A Guide to Primary Resources for U.S. History : Olaudah Equiano and the Middle Passage Dr. Brycchan Carey, Senior Lecturer in English Literature Olaudah Equiano's Arguments Against the Slave Trade Dr. Brycchan Carey, Senior Lecturer in English Literature Olaudah Equiano, an African born in to slavery, provides a first-hand description of life at sea on the Middle Passage which evidences the misery and desperation of slaves en route to the New World. Equiano's arguments against the slave trade contain Biblical quotations and moral overtones, but are more focused on economics. Ask students, what do you know of the conditions slaves faced on ships traveling in the triangle trade. How do you know this, whose account is it, and how accurate is it? What do you think conditions were like? Read the first source and compare what was thought before reading to the knowledge gained afterwards. Ask students, how could Africans justify the end of slavery? Read the second document. Is this reasoning justifiable? Have students demonstrate an understanding of the ship conditions for slaves. Draw pictures, write diary entries, or create a small documentary. Compare and contrast the ships to later concentration and interment camps. If we are to learn from the mistakes made in history, why has history repeated itself? Have students write a reaction to Equiano's argument to end slavery. Ask such questions as, do you agree, why or why not? If yes, why didn't Britain see the benefits?

Olaudah Equiano and the Middle Passage
Dr. Brycchan Carey, Senior Lecturer in English Literature

Olaudah Equiano's Arguments Against the Slave Trade
Dr. Brycchan Carey, Senior Lecturer in English Literature

Description: Olaudah Equiano, an African born in to slavery, provides a first-hand description of life at sea on the Middle Passage which evidences the misery and desperation of slaves en route to the New World.

Teaching Tips:

"Do Now" Suggestions

Ask students, what do you know of the conditions slaves faced on ships traveling in the triangle trade. How do you know this, whose account is it, and how accurate is it? What do you think conditions were like? Read the first source and compare what was thought before reading to the knowledge gained afterwards.
Ask students, how could Africans justify the end of slavery? Read the second document. Is this reasoning justifiable?

Suggestions for Using this Resource as Part of a Lesson

Have students demonstrate an understanding of the ship conditions for slaves. Draw pictures, write diary entries, or create a small documentary.
Compare and contrast the ships to later concentration and interment camps. If we are to learn from the mistakes made in history, why has history repeated itself?
Have students write a reaction to Equiano's argument to end slavery. Ask such questions as, do you agree, why or why not? If yes, why didn't Britain see the benefits?