Slavery in the Colonies
Brian Dautrich
April 8, 2008
Grade Level: 5
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Goals
1) Use knowledge and comprehension in reference to answering three engaging questions.
2) Use knowledge and comprehension to define three vocabulary words (plantation, overseer,
slave codes)
3) Use comprehension, analysis, and synthesis to read and answer questions in reference to the
chapter.
4) Use application, analysis and synthesis to fill out graphic organizers in reference to the chapter.
5) Use analysis and comprehension to choose a subject in American History to conduct research
on.
6) Use application and synthesis to create a short presentation on a historical figure chosen by the
students.
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Objectives
1) Recall verbally and explain the answers to three engaging questions related to the reading.
2) Define verbally, and interpret three vocabulary words (plantation, overseer, slave codes) in
preparation for reading.
3) Examine materials, translate words, and combine findings in reference to the chapter.
4) Construct, categorize, and conclude answers by using main idea and detail format with a
graphic organizer.
5) Examine, distinguish and paraphrase information as a subject is chosen for research by each
student.
6) Observe, classify, and retell information about the historical figures being studied by each
student.
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Time Needed
Introduction: 5-10 minutes
Development: 30-40 minutes
Closure: 25-30 minutes

Standards
SS1: History Of The United States and New York
SS3: Geography
SS4: Economics
SS5: Civics, Citizenship, and Government
ELA1: Language For Information and Understanding
MST5: Technology
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
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Key Ideas
SS1.1
SS1.3
SS3.1
SS4.1
SS5.1
SS5.4
ELA1.I.LR1
ELA1.SW2
MST5.CT3
MST5.ED1
Performance Indicators (See appendix A)
SS1.I.1A
SS1.I.3A
SS1.I.3C
SS3.I.1C
SS3.I.1D
SS4.I.1A
SS5.I.1C
SS5.I.4A
ELA1.I.LR1C
ELA1.I.LR1F
ELA1.I.SW2A
ELA1.I.SW2F
MST5.I.CT3B
MST5.I.ED1B
Thematic Strands
People, Places, and Environments (III)
Production, Distribution, and Consumption (VII)

Disciplines
History, Sociology

Social Justice
1) When working with a gifted child, you must focus on their multiple intelligences. In this case
the child works well with logical activities. For this child it would be best to find a time
consuming activity that they could complete should they finish the given class work ahead of
time. One activity that would most likely spark the interest of a problem solving type of learner
would be word games. Therefore, were I the teacher of this child I would make sure to have these
types of activities on hand at all times. In this particular case I would have gone to
www.wordlearner.com/page/printwordjumble_landing ahead of time and created a word jumble
based on our vocabulary words (plantation, overseer, and slave codes) as well as other concepts
we are currently discussing.
2) When working with an at-risk student you will also look at this child’s multiple intelligences
and use this to keep them on task. This student has family problems and has just found out that
his sister is in the hospital. In order to keep this child focused I must find an activity that deals
with his musical learning style. I would monitor this student very closely throughout the class
period and watch for the student losing interest or focus. If this was observed, I think that a great
activity for them to pass some time and get back on task would be to listen to some traditional
songs that were sung in the South during the time of slavery. This would require computer access
and a set of headphones. The student could go to http://docsouth.unc.edu/church/allen/menu.html
and listen to these songs. After a few minutes of this hopefully they would be ready to get back
on task with the rest of the class.
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Prerequisites
Students must have:
1) Reading level accounted for by teacher
2) Communication Skills
3) Knowledge of a graphic organizer
4) Computer Skills
5) Knowledge of how a timeline works

Academic Disposition
Learners will be able to …
1) Explain where certain people, places and things are located, and why.
2) Explain the decision process in regards to what will be produced in an economy, and how that
production will be organized.
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Materials
 Textbook - “Our Nation”, McMillan-McGraw-Hill (2005)
 Computer Access
 Markers
 Graphic Organizer
 Tape
 Scissors
 Large Paper for timeline (pre-made by teacher)

Introduction
Teacher reads “Build Background” on page 210
Question 1: What can you already tell me about slavery?
Possible Answers: It was wrong, slaves came from Africa, slavery was mostly in the South
Q2: Why do you think plantation owners used slavery?
PA: It was a source of cheap or free labor
Q3: What do you think life was like for a slave on a plantation?
PA: Life was very difficult and unpredictable, full of hard work and no reward
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Procedural Knowledge
1. Introduce Vocabulary Words - plantation, overseer, slave codes (See appendix B)
2. Hand out graphic organizer to be filled in as reading is completed (See appendix D)
3. Ask volunteer to read page 211 (Se appendix C)
4. Q: Which of the restrictions placed on captive Africans do you think were the most influential
in preventing rebellion?
A: Answers must mention how slave codes broke down the morale and unity of enslaved
Africans or kept them from building wealth or getting an education.
5. Ask volunteer to read page 212
6. Q: What jobs were performed by most enslaved Africans in the North?
A: They worked as servants or as skilled workers.
7. Ask volunteer to read page 213
8. Q: What was some of the work required of enslaved Africans in the South?
A: Field slaves performed heavy labor such as planting and harvesting crop. House slaves
cooked and cleaned. Skilled worker slaves made furniture.
9. Q: Why do you think enslaved Africans sang songs even when they were tired from work?
A: Songs helped them endure their hard lives and provided a sense of unity.
10. Ask volunteer to read page 214
11. Q: What happened in the Stono Rebellion of 1739?
A: A slave named Cato led a rebellion that killed 30 colonists in South Carolina.
12. Q: Why did some people begin to speak out against slavery?
A: They realized that slavery was prejudice, unjust, and un-Christian.
13. Q: What division did slavery create in America?
A: Between slave and free, North and South
14. Ask volunteer to read page 215
15. Fill in graphic organizer
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Closure
1. The class will have a short discussion about some of the significant contribution of African
Americans throughout American history.
2. Each student will then choose an African American of note who has contributed positively to
American society.
3. Students will use computers to research their chosen historical figure, choosing one event that
they see as being the most important in that figure’s life.
4. Each student will quickly tell the rest of the class about their person.
5. After their presentation, each student will place a picture of their figure and an explanation of
the event they chose on a large, pre-made class timeline entitled “African-American History”.
The picture and explanation will be placed on the timeline according to the date of the event
chosen.
6. The timeline will be displayed in the room for the remainder of the year.