Grade by Grade
C. The World, 1650–1789 · The World, 1650–1789

The Transatlantic Slave Trade and Slavery in the Americas

C1 C2 C3 A1.2 A1.3About 75 minutes
Learning goals
  • I can explain why the transatlantic slave trade expanded to its peak in the 1700s.
  • I can describe the scale of the trade and its effects on Africa, the Americas and Europe, using evidence.
  • I can explain how slavery became a racialized, inherited legal status in the Americas.
  • I can describe the many forms of resistance by enslaved people and the beginnings of abolitionism.
  • I can assess the credibility of a slave narrative and other sources.

Words to know

transatlantic slave trade
The forced transport of African people across the Atlantic to the Americas, from the 1500s to the 1860s.
Middle Passage
The sea crossing from Africa to the Americas endured by captive Africans.
chattel slavery
A system in which enslaved people are treated as legal property that can be bought, sold and inherited.
plantation
A large farm producing a cash crop (sugar, tobacco, cotton, coffee) for export, worked by many labourers, in the Americas mostly enslaved.
maroon
A person who escaped slavery and lived in an independent community, often in mountains, forests or swamps.
abolitionism
The movement to end the slave trade and slavery.
racism
The false belief that human groups can be ranked by "race", used to justify discrimination and oppression.

A note on this lesson

This lesson is about one of the greatest crimes in human history. It is written without graphic detail, but it describes violence, family separation and death. Millions of people of African descent in Canada and around the world are descendants of those who survived it. We study it to understand it, to honour the people who resisted, and to understand racism today. There is no joke block in this lesson. If a reader needs a break, take one.

The peak of a crime

Between the early 1500s and the 1860s, about 12.5 million African people were forced onto ships bound for the Americas. About 10.7 million survived the crossing, which means roughly 1.8 million died at sea. More than half of all these people were transported in the 1700s, the period of this unit. The same century that celebrated reason and rights was the century in which the slave trade reached its height.

These numbers come from the Slave Voyages database, built by historians from ships' records, port registers and tax documents for tens of thousands of voyages. Numbers are a starting point. Behind each one is a person with a name, a family, a language and a home.

Why did the trade grow?

  • Sugar. Sugar plantations in Brazil and the Caribbean (Barbados, Jamaica, Saint-Domingue) were enormously profitable and needed huge numbers of labourers for brutal work. European demand for sugar, then tobacco, coffee, rice and cotton, kept rising.
  • Demographic disaster in the Americas. Indigenous populations had been devastated by epidemics, war and forced labour since 1492 (see The World, 1450–1650).
  • Profits and states. Merchants in Lisbon, Liverpool, Bristol, Nantes, Amsterdam, Newport and Rio de Janeiro grew rich. Governments licensed companies, such as the Royal African Company, and fought for the asiento, the contract to supply enslaved Africans to Spanish America, which Britain won in the Treaty of Utrecht (1713).
  • High death rates. On Caribbean sugar plantations, deaths often outnumbered births, so planters kept buying newly enslaved Africans instead of improving conditions.
The Atlantic slave-trade system (simplified; not a map)Europeports such as Liverpool,Nantes, LisbonWest and CentralAfricacoast and portsThe AmericasBrazil, Caribbean,North Americatextiles (many Indian),guns, metal goodscaptive Africans: the Middle Passagesugar, tobacco,cotton, rumMany voyages ran directly between Brazil and Africa, without a European leg.
A simplified view of the Atlantic system. Ships, credit, insurance and goods connected three continents; the Middle Passage was its centre.

The African side

Europeans rarely captured people themselves; most captives were bought from African rulers and merchants at coastal forts and ports, in exchange for textiles (many from India), guns, metal goods, alcohol and cowrie shells. Powerful states such as Dahomey, Asante and the Oyo Empire took part in the trade and grew stronger from it, and warfare to take captives increased. Other leaders tried to limit it.

The effects on Africa were deep:

  • Population loss, especially of young men and women, in some regions.
  • More warfare and insecurity, as raiding for captives spread.
  • Economic distortion: exports of people instead of goods, while imports of manufactures competed with local crafts.

African participation does not make the trade less of a crime, and it does not mean "Africans sold Africans" in a simple sense. Captives were usually taken from other peoples and states, and the trade existed because of European and American demand and profit. Slavery also existed within Africa and in the trans-Saharan and Indian Ocean trades, but the Atlantic trade was unique in scale and in turning people into racialized, inherited property.

