Elate: e-learning and Teacher Education



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ELATE: E-Learning and Teacher Education

TEACHER’S GUIDE
HISTORY
Subject: History of E. Africa from 1000 Ad – Independence.
TOPIC: The growth of external contacts and pressures.
UNIT 1: The slave trade in East Africa.

CLASS: S.
BRIEF DESCRIPTION OF THE UNIT;

Slave trade was one of the worst crimes against humanity. It involved capturing people by force, burning their houses flogging, chaining them, walking long distances to the markets and being sold and auctioned as commodities like cows, goats, hens (Refer to picture of slave market at Bagamoyo and the play).The trade was started by Arabs who wanted labour for domestic use and for their plantations. However they were later joined by Europeans who also picked interest in the trade.


This topic will help the learners to appreciate the historical facts that took place e.g. the suffering the people of East Africa went through and how it was over come to gain freedom, liberty and brotherhood. This will in turn promote the learners’ empathy towards others and they will therefore obtain good moral values and gain a tolerant outlook for life.

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TIME REQUIRED: Minimum: Maximum:
MAIN CONTENT AND CONCEPTS TO EMPHASISE:





  1. Back ground information (Advance preparation for the Teacher).

The teacher should have advance information on the following areas.

  • Knowledge of the Geography of E. Africa, her tribes.

  • Prepare map of E. Africa showing the slave trade routes and the main tribes involved in the trade.

  • Study a video related to slave trade e.g. Roots.

  • Read text books on the slave trade e.g. Odhiambo, “A History of E.Africa”

“E. Africa through 1000 years” by Were and Wilson.

  • Prepare questions on slave trade.




  1. Content (Key ideas/ issues)

  • Definition of the slave trade and slavery

  • Various groups and tribes involved in slave trade.

  • The ways through which slaves were obtained

  • Reasons for the rise of the slave trade in E. Africa.

  • Organization of the slave trade in E. Africa.

  • Effects of the slave trade.

  • Reasons why it was difficult to stop.

  • Steps taken to abolish the slave trade

  • Effects of the abolition of the slave trade.




  1. Instructional methods.

The teacher should use interactive teaching methods and should encourage students to participate in the teaching – learning process. The teacher should organise.


  • Debates

  • Class or groups discussions.

  • Music. see sample song.

  • Role play.

  • Video show on slave trade related videos e.g. Roots.

  • Drama, see sample play.

  • Questions and answer session

  • Project work.






THE TEACHING/LEARNING MATERIALS:


Resources for lesson 1

Topic: Slave trade in E. Africa

Teachers’ notes

Definition of:



  • Slave trade: The buying and selling of human beings

  • Slavery: The state of being enslaved: It’s a system where by some people are owned and forced to work for others without being paid for the work they have done. It involves capturing, transporting of human beings who become the ‘property’ of the buyer.

Main peoples involved and the roles played by each:

  • Arab traders

  • European merchants

  • The Nyamwezi included African chiefs e.g. Mirambo,Nyugu yamawe

  • The Akamba, The Yao

  • Baganda

  • Banyoro

  • Khartoumers

Arabs;

The Arabs came from Arabia, Persia and brought in items like spices,beads,guns,clothes, cups and plates. From the East African coast the Arabs obtained slaves,ivory,gold which were the main trading items from the interior of East Africa.

Nyamwezi ;

They were called Nyamwezi (people of the moon) because they came from the West the direction in which the new moon is first seen. Their involvement in slave trade was partly caused by the demand for slaves in the interior. They dealt in ivory,copper,slaves and wax they wanted to acquire commodities like glass, spices, clothes ,mirrors, guns in exchange for slaves.

African chiefs; Mirambo,


  • Mirambo was born around 1830 AD and spent part of his life as a captive of the Ngoni in Bugomba. He organized a strong army of highly paid mercenaries (ruga ruga) who were the basis of his power.

  • He established friendly relations with Kabaka Mutesa of Buganda with whom they traded in salt, slaves, iron implements, grains and livestock.

  • He acquired guns from Arab and Swahili traders and this helped him during his empire building process and in acquisition of more slaves.

  • He controlled major trade routes in his territory by imposing taxes on traders passing through his area.

  • By 1880, Mirambo controlled the territory crossed by caravan routes from the coast .

One route proceeded north-west wards through Karagwe to Buganda, the other went to Ujiji and beyond.

  • Between 1860-1870, Mirambo carried out extensive conquests of the Vinza and Tongwe and recruited some abled men for his army and sold others in slavery.

