Chapter 18:

1. Chapter 18: The Atlantic System and Africa

2. AIM: How did the Atlantic System affect Europe, Africa, and the Americas? Day One:

3. AIM: How did the Atlantic System affect Europe, Africa, and the Americas? DO NOW: What inferences can you make from this chart? Make a list of observations.

4. AIM: How did the Atlantic System affect Europe, Africa, and the Americas? Socratic Seminar • Step One: In small groups of no more than 4, discuss your answers to the questions that you completed for homework last night. • What factors led to the development of the African slave trade? • How did the cultivation of sugar impact the environment? • Describe plantation life. How did slaves react to life on the plantation? How did European planters? • How did participation in the Atlantic system affect social and political development in Africa and the Americas? • Do you agree with the statement: “Slavery was not born of racism: rather, racism was the consequence of slavery?”.

5. Review Academic Sentence Starters

6. Review Academic Sentence Starters

7. AIM: How did the Atlantic System affect Europe, Africa, and the Americas? Socratic Seminar • Step Two: Create two big circles. Choose one moderator. Discuss the following: • What factors led to the development of the African slave trade? • How did the cultivation of sugar impact the environment? • Describe plantation life. How did slaves react to life on the plantation? How did European planters? • How did participation in the Atlantic system affect social and political development in Africa and the Americas? • Do you agree with the statement: “Slavery was not born of racism: rather, racism was the consequence of slavery?”.

8. CLOSURE: • What questions do you still have? • Were you successful at today’s Socratic Seminar? Why or why not?

9. AIM: How did the Atlantic System affect Europe, Africa, and the Americas? Day Two:

10. DO NOW: • What treaty is the map above showing? • ________________________ was a legal grant of freedom to an individual slave • Communities of __________________, runaway Caribbean slaves, were numerous in the mountains interiors of Jamaica and Hispanola. • The Dutch ___________________ Company was formed to help the Dutch in their struggle for independence from Spain. • Power in the West Indies was in the hands of a small number of rich men who formed a _____________________. Treaty of Tordesilles Manumission Maroons West India • (Plantocracy)

11. Socratic Seminar Wrap Up • What factors led to the development of the African slave trade? • How did the cultivation of sugar impact the environment? • Describe plantation life. How did slaves react to life on the plantation? How did European planters? • How did participation in the Atlantic system affect social and political development in Africa and the Americas? • Do you agree with the statement: “Slavery was not born of racism: rather, racism was the consequence of slavery?”.

12. Video: Mankind • As you watch the segment of “Mankind”, consider the following questions: • Why did African monarchs trade with the Europeans? • What were the consequences of doing so?

13. BALANCE OF TRADE BUILD COLONIES MERCANTILISM TRADE w/ COLONIES HIGH TARIFFS

14. What was mercantilism? MERCANTILISM Economic theory of how a nation can become wealthy Money Power = Goal: Build up as much wealth as you can!!!

15. How did a nation follow mercantilism? The theory of Mercantilism offered a step by step plan for a government to follow

16. What was step one of mercantilism? How To Make A Rich and Powerful NationStep #1 EXPORT more than IMPORT What you sell to other countries What you buy from other countries Goal: Have more money coming in than going out = favorable BALANCE OF TRADE

17. What was step two of mercantilism? How To Make A Rich and Powerful NationStep #2 Build Colonies • Colonies provide: • Easy access to cash crops • Places to sell items made in your country

18. What was step three of mercantilism? How To Make A Rich and Powerful NationStep #3 Taxes on outside goods High TARIFFS Problem: people are buying goods from other countries Solution: Charge them more money to buy foreign goods

19. What was step four of mercantilism? How To Make A Rich and Powerful NationStep #4 Increase exports Don't’ let your colonies trade with other countries They either buy an item from you or they don’t buy it at all!

20. Homework: Read pages 473-481 and take Cornell notes. Exclude green pages. Test on chapters 17 and 18 on Wednesday! AIM: How and why did European businessmen, with the help of their governments, put this trading system together? Day Three:

21. DO NOW: What are the Navigation Acts, according to the image, and how did they enforce mercantilism?

22. Activity One: Document Analysis • In pairs, read and analyze NINE PRINCIPAL RULES OF NATIONAL ECONOMYby Philip Wilhelm von Hornick. • First: Annotate each principle. Put it in your own words. • Then consider these questions: • How does this document reflect your understanding of mercantilism? Give an example of this from your study of World History. • What does von Hornick say about inhabitants of the countries? Explain. • Finally: Predict what could happen as a result of implementation of von Hornick’s thinking.

23. Activity Two: Mercantilism Scenarios Directions: In your groups of 4, apply what you have already learned about mercantilism to the situations on your paper. Read the scenario and answer the questions that follow. After you have had time to read, answer, and discuss in your groups, you will present your scenario to the rest of the class and elicit their responses.

