Final Unit Plan

Slavery Within
Colonial America
Jill Zdenek
SST 310 Unit Plan
Winter 2016
Zdenek
Table of Contents
Stage 1
Unit Overview…………………………………………………………………………………………………………………………………….……3
Unit Rationale………………………………………………………………………………………………………………………………………….4
Considering the Learners………………………………………………..……………………………………………………………………….4
Considering the Content………………………………………………..………………………………………………………………………..5
Behavioral Objectives grounded in Standards……………..…………………………………………………………………………..6
Stage 2
Description of Formal and Informal Assessment. ……..…………………………………………………………………………….7
A Formative or Summative Paper-and-pencil test/quiz……………………………………………………………………..…11
An Additional Formative Assessment of Your Choosing…………………………………………………………………………14
A Performance Assessment……………………………………………………………………………………………………………………15
Stage 3
Unit Calendar for Every Day of the Lesson………………………………………………………………………………………..……21
Catalog of Lessons………………………………………………………………………………………..…………………………….…………25
Elaborated Lesson Plan 1…………………………………………………………………………..…………………………….…………….32
Elaborated Lesson Plan 2…………………………………………………………………………..…………………………….…………….37
Elaborated Lesson Plan 3……………………………………………………………………..…………………………….………………….48
Stage 4
Works Cited Page……………………………………………………………………..…………………………….…………………………….58
Reflection………………………………………………………………………………………………………………………………………………60
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STAGE ONE
Unit Overview
The unit plan for a fifth grade history class, contains a three-week unit focusing on how
the Old World and the New World transformed each other with the process of slavery starting
in the late 15th century. The unit will be covering many aspects of slavery that are important for
fifth graders to be aware and knowledgeable about. The unit will first cover the basis of
slavery, by defining what slavery is and how and why it emerged on a systemic level, and
emerged within Colonial America. This is the specific region we will be focusing on. The unit
will then continue with the ways in which slaves, goods, and other services were transported
from one region to another, and how the regions depended on each other. An important
aspect of the unit will be for the students to learn about how drastic the conditions of the
Middle Passage were, as the slaves journeyed from one region of the world to another. The
students should be cognizant of the fact that slaves were not viewed nor treated as humans,
which drastically impacted their lives in every way, shape and form. The unit will progress to
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show how slavery impacted the lives of Africans once they reached their destination,
specifically Colonial America. The unit will also focus on the importance of knowing that not all
Africans within Colonial America were enslaved. Students will learn about the lives of free
Africans in colonial America, and the process by which African slaves became free, if the option
was available to them. The unit will then move forward through culture, as a significant
component of how slaves adjusted to their drastically new. The unit will focus on cultures of
African oral traditions and the family as a unit to show their adjustment. The unit will conclude
with how all the previous aspects that were discussed, throughout, combined to make a unique
slave culture; one that merged African and both Colonial American cultures.
During the unit there will be various informal and formal assessments to provide
enhanced learning and demonstration of subject matter. Assessments will mostly be informal
and be executed through discussions, whether those be partner, group or class-wide. It is
important for students to be able to verbally state their answers and to learn from others
through discussion. Throughout the unit the students will be expected to analyze and provide
their own interpretations of images that will be presented, via see-think-wonder. This is a great
way for teachers to informally assess what preconceived notions students may have about a
topic. Some lessons will start with students answering a question in their journal, which allows
them to engage in thought before the class lesson is presented. The students will be viewing
films and completing worksheets to allow the teacher to assess if the students are retaining any
information from the films they view. The students will also be reading handouts aloud in class,
in order to learn about topics addressed within the unit. Students will be given homework
assignments, that are written based, to review what they have learned in class that day. The
students will lastly perform a skit, that will allow them to express how they feel about the topic
that they are presenting. Students will gain information from watching other students perform
the skits, thus making it beneficial for all the students. The unit will be comprised of many
different activities and assignments, so that the students will able to retain information, but
also so they can fully understand the topics that are being addressed.
Unit Rationale
The unit will allow students to understand the world and the United State’s past and
present society. Social studies is important because it allows us to be able to relate the past to
the present. Though slavery emerged centuries ago, unfortunately it is still present and relative
in societies. The topic of slavery may be viewed as uncomfortable or a touchy subject for some
people. However, it is important to breach those touchy subjects and get to the truth behind
those matters. Exposing the truth creates more knowledgeable citizens who are more aware of
their surroundings, instead of naïve citizens. Teaching this unit allows student’s eyes to be
opened and exposed to the harsh realities of the world. As fifth graders, their minds should not
be coddled anymore. What makes a great citizen is one who is aware of issues that may not be
comfortable to talk about, but that should be addressed.
Social studies analyzes the complexity of the world and regions’ relationships with one another.
This unit shows the complexity of the world and how certain regions were bridged together
through relationships. A responsible citizen needs to be aware of their surroundings and be
informed about international issues, and not solely on what is occurring in their own nation.
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This unit shows how different societies were impacted by slavery, which allows students to see
that phenomena occur globally and impact people globally as well. Fifth grade students are
now studying the world on a global scale, so it is important for them to realize the importance
of global phenomena. They are no longer learning how the United States was/is solely
impacted by events. They are now viewing issues on a global scale.
Considering the Learners
Slavery is a concept in which some children may think that slavery can be simply
addressed. However, it is a rather fuzzy concept because there is more to the issue than meets
the eye. Fifth graders do not have much knowledge about this topic thus far, and may just have
preconceived notions through media, peers, etc. The assumption, going into this topic, is that
slavery was completely unjustified and was solely meant to exploit others. This is among the
same lines of most people thinking that Christopher Columbus was an extraordinary person,
who discovered the Americas, and did nothing wrong upon his explorations. Slavery is a very
complex topic, and student misconceptions about the topic will need to be addressed
throughout the unit to clear up any fuzziness about the topic.
Students misconceptions will be addressed through discussion. I will do my best to ask
questions to check for full understanding of topics before, during, and after lessons. This will
allow me to understand what misconceptions the students may have about topics, and to fully
address them, so that they can be cleared up. Misconceptions will also be cleared up through
presentations, handouts, films, and other activities. It is important for students to realize that
they are not alone in thinking something that may not be true. I will try my best to make the
class a welcoming environment where everyone is comfortable interpreting material and
sharing their thoughts.
Having said that, it is important to acknowledge that students have various speeds in
which they learn information. Also students learn information differently as well. As a former
student with a learning disability, it was important for me to get the proper accommodations
that I needed in order to succeed in the academics. I will respect all students, no matter what
their learning abilities are, and will provide accommodations for those students that need
them. I also want to encourage those students who struggle academically to reach out to me
for help because I know how timid students can be with that matter. I plan to present the
material in various ways so that students with different learning capabilities can absorb,
understand, and retain the information as well.
Considering the Content
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Enduring Understanding/Big Idea:

Slavery is one of the most profound blunders in American history, however for many
Americans, during the colonial period, it was deemed a necessity worth fighting over.
Compelling Question: Supporting Questions:

 Why slavery?  What is slavery?
 What is the triangular trade?
 How and what/who were the goods and people that
were traded?
 What was the significant impact of slavery on
American life?
 What was life like for enslaved Africans and free
Africans within the Colonies?
 How did Africans in North America draw on their past
(sense of family, role of oral tradition), and adapt to
the new culture to create their own unique culture?
Behavioral Objectives:
Students will be able to:

 Demonstrate their understanding of what slavery is and how and why it emerged? (5-
U2.2.1)
 Demonstrate their knowledge of the triangular trade through trade routes, goods and
services that were traded, and the impact of the triangular trade on African life (5-
U2.2.1)
 Compare and contrast the lives of enslaved Africans and with the lives of free Africans
in the American colonies (5-U2.2.2)
 Demonstrate their knowledge of the incorporation of African Americans’ pasts with
their new location’s cultures to forge a unique African-American culture (5-U2.2.3)
Key Concepts: Important Knowledge: Important Skills:

-slavery -definition of slavery -map-reading skills
-triangular trade -definition of indentured -compare and contrasting
-the middle passage servant cultures
-the Columbian Exchange -the slave trade routes from -analyzing images
-indentured servant the Old World to the New -interpreting text from
-slave culture World primary and secondary
-free vs. enslaved Africans -what is the Middle Passage sources
within Colonial America
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-most pertinent goods and -discussion skills with

regions of exported slaves partners, group, and class-
-the role of families and oral wide
traditions within slave -reading comprehension
culture
-components of the unique
slave culture
STAGE 2
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Description of Informal Assessments: Overview and Rationale for Paper and

