unit test a day tuesday, sept . 24 b day wednesday, sept . 25 current event homework

Unit Test• A day Tuesday, Sept. 24• B day Wednesday, Sept. 25

Current Event Homework• Go to my wiki.• Click on Current Events.• Follow the instructions.

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SOCIAL STUDIES 72

The Middle Passage

• Sept 18-19, 2013• Objective: Students will

analyze a primary source document that describes conditions aboard a slave ship during the Middle Passage through text and written response. 3

• For weeks, months, sometimes as long as a year, they waited in the dungeons of the slave factories scattered along Africa's west coast. They had already made the long, difficult journey from Africa's interior -- but just barely.

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• Of the 20 million Africans who were taken from their homes and sold into slavery, nearly half did not complete the journey to the African coast, most of them dying along the way.

And the worst was yet to come.

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Cultural diffusion - the transmission of cultural items such as ideas, styles, religions, languages, etc. from one culture to another.

Explain how cultural diffusion is evident in the following pictures:

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David Ortiz

Hideki Matsui

Dirk Nowitzki 12

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Warm -Up• Answer in your notebook:

How does cultural diffusion relate to European colonialism?

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Triangular trade - first stage

• Manufactured goods left Europe for Africa: cloth, spirits, tobacco, beads, metal goods, and guns. These goods were exchanged for African slaves.

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second stage• Also known as the Middle

Passage, millions of Africans were shipped to the New World.

• Europeans were colonizing the Americas and needed a work force for raw materials. (Why was slave labor needed?)

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(By the way,….)• Africans were excellent

laborers. They often had agricultural experience and experience raising cattle. They were accustomed to the tropical climate, resistant to tropical diseases and hard workers on plantations and fields.

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third stage• The third, and final stage,

was the return trip to Europe with produce from the slave-labor plantations: cotton, sugar, tobacco, molasses, wheat, wood, and rum.

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Think – Pair - Share

• Turn to your neighbor. • Say, “What do YOU think

were the motivations behind the Triangular Trade??”

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Capture:

Tribes often helped capture tribal enemies, a “divide and conquer” strategy used by the Europeans.

Many were captured 50-100 miles inland.

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Slave forts

Christiansborg Castle, Gold Coast, ca. 1750

Cape Coast Castle, Gold Coast, 1727

• The Middle Passage – the journey over the Atlantic with 400-500 people in a boat with little air and much disease. The trip could take from 2-4 months, depending on trade winds. 24

Slaves being rowed to a newly arrived slaving ship off the Guinea coast – note the trading fort in the background.Cross-section of a slave embarkation canoe.

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Boarding the ship and being chained and then being sent down to the slave decks.

Boarding the ship and being chained and then being sent down to the slave decks.

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This model [right] and the charts were used by slave reformers at the end of the 18th century, to show how a Liverpool slave ship of 320 tons could carry 400 slaves. On one voyage the ship carried 609 slaves.

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A successful slave voyage could expect a loss rate of 1 in 20 slaves. A bad run might suffer losses as high as 1 in 3, mainly due to disease.

The space between the deck shelves could vary from 28 to 39 inches.

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• Africans were crowded and cruelly chained aboard slave ships.

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Slaves were fed twice a day.

Male slaves were chained, women and children usually went unshackled.

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Slaves were brought up on to the top deck to be ‘exercised’ or ‘danced’ usually once a day. This was usually at the point of a whip. This was the most dangerous time for the ship’s crew when the slaves had an opportunity to rebel. A loaded cannon was always kept ready with a lighted match.

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Diseased and rebellious slaves were often thrown overboard.

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Read “Eyewitness to History:

Aboard a Slave Ship, 1829”.• slaver – slave ship• interceptor – slave ship patrol.

• http://www.eyewitnesstohistory.com/pfslaveship.htm

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Answer in your notebook.

1. Describe three things the author said that you think are important.2. Explain why you think this document was written. Provide a quote from the document to support your answer.3. Write a question you have that is left unanswered by the document.

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assessment

• What was the major interest of Europeans towards Africa by the 1600’s?

• What was the major motivation for most exploration?

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works cited

• http://www.pbs.org/wgbh/aia/part1/1p277.html• http://mrvarghese.wcsd.wikispaces.net/Section+216-Group+2• http://africanhistory.about.com/od/slavery/tp/TransAtlantic001.htm• http://lanic.utexas.edu/project/etext/llilas/outreach/brazil10/devine/devine1.pdf• http://www.eyewitnesstohistory.com/pfslaveship.htm

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