  • Unfortunately, when Mirambo died in 1884, his empire also collapsed because it lacked a military leader as powerful and courageous as him.

  • Nyungu ya Mawe

The name Nyungu Yamawe was a praise name meaning “Pot of stones.”

After the Arabs had beheaded the chief of Unyanyembe called Mnwa Sele, Nyungu ya mawe was terrified and the ran away in 1865 and established himself at Kiwele south of Unyanyembe from where he systematically attacked and defeated the people of the other regions.



  • His society was strategically located such that he controlled all trading `activities along the routes from the East African coast to Utipa, Lake Tanganyika and other trading activities through Unyanyembe.

He conquered people and those who tried to oppose him were punished severely and others sold off as slaves.

Unlike Mirambo‘s empire that collapsed immediately, Nyungu yamawe ‘s empire went on for many years after his death mainly because of economic organisation and efficient political system he had created.


Nyungu’s rulers took over the collection of ivory a valuable trading commodity, from the conquered chiefs and sent it to him at Kiwele.

He formed a strong centralized administration with his own rulers (vatwale) placed over conquered chiefdoms directly responsible for him.



  • The Akamba

The Akamba were famously known for trade which formed the main support for their economy. They dorminated all the three processes of trading between the interior and the coast: collecting, transporting and exporting. They traded in slaves, ivory, tortoiseshell in exchange for cloth and ornaments from Asia. They were also mixed farmers, they grew millet, sorghum ,herded cattle, goats, sheep and hunted. When they grew rich, some Akamba communities bought slaves from the coast to do their farming.

  • The Yao;

The Yao were the most active East African slave traders. This was mainly because of the growing demand for slaves at the coast and also the nature of the Yao society. It was the custom for ambitious Yao rulers to increase their power not just by capturing territories but by raiding their neighbours for slaves who then became their personal followers.

  • Baganda;

These lived in the central region of Uganda. Their importance was significant in the commercial life of the region; they traded in Bark cloth, ivory and slaves. They were friendly to Arabs who supplied them with guns that they used to protect and expand their Kingdom.

  • Khartoumers;

These were Egyptians and Sudanese traders who dealt in ivory and slaves. They were semi-official representatives of the Egyptian government with several hundred armed men in their pay.

  • Banyoro;

Buganda and Bunyoro were enemies. Kabaka Mutesa I stopped slave traders from going to Bunyoro. However, they dealt in barkcloth, slaves and salt.

Reasons for the rise of slave trade.

  • During the second half of the 18th century, France opened up larger sugar plantations on the islands of Reunion, Mauritius and in the Indian Ocean. African slaves were thus recruited from East Africa to go and work in those plantations.

  • Africans were considered physically fit to work in harsh climatic conditions compared to the native red Indians and Europeans. This greatly increased the demand for the indigenous people(slaves)

  • The increased demand for sugar and cotton in Europe led to their increase in price and therefore more labour (slaves) was needed in the British colonies of West Indies and America.

  • Strong desire for European goods by African chiefs like Mirambo and Nyungu ya Mawe forced them to acquire slaves in exchange for manufactured goods such as brass, metal ware, cotton cloth, beads, spirits such as whisky, guns and gun powder.

  • The existence and recognition of slavery in East Africa societies. Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods.

  • The huge profits enjoyed by middlemen like Arab Swahilli traders encouraged the traders to get deeply involved in the trade.

  • The suitable winds and currents (monsoon winds) which eased transportation for slave traders greatly contributed to the rise of slave trade.

  • The Legalization of slave trade in 1802 by Napoleon 1 of France increased the demand for slaves in all French Colonies.

  • The increased number of criminals, war captives, destitutes forced African chiefs to sell them off as slaves.

  • The Oman Arabs contributed to the rise in the demand for slaves. This is because they acted as middlemen between the African Swahili people,the Portuguese and French traders. They therefore worked very hard to get slaves in order to obtain revenue from them.

  • The invention of Spanish mines in West indices increased slave demands to work in the mines.

  • The exodus of slaves from East Africa to Northeast Africa, Arabia and Persia contributed to the increase in the demand for slaves. It led to an enormous number of slaves obtained from East Africa being transported to other countries.

  • The movement of Seyyid Said’s capital to Zanzibar led to an increase in slave trade. This is because when Seyyid said settled in Zanzibar in 1840, he embarked on strong plans to open up slave trade routes to the interior of East Africa. This boosted slave trade, whereby the number of slaves being sold at the slave market in Zanzibar annually by that time, reached between 40000 and 45000 thousand slaves.

