HISTORYTeacher`s Guide• Grade 7 Term 2 - E

Social
Sciences
HISTORYTeacher's Guide• Grade 7 Term 2
© e-classroom 2014
Images obtained through Creative Commons: https://www.creativecommons.org/
The Transatlantic Slave Trade
There are five lesson plans in this module each with a number of associated activities.
Knowledge
Skills
West Africa before the
European slave trade;
The nature of slavery
in West Africa before
Europeans;
Slavery in the American
South;
The impact of the
transatlantic slave trade on
slaves;
The impact on the
transatlantic slave trade on
various economies.
Extract relevant historical
data from texts to formulate
context and understanding.
Examine ways of finding
sources that tell us about
the past.
Compare and contrast
video footage/websites
to ascertain factual
information.
Describe/tabulate
information.
Summarise historical
information.
Prepare and present a
factually relevant oral.
Analyse information in
order to gain insight into
extent of the transatlantic
slave trade.
Discover the attributes,
skills and qualities that slave
abolitionists used to ensure
liberation.
Develop a comprehensive
understanding and insight
into the extent of the
transatlantic slave trade.
Prior knowledge
Preparing for this module:
1. Ensure you are familiar with the topic before you begin.
Values
Learners will identify
positive role models
within the slave trade era
by their attributes and the
values they possessed.
Learners will understand
the extent of European
and American
domination of the world
economic markets.
Learners will have a
clearer perspective of
the history of white
domination.
3.Some activities may require documents to be printed. Ensure these are printed in
advance. There are activities that could be made more exciting if the learners have
access to the Internet. If individual access is not possible, print the relevant information
provided by the hyperlinks for each lesson. The learner’s book is needed for each activity.
4. Prepare your assessment recording sheets carefully at the beginning of the term.
Have the sheets on hand for every activity to ensure continuous formal and informal
assessment.
5. Whenever there is something to be written, allow the learners to write the answers in
their class workbook, even when they have group discussions, unless a worksheet has
been provided.
6. Ensure that you have prepared for this unit by finding additional resources pertaining to
the content, such as library books with information, pictures, newspaper articles and, if
possible, access to Internet. Have your assessment recording sheets available to conduct
informal and formal assessment.
7. When dividing the class into groups, try to have at least one strong and one weak learner
in each group.
Lesson plan: West Africa before the Slave Trade
In this module the learners will:
• Learn about the transatlantic slave trade
• Learn about West Africa before the slave trade
• Study a personal account from a West African slave
• Investigate the West African lifestyle through reading and extracting information from
the text
Knowledge Focus:
• Discuss the poem and its meaning
• Discuss the Transatlantic slave trade and slavery in general
• Contextualise time frame using timeline and map of the slave trade
• Olaudah Equiano – a West African slave
• Discuss West Africa prior to the Europeans: lifestyle
• Summarise the lifestyle of West African prior to the European slave trade
Teaching guidelines
1.Refer the learners to the timeline to put slave trade history into perspective.
2.Discuss and look at visual sources of evidence – in this section, mainly pictures of maps,
2. Study the resources for each lesson and ensure that you have the necessary resources in
West African lifestyle, Olaudah Equiano and listen to his account of:
advance.
•
Life before the Europeans
•
Captured as a slave
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Ask learners how they would feel if they were captured as a slave and sent far away from • Discuss and research the reason(s) for using slave labour on these plantations
home.
• Ascertain how slaves were captured, sold and transported from West Africa
• Research and investigate slave markets and the number of slaves taken from West Africa
Listen to the audio soundtrack of Olaudah’s account or follow in the book and record
• Ascertain the end use of raw materials produced by the American slaves
information. Answer the questions that follow.
Teaching guidelines
For further reading and extension direct learners to :
http://revealinghistories.org.uk/africa-the-arrival-of-europeans-and-the-transatlantic1. Refer the learners to the timeline and map to put history into perspective.
slave-trade.html
2. Discuss and look at visual sources of evidence – in this session, mainly sources showing
what various plantations looked like, how slaves were captured and transported.
Motivate a discussion around the harsh treatment of the West African slaves whilst
being transported across the Atlantic and on the plantations themselves. Investigate the
Knowledge focus:
conditions of their journey on cargo ships and treatment at the hands of the European
• Discuss the nature of slavery in Africa and particular West Africa prior to the arrival of the
slave traders at the forts whilst awaiting passage to America.
European slave traders: history of West African slavery, ownership, slave’s human rights
3. Discuss the structure of an oral presentation using the guidelines below and explain
and contribution to the economy.
the assessment strategy of the rubric. The learners are to prepare and write their oral
• Discuss the comparison of Western African and European slave treatment. Identify one
presentation in their class workbook.
or two West African slaves that fought for liberation.
Lesson plan: The Nature of Slavery in West
Africa before the Europeans
Visit the following links for information:
Teaching guidelines
http://www.youtube.com/watch?v=Kh58Bb5vUpg: Slave ship conditions
1.Refer the learners to the timeline and map to put history into perspective.
http://www.eyewitnesstohistory.com/plantation.htm
2. Discuss and look at visual sources of evidence – in this session, mainly sources showing http://www.youtube.com/watch?v=pDukq8npXBk: The History of Slavery In America(FULL)
the nature of slavery in West Africa prior to the European slave traders. Talk about any
iconic slaves who fought against the slave trade. Discuss the differences and similarities http://www.youtube.com/watch?v=NolzEpUStak Slaves Working on American Plantation
of European and West African slavery particularly in terms of ownership, human rights
http://www.understandingslavery.com/index.php?option=com_content&view=article&i
and reasons for slave trade.
d=309&Itemid=221
Investigate the life of West African slaves by visiting:
The capture and transportation of slaves was harsh and cruel. Discuss this topic with the
http://www.rzuser.uni-heidelberg.de/~el6/presentations/pres_c1_african_americans_ class, using pictures which show the emotional turmoil and the harsh treatment they
ws02_03/Slavery_in_Africa_prior_to_European_contact.htm
endured. As a class, read through the extract from Olaudah Equiano’s book and then ask
learners to complete the task in their class workbook as an assessment. Learners will be
Explain the concept of mind-map construction and tabulation to the learners. Mind maps required to infer, discern and develop answers which require implicit reading of the text.
consist only of keywords that unlock information. When tabulating, key words are used to Refer learners to http://www.liverpoolmuseums.org.uk/ism/slavery/africa/olaudah_africa.
summarise the differences.
aspx for further research and extension of knowledge.
Divide the learners into groups of four and allow them to work through activities and In this section, learners will be required to read through the account of the slave markets
and pretend to be an eyewitness to the proceedings. Their account must be written in the
record their information in their class workbook.
first person and contain valuable factual information as well as emotive words and phrases.
