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Title Page
Student: Steven George
Title of Unit: Transatlantic Slavery
School District: Hingham Public Schools/Hingham High School
Date: December 11, 2013
Grade Level: Grade 9 (level 3)
Name of Primary Source Course for which unit was created: Africans in the Age of Atlantic
Slavery
Assignment: Graduate Credit Option – Creating a 2-day lesson plan
Please Note: Enclosed is an 8-day lesson plan that I’ve developed for my current Grade 9 World
History Unit on the topic of “slavery” as a result of this Primary Source class. I understand the
assignment was for only a 2-day lesson plan, but it spiraled into a unit on “slavery” as I intend on
using it this school year (end of January 2014). I still have some gaps to fill, but wanted to get as
much of it completed now that I was designing it as I could. Based on how it goes, I’ll refine some
of the ideas & primary sources for the following year. I may also approach the topic of “slavery” in
the spring as my students move through the Renaissance and French Revolution.
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Abstract
Unit Background:
A significant portion of this 8-day lesson plan on Transatlantic Slavery would be delivered within
my existing unit on African tribes as an ancient civilization within World History 1 (required for all
freshmen). World History 1 is a full-year course (ancient civilization through the French
Revolution) that fits within a 2-year World History curriculum. The age of my students is 14-15.
Unit Summary: The goal of my unit is for students to understand the theme of slavery within
civilizations by looking at the elements and details of the Trans-Atlantic Slave Trade and then
comparing slavery to other civilizations that utilized slavery such as the Roman Empire and
Ancient China. The major topics of the unit are:
(1) Logistics of the Trans-Atlantic Slave Trade – 4 days
(2) Using Digital Sources and Databases (Technology) – 2 days
(3) Slavery Comparison Between Africa, Rome & China – 1 day
(4) Present-Day Human Trafficking & Slavery – 1 day
This unit would provide a historical context of Trans-Atlantic Slavery and allow students to be able
to compare/contrast with slavery from two other ancient civilizations (Rome, China). The unit
would culminate by connecting the issue to contemporary slavery (human trafficking) in 2013. It is
important for students to understand the theme of slavery for four main reasons:
1. It gives them a historical basis for understanding why and how it existed within various
civilizations from the past using primary sources.
2. It allows them to compare/contrast the purpose of slavery across multiple civilizations and
time periods as far as economics, social or political reasons.
3. It will reduce the “casual nature” as far as when students refer to slaves or slavery within
the classroom. I would like to humanize individuals that appear to be de-humanized
through history classes.
4. This course provides a historical basis for students to understand why and how “human
trafficking” and “modern-day slavery” exists in the world today.
Essential Questions:
1. What are the motivations for selling “people as property”?
2. What was the role of slaves within various civilizations?
3. How does the exploitation of individuals as slaves impact a civilization?
4. What are some examples of “modern-day slavery” today?
Learning Objectives:
1. Students will be able to verbally explain the Middle Passage and the routes that ships
took regarding the Trans-Atlantic slave trade.
2. Students will be able to explain motivations for those involved in the Trans-Atlantic slave
trade based on the “point of view” of those participating (African kings, ship captains,
crew members, Europeans, auctioneers, slave traders, slave owners, etc.)
3. Students will define key Trans-Atlantic vocabulary terms related to the slave trade.
4. Students will be able to analyze primary sources related to Trans-Atlantic Slavery.
5. Students should be able to identify and analyze the impact that slavery had on the
economic development and trade of ancient and contemporary civilizations.
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Lesson #1
Summary: Students are introduced to the logistics of the Trans-Atlantic Slave Trade through a
hands-on simulation, gallery walk of images and the de-humanizing process of slavery that
treated people as property through primary sources.
Methodologies Used:
 Hands-on simulation and interactive role playing
 Gallery Walk using interpretation of visual images
 Teacher-guided discussion
 Use of video to supplement topic of “capture” & modern-day slavery
 Use of GoogleDocs as a collaborative tool that allows a class to create a document
based on their feedback.
