Atlantic Slave Trade Towards the end of class we briefly viewed images throughout the duration of the slave trade from Hitchcock’s slave database. I was intrigued by several categories when I first began exploring through the collection of images. I remember reading in chapter one of the textbook, some of the slave traders would brand the slaves they purchased to keep track of them. I recall from the textbook they branded the woman lightly so they would not damage their breasts or on the back shoulder. In the picture I chose titled “Blake1” it is an African female that is being branded on her back in the 19th century. The picture portrays three white males, one of which is a boy. The other five are African Americans, one of which is an infant. I find it hard to believe the pain they would inflict on individuals to make sure they could keep track of their slaves. I went back to the textbook to read what the motive was behind branding the slaves. Generally, slaves were branding as a form of punishment on recaptured slaves. It was used on runaway slaves to help the locals spot them if …show more content…
We both agreed how inhuman it was for these slaves to be transported and punished. Before taking this course, it shows how little I knew about the Atlantic Slave Trade. I knew the basics, but the information I learned throughout the class discussion and Hitchcock’s slave database really shows the whole history. After viewing all the photographs/images I feel as I can describe a slaves’ journey from the start to their death. Lastly, Bradley and I debated if Columbus did more bad than good when finding America. We both agreed slaves could have been treated much better and deserve much greater. I also firmly believe Columbus is given too much credit. It seems he is just credited for “finding America.” No one remembers he opened the Atlantic Slave Trade that cost millions of
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Throughout the narrative Douglass uses rhetorical imagery in order to provide readers with an insight to the true horrors of slavery. In chapter one of the narrative, Douglass speaks of the time when he would witness his aunt being tortured and beat by the master. He writes about seeing her “covered in blood” with “a whip upon her naked back”. Douglass uses and explains this experience in detail in order to paint a picture in the readers’ head and give them a firsthand experience to the harsh life of a slave. By using blood as an example of what he sensed, he is bringing in a word that is emotionally tied.
Document A is a painting of Landing Negroes at Jamestown from Dutch Man-of-War, 1619. The New World’s need for labor was fulfilled with indentured servants, brought from Europe, and African slaves, brought by the millions to the Americas. The painting shows the ship and the order of these landings. Document A gives the audience the ability to see the way that slavery came to be in and impacted the Americas. Document C gives statistics on the amount of people forced to migrate and work in the Americas.
At that time the value of this was very expensive because a lot of clothes were able to create. Black woman, man, old or young were suppose to go in the fields and collect the cotton from the plants. At the end of the day, the master would evaluate each individual and see if there is progression in the amount of cotton collected from each person. When one was not able to accumulate a big quantity he or she was to get whipped. For example, in the movie ' '12 Years of Slave ' ' the main character Solomon, a violinist is captured as a slave where in reality he is a freeman.
The detailed descriptions included in primary sources, along with the descriptive and emotional illustrations included in graphic history are crucial elements in studying and understanding the process and history of the transatlantic slave trade. Rafe Blaufarb and Liz Clarke tie both of these together to help readers truly understand this historic tragedy in the book, Inhuman Traffick: The International Struggle Against the Transatlantic Slave Trade. Although different than the standard book that may be used, that simply spews information out in an uncreative and somewhat boring way, this book is a tool that can be chosen in classrooms to teach different aspects of the slave trade. Working together, the primary sources and graphic history
The treatment of slaves was based on which owner possessed them. Some slaves were sold to fair slave-owners. Many were not so fortunate. As punishment slaves were often beaten, whipped, or imprisoned.
The Trans-Atlantic slave trade impacted and changed the world by misplacing and separating thousands of individuals from their families and homes. Thousands of people lost their lives when they were abducted and forced into slavery. Many did not survive the ship rides to the Americas. Many were murdered and tortured. Some were thrown of boats and died from diseases caught on the ship.
