5th!grade!history!unit! cassiemiller& sst309section04&...

5th Grade History Unit Cassie Miller

SST 309 Section 04 Winter, 2014

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Table of Contents

Overview/Rationale/Introduction ............................................................................................................................................................ 3

Grade Level Content Expectation ............................................................................................................................................................. 3

KUDs: The Road Map ........................................................................................................................................................................... 4-‐9 GLCE 5-‐U2.2.1 .............................................................................................................................................................................................................................................. 4-‐5 GLCE 5-‐U2.2.2 .............................................................................................................................................................................................................................................. 5-‐7 GLCE 5-‐U2.2.3 .............................................................................................................................................................................................................................................. 7-‐9

Assessment Ideas ................................................................................................................................................................................... 10

Sequence of Instruction .................................................................................................................................................................... 10-‐17

Resource Attachments ...................................................................................................................................................................... 18-‐37 Resource A: Slave Trade Passage .................................................................................................................................................................................................................................. 18 Resource B: PowerPoint of Slave Trade Images ..................................................................................................................................................................................................... 19 Resource C: Interactive Map Activity .......................................................................................................................................................................................................................... 20 Resource D: Artifact Bag 1 (13 Colonies) .................................................................................................................................................................................................................. 21 Resource E: Artifact Bag 2 (England/Europe) ........................................................................................................................................................................................................ 21 Resource F: Artifact Bag 3 (Africa) ............................................................................................................................................................................................................................... 22 Resource G: Artifact Bag 4 (West Indies) .................................................................................................................................................................................................................. 22 Resource H: Artifact Bag Handout ................................................................................................................................................................................................................................ 23 Resource I: 10x10 Activity Images ............................................................................................................................................................................................................................... 24 Resource J: 10x10 Activity Handout ............................................................................................................................................................................................................................ 25 Resource K: Interactive Map Rubric ............................................................................................................................................................................................................................ 26 Resource L: KWL Chart ..................................................................................................................................................................................................................................................... 27 Resource M: Movie -‐ Rise of Slave Trade: Black History in Colonial America ............................................................................................................................................. 28 Resource N: Slave Narrative Articles ................................................................................................................................................................................................................... 29-‐32 Resource O: RAFT Writing Rubric ................................................................................................................................................................................................................................ 33 Resource P: Book – D is for Drinking Gourd .............................................................................................................................................................................................................. 34 Resource Q: Article – African Contributions to American Culture ................................................................................................................................................................... 35 Resource R: QAR Handout ............................................................................................................................................................................................................................................... 36 Resource S: Tri-‐fold Culture Poster Rubric .............................................................................................................................................................................................................. 37

Citation Page ......................................................................................................................................................................................... 38

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Unit Planning Guide/Template

1. Title Page, Table of Contents 2. Overview/Rationale/Introduction

a. Overview: This unit plan will introduce students to what slavery in America was like in the 1600 and 1700s. The unit will help them to explore both the economic and emotional aspects of slavery as it relates to other parts of the world through a variety of primary and secondary sources as well as their own creations and projects. The GLCE’s allow the students to dive into content in order to better understand the goods traded along with slaves, different types of slavery, as well as how African-‐Americans handled their new life by combining and integrating their culture with American culture.

b. Rationale: It is important for students to develop a thorough understanding of the relationship between slavery and America’s economy and morals because it touches on a variety of Core Democratic Values that will be examined later on in their social studies career. A basic understanding of these concepts will be necessary as introductory knowledge for future social studies lessons including those that cover the topics of the Underground Railroads and Civil War. Understanding the effects and impact of slavery will also help students to develop their own ideas on Core Democratic Values, as well as help them to take a position on modern-‐day slavery in other parts of the world.

c. Introduction: This unit is designed to teach 5th grade students about the Grade Level Content Expectation, 5.U2.2, which covers the European Slave Trade and Slavery in Colonial America. Throughout the course of this unit, students will learn about the life of slaves in America during the 1600 and 1700s. This includes their travel route to America and other destinations along the Middle Passage, its’ economic impact both nationally and internationally, as well as how the life and culture of Africa-‐Americans was influenced and dealt with.

3. Grade Level Content Expectations: U2.2 European Slave Trade and Slavery in Colonial America: Analyze the development of the slave system in the Americas and its impact upon the life of Africans.

5-‐U2.2.1: Describe the Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage, and its impact on life in Africa. 5-‐U2.2.2: Describe the life of enslaved Africans and free Africans 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.

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4. KUDs: The road map: 5.U2.2 – European Slave Trade and Slavery in Colonial America GLCE (coding and wording) and Verb underlined

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

*Knowledge/Understanding

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

Vocabulary I Can

In the 1600s & 1700s there were major areas that all had goods that others needed. These goods and slaves were shipped across the Atlantic Ocean among the 13 Colonies, England & Europe, West Indies, and Africa Traded goods in Triangular Trade – England to 13 Colonies: teas, spices, furniture, cloth tools England to Africa: iron products 13 Colonies to Europe: fish, whale oil, lumber, tobacco 13 Colonies to Africa: rum, iron products 13 Colonies to West Indies: flour, fish, meat, lumber Africa to West Indies: slaves, gold West Indies to 13 Colonies: slaves, sugar, molasses Slaves: consisted of African tribal members that were captured, criminals, prisoners of war, or taken during raids and placed into a trade route Trade: a multilateral system of trading in which a country pays for its imports from one country by its exports to another.

Students will understand that the people and goods traded contributed to and impacted the global economy.

Students will be able to describe the Triangular Trade through the creation of an interactive map.

-‐Impact -‐Triangular Trade -‐Middle Passage -‐Goods -‐Global -‐Economy -‐Slaves -‐Africa -‐Slave Trade

I can describe how the Triangular Trade impacted the world.

