Given the changing nature of the Internet, you may wish to preview these sites.

Allow one week to teach Chapter 27. Note that the Acorn book says that students should know about the "slave plantation systems but not Jamaica's specific slave system." The course description as noted above says that students should know one African empire well, as an example, or generalized view, of all African empires.

Historical analysis lends itself to cause-and-effect explanations of events, and students may find themselves having to write an AP* exam essay that calls for an examination of a cause and its effects. Point out to students that a successful cause-and-effect essay includes a discussion of a cause—the event or condition that produces a specific result—an explanation of a resulting effect(s) or outcome, and evidence and facts to support the relationship between cause and effect. The essay has to be developed in a logical manner that makes the relationship clear.

African slave trade
In the Americas, the use of Africans as slaves began in the islands of the Caribbean and moved westward to Latin America and northwestward to the British colonies on the mainland. Initially, finding cheap labor to work sugar cane plantations in the West Indies was the motivation for enslaving Africans. By the end of the 1500s in the West Indies and in major cities of South America, there were as many or more enslaved Africans as there were white colonists. While slavery did not continue to grow in much of South America, the institution prospered in Brazil, in the islands of the Caribbean, and in the North American colonies of Great Britain. Slavery became fundamental to the triangle trade that developed between Europe and Africa, Africa and the Caribbean islands, and the islands and Europe or the islands and the British mainland colonies. It is useful to note that it was not just slavers and slave owners who prospered from slavery, but anyone who dealt with the results of the work of slaves, such as textile mill owners whose employees took raw cotton and turned it into cloth.

Have students create a cause-and-effect table for the African slave trade similar to the one below.

You might also find these additional readings useful to develop students' background knowledge or for DBQ activities: