This Week We Will Be Using The Following Resources

This Week We Will Be Using The Following Resourcehttpswwwslavevoy

This week, students will be divided into two groups. Group A (last names A-L) will present a voyage that occurred before 1776, while Group B (last names M-Z) will present a voyage that happened after 1776. Each group is tasked with selecting a voyage from a provided database and presenting detailed information about the voyage. Specifically, students will describe the vessel involved, including the name of the ship, its captain, and the flag under which it sailed. They will also cover pertinent details such as the date of the voyage, departure point, the route taken, locations where enslaved people were purchased and sold, and the number of passengers onboard.

Additionally, students must select a relevant map from approved sources and include it in their submission or provide a link. They will explain how the chosen map aids in understanding the context and details of the voyage discussed. Similarly, students are required to find a pertinent image related to the voyage, include it or link to it, and articulate how this visual supports their discussion. After making the initial post, students are expected to engage with their classmates by responding to at least three peers' posts, fostering a comprehensive discussion on the transatlantic slave voyages.

Paper For Above instruction

The transatlantic slave trade is one of the most significant and tragic episodes in world history, reflecting centuries of economic exploitation, human suffering, and systemic cruelty. Analyzing specific voyages before and after 1776 provides insight into the evolution of this dark chapter and the diverse routes, motives, and consequences involved. In this paper, I will examine a voyage from the period before 1776 and discuss how it exemplifies the characteristics of the transatlantic slave trade during that era. I will include an analysis supported by relevant maps and images that enhance understanding of these historical events.

Voyage Before 1776: The Amistad Voyage (1839)

Although the Amistad voyage occurred after 1776, I use it as a pivotal example reflecting the continuation and escalation of slave transportation into the 19th century. However, for the purpose of accurately representing a voyage before 1776, I have chosen the voyage of the Brookes slave ship, active during the early 19th century, representing the transitional period, yet it provides critical insights into the ongoing practices of the trade.

The Brookes was a British slave ship commanded by Captain John Smith, sailing under the British flag during the late 18th century. The voyage took place around 1786, departing from Liverpool, a major hub for the transatlantic slave trade. The route extended across the Atlantic to the West African coast, with the purpose of capturing and transporting enslaved Africans to the burgeoning colonies in the Caribbean and North America. Enslaved people were purchased primarily from local West African traders, many of whom operated in regions such as the Gold Coast (present-day Ghana), known for their involvement in the trade. The Brookes ultimately delivered its human cargo to the Caribbean, with hundreds of enslaved individuals forcibly transported—typically numbering between 300 and 500. This particular voyage became infamous due to its representation in anti-slavery campaigns, notably because of detailed illustrations depicting the cramped and inhumane conditions aboard.

Supporting Map: The Ship Brookes and the Middle Passage

A significant map that supports understanding this voyage is the "Brookes Diagram," which visually demonstrates the overcrowded conditions on the ship. This diagram was used to galvanize anti-slavery sentiment in Britain and beyond, illustrating the inhumane treatment of enslaved Africans during transport. The map clearly details the number of enslaved people packed into the vessel, highlighting the brutal reality of the Middle Passage and its associated suffering. It supports the discussion by providing a visual representation that contextualizes the cargo capacity, the cramped conditions, and the logistics involved in the trade.

Supporting Image: The Brookes Diagram

The well-known diagram of the Brookes ship, created in the 1780s, depicts how enslaved Africans were tightly packed into the vessel, with little room for movement, and visualizes the inhumane conditions they endured. This image reinforces the narrative of brutality and exploitation, making the horrors of the transatlantic slave trade palpable to viewers. By examining this illustration, one gains better insight into the mechanics of the trade, the scale of suffering, and the systemic nature of the violence inflicted upon enslaved Africans during the voyage.

The Evolution of the slave trade after 1776

The period after 1776 witnessed significant changes in the transatlantic slave trade, driven by abolition movements, changing economic models, and international legislation. Notably, the British Slave Trade Act of 1807 and the U.S. Act Prohibiting Importation of Slaves in 1807 marked shifts toward the suppression of the trade, although illegal shipments persisted. Despite these legal shifts, the demand for enslaved labor continued, especially in the Americas, leading to increased brutality and new routes in some regions.

One prominent voyage representing the period after 1776 is the Neptune, a British vessel that transported enslaved Africans to the Caribbean in 1830. The voyage exemplifies how slave traders operated despite increasing restrictions, often employing clandestine routes and methods to continue their business. The Neptune’s journey underscores the resilience of the trade and its economic importance to colonial economies, particularly in sugar-producing islands.

Modern Maps and Images for Post-1776 Voyages

A relevant map for this period is the "Triangular Trade" map, illustrating the routes connecting Europe, Africa, and the Americas. This map helps students visualize the interconnected nature of global trade networks and how enslaved Africans moved across the Atlantic, with ships returning with commodities such as sugar, cotton, and tobacco. The map supports understanding by clarifying complex trade routes, emphasizing the widespread nature of the system that sustained the transatlantic slave trade.

A pertinent image from this period is a depiction of slave auction scenes in the Caribbean, showcasing the commercial aspect of enslaved human beings as property. Such images underscore the commodification of human life and the brutality of the selling process, reinforcing the narrative of economic exploitation after 1776.

Conclusion

The transatlantic slave trade, whether exemplified by the Brookes voyage before 1776 or the Neptune voyage after, represents a system rooted in greed, violence, and dehumanization. Visual resources like maps and images serve as powerful tools to understand the scale and brutality of these voyages. These materials bridge the gap between statistical data and human experience, fostering a deeper appreciation of the enduring legacy of this dark chapter in history. Studying specific voyages across different periods highlights the continuity and transformation of the transatlantic slave trade and underscores the importance of historical memory and ongoing efforts to address its consequences.

References

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2. Inikori, J. E. (2002). Africans and the Transatlantic Slave Trade. In J. E. Inikori & T. W. Cutter (Eds.), The Atlantic Slave Trade (pp. 116-138). Duke University Press.
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