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Triangular (Transatlantic) Trade: refers to the trade in the 18th and 19th centuries that involved shipping goods from Britain to West Africa to be exchanged for slaves, these slaves being shipped to the West Indies and exchanged for sugar, rum, and other commodities, which were in turn shipped back to Britain. Middle Passage: the sea journey undertaken by slave ships from West Africa to the West Indies; took 3 weeks or longer to make this voyage depending on weather Global Economy: refers to the economy, which is based on economies of all of the world's countries' national economies Goods: merchandise or possessions to be transported distinctly from passengers Impact: a strong effect of one thing on another Africa: the second largest continent; located to the south of Europe and bordered to the west by the South Atlantic and to the east by the Indian Ocean GLCE (coding and wording) and Verb underlined

5-‐U2.2.2: Describe the life of enslaved Africans and free Africans in the American colonies *Knowledge/Understanding


Vocabulary I Can

Ways to escape slavery: fulfilling a contract, buying freedom, escape, and manumission Freed slaves could often be kidnapped by slave

Students will understand how enslavement changed and

Students will describe all the different types of slavery as well as

-‐Freedom -‐Manumission -‐Rebellion -‐Slave Code

I can describe how slavery impacted the lives of Africans in

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catchers and returned to slavery As more slaves entered America and more rebellions occurred, white slave owners put the Slave Code in place to restrict slaves’ behaviors. More rebellions caused more and stricter slave codes. Slave Codes varied state by state, but had many commonalities including: slaves cannot own property, slaves cannot assemble without a white person present, slaves are subject to certain curfews, marriages between slaves are not recognized (makes it easier to separate families) Treatment of slaves varied based on whether slaves worked in towns or on farms, how big or small the farm/plantation was, and whether they worked in or outside of the home… Urban Slaves: had more freedom, acquired more marketable skills, became more worldly, and dared escaping more frequently Rural Slaves: worked on plantations; the smaller the plantation, the more opportunity for personal relationships to be formed with slaves and their owners, and the more likely they are to be treated well. Slaves on bigger farms were usually treated worse Household Slaves: treated better than many other types of slaves & were often considered part of the extended family. Many household slaves raised the master’s children, giving them the opportunity to learn how to read.

impacted the lives of Africans.

the many different roles and treatment of African Americans through the writing of a RAFT writing describing a particular type of slavery and method of obtaining freedom.

-‐Chattel Slavery -‐Cultivation -‐Overseers -‐Driver -‐Household Slaves -‐Urban Slaves -‐Colonial America -‐African Americans

America.

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Manumission: the volunteer freeing of a slave by a master Enslave: causing someone to lose their freedom of choice or action Freedom: the power of self-‐determination attributed to the will; the quality of being independent of fate or necessity Rebellion: the action of resisting authority or control Slave Code: see above description Chattel Slavery: people (slaves) that are seen as property rather than humans with rights Cultivation: to prepare land for the use of growing crops or gardening; usually requires intense labor Overseer: a person who supervises other workers Driver: a slave who is given the position of an overseer; often disliked by other slaves African-‐Americans: people who were from or had ancestors from Africa but live in America Colonial America: the history of European settlements from the start of colonization of America until their incorporation into the United States GLCE (coding and wording) and Verb underlined

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.

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*Knowledge/Understanding


Vocabulary I Can

Religion – many slave owners feel obligation to convert slaves to Christians, so Christianity became widely accepted by slaves who put their own spin on it through music and spiritual beliefs from Africa such as voodoo. History – most African history was passed on through oral tradition. This continued, but those who became literate in America wrote some of these folk tales down. African words such as ‘banjo’ and ‘okra’ became a part of American language. Folk arts such as basket weaving were picked up in The States. African Americans did their best to continue song & dance traditions and ate native foods whenever possible. African art was primarily religious, and each community had artisans skilled at producing works that would please the tribal gods. The center of African life in ancient and modern times is the family. Since Africans consider all individuals who can trace roots to a common ancestor, this family often comprised hundreds of members. Tradition: the transmission of customs or beliefs

Students will understand that African Americans (both free and enslaved) integrated their life and culture from Africa with the new life and culture of America.

Students will describe the life and culture of Africa and America in the 1600s and 1700s, as well has how the cultures were integrated through the creation of a tri-‐fold poster.

-‐Tradition -‐Adapt -‐Culture -‐Ancestor -‐Polytheism -‐Monotheism

I can compare the similarities and differences between African and American culture.

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from generation to generation, or the fact of being passed on in this way Adapt: make (something) suitable for a new use or purpose; modify Culture: the customs, arts, social institutions, and achievements of a particular nation, people, or social group Ancestor: a person from whom one is descended; usually more distant than a grandparent Monotheism: the belief that there is only one God Polytheism: the belief in multiple gods

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4..Assessment ideas: a. How will you know they’ve learned it? Project, Presentation, Paper-‐and-‐Pencil Test, Report, And b. How will you grade it?

Scoring guide, checklist, rubric

The assessment for each lesson will consist of the students’ accurate completion of the assignment in the “Do” portion of each of the GLCE codes. This will be evaluated based on the Rubrics attached for each assignment (Resources K, O, and S).

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Vocabulary Lesson (Lesson 1) Day 1

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…)

The teacher will introduce this unit starting with a vocabulary lesson to introduce students to basic words and ideas they will need to understand in order to progress. Teacher talk (Step 1): The teacher will introduce the vocabulary words by reading the attached passage (Resource A) describing the slave trade to students. As the teacher reads the passage, there will be a slideshow of images from the slave trade playing as well. Prior to this introduction, the teacher will write down the focus words on the board (Slave Trade, Triangular Trade, Middle Passage, Economy, Rebellion) and ask the children to listen for them as he/she reads. Once the reading and the

Restate (Step 2): After the class discussion, students will create a 5 page expandable booklet. They will write one of the vocabulary words on each page and then go back through and write their own definition for each word in another square of the booklet. The teacher should walk around and ensure that all definitions are accurate and related to what was discussed in class. Nonlinguistic Representation (Step 3): The pictures in the slide show may serve as a model or inspiration for students as they choose another square on each page of their expandable booklets to draw a picture of the vocabulary words. Activity (Step 4): Students will use the final square on each page of their expandable booklet to write

-‐ Slave trade passage (Resource A)

o *optional: extra handouts for students to follow along with

-‐ Powerpoint slide of slave trade images (Resource B)

-‐ 5 half-‐sheets of paper per student -‐ Glue -‐ Coloring utensils -‐ Computers/iPads with internet

access for each student -‐ Interactive map activity at the

listed website (Resource C)

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slideshow are finished, the teacher will conduct a class discussion about the possible meaning of these words. *Note: The italicized words in the reading can be used as helpful context clues. “I want you all to listen carefully as I read to you about what life might be like for an African 200 years ago. As I read, I want you to listen for these key words in the story and think about what they might mean.” …After the reading is finished… “Did you all hear the words? What context were they used in? How can we define these words?” The final game following the vocabulary lesson will serve as a Segway into teaching the first GLCE of this unit.

down antonyms, synonyms, and other related words that will help them to remember the definition of each vocabulary word. Student Interaction (Step 5) will naturally occur throughout the entire lesson. Game (Step 6): The students will experiment with the interactive map game at http://www.eduplace.com/kids/socsci/ books/applications/imaps/maps/g5s_u3/# using computers or iPads. As they play the game, have them talk about where each of the vocabulary words would fit into or are seen in the map and quizzes. When they are finished they may print their final results to keep as a resource.

