Transatlantic slave system
“They Forge Their Own Iron Work”: The Transatlantic Slave System, African Iron Working, the Industrial Revolution, and Reflecting on Our Work
Discussion of teaching the African influences on the Industrial Revolution
![“They Forge Their Own Iron Work”: The Transatlantic Slave System, African Iron Working, the Industrial Revolution, and Reflecting on Our Work](/content/images/size/w1460/format/webp/2024/05/91F71B19-6AB0-4086-AA0B.png)
“He Has Favored Us”: Amsterdam’s Jewish Community and the Transatlantic Slave System in the Seventeenth Century
Discussion of teaching Amsterdam’s Jewish community in the seventeenth century
![“He Has Favored Us”: Amsterdam’s Jewish Community and the Transatlantic Slave System in the Seventeenth Century](/content/images/size/w1460/format/webp/2024/01/C276DDF9-6BC9-48CC-BD4D-2A6A9A1DF9C6.jpeg)
“To Make Their Escape, and Mutiny”: Enslaved African Resistance During the Middle Passage
A discussion of using reading against the grain to help students understand mutinies on slave ships by enslaved Africans
![“To Make Their Escape, and Mutiny”: Enslaved African Resistance During the Middle Passage](/content/images/size/w1460/format/webp/2023/10/Mutiny-Banner.7cb61d715e9647c8bbc18aef71214f16.jpg)
“We Must Not Refuse Them”: Finding African Voices and Stories in the Transatlantic Slave System
Discussion of how to read against the grain to understand lost voices in the transatlantic slave system.
![“We Must Not Refuse Them”: Finding African Voices and Stories in the Transatlantic Slave System](/content/images/size/w1460/format/webp/2023/10/African-Voices.af41a9e41ee04be2a297173ff89a77f3.jpg)
“Everything Can be Done Peacefully and Without Force”: Queen Njinga and the Portuguese
Discussion of how local African rulers responded to Portuguese empire-building and the expansion of the transatlantic slave trade.
![“Everything Can be Done Peacefully and Without Force”: Queen Njinga and the Portuguese](/content/images/size/w1460/format/webp/2023/10/Njinga-23.92de47908e23478c8a1ae7746ac3a0f3.jpg)
“Workmen Constantly Employed”: Teaching Mass Production and Industrialization in the Long Nineteenth Century
A discussion of how to teach the nineteenth-century Industrial Revolution as a global process.
![“Workmen Constantly Employed”: Teaching Mass Production and Industrialization in the Long Nineteenth Century](/content/images/size/w1460/format/webp/2023/09/Chinese-Porcelain.jpeg)
Destruction, Creation, and Preservation: Some Thoughts on Teaching the Haitian Revolution
Some reflections about teaching the Haitian Revolution and a collection of all posts about the revolution.
![Destruction, Creation, and Preservation: Some Thoughts on Teaching the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Destruction.jpg)
“Haiti Has Borne the Weight of a Heavy Debt”: Teaching the Long-Term Effects of the Haitian Revolution
Discussion of how to teach the long-term consequences of the Haitian Revolution
![“Haiti Has Borne the Weight of a Heavy Debt”: Teaching the Long-Term Effects of the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Long-Term.png)
“Those Who Refuse Slavery”: Teaching the Short-Term Effects of the Haitian Revolution
A discussion of teaching the short-term effects of the Haitian Revolution
![“Those Who Refuse Slavery”: Teaching the Short-Term Effects of the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Making-Flag-Banner..jpg)