The Slave Trade and Slavery In the Thirteen Colonies By: Molly...

The Slave Trade and Slavery In the Thirteen Colonies

By: Molly Visel

SS 309 Section 02 Fall 2012

Teaching to GLCE’s U2.2.1-U2.2.3

2

Table of Contents

Unit Overview & Rational pg. 3

KUD’s “The Road Map” Pg 4

Assessment Ideas, Sequence of Instruction, Vocabulary Lesson Plan pg. 6

Lesson Plans pg. 12-‐17

Attachment A: Alphabet Graffiti pg. 18

Attachment B: Triangular trading power point slides pg. 19

Attachment C: Narrative Grading Rubric pg. 20

Attachment D: KWL Chart pg. 21

Attachment E: Scavenger Hunt pg. 22

Attachment F: Foldable pg. 23 & 24

3

The Slave Trade & Slavery in the Colonies

1. Overview: This unit is designed to teach GLCE’s U2.2.1-‐U2.2.3 . These GLCE’s are targeted towards 5th grade students who truly get to explore what slavery was like in more depth than ever before now that they are starting to reach adulthood. These GLCE’s address the trading between Africa, Europe, the West Indies, and the thirteen Colonies. They also address the journey that slaves endured to come to the America’s, how they were treated on the ships, and as slaves in the colonies. Finally these GLCE’s discuss what it was like to be a free African in the Colonies, as well as how there came to be a unique African American culture due to slaves bringing upon their previous traditions and heritage. GLCE U2.2.1 Teaches: Triangular trading, what was traded in the triangular trading, the routes of trade, what the Middle Passage was, and how this trading impacted life in Africa. GLCE U2.2.2 Teaches: Life of enslaved Africans and free Africans in the Colonies GLCE U2.2.3 Teaches: How Africans living in North America drew upon their sense of family, and oral traditions, and adapted new elements to develop a distinct African-‐American culture.

2. Rationale: Many students in the United States do not know about slavery and the slave trade in enough detail and depth than they should. The knowledge of these students’ only covers the surface of how horrific the slave trade was. I want this unit to touch students more than ever before. I designed this unit to help students empathize with slaves and in many of the activities they are ‘role playing’ from a distance. I do this by having the students write narratives in great detail. One of the assignments asks the students to describe the middle passage from a first-‐hand standpoint. Here I push students to imagine and describe what it was like to be human cargo on the slave ships. Being in a packed space with thick air, and horrible smells. I ask them to describe this in detail so it becomes more than just an activity; it creates somewhat of a ‘false memory’. This will not only encourage students to learn about the slave trade in more depth, but they will also see their writing abilities grow from the detail they need to add into their writing. I key into the Middle Passage in this lesson because it is the part most teachers don’t pay enough attention to. Even though students are now in fifth grade they are not too young to be ‘acting out’ scenarios. In fact this will help students retain the information more by stimulating more of their senses. These students will only gain more knowledge on the slave trade in future classes, but the more depth that I can have my students retain from this unit, the more successful they will be in future classes that cover this topic.

4

3. KUDs: The road map: GLCE – code and exact wording.

Verbs Know – What will students know upon learning this?

Understand – What will students understand?

Do – What will students do to show they understand?

Vocabulary I Can

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

Describe Trading

Students will understand the trading routes of slaves, and how they were traded. They will also understand how horrible the journey across the Atlantic ocean (The Middle Passage) was and the impact of slave trading on the people of Africa.

Students will understand that life in Africa was changed by the slave trade.

Students will write about what types of trading was done and where the majority of the trading took place, what happened during the middle passage, and life in Africa during the slave trading.

Middle Passage I can explain the trading of slaves, and goods with the Colonies. I can also explain what it was like during the Middle Passage and what it was like in Africa when slaves were being traded and taken away from their homeland.

5-‐U2.2.2 Describe the life of enslaved Africans and

Describe Enslaved

Not all Africans in the American Colonies were free. Many were

Students will understand that even though many Africans

Students will read stories and poems about slaves that had

Enslaved I can explain what life was like for a slave, and a free

5

free Africans in the American Colonies

still enslaved. were still slaves, some had escaped or were free. They will understand what lives were like for these Africans.

escaped and gotten their freedom during the colonies. They will then write about these African’s lives and explain how different they are.

African.

5-‐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 elements to develop a distinct African-‐American culture.

