Transcript AFRICA and the ATLANTIC SLAVE TRADE(S)

AFRICA and the
ATLANTIC SLAVE TRADE(S)
A BALANCED APPROACH
DR. BRUCE M. HAIGHT
WESTERN MICHIGAN UNIVERSITY
KRESA TEACHER’S WORKSHOP
March 19, 2008
MDE CONTENT
EXPECTATIONS
• STRENGTHS:
* HELPFUL FRAMEWORK
* DEVELOPED WITH RECENT INPUT
• CHALLENGES:
* CAN BE ‘TWEAKED’
* CURRENT TEXTS OFTEN DO NOT
REFLECT RECENT SCHOLARSHIP
WHAT’S A TEACHER TO DO
TO SUPPLEMENT TEXTS?
• ATTEND MCSS FOR LECTURES AND
WORKSHOPS
• PARTICIPATE IN SUMMER
WORKSHOPS
• TAKE ADDITIONAL COURSES
• FIND RELIABLE WEBSITES AND DO
WEBSEARCHES
• SET UP A READING PROGRAM TO
UPDATE LESSON PLANS
OBJECTIVES OF THIS
LECTURE
• PROVIDE GUIDANCE TO RELEVANT
WEBSITES, BOOKS, & ARTICLES THAT
DRAW UPON MORE RECENT RESEARCH
• IDENTIFY THEMES ON THE ATLANTIC
SLAVE TRADE OFTEN MISSING FROM
CURRENT TEXTS
• SPECIFIC SUGGESTIONS FOR
‘TWEAKING’ THE MDE CONTENT
EXPECTATIONS
WHERE TO BEGIN?
• DR. HAIGHT’S WEBSITE THAT GIVES
ADDITIONAL INFORMATION ON RELIABLE
RESOURCES
http://www.wmich.edu/library/cg/405
• EMAIL: [email protected]
• WMU HISTORY DEPARTMENT WEBSITE FOR
WORKSHOP INFORMATION
http://www.wmich.edu/history/
FABULOUS WEBSITE FREE
FOR ALL MICHIGAN
RESIDENTS
MICHIGAN ELECTRONIC LIBRARY
http://www.mel.org/
• At their home page look under Mel
Databases
For books: click on WorldCat
Then go to MELCAT to borrow the book
For articles (free download full text): click on
InfoTrac World History Collection
MISSING THEMES ON THE
ATLANTIC SLAVE TRADE
• DETAILED INFORMATION IS NOW
AVAILABLE ON DEMAND TO TEACHERS
AND YOUR STUDENTS ON NEARLY 27,000
VOYAGES ACROSS THE MIDDLE
PASSAGE
• SOURCE: THE TRANSATLANTIC SLAVE
TRADE: A DATA BASE ON CD-ROM
MISSING THEMES ON THE
ATLANTIC SLAVE TRADE
• WHAT MOVED IN THE COLUMBIAN
EXCHANGE WAS MORE THAN SEEDS
AND PLANTS; KNOWLEDGE
SYSTEMS ALSO MOVED
• SOURCEBOOK:
JUDITH CARNEY, BLACK RICE
MISSING THEMES ON THE
ATLANTIC SLAVE TRADE
• SLAVERY IN NORTH AMERICA CHANGED
OVER TIME
- CHARTER GENERATIONS
- PLANTATION GENERATIONS
- REVOLUTIONARY GENERATIONS
• SOURCEBOOK:
IRA BERLIN, MANY GENERATIONS GONE
SOCIETIES WITH SLAVES:
THE CHARTER GENERATIONS
SLAVE SOCIETIES:
THE PLANTATION GENERATIONS
SLAVE AND FREE:
THE REVOLUTIONARY GENERATIONS
• SOURCEBOOK:
IRA BERLIN, MANY GENERATIONS
GONE
MISSING THEMES ON THE
ATLANTIC SLAVE TRADE
• THERE WAS MORE THAN ONE ATLANTIC SLAVE TRADE
BLACK SLAVES FROM SUBSAHARAN
AFRICA TO THE NEW WORLD
- WHITE SLAVES FROM EUROPE AND
NORTH AMERICA TO NORTH AFRICA
• SOURCEBOOK:
ROBERT DAVIS, CHRISTIAN SLAVES, MUSLIM MASTERS
FOR A PERSPECTIVE THAT
TAKES INTO ACCOUNT
AFRICAN AMERICAN VIEWS
FROM SLAVE TIMES
ONWARD
SEE MICHAEL A. GOMEZ,
REVERSING SAIL
HOW DO WE ATTAIN
THEMATIC BALANCE?