The account should be between half (support) to a full page (extension) in length. Refer
learners to: http://www.youtube.com/watch?v=bfw9mLjh7YM The Slave Auctions, for a
dramatised account of a slave auction in progress. Learners will complete this exercise in
Knowledge focus:
the space provided.
Investigate the various types of plantations: tobacco, rice, sugar cane and cotton.
Lesson plan: Slavery in the American South
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(3)
Learner presents
with key cards. Uses
cards only briefly.
Expressive and holds
audience attention.
Learner presents with
key cards – more
reliant on looking
at cards. Uses
expression.
Learner reads parts
of speech. Little
audience contact is
evident.
Includes information
on all required
aspects of the
speech. Information
is detailed and
accurate.
Includes brief
information on all
required aspects of
speech.
Some of the required
information is not
present. Some
inaccuracies.
Learner speaks
Pronunciation is
mostly correct.
Good sentence
construction and
evidence of varied
vocabulary.
Presentation
Content
(4)
Pronunciation fluently. Uses
excellent sentence
and
language construction and
varied vocabulary.
(2)
(1)
Whole speech is read.
Monotone and no
eye contact.
http://www.biography.com/people/nat-turner-9512211
http://www.youtube.com/watch?v=Kh58Bb5vUpg: the slave ship “Amistad” interview with
Joseph Cinque in 1841
en.wikipedia.org/wiki/Joseph_Cinqué
http://slaverebellion.org/index.php?page=united-states-insurrections
Not enough
information given.
Speech is too short
and lacks detail.
Lesson plan: The Impact of the transatlantic
slave trade and economies of West Africa
Knowledge focus
Pronunciation
errors. Repetitive
vocabulary.
Grammatical errors.
Speech does not flow.
Many pronunciation
and grammatical
errors.
Lesson plan: The Impact of the transatlantic
slave trade on slaves
• Investigate the impact that the American slave trade had on the West Africa
• Research and discuss the impact that the American slave trade had on the America and
Britain
• Draw comparisons of the impact on the African and New World countries
Teaching guidelines
1. Refer the learners to the timeline and map to put history into perspective.
Knowledge focus:
2. Discuss and look at visual sources of evidence – in this lesson show maps indicating the
distribution of raw materials produced by slaves throughout the world.
• Listen to songs and define the explicit and implicit meanings of the words of the songs
3. Summarise the impact of the slave trade on West Africa, America and Britain.
• Research and then summarise the life of an American plantation slave
4. Introduce research material regarding the impact by referring learners to the following
websites for extension purposes:
• Extend their vocabulary and context of words within sentences
• Discuss the iconic freedom fighters, their characteristics, values and qualities
http://www.youtube.com/watch?v=Bc68QcyfWHE Slavery’s Effect on Southern Economic
Development
• Journey through a personal account of a slave fleeing for freedom using the Underground
Railroad
http://www.youtube.com/watch?v=YrWBl1phMKk SLAVERY & THE ECONOMY
Teaching guidelines
1. Refer the learners to the timeline and map to put history into perspective.
2. In this lesson, listen to auditory sources that learners can hear relating to the anguish and
turmoil in the lyrics of songs and visual pictures of the harsh treatment of the plantation
slaves. Motivate a discussion around this treatment and how learners would do things
differently if they had been plantation owners. Discuss how to write poetry or lyrics.
3. Investigate the conditions of the slaves on American plantations.
4.Introduce the freedom fighters using pictures and video footage and discuss the
characteristics of a freedom fighter:
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The Transatlantic Slave Trade
The great-brained ape
Who stood erect and talked to his fellows
Who planted seed and first boiled iron
And civilized a world.
Night fell, silent and noisome night, ghost-haunted, earthquake tore, flood roared,
serpent and insect bit
Fever raged, starvation reigned; but Africa lived
Africa lived and grew, fared far and flourished
Vitalized mankind.
Until the Devil rose and ruled in Europe and America
Worshipping greed, proclaiming God, enchaining his children
Preaching Freedom, practicing slavery making
with the Africans of the world.
The Transatlantic slave trade took place from the 16th to the 19th centuries across the
Atlantic Ocean. Most slaves were West Africans who were captured and sold by West African
slave traders and bought by the Western European slave traders. It is sometimes called the
‘Maafa’ by African Americans, meaning ‘holocaust’ or ‘great disaster’ in Kiswahili. The slaves
were one element of a three-part economic cycle: the Triangular Trade and its infamous
Middle Passage which involved four continents (Africa, America, West Indian Islands and
Europe), Four Centuries and the lives and futures of millions of people.
West African slaves were sourced from western and central parts of the African continent
and were transported by ship to the ‘New World’ countries in the Western Hemisphere,
particularly the United States of America. Far more slaves were taken from West Africa to
South America than to North America, because the South American economy was reliant
on labour intensive work such as farming and manufacturing of goods and clothing.
http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/african-slave-trade
To be mocked and spat upon
To be crucified! Dead and buried!
But Africa is not dead; she never died; she never will
She writhes in sleep; this third century of her degradation
She struggles to awake.
Adapted poem by W. E. B. DuBois
A diagrammatic depiction
of the Transatlantic
Triangular Trade Route
A map showing the Transatlantic slave trade route
In this module you will learn about:
• West Africa before the slave trade
• The nature of slavery in West Africa before European slave trade
• Slavery in the American South
• The impact of the transatlantic slave trade on the slaves
• The freedom fighters
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•
•
The impact of the transatlantic slave trade on the economies of West Africa, America and Britain.
The economic gains for America and Britain and the negative impact on the economy of West Africa.
West Africa before the slave trade
Before the European slave trade, the West African people enjoyed a rich heritage involving
cultural and historical customs and traditions. Their political arrangements included
kingdoms, city-states and villages each with their own cultural background and language.
The Songhai Empire, as well as the Kingdoms of Mali, Benin and Congo, were lead by
powerful monarchs who headed up complex political structures who in turn, governed
thousands of subjects.
The West Africans were skilled in specialities like art, technology, medicine, mathematics,
astronomy and agriculture. They were skilled craftsmen and made lavish items in bronze,
ivory, gold and terracotta which they sold to local and trade markets.
The trade route between West Africans and Europeans had long been established through
North African merchants for centuries. Portuguese traders first sailed the west coast of
Africa in the 15th century. Dutch, British, Scandinavians and French traders followed later.
These traders were mainly interested in the natural resources of the African continent like
gold, ivory and spices.
From the onset, European’s bought and sold Africans as slaves, but it was not until the
17th century when sugar-cane plantation owners needed more slave labour to meet the
demands the increasing popularity for sugar in Europe, that the slaves became a major
trade enterprise.