Pencil Quiz/Test (see attached test/quiz):
-Before introducing the topic, students Students will need to understand the
will write a three-minute essay, as to reasoning behind the emergence of slavery,
what is slavery? Why slavery was used? starting with the exploration of the New
How did it impact the lives of the World by Columbus and other explorers.
enslaved? Students will need to understand the
various components of slavery i.e. trade
-After the first day of lecture, at the start routes, important goods, what regions were
of the continuing lectures, there will be a most enslaved, etc.
list of words on the board that are This test will assess students’ knowledge on
connected to the topic, whether they be the importance of slavery and the major
people, places, etc. Students will be put components of it that helped converge the
in groups of four or five where they can Old World with the New World. This
discuss and write down the significance of assessment will allow students to
these terms to the current topic understand the compelling question, “why
slavery?”
-Before students leave class, each day
during this unit, they will have an exit
ticket, relaying one important fact they
learned that day
-During each lecture students will have

time to think-pair-share parts of the unit
have been covered
Other Formative Assessment Overview and Rationale (see attached handout):
Essay - Extended Response- 30pts.
The students will write at least four paragraphs (double spaced), addressing the
following question(s):
Starting in the late 15th century, many Africans were shipped to Colonial America, where
they were enslaved and put to work. How did Africans adjust to Colonial America? How
did they maintain their cultures with them within Colonial America? Please provide
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examples addressing cultural, social, physical and other aspects if need be, based on
class discussions. Your responses should include:
 The trade route in which slaves took to get to Colonial America (5 pts.)
 The process of slavery, Africans went through, once reaching Colonial
America (5 pts.)
 How slaves adjusted to his/her new life in a new setting (please provide
specific examples) (10 pts.)
 The differences in a slave’s work environment and home environment (5
pts.)
 Concluding thoughts about how an African’s life as a slave significantly
impacted his/her life (5 pts).
Performance Assessment Overview, Rationale, and Objectives (see attached):
For this performance the assessment the students will be able to:
 Demonstrate their understanding of what slavery is and how and why it
emerged? (5-U2.2.1)
 Demonstrate their knowledge of the triangular trade through trade routes,
goods and services that were traded, and the impact of the triangular trade on
African life (5-U2.2.1)
 Compare and contrast the lives of enslaved Africans and with the lives of free
Africans in the American colonies (5-U2.2.2)
 Demonstrate their knowledge of the incorporation of African Americans’ pasts
with their new location’s cultures to forge a unique African-American culture (5-
U2.2.3)
This assignment requires students to rely on the knowledge and concepts that they have
learned about slavery throughout the unit, to address the following:
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Based on the information that we have covered in class, you are to write five diary
entries, as a fictitious slave, as they leave their homeland and settle into the New World.
Students will be given 1.5 weeks, outside of class, to work on the assignment and will
need to write their entries on 8x11” paper. Students will create a fictitious character
and may use resources in class to simulate what their journey to the New World and
within the New World would be like. Each journal entry needs to be a half to a whole
page singe spaced and hand written. This assignment is worth a total of 40 points.
Objectives:
The diary entries (over the course of the five) must include:
-Explain what region or country the slave is leaving and what region or country
they are going to/ get to (5 pts)
-Their experience during their journey and how they understand what slavery is
(15 pts)
-The experience of the slave when they arrive in the New World (20 pts)
* please make sure that you give your character a first name, as well as date your
entries with appropriate dates to the time period we focused on
For this performance assessment, students will be able to
 Demonstrate their knowledge of the triangular trade route and the goods and
services exchanged throughout the route
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 Demonstrate their knowledge of the significant impact of slavery on African life
 Compare and contrast the journey of slaves and their new life in the Americas by
drawing upon social and cultural experiences
 Demonstrate their knowledge as to why so many people were enslaved soon
after Columbus arrived to the Americas
Notes for teacher:

Step 1: Introduce the assignment at the end of Day 5 Lesson; go over the assignment,
the rubric, and the handout.
Step 2: Remind the students at the end of every class that the assignment is due on the
last day of the lesson, the tenth day of the unit.
Step 3: Remind the students that if they need help on the assignment they should seek
out the teacher for guidance and help.
Unit Assessments
The unit assessments will be based off a pencil and paper test that will test student’s
knowledge of the subject matter presented throughout the unit. The pencil and paper test will
be in the form of True or False, Multiple Choice, and and Restricted Response.
*See attached pencil and paper test
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Unit 1 Test: Slavery during colonial America
Directions: This test consists of 4 true or false questions, 7 multiple choice questions, and 1
restricted response question. Complete each section by choosing that best answer for the
question: For example:
True or False: A banana is a vegetable. _F_
Multiple Choice: What color is the sky?

A) Green
B) Orange
C) Blue
Restricted Response: Please write a paragraph or two addressing the restricted response
question. Answers will be graded based on what I value is a good response.
True or False. Circle your answers.

1. Slavery is when powerful people buy and sell people with the same power as them, to
work without pay of human rights.
True False
2. One reason slavery occurred was due to the increased demands of American goods by
Europeans.
True False
3. The Columbian exchange was the transfer of only goods.
True False
4. The crop sugar cane was grown in Africa and demanded by Americans
True False
Multiple Choice. Please circle the answer.
5. The Columbian Exchange primarily occurred between which two regions?
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A) Central America and Western Asia

B) Europe and North America
C) Europe and Africa
D) Western hemisphere and Eastern hemisphere
6. Why did Europeans resort to slavery of Africans?
A) They were cheaper to ship than other people

B) They cost less than buying people from other regions
C) Native Americans died out when they were forced into slavery
D) Native Americans refused to be enslaved by Europeans
7. What region in the world did most slaves come from?
A) West Africa
B) Central America
C) East Africa
D) South America
8. What was the main means of transportation for slaves from one continent to another?
A) Ships
B) Walking
C) Horses
D) all of the above
9. Indentured servants were ____
A) slaves who only worked in homes as opposed to working outdoors

B) people who worked but were given transportation and housing in exchange for their
work
C) slaves who only worked outdoors as opposed to working in homes
D) people who were provided transportation and housing as well as pay for their work
10) Who used the most slaves for work in colonial America?
A) stores
B) plantations
C) banks
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D) offices
11. Why was slavery widely used amongst the New World and the Old World?
A) It allowed people to get to other work they may not have been able to do before
B) It provided economic success for farms
C) It was relatively cheap to enslave many people
D) All of the above
Directions: Please write a paragraph or two addressing the question(s) below:
Restricted Response: (20 pts).

Please compare and contrast the lives of enslaved Africans with Africans who were free in
colonial America.
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Performance Assessment- The Life and Journey of an Enslaved Person
Based on the information that we have covered in class, you are to write five diary entries, as a
fictitious slave, as they leave their homeland and settle into the New World.
Students will be given 1.5 weeks, outside of class, to work on the assignment and will need to
write their entries on 8x11” paper. Students will create a fictitious character and may use
resources in class to simulate what their journey to the New World and within the New World
would be like. Each journal entry needs to be a half to a whole page singe spaced and hand
written. This assignment is worth a total of 40 points.
Objectives:
-Explain what region or country the slave is leaving and what region or country they are
going to/ get to (5 pts)
-Their experience during their journey (15 pts)
* please make sure that you give your character a first name, as well as date your entries
with appropriate dates to the time period studied
For this performance assessment, students will be able to
- Demonstrate their knowledge of the triangular trade route and the goods and
services exchanged throughout the route
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- Demonstrate their knowledge of the significant impact of slavery on African life
- Compare and contrast the journey of slaves and their new life in the Americas by
drawing upon social and cultural experiences
- Demonstrate their knowledge as to why so many people were enslaved soon after
Columbus arrived to the Americas
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Grading Rubric for Teachers and Students
Unsatisfactory (2) Satisfactory (6) Good (8) Excellent (10)
Objectives Does not address the Addresses the Addresses the Addresses the
Reached required objectives required objectives required objectives required objectives
listed but does not provide and provides some and provides great
any details details detail for each
objective
The Initial Life of the Does not provide Provides minimal Provides good Provides great
Character any significance to significance of the significance of the examples of the
the background of character’s character’s significance of the
the character background background character’s
background
The Journey To The Character’s Does not provide Provides minimal Provides good Provides great
New Destination any detail about detail about their detail about their examples of their
their journey to journey to their journey to their journey to their
their new home new home new home new home
The New Life of the Enslaved Does not provide Provides minimal Provides good Provides great
Character any examples or examples or insight examples or insight examples or insight
insight into the into the new life of into the new life of into the new life of
new life of the the character the character the character
character
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For each row the teacher will circle one column to show which score on the rubric, has been
achieved.
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Handout: The Life and Journey of an Enslaved Person
Based on the information that we have covered in class, you are to write five diary entries, as a
fictitious slave, as they leave their homeland and settle into the New World. (40 pts.)
Objectives:
-Explain what region or country the slave is leaving and what region or country they are
going to/ get to (5 pts)
-Their experience during their journey (15 pts)
* please make sure that you give your character a first name, as well as date your entries
with appropriate dates to the time period studied
The format of your diary entries should be as follows:

 Each journal entry will be no shorter than a half-to one 8x11” paper, double-spaced
 Each journal entry needs to be handwritten
 Journal entries can be written with either pen or paper
 Extra credit may be awarded to those who provide illustrations with journal entries
*Due Date: October 28th; You have 1.5 weeks to work on this assignment!
* You may use other resources besides what we have covered in class!
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Essay Question- Extended Response- 30 pts.
Directions: Please write at least four paragraphs (double spaced) addressing the following
question(s):
Starting in the late 15th century, many Africans were shipped to Colonial America, where they
were enslaved and put to work. How did Africans adjust to Colonial America? How did they
maintain their cultures with them within Colonial America? Please provide examples
addressing cultural, social, physical and other aspects if need be, based on what we have
discussed in class so far.
Your responses should include:
 The trade route in which your character took to get to Colonial America (5 pts.)
 The process of slavery, your character went through, once reaching Colonial
America (5 pts.)
 How your character adjusted to his/her new life in a new setting (please provide
specific examples) (10 pts.)
 The differences in your character’s work environment and home environment (5
pts.)
 Concluding thoughts about how your character’s life as a slave has significantly
impacted his/her life (5 pts).
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STAGE THREE
Unit Calendar
Week Week Lesson Description Focus Questions Assessment

1 Day 1: It is the first day of What is slavery? Informal
The emergence and the new unit. The assessment:
reasoning behind students will define class discussion
slavery the term slavery and small group
and differentiate discussions
between slavery
and indentured
servant.
Day 2: The students are What is the Informal
The Triangular Trade familiar with the triangular trade? Assessment:
term and how and What are the class, partner,
why it emerged. trade routes and group
They need to learn within the discussions
the routes that triangle?
transported slaves How and what
and what their were the people
journey was like and goods that
along the routes. were traded?
The students will What was the
learn about these Middle Passage?
aspects by reading
a handout in class.
Day 3: The students will What was the Homework:
Conditions for slaves learn about the Middle Passage? Write about the
Within the Middle accounts of slaves’ film; “how do
Passage lives as they were you think the
transported, Middle Passage
through watching a impacted
film about the African lives?”
Middle Passage. One-page
response. This
will be due in
two class
periods.
2 Day 4: Now that we have What was the Informal
Once a slave landed in learned about the significant Assessment:
the Americas journey and process impact of Class and group
of slavery, we will discussions.
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focus on the lives of slavery on

Africans once they African life?
made it to the new
world. The
students will read a
handout and watch
a film on what
happened once
slaves arrived to the
Americas.
Day 5: Now that we have What was life Performance
The life of enslaved focused on the like for enslaved Assessment:
Africans journey of slaves, Africans and Provide
we will analyze free Africans assignment and
what life was like within the rubric for The
for slaves, i.e. home colonies? Life and Journey
and working of an Enslaved
conditions, etc. We Person: due the
will read a handout day of the pencil
that provides and paper test.
information on the
hardships of slaves’ *Homework
lives within Colonial assignment due
America.
Day 6: Now that we have What was life Formal
The life of free looked at what life like for enslaved Assessment:
Africans in Colonial was like for Africans and Students will
America enslaved Africans, free Africans complete a
we need to also within the handout, during
note that not all colonies? class, that they
Africans within this will turn in for
region were credit (20
enslaved. As I points).
present a
PowerPoint
presentation, the
students will be
given a worksheet
to complete during
the lecture.
3 Day 7: The change of How did Africans Informal
Africans drawing on places and cultures in North Assessments:
their past may have been a America draw Class and group
culture shock to on their past discussions.
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Africans now in the and adapt to the