 Use of open computer lab to review primary digital sources and database of TransAtlantic Slave Trade
Activity Details: (Day One)
Learning Activity #1 (Horse Auction Simulation): Students will be assigned a role within a horse
auction. The teacher will serve as the auctioneer and students will be assigned either as horse
owners or horses based on the Horse Auction Worksheet (see Appendix A) that details the
health of each horse (total of 10). There are four horse owners with varying amounts of money to
spend. This is an introductory activity that will introduce them to slavery and slave auctions.
Following the completion of the horse auction, I will ask for individual reaction to what just
happened. I will then ask them to view the horses as “individual people” rather than objects or
personal property.
Learning Activity #2 (Gallery Walk): Post 8 images throughout the classroom on the wall with post
it notes and pens at each image. The 8 images are divided into four categories (capture, slave
ships/Middle Passage, slave sales/auctions, plantation labor). Students are to journey around the
room and analyze (review) each image. Students will be asked to write down a comment for each
image and place it on the wall. After 10-15 minutes, students will be asked to report out the
“comments” from classmates. The responses will be discussed.
Learning Activity #3 (Collaborative Learning through GoogleDocs): Homework will be for students
to add individually to a “group word document” on GoogleDocs with two comments from today’s
simulation and “gallery walk” that allows every student to post their thoughts, feelings or reaction
to the simulation. Students’ response will be given a homework grade of either 0-15-30 points
based on posting two responses.
Activity Details: (Day Two)
The homework posts will be shared in class. As “Point of View” is an important component of the
course, it will be emphasized when soliciting feedback from yesterday’s class. Examples of POV:
Why do you think you thought…..
If it were you, what would you have thought…
How would you have treated….
How would you have perceived your people…
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Learning Activity #4 (Teacher Guided Mini-Exhibit) & (#5 Jigsaw):
Slave Life in the Americas: People as Property
Image Reference
C014
Source
David Livingstone, The
Last Journals of David
Livingstone, in Central
Africa, from 1865 to his
death . . . by Horace
Waller (London, 1874, p.
62; New York, 1875,
facing p. 59).
Image Reference
LCP-31
Source
Mayne Reid, The
maroon; or, planter life in
Jamaica (New York,
1864), facing title page.
(Copy in Library
Company of
Philadelphia)
Image Reference
Biard04
Source
François-Auguste
Biard, Deux Années
au Brésil (Paris,
1862), p. 95
Image Reference
Blake1
Source
William O. Blake, The
History of Slavery and
the Slave Trade
(Columbus, Ohio,
1857), p. 97; also
found in later editions
(Copy in Special
Collections
Department,
University of Virginia
Library).
Projection of specific images from Mini-Exhibit on overhead projector screen. Teacher will guide
students through four images that take students through the de-humanizing process of the slave
trade that reflects peoples’ desire to own objects for personal benefit and gain. Through all stages
of the process (capture, transportation, readying for market, sale at auction and branding as a
means of showing ownership) – it demonstrates how those involved understood the value of
human resources and willingly participated in the exploitation of people for economic gains.
(1) Those involved treated slaves as personal property which is evident based on the objects
used to capture and restrain them. Objects and weapons were meant to subdue and dominate
them.
(2) The second image showcases the importance of presentation at the auction so as to garner
the most amount of money.
(3) The consistent flow of auctions continue the absence of human dignity and continues African
submission as they are bought and sold to the highest bidder.
(4) The final image reflects how individuals want to make sure their assets are protected by
“labeling them” with a brand – as if they were livestock.
These telling images capture how slaves were exploited and viewed as personal property utilized
for the economic benefits based on their human resources. These images show that the reasons
for slavery within the Americas were consistent with colonization and economic development.
Supply and demand for labor also factored into where the slave ships docked. In the south of
North America slaves were encouraged to create families (thus importing more females) and
have children as a way of sustaining slavery as opposed to importing exclusively.
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Learning Activity #5 (Jigsaw Method)
Using the four projected images, students will be individually assigned an image or theme
(capture, transportation, auction, branding). Using a Jigsaw method, students will be asked to
interpret their assigned image and explain it from multiple Points of View (POVs). Each group
should be able to provide other relatable examples that reflect their assigned image. After 10
minutes of discussion, students will be rotated and mixed with other groups of students every 5-7
minutes. This will be done by splitting the class in half and then each half will have every student
counting off by 4s – and mixing groups based on numbered schemes. For example, the 1s and
4s will group up, discuss and interpret their assigned text. After 5 minutes, the 1s will group up
with 3s. This rotation allows for these primary goals:
 Provides repetition and reinforcement as they’ll discuss the same image multiple times
 May provide a different discussion as other groups may challenge their interpretation
 Interpretation of other images with different students with group changes every 5 minutes
 Students will be asked to summarize their conclusions after groups have rotated through
all stations.
