AFRICA and theATLANTIC SLAVE TRADE(S)

A BALANCED APPROACH

DR. BRUCE M. HAIGHTWESTERN MICHIGAN UNIVERSITY

KRESA TEACHER’S WORKSHOPMarch 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: bruce.haight@wmich.edu

• WMU HISTORY DEPARTMENT WEBSITE FOR WORKSHOP INFORMATION http://www.wmich.edu/history/

FABULOUS WEBSITE FREE FOR ALL MICHIGAN RESIDENTS

MICHIGAN ELECTRONIC LIBRARYhttp://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 THATFROM 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 U1.3.1The 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 NORTH AFRICA• CENTRAL AFRICA• EAST AFRICA

• SOUTH 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 STRUCTURESIN 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 - MALINKE• TRADERS - MALINKE• IRONWORKERS - MALINKE• POLITICIANS - MALINKE• MILITARY - MALINKE

THE GROWTH OF TRADEIN WEST AFRICA

BEFORE 1500

• WITHIN WEST AFRICA

• FROM WEST AFRICA ACROSS THE SAHARA DESERT TO NORTH AFRICA

THE GROWTH OFVILLAGES, TOWNS & CITIES

IN WEST AFRICABEFORE 1500

• LARGER CITIES IN THE INTERIOR

• VILLAGES NEARER THE COAST

THE GROWTH OF STATESIN 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 U1.4THREE 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?ODDLY - NOTHING ON SLAVERY LISTED)

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 BALANCEINCLUDES SLAVERY

GRADE 5 U3.3.4GRADE 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