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The South and Slavery – King Cotton Reigns

Triangular Trade

The Triangular Trade – Slave Trade from Africa to the Americas 1650–1860

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Teaching Notes: Modern Slavery

Slavery, long banned and universally condemned, persists in many corners of the world, victimizing tens of millions of people.

Teaching Notes by Samir Goswami

January 16, 2018 11:30 am (EST)

Slavery disproportionally affects women and girls while also victimizing men and boys of all backgrounds, and no country in the world is immune. Consumers buy slave-made goods and services for which victims toil in mines, farms, factories, or private homes. Ending slavery takes political will, moral courage, and the collaboration of governments, businesses, and consumers.

Teaching Notes Components

Discussion questions.

• What is slavery and what drives it? Is there a global consensus on the definition of slavery?
• Are there places in the world where slavery is more prevalent? What are the drivers of higher prevalence in different parts of the world?
• Is poverty a root cause of slavery? If so, would eliminating poverty eliminate slavery?
• Are slavery and human trafficking the same thing? Can they be used interchangeably?
• How does slavery impact women and children specifically?
• How many slaves are in the world today and where are they?
• Why is it difficult to eradicate slavery?
• What does “state-sponsored slavery” mean? How can governments be pushed to end “state-sponsored slavery”?
• How are people enslaved because they owe a debt to someone else?
• Does law enforcement do enough to eradicate slavery?
• Why is forced marriage considered a form of slavery?
• Whose responsibility is it to end slavery? What are some common tactics and strategies used to combat slavery?

