Economics Creation, Expansion, and Interaction of Economic Systems
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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. -
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. -
Redalyc.SLAVERY and CHILD TRAFFICKING in PUERTO RICO
Revista Brasileira do Caribe ISSN: 1518-6784 [email protected] Universidade Federal do Maranhão Brasil Chinea, Jorge SLAVERY AND CHILD TRAFFICKING IN PUERTO RICO AT THE CLOSING OF THE AFRICAN SLAVE TRADE: The Young Captives of the Slaver Majesty, 1859-18651 Revista Brasileira do Caribe, vol. 17, núm. 32, enero-junio, 2016, pp. 59-98 Universidade Federal do Maranhão Sao Luís, Brasil Available in: http://www.redalyc.org/articulo.oa?id=159148014004 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative SLAVERY AND CHILD TRAFFICKING IN PUERTO RICO AT THE CLOSING OF THE AFRICAN SLAVE TRADE: The Young Captives of the Slaver Majesty, 1859-18651 Jorge Chinea History Department Wayne State University Detroit, Michigan RESUMO Quando quantifi cadas, as publicações sobre a escravidão africana nas ilhas “açucareiras” do Caribe dedicadas a Porto Rico são minoritárias A escasa cobertura da colonia espanhola pode se explicar, en parte, pela sua tardía participação nas “revoluções do açúcar» fato que conduziu à consolidação do sistema de plantações organizado en base ao trabalho servil que foi implantado no Atlántico Sul. Porto Rico participou no comercio de escravos durante un período muito breve, aproximadamente entre 1765 e 1850, num clima interno caracterizado por una escasez crónica de capital e por mudanças revolucionarias externas que, fi nalmente, levaram à probição da trata de escravos por Inglaterra a partir de 1807. Como resultado da campanha inglesa a favor da abolição internacional do comercio de escravos, Espanha viu- se obrigada assinar tratados com ela para terminar com a importação de cativos africanos nas suas colonias. -
Chapter20assessment
wh10te-0420-ca-0576-0577 8/22/03 11:37 AM Page 576 CHAPTER 20 ASSESSMENT Chapter 20 Assessment TERMS & NAMES TERMS & NAMES The Columbian Exchange and Global Trade Section 4 For each term or name below, briefly explain its connection to (pages 571–575) 1. conquistador, 5. Atlantic slave the Atlantic world from 1492 to 1800. 17. Why was the introduction of corn and potatoes to Europe p. 554 trade, p. 567 1. conquistador 5. Atlantic slave trade and Asia so significant? 2. encomienda, 6. triangular trade, 2. encomienda 6. triangular trade 18. What was the economic policy of mercantilism? p. 557 p. 568 3. Jamestown 7. Columbian Exchange 3. Jamestown, 7. Columbian 4. French and Indian War 8. mercantilism CRITICAL THINKING p. 562 Exchange, p. 571 1. USING YOUR NOTES 4. French and 8. mercantilism, Explorer Nation Regions MAIN IDEAS Use the chart to Indian War, p. 574 identify which nation Cabral Spain Builds an American Empire Section 1 p. 564 sponsored each Magellan (pages 553–560) explorer and the Cartier MAIN IDEAS 9. Why did Columbus set sail westward? regions he explored. 10. What were three goals of the Spanish in the Americas? 2. DRAWING CONCLUSIONS Answers will vary. 11. Why did Popé lead a rebellion against the Spanish? EMPIRE BUILDING What factors helped the Europeans conquer the Americas? Which was the most important? Why? 9. to seek an alternative trade route European Nations Settle North America Section 2 to Asia (pages 561–565) 3. RECOGNIZING EFFECTS 10. to enrich Spain, to colonize the 12. What did the Europeans mostly grow in their Caribbean ECONOMICS Explain the statement, “Columbus’s voyage colonies? began a process that changed the world forever.” Consider all land, to convert Native Americans 13. -
The Slave Trade and the British Empire
The Slave Trade and the British Empire An Audit of Commemoration in Wales Task and Finish Group Report and Audit 26 November 2020 The Slave Trade and the British Empire An Audit of Commemoration in Wales Report and Audit The Task and Finish Group: Gaynor Legall (Chair) Dr Roiyah Saltus Professor Robert Moore David Anderson Dr Marian Gwyn Naomi Alleyne Professor Olivette Otele Professor Chris Evans Supporting research and drafting was undertaken on behalf of the task and finish group by Dr Peter Wakelin. Front cover image – British Library, Mechanical Curator Collection © Crown copyright 2020 WG41703 Digital ISBN 978-1-80082-506-2 Mae’r ddogfen yma hefyd ar gael yn Gymraeg / This document is also available in Welsh Contents 1. Background ............................................................................................................ 2 2. Introduction ............................................................................................................ 3 3. Scope ..................................................................................................................... 3 4. Method ................................................................................................................... 4 5. Audit results ........................................................................................................... 5 6. People who took part in the African slave trade (A)................................................ 6 7. People who owned or directly benefitted from plantations or mines worked by the enslaved -
The British Transatlantic Slave Trade