The former slave, Olaudah Equiano wrote his autobiography,
“The Life of Olaudah Equiano” in 1789. To find out what West
Africa was like before the slave trade, listen to the audio
extracts: http://www.liverpoolmuseums.org.uk/ism/slavery/
africa/olaudah_africa.aspx or read the extracts from his book
below and answer the questions that follow.
Early life
“The part of Africa, known by the name of Guinea, to which the
trade for slaves is carried on, extends along the coast above
3400 miles, from Senegal to Angola, and includes a variety of
kingdoms. Of these, the most considerable is the kingdom
of Benin, both as to extent and wealth, the richness and
cultivation of the soil, the power of the king and the number
and warlike disposition of the inhabitants.
This kingdom is divided into many provinces or districts; in one of the most remote and
fertile of which, called Eboe, I was born in the year 1745, in a charming fruitful vale named
Essaka. The distance of the province from the capital of Benin and the sea coast must have
been very considerable, for I had never heard of white men or Europeans.”
Agriculture
“Our land is uncommonly rich and fruitful, and produces all kinds of vegetables in great
abundance. We have plenty of Indian corn, and vast quantities of cotton and tobacco. Our
pineapples grow with culture; they are about the size of the largest sugar loaf and finely
flavoured. We have spices of different kinds, particularly pepper and a variety of delicious
fruits which I have never seen in Europe; together with gum of various kinds and honey
in abundance. All our industry is exerted to improve those blessings of nature. Agriculture
is our chief employment; and everyone, even the children and women, are engaged in it.
Thus we all habituated to labour from our earliest years.
Our tillage is exercised in a plain or common, some hours walk from our dwellings, and all
the neighbours resort thither in a body. They use no beasts of husbandry; and their only
instruments are hoes, axes, shovels and beaks or pointed irons to dig with. Sometimes we
are visited by locusts which come in large clouds, so as to darken the air, and destroy our
harvest. This however happens rarely, but when it does, a famine is produced by it.”
Clothing
“As our manners are simple, our luxuries are few. The dress of both sexes is nearly the same.
It generally consists of a long piece of calico, or muslin wrapped loosely around the body,
somewhat in the form of a highland plaid. This is usually dyed blue which is our favourite
colour. It is extracted from a berry and is brighter and richer than any I have seen in Europe.
Besides this, our women of distinction wear golden ornaments which they dispose with
some profusion on their arms and legs. When our women are not employed with the men
in tillage, their usual occupation is spinning and weaving cotton, which they afterwards
dye and make into garments. They also manufacture earthen vessels of which we have
many kinds. Among the rest, tobacco pipes, made after the same fashion and used in the
same manner as those in Turkey.”
Dance and music
“We are almost a nation of dancers, musicians and poets. Thus every great event, such
as a triumphant return from battle, or other cause of public rejoicing, is celebrated in
public dances which are accompanied with songs and music suited to the occasion. We
have many musical instruments, particularly drums of different kinds, a piece of music
which resembles a guitar, and another much like a stickado. These last are chiefly used by
betrothed virgins, who play on them, all grand festivals.”
Activity 1: Olaudah Equiano’s early life in Africa
Answer the following questions in your class workbook:
1. What was the main industry that Olaudah and his fellow villagers were involved in? (1)
2. Name four food resources that they had in abundance in their valley. (4)
3. What activity did Olaudah and his friends engage in from a young age? (1)
4. Write two short sentences which illustrate your understanding of the way
the villagers farmed during this time. (3)
5. Write a short paragraph about the clothing worn and the role that women played
in the village. (5)
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6. Explain how public events were celebrated in the village. (3)
7. Do you think Olaudah and his fellow villagers lead a quiet, tranquil, simple
life before the slave trade? Explain your reasoning. (3)
Total: 20
For further background reading, visit: http://revealinghistories.org.uk/africa-the-arrival-ofeuropeans-and-the-transatlantic-slave-trade.html
The nature of slavery in West Africa before
the Europeans
Activity 2: Mind map
Use the information below to create a mind map which summarizes the nature of
slavery in West Africa before the Europeans arrived.
African slavery was renowned in Northern Africa from as early as 1550BC. The
Egyptians used prisoners of war, Hebrews and Babylonians to work as slaves in the
houses of nobility and at Pharaoh’s palace.
Activity 3: Report
Write a report about West Africa before the slave trade. Total: (10)
Slavery in the American South
Plantations
Slavery and work on plantations went hand in hand during the years of African-American
enslavement. The amount of slave labour required by each plantation owner varied
depending on the type of crops they were growing.
The sugar plantations were particularly harsh environments to work in. Slaves would be
controlled using a ‘gang’ system. Planting and cane cutting was given to the strongest
person and work which was less physically demanding was given to a weaker person.
Children were also put to work to clean, guard and keep the birds away from the crops.
Slavery was prevalent in West Africa since approximately 900D. The lives of the West
African slaves differed dramatically from the African American slaves. For example:
• The slaves were not treated as ‘chattel’ slaves (traditional slaves treated as personal property of the owner and bought and sold like commodities).
• In West African society, land was communally and not individually owned, which meant that either social status or class was determined by the extent of land ownership
• Slavery in West Africa was not reserved for racial or religious minorities
• Slaves formed part of the family and private property
• Slavery was not a position that was held for a lifetime
• Slaves had human rights, along with other members of society. They were to marry with the permission of their owners, could own property and benefit from inherited goods from their owners
• Slaves could also have slaves themselves
• A slaves child was not automatically born into servitude
• Some slave owners would eventually adopt the slaves into their own families
For further research visit:
http://www.rzuser.uni-heidelberg.de/~el6/presentations/pres_c1_african_
americans_ws02_03/Slavery_in_Africa_prior_to_European_contact.htm
Total: (6)
Sugar plantation slaves were made to work six days a week from a young age until they
became old and frail.
Slaves were divided into skilled and unskilled labour as a plantation’s sustainability was
dependent on both. Field hands were considered unskilled, whilst skilled labourers like
masons, joiners and metalworkers were needed to keep factories, fields, farm equipment
and transport functioning. The wider slave community’s needs were served by other
workers like cooks, nurses and seamstresses.
Slaves who had agricultural experience were held accountable and were often
responsible for making important plantation decisions such as harvesting, picking
and transport. Rice plantations and salt ponds were considered the worst working
environments. Tobacco plantations were smaller than sugar plantations and the slaves
were not organized into gangs, but worked alongside the free labour.
For an overview of the history of slavery in America visit: http://www.youtube.com/
watch?v=pDukq8npXBk: The History of Slavery In America (FULL)
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Activity 4: Oral
Present an oral regarding the harsh conditions of an American plantation slave (Refer
to the rubric at the end of this book when preparing your oral).
