Test Bank for The African-American Odyssey, Combined Volume, 7th Edition

Chapter 2 Middle Passage ca. 1450–1809 Multiple Choice 1. In the early 1400s, the __________ began to explore the coastline of Africa. A) Portuguese B) French C) English D) Dutch Answer: A Learning Objective: 2.1 Discuss how the arrival of the Europeans affected Africa. Topic: 2.1 The European Age of Exploration and Colonization Difficulty Level: Easy Skill Level: Remember the Facts 2. Why did Portuguese sea captains explore the west coast of Africa in the fifteenth century? A) They hoped to find previously unknown lands. B) They were interested in making scientific discoveries. C) They were interested in trade. D) They were interested in establishing military outposts. Answer: C Learning Objective: 2.1 Discuss how the arrival of the Europeans affected Africa. Topic: 2.1 The European Age of Exploration and Colonization Difficulty Level: Moderate Skill Level: Understand the Connections 3. In 1487 __________ discovered the Cape of Good Hope at the southern tip of Africa. A) Bartolomeu Dias B) Christopher Columbus C) Vasco da Gama D) Ferdinand Magellan Answer: A Learning Objective: 2.1 Discuss how the arrival of the Europeans affected Africa. Topic: 2.1 The European Age of Exploration and Colonization Difficulty Level: Easy Skill Level: Remember the Facts 20 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 4. Which of the following best characterizes the voyages of Christopher Columbus in the late 1400s? A) Columbus reached India and Japan. B) Columbus successfully sailed east to reach China. C) Columbus proved that the earth was much smaller than most people believed. D) Columbus made navigation mistakes that led to his accidental landfall in the Americas. Answer: D Learning Objective: Discuss how the arrival of the Europeans affected Africa. Topic: 2.1 The European Age of Exploration and Colonization Difficulty Level: Moderate Skill Level: Understand the Connections 5. When the Portuguese first arrived in West Africa, they were most interested in trading for ________. A) gold B) slaves C) horses D) weapons Answer: A Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 6. In West Africa, __________ conducted the Islamic slave trade. A) Arab missionaries B) Sudanese horsemen C) European merchants D) Ottoman officials Answer: B Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 21 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 7. The Islamic slave trade in West Africa dealt mostly in __________. A) prisoners of war B) skilled craftsmen C) young men of military age D) women and children Answer: D Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 8. Which of the following was a major component of the trans-Saharan trade? A) silver B) slaves C) wheat D) tobacco Answer: B Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 9. In the fifteenth and sixteenth centuries, Europeans usually acquired African slaves __________. A) from African traders B) in Middle Eastern marketplaces C) by right of conquest D) as gifts from African leaders Answer: A Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 22 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 10. Who was the first known Portuguese merchant to have formally traded for slaves with the Africans? A) Antam Goncalvez B) Oba Dahomey C) Ruy do Siqueira D) Bartolomeu Dias Answer: C Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 11. Which of the following events was a major turning point in the West African slave trade with Europeans? A) the Hundred Years’ War in Europe B) the discovery of the Cape of Good Hope C) Columbus’s voyages D) the Reformation in Europe Answer: C Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Difficult Skill Level: Analyze It 12. Which of the following created enormous demand for West African slaves in sixteenthcentury Brazil? A) rice plantations B) cotton plantations C) tobacco plantations D) sugar plantations Answer: D Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Moderate Skill Level: Understand the Connections 23 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 13. The growth of the Atlantic slave trade was driven by demand for the products of the Americas in __________. A) Europe B) North Africa C) Asia D) The Middle East Answer: A Learning Objective: 2.3 Evaluate the relationship between the Atlantic slave trade and the Industrial Revolution. Topic: 2.3 The Growth of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 14. Portugal and __________ dominated the Atlantic slave trade during the sixteenth century. A) the Netherlands B) England C) France D) Spain Answer: D Learning Objective: 2.3 Evaluate the relationship between the Atlantic slave trade and the Industrial Revolution. Topic: 2.3 The Growth of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 15. __________ dominated the Atlantic slave trade during the early seventeenth century. A) Holland B) England C) France D) Germany Answer: A Learning Objective: 2.3 Evaluate the relationship between the Atlantic slave trade and the Industrial Revolution. Topic: 2.3 The Growth of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 24 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 16. In what century did the English become the dominant power in the Atlantic slave trade? A) sixteenth B) seventeenth C) eighteenth D) nineteenth Answer: C Learning