Memory, Myth and Forgetting: the British Transatlantic Slave Trade Lucy Ball The thesis is submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of the University of Portsmouth September 2013 Abstract Based on Halbwachs’ theory of collective memory and Connerton’s notion of collective forgetting, this thesis contends that the history of the British transatlantic slave trade has been deliberately omitted from British collective remembrance, replaced by a stylised image of the campaign for its abolition, in the interests of maintaining a consistent national identity built around notions of humanitarian and philanthropic concern. This thesis examines the way that this collective amnesia was addressed during the bicentenary of the passage of the Slave Trade Act in 2007 in museological display and the media, alongside its interrogation in novels published during the last seventeen years. The exploration of the bicentennial commemoration provided a unique opportunity to examine the way in which the nation presented its own history to the British public and the international community, and the divergent perspectives at play. Analysis of the artefacts and panel text featured at the International Slavery Museum, the Uncomfortable Truths exhibition at the Victoria & Albert Museum and the Chasing Freedom exhibition at the Royal Naval Museum reveals an emerging desire amongst curators to reduce attention garnered on the previously-lionised British abolitionists in favour of an increased representation of the experiences of the enslaved, including instances of their resistance and rebellion. Examination of neo-slave narratives scrutinises the way that postcolonial novelists draw attention to the process by which eighteenth-century slave narratives came to be published, demonstrating their unsuitability to be considered historical texts. -
Age of Explorations, West
Age of Explorations, West The Atlantic World Question: Did the voyages of Columbus leave a good legacy or bad? Spain Builds an European Nations The Atlantic Slave The Columbian American Empire Settle North America Trade Exchange and Global Trade Christopher Columbus New France Atlantic Slave Trade Columbian Exchange Colony Jamestown Triangular Trade Capitalism Hernando Cortes Pilgrims Middle Passage Joint-stock company Conquistador Puritans Mercantilism Francisco Pizarro New Netherland Favorable balance of Atahualpa French and Indian War trade Mestizo Metacom Encomienda I. Spain Builds an American Empire The voyages of Columbus prompted the Spanish to establish colonies in the Americas. Throughout the Americas, Spanish culture, language, and descendants are the legacy of this period. The Voyages of Columbus First Encounters Genoese sea captain Christopher Columbus reaches Americas (1492) Thinks he is in East Indies, calls natives “los indios” – Indians Actually lands on an island, probably in the Bahamas Unable to find gold, he claims many islands for Spain In 1493, he sets out for the Americas again with a large fleet Spain aims to set up colonies-lands controlled by a foreign nation Other Explorers Take to the Seas Pedro Alvares Cabral claims Brazil for Portugal (1500) Amerigo Vespucci identifies South America as new continent (1501) In 1507, German mapmaker names the continent America Vasco Nunez de Balboa reaches the Pacific Ocean Ferdinand Magellan leaves to sail around the world (1519) Magellan is killed, but some of his men return -
Triangular Trade
The Huntington Library, Art Collections, and Botanical Gardens TRIANGULAR TRADE Grade 5 United States History and Geography I. Standards Assessed History-Social Science Content Standards 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era. (5) Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system. (6) Describe the introduction of slavery into America, the responses of slave families to their condition. History-Social Science Analysis Skill Standards Chronological and Spatial Thinking (4) Students use map and globe skills to determine the absolute location of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations. (5) Students judge the significance of the relative location of a place (e.g., proximity to a harbor, or trade routes) and analyze how relative advantages or disadvantages can change over time. Research, Evidence, and Point-of-View (1) Students differentiate between primary and secondary sources. (2) Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture. The Huntington Library, Art Collections, and Botanical Gardens 1 Triangular Trade Lesson Plan Historical Interpretation (1) Students summarize the key events of the era they are studying and explain the historical contexts of those events. (3) Students identify and interpret the multiple causes and effects of historical events. (4) Students conduct cost-benefit analyses of historical and current events. English-Language Arts Content Standards Reading 1.2 Use word origins to determine the meaning of unknown words. -
Reading 34-1: Sugar & the Slave Trade
Reading 34-1 1 READING 34-1 Source: H. Hobhouse. 1986. Seeds of Change: Five Plants that Tranformed Mankind. Harper & Row, New York. Sugar & the Slave Trade The ingenious wording of a certain English china ware- house’s advertisement for sugar basins in the early 1800s ex- ploited the contemporary wave of liberal thinking: “East India Sugar not made by Slaves,” the pots were printed, thus enabling the purchaser to display his conscience publicly. “A Family that uses 5lb of Sugar a Week,” the advertisement continued, “will, by using East India instead of West India, for 21 Months, prevent the Slavery, or Murder, of one Fellow Creature! Eight such Families in 19½ years will prevent the Slavery, or Murder of 100!!”1 The equation of 5 pounds for 21 months, or 450 pounds being equal to the life of one slave, was a very extreme calculation. Most of the evidence from the 17th century, when conditions were primitive, life was cheap, and slaves could be obtained relatively easily in West Africa, would equate 1 life with half a ton of sugar. By 1700 it was parity: 1 ton = 1 life. By the end of the 18th century, it was nearer 2 tons equaling 1 slave’s life. So these fi gures are polemical rather than accurate. Yet this is the central conundrum of the whole sad story , it is also one of the major puzzles of modern history. Sugar remains one of the great moral mysteries. It was, and is, in absolute terms, a not especially cheap source of human energy. -
