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Payton Cooper SST 309 Section 4

The Atlantic Slave Trade Unit Plan

GLCEs: 5-U2.2.1 – 5-U2.2.3

Created by Payton Cooper

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Table of Contents: Overview, Rational, Introduction…………………………………………………………………………………………………………..3

Grade Level Content Expectations………………………………………………………………………………………………………....4

Vocabulary List……………………………………………………………………………………………………………………………...4

Vocabulary Lesson………………………………………………………………………………………………………………………...5-8

Attachment A: Script………………………………………………………………………………………………………………………..9

Attachment B: Vocabulary List for Students…………………………………………………………………………………………….10

Attachment C: Bingo Board……………………………………………………………………………………………………………….11

5-U2.2.1 KUDs…………………………………………………………………………………………………………………………..12-13

5-U2.2.1 Lesson………………………………………………………………………………………………………………………….13-15

Attachment D: Simulation Trade Cards………………………………………………………………………………………………16-19

Attachment E: Goods/Countries Flash Cards………………………………………………………………………………………...20-23

Attachment F Triangular Trade Assessment …………………………………………………………………………………………….24

Attachment G: Rubric for Assessment…………………………………………………………………………………………………....25

5-U2.2.2 KUDs…………………………………………………………………………………………………………………………...26-27

5-U2.2.2 Lesson…………………………………………………………………………………………………………………………..28-29

Attachment H: Author Says…I say Quotes……………………………………………………………………………………………….30

Attachment I: Abolitionist Packet………………………………………………………………………………………………………….31

Attachment J: Double-Bubble Thinking Map……………………………………………………………………………………………..32

5-U2.2.3 KUDs…………………………………………………………………………………………………………………………....33-34

5-U2.2.3 Lesson…………………………………………………………………………………………………………………………...34-35

Attachment K: Comparing African Americans Worksheet…………………………………………………………………………...36-37

Attachment L: KWL ………………………………………………………………………………………………………………………...38

Citations………………………………………………………………………………………………………………………….....................39

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OverviewIn this fifth grade history unit, students will be learning about the process of Triangular Trade including the goods and people traded, the Middle Passage, and how it all affected life in Africa. Next, the students will learn about the differences between a free African and an enslaved African, and the abolitionist movement. Finally, the unit ends with students learning about the impact Africans had on American culture and how the African Americans created their own culture within the American Colonies.

RationalIt is important for fifth graders to learn about the content in these three GLCEs because it explains and describes a huge

part in the history of the United States. It was a major growth period for us as a nation because we had to accept that diversity was going to be a great part of our nation and that that wasn’t going to change. It also teaches the student about

the value of life and how to treat other people that are different from themselves. Fifth graders are just starting to become more mature and learning to not only accept themselves, but other people is very important.

IntroductionFifth grade students will be using many different types or games, activities, and assessments throughout this unit. Foldables, Double-Bubble and Bridge thinking maps, worksheets, TED-ed videos, map labeling, trade simulations, flash cards, and presentations are all included in this unit to reach any and all learning styles for students. Students will also be working with myself, other students, and independently!

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Grade Level Content Expectations

5-U2.2.1 Describe Triangular Trade including-the trade routes (E,G)-the people and goods traded (E)-the Middle Passage-the impact of life in Africa (G)

5-U2.2.2 Describe the life of enslaved Africans and free Africans living in American Colonies.

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

Vocabulary List

AcculturationAdaptationAgricultureCultureDomestic SkillsEnslaved Africans Frederick DouglassFree Africans

Free StatesFolkloreGoodsHarriet TubmanIntegrateMenial JobsMiddle PassagePlantation

Phillis WheatleyRevoltSegregationSharecroppingSlave StatesSojourner TruthTrade RouteTriangular Trade Underground Railroad

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Vocabulary Lessons: How will you take them where they need

to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

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

Lessons:Using Marzano’s Six Steps for Intentional Instruction in Vocabulary:

Step 1Provide a description, explanation, or example of the new term.