Americas. This class new culture to
will focus on the create their own
ways in which unique culture?
Africans relied on
their past to adapt
to the new culture.
The students will
read a handout and
receive a
presentation about
the topics to be
discussed.
Day 8: The students will How did Africans Homework:
African oral traditions focus on the in North Complete the
as important to slaves importance of America draw worksheet in
African oral on their past class at home by
traditions and how and adapt to the reviewing your
they created a new culture to notes taken
sense of culture for create their own during the film.
slaves in the unique culture? The worksheet
Americas. They will will be due the
learn this by next class
watching a film and period.
completing a
worksheet.
Day 9: The students will How did Africans Homework:
The importance of a learn the in North Write a page on
sense of family in importance of how America draw how you have
Africa and in Colonial Africans relied on on their past relied on your
America the sense of and adapt to the family to get you
families within new culture to through any
Africa and how that create their own hardships or
carried to the New unique culture? obstacles that
World. The you have
students will experienced.
receive a Due in two class
presentation and periods.
will perform a skit
that allows the The response
students to analyze will be due in
each role of a two class
slave’s family. periods.
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*worksheet due
*Formative
Assessment
(diary entry) is
due!
Day 10: The students will What was the Informal
The emergence of a focus on the culture significant Assessment:
new slave culture of Africans and how impact of See-think-
it merged with slavery on wonder, group
Colonial American African life? discussions, and
culture to create a What was life exit ticket.
unique slave like for enslaved
culture. They will Africans and Formal
look at images and free Africans Assessment:
texts to analyze the within the Paper and pencil
unique culture colonies? test two classes
created. from this class.
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Daily Catalog of Lessons
Week 1: Day 1 Lesson
What is Slavery? (47 minutes); *elaborated lesson plan
This is an introductory lesson that will introduce the unit “slavery” as well as address any
misconceptions about this fuzzy topic. The lesson will define what the term slavery means and
why and how slavery emerged and developed. The lesson will be constructed starting off with
a “hook” to gage the students’ interest in learning about what slavery was/is and why it
emerged at the time in colonial America. The students will acquire knowledge through
different activities they engage in. The activities will include class discussions, group discussions
and partner discussions, while viewing images and texts. The class will conclude by having the
students form groups, in which they will list the differences between slavery and indentured
servitude, to the teacher.
The Triangular Trade (47 minutes); *elaborated lesson plan
The students should be able to know what slavery is and how and why it emerged. With this
information they will learn about the routes that slaves, goods, and services were traded along,
and where those routes went, i.e. The Triangular Trade. The students will also learn what the
Middle Passage was, and how it impacted the lives of slaves. This is a literacy based lesson, that
will start off with a group discussion, and then will follow with a handout, that the students will
read aloud. While the students are reading the handout, the teacher will check for
understanding by having students list components of the triangular routes and the
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people/goods/services that were transported along the routes. The class will conclude with an
exit ticket; each student will provide the teacher with one fact they learned today.
Conditions for Slaves Within the Middle Passage (46 minutes).
The students have learned about the Middle Passage, but will learn further details about just
how terrible the conditions were for slaves, by watching a film that portrays what it was like for
Africans once they were sold into slavery, and made the journey to the New World. The film
will present just how hard the journey was for slaves and how they were treated as less than
human. The class will conclude with the teacher assigning homework that will be a one-page
essay in response to the film they watched in class. They will answer the question, “How do
you think the Middle Passage impacted African lives?” The assignment will be due in two class
periods.
Once A Slave Landed in the Americas? (45 minutes).
This lesson will focus on the lives of Africans, once they reached their destination in the
Americas. The students will learn how slavery significantly impacted African’s lives in the New
World. The lesson will start off with a journal response to the question, “What do you think life
was like once African slaves reached the New World?” The students will then think-pair-share
their answers with a partner, and then there will be a short class discussion to address this
question. The students will receive a handout, that they will read aloud in class, and will
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provide them with what life was like for slaves once they reached the Americas. The handout
will go over the process of how slaves were sold, transported, and other factors that greatly
impacted their lives. The students will then watch a film to visually understand the grueling
process for African slaves. The class will conclude with an exit ticket, in which each student
must write down how they would feel if they emerged into a New World with a new language,
new people, and new cultures.
The Life of Enslaved Africans (46 minutes).
The lesson will start with the teacher asking the unit question, “what is slavery?”, to remind
them of the importance of slavery on different cultures and societies. The students will be
focusing on what life was like for enslaved Africans through home and working conditions. The
two situations will be compared and contrasted through a handout, and then a venn-diagram
activity, in which students will complete the diagram in groups. The class will conclude with
each group sharing their venn-diagrams to the class. The teacher will assign the performance
assessment today, by providing a handout and a rubric for the assignment. The assignment will
be due on the day of the paper and pencil test.
The Life of Free Africans in Colonial America (47 minutes).
The students may not realize that not all Africans, at this time in the Americas, were enslaved.
The students will learn about the lives of free Africans in Colonial America, and what was the
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process to be granted freedom. The students will first be given a few minutes to answer the
question, “Were all Africans, who lived in Colonial America, slaves?”. The students will then
present their answers to a partner via think-pair-share. Students may then share their answers
with the class. The teacher will then present a PowerPoint on the issue of free Africans within
Colonial America, and how slaves were granted freedom. During this time, the students will be
completing a worksheet that follows the PowerPoint presentation. The class will conclude with
the teacher informing the students that they may take the worksheet home, to finish, and that
it is due the next class period for credit (20 points).
Africans Drawing on Their Past (48 minutes).
This lesson will have the students learning about how the change of places and cultures may
have been a culture shock to Africans, once they reached Colonial America. Therefore, the
students will focus on the ways in which Africans relied on their past to adapt to the new
cultures and places. The teacher will begin the class, by having students answer the following
question in their journals, “In what ways do you think African slaves helped themselves and
each other through the new and different experiences of life in Colonial America?” The
students will be given a few minutes to address this question, and then will share their answers,
with a partner, via think-pair, share. Students will then be given the opportunity to share their
answers with the class. The students will read aloud a handout that addresses the question,
and then will receive a PowerPoint presentation from the teacher, on how Africans relied on
their past to adapt to new places and cultures. The class will conclude with each student having
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an exit ticket; their ticket is to provide one answer as to the question that was addressed at the
beginning of class, “In what ways do you think African slaves helped themselves and each other
through the new and different experiences of life in Colonial America?”
Week 3: Day Lesson 8
The Importance of African Oral Traditions to Slaves (47 minutes).
African oral traditions are a rich part of African culture and were very important to slaves, as
they brought aspects of their culture with them to Colonial America. The students will focus on
the importance of African oral traditions and how they created a sense of culture for slaves in
the Americas. The students will watch a film that shows how slaves took their African traditions
and immersed them into the new places in which they lived. The film will also present how
African oral traditions were used by slaves to create new culture, such as blues culture. While
the students are viewing the film, they will complete a worksheet during the time, and if
unfinished they can work on at home. The worksheet will be due the next class period. The
class will conclude with an exit ticket in which each student must state one important aspect of
African oral tradition to slaves within Colonial America.
The Importance of Family for Slaves (49 minutes).
The students have learned about how slaves relied on African oral tradition to better adapt to
their new lifestyles. The students will also learn the importance of the sense of family for slaves
as they adjusted to a new lifestyle in Colonial America. The teacher will first collect worksheets
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that were assigned from the previous class. The teacher will then address the class with the unit
question that they have been focusing on; “why slavery?” The students will be given a few
minutes to address this question in their journals. They will then share their answers with a
partner via think-pair-share. The teacher will then present a PowerPoint presentation on the
importance of family for slaves and what were the roles and duties of each family member. The
students will then do an activity in which they act out the importance and roles of each family
member within slave society. This will be done via a skit. The students will be spit into groups
and every person in a group must be assigned a speaking or acting role as a family member.
The class will conclude with the teacher assigning students to write a one-page response about
how they have relied on their families to get them through hardships or obstacles that they
have experienced. The assignment will be due two classes from its assigned date.
The Emergence of a New Slave Culture (49 minutes).
The students will learn about the meaning of culture and several characteristics that can
encompass that word. The students will learn about different African cultures, and the
cultures of Colonial America, combining to form a unique slave culture. The students will start
by analyzing images via the activity see-think-wonder. The students will then receive a
handout that they will read aloud in class. The handout will provide information about the
unique culture that slaves created from the merging of African and Colonial American culture.
Prior knowledge of the trans-Atlantic slave trade, the triangular trade, the Middle Passage, the
meaning of Slavery, and the goods, products, and services that were traded, will be used for
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this lesson, to acquire more aspects of slavery within Colonial America. The teacher will
conclude the class with asking students to write down any aspects of their family that belongs
to a certain culture, or that combines to make a unique culture. The exit ticket will be for
students to form groups of four and to list some aspects of the unique slave culture that was
created.
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Lesson Plan 1: Elaborated Lesson Plan

Your Name: Jill Zdenek
Length of Lesson: 47 minutes
Title of Lesson: What is slavery?
Overview: This is an introductory lesson that will introduce the unit “slavery” as well as address
any misconceptions about this fuzzy topic. The lesson will define what the term slavery means
and why and how slavery emerged and developed. The lesson will be constructed starting off
with a “hook” to gage the students’ interest in learning about what slavery was/is and why it
emerged at the time in colonial America. The students will acquire knowledge through
different activities they engage in.
Objectives:
-Students will be able to demonstrate their knowledge of the term slavery and how it emerged
(5-U1.4.4).
-Students will be able to describe the development of slavery (5-U2.1.1).
Anticipated student conceptions or challenges to understanding: Students may approach this

subject with preconceived notions, i.e. only Africans were enslaved, slavery did not exist before
the Columbian Exchange, or 15th century, and slavery was solely used in the New World for
civilization.
The teacher will plan to address the falsehood behind these perceptions by showing a Ted Talk
video that addresses some of these issues about the slavery trans-Atlantic slave trade.
Students may also assume that indentured servant was a term synonymous for slave. The
teacher will address this misconception as well through text/image and through group
discussion.
Materials/Evidence/Sources:
 Image: (this will be used to introduce the unit)
http://www.angelfire.com/falcon/slaveryproj/dlofldslave.html
 Video: https://www.youtube.com/watch?v=3NXC4Q_4JVg
 Image: http://slideplayer.com/slide/4050352/
 White board and erasable markers; dry eraser
 Projector and Screen
 Notebook paper and writing utensils
Assessment: Student assessment will be addressed informally, throughout the lesson, via
teacher observation, questions that require individual and/or group response, and through
small group/ classroom-wide discussion.
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Instructional Sequence:
1. Introduction: “Hello boys and girls. Today we will be starting an entirely new unit.
This unit is entitled ‘slavery within Colonial America’ and we will be answering many
questions that address this topic throughout. The big question that I will be asking
you to think about, throughout the lesson, is ‘what is slavery?’ Slavery can be a very
fuzzy topic with many different ideas about what slavery means. I want you all to
write I your notebooks and answer the following questions. ‘What is slavery and why
did it/does it occur?’ You will be given three minutes to write down your thoughts to
these questions.” ((5 minutes (2 for introduction, and 3 minutes for notebook
assignment)).
2. The teacher will then call on a couple of students to provide their thoughts on the
aforementioned questions either via raised hands or popsicle sticks. (3 minutes).
3. The teacher will then inform the students that they will be starting a new unit entitled
“slavery within colonial America”. The teacher will then tell the students that before
they learn how slavery came about in Colonial America, they need to first discuss what
slavery means. (2 minutes).
4. The teacher will then show the students a picture of slavery within colonial America.
http://www.angelfire.com/falcon/slaveryproj/dlofldslave.html
The teacher will have the students analyze the image through the “See, think, wonder”
activity. Students will be called upon, if there are no volunteers, by selecting popsicle
sticks that have student’s names on them. (4 minutes).
The activity is conducted by the teacher asking the students to answer aloud the
following questions:
a. What do see in this image?
b. What do you think about this image?
c. What do you wonder about this image?
5. The teacher will then ask the students what is occurring in the image? The students
should be able to answer by saying “slavery”. (1 minute).
The teacher will then ask students questions, to identify any misconceptions they have
about the topic of slavery, through think-pair-share. The students will answer and then
share the following questions with a partner(s). (6 minutes: 3 minutes to think, 3
minutes to pair/share).
a. When did slavery first emerge?
b. Were Africans the only race to be enslaved?
c. Did slavery solely occur in the New World
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6. The teacher will then call on groups and ask them to share answers to the three
aforementioned questions. The teacher will write, on the whiteboard, answers to the
three questions. (3 minutes).
After hearing their perceptions on slavery, the teacher will tell the students that they
are going to watch a video about slavery, that may clear up any confusion that they
have about the topic, or will elaborate on their current knowledge about the subject (1
minute).
7. Before showing the movie, the teacher will tell the students to take notes, on what they
find most interesting during the video. (1 minute).
https://www.youtube.com/watch?v=3NXC4Q_4JVg
8. After the video is over, the teacher will then have the students share with a partner(s)
what they found most interesting or most surprising to them via think-pair-share. (3
minutes).
9. The teacher will then go back to the answers, that were written on the board, before
the video was shown, and ask the students if they want to change the answers to any/all
of the questions. The teacher will write down any changes, the students want to make,
on the board. (3 minutes).
10. The teacher will then give the students 1 minute to think about what does the term
indentured servant mean? (1 minute).
The teacher will then ask students what an indentured servant is. (1 minute).
The teacher will explain to the students that this term is often confused with slavery,
but is in fact entirely different than slavery. (1 minute).
11. The teacher will then tell the students that they are going to learn what an indentured
servant is, and why it is different than a slave. (1 minute).
The teacher will present an image/text, via PowerPoint, that shows aspects of
indentured servitude.
http://slideplayer.com/slide/4050352/
The teacher will call on students to read the text, via popcorn pass (one student is called
upon, who calls on another student, who calls on another student, etc.) (2 minutes).
12. The teacher will then have students form groups of four, where they will list the
differences between slavery and indentured servitude. (5 minutes).
13. Conclusion: “Today we were able to cover some important concepts about slavery.
We were able to define slavery and differentiate between slavery and the term
indentured servant. We learned that African slaves were also enslaved by other
Africans. We also learned why and how slavery emerged. Remember to review your
notes tonight, so you have knowledge about slavery going into next class. The next
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class will focus on slavery as well, but we will be learning about a different aspect of
slavery. Before you leave today, your exit ticket will be for each group to provide me
with one difference between the terms slavery and indentured servitude.” (4
minutes).
Handouts, lecture notes, etc.
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Flynn, Erin, and Jared Kahn. Slavery. Digital image. A Day in the Life of a Field Slave. N.p., 2004. Web. 20
Mar. 2016.
TEDEducation. "The Atlantic Slave Trade: What Too Few Textbooks Told You - Anthony Hazard." YouTube.
YouTube, 22 Dec. 2014. Web. 20 Mar. 2016.
Meece, Ulysses. Slavery. Digital image. N.p., 2009. Web. 20 Mar. 2016.
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Lesson Plan 2: Elaborated Lesson Plan
Title of Lesson: The Triangular Trade
Overview: This lesson will be a literacy lesson, meaning the students will be reading a
document that will provide them with knowledge of the specifics of the triangular trade; a key
component of slavery, such as:
- what is it?
-what were the trade routes?
-how and what were the goods that were traded?
-what was the middle passage?
The students will rely on previous lessons to apply what they have learned about slavery thus
far in the unit, in order to expand upon their knowledge. The teacher will also lead discussions
with the students about the topics that will be breached in class during the lesson.
Objectives:
- Students will be able to demonstrate their knowledge of the triangular trade (5-U2.2.1).
-Students will be able to demonstrate their knowledge of the trade routes of the triangular
trade (5-U2.2.1).
-Students will be able to demonstrate their knowledge of the people and goods that were
traded (5-U2.2.1).
-Students will be able to demonstrate their knowledge of what was the Middle Passage (5-
U2.2.1).
Anticipated student conceptions or challenges to understanding: Students may approach this

subject with preconceived notions, i.e. that only people were traded and/or that people and
goods were only traded to the New World. The teacher will address these perceived notions by
discussing with students what they think they already know about the triangular trade, prior to
providing them with factual information through reading a handout about the triangular trade.
Materials
 Notebooks and writing utensils
 Handout: An article covering the concepts of the triangular trade and the middle
passage
 Highlighters
 Projector and screen
 White board, markers, dry eraser
 Poster Paper
 Markers
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Sources:
 Image:
https://www.google.com/search?q=blank+map+of+triangular+trade&espv=2&biw=127
9&bih=608&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjKseCkoKjMAhXBCD4K
HcU0D24QsAQIGw#imgrc=Okn9dEglpTArKM%3A
Assessment: Students’ understanding will be assessed informally through questions asked

throughout the lesson through whole-class discussions, partner discussions, and group
discussions. The teacher and the students will read the handout, with students taking turns
reading sections out loud. While reading the handout, the teacher will stop the reading and will
ask questions to check for student understanding about terms and concepts that are covered in
the handout.
1. Introduction: “Good morning class. We will continue our unit topic on Slavery in
Colonial America today. As a reminder, our compelling question, that we are focusing
on is, “what is slavery?”. We have been able to answer part of this question based on
what you all have learned so far about slavery. As a reminder, we have discussed
what the term slavery means, and why and how did it emerge? Today we will be
focusing on another aspect of slavery; routes, other items that were traded, and their
voyage from one region to another. We will specifically be discussing the triangular
trade, its routes, and the middle passage.” (2 minutes).
2. Before any teaching is done, the teacher will have the students write in their notebooks
to answer the following question(s) (4 minutes).
 Knowing what you have learned about slavery so far, what do you think the
triangular trade was, and what were its routes?
 What goods, people, and services were traded along the routes?
This journal entry will assess what the students know so far about the topics that will be
discussed in class today.
3. The teacher will then call on a couple of students to provide their thoughts on these
questions, while the teacher will have one student list the answers to the questions, on
lined poster paper.
The lined poster paper will be split, vertically, into two sections: what is the triangular
trade route and its routes/ what goods, people, and services were traded along the
routes.
If there are no volunteers to perform either of the tasks, the teacher will pick students
via popsicle sticks that have student’s names on them. (4 minutes).
4. The teacher will then tell the students that they will be reading a handout during class,
that will cover the facts about the triangular trade, its routes, the goods and people that
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were traded along these routes, as well as what is the Middle Passage. The teacher will
inform the students that they will be reading the handout, out loud, via popcorn pass
(for example, the teacher will call on one student to read a section, who will then call on
another student to read a section, who will call on another student, etc.) (1 minute).
5. After the article is passed out, the teacher will ask students to pay attention to the three
questions, addressed during journal time, while the class is reading the article. The
teacher will write the three questions on the board, so the students have a reference
while reading the article. The teacher will tell the students that they should highlight
any information that will help them answer the three questions. (2 minutes).
 What was the triangular trade route?
 What were its routes?
 What goods, people, and services were traded along the routes?
6. While the students are reading the article, the teacher will stop after reading certain
sections, and ask questions about the article to check for understanding. The teacher
will have an image of the regions involved, on the Smart Board. The teacher will call on
students, to answer, the following questions, by having them draw the triangular trade
and label its routes. (28 minutes).
 What is the triangular trade?
 What were its routes?
 What were the routes of slaves?
7. The teacher will pull up an image via Smart Board, of the continents involved within the
triangular trade. The teacher will call on a student to label the continents that appear
on the map.
https://www.google.com/search?q=blank+map+of+triangular+trade&espv=2&biw=127
9&bih=608&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjKseCkoKjMAhXBCD4K
HcU0D24QsAQIGw#imgrc=Okn9dEglpTArKM%3A (1 minute).
8. The teacher will then have another student write label what one of the routes goods
and services were. (1 minute).
9. The teacher will then have another student label another route with the goods, and
services that flowed along that route. (1 minute).
10. The teacher will then have another student label the third route with the goods and
services that flowed along that route. (1 minute).
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11. Conclusion: “We have covered a lot of material in class today about slavery. Today we
focused on the triangular trade and its routes. We learned what people, goods, and
services flowed along those routes. We also discussed what the Middle Passage was,
and how it impacted African lives. Before you leave class today I want you to provide
me with one fact that you learned today, as you leave the classroom.” This will allow
the teacher to assess their understanding of that day’s subject matter. (2 minutes).
Handouts, lectures, notes, etc.
The Transatlantic Slave Trade. Digital image. The New York Public Library, 2005. Web. 20 Mar. 2016.
Triangular Trade. Digital image. Land of the Brave. N.p., Apr. 2015. Web. 20 Mar. 2016.
Boladi, Kim. Blank Map of Triangular Trade. Digital image. Exploration. Pinterest, 2016. Web. 24 Apr. 2016.
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The Triangular Trade and The Middle Passage