24. AIM: How did sub-Saharan Africa’s expanding contacts in the Atlantic compare with its contacts with the Islamic world? Day Four:

25. DO NOW: Choose the correct answer • What was a major difference between East Africa and West African slave trades? • The East African slave trade was always larger than the West African slave trade. • The West African slave trade was always larger than the East African slave trade • Most West African slaves were taken by African kingdoms, while most East African slaves were taken by Arab traders • Most East African slaves were taken by African kingdoms, while most West African slaves were taken by Arab traders • Most West African slaves were taken by European traders, while most East African slaves were taken by African kingdoms

26. Discussion: This map shows the Peterson vs. the Mercator projections. How might these projections show inequality?

27. Activity One: Create an Annotated Map • Using your Cornell notes from last night’s readings, create an annotated map of “Africa, the Atlantic, and Islam”. Include the following information on your map: • Trade routes and directions • What is traded • Who is involved in the trade • Major conflicts • Significant individuals • Significant cities and ports

29. AIM: How did sub-Saharan Africa’s expanding contacts in the Atlantic compare with its contacts with the Islamic world? Day Five:

30. DO NOW: • How and why did Islamic influence in sub-Saharan Africa differ from the influence of Europeans? • Hand in annotated maps.

31. Mini-Quiz • Draw an outline map of Africa and label the following: • Swahili Coastal States • Bornu • Hausa States • Slave Coast and Gold Coast • Songhai • Cape Colony • Define Swahili

32. DBQ • Feedback: GROUPINGS ARE TOO BROAD! • When responding to a DBQ, your groupings need to be relevant and valid. You many not merely discuss authors whose last names all begin with Q and receive credit for a valid grouping. When grouping documents, take the following criteria into consideration… • MISSING DOCUMENT: You need to EXPLAIN WHY this document would be necessary to deepen your understanding!

33. Activity One: • With a partner, read the article given to you about Groupings and POV. • Summarize each section of the POV reading. Create three discussion questions based on the reading that will be used in a large group discussion when you are finished.

34. Activity 1: Group Work Directions: • Complete a detailed SOAPSTone analysis of your assigned documents in your groups. • Identify the major characteristics that can be used to group the documents. Remember to use the guidelines discussed during the mini-lesson! • Determine the POV and Groupings for your documents! • Present your findings to the class.

35. Groupings Documents can be grouped by their • Type(e.g., letter, book, diary, political platform, government document, statistics, newspaper account, business records, etc.) • Period in which the documents were written • Point of view (e.g., you may also make a group of two or more documents whose points of view disagree with each other; the idea is to show that you can combine and juxtapose the ideas and you recognize that the documents are “talking” to each other.) Documents can also be grouped by their authors’ • Gender • Education, occupation, or social or economic class • Nationality • Religion • Location(e.g., rural, urban, Paris, etc.) • Ideology

36. POV The AP Readers require evidence that proves students understand POV in at least three explicit instances. Even if you group documents by POV, you must discuss POV in three separate documents. In general the idea is to analyze the motivation or reliability of the sources. For example, a statement made by a well respected authority on a subject is probably more reliable for factual content than is political propaganda. Or, a diary entry is probably more reliable for revealing the true thoughts of a person than an official public statement. The list that follows identifies for students ways in which they can demonstrate to Readers their ability to apply POV to the DBQ documents.

37. POV: Referencing Internal Bias You can reference the internal bias you see in the document. Examples of name calling, loaded language, and other kinds of rhetoric betray the author’s prejudices or biases.

38. POV: Referencing External Bias You can reference the external bias you see in the document. What is the author’s self-interest that makes the author say the things you see in the document? Do people of certain groups usually construe issues in certain ways?

39. POV: Exploring Influences You can write, “The author thinks (or says) X because the author wants (or needs or believes) Y.” When dealing with POV on the DBQ, you should explore how the author’s gender, occupation, class, religion, nationality, political position, or ethnic identity may have influenced the views expressed in the document. Remember that it does not count as understanding POV if you merely say what the author of a document thinks. You are using POV when your discussion accounts for what the author says. Explain why someone holds a certain view or speaks about something in a certain tone. You will not earn POV points merely for using attribution when you discuss the documents, even if you do it every time.

40. POV: Showing Evidence It is not enough to merely say that someone was biased or prejudiced. To earn credit you must give the Reader your evidence that supports your assertion that someone is biased. The evidence may come from the document itself or from your understanding of the author’s external bias.

41. POV: Using Critical Analysis. Do not accept every document you read as fact. Pay attention to the circumstances behind the creation of the document and its author’s goals. You may discuss the reliability and accuracy of a source. By applying critical analysis, you demonstrate your ability to understand how author bias and type of document can influence a source’s reliability

42. POV: Grouping Documents You can group some documents by author. When you do so, you show that you are aware that certain types of authors, by being in that certain type, share and express similar views. You may group and evaluate documents by type. Public documents like government statistics may be compared to private documents like diaries or letters.

43. CLOSURE: • What is the additional document? What is the reasoning behind your choice?