Triangular Trade Lesson (Lessons 2 & 3)

Day 2 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…)

Pre-‐test/Anticipatory set: the hook Lessons: How will you take them where they need to go? Use Gradual release: Modeling, Guided Practice, Independent practice (ITIP)


• Technology • Cooperative activity

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

• Texts/articles/trade

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Consider HOTS/Blooms/Vocabulary Checking for Understanding (Formative Assessment) Lesson 2 – Artifact Bags Anticipatory Set: The teacher will divide the class into four groups, and provide each group with an Artifact Bag. The first bag will contain goods that were traded by the thirteen colonies, the second will contain goods traded by England and Europe, the third will have goods traded by Africa, and the fourth will have goods traded by the West Indies. The teacher will instruct the students to explore and discuss the items in their bag. As the students explore their artifacts, they will write down predictions as to what each item might be. After they’ve had approximately 10 minutes to complete this task, each group will have the opportunity to share their artifacts with their classmates. As the groups present their work, the students will be writing down notes and questions they have regarding the artifacts. After the group presentations, the students will answer the questions on the handout provided. They will indicate what they think the bags have in common, and how each Artifact Bag is sorted and classified. Lesson 3 – 10 x10 Anticipatory Set: Keeping students in the same four groups that they were originally divided into for the Artifact Bag activity, the teacher will hand a different picture to each group. Each picture will depict the

• Graphic organizers • Collaborative work • Group work • Independent

Lesson 2 -‐ As this lesson progresses, students will gradually work more independently. There should be lots of content-‐related discussion during the exploration of the artifacts, and students should also being filling out the first part of their handout together. As the students present their artifacts, they may continue discussion amongst various groups, but should now be filling in the handout with minimal help from other classmates regarding the questions about other groups. When answering the final questions on the handout, they should be working completely alone, concentrating and brainstorming on the origins of these artifacts. The teacher will collect the handouts as a formative assessment to ensure that students’ are making the connection between the artifacts and their involvement and locations in the

books • Web site(s) • Realia, Technology,

Worksheets • Paper/Pencil/markers/ch

art paper, etc. Lesson 2 -‐

-‐ Artifact Bag 1: 13 Colonies (piece of lumber, small bag of flour, plastic fish) – Resource D

-‐ Artifact Bag 2: England/Europe (piece of cloth, small bag of spices, wagon wheel cast iron measurement tool) – Resource E

-‐ Artifact Bag 3: Africa (golden nugget, metal chains, human muzzle) – Resource F

-‐ Artifact Bag 4: West Indies (small bag of molasses, small bag of sugar, slave trade bracelet) – Resource G

-‐ Artifact Bag Handout – Resource H

Lesson 3 –

-‐ 10 x 10 Activity Images –Resource I

-‐ 10 x 10 Activity Handout

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impact of the Triangular Trade on life in Africa, and the teacher will instruct the students to complete the 10 x 10 activity with their groups. As a group, students will complete ten observations and ten questions regarding their picture, although each student will be required to write down their own. After they have completed this task, they will have approximately 15 minutes to use an iPad and their textbook to try to answer a few of their own questions as a group that they will fill in on their handout. After the students have completed their observations, questions, and a few answers, they will form groups of four. Each group of four will contain one member from each of the original four groups that will act as an expert. The teacher will have the four images up on the projector for students to refer to as the share their observations and findings about their pictures with their new group.

Triangular Trade. They should also note that items such as chains and shackles are there to represent the slaves that were traded. Lesson 3 – Students should already be familiar with the 10 x 10 activity as well as the Expert Talk strategy at this point. They will work as a collaborative group to accomplish the initial portions of the lesson, but by the end they will be responsible for the knowledge regarding their specific picture. The handouts from this lesson will also be collected as evidence of each student’s participation in his/her group work.

– Resource J -‐ iPads -‐ Textbook

Lesson 3 –

-‐ 10 x 10 Activity Images – Resource I

-‐ 10 x 10 Activity Handout – Resource J

Assessment Students will describe the Triangular Trade and its impact on the world through the creation of their own interactive map. Students will be provided with all necessary materials for this project and should follow the rubric carefully. The map should clearly show the triangular aspect of the trade, the middle passage, the goods and people that were traded, and include illustrations that represent its’ impact on the areas. The map should be labeled and include any necessary written descriptions to explain various ideas and representations.

Students will work on this independently and each turn in their own copy. It will serve as summative assessment for this particular GLCE.

-‐ Rubric – Resource K -‐ Markers -‐ Construction Paper -‐ Scissors -‐ Glue -‐ Other necessary art

supplies

Slave Life Lesson (Lessons 4 & 5)

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Day 3 and 4 Lessons: How will you take them where they need to go? (Step-‐by-‐Step plan)






Lesson 4 -‐ KWL Anticipatory Set: Students will receive a KWL sheet that they will fill out before and after watching the movie, Rise of Slave Trade: Black History in Colonial America. The video will serve as a transition between what they previously learned about a slave’s journey, to the actual life of a slave once they arrive in America. Prior to the start of the movie, the students will fill out what they already know about slavery in America (aka Colonial America) in the Know column. This section will probably consist of information gained in the previous lessons as well as their prior knowledge on the subject. Students should then write down at least five things that they want to learn about the topic in the middle column, and then put their pencil down so the teacher knows that they are ready to begin the movie. As the movie plays, and after it is finished, students will fill in the Learned column of their KWL chart. The teacher will allow students to share some things that they found out, emphasizing ways in which slaves could be freed. By the end of the class discussion, students should be able to add and describe the four different ways to obtain freedom in their Learned column (fulfillment of a contract, bought freedom, escape, manumission).

