The army of the enemy was large, I should suppose consisting of about six thousand men. Their leader was called Baukurre. After destroying the old prince, they decamped and immediately marched towards the sea, lying to the west, taking with them myself and the women prisoners. In the march, a scouting party was detached from the main army. To the leader of this party I was made waiter, having to carry his gun, etc. As we were a-scouting, we came across a herd of fat cattle consisting of about thirty in number. These we set upon and immediately wrested from their keepers, and afterwards converted them into food for the army. The enemy had remarkable success in destroying the country wherever they went. For as far as they had penetrated they laid the habitations waste and captured the people. The distance they had now brought me was about four hundred miles. All the march I had very hard tasks imposed on me, which I must perform on pain of punishment. I was obliged to carry on my head a large flat stone used for grinding our corn, weighing, as I should suppose, as much as twenty-five pounds; besides victuals, mat and cooking utensils. Though I was pretty large and stout of my age, yet these burdens were very grievous to me, being only six years and a half old.

We were then come to a place called Malagasco. When we entered the place, we could not see the least appearance of either house or inhabitants, but on stricter search found that instead of houses above ground they had dens in the sides of hillocks, contiguous to ponds and streams of water. In these we perceived they had all hid themselves, as I suppose they usually did on such occasions. In order to compel them to surrender, the enemy contrived to smoke them out with faggots. These they put to the entrance of the caves and set them on fire. While they were engaged in this business, to their great surprise some of them were desperately wounded with arrows which fell from above on them. This mystery they soon found out. They perceived that the enemy discharged these arrows through holes on the top of the dens directly into the air. Their weight brought them back, point downwards, on their enemies heads, whilst they were smoking the inhabitants out. The points of their arrows were poisoned, but their enemy had an antidote for it which they instantly applied to the wounded part. The smoke at last obliged the people to give themselves up. They came out of their caves, first spatting the palms of their hands together, and immediately after extended their arms, crossed at their wrists, ready to be bound and pinioned. I should judge that the dens above mentioned were extended about eight feet horizontally into the earth, six feet in height, and as many wide. They were arched overhead and lined with earth, which was of the clay kind and made the surface of their walls firm and smooth.

The invaders then pinioned the prisoners of all ages and sexes indiscriminately, took their flocks and all their effects, and moved on their way towards the sea. On the march, the prisoners were treated with clemency, on account of their being submissive and humble. Having come in the next tribe, the enemy laid siege and immediately took men, women, children, flocks, and all their valuable effects. They then went on to the next district, which was contiguous to the sea, called in Africa, Anamaboo. The enemies' provisions were then almost spent, as well as their strength. The inhabitants, knowing what conduct they had pursued, and what were their present intentions, improved the favorable opportunity, attacked hem, and took enemy, prisoners, flocks and all their effects. I was then liken a second time. All of us were then put into the castle and kept for market. On a certain time, I and other prisoners were put on board a canoe, under our master, and rowed away to a vessel belonging to Rhode land, commanded by Captain Collingwood, and the mate, Thomas Mumford. While we were going to the vessel, our master told us to appear to the best possible advantage for sale. I was bought on board by one Robertson Mumford, a steward of said vessel, for four gallons of rum and a piece of calico, and called Venture on account of his having purchased me with his own private venture. Thus I came by my name. All the slaves that were bought for that vessel's cargo were two hundred and twenty.

. . . The vessel then sailed for Rhode Island, and arrived there after a comfortable passage. . . . I had then completed my eighth year.

At last we came in sight of the island of Barbadoes [sic], at which the whites on board gave a great shout, and made many signs of joy to us. We did not know what to think of this; but as the vessel drew nearer, we plainly saw the harbor, and other ships of different kinds and sizes, and we soon anchored amongst them, off Bridgetown. Many merchants and planters now came on board, though it was in the evening. They put us in separate parcels, and examined us attentively. They also made us jump, and pointed to the land, signifying we were to go there. We thought by this, we should be eaten by these ugly men, as they appeared to us; and, when soon after we were all put down under the deck again, there was much dread and trembling among us, and nothing but bitter cries to be heard all the night from these apprehensions, insomuch, that at last the white people got some old slaves from the land to pacify us. They told us we were not to be eaten, but to work, and were soon to go on land, where we should see many of our country people. This report eased us much. And sure enough, soon after we were landed, there came to us Africans of all languages. . . .

