Jessica Fields-Walmsley
SST 309-03
Slavery in the American Colonies
Jessica Fields-Walmsley
SST 309-03
April 21, 2014
5th Grade US History Unit
Jessica Fields-Walmsley
SST 309-03
Table of Contents
Introduction
KUD and I can statements
Final Assessment
Vocabulary
Lesson 1: Triangular Trade
Lesson 2: Lives of African Americans
Lesson 3: African American Culture
Resource Attachments
Citations and Bibliography
5th Grade US History Unit
Jessica Fields-Walmsley
SST 309-03
5th Grade US History Unit
European Slavery and Slave Trade in Colonial America
Overview:
The Grade Level Content Expectations, GLCE’s, for 5th grade United States History focuses on slavery and the
slave trade in Colonial America. This section of the GLCE’s outlines the Triangular Trade; what it was, who was
involved, the middle passage, the impact on life in Africa, and what was traded. It also covers the life of
enslaved and free Africans in the American Colonies during this time frame. Lastly, there is a focus on African
American culture and how African Americans drew upon their history and experiences to develop a new
distinct culture. With this unit students will have an educated view on slavery; how it came to America, what is
was like to be a slave or to be free, and how slavery influenced the African American culture.
Rational:
Learning about slavery is important because it is a very large part of American History. It is important for
students to learn how America has grown throughout time and to understand how culture is created and
developed from history. Students benefit from having a more educated viewpoint on various cultures and
knowing how the country has progressed to where it stands today.
Introduction:
This unit is designed to teach 5th grade students about slavery. The unit focuses on where slavery came from,
how it got to America, the slave trade, and the influence it had on lives. Moreover the unit will specifically
focus on the Triangular Trade, the Middle Passage, and the growth and development of the African American
culture.
Jessica Fields-Walmsley
5th Grade US History Unit
SST 309-03
KUD and I can’s
GLCE (coding and
wording) and Verb
underlined
Knowledge (K)
Students will know
that the slave trade
was the exchange of
captured people for
goods. The slave
trade came from
West Africa when the
British and other
European countries
started trading guns
and other fine goods
for people. The fine
goods were thing like
silk, iron, bear, etc.
Students will know
the Europeans then
traded the slaves
with people in the
American colonies for
sugar and tobacco.
The trade routes
were called the
triangular trade. The
triangular trade was
the label given for the
exchanging of slaves
and goods between
Europe, the
Americas, and West
Africa that used
specific shipping
routes across the
Atlantic Ocean.
Students will also
know that the voyage
of slaves across the
Atlantic Ocean was
called the Middle
Passage. Students will
know that the slave
trade caused trouble
in West Africa. It
Describe the triangular trade including the trade routes, the people and goods that were traded,
the middle passage, and its impact on life in Africa (National Geographic Standards 9, and 11
pp.160 and 164 E)
Verb: Describe (Knowledge)
Understand (U)
DO:
Vocabulary
I Can
Demonstration of
Learning (DOL)
Students will
understand that
people in West Africa
were forced into
slavery then traded
for goods and the
effect that this had
on the West African
countries and culture.
Given a prompt
student will be able to
explain the slave trade
between West Africa,
the European
countries, and America
and describe the
effects the slave trade
had on West Africa.
Slave Trade
Enslaved
Middle Passage
Triangular Trade
Goods/Trade Goods
I can describe the
triangular trade, the
middle passage, and
the affects the slave
trade had on Africa.
Jessica Fields-Walmsley
caused tribes, cities,
and kingdoms to fight
one another and
capture people. The
captured people then
became slaves. The
slave trade also
affected Africa
because it introduced
guns with
encouraged the wars
between groups.
5th Grade US History Unit
SST 309-03
GLCE (coding and
wording) and Verb
underlined
Knowledge (K)
Describe the life of enslaved Africans and free Africans in the American colonies. (National
Geographic Standard 5, p.152)
Verb: Describe (Knowledge)
Understand (U)
DO:
Vocabulary
I Can
Demonstration of
Learning (DOL)
Students will know
that enslaved
Africans were people
who were taken and
forced into slavery.
