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 Ratings
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| Reviewed: |
Mar 24, 2003 by History Editorial Board |
| Overview: |
This simulation is an integral part of Patrick Manning's ongoing attempt to
provide a solid analytical basis for arguments about the demographic impact of
the Atlantic Slave Trade on African populations. |
| Learning Goals: |
Manning has both a pedagogical and a discursive goal for this simulation. The
Learning object is intended, in the first place, to allow students to manipulate data to study potential/proposed models of the impact of the Atlantic Slave Trade. Once the criteria are established, students are able to watch as the simulation calculates the long-term demographic trajectory of several types of societies - slave 'supplying', slave 'trading', and new world enslaved populations. However, Manning also wants to put forward 'crisis' theories he supports as to the dramatic impact of the Atlantic Slave Trade on African populations. |
| Target Student Population: |
The audience for this project is somewhat restricted to upper-division/graduate
African studies/Atlantic history students, although students in demography &
statistics courses might find this an interesting case study. |
| Prerequisite Knowledge or Skills: |
Students should be familiar with key concepts of the Atlantic slave trade, and
able to manipulate data sets with some understanding of statistical
protocols/tools. |
| Type of Material: |
The material is quantitative information regarding the Atlantic slave trade:
relative export, mortality, reproductive information. This is framed by a
(brief) explanatory section. |
| Recommended Uses: |
For advanced students working on aspectsof African or Atlantic history. |
| Technical Requirements: |
Uses MIME technology, Quicktime recommended. |
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| Strengths: |
This is an academically rigorous Learning Object allowing students to explore important questions about the Atlantic Slave Trade individually or as part of a major discussion with other students in the classroom. |
| Concerns: |
Manning is, in fact, putting forward a controversial theory through the
particular formulae he chooses to use. Although Manning is attempting, it
appears, to show that demographic impact was high, he does not establish the
discourse surrounding this topic. |
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Potential Effectiveness as a Teaching Tool |
Rating:   |
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| Strengths: |
Clearly, in an advanced class with a not-disinterested professor this simulation
can greatly enrich the learning process. |
| Concerns: |
Explanatory information is sketchy. Inexperienced and/or young students may be lost. |
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Ease of Use for Both Students and Faculty |
| Rating: |
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| Strengths: |
Runs quickly and well. |
| Concerns: |
When the MIME simulation runs, there is little detail (i.e. no 'key') as to
what's going on... the student is required to read the accompanying explanatory
section. |
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