Reasons for using slave labour
When the Europeans settled in America, the idea was that they would be given small
pieces of land to cultivate and develop a variety of crops for export to Europe. Initially
they grew tobacco and cotton, but over time, sugar crops started to replace these two
due to the profitability of this crop.
An ideal sugar plantation required large tracts of land, an investment in machinery to
process the crop and a large number of labourers.
Formerly the tobacco and cotton crops would be grown by the farmer with the help from
a few labourers, but the sugar plantations, being labour intensive, required a greater
number of farm labourers.
Africa seemed the obvious place to get labour for these plantations:
• Since 1460, the Portuguese used African slaves to grow sugar in the Madeira Islands
• The climates were similar
• African people were mainly farmers themselves
• The Europeans maintained that the Africans were hardly ‘human’ and therefore the inhumanity of slavery was flippantly dismissed
The capturing, selling and transporting of
slaves from West Africa
Most West African slaves were bought from local
African slave traders. Some were captured during
raids along the West coast and brought to Europe.
These traders had advanced trading systems and
alliances which enabled them to gather groups
together for sale purposes. Slaves were shackled
together as they marched on foot to the West Coast
of Africa, often being subjected to long laborious
journeys which lasted weeks or even months.
When they reached the coast, they would wait for
their journey to America in large stone forts, or
smaller wooden compounds. There, the conditions were less than humane.
Slave ships would arrive from Europe laden with trade goods for bartering. Ship captains
would offer gifts to the local African slave traders such as textiles, alcohol, firearms, beads
and cowrie shells.
Activity 5: Extracting information from text
Read the following account from former slave Olaudah Equiano, and answer the
questions in your class workbook that follow.
March to the coast and sale
“Generally, when the grown people in the neighbourhood were gone far in the fields
to labour, the children assembled together in some of the neighbours premises to
play; and commonly some of us used to climb up a tree to look out for any assailant or
kidnapper that might come upon us; for they sometimes took those opportunities of
our parents’ absence to attack and carry off as many as they could seize.
One day, as I was watching at the top of a tree in our yard, I saw one of those people
come into the yard of our neighbour to kidnap. Immediately I gave the alarm of the
rogue, and he was surrounded by the stoutest of them who entangled him with cords,
so that he could not escape until some of the grown people came and secured him.
But alas! Ere long it was my fate to be thus attacked and to be carried off, when none
of the grown people were nigh. One day, when all our people were gone out to their
works as usual, and only I and my dear sister were left to mind the house, two men
and a woman got over our walls, and in a moment seized us both and without giving
us time to cry out, or make resistance, they stopped our mouths, and ran off with us
into the nearest wood. They tied our hands and continued to carry us as far as they
could, till night came on, when we reached a small house where the robbers halted for
refreshment and spent the night.
From the time I left my own nation I always found somebody that understood me until
I came to the sea coast. The languages of different nations did not totally differ, nor
were they so copious as those of the Europeans, particularly the English. They were
therefore easily learnt; and while I was journeying thus through
Africa, I acquired two or three different tongues.
At length, after many days travelling, during which I had often
changed masters, I got into the hands of a chieftain in a very
pleasant country. However, a small time afterwards, I was sold
again. I was now carried to the left of the sun’s rising, through
many different countries and a number of large woods. I was
sold again, and carried through a number of places, till, after
travelling a considerable time, I came to a town called Tinmah
in the most beautiful country I had yet seen in Africa. Here I saw
and tasted for the first time, sugar-cane. Their money consisted
of little white shells, the size of a fingernail. I was sold here for
Detail of a headdress
one hundred and seventy two of them.
made from cowrie
shells, which were
Thus I continued to travel, sometimes by land and sometimes by used as currency.
water, through different countries and various nations, till, at the Courtesy Greg Davis
end of six or seven months after I had been kidnapped, I arrived National Geographic
Creative photography
at the sea coast.”
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http://www.liverpoolmuseums.org.uk/ism/slavery/africa/olaudah_africa.aspx
Answer the following questions in your class workbook:
1. Why was it necessary for a child to climb a tree and keep a look out? (1)
2. Explain what is meant by, “From the time I left my own nation I always found
somebody that understood me till I came to the sea coast.” (3)
3. How does Olaudah use the position of the sun to get his bearing in the following
quote from the text, “I was now carried to the left of the sun’s rising, through many different countries and a number of large woods”. (2)
4. Based on the passage, what did the European traders use as currency to buy the
slaves? (1)
5. How would you describe the writer’s tone in this passage? (1)
The transport of slaves
The harsh conditions on board ship
Total: (8)
Slaves were transported using special converted
cargo ships to cross the Atlantic Ocean,
developing the transatlantic slave trade route
between Africa and America. Conditions for
slaves on board these ships were harsh and cruel.
The slave forts and slave ships kept people in
dark, dirty rooms with little nourishment and in
very cramped conditions. Slaves were kept in
chains and lay on their backs on slave ships while
crossing the Atlantic Ocean. This harsh journey
became known as the “Middle Passage” and many
slaves died during this journey.
A map showing the number
and transportation of slaves
from Africa to America from
1650 to 1860.
Activity 6:
Use the table below to make the following deductions:
1.Which country had the greatest number of slave traders between 1520 and 1867?(1)
2.Draw a graph (of your choice) to visually depict the slave trade carriers relative to their countries.
(6)
3.To which country were the highest number of slaves delivered? (1)
4.What was the reason for this? (use the map above) (1)
5.Draw a graph (of your choice) to visually depict the number of slaves delivered relative to the receiving country. (6)
6.How many slaves died en route to their destination? (1)
7.Give a total of the number of slaves that were captured and transported out of Africa from 1520 -1867? (2)
Total: (18)
Atlantic Slave Trade: Carriers and Destinations
Approximately 10 million – 15 million Africans were transported to the New World between
1520 and 1867 with an additional 4–6 million perishing en route.