Definition of the Triangular Trade
The Meaning and Definition the Triangular Trade: The 'Triangular Trade' was so-called because
it was three-sided, involving voyages from:
 England to Africa
 Africa to the Americas
 The Americas back to England
The Triangular Trade is a term used to describe the trade occurring between England, Africa,
and the Americas. The trade fell into the three categories:
 The raw materials and natural resources such as sugar, tobacco, rice and cotton that were
found in the 13 colonies - also refer to Colonialism
 Manufactured products from England and Europe such as guns, cloth, beads
 Slaves from West Africa, many of whom toiled in the Slave Plantations
Triangular Trade Route Map
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Triangular Trade - A Journey with various Destinations

The Transatlantic Triangular Trade involved three journeys each with the promise of a large
profit and a full cargo. In reality, the journey was more complicated with ships travelling from
all over Europe carrying manufactured goods to different ports along the African coast to trade
for slaves. The ships from Africa then sailed across the Atlantic to the Caribbean and Americas
to trade the slaves for raw materials. Finally, the ships from America returned back to Europe
with raw materials such as sugar, tobacco, rice and cotton.
Definition of Imports and Exports

Definition of Exports and Imports: Exports are goods sent for sale outside a colony or country.
Exported goods earn money. Imports are goods brought into a colony or country. Imported
goods cost money. The system of Triangular Trade allowed for goods to be traded for other
goods, rather than being bought or sold.
Triangular Trade - Trade is the Word

The triangular trade routes were pivotal to the practice of Mercantilism by England by which
colonies had one main purpose: to enrich the parent country (England). The premise of
Trade was that the different regions would trade goods that they had in abundance
in exchange for those goods which were needed but lacking in their own region. Money did not
change hands.
"Triangular Trade." Land of the Brave. N.p., Apr. 2015. Web. 20 Mar. 2016.
John Hawkins Slave Ship
Triangular Trade. Digital image. Land of the Brave. John Hawkins Slave Ship, Apr. 2015. Web. 20 Mar. 2016.
Triangular Trade - The Slave Trade

Slavery had existed in Africa since ancient times. Enslaved Africans became part of the
international trade network of the period used extensively by the Spanish and the Portuguese in
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the Americas. The English became involved with the Slave Trade and the pattern of Triangular
Trade across the Atlantic was formed. Sir John Hawkins is often considered to be the pioneer of
the British slave trade, because he was the first to run the Triangular trade route across the
Atlantic, making a profit at every stop.
 Leg 1: Ships from England would go to Africa carrying iron products, cloth, trinkets and
beads, guns and ammunition. The ships traded these goods for slaves, gold and spices
(pepper)
 Leg 2: Ships from Africa would go to the American Colonies via the route known as the
'Middle Passage'. The slaves were exchanged for goods from the Americas, destined for
the Slave Plantations
 Leg 3: Ships from the Americas would then take raw materials back to England. The
English would use the raw materials to make 'finished goods'
 And the same process would start all over again...
Triangular Trade. Digital image. European Imperialism. Weebly, 2011. Web. 24 Apr. 2016.
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Continuing the Slave Trade: Where Africans Only Sold by Europeans?

“Where did the supply of slaves come from? First, the Portuguese themselves kidnapped some
Africans. But the bulk of the supply came from the Nigerians. These Nigerian middlemen moved
to the interior where they captured other Nigerians who belonged to other communities. The
middlemen also purchased many of the slaves from the people in the interior . . . Many Nigerian
middlemen began to depend totally on the slave trade and neglected every other business and
occupation. The result was that when the trade was abolished [by England in 1807] these
Nigerians began to protest. As years went by and the trade collapsed such Nigerians lost their
sources of income and became impoverished.”
“The white man did not introduce slavery to Africa . . . And by the fifteenth century,
men with dark skin had become quite comfortable with the co ncept of man as property
. . . Long before the arrival of Europeans on West Africa’s coast, the two continents
shared a common acceptance of slavery as an unavoidable and necessary —perhaps
even desirable—fact of existence. The commerce between the two continents, as tragic
as it would become, developed upon familiar territory. Slavery was not a twisted
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European manipulation, although Europe capitalized on a mutual understanding and

greedily expanded the slave trade into what would become a horrific enterprise . . . It
was a thunder that had no sound. Tribe stalked tribe, and eventually more than 20
million Africans would be kidnapped in their own homeland.”
Madugu, Hauwa Mahmud. The Era of Slavery in Nigeria. Digital image.Leadership. Leadership, 16 May 2014.
Web. 21 Apr. 2016.
“How Africans could have sold other Africans into slavery. The answer is that [African]
slaveholders didn't think of themselves or their slaves as 'Africans.' Instead they thought of
themselves as Edo or Songhai or members of another group. They thought of their slaves as
foreigners or inferiors. In the same way, the Spanish, the French, and the English could massacre
each other in bloody wars because they thought of themselves as Spanish, French, or English,
rather than Europeans.”
Stern, Sheldon M. "It's Time to Face the Whole Truth About the Atlantic Slave Trade." It's Time to Face the Whole
Truth About the Atlantic Slave Trade. History News Network, 13 Aug. 2007. Web. 21 Apr. 2016.
What Was the Middle Passage?

“The Middle Passage was a triangular trade route between Africa, the New World, and Europe.
This passage began in Europe, where ships were loaded with goods and sent to Africa, where
they were traded for African slaves. The slaves were taken to the New World and traded for raw
materials which were then shipped back to Europe. The African slaves were either kidnapped or
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purchased - they had not chosen to venture to the New World to be owned by colonists. While
approximately 15% of the African slaves died on the ships during the voyage to the New World,
more died in Africa before reaching the ships, a result of the process of capturing and taking the
slaves to the ships. It is estimated that approximately 2 million Africans died as a result of the
Middle Passage.”
"The Middle Passage Facts." The Middle Passage Facts. N.p., 2015. Web. 24 Apr. 2016.
The Middle Passage. Digital image. African Americans

in the British New World. Harvard College Library, 2014. Web. 24 Apr. 2016.
What Were the Conditions of the Middle Passage Like?
‘“Two by two the men and women were forced beneath deck into the bowels of the slave ship.
The "packing" was done as efficiently as possible. The captives lay down on unfinished planking
with virtually no room to move or breathe. Elbows and wrists will be scraped to the bone by the
motion of the rough seas. Some will die of disease, some of starvation, and some simply of
despair. This was the fate of millions of West Africans across three and a half centuries of the
slave trade on the voyage known as the ‘middle passage.’”
""The Middle Passage"" Ushistory.org. Independence Hall Association, 2014. Web. 24 Apr. 2016
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Lesson Plan 3- Elaborated Lesson Plan

Title of Lesson: The Emergence of a New Slave Culture
Overview: The students will learn about the meaning of culture and several characteristics that
can encompass that word. The students will learn about different African cultures, and the
cultures of Colonial America, combining to form a unique slave culture. The students will be
engaging in different activities, i.e. analyzing images and text, reading a handout, and group
share to acquire information about the unique slave culture in Colonial America. Prior
knowledge of the trans-Atlantic slave trade, the triangular trade, the Middle Passage, the
meaning of Slavery, and the goods, products, and services that were traded, will be used for
this lesson, to acquire more aspects of slavery within Colonial America.
Objectives: Through class-wide discussions and small group discussions, students will be able to
identify characteristics of the concept of culture by analyzing examples of African culture, the
Americas culture, and those two cultures intertwined that created a unique slave culture (5-
U2.2.3).
Anticipated student conceptions or challenges to understanding:

 Students may not realize that slaves did not abandon their cultures once reaching the
New World.
o This misconception will be addressed by analyzing through images and text that
analyze the use of African culture, by slaves, within colonial America
 Students may not understand that different cultures can be combined to form unique
forms of culture.
o This misconception will be addressed through the images and text, that the
students and teacher will analyze together to show the unique African-American
slave culture.
Materials
 Power Point presentation on Culture
 Highlighters
 White board and erasable markers, dry eraser
 Handout for students (25 copies)
 Notebook paper and writing utensils
Sources:
 Image: http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/NW0341.JPG
 Text from a website: http://slaveryandremembrance.org/articles/article/?id=A0057
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 Text from a website:

http://www.pbs.org/wnet/slavery/experience/education/history.html
 Texts from a website: http://www.merriam-webster.com/dictionary/culture
 Image: https://www.edb.utexas.edu/resources/team/lesson_2.html
 Image: https://www.edb.utexas.edu/resources/team/lesson_2.html
 Text: http://carla.umn.edu/culture/definitions.html
Assessment: Student understanding of the concept of culture will be addressed through

informal assessments throughout the class period by addressing questions to the students via:
 See, think, wonder
 Think, pair, share
 Popcorn pass
 Exit ticket
1. Introduction: “Welcome to class boys and girls. Today we will continue focusing on the
topic slavery, and will be learning new concepts. The last few classes we have learned about
the meaning of slavery, its routes, including the routes of goods and services. As you all
know, the unit question which we are focusing on is, ‘what is slavery’? Please keep this
question in mind today as we move even further into the topic.” (1 minute).
2. The teacher will put an image on the projector, via PowerPoint, for the students to look at.
http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/NW0341.JPG
The teacher will ask the students what they “see” in the image. The students will be given a
minute to write down their answers before the teacher calls on students. (Students may be too
timid to share their answers, so if there are no volunteers, the teacher will pick a popsicle stick
that has a student’s name on it, to answer a question. This will be continued throughout
lessons, if this situation occurs). (2 minutes).
3. The teacher will continue using the same image for the next question asked.
The teacher will then call on students to answer what they “think” about the image. The
students will be given a minute to write down their answers. (2 minutes).
4. The teacher will then ask one more question about the image the students see
The teacher will then call on students to answer what they “wonder” about the image. The
students will be given a minute to write down their answers. (2 minutes).
5. The teacher will then show another image and have the students repeat the “see, think,
wonder activity” with the new image. The teacher will informally assess the students through
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“see, think, wonder” by getting to look at images carefully.

https://www.edb.utexas.edu/resources/team/lesson_2.html (3 minutes).
6. The teacher will then show the two images side-by-side.

https://www.edb.utexas.edu/resources/team/lesson_2.html
The teacher will then give the students a minute to discuss the similarities amongst the two
images with their partner/partners. (1 minute).
7. The teacher will then call on students to share what the two images have in common with
each other. (2 minutes)
8. The teacher will then tell the students that the images are showing how slaves expressed
themselves through culture within the United States.
The teacher will inform the students that they will be focusing on the culture of enslaved
people in the United States. (1 minute).
The teacher will have the students write down a response to the question, “What Makes
Culture?” (2 minutes).
The teacher will then call on a student to define what culture is.
The teacher will then call on students to list what are some aspects that make up culture. (2
minutes)
9. The teacher will then show a slide, of text, that provides one definition of the term culture.
http://carla.umn.edu/culture/definitions.html
The teacher will then call on a student to read the definition on the slide. (1 minute).
The teacher will then show another slide of text, defining the term culture.
http://www.merriam-webster.com/dictionary/culture (1 minute)
The teacher will then show one more slide of another definition of the term culture and have a
student read the definition. (1 minute).
10. The teacher will then ask the students how they think slave culture was created.
The teacher will ask the students “What are some beliefs about slave culture?”
The teacher will give them a minute to discuss this with a partner(s) around them. (1 minute).
The teacher will then explain that this question will be answered through a handout that the
students will receive. (1 minute)
The teacher will then provide a handout, for the students, which they will read aloud in class by
popcorn pass (i.e. one student will read a section aloud, then that student calls on another
student to read aloud, etc.). The teacher will also have the students analyze the images in the
handout through see-think-wonder. (15 minutes).
11. After the reading, the teacher will ask the students for any terms that are unfamiliar to the
students, or that need to be clarified. The teacher will then define those terms for the students
and the students will write down those definitions. (3 minutes).
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12. After the students have finished reading the handout, the teacher will then show one of
the previously shown images earlier in class, and will have the students make a list, with one or
two partners, of some aspects of the slave culture seen in the image.
https://www.edb.utexas.edu/resources/team/lesson_2.html
(3 minutes).
13. The teacher will then ask students to think about their families and write down any aspects
of their family that belong to a certain culture, or combine to make a unique culture. (3
minutes).
14. Conclusion: “Today we learned about how culture impacts people, and how it impacted
African slaves as they brought their African culture with them, and merged it with American
culture. This created a unique slave culture. Next class we will continue learning about
slavery, and keep in mind our unit question, ‘what is slavery’. You will now form groups of
four and list some aspects of slave culture, as your exit ticket.” (3 minutes).
Handouts, notes, etc.
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Music, Dance, and Recreational Activities. Digital image. The Atlantic Slave Trade and Slave Life in the
Americas. Virginia Foundation for the Humanities and University of Virginia, 2015. Web. 15 Apr. 2017.
 Useem, J., & Useem, R. (1963). Human Organizations, 22(3).
"Culture has been defined in a number of ways, but most simply, as the learned and shared
behavior of a community of interacting human beings" (p. 169).
 Webster’s Dictionary definitions of culture
“the beliefs, customs, arts, etc., of a particular society, group, place, or time.”
“a particular society that has its own beliefs, ways of life, art, etc.”
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Stein, Laura. Digital image. African American History and Media. The University of Texas at Austin The College
of Education, n.d. Web. 15 Apr. 2017.
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Handout
SST 310
Jill Zdenek
The Emergence of a New Slave Culture

African Diaspora Culture
Africans brought to the Americas the greatly varied cultures of their homelands, including
folklore, language, music, and food ways. In forging new lives with one another, as well as
neighboring Europeans and Native Americans, rich varieties of African diaspora culture took
root in a New World decidedly shaped by the cultural innovations of Africans and their
descendants.
"African Diaspora Culture | Slavery and Remembrance." African Diaspora Culture | Slavery and Remembrance.
Web. 15 Apr. 2016.
Three Kings Day Festival, Havana, Cuba, ca. 1850.

"African Diaspora Culture | Slavery and Remembrance." African Diaspora Culture | Slavery and
Remembrance. Web. 15 Apr. 2016.
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Folklore
Survivors of the Middle Passage gave new life to certain African themes, characters, and stories
in their homes and neighborhoods in the New World, and much of the folklore of the African
diaspora reflects a dynamic combination of African traditions and New World influences.
Folklore often conveyed religious worldviews and beliefs while relating the more mundane
routines of everyday life-from the way families functioned through the rituals of birth and
death, to simple routines of cooking and clothing, and the local calendar of celebrations.
In the Americas, new languages emerged and evolved. They were, again, pidgin or creole
languages which emerged from the blending of African, European, and Americanized-European
languages. Eventually, forms of pidgin, differing from colony to colony, emerged into fully-
fledged creole languages of their own. All bore strong linguistic features of the dominant
African group in the region. American-born slaves grew up speaking these languages naturally.
A similar pattern happened among Europeans and their American-born offspring. Thus, white
and African North Americans spoke differently from their European and African forebears.
Europeans and Africans across the Americas in Cuba, Brazil, Suriname, or Martinique, for
example, spoke with distinct local voices—accents, vocabularies, and intonations.
Web. 15 Apr. 2016.
The sacred music o“Velorio, ou Bal du Petit Ange,” Venezuela, 1826. [Alcide Dessalines d’Orbigny, Voyage
pittoresque dans les deux Amériques (Paris, 1836), facing p. 51]
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Protestant and Catholic Christian religions profoundly influenced the instrumentation and songs
of the African diaspora over the decades and throughout the Americas. Some enslaved people
converted to Christianity while others rejected it as the religion of their oppressors. Those who
attended church learned and reinterpreted western hymnal and choral singing for their
communities. In some cases, enslaved people continued to use elements of African music in
their religious expressions, including syncopation, polyrhythms, and call-and-response. In the
United States, nineteenth-century enslaved people also combined dance, music, and Christian
hymns in the “ring shout,” as a distinct form of religious worship. Elsewhere, as with maroons in
Brazilian quilombos, combined dance, song, instruments, and martial arts in Capoeira, a form of
self-defense disguised as a dance.
African and European cultures influenced each other in different ways throughout the
Americas. From the sixteenth to eighteenth centuries, in many places in Brazil and
the Caribbean, Whites were but a small minority of the population, and their culture and life
ways were heavily influenced by those of the enslaved black majority. In British North America,
enslaved people infused their musical culture with European instruments, songs, and dances,
creating new forms of expression that incorporated and adapted elements of multiple cultural
traditions.
Web. 15 Apr. 2016.
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STAGE FOUR
Works Cited Page
-"African Diaspora Culture | Slavery and Remembrance." African Diaspora Culture | Slavery
and Remembrance. Web. 15 Apr. 2016.
-Boladi, Kim. Blank Map of Triangular Trade. Digital image. Exploration. Pinterest, 2016. Web.
24 Apr. 2016.
-Digital image. 4 Misconceptions About Healthcare. Compass, 21 Sept. 2015. Web. 24 Apr.
2016.
-Family Clipart. Digital image. Open Clipart. N.p., n.d. Web. 21 Apr. 2016.
-Flynn, Erin, and Jared Kahn. Slavery. Digital image. A Day in the Life of a Field Slave. N.p.,
2004. Web. 20 Mar. 2016.
-Madugu, Hauwa Mahmud. The Era of Slavery in Nigeria. Digital image.Leadership.

