N4&5 HISTORYSLAVERY SOURCE WORK

WHAT YOU NEED TO KNOW About the Slave Trade Topic

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Revised The Atlantic Slave Trade textbook Booklet

How the triangular trade worked 8-9 2, 37How British ports & London benefited 27-9 39How Britain benefited 36 40Effects on Africa: the damage it did, & who benefited. 16-19 9-10,7-8, 38Slaves’ experience in Africa: how they were captured, their imprisonment in factories (forts)

41-2 41

The middle passage – conditions on ships. 45-49 12Slave auctions 50-1 42The importance of sugar 4-5 15Caribbean society- planters, mullattos, 65 21Slave work – sugar growing; field slaves; house slaves 21Active resistance – violence, revolts 64-5, 88 42Subtle/passive resistance 43Punishments inflicted on slaves/ breaking slaves 62 43Slaves’ religion (old customs; adopting Christianity) 25-6Runaways 23-4Who resisted abolition? 85-7Arguments defending slavery 85-8 3, 5-6, 44 Events delaying abolition 30-31The abolitionist movement and its methods 71,76 44Thomas Clarkson 27John Newton/ Christians 79- 27Wedgewood 81 29Equiano/ former slaves 75 28Wilberforce 77-8, 91 30, 32-3Granville Sharpe 69 29, 35Economic arguments 92 28How ordinary people showed support 80-1 29

Pages 3- 7Explain how to answer each type of

question

Pages 8 - 16Are different sections of work

Page 17 – 20gives you some Usefulness questions for practice.

‘Usefulness’ Questions (6 marks)COWPAT SENTENCES

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Start with an introductory sentence making the judgement: ● “Overall, source _ is quite useful for investigating ….” (echo the question).You may lose a mark if you don’t make this overall judgement.

CONTENT… (up to 2 marks) ● “The source is useful as it gives us accurate information that “QUOTE” which tells us that [PARAPHRASE] NOTE: You must say ‘accurately’— as content isn’t useful if it isn’t accurate.]NOTE: You must quote and paraphrase source content.

OMISSION (up to 2 marks): aka ‘limitation, recall’ ● “The source is less useful because it does not tell us … “ NOTE: You must give a specific, detailed bit of information from your knowledge which isn’t in the source.

WHEN? (only 1 mark)● The source is useful because the source was written in ____ at the time of ______ so the details will be fresh and clear in the writer’s mind. ● The source is less useful because it was written in _____, long after the events of -______, so the author may have forgotten or misremembered some things.● The source is useful because this historian was written in _____ some time after _______ , so it is written with the benefit of hindsight.

PURPOSE / TYPE (up to 2 marks)These marks are about why something was written/ what type of source it is…● As this source is a memoir/autobiography it is useful because it was written to accurately share and record the author’s memories. OR● As this source is a memoir/autobiography it may be less useful because it might be less truthful to give a good impression of the author.● As this source is from an official report/official document/court record it is useful as it had to be accurate.● As this is from a newspaper it is useful because it was written to report on the events of______.● As this is a history book / textbook / history website it is useful because it is written to educate and inform people about _________ so it should be accurate. ● As this is a speech by a campaigner/politician/leader it may be less useful because it will be biased and made partly to persuade everybody, so it may exaggerate ______/ gloss over the other view that _____.● As the source is a secret/confidential diary/letter, it is more useful as it contains the true, secret, private thoughts of the author.

AUTHOR (only 1 mark)● The source is useful because it was written by a historian with expert knowledge about …● The source is useful because it was written by _____, who was an eyewitness to __________ .● The source is useful because it was written by _____, who was a participant in/ victim of AND eyewitness to __________ .

Further Useful Usefulness tips…● Every sentence should include words “useful because” or “less useful because…” ● Usefulness questions are for 6 marks ● You can discuss these points in any order you like, however

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● Starting with CONTENT and OMMISSION is a good idea though— candidates usually do these best.● You can usually get 5 points even if you can’t remember anything about the topic for ‘omission’!

An example of a Usefulness question(This example is not from a unit you are doing)

Source A is from a 1996 book The First World War by historian John Keegan: They [the Allies] fired millions of shells. They were firing over 100,000 shells a day; relentless banging and booming of this tremendous bombardment. So loud you could hear it in England if the wind was in the right direction – 60 or 70 miles away. And that gave the soldiers great confidence because they thought: 'How can anybody live under this bombardment?' Which is what they were intended to think and which the High Command themselves thought.Q. Evaluate the usefulness of Source A for evaluating the use of heavy artillery at the Battle of the Somme? [6 marks]

And an example usefulness AnswerOverall, source A is quite useful for investigating the use of heavy artillery at the battle of the Somme. [Introductory sentence]

The source is useful as it gives us accurate information that they “fired millions of shells” which tells us that the artillery was bombarding the Germans very heavily. [content mark]

The source is useful as it gives us accurate information they “that gave the soldiers great confidence because they thought: 'How can anybody live under this bombardment?'” which tells us that they assumed all the Germans would die. [content mark]

The source is less useful because it does not tell us that the artillery shells were supposed to destroy the Germans’ barbed wire defences, but failed. [omission mark]