Describe Drew Adapted Develop

Students will learn about African traditions and family. What elements of new cultures they adopted and how their culture transformed.

Students will understand how Africans relied on their culture and traditions to maintain a sense of community while in slavery. They will also understand that they adapted and created a unique culture in the United States.

Students will discover artifacts of slaves, and write about how these artifacts reflect traditions that were carried on from Africa, and how some traditions were adapted.

Tradition Adapted

I can tell about the traditions that the Africans used to sustain their culture in the Colonies.

6

4..Assessment ideas: Throughout the lessons I have students doing writing prompts or summative assessment activities. Most of these activities are to be evaluated for a grade, if it is I have attached a rubric in the back for it. Others are to see what might I need to reexamine or touch up on before I have the students create their final foldable and take an exam. I want to end the unit with an exam because I believe it is the best way to see their applied knowledge, and their depth of knowledge. I think that each of these activities provides enough depth that they should not have a problem in a test. All of the information on the exam will be based on what they have learned, a few questions will stretch their applied knowledge, but most questions will be based strictly on the material we focused on in each lesson.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do? This vocabulary lesson will be taught at beginning of unit, and then readdressed throughout the unit as it corresponds with each lesson.

Vocabulary Lesson Plan

Words: Trading, Trade Routes, Enslave, Adapt, Tradition, Culture

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional

strategies/Social constructs: How will they work? (AND what will YOU do?)

Resources needed: What materials and resources will they

need? (Page #s read, graphic organizers, books, posters, realia, etc…)

Using Marzano’s Six Steps for Effective Vocabulary Instruction: Step 1

CULTURE First I will start out by making sure the students understand what a culture is and how it impacts our lives. We will discover our own cultures and

Vocabulary Word List Notebook for vocabulary journal and Pencil Resources for Introducing Words:

7

Provide a description, explanation, or example of the new term. This step is not just teacher talk and kids listen. See column two.

briefly discuss others. TRADITION Next I will ask the class if they have any rituals, or “things you always do on certain occasions, holidays, days of the week” We will share these things and students will learn others. I will introduce this as a Tradition. ADAPT Transitioning into adaption is going to be difficult but I want my students to realize the root of what adaption really means. I will have them watch a video on animals-‐ I think it would be best to incorporate science here-‐ on animals being forced to adapt or change their way of living based on a new environment. After this short clip I want them to think of things they may have had to “adapt to” and share with a partner. ENSLAVED I will have students say aloud to me what it means to be a slave. They know the terminology so they will have no problem with this, we will then go on to discussing the prefix of Enslaved means in

Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making the Most of Natural Contexts.” Computer/projector for showing video http://www.youtube.com/watch?v=wEDxThDINgQ&feature=related Adaptation video World Map and Map of United States

8

and slaved means one is bound to slavery. TRADING/TRADE ROUTES We will get more into this later on in our lesson, but I want students to see maps and point out ways things could have been transported. Reminding them there were no cars or airplanes. This will explain trade routes; seeing how things go from one place to another. And something is given in return for an item.

Step 2 Ask students to restate the description, explanation, or example in their own words

TRADITION & CULTURE We will write a short paragraph about our favorite tradition. I will tie tradition and culture together by allowing the children to see how some people from the same culture have the same traditions-‐ they have been passed down through generations. ADAPTION Students will be asked to give an example of a time they had to change their ways of doing something or “adapting”. They will also be asked to give an

Page for Personal Vocabulary Journal Pencil

9

example of why something/someone needs to be able to adapt ENSLAVED Students will explain what it means to be enslaved in a sentence. TRADING/TRADE ROUTES Students will use their knowledge of trading and state examples of things that are traded and how they were traded. I will review their work and correct anything that may have given a child the wrong meaning or interpretation.

Step 3 Ask students to construct a picture, symbol, or graphic representing the term.

In their vocabulary journals students will draw a picture of an experience they have had, memory, or a representation of the word. This will be done on the backside of their journal page. One side for meaning, and one side for picture/ interpretation.