Objective: 2.3 Evaluate the relationship between the Atlantic slave trade and the Industrial Revolution. Topic: 2.3 The Growth of the Atlantic Slave Trade Difficulty Level: Easy Skill Level: Remember the Facts 17. Which of the following statements best describes the triangular trade system produced by the Atlantic slave trade? A) One part of the system entailed traders carrying African goods to Europe in exchange for slaves, ivory, precious gemstones, and art works. B) The middle part of the trade included traders carrying African slaves to the West Indies and exchanging slaves for sugar. C) Sugar was exported to Australia on the third leg of the triangle. D) White Americans from Britain’s New England colonies were not involved in the trade. Answer: B Learning Objective: 2.3 Evaluate the relationship between the Atlantic slave trade and the Industrial Revolution. Topic: 2.3 The Growth of the Atlantic Slave Trade Difficulty Level: Moderate Skill Level: Understand the Connections 18. The availability of large numbers of slaves in West Africa was a result of __________. A) European intervention B) migration C) wars D) poverty Answer: C Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4 The African-American Ordeal from Capture to Destination Difficulty Level: Moderate Skill Level: Understand the Connections 25 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 19. Once captured Africans reached the coast, they were taken to fortified structures called __________. A) factories B) dungeons C) penitentiaries D) markets Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4 The African-American Ordeal from Capture to Destination Difficulty Level: Easy Skill Level: Remember the Facts 20. Many captive Africans believed that the Europeans they encountered on the West African coast were __________. A) animals B) ghosts C) gods D) cannibals Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4 The African-American Ordeal from Capture to Destination Difficulty Level: Easy Skill Level: Remember the Facts 21. Once at sea, slave ships travelled to the Canary Islands and from there to __________. A) Virginia B) New England C) Spain D) the West Indies Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.1 The Crossing Difficulty Level: Easy Skill Level: Remember the Facts 26 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 22. How long did a typical crossing from Africa to the Americas take? A) three to four weeks B) four to six weeks C) two to three months D) three to five months Answer: C Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.1 The Crossing Difficulty Level: Easy Skill Level: Remember the Facts 23. According to the standard formula, a slave ship could hold __________ slaves per ton. A) two B) six C) ten D) twenty Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.2 The Slavers and Their Technology Difficulty Level: Easy Skill Level: Remember the Facts 24. Which of the following contributed the most to the high mortality rates among slaves making the crossing to the Americas? A) unsanitary conditions B) deliberate cruelty C) mass suicides D) inherent dangers in sea travel Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.2 The Slavers and Their Technology Difficulty Level: Difficult Skill Level: Analyze It 27 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 25. Overall, roughly __________ of enslaved Africans died during the Middle Passage or during “seasoning” on a Caribbean island. A) a quarter B) a third C) half D) three-quarters Answer: B Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.2 The Slavers and Their Technology Difficulty Level: Easy Skill Level: Remember the Facts 26. Which of the following is true of Olaudah Equiano? A) Scholars believe that much of his account of the Middle Passage is unreliable. B) He was the son of an African slave. C) He was almost certainly born in Brazil. D) Scholars respect the accuracy of his account of the Middle Passage. Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.3 A Slave’s Story Difficulty Level: Moderate Skill Level: Understand the Connections 27. Why did sailors on slavers string up nets on the sides of the ship? A) to prevent pirates from boarding B) to prevent slaves from jumping overboard C) to catch fish D) to make it easier to climb up into the masts Answer: B Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.3 A Slave’s Story Difficulty Level: Difficult Skill Level: Analyze It 28 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 28. Why did slave traders seek to separate enslaved Africans who spoke the same language? A) to lessen the possibility of suicides B) to increase their sense of hopelessness C) to increase their sense of isolation D) to lessen the possibility of shipboard conspiracies Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.3 A Slave’s Story Difficulty Level: Difficult Skill Level: Analyze It 29. John Newton began his involvement in the Atlantic slave trade as a(n) __________. A) ship’s doctor B) ship’s captain C) ship owner D) indentured servant Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.4 A Captain’s Story Difficulty Level: Easy Skill Level: Remember the Facts 30. Which of the following was true of John Newton? A) He treated the slaves on his ships much better than most other captains did. B) He opposed the slave trade from a very early age. C) He claimed to have no religion except for profit. D) He became a devout evangelical Christian. Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.4 A Captain’s Story Difficulty Level: Moderate Skill Level: Understand the Connections 29 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 31. How did John Newton’s views on slavery change over time? A) He supported slavery for most of his life but became a leading opponent of the slave trade in his later years. B) He opposed slavery when he was a young man but changed his mind after he became the captain of a slave ship. C) He was strong opponent of slavery his whole life. D) He was strong supporter of slavery his whole life. Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.4 A Captain’s Story Difficulty Level: Difficult Skill Level: Analyze It 32. During the voyage to the Americas, enslaved Africans were fed __________. A) European foods B) fish caught by the crew C) African foods D) bread and water Answer: C Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.5 Provisions for the Middle Passage Difficulty Level: Easy Skill Level: Remember the Facts 33. Which of the following statements was true of the food supply for enslaved Africans aboard a slaver? A) The food on board was often insufficient to prevent malnutrition. B) The food on board had plenty of calories but was not very nutritious. C) The food on board was often better than the enslaved Africans had eaten previously. D) The food on board was exclusively made up of products from the Americas. Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.5 Provisions for the Middle Passage Difficulty Level: Moderate Skill Level: Understand the Connections 30 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 34. Why did death rates aboard slavers drop after 1750? A) New laws were passed governing conditions on slavers. B) By then, ships’ surgeons knew more about hygiene and diet. C) The average size of slaver fell by 20 percent. D) Demand for slaves fell in the Americas. Answer: B Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.6 Sanitation, Disease, and Death Difficulty Level: Difficult Skill Level: Analyze It 35. After 1750, vaccinations helped reduce the incidence of __________ on board slavers. A) scurvy B) yellow fever C) smallpox D) dysentery Answer: C Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.6 Sanitation, Disease, and Death Difficulty Level: Easy Skill Level: Remember the Facts 36. What disease was known to slave crews as “bloody flux”? A) smallpox B) dysentery C) yellow fever D) measles Answer: B Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.6 Sanitation, Disease, and Death Difficulty Level: Easy Skill Level: Remember the Facts 31 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 37. Which of the following was true of ships’ surgeons aboard slavers? A) They dramatically reduced fatalities among slaves. B) They were almost universally frauds. C) They were paid by the hour for their services. D) They were paid a bonus for slaves that survived the Middle Passage. Answer: D Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.6 Sanitation, Disease, and Death Difficulty Level: Moderate Skill Level: Understand the Connections 38. Most slave uprisings aboard slavers took place __________. A) just as the ship was getting ready to leave the African coast B) as the ship approached its destination C) when the ship had been at sea for about a month D) when the ship docked in the Americas Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.7 Resistance and Revolt at Sea Difficulty Level: Easy Skill Level: Remember the Facts 39. The journal kept by the Dutch slaver St. Jan documented __________ aboard such ships. A) the poor and inadequate food supply B) the frequency of slave uprisings C) the frequency of crew mutinies D) the great care slave crews took with their cargo Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.7 Resistance and Revolt at Sea Difficulty Level: Easy Skill Level: Remember the Facts 32 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 40. The Atlantic slave trade __________. A) required enormous amounts of capital from those involved B) was in steep decline by 1750 C) was dominated by the Dutch in the eighteenth century D) was carried out entirely by Europeans Answer: A Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.8 Cruelty Difficulty Level: Moderate Skill Level: Understand the Connections 41. Historian Eric Williams has argued that __________. A) the crews on slavers were intentionally cruel. B) ship captains encouraged cruelty toward slaves. C) the terrors of the Middle Passage have been exaggerated. D) death rates during the Middle Passage were higher than is generally thought. Answer: C Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.8 Cruelty Difficulty Level: Difficult Skill Level: Analyze It 42. Which of the following might help explain the frequency with which enslaved women on board slavers were sexually abused? A) European sailors assumed African women were promiscuous. B) Women were worth less at sale than men were and there were fewer on board. C) European sailors hoped to impregnate slave women. D) African women usually made up more than 75 percent of a ship’s cargo. Answer: B Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.9 African Women on Slave Ships Difficulty Level: Difficult Skill Level: Analyze It 33 