We were conducted immediately to the merchant's yard, where we were all pent up together, like so many sheep in a fold, without regard to sex or age. . . . We were not many days in the merchant's custody, before we were sold after their usual manner, which is this: On a signal given (as the beat of a drum), the buyers rush at once into the yard where the slaves are confined, and make choice of that parcel they like best. The noise and clamor with which this is attended, and the eagerness visible in the countenances of the buyers, serve not a little to increase the apprehension of terrified Africans, who may well be supposed to consider them as the ministers of that destruction to which they think themselves devoted. In this manner, without scruple, are relations and friends separated, most of them never to see each other again.

I remember, in the vessel in which I was brought over, in the men's apartment, there were several brothers, who, in the sale, were sold in different lots; and it was very moving on this occasion, to see and hear their cries at parting. O, ye nominal Christians! might not an African ask you—Learned you this from your God, who says unto you, Do unto all men as you would men should do unto you? Is it not enough that we are torn from our country and friends, to toil for your luxury and lust of gain? Must every tender feeling be likewise sacrificed to your avarice? Are the dearest friends and relations, now rendered more dear by their separation from their kindred, still to be parted from each other, and thus prevented from cheering the gloom of slavery, with the small comfort of being together, and mingling their sufferings and sorrows? Why are parents to lose their children, brothers their sisters, or husbands their wives? Surely, this is a new refinement in cruelty, which, while it has no advantage to atone for it, thus aggravates distress, and adds fresh horrors even to the wretchedness of slavery.

During our passage, I first saw flying fishes, which surprised me very much; they used frequently to fly across the ship, and many of them fell on the deck. I also now first saw the use of the quadrant; I had often with astonishment seen the mariners make observations with it, and I could not think what it meant. They at last took notice of my surprise; and one of them, willing to increase it, as well as to gratify my curiosity, made me one day look through it. The clouds appeared to me to be land, which disappeared as they passed along. This heightened my wonder; and I was now more persuaded than ever, that I was in another world, and that every thing about me was magic.

The first object which saluted my eyes when I arrived on the coast was the sea, a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, when I was carried on board. I was immediately handled, and tossed up to see if I were sound, by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. . . indeed, such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked round the ship too and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, who I believe were some of those who had brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair. They told me I was not, and one of the crew brought me a small portion of spirituous liquor in a wine glass; but being afraid of him, I would not take it out of his hand. One of the blacks therefore took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, threw me into the greatest consternation at the strange feeling it produced. . .

I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomness [sic] of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything. I now wished for the last friend, death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on my refusing to eat, one of them held me fast by the hands, and laid me across, I think, the windlass, and tied my feet, while the other flogged me severely. I had never experienced anything of this kind before, and, although not being used to the water, I naturally feared that element the first time I saw it, yet, nevertheless, could I have got over the nettings, I would have jumped over the side, but I could not; and besides, the crew used to watch us very closely who were not chained down to the decks, lest we should leap into the water; and I have seen some of these poor African prisoners most severely cut, for attempting to do so, and hourly whipped for not eating. This was often the case with myself.

I inquired of these what was to be done with us. They gave me to understand we were to be carried to these white people's country to work for them. I then was a little revived, and thought if it were no worse than working, my situation was not so desperate. But still I feared that I should be put to death, the white people looked and acted in so savage a manner. I have never seen among my people such instances of brutal cruelty, and this not only shown towards us blacks, but also to some of the whites themselves.

One white man in particular I saw, when we were permitted to be on deck, flogged so unmercifully with a large rope near the foremast that he died in consequence of it, and they tossed him over the side as they would have done a brute. This made me fear these people the more, and I expected nothing less than to be treated in the same manner. . ..

One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who were chained together (I was near them at the time), preferring death to such a life of misery, somehow made through the nettings and jumped into the sea. Immediately another quite dejected fellow, who on account of his illness was suffered to be out of irons, followed their example. I believe many more would very soon have done the same if they had not been prevented by the ship's crew, who were instantly alarmed. Those of us that were the most active were in a moment put down under the deck, and there was such a noise and confusion among the people of the ship as I never heard before to stop her and get the boat out to go after the slaves. However, two of the wretches were drowned, but they got the other and afterwards flogged him unmercifully for thus attempting to prefer death to slavery.

