Bridget McGraw
bmcgraw@tufsd.org
914-309-2651
Michelle Casey
michellecasey@ossining.k12.ny.us
914-469-4903
Unit 1 When Worlds Collide
Lesson 5 Slavery
Overview:
After defining the concept of slavery and studying the social, economic, and political
circumstances of slavery students will explore multiple perspectives on slavery.
Suggested time allowance: 5 Class Periods
o Unifying Themes:
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Development, Movement, and Interaction of Cultures
Geography, Humans, and the Environment
Development and Transformation of Social Structures
Creation, Expansion, and Interaction of Economic Systems
Global Connections and Exchange
o New York State Social Studies Framework
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Social Studies Standard 1: History of the United States and New York
Social Studies Standard 2: World History
Social Studies Standard 3: Geography
Social Studies Standard 4: Economics
o Key Ideas and Concepts
 7.2 COLONIAL DEVELOPMENTS: European exploration of the New World
resulted in various interactions with Native Americans and in colonization. The
American colonies were established for a variety of reasons and developed
differently based on economic, social, and geographic factors. Colonial America
had a variety of social structures under which not all people were treated equally.
o 7.2c European nations established colonies in North America for
economic, religious, and political reasons. Differences in climate, physical
features, access to water, and sources of labor contributed to the
development of different economies in the New England, Middle, and
Southern Colonies.
o 7.2e Over the course of the 17th and 18th centuries, slavery grew in the
colonies. Enslaved Africans utilized a variety of strategies to both survive
and resist their conditions.
o Social Studies Practices:
o Gathering and Using Evidence
 Analyze evidence in terms of historical context, content, authorship,
point of view, purpose and format; identify bias; explain the role of bias
and audience in presenting arguments or evidence.
Make inferences and draw general conclusions from evidence
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o Comparison and Contextualization
 Identify and categorize multiple perspectives on a given historical
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experience.
Identify how the relationship among geography, economics, and history
helps to define a context for events in the study of the United States.
Connect historical developments to specific circumstances of time and
place and to broader regional, national, or global processes
o Economic and Economic Systems
 Explain how economic decisions affect the well-being of individuals,
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businesses, and society; evaluate alternative approaches or solutions to
economic issues in terms of benefits and costs for different groups of
people.
Identify examples of buyers and sellers in product, labor, and financial
markets.
o Geographic Reasoning
 Use location terms and geographic representations such as maps,
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photographs, satellite images, and models to describe where places in
early United States history were in relation to each other, to describe
connections among places, and to evaluate effectively the benefits of
particular places for purposeful activities.
Identify and analyze how environments affect human activities and how
human activities affect physical environments in the United States.
o Civic Participation
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Demonstrate respect for the rights of others in discussions and
classroom; respectfully disagree with other viewpoints. Use techniques
and strategies to be an active and engaged member of class discussions
of fellow classmates’ views and statements with teacher support.
o Common Core State Standards for Literacy in History/Social Studies
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RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6-8.2: Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection,
and research.
WHST.6-8-1: Write arguments focused on discipline-specific content.
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WHST.6-8.5: With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed
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Enduring Understandings:
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Geography and climate impacted the establishment of Early American settlements and
their economies in diverse ways.
Essential Unit Question (s):
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How has geography impacted settlement?
How do cultures adapt and change?
Resources/Materials for this lesson:
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“Slavery” SMART Notebook version (included)
“Slavery” PowerPoint version (included)
“The Atlantic Slave Trade” Discovery Education. 7:59.
http://app.discoveryeducation.com/player/view/assetGuid/2B93B594-7CF5-444D-A5B821377298FD62 Slaves were used to work the fields in the new world. As the New World
expanded so did the demand for slaves.
“The Atlantic Slave Trade” Worksheet (included)
“Exit Ticket Soc Eco Pol” (included)
“Slavery Stations Activity” SMART Notebook version (included)
“Slavery Stations Activity” PowerPoint version (included)
“Slavery Stations Activity Student Packet” to accompany station activity (included)
“Slavery Stations Activity Student Packet Modified” (included)
“Slavery_DBQ_L5” What were the Causes of Slavery in North America? (included)
“DBQ Rubric” (included)
Activities/Procedures:
Day 1
Preparation: Review the SMART Notebook (or PowerPoint) presentation and select which o
the two graphic organizers you will use. Photocopy Do Now, concept definition map, or concept
web and student worksheets.
