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Download PDF File Atlantic Slave Trade 1 Atlantic Slave Trade 1450-1870 Dr Vanessa Mongey Syllabus and handbook created in 2018/2019 Isaac Julien - Western Union Series No. 1 (Cast No Shadow) 2007 Introduction This module explores what W.E.B. Du Bois called the "most magnificent drama in the last thousand years of human history." The slave trade between 1450 and 1870 was the largest migration of people in the early modern Atlantic world and transported millions of Africans away from their native lands. Lectures and seminars will be geographically and chronologically wide-ranging, travelling back and forth between Africa, the Americas, and Europe for over four hundred years to study the politics and the economics of the trade as well as various slave experiences. The Middle Passage refers to the horrific voyage across the Atlantic suffered by more than 12 million enslaved Africans between the fifteenth and nineteenth century. Most early Portuguese slave ships were small and tight, and sailors expected so many of their chained passengers to die that they called them “floating tombs.” Using a combination of first-hand accounts by slaves and slavers, ship logs, works of fiction, and analyses by historians, this module will consider the origins and the expansion of the trade, the development of plantation economy in the Americas, and finish with the abolition movement. This module tries to understand how historians approach the slave trade and the more recent debates about the Middle Passage and its representations in music, book, and film. Core Reading Vincent Carretta ed., Unchained Voices: An Anthology of Black Authors in the English-Speaking World of the Eighteenth Century David Northrup ed., The Atlantic Slave Trade THIRD EDITION Marcus Rediker, The Slave Ship: A Human History 1 Atlantic Slave Trade 2 Sowande’ Mustakeem, Slavery at sea: terror, sea, and sickness in the Middle Passage Historical fictions / reflections: Sacred Hunger by Barry Unsworth Feeding the Ghosts by Fred D'Aguiar Zong by M. NourbeSe Philip The Book of Negroes by Lawrence Hill Assessment A 2000 word essay (including footnotes but excluding bibliography) worth 30%. Prompt: You will discuss the value of using one type of primary sources for the study of the slave trade in order to address a (or a set of related) research question. You can choose from one type of sources among the following. You can use others as comparison / contrast / complement but focus on one type of sources to stay within the 2000-word limit: 1) Material culture (objects, archaeological sources, images etc.) 2) The slave trade database 3) Slave narratives 4) Archival material from local collections You need to come up with your own research question. There are generally two ways of coming up with research questions: either problem driven or source driven. In the first case, you look at the sources, become interested in an aspect or a theme and turn that interest into a research question. In the second case, you have identified a question, perhaps from lecture materials or readings we have done in class, and then you do research with primary sources. Your question(s) have to be tailored to the type of sources you've chosen. A precise research question will help you make a precise argument and select examples from the primary sources. For example: "An Evaluation of the importance in using material culture when studying the Atlantic Slave Trade" is not a proper research question. But "What measures did the slave traders take in an attempt to control the captives? How useful is material culture as evidence of this?" is. You need to come up with your own research question. There are generally two ways of coming up with research questions: either problem driven or source driven. In the first case, you look at the sources, become interested in an aspect or a theme and turn that interest into a research question. In the second case, you have identified a question, perhaps from lecture materials or readings we have done in class, and then you do research with primary sources. To get started, ask yourself the following questions: What is the value of this kind of sources for historians? What do we learn from studying them? What do they reveal or not reveal? How do they contribute to understanding the slave trade in general? Are they helpful in reconstructing a particular aspect of the history of the slave trade? I HIGHLY recommend using the Oxford Bibliographies online: search 'slave trade' (around 800 articles!) and narrow it down by region or by theme: slave trade and women / gender; slave trade and material culture; slave trade and resistance; slave trade etc. Bibliography, list of sources, marking rubrics, checklist etc. on Blackboard > Assessment Information 2 Atlantic Slave Trade 3 You have the option to submit a detailed outline for peer review (instructions & templates on Blackboard > Assessment). • Basic formatting rules: - Put in italic: newspaper, journal, and book titles: The Guardian; Slavery at Sea etc. - The footnote goes AFTER the punctuation: full stop, comma, etc. - Be careful of long quotes (more than three lines) unless they are strictly necessary and you analyse them carefully. Single-space and centre them if they go over 100 words. - Do not put quotes in italic. Note on language: We will discuss why people are reluctant to use of the word slave as a noun and instead uses terms such as enslaved people, enslaved Africans, and captives. Listen to a short 5’ summary here. Course Outline Week 1 Key themes: Overview of the subject and chronology; history of the slave trade and slavery in Europe and Africa; what was new about the transatlantic slave trade. Lecture 1: Introduction - Art of the day: “Oceans” by Jay-Z and Frank Ocean, in Magna Carta Holy Grail, 2013 - David Eltis, “Europeans and the Rise and Fall of African Slavery in the Americas: An Interpretation,” American Historical Review 98 (1993): 1399-1423 - Confronting the Middle Passage podcast (Sowande ‘ Mustakeem) Lecture 2: Enslavement of Africans - Art of the day: “Redemption song” by Bob Marley (1979) - Rediker, Slave Ship, Chap 3 - Mustakeem, Slavery at Sea, chap 2 Seminar 1: Key concepts - Rediker, Slave Ship: introduction & chap 1 - Vincent Brown, “Social Death and Political Life in the Study of Slavery,” The American Historical Review, 114: 5 (2009): 1231–1249 - Mustakeem, Slavery at Sea, intro and chap 1 1. What are Rediker and Mustakeem’s arguments about the slave trade? How does they want to study it? Why does they think it is an important historical topic? 2. What is the concept of ‘social death’? Who first articulated it? How does Brown use it to study slavery? The Brown article is a nice summary of recent scholarship of slavery and the slave trade: make a list of the references and associate each reference with 4-5 keywords. It will be useful when you decide on a research topic for your essay later in the semester (for example: Ian Baucom, Spectres of the Atlantic: Zong, law, capital accumulation, abolition, poetry, Britain) 3 Atlantic Slave Trade 4 Week 2 Key themes: impact of the sugar revolution and the rise of the plantation complex. Overview of global and local infrastructures supporting the slave trade. Lecture 3: The sweet and the bitter, or the sugar “revolution” - Art of the day: A Subtlety, or the Marvelous Sugar Baby, an Homage to the unpaid and overworked Artisans who have refined our Sweet tastes from the cane fields to the Kitchens of the New World on the Occasion of the demolition of the Domino Sugar Refining Plant by Kara Walker (2014) - B. W. Higman. "The Sugar Revolution" The Economic History Review 53: 2 (2000): 213-236 Lecture 4: Organisation of the trade - Art of the day: Colston (RESTORATION series) by Hew Locke (2006) - William A. Pettigrew, “Free to Enslave: Politics and the Escalation of Britain's Transatlantic Slave Trade, 1688-1714” The William and Mary Quarterly 64:1 (2007): 3-38 - Mustakeem, Slavery at Sea, chap. 3 Seminar 2: Why were Africans enslaved? - Art of the day: Gates of Return by Julien Sinzogan (2007) - Unchained Voices: intro, Gronniosaw, p. 32-58 - Atlantic Slave Trade, p. xi-xv and 1-26: intro, Eric Williams, “Economics, not Racism, as the Root of Slavery,” David Eltis “Cultural Roots of Slavery,” David Brion Davis, “Ideas & Institutions from the Old World,” and Linda M. Heywood and John K. Thornton, “European and African Cultural Differences” 1. How do the authors interpret the slave trade as a human, political, or economic institution? How do Williams, Eltis, Davis and Heywood/Thornton interpret the relationship between slavery and racism? 2. How did Gronniosaw depict their childhood? How they were enslaved? How they became free? 3. Until the recent discovery of an obituary, the Narrative (first slave narrative in English) was the only significant source for the life of Gronniosaw. Compare these two sources to see what is lost and/or recovered about Gronniosaw’s life Chester Chronicle, dated 2 October 1775: "On Thursday died, in this city, aged 70, James Albert Ukawsaw Gronniosaw, an African prince, of Zoara. He left the country in the early part of his life, with a view to acquire proper notions of the Divine Being, and of the worship due to Him. He met with many trials and embarrassments, was much afflicted and persecuted. His last moments exhibited that cheerful serenity which, at such a time, is the certain effect of a thorough conviction of the great truths of Christianity. He published a narrative of his life. Chester St Oswald's Burial 28th Sept. 1775: James Albert (a blackm), aged 70." Week 3 Key themes: Slave trade & slavery in West Africa; conditions of the Middle Passage 4 Atlantic Slave Trade 5 Lecture 5: West African side of the Atlantic Slave Trade - Art of the day: Kwame Akoto-Bamfo, In Memoriam: Portraits of the Middle Passage, In Situ, Cape Coast Castle, Ghana (2017) - Atlantic Slave Trade, p.
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