The Middle Passage

Captives were often marched long distances to the coast and held in forts or pens. On board, men were usually chained below decks in crowded, airless spaces; women and children were held separately. Voyages lasted weeks or months. Disease, especially dysentery, killed many. Captives resisted by refusing food, and by shipboard revolts, which occurred on a significant number of voyages. Many survivors formed lifelong bonds with shipmates.

Where captives who survived the crossing were landed, 1501–1866Brazilabout 4.9 millionBritish Caribbeanabout 2.3 millionSpanish Americasabout 1.3 millionFrench Caribbeanabout 1.1 millionMainland North Americaabout 0.4 millionRounded estimates from the Slave Voyages database. Smaller numbers went to Dutch, Danish and other colonies.
Most captives were taken to Brazil and the Caribbean, not to North America. High death rates on sugar plantations drove continued imports.

Making slavery racial and inherited

In the Americas, laws turned slavery into a permanent, inherited status tied to African descent:

  • A 1662 law in Virginia declared that a child's status followed the mother's, so children of enslaved women were born enslaved.
  • Barbados's slave code (1661) and France's Code Noir (1685) set out masters' powers over enslaved people.
  • Racist ideas, including pseudo-scientific rankings of humanity, were developed to justify the system.

Slavery also existed in New France. Historians have identified about 4000 enslaved people in its history, roughly two-thirds of them Indigenous (often called panis) and one-third African. You may have studied Marie-Joseph Angélique, an enslaved Black woman executed in Montreal in 1734, in Grade 7.

Resistance and survival

Enslaved people resisted in every way they could:

  • Everyday resistance: slowing work, breaking tools, keeping languages, music, names and religions alive. New faiths, such as Vodou in Saint-Domingue and Candomblé in Brazil, combined African and other traditions.
  • Flight and maroon communities: Palmares in northeast Brazil held out for most of the 1600s until it was destroyed in 1694–1695; its leader Zumbi is honoured in Brazil today. In Jamaica, maroons led by figures such as Queen Nanny and Cudjoe fought the British to treaties (1739) that recognized their freedom and land. In Suriname, maroon nations won treaties in the 1760s, and their descendants live there today.
  • Revolt: the Stono Rebellion in South Carolina (1739) and Tacky's Revolt in Jamaica (1760) were among the largest. They were crushed with terrible violence.
  • Words: freed and enslaved people petitioned courts and legislatures, and published writing. Phillis Wheatley, enslaved in Boston, published a book of poems in 1773. Ottobah Cugoano (1787) and Olaudah Equiano (1789) published powerful attacks on the trade in London.
Forms of resistance by enslaved peopleEverydaywork slowdowns,keeping culture,family, faithFlightrunning away,alone or ingroupsMarooncommunitiesPalmares; Jamaicaand SurinameRevoltStono 1739;Tacky's Revolt1760Wordspetitions, courtcases, writtennarrativesEvery form of resistance was dangerous. Most enslaved people resisted in some way;open revolt was the rarest form because of brutal repression.
Resistance took many forms. Survival itself, keeping family, culture and faith alive, was a form of resistance.

The beginnings of abolitionism

  • In 1688 Quakers in Germantown, Pennsylvania, wrote one of the first protests against slavery in the colonies.
  • In the Somerset case (1772), an English judge, Lord Mansfield, ruled that James Somerset, an enslaved man brought to England, could not be forcibly taken out of the country. The ruling was narrow but was widely understood as a blow against slavery in England.
  • Vermont's 1777 constitution banned adult slavery; Pennsylvania passed a gradual abolition law in 1780.
  • In 1787 the Society for Effecting the Abolition of the Slave Trade was founded in London. Its image of a kneeling, chained African man asking "Am I not a man and a brother?" was reproduced on medallions and dishes.

The slave trade and slavery would be abolished only in the next century, after the Haitian Revolution and long campaigns by enslaved people and abolitionists (The World, 1789–1900).

Resistance and early abolitionism, 1688–1789 (to scale)1688Germantown Quakerprotest1739Jamaica Maroontreaties; Stono1760Tacky'sRevolt1772Somersetcase1780Pennsylvaniagradual abolition1787–89London abolition society;Equiano's Narrative
Resistance by enslaved people came first; organized abolitionism grew alongside it from the 1770s and 1780s.
Worked example

Modelled example: Assessing a slave narrative

Assess the credibility of The Interesting Narrative of the Life of Olaudah Equiano (1789) as evidence about the slave trade.

