Title Page Student: Steven George Title of Unit: Transatlantic Slavery School District

(1) Logistics of the Trans-Atlantic Slave Trade – 4 days

(2) Using Digital Sources and Databases (Technology) – 2 days

(3) Slavery Comparison Between Africa, Rome & China – 1 day

(4) Present-Day Human Trafficking & Slavery – 1 day
This unit would provide a historical context of Trans-Atlantic Slavery and allow students to be able to compare/contrast with slavery from two other ancient civilizations (Rome, China). The unit would culminate by connecting the issue to contemporary slavery (human trafficking) in 2013. It is important for students to understand the theme of slavery for four main reasons:

1. 
   It gives them a historical basis for understanding why and how it existed within various civilizations from the past using primary sources.
   
2. 
   It allows them to compare/contrast the purpose of slavery across multiple civilizations and time periods as far as economics, social or political reasons.
   
3. 
   It will reduce the “casual nature” as far as when students refer to slaves or slavery within the classroom. I would like to humanize individuals that appear to be de-humanized through history classes.
   
4. 
   This course provides a historical basis for students to understand why and how “human trafficking” and “modern-day slavery” exists in the world today.
   

1. 
   What are the motivations for selling “people as property”?
   
2. 
   What was the role of slaves within various civilizations?
   
3. 
   How does the exploitation of individuals as slaves impact a civilization?
   
4. 
   What are some examples of “modern-day slavery” today?
   

1. 
   Students will be able to verbally explain the Middle Passage and the routes that ships took regarding the Trans-Atlantic slave trade.
   
2. 
   Students will be able to explain motivations for those involved in the Trans-Atlantic slave trade based on the “point of view” of those participating (African kings, ship captains, crew members, Europeans, auctioneers, slave traders, slave owners, etc.)
   
3. 
   Students will define key Trans-Atlantic vocabulary terms related to the slave trade.
   
4. 
   Students will be able to analyze primary sources related to Trans-Atlantic Slavery.
   
5. 
   Students should be able to identify and analyze the impact that slavery had on the economic development and trade of ancient and contemporary civilizations.
   

Summary: Students are introduced to the logistics of the Trans-Atlantic Slave Trade through a hands-on simulation, gallery walk of images and the de-humanizing process of slavery that treated people as property through primary sources.

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  Hands-on simulation and interactive role playing
  
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  Gallery Walk using interpretation of visual images
  
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  Teacher-guided discussion
  
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  Use of video to supplement topic of “capture” & modern-day slavery
  
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  Use of GoogleDocs as a collaborative tool that allows a class to create a document based on their feedback.
  
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  Use of open computer lab to review primary digital sources and database of Trans-Atlantic Slave Trade
  

The homework posts will be shared in class. As “Point of View” is an important component of the course, it will be emphasized when soliciting feedback from yesterday’s class. Examples of POV:

Why do you think you thought…..

If it were you, what would you have thought…

How would you have treated….

How would you have perceived your people…

 

Image Reference C014 Source David Livingstone, The Last Journals of David Livingstone, in Central Africa, from 1865 to his death . . . by Horace Waller (London, 1874, p. 62; New York, 1875, facing p. 59).

Image Reference LCP-31 Source Mayne Reid, The maroon; or, planter life in Jamaica (New York, 1864), facing title page. (Copy in Library Company of Philadelphia)

Image Reference Biard04 Source François-Auguste Biard, Deux Années au Brésil (Paris, 1862), p. 95

Image Reference Blake1 Source William O. Blake, The History of Slavery and the Slave Trade (Columbus, Ohio, 1857), p. 97; also found in later editions (Copy in Special Collections Department, University of Virginia Library).

(1) Those involved treated slaves as personal property which is evident based on the objects used to capture and restrain them. Objects and weapons were meant to subdue and dominate them.

(2) The second image showcases the importance of presentation at the auction so as to garner the most amount of money.

(3) The consistent flow of auctions continue the absence of human dignity and continues African submission as they are bought and sold to the highest bidder.

(4) The final image reflects how individuals want to make sure their assets are protected by “labeling them” with a brand – as if they were livestock.

These telling images capture how slaves were exploited and viewed as personal property utilized for the economic benefits based on their human resources.  These images show that the reasons for slavery within the Americas were consistent with colonization and economic development. Supply and demand for labor also factored into where the slave ships docked. In the south of North America slaves were encouraged to create families (thus importing more females) and have children as a way of sustaining slavery as opposed to importing exclusively.