• IDENTIFY MAJOR THEMES FROM THE MDE
CONTENT EXPECTATIONS,
e.g.
slavery and the slave trade.
• ASK: THIS THEME IS CHARACTERISTIC OF
WHICH AREAS OF THE WORLD DURING
WHICH TIME PERIODS?
• ASK: DO OUR CONTENT EXPECTATIONS
REFLECT THIS?
WHAT WOULD BALANCE LOOK
LIKE IN RELATION TO THE
ATLANTIC SLAVE TRADE(S)?
• WHERE & WHEN HAS SLAVERY EXISTED?
• WHERE & WHEN HAS THERE BEEN A
SLAVE TRADE?
• DO OUR CONTENT EXPECTATIONS
REFLECT THIS?
WHERE & WHEN HAS SLAVERY
EXISTED?
• FOR BLACKS IN AFRICA:
UNTIL THE 19TH CENTURY
• FOR BLACKS IN THE NEW WORLD:
16TH - 19TH CENTURY
• FOR WHITES IN NORTH AFRICA:
16TH - EARLY 19TH CENTURY
WHERE & WHEN HAS THERE
BEEN A SLAVE TRADE?
• SLAVE TRADE IN BLACK SLAVES
- WITHIN AFRICA
- ACROSS THE SAHARA DESERT TO
NORTH AFRICA
- ACROSS THE ATLANTIC TO EUROPE
& THE NEW WORLD VIA THE ATLANTIC
& THE CARRIBEAN
• SLAVE TRADE IN WHITE SLAVES TO N. AFRICA
- CAPTURED IN THE MEDITERRANEAN &
THE ATLANTIC FROM SHIPS
- CAPTURED FROM COASTAL TOWNS IN
EUROPE, ENGLAND, IRELAND, ICELAND
DO OUR CONTENT
EXPECTATIONS REFLECT THAT
FROM THE 16TH THROUGH THE
19TH CENTURY THERE WERE
TWO ATLANTIC SLAVE TRADES?
• 12 MILLION AFRICANS LEFT AFRICA FOR THE
NEW WORLD AS SLAVES
• 1.25 MILLION EUROPEANS WERE CAPTURED
AND TAKEN TO NORTH AFRICA AS SLAVES
CAN & SHOULD WE ‘TWEAK’
THE MDE CONTENT
EXPECTATIONS AND
SUPPLEMENT WHAT
APPEARS IN U.S. HISTORY &
WORLD HISTORY TEXTS TO
TEACH MORE ACCURATELY
ABOUT WHAT HAPPENED IN
THE PAST?
ARE OUR CONTENT
EXPECTATIONS BALANCED?
• With regard to all types of slavery in the same
time period & changes over time?
• In that they acknowledge the impact of slavery
when it was significant?
• With reference to coverage of Africa and
peoples from Africa in the U.S. as compared to
other areas and peoples?
• Within materials covered at each grade level?
• As students progress from Grade 5 to Middle
and to High School?
CONTENT
EXPECTATIONS
INTEGRATED
UNITED STATES HISTORY
GRADE FIVE
• ERA 1 BEGINNINGS TO 1620
GRADE 5 U1.3.1
The Five Major Regions of Africa
•
•
•
•
•
NORTH AFRICA
WEST AFRICA
CENTRAL AFRICA
EAST AFRICA
SOUTH AFRICA
HOW DO THESE REGIONS
RELATE TO THE THEME: THE
ATLANTIC SLAVE TRADE(S)?
