Name: Anna Barr Lesson Topic: Slavery and Primary Sources

Content Area: Adv World 2 Grade Level(s): 10th Graders

Lesson Content

Background Information/ Relevance/ Context/ Rationale (Purpose) –

This lesson is designed for a 10th grade World History 2 class that has just finished learning about the Columbian
Exchange. Throughout this unit, we have discussed motivations for European exploration of the world and have
discussed the effect on the new colonized places in terms of society and trade. The subject of African slavery has
come up several times but on this day we will be going in depth. We will also be looking at primary source
documents about slavery. This class has been introduced to concepts like perspective and bias, but we are still
honing our skills. This is more practice of those concepts to apply the content for learning.

This lesson is critically important because Atlantic slavery is such a significant part of world history, and is up until
this day. The violence and exploitation of slavery leaves an impression even on students who otherwise have a
hard time getting interested in history. The basis of racism is here in this lesson, too, so the relevance of discussing
how far humanity has gone for economic wealth should resonate throughout the lesson. For the entire rest of the
year, as we discuss Enlightenment ideals, revolutions in the name of freedom, and discrimination/oppression in all
its form, the crime of the Atlantic slave trade must be present in our minds. Students need to understand this
chapter in world history because it’s so powerful and speaks so much to our common empathy, experience, and
identity as individuals living today. The skill of this lesson focusing on critically reading primary source documents
and understanding how to decide if they are worthwhile when looking at them in conjunction with background
knowledge and corroborating (or debating) sources. These steps we will take are highly structured first steps into
the sourcing and analysis of primary documents which forms the basis for authentic historical work.

Relevant VSOLs/CCSSs –

WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the
colonized areas;
e) mapping and explaining the triangular trade;

WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional
civilizations of the world after 1500 A.D. (C.E.) by
d) describing Africa and its increasing involvement in global trade;

Learning Targets --
As a result of this lesson, students will…

U2: A person’s perspective is shaped by their context and biases. Deleted: culture, context, and biases, which they in turn
shape…
K5: Slavery, the capture, relocation, and sale of African individuals for forced agriculture labor in the colonies,
began in this time period.

D4: Explain the origin of the Trans-Atlantic Slave Trade and its outcomes for Africans

D7: Apply contextual details to understand a historical event Deleted: D7: Summarize historical people or events into
their main ideas and significance¶
D8: Evaluate the content of a historical source in light of its context.

Deleted: ¶
D9: Evaluate historical sources for accuracy and bias¶
Assessments: –

Diagnostic Formative Summative

Method of assessment: Homework Method of assessment: Circulating Method of assessment: Synthesis
Check ID quiz during primary source activity Questions

Aligned with which Learning
Target(s): K5, D4,
Criteria for assessment: Are the
IDs accurate? Are the students’
notes workable? Does the ID identify
the who/what/where/when, does it
include key details about the
subject, does it use the Five Rs to
explore historical significance of the
event?
How data will be used: Students
have been working on historical IDs
throughout the year so far. This quiz
asks them to apply that skill to the
content they should have learned
through their homework in
preparation for this class. The goal
of this quiz is to check if students did
their homework appropriately, if they
are developing their skills as ID
writers, and to have students
remember and thus recode some of
the critical content we will be
discussing during the lesson.
Aligned with which Learning
Target(s): U2, K5, D4, D8
Criteria for assessment: Are
students staying focused on their
work? Are students correctly
identifying the main ideas and
evidence of their sources? Are
students critically reading and
understanding their primary source
documents? Are they comparing the
main ideas to check for
corroboration? Do they identify the
source of the document to be the
reason one source is reliable while
the other is not?
How data will be used: These
students have worked with primary
source documents in class before,
but never on their own and in quite
this way. As students work first
individually and then with their
partners, I will circulate through the
room to give guidance, check up on
work, and answer questions as they
come up. The goal is to help
students do this primary source work
as independently as they are
capable, which will inform future
attempts to work with primary
sources.
Aligned with which Learning
Target(s): U2, K5, D9 Deleted: D7
Deleted: 9
Criteria for assessment: Do the
students recognize that the first two
documents do not agree, but one is
more reliable than the other because
of its source? Do the students
recognize that the second set
corroborate each other because
they have similar ideas but different
sources? : Can the students
summarize the evidence from their
documents in order to answer these
particular questions?
Commented [AB1]: This is a critical skill for
How data will be used: This will understanding how context shapes content. It’s one that
inform our future work with primary they will need for their summative assessment.
sources, as the idea of reliability and
corroboration are critical to primary
source analysis that we are more
and more fully building up to. Commented [AB3]: Principle Four
Commented [AB2]: Principle Four

