Lesson Plan by: Ashley Radosevich. Length: 1 Period-45 min. Lesson: Slavery: Atlantic Slave Trade and Slave Life. Age or Grade Intended: 8th

Transcription

1 Lesson Plan by: Ashley Radosevich Lesson: Slavery: Atlantic Slave Trade and Slave Life Length: 1 Period-45 min Age or Grade Intended: 8th Academic Standard(s): USH.1.2 Explain major themes in the early history of the United States. Example: Federalism, sectionalism and nationalism; expansion; states' rights; and the political and economic difficulties encountered by Americans and Native American Indians such as slavery; and liberty versus order The American Revolution and Founding ofthe United States of America: 1754 to Compare differences in ways of life in the northern and southern states, including the growth of towns and cities in the North and the growing dependence on slavery in the South. (Core Standard) Performance Objectives: The students will list five difficulties slaves endured given the day's lesson with 100% accuracy. (Fhis will be on the quiz.) The students will discuss the growing dependence on slavery in the South given the opportunity to discuss a few Bloom's questions based on participation. (Participation depends not onjust if the students answer the questions. but are also respectful when someone else is speaking.) Assessment: The students will be assessed on the first objective with a short quiz at the beginning of the next day's period, which will require them to answer a few questions based on what the lesson covered the prior day. The second objective will be assessed during the PowerPoint, when questions are presented to them over this topic covered under Slavery in the Colonies. Advanced Preparation by Teacher: In preparation for this lesson, I will need to create the PowerPoint that is going to be used. I will also need to create the quiz based off the PowerPoint. I will also come up with a list of Bloom's questions I want to address during the period. I will need to make the T-chart. Lastly, I want to find a map to print out for the students that portrays the passage of travel on the Atlantic Slave Trade Route. I will need to make copies of the quiz, T-chart, and trade route map. Before the period, I will tape down a line in the front of the classroom. Procedure: IntroductionlMotivation: /

2 As the students come into the classroom, I will instruct them to line up on a taped line. They have to stand on the taped line and cannot go passed the ends of the taped line. Then I will explain to them that if they were on a slave ship coming from Africa, this would be them laying down or standing on the ship, having to do anything and everything in that same spot, while shackled to the floor. (Ask them to try and sit down, to eat, to stretch '" it is hard!) I will ask them to think about how that would make them feel, to be in that position. I will have them continue to stand there as I begin my presentation and ask them to sit after I get through the first slide. Step-by-Step Plan: 1. As the students come in, I will instruct as stated above in the introduction. (Gardner's: Bodily/Kinesthetic) 2. After the first slide on "Atlantic Slave Trade," I will ask them to sit down, and I will continue on with the presentation. 3. As the rest of the presentation goes on, I will be asking different levels of Bloom's Questions. (These questions are on the slides or on the Bloom's Questions Sheet jor Lesson I.) 4. Before I discuss the Triangular Trade, I will hand out a graphic organizer with the Triangular Trade portrayed on it. (Gardner's: Visual/Spatial) 5. When I get to Slave Life, I will hand out a T-chart to help the students separate the life of an African in the North and South as free and the life of a slave in the South. (Gardner's: Visual/Spatial) 6. After the PowerPoint, I will ask the students to raise their hands and tell me how they think they might feel if they were in the African American's positions either as a slave or a free man. Allow about 2 or 3 give answers, depending on the time. (Gardner's: Verbal/Linguistic) Closure: In closing, I will ask the students to consider what it would be like to be a slave on the Middle Passage or a slave in the America's. I will ask them to think about the questions posed on the slides, as there will be a short quiz given at the beginning of the period the next class. Such as, "What is the Middle Passage, What is racism, Describe a life of a slave from any perspective, and Describe the Triangular Trade?" AdaptationslEnrichment: Students with learning disabilities in writing- For these students, I will provide them with a T chart that has fill-in the blanks, coming directly from the slides Students with ADD- These will be the students I ask to do the different tasks while standing on the taped line. Self-Reflection: Was the time efficient for all that I wanted to get done? Did the students seem engaged in the opening activity? Were the supplemental materials effective in helping the students gain an understanding on what the Triangular Trade was and the different lives led by Africans? After the students take the quiz the following day, did they meet the objectives as I expected them to?

