s3 slavery lessons

7/25/2019 S3 Slavery Lessons

http://slidepdf.com/reader/full/s3-slavery-lessons 1/49

Life (and death) on theMiddle Passage

Transporting the slaves to the New World



Learning objective

To investigate the logisitics of the MiddlePassage and to examine the impact of thepassage on the slaves



Be able to listBe able to listthethe

advantagesadvantages

andand

disadvantagesdisadvantages

of LooseTightof LooseTight

Pac!Pac!

Be able toBe able to

explain wh"explain wh"

one of the twoone of the twomethodsmethods

wo#ld bewo#ld be

better for thebetter for the

slave ownersslave owners

$emonstrate an$emonstrate an

#nderstanding of#nderstanding of

the impact of thethe impact of the

Middle PassageMiddle Passage

on the slaveson the slaves

and to establishand to establish

the !e" feat#resthe !e" feat#resof the passage toof the passage to

%merica%merica

&#ccess&#ccess

'riteria'riteria

What areWhat are

"o# aiming"o# aiming

to achieveto achieve

this lessonthis lesson



&tarter

What can we remember abo#t the &lave Trade from last "ear



*e" Terms

Write these terms in "o#r jotters

Loose Pac!

Tight Pac!

%s we go thro#gh the lesson+ "o# will havethe opport#nit" to write o#t a de,nition ofthese terms



Method %dvantages $isadvantages

Tight Pac!

-o# had a lot moreslaves in the hold so

"o# were able to ma!emore mone" from the

s#rvivors

More wo#ld die

Loose Pac! .ewer died -o# had less to startwith so there co#ld beless pro,t in the trip

/nformation 0

&lavers made mone" foreach slave the" too! to themar!ets in the 'aribbean1

The" had to ma!e adecision abo#t how to pac!

the slaves into their holds1

The" co#ld p#t them in Tight Pac! which meantcramming the slaves into ahold that was onl" ,ve feethigh with a shelf to ta!e

even more1

The" co#ld p#t them inloose pac!1 This was whereslaves had more space+space to lie down and

move aro#nd

'an "o# thin!'an "o# thin!

of an"of an"advantages toadvantages to

thesethese

methods 'anmethods 'an

"o# thin! of"o# thin! ofan"an"

disadvantagedisadvantage

ss



/ndivid#al wor!

2se theinformationopposite tode,ne theterms TightPac! and LoosePac! in "o#r jotters

&lavers mademone" for eachslave the" too! to

the mar!ets inthe 'aribbean1 The" had to ma!ea decision abo#t

how to pac! theslaves into theirholds1

The" co#ld p#tthem in Tight



Loo! at this pict#reLoo! at this pict#re

Which method doesWhich method does

it showit show

Wh" do "o# thin! itWh" do "o# thin! it

was prod#cedwas prod#ced

$oes this ma!e it$oes this ma!e itmore or lessmore or less

tr#stworth"tr#stworth"



The stench of the hold+ the The stench of the hold+ the

heat and the crowding+heat and the crowding+

which meant that each ahdwhich meant that each ahd

scarcel" room to t#rn+scarcel" room to t#rn+

almost s#3ocated #s1 Therealmost s#3ocated #s1 Therewas sic!ness among thewas sic!ness among the

slaves of which man" died1slaves of which man" died1

Things were worse beca#se Things were worse beca#se

of the r#bbing of the chainsof the r#bbing of the chains

and the ,lth of the lavator"and the ,lth of the lavator"

b#c!ets into which childrenb#c!ets into which children

often fell1 / became so sic!often fell1 / became so sic!that+ beca#se / was athat+ beca#se / was a

"o#ng bo"+ m" chains were"o#ng bo"+ m" chains were

removed and / was allowedremoved and / was allowed

to sta" on dec!1to sta" on dec!1

B" 4la#dah 56#iano whoB" 4la#dah 56#iano who

was capt#red in %frica andwas capt#red in %frica and

ta!en to the West /ndiesta!en to the West /ndies

We chain the men two b"We chain the men two b"

two when the" cometwo when the" come

aboard1 We feed themaboard1 We feed them

twice a da"+ at ten in thetwice a da"+ at ten in the

morning and fo#r in themorning and fo#r in theevening1 We feed themevening1 We feed them

mainl" mai7e gro#nd into amainl" mai7e gro#nd into a

porridge+ b#t three times aporridge+ b#t three times a

wee! we give them boiledwee! we give them boiled

horse8beans which the"horse8beans which the"