My father, besides many slaves, had a numerous family, of which seven lived to grow up, including myself and a sister, who was the only daughter. As I was the youngest of the sons, I became, of course, the greatest favourite of my mother, and was always with her; and she used to take particular pains to form my mind. I was trained up from my earliest years in the arts of agriculture and war; and my mother adorned me with emblems, after the manner of our greatest warriors. In this way I grew up till I was turned the age of eleven, when an end was put to my happiness in the following manner: Generally, when the grown people in the neighborhood were gone far in the fields to labor, the children assembled together in some of the neighboring premises to play; and commonly some of us used to get up a tree to look out for any assailant, or kidnapper, that might come upon us—for they sometimes took those opportunities of our parents' absence, to attack and carry off as many as they could seize. One day as I was watching at the top of a tree in our yard, I saw one of those people come into the yard of our next neighbor but one, to kidnap, there being many stout young people in it. Immediately on this I gave the alarm of the rogue, and he was surrounded by the stoutest of them, who entangled him with cords, so that he could not escape, till some of the grown people came and secured him. But, alas!, long it was my fate to be thus attacked, and to be carried off, when none of the grown people were nigh.

One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and continued to carry us as far as they could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time. The next morning we left the house, and continued travelling all the day. For a long time we had kept the woods, but at last we came into a road which I believed I knew. I had now some hopes of being delivered; for we had advanced but a little way before I discovered some people at a distance, on which I began to cry out for their assistance; but my cries had no other effect than to make them tie me faster and stop my mouth, and then they put me into a large sack. They also stopped my sister's mouth, and tied her hands; and in this manner we proceeded till we were out of sight of these people. When we went to rest the following night, they offered us some victuals, but we refused it; and the only comfort we had was in being in one another's arms all that night, and bathing each other with our tears. But alas!, we were soon deprived of even the small comfort of weeping together.

The next day proved a day of greater sorrow than I had yet experienced; for my sister and I were then separated, while we lay clasped in each other's arms. It was in vain that we besought them not to part us; she was torn from me, and immediately carried away, while I was left in a state of distraction not to be described. I cried and grieved continually; and for several days did not eat anything but what they forced into my mouth.

1. Inikori, Joseph E., and Stanley L. Engerman, eds. The Atlantic Slave Trade: Effects on Economies, Societies and Peoples in Africa, the Americas, and Europe. Durham: Duke University Press, 1992.
   This collection of essays from some of the premier scholars in the field is an excellent source for varied perspectives on the Atlantic Slave Trade. Essays in the volume examine how forced migration affected the people of Africa, the role of slavery in the economic development of the Atlantic World, the effects of the slave trade on the health and mortality of the slave population in the Americas, and the impact of abolition.
2. Curtin, Philip D. Africa Remembered: Narratives by West Africans from the Era of the Slave Trade. Prospect Heights, IL: Waveland Press, 1967.
   This book is a collection of ten rare personal accounts of West Africans who traveled the Middle Passage. Not only do they provide readers with very vivid pictures of the slave trade, but they balance out the European perspective so prevalent in the sources available.
3. Curtin, Philip D. The Atlantic Slave Trade: A Census. Madison: The University of Wisconsin Press, 1969.
   The classic work on the trans-Atlantic Slave Trade and the most accurate source for quantitative evidence, this book looks beyond demographics to discuss points of origin, methods of enslavement and sale, changes in planter demand, and ports of disembarkation. Although this book is nearly forty years old, it is still considered the best in the field.
4. Eltis, David. The Rise of African Slavery in the Americas. Cambridge: Cambridge University Press, 2000.
   This book examines the English Atlantic slave trade in the context of European trade with Africa and the Americas from 1650 to 1800 in order to examine why the Atlantic world established such an exploitative system of slavery dependent upon African slave labor. This book is different from most, as it acknowledges African agency.
5. King, Wilma. Stolen Childhood: Slave Youth in 19th Century America. Bloomington: Indiana University Press, 1998.
   In this monumental work on slave children in American slave society, King discusses slave children and youth through the lenses of family, labor, play, education, spirituality, slavery and freedom. While the book focuses on their childhood and youth, it also focuses on the traumas of slavery to present a well-rounded, and overlooked view of slave childhood in the Antebellum United States.
6. Klein, Herbert S. The Atlantic Slave Trade. Cambridge: Cambridge University Press, 1999.
   Klein's volume is a good companion to Curtin's Census, offering a survey of the economic, social, cultural, and political history of the trans-Atlantic slave trade. Furthermore, it gives an excellent survey on the current historiography of the field.
7. Lovejoy, Paul. "The Children of Slavery---The Transatlantic Phase." Slavery & Abolition 27 (2006): 197-217.
   Quantitative evidence for the proportions and number of children entering the trans-Atlantic slave trade varies by region and time, with children not being in demand until late in the trade. Using The Bight of Benin as an example of regional and temporal shifts, Lovejoy shows that the increasing number of children entering the trade corresponds with demands from across the Atlantic and the British abolitionist movement.
8. Schwartz, Marie Jenkins. Born in Bondage: Growing Up Enslaved in the Antebellum South. Cambridge: Harvard University Press, 2001.
   Schwartz takes a fresh approach to slave children by discussing their everyday lives, education, labor, play, but also by focusing on the struggle between planter and parent over the socialization and control of slave children in the Antebellum South.
9. Vasconcellos, Colleen A. "'To Fit You All for Freedom:' Jamaican Planters, Afro-Jamaican Mothers, and the Struggle to Control Afro-Jamaican Children during Apprenticeship, 1833-1840." Citizenship Studies 10 (2006): 55-75.
   In this article, Vasconcellos examines slave childhood and youth in relation to the abolitionist movement, arguing that the nature of childhood was dramatically altered as a result of abolitionist efforts. Using Jamaican apprenticeship as an example in shifts of demand and argued value of childhood and youth on Caribbean estates, Vasconcellos discusses the struggle between planter and parent for control over childhood and freedom during the final years of slavery in the British West Indies.