This step is not just teacher talk and kids listen. See column two.*

Teacher will introduce each word according to the best way that students of that grade level will understand it. Consider developmental abilities. It bears repeating that this step is not just teacher talk and kids listen.

This may include reading trade books that use the words or concepts in context, bringing in realia, artifacts, visual images, discussion (word relationships, word families, synonyms, roots and affixes, etc.), video,

-Abolitionist-Trade Route-Adaptation

See Attachment A for the script of defining and introducing the three vocabulary words.

Resources needed: What materials and resources will they need ? (also included on Works Cited page)Includes:

Attachment A

Attachment B

Resources for Introducing Words:Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making the Most of Natural Contexts.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 3, “Teaching the Selected Terms”

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storytelling, or other introductory means, using common everyday language. Students could use the Circle Map Thinking Map to capture their learning.The words will be added to the Word Wall.

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

Students will use the descriptions and discussions from Step 1 as words are introduced to write their own meanings and understandings. (Kindergarteners will not be able to write correctly, but you may have them use invented spelling or just draw as in Step 3.)

Teacher will clear up any misconceptions at this point in order to clarify and correct students’ understanding.

Next, have the students write their own definition of the words so that they can regurgitate what they just learned.Then, students will create a three- tab book foldable that will model their own definition of an Abolitionist, Adaptation, and a Trade Route on the inside sections of the tabs. They will also be expected to give an example of a person, place or thing of each word.

*This repetitive action will help them conceptualize and remember the vocabulary*

Possible resources students will create to collect this information could include a Foldable, Vocabulary journal, Interactive notebook, etc.

Resource for making Foldables:Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

Construction paper Glue Scissors Coloring supplies Vocabulary Journals Pen/Pencil

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

Students will use the descriptions and discussions from Steps 1 and

Students will add to their foldable in Step 2, by drawing a visual representation or picture of an Abolitionist, Adaptation, and a Trade Route.

Possible resources students will create to collect this information could include a Foldable, Vocabulary journal, Interactive notebook, etc.

Foldable Coloring Supplies

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2 as words are introduced to draw a visual representation of the word(s).

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

Students will review their knowledge and understanding of the new vocabulary through such activities as Comparisons (Venn or Foldable)Free AssociationWord MosaicsDouble BubbleComparison Matrix/ChartClassifying TermsSolving/Creating Analogies/MetaphorsEtc.

Have the students open their Vocabulary Journals and have three blank pages ready to go. They will write ABOLITIONIST, ADAPTATION, and TRADE ROUTE, one word in the center of each page. Based on their definition of each word, they will write synonyms, related processes, people involved, etc., around the bigger word to show that they can conceptualize the idea of each word.

Resources for Vocabulary Activities:Beck, Isabel (2002) Bringing Words to Life, Chapter 4, “Developing Vocabulary in the Earliest Grades,” and Chapter 5, Developing Vocabulary in the Later Grades.”

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

Vocabulary Journals Pencil/Pen Coloring supplies

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

At anytime the class is working with words, teacher will provide opportunities for students to talk with one another about the words. They can use word families, put the words in stories, write

Once the students have completed their foldable of all three vocabulary words, they will get in groups of 2- 3 students and share what they came up with for definitions, examples, and pictures for Abolitionist, Adaptation, and Trade Route. This will help the students who may have struggled coming up with ideas to represent the words. Sometimes having a

Foldables Vocabulary Journals Pen/Pencil

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analogies ,etc.

They will use various strategies, e.g., Think, Pair, Share, Back-to-Back whiteboards, Frayer models, concept maps, etc.

classmate help another classmate will make something stick better than a teacher’s help!

Step 6Involve students periodically in games that allow them to play with terms.

Games such as the following should be played as often as possible to gain that emotional connection, competitive component, and to build a classroom climate of enjoyable activity.Possible Games:Jeopardy$100,000 PyramidPictionaryVocabulary CharadesName that CategoryTabooDraw MeTalk a Mile a MinuteEtc.

Laminate the sheets so that you can use them throughout the year with different subjects!

Each student will receive a bingo board and will be instructed to fill out the board with any word, in any place from the vocabulary list.Play at least 3-4 rounds so that there are multiple winners!

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

Other possible resources:Allen, Janet (1999) Words, Words, Words: Teaching Vocabulary in Grades 4-12Graves, Michael (2009) Teaching Individual Words: One Size Does Not Fit AllGraves, Michael (2006) Vocabulary Book: Learning and Instruction, Michael GravesAcademic Vocabulary, Retrieved 2/23/12 from http://jc-schools.net/tutorials/vocab/strategies.htmlGames and Activities that Build Academic Vocabulary, Retrieved 2/23/12 from http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

Attachment C Vocabulary List Dry erase marker Tissue/old sock/paper towel

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http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

http://jc-schools.net/tutorials/vocab/strategies.html

http://jc-schools.net/tutorials/vocab/strategies.html


Attachment A: Script

Abolitionist: Does anyone have something that makes them really mad? (Give time for students to answer.) There is always something that people will disagree on in life. It’s what makes us human. I really don’t like it when kids are bullied in and outside of school. It hurts my feelings and theirs too. In the 17th century, there were a group of people who did not like slavery because it made them very angry and they wanted to put an end to it. These people were called abolitionists. They wanted to abolish or get rid of slavery all together. Just like I would like to get rid of bullying everywhere!

Adaptation: I am going to read these scenarios out to you and I want you to think about what will have to change in each situation in order for it to be made right. Discuss the solution to each scenario with your neighbor after I read each one!

Scenario 1: I am traveling to California and only bringing shorts and t-shirts as apparel for the warm weather. Four out of the five days that I am there, it RAINED all day! What would I have to do to be ready for the changes in the weather??

o Rain boots, jacket, pants, and umbrella. Scenario 2: My family just got a new dog, Spot, but he wont eat his dry food that we bought from the pet store…What can I do to

change the food so that Spot will eat it? o Water down the food, add flavoring, and/or buy a different type of dog food.

Scenario 3: The Chinese food I ate at the restaurant gave me food poisoning and I had to miss school for two days. I have to figure out a way to catch up on my work and be on track for class. What can I do to get the information I need from my classmates or teacher, even when I am at home sick?

o Call a classmate and asked them what you missed, email/call the teacher, have a friend take notes for you and grab the extra handouts, etc.

What do all three of these scenarios have in common? (Let students think…) They all had to change something in order for them to get what they needed. If they couldn’t achieve or get something the way they normally would, it required them to take a new way of thinking and action to get what was needed. This is called adaptation. I adapted to the weather in California by buying a rain jacket. I had to water down the dog food in order to adapt to Spot’s eating needs. I had to adapt my learning style to get the information that I missed in class the past two days.

Trade Route: Take a time-lapse video of you driving to work. On the way you stopped for breakfast and coffee, then parked your car, stopped at the office for the mail, and then got to the classroom. Show the students when introducing the vocabulary word. I take this path to work every single day. I give my money to the coffee shop and in turn they give me a bagel and a medium coffee, and then I give the office assistant my name and she give me back my mail from the previous day. The exchange of information and goods without money is called trading. The pathway or route (trade route) is the direction you take in order to give or receive those goods. Just like you take the same bus route to get to school for example.

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Attachment B: Vocabulary List for Students

VO

CA

BU

LA

RY

LIST

: Please Write the definition next to the w

ord.

Acculturation

Adaptation

Agriculture

Culture

Dom

estic Skills

Enslaved Africans

Frederick Douglass

Free Africans

Free States

Folklore

Goods

Harriet Tubm

an

Integrate

Menial Jobs

Middle Passage

Plantation

Phillis Wheatley

Revolt

Segregation

Sharecropping

Slave States

Sojourner Truth

Trade Route

Triangular Trade

Underground R

ailroad

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Attachment C: Slave Trade BingoDirections: Fill in the empty boxes with the unit vocabulary words from the vocab list given to you before the unit. You can put any word on your board in any place!

FREE SPACE

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GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

5-U2.2.1 Describe Triangular Trade including-the trade routes (E,G)-the people and goods traded (E)-the Middle Passage-the impact of life in Africa (G)Knowlegde

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

Vocabulary I Can

Triangular Trade was the main system in the slave trade era the transported goods around the world via ships. The route involved Europe, Africa, and the Americas. There was not one direction/pattern in which the trade route (the pathway of where people traveled to trade) occurred. The continents all interacted with each other. When ships stopped in the ports of Africa, free blacks would revolt or fight against the captains and try to set the slaves free while loading into the boat. Those who made it into the boat went through the Middle Passage where they were densely packed into the boats. Disease and discomfort spread quickly throughout the

Students will understand that there were three stages of Triangular Trade and how it works.

Students will use an interactive map to demonstrate their learning of Triangular Trade. This includes answering questions about the geographical locations and good that were involved in the trade route.

Triangular TradeGoodsMiddle PassageTrade RoutePlantationRevolt

I can describe the process of Triangular Trade.

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ship. When they reach the Americas, slaves were auctioned off to plantation (large farmland) owners. Once bought, they were put to work in harvesting crops that were produced to trade with other trading countries/regions.

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



Resources needed: What materials and resources will they need?(Page #s read, graphic organizers, books, posters, realia, etc…)

5-U2.2.1Time Needed: 2, 45-minute class periods

Anticipatory Set: Pre-Lesson homework assignment. Students will be asked to go home and find 10 things around their house. These 10 things can be food, toys, clothes, furniture, etc. After they have chosen 10 things, they must write down where that object is made/from. (For example, if I had picked my teddy bear, I would note that it was made in China.) They will bring their lists in the next day. This will get their brains into the right mind set/interest that will drive this lesson.

Modeling: I will bring in a couple objects from the three areas that are involved in the triangular trade routes.

Tea from England

Resources needed: What materials and resources will they need? (also included on Works Cited page)

http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

Paper and Pencil

https://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/Use this website to explain which goods and people were traded to certain countries and colonies.

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https://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/



a faux block of gold and an African toy doll from Africa

Molasses and faux fish from the 13 colonies and West Indies.

By explaining that goods involved in trade aren’t always just objects; that there can be people involved too. (Lead into slaves). I will explain how slaves were a big part of the triangular trade (middle passage; packing ships full of enslaved Africans to bring to the 13 colonies and West Indies). Since many slaves worked on plantations, they were a big part of the production of Northern American goods like tobacco.

Guided Practice: Students will be divided into three groups: Europe, Americas, and Africa. Each group will get cards that have different pictures of the goods that that country/colony provided. Students will be given different amounts of pictures of goods depending on their group. With their new knowledge of triangular trade, the groups will trade with different groups the goods/people necessary in the trade routes.The students will sit in different corners of the room and spread the desks out to those corners to represent the land. The space in the middle will represent the Atlantic Ocean that the ships had to journey on for their trading.

Independent practice: Students will construct three pyramid foldables (you will need to demonstrate and show students how to fold the paper and where to glue. TINEY TINY DOTS!!!) to demonstrate their knowledge of Triangular Trade. Each pyramid will represent the different

Atlas of the Transatlantic Slave TradeBy David Eltis & David Richardson

https://www.youtube.com/watch?v=3NXC4Q_4JVg(play until 3:10)Attachment D

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https://www.youtube.com/watch?v=3NXC4Q_4JVg


continents (Europe, Africa, and the Americas) and each side will have:

Goods/People traded to/from that continent

Which countries were involved A specific Attribute that makes them

stand out. (For example, the Middle Passage would be with Africa)

Checking for Understanding: Flash cards with the different goods and countries on them. Students must be able to list the goods from the country or name the country from the goods listed.


