Unit2:Africa

EuropeanInteractionandAtlanticSlaveTrade

Name:
KellyAquilla,TowsonUniversity
Date:
October1,2015

CLASSDESCRIPTIONS:*IhaveonlyobservedBDModsoncesoIamnotasfamiliarwith
thesestudentsaswithACMods.
2BD:StandardWorldCultures(27students)Studentsinthisclassaregenerallyattentiveand
participatory.Theyarequietandoftenneedhintsorprobestodiscovernewconcepts.They
seemuninterestedincheesyhumororjoking.InthisclassIhaveonestudentwhohasauditory
processingneedsandiseasilydistracted,astudentwhoshutsdownquicklyiffrustratedanda
studentinthefrontwhoishighenergyandoverparticipates.
3BD:InclusiveStandardWorldCultures(27students)Studentsareinteractiveandwillingto
participateinthelesson.Thisclasshasalotofpersonalitytherearemanyconflictingones.I
haveidentifiedonestudentwhoisbossyandpromotesanegativeatmosphere.InthisclassI
have9studentswithIEPsand1studentwitha504.Thereisanaidintheclassroomwho
assistswhoaselectfewoftheIEPstudents.
4BD:GTWorldCultures(27students)Studentsinthisclassrequirestructuredactivities.

Unit:
Africa
Lesson:
EuropeanEncountersandtheSlaveTrade
ALIGNMENT:
Standard

Objective

Assessment

Activity

Standard6.5.C.1:
Analyzetheeffectof
interactionsbetween
civilizationsinearly
worldhistory

Bytheendoftodays
lesson,SWBAT
identifyandanalyze
thereasonsfor
EuropeanImperialism
inAfrica.

GroupDiscussion
andCompletionof
RAFTAssessment

GroupDiscussion
RAFT

Standard6.2.B.1.c:
Describeinteractions
thatpromotedor
failedtopromote
relationshipsbetween
groups,civilizations,
empiresandnations

Bytheendoftodays
lesson,SWBAT
describeandanalyze
theeconomicand
socialoutcomesof
Africanslaveryby
Europeancountries.

Completionof
AnalyzingSlavery
Worksheet
Questions

AnalyzingSlavery
PartnerWork

MATERIALS:
StudentMaterialsRequired:InteractiveNotebook,14Setsof6ColoredPens/Markers,Glue,
Scissors,SlaveryPacket,EuropeanInteractionPacket
TechnologyRequired:PowerPoint,Projector,Computer,DocReader

LESSONPROCEDURE:
OpeningActivityDrillandObjective
TimeAllotted:15MINS,includingHousekeeping
Where:InteractiveNotebook

DrillQuestion:Whatwouldyougiveuptogetwhatyouwant?

Objective:
Bytheendoftodayslesson,IwillbeabletoanalyzethereasonsEuropeans
becameinvolvedinAfricaandidentifythesocialandeconomicoutcomesofAfricanslavery.

Transition:
HOUSEKEEPING
StudentswillbetoldtocopytheTableofContentsdownand
tocutandgluetheworksheetsgiventothemintotheirInteractiveNotebooks.

Adaptations:
Nonenecessaryforthistask.
Activity1LearningGroup(4pergroup,7groupstotal),EuropeanInteraction
TimeAllotted:25MINS
Where:Packet#1ANDPowerPoint

StudentswillbepairedintogroupsoffourandbegivenapacketonEuropeanInteraction.
Studentswillworktogethertofigureoutthemeaningofeachpageandanswerthequestions
ontheboard.

PACKETINCLUDES:
MapofEuropeanInteractioninAfrica(PoliticalReasons)
PoliticalCartoon(PoliticalReasons)
ReligiousQuotes(ReligiousReasons)
TradePartners(EconomicsReasons)

QUESTIONS:
1. WhatarethetwocountrieswiththemostpossessionsinAfrica?Whatcountries
maintainedtheirindependence?
2. WhatdoesthepoliticalcartoonsayaboutAfricanandEuropeanrelationships?Whose
perspectivemightthisbefrom?
3. Doestheexchangediscussedinthelastquoteseemequitable(fair)?Explain.
4. WhatwerethemotivesforEuropeaninteractioninAfrica?Whatwerethemotivesof
theAfricanswhobecametradepartnerswiththeEuropeans?