by Susan Douglass
(Suggested writing time: 50 minutes)

Using the images and texts in the documents provided, write a well-organized essay of at least five paragraphs in response to the following question.

Evaluate the role of children in the Atlantic slave trade during the 18th and 19th centuries, based on analysis of evidence in the documents.

• How did the capture, transport, and sale of children affect these enslaved individuals
• What were the advantages and disadvantages of enslaving children to slave merchants and slave owners
• What do these documents indicate in terms of the possible effects of images and narratives of enslaved children on public opinion about slavery and on the abolitionist movement

Your essay should:

• have a clear thesis,
• use at least six of the documents to support your thesis,
• show analysis by grouping the documents into at least two groups,
• analyze the point of view of the documents, and
• recognize the limitation of the documents before you by suggesting an additional type of document or source to make your discussion more complete or valid.

Grateful acknowledgment is made to the following institutions for primary sources:

• The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record,
• Bedford Books,
• Cambridge University Press,
• Dawsons of Pall Mall, and
• Octagon Books.

About the Author

Colleen Vasconcellos is an Associate Professor of History at the University of West Georgia in Carrollton, Georgia. Her research focuses on childhood in the Atlantic World, in particular colonial Jamaica. In addition to being an editor and advisory board member of several H-Net listservs, Dr. Vasconcellos is author of Slavery, Childhood, and Abolition in Jamaica, 1788-1838 (2015) and co-editor of Girls in the World: A Global Anthology with Jennifer Hillman Helgren (2012).

About the Lesson Plan Author

Susan Douglass is a doctoral student in history at George Mason University, and also serves as education outreach consultant for the Al-Waleed Center for Muslim-Christian Understanding at Georgetown University. Publications include World Eras: Rise and Spread of Islam, 622-1500 (Thompson/Gale, 2002), the study Teaching About Religion in National and State Social Studies Standards (Freedom Forum First Amendment Center and Council on Islamic Education, 2000), and teaching resources, both online and in print, including and the curriculum project World History for Us All, The Indian Ocean in World History, and websites for documentary films such as Cities of Light: the Rise and Fall of Islamic Spain and Muhammad:Legacy of a Prophet.

From the 16th to the 18th centuries, an estimated 12 million Africans crossed the Atlantic to the Americas in the trans-Atlantic slave trade. Used on plantations throughout the United States, Latin America and the Caribbean, enslaved Africans were shipped largely from West Africa. With an average life span of five to seven years, demand for slaves from Africa increasingly grew in the 18th century leading traders to take their supply from deep within the interior of the continent. Until recently, slave studies rarely discussed children's experiences in the trans-Atlantic slave trade. It has been estimated that one quarter of the slaves who crossed the Atlantic were children. Yet, a lack of sources and a perceived lack of importance kept their experiences in the shadows and left their voices unheard.