Technology - Interactive Map Foldables - Pyramid fold Group work - Trade Activity

Construction paper Coloring supplies (crayons, colored pencils, markers) Elmer’s Glue Scissors Twine Paper clips Clipart pictures of the goods/people/countries/colonies

Attachment E

Quizlet.com

Assessment ideas:a. Provide a map zoomed in on the Atlantic Ocean. (Similar to the one in the interactive map, but printed on an 8.5”x15” sheet of paper) Students will need to be able to draw arrows with goods and people that were traded to and from the colonies and countries. (Refer to Attachment F)b. Grading: Checklist Rubric (20pts) (Refer to Attachment G)

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Attachment D

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Payton Cooper SST 309 Section 4 17


Attachment E

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Attachment F

NAME: ___________________________________________

DATE:

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Attachment G

NAME: _______________________________________

Total Points ________/ 25 points

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Triangular Trade Assessment Rubric

Lable Europe/England, Africa, West Indies, and 13 colonies (4 pts)COMMENTS:

13 Colonies Goods (1 pt each) Europe/England (1 pt each)Lumber Guns/GunpowderDried Fish ToolsWhale Oil FurnitureRum ClothingWheat/Grains BooksFurCattleTobaccoRiceIndigoCOMMENTS: COMMENTS:

West Indies Goods (1 pt each) Africa (1 pt each)Molasses SlavesCitrus GoldSugarCOMMENTS: COMMENTS:



5-U2.2.2 Describe the life of enslaved Africans and free Africans living in American Colonies.Knowledge


Vocabulary I Can

Before the American Revolution, blacks were free in the North (free states), but not in the South (slave states). Southern states forced enslaved blacks to work on plantations where as in the North, Blacks could seek out a job for themselves (with limitations unfortunately.) Life for free blacks still was not fully free. They were completely segregated or separated from Whites and got the bare minimum when it came to respect. They were able to get jobs called menial jobs. These were jobs that whites did not want to have and required little to no prior knowledge or skills. The Underground Railroad

Students will understand that there is a difference between enslaved and free Africans.

Students will construct a Double Bubble Thinking map that compares and contrasts the life of enslaved Africans and free Africans that lived in Colonial America.

Free AfricanEnslaved AfricanAbolitionists/AbolitionPlantationMenial jobsSegregationUnderground RailroadFree StatesSlave StatesHarriet TubmanFrederick DouglasSojourner TruthPhillis Wheatley

I can tell the difference between a free African and an enslaved African living in the United States.

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was an indirect pathway for slaves to follow in order to get to the free states. Harriet Tubman was the most famous of these people who gained their freedom. They used the constellations and quilts as maps to get to the North. This was a dangerous journey for most due to the fact that the slave owners would hunt down their missing slaves and capture them again. Their punishments were brutal when they were re captured. Beaten, killed, over worked, and much worse. As time moved on and the mind set of the people changed, Abolition and Abolitionists came along. These were people who were against slavery and wanted it to end all together. People like Frederick Douglas, Phillis Wheatley, and Sojourner Truth were among the many.

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Resources needed: What materials and resources will they need?(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: How will you take them where they need to go?Use Gradual release/ITIP:

Anticipatory Set: Show the rest of the TED-Ed video from the previous lesson. This will cover a more in depth look at how slaves viewed themselves and other Africans (Free), and white people invading their territory.

Modeling: Hand each student a slip of paper with a quote from a famous abolitionist. They will do “Author says…I say…” with their quotes. As an example, I will use a simple quote from Dr. Seuss and say what I think that Dr. Seuss was trying to communicate to the reader. I will describe and explain the abolitionist movement and the AASS by handing out a packet of abolitionist. Point out the people who were quoted in the “Author Says…I Say…” activity so that the students can put names to faces/facts.

Author Says…I Say…: There are 4 copies of each quote. Students will group together and talk about the quotes.

Guided Practice: Take the students to a computer lab (if available) so that they can go interactively through the underground railroad. It will break down each part of where you reach like escaping the plantation, finding safety, finding freedom, etc.


https://www.youtube.com/watch?v=3NXC4Q_4JVg(3:10 until the end)

See Attachment H

See Attachment I

http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm

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Finally, the students will write ‘their story’ and tell about their struggle and journey to freedom.

Independent practice: Students will pick an abolitionist that was the most interesting to them and create a foldable to show their knowledge of the abolitionist There will be a packet of information regarding each Abolitionist and a picture. Students will include the following for their foldable:

Picture of Abolitionist. If/How they escaped slavery. What part do they play in the history of

slavery OR/AND their involvement in the AASS.

