Grade by Grade
B. The World, 1450–1650 · The World, 1450–1650

The Beginnings of the Transatlantic Slave Trade

B2 B1 B3 A1.3 A2About 70 minutes
Learning goals
  • I can explain how the transatlantic slave trade began and how it differed from earlier forms of slavery.
  • I can explain the economic, demographic and ideological causes of its growth.
  • I can describe African responses and the resistance of enslaved people.
  • I can connect this history to Canada, including slavery in New France and the Doctrine of Discovery.

Words to know

chattel slavery
A system in which enslaved people are legally owned as property, and their children inherit the status.
transatlantic slave trade
The forced transport of millions of Africans across the Atlantic to the Americas, about 1500 to 1866.
Middle Passage
The voyage of enslaved Africans across the Atlantic.
maroon
A person who escaped slavery and formed or joined a free community.
Doctrine of Discovery
The idea, based on papal bulls, that Christian rulers could claim lands of non-Christian peoples; repudiated by the Vatican in 2023.
plantation complex
The system of large export plantations worked by enslaved people, linked to Atlantic trade.
Emancipation Day
1 August, marking the day in 1834 when the Slavery Abolition Act took effect in the British Empire, including British North America.

A note on this lesson

This lesson is about the enslavement of African people. It is one of the gravest injustices in history, and its consequences, including anti-Black racism, are still felt in Canada and around the world. The lesson is written without graphic detail and centres the humanity and resistance of enslaved people. There is no joke block. Students and families of African descent may experience this history personally; give space for questions and feelings.

Before the Atlantic system

Slavery (owning people as property and forcing them to work) existed in many societies before 1450: in the Mediterranean and Europe, in the Islamic world, in African states, and in parts of the Americas. People were usually enslaved as war captives, as punishment, or for debt. Enslaved people were of every origin; in medieval Europe many came from Slavic lands (the root of the English word slave).

The transatlantic slave trade that began in this period became something new: it grew to an enormous scale; it was tied to plantation agriculture for world markets; enslavement became hereditary, passed from mothers to children for generations; and it became increasingly linked to race, with Europeans treating Black Africans as a people who could be enslaved.

The Portuguese beginning, 1440s to 1500

  • In the 1440s, Portuguese ships began raiding and then trading for captives on the West African coast. The Portuguese chronicler Gomes Eanes de Zurara described captives landed at Lagos in Portugal in 1444. He wrote (paraphrased) that he pitied their suffering as families were separated, yet he justified it on the grounds that they would become Christians. His account shows how religion was used to justify enslavement even by people who saw its cruelty.
  • Papal approval: the bulls ***Dum Diversas* (1452) and Romanus Pontifex (1455) authorized the king of Portugal to conquer non-Christian peoples and reduce them to perpetual servitude. Together with later documents, these ideas became part of what is called the Doctrine of Discovery. In 2023** the Vatican formally repudiated the Doctrine of Discovery, a step that First Nations, Métis and Inuit leaders in Canada had long called for.
  • Atlantic islands: Portugal developed sugar plantations worked by enslaved Africans on Madeira and then on São Tomé (from the 1490s). São Tomé became a model of the plantation system that would later spread across the Americas.

Across the Atlantic, 1500 to 1650

  • At first, enslaved Africans were brought to the Americas by way of Spain. In 1518 the Spanish Crown began issuing licences to carry captives directly from Africa, and by the mid-1520s ships were making that crossing.
  • Demand grew as Indigenous populations collapsed and as Spain restricted Indigenous slavery (New Laws, 1542). Enslaved Africans worked in mines, cities, households and ranches in Spanish America; by the late 1500s, Mexico City and Lima had large African and Afro-descendant populations.
  • Brazil: from the mid-1500s, Portuguese planters built sugar plantations and mills in Pernambuco and Bahia, first forcing Indigenous people to work and then turning increasingly to enslaved Africans. By around 1600 Brazil was one of the world's leading sugar producers.
  • Africa's role: most captives were obtained by African states and merchants through war, raids and judicial punishment, and sold at coastal markets in exchange for cloth, metal goods, guns, alcohol and cowrie shells. The Portuguese colony of Luanda (founded 1576) in Angola became a major port, and Portuguese-led wars there produced many captives.
  • The Middle Passage: captives were packed into ships for weeks or months. On average, more than one in ten died during the crossing, from disease, abuse and despair.

Scale: the SlaveVoyages database estimates that about 12.5 million Africans were forced onto ships between 1501 and 1866, and about 10.7 million survived to land in the Americas. By 1650 the trade had carried a fraction of that total (probably under one million by most estimates). Its great expansion came after 1650 (see the sibling unit The World, 1650–1789). But the systems, laws and justifications were built in this period.

The Atlantic trade system (simplified)EuropeLisbon, Seville, AmsterdamThe AmericasBrazil, Caribbean, MexicoWest andWest-Central Africacloth, metal goods,guns, alcoholenslaved Africansthe Middle Passagesugar, tobacco,silver
The "triangular trade" is a simplification: many ships sailed directly between Brazil and Angola, and goods moved in many directions. But it shows how Atlantic economies were linked by the forced migration of Africans.

