Fifth Grade: U2.2 European Slave Trade and Slavery in Colonial America

Chris Toth

SST 309-04

Winter, 2013

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Fifth Grade: U2.2 European Slave Trade and Slavery in Colonial America

Table of Contents

Page 3-4 ………………………..Overview/Rationale/Introduction

Page 5-6, 11-12, 19-20 ………………………..KUDs and I Can Statements

Page 7, 13, 21 ………………………...Assessment Ideas

Page 8-10, 14-18, 22-26, 26-30 ………………………...Sequence of Instruction, including Vocabulary

Resource Attachments:

Page 26-30 …………………………Resource A: Script for Vocabulary instruction

Page 30-42 …………………………Resource B: Pictures for Vocabulary instruction

Page 43-44 …………………………Citation Page

Fifth Grade: U2.2 European Slave Trade and Slavery in Colonial America

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Overview:

The first portion of this Unit will introduce fifth grade students to the Triangular Trade route that Colonial ships used to transport 11-12 million Africans from their homeland to America. Students will understand that the three points of the Triangular Trade route are New England, West Africa, and the West Indies. Students will understand that manufactured rum and the ingredients required for making it (sugar and molasses), gold, money, and most importantly, slaves, were the goods that were traded along the Triangular Trade route. Students will understand that the Middle passage was the longest and most dangerous leg of the Triangular Trade route in which many slaves died aboard ship. Students will understand that Triangular Trade had devastating effects on life in Africa. The second portion of this Unit will introduce students to the differences in lifestyle conditions that existed between enslaved Africans in the northern colonies, enslaved Africans in the southern colonies, and free Africans in the northern colonies. Students will understand that the southern colonial regions had higher slave populations than the north colonial regions and even though five northern colonies permitted Africans to live as free citizens, slavery was still legal in all of the 13 original colonies. Students will understand that the lifestyle conditions (clothing they wore, tools they used, type of work they performed, etc.) of Africans in the American colonies differed based on where they were located. The third portion of this Unit will introduce students to the ways in which African slave culture in colonial America adapted and evolved over time and eventually developed into a distinct African American culture. Students will understand that many different African traditions were carried over to the American colonies with the slaves and that these traditions, coupled with elements of white colonial culture that were adopted by slaves, led to the development of a distinct African American culture.

Rationale:

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It is important that students learn about the Triangular Trade route because it is a key component to one of the most important, as well as most appalling, moments in American history. An understanding of the Triangular Trade route is crucial for students living in today’s diverse society because it was the means by which the descendants of millions of modern day African-Americans arrived, against their will, in America. It is important that students learn about the different types of lifestyle conditions that Africans in the American colonies experienced because learning about the extreme hardships that both enslaved and free African-Americans were forced to endure will help students understand the sacrifices that people in the past have had to make to create the America that we live in today. It is important that students learn about the contributing factors that led to the development of a distinct African American culture because that same culture and the history behind it is extremely important to the American culture and American history as a whole; it is important for students to understand that African American culture and American culture are one in the same.

Introduction:

This Unit about European Slave Trade and Slavery in Colonial America will allow students to participate in both several different whole group and small group discussions. The teacher will engage students throughout the Unit by asking them to analyze and label multiple maps, participate in a role-playing activity, create both KWL charts and Compare/Contrast charts, and investigate a website. Students will demonstrate their learning by writing multiple paragraphs and Quickwrites, defining and explaining key vocabulary words, and creating Powerpoints and posterboards that they can use to present important information to their peers.

1. GLCE and Verb U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage, and its impact on life in Africa.

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DescribeKnowledge (K) Understand (U) DO:

Demonstration of Learning (DOL)

Vocabulary I Can

Students will know that the Triangular Trade route began in the ports of New England where ships were filled with manufactured rum. These ships journeyed to the coast of West Africa where the rum that they carried was traded for gold and slaves. Specially designed slaving ships then transported the slaves to the islands of the West Indies where they were traded for money and two key ingredients in the production of rum: sugar and molasses. This part of the journey, which came to be known as the Middle Passage, was the longest leg of the Triangular Trade route and many slaves died

Students will understand that the forced movement of 11-12 million Africans from their homeland to America came to be known as the Triangular Trade route.

Students will be given a map of the world and be asked to label it with each leg of the Triangular Trade route, including the goods that were traded at each stop along the route and the direction that ships were journeying across the Atlantic Ocean at all three points during the route. Space will be provided at the bottom of the map/on the back of it and students will be asked to write a paragraph that describes at least one major impact that Triangular Trade had on life in Africa.