li!e1 This helps againstli!e1 This helps against

disease beca#se it seemsdisease beca#se it seemsto c#re the d"senter" andto c#re the d"senter" and

prevent the 9#x1 Theseprevent the 9#x1 These

often r#in vo"ages thro#ghoften r#in vo"ages thro#gh

deaths1 We also dancedeaths1 We also dance

them for an ho#r or two tothem for an ho#r or two to

bagpies+ harp and ,ddle forbagpies+ harp and ,ddle for

exercise to help theirexercise to help their

healthhealth

T1 Phillips who was a slave T1 Phillips who was a slave

ship captainship captain

4nce the ship was o#t at4nce the ship was o#t at

sea+ slaves were bro#ghtsea+ slaves were bro#ght

#p on dec!+ #s#all" a few#p on dec!+ #s#all" a few

at a time+ to be fed and forat a time+ to be fed and for

exercise1 Those who wo#ldexercise1 Those who wo#ldnot exercise on dec! tonot exercise on dec! to

!eep ,t were whipped1 The!eep ,t were whipped1 The

crew often mistreated thecrew often mistreated the

slaves especiall" theslaves especiall" the

women1 Man" slaves diedwomen1 Man" slaves died

on the Middle Passage fromon the Middle Passage from

diseases+ sic!ness+ harshdiseases+ sic!ness+ harshtreatment and poor food1treatment and poor food1

&o did man" of the crew1&o did man" of the crew1

We don:t !now how man"We don:t !now how man"

slaves died b#t it seemsslaves died b#t it seems

li!el" that abo#t 0;< died1li!el" that abo#t 0;< died1

&ome managed to lose no&ome managed to lose no

slaves=slaves=

.rom an modern textboo!.rom an modern textboo!

% 'B

.ind three 6#otes which show mistreatment of the slaves on theMiddle Passage

.ind two 6#otes which show that the slaves were treated in s#ch awa" as to ens#re the" s#rvived



The stench of the hold+ the heat The stench of the hold+ the heat

and the crowding+ which meantand the crowding+ which meant

that each ahd scarcel" room tothat each ahd scarcel" room tot#rn+ almost s#3ocated #s1 Theret#rn+ almost s#3ocated #s1 There

was sic!ness among the slaves ofwas sic!ness among the slaves of

which man" died1 Things werewhich man" died1 Things were

worse beca#se of the r#bbing ofworse beca#se of the r#bbing of

the chains and the ,lth of thethe chains and the ,lth of the

lavator" b#c!ets into whichlavator" b#c!ets into whichchildren often fell1 / became sochildren often fell1 / became so

sic! that+ beca#se / was a "o#ngsic! that+ beca#se / was a "o#ng

bo"+ m" chains were removedbo"+ m" chains were removed

and / was allowed to sta" onand / was allowed to sta" on

dec!1dec!1

B" 4la#dah 56#iano who wasB" 4la#dah 56#iano who was

capt#red in %frica and ta!en tocapt#red in %frica and ta!en to

the West /ndiesthe West /ndies

Loo! again at so#rce %

>ow tr#stworth" is this so#rce.ind three reasons wh" this

so#rce co#ld be tr#sted b" thehistorian1

.ind one reason wh" this so#rcemight not be tr#sted1

?emember to answer in f#llsentences



We chain the men two b"We chain the men two b"

two when the" cometwo when the" come

aboard1 We feed themaboard1 We feed them

twice a da"+ at ten in thetwice a da"+ at ten in the

morning and fo#r in themorning and fo#r in theevening1 We feed themevening1 We feed them

mainl" mai7e gro#nd into amainl" mai7e gro#nd into a

porridge+ b#t three times aporridge+ b#t three times a

wee! we give them boiledwee! we give them boiled

horse8beans which the"horse8beans which the"

li!e1 This helps againstli!e1 This helps against

disease beca#se it seemsdisease beca#se it seemsto c#re the d"senter" andto c#re the d"senter" and

prevent the 9#x1 Theseprevent the 9#x1 These

often r#in vo"ages thro#ghoften r#in vo"ages thro#gh

deaths1 We also dancedeaths1 We also dance

them for an ho#r or two tothem for an ho#r or two to

bagpies+ harp and ,ddle forbagpies+ harp and ,ddle for

exercise to help theirexercise to help theirhealthhealth

T1 Phillips who was a slave T1 Phillips who was a slave

ship captainship captain

4nce the ship was o#t at4nce the ship was o#t at

sea+ slaves were bro#ghtsea+ slaves were bro#ght

#p on dec!+ #s#all" a few#p on dec!+ #s#all" a few

at a time+ to be fed and forat a time+ to be fed and for

exercise1 Those who wo#ldexercise1 Those who wo#ldnot exercise on dec! tonot exercise on dec! to