Proactive Planning for Learning Differences: –

• The videos we watch will be subtitled, and provide both audio and visual aid to understanding. Commented [AB4]: Multiple avenues to understanding
• The Notes Sheets have a variety of question types so that students can interact with the content in multiple information is a critical part of differentiation, so that
ways. students can access information in the way that’s best for
• I will assign students partners for the primary source activity in groups of mixed readiness. Within those them.
pairs, I will assign who is doing which document. Documents one and two are a little bit shorter and more
straightforward than three and four. The goal is to allow students who need more assistance with reading
comprehension work with documents that are clear, while the students who thrive on more challenge will
receive documents that will do that. In this way, I can also focus my help more specifically for students by
organizing them this way, as it helps me anticipate where the questions will arise if students of similar
backgrounds are working on the same things. Commented [AB5]: This is the kind of important decision
• I will project directional slides so that students who do better with both written and verbal directions have that differentiation is all about. The data from primary
them at their disposal. source work in Day Two will help inform these choices.
This represents all four principles
Procedures/Steps in the Lesson:

Step One:
As students come in, they will sit in their usual assigned seats. They will not pick up the warm up quiz as I want
everyone to begin at the same time. The directional slides will instruct them to pick up their homework from last
time from their folders, to pick up anything else that is there, and NOT to turn in their 16.5 notes

Step Two: (15 minutes)

I will distribute the homework check ID quiz. Students can use their homework notes. As students take it, I will be
circulating to check those notes for completion (their content grade will be reflected in this quiz grade). I will also
distribute the video notes sheets and ensure the videos are queued up on the projector.

Step Three: (20 minutes)

I will give a brief introduction to each video. I will ask a few review questions with our popsicle sticks that will help
prime students on what’s important in these videos:
• Why did slavery begin in the European colonies?
• Where did most slaves work?
• How were slaves traded?
• What is the Triangular Trade?
• What is the Middle Passage?
• What impact does slavery have? How is it relevant today>
Then students will follow along as we watch by completing the notes sheet. We will not be going over the content of
their notes, but I will check for completion later.

Step Four: (5 minutes)

I will give directions for the primary source activity. Students will be assigned in pairs. Within those pairs, each
individual will be responsible for reading and answering questions about 2 different primary source documents.

Step Five: (20 minutes)

Students will work individually on their documents and questions. I will circulate to provide guidance and help
students focus their work.

Step Six: (10 minutes)

Students work with their partners to answer the synthesis questions, which asks about how we read sources
together and if we can rely on all of them. If time – students should also answer the guiding questions on their
document pages.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate):

• Homework check ID quiz

• Video notes sheets
• https://www.youtube.com/watch?v=dnV_MTFEGIY
• https://www.youtube.com/watch?v=3NXC4Q_4JVg
• Projector, screen, speakers
• Primary source documents with questions, split into the sets of one/two and three/four
• Directions slides
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Warm Up/Homework Check – Oct 16

Use your notes to write an ID for any ONE of the following words: Commented [AB6]: This is no longer a critical skill for
the unit but writing is a critical skill for the year.
• Triangular Trade Moreover, this content is important as Knowledge goals.
• Outpost
• Middle Passage

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When you’re done writing, go back and double check:

– Does your ID have a topic sentence that clearly identifies the what, the where, and the
when?
– Does your ID have at least 2-3 key details that define the ID and give the reader a sense
of what it is?
– Does your ID have at least 2-3 sentences that explain why this ID is important to world
history?
o Remember our 5 Rs – remarkable, remembered, resonate, resulting in change,
and/or revealing
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The Atlantic Slave Trade – Video Notes

The Atlantic Slave Trade: Crash Course World History #24

1. Between 1500-1800 CE, roughly how many Africans were forcibly moved to the Americas?

2. Where did enslaved people go?

a. 15% :
b. 48%:
c. 41%
d. 5% :

3. What are some examples of crops grown by enslaved people?

4. How did Europeans attain Africans?

5. How many enslaved people could fit on a slave ship and how much space did each space
get?

6. The majority of enslaved people worked as ________________________ _________________.

7. What was the average life expectancy of a slave working on a Brazilian sugar plantation?
How did that reality effect the worldwide slave trade (especially as opposed to the slave
trade to North America)?

8. What does the word chattel imply?

9. “It is clear that there are certain people who are free and certain people who are slaves by
nature, and it is both to their advantage, and just, for them to be slaves” Who said this, and
what does it mean?
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10. What are the two ideas vital to Atlantic Slavery:

a. That slavery can be a _______________ status passed down through ___________
b. Slavery is the result of ____________________________

11. Upon what personal characteristic did the first Portuguese and Spanish explorers base their
assumption that Africans were “naturally slaves”?

12. Complete the quote: “It was the culmination of imagining the _____________________ as
inherently _________________________.”