Enslavement

Like adults, children were unwilling participants within the slave trade that had a variety of sources. Children commonly found themselves enslaved as prisoners of warfare. When men were killed in battle, women, children, and the elderly became especially vulnerable. Those who were not killed or ransomed were sold into slavery. Commercial caravans frequently followed military expeditions, and waited patiently to exchange textiles and goods for captives. In some areas of West Africa, kidnapping was a popular method of acquiring children. Children were snatched while working in the fields, walking on the outskirts of town, or innocently playing outside away from their parents' view. So that communities could make ends meet during times of famine, families sometimes sold their children into slavery. Many children also found themselves as pawns or bargaining chips, sold into slavery to repay debts or crimes committed by their parents or relatives. Some parents sold children who were in poor health, required special needs, or perceived as evil spirits.

Journey to and Sale on the Coast

What happened in the days, weeks, or even months that followed their capture or sale was a whirlwind of events that had devastating effects on the psyches of the enslaved. Some children were sold immediately, and added to coffers of slaves bound for the coast. Others were sold several times over. Many children never left the interior and remained slaves in Africa. Others died somewhere on the route to the sea, along with thousands of other slaves, young and old.

For those children who made it to the coast, they were taken to a factory, castle, or trading post where they were sold to merchants who placed them in holding cells with other slaves. The merchants then stripped the children of any remaining clothing, and oiled their bodies with palm oil. Often coastal merchants shaved the heads. Once purchased, coastal merchants commonly branded the slaves with a symbol of the trading company or voyage owner on either their chest or back as a means of marking their commercial property and distinguishing their cargoes from the rest.

The Middle Passage

Traders generally defined children as anyone below 4'4" in height, and those deemed as "children" were allowed to run unfettered on deck with the women. Those traveling on deck occasionally received special treatment and attention from the captain and crew, who gave them their old clothes, taught them games, or even how to sail. Other children, like Ottobah Cugoano, refused to play or even eat. Some children, held tightly in the comforting arms of the women, cried throughout the night. Taller children, like Olaudah Equiano, were placed in the hold with adults where they experienced horrible, unsanitary conditions. Whatever their size, crying or failing to eat or sleep resulted in harsh punishment.

Although children received some preferential treatment, most children suffered experiences similar if not equal to the adults traveling alongside them. This preferential treatment and travel outside of the hold gave children a better chance of survival, but it did not shield them from corporal punishment, malnourishment, and illness. During the Middle Passage across the Atlantic that lasted anywhere from one month to three, children experienced high mortality rates. Many succumbed to the illnesses that accompanied every slaving voyage across the Atlantic, especially yaws and intestinal worms. Sometimes ill children were thrown overboard in the hope that their disease would not spread to the rest of the slave cargo.

A Demand for Children

Until the 18th century most trading companies had little or no desire to purchase children from the coast of Africa, and encouraged their captains not to buy them. Children were a bad risk, and many planters and traders who purchased them lost money on their investment. Because children (especially the young and infants) were vulnerable to disease, the cost of transporting them lowered overall profits margins. Furthermore, African children would not be able to perform hard labor or produce any offspring until they came of age. As a result, unless a planter or merchant requested a special order, children were extremely hard to sell in West Indian markets.

By the middle of the 18th century, however, planters economically dependent on the slave trade came to depend on children and youth. As the abolitionist movement increasingly threatened their slave supply, planters adopted the strategy of importing younger slaves who would live longer. As a result, youth became an attractive asset on the auction blocks of the slave markets. Ironically, abolitionist sentiment changed 18th-century definitions of risk, investment, and profit. As the plantocracy purchased more breeding women and children in order to save their economic interests, traders modified their ideas of profit and risk and ideas of child worth changed throughout the Atlantic World.

The primary sources are designed to provide a well-rounded examination of children's experiences in the trans-Atlantic slave trade. The sources written by Olaudah Equiano, Venture Smith, and Ottobah Cugoano are excerpts of their published accounts of their personal experiences in the slave trade as children. Each of these sources offers a different perspective that will be of great value to students. While Venture Smith and Olaudah Equiano were rescued some time after their kidnappings, Ottobah Cugoano worked in the fields of a West Indian Plantation before obtaining his freedom in England. Equiano's narrative is particularly important, because (despite his young age) Equiano made the Middle Passage in the hold of the ship rather than in private quarters with the rest of the children.