Activity Summary: This format ensures that students are able to analyze and discuss multiple
images with a variety of students in smaller learning groups.
Activity Details: (Day Three)
Learning Activity #6 (Researching of Ethnicities/Economics’ Dilemma)
Students will be divided into four teams and asked to research images based on four different
ethnic backgrounds (English, French, Portugeese and Spanish) as a way of comparing and
contrasting the methods of capture, transport, sale and ownership. A shared GoogleDoc will list
all four ethnicities and students will be required to list and share their findings. This activity will
take 30 minutes. Students will then return to their classroom (adjacent to pc lab) so they can be
shared with each other.
(15 minutes) Questions for students to respond to at the class level at the conclusion of the
activity:
 Did one ethnic background benefit more than another?
 Which ethnic background had the most influence as far as expanding the slave trade?
Why?
Teacher will review “supply and demand” economic principle with students. Students will be
asked to list extremely desirable objects that they want. They will then be posed multiple
dilemmas to see what they would sell for the acquisition of those items. There would a
progression of “what they’re willing to give up for it.” Below is an example:
Student desires a new 2013 Shelby Ford Mustang.
Would you give up (sell in exchange for the Mustang)?
 A new pencil
 Your backpack
 Your laptop
 Your goldfish
 Your dog
 Your younger sibling
This method of questioning directly relates to the utility of objects and living things – especially as
the objects/living things have economic benefits.
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Activity Details: (Day Four)
Learning Activity #5 (Video):
(4) Show Amistad YouTube video that shows the capture of an African (3-minute clip).
 As they watch the video, students will be asked to write down:
o What was going through the abducted individual’s mind within the clip?
o What was your reaction to the young boy who witnessed it?
o How would you feel if you were a youth in the village? As you got older?
http://www.youtube.com/watch?v=8nePOpkYwjY&list=LPod6fmU3V3g&index=2&feature=plcp
Activity Details: (Day Five & Six)
Lesson #2
Summary: Students will use digital sources and a database that reflects the Trans-Atlantic slave
trade and Middle Passage. It is a two-day lesson with the first day in the computer lab and the
second day as a follow-up to research.
See 2-Day Teaching Atlantic Slavery with Digital Resources Lesson (see separate file with lesson
plan details).
Lesson #3
Summary: Students will compare slavery across three civilizations (Africa, Egypt and Rome). At
this point, students will be given a homework assignment (one worksheet) that will help them
identify similarities and differences between slaves across three different time periods in three
different civilizations.
Methodologies Used:
 Active role playing from the “point of view” of the ruler of the civilization (King, Pharaoh,
Emperor)
 Collaboration & Public Speaking
Activity Details: (Day Seven)
Homework Assignment: Complete the “Ruler Worksheet” (see Appendix B). Will be collected
at the beginning of the next class for a homework grade and will also assist with the next learning
activity.
Learning Activity #3 (Ruler Speeches): One student from each group (Africa, Egypt, Rome) will
be asked to make a speech to the class (with the help of collaborating with other students in their
group) so they explain to the people “why slavery is necessary” – touting its benefits to the
civilization.
Upon completion, I will ask who made the most compelling pitch for its existence and expansion. I
want students to evaluate its purpose, utility, and who is benefiting from its existence. Students
should be able to see where this civilization fits within the timeline of human history timeline as
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well as seeing the percentage of slaves compared to the total population (for example,
approximately 33% of Rome’s population were slaves around 200 A.D.)
Future goal of this lesson and a possible extra credit assignment (added to the homework) would
be for students to identify a primary source that reflects the % of the population deemed slaves.
Assessment & Evaluation
 Grade for completion of homework assignment
 Students will receive a class participation grade for the week (see Appendix C)
Primary Source(s) used:
McDougal Littell World History. “Patterns of Interaction.” Houghton Mifflin,
2009. World History 1 student textbook that looks at ancient
civilizations.
