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This course is an introduction of the history of Africa through the lens of the transatlantic slave trade from the sixteenth to the nineteenth century. This traffic was one of the main crossroads of the history of Africa’s long and troubled relationship with both Europe and the Americas. The course’s primary goal, however, lies not in investigating the slave trade but in studying the political, economic, social, and cultural histories of a number of African societies that participated in the trade. Given the large number and vast diversity of African societies, the course cannot possibly present a comprehensive survey. Instead, it zooms in from broad questions such as the connections of Africans with Europeans, the roles of Africans in this traffic, and the interrelated political and cultural landscapes to the specifics of regionally grounded histories from the emergence of the Atlantic slave trade to the beginning of European colonialism in Africa.

The course will familiarize students with various genres and formats of historical writing such as introductory books of African history, primary sources, textbooks, monographs, an annotated diary (of an African slave trader), scholarly articles, and a graphic history.

This is a course on pre-1900 African History. If you want to know about today´s Africa, look at “Africa is a Country” -it is not a country, that´s the title of the blog.

Instructions for paper due Tuesday, June 11

Upload the paper to Canvas by the end of  Tuesday, June 11. If you have problems to upload the paper, send it as email attachment before the end of Tuesday, June 11.

Answer one of the four questions (first edition: questions 10, 11, 12, or 13 from pp. 150-151) or six questions (second edition: questions 11-16 pp. 186-187) in the book. Use a title that conveys your main idea, and next to the title write (the number and edition)  to let me know the question you address. Do not rewrite the question as the title of your paper. As we are analyzing primary sources, quote a least one fragment from the primary source (the transcript of the case) and refer, when necessary, to the secondary source (the graphic interpretation) to support your thesis statement.

All title, introduction, thesis statement, quotation, analysis of the fragment, and conclusion should fit 2 pages.

11. What do the questions Melton asks Abina tell us about his conception of slavery?

12. Read through the trial, and identify points at which Abina Mansah misunderstands, is unable to answer, or contradicts the questions asked by Melton, Davis, and Brew. Why are these moments so important to hearing Abina’s perspective? What do they tell us about the different ways in which each participant understood slavery?

13. Consider Abina’s statement “if when Yowahwah gave me to defendant to keep the defendant had not given me in marriage to Tandoe I would not have entertained such an idea that I had been sold. Because defendant gave me in marriage I knew that I had been sold.” How did Quamina Eddo’s actions in giving Abina to Tandoe in marriage alert her to the fact that she had been sold and had the status of a slave in his household?

14. James Davis, who was probably of mixed European and African heritage, acted both as the court interpreter and the defense attorney. In the graphic novel, we represent him as having coached, shaped, or edited Abina Mansah’s original statement and testimony. Do you agree? Why, or why not?

15. Davis also represents Abina has having approached him out of the blue, and implies that he had no prior relationship to her, yet we argue that they probably did have a longer relationship. Why do you think we are correct or incurrent on this point?

16. Adjuah N’Yaminwhah’s testimony is part of the document that was lost and recently refound. How does her testimony contradict or affirm Abina’s? How does it shift the evidence of this case? How does it contribute to our understanding of Abina’s life and her experiences in Quamina Eddoo’s household?

Instructions for paper due Tuesday, June 4

Submit a paper comparing two primary sources. Compare a source illustrating the life of a enslaved and then freed man (Ali Eisami or Samuel Crowther) with another source on a enslaved and then freed woman (Chisi).  You have to quote each of these sources in your paper. See Rampolla, A Pocket Guide to Writing History, for her tips for writers of comparative papers in pp. 33-36. Here download: Rampolla 33-36

As usual, all title, thesis statement, quotes, analysis and comparison, and conclusion, should fit two pages.

Colonie Belge, 1885-1959

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“Colonie Belge, 1885-1959,” by Tshibumba Kanda Matulu. Collection on long-term loan to the National Museum of Natural History, Smithsonian Institution (USA). Cover art of Dennis Laumann, Colonial Africa, 1884-1994. Oxford: Oxford University Press, 2013.

This painting, by Tshibumba Kanda Matulu of present-day Democratic Republic of Congo (DRC), circa 1971, chronicles the tragic history of colonial and postcolonial Congo, as this depiction of forced laborers being supervised by Force Publique soldiers brandishing the dreaded chicotte (whip) attests.

The Book of Negroes now on Hulu

The 2007 award-winning novel, The Book of Negroes, from Canadian writer Lawrence Hill was adapted to a mini-series and is now on Hulu. Problably one of the best cinematic depictions from the process of enslavement and departure in Bunce Island, slave disembarkation in colonial Charleston, South Carolina, to the involvement of the protagonist Aminata Diallo “Mina”, in the Atlantic wars and the fight against slavery, and the resettlement of former enslaved people in Canada and then Sierra Leone.

Ayuba Suleiman Diallo, 1701-1773 (Job Ben Solomon)

Ayuba Suleiman Diallo (1701-1773) (a.k.a. Job Ben Solomon) a story from the Gambia River to Maryland, to England, and then to a slave castle of the Royal African Company. See: Some Memoirs of the Life of Job, the Son of Solomon the High Priest of Boonda in Africa; who was a Slave about two years in Maryland; and afterwards being brought to England, was set free, and sent to his native Land in the Year 1734. By Thomas Bluett