Lesson 4 -‐ Students will use a KWL chart to organize their information. Although all written work will be independent to each learner, the KWL may be used as a tool to facilitate class discussion regarding the content. The KWL may also be used as a formative assessment for the teacher to see what information needs to be expanded upon most. Although students’ will continue to write independently as they fill in the Learn column, they will also be provided with the opportunity to learn from each other during the class discussion. Lesson 5 – Students will work independently during the creation of their three-‐tab booklets, which will help them to organize the information gained throughout this lesson. Direct instruction will be facilitated through the description and discussion of the vocabulary words based on their context in the movie

Lesson 4 -‐ -‐ KWL Chart – Resource L -‐ Movie: Rise of Slave

Trade: Black History in Colonial America; found at: http://education-‐portal.com/academy/lesson/rise-‐of-‐slave-‐trade-‐black-‐history-‐in-‐colonial-‐america.html#transcript (Resource M)

Lesson 5 –

-‐ Slave narratives from Gutenberg ( http://www.gutenberg.org/files/11552/11552-‐h/11552-‐h.htm ) – Resource N

-‐ Paper -‐ Scissors -‐ Writing/Coloring utensils -‐ Highlighters

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Lesson 5 – Expert Talk & Foldable Anticipatory Set: The teacher will put students in groups of four and provide them with four different articles that describe the life of each different kind of slave that existed in America—household, urban, and rural (consisting of small and large plantations). Prior to this activity, the entire class will add these words to a three-‐tab booklet based on discussion from the movie. They will add a short description of each type of slavery in their own words, and leave room for a picture to be added in later. Every student in each group will receive a different narrative from a former American slave to read on their own and become an “expert” on. After students finish reading these articles, they will summarize them for their group members and discuss which type of slave each article was describing, highlighting their evidence. The teacher will close the lesson with a class discussion to ensure that the students correctly decided which types of slavery were being decided. After the class discussion, students will add a picture that represents each type of enslavement based on their reading to their three tab booklets. The picture should reflect the life of the specific slaves that they read about in their articles.

from the previous lesson. Although students will also read their articles individually, they will use what they learned to share with their group members and decide which vocabulary word it aligns with.

Assessment Students will describe the life of enslaved and freed African Americans by choosing one of the four types of slavery discussed in class to do a RAFT writing about. The writing should be a short story about a particular type of slave’s journey to freedom from the slave’s point of view. The students should follow

Students will work on this independently and each turn in and present their work. It will serve as summative assessment for this particular GLCE.

-‐ Rubric – Resource O -‐ Paper -‐ Pencil

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the rubric and make sure that they clearly show the type of slave they are describing with lots of examples and specify the way that the slave obtained freedom.

African-‐American Culture Lessons (Lessons 6 & 7) Day 5

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






Lesson 6 – Author Says, I Say Anticipatory Set: The teacher will read the book, D is for Drinking Gourd: An African American Alphabet, to the entire class. As the teacher reads, the children will relate the historical and cultural components to those of the United States. Once the teacher is finished reading the story, the children will participate in a line-‐up review. The class will form two lines facing each other down the center of the classroom and share with the person directly across from them one thing that the author wrote about, and their thoughts on that particular passage. One of the lines will shift three times, so that each student will get the opportunity to share their ideas with three different people. Lesson 7 – QAR Anticipatory Set: The teacher will provide students with the summary of the article, African Contributions to American Culture by Joseph Holloway Ph.D. The teacher will instruct students to

Lesson 6 -‐ Students will be expected to think independently as the teacher reads the story. Once they formulate their ideas, they will get the opportunity to share them with other classmates through the activity, Author Says, I Say, in a line-‐up review format. Because there is no written portion of this lesson, students are expected to hold themselves independently accountable for listening to the story well enough to constructively contribute to class discussions. Lesson 7 – Students will work independently on their QAR’s, but have the opportunity to share their answers and ideas in small groups later on in the lesson. This will help them to

Lesson 6 -‐ -‐ D is for Drinking Gourd:

An African American Alphabet by Nancy Sanders (Resource P)

Lesson 7 –

-‐ African Contributions to American Culture by Joseph Holloway Ph.D Article – Resource Q

-‐ QAR Handout – Resource R

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read the article and answer the Question/Answer Relationship problems Students will work through the Question/Answer Relationship problems, and write one more question on their own regarding African American culture to discuss in a small group. Students will form groups and go over their answers together to discuss ideas and make sure they align. They may also address the additional questions that students wrote at the end of their QAR’s together.

brainstorm ideas for the assessment portion of this lesson.

Assessment Students will compare the similarities and differences of African and American cultures through the creation of a tri-‐fold poster. One of the folds will contain African cultural components and the other will contain American components. The middle area of the poster should show the integration of the two cultures, and where we still see evidence of this today. Students should follow the rubric closely.

Students will work on this independently and each turn in and present their work. It will serve as summative assessment for this particular GLCE.

-‐ Rubric – Resource S -‐ Tri-‐fold posters -‐ Glue -‐ Markers -‐ Construction paper -‐ Scissors -‐ Printer/computers -‐ Other necessary art

supplies

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6. Resource Attachments, labeled A, B, C, D, … Resource A: Slave Trade Passage

“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, might take three weeks. Unfavorable weather conditions could make the trip much longer. Slaves were fed twice daily and some captains made vain attempts to clean the hold at this time. Air holes were cut

into the deck to allow the slaves breathing air, but these were closed in stormy conditions. The bodies of the dead were simply thrust overboard. And yes, there were rebellions.

Upon reaching the West Indies, the slaves were fed and cleaned in the hopes of bringing a high price on the block. This process was a major contributor to the European economy. Those that could not be sold were left for dead. The slaves were then transported to their final destination. It was in this unspeakable manner that between ten and twenty million Africans were introduced to the New World.

During the Atlantic Triangular Trade in the 16th-‐ 18th centuries, European nations on four separate continents owned the firms that provided services of shipping and warehousing goods and slaves, and reaped rewards in return for the suffering of so many Africans. As a result, the European economy received wealth, not only from providing goods and slaves for trade, but also by providing services needed for trade.” *Note: Highlighted words are the focus vocabulary words. Italicized words may be used as context clues.