Handler, Jerome and Tuite, Michael. “The Atlantic Slave Trade and Slave Life
in the Americas: A Visual Record.” Accessed 11 December 2013. Available
http://hitchcock.itc.virginia.edu/Slavery/search.html Exploration of trans-atlantic
slavery images through University of Virginia database.
National Archives. Black and Asian Studies Association. Accessed 15 December 2013.
Available http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/
west_africa.htm.
Spielberg, Steven. “Amistad.” Middle Passage.” from Amistad (3:34 minutes)
Steven Spielberg's 1997 historical drama; clip edited by a history teacher for use with his
students.
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Lesson#4 Present-Day Human Trafficking & Slavery
Summary: The unit on human slavery will culminate with connections to how it exists today,
reasons for its existence and expansion, as well as looking at its causes and effects. It will include
a video and discussion of individuals and groups who are attempting to eliminate the “selling of
people as property”.
Recurring themes of economic benefits, supply & demand, and power over individuals will be
discussed.
Methodologies Used:
 Independent reading prior to lesson for context (background information)
 Word cloud – the term of Slavery using Wordle software application
 Use of video on overhead projector
Activity Details: (Day Eight)
Students will be asked to read for 15 minutes as homework the Blog from
http://thecnnfreedomproject.blogs.cnn.com/
Students will complete a word cloud for Slavery using Wordle
This will familiarize students with the “current plight of slavery” in the world today.
In class, their word cloud will be viewed and read a loud.
In class, a series of video clips from the CNN site will be viewed. (Current area of focus is
Bangladesh)
Questions to consider:
 What is slavery?
 How does slavery impact your world?
 What can you do/what is your role to eliminate it?
Assessment & Evaluation
 Students will receive a class participation grade for the week (rubric – see Appendix C)
Primary Source(s) used:
CNN Freedom Project – Ending Modern-Day Slavery.
http://thecnnfreedomproject.blogs.cnn.com/
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Appendix A
Horse Auction Worksheet
Horse #
Health (1-3)
Usefulness (1-2)
Excellent
Very useful
Good
Age (young, old)
Fairly useful
Fair
1
Excellent
Very
Young
2
Good
Very
Young
3
Good
Fairly
Young
4
Excellent
Fairly
Old
5
Fair
Very
Young
6
Fair
Fairly
Young
7
Good
Very
Young
8
Excellent
Very
Old
9
Excellent
Fairly
Young
10
Good
Fairly
Young
Four Horse Owners’ Amounts to spend: (1) $200 (2) $150 (3) $125 (4) $100
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Appendix B - Ruler Worksheet
Egypt
% of Population as
Slaves
Source of % of
Population
Time Period
Purpose of Slavery
Role of Slaves
Characteristics of
Slaves
Gender of Slaves
Treatment of Slaves
How were Slaves
Traded?
China
Rome
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Appendix C
Student Participation - Rubric
Beginning – 0
pts
Developing –18 pts
Focused –24
pts
Exemplary –30
pts
Demonstrates
Respect for
Others
Poor behavior.
Disruptive to
other students.
Lack of respect
is demonstrated
in the
classroom.
Comments
show a lack of
respect and
courtesy.
Classroom behavior
needs to be improved.
Needs to act in a more
respectful way in the
classroom. Needs to
continually be spoken
to regarding behavior
or attitude.
Demonstrates inability
to pay attention when
others are speaking.
Classroom
behavior was
acceptable.
Acts
respectful in
the
classroom on
most
occasions.
Classroom
behavior was
superior,
professional, and a
model of how the
teacher would like
students to
behave.
Demonstrates selfrespect and
respect for others
at all times.
Works
Independently
and
Cooperatively
Unable or
unwillingly to
work
independently
or cooperatively
with others.
Unable to stay
on task.
Needs improvement
in the area of working
independently or
cooperatively with
others. Able to
accomplish few
assigned tasks. Has a
difficult time staying
on task.
Works
independently
or
cooperatively
with others
most of the
time. Able to
accomplish
most
assigned
tasks. Stays
on task most
of the time.
Works
independently or
cooperatively with
others all of the
time. Able to
accomplish all
assigned tasks.
Stays on task all
of the time.
Engaged and a
productive
member of class.