  • The outbreak of diseases like Nagana led to an increase in slave trade. This is because the beasts of burden (i.e. camels, donkeys, etc) could not be taken on many of the caravan routes. It therefore necessitated people themselves to be involved in the transportation of the trade goods and ivory. Such people included porters who were regarded as slaves, or free Africans who could sell their services in return for cloth and other trade goods.

  • Development of long distance trade that needed slaves to transport goods from the interior of East Africa. Plantation farming increased in some areas, especially the clove plantations were slaves worked.


Assignment: Draw a sketch map of East Africa showing the Eastern slave trade routes e.g. Were,p.96.
Map of E. Africa showing the main trade routes.

Source Odhiambo Pg. 92

Teaching aids.

  • “A History of E. Africa” by Odhiambo, Ouso, Williams 1977.

  • “East Africa through 1000 years” by Were and Wilson.

  • “A Sketch map of East Africa “by J.C Sekamwa

  • Atlas

  • Chalk board.

Resources for lesson 2

Sub- topic: Organization of slave trade in E. Africa

Teachers Notes

The middlemen involved were;



  • Arab Swahili traders

  • European merchants

  • African chiefs like Mirambo and Nyungu ya Mawe

Ways of obtaining slaves


  • Selling of domestic slaves in exchange for goods like beads, guns, glass etc

  • Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders.

  • Prisoners of war could be sold off.

  • Porters were sometimes kidnapped, transported and sold off to the Arab traders.

  • Raiding villages, this would begin at night with gun shoots and people would scatter consequently leading to their capture.

  • Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders.

  • Tax offenders were sold off by the African chiefs.

  • They were also captured through ambushes during hunting, travelling and gardening.

  • Slaves would be acquired from the main slave trade market in Zanzibar.

  • Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the Arab Swahili traders.



Main slave trade routes

Slave trade was organized and carried out along three major trade routes, i.e the Northern route, Central route and Southern route.



  • The Northern route, penetrated into the interior, beginning from northern Tanzania and southern Kenya coasts such as Pangani, Tanga and Mombasa.

  • The Central route: -Originated from Bagamoyo on the mainland, opposite Zanzibar. It went into the interior towards the Nyamwezi county through to Tabora, Ujiji and Buganda. This route mainly carried Ivory.

  • The Southern route: - Centered on the ports of Kilwa-Kininje, Mikindani and Lindi and went through the a reas occupied by the Makonde, Makua and Yao area, to lake Malawi area. This route mainly carried slaves.

Map of E. Africa showing the main trade routes.

Source Odhiambo Pg. 92


Slave journey/problems or hurdles faced by African slaves during slave trade;


  • Caravan trade involved moving long distances on foot.

  • They were chained, whipped and sometimes killed on the way.

  • They had little food and water and experienced extreme suffering.

This is illustrated by a Quotation from Dr. David Livingstone’s Last Journal. London 1878:

“We passed a woman tied by the neck to a tree and dead …we saw others tied up in a similar manner, and one lying in the path shot or stabbed for she was in a pool of blood. The explanation we got invariably was that the Arab who owned these victims was enraged at losing the money by the slaves becoming unable to march.”



Source: A history of E. Africa by Odhiambo.

  • The main slave market at Zanzibar where slaves were auctioned.

  • The journey across the India Ocean was horrible.

  • Crowded in ships with hardly any space to breath. Ships carried anything from 250 to 600 slaves. They were very over crowded and packed like spoons with no room even to turn.

  • Whenever the masters saw anti-slave trade people, the slaves would be thrown in the ocean.

  • As a result many died in the process.


Slave life on the plantation or mines.

  • Life was unbearable, worked day and night.

Low payments.

Murder of resistant slaves.

They were starved because of famine.

Many were forced to use Swahili language on farms and mines.



  • Sanitary conditions very poor

  • There were revolts, burning cotton and sugar plantations.

  • Later on some slaves temporarily regained their liberty.


Music: song on the slave trade

  • Slave! Slave! Slave!

In America,

Working day, day and night,

Planting sugar, sugar and tea,

When I was in America.




  • See my hand,

Which was broken,

Working day, day and night,

Planting sugar, sugar and tea,

When I was in America.




  • See my leg ……

  • See my back


Resources for lesson 3

Sub-topic: Effects of slave trade and why it was difficult to stop.