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Resource B: Slave Trade PowerPoint Images

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Resource C: Interactive Map Activity

Found at: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/#http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/ Or click on the image!

Activities 1. Find It The map shows trade between nations in the 1600s and 1700s. Click on the West Indies route in the Legend. What products

were traded from the West Indies to the thirteen colonies? 2. Explore It Where did the colonists of North America ship goods? 3. Chart It Make a chart showing the goods that were produced in each place. Label the columns of your chart with these headings:

From Thirteen Colonies, From England and Europe, From Africa, and From West Indies. Then use the information on the map to fill in your chart.

Learn More About It During the 1600s and 1700s, people who lived on the continents of Europe, Africa, and North America all had products that the others needed. For example, Europeans produced furniture and tools, while colonists in North America had fish and lumber. Many ships crossed the Atlantic Ocean carrying these and other goods to trade between the continents. The three continents formed the points of large triangles, giving the trade routes their name.

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Resource D: Artifact Bag 1 (13 Colonies)

Resource E: Artifact Bag 2 (England/Europe)

Image from Taylor Donsker Design

Image from Tapirgal Image from Shutterstock

Image from Maple Craft Image from Cayenne Room Image from Ebay

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Resource F: Artifact Bag 3 (Africa)

Resource G: Artifact Bag 4 (West Indies)

Image from Golden Nugget Sales Image from Periodic Table Image from Kelvingrove Art Gallery & Museum

Image from Tammmy Hischke Image from Dreamstime Image from US Slave

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Resource H: Artifact Bag Handout Name: Object 1: Description:

Prediction:

Object 2: Description:

Prediction:

Object 3: Description:

Prediction:

Notes & Questions from other groups: What do all of the objects have in common? What is different about the objects from each group? Where do you think each group of objects might come from?

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Resource I: 10x10 Activity Images

Image from US Slave Image from Bristol History Group

Images from Virgina.edu

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Resource J: 10x10 Activity Handout Name: ____________________________________________ Observations: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Questions/Answers: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Resource K: Interactive Map Rubric CATEGORY 16-20 11-15 6-10 1-5

Knowledge Gained

When illustrating the blank base map, the student can accurately label at least 10 features.

When illustrating the blank base map, the student can accurately label 8-9 features.

When illustrating the blank base map, the student can accurately label 6-7 features.

When illustrating the blank base map, the student can accurately label fewer than 6 features.

Labels - Accuracy

At least 90% of the items are labeled and located correctly.This includes the names of continents/countries, oceans, passages, and items traded.

80-89% of the items are labeled and located correctly.This includes the names of continents/countries, oceans, passages, and items traded.

79-70% of the items are labeled and located correctly.This includes the names of continents/countries, oceans, passages, and items traded.

Less than 70% of the items are labeled and located correctly.This includes the names of continents/countries, oceans, passages, and items traded.

Map Legend/Key

Legend is easy-to-find and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an almost complete set of symbols, including a compass rose.

Legend is absent or lacks several symbols.

Neatness of Color and Lines

All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.

All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Many lines, corrections of errors, and/or features are not neatly done.

Title Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.

Title tells the purpose/content of the map and is printed at the top of the map.

Title tells the purpose/content of the map, but is not located at the top of the map.

Purpose/content of the map is not clear from the title.

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Resource L: KWL Chart Name: _______________________________________________

K (What I already know) W (What I want to know) L (What I learned)

Ways for a slave to gain freedom: 1. 2. 3. 4.

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Resource M: Movie -‐ Rise of Slave Trade: Black History in Colonial America

Video found at: http://education-‐portal.com/academy/lesson/rise-‐of-‐slave-‐trade-‐black-‐history-‐in-‐colonial-‐america.html#transcript

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Resource N: Slave Narratives Household Slave Narrative: Maryland [-‐-‐]-‐23-‐37 Guthrie AUNT LUCY [HW: BROOKS]. References: Interview with Aunt Lucy and her son, Lafayette Brooks. Aunt Lucy, an ex-‐slave, lives with her son, Lafayette Brooks, in a shack on the Carroll Inn Springs property at Forest Glen, Montgomery County, Md. To go to her home from Rockville, leave the Court House going east on Montgomery Ave. and follow US Highway No. 240, otherwise known as the Rockville Pike, in its southeasterly direction, four and one half miles to the junction with it on the left (east) of the Garrett Park Road. This junction is directly opposite the entrance to the Georgetown Preparatory School, which is on the west of this road. Turn left on the Garrett Park Road and follow it through that place and crossing Rock Creek go to Kensington. Here cross the tracks of the B.&O. R.R. and parallel them onward to Forest Glen. From the railroad station in this place go onward to Forest Glen. From the railroad station in this place go onward on the same road to the third lane branching off to the left. This lane will be identified by the sign "Carroll Springs Inn". Turn left here and enter the grounds of the inn. But do not go up in front of the inn itself which is one quarter of a mile from the road. Instead, where the drive swings to the right to go to the inn, bear to the left and continue downward fifty yards toward the swimming pool. Lucy's shack is on the left and one hundred feet west of the pool. It is about eleven miles from Rockville. Lucy is an usual type of Negro and most probably is a descendant of less remotely removed African ancestors than the average plantation Negroes. She does not appear to be a mixed blood—a good guess would be that she is pure blooded Senegambian. She is tall and very thin, and considering her evident great age, very erect, her head is very broad, overhanging ears, her forehead broad and not so receeding as that of the average. Her eyes are wide apart and are bright and keen. She has no defect in hearing. Following are some questions and her answers: "Lucy, did you belong to the Carrolls before the war?" "Nosah, I didne lib around heah den. Ise born don on de bay". "How old are you?" "Dunno sah. Miss Anne, she had it written down in her book, but she said twas too much trouble for her to be always lookin it up". (Her son, Lafayette, says he was her eldest child and that he was born on the Severn River, in Maryland, the 15th day of October, 1872. Supposing the mother was twenty-‐five years old then, she would be about ninety now. Some think she is more than a hundred years old). "Who did you belong to?" "I belonged to Missus Ann Garner". "Did she have many slaves?" "Yassuh. She had seventy-‐five left she hadnt sold when the war ended". "What kind of work did you have to do?" "O, she would set me to pickin up feathers round de yaird. She had a powerful lot of geese. Den when I got a little bigger she had me set the table. I was just a little gal then. Missus used to say that she was going to make a nurse outen me. Said she was gwine to sen me to Baltimo to learn to be a nurse". "And what did you think about that?" "Oh; I thought that would be fine, but he war came befo I got big enough to learn to be a nurse". "I remebers when the soldiers came. I think they were Yankee soldiers. De never hurt anybody but they took what they could find to eat and they made us cook for them. I remebers that me and some other lil gals had a play house, but when they came nigh I got skeered. I just ducked through a hole in the fence and ran out in the field. One of the soldiers seed me and he hollers 'look at that rat run'." "I remebers when the Great Eastern (steamship which laid the Atlantic cable) came into the bay. Missus Ann, and all the white folks went down to Fairhaven wharf to see dat big shep". "I stayed on de plantation awhile after de war and heped de Missus in de house. Den I went away". "Ise had eight chillun. Dey all died and thisun and his brother (referring to Lafayette). Den his brother died too. I said he ought ter died instid o his brother." "Why?"

