C. The World, 1650–1789 · The World, 1650–1789The 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.
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.
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.
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 by enslaved people came first; organized abolitionism grew alongside it from the 1770s and 1780s.Worked exampleModelled 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.
- 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.
- Purpose: to persuade British readers to end the trade. It was a bestseller and went through many editions.
- 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.
- 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.
- 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 activityAnalyse an abolitionist object
You need: a device with internet access, a notebook, and a grown-up to help you search. About 25 minutes.
- 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).
- Describe exactly what you see: posture, chains, words.
- Answer: Who made it, for whom, and why? How might it have persuaded British buyers?
- 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?
- 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
1About how many people were forced across the Atlantic, and how many survived?
About 12.5 million embarked and about 10.7 million survived the crossing (roughly 1.8 million died at sea).
2Why was the 1700s the peak century of the trade?
Demand for sugar and other plantation crops soared; plantations in Brazil and the Caribbean expanded; high death rates meant planters kept buying new captives; states and merchants profited and competed for the trade (e.g. the asiento).
3Where were most captives taken?
To Brazil and the Caribbean; only about 0.4 million were landed in mainland North America.
4How did the 1662 Virginia law make slavery inherited?
It said a child's status followed the mother's, so children of enslaved women were born enslaved.
5What were maroon communities? Give one example.
Communities of people who escaped slavery and lived independently. Examples: Palmares (Brazil), the Jamaica Maroons (treaties 1739), maroon nations in Suriname.
6What did the Somerset case (1772) decide?
That James Somerset, an enslaved man in England, could not be forcibly removed from the country; widely seen as a blow to slavery in England.
7Name two Black authors who wrote against slavery before 1790.
Any two: Phillis Wheatley (poems, 1773), Ottobah Cugoano (1787), Olaudah Equiano (1789).
More practice: warm-up
1What is the Middle Passage?
The sea crossing from Africa to the Americas endured by captive Africans.
2Which treaty gave Britain the asiento in 1713?
3What crop drove most of the demand for enslaved labour?
4Who led the Jamaica Maroons with Cudjoe?
Queen Nanny (Nanny of the Maroons).
5When was the abolition society founded in London?
More practice: on your own
1Explain why historians stress that the Atlantic slave trade was driven by demand in Europe and the Americas.
Plantations needed labour to produce profitable crops for European consumers; European and American merchants financed, insured and shipped the trade; states licensed and fought over it. African states supplied captives, but the system's scale and purpose came from Atlantic profit.
2How did the slave trade affect West and Central Africa?
It caused population loss (especially young adults), more warfare and raiding, insecurity, and economic distortion as people were exported and imported goods competed with local production. Some states, such as Dahomey and Asante, grew more powerful, while many communities suffered.
3Why is survival itself described as resistance?
Slavery tried to strip people of identity, family and culture. Keeping languages, names, music, faith and family bonds alive defied that goal and built communities that later organized open resistance.
4Why did slavery become racial in the Americas?
Laws tied enslaved status to African descent and made it inherited; planters and writers developed racist ideas to justify it. A racial line made it easier to control enslaved people and to divide them from poor Europeans.
5Why is the Slave Voyages database considered reliable, and what are its limits?
It is built from thousands of voyage records (port, tax and ship documents) checked by many historians. Limits: some voyages left no records, so totals are estimates; numbers cannot capture individual experience.
Challenge
1Assess the significance of the transatlantic slave trade in world history.
Scale: about 12.5 million people forced across the ocean, the largest forced migration before modern times. Depth and duration: it shaped the populations, economies and cultures of the Americas; damaged societies in Africa; and enriched European ports and states, contributing capital to industrialization. Legacy: it created racial ideas and inequalities that persist today, and African diasporic cultures that enriched the world. By every measure of significance, it is one of the most important developments of the period.
2To what extent did the Enlightenment contribute to ending slavery before 1789?
Some contribution: ideas of natural rights gave abolitionists powerful language; Montesquieu and others criticized slavery. But limited: the trade peaked during the Enlightenment; some philosophes wrote racist ideas; abolition laws before 1789 were few (Vermont, Pennsylvania, Somerset was narrow). Resistance by enslaved people, religious (especially Quaker) activism and Black authors such as Equiano were at least as important. A strong answer says the Enlightenment provided tools but did not, by itself, end slavery.
3Compare slavery in New France with slavery in the Caribbean.
Similarities: both treated people as property; both included African people; both used violence and law (the Code Noir applied in French colonies). Differences: New France's slavery was smaller (about 4000 people over its history), mostly domestic and included many Indigenous captives; Caribbean slavery was massive, based on sugar plantations with very high death rates. Scale and economic role differed greatly, but both denied human freedom.
Check your understandingQuiz
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?
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 teachersBig 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.