CARRIERS
(The leading slave traders)
DESTINATIONS
(Main places slaves were delivered to)
1
= 1 million slaves
Portugal 4,7
4
= 1 million slaves
Brazil 4,0
Britain /
British North America /
United States 2,9
British West Indies /
British North America /
United States 2,5
Spain 1,6
Spanish Empire
including Cuba 2,5
France 1,3
French West Indies 1,6
Netherlands 0,5
Dutch West Indies 0,5
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Slave markets
buy him, unless he also bought her self and Emily. She promised, in that case, to be the most
faithful slave that ever lived. The man answered that he could not afford it, and then Eliza burst
Read through the following account of the proceedings at a slave auction and watch the into a paroxysm of grief, weeping plaintively. Freeman turned round to her, savagely, with his
whip in his uplifted hand, ordering her to stop her noise, or he would flog her unless she ceased
Youtube video referenced below.
that minute, he would take her to the yard and give her a hundred lashes. Yes, he would take
http://www.youtube.com/watch?v=bfw9mLjh7YM The Slave Auctions
the nonsense out of her pretty quick - if he didn’t, might he be dead. Eliza shrunk before him,
and tried to wipe away her tears, but it was all in vain. She wanted to be with her children, she
said, the little time she had to live. All the frowns and threats of Freeman, could not wholly
A slave market in
silence the afflicted mother. She kept on begging and beseeching them, most piteously not to
America
separate the three. Over and over again she told them how she loved her boy. A great many
times she repeated her former promises - how very faithful and obedient she would be; how
hard she would labour day and night, to the last moment of her life, if he would only buy them
As Henry Bibb explained in The Life and Adventures of an American Slave (1851): “A slave may all together. But it was of no avail; the man could not afford it.”
be bought and sold in the market like an ox. He is liable to be sold off to a distant land from
his family. He is bound in chains, hand and foot; and his sufferings are aggravated a hundred
fold by the terrible thought, that he is not allowed to struggle against misfortune, corporal
punishment, insults and outrages committed upon himself and family; and he is not allowed
Use the account of an eye witness at a slave auction to write your own account of the
to help himself, to resist or escape the blow, which he sees impending over him. I was a slave,
proceedings of the sale of slaves at auctions and markets.
a prisoner for life; I could possess nothing, nor acquire anything but what must belong to my
Total: (10)
keeper. No one can imagine my feelings in my reflecting moments, but he who has himself been
a slave.”
Solomon Northup was a freeman living in Saratoga, Springs when he was kidnapped by Much of the raw materials that slaves produced found its way into the world export markets.
Theophilus Freeman, of New Orleans. In his autobiography, Twelve Years a Slave (1853) he The demand for these products resulted in extra labour demands and faster turnaround
described how he was treated in the slave auction: “In the first place we were required to wash times, which led to the beginning of the American and British industrial revolutions.
thoroughly, and those with beards, to shave. We were then furnished with a new suit each,
cheap, but clean. The men had a hat, coat, shirt, pants and shoes; the women frocks of calico
and handkerchiefs to bind about their heads. We were now conducted into a large room in the
front part of the building to which the yard was attached, in order to be properly trained, before
the admission of customers. The men were arranged on one side of the room, the women on the
other. The tallest was placed at the head of the row, then the next tallest, and so on in the order The life of a slave in the American South was very hard and they suffered under harsh
of their respective heights. Emily was at the foot of the line of women. Freeman charged us to circumstances. They were sold at auctions as chattel slaves and taken to their new homes
remember our places; exhorted us to appear smart and lively. After being fed in the afternoon, and branded with estate marks to show who they belonged to. The same marks were used
on cattle, other livestock and plantation goods.
we were again paraded and made to dance.”
Northup described the selling of Eliza’s children, Emily and Randall: “By this time she had Many died from dysentery and pneumonia due to poor living conditions. Homes were
become haggard and hollow-eyed with sickness and with sorrow. It would be a relief if I could badly built and did not offer much protection from the cold winter winds.
consistently pass over in silence the scene that now ensued. It recalls memories more mournful
and affecting than any language can portray. I have seen mothers kissing for the last time the “There were no beds given the slaves, unless one coarse blanket be considered such, and none
faces of their dead offspring; I have seen them looking down into the grave, as the earth fell with but the men and women had these...They find less difficulty from the want of beds, than from the
a dull sound upon their coffins, hiding them from their eyes forever; but never have I seen such want of time to sleep; for when their day’s work in the field is done, the most of them having their
an exhibition of intense, unmeasured, and unbounded grief, as when Eliza was parted from washing, mending, and cooking to do, and having few or none of the ordinary facilities for doing
her child. She broke from her place in the line of women, and rushing down where Emily was either of these, much of their sleeping hours are consumed in preparing for the field the coming
standing, caught her in her arms. The child, sensible of some impending danger, instinctively day; and when this is done, old and young, male and female, married and single, drop down side
fastened her hands around her mother’s neck, and nestled her little head upon her bosom. by side, on one common bed, the cold, damp floor, each covering himself or herself with their
Freeman sternly ordered her to be quiet, but she did not heed him. He caught her by the arm miserable blankets; and here they sleep till they are summoned to the field by the driver’s horn.”
and pulled her rudely, but she only clung the closer to the child. She besought the man not to Frederick Douglass, from The Narrative of the Life of Frederick Douglass, 1845
Activity 7: Eye-witness account
The impact of the Transatlantic Slave
Trade on slaves
© e-classroom 2014
9
Food was flavourless and lacked nourishment.
Sometimes slaves were given small gardens in
which they grew yams and vegetables or raised pigs
and poultry. If luck was on their side, they would
be given small incentives like extra food, additional
clothing and free time in the hopes that they would
take pride in and work more effectively.
Many slaves were given new names which further
humiliated them and when they tried to escape
their harsh life, they were often caught and beaten
severely.
Injuries to a slave’s back after a severe
lashing
Many slaves found peace in music and religion.
Religion became a means of union and collective
expression and hope for eternal life. For all these
reasons, slave owners tried to discourage it at every
turn and saw it as a form of resistance to white
domination and discipline.
‘As to religion, the natives believe that there is one
Creator of all things, and that he lives in the sun and
is girded round with a belt, that he may never eat or
drink…. They believe he governs events, especially
deaths or captivity….” Quote from Olaudah Equiano
https://www.youtube.com/watch?v=ljup8cIRzIk
Swing Low, Sweet Chariot - The Plantation Singers
Activity 8: Song
Write your own poem or song lyrics which accurately capture your emotions
regarding how you would feel if your were enslaved and treated harshly.
Activity 9: Summary
Use the previous notes in this document to make a point form summary about the
harsh life as a plantation slave in South America.
Total: (5)
Activity 10: Definitions
Find a suitable meaning for the following words and then write a sentence which
indicates your understanding of each word in your class workbook:
http://www.oxfordlanguagedictionaries.com/
branded; domination; resistance; exploited; humiliation; oppressed; nourishment
Plantation slaves
Total: (7)
Liberation fighters: rebellion against slavery
Swing Low, Sweet Chariot
Slaves picking cotton
Total: (10)
Chorus:
Swing low, sweet chariot,
Comin' for to carry me home;
Swing low, sweet chariot,
Comin' for to carry me home.
I looked over Jordan,
And WHAT did I see,
Comin' for to carry me home,
A band of angels comin' after me,
Comin' for to carry me home.
Repeat chorus:
If you get there before I do,
Comin' for to carry me home,
Tell all my friends I'm comin' too,
Comin' for to carry me home.