Triangular Trade

The Middle Passage

Depopulation

I can explain what the Triangular Trade route is and explain the major impacts that the Triangular Trade route had on life in Africa.

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aboard ship. The sugar, molasses, money, and remaining slaves were sent to New England where the molasses and sugar were used to manufacture the rum that would start the Triangular Trade process all over again. Triangular Trade had devastating effects on life in Africa including massive amounts of depopulation which led to cultural damage, violence and instability that still exists today, and economic problems due to loss of workers.

Assessment Ideas:

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A. Students will be given a map of the world and be asked to label it with each leg of the Triangular Trade route, including the goods that were traded at each stop along the route and the direction that ships were journeying across the Atlantic Ocean at all three points during the route. Space will be provided at the bottom of the map/on the back of it and students will be asked to write a paragraph that describes one major impact that Triangular Trade had on life in Africa. Students will have one whole class session to work on labeling the map and writing the paragraph on the back.

B. I will collect the maps at the end of this class session and begin grading them by checking to see that students have correctly labeled each leg of the Triangular Trade route. The whole assignment will be worth 100 points and each portion will be scored as follows:

Labeling each leg of the Triangular Trade route: 60 points possibleAll three legs correctly labeled = 60 points (Mastery)Two legs correctly labeled = 40 pointsOne leg correctly labeled = 20 points

Identifying the goods that were traded at each stop along the route: 10 points possibleAll goods correctly identified for each stop = 10 points (Mastery)Majority of goods correctly identified but some may be placed in wrong spot along route = 5 points

Identifying the direction that ships were journeying: 10 points possibleDirection correctly identified for all three legs of the route = 10 points (Mastery)One direction correctly identified but other two directions incorrectly identified = 5 points

Paragraph describing one major impact on life in Africa: 20 points possibleGrading will vary based on thought that student puts into paragraph and examples that they provide to support the major impact that they describe.

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Lessons Instructionalstrategies/Social constructs

Resources needed

U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage, and its impact on life in Africa.

Pre-test/ Anticipatory set: Write the three vocabulary words on the board (Triangular Trade, The Middle Passage, and Depopulation) at the beginning of the class period. Arrange students in groups and after telling them to think about the European Slave Trade and Slavery in Colonial America ask the groups to create a list of possible definitions for the words on the board. Create an individual column on the board for each vocabulary word and ask each group to come up and write a definition they came up with for at least one of the words and to explain why they came up with that definition. After every group has had a chance to go up to the board, give the actual definition of all three vocabulary words and explain what it means in relation to the European Slave Trade and Slavery in Colonial America. Hand out 3x5 cards to each student at the end of the class period and ask them to write explanations of the three vocabulary words. Tell the students to take the 3x5

Instructional strategies/Social constructs:

Pre-test/Anticipatory set:Students will begin thinking about the vocabulary words by participating in a Think Pair Share activity. Students will first participate in small group discussions in which they reflect on what they have learned so far about the European Slave Trade and Slavery in Colonial America and use that prior knowledge to help them brainstorm possible definitions for the three new vocabulary words. Students will then share at least one of their definitions with the rest of the class and explain the thought process that led them to that definition. The teacher will then have a whole group discussion with the class in which the actual definitions for the vocabulary words are introduced and explained. Students will reflect on what they have learned by writing their own explanations of the three vocabulary words on 3x5 cards at the end of the class session.

Resources needed:

Pre-test/Anticipatory set: White board 3x5 cards

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cards home and use them to explain the three vocabulary words to their parents. Ask for feedback from the students the next day.

Direct Instruction:Using the attached script and materials (Attachments A), the teacher will apply Marzano’s Six Steps to Building Academic Vocabulary as they introduce and teach students the three vocabulary words that are central to the lesson. The map that is created during this portion of the lesson will be hung up on the back wall of the classroom so that, besides when it is removed during the final test, students may refer to it whenever they please.

Guided Practice:Using the attached script and materials (Attachment A), the teacher will play a whole group game with the class that will reinforce student understanding of the three vocabulary words. The students may need help figuring out what the Skittles and the red licorice are supposed to represent during this activity so make sure you are close by to encourage them to

Direct Instruction:The teacher will deepen student understanding of the three vocabulary words by having a whole group discussion in which they use a large map of the world to identify the locations where each of the vocabulary words took place. Students will use construction paper to create visual representations of all three vocabulary words and they will place these visual representations in their proper locations on the World Map. After the World map has been properly labeled, the teacher will hang it up on the back wall of the classroom so that students may refer to it and study the concepts whenever they please.