Leadership, 16 May 2014. Web. 21 Apr. 2016.
-Meece, Ulysses. Slavery. Digital image. N.p., 2009. Web. 20 Mar. 2016.
-Merriam-Webster.com. Merriam-Webster, 2016. Sun. 17 April 2016.
-Merriam-Webster.com. Merriam-Webster, 2016. Sun. 17 April 2016.
-""The Middle Passage"" Ushistory.org. Independence Hall Association, 2014. Web. 24 Apr.
2016
-Music, Dance, and Recreational Activities. Digital image. The Atlantic Slave Trade and Slave
Life in the Americas. Virginia Foundation for the Humanities and University of Virginia, 2015.
Web. 15 Apr. 2017.
-Person Thinking. Digital image. Clipart Panda, n.d. Web. 15 Apr. 2017
-Stein, Laura. Digital image. African American History and Media. The University of Texas at
Austin The College of Education, n.d. Web. 15 Apr. 2017.
-TEDEducation. "The Atlantic Slave Trade: What Too Few Textbooks Told You - Anthony
Hazard." YouTube. YouTube, 22 Dec. 2014. Web. 20 Mar. 2016.
-"The Middle Passage Facts." The Middle Passage Facts. N.p., 2015. Web. 24 Apr. 2016.
-The Middle Passage. Digital image. African Americans in the British New World. Harvard
College Library, 2014. Web. 24 Apr. 2016.
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-The sacred music o“Velorio, ou Bal du Petit Ange,” Venezuela, 1826. [Alcide Dessalines
d’Orbigny, Voyage pittoresque dans les deux Amériques (Paris, 1836), facing p. 51]
-The Transatlantic Slave Trade. Digital image. The New York Public Library, 2005. Web. 20
Mar. 2016.
-"Triangular Trade." Land of the Brave. N.p., Apr. 2015. Web. 20 Mar. 2016.
-Triangular Trade. Digital image. European Imperialism. Weebly, 2011. Web. 24 Apr. 2016.
-Triangular Trade. Digital image. Land of the Brave. N.p., Apr. 2015. Web. 20 Mar. 2016.
-Triangular Trade. Digital image. Land of the Brave. N.p., Apr. 2015. Web. 20 Mar. 2016.
-Useem, J., & Useem, R. (1963). Human Organizations, 22(3).
-Wahl, Chris. Wahl Network. Digital image. NFS on VSphere Part 1 – A Few Misconceptions.
Wahl Network, 9 Apr. 2012. Web. 24 Apr. 2016.
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Reflection
When I started this unit plan, I thought I was pretty knowledgeable about the unit if slavery. It
turns out that there were a lot of components to take into consideration when teaching this unit
because it really is a fuzzy concept. As someone who had never taken a teaching course before,
I honestly had no idea what the contents would be of composing a unit plan; it turns out there is
quite an amalgam of components needed for a cohesive unit plan. I have come to the conclusion
that I will have to most likely do extensive research on all of the units I will be teaching because
there is simply so much content and material that needs to be covered according to the Michigan
Department of Education Standards for Fifth Grade Social Studies. I needed to understand the
underlying importance of why the unit was significant to the standards and why it should be
taught to students.
When I taught my microteaching lesson plan, I had some great feedback from my peers. I made
sure to incorporate into my lessons how I would assign students to answer questions because I
did not take note initially that fifth graders may be more reticent to answer questions in front of
their peers. Therefore, I incorporated methods in which students will be assigned randomly to
answer questions if there are no volunteers. I also was reminded that Africans sold their own
into slavery as well, so I made sure to incorporate that fact into one of my lesson plans. It is
important for the students to know this because slavery is not a black and white matter, no pun
intended. I also had the suggestion to let students write answers, on the board, as opposed to
myself writing the answers. I made sure to incorporate this aspect into some of my lessons, so
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that students would feel more accomplished. My fellow peers provided me with many more
ways in which I could improve my teaching lessons.
Planning this unit was incredibly tedious, and has influenced my vision of social studies in
many ways. I need to make sure that when covering a unit, you have an abundance of focus
questions so that compelling question, can be addressed with specific details and various
examples. I wanted to incorporate lots of discussion and different ways in which topics would
be addressed because children have trouble focusing for long periods of time, and may not retain
information well if I were to simply provide lectures for each class. Mixing lectures with
handouts, films, and other sources is a better way for students to obtain information. Oh my
gosh, I have so much work to do as a future teacher in terms of planning units. I need to make
sure that I incorporate various activities, and forms of both informal and formal assessments, so
that my students will succeed. This unit plan has shown me that being a teacher is very hard
work and something that will take a lot of time and dedication. However, I struggled to succeed
as a student, so I want my students to succeed and get all the help and resources that will allow
them to succeed.
The biggest challenges I faced were understanding how to create lesson plans, since I had never
created them before this assignment. Making sure that I had various activities throughout my
lesson plans was/is something that I need to keep in consideration. I am most proud of the lesson
plan that I taught because I did a lot of tweaking to it and I thought that I presented it well. As
someone who is the size of some fifth graders, it will be important for me to make my presence
known and for me to respected as a teacher. The biggest thing that I have learned: TEACHERS
NEED MORE CREDIT THAN THEY ARE GIVEN!!
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62

Final Unit Plan

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Slavery Within

Considering the Learners

Considering the Content

Enduring Understanding/Big Idea:

Compelling Question: Supporting Questions:

Students will be able to:

Key Concepts: Important Knowledge: Important Skills:

-most pertinent goods and -discussion skills with

Description of Informal Assessments: Overview and Rationale for Paper and

-During each lecture students will have

Other Formative Assessment Overview and Rationale (see attached handout):

Essay - Extended Response- 30pts.

class discussions. Your responses should include:

 The process of slavery, Africans went through, once reaching Colonial

specific examples) (10 pts.)

 The differences in a slave’s work environment and home environment (5

 Concluding thoughts about how an African’s life as a slave significantly

impacted his/her life (5 pts).

Performance Assessment Overview, Rationale, and Objectives (see attached):

they are going to/ get to (5 pts)

entries with appropriate dates to the time period we focused on

For this performance assessment, students will be able to

services exchanged throughout the route

 Demonstrate their knowledge of the significant impact of slavery on African life

drawing upon social and cultural experiences

 Demonstrate their knowledge as to why so many people were enslaved soon

after Columbus arrived to the Americas

Notes for teacher:

Unit 1 Test: Slavery during colonial America

Multiple Choice: What color is the sky?

True or False. Circle your answers.

3. The Columbian exchange was the transfer of only goods.

Multiple Choice. Please circle the answer.

5. The Columbian Exchange primarily occurred between which two regions?

A) Central America and Western Asia

6. Why did Europeans resort to slavery of Africans?

A) They were cheaper to ship than other people

7. What region in the world did most slaves come from?

9. Indentured servants were ____

A) slaves who only worked in homes as opposed to working outdoors

Directions: Please write a paragraph or two addressing the question(s) below:

Restricted Response: (20 pts).

Performance Assessment- The Life and Journey of an Enslaved Person

written. This assignment is worth a total of 40 points.

going to/ get to (5 pts)

-Their experience during their journey (15 pts)

with appropriate dates to the time period studied

For this performance assessment, students will be able to

services exchanged throughout the route

- Demonstrate their knowledge of the significant impact of slavery on African life

drawing upon social and cultural experiences

Columbus arrived to the Americas

Grading Rubric for Teachers and Students

Unsatisfactory (2) Satisfactory (6) Good (8) Excellent (10)

Reached required objectives required objectives required objectives required objectives

any details details detail for each

Character any significance to significance of the significance of the examples of the

the background of character’s character’s significance of the

the character background background character’s

their journey to journey to their journey to their journey to their

their new home new home new home new home

Character any examples or examples or insight examples or insight examples or insight

new life of the the character the character the character