History - Junior Secondary 3 - Origin, Nature and commodities traded in Trans-Atlantic Trade

TERM: 1^ST TERM

WEEK: 7 and 8

CLASS: Junior Secondary School 3

AGE: 14 years

DURATION: 40 minutes

DATE:

SUBJECT: History

TOPIC:  Origin, Nature and commodities traded in Trans-Atlantic Trade

SPECIFIC OBJECTIVES: At the end of the lesson, the learners should be able to

1. ) Discuss the origin and nature of the Trans-Atlantic trade
2. ) Give examples of commodities traded in the Trans-Atlantic trade

INSTRUCTIONAL TECHNIQUES: Identification, explanation, questions and answers, demonstration, story-telling, videos from source

INSTRUCTIONAL MATERIALS: Basic History for Junior Secondary Schools 3 by Ijeoma E.O

INSTRUCTIONAL PROCEDURES:

WEEK 7

NOTE

ORIGIN OF THE TRANS-ATLANTIC TRADE

The Trans-Atlantic Slave Trade originated in the early 15th century, spurred by European exploration and the desire for new trading routes, resources, and wealth. The trade was part of the broader Age of Exploration, during which European powers, including Portugal, Spain, Britain, France, and the Netherlands, began establishing trade networks and colonies in Africa, the Americas, and Asia.

Initially, Portuguese explorers reached the West African coast in the 1440s, motivated by the potential for valuable resources like gold, ivory, and spices. However, they soon recognized another commodity with high value: enslaved Africans. In the beginning, a small number of enslaved Africans were taken to Europe, but demand for labor increased significantly with the establishment of plantations in the Americas, especially following Columbus’s voyages in 1492, which opened the Caribbean and the Americas to European exploitation. Sugar, tobacco, cotton, and other cash crops grew well in these new territories, but they required intensive labor to produce.

The "triangular trade" system became a highly profitable cycle for Europe. Ships sailed from Europe to Africa, carrying goods such as guns, textiles, and alcohol, which were traded with African rulers for enslaved individuals. These captives were transported to the Americas on the infamous “Middle Passage,” an inhumane journey where conditions were brutal, and mortality rates were high. Upon arrival in the Americas, enslaved Africans were sold to work on plantations and in mines, producing goods like sugar, tobacco, and cotton. These raw materials were then shipped back to Europe, where they supported manufacturing and economic growth, completing the trade cycle.

The Trans-Atlantic Slave Trade became a dominant economic force, particularly in the 16th through the 19th centuries, shaping social, economic, and political landscapes across three continents. It is estimated that over 12 million Africans were forcibly transported across the Atlantic, impacting African societies deeply. Many African communities suffered population losses and social disruption, while a few African leaders and traders who cooperated with European powers profited by providing enslaved individuals.

This trade system ultimately set the foundation for European colonial dominance in Africa and the Americas, permanently altering the cultural and demographic makeup of the Americas and creating intercontinental connections through exploitation. It was one of the largest forced migrations in history and left lasting legacies of inequality, resistance, and cultural exchange across the Atlantic world.

EVALUATION:

1. What motivated European nations to initiate contact with Africa in the 15th century, and how did this lead to the development of the Trans-Atlantic Slave Trade?
2. Describe the triangular trade system and explain how it connected Europe, Africa, and the Americas.
3. How did the establishment of plantations in the Americas influence the demand for enslaved Africans during the Trans-Atlantic Slave Trade?
4. In what ways did the Portuguese influence the early stages of the Trans-Atlantic Slave Trade?
5. Discuss the impact of the Trans-Atlantic Slave Trade on African societies, including both the losses and the potential benefits for certain leaders and communities.

CLASSWORK: As in evaluation

CONCLUSION: The teacher marks their books and commends them positively

WEEK 8

NOTE

Nature of the Trans-Atlantic Trade

The Trans-Atlantic Trade, commonly known as the Trans-Atlantic Slave Trade, was a complex network of trade routes established between the late 15th and the 19th century. It was primarily driven by the demand for labor in the Americas, where European settlers sought to exploit the land for agricultural production.