Checking for Understanding: As an exit ticket, students will need to describe how they would put an end to slavery if they were a member of the American Anti-Slavery Society given what they have learned about the AASS and what it’s members did.

Consider HOTS/Blooms/VocabularyUse Strategies, e.g., QAR, 10x10, Informational Text Literature Circles, simulations, etc.

Construction paper Pictures of abolitionists Glue Scissors Coloring supplies

Attachment I

Pencil or Pen Half sheet of paper or note card

Assessment ideas: a. Double Bubble Thinking Map that compares Free Africans and Enslaved Africans (Refer to Attachment J)b. I will use a checklist with the following criteria

At least 3 characteristics/facts of Free Africans At least 3 characteristics/facts of Enslaved Africans 2-3 similarities between the two.

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http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm



Attachment HI freed a thousand slaves I could have freed a thousand more if only they knew they were slaves.-Harriet Tubman

I freed a thousand slaves I could have freed a thousand more if only they knew they were slaves.-Harriet Tubman

If there is no struggle, there is no progress.-Frederick Douglass


It's a matter of taking the side of the weak against the strong, something the best people have always done.-Harriet Beecher Stowe


Through thickest gloom look back, immortal shade. On that confusion which thy death has made.-Phillis Wheatley


Truth is powerful and it prevails.-Sojourner Truth












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Attachment IHarriet Tubman: Born into slavery and was the lead conductor of the Underground Railroad. Once she escaped from slavery and into Pennsylvania, free state, she would return Maryland where she would retrieve her friends and family. She risked her life and even has a bounty warrant out for her from plantation owners and whites. Her nickname was “Moses” from the Bible because she led so many people to freedom.

Harriet Beecher Stowe: Helped many gain their freedom by opening up her house to the Underground Railroad enslaved Africans. She was so passionate in her attitudes against slavery that she wrote a book entitled Uncle Tom’s Cabin. Stowe was also one of the many white people who were in this movement.

Frederick Douglass: This influential leader was born into slavery and after much trial and error, he finally escaped slavery in Pennsylvania. Douglass also was a major leader and speaker of the AASS. He was a speaker of reform on multiple issues, but was most evident and passionate about the rights of free/enslaved Africans and abolitionism.

Sojourner Truth: (Formerly known as Isabella Baumfree) She was born into slavery, but escaped with her daughter in 1826. She was a women’s rights activist and an abolitionist. Truth is well known for her ability to articulate her thoughts and opinions given that she was uneducated.

William Wells Brown: Born into slavery and his slave master hired him in to work on the slave boats that retrieved and delivered slaves in the slave trade. When he was 20, he escaped to Ohio for freedom. He later wrote a book and became an active abolitionist.

Phillis Wheatley: Sold as a slave to John and Susan Wheatley to be a house servant. Instead, they taught her to read and write while she did her domestic duties. She became known as a symbol of accomplishment for African Culture. Often times slaves never learned to read or write

and the fact that Wheatley learned both and published a book of her own story, was very important. She was later freed by the Wheatley family in 1744.

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Attachment JDouble-Bubble Thinking Map

SHARED CHARACTERISTICS

ENSLAVED AFRICANS

FREE AFRICANS

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


Vocabulary I Can

Free Africans were able to integrate/adapt their lives into North American culture by getting jobs and joining/forming churches. Their home life stayed enriched with African culture by their native songs, folklore (stories), and domestic skills like cooking. These values never left them during the time they were slaves. Although there was still segregation in Colonial America, the Africans tried their best to embrace their newly gained freedom with pride. This whole process of making free blacks adapt to American culture is called acculturation. Free Africans also got what were called menial jobs. These were the jobs that were first offered to

Students will understand that it was hard for free Africans to integrate their lives into American culture, but they maintained their values and tradition of African culture in their every day lives.

Students will join in groups of three people to present one aspect of African culture and that was integrated into American culture back in the 1800s and what were the effects of it. They also will need to compare and contrast the same thing with mainstream American culture that we know today. In PowerPoint format, each group will present their findings to the class.