Vocabulary Journal Pencil Colored Pencils, Markers, or Crayons

Step 4 Engage students periodically in activities that help them add to their knowledge of the

As a class we will share our pictures/interpretations allowing each student to free willingly share theirs or not share theirs. Next we will try to relate these new words to

Big paper for them to organize all ideas and be able to “present it to the class” Markers

10

terms in their notebooks. different content areas. “Think of ways trading is involved in math. How is math used in trading?” “How is culture related to reading and writing? Do different cultures have different ideas, beliefs, stories, or legends that they believe or find important?” They will be split into groups-‐ each group assigned one word and they will relate that word as best as they can to each core content area (Math, Science, Language Arts, Social Studies) They will each present their word to the class. Not only will this help them think of the terms in a new way, they also realize how what we learn in class is all interrelated to other subjects.

Step 5 Periodically ask students to discuss the terms with one another.

Students will then share their meaning of the words, interpretation, or picture from their journals to 3 other students in the class. Next we will do “back to back” I will say a vocabulary word. One student will write the meaning, and one student will give a representation or drawing. They will then turn

Vocabulary Journals Pencils Colored Pencils, Markers, Crayons White Boards White Board Markers Vocabulary Word List

11

to their partner and share. Step 6 Involve students periodically in games that allow them to play with terms.

I would really enjoy playing Pictionary-‐ where I have a slideshow or picture cards for each word and having the students guess the word related to the pictures. Since this vocabulary list is so small it would be a fun and time efficient way to quiz their knowledge.

Resource for Playing Games with Words: Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games”

Lesson Plans:

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Pre-‐test/Anticipatory set: Alphabet Graffiti “Words that relate to slavery” Gradual release: Following what many refer to as the “I do, We do, You do” pattern. First, the teacher sets an example, next they instruct students by helping them complete the task, and finally students complete the tasks on their own. I will be referring to this in

Instructional strategies/Social constructs: How will they work? First I will help the students in showing them two or three words in the Alphabet Graffiti that I have done. Next, I will ask them what words they can think of that relate to the slave trade. Together we will form 3 words. Finally, I will have the students find 3 other students to form a group with, and complete the Alphabet Graffiti of words that relate to slavery. This way students will be able to use each other as resources and what they previously know about slavery. This assessment is formative to get a general insight to what the students already know. This also helps

Resources needed: • Alphabet Graffiti handout (See attachment A) • Pencils/Pens

12

Lesson 1: Triangular Trading Estimated time: 2 or 3 class periods Teaching to GLCE U2.2.1 -‐Triangular trading power point -‐Interactive website -‐Creation of life-‐sized map -‐Creation of their own triangular trading map for their unit foldable I do: Explain to them what triangular trading is We do: Interactive website & life-‐sized map You do: create own map for Foldable Vocabulary for the day: Trading & Trade Routes

To introduce triangular trading I want the students to first understand what it was. To do this, I want to show them a few slides of a power point by Dr. Bruce M Haight. This power point is to help students gain a general insight to what was traded. The maps in this power point are very detailed and can help in seeing the trade routes clearly. Next, I will instruct students to an interactive map website where they can see what was traded by which country. This site allows you to select which country’s exports you see, and allows you to layer the routes by color coordinating them. Students will explore this and complete an exit card by stating at least 4 items traded by each country. On the second day of this lesson (Part 2) we will clear the room so that all of the desks are on the perimeter of the room. Next we will designate each corner of the classroom as a “country” or continent (The Colonies, Europe, Africa, West Indies) With 4 colors of duck-‐tape the instructor and class will create the routes of trading. This will be a formative assessment. Next the class (without the help of the instructor) will write with permanent marker what was traded to each continent. After this students will downsize this map onto a piece of paper that they can put into their unit foldable. The map they create to put into their foldable will be a summative assessment because I want my students to turn in their foldable at the end of the unit.

Part one-‐What Was Triangular Trading? -‐ Selected slides from Power point by Dr. Bruce M Haight (See Attachment B) -‐Interactive website: http://www.eduplace.com/kids/socsci/books/ applications/imaps/maps/g5s_u3/index.html -‐Exit Cards Part two-‐ Life Sized Map -‐4 Colors of Duck Tape -‐Permanent Markers Part three-‐Map for Foldable -‐Plain white paper -‐Pencils/Pens -‐Colored Markers (if desired) Note: To help spark student’s interest you can incorporate realia into the life-‐sized map by having students trade objects that represent what was traded. (Even real objects if you can find them. Obviously spices, teas, clothing and tools would be much easier to bring in than furniture, fish, or gold. )

Lesson 2: How did triangular trading impact

I want to create a class discussion and interaction for this lesson. To start this I

White Board -‐Write down students input

13

life in Africa? Estimated time: 1 class period Teaching to GLCE U2.2.1 I do: We do: Class discussion on why Africans traded other Africans. Why the triangular trading continued for so long. What it was like to be an African trading enemies, why they would do so. Why Africans would continue trading other Africans even if their own family members or friends were taken and traded. You do: Jot down personal ideas/notes (use for foldable) Vocabulary for the day: Culture

want to recap on what students learned was traded to Africa in the triangular trading. This was mainly clothing, iron products, or guns. With this I want to put students into a mindset that they are a citizen of Africa. They are trading other Africans who are their enemies, traitors, or trespassers. Each time they trade slaves they are given goods in return. These weapons help protect them from their enemies. I want the class to start a large discussion on why the trading would continue. I also want them to think about what it would be like to have a family member or friend be taken captive and traded as a slave. Why might people who have had loved ones be traded capture other Africans and trade them as well? (To get weapons to defend themselves against enemies)

Triangular Trading Interactive Map http://www.eduplace.com/kids/socsci/books/ applications/imaps/maps/g5s_u3/index.html -‐Help students see what was traded Lined paper & Pencil -‐Students take notes and jot down ideas

Lesson 3: The Middle Passage Estimated time: 1 or 2 class periods Teaching to GLCE U2.2.1 -‐Reading The Middle Passage

Here I will show them Tom Feeling’s book The Middle Passage. I want the students to create a list of their thoughts and a list of thoughts they think a slave would have in these conditions. I want them to be doing this throughout the reading of the book, they can also add to it after the book is done. This will be a formative assessment hence it is taking place during the learning. I also want them to see the clip so they can

14

Lesson 4: Describe the journey of the Middle Passage Estimated Time: 1 class period Teaching to GLCE: U2.2.1 -‐Class activity to allow students to explore what it was like to be a slave on a slave ship during the middle passage. -‐Writing Prompt (To be graded) –summative assessment I do: Set stage for classroom activity. Turn off the lights, give list of things to imagine. We do: Set stage by pushing together the desks and getting everyone under them You do: write what it was like to be a slave during the Middle Passage. Explain to me what you experienced, smelled, saw, felt, etc.

The previous lesson is to set the mood for this class activity. I will turn off the lights, next I want the students to all move to half of the classroom. There I want them to push all of the desks together. Next they will be instructed to crawl under the desks I want them to try and fit every class member under the desks. I will then explain to them this is the equivalent to the space the slaves had in the slave ships. I will talk to them about what I want them to imagine. Crying of the sick. The yelling of the crew members. The stench of sweat, disease, and feces. Thick air because there is little ventilation. Barely enough room to turn or roll around. I want them to imagine being crammed into this small space for over four weeks of time. Sometimes the journey even went past 90 days. After this activity I want them to write a narrative from a slaves view of the middle passage. I want this to be at least two paragraphs, but I want it to be detailed. I will spark the student’s descriptions by asking them prompts: what did it smell like? Who was next to you? Did you know anyone else on the ship? Did they survive? Do you survive? What did the ship’s crew look like, what did they say to you? Did you rebel against them? How were you treated? How often were you taken to the deck of the ship for fresh air? How many slaves were on the ship? Etc. This writing prompt will be a summative assessment-‐ I want it to be turned in, to see

Class Activity: -‐Classroom with lights off -‐Desks pushed together -‐List of what the teacher wants the students to imagine. (The smell, the sounds, etc) Writing Prompt: -‐Lined paper -‐Pencil/pen -‐Rubric (See Attachment C)

15

Lesson 5: From Slave Ship to Freedom Road Estimated time: 1 or 2 class periods Teaching to GLCE U2.2.1 & U2.2.2 Read aloud, Author Says I Say, & Onion Circle-‐ Formative assessment KWL-‐(gain insight to what students have retained so far, what might need to be reexamined, & what topics to teach to in future lessons) -‐Summative assessment I do: Read aloud From Slave Ship to Freedom We do: Give input on what we thought about the book. How well did it explain the middle passage, and what it was like to be a slave? You do: Onion circle & KWL

This lesson will start by a read aloud of Julius Lester’s book From Slave Ship to Freedom. After reading this, the class will do a book evaluation (If they liked it or not) and also an Author Says I Say. Here they will select something that the author said that they felt moved them. They will then say if they give their input on it. Should something be stressed more in this text? Should something be taken out of this text? After Author Says, I Say, the class will form onion circle. The onion circle is for students to share their opinions, get others viewpoints, and help the ability for them to retain information in the text. After this students will then fill out a KWL (Know, Want to know, Learned) Chart. In this they will include what they already know, what they have learned so far in this unit, and still want to learn.