Guided Practice:Students will participate in a whole group game that is designed to simulate the trading that occurred at each stop of the Triangular Trade routes as well as the loss of African life that oftentimes occurred during the Middle Passage. The teacher will ask student groups to discuss the items that were traded during Triangular Trade

Direct Instruction: Vocabulary script (Attachment A) World map Brightly colored tape Construction paper Colored pencils Markers Scissors

Guided Practice: Construction paper Butter rum candy Skittles Chocolate gold coins Sugar cubes Single jar of molasses Red licorice

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think about what they have learned about the things that were traded at the West Africa stop as well as what The Middle Passage was known for (the loss of many lives = blood).

Independent Practice:Students will work individually to label a printed version of the World Map with the following:1. Proper locations of the three stops

along the Triangular Trade route2. The direction that ships traveled across

the Atlantic Ocean at all three points during the Triangular Trade route

3. The proper location of The Middle Passage

4. The items that were traded at each stop along the Triangular Trade route

After filling out the map, students will be asked to write a paragraph that describes an impact (Depopulation) that Triangular Trade had on life in Africa

as well as which particular spot each item was traded at.

Independent Practice:The teacher will provide a printed version of the World Map for students to independently label. By independently labeling the map students will demonstrate an understanding of the Triangular Trade routes. Students will write a paragraph that demonstrates an understanding of the impact that Triangular Trade had on life in Africa.

Independent Practice: Printed version of World Map

(Attachment B)

2. GLCE and Verb U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.Describe

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Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Students will know that the life of enslaved Africans varied based on whether they worked in northern American colonies or southern American colonies. Slaves who worked in northern colonies were mostly engaged in less severe domestic work whereas slaves in southern colonies worked in harsh conditions on plantations. No matter what sort of lifestyles slaves led, none lived as good as their owners. Free Africans mostly lived in urban centers where they had a better chance of developing ties to others that were freed as well as greater economic opportunities.Free Africans led

Students will understand that the lifestyle conditions of African slaves in the American colonies varied based on where they worked and that although freed Africans led better lives than those still enslaved, they were still very limited in their opportunities and were rarely accepted into white society.

A hat will be filled with folded pieces of paper labeled “Southern Colony Enslaved”, “Northern Colony Enslaved” and “Northern Colony Free”. In order to represent the correct ratios of enslaved Africans to freed Africans there will be an equal amount of “Southern Colony Enslaved” and “Northern Colony Enslaved” pieces of paper, but only a few labeled “Northern Colony Free”. The hat will be passed around the classroom and students will randomly draw out a piece of paper. Each student will be asked to create a poster that describes the typical lifestyle conditions for an African that go along

Northern American Colonies

Domestic Work

Southern American Colonies

Plantations

Free Africans

I can tell someone about the different sort of lifestyles that Africans who lived in colonial America had, based on whether they lived in Northern American Colonies, Southern American Colonies, or if they were freed slaves.

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better lives than Africans enslaved in both northern and southern colonies, but their freedom was quite limited and they were almost never accepted into white society.

with whichever piece of paper they drew out of the hat e.g. someone who drew “Northern Colony Enslaved” would create a poster that describes the type of work that enslaved Africans in northern colonies were engaged in and the type of life that their owners allowed them to live. Students will hang their finished posters at either the front of the classroom (representing northern colonies), the middle walls of the classroom (representing freed Africans), or the back of the classroom (representing southern colonies).

Assessment Ideas:

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A. Students will individually create posters that describe the typical lifestyle conditions of one of the following: a Northern Colony Free African, a Northern Colony Enslaved African, or a Southern Colony Enslaved African.

B. Students will have a week’s worth of class sessions to work on their posters at the end of which I will collect the posters. The whole assignment will be worth 80 points and will be scored as follows:

Poster contains adequate amount of required information. All included information is correct: 40 points possible

Poster is easily readable from at least 4 feet away. Excellent use of visuals to enhance information: 20 points possible

Poster is visually appealing and shows creativity: 20 points possible

Instructional Resources needed

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Lessons strategies/Social constructs

U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.

Pre-test/ Anticipatory set: The teacher will introduce this section of the unit by giving students a Quickwrite prompt that asks them to write at least one paragraph explaining any facts or information that they already know about the lifestyles of enslaved Africans and/or free Africans who lived in the American colonies.

Direct Instruction:After a brief review of Triangular Trade and The Middle Passage, display the “Slavery in the 13 Colonies” map on the overhead and ask students to try to identify the two types of data that are shown on the map. Allow students to raise their hands and share their thoughts on what the map is showing but guide them towards understanding that the map is designed to show the number of enslaved Africans in each colony as well as the percentage of the total population of each colony that the enslaved Africans made up. Further expand on the whole group discussion of the map by asking students to answer the following questions; discuss each question

Instructional strategies/Social constructs:

Pre-test/Anticipatory set:Students will participate in a Quickwrite activity in which they are asked to access any prior schema they may have about the lifestyles of enslaved Africans and/or free Africans who lived in the American colonies. Students will be asked to write at least one paragraph explaining any knowledge they already have on the subject.Direct Instruction:Students will participate in a whole group discussion in which they analyze a map of the original 13 colonies and identify regional differences in slave population. The teacher will guide student thinking by asking/discussing specific questions that are designed to lead students to the conclusion that the southern colonial region contained a greater population of enslaved Africans than the northern colonial region. The students will then be asked to identify the five original colonies that allowed Africans to live as free citizens. The teacher will wrap the whole group discussion up by asking students to think about the relation that exists

Resources needed:

Pre-test/Anticipatory set: Student Notebooks

Direct Instruction: “Slavery In The 13 Colonies” map

(Attachment B) Overhead projector

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in greater detail as students answer it.1. How many colonies contained

populations of enslaved Africans?

2. Which colony had the smallest number of enslaved Africans?

3. Which colony had the greatest number of enslaved Africans?

4. Which colonial region contained the greatest number of enslaved Africans?

5. Why do you think this colonial region had the largest number of enslaved Africans?

Explain to students that five of the original 13 colonies allowed Africans to live as free citizens. Ask them to identify these five colonies by thinking about the information they have just gained from the whole class discussion. Guide students toward understanding that Pennsylvania, Connecticut, Rhode Island, Massachusetts, and New Hampshire were the five original colonies that permitted Africans to live as free citizens. Ask students if they notice any relation between the colonial region with the greatest number of enslaved Africans and the colonial region where Africans were allowed to live as free citizens. Guide students toward understanding that all five of the free slave states were located in the northern colonial region while the southern colonial region

between the colonial region with the greatest number of enslaved Africans and the colonial region where Africans were allowed to live as free citizens as well as by pointing out that slavery still existed in the five free states.

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contained the greatest number of enslaved Africans. Make sure to point out that slavery still existed in the five free slave states, it was just possible for enslaved Africans to be set free in these colonies.

Guided Practice:The teacher will begin this portion of the lesson by passing a Compare/Contrast Chart out to every student and telling them that they are going to work on their own for the first part of this activity. Using the overhead projector, the teacher will display each Slavery Picture (see Attachment C) and students will be asked to use the “How Are They Different?” section of their Compare/Contrast Chart to note the differences of the people that they see in each picture. The teacher should guide the students so that they are noting the differences among the clothing worn by the people, the tools they are using, and the type of work that they are seen performing. The teacher will then read pre-selected passages taken from The Slave Experience: Living Conditions and ask students to listen closely for more differences that they can add to their Compare/Contrast Chart.Students will then be organized into small groups (3-4 students per group) and asked to share the things they have written on their Compare/Contrast Chart with each other. The groups will also be asked to talk

Guided Practice:Students will participate in a type of Think, Pair Share activity in which they are first asked to individually fill out Compare/Contrast Charts with information that they gather from analyzing multiple pictures that the teacher shows on the overhead as well as information that they gather from listening to the teacher read pre-selected passages. Students will then be organized into small groups and they will be asked to share the information already written on their Compare/Contrast Charts (Differences) with each other as well as to fill it in with new information (Similarities) that they gather from talking amongst themselves. The teacher will then create a large Compare/Contrast Chart on the whiteboard and each group will be asked to come up and fill it in with one or two pieces of information that they all agreed on. After each group has had a chance to fill in the large Compare/Contrast Chart the teacher will lead a whole group discussion about the things that were written on the chart. Each student will have a new copy of a

Guided Practice: Southern Colony Slavery Pictures

(Attachment D) Northern Colony Slavery Pictures

(Attachment D) Northern Colony Free Pictures

(Attachment D) Compare/Contrast Chart (Link to

Attachment E) The Slave Experience: Living

Conditions (Attached Website) Whiteboard

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about similarities that they saw amongst the pictures or heard about during the reading and to fill in the top portion of their Compare/Contrast Charts with similarities that they all agree on. The teacher will create a large version of the Compare/Contrast Chart on the whiteboard and each group will be called up to fill in the chart with one or two differences that they felt were the most important. After each group has had a chance to fill it in, the teacher will lead a whole group discussion about the things written on the chart. Each student will receive a fresh copy of the Compare/Contrast Chart and they will be asked to fill it in with the new information that is written on the board as they talk about it during the whole group discussion.

Independent Practice:Students will work individually to create posters that describe the typical lifestyle conditions of one of the following: a Northern Colony Free African, a Northern Colony Enslaved African, or a Southern Colony Enslaved African. Students will be assigned one of these three options by randomly drawing it from a hat that the teacher passes around the classroom. Students can create their posters using the information on the Compare/Contrast Charts that they created during the

Compare/Contrast Chart and they will be asked to fill it in with the information that is talked about during this whole group discussion.

Independent Practice:Students will individually create posters that describe the typical lifestyle conditions of one of the following: a Northern Colony Free African, a Northern Colony Enslaved African, or a Southern Colony Enslaved African. Students will use the knowledge that they have gained during Direct Instruction and Guided Practice, along with their Compare/Contrast Charts, to create their posters. The teacher will bring the whole class to the library for at least 3 class

Independent Practice: Compare/Contrast Charts Posterboard Crayons/Markers/Colored Pencils Library Computers

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previous lesson. Several class sessions will take place in the library so that students have an opportunity to research even more information that they can place on their posters. Students will also be asked to use the library computers to find and print pictures that they can place on their posters. After the finished posters have been collected and graded by the teacher, students will hang them up in different locations around the classroom, each location representing a different colonial location. Posters hung at the front of the classroom will represent northern colonies, posters hung on the middle walls of the classroom will represent freed Africans, and posters hung at the back of the classroom will represent the southern colonies.

sessions so that students have an opportunity to research more information for their posters.

3. GLCE and Verb U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.

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DescribeKnowledge (K) Understand (U) DO:

Demonstration of Learning (DOL)

Vocabulary I Can

Students will know that every slave who was forcibly shipped to North America brought memories of tribal life in their homeland of Africa with them and many African’s attempted to preserve these memories through traditional African oral traditions such as folktales and fables. Besides being reflected in the stories that slaves told, important African traditions were carried over to North America in the form of the objects that the slaves crafted, including: drums and rattles made out of gourds similar to those found in Africa, baskets made using a traditional African coiling method, and rugs and mats adorned with traditional African patterns.As African culture adapted and evolved over time,

Students will understand that African culture in colonial America adapted and evolved over time and eventually developed into a distinct African American culture.

Each student will be assigned a different type of African tradition that could be found within the slave culture of colonial America. For example, some students will be assigned oral traditions (each individual student will be assigned a particular folktale or fable), and other students will be assigned material traditions ( each student will be assigned a particular type of musical instrument, blanket, or any other object crafted by slaves that reflected African traditions). Every student will do research on the particular tradition that they have been assigned and they will give a five minute presentation on the background of that tradition , e.g. describe the events that occur in a particular folktale and talk about any significance

Folktale

Fable

Oral Traditions

Material Traditions

African Patterns

African Coiling Method

“Call and Response” Sermons

I can explain how African slaves living in colonial America used both oral and material traditions to preserve their African past. I can explain how African slave culture adapted elements of colonial American culture and created a distinct African-American culture in the process

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slaves also adapted many elements of white colonial culture around them. A prime example of this culture adaptation can be seen in religion: many slaves adopted Christianity (which was a white religion) but they infused African traditions, such as music, dance, and “call and response” sermons into their religious practices.

they may have within the slave community, describe the process slaves would go through in order to craft different instruments and blankets, show and describe the significance of the traditional African patterns that appeared on many slave-created material. At the end of the presentations, every student will be asked to write a paragraph describing one element of colonial American culture that was adapted by African slaves and how that element was infused with traditional African culture to create a distinct African-American culture.

Assessment Ideas:

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A. Students will use either Powerpoint or a posterboard to create a five minute presentation on the background/history of a specific African tradition that could be found within the slave culture of colonial America. Students will also write a paragraph describing one element of colonial American culture that was adapted by African slaves and how that element was infused with traditional African culture to create a distinct African-American culture.

B. Students will have one week (including three full class sessions in the library) to work on researching their African tradition and creating their Powerpoint or posterboard for their presentation. This portion of the assignment will be worth 100 points. The paragraph portion of the assignment will be worth 20 points. The presentation and paragraph scores will be added together and the whole assignment will be worth a total of 120 points. The assignment will be scored as follows:

Poster/Powerpoint contains adequate amount of required information. All included information is correct: 50 points possible

Excellent use of visuals to enhance information: 20 points possible

Poster/Powerpoint is visually appealing and shows creativity: 15 points possible

Presentation is five minutes long: 15 points possible

Paragraph contains a well written topic sentence: 5 points possible

Paragraph contains supporting details that are important to the topic: 10 points possible

Paragraph contains correct punctuation and capitalization: 5 points possible

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Lessons Instructionalstrategies/Social constructs

Resources needed

U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.