Essay Questions

Human Trafficking

Humanitarian Crises

Transnational Crime

Sexual Violence

• The Walk Free Foundation and the International Labor Organization released a new estimate of modern day slavery in the world in 2017. Of the 40 million people living in slavery they found in the previous year, millions are said to be victims of forced marriage. What is forced marriage and why is it considered slavery? Should forced marriage be considered on par with sexual exploitation found in sex trafficking, or forced or child labor?
• Many goods that we consume today could be made by slaves. These goods can be found in common products and components that are sourced from countries around the world. This means that many of us are inadvertently supporting exploitative labor practices. What role can consumers play to ensure that we don’t support factories and production facilities that exploit workers? What can businesses do to support fair and ethical supply chains? Are consumers and businesses doing enough?
• Western definitions of slavery conflict with local and customary practices in some countries. For example, child marriage and even some forms of child labor are acceptable in some parts of the world, but considered human rights violations according to international standards. Is it fair to impose Western or international human rights norms on countries that conflict with their local customs and supersede local culture?
• There is some evidence that labor trafficking is more prevalent throughout the world than sex trafficking, however, law enforcement arrests and prosecutes more offenders for sex trafficking than labor trafficking. Why is this the case? Why does sex trafficking get more attention than labor trafficking by law enforcement?
• The U.S. government uses various foreign policy instruments to pressure other governments to uphold certain human rights standards. For example, the Trafficking in Persons Report issued annually by the U.S. State Department grades countries for their individual efforts to eradicate trafficking and slavery in their jurisdictions. Does this type of government-to-government advocacy and pressure have an effect? Is it important to integrate slavery concerns into U.S. foreign policy and for the U.S. government to hold other governments accountable?
• Write a Paper to Explore Business Responsibility and Efforts to Eradicate Slavery Businesses in varying industries and geographies are aware that their supply chains could contain goods and services produced by slaves. Some employ various methods to find out how suppliers are treating and recruiting workers. Corporate social responsibility (CSR) is also a concept that has taken on increased significance as expectations build for companies to operate ethically. Write a paper on ethical sourcing or CSR with three examples of how they have been implemented. Papers should include definitions, evolution of practice, and regulatory frameworks, using contemporary examples. Students should cite their research and conduct, or access, at least one interview with a corporate practitioner and/or expert. 8 – 10 pages.
• Attend a Webinar and/or Panel Presentation & Prepare a Brief Memo For this assignment, pretend that you are a sustainability manager at Acme Company who is researching methods that your company can instill to investigate whether there is slavery in your supply chain. Various nongovernmental organizations (NGOs), academic institutions, associations, and companies host, at no cost, one to two hour webinars and/or forums related to ethical sourcing and procurement, business practices, and human rights. These are good opportunities to hear from practitioners in the field about how principles are translated into practice. View or attend one such event that pertains to how businesses are promoting human rights and working to eradicate slavery from their supply chains. Draft a brief memo addressed to your fictitious supervisor (e.g. the vice president of sustainability for Acme Company) that succinctly summarizes the following: - Why you attended the session and your goals for it; - Three key findings that you learned;  - How you will apply those learnings; - Any key contacts who attended or presented that you will reach out to and why. Remember, vice presidents are busy people and your memo should be succinct and directly address the four points above. The list below are suggestions of resources that you can choose from, or you may find one on your own. Please note that you can also view a prerecorded webinar, however it must be from no earlier than January 2016. - Business & Human Rights Resource Centre - Business for Social Responsibility (BSR) - International Corporate Accountability Roundtable (ICAR)  - Babson College's Initiative on Human Trafficking and Modern Slavery - United Way's Center on Human Trafficking and Modern Slavery - United Nations Global Compact - Global Business Initiative on Human Rights
• Conduct an Advocacy Presentation Various international NGOs work on global human rights issues and advocate for change based on internationally accepted standards. They document rights violations and lead campaigns to raise awareness and build political will. For example, Amnesty International puts pressure on the U.S. government, as well as the United Nations, to create and implement policies that uphold human rights standards. For this assignment, obtain an advocacy report published by an NGO that is related to modern slavery and human rights and learn about the issues and solutions that the organization highlights. Then, produce a three to five minute video presenting the report and its findings. Your (pretend) audience will be members of the UN Human Rights Council, meeting for a special session on modern slavery.
• Draft an Op-Ed to the Atlanta Journal-Constitution Sex trafficking is prevalent in large and small cities throughout the United States. Most states have local laws criminalizing sex trafficking that aim to punish offenders and provide justice and social services for its victims. These laws generally use the “force, fraud, and coercion” definition of human trafficking to identify whether a victim of exploitation has been trafficked. However, there is also an argument that many of these laws criminalize women and men who choose to prostitute themselves and that they have the right to do so. This perspective often states that voluntarily selling your own body for sex should be considered legitimate for adults. This approach views additional sex trafficking and antiprostitution laws as putting victims at further risk of exploitation. For this assignment, research the various perspectives that exist on sex trafficking and formulate your own opinion about whether selling sex can be equated with sex trafficking and slavery. Think about the public policy implications and recommend which laws and policies should be implemented in Atlanta, Georgia. Present this perspective with research citations that provide evidence to support your opinion in an op-ed. 500–750 words.

Sources to consult: ILO/Walk Free Global Estimate

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Modern slavery refers to various forms of exploitation, such as forced labor or marriage, human trafficking, and debt bondage, in which individuals are trapped through threats, coercion, and abuse. Educate your audience on this topic with the help of our presentation template, which features compatibility with MS PowerPoint and Google Slides.

NGOs can deliver a compelling presentation on the crimes and offenses of modern slavery and highlight the ways and actions to address or fight them. The PPT is the best visual resource to illustrate the types, victims, and primary causes of modern slavery. You can also explain how this form of slavery deprives the victims of their freedom, dignity, and human rights and inflicts physical, emotional, and psychological abuse on them.

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Harvard & the Legacy of Slavery

On April 26, 2022, Harvard President Larry Bacow released the Report of the Committee on Harvard & the Legacy of Slavery, accepted the committee’s recommendations in full, and announced a historic commitment of $100 million to fund their implementation.

The first phase of the initiative’s work was to uncover the truth of Harvard’s ties to slavery through deep research guided by a committee of distinguished faculty drawn from across the University. This research provides a strong foundation for our next phase: the process of reckoning and repair.