Book: From Slave Ship to Freedom Road By: Julius Lester

Author Says I Say: -‐Lined Paper -‐Pencil/Pen KWL Chart (See Attachment D)

Lesson 6: Life as a slave Estimated time: 1 class period Teaching to GLCE U2.2.2 Reading Pair Share

Students will receive a short summary on what life was like as a slave. Half of the class will get the article about being a field hand, and the other half will receive an article on what it was like to be a house worker. After reading students will pair up with someone across the room (someone who had the

Classroom supply of Field Hand & House Hand summaries found at: http://library.thinkquest.org/CR0215086/dailylife.htm Slave Journal Entries: -‐Lined Paper -‐Pencil/Pens

16

Lesson 7: Henry’s Freedom Box Estimated time: 1 class period Teaching to GLCE U2.2.2 Classroom Read aloud of Henry’s Freedom Box by: Ellen Levine Classroom discussion Exit Card I do: Read aloud Henry’s Freedom Box We do: Classroom discussion, and application questions. Base our answers off of what we have previously learned about what it was like to be a slave, and the risks slaves took when they ran away. You do: Exit card-‐ write one thing you still have questions on. One thing you enjoyed about the book. What you think would have happened if Henry got caught.

Instructor will read aloud the story Henry’s Freedom Box by: Ellen Levine. After read aloud ask students application questions: What was it like in the box? What risks was Henry taking? What could have happened if he was caught? Just because he got to freedom was he ‘safe’? Could he be found? What could happen if he was found and returned to his owner? After read aloud and application questions students are to complete an Exit card that contains: -‐One thing they still have questions on -‐One thing you enjoyed about the book -‐What you think would have happened if Henry got caught

Book: Henry’s Freedom Box By: Ellen Levine

Exit Cards: (Summative assessment. Not for grade) -‐Paper/Index Card -‐Pencil/Pen

Lesson 8: Website Scavenger Hunt Estimated time: 2 class periods plus homework time Teaching to GLCE U2.2.2

I want students to explore more knowledge about slavery, the slave trade, and even a little bit about abolition on their own. This is more of a guided activity, instead of a structured one. Here students are given freedom of exploring information and given ways to find this information, but they are not limited on what they can find. I have

Scavenger Hunt Worksheet (See Attachment E) Scavenger Hunt Website: http://library.thinkquest.org/CR0212661/index.htm Pencil

Lesson 8: Website Scavenger Hunt Estimated time: 2 class periods plus homework time

I want students to explore more knowledge about slavery, the slave trade, and even a little bit about abolition on their own. This is more of a guided activity, instead of a structured one. Here students are given freedom of exploring information and given

Scavenger Hunt Worksheet (See Attachment E) Scavenger Hunt Website: http://library.thinkquest.org/CR0212661/index.htm

17

Lesson 9: Life as a Free African Estimated time: 1 class period Teaching to GLCE U2.2.2 Literature Groups (Groups of 5) I do: Pass out paragraphs to students We do: Share with group members what our paragraph said. Discuss life as a free African. Create Venn Diagram of life as a free African vs life as a slave. You do: Read individual paragraph, share with group members what it said in detail, and what you thought about it.

Students will each receive a paragraph about life as a free African. They will individually read their paragraph, and then share with their group members (Each group has 5

members) what their paragraph said. Next the class as a whole will discuss what each

paragraph said and creates a Venn Diagram of what life was like as a free African vs what life was like as a slave. Students will copy down this diagram to add it into their foldable at the

end of the unit.

Life as a free African article: http://lcweb2.loc.gov/ammem/aaohtml/ exhibit/aopart2.html (this is to be cut up after each paragraph and passed out to students) White board-‐Class Venn Diagram Dry erase marker Paper for copying down diagram Pencil

Lesson 10: PBS Slave Artifacts Estimated time: 1 class period Teaching to GLCE U2.2.3 Classroom interactive learning of artifacts and the spiritual world of slaves. We do: Explore PBS’s artifact website. See different artifacts from

As a class we will explore PBS’s website that contains many artifacts found in slave cabins. These artifacts encase heritage, religion, and traditions passed down through generations of slaves. After exploring this, students will choose 3 of the prompt questions to answer.

