Read the following passage.
A. Slavery has existed in many regions of the world, including parts of Asia, Africa, the Middle East, and the Americas. Forms differed by place and century, but they shared the denial of freedom and forced labour. In the late eighteenth and nineteenth centuries, organised anti-slavery campaigns grew stronger in Britain, parts of Europe, and North America. Activists held meetings, printed pamphlets, and petitioned governments to restrict the trade and free enslaved people. Newspapers published both victory notices and reports of violent backlash against reformers.
B. Formerly enslaved speakers became powerful public witnesses on lecture stages. Their talks described family separations, violence, and the constant fear of sale. Audiences who had never seen a plantation sometimes changed their minds after hearing these first-person accounts. Supporters also boycotted sugar and other goods tied to slave labour, hoping economic pressure would add to moral argument. Some jurisdictions first limited the trade in enslaved people across oceans, then later banned slavery itself within their borders. At the same time, opponents warned that economies would collapse without forced labour - a claim later challenged by new industries and free labour systems.
C. Legal change came in stages rather than overnight. Some jurisdictions first limited the trade in enslaved people across oceans, then later banned slavery itself within their borders. Enforcement was uneven: illegal trading ships still sailed under false flags, and new laws on paper did not always protect people immediately. Courts became battlegrounds where abolitionists tested test cases and slaveholders sought loopholes in wording. Newspapers published both victory notices and reports of violent backlash against reformers.
D. Anti-slavery ideas crossed borders through letters, translated books, and travelling activists who compared strategies. Campaigners in one country cited laws passed in another as proof that change was possible. At the same time, opponents warned that economies would collapse without forced labour - a claim later challenged by new industries and free labour systems. Modern museums and school curricula treat abolition as a long struggle involving many communities, not a single speech or a single law that solved everything at once.
E. Not given in any of the above paragraphs.
Decide which paragraph, A to D, has the information given in each statement below. Select E if the information is not given in any of the paragraphs.