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Explore Harvard University’s entanglements with the institution of slavery and the history of Black leadership through a 10-stop tour in Cambridge, MA.

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Telling the Truth about All This: Reckoning with Slavery and Its Legacies at Harvard and Beyond

Over the past two decades, universities around the world have begun to engage with their legacies related to slavery. With this history uncovered, we now ask: What must institutions of higher education do? What types of repair work can and should we undertake? We explore these questions through discussions about a range of topics, including engagement with descendant communities, legacies of slavery in libraries and museums, and novel public engagement and educational opportunities.

Responsibility and Repair: Legacies of Indigenous Enslavement, Indenture, and Colonization at Harvard and Beyond

This conference, “Responsibility and Repair”—led by Harvard University’s Native American Program in collaboration with Harvard Radcliffe Institute—brought together Native and university leaders to advance a national dialogue, expand research, and establish and deepen partnerships with Indigenous communities. Activists, scholars, Native leaders, tribal historians, and others explore the responsibility of universities to confront their past and recommended steps toward repair that is often centuries overdue.

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Industry and Slavery

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Slavery in America

The African Slave Trade

The Atlantic Slave Trade – Forced Immigration

The Atlantic Slave Trade

The History of Slavery

The Introduction of Slavery into the US Colonies

Slavery – Africa to the New World

Slavery – The Beginning of Slavery in the United States

Slavery – The Capture and the Middle Passage

Slavery – Its Impact of Africa and the World

Slavery – Essential Questions

Slavery – The "Peculiar" Institution

The South and Slavery – King Cotton Reigns

The Trans-Atlantic Slave Trade

Triangular Trade

The Triangular Trade

The Triangular Trade – Slave Trade from Africa to the Americas 1650–1860

Triangular Trade Route Imports and Exports

What Was the Triangular Trade?

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Slavery During the Industrial Revolution

Jul 05, 2014

320 likes | 829 Views

Slavery During the Industrial Revolution. The Origin of Slavery. Slavery has existed throughout history, in different forms. In ancient civilization of China, Greece and Rome. Slavery existed in African cultures too. African societies enslaved people were domestic workers.

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• social gathering
• objects people
• sugar nippers
• powerful trading interests
• industrial revolution

Presentation Transcript

The Origin of Slavery • Slavery has existed throughout history, in different forms. In ancient civilization of China, Greece and Rome. • Slavery existed in African cultures too. African societies enslaved people were domestic workers. • Ownership of slaves symbolized wealth and power • Who was involved in slavery: Africans, Spaniards, Portuguese, Dutch, French and British.

Overview • Slavery is driven by the quest for wealth and power • When in 1942 Christopher Columbus arrived in the Caribbean he launched a competition for wealth and power among the ruling monarchs of Spain, Portugal, England and France. • Each country would sent voyage and claimed ownership of various areas and land. • Main source of captives for the transatlantic trade in African people were current countries in the West African coast of Ghana, Togo, Benin, Nigeria, Cameroon, Gabon, Cango and Angela.

Captures African people were controlled by powerful African traders • European traders preferred young males between the ages of 15-25 who were in good health and has strong muscular bodies,

Triangular Trade • Linked Europe to Africa to the Caribbean and Americas. • The Transatlantic Slave Trade consisted of three journeys: • The outward passage from Europe to Africa carrying manufactured goods. • The middle passage from Africa to the Americas or the Caribbean carrying African captives and other 'commodities’. • The homeward passage carrying sugar, tobacco, rum, rice, cotton and other goods back to Europe.

Trade of Goods • From Europe to Africa Copper, manufactures clothes, silk imported from Asia, glassware, ammunition, gun, manila and pots • From Africa to Caribbean  Enslaved women, men, children and Indigo • From Caribbean to Europe  Sugar, Rum, Coffee, Tobacco and Cotton.

Illustration Map • http://www.nmm.ac.uk/freedom/viewTheme.cfm/theme/triangular

By the 1790s there were 480,000 enslaved people in British Caribbean colonies. It is estimated that 11-12 million Africans were transported across the Atlantic into slavery. Many more had died during capture and transportation. • In the first third of the 18th century, Britain’s involvement in the slave trade grew enormously. During the 1720s nearly 200,000 enslaved Africans were transported across the Atlantic in British ships.