Pre-test/ Anticipatory set: The teacher will introduce students to this section by playing some of the Work and Religious songs that are located in the “Music and Slave Life” section of “Slavery and the Making of America on the PBS website. The students will be asked to listen closely for any elements in the songs that they think might reflect the African culture of the slaves who are singing the songs.

Direct Instruction:The teacher will begin the class session by handing out a KWL chart (Attachment E) to each student and explaining that they are expected to fill these charts out because they will be using them to create a whole class KWL chart on the whiteboard at the end of the session. The teacher will explain to the students that they are going to be learning about different African traditions

Instructional strategies/Social constructs:

Pre-test/Anticipatory set:Students will be asked to think about and listen for elements of African culture as they listen to several different slave songs on the PBS website

Direct Instruction:Students will fill out KWL charts as they pass different traditional African materials around the classroom and listen to the teacher read passages from books that explain the history behind different types of African traditions. The teacher will create a whole class KWL chart on the whiteboard and students will be asked to fill it in with information from their own

Resources needed:

Pre-test/Anticipatory set:

Computer

Direct Instruction: KWL Chart Traditional African Drum Traditional African Rattle Traditional African Basket Traditional African Blanket Ashanti To Zulu: African

Traditions Afro-American Folktales Whiteboard

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that were carried over to the American colonies by slaves. If it is possible for the teacher to acquire the materials, they will begin by passing a number of traditional African objects around the classroom including: a drum, a rattle made out of a gourd, a basket made using the coiling method, and a rug or blanket with traditional African patterns on it. If it is not possible to acquire the materials, the teacher can simply pass around pictures of these materials (Attachment F). While these materials are being passed around the teacher will read passages from Ashanti To Zulu: African Traditions and Afro-American Folktales. Once the teacher is done reading and every student has had a chance to look at the materials, the students will be given 5 minutes to finish filling out their KWL charts with any information/knowledge that they have just gained. The teacher will create a large KWL chart on the whiteboard and ask for students to volunteer any information they have on their own charts that can be placed in one of the three columns on the whole class chart. Students will be told to fill in their own KWL charts with any new information that is placed on the whole class KWL chart.

Guided Practice:Each student will receive their own laptop

KWL charts.

Guided Practice:Students will first participate in a whole

Dry-erase Markers

Guided Practice: Laptop Computers Overhead Projector

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and the teacher will use the main classroom computer and the overhead projector to lead a whole group discussion in which students explore the “Education, Arts, and Culture” section of the PBS website “Slavery and the Making of America”. The teacher will use the first half of the class session to lead students’ exploration of the website, guiding them to look at different sections such as the “Historical Overview”, “Music in Slave Life”, and “Original Docs”. Students will have the last half of the class session to explore the website on their own. The teacher will pass out 3x5 cards at the end of the class session and use the 3-2-1 Card instructional strategy (in which students are asked to write down 3 things they learned during that lesson, 2 ways they can apply the ideas or concepts that they have learned, and 1 question that they still have regarding the topic that was discussed during the lesson) to assess the student learning that took place during that session.

Independent Practice:Each student will be assigned a different type of African tradition that could be found within the slave culture of colonial America. For example, some students will be assigned oral traditions (each individual student will be assigned a particular

group discussion in which they follow the teacher in an exploration of a PBS website dedicated to the “Education, Arts, and Culture” of African slaves. The students will then be asked to explore the website on their own and to explain what they learned by engaging in a 3-2-1 Card instructional strategy at the end of the session.

Independent Practice:Each student will be assigned a different type of African tradition that existed within the slave culture of colonial America and they will have one week to research the tradition before they will be asked to give a five minute presentation on the history of

3x5 Cards

Independent Practice: Library Computers Books From Library Posterboard (optional) Powerpoint (optional Pencil and Paper

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folktale or fable), and other students will be assigned material traditions ( each student will be assigned a particular type of musical instrument, blanket, or any other object crafted by slaves that reflected African traditions). Three whole class sessions will be spent in the library so that students can use the available resources to research the tradition they have been assigned. Every student will have one week in total to do research on the particular tradition that they have been assigned. Beginning on the Monday of the following week each student will give a five minute presentation on the background of the tradition that they have been researching, e.g. describe the events that occur in a particular folktale and talk about any significance they may have had within the slave community, describe the process slaves would go through in order to craft different instruments and blankets, show and describe the significance of the traditional African patterns that appeared on many slave-created material. Students will be asked to create either a powerpoint or a posterboard to enhance their presentations At the end of the presentations, every student will be asked to write a paragraph describing one element of colonial American culture that was adapted by African slaves and how that element was infused with traditional

that tradition using either a powerpoint or a posterboard that they have created. Following the presentations, students will end the unit by writing a paragraph that describes one element of colonial American culture that was adapted by African slaves and how that element was infused with traditional African culture to create a distinct African-American culture.

