The Middle Passage MAP by Patagonia Routes SLAVE TRADING MARK ANDERSON MOORE Malvina (Falkland Is.) REGIONS Atlantic Slave Trade

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The Middle Passage MAP by Patagonia Routes SLAVE TRADING MARK ANDERSON MOORE Malvina (Falkland Is.) REGIONS Atlantic Slave Trade

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Triangular Trade and the Middle Passage
Lesson 3 Museum Connection: Labor and the Black Experience Lesson Title: Triangular Trade Purpose: In this lesson students will read individually for information in order to examine the history of the Atlantic slave trade. In cooperative groups, they will analyze primary and secondary documents in order to determine the costs and benefits of the slave trade to the nations and peoples involved. As an individual assessment, students will write and deliver a speech by a member of the British Parliament who wished to abolish the slave trade. Grade Level and Content Area: Middle, Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: WH 3.10.12.4 Describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe, such as triangular trade and the Middle Passage. GEO 4.3.8.8 Describe how cooperation and conflict contribute to political, economic, geographic, and cultural divisions of Earth’s surface. ECON 5.1.8.2 Analyze opportunity costs and trade-offs in business, government, and personal decision-making. ECON 5.1.8.3 Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past. Social Studies: Maryland College and Career Ready Standards 3.C.1.a (Grade 6) Explain how the development of transportation and communication networks influenced the movement of people, goods, and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam. 4.A.1.a (Grade 6) Identify the costs, including opportunity cost, and the benefits of economic decisions made by individuals and groups, including governments in early world history, such as the decision to engage in trade.
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Reflections on the Slave Trade and Impact on Latin American Culture
Unit Title: Reflections on the Slave Trade and Impact on Latin American Culture Author: Colleen Devine Atlanta Charter Middle School 6th grade Humanities 2-week unit Unit Summary: In this mini-unit, students will research and teach each other about European conquest and colonization in Latin America. They will learn about and reflect on the trans- Atlantic slave trade. They will analyze primary source documents from the slave trade by conducting research using the online Slave Voyages Database, reading slave narratives and viewing primary source paintings and photographs. They will reflect on the influence of African culture in Latin America as a result of the slave trade. Finally, they will write a slave perspective narrative, applying their knowledge of all of the above. Established Goals: Georgia Performance Standards: GA SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. GA SS6H2: The student will describe the influence of African slavery on the development of the Americas. Enduring Understandings: Students will be able to describe the impact of European contact on Latin America. Students will be able to define the African slave trade and describe the impact it had on Latin America. Students will reflect on the experiences of slaves in the trans-Atlantic slave trade.
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Transoceanic Mortality: the Slave Trade in Comparative Perspective
1 Transoceanic Mortality: The Slave Trade in Comparative Perspective by Herbert S. Klein, Stanley L. Engerman, Robin Haines, and Ralph Shlomowitz* Published in the William & Mary Quarterly, LVIII, no. 1 (January 2001), pp. 93-118. Death in the Middle Passage has long been at the center of the moral attack on slavery, and during the past two centuries estimates of the death rate and explanations of its magnitude have been repeatedly discussed and debated. For comparative purposes we draw on studies of mortality in other aspects of the movement of slaves from Africa to the Americas, as well as the experiences of passengers on other long-distance oceanic voyages.1 These comparisons will provide new interpretations as well as raise significant problems for the study of African, European, and American history. The transatlantic slave trade represented a major international movement of persons, and, although only one part of the movement of slaves from the point of enslavement in Africa to their place of forced labor in the Americas, shipboard mortality was its most conspicuous and frequently discussed aspect. Of the more than 27,000 voyages included in the Du Bois Institute dataset, more than 5,000 have information on shipboard mortality. Information is provided on African ports of embarkation; American ports of disembarkation; nationality of carrying vessels; numbers of slaves leaving Africa, arriving in the Americas, and dying in transit; ship size; numbers of crew and their mortality; and length of time at sea. The dataset also permits, with subsequent collecting, the linking of this information to government and private documents containing data on sailing times from Europe to Africa and time on the coast while purchasing slaves.
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King's Research Portal
King’s Research Portal DOI: 10.1177/1043463113513001 Document Version Peer reviewed version Link to publication record in King's Research Portal Citation for published version (APA): Marcum, A., & Skarbek, D. (2014). Why Didn’t Slaves Revolt More Often During the Middle Passage? RATIONALITY AND SOCIETY, 26(2), 236-262. https://doi.org/10.1177/1043463113513001 Citing this paper Please note that where the full-text provided on King's Research Portal is the Author Accepted Manuscript or Post-Print version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections. General rights Copyright and moral rights for the publications made accessible in the Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognize and abide by the legal requirements associated with these rights. •Users may download and print one copy of any publication from the Research Portal for the purpose of private study or research. •You may not further distribute the material or use it for any profit-making activity or commercial gain •You may freely distribute the URL identifying the publication in the Research Portal Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim.