African responses and resistance

  • Rulers: Afonso I of Kongo protested illegal enslavement in 1526 (see African States: Songhai, Kongo, Benin, Ethiopia and the Swahili Coast). Queen Njinga of Ndongo and Matamba (about 1583 to 1663) negotiated with the Portuguese at Luanda in 1622, then fought them for decades, even allying with the Dutch, who held Luanda from 1641 to 1648. She is honoured in Angola today as a symbol of resistance. Like Afonso, she also took part in the trade in captives, a reminder that history's actors are complicated.
  • Enslaved people resisted in many ways: shipboard revolts; escape; maroon communities of people who freed themselves, such as Palmares in the interior of Brazil, which grew from the early 1600s, and the community led by Gaspar Yanga in Mexico, which won recognition as a free town from Spanish authorities in the early 1600s; slowing work; keeping languages, religions, music and family ties alive; and using colonial courts and church institutions to seek freedom.
  • Cultural survival: African religions, foods, music and languages blended with others to create new Afro-American, Afro-Caribbean and Afro-Brazilian cultures that shape the Americas today.
Forms of resistance to enslavementResistanceRevoltson ships, plantationsEscapemaroon communitiesCulturefaith, music, languageEveryday actsslowing workLegal routescourts, petitionsRulersNjinga, Afonso I
Enslaved Africans and African rulers resisted in many ways. Resistance shows that enslaved people were never simply passive victims.

Slavery and what is now Canada

Slavery reached New France in this period too. In 1629 a young African boy, brought from Madagascar or West Africa by English privateers, was sold in Quebec; he is the first recorded enslaved African in New France. He was later baptized and given the name Olivier Le Jeune. Slavery of both Africans and Indigenous people (panis) existed in New France and later in British North America until the British Slavery Abolition Act took effect on 1 August 1834. Since 2021, Canada has officially recognized 1 August as Emancipation Day.

Worked example

Modelled example: Cause and consequence in the rise of the Atlantic slave trade

Why did African slavery become the main labour system of the plantation Americas?

  1. Economic cause: sugar was hugely profitable but needed large, year-round labour forces in harsh conditions.
  2. Demographic cause: the Indigenous population of the Caribbean and Brazil collapsed from disease and violence; Spain limited Indigenous slavery in 1542.
  3. Existing networks: Portugal already traded for captives in West Africa and had built the plantation model on São Tomé.
  4. Ideological cause: papal bulls and racist ideas defined Africans as people who could be enslaved, and enslavement as inherited.
  5. Consequences: millions forced across the Atlantic; African societies disrupted; the wealth of Europe and the Americas built partly on enslaved labour; the racism developed to justify slavery outlived it.

Sample thesis: "African slavery became central to the plantation Americas because the profits of sugar, the collapse of Indigenous populations and existing Portuguese trading networks combined with racist ideologies that defined Africans as enslaveable; that ideology became one of the most damaging legacies of the period."

Hands-on activity

Remembering through primary sources

You need: internet access (with a grown-up), a notebook, about 30 minutes.

  1. Visit the SlaveVoyages website (slavevoyages.org), a free database built by historians. Use its "Introductory Maps" or "Timeline" features to see when and where the trade grew.
  2. Write three observations about the period before 1650: which European nations were involved, and which African regions captives were taken from.
  3. Find out what your community or province does for Emancipation Day (1 August) or Black History Month (February).
  4. Write a short paragraph: Why should Canadians learn about the beginnings of the transatlantic slave trade?

Look for: careful use of data (with dates), respectful language ("enslaved people" rather than "slaves"), and a link between past and present.

Your turn

1

How was the transatlantic slave trade different from earlier forms of slavery?

2

What did the papal bulls of 1452 and 1455 authorize?

3

What was the significance of São Tomé?

4

What happened in 1518?

5

What was the Middle Passage?

6

Who was Queen Njinga?

7

What is a maroon community? Give an example.

More practice: warm-up

1

Which European country began the Atlantic trade in captives in the 1440s?

2

Which Brazilian crop drove demand for enslaved labour?

3

Which Portuguese colonial port in Angola was founded in 1576?

4

Who is the first recorded enslaved African in New France?

5

When is Emancipation Day in Canada?

More practice: on your own

1

Explain how Zurara's chronicle shows the role of religion in justifying slavery.

2

Why did planters in Brazil turn from Indigenous to African labour?

3

How were most captives obtained in Africa, and what does this show?

4

Why is "triangular trade" a simplification?

5

Why does this history matter in Canada today?

Challenge

1

Assess the significance of the period 1450 to 1650 in the history of the transatlantic slave trade, given that most captives were transported after 1650.

2

Evaluate this statement: "African rulers were responsible for the slave trade."

3

Explain the connection between the Columbian Exchange, Indigenous population collapse and the slave trade.

Check your understanding

Quiz

1.

Which feature was distinctive of the transatlantic slave trade compared with many earlier forms of slavery?

2.

Which island became an early model of the sugar plantation system?

3.

What did the Vatican do in 2023?

4.

Who led Ndongo and Matamba in resisting the Portuguese for decades?

5.

What were maroon communities?

6.

According to the SlaveVoyages database, about how many Africans were forced onto ships between 1501 and 1866?

For parents and teachers

Big idea: This lesson covers the beginnings of the transatlantic slave trade for B2 (relations between groups and the forces that shaped them), B1 (economic systems) and B3 (identity, resistance, heritage), with source analysis (A1.3) and links to current events in Canada (A2).

How to help: Explore the SlaveVoyages website together, and talk about Emancipation Day and Black History Month in your community. Use "enslaved people" rather than "slaves" to keep their humanity in view.

Sensitivity: this lesson deals with an atrocity whose effects continue. It is written without graphic detail, and there is no joke block. Allow time for questions and feelings, especially for students of African descent.

Common difficulties: assuming slavery was always racial; placing all responsibility on African rulers or none on them; forgetting that slavery existed in what is now Canada.