PBS Artifact website: http://www.pbs.org/wnet/slavery/ experience/religion/feature_flash.html Reply to writing prompt: Paper Pencil Writing Prompt Questions: (Summative Assessment-‐ see what students have learned and can connect to previous lessons, Not for a grade) How you think these traditions were carried on? Why do you think these traditions, religions, or actions were passed down? Were new traditions and roles adapted?

Lesson 10: PBS Slave Artifacts Estimated time: 1 class period Teaching to GLCE U2.2.3

As a class we will explore PBS’s website that contains many artifacts found in slave cabins. These artifacts encase heritage, religion, and traditions passed down through generations of slaves. After exploring this, students will choose 3 of the prompt questions to answer.

PBS Artifact website: http://www.pbs.org/wnet/slavery/ experience/religion/feature_flash.html Reply to writing prompt: Paper Pencil

18

Final Project: Foldable Estimated time: 1 class period Recaps on each GLCE

To finish the unit I want students to create a foldable that showcases everything they learned.

See Attachment F

19

6. Resource Attachments:

Attachment A:

20

Attachment B

21

Attachment C: Narrative Rubric: Student’s Name: _______________________________________ Assignment: ___________________________________________________________ Writing is clear, well developed and organized. It transitions well and flows smoothly. Lead sentences grab the reader’s attention. 5 4 3 2 1

Compound sentences that vary in length. Writing shows thought and depth were put into it. 5 4 3 2 1

Vivid, lively words are used. Very little vague, or repetitive language. Word choice and vocabulary draw reader in and shows emotion. 5 4 3 2 1

At least one sentence contains figurative language (simile, metaphor, personification etc.) 5 4 3 2 1

Overall Score __________/20

22

Attachment D:

Name:_____________________

Know Want to Know Learned

23

Attachment E: Name:___________________________________________

Scavenger Hunt

1) Go to this website: http://library.thinkquest.org/CR0212661/index.htm 2) You will need a lined piece of paper to write down the answers to these problems. Label which number you are answering

for in the column. Make sure your name is on both pieces of paper. You will be handing them in together. 3) Click on the box in the upper left corner titled “THE ROOTS” 4) Click on the orange portion on the map of Africa 5) Explore the masks, find your favorite and write down the name of it 6) Scroll to the top of the page, click on “SLAVE TRADE” 7) Click on “The top 10 reasons why slaves died on the Middle Passage Voyage” 8) Read these. Pick three, write them down, and describe them. 9) Scroll back to the top. Click on “LIFE” 10) Explore 3 different cabins and summarize what each one told you 11) Scroll back to the top. Click on “LAWS” 12) On your separate piece of paper explain what the South Carolina Act of 1740 was. Why do you think it was put into action?

Who benefited from this law? 13) What was the 3/5ths Compromise of 1787? Why was a slave only worth 3/5ths of a person? Why did the north want this? 14) Scroll to the top. Click on “REBELLIONS” 15) Read about the rebellion of Amistad. Write two sentences on what happened. 16) Scroll to the top. Click on “ABOLITION” 17) Read about Fredrick Douglas, Sojourner Truth, Harriet Tubman, and William Lloyd Garrison. Write two sentences on two

people of your choice. 18) Find something you think is interesting on this site and have never learned before. Write down how to get to it and why

you find it interesting.

24

Attachment F:

26

References

(2011). Adaption [Motion picture]. Australia : University of Western Australia

Feelings, T. (1995). Middle Passage. N.p.: Dial.

Lester. Julius. (1999) From Slave Ship to Freedom Road. Puffin.

Levine, Ellen. (2007) Henry’s Freedom Box. Scholastic, Inc.

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html

http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart2.html

http://www.pbs.org/wnet/slavery/experience/religion/feature_flash.html

http://images.fineartamerica.com/images-‐medium-‐large/slavery-‐slave-‐ships-‐granger.jpg

http://library.thinkquest.org/CR0212661/index.htm

The Slave Trade and Slavery In the Thirteen Colonies By: Molly...

Documents

Transcript of The Slave Trade and Slavery In the Thirteen Colonies By: Molly...