Notes for the teacher

Effects of slave trade.

Positive effects;.

1. New foods were introduced through trade routes like maize, pawpaws, rice, groundnuts both at the coast and in the interior.



  1. Plantation farming increased in some areas, especially the clove plantations were slaves worked.

  2. The interior was opened to the outside world this later encouraged the coming of European missionaries. Many European Christian missionaries came to East Africa to preach against slave trade and to campaign for its abolition.

  3. The trade routes became permanent routes and inland roads which led to growth of communication networks.

  4. Swahili was introduced in land and is now being widely spoken in Tanzania , Kenya ,Uganda and Eastern Congo.

  5. Islam as a religion was introduced by Arabs and it spread , especially in Yao land and in Buganda land.

  6. A new race called Swahili was formed through intermarriages between Arabs and some Africans.

  7. There was growth of Arab towns such as Tabora and Ujiji inland.

  8. There was emergence of dynamic leaders such as Mirambo and Nyungu ya Mawe in the latter half of the nineteenth century.

  9. Slave trade strengthened the large and powerful states, which could easily get access to guns at the expense of small ones.

  10. Slave trade led to a situation whereby power became centralised and no longer with the small, local authority (segimentary societies) mainly to enable African chiefs directly control slave trade.

  11. Slave trade encouraged large-scale trade whereby contact was established between the trade masters and indigenous/local population.

  12. Africans were dispersed to other parts of the world e.g Arabia, America and West Indies. In Africa, Sierra-Leone and Liberia were founded to accommodate former slaves from Europe and America.

Negative effects;

1. African population was reduced, people who would have been great leaders and empire builders were killed. It is estimated that over 15 to 30 million people were exported to America while other millions died in the process being transported.

2 .Slave trade brought misery, suffering and lowered the quality of people in East Africa this is because they were reduced to ‘commodities’ which could be bought and sold on land.

3 Villages and families were destroyed and broken up by slave raiders and never to be reunited this later resulted in to loss of identity.

4.Diseases broke out among the overcrowded slaves for example the Spaniards introduced Syphilis and soon it spread to other traders.

5.Slave trade led to displacement of people and many became homeless and destitute many and stayed in Europe with no identity.

5.Economic activities such as farming were disrupted. This is because the young and able craftsmen, traders and farmers were carried off, causing economic stagnation as the economic workforce depleted.

6. Progress slowed down, which resulted in famine, poverty and destitution and helplessness.



7. There was a decline in production of traditional goods such as coffee, beans, bark cloth and iron which greatly hindered the cash economy.

  1. There was a decline in African industries which also faced a lot of competition from imported manufactured goods for example the Bark cloth and iron working industries.

  2. Guns were introduced into the interior which caused a lot of insecurity and increased incidences of wars for territorial expansion.

  3. Clans and tribal units, languages were broken and inter-tribal peace was disturbed for example swahili language replaced the traditional languages in the interior.



Reasons why slave trade was difficult to stop.

    • Slavery existed before in Africa societies that is to say, domestic slavery and internal slave trade, which provided a favourable situation for continuation of the lucrative slave trade.

    • The Abolition movement which had begun in Britain and her overseas territory first took effect in West Africa. The decline in west African trade encouraged the expansion of trade in East Africa especially with America and West Indies.

    • Slave trade was difficult to stop because of division of African tribes against each other .This meant that African tribes would find it difficult to unite together and resist the slave traders, who raided their societies using organised bands of men.

    • Disregard of human life ,many African rulers tended to put less value for the lives of their subjects whom they ruled for example quite often, a ruler of a tribe would easily order his warriors to attack the villages of his subjects and seize their property ,kill some of them .

    • Active participation and willing cooperation of African chiefs and coastal traders who were making a lot of profits made the slave trade last for so long.

    • Many European countries depended on the products of slave labour in West Indies and America for example, British industries depended on raw sugar, raw cotton and unprocessed minerals from America which she was not willing to loose.

    • European slave merchants and Africans involved in the trade were blinded by the huge in the trade got big profits made from the trade.

    • There was smuggling of slaves outside the forbidden areas. Slave traders would pretend to sail northwards when sighted by British patrol ships but would change course after British navy ships had disappeared.

    • Other European countries refused to co-operate with Britain to end slave trade because they had not yet become industrialized, and therefore they still benefited from it for example Portugal and Spain.

    • The only economic alternative of slave trade was Agriculture which was not reliable compared to the booming slave trade.

