8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

LO – TSWBAT explain the reasons for the development of the transatlantic slave trade and the spread of slavery in North America.

DOL - Given a population graph for the Chesapeake, TLW write a paragraph explaining two reasons for the development of the

transatlantic slave trade and one reason for the growth of slavery in the late 17th cent. In North America.

Reading Quiz

1.

Timbuktu

Timbuktu

Make a list of 5 things you see in this photo. Take with your shoulder partner – what can you know about these people – use evidence from the photo to support your conclusions.

Legend of Timbuktu

•Take PEGS notes

Cultural and Spiritual Capital•Ancient Mosque in Timbuktu

• For West Africans, however, Timbuktu was an economic and cultural capital equal in historical importance to acclaimed cities like Rome, Athens, Jerusalem, and Mecca.

Trade Center: Gold and Salt• Timbuktu was founded around 1100 C.E. as a camp for its

proximity to the Niger River. • Caravans quickly began to haul salt from mines in the Sahara

Desert to trade for gold and slaves brought along the river from the south.

Center of Commerce and Education

• Prosperity made by the trans-Saharan trade routes brought great wealth to the city.

• This wealth attracted not only merchants and traders but also men of academic and religious learning.

• Scholars in the fabled African city, once a great center of learning and trade, are racing to save a still emerging cache of ancient manuscripts.

Great mosques, universities, schools, and libraries were built under the Mali and Songhai Empires, some of which still stand today.

Decline of Timbuktu• Portuguese navigators ensured Timbuktu's decline

by establishing reliable trade with the West African coast and undercutting the city's commercial power.

Bacon’s RebellionTidewater Aristocrats

Indentured Servants

N. Bacon & Rebels

African Slaves

Take your notes from the film in this format

Bacon’s Rebellion• Led 1,000 Virginians in a rebellion against Governor

Berkeley• Rebels resented Berkeley’s close relations with Indians.

Berkeley profited from the Indians but refused to deal with Indian attacks on frontier settlements.

• Berkeley monopolized the fur trade with the Indians in the area.

• Bacon threatened Berkeley at gunpoint and burned parts of Jamestown

• Significance: Civilian challenging royal authority in the name of liberty. Bacon felt his life was threatened by Indians.

Effects of Bacon’s Rebellion

• Rebels attacked Indians, whether they were friendly or not to whites.

• Governor Berkeley driven from Jamestown.• They burned the capital.• Rebels went on a rampage of plundering.• Bacon suddenly died of fever.• Berkeley brutally crushed the rebellion and hanged

20 rebels.

What did it expose?

•Socio-economic class differences/clashes between rural and urban communities would continue throughout American history.

•Upper class planters searched for laborers less likely to rebel BLACK SLAVES!!

Using this map as evidence, what conclusions can you draw about the slave trade?

(T/P/S)

Slavery

• Slavery has existed since ancient times• Evidence:

• “Knowing that whatsoever good thing any man doeth, the same shall he receive of the Lord, whether he be bond or free.” New Testament, Ephesians 6, Chapter 6, Verse 8.

• Before the sixteenth century, slavery was not regarded by anyone (outside or inside Africa) as a particularly African institution. The association between Africa and slavery emerged in the fifteenth century. It was then that ship design made it possible for sailors from the Mediterranean to make long journeys down the coast of Africa and ultimately across the Atlantic to the Americas.

• By the time the slaves reached the coast, they had already undertaken a long journey from inland. They were often bought and sold several times along the way. Many of these transactions were conducted in the market place.

Slavery• People were enslaved many times as the result

of war.• As native peoples in North America began

dying in large numbers due to European diseases, Africans were imported to replace them.

• Late 1400s Europeans were trading guns for slaves captured during wars in West Africa.

• In the 1500s, Europeans began shipping slaves to the Caribbean for sale.

Slave Trade• Many African states & kingdoms sold people as

slaves to Europeans & Americans• Most slaves were prisoners of war sold into

slavery• After development European sailing ships,

Slave trade became important source of wealth for kings

• The removal of so many skilled people devastated West African families, villages, & economies

• At the height of the slave trade in the 18th century an estimated six million Africans were forced to make a journey across the Atlantic often totalling over 4,000 miles. Over 54,000 voyages were made in the course of three hundred years between the 16th and 19th centuries.

The large proportion of slaves ended up in the Caribbean, approximately 42%. Around 38% went to Brazil, and much fewer, about 5%, went to North America. The journey from Africa to North America was the longest. The journey could take as little as 35 days, just over a month (going from Angola to Brazil). But normally British and French ships took two to three months.

• Ships carried anything from 250 to 600 slaves. They were generally very overcrowded. In many ships they were packed like spoons, with no room even to turn, although in some ships a slave could have a space about five feet three inches high and four feet four inches wide. The slaves were kept between the hold and the deck in appalling conditions.

Olaudah Equiano gave the first eyewitness account of life on a ship from a slave's point of view

• "I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything.

• I now wished for the last friend, death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and on my refusing to eat, one of them held me fast by the hands and laid me across I think the windlass, and tied my feet, while the other flogged me severely.

• I had never seen among any people such instances of brutal cruelty; and this not only shewn towards us blacks, but also some of the white themselves. One white man in particular I saw, when we were permitted to be on deck, flogged so unmercifully with a large rope near the foremast, that he died in consequence of it."

•Most historians now agree that at least 12 million slaves left the continent between the fifteenth and nineteenth century, but ten to twenty percent died on board ships. Thus a figure of 11 million slaves transported to the Americas is the nearest demonstrable figure historians can produce

17th Century Pop. In Chesapeake

0

20000

40000

60000

80000

100000

1607 1630 1650 1670 1690

White

Black

DOL – to turn in!

•DOL - Given a population graph for the Chesapeake, TLW write a paragraph explaining two reasons for the development of the transatlantic slave trade and one reason for the growth of slavery in the late 17th cent. In North America.

How to Analyze a document?

• Intended audience – Who was it written for? Who was left out?• Purpose – Why was the document written? • Historical context – explain the document in its historical timeframe –

why was it written then? What else was going on? How does the document impact the times? The people of the time? Why is it significant then?

• Author’s point of view – What does the author think? This is especially important if you can compare his/her opinion to someone else’s at the time – another document, etc.