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African culture to create a distinct African-American culture.

Resource A:

A Script for Vocabulary Development

Triangular Trade:

During Pre-Test/Anticipatory Set:

Students are introduced to the word when it is written on the board at the beginning of the class period (Marzano’s Step 1)

Students are asked to gather in groups and think about possible definitions for the word that they have just been introduced to (Marzano’s Step 5)

Students are given the actual definition of the word after they have had a chance to place their own definitions on the board (Marzano’s Step 1)

Students are asked to explain the definition in their own words on a 3x5 card and to use that card to explain it to their parents that night after the class session (Marzano’s Step 2)

During Direct Instruction:

(This whole process involves Marzano’s Step 4)

Ask students to push their desks apart so that there is a large open area in the middle of the classroom where you can lay a large map of the world on the floor. Use a brightly colored piece of tape to mark each location along the Triangular Trade route. Using the same

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tape, ask students to help you make strips that connect the three locations on the map. Ask students if they notice any connection between what they have just labeled on the map and one of their vocabulary words at which point they should make the connection between Triangular Trade and the triangle that they have just created on the map with tape strips. (Marzano’s Step 3) Pass construction paper, colored pencils/markers, and scissors out to students and ask them to help you create visual representations of the goods that were traded at each stop along the route. Place these visual representations at their proper spot along the Triangular Trade route. (Marzano’s Step 3)

During Guided Practice:

(This whole process involves Marzano’s Steps 3, 4 and 6)

Before the session begins, find an area in or around the school that is larger than a classroom (the gymnasium, a field on the side of the school, the sidewalk in front of the school, etc.) and create a representation of the Triangular Trade routes by placing the following signs on the ground: New England, West Africa, The Middle Passage, The West Indies. The signs should be placed so that they form a triangle and represent the real Triangular Trade routes, just on a much smaller scale. Begin the session by breaking the class down into four separate groups. Pass out the following items: pieces of butter rum candy to the first group, chocolate gold coins and Skittles to the second group, sugar cubes and a single jar of molasses to the third group, and red licorice to the fourth group. Take the students to the area where you have created the representation of the Triangular Trade routes and tell them that the items that you have passed out to each group represent a different component of the Triangular Trade route. Tell the student groups to think about and discuss the concepts that they have been learning about and once a group thinks they know where they belong on your Triangular Trade representation, they can move to that particular location. (Marzano’s Steps 3 and 5) Once all four groups have picked a particular location, start at the group standing by the New England sign (start here because this is the first stop of the actual Triangular Trade routes) and walk from group to group, asking each one to explain to the whole class why they believe they belong in that location. (Marzano’s Step 2) The items correspond to the locations in the following ways: the group with the butter rum candy should be standing by the New England sign because the butter rum candy represents the rum that was manufactured and exported from there. The group with the chocolate gold coins and skittles should be standing by the West Africa sign because the chocolate gold coins represent the gold that was traded at this stop and the S on the Skittles is meant to represent the slaves that were also traded at this spot. The group with the red licorice should be standing by The Middle Passage sign because the red is meant to represent the blood of the many slaves who died at this point in the trip. The group with the sugar cubes and single jar of molasses should be standing by the West Indies sign because the sugar cubes and jar of molasses represent the sugar and molasses that was traded at this stop.

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The Middle Passage:

During Pre-Test/Anticipatory Set:

Students are introduced to the word when it is written on the board at the beginning of the class period (Marzano’s Step 1)

Students are asked to gather in groups and think about possible definitions for the word that they have just been introduced to (Marzano’s Step 5)

Students are given the actual definition of the word after they have had a chance to place their own definitions on the board (Marzano’s Step 1)

Students are asked to explain the definition in their own words on a 3x5 card and to use that card to explain it to their parents that night after the class session (Marzano’s Step 2)

During Direct Instruction:

(This whole process involves Marzano’s Step 4)

Remind students that The Middle Passage was the longest and most dangerous part of the Triangular Trade route and ask them to look at the map and point out which leg of the route they believe is The Middle Passage. Ask students to help you come up with ideas for a way to visually represent The Middle Passage and after the whole class agrees on one idea, create this visual representation out of construction paper and place it on the map as a marker to indicate The Middle Passage. (Marzano’s Step 3)

