Experiences and Strategies of Survival of Enslaved Peoples · CAPE History Unit 1

42 past-paper questions on Experiences and Strategies of Survival of Enslaved Peoples, part of Slave Systems: Character and Dismantlement, from every CAPE History Unit 1 paper on Quelpr.

1. 46 marks· CAPE History Unit 1 · 2005 · Paper 1Give THREE reasons why chattel slavery was more widely utilized than European indentureship in the English and French Caribbean colonies during the second half of the seventeenth century.
2. 4(a)6 marks· CAPE History Unit 1 · 2005 · Paper 2With reference to Document I, briefly explain the importance of provision grounds and marketing to the enslaved people in Barbados.
3. 4(b)6 marks· CAPE History Unit 1 · 2005 · Paper 2What do Documents I and II suggest about the lifestyles of the enslaved people and of the planters?
4. 4(c)9 marks· CAPE History Unit 1 · 2005 · Paper 2With reference to Caribbean slavery, comment on the accuracy of the image of enslaved people as portrayed in Document III.
5. 4(d)9 marks· CAPE History Unit 1 · 2005 · Paper 2With reference to Documents I, II and III, comment briefly on THREE features of Caribbean slave society, apart from those referred to in (a) and (b) above.
6. 46 marks· CAPE History Unit 1 · 2006 · Paper 1Outline THREE factors that contributed to the high mortality among the enslaved peoples on sugar plantations in the Caribbean in the eighteenth century.
7. 4(a)9 marks· CAPE History Unit 1 · 2006 · Paper 2What does Document I suggest about the experiences and survival strategies of enslaved women in urban settings in the Caribbean?
8. 4(b)3 marks· CAPE History Unit 1 · 2006 · Paper 2With reference to Document II, identify the groups of enslaved people referred to as "the better sort of Negroes".
9. 4(c)9 marks· CAPE History Unit 1 · 2006 · Paper 2With reference to Documents II and III, comment on the economic activities of the enslaved, apart from plantation labour.
10. 4(d)9 marks· CAPE History Unit 1 · 2006 · Paper 2Documents II and III refer to the economic benefits that the enslaved gained from provision growing, livestock rearing and marketing. Outline the other ways in which these activities were important to the enslaved.
11. 530 marks· CAPE History Unit 1 · 2008 · Paper 2Explain how the economic systems that were developed by enslaved people in the Caribbean contributed to their survival.
12. 530 marks· CAPE History Unit 1 · 2009 · Paper 2Discuss the similarities and differences between chattel slavery and European indentureship in the Caribbean.
13. 4(a)6 marks· CAPE History Unit 1 · 2010 · Paper 2With reference to Document I, explain why it was necessary for enslaved people to be allotted “a small plot” of land.
14. 4(b)6 marks· CAPE History Unit 1 · 2010 · Paper 2With reference to Document II, explain TWO ways in which the institution of slavery impacted negatively on family life in terms of reproduction and child rearing.
15. 4(c)6 marks· CAPE History Unit 1 · 2010 · Paper 2With reference to Document III, outline THREE gender-specific ways in which enslaved people in the Caribbean resisted their enslavement.
16. 4(d)12 marks· CAPE History Unit 1 · 2010 · Paper 2With reference to Documents I, II and III, discuss FOUR ways in which the strategies of survival employed by enslaved people prepared them for freedom.
17. 4(a)6 marks· CAPE History Unit 1 · 2011 · Paper 2With reference to Document I, outline the survival strategies of enslaved women in urban settings in the Caribbean.
18. 4(b)9 marks· CAPE History Unit 1 · 2011 · Paper 2With reference to Document II, describe the internal marketing system which existed alongside the plantation economy in the Caribbean.
19. 4(c)9 marks· CAPE History Unit 1 · 2011 · Paper 2With reference to Document III, explain the writer's perception of the difference between the African-born and Creole persons.
20. 4(d)6 marks· CAPE History Unit 1 · 2011 · Paper 2To what extent is the perception of Africans in Document III consistent with that portrayed in Documents I and II?
