Unit 2
Knowledge and Skills
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
Prior Knowledge:
Basic definition of the following terms:
● Slavery
● Slave Trade
Basic geographical knowledge of the following regions:
● The US South
● New England
● The Mid-Atlantic
● West Africa
● The Caribbean
Time Frame:
15-20 Days
SC Indicator:
SC Objectives:
Assessment Limits:
VOCABULARY
ENDURING UNDERSTANDINGS:
factories
slavers
Middle Passage
indentured servant
Trans-Atlantic slave trade
triangular trade system
captives
chattel
Baltimore City Public Schools
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The motivation for slavery was economic but the effects of slavery were
psychological, cultural, and political
The Trans-Atlantic slave trade created a Diaspora that effectively disseminated
Africans across the world with regional factors contributing to diversity and
differences within the Diaspora
Regional differences existed within slavery
African Americans actively practiced formal and informal resistance to slavery
Office of Humanities
African American Studies
Unit 2, Indicator N/A GRADE
9-12
DRAFT
1
Unit 2
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
Olaudah Equiano
creole
ESSENTIAL QUESTIONS:
revolt
New African
1. How did the economic benefits of slavery compare to the social, psychological, and cultural
drivers
effects of the institution?
Great Gang
2. How much continuity existed between black experiences and communities across the
manual labor
Diaspora?
manumission
3. What can account for the differences between slave systems in the American South, and
plantations
New England?
Diaspora
4. How did different races (Whites, Blacks, Native Americans) resist and conform to the slave
Cotton Belt
culture?
indentured servant
low country
miscengenation
mulattoes
slave codes
outliers
maroons
acculturation
assimilation
Domestic slave trade
Underground Railroad
Baltimore City Public Schools
Office of Humanities
African American Studies
Unit 2, Indicator N/A GRADE
9-12
DRAFT
2
Unit 2
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning Plan
ESSENTIAL QUESTION: How did the economic benefits of slavery compare to the social, psychological, and cultural effects of
the institution?
SC Objective:
Activity
Description
Materials/Resources
Debate: The
Justifications for
Slavery
Students will analyze moral and economic
justifications for slavery by competing in a
debate
Debate for/against Slavery
http://edsitement.neh.gov/view_less
on_plan.asp?id=485
Analyzing Primary
Sources: The Middle
Passage
Students will analyze the experience known
as the Middle Passage by reviewing and
discussing primary source documents
Primary Sources Analysis
Worksheet (written documents)
AAH, pp. 45-56
Edsitement Lesson: Slave
Narratives
Personal Narratives:
Life of a Slave
Students will read excerpts from slave
narratives and use the information to write
their own narrative from the perspective of a
slave.
ESSENTIAL QUESTION: How much continuity existed between black experiences and communities across the Diaspora?
SC Objective:
Activity
Research paper:
Slave Life Across the
Diaspora
Description
Materials/Resources
Students will research the experiences of
slaves in the United States and the
Caribbean. The research should cover the
working conditions, religion, family life and
racial issues of each region.
http://www.marinersmuseum.org/sit
es/micro/captivepassage/introducti
on/index.html
http://www.inmotionaame.org/home
.cfm
Students should use several different
Baltimore City Public Schools
Office of Humanities
African American Studies
Unit 2, Indicator N/A GRADE
9-12
DRAFT
3
Unit 2
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
resources such as web sites, books,
journals, etc.
Differences in
Location LP;
Treatment of Early
African Americans
Differences in Location LP
After reading the narrative The Domestic
Slave Trade, students will examine the
differences between enslaved North
Americans and the people brought to other
countries, such as Brazil. Students will
consider weather, culture, endemic
diseases, and the care with which the
Africans were treated in their analysis.
Students will also hypothesize why the North
American enslaved population increased,
while other countries needed fresh supplies
of Africans to keep up with labor demands.
Teaching Values
Through Fables
In this lesson, students will analyze two fables,
one African, the other African American, in order
to explain how values are transmitted from one
generation to another.
Lesson 10, Teaching Values Through
Fables (MSDE African American
History CD)
Essential Question: What can account for the differences between slave systems in the American South and New England?
SC Objective:
Baltimore City Public Schools
Activity
Description
Materials/Resources
Graph/Map Activity
Students will create population graphs
comparing the free black population to the
slave and white populations in each major
region of Colonial America. Students will
then create a map of colonial America that
highlights the differences in natural
resources among regions. Students will
then use the information to complete a BCR
Population Graph Direction Sheet
Office of Humanities
African American Studies
13 Colonies Outline Map
AAH, pp. 71-102
BCR Handout and Rubric
Unit 2, Indicator N/A GRADE
9-12
DRAFT
4
Unit 2
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
explaining how the differences in population
between the colonial regions may have
affected the slave systems within that
region.
The Voyage to
Students will read pages 174-175 of the text Textbook pages 174-175
Slavery and the
and the Narrative of Oluadah Equiano
Narrative of Olaudah
Ancillary: Prentice Hall Documents
(found in the primary source ancillary) and
Equiano
in African American History The
will answer (teacher created) questions on
Narrative of Olaudah Equiano pg 8Equiano’s narrative. As an assessment,
10
have students write a persuasive letter to a
late 18th Century president arguing for the
abolition of the slave trade. Student must
correctly use 7 key vocabulary or historical
details in their letters.
Prentice Hall, African American
Comparing the North Students will compare the expansion of
History
and South
slavery in the South with the progress of
emancipation in the north. Relevant text
pages:141-148, and 181-185 In groups,
students will create Venn Diagrams that
compare and contrast the two regions.
ESSENTIAL QUESTION: How did different races (Whites, Blacks, and Native Americans) resist and conform to the
slave culture?
SC Objective
Baltimore City Public Schools
Activity
Description
Materials/Resources
Families in Bondage
Students will read letters to loved ones
written by enslaved African American men
and women, compare and contrast the
letters, and write an essay.
Families in Bondage Lesson Plan
Office of Humanities
African American Studies
Unit 2, Indicator N/A GRADE
9-12
DRAFT
5
Unit 2
Grade: 9-12
Subject: African American Studies
Trans-Atlantic Slave Trade and Slavery in the Americas
Who’s Who in
Students will use chapters 8-9 to create a
Abolition
who’s who booklet of Abolitionists.
Depending on the length of time, this can be
a group or individual project.
Slave Rebellions
Students will read about slave uprisings in
Haiti, the South and the North (100-101,
162-164, 261-262) and will complete the
linked lesson on Cinque and the Amistad
revolt.
DIFFERENTIATION
African American History, Prentice
Hall
African American History, Prentice
Hall
Edsitement Lesson - Who was
Cinque?
Accommodations
Arts Integration
Classroom Management
G.A.T.E./Enrichment
Graphic Organizers
Library Integration
Reading Strategies
Teacher Definitions
Technology Integration
Vocabulary Activities
African American Studies
Unit 2, Indicator N/A GRADE
Baltimore City Public Schools
Office of Humanities
9-12
DRAFT
6