1. Triangular Trade System

The trade followed a triangular pattern, involving three key regions: Europe, Africa, and the Americas. The routes were as follows:

• Europe to Africa: European merchants sailed from ports in countries such as Portugal, Spain, Britain, and France to West Africa, bringing manufactured goods, textiles, and firearms. These goods were traded for enslaved individuals captured through warfare or purchased from local African leaders.
• Africa to the Americas (Middle Passage): The enslaved Africans were transported across the Atlantic Ocean in overcrowded and inhumane conditions on ships during the notorious Middle Passage. This journey was marked by severe abuse, illness, and high mortality rates. It is estimated that 15-20% of enslaved individuals did not survive the journey.
• Americas to Europe: Once in the Americas, enslaved Africans were sold to plantation owners and used for labor in various agricultural enterprises, primarily sugar, tobacco, and cotton. The raw materials produced were then shipped back to Europe, where they were processed and consumed, fueling European economies and industrial growth.

2. Economic Impact

The Trans-Atlantic Trade significantly contributed to the wealth of European nations and merchants involved. The demand for cash crops like sugar and tobacco made plantations highly profitable, and the labor provided by enslaved Africans was a cornerstone of this agricultural economy. In turn, the trade created an interdependent economic system where European, African, and American economies were linked.

3. Cultural Exchanges and Influences

The trade also facilitated cultural exchanges between Africa and the Americas. Enslaved Africans brought their languages, traditions, and cultural practices to the New World, influencing music, cuisine, religion, and social structures. Elements of African culture, such as music and dance, persisted and evolved, contributing to the development of distinct cultural identities in the Americas.

Commodities Traded in the Trans-Atlantic Trade

The Trans-Atlantic Trade involved the exchange of various commodities, both from Europe to Africa and from Africa to the Americas, as well as from the Americas back to Europe. Here are key examples:

1. From Europe to Africa

• Manufactured Goods: Textiles, clothing, metal tools, guns, and alcohol. European merchants provided these goods in exchange for enslaved people, often using them to negotiate with African leaders.

2. From Africa to the Americas

• Enslaved Africans: The primary commodity transported across the Atlantic. Captured individuals were forced into labor on plantations and in mines, significantly impacting the demographics and social structures of the Americas.

3. From the Americas to Europe

• Raw Materials:
• Sugar: The most significant crop produced in the Caribbean, sugar became a highly sought-after commodity in Europe, driving much of the demand for enslaved labor.
• Tobacco: Grown primarily in the southern colonies of North America, tobacco became popular in Europe and a key export.
• Cotton: The production of cotton increased significantly in the 19th century, further entrenching the reliance on enslaved labor.
• Rum: Produced from sugar, rum became a popular alcoholic beverage in Europe and was often traded in exchange for more enslaved individuals.

4. Other Commodities

• Ostrich Feathers: Highly valued in Europe for use in fashion and decoration.
• Spices: Though less central to the trade than sugar and tobacco, spices were also traded and sought after for culinary and medicinal uses.

EVALUATION:

1. Describe the triangular trade system and explain how it connected Europe, Africa, and the Americas during the Trans-Atlantic Trade.
2. What were the primary motivations for European merchants to engage in the Trans-Atlantic Slave Trade, and how did this impact African societies?
3. Discuss the conditions faced by enslaved Africans during the Middle Passage and the factors that contributed to high mortality rates on these voyages.
4. Identify and explain at least three key commodities produced in the Americas as a result of enslaved labor, and discuss their significance in the European market.
5. How did the exchange of goods between Europe, Africa, and the Americas during the Trans-Atlantic Trade influence cultural exchanges and societal changes in the New World?

CLASSWORK: As in evaluation

CONCLUSION: The teacher marks their books and commends them positively