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"Because thisun got so skeered when he was little bein carried on a hos that he los his speech and de wouldt let me see im for two days. It was a long time befor he learned to talk again". (To this day he has such an impediment of speech that it is painful to hear him make the effort to talk). "What did you have to eat down on the plantation, Aunt Lucy?" "I hab mostly clabber, fish and corn bread. We gets plenty of fish down on de bay". "When we cum up here we works in the ole Forest Glen hotel. Mistah Charley Keys owned the place then. We stayed there after Mr. Cassidy come. (Mr. Cassidy was the founder of the National Park Seminary, a school for girls). My son Lafayette worked there for thirty five years. Then we cum to Carroll Springs Inn". Rural Slave (Small Plantation) Narrative: Maryland 11/15/37 Rogers CHARLES COLES, Ex-‐slave. Reference: Personal interview with Charles Coles at his home, 1106 Sterling St., Baltimore, Md. "I was born near Pisgah, a small village in the western part of Charles County, about 1851. I do not know who my parents were nor my relatives. I was reared on a large farm owned by a man by the name of Silas Dorsey, a fine Christian gentleman and a member of the Catholic Church. "Mr. Dorsey was a man of excellent reputation and character, was loved by all who knew him, black and white, especially his slaves. He was never known to be harsh or cruel to any of his slaves, of which he had more than 75. "The slaves were Mr. Dorsey's family group, he and his wife were very considerate in all their dealings. In the winter the slaves wore good heavy clothes and shoes and in summer they were dressed in fine clothes. "I have been told that the Dorseys' farm contained about 3500 acres, on which were 75 slaves. We had no overseers. Mr. and Mrs. Dorsey managed the farm. They required the farm hands to work from 7 A.M. to 6:00 P.M.; after that their time was their own. "There were no jails nor was any whipping done on the farm. No one was bought or sold. Mr. and Mrs. Dorsey conducted regular religious services of the Catholic church on the farm in a chapel erected for that purpose and in which the slaves were taught the catechism and some learned how to read and write and were assisted by some Catholic priests who came to the farm on church holidays and on Sundays for that purpose. When a child was born, it was baptised by the priest, and given names and they were recorded in the Bible. We were taught the rituals of the Catholic church and when any one died, the funeral was conducted by a priest, the corpse was buried in the Dorseys' graveyard, a lot of about 1-‐1/2 acres, surrounded by cedar trees and well cared for. The only difference in the graves was that the Dorsey people had marble markers and the slaves had plain stones. "I have never heard of any of the Dorseys' slaves running away. We did not have any trouble with the white people. "The slaves lived in good quarters, each house was weather-‐boarded and stripped to keep out the cold. I do not remember whether the slaves worked or not on Saturdays, but I know the holidays were their own. Mr. Dorsey did not have dances and other kinds of antics that you expected to find on other plantations. "We had many marbles and toys that poor children had, in that day my favorite game was marbles. "When we took sick Mr. and Mrs. Dorsey had a doctor who admistered to the slaves, giving medical care that they needed. I am still a Catholic and will always be a member of St. Peter Clavier Church." Rural Slave (Large Plantation) Narrative: Maryland Dec. 16, 1937 Rogers THOMAS FOOTE'S STORY, A free Negro. Reference: Personal interview with Thomas Foote, at his home, Cockeysville, Md. "My mother's name was Eliza Foote and my father's name was Thomas Foote. Father and mother of a large family that was reared on a small farm about a mile east of Cockeysville, a village situated on the Northern Central Railroad 15 miles north of Baltimore City. "My mother's maiden name was Myers, a daughter of a free man of Baltimore County. In her younger days she was employed by Dr. Ensor, a homeopathic medical doctor of Cockeysville who was a noted doctor in his day. Mrs. Ensor, a very refined and cultured woman, taught her to read and write. My mother's duty along with her other work was to assist Dr. Ensor in the making of some of his medicine. In gaining practical experience and knowledge of different herbs and roots that Dr. Ensor used in the compounding of his medicine, used them for commercial purposes for herself among the slaves and free colored people of Baltimore County, especially of the Merrymans, Ridgelys, Roberts, Cockeys and Mayfields. Her fame reached as far south as Baltimore City and north of