© e-classroom 2014
Throughout the history of the enslavement of Africans
on American soil, there were numerous attempts to
overthrow white domination and seek liberation.
The dominant white plantation owners lived in
continual fear of the slave societies they kept in captivity
because the slave populations were larger than those
of their masters. The anger and resentment which was
triggered by a life of cruelty and injustice often spilt
over into violent and fatal rebellions. Many of these
rebellions were defeated in a violent and brutal fashion,
but in some instances, slaves managed to escape and
went on to set up their own communities and countries.
Nat Turner’s Revolt
Nat Turner was born into slavery on October 2, 1800,
on a Southampton County plantation. He became
a Christian preacher and believed that he had been
chosen by God to lead slaves out of captivity. On
August 21, 1831, he led a violent uprising. After the
uprising, he disappeared for six weeks but was later
10
caught and hanged. This incident brought the liberation movement to an abrupt end
resulting in the American government passing even harsher laws against slaves.
“I saw white spirits and black spirits engaged in battle, and the sun was darkened – the
thunder rolled in the heavens, and blood flowed in streams.”
Nat Turner
View the video of the uprising: http://www.biography.com/people/nat-turner-9512211
Joseph Cinque and the Amistad Mutiny of 1839
In January 1839, hundreds of native Africans were sold into
the Spanish slave trade after they were captured from Mendel
near Sierra Leone. After suffering a horrendous journey to Cuba,
the slaves were falsely classified as native Cuban-born slaves
and sold at auction to Don Jose Ruiz and Don Pedro Montez.
Whilst being transported aboard the La Amistad, Sengbe Pieh,
a 25-year-old Mendi known as ‘Cinque’, along with his captives,
staged a revolt three days into the journey and gained control of
the vessel.
Picture courtesy
Americaslibrary.gov
Montez and Ruiz were ordered to sail east towards Africa but
during the night, they changed course and after more than two
months at sea, the Amistad finally arrived at Montauk Point, Long Island, New York, where
the vessel and its African “cargo” were seized by the Federal Survey Brig Washington.
On August 29, 1839, the Amistad was towed to New London, Connecticut, where the
African’s legal struggle for freedom was fought in a lengthy battle which involved the
former President of the United States, John Quincy Adams.
In March 1841, the Supreme Court delivered its final verdict that the Amistad Africans
were free to return home. John Quincy Adams wrote a letter to inform his co-counsel
Roger Sherman Baldwin of the verdict and wrote: “The decision of the Supreme Court in
the case of the Amistad has this moment been delivered by Judge Story. The captives are
free...Yours in great haste and great joy...”
At the end of 1841, the African’s returned to Sierra Leone. The Amistad case unified and
advanced the abolitionist movement in the United States. It is believed that after his
return to Sierra Leone, Cinque became a Christian missionary.
http://www.youtube.com/watch?v=Kh58Bb5vUpg: the slave ship “Amistad” interview
with Joseph Cinque in 1841
Activity 11: Diary entry
Read through the account of Joseph Cinque’s seizure of the Amistad to develop a
factually based diary entry detailing the capture as well as the result of the court case
against him in 1841.
Use the following websites for further reference: en.wikipedia.org/wiki/Joseph_
Cinqué ; www.spartacus.schoolnet.co.uk
Total: (10)
The Underground Railroad
The ‘Underground Railroad’ was a comprehensive network of connected secret
underground routes, tunnels, paths, passages and safe houses developed and used by
the 19th century slaves to enable their freedom to free states in America and Canada,
with the help and experience of abolitionists who were sympathetic to their cause. The
network was not literally underground or an actual railroad, but rather a figurative term
given to the underground resistance to white domination and oppression of the slaves at
the time.
If the slaves managed to get as far as Canada or other free states in North America, it
meant that they were on free soil and therefore free from the life of enslavement in
Picture courtesy Americaslibrary.gov
© e-classroom 2014
11
the South. Harriet Tubman assisted the slaves in their longing for freedom by creating
this underground network in the 1800s. In turn, other abolitionists would provide safe
houses for the slaves to hide, rest and receive nourishment before embarking on the next
dangerous leg of their journey. A secret “railway” code was used to communicate from
one safe house to the next and in this way, the ‘Underground Railway’ remained a secret.
Many slaves escaped and this enraged the plantation owners of the south.
The Underground Railroad ended around the mid 19th century after the American
Civil War in 1865, when slavery was abolished and the Union won the war against the
Confederacy.
http://education.nationalgeographic.com/education/media/underground-railroadjourney-freedom/?ar_a=1#undefined
Visit this website for a personnel account of a slave’s journey to freedom using the
Underground Railroad.
http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm
Activity 12: Design a poster
Design an A2 poster of the Underground Railroad providing information explaining
what the Underground Railroad was; who travelled on it and which routes people
travelled.
Activity 13: Research
Use the quotes and the websites provided to assist you in answering the questions
below.
1) Who was Harriet Tubman?
(1)
2) What did she do during the Civil War to gain reknown?
(2)
3) Why was she called ‘Moses’?
(2)
https://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&c
ad=rja&uact=8&ved=0CEgQtwIwCQ&url=http%3A%2F%2Fwww.biography.
com%2Fpeople%2Fharriet-tubman-9511430&ei=wUcnU-LvLtOQhQfBs4H4CA&usg=
AFQjCNGtxtENrgSHNo3mSKSMV6TVOgpvVg
https://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=
rja&uact=8&sqi=2&ved=0CDAQtwIwAQ&url=http%3A%2F%2Fwww.biography.
com%2Fpeople%2Fharriet-tubman-9511430&ei=ukcnU57CLsGbygHWzoHoCA&usg=
AFQjCNGtxtENrgSHNo3mSKSMV6TVOgpvVg
Total: (5)
John Brown: (1800 – 1859)
Total: (10)
Harriet Tubman: 1820 - 1913
Activist, African-American abolitionist, humanitarian, and
Union spy during the American Civil War.
• Born: 1820, Dorchester County, Maryland, United States
• Died: March 10, 1913, Auburn, New York, United States
• Children: Gertie Davies
• Spouse: Nelson Davies (m. 1869–1888), John Tubman (m. 1844–1851)
• Nicknames: Minty, Moses
• Parents: Harriet Greene, Ben Ross
© e-classroom 2014
12
John Brown’s time line
Activity 14: Test your knowledge
May 1800-1812
Born in Torrington, Connecticut.
John Brown lodges with a slave-owning man, who beat his slave with a shovel. This inspires his hatred of slavery.
August 31, 1831
Nat Turner leads a slave rebellion in Virginia. Turner’s rebellion shocks the South and influences Brown’s planning for his later attack at Harper’s Ferry.
January 1836
Brown moves to central Ohio, where he becomes a stationmaster for the Underground Railroad and gives
speeches to repeal the state laws on slavery.