The source is less useful because it does not tell us that up till then the artillery had never been used as heavily anywhere in history as at the Somme. [omission mark]

The source is useful because this historian was written in 1996, some time after the Battle of the Somme, so it is written with the benefit of hindsight. [When mark]

As this is a history book it is useful because it is written to educate and inform people about the Battle so it should be accurate. [Purpose/Type mark]

The source is useful because it was written by a historian who has expert knowledge about the use of artillery at the Somme. [Author mark]

9 mark mini-essay questions● You have to be able to write 2 mini-essays in the final exam. They are mini-essays— so don’t waffle. ● Mini-essays will ask you a historical question to which there are more than one answer.● Mini essays may begin with “To what extent was x the reason why…?” or “How important was y in leading to…?” which are both asking you to discuss and decide if something was the most important cause of an event, or if something else was.

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● OR you may get asked ‘How successful was…?’ which asks you to make a judgement about how successful or unsuccessful something or someone was.

1 mark is awarded for an introductionYou need to introduce your essay with a bit of context or backstory leading into the topic. This can be just a sentence long.

You need to write two or more main paragraphs 5 marks are awarded for knowledge which relates to the question.1 mark is awarded for structuring your answer into logical paragraphs. One paragraph should answer the question in one way; others should put the other argument/s. It helps for the first sentence to signal the argument.

You need to finish with a conclusion 1 mark is awarded for a judgement clearly answering the question. 1 mark is awarded for backing up your judgement with a clear reason.

● Tips for time and structure: You are most likely to write a well-structured essay if you take a minute to plan it first. ● Tips for Knowledge you won’t get a mark just for naming or referring to something— you need to explain why it is important/why it answers the question. Often you should find yourself echoing the question to help you focus on answering it.

To what extent was racism the main reason that immigrationto the USA was restricted in the 1920s?*

*THIS IS NOT SOMETHING WE ARE STUDYING THIS YEAR

Before the 1920s the USA had “an open door policy” to immigration, allowing large-scale immigration. Some historians say that immigration was restricted due to racism, whereas others say that other things were more important.

There is evidence racism was important. During the 1920s the Ku Klux Klan had many members, perhaps as many as 5 or even 6 million. They hated Catholics and Jews so they opposed immigration and put pressure on politicians to restrict it. Even Americans who were no in the Klan were often influenced by racist ideas— many believed in eugenics, a pseudo-science which argued new immigrants would bring bad blood to the American gene pool.

However other things helped bring about the restriction of immigration. The Russian Revolution in 1917 provoked “the Red Scare,” and many worried immigrants were likely to be Communists plotting a takeover in the USA. Italian immigrants were associated with gangsters like Al Capone. Many ‘new immigrants’ from South or Eastern Europe were unskilled labourers, viewed as stupid by educated Americans and as rivals for jobs by the American working class.

In conclusion, it would seem that racism was not the most important factor. Not all Americans were in the KKK but many were concerned about Communism and worried about crime.

Explain questions (6 marks)How to answer an explain question:Start with an introductory sentence: Many things explain… [echo issue].Then for each mark repeat a chorus of: One Reason… [echo] was [give reason]. This was a reason because…

EXAMPLE QUESTION & ANSWER:

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Explain why so many British people supported slavery in the 18th Century. [6]

Many things explain why so many British people supported slavery in the 18th Century.

One reason British people supported slavery was because of racism. This was because most people though black people were inferior, so it was ok to enslave them.

Another reason British people supported slavery was because of habit. This was a reason because the trade had been going on for centuries, so was accepted as normal.

Another reason British people supported slavery was because of jobs. This was a reason because many British jobs depended on slavery, especially in ports like Bristol.

Another reason British people supported slavery was because of crops like sugar. This was because without slavery the British would find it difficult to grow sugar and other crops they liked.

Another reason British people supported slavery was because of ignorance about slavery. This was a reason because most people back were told slaves’ lives were okay, and that their masters also gave them guaranteed food and shelter.

A final reason British people supported slavery was because of converting slaves to Christianity.This was a reason because British people thought that slavery meant slaves would be saved from Hell when they died.

How Fully Questions (6 marks)How fully questions require you to say how fully a source describes a topic. No source will tell you everything, and no source will tell you nothing, so—Your first sentence MUST answer the question by saying… The source tells us partly but not fully about… [echo the question eg. ‘the work of slaves]You then need to write sentences beginning with either:●The source tells us that … [paraphrase relevant information] ●The source does not tell us that … [something which you know that is not in the source]

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Up to 3 marks are available for information from the source.Up to 4 marks are available for recalled information from your brain.

Compare Questions (4 marks)These will ask you “Compare the views of Source A and B on …” Let’s imagine your question is: “Compare the views of Source A and B on the activities of the Nazi Party.”(1) All compare questions should begin with a judgement: for your first mark you must read over both sources and then start your answer by saying one of 3 things:

Sources A and B agree about the activities of the Nazis. ORSources A and B disagree about the activities of the Nazis. ORSources A and B partly agree and partly disagree about the activities of the Nazis.

(2) Write a sentence about a specific point of agreement or disagreement. Use your own words. So, for example, you could write: “The sources agree that … the Nazis scared German people into voting for them.”