By using this reference, it illustrated the severity of the alienation of blacks in the Southern United States. In 1619, a Dutch ship “introduced the first captured Africans to America, planting the seeds of a slavery system that evolved into a nightmare of abuse and cruelty that would ultimately divide the nation”. The Africans were not treated humanely, but were treated as workers with no rights. Originally, they were to work for poor white families for seven years and receive land and freedom in return. As the colonies prospered, the colonists did not want to give up their workers and in 1641, slavery was legalized.
Many similarities and differences are between the Columbian Exchange and The Atlantic Slave Trade, such as the exchange of people/goods, trading on a boat, disease, and agriculture. Many similarities happened during the During the Atlantic slave trade with the Columbian exchange, for instance Americans would capture Africans and take them away to the americas or trading with other slave traitors and in return gets goods/money. Some of the good could be crops, other slaves, and money. To be able to trade a slave for goods there had to be a way for crops to exist. This is where the Columbian exchange comes in.
Many slaves being shipped to America had been betrayed by their own race, kidnapped and sold into slavery. The conditions on the ship were horrendous and each man was chained to an area and given about six feet long by fifteen inches wide. The boats were extremely packed with close corners and no bathroom, and women or children got even less space than the men. Many a times, the crew tried to justify the chaining by stating the it was a form of protection to avoid an uprising. In one of the examples Rediker gave, the slave ship, with Captain Tomba, who was known for brutal beatings including whipping, handing out cruel punishments to scare the other slaves into not acting out.
The greatest slave trade stage was enslaved people transportation from West and central Africa to the New World- America. The trans-Atlantic slave trade was the largest forced movement and prior from the 16th through the 19th centuries. The salve trade between Western and Central Africa and the America reached its peak in the middle of 18th century when over 80.000 Africans annually crossed the Atlantic to spend all their rest of lives in chains. “For three centuries the white man seized and enslaved millions of Africans and transported them, with every circumstance of ferocious cruelty, across the seas.” (Morel.1903) Approximately from the 10 to 12 million Africans from the central and western parts of continent were sold by others Africans
Some slaves were branded with their master’s name or a symbol so that everyone would know who they belonged to and that they did something wrong. Working for the Americans was as harsh and dehumanizing as the voyage that was taken to get there. The Atlantic slave trade was when Africans were taken to the Americas by Europeans to be sold and forced to work. First, they were tortured on the way to the slave ships and aboard the ships.
From this, derives a bond with the reader that pushes their understanding of the evil nature of slavery that society deemed appropriate therefore enhancing their understanding of history. While only glossed over in most classroom settings of the twenty-first century, students often neglect the sad but true reality that the backbone of slavery, was the dehumanization of an entire race of people. To create a group of individuals known for their extreme oppression derived from slavery, required plantation owner’s of the South to constantly embedded certain values into the lives of their slaves. To talk back means to be whipped.
The use of slaves has always been present in the world since the beginning of civilization, although the use and treatment of those slaves has differed widely through time and geographic location. Different geographies call for different types of work ranging from labor-intensive sugar cultivation and production in the tropics to household help in less agriculturally intensive areas. In addition to time and space, the mindsets and beliefs of the people in those areas affect how the slaves will be treated and how “human” those slaves will be perceived to be. In the Early Modern Era, the two main locations where slaves were used most extensively were the European dominated Americas and the Muslim Empires. The American slavery system and the
In the 1700-1800’s, the use of African American slaves for backbreaking, unpaid work was at its prime. Despite the terrible conditions that slaves were forced to deal with, slave owners managed to convince themselves and others that it was not the abhorrent work it was thought to be. However, in the mid-1800’s, Northern and southern Americans were becoming more aware of the trauma that slaves were facing in the South. Soon, an abolitionist group began in protest, but still people doubted and questioned it.
Many of the sailors were accurately portrayed by their actions, by throwing slaves into the ocean, flogging, beaten, tortured, and other forms of cruel punishment. “Alexander Falconbridge was a surgeon on slave ships in the 18th century. An abolitionist and governor himself is guilty of all the violent attacks towards slaves. A disgraces to human nature, and profound language were brutal examples sailors often used towards slaves.” ( First Hand; Accounts Study).