• WEST AFRICA
• CENTRAL AFRICA
• EAST AFRICA
• SOUTH AFRICA
NORTH AFRICA
GRADE 5 U1.3.2
WEST AFRICA BEFORE 1500
THE ECONOMY
IN WEST AFRICA
BEFORE 1500
MOST WEST AFRICANS
EARNED THEIR LIVING
* FARMING
* AS PASTORALISTS
* FISHING
DESERTIFICATION AND
INNOVATION 300 BC - 300 CE
• THE AREA OF THE SAHARA DESERT
BECAME MUCH DRYER
• GLABERRIMA RICE DOMESTICATED
ALONG THE NIGER RIVER BY 300 CE
• STATES AND THE THREE MAJOR
EMPIRES EMERGED IN THIS AREA
THE ECONOMY
IN WEST AFRICA
BEFORE 1500
SOME WEST AFRICANS EARNED THEIR
LIVING IN:
•
•
•
•
TRADE - AS MERCHANTS
IRON MAKING & BLACKSMITHING
POLITICS
MILITARY SERVICE
FAMILY STRUCTURES
IN WEST AFRICA
BEFORE 1500
• PATRILINEAL / MATRILINEAL
• HOUSEHOLDS OFTEN INCLUDED FREE
& SLAVE MEMBERS
• THE FAMILY AND HOUSEHOLD WERE
FOUNDATIONAL FOR ECONOMIC AND
POLITICAL LIFE
WHICH WEST AFRICAN
PEOPLES CAN WE USE TO
REPRESENT OUR THEMES?
• FARMERS -
BAMBARA, BAGA,
YORUBA, & IGBO
• PASTORALISTS -
FULANI
• FISHERMEN -
DO & KRU
WHICH WEST AFRICAN
PEOPLES CAN WE USE TO
REPRESENT OUR THEMES?
•
•
•
•
•
FARMERS TRADERS IRONWORKERS POLITICIANS MILITARY -
MALINKE
MALINKE
MALINKE
MALINKE
MALINKE
THE GROWTH OF TRADE
IN WEST AFRICA
BEFORE 1500
• WITHIN WEST AFRICA
• FROM WEST AFRICA ACROSS THE SAHARA
DESERT TO NORTH AFRICA
THE GROWTH OF
VILLAGES, TOWNS & CITIES
IN WEST AFRICA
BEFORE 1500
• LARGER CITIES IN THE INTERIOR
• VILLAGES NEARER THE COAST
THE GROWTH OF STATES
IN WEST AFRICA
BEFORE 1500
• THE GREAT EMPIRES OF GHANA (800-1200), MALI (1200-1500),
AND SONGHAI (1500-1600) WERE IN THE INTERIOR ALONG
THE NIGER RIVER
• SMALLER STATES WERE ON THE FRINGES OF THE EMPIRES
• ACEPHALOUS GROUPS WERE IN OUTLYING AND DEFENSIBLE
REGIONS
• THE MOST DENSELY POPULATED AREA OF WEST AFRICA WAS
THEN IN THE INTERIOR, NOT ALONG THE COAST. THIS WOULD
REVERSE LATER BY THE END OF THE SLAVE TRADE.
GRADE 5 U1.4
THREE WORLD
INTERACTIONS
FROM THE LATE-15TH THROUGH
THE 17TH CENTURY
GRADE 5 U1.4.1
THE CONVERGENCE OF
EUROPEANS, AMERICAN INDIANS
AND AFRICANS IN NORTH AMERICA
FROM THE PERSPECTIVE OF THE
AFRICANS FROM 1492 TO 1700
GRADE 5 U1.4.4
THE COLUMBIAN EXCHANGE
AND ITS IMPACT ON
EUROPEANS,
AMERICAN INDIANS AND
AFRICANS
1492-1700
THE COLUMBIAN EXCHANGE:
ITS IMPACT ON AFRICA
• STAPLE CROPS FROM THE NEW WORLD
THAT WERE ADOPTED ALONG THE WEST
AFRICAN COAST
–
–
–
–
–
CASSAVA / MANIOC (TAPIOCA)
MAIZE
OKRA
GROUNDNUTS (PEANUTS)
CAPISCUM PEPPERS
THE COLUMBIAN EXCHANGE:
ITS IMPACT ON AFRICA
• STAPLE CROPS FROM THE NEW WORLD
THAT WEST AFRICANS BROUGHT TO
NORTH AMERICA
– OKRA
– GROUNDNUTS (PEANUTS)
– CAPISCUM PEPPERS
THE COLUMBIAN EXCHANGE:
ITS IMPACT ON AFRICA
• STAPLE CROPS DOMESTICATED IN
AFRICA THAT WEST AFRICANS
BROUGHT TO NORTH AMERICA
– GLABERRIMA RICE
– GUINEA CORN (SORGHUM)
– MILLETS
– BLACK-EYED PEAS
THE COLUMBIAN EXCHANGE:
WEST AFRICAN
KNOWLEDGE SYSTEMS FOR
GROWING RICE RESULTED IN
SLAVES INTRODUCING THE
MOST PROFITABLE CROP TO
SOUTH CAROLINA
ERA 2 COLONIZATION AND
SETTLEMENT
1585-1763
GRADE 5 U2.1.1
• SIGNIFICANT DEVELOPMENTS IN THE
SOUTHERN COLONIES
1585-1763
• THE DEVELOPMENT OF ONE-CROP
ECONOMIES:
A. RICE IN SOUTH CAROLINA
B. TOBACCO IN VIRGINIA
• THE DEVELOPMENT OF SLAVERY
GRADE 5 U2.1.2
• SIGNIFICANT DEVELOPMENTS IN THE
NEW ENGLAND COLONIES 1585-1763
• (A BALANCED VIEW?
