The Triangular Trade and the Middle Passage

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The Triangular Trade and the Middle Passage https://archives.nbclearn.com/portal/site/k-12/browse/?cuecard=5075 General Information Source: NBC News Resource Type: Video iCue Mini- Documentary [Explainer] Creator: N/A Copyright: NBCUniversal Media, LLC. Event Date: 1600 - 1800 Copyright Date: 2007 Air/Publish Date: 01/29/2008 Clip Length 00:01:27 Description 17th century merchants sail the Atlantic Ocean, forming a triangular trade route between Europe, Africa, and the Americas. Eventually, African slaves become part of this system. Keywords Triangular Trade, Middle Passage, Slaves, Slavery, Africa, Commerce, Merchants, Goods, New England, Caribbean, Sugar, Rum, Cargo, Colonial America, North America, Karen Ordahl Kupperman, New York University, NYU Citation MLA © 2008-2013 NBCUniversal Media, LLC. All Rights Reserved. Page 1 of 2 "The Triangular Trade and the Middle Passage." NBC News. NBCUniversal Media. 29 Jan. 2008. NBC Learn. Web. 23 February 2013 APA 2008, January 29. The Triangular Trade and the Middle Passage. [Television series episode]. NBC News. Retrieved from https://archives.nbclearn.com/portal/site/k-12/browse/?cuecard=5075 CHICAGO MANUAL OF STYLE "The Triangular Trade and the Middle Passage" NBC News, New York, NY: NBC Universal, 01/29/2008. Accessed Sat Feb 23 2013 from NBC Learn: https://archives.nbclearn.com/portal/site/k- 12/browse/?cuecard=5075 Transcript Triangular Trade and the Middle Passage Professor KAREN ORDAHL KUPPERMAN (New York University): In the 17th century, merchants traded for whatever commodity they could buy. So, if you left New England, say, with a load of fish, you might go to Spain and sell your fish in Spain. If you were lucky, then you might pick up a cargo of sweet wine, sherry, in Spain, which you might then take to the Caribbean, where you might then acquire a cargo of sugar, which you might take back up into New England, where you might pick up a cargo of rum, which you might then take to the coast of Africa, which you would exchange the cargo of rum for a cargo of slaves, which you would then take to the Caribbean. So it's a kind of rough triangle. But it all, everything depended on what cargo you could pick up. And your next destination depended upon what that cargo was. In the 18th century, you begin to get dedicated ships, ships that are solely for the slave trade. But in the 17th century, those ships will be carrying fish on one voyage, and slave people on the next. So you can imagine what a miserable passage it was. I mean the holds must have stunk horribly, with the different cargos that these ships carried. © 2008-2013 NBCUniversal Media, LLC. All Rights Reserved. Page 2 of 2.

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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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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.
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