The Atlantic Slave Trade: What Too Few Textbooks Told You – Anthony Hazard

1. Finish the quote: “The crops grown in the new colonies, ________________________,
______________________, and ________________________, were _______________________;
and there were not enough settlers or indentured servants to cultivate all the new land.
American Natives were enslaved, by many died from __________________________ while
others ______________________ _______________________.

2. What goods did white captains offer in trade for slaves?

3. How did African societies view the people they sold?

4. “Capturing slaves became a _________________ for war, and not it’s ___________________.”

5. What happened to African economies after the international slave trade was abolished after 1807?
And what did that leave these societies vulnerable to?

6. How did Europeans justify slavery while they preached Christian ideals of equality?
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Reading Primary Sources: What did enslaved people experience on the Middle Passage? Com
invol
writi
Document One 1. Who wrote this? I will
Source: The Interesting Narrative of the Life of can s

Olaudah Equiano 1789. Olaudah Equiano, was born in

West Africa and sold as a slave as a boy. He eventually
purchased his freedom and moved to England, where
he became active in the abolition movement. This is 2. Why was it written?
one of the only accounts of the Middle Passage from
the perspective of a slave.

The height sometimes between decks was only 3. What is the author’s main idea?
eighteen inches, so that the unfortunate beings
could not turn round or even on their sides, the
elevation being less than the breadth of their
shoulders; and here they are usually chained to the
desks by the neck and legs. In such a place the
4. What evidence does the author present that
sense of misery and suffocation is so great that the
supports their main idea? (i.e. How do you know
Negroes….are driven to a frenzy. what their main idea is?)

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Document Two 5. Who wrote this?

Source: Debate on the slave trade before the British
Parliament in 1789. Mr. Norris was a representative
from Liverpool, defending the conditions of slave ships
against attacks that they were inhuman.
6. Why was it written?

"Their apartments," says Mr. Norris, "are fitted up

as much for their advantage as circumstances will
admit. The right ankle of one, indeed, is
7. What is the author’s main idea?
connected with the left ankle of another by a small
iron fetter, and if they are [unruly], by another on
their wrists. They have several meals a day; some
of their own country provisions, with the best
sauces of African cookery; and by way of variety, 8. What evidence does the author present that
another meal of pulse, according to European supports their main idea? (i.e. How do you know
taste. After breakfast they have water to wash what their main idea is?)

themselves, while their apartments are perfumed
with frankincense and lime juice. Before dinner,
they are amused after the manner of their country.
The song and dance are promoted…The men play
and sing, while the women and girls make fanciful
ornaments with beads, which they are plentifully
supplied with."

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Reading Primary Sources: How were enslaved people treated in the colonies?

Document Three 1. Who wrote this?

Source: These are various colonial laws regarding the
status of enslaved people passed in North American
colonies.

2. Why was it written?

Virginia, October 1669

Whereas the only law in force for the punishment

of [rebellious] servants resisting their master, 3. What is the author’s main idea?
mistress, or overseer cannot be inflicted upon
Negroes, nor the obstinacy of many of them be
suppressed by other than violent means, be it
enacted and declared by this Grand Assembly if
any slave resists his master (or other by his 4. What evidence does the author present that
master's order correcting him) and by the supports their main idea? (i.e. How do you know
what their main idea is?)
extremity of the correction should chance to die,

that his death shall not be accounted a felony…

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Document Four 5. Who wrote this?

Source: Robert Walsh in Notices of Brazil in 1828 and
1829 (1831). Walsh was an Irish clergyman and writer
sent to Brazil to study the slave trade. His book,
Notices of Brazil in 1828 and 1829, argued for the
abolition of slavery. 6. Why was it written?

Another negro man was half hanged, and then

burnt, for attempting to poison a cruel overseer.
7. What is the author’s main idea?
Thus, by repeated cruelties, are the wretched first
urged to despair, and then murdered, because
they still retain so much of human nature about
them as to wish to put an end to their misery, and
retaliate on their tyrants. These over-seers are
8. What evidence does the author present that
indeed for the most part persons of the worst supports their main idea? (i.e. How do you know
character of any denomination of men in the West what their main idea is?)
Indies.

Unfortunately, many humane gentlemen, but not

residing on their estates, are obliged to leave the
management of them in the hands of these human
butchers, who cut and mangle the slaves in a
shocking manner on the most trifling occasions,
and altogether treat them in every respect like
brutes.

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Synthesis Questions:

Do Documents One and Two corroborate each other? If yes, how do you know? If no, which
document do you think is more reliable based on its context? Commented [AB8]: By changing the wording of this
question, I’m connecting the skill of contextualization to
the perspective of the primary sources. This is a key
building block for their summative assessment, and I’ll be
sure they know that.
Deleted: source

Do Documents Three and Four corroborate each other? If yes, how do you know? If no, which
document is more reliable based on its context? Deleted: source