Summer 1837
Brown is expelled from his church for escorting blacks to pews reserved for white parishioners.
Summer 1839
Brown begins to consider a plan to lead a slave revolt.
November 1847--1851 Black abolitionist leader Frederick Douglas visits Brown who lays out his plan to lead a group of men on raids including Harper’s Ferry.
January 24, 1856
President Franklin Pierce declares the proslavery legislature, legitimate.
February 22, 1856 A Northern antislavery party, the Republican Party, is formed.
January-March 1857 Brown introduced to abolitionists who provide financial and moral support for his antislavery activities. The group becomes known as the “Secret Six”. Brown sets about refining their plans for an assault on slavery.
April 1858
Brown proposes a new constitution: complete equality of the races.
Spring 1859
October 16, 1859
October 27, 1859
November 1859
December 2, 1859
April 12, 1861
December 6, 1865
Brown travels through the north east raising money and increasing support for his cause.
Brown leads his men on an attack on the armory at Harper’s Ferry. They meet little early resistance and capture the armoury. But later, ten of his men are killed and Brown is questioned for three hours.
John Brown faces the first day of trial for murder, conspiracy, and treason.
Brown found guilty and sentenced to hang.
Brown killed by hanging.
Confederate forces fire on Fort Sumter and the Civil War begins.
The Thirteenth Amendment to the Constitution, abolishing slavery, is ratified.
Read the account of John Brown’s life and his mission to abolish slavery and answer
the questions that follow in your class workbook:
1.What event in John Brown’s life lead him to become a slavery abolitionist? (1)
2.Whose rebellion motivated Brown to plan an attack on Harper’s Ferry? (1)
3.What do you think his role was as a station master in the Underground Railroad? Give a reason for your answer. (2)
4.Who were the “secret six”? (2)
5.What does Brown propose in April 1858? Why do you think this would never have worked at this time in American history? (3)
6.Do you believe that John Brown died a martyr? Give reasons for your answer
and use the events of the timeline to substantiate it. (4)
7.Choose your own words to describe John Brown’s character.
(2)
8.Design your own anti-slavery poster on an A4 sheet of paper.
(5)
9.Create a mind map of John Brown’s life in your workbook which highlights the main points.
(10)
Total: (30)
The impact of the Transatlantic Slave Trade
and Economies of West Africa
The slave trade had a damaging effect on Africa. It drained Africa of its strongest and
most skilled people between the ages of 15 and 25. Human resources dwindled and
Africa became vulnerable to European colonization in the 19th century.
Slavery in the African culture increased and African states fell into the “trade or go under”
trap set by the European colonialists. The demand for slaves only served to strengthen
hierarchical power structures.
As a result of Africa’s slave trade activities, it became an underdeveloped continent.
The demand for African slaves by European slave traders became a disruptive factor
in the economic well being of African society because slave trade proved to be far
more profitable than gold and other precious natural resources. Africans who wanted
to acquire European goods like cloth, weapons, alcohol and cooking utensils were
encouraged to provide slaves in exchange for these goods. Internal trade amongst
Africans reduced and external trade between Africans and Europeans was encouraged.
Slave trade also created conflict amongst tribes which often ended in battles, and this
placed an even greater strain on the already depleted youth of the African nations.
“This process in turn aided the stifling of the internal evolution of African societal
© e-classroom 2014
13
development. Countries in West and Central Africa were leading forces inside Africa
whose energies would otherwise have gone towards their own self-improvement
and the betterment of the continent as a whole.” (Walter Rodney: How Europe
Underdeveloped Africa)
Activity 15: Summary
Use the following headings to complete your own summary of the impact of the slave
trade on the African continent.
• Human resources
• Economic development in Africa
• Societal development
• African slave trade
• Trade of natural resources
• Resistance to slavery
Total: (12)
America and Britain
Slave labour formed the backbone of these
economies from as early as the 16th century.
Slaves worked in farm and urban settings.
By the 1830s, slave labour required to run the
plantations had grown substantially. Each
plantation economy was part of a larger national
and international political economy involving
Britain and Europe. By 1830, cotton had
developed into a powerful, export commodity
and was considered “the king crop of the south”.
It was also the main crop of export in the United States, which was competing for
economic leadership in a world wide political economy.
Both American and British shipping and financial industries were reliant on the cotton
industry. The British textile industry was dependent on the cotton stocks from America
for textile and clothing manufacture. In 1783, the cotton gin was invented which allowed
plantation farmers to produce far greater volumes of cotton for export purposes. As
the cotton plantations grew, so did the plantation economies, which in turn expanded
the influence of banks and financial institutions in New York, who supplied the loan or
investment capital to the landowners to purchase further tracts of land and more slave
labour to work the fields.
The increase in labour and production had a positive effect on the economies of Britain
and America, with the result that the added wealth of these countries provided the basis
for the development of the industrial revolution, capitalistic production and imperialism
(the export of capital to colonial territories).
Activity 16: Comprehension
1. What export commodity was considered ‘King of the crop’?
(1)
2. Where was it exported to?
(1)
3. How did the plantation economics influence the expansion of banks? (2)
4. When was slavery abolished in the United Kingdom and the United States of
America? (2)
Total: (6)
The abolition of slavery in America and Britain
In 1833, the Slavery Abolition Act was passed as an Act of the Parliament of the United
Kingdom. This act served to abolish slavery throughout the British Empire. The Thirteenth
Amendment to the Constitution of the United States of America abolished all slavery and
involuntary servitude. It was passed into law December 1865. This was the first of the
Reconstruction Amendments after the American Civil War.
Activity 17: Key words
Use a dictionary to find meanings for these words within this historical context:
commodity, economy, abolition, industrial revolution, cotton industry,
capitalistic, production, imperialism, involuntary servitude
Total: (9)
Rubric for oral presentation
Presentation
Content
Learner presents
with key cards. Uses
cards only briefly.
Expressive and holds
audience attention.
Learner presents
with key cards –
more reliant on
looking at cards. Uses
expression.
Learner reads parts
of speech. Little
audience contact is
evident.
Whole speech is read.
Monotone and no
eye contact.
Includes information
on all required
aspects of the
speech. Information
is detailed and
accurate.
Includes brief
information on all
required aspects of
speech.
Some of the required
information is not
present. Some
inaccuracies.
Not enough
information given.
Speech is too short
and lacks detail.
Learner speaks
Pronunciation is
mostly correct.
Good sentence
construction and
evidence of varied
vocabulary.
Pronunciation
errors. Repetitive
vocabulary.
Grammatical errors.
Speech does not flow.
Many pronunciation
and grammatical
errors.