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Middle-Passage-Memorial.Pdf
Slave Trade Memorial Duration: This lesson culminates in a project which can take substantial time. Teachers may assign it as an in-class or homework, group or individual assignment. The core themes of the lesson are contained in the reading on the conditions of the Middle Passage, which is supplemented by images in PowerPoint and written Primary Sources. OVERVIEW AND BACKGROUND TO LESSON: This lesson asks students to demonstrate their mastery of their knowledge about the Middle Passage by designing a memorial. Slavery memorials are not common in the United States, despite the fact that roughly two million people perished because of inhumane conditions during their forced migration to the New World between 1519 and 1867. There have, however, been recent movements to have memorials built. In July 2007, a ten-person committee was formed at Brown University to discuss memorializing slavery in Providence, Rhode Island, in acknowledgement of the university founders’ connection with the slave trade. (Debbie Lehman, “U. Launches Commission to Consider Slavery Memorial,” Brown Daily Herald, 16 July 2007). https://www.browndailyherald.com/2007/07/16/u-launches-commission-to-consider- slavery-memorial/ The lesson contains several steps which teachers can use at their discretion to build an appreciation for what enslaved Africans were subjected to as they were forced to the New World, why this part of history should get a public memorial, and how that memorial should be expressed in words and image. The lesson uses mortality statistics from the database to help students get an understanding of how many people died on a voyage, reading comprehension questions, and a PowerPoint Presentation of various monuments.
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A 6–12 Framework for Teaching American Slavery
6–12 FRAMEWORK TEACHINGTEACHING HARDHARD HISTORYHISTORY AA FRAMEWORKFRAMEWORK FORFOR TEACHINGTEACHING AMERICANAMERICAN SLAVERYSLAVERY TOLERANCE.ORG/HARDHISTORY I ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center, based in Montgomery, Alabama, is a nonpar- tisan 501(c)(3) civil rights organization founded in 1971 and dedicated to fighting hate and bigotry, and to seeking justice for the most vulnerable members of society. ABOUT TEACHING TOLERANCE A project of the Southern Poverty Law Center founded in 1991, Teaching Tolerance is dedicated to helping teachers and schools prepare children and youth to be active participants in a diverse democracy. The program publishes Teaching Tolerance magazine three times a year and provides free educational materials, lessons and tools for educators commit- ted to implementing anti-bias practices in their classrooms and schools. To see all of the resources available from Teaching Tolerance, visit tolerance.org. II TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY Teaching Hard History A 6–12 FRAMEWORK FOR TEACHING AMERICAN SLAVERY TEACHING TOLERANCE © 2019 SOUTHERN POVERTY LAW CENTER History is not the past. It is the present. We carry our history with us. We are our history. —james baldwin, “black english: a dishonest argument” 2 TEACHING TOLERANCE // TEACHING HARD HISTORY // A FRAMEWORK FOR TEACHING AMERICAN SLAVERY CONTENTS Preface 4 Introduction 8 Key Concepts and Summary Objectives 10 Pre-Colonial and Colonial Era | to 1763 12 The American Revolution and the Constitution | 1763–1787 18 Slavery in the Early Republic | 1787–1808 24 The Changing Face of Slavery | 1808–1848 26 The Sectional Crisis and Civil War | 1848–1877 38 Acknowledgments 52 TOLERANCE.ORG/HARDHISTORY 3 Preface America’s founders enumerated their lofty goals for the new nation in the Preamble to the U.S.
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Human and Physical Geography
- Human and Physical Geography- The Extent of European Expansion The attempts by Portugal and Spain to find a sea route to Asia in the late 1400 set the European age of exploration in full motion. Portugal's success in Asia attracted the attention of other European nations. Beginning around 1600, the English and Dutch began to challenge Portugal's dominance over the Indian Ocean trade. The Dutch had the largest fleet of ships in the world-20,000 vessels. Pressure from Dutch and English fleets eventually eroded Portuguese control. The Dutch and English then battled one another for dominance of the area, with the Dutch finally winning. Spain held claim to the Philippines and began settling the islands in 1565. Spain's main efforts, however, were in the Americas, where it sought to establish colonies. Spain's success in the Americas did not go unnoticed. Other European nations soon became interested in obtaining their own valuable colonies. The Treaty of Tordesillas, signed in 1494, had divided the newly discovered lands between Spain and Portugal. However, other European countries ignored the treaty. Magellan's voyage showed that ships could reach Asia by way of the Pacific Ocean. Spain claimed the route around the southern tip of South America. Other European countries hoped to find an easier and more direct route to the Pacific. If it existed, a northwest trade route through North America to Asia would become highly profitable. Not finding the route, the French, English, and Dutch instead established colonies in North America. As the map on this page shows, by 1700 the Europeans had laid claim to large areas of the Americas.