3 Bloom's Questions IUP Lesson 1: Triangular Trade Route and Slave Life These are the questions I will be asking throughout the class to encourage higher levels of thinking from the students on the topics of the trade route and slave life. Or, these are questions I would anticipate that the students could potentially answer on the final exam. 1. What is the Middle Passage? 2. What is racism? How were the slave codes used to promote racism? 3. Relate racism and discrimination. How do they relate to one another? 4. Describe what it might have been like on the slave ship. 5. Describe what it might have been like to be a slave. Pick a perspective of a child, male, female, grandmother, grandfather, etc. 6. Sketch the triangular trade. 7. Write a journal or diary entry from a slave's perspective. 8. Compare and contrast the life of a free African in the North and a slave in the South, free or enslaved. 9. Summarize how slavery took root in the America's. 10. Explain how slavery affected colonial life.

4 American History: Slavery in the Colonies- Participation (10 points possible) CATEGORY Name Name Name Name Name Does not attend =0 points Attends but does not participate =4 points Attends and participates but not consistently Speaks only once; does not speak when others are speaking =8 points Consistently interacts and is engaged; shows respect to others by not speaking and eyes on the person speaking Speaks at least twice =10 points

5 10/31/2011 The Atlantic Slave Trade 1500s-1800s, estimated 10million Forced to march bound and chained for 300miles to the coast Middle Passage Coastal Africans captured others and traded them for guns and other goods What is the middle passage? 350 people below deck in a tight cramped area with no light or air Conditions depended on the ship owner Some hod better conditions in hope fhat more Africans would survive and be in better health to sell for more money 15-20% of slaves died on the Middle Passage due to harsh conditions or committed suicide Middle Passage Once they arrived in in the Americas, they were sold on an auction black.. Families were separated.. 500,000 Africans came to British North America Triangular Trade (handout) Leg 1.. New England-fish, lumber, other goods.. Go to Caribbean islands and West Indies..get sugar and molasses.. Go back to New England to make rum Leg 2.. New England-rum, gllls, and other good.. Go to West Africa-ensloved Africans Leg 3.. West Africo-emlaved African.. Go to West Indies and sell sloves profit buys more mol/cues Slavery in the Colonies Why did slavery take root in the colonies~ Consider tobacco and rice-later on it becomes cotton Consider indentured ser...ams \lersus sla...es What port of British North America became dependent on sla...ery~ Slavery became restricted to Africans Racism-is the belief that one race is superior or inferior to another

6 10/31/2011 Slave Life Introduction When they got here, slaves were in the North and the South and life was not much different. However, over time and throughout the American Revolution, main Northern states took the initiative to end slavery by putting up laws. Pennsylvania-ollowed slave owners to keep their slaves, but could not get any more Free North and the Slave South There were free slaves in the South- how might they nove gotten to become free2 T-<hort Handout Free in the North What does it mean to discriminate~ Now that we know what racism and discrimination are, how do they relate to one anotber~ Slavery mostty ended in the North by 1800's Freedom did not mean equal rights Could not vote Coukj not work In factories or in skilled trades Other white colored Immigrants were preferred 10 do menial jobs over on African Racial Segregation Public schools and facilities Churches-funned their own churches Ne~papers called Afrlcam inferior-started own publication called Freedom Journal Free in the South Of the 4 million slaves in the South, about 253, 000 were free (6%) Purchased freedom Excluded from all but menial jobs-still had trouble because of discrimination over white immigrants Faced some of the same restrictions as the free North No right to vote Could not attend public schools Could not serve on 0 jury or testify against 0 white man Difficulty in transportation Slave Catchers Some however overcame obstacles and were successful Life under Slavery: South No rights at all Slave Codes- laws that controlled every aspect of a slave's life Kentue:ky court in 1828 " a slave by our code is nollreoted as a person but as a...thing..." How did these promote racism~ Became skilled workers on the plantations Worked in the owners' homes as housekeepers, butlers, or nannies-trusted house servants Did heavy farm labor Overseers-punishment; worked them almost to death-literally! Looked at as valuable property What do you think these slaves had over free Africans? Life under Slavery: South Families were broken apart Sold/auctioned off Children sometimes did not even remember their parents African customs, music, and dance were seen in their daily lives Passed down from generation to generation Found hope in the Bible Spirituals-religious folk songs that blended biblical themes with the realities of slavery

7 LlverpDOl ENGLAND BristDtA :Ltlftdon EUROPE CARIBBEAN ISLANDS AFRICA

8 Compare and Contrast of Freedom in the North and Slavery in the South Free: North and South Slave: South