AdaptationCultureSegregationIntegrateFolkloreAcculturationDomestic SkillsSharecroppingAgricultureMenial jobs

I can describe how Africans use their past traditions and values to use in their lives while living in North America.

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whites, but if they didn’t want it, blacks had the chance to take it. These jobs paid little to nothing and the blacks were treated poorly most of the time.


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

Resources needed: What materials and resources will they need?

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

Lessons: How will you take them where they need to go?Use Gradual release/ITIP:

Anticipatory Set: Show the students different pictures of different cultures (Europe, America North and South, Africa, and West Indies) and have the students observe the difference in people, atmosphere/environment. Make sure to point out that each of these pictures/people are from the same time period. This will let the students wonder why it was so different for so many people.

Modeling: Ask the students what they want to be when they grow up and write them on a large piece of paper. (You’ll get many different answers) Then explain how most Africans did not (and still to this day) have the opportunity to get most of those jobs-describe what menial jobs are. Move into the subject of acculturation and how it still affects African American culture today.

Guided Practice: The students and I will all work together to make a bridge thinking map to compare the jobs, housing, clothing, etc., that African Americans had then and now.

Independent practice: Take the students to a computer where they can access the website in the next column. Have them do a KWL while reading some narratives of ex-slaves and how they lived in the American colonies.

Checking for Understanding: Students will receive a work sheet that


http://dbs.ohiohistory.org/africanam/html/mss/gr7999.html

Attachment K Pencil

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compares Africans/African Americans that are living in the rural South and the North. They will need to fill this out to the best of their ability based off of their knowledge on the subject matter presented above.

Consider HOTS/Blooms/VocabularyUse Strategies, e.g., QAR, 10x10, Informational Text Literature Circles, simulations, etc.

Attachment L

Assessment ideas:a. Students will join in groups of three people to present one aspect of African culture and that was integrated into American culture back in the 1800s and what were the effects of it. They also will need to compare and contrast the same thing with mainstream American culture that we know today. In PowerPoint format, each group will present their findings to the class.b. I will grade the students on the following criteria with an analytical rubric:

Creativity in examples Relations to their own lives Articulation PowerPoint Presentation organization

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Attachment K

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Attachment LKWL Directions:

First go to this website: http://dbs.ohiohistory.org/africanam/html/mss/gr7999.html Before you start this activity, you will fill out the “KNOW” and “WANT TO KNOW” portion of your KWL. You want to talk

about your knowledge based on African Americans during slavery, free Africans, North/South, etc. Then you will pick 2 people who’s narratives as an African American during slavery/freedom interest you.

NAME KNOW WANT TO KNOW LEARNED

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Works Cited

Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

Hazard, Anthony. (2014) The Atlantic Slave Trade: What Too Few Textbooks Told You [Video File]. Retrieved fromhttps://www.youtube.com/watch?v=3NXC4Q_4JVg Life on the Plantation: Underground Railroad Student Activity, Scholastic.com. (n.d.). Retrieved April 20, 2016, from http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm

Eltis, D., & Richardson, D. (2010). Atlas of the transatlantic slave trade. New Haven, Conn: Yale University Press.

The Huntington Library, Arts Collections, and Botanical Gardens. (n.d.) Triangular Trade, Retrieved from http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

American I am, (n.d.) The African American Imprint. Retrieved from http://events.nationalgeographic.com/media/files/AIA_TeacherStudentPacket.pdf

Grant, R. G., (2011) Slavery: Real People and Their Stories of Enslavement. New York, NY: DK Publishing.

(n.d.). Retrieved April 23, 2016, from http://www.pbs.org/black-culture/explore/harriet-tubman/#.Vxw0oT-4xm4

(n.d.). Retrieved April 23, 2016, from http://www.pbs.org/black-culture/explore/harriet-tubman/#.Vxw0oT-4xm4

(n.d.). Retrieved April 24, 2016, from http://www.history.com/topics/black-history

(n.d.). Retrieved April 24, 2016, from http://www.history.com/topics/black-history

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http://events.nationalgeographic.com/media/files/AIA_TeacherStudentPacket.pdf



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