The trade was so established that soon certain goods became almost currencies in their own right. Iron bars, or horseshoe or ring shaped manilas, most commonly made of copper, became a standard quantity to barter for captives.

The Middle Passage • Voyage from Africa to the Caribbean • Terrible living conditions on the ship • The middle passage across the Atlantic was brutal. Enslaved Africans were packed into tight spaces and given barely enough food and water to stay alive. • The slave ship Brookes. It is estimated that on average 10% died en route rising to 30% on a bad voyage. European sailors who crewed the ships also stood a high chance of not returning due to sickness during the voyage.

The Plantations • Most of the enslaved Africans worked on the sugar, coffee, cotton and tobacco plantations • Some worked in the fields and others as domestic servants. • Some were worked to exhaustion and some even worked to death. • Plantation owners found it cheaper to buy more African slaves than to give the existing ones food, water, medical care and warm shelter. • The slaves were treated as objects not people Sugar nippers

Sugar Plantations

What was Special About Sugar? • Sugar was a luxury item in Britain at this time when fruit syrup, honey and other natural nectars were the only sweetenersavailable. • Sugar was a way to make the bitter taste of coffee and tea sweeter. • Coffee house became a center for social gathering and provided ready access to information through newspapers, spreading communication on a national scale • Plantation grown sugar fuelled the English addiction first to coffee and then to tea.

Poem by William Cowper (1788) Pity for Poor Africans: I own I am shocked at this purchase of slaves, And fear those who buy them and sell them, are knaves: What I hear of their hardships, their tortures and groans, Is almost enough to draw pity from stones. I pity them greatly, but I must be mum For how could we do without sugar and rum? Especially sugar, so needful we see, What, give up our desserts, our coffee and tea?

How did the merchants get away with it? • Sailors who did return brought back tales of what they had seen during their voyages. However, only a few spoke about it publicly for fear of being refused further work by the powerful merchants, ship owners and captains engaged in the trade. • It was a very profitable business often making a high rate of return on investment, as account books from the period show. Powerful trading interests tried to prevent any regulation or abolition of the slave trade using a fierce campaign of misinformation, lies and delaying tactics.

Economic Impact of Slavery • Slaves were not transported to Britain in significant numbers, but commercial enterprises which flourished through association with slavery included • ship building • equipping of vessels • crews for the journeys, • goods to trade in Africa especially textiles, glass, china, brass pots, guns and ammunitions • copper currency bracelets (manillas) • And alcohol, particularly gin, from Bristol.

Raw products coming back to Europe from the Caribbean such as raw sugar, rum, indigo, cocoa, coffee, wheat, tobacco and cotton where used to manufacture smoking tobacco and chocolate (large chocolate factories in Bristol UK) • Cotton was a driving resource for the cotton mills in Liverpool. • Sugar, tobacco and rum were mixed together to create a luxuries alcoholic beverage. • A lot of the sailor were rewarded with alcohol which lead to an alcoholism problem in the UK. Sugar loaf

Summary: The overall economic development that resulted directly or indirectly from slave labour was felt in the growth of ports and cities from small towns and villages to international trading centres, and the associated boom in related banking and insurance. It has been argued that in this way the transatlantic slave trade fuelled the Industrial Revolution and created a global market.

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Communication during the Industrial revolution. Pod1 4 -04-14 Rain Coleman, Cinthia Cruz, Faith Grover, and Alyssa Pham. Table of contents. The Kodak Camera The Telegraph The Braille Typewriter The Steam D riven Printing Press Conclusion Bibliography Slide And an Ending S lide.

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Changes in Social Class During the Industrial Revolution

Changes in Social Class During the Industrial Revolution. Background. The population explosion along with the process of urbanization would lead to social class tensions. The factory system was based on wage labor which would be a key factor in industrial capitalism.

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