Fictional Recreations of Blacks in Britain at the Time of Abolition
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The Middle Passage MAP by Patagonia Routes SLAVE TRADING MARK ANDERSON MOORE Malvina (Falkland Is.) REGIONS Atlantic Slave Trade
Arctic Ocean Greenland Arctic Ocean ARCTIC CIRCLE Iceland Norway Sweden Finland B udson ay H North North Scotland Sea Denmark Moscow Labrador England Ireland Prussia British North A Atlantic Russian Empire mer London German ica Paris States Kiev OREGON Newfoundland Asia TERRITORY Quebec Ocean Montreal Austria Bay of France Vt. Me. Nova Scotia Biscay Italy C NY NH “TRIANGULAR TRADE” Black Sea a Mass. Rome Ottoman sp ia Pa. RI n LOUISIANA Oh. Conn. Portugal Madrid Empire Il. In. NJ United States S TERRITORY e Spain a Va. Del. Ky. Md. Azores Is. Tn. NC by 1820 M In TUNIS edi dian Terr. O terra Persia SC C nean S Ms. C ea Al. Madeira O Ga. R ALGIERS La. O M Cairo P Fla. Canary Is. er EGYPT sia n G Bahama Is. ulf Mexico Havana WESTERN SUDAN R. R e Mecca Mexico West Indies dle Pa d Cuba Mid ssag Nile S City he e e T a Arabia Haiti Timbuktu Vera Jamaica Puerto Rico Cruz Guadeloupe Cape Verde Is. Martinique SENEGAMBIA Niger Africa Arabian Central America Barbados Cape Verde R. Sea Portobelo Trinidad Caracas SIERRA ETHIOPIA Stabroek (Georgetown) LEONE GUINEA Paramaribo Cayenne BIGHT Bogotá WINDWARD GOLD OF BIGHT COAST COAST BENIN Mogadishu Galapagos Is. SL OF Quito Colombia AV BIAFRA Barro do Rio E T Negro RAD Belé m Fortaleza ING REGIONS CONGO Paita Indian Brazil Recife Trujillo Ocean Peru ANGOLA Lima Salvador La Plata ambezi La Paz Z R. Chuquisaca MOZAMBIQUE South America São Paulo Rio de Janeiro From The Way We Lived in North Carolina © 2003 The University of North Carolina Press Madagascar La Serena Santos Easter I. -
VS. Naipaul: a Bibliographical Update (198 7-94)
VS. Naipaul: A Bibliographical Update (198 7-94) KELVIN JARVIS JLHIS IS A bibliographical update of my V. S. Naipaul: A Selective Bibliography with Annotations: 195J-198J, covering the period 1987-94. Since 1 g87 (when An Enigma of Arrival: A Novel in Five Sections appeared), Naipaul has published three books—A Turn in the South ( 1989), India: A Million Mutinies Now ( 1990), and A Way in the World ( 1994)—and more than 18 substantial pieces, in addition to delivering various lectures and acceptance speeches. This checklist is arranged in six parts. Part I contains Naipaul's most recent writings and comments, listed under three head• ings: published books, articles, and interviews, with entries given chronologically. Part II covers recent bibliographical listings of his work. Part III includes 16 full-length books written about him. Part PV lists articles on him in books, reference volumes, journals, and magazines. Part V has book reviews and critical studies of his individual books. And Part VI itemizes doctoral theses exclu• sively or partly on him. Conference papers have featured prominently in the spate of attention Naipaul continues to generate; these papers are usu• ally quite elusive to trace, particularly if they are not published collectively and within a reasonably short time frame. Thus this checklist omits offerings on Naipaul from conferences and all foreign-language citations. It also excludes newspaper articles with imprints prior to 1987. The Enigma of Arrival spans Naipaul's life in England and echoes a finality in his writing career. The protagonist of this novel writes: "with time passing, I felt mocked by what I had already done; it seemed to belong to a time of vigour, now past for good. -
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. -
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. -
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. -
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. -
Textual Transformations in Contemporary Black Writing in Britain
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 2; April 2014 Copyright © Australian International Academic Centre, Australia Textual Transformations in Contemporary Black Writing in Britain Jawhar Ahmed Dhouib Department of English, University of Gabes PO Box 6000, Ali Jmel, Gabes, Tunisia E-mail: [email protected] Doi:10.7575/aiac.alls.v.5n.2p.120 Received: 21/02/2014 URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.2p.120 Accepted: 08/04/2014 Abstract While the first wave of Caribbean immigrant writers brilliantly explored race-related issues, black Britons like Andrea Levy, Zadie Smith and Caryl Phillips, among others, have sought to depart from earlier fiction, motivated in their project by the changing white face of Britain. In this article, I would like to argue that cultural change in Britain has deeply influenced literary production and has, consequently, laid the ground for a series of textual transformations. To capture instances of creative excess in contemporary black writing in Britain, I will bring under examination Caryl Phillips’s (2009) novel In the Falling Snow. My intention is to show to what extent Phillips’s work surpasses the ‘noose of race’ and already-familiar representations of multicultural Britain to celebrate a ‘post-racial’ society. Keywords: Caryl Phillips, Caribbean diaspora, contemporary black writing, multiculturalism, polyculturalism 1. Introduction Novels by pioneer West Indian writers in Britain, chief among whom are V.S. Naipaul, Samuel Selvon, George Lamming and Wilson Harris, to name but a few, have offered a lively palette of stories, bittersweet anecdotes, vivid experiences and profound meditations on the journey from the Caribbean to the metropolis. -
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. -
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. -
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. -
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. -
Crossing Borders: Bernardine Evaristo¬タルs
King’s Research Portal DOI: 10.1353/cal.2016.0005 Document Version Peer reviewed version Link to publication record in King's Research Portal Citation for published version (APA): McConnell, J. (2016). Crossing Borders: Bernardine Evaristo’s The Emperor’s Babe. CALLALOO, 39(1), 103- 114. https://doi.org/10.1353/cal.2016.0005 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.