  1. Origin: written by Olaudah Equiano (also called Gustavus Vassa), a formerly enslaved man who bought his freedom and became an abolitionist in London. Published in 1789, during the campaign against the slave trade.
  2. Purpose: to persuade British readers to end the trade. It was a bestseller and went through many editions.
  3. Strengths: Equiano describes the Middle Passage, slavery in the Caribbean and Virginia, and life as a sailor. Many details about ships, places and people match other records.
  4. A historians' debate: Equiano wrote that he was born in Igboland (in today's Nigeria). The historian Vincent Carretta found a baptism record and a ship's muster roll listing his birthplace as South Carolina. Some historians think Equiano may have drawn his African childhood from other people's accounts; others argue the records are wrong or that Equiano gave those birthplaces for practical reasons.
  5. Judge: the debate affects only part of the book. The narrative remains powerful and largely corroborated evidence of the slave system, and of how a Black author shaped public opinion.

Equiano's Narrative is a credible and valuable source on the slave system and on abolitionist argument, with a specific, unresolved debate about his birthplace. Good historians use it with other sources rather than rejecting or accepting it whole.

Hands-on activity

Analyse an abolitionist object

You need: a device with internet access, a notebook, and a grown-up to help you search. About 25 minutes.

  1. Search for an image of the 1787 "Am I not a man and a brother?" medallion made by Josiah Wedgwood's company (museum websites such as the British Museum have images).
  2. Describe exactly what you see: posture, chains, words.
  3. Answer: Who made it, for whom, and why? How might it have persuaded British buyers?
  4. Now think about perspective: the man is shown kneeling and asking. How is that different from how enslaved people presented themselves in revolts, maroon treaties or Equiano's book?
  5. Write a short paragraph: Was this object a strong or a limited way to fight the slave trade?

Look for: careful description before judgement, and the insight that the image is sympathetic but shows African people as passive, while enslaved people were actively resisting.

Your turn

1

About how many people were forced across the Atlantic, and how many survived?

2

Why was the 1700s the peak century of the trade?

3

Where were most captives taken?

4

How did the 1662 Virginia law make slavery inherited?

5

What were maroon communities? Give one example.

6

What did the Somerset case (1772) decide?

7

Name two Black authors who wrote against slavery before 1790.

More practice: warm-up

1

What is the Middle Passage?

2

Which treaty gave Britain the asiento in 1713?

3

What crop drove most of the demand for enslaved labour?

4

Who led the Jamaica Maroons with Cudjoe?

5

When was the abolition society founded in London?

More practice: on your own

1

Explain why historians stress that the Atlantic slave trade was driven by demand in Europe and the Americas.

2

How did the slave trade affect West and Central Africa?

3

Why is survival itself described as resistance?

4

Why did slavery become racial in the Americas?

5

Why is the Slave Voyages database considered reliable, and what are its limits?

Challenge

1

Assess the significance of the transatlantic slave trade in world history.

2

To what extent did the Enlightenment contribute to ending slavery before 1789?

3

Compare slavery in New France with slavery in the Caribbean.

Check your understanding

Quiz

1.

About how many Africans were forced onto ships bound for the Americas between the 1500s and 1860s?

2.

Which region received the largest number of captive Africans?

3.

What was the asiento?

4.

What did the 1739 treaties in Jamaica recognize?

5.

Why do historians debate part of Equiano's Narrative?

6.

Which statement about resistance by enslaved people is accurate?

For parents and teachers

Big idea: This lesson addresses C1 (the expansion of the slave trade as an economic development), C2 (interactions between Africans, Europeans and peoples of the Americas) and C3 (identity, resistance and heritage), and practises gathering evidence (A1.2) and assessing credibility (A1.3).

Sensitivity: This is a difficult lesson. It is written without graphic detail and has no joke. If your family has African, Caribbean or Black Canadian heritage, your teen may have personal feelings and knowledge to share; let them lead. Avoid comparisons that rank suffering. Emphasize the agency and resistance of enslaved people, not only their victimization.

How to help: Do the medallion activity together. Discuss how abolitionist images could be both helpful and limiting.

Common difficulties: Thinking most captives went to the United States (most went to Brazil and the Caribbean); oversimplifying African involvement; treating numbers as abstract. Encourage precise language: enslaved people rather than slaves, and enslavers where appropriate.