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Baltimore as far as the Pennsylvania line and the surrounding territory. She was styled and called the doctor woman both by the slaves and the free people. She was suspected by the white people but confided in by the colored people both for their ills and their troubles. "My mother prescribed for her people and compounded medicine out of the same leaves, herbs and roots that Dr. Ensor did. Naturally her success along these lines was good. She also delivered many babies and acted as a midwife for the poor whites and the slaves and free Negroes of which there were a number in Baltimore County. "The colored people have always been religiously inclined, believed in the power of prayer and whenever she attended anyone she always preceeded with a prayer. Mother told me and I have heard her tell others hundreds of times, that one time a slave of old man Cockey was seen coming from her home early in the morning. He had been there for treatment of an ailment which Dr. Ensor had failed to cure. After being treated by my mother for a time, he got well. When this slave was searched, he had in his possession a small bag in which a stone of a peculiar shape and several roots were found. He said that mother had given it to him, and it had the power over all with whom it came in contact. "There were about this time a number of white people who had been going through Cockeysville, some trying to find out if there was any concerted move on the part of the slaves to run away, others contacting the free people to find out to what extent they had 'grape-‐vine' news of the action of the Negroes. The Negro who was seen coming from mother's home ran away. She was immediately accused of Voodooism by the whites of Cockeysville, she was taken to Towson jail, there confined and grilled by the sheriff of Baltimore County—the Cockeys, and several other men, all demanding that she tell where the escaped slave was. She knowing that the only way he could have escaped was by the York Road, north or south, the Northern Central Railroad or by the way of Deer Creek, a small creek east of Cockeysville. Both the York Road and the railroad were being watched, she logically thought that the only place was Deer Creek, so she told the sheriff to search Deer Creek. By accident he was found about eight miles up Deer Creek in a swamp with several other colored men who had run away. "Mother was ordered to leave Baltimore County or to be sold into slavery. She went to York, Pennsylvania, where she stayed until 1865, when she returned to her home in Cockeysville; where a great many of her descendants live, now, on a hill that slopes west to Cockeysville Station, and is known as Foote's Hill by both white and colored people of Baltimore County today. "I was born in Cockeysville in 1867, where I have lived since; reared a family of five children, three boys and two girls. I am a member of the A.M.E. Church at Cockeysville. I am a member of the Masonic Lodge and belong to Odd Fellows at Towson, Maryland. The Foote's descendants still own five or more homes at Cockeysville, and we are known from one end of the county to the other." Urban Slave Narrative: Maryland Dec. 21, 1937 Rogers TOM RANDALL, Ex-‐slave. Reference: Personal interview with Tom Randall, at his home, Oella, Md. "I was born in Ellicott City, Howard County, Maryland, in 1856, in a shack on a small street now known as New Cut Road—the name then, I do not know. My mother's name was Julia Bacon. Why my name was Randall I do not know, but possibly a man by the name of Randall was my father. I have never known nor seen my father. Mother was the cook at the Howard House; she was permitted to keep me with her. When I could remember things, I remember eating out of the skillets, pots and pans, after she had fried chicken, game or baked in them, always leaving something for me. When I grew larger and older I can recall how I used to carry wood in the kitchen, empty the rinds of potatoes, the leaves of cabbages and the leaves and tops of other plants. "There was a colored man by the name of Joe Nick, called Old Nick by a great many white people of me city. Joe was owned by Rueben Rogers, a lawyer and farmer of Howard County. The farm was situated about 2-‐1/2 miles on a road that is the extension of Main Street, the leading street of Ellicott City. They never called me anything but Tomy or Randy, other people told me that Thomas Randall, a merchant of Ellicott City, was my father. "Mother was owned by a man by the name of O'Brien, a saloon or tavern keeper of the town. He conducted a saloon in Ellicott City for a long time until he became manager, or operator, of the Howard House of Ellicott City, a larger hotel and tavern in the city. Mother was a fine cook, especially of fowl and game. The Howard House was the gathering place of the formers, lawyers and business men of Howard and Frederick Counties and people of Baltimore who had business in the courts of Howard County and people of western Maryland on their way to Baltimore. "Joe could read and write and was a good mechanic and wheelright. These accomplishments made him very valuable to Rogers' farm, as wagons, buggies, carriages, plows and other vehicles and tools had to be made and repaired.

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"When I was about eight or nine years old Joe ran away, everybody saying to join the Union Army. Joe Nick drove a pair of horses, hitched to a covered wagon, to Ellicott City. The horses were found, but no Nick, Rogers offered a reward of $100.00 for the return of Nick. This offer drew to Ellicott City a number of people who had bloodhounds that were trained to hunt Negroes—some coming from Anne Arundel, Baltimore, Howard and counties of southern Maryland, each owner priding his pack as being the best pack in the town. They all stopped at the Howard House, naturally drinking, treating their friends and each other, they all discussed among themselves the reward and their packs of hounds, each one saying that his pack was the best. This boasting was backed by cash. Some cash, plus the reward on their hounds. In the meantime Old Joe was thinking, not boasting, but was riding the rail. "Old Joe left Ellicott City on a freight train, going west, which he hopped when it was stalled on the Baltimore and Ohio railroad a short distance from the railroad station at Ellicott City. Old Joe could not leave on the passenger trains, as no Negro would be allowed on the trains unless he had a pass signed by his master or a free Negro, and had his papers. "At dawn the hunters left the Howard House with the packs, accompanied by many friends and people who joined up for the sport of the chase. They went to Rogers' farm where the dogs were taken in packs to Nick's quarters so they could get the odor and scent of Nick. They had a twofold purpose, one to get the natural scent, the other was, if Old Nick had run away, he might come back at night to get some personal belongings, in that way the direction he had taken would be indicated by the scent and the hounds would soon track him down. The hounds were unleashed, each hunter going in a different direction without result. Then they circled the farm, some going 5 miles beyond the farm without result. After they had hunted all day they returned to the Howard House where they regaled themselves in pleasures of the hotel for the evening. "In June of 1865 Old Nick returned to Ellicott City dressed in a uniform of blue, showing that he had joined the Federal Army. Mr. Rueben Rogers upon seeing him had him arrested, charging him with being a fugitive slave. He was confined in the jail there and held until the U.S. Marshal of Baltimore released him, arresting Rogers and bringing him to Baltimore City where he was reprimanded by the Federal Judge. This story is well known by the older people of Howard County and traditionally known by the younger generation of Ellicott City, and is called 'Old Nick: Rogers' lemon.'"

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Resource O: RAFT Writing Rubric Directions: Using the guidelines below, write a story from the slave’s point of view about how he/she obtained their freedom. Provide examples of what life was like for the slave before freedom, using ideas discussed in class. Be sure to follow the RAFT guidelines. R=Role; Slave (YOU PICK! Household, Rural, or Urban Slave) A=Audience; The slave in your story will be visiting a 5th grade classroom to tell them about his/her journey F=Format; Personal Narrative T=Topic; Slave’s Journey to Freedom (Specify how the slave in your story obtained his/her freedom)

CATEGORY 16-20 11-15 6-10 1-5 Focus on the Topic - Method of Obtaining Freedom

The entire story is related to the assigned topic and allows the reader to understand much more about the topic. The author specifically mentions how the slave obtained freedom.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. The author gives clues to how the slave obtained freedom.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic. The author is vague about how the slave obtained freedom.

