1. Chapter 6, Section 2: Slave Trade in the Age of Exploration
1. Review section 1
2. Section 2 outline
Triangular trade video
Outcome: Students will be able to identify the three components of Triangular trade.

2. Intro
Hypothesize why the newly “discovered” lands led to the brutal competition of the European powers for dominance of the Americas/Spice islands. Give at least two reasons why there was competition. Use concepts we covered in class before Fall break to answer the question.

3. The Beginning
Slave importation from African began after the fall of Constantinople to the Ottoman empire (cut off slave labor from the Black Sea region)
Cultivation of Sugar cane called for the development of slave importation to the New World from Africa
Attitudes toward black derived from two basic sources: Christian theological (“heathen” because they were not Christian) and speculation and Arab ideas (medieval Arab literature told of African primitivism) = all ridiculous myths

5. The Slave Trade
A. In the fifteenth century the primary market for African slaves was Southwest Asia, where they were used principally as domestic servants. Some European countries also had slaves, used as servants for wealthy families. B. The demand for slaves rose dramatically with the European voyages to the Americas and the planting of sugar cane there. Plantations, large agricultural estates, were set up on the eastern coast of Brazil and on islands in the Caribbean to grow sugar cane. Growing cane is labor intensive. The small native population, much of which had died from European diseases, could not provide the labor. African slaves were imported to meet the need.

6. Triangular Trade
A Spanish ship carried the first boatload of African slaves to the Americas in The trade grew tremendously in the next two centuries, becoming part of the New World economy’s triangular trade

7. Triangular Trade
This pattern of triangular trade connected Europe, Africa and Asia, and the Americas.
1.European merchants carried goods to Africa, where they traded for slaves.
2. The slaves were shipped to and sold in the Americas.
3. European merchants then bought tobacco, molasses, sugar, and cotton for sale in Europe.
An estimated 275,000 African slaves were exported during the sixteenth century. Over a million were shipped in the seventeenth century, and six million in the eighteenth century. Up to ten million slaves in all were shipped from Africa to the Americas.

8. The Slave Trade
One reason for the high numbers was the death rate. Many slaves died on the Middle Passage, the journey to the Americas that was the middle leg of the triangular trade route. Many of those who survived died of diseases after arriving. Since succeeding generations developed immunities, death rates were higher for newly arrived slaves than for those who were born and raised in the Americas.
Before the Europeans entered the scene, most slaves in Africa were war captives. Europeans bought slaves in return for guns, gold, and other European goods

10. Political and Social Structures
Other African states were collections of small principalities tied by kinship or other loyalties. Ashanti on the Gold Coast is a good example. To provide visible evidence of local ties to the king, each local ruler had a ceremonial stool of office that symbolized the kinship ties linking the rulers together. The king had an exquisite golden stool to symbolize the unity of the entire state.
In such societies as the Igbo of eastern Nigeria, Africans lived in small political units with authority vested in a village leader. The Igbo region produced more slaves than almost any other area of Africa.
Some local rulers became concerned about the impact of the slave trade on their societies. In a letter to the king of Portugal in 1526, King Afonso of Congo said, “so great is the corruption that our country is being completely depopulated.” These protests were ignored, and many other local rulers profited from the slave trade.

11. Benin Example
K. Some African states, such as the brilliant and creative Benin, were devastated by the slave trade. As their population declined and warfare increased, the people lost faith in their gods, their art deteriorated, and human sacrifice increased. The African leaders would utilize the weapons sold to them to raid neighboring communities causing internal warfare. Benin became brutal and corrupt. Later, it took years to discover the brilliance of the earlier culture destroyed by slavery.

13. Political and Social Structures
Only in a few areas, such as South Africa and Mozambique, were there signs of a permanent European presence. Generally, European influence did not extend beyond slave trade in the coastal regions. In general, traditional African political systems continued. Monarchy was common by the sixteenth century. Some were highly centralized, and the king was considered almost divine.

14. Political and Social Structures
Europeans did cause some changes in Africa. The Songhai trading empire was weakened when slave trade routes shifted to the coast. This change also led to the emergence of a new Moroccan dynasty in the late sixteenth century. Morocco wanted to control the Saharan gold and salt trade. In 1590, Moroccan forces defeated the Songhai army and occupied the trading center of Timbuktu.
Foreigners also influenced African religious life. The main impact was from Islam. It became dominant in North Africa and spread southward into the states of West Africa. Christianity was established only in South Africa and Ethiopia during this time.

15. http://bigthink. com/strange-maps/africa-uncolonized

17. Triangular Trade video
- Crashcourse

18. Chapter 6, Section 2: Slave Trade in the Age of Exploration (10/17)
1. Review section 2 (5th hour)
2. Carousel reading (4th hour) go over outline (5th hour)
Slave trade video
Outcome: Students will describe the connection between the Columbian Exchange and the Slave Trade.

19. Carousel Review Round 1 Rounds 2-4
Assign each person in the group one heading for the first round.
Each person reads the section that corresponds to their assigned heading and writes down 2 big ideas from their section under their heading
Rounds 2-4
Each person rotates to a new heading and writes down 3 more new pieces of information that supporting details about the big ideas
By the end of the assignment everyone should have read the whole packet and written something under each heading.