Triangular Trade Worksheet
The Triangular Trade Name: __________________________ Introduction: The origins of the African Slave Trade can be traced back to The Slave Trade: the Age of Exploration in the 15th Century. Europeans had become quite • Between 10 and 28 million people taken from addicted to the luxuries of exotic spices, silks and porcelain that could only Africa be found in Asia. Unfortunately for them, Muslim traders had a complete • 17 million Africans sold into slavery on the coast monopoly over the trade routes to the Far East. Unsuccessful in the attempt of the Indian Ocean, the Middle East, and North to break that monopoly, they started to explore water routes that would Africa enable them to bypass the Muslims. The Portuguese took the lead in that • 12 million Africans taken to the Americas exploration and sent voyages down the west coast of Africa in hopes of • 5 million Africans taken across the Sahara and East Africa into slavery in other parts of the world finding a new route to the source of traded goods. On those voyages they ~ BBC News found a new type of good- human beings. Why did the Slave Trade Begin? Mercantilism in Europe drove European countries to explore the world, establish an empire of colonies, and bring back raw and produced goods to export from the mother country to be used or exported. As European empires expanded to the New World, however, they lacked one major resource - a work force. In most cases the indigenous (native) peoples had proved unreliable (most of them were dying from diseases brought over from Europe), and Europeans were unsuited to the climate and suffered under tropical diseases. -
The Columbian Exchange and Triangular Trade (1492-1750 C.E.)
FCPS World II SOL Standards: WHII 4d, 4e, 4f and 5e The Columbian Exchange and Triangular Trade (1492-1750 C.E.) You Mean the Potato Wasn’t Originally from Ireland? Columbus and Connecting the Two Hemispheres In 1453, the city of Constantinople fell to the Ottomans and European trade routes to Asia closed. Many Europeans began exploring the Atlantic Ocean as an alternative. We call this the European Age of Discovery. In 1492, Christopher Columbus sailed from Europe to the Americas. He was trying to get to Asia. When he arrived in the Americas he thought he had arrived in Asia and called the native population “Indians.” Although wrong, we remember him today because he returned to Europe and shared the news of his trip. His trips to the Americas, along with those of other European explorers, began the exploration and conquest of much of the The Columbian Exchange Americas. For the first time the Americas were Source: http://mswynnworldhistory.wikispaces.com/file/view/columbian_exchange.jpg/204858156/409x254/columbian_exchange.jpg connected to Asia, Africa, and Europe by trade and migration on a constant basis. We call this the Columbian Exchange. The Columbian Exchange transported plants, animals, diseases, technologies, and people one continent to another. Crops like tobacco, tomatoes, potatoes, corn, cacao, peanuts, and pumpkins went from the Americas to rest of the world. At the same time, Europeans brought in foods like bananas and coffee; animals like cattle, sheep, pigs and horses; and diseases like smallpox and malaria. This process is often seen as an earlier stage of what we call globalization today. -
The Slave Trade Catalogue 1496
THE SLAVE TRADE CATALOGUE 1496 MAGGS BROS. LTD. THE SLAVE TRADE 1690-1880 CATALOGUE 1496 MAGGS BROS. LTD. atalogue 1496 includes 76 items devoted to the slave trade and its abolition. The items are drawn from the United States and England, C France and Spain, Liberia and Ghana. In addition to books, there are broadsides, prints and manuscripts. The main names in the English abolition movement all feature: William Wilberforce, Thomas Clarkson, and Granville Sharp; as do Anthony Benezet, Ignatius Sancho, Frederick Douglass and Harriet Beecher Stowe. Important figures in the establishment and government of the Sierra Leone colony are also represented. The revolutions in Haiti, France, and America all took place in the period covered, and their ramifications on free trade, for starters, underpin the publication of several items here. So too do the other major events of the era: obviously, the signing and implementation of the 1807 and 1833 Abolition Acts, but also the 1814 Treaty of Paris, which contained a clause for abolition that bound both France and Spain. There is a considerable group documenting some of the internal conflicts within the abolition movements in both England and France, as well as the resis- Covers from item 69, History of the Merry Brother Jonathan. tance from planters in the colonies whose interests were materially and imme- diately affected. It is difficult to over-estimate the scale of the slave trade and how integral it was to the vastly profitable sugar industry. In the early decades MAGGS BROS. LTD. of the nineteenth century, colonists and plantation owners became increas- 48 Bedford Square London WC1B 3DR ingly mindful to position themselves as anti-slavery but at every turn resisted emancipation.