No attempt has been made to relate the story to the assigned topic. The author does not mention how the slave obtained freedom.

Focus on the Topic - Method of Obtaining Freedom

The entire story is related to the assigned topic and allows the reader to understand much more about the topic. The author specifically mentions how the slave obtained freedom.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. The author gives clues to how the slave obtained freedom.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic. The author is vague about how the slave obtained freedom.

No attempt has been made to relate the story to the assigned topic. The author does not mention how the slave obtained freedom.

Accuracy of Facts All facts presented in the story are accurate.

Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

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Resource P: Book -‐ D is for Drinking Gourd by Nancy Sanders

Can be found in most local libraries or on amazon.com Citation: Sanders, Nancy I., and Earl B. Lewis. D Is for Drinking Gourd: An African American Alphabet. Chelsea, MI: Sleeping Bear, 2007. Print.

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Resource Q: Article -‐ African Contributions to American Culture by Joseph Holloway Ph.D SUMMARY The African house servants learned new domestic skills, including the art of quilting, from their mistresses. They took this European quilting technique and Africanized it by combining it with their appliqué style, reflecting a pattern and form still found in the Akan and Fon textile industries of West Africa. The culture of the Mande had a profound effect on European Americans by way of the “Big House.” It was the planter who witnessed the transmission of European culture to the Africans, and African culture to the Europeans. The acculturation process was mutual, as well as reciprocal. Africans assimilated white culture, and planters adopted some aspects of African customs and practices such as the Africans agricultural method of rice cultivation, African cuisine (southern cooking), open grazing of cattle, and use of herbal medicines to cure and treat New World diseases such as smallpox. Winifred Vass has documented survival of Bantu vocabulary in American place names, folklore, lexicon, and literature, and Dena Epstein has shown that the banjo is of African origin. Herskovits identified five areas in which African culture influenced the United States: music, speech, social etiquette, cuisine, and religion. African cultural influence has clearly influenced American musical traditions, mainly spirituals, jazz, blues, and bluegrass. These musical forms have influenced popular American music. Many Africanisms, such as the banjo, became Americanisms. Indeed, today the banjo is more characteristic of whites than Blacks. Appalachian banjo music is now considered as American as apple pie, without any distinguishing African characteristics. A diversity of Africans, including the Bantu of Central Africa, changed North American culture, contrary to the popular belief that only West Africans contributed. Because West Africans had a great influence on white American culture by their presence in the plantation “Big House,” scholars have assumed the same occurred in African American culture. Nevertheless, recent scholarship suggests a Bantu origin for much of African American culture because, unlike the more numerous Senegambians, the Central Africans brought a common culture and language. Both these African groups contributed to the richness and diversity of American and African American cultures. View full article at http://slaverebellion.org/index.php?page=african-‐contribution-‐to-‐american-‐culture Citation: Halloway, Joseph E., Ph.D. "African Contributions to American Culture." SlaveRebellion.org. N.p., 2010. Web. 13 Apr. 2014. <http://slaverebellion.org/index.php?page=african-‐contribution-‐to-‐american-‐culture>.

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Resource R: QAR Handout Name: _____________________________________________ Question: Answer: RT: What are some examples of words in our English vocabulary that have African origins?

TS: In what ways did Africans adopt and integrate aspects of American culture into their own?

AM: What types of things do you do or say that have some influence of African culture?

OO: Why couldn’t slaves continue to practice aspects of their culture in Africa without making any adjustments in America?

Additional Question:

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Resource S: Tri-‐fold Poster Rubric

CATEGORY 16-20 11-15 6-10 1-5 Required Elements

The poster includes all required elements as well as additional information.One fold has African cultural aspects, the other has American, and the middle combines the two.

All required elements are included on the poster. One fold has African cultural aspects, the other has American, and the middle combines the two.

All but 1 of the required elements are included on the poster. The cultural aspects of Africa and America are not clearly separated.

Several required elements were missing. The cultural aspects of Africa and America are not separated.

Content - Accuracy

At least 7 accurate facts are displayed on the poster for each section (African culture, American culture, and combined culture).

5-6 accurate facts are displayed on the poster for each section (African culture, American culture, and combined culture).

3-4 accurate facts are displayed on the poster for each section (African culture, American culture, and combined culture).

Less than 3 accurate facts are displayed on the poster regarding African and American culture.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster during class presentation.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster during class presentation.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster during class presentation.

Student appears to have insufficient knowledge about the facts or processes used in the poster during class presentation.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

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7. Citation Page African Americans in the British New World. (n.d.). ushistory.org. Retrieved February 14, 2014, from <http://www.ushistory.org/us/6.asp>. Halloway, Joseph E., Ph.D. "African Contributions to American Culture." SlaveRebellion.org. N.p., 2010. Web. 13 Apr. 2014. <http://slaverebellion.org/index.php?page=african-‐contribution-‐to-‐american-‐culture>. Interactive Map: Triangular Trade Routes. (n.d.). Interactive Map: Triangular Trade Routes. Retrieved February 14, 2014, from <http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/#http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/>. Lutz, Alexandra. "Rise of Slave Trade: Black History in Colonial America -‐ US History I Video." Education Portal. Education Portal, 2013. Web. 14 Apr. 2014. <http://education-‐portal.com/academy/lesson/rise-‐of-‐slave-‐trade-‐black-‐history-‐in-‐colonial-‐america.html#transcript>. Sanders, Nancy I., and Earl B. Lewis. D Is for Drinking Gourd: An African American Alphabet. Chelsea, MI: Sleeping Bear, 2007. Print. Slavery Image Search. (n.d.). Slavery Image Search. Retrieved February 14, 2014, from <http://hitchcock.itc.virginia.edu/Slavery/search.html>. Work Projects Administration. "Slave Narratives: A Folk History of Slavery in the United States from Interviews with Former Slaves." The Project Gutenberg. The Federal Writers' Project, 12 Mar. 2004. Web. 13 Apr. 2014. <http%3A%2F%2Fwww.gutenberg.org%2Ffiles%2F11552%2F11552-‐h%2F11552-‐h.htm%23RandallTom>.

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