!eep ,t were whipped1 The!eep ,t were whipped1 The

crew often mistreated thecrew often mistreated the

slaves especiall" theslaves especiall" the

women1 Man" slaves diedwomen1 Man" slaves died

on the Middle Passage fromon the Middle Passage from

diseases+ sic!ness+ harshdiseases+ sic!ness+ harshtreatment and poor food1treatment and poor food1

&o did man" of the crew1&o did man" of the crew1

We don:t !now how man"We don:t !now how man"

slaves died b#t it seemsslaves died b#t it seems

li!el" that abo#t 0;< died1li!el" that abo#t 0;< died1

&ome managed to lose no&ome managed to lose no

slaves=slaves=

.rom an modern textboo!.rom an modern textboo!Loo! again at &o#rce B and '

.ind three things that the" agree on

.ind one thing that the" disagree on



Be able to listBe able to listthethe

advantagesadvantages

andand

disadvantagesdisadvantages

of LooseTightof LooseTight

Pac!Pac!


explain wh"explain wh"

one of the twoone of the two

methodsmethods

wo#ld bewo#ld be

better for thebetter for the

slave ownersslave owners

$emonstrate an$emonstrate an

#nderstanding of#nderstanding of

the impact of thethe impact of the

Middle PassageMiddle Passage

on the slaveson the slaves

and to establishand to establish

the !e" feat#resthe !e" feat#resof the passage toof the passage to

%merica%merica

&#ccess&#ccess

'riteria'riteria

What areWhat are






plenar"

/magine "o# were a captain of a slave ship+which method wo#ld "o# choose and wh"

2se !e" information that "o# have learned

d#ring this lesson



?esistance on the middle

passage>ow did slaves resist



Learning objective

To investigate thedi3erent methods ofresistance #sed b"the slaves and theresponses to them

>4T&%nal"sis Whatdo "o# thin!What is the

relationship'an "o#

compare



Be able to listBe able to list

the di3erentthe di3erent

methods ofmethods of

resistanceresistance


explain whatexplain what

was the mostwas the most

e3ectivee3ectivemethod ofmethod of

resistanceresistance

#sed b" the#sed b" the

slavesslaves


eval#ate theeval#ate the

e3ectivenesse3ectiveness

of resistanceof resistance

b" the slavesb" the slaves

&#ccess&#ccess

'riteria'riteria

What areWhat are






/nformation gathering

-o# will have ten min#tes

to read thro#gh pages0@8A of the boo!let "o#have been given

-o# ma" ta!e notes if "o#wish



'omplete this table

Method of ?esistance&o#rceit is in

C#ote to bac! it #p

Ta!ing advantage of a

sic! crew

%ttac!ing crew membersat meal times

2sing tr#sted slaves to

get them weaponstools

'ommitting s#icide

2sing women to sm#ggleneeded items



Method of?esistance

&o#rceit is in

C#ote to bac! it #p

Ta!ing advantageof a sic! crew &

the crew was short of oDcers

beca#se the captain and ,rst matehad died of disease:

%ttac!ing crewmembers at meal

times?

/n mid8%tlantic the slaves s#ddenl"swarmed aro#nd him and beat o#t his

brains with their wooden feedingbowls:

2sing tr#stedslaves to get them

weaponstoolsP E C

-o#ng slave 111 &m#ggled a large steelspi!e: Ffo#r of these bo"s fo#nd a

chisel+ some !nives and stones andpassed them to the men:

'ommittings#icide

G E Wone slave tried to c#t his own

throat 111 Then ref#sed to eat: Ftwoslaves in irons j#mp overboard:

2sing women tohelp in their plans

2FThe" and the woman crept #p on the

sentries:



5xtending "o#r#nderstanding

This is where we #se o#r >4T&

'an "o# categorise all of the wa"s in whichthe slave ship crews stopped resistance

Wh" do "o# thin! the crews were so afraidof resistance



'an "o# categorise all of the wa"s in whichthe slave ship crews stopped resistance