(3) You can easily gain two marks instead of one by backing up that specific comparison with evidence quoted from both sources. For example: “The sources agree that the Nazis scared German people into voting for them. This is shown by source A saying ‘Nazi soldiers scared voters as they went into their voting stations’ which agrees with Source B saying ‘Nazi thugs menaced normal Germans, standing armed and grim-faced outside places where Germans voted.’” This response is called a developed comparison (a specific point, plus evidence) and would get 2 marks.

Describe Questions (4 marks)● It is a good idea to echo key words from the question to keep you focussed on the topic. For example, for the question “Describe the use of tanks on the Western Front” you might chose to use the words like ‘tanks were used to…’ or ‘tanks were used by…’ or ‘It was hard to use tanks to…’ ● Describe questions require you to describe a topic in as much specific detail as possible.● As with all source questions, write a sentence per point to get a mark.

SECTION ASource A is from Richard Spilsury, Slavery and the Slave Trade (2010):Work on slave plantations varied according to the crops grown. For sugar cane, the strongest gangs cut the tough canes, while other gangs stacked and loaded, crushed, boiled and refined (purified) the sugar ready for sale. Slaves usually worked from dawn until dusk – and even longer during busy harvest times. [Elsewhere in the Caribbean slaves cultivated other crops, such as coffee and indigo.]

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Q1. Evaluate the usefulness of Source A for looking into the work of slaves in the Caribbean. [5 MARKS]

Q2. Explain the reasons why the Middle Passage was a traumatic experience. [6 MARKS]

Q3. Describe the conditions slaves endured in the slave forts. [4 MARKS]

Q4. “Running away was the best way to resist slavery.” How valid is this view? [9 MARKS]

Source B is from James Walvin, Black Ivory: A History of British Slavery (1992):Domestic slaves often made a great show of affection and admiration for their owners… Whenever a master returned to a Plantation after a period away – or in some cases, visiting the property for the first time— the domestic slaves put on a show of effusive pleasure and friendship… Planters came to assume that their domestic slaves held them in high esteem, loved them even. When [one slave owner] returned to his home near Charleston, his domestic slaves greeted him with hugs and kisses: “affectionate salutes and kisses… my hands kissed, my very feet embraced… even kissed my lips.” Yet this same slave-owner also said, ‘Never put your life in [a Negro’s] power for a moment. For a moment is sufficient to deprive you of it.’

Q5. How fully does Source B describe the relationships of slaves with their masters? [6 MARKS]

Sources C and D explore the impact of the Slave Trade on Africa:SOURCE CSome African rulers, such as King Gezo of Dahomey, became exceptionally rich selling slaves to the British, or by selling on British goods. African slaver nations were enormously strengthened by the firearms they received in exchange for slaves. They used these to wage wars to capture more slaves. The slave trade had uneven effects throughout Africa, devastating some areas and enriching others. While in many parts of the interior farmland now went uncultivated for wont of labour, along the Atlantic coast more efficient and profitable farms grew up to service the thriving slaver kingdoms and the slave ships. Ultimately of course, the slave trade would have terrible consequences for all Africans.SOURCE DThe slave trade was a calamity which devastated the peoples of Africa. Wars waged due to greed to capture slaves were raged across the continent. In the short term some nations greatly benefited from the slave trade, with rulers like King Gezo becoming extremely rich and powerful off the profits of the trade. On the west coast farming became more efficient and more profitable than ever before in order to furnish European slave ships with food. Yet, in the long-term, even the winners lost. When the Slave trade was abolished, all their power and wealth crumbled with it.

Q6. Compare the views of Sources C and D about how the slave trade affected Africa. [4 MARKS]

SECTION B Source E is from an article dated 30 April 1860 in the Harper’s Weekly newspaper titled ‘The Slave Deck of the Bark1 “WILDFIRE” Brought into Key West’: 1 Bark = another word for a ship.

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Soon after the bark was anchored we repaired on board… and saw… about four hundred and fifty Africans in a state of entire nudity, in a sitting or squatting posture…. They had not been so much crowded together on board as is common in slave voyages, and had been better fed than usual… Ninety and upward had died on the voyage. But this is considered as comparatively a small loss, showing that they had been better cared for than unusual. Ten more had died since their arrival and there were about forty more sick… We saw on board about six or seven boys greatly emaciated2, and about a hundred that showed signs of suffering from [malnourishment], exhaustion, and disease. Dysentery3 was the principal disease. Q7. How useful is source E for investigating the conditions aboard slave ships? [5 MARKS]

Source F is also about the Middle Passage. Source F:The death rate during the Middle Passage was shockingly high due to the dreadful prevalence of disease. Mortality rates of a third of the slaves accepted as fairly normal, but with even half the slave cargo remaining sometimes enabling slavers to make a profit. Epidemic diseases like smallpox and measles were common in the cramped and crowded conditions. Sexually transmitted illnesses such as Syphilis were inflicted on many a slave by rapist sailors; but the worst killer of all was dysentery. Many slaves were unable to remain hydrated or nourished because they were too sick to keep food down; others despaired of life and tried to refuse food, arriving skeletally thin. Spare a thought for those poor slaves who travelled and arrived naked and wretched, so often raked by illness, and often so packed together that movement was greatly restricted.