ODDLY - NOTHING ON SLAVERY LISTED)
GRADE 5 U2.1.3
• SIGNIFICANT DEVELOPMENTS IN THE
MIDDLE COLONIES
1585-1763
• (A BALANCED VIEW?
NOTHING ON SLAVERY LISTED)
ODDLY -
GRADE 5 U2.1.4
• COMPARE REGIONAL SETTLEMENT PATTERNS OF THE
SOUTHERN COLONIES, NEW ENGLAND, AND THE MIDDLE
COLONIES
1585-1763
GRADE 5 U2.2
• THE EUROPEAN SLAVE TRADE AND SLAVERY
IN COLONIAL AMERICA 1585-1763
GRADE 5 U2.2.1
THE TRIANGULAR TRADE
A MORE BALANCED VIEW
1441-1585
1585-1763 (1808)
THE 19TH CENTURY
GRADE 5 U2.2.1
THE TRIANGULAR TRADE
1585-1763 (1808)
•
•
•
•
ROUTES
PEOPLES AND GOODS TRADED
THE MIDDLE PASSAGE
THE IMPACT ON LIFE IN AFRICA
THE TRIANGULAR TRADE:
WEST AFRICA TO NORTH
AMERICA
THE CHARTER GENERATION
• ROUTE: THE GRAIN COAST TO CARLESTON,
SOUTH CAROLINA
• PEOPLES TRADED
- rice farmers
(especially women and children)
- cattle herders
THE TRIANGULAR TRADE TO
SOUTH CAROLINA
• IMPACT IN NORTH AMERICA
AFRICANS OF THE CHARTER GENERATION
INTRODUCED THREE NEW SYSTEMS OF
GROWING RICE
– UPLAND RICE
– RICE IN INLAND FRESHWATER SWAMPS
– RICE IN TIDAL ESTUARIES (SALT AND FRESH WATER)
– CONDITIONS WORSENED: STONO’S REBELLION 1739
THE TRIANGULAR TRADE
TO SOUTH CAROLIINA
• IMPACT ON LIFE IN WEST AFRICA
BANCE ISLAND IN THE SIERRA LEONE RIVER
BECAME AN IMPORTANT SLAVE TRADING PORT IN
AN AREA WITH KINGDOMS
PARADOX: THE BAGA, WHO WERE ACEPHALOUS,
INCREASED THEIR OWN RICE YIELD, MAINTAINED
INDEPENDENCE, AND EXPANDED THEIR
POPULATION ALONG THE COAST
GRADE 5 U2.2.2
• THE LIVES OF FREE AND ENSLAVED
AFRICANS
1585-1763
GRADE 5 U2.2.3
• AFRICAN AMERICAN CULTURE: ROOTS IN
AFRICA AND NEW ADAPTATIONS
1585-1763
GRADE 5 U2.3
LIFE IN COLONIAL AMERICA
• GRADE 5 U2.3.3 GOOD BALANCE
COMPARISON INCLUDES
INDENTURED SERVANTS, ENSLAVED
PEOPLE AND FREE AFRICANS AMONG
OTHERS
GRADE 5 U2.3.4
• DESCRIBE THE EMERGING LABOR FORCE
• GOOD BALANCE
INCLUDES CASH CROP FARMERS,
INDENTURED SERVANTS, SLAVES
• CHARTER GENERATION: SIMILAR TO
HOUSEHOLD PATTERNS IN WEST AFRICA
ERA 3 REVOLUTION AND THE NEW NATION
1754 - 1800
CONSIDER ADDING FOR BALANCE A
PARALLEL TO GRADE 8 U4.3.2
• GRADE 5 U3.1.3 (b) Describe opposition to
slavery and the formation and development of
the abolitionist movement against the slave
trade
• -- Militant opposition: Stono’s Rebellion 1739
• -- Political opposition: Quakers & aboliltionists
GRADE 5 U3.1
CAUSES OF THE AMERICAN
REVOLUTION
• A BALANCED VIEW?