During Guided Practice:

(This whole process involves Marzano’s Steps 3, 4 and 6)

Encourage the student group with the red licorice to think about two things: 1.What was The Middle Passage known/infamous for? 2. What does the color red often represent? (Marzano’s Step 5)

Depopulation:

During Pre-Test/Anticipatory Set:

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Students are introduced to the word when it is written on the board at the beginning of the class period (Marzano’s Step 1)

Students are asked to gather in groups and think about possible definitions for the word that they have just been introduced to (Marzano’s Step 5)

Students are given the actual definition of the word after they have had a chance to place their own definitions on the board (Marzano’s Step 1)

Students are asked to explain the definition in their own words on a 3x5 card and to use that card to explain it to their parents that night after the class session (Marzano’s Step 2)

During Direct Instruction:

(This whole process involves Marzano’s Step 4)

After asking students to think about the definition for the vocabulary word Depopulation that they learned during the previous class session, ask them to look at the map and point out the stop on the Triangular Trade route where they believe Depopulation took place. If students are incorrect in identifying Africa, identify it yourself as the place where Depopulation took place and explain to them that Africa was the only stop along the Triangular Trade route where an actual population was being reduced, all of the other stops involved material goods. Ask students to help you come up with ideas for a way to visually represent Depopulation and after the whole class agrees on one idea create this visual representation out of construction paper and place it on the map as a marker to indicate Depopulation. (Marzano’s Step 3)

During Guided Practice:

(This whole process involves Marzano’s Steps 3, 4 and 6)

In order to symbolically represent the Depopulation that took place in West Africa, collect the Skittles from this group once you arrive at them and they have correctly explained why they belong in that location. By collecting all of the Skittles from the group but leaving the other groups with their items (this group will still have the chocolate gold coins as well) you are creating a symbolic representation of the fact that this was the one stop along the Triangular Trade routes where an actual population was being reduced a.k.a. Depopulation, all of the other stops involved material goods that were continually being replenished.

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Resource B:

Resource C:

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(Slavery in the 13 Colonies)

Resource D:

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(Southern Colony Slavery)

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(Southern Colony Slavery)

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(Northern Colony Slavery)

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(Northern Colony Slavery)

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(Northern Colony Free)

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(Northern Colony Free)

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Resource E:

K.W.L.What do you know? What do you want to know? What have you learned?

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Resource F:

(Traditional African Drum)

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(Traditional African Rattle)

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(Traditional African Basket)

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(Traditional African Blanket)

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Citations:

GLCE 1:

Holt, Rhinehart. (n.d.). Retrieved from http://go.hrw.com/atlas/norm_htm/world.htm

GLCE 2:

Stihlfehler. (n.d.). Retrieved from http://go.hrw.com/atlas/norm_htm/world.htm

N/A. (n.d.). Retrieved from http://go.hrw.com/atlas/norm_htm/world.htm

Nash, A. (01, 05 2008). Bristol slavery. Retrieved from http://www.flocs.com/websites/bristolslavery/tradetriangle/plantationlife.htm

Susurro, P. (02, 25 2009). Bhm: African american women quilters as herstorians and keepers of our dreams. Retrieved from

http://likeawhisper.wordpress.com/2009/02/25/bhm-african-american-women-quilters-as-herstorians-and-keepers-of-our-

dreams/

n/a. (03, 11 2009). Freed slaves. Retrieved from http://www.old-picture.com/civil-war/Slaves-Freed.htm

Boston, N. (n.d.). Living conditions. Retrieved from http://www.pbs.org/wnet/slavery/experience/living/history.html

GLCE 3:

n/a. (n.d.). Education, arts, and culture. Retrieved from http://www.pbs.org/wnet/slavery/experience/education/index.html

n/a. (n.d.). n/a. Retrieved from http://afriqueaya.files.wordpress.com/2010/10/drum.jpg

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n/a. (n.d.). n/a. Retrieved from http://www.motherlandmusic.com/gourd maraca 350x312.png

n/a. (n.d.). n/a. Retrieved from

http://www.africadirect.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/u/y/uy10.jpg

n/a. (n.d.). n/a. Retrieved from

http://www.africadirect.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/R/B/RB0113.jpg

Musgrove, M. (1976). Ashanti to Zulu: African Traditions. New York, NY: Dial Books For Young Readers

Abrahams, R. (1985) Afro-American Folktales. New York, NY: Pantheon Books

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