Q8. Compare the information of Sources E and F: do they agree about the conditions on slave ships? [4 MARKS]

Q9. To what extent can it be said that slavery had benefits for many in Africa? [9 MARKS]

Q10. Explain the reasons why slave auctions were upsetting experiences for slaves. [5 MARKS]

Source G is about the Maroons:During the 18th century the powerful Maroons, escaped ex-slaves who settled in the mountains of Jamaica, carved out a significant area of influence. Through the use of slave labour, the production of sugar in this British colony flourished. But the courageous resistance of the Maroons threatened this prosperous industry. In the early days maroons would sweep out of the jungle to raid plantations, killing of white militiamen, and freeing of slaves. More and more slaves were tempted to flee into the jungles and mountains of the interior of Jamaica. The threat to the system was clear and present and the Planters of Jamaica called on the British Army to attack and attempt to destroy the Maroons.Q11. How fully does Source G describe the activities of the Maroons? [6 MARKS]

Q12. Describe the ways in which slaves were punished. [4 MARKS]SECTION C

Source H was written by a slave in the 18th century in their autobiography:

2 Emaciated = dreadfully thin, gaunt, and starved.3 Dysentery = constant diarrhoea.

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Troublesome slaves were kept in chains and only let on the deck a few at a time for exercise. To keep us as healthy as possible the crew would whip us to make us dance during exercise time. In desperation, some slaves tried to jump overboard. Many died during the middle passage from harsh treatment, poor food and disease. So did many of the crew.

Q1. How valuable is Source H for investigating the treatment of slaves aboard slave ships? [5 MARKS*]

SOURCE i2 is from a speech in the Jamaican Parliament in 1806:In Africa, the effects of the trade are exactly as Mr Wilberforce has described them to be. The greed of African rulers is so great that they will sell even their own relatives to the slave traders. Most of the African continent is a place of warfare and bloodshed. Entire villages are devastated, only the young and fit are taken the rest are slaughtered. The slave trade is the main cause of this cruelty.

SOURCE J is about the effects of the slave trade in Africa.The slave trade caused terrible suffering in Africa. The youngest and best people were sold into slavery. Chiefs and kings fought wars to satisfy their greed for slaves. Whole communities were destroyed and thousands were killed. Some chiefs even sold their own people into slavery.

Q14. Compare the views in SOURCES i2 and j about the effects of the slave trade on Africa. Describe in detail their similarities and/or differences. You can also briefly compare the overall attitude of the sources. [4 MARKS*]

Q15. Explain the reasons why so few slaves succeeded in running away. [6 MARKS]

Q16. Describe how the triangular trade was organised. [4 MARKS]

Q17. “Europeans were motivated to enslave Africans mainly because of racism.” How valid is this view? [9 MARKS]

Source J:Bristol, Liverpool and Glasgow were three port cities whose businesses depended desperately on the continuation of the slave trade. In these towns it was hard to find many people who were willing to care about the anguish of the slaves working in the Caribbean. The merchants behind the trade had became extremely wealthy and lived an indulgent, glamorous lifestyle. The trade created a huge amount of employment for hundreds of tradesmen in terms of building ships, not only the carpenters who shaped these huge boats, but in terms of the many tradesmen producing the sailcloth, ropes, nails and dozens of other things any ship needed. On their way to work, these people might trudge past schools, churches and town halls built with money donated by rich men who had prospered from the slave trade. To them the idea of ending the slave trade would have seemed like madness.

Q18. How fully does source J illustrate the benefits the slave trade brought to Britain? [6 MARKS]

SECTION D

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Q19. Evaluate the usefulness of Source K for investigating the treatment of slaves during the Middle passage? [6 MARKS]

Q20.Explain the reasons why the Triangular Trade was so profitable. [4 MARKS]

Q21.To what extent did the Slave Trade bring benefits to Africa? [9 MARKS]

Q22.Describe the work of slaves on sugar plantations. [4 MARKS]

Source L is from the Recovered Histories Website: By the 18th century, slavery was seen as essential to Britain’s economy and power, and therefore accepted as the norm. The profits had given merchants and planters involved enough wealth and power to found banks and other financial institutions, and acquire immense political power. Between 1787 and 1807 all the Mayors of Liverpool were involved in the slave trade and 50 or 60 MPs represented slave plantations. They were able to build stately homes, marry into the aristocracy, and invest in industrial enterprises. William Beckford, twice Lord Mayor of London and owner of a 22,000 acre estate in Jamaica, left his son one million pounds and £100,000 a year in his will.Q23. How fully does Source L explain why it took so long for Britain to abolish the slave trade? [6 MARKS]

Source M: There were many reasons why the British parliament held out against increasing pressure to abolish the slave trade. The most obvious is that parliament itself was crammed with members who themselves had a personal stake or in the slave trade or plantations. Even if an MP had no personal interest, the fact was that many slave-owners and slave-traders had become so rich and powerful that they could bribe or threaten politicians. Of course, this was always dressed up in patriotic language: it was always argued that the slave trade was vital to Britain’s economy, and that the country just could not do without it.Q24. Compare the views of L & M about why Parliament delayed abolition. [4 MARKS]

SECTION E11

Source K is a diagram of the slave ship Brookes created by an Abolitionist researcher in 1878.