Transition:
Studentswillbeaskedtopairwithonepersonfromtheirgroupandworkthrough
Packet#2andrespondintheirInteractiveNotebook.Studentsshouldmovedesksintosmaller
groupssotheycanworktogether.

Adaptations:
NoAdaptations.
Activity2LearningPartners(2pergroup,14groupstotal),Slavery
TimeAllotted:35MINS
Where:InteractiveNotebookANDPacket#2

StudentswillworkwiththeirpartnertoreadPacket#2andfilloutthepiechartintheir
InteractiveNotebook.Afterreadingthematerials,studentswillworktogethertoanswerthree
questions.

WORKSHEET(InteractiveNotebook)
DestinationofSlavesin1800
Materials:6colorspergroup

SLAVERYREADINGMATERIALS(Packet#2)
TheMiddlePassage
EffortsToEndTheSlaveTrade
TriangleTrade

ANALYZINGSLAVERYQUESTIONS(InteractiveNotebook)
1. Writeabriefsummarybasedontheinformationfromthepiechart.Basedonthepie
chart,whichareareceivedthelargestnumberofslaves?Whichareareceivedtheleast?
Whatwassurprisingaboutthesestatistics?
2. Explainwhatimpactyouthinktheslavetradehadontherelationshipbetweenthe
EuropeansandAfricansremaininginAfrica.

3. DescribetheTriangleTrade.WhatwerethechallengesfacedbyAfricansduringthe
MiddlePassage?

Transitions:
Studentswillbeaskedtomovetheirdeskbacktowhereitwasandpullouttheir
homeworkassignment.

Adaptations:
NoAdaptations.
ClosingActivityRAFT,ExplanationandStart
TimeAllotted:5MINS
Where:ComputerPaper

StudentswillparticipateinaRAFTwritingassignmentwheretheywillchooseaRAFTto
writefromandrespondtotheprompt.Studentsshouldanswerallpartsofthepromptto
receivefullpoints.

Role
EuropeanTrader

Audience
KingofEngland

Format
Letter

Topic
Enslavementof
Africans

Role
AfricanTribal
Leader

Audience
KingofEngland

Format
Letter

Topic
Enslavementof
Africans

Afterchoosingarole,studentswillwritealettertotheKingofEnglandabouttheenslavement
ofAfricans.Eachrolewouldtrytoconvincethekingoftheirpositionhighlightingthe
reasonsgivenbytheothersideandwhytheyarelessimportant.

Transition:
StudentswillstarttheRAFTassignmentinclasssotheteachercanbethereto
guidethestartoftheassignment.Withtwominutesleftinclass,thestudentswillbeaskedto
sharewhichsidetheychosetowritefromandwhy.

Adaptations:
NoAdaptations.
SafetyValve:
Studentswillwriteuntiltwominutesbeforethebellrings.
Homework:
RAFTWritingAssignment

THEMIDDLEPASSAGE

For weeks, months, sometimes as long as a year, Africans waited in thedungeonsofthe

slave factories along Africa's western coast. They had already made the long, difficult journey
from Africa's interior but just barely. Outoftheroughly20millionwhoweretakenfromtheir
homes and sold into slavery, half didn't complete the journeytotheAfricancoast,mostofthose
dyingalongtheway.Andtheworstwasyettocome.

The captives were about to embark on the infamous Middle Passage, called thisbecause
it wasthemiddlelegofathreepartvoyageavoyagethatbeganandendedinEurope.Thefirst
leg of thevoyagecarried cargothatoftenincludediron,cloth,brandy,firearms,andgunpowder.
Upon landing on Africa's "slave coast," the cargo wasexchangedforAfricans.Theshipthenset
sail for the Americas, where the slaves were exchanged for sugar, tobacco, or some other
product.ThefinallegbroughttheshipbacktoEurope.

The African slave boarding the ship had no ideawhatlayahead.Africans whohadmade

the Middle Passage to the plantations of the New World did not return to their homeland totell
what happened to those people who suddenly disappeared. Sometimes the captured Africans
were told by the white men on the ships that they were to work in the fields. But this was
difficult to believe, since, from the African's experience, tending crops took so little time and
didn'trequiremanyhands.