Free Africans were
people who were of
African descent but
were not slaves.
Enslaved Africans
worked long hour for
usually no pay. They
were forced into their
work and were not
allowed to have any
civil rights, such as
owning property.
Free Africans were
allowed to own
property and have
jobs where they
worked for wages.
They had basic civil
rights but were not
seen as equal to
white people. They
were still denied
things such as
education and they
Students will
understand the daily
lives of free and
enslaved Africans in
the American
colonies.
When given a T-chart
students will be able to
list the characteristics
of free and enslaved
Africans.
Enslaved Africans
Free Africans
‘White People”
Civil Rights
I can explain the life
of free and enslaved
Africans in the
American colonies.
Jessica Fields-Walmsley
were still able to be
captured and forced
back into slavery.
5th Grade US History Unit
SST 309-03
GLCE (coding and
wording) and Verb
underlined
Knowledge (K)
Describe how Africans living in North America drew upon their African past (e.g. sense of family,
role of oral traditions) and adapted elements of the new cultures to develop a distinct AfricanAmerican culture. (National Geographic Standard 10, p.162)
Understand (U)
DO:
Vocabulary
I Can
Demonstration of
Learning (DOL)
Students will know
that enslaved
Africans helped keep
their culture through
the passing of
stories, song, and
prayer. These were
usual told aloud and
passed on orally.
Students will also
know that after
arriving to American
many African picked
up American cultural
ways, such as the
language and manor
of dress.
Students will
understand that
Africans in the
American colonies
tried to keep their
culture while learning
to adapt and
incorporate their new
surroundings.
When given a written
prompt students will
be able to explain how
Africans passed on
knowledge of their
culture and history
through storytelling
and song while they
also incorporated
ideas from the
American culture and
created a new,
African-American
culture.
Oral storytelling
Culture
I can explain how
Africans in colonial
America passed on
knowledge of their
culture and
incorporated some of
the American culture
to create a new
African-American
culture.
Assessment Ideas
After the entire unit is taught students will be able to showcase their learning through a given writing prompt. The
prompt will be a five paragraph essay format that focuses mainly on the learning from the first GLCE about Triangular
Trade. Student will utilize their learning to show their mastery of the topic. In addition, students will be given a short
mini quiz that consists of a T-chart about free and enslaved Africans and a summary question about African American
culture. This assignment will help build written response skills as well as essay writing skills. Students will use critical
thinking to build accurate, educated responses while working on how to write an essay correctly. The grading rubric for
the assignments described above is show in attachments A and B, given below. Students will be graded on degree of
accuracy, based upon the given rubric. Student will then be given a letter grade to match their percentage correct,
students who obtain an 80% or higher accuracy will be considered to have mastered the topic.
Jessica Fields-Walmsley
SST 309-03
5th Grade US History Unit
Vocabulary Lesson
3 days
Lessons: How will you take them
where they need to go? (Step-byStep plan)
Instructional strategies/Social
constructs: How will they work?
(AND what will YOU do?)
Day 1
Anticipatory set: Introduce the topic
by having children watch the first 2
minutes of the Discovery Channel,
Assignment Discovery Video Clip:
Slave Trade. Have students write
down information that seems
important and vocabulary they do
not know. If necessary have the
students re-watch the video clip a
second time. (6mins)
Day 1
Students will watch Discovery
Channel video and write down
any words that seem unfamiliar
to them. After the video the class
will discuss the words that were
unknown. These words will be
written on the white board so
the students can visually see the
words as the class works to
establish definitions. Afterwards,
students will listen to article
As a class, discuss the most common being read to them and they will
words the students wrote down.
build onto the vocabulary list.
Write these words on the white
board so they are visible to all
students. Discuss the meaning of
these words together. (30mins)
Resources needed: What materials
and resources will they need?
