The Other Slavery – w/ Andrés Reséndez
Teaching Hard History
Learning for Justice
4.2 • 588 Ratings
🗓️ 6 December 2019
⏱️ 72 minutes
🧾️ Download transcript
Summary
A hundred years before the first ship carrying enslaved Africans arrived in Virginia, Europeans introduced the commercial practice of enslavement in "The New World." And for the next 400 years, millions of Indigenous people throughout the Americas were enslaved through several forms of forced labor and bondage. Historian and author Andrés Reséndez calls this "The Other Slavery," and his work is changing our understanding of the transatlantic slave trade.
And you can find a complete transcript on our website, along with resources to help you teach the hard history explored in this episode. Resources like these...
Resources and Readings
- Teaching Hard History, Summary Objective 1
- Teaching Hard History, Summary Objective 2
Andrés Reséndez
History, University of California, Davis
- The Other Slavery: The Uncovered Story of Indian Enslavement in America
- A Land So Strange: The Epic Journey of Cabeza de Vaca
References:
- Ancient History Encyclopedia, Atahualpa
- Spanish forced labor, Encomienda
- Spanish forced labor, Repartimiento
- Southern United States, Convict leasing
- PBS: Slavery by Another Name, Slavery v. Peonage
- Interviews with Historians, Brett Rushforth
- Portuguese slave trade, São Jorge da Mina
- American Heritage, Columbus and Genocide
- Massimo Livi-Bacci, The Depopulation of Hispanic America after the Conquest
- Spain, New Laws of the Indies for the Good Treatment and Preservation of the Indians
- Nancy E. van Deusen, Global Indios: The Indigenous Struggle for Justice in Sixteenth-Century Spain
And you'll find a full episode transcript on our site.
Transcript
Click on a timestamp to play from that location
| 0:00.0 | Learning for Justice has a special opportunity just for educators. |
| 0:11.0 | You can earn a certificate for one hour of professional development |
| 0:14.5 | each time you listen to an episode of teaching hard history. |
| 0:19.2 | All you have to do is go to learning for justice.org |
| 0:23.2 | slash podcast PD, PD for professional development. Then enter the unique code word for the episode. |
| 0:32.3 | To hear the code word for this episode, be sure to listen through the end of the show. It's a great way to get even more |
| 0:40.4 | out of teaching hard history. |
| 0:59.3 | Visiting the cathedrals of Europe can be a pretty mesmerizing experience. |
| 1:07.5 | The stained glass windows, the vaulted ceilings, the smell of incense, they all conspire to create an atmosphere of reverence. |
| 1:12.8 | And yet, visiting these impressive spaces is complicated for me. |
| 1:16.6 | Whereas so many visit these cathedrals and see their beauty, |
| 1:21.4 | I also see the church's violent imperial reach across the globe. |
| 1:24.4 | I do see the grandeur of these spaces, |
| 1:29.1 | but I also see the massive quantities of gold stolen in the name of God, |
| 1:35.2 | hammered into awe-inspiring altars. And I wonder about the high price that indigenous people have paid to deliver this gold into European hands. For example, I think of Atahualpa. |
| 1:42.5 | Atahualpa was the last Incan emperor, and he was held hostage by Spanish conquistadors in |
| 1:47.9 | Cajamarka, Peru. |
| 1:49.7 | My husband's family is from Lima, and we went to visit the room where Atahualpa was held |
| 1:55.1 | in Kahamarka. |
| 1:56.5 | I can tell you, it's a big room, about the size of a large classroom. |
| 2:01.6 | And while we were there, we saw the mark on the wall, a full arm's length above Atahualpa's head, |
| 2:07.6 | showing how high his people would have to fill the room with riches to secure his release. |
... |
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