Colonial Economics, Triangular Trade and Slavery Objectives: To explain what transatlantic trade was in the 17 th and 18 th centuries including a description.

Colonial Economics, Triangular Trade and SlaveryObjectives:To explain what transatlantic trade

was in the 17th and 18th centuries including a description of triangular trade

To map out which continents contributed which commodities

To explain the symbiotic relationships between continents using rice and black slave labor as examples

To identify the various roles that participants played

- ISMS to knowColonialism – The expansion of

your territory or country by establishing colonies in previously unclaimed territories

Imperialism – The expansion of territory or country by overtaking already established lands

Mercantilism – The belief that a country’s power is directly related to its wealth

Colonial EconomiesNew England Colonies – trade,

shipping, developing manufacturing, subsistence farming

Middle Colonies – mix of trading and agriculture on a smaller scale

Southern Colonies – large scale agriculture – plantation farming – did not develop manufacturing

Rice & Other Commodities of the

Atlantic World

Triangular TradeIn the 17th and 18th centuries trade in

the Atlantic grew rapidly.Europe, Africa, and the New World each

had commodities to offer the others. Several trade triangles developed

Europe - Copper- Guns- Manufactured

goods- Textiles

Africa

-Enslaved men - Enslaved Women- Enslaved

Children

American Colonies -Rum-Fish-Tobacco-Rice-Lumber-Cotton-Indigo

Caribbean -Sugar-Molasses-Slaves

THE IMPORTANCE OF RICE IN SOUTH

CAROLINAA Case Study of the Symbiotic Trade Relations in the Atlantic

IT IS A RELATIONSHIP WHERE EACH

INDIVIDUAL OR GROUP DEPENDS ON THE

OTHER FOR SOMETHING. THEY BENEFIT

EACH OTHER.

What is a symbiotic relationship?

It All Starts with SugarWhen Europeans first started to

settle in the New World, they quickly discovered a new product, sugar.

They set up large sugar plantations in theCaribbean, like Barbados.They needed people to work on those plantations – African slaves

South Carolina Feeds BarbadosPeople seeking a fortune wanted to find ways

to make money and acquire more land.South Carolina was “unclaimed” and was close

to Barbados. So proprietors went in 1670 to seek their fortunes.

Europeans tried various different crops, raised livestock, and cut down lumber to sell.

In the beginning, livestock raised in South Carolina fed people in Barbados. South Carolina helped keep the sugar plantations functioning by supporting them with food. Later rice would be a major food staple.

Barbados would send sugar and molasses which the American colonies would turn into rum.

“ The only commodity of consequence produced in South Carolina is rice, and they reckon it as much their staple commodity, as sugar is to Barbados and Jamaica, or tobacco to Virginia and Maryland.” – James Glen, 1761

Finding LaborNative Indians seemed like a likely

source of labor for the proprietors of South Carolina, but there were a couple of problems.◦Different language, customs◦They know the land well – easier to run

away◦Colonists feared retaliation from tribes◦Nevertheless, Indians were used as

slaves for generations

Journal Question:

Why do you think Europeans chose enslaved Africans to be the main labor force in the colonies?

European LaborEuropean labor was appealing since white

workers were familiar with customs and language.

They also were familiar with clearing land and farming which Indians were not.

But, white laborers had little motivation to work hard, and they were indentured servants, so there was a time limit for how long they had to work.

African LaborColonists looked to black slaves as a

good source of labor even though they were an expensive initial investment.

As with the native population, African slaves did not know the language and customs of the European settlers. But, most slaves entering South Carolina were coming from the English Caribbean, not directly from Africa, so the slaves had time to become acclimated to European culture.

Additionally, Africans, unlike Europeans and Indians, were familiar with rice cultivation as it was a crop grown in West Africa. They brought this knowledge with them and helped to make rice a cash crop.

Here is wording from an advertisement that appeared in the Evening Gazette in 1785, “a choice cargo of windward and gold coast negroes, who have been accustomed to the planting of rice.”

The concept of DehumanizationDehumanization is the removal of

human thoughts, feelings or characteristics of a human being

Justifies inhumane treatment of other groups of people because they are not seen as “people” at all.

The enslaved people begin to accept their sub-human status and thus their fate.

Activity Each group will be given a picture of

either rice production in South Carolina or triangular trade.

1. Feel free to circle or draw arrows to things you think are important.

2. Around the images, write down some observations or questions.

3. In at least 5 sentences on the back, write what you think life might have been like for any of the participants in this history.

Europe - Copper- Guns- Manufactured

goods- Textiles

Africa

-Enslaved men - Enslaved Women- Enslaved

Children

American Colonies -Rum-Fish-Tobacco-Rice-Lumber-Cotton-Indigo

Caribbean -Sugar-Molasses-Slaves

Slaves, Sugar

Livestock, Rice

Rice, Rum

Slaves

Rum

Slaves

An Established Symbiotic Relationship

Source Citations Pictures Atlantic map

http://www.google.com/imgres?imgurl=http://faculty.umf.maine.edu/walter.sargent/public.www/web%2520103/map%2520north%2520atlantic%2520historic.jpg&imgrefurl=http://faculty.umf.maine.edu/~walters/web%2520103/week%25201%2520umf%2520103_06.html&usg=__Lucltwvkr3i9YeEaFQnDfZinc1I=&h=378&w=496&sz=75&hl=en&start=0&zoom=1&tbnid=Ff3Hfga_yjsfBM:&tbnh=133&tbnw=152&prev=/images%3Fq%3DAtlantic%2Bhistoric%2Bmap%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1C1GGGE_enUS386US386%26biw%3D1024%26bih%3D651%26tbs%3Disch:1&um=1&itbs=1&iact=rc&dur=366&ei=VUh1TNShO4nSsAP5scigDQ&oei=VUh1TNShO4nSsAP5scigDQ&esq=1&page=1&ndsp=16&ved=1t:429,r:7,s:0&tx=108&ty=44

Triangular trade http://gs2americanstudies.blogspot.com/ Europe outline http://cnx.org/content/m13082/latest/ Africa outline http://www.enchantedlearning.com/africa/rivers/outlinemap/ American Colonies outline

http://www.freekidscoloring.com/13_colonies_map-16481.php Caribbean Outline http://www.enchantedlearning.com/geography/centamer/ Rice field http://docsouth.unc.edu/nc/king/ill283.html Sugar plantation http://abolition.e2bn.org/slavery_69.html South Carolina colony

http://www.sonofthesouth.net/revolutionary-war/colonies/south-carolina.htm Indians and colonists

http://texasliberal.wordpress.com/category/colonial-america/ Indentured servants http://www.newton.k12.ks.us/tech/13colonies.htm Triangular trade map

http://www.socialstudiesforkids.com/graphics/triangulartrade.jpg Trade map

http://americanhistory.abc-clio.com/Search/Display/265722?terms=rice%20triangular%20trade&webSiteCode=SLN_AMHIST&returnToPage=/Search/Display/265722%3fterms%3drice+triangular+trade&token=604E5450CD369B842BD9F2343662BCB8&casError=False

Pictures of rice production http://docsouth.unc.edu/index.html-------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------ Quotes Wood, Peter. Black Majority. New York: Alfred A. Knopf, 1974. 35,, 60.