The slaves were branded with hot irons and restrained with shackles. Their "living
quarters" was often a deck within the ship that had less than five feet of headroom and
throughout a large portion of the deck, sleeping shelves cut this limited amount of headroom in
half. Lack of standing headroom was the least of the slaves' problems, though. With 300to400
people packed in a tiny area with little ventilation and, in some cases, notevenenoughspaceto
place buckets for human waste disease was prevalent. According to Equiano, "The closeness
of the place, and the heat of the climate, addedtothenumberintheship,whichwassocrowded
that each had scarcely room to turn himself, almost suffocated us. This produced copious
perspirations, so that the air soon became unfit for respiration, from a variety of loathsome
smells,andbroughtonasicknessamongtheslaves,ofwhichmanydied."

Despite the captain's desire to keep as many slaves as possible alive, Middle Passage
mortality rates were high. Although it's difficult to determine how many Africans died en route
to thenewworld,itisnowbelievedthatbetweentenandtwentypercentofthosetransportedlost
theirlives.

EFFORTSTOENDTHESLAVETRADE

A young studentatEngland'sCambridgeUniversitydecidestoenteranessaycontest,the
theme of which is slavery. The student knowsalmostnothingaboutthetopic,butdelvesintothe
subject anyway. He is enraged bywhathereads,andwritesapassionate,movingexposition that
wins him the contest.Italsoinspireshimtodevotehislifetotheabolitionof theslavetrade.The
student's name was ThomasClarkson.He,alongwithanotherEnglishman,WilliamWilberforce,
wouldleadthisfighttoendthetrade.

Opposition to slavery existed from theoutsetamong enslavedAfricansthemselves.Even

among Europeans, occasional opposition went back much further than Clarkson's 1785 essay
almostbacktothebeginningofNewWorldslaveryitself.

In England,ahumanitarianmilestonewasreachedin1772whenthecourtsdecided inthe
famous Somerset Case that a slave became free as soon as he set foot on English soil. Slavery
was abolished within England, but it was still permissible within the colonies, as was the slave
tradeitself.

Eliminating England's involvement with the slave trade would be nosmalltask.Directly

and indirectly, the trade supported many of England's industries, including textiles, sugar
refining,andthemanufactureoffirearms.

In 1787, two years after writing his essay, Clarkson helped organize a group called the
Society for theAbolitionoftheSlaveTrade.ThegroupwantedtomakeacasetoParliament,but
first it needed evidence. So Clarkson travelled to Liverpool and Bristol, England's two major
slave ports, to interview anyone with firsthand knowledge of the trade. With this ammunition,
the group approached William Wilberforce, a Member of Parliament. He readily agreed to
presenttheircase.

The fight for abolition of the trade was joined by many others, including former slave
ship captain John Newton, former slave ship surgeon Alexander Falconbridge, and exslave
OlaudahEquiano.They,alongwithcountlessothers,begantoswaytheopinionofthepublic.

In 1807, Parliament finally passedabill that madeitillegalforanyEnglishvesseltotake

partintheslavetrade.

Incidentally, that same year the United States Congress enacted a law prohibiting the
importationofslaves.

Europe in Africa

Religious Motives
Our mission is to save souls. It is our responsibility to bring
the word of God to the African heathens.
- Prince Henry of Portugal

Who will send the rain. the God of the Christians or

Ngai of the Kikuyu? the Pastor says that God made
everything, that God is greater than Ngai.
- The Kikuyu of Kenya

... God welcomes a strong hand in aid against

the heathen who prefers their own religion to
the blessings of Christianity.
- Christian Missionary (1893)

When the whites came to our country, we had the land

and they had the Bible. Now we have the Bible and they
have the land.
- African saying

TradePartners

TherelationshipsbetweenEuropeansandAfricansarebasedon,asfarasthe
Europeans are concerned, a desire to trade, first in gold and in textiles, later in
humancargo.ForAfricans,it'smainlywantingtogetextras,notnecessities.Andit
is a trade between the Europeans and African elites. Because Europe is more
technologically advanced than Africa, Africans are in a situation where they can
getgoods that they don'thave.Theycangetguns.Theyalsowantadifferentkind
of textile that they can get from the Europeans, and [iron bars] a more
sophisticated kind of iron. Nothing that is really essential to African culture or
Africansurvivalorthe Africans'economy.Butit issomethingthattheywant.Itis
essentially a desire that they have to have European goods, which in some ways
they consider superior to their own. Europeans want raw materials for their
factoriesandcompetewitheachothertogainadvantageinAfrica.