By juxtaposing these narratives against images of the slave trade, students can begin to understand the brutalities of enslavement. In the first image, students see children chained in the same manner as adults in a slave coffle, which they can relate to Equiano's narrative. A second image depicts an advertisement for a slave ship that had recently docked in Charleston harbor listing an equal number of children and adults for sale, while a third shows a great number of children in the cargo of the liberated slave ship, Dhow. These two images, combined with quantitative evidence on the estimated number of children who traveled from Africa to the Americas from the 16th to the 19th centuries enable students to see shifts in supply and demand as more children entered the trade beginning in the 18th century. Students can then read the Dolben's Act of 1788, an English law that helped contribute to an increased number of girls and children in the trade.

Lastly, students can see the growing demand for children in an excerpted request made by Playden Onely to the members of the Royal African Company in 1721 for 130 children to be taken from West Africa to the West Indies for sale as slaves further supports the quantitative evidence supplied. After the success of this voyage, Onely contracted the RAC to deliver 500 children annually to specifically designated ports. While we have no evidence to support whether these voyages actually took place or for how long, Onely's contract request shows a growing demand for children before abolitionist sentiment came to a head in the late 18th, early 19th centuries, contrary to the accepted belief that children were a risk on Atlantic plantations.

Discussion Questions

• After reading excerpts from Equiano, Smith, and Cugoano, do you think that children received special treatment during the Middle Passage based on their age or size? Why or why not? Does the image of the slave coffle change or support your opinion?
• Prior to the threat that abolitionists posed to the future of the slave trade in the middle of the 18th century, children were seen as risky investments by slave traders and plantation owners. Why do you think that this was the case? What risks would children have posed?
• After abolitionism began to threaten the slave trade, and plantation owners began to fear its demise, children were no longer seen as risky investments. Why the change in planter and trader opinion? What benefit could a child bring to a trader or plantation owner? Why would children suddenly make a good investment?

Lesson Plan: Children in the Slave Trade

by Susan Douglass

Time Estimated: two to three 45-50-minute classes

Objectives

1. Examine children's experiences in the trans-Atlantic slave trade in terms of their capture, transport, and usage as laborers.
2. Weigh evidence of the growing number of children taken in the slave trade and the causes and effects of their involvement.
3. Assess factors in the continuation of the slave trade in the Americas, and in its fluctuation over time.
4. Assess efforts by abolitionists to draw attention to the evils of slavery through publication of narratives and images involving children and the brutalities to which they were exposed.

Materials

• Printouts of primary sources sufficient for each student to have a full set of the texts and images in the Children in the Slave Trade Teaching Module. 1
• Six shallow boxes, bins, or baskets in which to collect citations written on half-sheets of paper.
• Enough half-sheets of paper to allow each student to write 10 responses.
• Three markers.

Preparation

If possible, assign students to read as homework the primary sources in the Children in the Slave Trade Teaching Module. This activity will prepare students for writing an essay on the Document Based Question in this teaching module.

Day One

Hook
Display the image Advertisement for Sale of Newly Arrived Africans, Charleston, July 24, 1769 [Advertisement]. Ask students to view, read, and reflect on this advertising poster by thinking for 2—3 minutes and jotting down some historical questions it raises, and what element in the source raises those questions. What does it tell us, and what does it make us curious to know, focusing especially on the element of child slavery?

Responses might include: it tells us that children were being imported to the Americas for sale in significant quantities, that they were intended for use as laborers, and this trade began before a significant abolition movement was established. It raises historical questions such as: How many children were involved in the trade, and how did this change over time? How old were the children involved? How did slave owners and traders justify the increased risks and longer-term return on their "investment"?There are many other possibilities.

Activity
Divide students into three groups. Each group is assigned two containers, and goes to a corner of the room where chairs are set up. Divide the groups in half to represent opposing sides of each issue listed in the bullets below in #4.