THE INSTITUTION OF SLAVERY IS NOT
AMONG THE FACTORS LISTED HERE
• IT COULD BE ADDRESSED IN U3.1.8
GRADE 5 U3.2
THE AMERICAN REVOLUTION
AND ITS CONSEQUENCES
GRADE 5 U3.2.3
• COMPARE AND CONTRAST THE ROLE OF
WOMEN, AFRICAN-AMERICANS, AMERICAN
INDIANS & FRANCE IN HELPING SHAPE THE
OUTCOME OF THE WAR
• GOOD BALANCE IF AFRICAN-AMERICANS
FIGHTING FOR THE BRITISH (1,000) AS
WELL AS FOR THE U.S. (5,000) ARE
INCLUDED
GRADE 5 U3.3
GRADE 8 U3.3
CREATING NEW
GOVERNMENT(S)
GRADE 5 U3.3.3
GRADE 8 U3.3.3
• MAJOR ISSUES AT THE
CONSTITUTIONAL CONVENTION
• GOOD BALANCE
INCLUDES SLAVERY
GRADE 5 U3.3.4
GRADE 8 U3.3.4
ISSUES OVER
RESPRESENTATION AND
SLAVERY
• GOOD BALANCE IF THE SLAVE TRADE TO
THE U.S. IS INCLUDED AMONG THE
ISSUES PRESENTED
GRADE 7 W3.1.8
TEACH THE WIDESPREAD
PRESENCE OF SLAVERY IN
CLASSICAL CIVILIZATIONS
AND EMPIRES
• THIS WILL BALANCE A TENDENCY
FOR STUDENTS TO THINK THAT
ONLY AFRICANS WERE SLAVES
WHEN THEY LATER STUDY THE
ATLANTIC SLAVE TRADE
GRADE 8 U4.1.2
• FOR BALANCE, ADD AMERICA’S
• TREATIES/AGREEMENTS WITH THE NORTH
AFRICAN STATES OF ALGIERS IN 1784, 1785,
1795, AND TRIPOLI IN 1805, & 1815
EATON’S VICTORY NEAR TRIPOLI IN 1805 RESULTED IN:
• THE MARINE HYMN’S LINE “TO THE SHORES OF TRIPOLI”
• FRANCIS SCOTT KEY WRITING A SONG IN CELEBRATION OF THE
VICTORY NEAR TRIPOLI AND LATER ADAPTING IT TO BECOME “THE
STAR SPANGLED BANNER”
GRADE 8 U4.1.2
• FOR BALANCE, ADD AMERICA’S
• TREATIES/AGREEMENTS WITH THE NORTH
AFRICAN STATES OF ALGIERS IN 1784, 1785,
1795, AND TRIPOLI IN 1805, & 1815
EATON’S VICTORY NEAR TRIPOLI IN 1805 RESULTED IN:
• THE MARINE HYMN’S LINE “TO THE SHORES OF TRIPOLI”
• FRANCIS SCOTT KEY WRITING A SONG IN CELEBRATION OF THE
VICTORY NEAR TRIPOLI AND LATER ADAPTING IT TO BECOME “THE
STAR SPANGLED BANNER”
GRADE 8 U4.2.2
• THE INSTITUTION OF SLAVERY
• GOOD BALANCE IF IT INCLUDES
NEW ENGLAND, THE MIDDLE
COLONIES AND THE SOUTH
GRADE 8 U4.3.2
• THE INSTITUTION OF SLAVERY
• GOOD BALANCE IF IT INCLUDES
NEW ENGLAND, THE MIDDLE
COLONIES AND THE SOUTH