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Document 6 Source: John Barbot, “ A Description of Coasts of North and South Guinea,” in Thomas Astley and John Churchill, eds. Collection of Voyages and Travels (London, 1732) As the slaves come down to Fida from the inland country, they are put into a booth, or prison, built for that purpose near the beach, all of them together and when the Europeans are to receive them, every part of every one of them, to the smallest member, men and women being stark naked… each of the others, which have passed as good, is marked on the breast with a red hot iron, imprinting the mark of the French, English, or Dutch companies, that so each nation may distinguish their own. 
What do the captors do to slaves that symbolizes the loss of their freedom? Document 7 Source: Sugar mill with vertical rollers, French West Indies, 1665. Charles de Rochefort. Rotterdam 1681  
Describe working conditions on a Caribbean sugar plantation using both the picture and the caption 
Slaves lived under such harsh conditions on Caribbean sugar plantations that their own natural population growth could not keep up with losses to disease, hard labor, and malnutrition. Their ranks had to be constantly replenished with frequent importations from Africa. Question: How did the absence of humanitarian concerns influence the treatment of slaves during the slave trade between 1450 and 1750 AD?
A B Essay includes most of the criteria below but may need a bit more work in a couple areas. A C essay is missing two or three criteria or does not use the documents fully in the writing. A D essay is missing more than half of the criteria and does not cite the docs correctly. An F essay is incomplete.
Use of all of the Docs to answer question. Doc 1: Slave being captured and sent to Grenada Doc. 2: Slave being captured. Doc 3: Conditions on a slave ship. Doc. 4: Punishments for slaves. Doc 5: Picture of a slave ship. Doc. 6: Slaves being captured in Guinea Doc. 7: Conditions on a Caribbean sugar plantation
Evidence from the documents is grouped in a logical and clear manner. Explains the Point of View of at least 4 authors and asks for additional information. Documents cited using parenthetical citations (Doc #). Length: approximately 200 -320 words. Includes outside historical information that you learned in class. Fully addresses the chosen task using multiple paragraphs. The writing is clear and easy to understand. Correct Grammar: Capitalization, Spelling, Correct Use of Words, and Punctuation. The circled ideas below describe your writing for the Atlantic Slave Trade DBQ. Strengths: Informative Detailed Accurate
Clear Interesting. Uses the evidence well Good opinions of your own Clear Thesis Well Organized Creative
Weaknesses: Lack details and evidence Does not demonstrate that you read or understood the documents. Incorrect facts used Hard to understand Boring
Written like a list of information and docs not grouped in a clear way. Thesis is unclear General Comments: Directory: cms -> lib -> WA01001311 -> Centricity -> Domain lib -> 1. naclo 2015 – North American Computational Linguistics Olympiad lib -> 1. naclo 2017 – North American Computational Linguistics Olympiad lib -> Chem I honors Unit 2 Notes: Numbers in Chemistry Measurement lib -> Sanderson High School ap human Geography Summer Assignment 2016 lib -> Find fantastic ousd elementary music programs lib -> American Studies Pacing Calendar 2014-2015 lib -> The ap history Timeline 8000bce-the Present lib -> Absolutism in Europe Domain -> Apush ap united States History Syllabus introduction Download 400.55 Kb. Share with your friends:
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