Using the three bullet items of the DBQ, assign each group one issue to discuss using the documents. They will label the boxes per instructions that follow:

• The first group will read the slave narratives (The Interesting Narrative of the Life of Olaudah Equiano: Kidnapping, Slave Ship, Middle Passage, Slave Auction; A Narrative of the Life and Adventures of Venture A Native of Africa, but Resident Above Sixty Years in the United States of America Related by Himself ; Thoughts and Sentiments on the Evil of Slavery: Slave Coffle, Middle Passage ) in order to identify and cite quotations of (a) evidence of the psychological and social damage done by the experiences related, and (b) evidence of the capacity for survival and resilience related by the narrators. Label the boxes "Damage" and "Resilience." Each half of the group will write citations from the documents on half-sheets of paper and place them in the corresponding box. These citations may include word lists, or they may be citations of whole phrases or sentences such as would be used to bolster an argument in an essay.
• The second group will read the other documents (any of the sources except the slave narratives) seeking evidence of the advantages and disadvantages for slave traders and slave owners. Label the 2 boxes "Advantages" and "Disadvantages." Each half of the group will write citations in support of either side and place the half-sheets in the corresponding box.
• The third group will look at any of the documents they believe are relevant to the issue of abolition. They will label their 2 boxes "Effective" and "Ineffective." Each half of the group will find citations of evidence that the publication of these documents would be effective in supporting abolition efforts, or might be either ineffective or serve as arguments for the continuation of slavery.

Working within the sub-groups, members will go over their findings on each side of the issue for 5–10 minutes. Then the three groups convene and discuss their findings as a whole on each issue. They will use the chart to prepare a summary of the group's findings, perhaps making a 2-column chart. This should take an additional 5—10 minutes.

Then the class comes together to present and discuss each group's findings on their issue. Part of the discussion could be to see if any of the documents a group DID NOT read are relevant to one of the three issues.

Day Two

The class will address the overarching document based question regarding the role of children in slavery during this period, putting all of the evidence together. The discussion is focused on analyzing the evidence as it illuminates the larger question. This discussion should include what the documents DO NOT reveal, and what type of information or documents might shed additional light on the question.

The students then receive the assignment to draft a DBQ essay using the documents, which would address all of the issues as they relate to the larger question. This will be assigned for homework.

Day Three (Optional)

The third class period could be devoted to reading student essays and critiquing their strategies, use of evidence, etc., first in small groups, and then as a class. Students use these critiques to revise their essays for completion of the assignment.

Differentiation

Advanced Students

• Assign the third discussion group in #4, above, since their task involves all of the primary sources, and requires a more subtle analysis of them.
• Have students students search for additional documents and images from The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record, compiled by Jerome S. Handler and Michael L. Tuite Jr. Have them locate other images in the collection that may be relevant to the issue of children in the slave trade, and evaluate these sources in terms of their creators' point of view and their use as evidence.

Less Advanced Students
These students can be given more time and team support, or they can be asked to master just one of the three major issues raised in the document based question and use it to write an essay.

Scouting – Helping to Prepare Leaders of Tomorrow.

By the Kenya scouting movement’s Chief Commissioner, Mr. J.J.M. Nyagah East African Standard, 27 July 1971.

Can any country expect more from its citizens than complete loyalty and helpfulness?

Scouting tries to inculcate into the minds and souls of the young - the future citizens of any country - just these attributes. The Swahili saying udongo upate uli maji is very relevant to the aims of scouting which is the training of youth to grow up as men and leaders of character to assist in the building of their nation.

. . .

Today this world-wide movement is going through stages of use adaptation to suit each and every nation, while still remaining within the international framework of the noble ideals enunciated by the founder – the late Lord Baden Powell of Gilwell.

Incidentally scouting is African in origin, it was FOUNDED in Mafeking (Africa), NURSED in the United Kingdom, SPREAD all over the world and the founder decided to be buried in Nyeri (Kenya). Incidentally the highest qualification any scouter can attain is that of a Woodbadge. This originates from a wooden bead necklace worn by a brave African chief which Lord Baden Powell decided to use [a] symbol of scouting. It is still in use today.

Why, therefore, shouldn’t we Africans feel part and parcel [of] scouting? We should modernise and perfect it for others to learn and follow.

. . .

We are fortunate in that the President of our Kenya Boy Scouts Association is our national republic's beloved President, H.E. Mzee Jomo Kenyatta, C.G.H, M.P., who in his own right is a brave warrior, hence the Chief of the Golden Heart.