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 43. The crews of __________ slavers generally preferred to sell their slaves in Barbados. A) Dutch B) Spanish C) French D) English Answer: D Learning Objective: 2.5 Analyze how Africans adapted to conditions in the Americas. Topic: 2.5 Landing and Sale in the West Indies Difficulty Level: Easy Skill Level: Remember the Facts 44. Which of the following was true of the sale of slaves in the Americas? A) Sales were usually agreed to months in advance. B) Sales often took weeks or even months. C) Slavers’ crews did little to prepare their cargoes for sale. D) Sales only took place in three designated ports. Answer: B Learning Objective: 2.5 Analyze how Africans adapted to conditions in the Americas. Topic: 2.5 Landing and Sale in the West Indies Difficulty Level: Moderate Skill Level: Understand the Connections 45. The “scramble” was __________. A) a method of sorting slaves by age B) a particularly horrible form of selling slaves C) the mad dash to leave the slave ship when it docked D) part of the preparation of slaves for sale Answer: B Learning Objective: 2.5 Analyze how Africans adapted to conditions in the Americas. Topic: 2.5 Landing and Sale in the West Indies Difficulty Level: Easy Skill Level: Remember the Facts 34 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 46. How was work divided among slaves during the seasoning process in the West Indies? A) Children worked alongside their parents, sharing work hours and tasks. B) Masters generally divided the slaves into several gangs. C) Creoles never worked in the fields. D) Most of the slaves were chosen for skilled tasks, such as carpentry and bricklaying. Answer: B Learning Objective: 2.6 Describe “seasoning.” Topic: 2.6 Seasoning Difficulty Level: Moderate Skill Level: Understand the Connections 47. Which of the following was true of Creoles? A) Creoles were generally more familiar with European languages. B) Creoles never became accustomed to the diseases and new climate of North America. C) Creoles refused to help train new arrivals. D) Creoles were considered less valuable than other Africans. Answer: A Learning Objective: 2.6 Describe “seasoning.” Topic: 2.6 Seasoning Difficulty Level: Moderate Skill Level: Understand the Connections 48. How did a planter decide if a slave had been “seasoned”? A) The slave began to long for Africa. B) The slave began to speak Spanish, French, or English fluently. C) The slave seemed psychologically stable and not suicidal. D) The slave settled down, married, and produced children. Answer: C Learning Objective: 2.7 Describe the treatment of slaves in the Americas. Topic: 2.7 The End of the Journey: Masters and Slaves in the Americas Difficulty Level: Difficult Skill Level: Analyze It 35 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 49. Why did the African kingdoms of Guinea and western Central Africa fight fiercely to continue participation in the slave trade? A) The kingdoms had developed a religious dedication to the slave trade. B) Tribal women wanted the slave trade continued. C) The kingdoms were economically dependent on the slave trade. D) The British government forced Africans to continue the slave trade. Answer: C Learning Objective: 2.8 Discuss the factors involved in ending the Atlantic slave trade. Topic: 2.8 The Ending of the Atlantic Slave Trade Difficulty Level: Moderate Skill Level: Understand the Connections 50. Which of the following was the most important reason that the British abolished the Atlantic slave trade in 1807? A) The British had begun to believe that racism was scientifically incorrect. B) The British had begun to view the slave trade as violating their religious beliefs. C) Many stories had been spread in Europe about the benefits of the slave trade. D) The British economy became less dependent on agriculture by the late 1700s. Answer: D Learning Objective: 2.8 Discuss the factors involved in ending the Atlantic slave trade. Topic: 2.8 The Ending of the Atlantic Slave Trade Difficulty Level: Difficult Skill Level: Analyze It Essay 51. How did European and African policies and beliefs regarding slavery differ over time during the Atlantic slave trade? What factors contributed to these differences? Answer: The ideal answer should: 1. Explain that both peoples viewed slavery as an economic institution. 2. Explain that Africans, unlike Europeans, did not view slavery as a racial institution. 3. Point out that neither Africans nor Europeans possessed the concept of racial solidarity. Africans remained the primary sellers of slaves to Europeans, obtaining Africans for sale either through village raids or by kidnapping families and individuals. 4. Note that although Africans initially resisted selling members of their own ethnic group as slaves to Europeans, they did not at first believe that it was wrong to do so. Learning Objective: 2.2 Compare and contrast the slave trade in Africa with the Atlantic slave trade. Topic: 2.2 The Slave Trade in Africa and the Origins of the Atlantic Slave Trade Difficulty Level: Difficult Skill Level: Analyze It 36 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 52. Trace the life of a West African slave through the major turning points of the Atlantic slave trade, starting with capture in Africa. What stages would a typical enslaved African experience as he or she awaited shipment to the colonies of the Americas? Answer: The ideal answer should: 1. Explain that West Africans were captured as slaves by other Africans through wars and village raids. Slaves were marched from the interior to the coast and held in factories awaiting sale. Some Africans were also kidnapped by Europeans. 