1. Project “Slavery” (included) presentation. The first half of the presentation (pages 1-9) is
for today. Students will record the objective and complete the Do Now.
a. Objective: What is slavery? What were the political, social, and economic
circumstances of slavery?
b. Project the “Do Now” from the “Slavery” presentation and have the students
answer the question in their notebooks. When complete, solicit student answers
from a few students for brief whole group discussion.
2. Distribute “The Atlantic Slave Trade” Worksheet (included) Explain that you are going
to build students’ background knowledge about slavery by watching a video. While
watching the video, students will answer the guided questions on the video. Pause to give
students time to answer questions.
3. Following the video, students will work in pairs. Distribute the concept definition map, or
concept web found in the Presentation. Students will complete one of the two graphic
organizers included in the presentation (concept definition map, or concept web). Keys
are provided for the teacher.
4. Return to question: “What were the political, social, and economic circumstances of
slavery?”
 Unpack the question by reminding students the meaning of the terms political,
economic, and social and by giving an example of each.
 Distribute an Exit Ticket (included) which asks students to categorize the
information they have learned about slavery as political, economic, or social.
 Note: Tiered versions of the Exit Ticket are provided for students who need more
(or less) support.
Days 2 - 3
Preparation: Photocopy one set of documents for each station and student packets for each
student. Plan your student groups.
1. Project SMARTboard presentation “Slavery Station Activity.” Students will record the
objective and complete the Do Now.
a. Objective: What were the political, social, and economic circumstances of
slavery? How did people think and feel about slavery?
b. Do Now: How did slavery help the colonial economy?
2. Explain directions to students (included in presentation) and direct students into groups.
3. Stations Activity Guidelines
 Students will move from station to station. Students are expected to discuss and
answer the questions (i.e. they are not working independently in their groups.)
 Depending on the length of your class period, and your class’s stamina, you may
wish to eliminate Station 3.
 Set a time limit for each station (10 minutes is suggested) and use a timer to move
students at the right time.
4. Bring the class back together and discuss:
a. What document did you find the most surprising? Why?
b. What document did you find most informative? Why?
5. Homework: Return students’ exit tickets from yesterday to them. Instruct them to add to
the exit ticket additional information regarding the political, economic, and social
circumstances of slavery.
Modifications to Station Activity
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Some students may find the station activity overwhelming – either in the number of
documents or in the nature of the questions. Therefore a modified station activity packet
has been provided. It contains questions which require more observation and less critical
thinking than the packet intended for the majority of students.
When using the modified student packet, you may eliminate the following documents: 1C,
1D, 2D, 4C
If a teaching assistant is available to the class, the teaching assistant can accompany a group
of learners throughout the station activity.
Days 4 - 5
Preparation: Photocopy the DBQ packet and rubric for each student. Plan small groups of 3-4 for
completing the documents.
1. Review with students what a DBQ is. Have students share their responses and write them
on the white board.
2. As a class, review the analytical question and read the DBQ overview.
3. Have students answer the three questions individually on page 2 of the DBQ packet.
a. What is the analytical question being asked in this DBQ?
b. What is your understanding of the term slavery?
c. What prior knowledge do you already have to help you answer this question?
4. Allow time to review all of the documents (A through E) and answer the accompanying
questions.
5. Review with students the purpose of a “thesis statement” and how to construct one.
6. Give students time to construct a thesis statement.
7. Share students’ thesis statement with the class.
8. Distribute the “DBQ Rubric” (included)
9. Students will complete the rest of an essay graphic organizer.
10. Students will write their DBQ essay using the rubric as a guide.
11. Closure: Students will peer review their essays and make any necessary revisions.
Evaluation/Assessment:
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Exit tickets
Completed Student Station Activity Packet
DBQ Essay
Vocabulary
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captive
enactment
indentured servant
permit