| Theme: |
Students will examine the transatlantic slave trade during the 18th century. Students will view images, documents and maps and will practice observation, analytical and writing skills in an effort to expand their understanding of the transatlantic slave trade. |
| Title: |
Trans-Atlantic Slave Trade |
| Contributors: |
Jay Griffin
Elizabeth Tousignant
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| Grade Level(s): |
[5-8]
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| Age Level(s): |
11-14 |
| Subject Areas: |
History and Social Sciences |
| Unit Goals: |
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| Links to District Curriculum: |
Content Outcomes:
Students grasp the multiplicity of factors from each sphere of life in both the long term and short term causes of historical turning points. (History and Social Science)
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Students recognize the role of chance, accident, or confusion in important events, when seemingly minor acts bring forth enormous consequences. (History and Social Science)
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Students understand past ideas as they were thought, and past events as they were lived, by people at different times and places. (History and Social Science)
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Students understand how various historical interpretations can vary according to prevailing orthodoxies of the period of their writing. (History and Social Science)
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Students compose a research paper, using conflicting primary sources, and explain the degree to which they are able, or unable, to establish which is the more credible source. (History and Social Science)
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Students learn the relationships between locations of resources and patterns of population distribution. (History and Social Science)
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Students explain the development of coinage and currency. (History and Social Science)
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Students identify contributions of citizens and civic groups to public policy, legal reform, justice, and public safety. (History and Social Science)
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Students recognize different reasons for revolutions in different times and places. (History and Social Science)
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Technology Outcomes:
Demonstrate proper keyboarding skills.
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Use an electronic tool.
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Use technology resources collaboratively.
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Connect the computer to the peripherals.
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Use technology to assist in acquiring higher-order thinking skills.
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Create a timeline/calendar of events to plan, schedule, manage, and evaluate a given assignment.
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Seek information from diverse online resources.
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Cite technology-based sources appropriately.
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| Materials/Resources: |
- A map of the Atlantic region, which includes North America, Africa and the Caribbean. This map will be used for the exercise described above.
- Pushpins and colored yarn to be used in the mapping activity.
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| Timeframe: |
3 class periods |
| Student Foundational Skills: |
Basic internet research skills Basic Math, English, Art, History, Technology and Science skills.
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| Learning Activities and Organizational Notes: |
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1 hour
Activity
View images of the Slave Trade
Organizational Notes
- Bring students to the computer lab and ask them to brainstorm about the triangle of transatlantic slave trade. Following the discussion, write the main points on the white board.
- Have students view “Pictorial Images of the Transatlantic Slave Trade” on their computers. The teacher should select 10 images that students can view before this activity. After viewing the images, have students write a paragraph about their reaction to these images.
http://hitchcock.itc.virginia.edu/Slavery/index.php
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1 hour
Activity
View the Medford Slave Trade Letters 1759
Organizational Notes
- Bring students to the computer lab and ask them to view the Medford Slave Trade Letters 1759-1760:
http://www.medfordhistorical.org/slavetradeletters.php
- Ask students to try to read the original document written in 1759. You can click on and scroll through the original letters to enlarge the script.
- Provide students with transcriptions of the letters following this exercise.
- Ask students to analyze the letters suing Document Based Questions format: A) Descriptive Questions, B) Analytical Questions, and C) “So What” Questions.
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1 hour
Activity
Mapping the Transatlantic Slave Trade
Organizational Notes
- Assign students to work in groups of six in order to complete this map activity.
- Students will locate all geographic locations listed in the slave trade letters of 1759, and compile a list of these locations.
- Students will use pushpins to mark the locations mentioned in the 1759 documents.
- Students will connect the ports of call for the ship “The Snow Caesar” during her voyage of 1759 with colored yarn. This will represent the actual voyage taken during 1759.
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| Assessments: |
- Have each student create a poster, which they may use to explain the history of the transatlantic slave trade. Include a timeline of the 1759 voyage.
- Students will give oral presentations in class, using the poster described above.
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| Teacher's Notes: |
If no Internet access exists, a hardcopy of this project can be distributed as a packet. |