Prevention P#nishment

2sing chains and shac!les .logging

H#ards !ept at the hatchwa"s Th#mbscrews

%rmed crewmen &hooting at rebels

.ixing wo#nds to prevents#icide

5xec#tion as an example

Throwing slaves overboard



Wh" do "o# thin! the crews were so afraidof resistance

The crews were so afraid of resistance fortwo reasons1 The" !new that the" were asmall gro#p of people and co#ld be easil"overpowered and the" also !new that the"

wo#ld lose a lot of mone" if the" lostslaves



'onnections

/ will give "o# a fact

-o# need to thenthin! of another factthat lin!s with it

Tr" to #se aconnective to help"o#



The Plantations&elling the slaves in the 'aribbean



Loo! at thisLoo! at this

pict#repict#re

.ind ,ve.ind ,ve

things "o#things "o#

wo#ld li!e towo#ld li!e to

!now abo#t it!now abo#t it

What do "o#What do "o#

,nd,nd

interestinginteresting

abo#t thisabo#t thispict#repict#re



Learning objective

To examine and anal"se the di3erentmethods #sed b" slavers to ens#re thatthe" made the maxim#m amo#nt of

mone" from their slaves



What was it li!e

When slaves got to the West /ndies+ theslaves were prepared before the" were sold1

The better and healthier the slaves loo!ed+the more the" got at a#ction1 The" wereshaved+ washed and then r#bbed with oil orbeeswax to ma!e their s!in nice and shin"1

&ometimes+ vo"ages wo#ld last longer ascaptains travelled to the cit" where the"wo#ld get the best price for their slaves



*e" a#ction terms

B" Lot slavesB" Lot slaves

were sold onewere sold one

at a time with aat a time with a

traditionaltraditionala#ctiona#ction

approachapproach

B" &cramble &laves notB" &cramble &laves not

good eno#gh to be soldgood eno#gh to be sold

individ#all"+ were p#t in aindivid#all"+ were p#t in a

small enclos#re1 B#"erssmall enclos#re1 B#"ers

wo#ld simpl" grab aswo#ld simpl" grab asman" as the" wantedman" as the" wanted

(either pa"ing a ,xed(either pa"ing a ,xed

amo#nt per slave or peramo#nt per slave or per

gro#p of slaves)gro#p of slaves)

?ef#se &laves not ta!en?ef#se &laves not ta!en

in the scramble were soldin the scramble were sold

in lots to an"one whoin lots to an"one who

wo#ld ta!e them1 &omewo#ld ta!e them1 &ome

were left to die1 4therswere left to die1 4thers

were bo#ght b" doctorswere bo#ght b" doctorswho got them healthierwho got them healthier

and then sold them for aand then sold them for a

pro,t b#t some werepro,t b#t some were

wor!ed to deathwor!ed to death



&o#rce wor!

>ow #sef#l is &o#rce %as evidence of thee3ects of a &cramble

-o# might wish to thin!abo#t 8 Who wrote it(what he wo#ld have!nown)+ when the

so#rce comes from+what the so#rce waswritten for+ what is inthe so#rce and what isnot in the so#rce

When the signal was given+ theWhen the signal was given+ the

b#"ers r#shed into the "ard whereb#"ers r#shed into the "ard where

the slaves were !ept+ and chosethe slaves were !ept+ and chose

the ones that the" li!ed the best1the ones that the" li!ed the best1 The noise+ the clamo#r and the The noise+ the clamo#r and the

eagerness shown on the faces ofeagerness shown on the faces of

the b#"ers increased the fear ofthe b#"ers increased the fear of

the terri,ed %fricans1 /n this wa"the terri,ed %fricans1 /n this wa"

relations and friends wererelations and friends were

separated+ most of them neverseparated+ most of them neversaw each other againsaw each other again

4la#dah 56#iano+ a former slave4la#dah 56#iano+ a former slave



feedbac!

Let:s listen to some of "o#r answers



Plenar"

What do "o# now !now that "o# didn:t!now at the start of the lesson



Life on the plantationLiving and wor!ing as a slave



Learning 4bjective

To anal"se the experiences of slaves on'0Ith wor!ing on 'aribbean plantations



2nderstanding the idea

%nal"sis is a >igher4rder Thin!ing &!ill(>4T&)

The de,nition ofanal"sis is 8 to separate

a whole into its partsand ,nd o#t how the"lin! together

C#estion &temsC#estion &tems

Wh" do "o# thin!Wh" do "o# thin!