(Page #s read, graphic organizers,
books, posters, realia, etc…)
Holbert, A. (Director)
(n.d.). Assignment discovery:
Atlantic slave trade [Web].
Retrieved from
http://history.howstuffworks.com/
28700-assignment-discovery-slavetrade-video.htm
Michigan State University. African
history, the era of global
encroachment. Lansing, MI: Matrix.
Retrieved from
http://exploringafrica.matrix.msu.e
du/students/curriculum/m7b/
Classroom White Board
Next, read aloud the information
text from Exploring Africa, How the
Atlantic Slave Trade Operated.
While reading, have the students
write down any words that are
unfamiliar as well as facts and
information they find important.
(7mins)
As a class add these words to the
white board and discuss the
meaning. (15mins)
Day 2
In groups students will work
together to create their own
definitions to the words on the
word list. Students will also
Day 2
Students will work in groups to
create definitions to the words
listed on the word wall. After the
groups have made definitions the
Classroom White Board
Vocabulary Journals
Flashcards/Notecards
Jessica Fields-Walmsley
independently draw a picture of the
meaning of the word. (20mins)
Afterwards the class will come
together to discuss the definitions
students created. From the given
definitions students and teacher will
work to create one definition for
each word. (15mins)
SST 309-03
5th Grade US History Unit
class will come together and
create one definition for each
word and the students will add
these words into their vocabulary
journal.
These words and definitions will
then be added to the students’
vocabulary journal. Have the
students also write flashcards with
both the word and definition.
(10mins)
Day 3
Students will play a matching game
involving the word and definition to
help increase and solidify learning.
(20mins)
Day 3
Students in groups will play a
matching game with the words
and definitions.
Flash Cards with words and
definitions on them.
A Script for Developing Vocabulary
Day 1
Step 1 Teacher Talk: Show students video from Assignment Discovery. After viewing the video ask students
what words they heard that are unfamiliar. Write these words on the white board in front of class, narrow list
to most common words and words attached to the unit. Prompt students by asking what words sounded
unfamiliar and replay the video if necessary.
Slave Trade
Enslaved
Goods
Look at each word independently and have students use logical reasoning to develop definitions. Use
contextual clues from the information in the video to build answers.
Slave TradeAre there any words in this phrase that we already know? (trade) Circle the word trade. What is a
trade? (students answer) What do we think a slave is? What information from the video can we gather to
explain what a slave is? So now if we know what a slave is and a trade is what can we guess a slave trade is?
EnslavedAre they words in the word that we already know or have just learned and defined? (Slave) Underline
slave. Can someone tell me again what we said a slave was? (students answer). Ok so if we know what a slave
is what do we think it means to be enslaved? (student answer). Can we put that into a sentence?
Jessica Fields-Walmsley
SST 309-03
5th Grade US History Unit
GoodsIn the video I remember them using the term goods. What did they mean when they said goods? What
were they talking about? What could we say goods were? Can someone give me an example of a good they
used in the video?
Afterwards then read aloud the article from Exploring Africa. Again ask students to read along and underline
or highlight words that wound unfamiliar. Place these words up on the board next to previously listed words.
Middle Passage
Triangular Trade
Discuss the words as a class and create logical definitions together.
Middle Passage:
In the reading they specifically highlight this word. Can someone tell me what the reading says about
this phrase? (student answers). What does that definition mean? Can someone explain to me what the
reading is saying? (student answer).
Triangular Trade
This is another word phrase the reading highlights. Can someone share what they believe this means?
If we were going to break this word down what two words can we break this into? (triangle and trade). We
already know what trade means correct, can someone tell me again? Ok so if we were going to add triangle or
triangular to the word trade what would it mean?