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The Middle Passage
The Middle Passage Introduction Historians estimate that approximately 472,000 Africans were kidnapped and brought to the North American mainland between 1619 and 1860.1 Of these, nearly 18 percent died during the transatlantic voyage from Africa to the New World. Known as the “middle passage,” this sea voyage could range from one to six months, depending on the weather. On large ships, several hundred slaves could be packed below decks. Branded and chained together, they endured conditions of squalor, and disease and starvation claimed many lives. “Decks of a Slave Ship” from The History of Slavery and the Slave Trade, Ancient and Modern, compiled by William O. Blake (Columbus OH: J. & H. Miller, 1861). (The Gilder Lehrman Institute of American History, GLC00267.038) Olaudah Equiano, a former slave, described the horrors of the middle passage in The Interesting Narrative of the Life of Olaudah Equiano, published in 1789. The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocating us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died, thus falling victims to the improvident avarice, as I may call it, of their purchasers. This wretched situation 1 David Eltis and David Richardson, Atlas of the Transatlantic Slave Trade. (Yale University Press, 2010) p 205. © 2017 The Gilder Lehrman Institute of American History, New York NY gilderlehrman.org 2 The Middle Passage was again aggravated by the galling of the chains, now become insupportable; and the filth of the necessary tubs [large buckets for human waste], into which the children often fell, and were almost suffocated.
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The Pains of Middle Passage in African-American Literature
Sosyal Bilimler Dergisi / Journal of Social Sciences 1 (2). 2007. 52-66 © BEYKENT ÜNİVERSİTESİ / BEYKENT UNIVERSITY THE PAINS OF MIDDLE PASSAGE IN AFRICAN-AMERICAN LITERATURE Prof. Dr. Ayşe Didcın USLU* ÖZET: ] 492"elen itibaren başlayan Amerika kıtasının Avrupalılar tarafından "keşfi ve kullanılması" dünya tarihi açısından önemli bir gelişme olduğu gibi, tarihin bu önemli değişim döneminde, insan ve dünya kaderini başkalaştıran yoğun ve karmaşık bir toplumbilimsel süreç yaşanmıştır. Kuzey ve Güney Amerika'yı kolonileştiıen üç Avrupa ülkesinden İspanya'yla Fransa kalıcı olmayı amaçlamadıkları için, sadece belli bir süre devam eden ticaıtt bağlantılarıyla yetinmişlerdir ama daha sonra gelen İngilizler, yaklaşık iki yüz elli yıl içinde tüm Kuzey Amerika'ya hakim olup tarıma dayalı bir ekonomiyle New England ve Chesapeake yerleşik kolonilerini kurmuşlardır. Bugünkü Amerikalıların temelini oluşturan bu koloni insanlarına, kısa bir süre içinde Portekizli köle tacirleri tarafından getirilen Afrikalı kara derili insanlar da katılmıştır. 17. yüzyılın başlarında temeli atılmış olan bu iki İngiliz kolonisinde gelişen yerel ticarct, İngiltere;/Amerika/Afrika üçgeni içinde büyük bir Atlantik Okyanusu merkantalist tieaıet ağına dönüşür. Bu üçgen ağ, aynı zamanda Afrikalı kölelerin de Amerika'ya zorla getiıtiklikleri yolun temeli olmuştur. Pek çok Afrikalının açlık, hastalık ve zor yaşam koşulları yüzünden telef olduğu bu okyanus yolculuğuna Middle Passa ye denmiştir. 13u atlantikötesi köle ticareti lfi()7"e kadar sürmüş ama Afrikalı insanın acısı ve ıstırabı sanat eserlerinde, özellikle de edebiyatta somutlaşmıştır. Neredeyse her Afrika kökenli yazarın bir şekilde değindiği Middle Passage'in acıklı hikayeleri, çağdaş Amerikan edebiyatının iki önemli Afrika kökenli yazarı, August Wilson'in oyunlarıyla Nobel Edebiyat Ödüllü Toni Morrison'un romanlarında anlatılır. Bu makalede, Middle Passage diye anılan tarihsel olgudan yola çıkılıp bu köle satış yolculuğunun 20.