What is theWhat is therelationship111relationship111

'an "o# compare111'an "o# compare111

'an "o# contrast 111'an "o# contrast 111

What idea is relevantWhat idea is relevant

to 111to 111>ow wo#ld "o#>ow wo#ld "o#

categorise 111categorise 111

What can "o# infer 111What can "o# infer 111



?esearch Time

-o# will have ten

min#tes to readthro#gh pages I80of the boo!let

Write down what "o#thin! are the J majorpoints of these pages

What did "o# come #pWhat did "o# come #p

withwith



*e" facts

01 Most wor! done b" slaves was heav"

agric#lt#ral wor! in the ,eldsA1 There were overseers who wo#ld enforce

the r#les+ sometimes with whips andp#nishments

J1 Their whole lives (incl#ding time at home)were reg#lated



/ndivid#al wor!

?ead again the pages ofinformation

'ome #p with K C#estionsthat "o# wo#ld li!e to seeanswered+ #sing the6#estion stems related toanal"sis

.or example what was therelationship betweendriversforemen andslaves

C#estion &temsC#estion &tems

Wh" do "o# thin!Wh" do "o# thin!

What is theWhat is therelationship111relationship111

'an "o# compare111'an "o# compare111

'an "o# contrast 111'an "o# contrast 111

What idea is relevantWhat idea is relevant

to 111to 111>ow wo#ld "o#>ow wo#ld "o#

categorise 111categorise 111

What can "o# infer 111What can "o# infer 111



Pair Wor!

&wap "o#r jotters with a partner

Tr" and answer their 6#estions



>omewor!

-o# will be answering the fo#r 6#estionsthat "o# came #p with for "o#r homewor!



?esistance on the

plantations'rimes and P#nishments



Learning objective

To #se the !e" s!ills of the historian toascertain what life was li!e for the slaveswho resisted



&tarter

We are going to loo! at how "o# did with"o#r homewor! from last lesson

We will listen to some of "o#r answers and

tr" to assess them as a gro#p



/ndivid#al wor!

2sing the boo!lets "o# were given "esterda" and loo!ingagain at pages I and + complete the following tas!s

List all the jobs the slaves did in the s#gar ,elds>ow did foremenoverseers ens#re slaves !ept wor!ing

Wh" might 5dwards (the a#thor of &o#rce 5) have tried toma!e the lives of slaves so#nd reasonable (,nd twodi3erent reasons)

What wordsphrases in &o#rce H show that Mrs 'armichaelwas slightl" biased towards the slaves

%N&W5? /N .2LL &5NT5N'5&



/N.4?M%T/4N gathering

?ead thro#gh pages 0A80; of the boo!let



Pair wor!

'omplete thistable

/sland 'rimeP#nishment for

&lave?eward on o3er

%ntig#a

Montserrat

&t 'hristopher

amaica

Barbados

P#nishment for



/sland 'rimeP#nishment for

&lave?eward on o3er

%ntig#a ?#nning awa"$eathloss oflimbwhipping

J for !illing ar#nawa" slave

Montserrat ?#nning awa" $eath

;lb of s#gar fromowner for slaveta!en alive from

p#blic if dead

&t 'hristopher

Being awa" fromplantation

witho#tpermission

Whipping

amaica

>aving toom#ch fresh

meat in their

posession

Whipping

BarbadosBeing violent to

a 'hristian(white) person

Whippingnoseslitbranding



/ndivid#al wor!

4la#dah 56#iano wrote a memoir abo#t whatlife was li!e as a slave

-o# will be imagining "o# were a slave in the'aribbean

-o# have achieved "o#r freedom

Write a letter detailing what happened toeither "o#rself or other slaves "o# !new whowere p#nished

Write a letter detailing what



ghappened to either "o#rself orother slaves "o# !new who werep#nished

Writing .rameWriting .rame

•M" name is 111M" name is 111

•/ was a slave on 111/ was a slave on 111

What happened to mesomeone / !new was 111What happened to mesomeone / !new was 111

This p#nishment was p#t in place beca#se 111 This p#nishment was p#t in place beca#se 111

/t was di3erent for the white people/t was di3erent for the white people

beca#se 111beca#se 111

/>e&he tried it again and 111/>e&he tried it again and 111

2&5 T>5 *5-2&5 T>5 *5-

.%'T& ?5L%T/NH.%'T& ?5L%T/NH

T4 4N5 T4 4N5P%?T/'2L%?P%?T/'2L%?

/&L%N$/&L%N$



.eedbac!

We will now listen to what "o# came #pwith

s3 slavery lessons

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