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DIFFERENTIATING INSTRUCTION Atlantic Trade DIFFERENTIATING CHAPTER 4 • SECTION 1 Atlantic Trade KEY QUESTION How did New Englanders profit from the triangular trade? New England settlers engaged in three types of trade. First was the trade with other colonies. Second was the exchange of goods with Europe. But the third Teach type, known as the triangular trade, had a sinister, or evil, aspect—because it involved trade in human beings. Atlantic Trade Human Cargo Triangular trade describes a complex system of trans-Atlantic trade used to exchange slaves, rum, sugar, and molasses. For example, a ship Think, Pair, Share might leave New England with a cargo of rum and iron. In Africa, the captain • List New England’s three types of Atlantic would trade his cargo for slaves. Slaves then endured the cruel voyage to the West Indies, where they were exchanged for sugar and molasses. Traders then trade. (trade with other colonies, trade with took the sugar and molasses back to New England. There, colonists used the Europe, the triangular trade) molasses to make rum, and the sequence began again. • How did New Englanders treat enslaved New Englanders not only brought slaves to the West Indies but also sent people? (While they did not treat enslaved fish to feed the huge slave population there. In this way, the economies of people as equals, some allowed slaves to keep New England and the West Indies were closely tied. This trading system a portion of their wages.) brought prosperity to both New England and the West Indies. • Analyze Causes and Effects How did the slave trade affect New England’s fishing industry? (New England sold fish to the West CONNECTING Economics and History Indies to feed the slave population there.) TRIANGULAR TRADE EUROPE ATLANTIC America’s natural resources NEW OCEAN More About . brought great wealth to the ENGLAND colonists, who shipped these The Middle Passage resources around the world. New RUM, IR Fortress where England merchants developed a MOLASSES. SLAVES slaves were held, The Middle Passage refers to the transfer complicated system of trade routes ON West Africa of slaves from Africa to the West Indies. between the Americas, Europe, and FISH, TIMBER Olaudah Equiano, an enslaved African, Africa. The triangular trade was described it this way: “The closeness of the only one part of this international trade system. place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to AFRICA turn himself, almost suffocated us. This SLAVES produced copious perspirations, so that the air soon became unfit for respiration, from WEST INDIES a variety of loathsome smells, and brought West Indies sugar plantation on a sickness among the slaves, of which many died.” CRITICAL THINKING 1. Make Inferences How did New England merchants help spread slavery? 2. Connect to Today What countries produce the clothes you wear and the food you eat? CONNECTING Economics and History Triangular Trade 98 Chapter 4 Ask students to suggest reasons why New England took part in the triangular trade. DIFFERENTIATING INSTRUCTION (It was a prosperous trade; it allowed them to trade for products they couldn’t grow or make.) English Learners Pre-AP CRITICAL THINKING ANSWERS Comprehension: Self-Monitor Journalism About Slave Ships 1. Make Inferences They were involved The explanation of triangular trade may Lead a discussion about the conditions in the triangular trade, which was the be difficult for students learning English. on board slave ships. trans-Atlantic exchange of slaves, rum, Point out that the visual on this page • Have students read more about the sugar, and molasses. illustrates triangular trade. Tell students Middle Passage and look for images to read the explanation, pausing 2. Connect to Today Possible Answers: depicting the treatment of Africans periodically to check the visual for the clothes—China, Mexico, Italy; food— aboard slave ships. same information. Mexico, Costa Rica • Then have students write a news article about the Middle Passage. • Encourage them to answer who, what, when, where, and why questions, start with main ideas, and include details. 