    • The anti slavery campaign was too expensive for Britain alone to compensate slave owners.

    • Stopping slave trade in the interior was difficult because Arabs were in control of large areas.

    • The East African coastline was long which delayed the anti-slavery group penetration in the interior.

    • Due to the tropical climate, most British personnel were affected by malaria which hindered the stopping of Slave trade.

    • Seyyid Said and Bargash were always unwilling to end slave trade at once due to fear of losing revenue and risk of rebellion by Arabs who found it profitable.

    • The anti-slavery group was small compared to the East African Coast.

    • European powers continued with slave trade, they shipped the slaves cargos in to ships bearing American Flags.



Motion: Slave trade did more harm than good to the people of East Africa.

Resources for lesson 4

Sub-Topic: Abolition of slave trade

Teachers notes.

Factors that led to the abolition of slave trade

It was the British government that began the abolition of the slave trade during the years,1822 - 1826 . This was because of the pressure by various groups based on different factors;



  • Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour.

  • Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Africans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital.

  • Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain.

  • Religious revival in Europe, Anglicans preached and condemned slave trade as being opposed to laws of God and humanity. Catholic popes also protested against the trade and prohibited it. In 1774, many religious leaders served as examples when they liberated their slaves in England.

  • The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity(brotherhood) of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong.

  • The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar ,British sugar accumulated hence the need to stop over production.

  • The rise of men with new ideas e.g. Prof. Adam Smith(challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rousseau spread the idea of personal liberty and equality of all men.

  • Slaves had become less profitable and yet had led to over population in Europe.

  • Influential abolitionists like William Wilberforce( a British member of parliament ) urged the British government to legislate against the slave trade in her colonies.

  • The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe ,which led to a decline in slave trade.


Steps in the abolition of slave trade.

The movement to abolish slave trade started in Britain with the formation of Anti-slavery movement. The British government abolished the slave trade through anti slave laws (Legislation), treaties and use of force.



The Anti – slavery movement was led by Granville sharp, other members were Thomas Clarkson, William Wilberforce and others.

  • The first step was taken in 1772 when slavery was declared illegal and abolished in Britain. The humanitarians secured judgment against slavery from the British court.

  • In 1807, British parliament outlawed slave trade for British subjects.

  • 1817 British negotiated the “reciprocal search treaties” with Spain and Portugal.

  • Equipment treaties signed with Spain 1835 Portugal 1842 and America 1862.

  • In E. Africa in 1822 Moresby treaty was signed between Captain Moresby and Sultan Seyyid Said it forbade the shipping of slaves outside the sultan’s territories. British ships were authorized to stop and search suspected Arab slave-carrying dhows.

  • In 1845, Hamerton treaty was signed between Colonel Hamerton and Sultan Seyyid Said. It forbade the shipping of slaves outside the Sultan‘s East African possessions, i.e, beyond Brava to the north.

  • In 1871 the British set up a parliamentary commission of inquiry to investigate and report on slave trade in E. Africa.

  • In 1872 Sir Bartle Frere persuaded Sultan Barghash to stop slave trade but not much was achieved.

On 5th March 1873, the Sultan passed a decree prohibiting the export of slaves from main land and closing of slave market at Zanzibar. Zanzibar slave market was to be closed within 24 hours.

  • 1876 the Sultan decreed that no slaves were to be transported overland.

  • 1897 decree left slaves to claim their freedom themselves

  • 1907 ,slavery was abolished entirely in Zanzibar and Pemba.

  • In 1927, slavery ended in Tanganyika when Britain took over from Germany after the 2nd world war.



Effects of abolition of slave trade.

  • The suppression of slave trade led to loss of independence that is to say, it confirmed among the Arabs and Swahilis that the Sultan had lost independence over the East African coast, and that he was now a British puppet .

  • The suppression of slave trade led to development and growth of legitimate trade which provided equally profitable business to both Europeans and African traders. Many ship owners diverted their ships from transporting slaves to transporting raw cotton and raw sugar from Brazil and America.

  • It accelerated the coming of European missionaries to East Africa who emphasized peace and obedience thus the later European colonization of East Africa.

  • Disintegration of the sultan Empire. This is because it loosened the economic and political control which the sultan had over the East African nations .His empire in E.A. therefore began to crumble .This gave opportunity to other ambitious leaders like Tippu-Tip to create an independent state in Manyema ,where he began selling his ivory and slaves to the Belgians in Zaire.