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The Middle Passage
The Middle Passage “If you look at the sea long enough, scenes from the past come back to life. ‘The sea is history… the sea has nothing to give but a well excavated grave.’”1 The Atlantic Ocean is a graveyard which holds the bodies of the enslaved Africans thrown overboard. The Atlantic Ocean is also an archive of black history; it tells the stories of all those lost in the journey to the Americas, the accounts of what happened aboard each ship, and echoes the anguish of all the words unspoken by the suffered. It was through the Middle Passage, in which the words family, neighbor, friend, wife, brother, sister, were lost. John Newton, a slave ship captain during the 1800s, wrote in Thoughts upon the African Slave Trade, "With our ships, the great object is, to be full. When the ship is there, it is thought… she should take as many as possible. The cargo of a vessel…is calculated to purchase from two hundred and twenty to two hundred and fifty slaves…the slaves lie in two rows, one above the other, on each side of the ship, close to each other, like books upon a shelf.”2 It is inherently problematic in how the ship is viewed as more of a living being in the captain’s referral to it as a “she,” while the enslaved Africans were reduced to simple commodities through the captain’s comparison to books on a shelf. Furthermore, the very act of placing a value on a person supports dehumanization — the commodification of the enslaved Africans devalues their existence to something easily bought or traded.3 The Middle Passage converted enslaved Africans to just another piece of property for the plantation owners, “A slave without a past had no life to avenge”4 and “had been forced to forget mother,”5 in the sense that the only thing left was a sense of hopelessness that made the enslaved Africans forget their origins, their countries, and their freedom; through this, it was easy to create a social hierarchy with the Africans at the bottom.
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White Abolitionism and English Women's Protest Wrtiting in the 1790S
Coleman, Deirdre. Conspicuous Consumption: White Abolotionism and English Women's Protest Wrtiting in the 1790s. ELH 61:2 (1994), 341-362. © The Johns Hopkins University Press. Reproduced with permission of The Johns Hopkins University Press. CONSPICUOUS CONSUMPTION: WHITE ABOLITIONISM AND ENGLISH WOMEN'S PROTEST WRITING IN THE 1790s BY DEIRDRE COLEMAN In this paper I wish to examine two overlapping areas of middle-class polemic from the 1790s: white abolitionism and English women's protest writing. A certain polarization has crept into recent discussions of abolitionism, with some critics arguing that a relatively benign "cultural racism" in the eighteenth century came to be supplanted by a more aggressive biological racism.' Patrick Brantlinger, for instance, character- izes late eighteenth-century abolitionist writing as more "positive" and "open-minded" about Africa and Africans than the racist and evolution- ary accounts that were to follow in the wake of Victorian social science; in his view, the Victorians must bear responsibility for inventing the myth of Africa as the Dark ContinenL2 But while abolitionism may have taken its roots in philanthropy and a new-found enthusiasm for the universal rights of man, the many tracts it spawned contradict such a clear-cut distinction between the earlier and later periods. In its luridness and violence, late eighteenth-century anti-slavery rhetoric points directly, for instance, to the systematic colonization of Africa; it is also rich in the sorts of phobias and bogeys more commonly associated with the later nineteenth century, such as miscegenation, cannibalism, and an essen- tialist stereotyping of sex and race, such as the perception of white woman's sexuality as a form of degenerate black sexuality.
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Fictional Recreations of Blacks in Britain at the Time of Abolition
EnterText 7.1 SOFÍA MUÑOZ-VALDIVIESO Africans in Britain at the Time of Abolition: Fictional Recreations “Once the lens through which we view the eighteenth century is refocused, the London of Johnson, Reynolds, Hogarth and Pope—that elegant, feisty, intellectual and earthly place of neo-classicism and chaos—becomes occupied by a parallel world of Africans and their descendants working and living alongside the English” – Gretchen Gerzina1 The present paper analyses two recent British novels that recreate the presence of Africans in Britain around the time of the Abolition of the Slave Trade in the British Empire in 1807. Caryl Phillips’s Cambridge (1991) and David Dabydeen’s A Harlot’s Progress (1999) recapture the voices of the silenced slaves and bring to readers a neglected aspect of British history through their imaginative reconstruction of black life in late eighteenth- and early nineteenth-century Britain. Fictions such as these have played a role in recent years in exploding a prevalent myth about the history of the country, the belief that the first black settlers were the people who arrived on the SS Empire Windrush in 1948 and started a wave of immigration from the Caribbean, Africa and Asia. These novels complicate the vision of the country’s past as homogeneous, and their recovery of black British history challenges the notion that the presence of black people in Britain is “an illegitimate intrusion into a vision of authentic British national Sofía Muñoz Valdivieso: Africans in Britain at the Time of Abolition 196 EnterText
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