98 • Chapter 4 Africans in New England Despite New Englanders’ involvement in the CHAPTER 4 • SECTION 1 slave trade, there were few slaves in New England. In 1700 slaves made up only 2 percent of New England’s population. New England had no large plantations, so there was no need for a large labor force on each farm. This is why a large slave population never developed in New England. More About . Some New Englanders who lived in larger towns and cities did own slaves. Enslaved people worked as house servants, cooks, gardeners, and stable- African Americans in Whaling hands. In the 1700s, New England slave owners seldom had enough room to house more than one or two slaves. Instead, more and more slave owners African Americans played an important part hired out their slaves to work on the docks or in shops or warehouses. Slave in New England’s whaling industry. Many owners sometimes allowed their slaves to keep a portion of their wages. Quaker whaling captains from New Bedford Occasionally, the enslaved were able to save enough to buy their freedom. and Nantucket welcomed free blacks In fact, New England had more free blacks than any other region. A free and runaway slaves as crew members. African American man might become a merchant, sailor, printer, carpenter, In addition, sailors from Cape Verde Answer: or landowner. Even so, white colonists did not treat free African Americans They made and Caribbean islands often joined New as equals. money by exchanging slaves, rum, sugar, and England whaling crews. Crispus Attucks, the SUMMARIZE Explain how New Englanders profited from the triangular trade. molasses. African American killed during the Boston Massacre, spent many years as a whaler. King Philip’s War Some whaling ships’ entire crews were KEY QUESTION How did Native Americans react to colonial growth? made up of African Americans. Europeans and Native Americans had different attitudes about land ownership. Europeans believed that land could be owned. Native Americans had a more communal attitude to land use. Conflict over land resulted in warfare. Teach Fighting for Survival Native American tribes in New England King Philip’s War were alarmed by the increasing numbers of settlers on their hunting grounds and near their crops. They were also troubled by the growing influence of European culture on their people. Talk About It In 1675–1676, they carried out an uprising against the Puritan • What caused King Philip’s War? (conflict colonies. This was known as King Philip’s War. “King Philip” was between Europeans and Native Americans the English name of Metacom, leader of the Wampanoag tribe, over land ownership) who led the first attacks against the colonists. • Why do you think the Pequot and Mohegans The Wampanoag were soon joined by other tribes. For both sides, the war was a fight for survival. Twelve Puritan towns were helped the colonists? (Possible Answers: They destroyed. Forty other towns, including Plymouth and Providence, may have been rivals of the Wampanoag and were attacked. For a while, it seemed as if the New England colonies their allies; they may have been paid by the might be destroyed. colonists; they may have made treaties in order In desperation, the English colonists turned to other Native American Why might King to protect themselves and their lands.) peoples for help. Southern New England tribes such as the Pequot and the Philip (shown above) • Analyze Causes and Effects How did Mohegan showed the New Englanders how to track down and ambush the have been outraged by European King Philip’s War affect the colonists and rebel tribes. In the summer of 1676 the uprising collapsed. Many Native attitudes about the Native Americans? (The colonists had to Americans were killed, while others were sold into slavery in the West Indies. land use? Answer: English settlers expanded even farther into Native American land. Europeans believed rebuild many communities, but they were also that land could be owned: able to expand their settlements. Many Native MAKE INFERENCES Explain how Native Americans reacted to colonial growth. Native Americans had a Answer: They carried out an uprising against the Puritan colonies called King more communal attitude to Americans were sold into slavery. Both sides Philip’s War. land use. sustained many casualties.) The Colonies Develop 99 DIFFERENTIATING INSTRUCTION Struggling Readers Gifted & Talented Analyze Causes and Effects Point of View Monologues Have students work in pairs to analyze Have students write two monologues the causes and effects of King Philip’s about King Philip’s War. One should be War. Have them make a cause and from the point of view of Metacom or effect chart like the one on page 94 in another Wampanoag. The other should their textbooks. To find causes, have be from the point of view of a colonist. them answer this question: Why did The monologue should express the King Philip attack the colonists? To find speaker’s opinion about the underlying effects, have them answer this question: causes of the war and his or her What happened to Native Americans reaction to what is happening. Students and colonists during the war and when should base their monologues on the it ended? information in their textbooks or on additional research. Teacher’s Edition • 99.
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