  • The abolition of slave trade was a catalyst to the partition of East Africa where by Britain took over Kenya, Zanzibar and Uganda and Germany took over Tanganyika.

  • Slave trade markets were also closed foe example Zanzibar in 1873 following the frere treaty signed between Sultan Bargash and Bantle Frere.

  • Islam became unpopular as many converted to Christianity.

  • African societies regained their respect and strength as they were no longer sold off as commodities.

A play on the Slave trade in East Africa.
Slave Agony
CAST:


  1. Arab traders led by Ali.

  2. Interior chiefs (Mirambo and Nyungu ya mawe)

  3. Captive guards

  4. Raiders

  5. Markets master.



Act 1, Scene 1, Plot to capture slaves

(A plot is hatched by African Chief Mirambo and Arab trader Ali to capture slaves.)
Ali: Chief Mirambo, I need five hundred slaves to work in clove plantations at the coast and 500 in both Arabia and America.

Mirambo: Let me call my friend, chief Nyungu yamawe and raise those slaves for you. How much are you paying and when do you want them?

Ali: I will pay five rupees for each girl and 3 rupees for each boy. If the girls are young and beautiful, I will add on mirrors, clothes and guns.

Mirambo + Nyungu yamawe: (in chorus), we shall get them for you at that price and pick them next week.


Scene 2

(The raiders are moving stealthily to different huts in the middle of the night. The moon is shining bright, they are talking in whispers holding matches, ropes and guns).

Chief raider: When I lift my hand, it is time to set the huts on fire and get ready to capture those running out. Kill the young and elderly and capture every youth.

Raiders: (in whispers) Yes, chief we shall do as you say.

Chief raider: (lifts his hand, the huts are set on fire, people are running in all directions there is a lot of noise from within and cries of agony and many are captured and tied with ropes.)

Chief raider: My men, how many have you captured?

Raider 1: I have five girls and two boys.



Raider 2: I have got 15 young women.

Raider 3: I have got 7 women and 7 men

Raider 4 – 8: We have captured 23 boys and 8 girls.

(The chief raider orders his men to make the captives walk and the captives wails are heard in the distance).
Scene 3: Transportation

(The chief raider hands over the captives to Chief Mirambo, who duly hands them over to Ali after payments, and they are being transported to the coast).

Ali: (Turning to his guards) my guards, I want you to tie these slaves with ropes, the goree sticks and chains. I need a lot of money, so make sure no one escapes.

Guards: Yes sir. (as they tie the slaves more firmly).

Ali: Can we move to the coast now?

Guards: Yes, Sir.

(so the slaves weep as they start moving and are whipped to move faster)
Scene 4: The market (The Slaves have arrived at the coast (Bagamoyo) tired and hungry. A number of them died along the way. They are bathed, clothed, fed, treated medically, and are ready to be sold)
Ali: Market master, you see my stock, they are fresh and healthy, and I need 30 rupees for a girl and 20 rupees for a boy.

Market master: (laughs, moves around the slaves, pinches some of them and turns to Ali). Ali, you have brought good slaves, but I will give you 20 rupees for each girl and 10 rupees for each boy. After all, I have to circumcise them.

Ali: I cannot accept that price, because I have moved all the way from Nyamwezi land. My final price is 25 rupees for each girl and 15 rupees for each boy. Failure to pay that, I get another buyer. (He calls for other buyers)

Market Master: No, don’t call them. I will pay as you say. (He pulls out the money to pay). My dealer is waiting on the ship.

(Ali smiles nods as he counts the money. Satisfied he hands over the slaves. The slaves are then bundled together, branded, and pushed to the ship ready for the long journey to the unknown.)
Scene 5: Slave Labour.

(The Slaves are in America working in sugar, cotton and tea plantations. The conditions are appalling and slaves are lamenting).

Slave 1: I wonder if one day I will go back to my homeland. How can we suffer like this?

Slave 2: You are day dreaming! You think you can trace where you came from? Let us suffer. May be one day we shall be set free.

Slaves 3: I don’t believe in miracles!

Slave 4: If it ever happens, I have a lot to show and tell to expose our suffering. This suffering is unbearable. (He starts to sing “Song on slave trade, “above, and others joins in as he sings)

Slave 1: Let us unite, break these chains and free our selves.

Slave 2: But what if our masters discover our plans won’t they kill us?