Learning Activity #5 (Jigsaw Method)

Using the four projected images, students will be individually assigned an image or theme (capture, transportation, auction, branding). Using a Jigsaw method, students will be asked to interpret their assigned image and explain it from multiple Points of View (POVs). Each group should be able to provide other relatable examples that reflect their assigned image. After 10 minutes of discussion, students will be rotated and mixed with other groups of students every 5-7 minutes. This will be done by splitting the class in half and then each half will have every student counting off by 4s – and mixing groups based on numbered schemes. For example, the 1s and 4s will group up, discuss and interpret their assigned text. After 5 minutes, the 1s will group up with 3s. This rotation allows for these primary goals:

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  Provides repetition and reinforcement as they’ll discuss the same image multiple times
  
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  May provide a different discussion as other groups may challenge their interpretation
  
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  Interpretation of other images with different students with group changes every 5 minutes
  
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  Students will be asked to summarize their conclusions after groups have rotated through all stations.
  

Learning Activity #6 (Researching of Ethnicities/Economics’ Dilemma)

Students will be divided into four teams and asked to research images based on four different ethnic backgrounds (English, French, Portugeese and Spanish) as a way of comparing and contrasting the methods of capture, transport, sale and ownership. A shared GoogleDoc will list all four ethnicities and students will be required to list and share their findings. This activity will take 30 minutes. Students will then return to their classroom (adjacent to pc lab) so they can be shared with each other.

(15 minutes) Questions for students to respond to at the class level at the conclusion of the activity:

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  Did one ethnic background benefit more than another?
  
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  Which ethnic background had the most influence as far as expanding the slave trade? Why?
  

Student desires a new 2013 Shelby Ford Mustang.

Would you give up (sell in exchange for the Mustang)?

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  A new pencil
  
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  Your backpack
  
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  Your laptop
  
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  Your goldfish
  
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  Your dog
  
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  Your younger sibling
  

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  As they watch the video, students will be asked to write down:
  
  • 
    What was going through the abducted individual’s mind within the clip?
    
  • 
    What was your reaction to the young boy who witnessed it?
    
  • 
    How would you feel if you were a youth in the village? As you got older?
    

Summary: Students will use digital sources and a database that reflects the Trans-Atlantic slave trade and Middle Passage. It is a two-day lesson with the first day in the computer lab and the second day as a follow-up to research.

Summary: Students will compare slavery across three civilizations (Africa, Egypt and Rome). At this point, students will be given a homework assignment (one worksheet) that will help them identify similarities and differences between slaves across three different time periods in three different civilizations.

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  Active role playing from the “point of view” of the ruler of the civilization (King, Pharaoh, Emperor)
  
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  Collaboration & Public Speaking
  

Learning Activity #3 (Ruler Speeches): One student from each group (Africa, Egypt, Rome) will be asked to make a speech to the class (with the help of collaborating with other students in their group) so they explain to the people “why slavery is necessary” – touting its benefits to the civilization.

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  Grade for completion of homework assignment
  
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  Students will receive a class participation grade for the week (see Appendix C)
  

McDougal Littell World History. “Patterns of Interaction.” Houghton Mifflin,

2009. World History 1 student textbook that looks at ancient

civilizations.

in the Americas: A Visual Record.” Accessed 11 December 2013. Available http://hitchcock.itc.virginia.edu/Slavery/search.html Exploration of trans-atlantic slavery images through University of Virginia database.

Available http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/ west_africa.htm.

Spielberg, Steven. “Amistad.” Middle Passage.” from Amistad (3:34 minutes)
Steven Spielberg's 1997 historical drama; clip edited by a history teacher for use with his students.

Lesson#4 Present-Day Human Trafficking & Slavery
Summary: The unit on human slavery will culminate with connections to how it exists today, reasons for its existence and expansion, as well as looking at its causes and effects. It will include a video and discussion of individuals and groups who are attempting to eliminate the “selling of people as property”.
Recurring themes of economic benefits, supply & demand, and power over individuals will be discussed.


Methodologies Used:

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  Independent reading prior to lesson for context (background information)
  
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  Word cloud – the term of Slavery using Wordle software application
  
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  Use of video on overhead projector
  

This will familiarize students with the “current plight of slavery” in the world today.

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  What is slavery?
  
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  How does slavery impact your world?
  
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  What can you do/what is your role to eliminate it?
  

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  Students will receive a class participation grade for the week (rubric – see Appendix C)
  

http://thecnnfreedomproject.blogs.cnn.com/