United States – Article 2](https://www.sweetstudy.com/18th_century/art2.asp)
– [Constitution of the United States – Article 3](https://www.sweetstudy.com/18th_century/art3.asp)
– [Constitution of the United States – Article 4](https://www.sweetstudy.com/18th_century/art4.asp)
– [Constitution of the United States – Article 5](https://www.sweetstudy.com/18th_century/art5.asp)
– [Constitution of the United States – Article 6](https://www.sweetstudy.com/18th_century/art6.asp)
– [Constitution of the United States – Article 7](https://www.sweetstudy.com/18th_century/art7.asp)
– [Constitution of the United States – Bill of Rights – The First Ten Amendments](https://www.sweetstudy.com/18th_century/rights1.asp)
– [Constitution of the United States – Amendments 11 – 27](https://www.sweetstudy.com/18th_century/amend1.asp)
| | |
| — | — |
| [18th Century Documents](https://www.sweetstudy.com/subject_menus/18th.asp) | [Documents Relating to the U.S. Constitution](https://www.sweetstudy.com/subject_menus/constpap.asp) |
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| [Avalon Home](https://www.sweetstudy.com/default.asp) | [Document<br> Collections](https://www.sweetstudy.com/subject_menus/major.asp) | [Ancient <br>4000bce – 399](https://www.sweetstudy.com/subject_menus/ancient.asp) | [Medieval <br>400 – 1399](https://www.sweetstudy.com/subject_menus/medieval.asp) | [15th Century <br>1400 – 1499](https://www.sweetstudy.com/subject_menus/15th.asp) | [16th Century <br>1500 – 1599](https://www.sweetstudy.com/subject_menus/16th.asp) | [17th Century <br>1600 – 1699](https://www.sweetstudy.com/subject_menus/17th.asp) | [18th Century <br>1700 – 1799](https://www.sweetstudy.com/subject_menus/18th.asp) | [19th Century <br>1800 – 1899](https://www.sweetstudy.com/subject_menus/19th.asp) | [20th Century <br>1900 – 1999](https://www.sweetstudy.com/subject_menus/20th.asp) | [21st Century <br>2000 -](https://www.sweetstudy.com/subject_menus/21st.asp) |
© 2008 Lillian Goldman Law Library
127 Wall Street, New Haven, CT 06511.
– [Avalon Statement of Purpose](https://www.sweetstudy.com/questions/about/purpose.asp)
– [Accessibility at Yale](https://usability.yale.edu/web-accessibility/accessibility-yale)
– [Contact Us](https://forms.monday.com/forms/36cf70a9ab47ef5feec72448dae99ef4?r=use1)
– [Yale Law Library](http://library.law.yale.edu/)
– [University Library](http://www.library.yale.edu/)
– [Yale Law School](http://www.law.yale.edu/)
– [Search Morris](http://morris.law.yale.edu/)
– [Search Orbis](http://orbis.library.yale.edu/)
**## AvalonProject-DeclarationoftheRightsofMan-1789.htm**
– | | |
| — | — |
| | |
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| [Avalon Home](https://www.sweetstudy.com/default.asp) | [Document<br> Collections](https://www.sweetstudy.com/subject_menus/major.asp) | [Ancient <br>4000bce – 399](https://www.sweetstudy.com/subject_menus/ancient.asp) | [Medieval <br>400 – 1399](https://www.sweetstudy.com/subject_menus/medieval.asp) | [15th Century <br>1400 – 1499](https://www.sweetstudy.com/subject_menus/15th.asp) | [16th Century <br>1500 – 1599](https://www.sweetstudy.com/subject_menus/16th.asp) | [17th Century <br>1600 – 1699](https://www.sweetstudy.com/subject_menus/17th.asp) | [18th Century <br>1700 – 1799](https://www.sweetstudy.com/subject_menus/18th.asp) | [19th Century <br>1800 – 1899](https://www.sweetstudy.com/subject_menus/19th.asp) | [20th Century <br>1900 – 1999](https://www.sweetstudy.com/subject_menus/20th.asp) | [21st Century <br>2000 -](https://www.sweetstudy.com/subject_menus/21st.asp) |
Declaration of the Rights of Man – 1789
Approved by the National Assembly of France, August 26, 1789
The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:
#### Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.
5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.
6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.
7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.
8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.
9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.
12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.
13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.
15. Society has the right to require of every public agent an account of his administration.
16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.
17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.
| |
| — |
| [18th Century Documents](https://www.sweetstudy.com/subject_menus/18th.asp) |
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| [Avalon Home](https://www.sweetstudy.com/default.asp) | [Document<br> Collections](https://www.sweetstudy.com/subject_menus/major.asp) | [Ancient <br>4000bce – 399](https://www.sweetstudy.com/subject_menus/ancient.asp) | [Medieval <br>400 – 1399](https://www.sweetstudy.com/subject_menus/medieval.asp) | [15th Century <br>1400 – 1499](https://www.sweetstudy.com/subject_menus/15th.asp) | [16th Century <br>1500 – 1599](https://www.sweetstudy.com/subject_menus/16th.asp) | [17th Century <br>1600 – 1699](https://www.sweetstudy.com/subject_menus/17th.asp) | [18th Century <br>1700 – 1799](https://www.sweetstudy.com/subject_menus/18th.asp) | [19th Century <br>1800 – 1899](https://www.sweetstudy.com/subject_menus/19th.asp) | [20th Century <br>1900 – 1999](https://www.sweetstudy.com/subject_menus/20th.asp) | [21st Century <br>2000 -](https://www.sweetstudy.com/subject_menus/21st.asp) |
© 2008 Lillian Goldman Law Library
127 Wall Street, New Haven, CT 06511.
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– [Accessibility at Yale](https://usability.yale.edu/web-accessibility/accessibility-yale)
– [Contact Us](https://forms.monday.com/forms/36cf70a9ab47ef5feec72448dae99ef4?r=use1)
– [Yale Law Library](http://library.law.yale.edu/)
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– [Yale Law School](http://www.law.yale.edu/)
– [Search Morris](http://morris.law.yale.edu/)
– [Search Orbis](http://orbis.library.yale.edu/)
**## KeyAnalysesKA21.odt**
**KA #2**
**Comparing Citizenships: Slavery, Indigeneity, and the American Government**
**Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.
Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.
Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.
**Submission Information:**
| | |
| — | — |
| _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
| _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
| _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |
**Directions:**
**1.) The Code Noir:**
a.)
Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Article (Insert Number)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
2.)
**Documents from the Digital History Initiative:**
a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”
– List two things you glean from the map.
– After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).
b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?
c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?
d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?
3.)
**The Constitutional Convention Video:**
a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.
b.) What dilemmas did the writers of the constitution face regarding slavery?
c.) What compromises existed as a result?
**4.) The US Constitution**
**a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?
**b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:
– What freedoms are granted to American Citizens [which only included colonial white men] in this document?
– Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)
**5.) Declaration of the Rights of Man – 1789**
– List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?
– How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.
**6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**
**a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.
– Use the organization below:
Law (Insert year here)
Summary: What does this article say in plain terms?
Analysis: What does it demand/prohibit/punish?
b.) Make one comparision and one contrast of the conditions of the
enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.
c.) Make one comparison and one contrast of the conditions of
“Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.
d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.
**Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)
**ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)
**NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**
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