Slave 3: Let us stand up and fight for our rights. (They organize at night and break the chains, they help other slaves to break the chains, they burn the sugar and cotton plantations and take refuge in the mountains)

Slavery has still not disappeared. Slavery exists today behind closed for example the abductees’ in Northern Uganda still live under slavery.

END
Guiding questions.


  1. (a) What led to the growth of slave trade in E. Africa?

(b) How was it organized?

2. (a) Describe the steps taken to abolish slave trade in E. Africa?

(b) In what ways did it affect the people of E. Africa?

3. (a) What factors led to the abolition of slave trade?

(b) Why was slave trade difficult to stop?

Web links;



  1. http://1rr3.sas.upenn.edu/indianocean/groupi/iosiv4.html.

  2. http://en.wikipedia.org/wiki/slavetrade.

The Story of the Slave Trade in Africa. www.bbc.co.uk/ search for Story of Africa


What is history?

1. http://www.open2.net/historyand the arts/history/history120604.html-19k.



  1. http://edsitement.neh.gov/view-lesson-plan.asp?id=406.

  2. http://www.bringinghistoryhome.org/downloads/first/my-history-lessonplans.pdf.

  3. http://www.unf.educ/u.clifford/craft/what.htm.

  4. http://studentsfriend.com/onhist/nature.html.

6. http://www.

dur.ac.uk/


LESSON PLAN


Date …….. Class: S.4 Period…. No. of students……….

Subject: History paper 1 Topic: Slave Trade

Subtopic:

Lesson Objectives:

Teaching methods:

Teaching Aids:

References:



Topic

Duration

Content

Teachers activity

Students’ activity

Lesson

Evaluation

Slave trade in E. Africa

2 periods

(80 min)


At the end of the lessons students should be able to;

  • Define slave trade and slavery

  • Identify people involved in slave trade

  • State reasons for the rise of slave trade in E. Africa.

  • Greeting students

  • Gives a brief Review of Long distance trade

  • Introducing the topic on slave trade.

  • Asks students to define slave trade and slavery

  • Guides students on definitions.

  • Hangs a wall map of E. Africa or Distributes Atlas or draws map of E. Africa showing peoples and trading Centres.

  • Asks students to name the main people involved in slave trade.

  • Guides students on the peoples involved

  • Asks students to give reasons for the rise of slave trade in E. Africa.

  • Guides students on the reasons.

  • Gives assignment on the definition peoples involved and reasons for the rise of slave trade in E. Africa.

  • Marks the assignment.

  • Respond to the teacher’s greetings

  • Listening

  • Defines slave trade and slavery

  • Make correction of the definitions, if any.

  • Copy map in their exercise books.

  • Respond to the teachers question by naming main tribes.

  • Make corrections if any.

  • Give reasons for the rise of slave trade.

  • Make corrections on reasons for the rise

  • Do the assignment in their exercise books.




Organization of slave trade in E. Africa.

Duration

2 periods (80 min)


Content


At the end of the lesson students should be able to;

- Identify middle men involved in the trade.

- Give ways how slaves were obtained

- Name main trade routes

- Describe the slave journey to the coast and overseas.

- Give an account of slave life in plantations and mines.


Teacher’s activity


  • Greets students

  • Guides the review of the previous lesson.

  • Guides students on the middleman in slave trade.

  • Ask students to give ways of how slaves were obtained.

  • Guides students on the above.

  • Asks students to name trade routes.

  • Asks students to describe the transportation of slave gives them extract. see extract-linked

  • Asks students to give an account of the slave life in the plantations and mines

  • Asks students to sing a song on slave life.

  • Guide students on the song and give them the song on slave life see song linked.

  • Requests students to give their views on slave trade

  • Gives assignment to students on middlemen involved, how slaves were obtained, transported and life on the plantations. See

  • Marking the assignment

Student’s activity


  • Respond to teachers greeting

  • Students review the previous lesson.

  • Suggest middlemen and their role in slave trade.

  • Suggest ways of obtaining slaves

  • Make corrections on ways of obtaining slaves if any.

  • Naming trade routes.

  • Study the extract and react on it.

  • They give an account of slave life on the plantations and mines.

  • Sing a song on the slave life

  • Give their views on slave life and trade.

  • Copy and do the assignment.

Evaluation


TOPIC

Effects of slave trade in E. Africa

Reasons why slave trade was difficult to stop.

Duration


2 periods (80 mins)

Content


At the end of the lesson students should be able to;

- State the positive effects of slave trade.

- State negative effects of slave trade.