(4)
Pronunciation fluently. Uses
excellent sentence
and
language construction and
© e-classroom 2014
(3)
varied vocabulary.
(2)
(1)
14
Memos
Activity 5: Extracting information from
a text
Activity 1: Olaudah Equiano’s early life in Africa
1.
2.
3.
4.
Agriculture (1)
Indian Corn, cotton, tobacco, pineapples
(4)
Agriculture (tillage) (1)
Farming occurred in a basic manner, using basic instruments. Many people walked far to the farmlands. The were occurances of plagues of locusts that destroyed the harvests. (3)
5. Men and women dressed similarly. A long piece of calico or muslin was
wrapped around their bodies. Sometimes the material was dyed blue.
Ladies who had social standing wore jewellery. The women spun and
weaved cotton, made pots and tobacco pipes.
(5)
6. Celebrations consisted of dancing, singing and music suited to the occasion. (3)
7. Yes, their life was simple and tranquil. There was no war, the people lived in peace. The people lived off the land and worked the land for food. The slave trade took the men away who worked the land.
(3)
Total: (20)
Activity 6:
1) Portugal
2) Learners own answer – assess accuracy of the graph 3) Brazil
4) The slaves were needed for agriculture.
5) Learners own answer – assess accuracy of the graph.
6) 4-6 million
7) Total = 10-15 million
(1)
(6)
(1)
(1)
(6)
(1)
(2)
Total: (18)
Activity 7: Write an eye witness account
Activity 2: Mind map
Learner’s own answers.
A good description of the auction should be assessed. How the slaves were bought
and sold, what the markets looked like and the reaction of the slaves being sold.
The mind map should include the following facts:
•
Not treated as chattel slaves.
•
Slaves formed part of the family.
•
Not a postion held for a life time.
•
Had human rights.
•
Land was communally owned.
•
Slaves could have slaves themselves.
•
The children of slaves were not automatically born into servitude.
Total: (10)
Activity 8: Song
Learner’s own answers. Assess the learners on their message about enslavement,
oppression and harsh treatment.
Total: (5)
Activity 3: Table
Learner’s own answers. Must be checked for accuracy and marked accordingly.
Total: (10)
Activity 4: Oral presentation
1. To look for an assailant or kidnapper.
2. The languages of different nations did not differ totally and were easily learnt.
Olaudah had also learnt two or three different languages.
3. He knew which direction he was being taken as the sun rises in the east. He
could orientate himself by the rising sun.
4. Cowrie shells
5. The tone of the writer is sombre.
Total: (8)
Activity 9:
Learner’s own answers based on notes.
Assess the learners understanding and interpretation of the harsh life of a slave,
what the slave endured, the family they missed, their roles and where they lived.
Total: (5)
Answers – Assessment as per rubric in Learner Book
© e-classroom 2014
15
Activity 10: Definitions
Activity 14: Test your knowledge
Branded
Domination Resistance
Exploited Humiliation
Oppressed
Nourishment
1) He saw a slave owner beat a slave with a shovel.
2) Nat Turner’s rebellion.
3) Station masters provided the slaves with food, clothing and a place to rest. He also
provided directions to the next station. Their homes were called ‘stations’.
4) A group of men who were involved with the Underground Railroad and secretly
funded John Brown’s activities before his raid on Harpers Ferry.
5) He proposed a new constitution where all races were equal. This would not work, as
the slaves were needed as labourers.
6) A martyr is someone who is killed due to his or her beliefs. John Brown was hanged,
as he was found guilty of murder, conspiracy and treason. He was an abolitionist who
hated slavery. He wanted the equality of all races and proposed a new constitution
allowing for this.
7) Learner’s own answer.
8) Learner’s own answer.
9) Learner’s own answer – check the dates and information for accuracy.
Total: (30)
To have an identifying mark burnt onto the skin with a branding iron
The exercise of influence or power over something or someone
Refusal to comply or accept something or someone
To be made use of in an unfair way
To be made to feel foolish or ashamed
To be subjected to authoritarian or harsh treatment
Food needed for health, growth and development
Total: (7)
Activity 11: Diary Entry
Learner’s own answer, however facts should include:
•
Slaves were falsely classified as Cuban born.
•
Sold at auction to Don Jose Ruiz and Don Pedro Montez.
• Cinque freed himself and the other slaves and ordered the ship to be sailed back to Africa.
•
August, 1839, the Amistad was towed to Conneticut.
• In March 1841, the Supreme Court ruled that the slaves were free to return home.
• Cinque and the other slaves returned to Africa in 1842.
Total: (10)
Activity 12: Design a poster
Assess the poster for originality of design, the effective use of illustrations and whether
the learner demonstrates an understanding of the topic by addressing the following:
•
What was the Underground Railroad?
•
Who travelled on the Underground Railroad?
•
Where did people travel on the Underground Railroad?
•
When did people travel on the Underground Railroad?
•
Why did it end?
•
Why do you think it was called the “Underground Railroad”?
Human resources – Drain of the strongest and youth between the ages of
15 and 25.
Economic development in Africa – Decline in economic development as trade
within Africa was reduced.
Societal development – Slavery had a negative impact, as a generation was lost,
tribal wars occurred, people fled villages.
African Slave trade – Millions of Africans removed from the African continent.
Slaves were traded for guns, to protect against tribal battles.
Trade of natural resources – Declined as slaves were worth more than jewels and
other commodities.
Resistance to slavery – People fled villages so avoid capture.
Total: (12)
Activity 16: Comprehension
Activity 13: Research
1) A slave, nurse, civil rights activist and a leader in the Underground Railroad.
2) She nursed injured soldiers, served as a spy for the north and was part of a military campaign that rescued over 750 slaves.
3) She led hundreds of slaves to their freedom and was the first female conductor
of the Underground Railroad, just as Moses lead the Israelites out of Egypt.
Activity 15: Summary
Total: (5)
1. Cotton
(1)
2. United States of America
(1)
3. Landowners needed to buy more land as the plantations expanded and banks
supplied the investment capital for this, which in turn increased the banks’ wealth. (2)
4. United Kingdom – 1833
United States of America – 1865
(2)
Total: (6)
© e-classroom 2014
16
Activity 17: Key words
Commodity – A raw material that can be bought and sold.
Industrial revolution – The rapid development of industry that occurred in Britain
in the 18th and 19th centuries.
Production – Manufacturing using raw material or components.
Economy – The state of a nation in terms of consumption and production of goods.
Cotton industry – The farming and production of cotton in America during the
times of slavery.
Imperialism – Expansion of a countries influence and power through colonisation.
Abolition – the act of putting the end to a system or practice.
Capitalism - An economic and political system where the trade and industry of a
country are controlled by private owners and not by the state.
Involuntary servitude – A person working for another against their will.
Total: (9)
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