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Slavery

PICK UP APQ SHEETS & HAVE YOUR KEY POINTS READY Today is January 24 TH. Slavery. Africa to the New World. This Week in History. 1950, ending its status as a BRITISH dominion, INDIA became a republic. APQ 21 - AFRICA. Questions?

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Slavery

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  1. PICK UP APQ SHEETS & HAVE YOUR KEY POINTS READY Today is January 24TH Slavery Africa to the New World

  2. This Week in History • 1950, ending its status as a BRITISH dominion, INDIA became a republic.

  3. APQ 21 - AFRICA • Questions? • HW: Online Article “Appeal to the King of Portugal” by Nzinga Mbema • Read and consider how European colonization in Africa is the same and/or different than in the Americas. Prepare for discussion by answering the "Thinking Historically" questions.

  4. Africa Characteristics pre-1500 • Large centralized territories • Societies organized around kinship, often larger than many countries, • Monarchies, empires, tribal leaders. • Common language base–Bantu • Religion: Christianity & Islam, as well as indigenous belief systems. • Economy: traditional, market/trade

  5. African Empires c.1500

  6. Songhay • 1492 – expansive empire • Originally they farmed, hunted and fished • Merchant community created in Gao (gold) • Fusion of Islamic and indigenous traditions • Strong cavalry forces

  7. Origins

  8. Nature of Slavery within African Societies • Natural part of African society • West Africa - system of slavery resembled European feudalism • Slaves are seen as a labor resource, not property • Labor is used to increase production & population = more power

  9. Treatment of Slaves within African Societies • Generally well treated • Low social status, but active in society • Some held responsible, high positions • Accepted by and lived among non-slaves in family settings

  10. Islamic Traders • Harsh interpretations of Islamic law and conquest of North Africa justifies and expands slavery in Africa. • Islamic traders exported slaves from 8th through 19th century.

  11. How was the justification for slavery on the part of the West similar to that of Islam? • Contemporary Interpretation of Religious teaching; • 25:44 As for your male and female slaves who may belong to you, you may buy male and female slaves from the nations all around you • Leviticus, Old Testament

  12. European Background • Roman Empire had established tradition of large-scale slavery in Europe • 1441-Portuguese begin the “African slave trade” • 1505-First Africans sent to Hispaniola • Between 1450-1850 est. 12 million slaves • 42% went to Brazil • Africa lost about ½ its population • Mortality rate 10-20% per ship

  13. HEIGHT OF THE ATLANTIC SLAVE TRADE

  14. Triangular Trade • Slaves carried to Americas • Sugar, tobacco, and other goods carried to Europe • European products (manufactured goods: cloth, firearms) sent to coast of Africa in exchange for slaves continuing the triangle of trade

  15. Triangular Trade

  16. Why Africans? • No written language, many languages • Native Americans dying off • No muskets and gunpowder • Africans already participatedin trade by enslavingothers, selling debtorsand criminals, andkidnapping • Familiar with European-style agriculture • Immune to European disease

  17. Economic Justification • Slavery made development of New World profitable • African tribes needed weapons and supplies from Europe

  18. Exportation-African Diaspora • Trip called Middle Passage • 5000 miles, 3 weeks to 3 months • 18-20 % died • African people lose self respect and self identity

  19. White Settlers and African in Southern Africa • Southern end of Africa was not affected by slave trade • 1652—Dutch East India Co establishes a colony • Depended on slave labor (1st from Asia) • Expansion of the colony led to wars by Boers • 1795 British took control • Wanted to limit Boer expansion • Shaka Zulu

  20. Amazing Grace Amazing grace! (how sweet the sound)That sav’d a wretch like me!I once was lost, but now am found,Was blind, but now I see. ’Twas grace that taught my heart to fear,And grace my fears reliev’d;How precious did that grace appear,The hour I first believ’d! The Lord has promis’d good to me,His word my hope secures;He will my shield and portion be,As long as life endures. John Newton

  21. Effects • Focus on men affected male/female ratios. • During slave trade, African population overall increases - why? • African nations collapsed and others were created • Slavery eventually considered immoral

  22. Legislation • 1794-France outlaws slavery • 1807—Britain outlawed slave trade • 1808—US outlawed slave trade • 1833 —Britain outlawed slavery • 1863—US outlawed slavery • 1888—Brazil outlawed slavery

  23. HOMEWORK • Analyze cultural changes in the New World between 1450 & 1750 (chs 11 & 19) • Analyze cultural changes in sub-Saharan Africa between 1450 & 1750 (chs 8 & 21) • You will be writing one of the two…

  24. Change Over Time Questions • Remember, Change Over Time really means Change and Continuity over Time… • Analyze cultural changes in the New World between 1450 & 1750 (ch: 11 & 19) • Analyze cultural changes in sub-Saharan Africa between 1400 & 1750 (ch: 8 & 21) • You will be writing one of the two!

  25. CCOT RUBRIC Readings from the Holy Book of AP

  26. CCOTChange and Continuity over Time Essay • Comparison essay where time periods are compared • The Cause must be identified, described, and analyzed • Read the question carefully and determine the categories and time periods to be compared. • Write a thesis statement that specifically addresses all three pieces of this information.

  27. Types of CCOT Questions • “Analyze changes in Latin America between 1400 and 1600” • “Analyze changes in Latin America brought about by colonization from discovery to the 16th century” • “Analyze economic and religious changes in Latin America following colonization”

  28. Set up a three-column chart with a beginning date, and end date, and a reference point in the middle (causation). GPERSIA • On the chart, list the status of the categories at the beginning of the time period given, at the middle marker and at the end of the time period given. Include three examples within each category. Include changes as well as continuities. • Analyze at least ONE REASON for change or continuity brought about by an analysis of the CAUSE.

  29. Thesis Statement "During the time period between (x) and (x) in (wherever), (1,2 and 3) remained constant while there were significant changes in (4,5 and 6)."

  30. Substantiated Theses • Your thesis must address the prompt without rephrasing or copying it. • I recommend that you use WAHP3 which stands for “what is it about, how will you prove it, give three examples. • You must qualify the prompt (WA) • Quantify the response (HP3). • To qualify is to answer what it is about with specifics or quantities.

  31. Compare and Contrast the class systems in Classical China and Classical India • (WA) what is it about • Classical China and Classical India both developed class systems that had some similarities, but many more differences. • (HP3) How will you prove it w/3 examples • Both had great inequalities (HP1), under India’s class system it was impossible to change your class(HP2), and interaction between the classes was severely limited(HP3) when compared to China.

  32. Write your paper, make the thesis the first paragraph and use one paragraph for each time period.

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