Week 2- 1st Form History (PowerPoint) PDF

African Enslavement in the Caribbean (17 -19 th th century) SUBJECT: 1ST FORM HISTORY SCHOOL: CAMPION COLLEGE Introducto ry Activity Analyze the picture (whole class discussion) Guided questions: 1. What is taking place in the image? 2. What do you think is the rea...

African Enslavement in the Caribbean (17 -19 th th century) SUBJECT: 1ST FORM HISTORY SCHOOL: CAMPION COLLEGE Introducto ry Activity Analyze the picture (whole class discussion) Guided questions: 1. What is taking place in the image? 2. What do you think is the reason for their action? Objectives: 1. Outline the West African Societies before the arrival of the Europeans after viewing PowerPoint presentation. 2. List at least three (3) comparison between the Forest and Savannah States after class discussion. 3. Identify at least three (3) areas from which slaves were taken after viewing PowerPoint presentation. 4. Discuss the reasons why Africans were brought to the Caribbean. 5. Explain the methods used to acquire and capture slaves and how slaves were captured and their journey to the coast after viewing PowerPoint presentation. 6. Show appreciation to the enslaved people by creating a song or a poem stating at least five (5) reasons why African were brought to the Caribbean, two (2) methods used to acquire slaves and two (2) methods used to capture slaves. West African Societies before the arrival of the Europeans ► Slavery existed in West Africa long before the Europeans arrived in 1515 for debt, as punishment, and as sacrifice. West African societies were very diverse, prosperous and consisting of states at various stages of development. Africa maybe divided in two main regions: 1. The Savannah States (Ghana, Mali, Songhai) 2. The Forest States (Oyo, Benin, Dahome, Asante) Savannah States ► Can you identify the Savannah States? ► (Ghana, Mali, Songhai) Forest States Can you identify the Forest States? Oyo, Benin, Dahome, Asante The Savannah States (Ghana, Mali, Songhai) ► These consisted of fertile grass land and was ideal for farming, agriculture and cattle and goat rearing. ► Weaving, leather making, and crafting were also popular means of earning a living. ► Trade to the north was also very profitable and goods such as salt, gold, ivory, kola nuts as well as European and Asian goods were the basis of this trade which soon expanded to include slaves. This trade led to the transformation of small settlements into large cities, along government and powerful empires. Thus, there was a need for administrators, accountants, law enforcers, tax collectors, and merchants. Political Organization ► During the 15c., when the trade in African slaves was in existence, the Songhai Empire was ruling. ► Before the rise of this empire, the Mali Empire had been the major Savannah Empire. The Mali had been taken over by another thriving empire- Ghana Empire. These powerful empires had arisen because of the revenue gained from the high taxes which the merchants were required to pay the rulers for passing through their lands. The Forest States (Oyo, Benin, Dahome, Asante) ► The Forest States were increasing in status shortly before the arrival of the Europeans. Slaves were taken almost fully from this region due to its proximity to the coast. ► The people in these areas were generally agriculturist planting yam, cassava, bananas and rearing small animals such as chickens, pigs and fowls. The forest provided an abundance of fruits, river teemed with fish and hunting was practiced. ► There were also potters, weavers, sculptors, miners, and metal workers. Initially, these people practiced small scale trading but later provided the north with Ebony, Leopard skin and Pepper. Their wealth grew and industries thrived as a result of the slave trade.  ► By the time the slave trade began, there were no vast empires in the forest region like those of the savannah. Each forest state had its own unique pattern of government. ► The Yoruba people were one of the most organized in the forest region. There were many towns which served as centres for trade. Political ► In every town could be found farmers, priests and craftsmen. Each town was a small kingdom ruled by a Organizati king or Obah who controlled the neighbouring forest lands. ► The Edo people lived in the state of Benin. The rulers of on Benin called themselves Obas of Benin because they copied from the Yoruba people. However, the Obas of Benin were more powerful than those of the Yoruba. ► The state of Benin was situated at end of the busy trade roots leading to the savannah town. The kings gained a lot of riches by taxing the merchants. Before the arrival of the Europeans, the Edo merchants sold ivory, pepper and ebony. The merchants also sold cloth and jewellery. Activity ► State at least four(4) comparison between the Savannah States and the Forest States. Textbook: Creating Jamaica Our Early Years ► Look on the map on page 101 and locate at least three (3) areas from which the enslaved Africans were taken. Activity ► Create a concept map and state five (5) reasons why Africans were brought to the Caribbean using prior knowledge. Reasons why Africans were brought to the Caribbean The main religion practiced by Europeans during this period was Christianity. Europeans were predominately Roman Catholics. The British however were Anglicans. Europeans believed it was their God-given duty to convert non-Christians. In addition, it was believed that Africans were direct descendants of Ham (one of Noah's sons) who was condemned to a life of servitude. Europeans believed Africans/blacks were made to be slaves. Bartholomew de Las Casas suggested the use of African slaves. Slavery already existed in Africa. Persons were made slaves for debts, punishment, crimes, marriages, etc., making it easy to access the large numbers required. Europeans felt that they were not introducing anything new into Africa so there was nothing wrong with what they were doing. Sugar was now the major export commodity of the West Indies and demanded a large labour force. Reasons why Africans were brought to the Caribbean Slavery was seen as a "necessary evil" because for sugar cultivation and manufacture to be profitable, a large, readily available, and cheap labour supply was essential. The Amerindian population had declined so the remaining population could not provide an adequate labour force. Africans were available in large numbers. Planters saw a cost advantage in the use of African slaves. An African purchased was a slave for life and the children of slaves became the properties of their masters. Reasons why Africans were brought to the Caribbean Africans were skilled agriculturists and accustomed to manual labour in a tropical climate. The Caribbean and Africa had similar tropical climates. Africa is closer to the Caribbean than Europe and the Trans-Atlantic voyage was assisted by the trade winds blowing east to west. As the plantation system developed planters no longer wanted to give prime sugar land as incentives to attract indentured servants and so they began to rely more heavily on African slaves, since there was no need to give them land. Methods used to acquire Slaves Slave scramble. In a slave scramble, Africans were divided into groups for which Slaves were sold at auction set prices were fixed. At a to the highest bidder. signal, the planters rushed on board to assess which groups offered the best quality for the least money. Activity Imagine you are a slave who has been captured from West Africa and transported to the British West Indies in the slaver. Write a journal entry telling your friend about your experience about how you were captured. How slaves were captured and their journey to the coast ► The slaves were captured in tribal wars or raids on villages. Boys and men between the ages of sixteen and forty were sought especially. Old persons, women and children were left behind or killed in the raids. Those captured were marched to the coast. The slaves were assembled in coffles and were often chained together. Speed was essential as a captain was waiting at the coast for the slaves. Those who did not keep up were left behind or punished.  Class Activity ► Due date: January 22-26, 2024 Create a song/poem stating at least five (5) reasons why African were brought to the Caribbean, two (2) methods used to acquire slaves and two (2) methods used to capture slaves. Total: 20 points (See Canvas for rubric)