Ms. Vanessa Davila March 25, 2011
Ms. Lavasia Sexton
Mr. Juan Carlos Rivera
Mr. Demetrios Acosta
Mr. Jeff Kang
Ms. Qing Mei
Lesson Plan
Objectives:
1. Students will be able to understand the geographical features of the institution of slavery.
2. Students will identify the major geographical sources and destinations of slaves traded across the Atlantic.
3. Students will view images of the Atlantic Slave Trade in order to understand the reasoning and process of enslavement.
Aim: Students will study the Slave Ports map and the Transatlantic Slave Trade map to become familiar with the geography and process of the slave trade.
Materials: Writing Utensils, paper, handouts, images, and maps.
Do Now: Define Slavery in your own words and fill out the KW section of the KWL Chart on the topics of Slave Trade and Harriet Jacobs.
Mini Lesson:
- Explore the origins of the Atlantic Slave Trade. Point out the destination of enslaved Africans as well as their origin. Make sure to point out the quantity in which other countries were importing. Also note which gender was being taken the most.
- Focus on the process of enslavement itself. Describe the conditions of the voyages, the number of slaves on each ship, and the number of deaths. Use images to show its intensity.
- Briefly go over the facts as to why nobody tried to stop the enslavement of Africans, who supported slavery, and the order in which countries started importing slaves.
4. For Natalie Hyde we will go in depth on the process of slavery and the slave trade by making her write out the steps on the board, and pasting the images her classmates have received. This will better increase her understanding.
Class Activities:
Students will fill out the L section of their KWL Chart, given for the Do Now. For group work each table will receive an image. They will have to analyze and determine which process of the slave trade is depicted in the image.
Share out:
- The means of enslavement were important during the four centuries of the Atlantic Slave Trade, Why?
- What impact did the growing demand for labor in the Americas have on the justifications of slavery?
Homework: Complete the worksheet given answering the following question, if you were Harriet Jacobs, explain what you would have done differently and how? If you wouldn’t do anything differently, please explain why? (5-8 Sentences)
**For Ms. Hyde: Do no more then 4 sentences.
Also note what you would do differently referring to slavery.