Day 2
Step 2 Writing in Your Own Words:
The next day have the words all listed on the board. Begin the direction of thought by referring back to
the videos and article that was read previously. Remember yesterday we watch a short video and read a mini
article about slavery; can someone tell me about it and remind me? What did the video say? What did the
reading say? Then move towards the vocabulary portion. Yesterday we also looked at some vocabulary words
that were unfamiliar, do you remember that. Can someone tell me what words we looked at? Wonderful.
Today I would like us to work in groups with these vocabulary words. Have students sit in groups of 3 or 4. In
your groups I would like you to define each of these words. Let’s work together and write the definitions. After
students are given time discuss as a class some of the groups definitions. As a class write a definition for each
word.
Step 3 Drawing Pictures:
Following the classes written definition have student reinforce their learning by drawing a picture of
each word that was defined and add it to their vocabulary journal. Now that we have discussed and defined
these words fully I would like all of you to write them in your vocabulary journal. With each definition I would
like a small picture that describes the definition of the word. Walk around the room while students are
drawing so you can check on their work.
Day 3
Step 4 Do Activities that Utilize Using the Words:
Using flashcards or notecards have students write the word on one and the definition on another. This
will also count as students discussing the meaning of the words, step 5.
Jessica Fields-Walmsley
SST 309-03
5th Grade US History Unit
Step 6 Playing Games that use the Vocabulary:
The following day have the students get into small groups of 3 or 4. Then using the flashcards they
made the previous day have the students play a matching game. Students will match the word with the
definition.
Resources:
Jessica Fields-Walmsley
SST 309-03
5th Grade US History Unit
Lesson 1: The Triangular Trade
Lessons: How will you take them
where they need to go? (Step-byStep plan)
Instructional strategies/Social
constructs: How will they work?
(AND what will YOU do?)
Day 1
Pre-test/Anticipatory set:
Show painting of George Morland
“The Affectionate Slaves”
Instructional strategies/Social
constructs:
Day 1
Students will examine painting by
George Morland and discuss the
meaning and connection to
vocabulary. Students will then rewatch video from vocabulary lesson
and examine a map on the
Triangular Trade. Students will fill
out a similar map on Triangular
Trade to the one shown and
discussed in class. Lastly, using the
new knowledge, students will
answer summary questions on what
the Triangular Trade was and what
was traded.
Discuss with students the painting.
What they think it is about, what it
means, etc. Uses the students
responses to connect to larger topic
of lesson, the triangular trade. Refer
back to previous vocabulary lessons.
(10 mins)
Lessons: How will you take them
where they need to go?
Guided Practice:
Replay video from vocabulary lesson.
Ask students to pay attention to
what was being traded and by whom.
Discuss what students have gathered
after re-watching the video. (10min)
Using overhead or projector show
map of the Triangular Trade.
Resources needed: What
materials and resources will
they need?
(Page #s read, graphic
organizers, books, posters,
realia, etc…)
Resources needed:
Day 1
George Morland Painting
Morland , G. (1789). The
affectionate slaves [Print].
Available from
http://www.theroot.com/articl
es/culture/2013/11/blacks_in_
arts_painting_of_human_traffic
king_part_of_the_anti_slavery_
movement.html
Triangular Trade Map
United Kingdom National
Archives. (Producer). (2003).
The Triangular Trade [Print
Map]. Retrieved from
http://www.nationalarchives.g
ov.uk/pathways/blackhistory/af
rica_caribbean/docs/trade_rou
tes.htm
Blank Triangular Trade
Template
Jessica Fields-Walmsley
Go over map as a class. Prompt
students by asking questions about
what was being traded, who was
trading it, and where it was going.
(10mins)
Gradual Release
Have students create their own map,
similar to the example shown to the
class. Working in groups with
reference to the overhead/projector
have them fill in a blank map. As
students are working, walk around
the classroom and survey the
learning. (10mins)
Independent Work
At the end of the lesson have
students answer summary questions
about what the Triangular Trade was
and what was traded.
Day 2
Anticipatory Set:
SST 309-03
5th Grade US History Unit