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 Jenna Hoezee, SST309-­‐05, page 1 1. Title Page 5th Grade Unit Plan European Slave Trade and Slavery in Colonial America Jenna Hoezee SST 309 December 1, 2014 Jenna Hoezee, SST309-­‐05, page 2 th
5 Grade Unit Plan European Slave Trade and Slavery in Colonial America Table of Contents: Title Page ..…………………………………………………………………………………………………………………………………………………………………………..Page 1 Table of Contents ...……..………………………………………………………………………………………………………………………………………………………..Page 2 Overview ……………………………………...……………………………………………………………………………………………………………………………………..Page 3 Rational ………………..……………………………………………………………………………………………………………………………………………………………..Page 3 Introduction ………………………………………………………………………………………………………………………………………………………………………..Page 3 Grade Level Content Expectations ……………………………………………………………………………………………………………………………...Page ? KUD’s & I Can Statements ………………………………………………………………………………………………………………………………………………….....Page ? Final Assessment ………………………………………………………………………………………………………………………………………………………………...Page ? Vocabulary Lesson ……………………………………………………………………………………………………………………………………………………………... Page ? Lesson 1: Triangular Trade ………………………………………………………………………………………………………………………………………………......Page ? Lesson 2: African American Lives ………………………………………………………………………………………………………………………………………....Page ? Lesson 3: African American Culture ……………………………………………………………………………………………………………………………………...Page ? Resource Attachments …………….…………………………………………………………………………………………………………………………………………...Page ? Works Cited ………………….……………………………………………………………………………………………………………………………………………………...Page ? Jenna Hoezee, SST309-­‐05, page 3 2. Overview/Rationale/Introduction 5th Grade-­‐Understanding the European Slave trade and slavery in Colonial America th
Overview: This 5 grade unit covers the United States History and Geography Era two. 5th grade students should understand by the end of this unit about the European Slave Trade and slavery in Colonial America. This includes the triangular trade, the trade routes, the people who were traded through the middle passage, and the goods that were traded in the triangular trade. The students will also understand the impact of this trading on the life in Africa. Students should understand and be able to describe the life of the enslaved Africans once they arrived in the American colonies as well as the Africans who were free, living in the American Colonies. Students will also investigate how Africans living in North America used their sense of family and role of oral tradition from their homeland of African and the new land of America to create a new culture known as the African-­‐American culture. Rationale: It is important for all students to learn about the origins of slavery, the trading involved, slavery in the America’s, and the new cultures created through slavery. Students should know and understand the ramifications of slavery as it caused many problems in our history-­‐civil wars, educational rights, many amended laws, etc. It is also important for students to understand that slavery was the backbone to the success of our country. It is important to understand how slavery fits into the United States history and African American history. Students should realize the unrest that slavery brought to our country and the hardships the free and enslaved Africans went through, as they were brought to our country during the colonization of America in order to aid in this colonization. Introduction: In these following lessons the students will gain understanding on the triangular trade and its impact on the life of African’s. Students will investigate through a vocabulary lesson that introduces important vocabulary that begins the whole unit of instruction. Students begin to fully understand these words through the implementation of Marzano’s Six Step Process for Building Academic Vocabulary. Students will also be provided opportunities to investigate the horrors of the Middle Passage through online websites and resources that are age appropriate. Students will study the impact of the Triangular Trade and how it changed the country of America and how a new distinct African-­‐American culture was created as a part of this Triangular Trade system. Students will be exposed to texts and trade books that implement the standards addressed in this unit. Grade Level Content Expectations for this unit: 5-­‐U2.2.1 Describe Triangular Trade including • The trade routes • The people and goods that were traded • The Middle Passage • Its impact on life in Africa Jenna Hoezee, SST309-­‐05, page 4 -­‐-­‐Describe the Triangular Trade and its impact on the people of Africa, the Americas, and Europe. 5-­‐U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. -­‐-­‐Describe what life was like for African slaves and free Africans once they arrived in the 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 tradition) and adapted elements of new cultures to develop a distinct African-­‐American culture. -­‐-­‐Describe how Africans slaves brought pieces of their past African culture to their new way of living in the colonies, including words, food, and music (nmlc). 3. KUDs: The road map: GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product Knowledge (K) The triangular trade routes including the first, second-­‐
also known as the Middle Passage-­‐and third legs. Through these routes there were goods traded (see website #1) which impacted the economic development of slave buyers and merchants. The Middle Passage was the main route that slaves were 5-­‐U2.2.1 Describe Triangular Trade including • The trade routes • The people and goods that were traded • The Middle Passage • Its impact on life in Africa (National Geography Standards 9, and 11;pp.160 and 164 E) Verb: Describe [Reasoning Skill] Understand (U) DO: Vocabulary I Can Demonstration of Learning (DOL) Students will understand that the triangular trade was about the relationship among the Western hemispheres and the continents of Africa and Europe. Print a map of the world for every student. Have each student, individually draw arrows on the map showing the trade routes and writing a sentence describing what happened within each of these trade routes-­‐
concerning the people and goods that were traded. -­‐Triangular trade -­‐-­‐first leg -­‐-­‐second leg -­‐-­‐third leg -­‐Trade routes -­‐Middle Passage -­‐Goods -­‐Trade -­‐Slaves -­‐Slavery -­‐Economic I can describe the Triangular Trade and its impact on the people of Africa, the Americas, and Europe. shipped from the Western part of Africa, where slave castles were, to the Americas. The Middle Passage was an extremely uncomfortable inhumane way of transporting people. The slave buyers packed slave ships where slaves were chained together in rows, with little room to move (see website #2 for visuals and more information on these ships). Disease was rampart as well as little to no food and unsanitary, smelly conditions. This transportation of “goods”-­‐the slaves was a form of Capitalism because the slaves were seen of like goods and not people. The formation of the slave castles impacted life in Africa because the British were moving in to form places of economic development (e.g. the creation of slave castles to house more “goods” to sell-­‐slaves). The Elmina Slave Castle was one of these major castles. (Use pictures I have from Ghana shown below). Website #1: http://www.landofthebrave.i
nfo/triangular-­‐trade.htm Jenna Hoezee, SST309-­‐05, page 5 development -­‐Economic activities -­‐Merchants -­‐Slave buyers -­‐Slave castles -­‐Capitalism -­‐Elmina Slave Castle Jenna Hoezee, SST309-­‐05, page 6 Use this website to help students see the relationships among the trade routes geographically. This also explains what was traded at each leg of the triangular trade. Website #2: http://www.bl.uk/learning/
histcitizen/campaignforaboli
tion/sources/antislavery/br
ookesdiagram/slaveshipdiag
ram Use this website to give a visual of what the slave ships looked like and how the slaves became a “good” and no longer human. Pictures
Jenna Hoezee, SST309-­‐05, page 7