- Give reasons why slave trade was difficult to stop.



Teachers activity

  • Greeting students

  • Gives brief review of previous lesson

  • Introduces the topic

  • Asks students to give positive effects of slave trade.

  • Guides students on positive effects of slave trade.

  • Asks students to give the negative effects of slave trade

  • Guides students on the positive effects.

  • Asks students to give reasons why slave trade was difficult to stop

  • Guides students on the above

  • Summarizes the days lesson

  • Gives them assignment. Debate motion. Slave trade did more harm than good to the people of E. Africa.

  • Divides the class into 2 groups. Proposers and opposers.

Students activity

  • Respond to teachers greetings

  • Listening to the teacher

  • Suggest positive effects of slave trade.

  • Make corrections on the positive effects of slave trade.

  • Give negative effects.

  • Make corrections on the positive effects.

  • Give reasons why slave trade was difficult to stop.

  • Make corrections

  • Write assignment in their books

  • Grouped in 2 grouped.

Evaluation

Abolition of slave trade

Duration


2 periods (80 min)

Content


  • Give factors that led abolition of slave trade.

  • Outline the steps taken in the abolition of slave trade.

  • State the effects of abolition of slave trade.

Teacher’s activity


  • Greeting students

  • Review of the previous lesson with a debate.

  • Introduce the topic.

  • Asks students to give factors that led to abolition of slave trade.

  • Guides students on factors that led to abolition.

  • Asks students to give steps taken to abolish slave trade.

  • Guides students on the steps taken to abolish slave trade

  • Asks students to state the effects of abolishing slave trade.

  • Summarizes the lesson

  • Organizes a short play on slave trade see Resources for lesson 4.

  • Gives guiding questions on the Topic. See resources for lesson 4

Student’s activity


  • Respond to the teachers greeting.

  • Debate

  • Give factors that led to abolition of slave trade

  • Make corrections on the above.

  • Suggest steps in the abolition of slave trade

  • Make corrections on steps taken to abolish slave trade.

  • Give the effects of the abolition of slave trade.

  • Listen.

  • Students participate in the short play.

Evaluation






SCHEME OF WORK



Name of Teacher……………… Year…………………

Term………………..

Class……………… No of students………

No. of periods per week………


Week

No. of periods

Topic/subtopic

Content

Objectives

Teaching methods

Teaching aids

References

Comments

1

2 periods

(80 min)


Slave Trade in East Africa

Slave trade is the buying and selling of human beings.
The state of being enslaved.
People involved in slave trade.

- Arab traders

- African chiefs

- Nyamwezi, Akamba,Yao

- Baganda, Banyoro and

Khartoumers.


Reasons for the rise of slave trade.

By the end of lesson, learners should be able to;

- Define slave trade & slavery.

- Identify people involved in slave trade.

- State the reasons for the rise of slave trade in East Africa.



Interactive teaching methods

Like:


- Debates,

- Group discussions,

-Role play,

- Questions

and answer

- Project method.

- Drama

(Sample play)



A map of East Africa showing the different trade routes during slave trade.
Video shown on slave trade e.g. roots

A. History of East Africa by Odiambo Ouso, 1977.
East Africa through 1000 years by Were and Wilson.




2

2 periods

(80mins)


Organisation of slave trade in East Africa.

Ways of obtaining slaves.

Main trade routes.

Problems faced by African slaves during slave trade.


Students should be able to:

- Give different ways used to obtain slaves.

- Name main trade routes.
- Discuss the problems faced by African slaves during slave trade.


- Debates,

- Group discussions, - - Role play,

- Questions and answer

- Project method.

- Drama

(Sample play)



A map showing the different trade routes during slave trade.
Video shown on slave trade e.g. roots

A.History of East Africa by Odiambo Ouso, 1977.
East Africa through 1000 years by Were and Wilson




3

2 periods

(80mins)


Effects of slave trade.



Effects of slave trade and why it was difficult to stop.



Students will be able to explain the effects of slave trade.

And why it was difficult to stop.











4

2 periods

(80mins)

Abolition of slave trade,




- Steps taken in the abolition of slave trade.
- Effects of abolition of slave trade

Learners should be able to:

- Explain the steps taken in abolition of slave trade.

- Effects of abolition of slave trade in East Africa.


Debates, group discussions, role play, questions and answer

Project method.

Drama

(Sample play)



Text books


Video shown on slave trade e.g. roots

East Africa through 1000 years by Were and Wilson

























































































































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