Before the 1500s, slavery in Africa was common but slaves usually won
their freedom within a few years. Though the Europeans dealt in slaves, Europe
itself didnotoffer abig marketforslavery, asEuropealreadyhadplentyofcheap
labor. There was a market for slaves in the Americas, however. Spanish and
Portuguese settlers in the Americas wanted workers for their plantations. The
EuropeansbelievedthattheAfricanswouldmakegood slaves,asAfricasclimate
wassimilarto that oftheAmericas.Aswell,Africanswereskilledfarmers,miners
and metal workers. They also did not know the territory, so escape would be
impossible.

Economically, this tradeisnotreally benefittingAfrica.Butitisatradethat

is controlledbytheAfricans. They'reverycarefulnot toallow Europeansintothe
interior.So they considerthemselvestheequal,andthey'regoingtomakesurethat
theEuropeansdonotinfiltratetheirland.

ANALYZINGSLAVERY
DIRECTIONS:UsingDestinationofSlavesin1800andtheSlaveryPacket,workwithyour
partnertoanswerthefollowingquestionsin
complete
sentences.Citespecificexamples
wheneverpossible.

1. Writeabriefsummarybasedontheinformationfromthepiechart.Basedonthepie
chart,whichareareceivedthelargestnumberofslaves?Whichareareceivedtheleast?
Whatwassurprisingaboutthesestatistics?

2. Explainwhatimpactyouthinktheslavetradehadontherelationshipbetweenthe
EuropeansandAfricansremaininginAfrica.

3. DescribetheTriangleTrade.WhatwerethechallengesfacedbyAfricansduringthe
MiddlePassage?

LETS RAFT!
RAFT STANDS FOR:
R
ole of the Writer: Who are you as the writer? A movie star? The President? A plant?
A
udience: To whom are you writing? A senator? Yourself? A company?

F
ormat: In what format are you writing? A diary entry? A newspaper? A love letter?
T
opic: What are you writing about?

Directions:YouchooseONEwritingRAFTandrespondtoallpartsoftheprompt.Followthe
rubrictoguideyourwriting.Useablanksheetofcomputerpapertocreateyourresponse.

You are a European merchant whoownsasmallbusinessinthetrademarket.Youhave recently

traveled to Africa and talked with African merchants who are interested in British finished
goods. They have raw materials that they can trade with you but they also have kidnapped
Africans for slaves. You know that colonists in the Americas have a high demand for workers
and could get many raw materials and goods from them by trading slaves. Write a letter to the
king of England asking for achartertodobusinesswithAfricaandcolonistsinBrazilwithinthe
slave trade. Explain your reasons why you think this is economicallythebestoption.Makesure
that you recognize the reasons why some might disagreewithyou,anddisprovetheirreasoning.
Yourbusinessdependsonthis.
OR
You are an African Tribal Leader living in Nigeria. Youve noticed that many people in your
village have gone missing over the past couple weeks. You know that there are African
tradesmen who kidnap Nigerians and sell them into the European slave trade, particularly to
England. You have tried everything to stop the tradeinAfricabetweenAfricansbutyoubelieve
you need to speak to the English leader. Write a letter to the king of England, expressing your
concerns about the slave trade. Tell the king about the experience of persons who endure the
slave trade and why it shouldstop.Be suretotalkaboutthereasonswhypeopletradeinslavery,
butexpresswhyyourpointsaremoreimportant.Yourpeoplearedependingonyou.

POINTSAVAILABLE

COVERSALLPARTS
OFPROMPT

Allpartsofpromptcovered

Oneortwopartsofprompt
missing

Morethantwoparts
ofpromptmissing

ORGANIZATION

Allthoughtsarecoherentandmake
sense

Thoughtsareconfusingat
parts

Thoughtsaredifficult
tounderstandandare
notconnected

CREATIVITY

Languageistimeperiodandperson
appropriate,letterisauthentic

Languageandletterare
appropriateandwellwritten

Poorlyexecuted