21. 530 marks· CAPE History Unit 1 · 2012 · Paper 2'The system of chattel slavery was fraught with contradictions.' Discuss these contradictions in relation to the philosophical and institutional foundations of slavery in the Caribbean.
22. 4(a)6 marks· CAPE History Unit 1 · 2013 · Paper 2With reference to Document I, give THREE reasons why the planter suspected the enslaved of starting the fire.
23. 4(b)6 marks· CAPE History Unit 1 · 2013 · Paper 2With reference to Document II, outline THREE ways in which religion was used as a method of control of the enslaved in the Caribbean during chattel slavery.
24. 4(c)9 marks· CAPE History Unit 1 · 2013 · Paper 2With reference to Document III, describe THREE practices related to manumission that existed during chattel slavery.
25. 4(d)9 marks· CAPE History Unit 1 · 2013 · Paper 2Explain what EACH of the three Documents (I, II and III) suggests about the issue of gender on a sugar plantation during chattel slavery.
26. 530 marks· CAPE History Unit 1 · 2013 · Paper 2Discuss the impact of the institution of slavery on the reproduction and mortality of the enslaved population in the West Indies.
27. 4(b)(i)3 marks· CAPE History Unit 1 · 2014 · Paper 2Explain the perception held of the enslaved as reflected in Document II.
28. 630 marks· CAPE History Unit 1 · 2014 · Paper 2Discuss the view that life for enslaved women was more difficult than it was for enslaved men.
29. 4(a)6 marks· CAPE History Unit 1 · 2015 · Paper 2With reference to Document I, outline THREE ways in which European indentured servants were obtained to work in the Caribbean.
30. 4(b)9 marks· CAPE History Unit 1 · 2015 · Paper 2With reference to Document II, explain THREE features of the conditions under which European indentured servants worked.
31. 4(c)6 marks· CAPE History Unit 1 · 2015 · Paper 2With reference to Document III, give THREE examples of how indentured servants responded to or resisted the conditions under which they laboured.
32. 4(d)(i)3 marks· CAPE History Unit 1 · 2015 · Paper 2European indentured servants were generally treated as chattel by their master. With reference to Documents I, II and III, suggest ONE possible reason why they were so treated.
33. 4(d)(ii)6 marks· CAPE History Unit 1 · 2015 · Paper 2With reference to Documents I, II and III, give TWO explanations for the ending of European indentureship.
34. 530 marks· CAPE History Unit 1 · 2015 · Paper 2Assess the impact of slavery on the demographic structure, and the family in Caribbean slave plantation society.
35. 530 marks· CAPE History Unit 1 · 2015 (GUY) · Paper 2Discuss the claim that the system of chattel slavery in the Caribbean was fraught with contradictions.
36. 4(a)(i)3 marks· CAPE History Unit 1 · 2016 · Paper 2With reference to Document I, state THREE other ways in which enslaved females survived in urban settings.
37. 4(a)(ii)3 marks· CAPE History Unit 1 · 2016 · Paper 2With reference to Document I, explain ONE way in which opportunities available to enslaved males differed in urban settings.
38. 4(b)6 marks· CAPE History Unit 1 · 2016 · Paper 2With reference to Document II, explain TWO ways in which enslaved persons benefited from the provision grounds/land allotted to them by planters.
39. 4(c)9 marks· CAPE History Unit 1 · 2016 · Paper 2With reference to Document III, explain THREE ways in which the independent economic activities of the enslaved contributed to the overall economy of the society.
40. 4(d)9 marks· CAPE History Unit 1 · 2016 · Paper 2Using Documents I, II, and III and your own knowledge, outline THREE other survival strategies employed by enslaved Africans to cope with the conditions of enslavement.
41. 630 marks· CAPE History Unit 1 · 2016 · Paper 2Discuss the structure of family life among enslaved people and examine the extent to which it was subjected to severe stress during enslavement.
42. 530 marks· CAPE History Unit 1 · 2017 · Paper 2Assess the impact of slavery on the demographic structure and the family in slave plantation society.