Forms of Slave Trade
Senior 6 · History
Forms of Slave Trade
Lesson 2 of 5
25 min
In the central Sahel, around Lake Chad, the trade in people fed on itself. Read the diagram clockwise from the top.
A war horse bred north of the desert could cost several captives, yet it gave a Sahelian ruler the cavalry he needed to raid. The raids produced captives; the captives paid for more horses. Historians such as Robin Law have traced this exchange of horses for captives across West Africa. It worked as a self-reinforcing cycle: each round made the ruling group stronger and its victims weaker, and made the next round more likely. Keep this cycle in mind: many of the trade's effects grow out of it.
Definition
Effect (consequence): a change produced by an event or process. Examiners expect effects to be sorted, for example into political, economic, social and demographic, and to be weighed, not only listed.
Demographic: to do with the size, age and sex balance of a population. The loss of many young women from a region is a demographic effect.
Diaspora: a community of people living far from their ancestral homeland, and their descendants.
| In sub-Saharan Africa (the supplying regions) | In North Africa and the Middle East (the buying regions) |
|---|---|
| Political. Militarised states such as Kanem-Bornu, Wadai and Bagirmi grew rich and powerful from raiding and taxing the trade; weaker, stateless peoples were raided again and again. | Political. Rulers built palace households and armies of enslaved men, such as the Black army of Moulay Ismail of Morocco. |
| Economic. Trading towns (Kano, Timbuktu, Kukawa) and their merchants prospered; horses, cloth, copper and salt flowed south. Slavery also grew inside Sahelian societies, where captives worked farms for their owners. | Economic. Merchants of Ghadames, Tripoli, Fez and Cairo grew wealthy; households gained cheap labour. |
| Social and demographic. Raided regions lost people, above all young women and children; villages moved to hilltops or built walls for safety; fear and insecurity shaped daily life. | Social. African diaspora communities formed; the Gnawa musical tradition of Morocco grew from them. |
| Cultural and religious. Islam, Arabic literacy and Islamic law spread along the trade routes, carried by merchants and scholars. | Cultural. Over the centuries, dark skin became associated with slave status, a prejudice studied by historians such as Chouki El Hamel. |
The human cost of the journey was severe. Nineteenth-century European travellers such as Gustav Nachtigal reported that many captives died of thirst, exhaustion and cold before they ever reached a northern market.
Warning
Do not credit the slave trade with the spread of Islam. Islam spread in West Africa mainly through merchants, scholars and rulers who chose to convert, alongside the gold trade. The slave trade ran along the same routes, but it also pushed raiders to seek non-Muslim victims. Write "Islam spread along the trade routes", not "the slave trade spread Islam".
The timeline shows a surprise. The trans-Saharan trade in people did not fade when the Atlantic trade rose; the historian Paul Lovejoy estimates the number sent across the desert in the nineteenth century alone at about 1.2 million. Its end came in stages, for several reasons working together.

Tip
Group the factors, then rank them. For a "why did it decline" essay, sort the factors into internal (African and Ottoman decisions, wars in the Sahel) and external (European pressure, colonial conquest, railways). Then say which mattered most. Many historians give colonial conquest the decisive role, because laws such as the 1857 decree changed little until the raiding states and markets were physically overthrown.
Important
Discuss. Tunisia abolished slavery in 1846, before France or the United States. Why is this fact often left out of the story of abolition? What difference does it make to how we understand who ended slavery?
Practice
Sources and credits
Written by Ganzaa: the analysis, the cycle diagram, the timeline, the table, the definitions and the exercises. This lesson adapts CC BY-SA material and is shared under CC BY-SA 4.0.