Source N is from in is from an Abolitionist speech made by William Wilberforce to the House of Commons on the 12 May 1789:Let anyone imagine himself 600 of these unfortunates chained two and two, the right ankle of one is connected with the left ankle of another by a small iron fetter.4 The slaves are so miserable at leaving their country that they sail at night, unaware of their departure. For exercise these miserable people, loaded down with chains and suffering from disease, are forced to dance by terror of the whip.

Q25. Evaluate the usefulness of Source A as evidence used by the Abolitionists to argue against the slave trade. [5 MARKS*]

Q26. Describe the impact of the slave trade on Africa. [4 MARKS]

Q27. Explain the reasons why many Britons supported the slave trade. [6 MARKS]

Q28. To what extent was active resistance the most effective form of resistance? [9 MARKS]

Source O:Although the Abolition of the Slave Trade Act 1807 theoretically ended the trafficking of Africans at the stroke of the pen, it was a very partial victory with limited effects. Despite efforts made by the British Navy to suppress the trade in Africans, slavers still often managed to bypass the law by trading with nations who were still happy to trade in slaves, such as France and Spain. The men who were liberated from slaving vessels by the British often found themselves conscripted into the Navy for up to 14 years rather than being sent back to their homelands. Worst of all abolitionists knew that the 1807 Act was a disappointment in that it totally failed to challenge, let alone end, slavery in the Caribbean. It would take anther law to abolish slavery: it would not happen until 1838. Source P:The British Parliament passed the Abolition of the Slave Trade Act in 1807. It was a magnificent triumph for the abolitionists, and crippled the ability of slavers to traffic and sell Africans across the Atlantic. The Royal Navy was transformed suddenly into a ruthless force for good and by 1865 its West African Squadron had intercepted and liberated 150,000 slaves. Abolitionists also knew that abolishing the slave trade would also hurt and threaten the viability of slavery itself in the Caribbean; without the trade, the slave population there (which died more quickly than it reproduced itself) would decline. Besides, it was hoped that Planters would increasingly see that it was not in their interests to mistreat their slaves so badly, lest they became less efficient and more rebellious.

Q29. Compare Sources the views of O and P about the Abolition of the Slave Trade.4 Fetter: chains or handcuff.

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Source Qis from Adam Hochschild’s Bury the Chains: The British Struggle to Abolish Slavery (2015):Thomas Clarkson would be the principal organiser of [the Abolitionists]. Red haired, dressed in black, he was a full six inches taller than the average Englishman at the time. In the years to come, his sixteen-hour a day campaign against slavery would take him by horseback on a thirty-five-thousand mile odyssey— from waterfront pubs to an audience with an Emperor, from [researching on] the decks of ships to [giving evidence in] parliamentary hearing rooms. More than once people would threaten to kill him, and on a Liverpool pier in the midst of a storm a group of Liverpool slave ship officers nearly succeeded. Almost forgotten today, he remains one of the towering figures of the history of human rights.

Q30. How fully does Source Q describe the work of Thomas Clarkson towards abolishing the slave trade. [6 MARKS]

SECTION FSource R is by from Melody Herr’s textbook The Slave Trade (2010):After slaves were kidnapped from their village or captured during a war, a trader gathered them for the march to the coast. Depending on how far they had to travel, the march could last a few days or a few months. During the day the captives marched in single file, tied to each other with ropes or chains. At night they slept on the ground. They had no blankets; sometimes they had no clothing either. Slaves were never given enough food [during the journey through Africa].

Q31. Evaluate the usefulness of Source R for understanding the experience of slaves before the Middle Passage. [5 MARKS]

Q32. To what extent was Thomas Clarkson the Abolitionist who was most important in bringing about the end of the slave trade? [9 MARKS]

Q33. Explain the reasons why passive resistance could be a good tactic for slaves. [6 MARKS]

Source S: Although slavers like the Dahomey or Asante made great profits form the slave trade, most Africans suffered miserably from ‘the Accursed Trade,’ the slave trade had devastating consequences for the continent overall. In the long term, the population of Africa declined as a result of the twelve million or so souls abducted and shipped away from their homelands. When the British suddenly changed in 1807 from being the biggest slave traders in the world to banning the trade, many African societies (like Dahomey and the Asante) collapsed because they now depended on the trade. Meanwhile, slavery had triggered many feuds between Africans who resented the attacks that had been made on them. On a personal level, consider the devastating emotional trauma of the bereaved mothers, fathers, children and siblings whose loved ones were dragged away by slavers.

Q34. How fully does Source S describe the negative impact of the slave trade on Africa?

