Transcript The Slave Trade

Slavery
PICK UP APQ SHEETS & HAVE
YOUR KEY POINTS READY
Today is January 24TH
Africa to the New World
This Week in History
• 1950, ending its
status as a BRITISH
dominion, INDIA
became a republic.
APQ 21 - AFRICA

Questions?

HW: Online Article “Appeal to the King
of Portugal” by Nzinga Mbema

Read and consider how European colonization in Africa is the same
and/or different than in the Americas. Prepare for discussion by
answering the "Thinking Historically" questions.
Africa
Characteristics pre-1500
◦ Large centralized territories
◦ Societies organized around kinship, often
larger than many countries,
◦ Monarchies, empires, tribal leaders.
◦ Common language base–Bantu
◦ Religion: Christianity & Islam, as well as
indigenous belief systems.
◦ Economy: traditional, market/trade
African Empires c.1500
Songhay
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•
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1492 – expansive empire
Originally they farmed, hunted and fished
Merchant community created in Gao (gold)
Fusion of Islamic and indigenous traditions
Strong cavalry forces
Origins
Nature of Slavery within
African Societies
• Natural part of African society
• West Africa - system of slavery
resembled European feudalism
• Slaves are seen as a labor resource,
not property
• Labor is used to increase production
& population = more power
Treatment of Slaves
within African Societies
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•
•
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Generally well treated
Low social status, but active in society
Some held responsible, high positions
Accepted by and lived among non-slaves
in family settings
Islamic Traders
• Harsh interpretations of Islamic law
and conquest of North Africa justifies
and expands slavery in Africa.
• Islamic traders exported slaves from
8th through 19th century.
How was the justification for slavery on the
part of the West similar to that of Islam?
• Contemporary Interpretation of
Religious teaching;
– 25:44 As for your male and female slaves
who may belong to you, you may buy male
and female slaves from the nations all
around you
» Leviticus, Old Testament
European Background
• Roman Empire had established tradition of largescale slavery in Europe
• 1441-Portuguese begin the “African slave trade”
• 1505-First Africans sent to Hispaniola
• Between 1450-1850 est. 12 million slaves
– 42% went to Brazil
– Africa lost about ½ its population
• Mortality rate 10-20% per ship
HEIGHT OF THE ATLANTIC
SLAVE TRADE
Triangular Trade
1. Slaves carried to Americas
2. Sugar, tobacco, and other goods
carried to Europe
3. European products (manufactured
goods: cloth, firearms) sent to coast
of Africa in exchange for slaves
continuing the triangle of trade
Triangular Trade
Why Africans?
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•
•
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No written language, many languages
Native Americans dying off
No muskets and gunpowder
Africans already participated
in trade by enslaving
others, selling debtors
and criminals, and
kidnapping
• Familiar with European-style agriculture
• Immune to European disease
Economic Justification
• Slavery made development of New
World profitable
• African tribes needed weapons and
supplies from Europe
Exportation-African Diaspora
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Trip called Middle Passage
5000 miles, 3 weeks to 3 months
18-20 % died
African people lose self
respect and self identity
White Settlers and African in
Southern Africa
• Southern end of Africa was not affected by
slave trade
• 1652—Dutch East India Co establishes a
colony
– Depended on slave labor (1st from Asia)
– Expansion of the colony led to wars by Boers
• 1795 British took control
– Wanted to limit Boer expansion
– Shaka Zulu
Amazing Grace
Amazing grace! (how sweet the sound)
That sav’d a wretch like me!
I once was lost, but now am found,
Was blind, but now I see.
’Twas grace that taught my heart to fear,
And grace my fears reliev’d;
How precious did that grace appear,
The hour I first believ’d!
The Lord has promis’d good to me,
His word my hope secures;
He will my shield and portion be,
As long as life endures.
John Newton
Effects
• Focus on men affected male/female
ratios.
• During slave trade, African population
overall increases - why?
• African nations collapsed and others
were created
• Slavery eventually considered immoral
Legislation
• 1794-France outlaws slavery
• 1807—Britain outlawed slave
trade
• 1808—US outlawed slave trade
• 1833 —Britain outlawed slavery
• 1863—US outlawed slavery
• 1888—Brazil outlawed slavery
HOMEWORK
• Analyze cultural changes in the New World
between 1450 & 1750 (chs 11 & 19)
• Analyze cultural changes in sub-Saharan
Africa between 1450 & 1750 (chs 8 & 21)
You will be writing one of the two…
Change Over Time Questions
 Remember, Change Over Time really
means Change and Continuity over
Time…
 Analyze cultural changes in the New World
between 1450 & 1750 (ch: 11 & 19)
 Analyze cultural changes in sub-Saharan
Africa between 1400 & 1750 (ch: 8 & 21)
 You will be writing one of the two!
CCOT
RUBRIC
Readings from
the Holy Book of AP
CCOT
Change and Continuity over Time Essay
 Comparison essay where time periods are
compared
 The Cause must be identified, described,
and analyzed
 Read the question carefully and determine
the categories and time periods to be
compared.
 Write a thesis statement that specifically
addresses all three pieces of this
information.
Types of CCOT Questions
 “Analyze changes in Latin America between
1400 and 1600”
 “Analyze changes in Latin America brought
about by colonization from discovery to the
16th century”
 “Analyze economic and religious changes in
Latin America following colonization”
 Set up a three-column chart with a beginning date,
and end date, and a reference point in the middle
(causation). GPERSIA
 On the chart, list the status of the categories at
the beginning of the time period given, at the middle
marker and at the end of the time period given.
Include three examples within each category.
Include changes as well as continuities.
 Analyze at least ONE REASON for change
or continuity brought about by an analysis of the
CAUSE.
Thesis Statement
"During the time period between (x) and
(x) in (wherever), (1,2 and 3) remained
constant while there were significant
changes in (4,5 and 6)."
SUBSTANTIATED THESES
 Your thesis must address the prompt without
rephrasing or copying it.
 I recommend that you use WAHP3 which stands
for “what is it about, how will you prove it, give three
examples.
 You must qualify the prompt (WA)
 Quantify the response (HP3).
 To qualify is to answer what it is about with specifics or
quantities.
Compare and Contrast the class systems in Classical
China and Classical India
 (WA)
what is it about
 Classical China and Classical India both
developed class systems that had some
similarities, but many more differences.
 (HP3) How will you prove it w/3 examples
 Both had great inequalities (HP1), under
India’s class system it was impossible to change
your class(HP2), and interaction between the
classes was severely limited(HP3) when
compared to China.
Write your paper, make the thesis the first paragraph
and use one paragraph for each time period.
Thesis
Before event
Event and cause
After event
Effect and analysis
• (Opportunity for
extended core points)