2. Point out that slaves were loaded aboard European slave ships for shipment to the Americas. 3. Note that the crossing, or Middle Passage, varied from 40 days to several months. 4. Note that the process of sale was often traumatic. 5. Conclude that many Africans were “seasoned” in the Caribbean before being shipped elsewhere or put to work on sugar plantations. Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4 The African-American Ordeal from Capture to Destination Difficulty Level: Difficult Skill Level: Analyze It 53. Explain the technology of a slave ship in terms of transporting African slaves. How did Europeans use technology to outfit slave ships for transporting Africans across the Atlantic to the colonies of the Americas? Answer: The ideal answer should: 1. Define that slave ships (called slavers) varied in size but grew larger over the centuries. A ship’s tonnage determined how many slaves it could carry, with the formula being two slaves per ton. A ship of 200 tons might therefore carry 400 slaves. 2. Note that captains often ignored the formula. Some kept their human cargo light, calculating that smaller loads lowered mortality and made revolt less likely. Most captains were “tight packers” who squeezed human beings together hoping that large numbers would offset increased deaths. 3. Explain that the slavers’ cargo space was generally only five feet high. Ships’ carpenters halved this vertical space by building shelves, so slaves might be packed above and below on planks that measured only 5.5 feet long and 1.3 feet wide. Consequently, slaves had only about 20 to 25 inches of headroom. 4. Conclude that to add to the discomfort, the crews chained male slaves together in pairs to help prevent rebellion and lodged them away from women and children. Crewmen often strung nets along the sides of the ship to prevent African suicide attempts. Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.2 The Slavers and Their Technology Difficulty Level: Difficult Skill Level: Analyze It 37 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved. 54. Discuss the concept of “cruelty” as it applied to the treatment of African slaves during the Middle Passage segment of the Atlantic slave trade. Is it possible to use modern moral arguments to understand European and African participation in the Atlantic slave trade? Answer: The ideal answer should: 1. Explain that historians debate how much cruelty slave ship crews inflicted on African slaves. The goal of captain and crew was to deliver as many live African slaves as possible. 2. Point out that the slave trade required extremely large amounts of investment capital in ships, supplies, and crewmen. 3. Note that some historians argue that the ordeal of slaves on a ship was similar to the challenges experienced by indentured servants. 4. Explain that the lack of fresh water, adequate food, overcrowding, and extreme weather combined to inflict suffering on all passengers at sea during the colonial period. 6. Conclude that African women were sexually exploited during the Middle Passage, and this experience sets off the ordeal as unique compared to that of indentured servitude. 7. Conclude that cruelty and suffering are historically relative in that practices acceptable in the past are now considered inhumane. Cultures distinguish between what constitutes acceptable behavior to their own people on the one hand and to strangers on the other. Learning Objective: 2.4 Trace the experiences of enslaved Africans from capture to arrival in the West Indies. Topic: 2.4.8 Cruelty; 2.4.9 African Women on Slave Ships Difficulty Level: Difficult Skill Level: Analyze It 55. How did the Atlantic slave trade end? What major political figures were involved in the process? Why did slavery continue in the Americas into the mid-1800s? Answer: The ideal answer should: 1. Explain that the cruelties associated with the Atlantic slave trade helped to end the system, as did the rise of the Industrial Revolution in England. 2. Note that in the late 1700s, British politicians such as William Wilberforce, Granville Sharp, and Thomas Clarkson began a religiously based moral crusade against slavery and the slave trade. 3. Point out that Britain’s antipathy to the slave trade helped abolition because the British dominated the trade. 4. Explain that the English realized that industry and trade rather than plantation slave-based agriculture provided the most profits during the 1800s. 5. Note that Britain banned the slave trade in 1807. The United States followed suit in 1808. But American, Brazilian, and Spanish slavers defied abolition of the slave trade for decades. 6. Conclude that slavery continued in the Americas because of the high demand for cotton and sugar for factory development and elite market sale. Learning Objective: 2.8 Discuss the factors involved in ending the Atlantic slave trade. Topic: 2.8 The Ending of the Atlantic Slave Trade Difficulty Level: Difficult Skill Level: Analyze It 38 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.