Q35. Describe the methods used by the ‘abolitionists’ in their campaign to end the slave trade. [4 MARKS*]

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PTO for your compare question

Source TThe end of the slave trade was an extraordinary act of unselfishness on the part of the British. It was a victory for democracy over the interests of some of the richest merchants and ports in the land: many of the most powerful people in the country lost huge sums of money. Britain would now have to do without the wealth and benefits slavery brought her. The most effective arguments against the slave trade were moral arguments from steadfast, courageous Christians who convinced their countrymen that slavery was an unchristian evil. The great William Wilberforce and Rev. Newton (composer of the hymn Amazing Grace) are clear examples of this— they were some of the most famous evangelical Christians of their day. For them ending the slave trade (and later, slavery), was a moral triumph which finally wiped out the national sin of slavery.

Source UBy the time the slave trade was abolished, it wasn’t nearly such a sacrifice as might have been imagined for the British. The crucial reason the slave trade was abolished was not so much an acceptance that it was evil, but a quiet understanding that sugar was not as profitable a crop as it once had been. The great economist Adam Smith argued this point persuasively. However historians should not suggest that abolishing the slave trade wiped away Britain’s responsibility and absolved the country of centuries of guilt. To this day, Britain continued to benefit from the wealth it gained from the slave trade: many of our churches, schools, universities, charities, banks, and other institutions were founded wholly or partly from slave money – indeed the UK benefits from these till this day. By contrast, the slave trade and then abolition left Africa’s economy ruined— and vulnerable to conquest.

Q36. Compare the views of Sources T and U about the abolition of the slave trade. [4 MARKS]

SECTION GSource V is from The History of Mary Prince, the memoirs of an abolitionist and former slave:Mr D— had a slave called Old Daniel, whom he used to treat in the most cruel manner. Por Daniel was lame at the hip, and could not keep up with the other slaves working; and our master would order him to be stripped and laid out on the ground, and have him beaten by a rod of rough briar5 till his skin was quite6 red and raw. He would then call for a bucket of salt, and fling it upon the raw flesh till the man writhed on the ground like a worm and screamed aloud with agony. This poor man’s wounds were never healed, and I have often seen them full of maggots, which increased his torments to an intolerable degree. He was an object of pity and terror to the whole gang of slaves, and in his wretched case we saw, each of us, our own lot, if we should live to be so old. Oh the horrors of slavery! How the thought of it pains my heart! But the truth ought to be told of it: and what my eyes have seen I think it is my duty to relate; for few people in England know what slavery is.

5 Briar = a thorny or prickly branch.6 ‘Quite’ in the sense of ‘totally’ rather than in the sense of ‘fairly.’

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Q37. Evaluate the usefulness of Source V for investigating the mistreatment of slaves on plantations. [5 MARKS]

Q38. Explain the reasons why so many Britons changed their minds and turned against the slave trade. [6 MARKS]

Q39. To what extent was the success of Abolitionism due to the work of Wilberforce? [9 MARKS]

Q40. Describe how Olaudah Equiano helped to change attitudes towards the slave trade. [4 MARKS]

Source W is adapted from the BBC Legacies of the Slave Trade webpage athttp://www.bbc.co.uk/legacies/immig_emig/england/bristol/article_4.shtml: By the 18th Century Bristol was England’s second city and port. Everyone in Bristol benefited. A result of this prosperity a there was an investment boom putting money into businesses and building projects throughout Bristol and the nearby town of Bath. From 1698, to the end of the Slave Trade in Britain in 1807, just over 2,100 Bristol ships set sail on slaving voyages. In Bristol the principal financial gains from slave voyages and slave labour were made by the merchant classes, who became immensely rich. Trade and politics was dominated by slave traders or those they bribed. Their power in the city in the past cannot be underestimated. During the years of the slave trade 16 owners of slave ships 16 served as Sheriff of Bristol, 10 as Aldermen and 11 as Mayor. Involvement in the trade was common amongst many of the City’s leading families.

Q41. How fully does Source W detail the ways in which Britain benefited from the slave trade? [6 MARKS]

Source X is about the importance of the slave trade to Bristol:Bristol was the second most important slave port in Britain, with only Liverpool outstripping it. Perhaps 500,000 Africans who were carried into slavery were borne away on Bristol ships, representing just under one fifth of the British trade in slaves of this period. Whilst the slaves endured untold miseries, the owners of ships and plantations became extremely rich back in Bristol. They exercised extreme power and political influence, especially in the city of Bristol itself, and succeeded in long delaying the abolition of the trade. However, not everybody in Bristol did so well out of the trade: poor boys eager for work would get jobs on slave ships which were horrible, stressful and dangerous for the crew; indeed, a greater proportion of crew members often died during voyages than slaves.

Q42. Compare the views of sources W and X about the benefits the slave trade brought to Bristol. [4 MARKS]

SECTION HQ43. To what extent were former slaves such as Equiano responsible for changing attitudes to slavery? [9 MARKS]

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Q44. Explain why it took so long for Britain’s parliament to abolish slavery. [6 MARKS]

Source Y is from Andrea Stuart’s Sugar in the Blood: A Family’s Story of Slavery and Empire (2012):Barbados was also one of the most heavily cultivated spots in the Caribbean, with a population of more than 85,000 people, four-fifths of whom were slaves. Haunted by the consciousness of how outnumbered they were and how vulnerable they were to the possibility of violent revenge, the planters ratcheted up their control of, and distance from, the people they enslaved, imposing a system of savage discipline. But there was a terrible paradox: the more they isolated themselves and victimised their slaves, the more fearful they became. The island’s productivity was dazzling to visitors: the hills that rimmed Bridgetown were dotted with circulating windmills powering the processing of the sugar-crop and creating the impression of an island in perpetual motion.Q45. How useful is source Y for finding out about the impact of sugar in the development of the Caribbean.

Source Z is about the importance of the slave trade to Britain’s economy:The slave trade was considered essential to Britain’s economy in the eighteenth century. For example, the slave trade had raised Liverpool from a struggling port to one of the richest and most prosperous trading centres in the world. The slave trade provided work in almost every industry in the town. Slave cotton provided work for the mills of Lancashire. However, little thought was given to the suffering of those involved in its production. Merchants made huge profits importing sugar from the Caribbean, a product which was in great demand.Q46. How fully does Source Z explain the importance of the slave trade to Britain’s economy? [6 MARKS*]

Q47. Describe the conditions during the Middle passage. [4 MARKS]

Source ZB is about “breaking” slaves: When enslaved Africans arrived at a plantation, many were weak, angry and scared. Most did not speak European languages. So each slave was “broken in,” almost always by slaves who were already there. The newly enslaved were shown their new work and warned to obey the rules. Breaking a slave meant teaching them to be obedient slaves who would follow any instruction. Slaves also had to learn a new language by listening to other slaves. But at a deeper level, a slave was not broken in until they accepted (at least outwardly) their new identity as a slave, a thing, a possession.

Source ZC is also about “breaking” slaves:The “breaking” or “seasoning” of slaves happened during a traumatic time for new slaves, disorientated by the new world of the plantations and often reeling from losses and indignities. (Their confusion was probably near total until they learnt to speak the language— usually a distinctive slave dialect version of English known as Creole.) Slaves were broken in by their masters, who would punish or even torture a slave for as long as it took, as many times as it took, until they obeyed their instructions and did whatever they were told. An unseasoned slave, with their pride and will intact, was no use.Most did not speak European languages. So each slave was “broken in” by slaves who were already there. The newly enslaved were shown their new work and warned to obey the rules. The masters’ overseers expected slaves to obey. Slaves had to learn a new language by listening to other slaves.

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Q48. Compare the information of source ZB and ZC about the “breaking in” of new slaves. [4 MARKS]

Usefulness QuestionsSource AA is from the slave narrative7 of Mary Prince, The History of Mary Prince (1831):I was made quite a pet of by Miss Betsy, and loved her very much. She used to lead e about by the hand and call me her Little Nigger. This was the happiest period of my life: for I was too young to understand rightly my condition as a slave… My master however was a very harsh, selfish man; and we always dreaded his return from sea. His wife was herself very much afraid of him, and during his stay and home seldom dared to shew her usual kindness to the slaves. …I had scarcely reached my twelfth year when my mistress became too poor to keep so many of us at home, and I was hired out… I cried bitterly at parting with my dear mistress…. And wept so hard at my parting from my dear brothers and sisters that I was sure my heart would break.(Q49) Evaluate the usefulness of source AA for looking into the relationships between slaves and their owners.

Source BB is from Adam Hochschild’s Bury the Chains: The British Struggle to Abolish Slavery (2015):Elizabeth Heyrick began campaigning among the people of Lichester to promote a new suger boycott, visiting all the city’s grocers to persuade them to stock no slave-grown goods. In parliamentary elections she called for people to vote only for candidates who supported freeing all slaves immediately. Women’s groups canvassed communities house for house, over four years visiting over 80% of houses in Birmingham. One woman… personally called on three thousand households.Women’s societies were almost always bolder than those of the men. (50) Evaluate the reliability of source BB for understanding how Abolitionists created pressure against slavery and the slave trade. [5 MARKS]

Source CC is from the 7 December 1761 entry from the diary of a slave-owner named Thomas Thistlewood, who records buying new slaves: Have also observed that many new Negroes, who are bought fat and sleek from aboard the ship, soon [weaken] on a plantation, whereas those which are in a moderate condition hold their flesh better and are commonly hardier. I paid Mr John Hutt 112 for two men and 200 for one boy and three girls. The new Negroes were soon branded with my mark TT on the right shoulder: Coobah: 4 foot 6 inches tall, about 15 years old, Country name Molia, an Ebo. I put him to live with the Princess. Sukey: 4 foot 8 inches tall, about 14 years old, I put her to live with Job. Maria: 4 foot 11 inches tall, about 15 years old. Country name Ogo. I put her with Lucy. Pompey: 4 foot 9 inches tall, about 16 years old. Country name Oworia, a Coromante. Put to live with Plato. Will: 5 foot 3 inches tall, about 22 years old. Country name Sawnno, alias Dowotronny.

7 A SLAVE NARRATIVE = a book written by an escaped/free/ex- slave telling the story of their time as a slave.

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(All of them were sent off to Egypt plantation as quickly as possible, arriving there by 8pm) as the smallpox is prodigiously here at Lucea. (I gave the sailor who brought them ashore 4 bitts, and provided them with 14 bitts worth of bread and saltfish.)"Q51. How useful is CC for investigating the concerns of a slave owner. [5 MARKS]Source DD is from the webpage titled Olaudah Equiano from the BBC’s History website: http://www.bbc.co.uk/history/historic_figures/equiano_olaudah.shtml:

Q52. Evaluate the usefulness of Source DD for researching Olaudah Equiano? [5 MARKS]

Source EE is from Thoughts Upon the Abolition of the African Slave Trade, a pamphlet written in 1788 by Rev. John Newman, an abolitionist and former slave trader:These punishments, in their nature and degree, depend upon the sovereign will8 of the captain. Some are content with inflicting such moderate punishment as may suffice9

for an example. But unlimited power (instigated by revenge, and where the heart by a long familiarity with the sufferings of slaves has become callous10, and insensible to the pleadings of humanity) is terrible! I have seen them sentenced to unmerciful whippings, continued till the poor creatures have not had power to groan under their misery, and hardly a sign of life has remained. I have seen them agonizing for hours, I believe for days together, under the torture of the thumbscrews; a dreadful engine which, if the screw be turned by an unrelenting hand, can give intolerable anguish. …One captain…. after he had suppressed the insurrection… sat in judgment and studied, with no small attention, how to 8 Sovereign will = the total authority of the captain. What he says, goes.

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make death as excruciating as possible. For my reader's sake, I suppress the recital of particulars.Q53. How fully does Source EE describe the punishments meted out to slaves. [6 MARKS]

Source FFF is an advert for a runaway slave published in 1781 in the Jamacian newspaper The Royal Gazette:Kingston, Jamaica, 1781 TWENTY PISTOLES11 REWARD! RUN AWAY from the subscriber, about ten weeks ago, a short black felllow, of the Mindingo country, named CUPID. He is a fisherman by trade, and is marked WB on his right shoulder; was formerly the property of Mr. Philip Reid of Kingston, and was employed by him at Port Morant in the fishing business,.....He has been within these ten days at Port Morant working with some white people as a Freeman; at which place, or Morant-Bay, he is now supposed to be._____Any person recognising him in Port-Morant gaol, shall be entitled to a Half Job reward; or if they will deliver him to the subscriber in Kingston, FIVE POUNDS reward. And if they can inform by whom he is harboured, if a white person, (on conviction) they shall receive the above reward, from W. BAILEY Q54. Evaluate the reliability of Source A for finding out about the lives of runaway slaves like Cupid? [6 MARKS]

< SOURCE GG is the emblem used by the Abolitionist campaign, designed in 1787 by workers at the Wedgewood pottery factory. It was stamped, painted or moulded on many potter items.

Q55. Evaluate the usefulness of Source GG as evidence of the attitudes of the Abolitionists. [5 MARKS]

Source HH is a letter to the editor from an anonymous Planter, dated April 1789, published in Gentleman's Magazine, a newspaper-magazine.Mr. Urban, The scheme for the abolition of the slave-trade is, in every view of it, absurd and … founded on a mistaken notion of humanity— or rather on ignorance, folly, and enthusiasm. The Negroes of Africa, in their native country, are apparently useless in the great scale of human society; they are totally incapable of refinement, arts, or sciences. The only way to promote their civilization, to make them serviceable in their generation, and happy in themselves, is to [put them to work]. Man was not designed for a life of idleness. An idle man is a wretched creature. [A slave’s life in] the Plantations is not harder, or more oppressive, than that of our common labourers in England, such as miners, blacksmiths, scavengers, coal-heavers and many others...

9 May suffice = may do10 Callous = cruel or uncaring.11 “Pistole” a gold coin minted by the Spanish, popular throughout the Carribean.

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The vulgar12 are influenced by names and titles. Instead of SLAVES, let the Negroes be called ASSISTANT-PLANTERS; and we shall not then hear such violent outcries against the slave trade by pious priests, tender-hearted poetesses, and short-sighted politicians. Yours, &c. No Planter. Mr.Q56. How useful is Source HH for investigating the debate about abolition in Britain? [5 MARKS]SOURCE ii is a technical drawing of a sugar processing plant drawn up to help planters plan out their estates:Q57. Evaluate the usefulness of Source ii for learning about sugar

plantations? [5 MARKS]

Source JJ is a letter from slave ship captain James Irving to his wife, sent from the Caribbean island of Tobago, December 1786. We have been in Tobago since the 25th November and have not yet disposed of any of our very disagreeable cargo... ...our Black Cattle are intolerably Noisy and I'm almost Melted in the Midst of five or six Hundred of them. I'm nearly wearied of this unnatural accursed trade, and think... when convenience suits of adopting some other mode of life, although I'm fully sensible and aware of the difficulties attending any new undertaking, yet I will at least look around me.Q58. How valuable is Source JJ for understanding the attitudes of slave traders towards their work? [5 MARKS]

< SOURCE KK is an image of plantation owners having their slaves beaten. It was created by an abolitionist cartoonist around 1797 and titled ‘Practical Christianity.’

Q59. How useful is Source KK for finding out about the mistreatment of slaves?

12 The vulgar = a negative way of saying ‘common’ people, implying that they behave in a stupid, crass way.

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[5 MARKS]

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