1
Michael Fee
EDUN 332
Lesson Plans
Subject: Social StudiesGrade: 10Time: 58Minutes
I. Title:The Middle Passage
- Section One: European Exploration
II. Organization: Whole Group
III. Objectives:Students will be able to:
-Explain the origins of the Atlantic slave trade.
-Identify and compare the different European groups involved in the Atlantic slave trade with 80% or more accuracy.
-Compare and contrast the Atlantic and Islamic slave trades.
IV. Standards: Social Studies: 8.3.9.B, 8.3.9.C, 8.3.9.D
V. Materials:
-Text: Hine, D. C., Hine, W. C, & Harrold, S. (2006). African-American
History. New Jersey: Prentice Hall.
- White board.
- Markers/Erasers.
- Computer/PowerPoint.
- Projector/Screen.
- World Maps.
VI. Procedure:
a. Introduction
- Chapter preview: PowerPoint presentation on life in Africa before the
arrival of European explorers.
- Continue PowerPoint presentation on the writings of Derek Walcott,
Omeros.
- What is the writer describing in this excerpt?
b.Developmental Activities
- Vocabulary
1. Atlantic slave trade.
2. Forced migration.
3. Bartholomeau Dias.
4. Timbuktu.
5. Islamic slave trade.
- Begin reading: The Slave Trade.
-What was the Atlantic slave trade?
- How did the arrival of the Europeans affect Africa?
- When was the Cape of Good Hope discovered and which European
group set up a coastal outpost there?
- Begin reading: The Slave Trade in Africa.
- When did the Portuguese first arrive in Africa?
- Who conducted the Islamic slave trade?
- What was the trans-Sahara slave trade?
- Begin reading: The Origins of the Atlantic slave trade.
-List on the whiteboard: what did the Portuguese ship captains chiefly
trade for?
- Graph on annual exports of enslaved Africans from Western Africa to
the Americas, 1500-1700.
- About how many slaves were taken from the Western coast?
- What decade were the most slaves taken from the Gulf of Guinea?
- What is the total number of slaves taken from Africa?
- Maps.
- When did the Atlantic slave trade reach the proportions of the Islamic
slave trade?
- Using the map which region in the Americas imported the most
slaves?
c. Closure
- From what you have read:
- Name all of the European groups that played a part in the Atlantic
slave trade.
- What were some of the difficulties Africans had to endure once they
were enslaved?
- Wrap up the lesson by asking if anyone has questions about the material covered today. If needed, reiterate any information from
questions that are raised.
VII. Adaptations:I have a student with a vision disability who needs to be seated
at the front of the class and I need to provide that student with
notes in large print. Also follow any IEP’s and 504
accommodations.
VIII. Assessment: Before students leave they must write down at least three
thing that they have learned today and one question on
something they wish to learn more about.
IX. Follow Up:- What were some of the difficulties Africans had to endure once
they were enslaved?
Subject: Social StudiesGrade: 10Time: 58Minutes
I. Title: The Middle Passage
- Section One: Colonization
II. Organization: Whole Group
III. Objectives: Students will be able to:
-Describe the growth of the Atlantic slave trade.
-Calculate the total of slave imports around the world.
-Explain the domination of the slave trade by Portugal and Spain.
-Asses the economics of the slave trade.
IV. Standards: Social Studies:8.3.9.B, 8.3.9.C, 8.3.9.D, 6.2.9.A.
V. Materials:
-Text: Hine, D. C., Hine, W. C, & Harrold, S. (2006). African-American
History. New Jersey: Prentice Hall.
- White board.
- Markers/Erasers.
- Computer/PowerPoint.
- Projector/Screen.
- World Maps.
VI. Procedure:
a. Introduction
- PowerPoint review of previously learned material.
- What were some of the differences between the Atlantic and Islamic
slave trades?
- Continue PowerPoint presentation on slave colonies in the 17th and
18th centuries.
b.Developmental Activities
- Vocabulary
1. Chattel.
2. Hispaniola.
3. Asiento.
4. Triangular trade system.
5. Plantations.
- Begin reading: Growth of the Atlantic Slave Trade.
- In the Americas what was slavery based on?
- Map. Using the map what European powers controlled the regions of
North America and the Caribbean islands?
-Which island in the West Indies had the highest population of
slaves?
- Using the graph: how many slaves were imported to the old world?
- Where were the most slaves exported to?
- What was the total number of slave imports?
Portugal and Spain.
- How did Portugal and Spain dominate the Atlantic slave trade?
- How many Africans were taken to colonies controlled by Portugal
and Spain?
- Why do you think France, England, and the Netherlands were
motivated to get involved in the Atlantic slave trade?
The Dutch
- Why did the Dutch center on sugar production?
- Where was most of the sugar production taking place?
- How did England force the Dutch out of the Atlantic slave trade?
- Why do you think England wanted to strengthen her North
American colonies?
Economics of the Slave Trade.
- World Maps. Have a student come up to demonstrate the triangular
trade system on the map.
- How did the triangular trade system work?
-What type of goods were produced in the North American and
island colonies?
- How was Great Britain dependent on the triangular trade system?
- Using the map in the text: What does this map suggest about the
economy of the Atlantic world between 1600 and 1800?
c. Closure
- From what you have read:
- How did Portugal and Spain dominate the Atlantic slave trade?
- How were the Dutch forced out of the slave trade by Great Britain?
- Wrap up the lesson by asking if anyone has questions about the material covered today. If needed, reiterate any information from
questions that are raised.
- Before you leave: On a piece of paper list three things that were
shipped in the triangular trade system and why were they important to
the trade?
VII. Adaptations:I have a student with a vision disability who needs to be seated
at the front of the class and I need to provide that student with
notes in large print. Also follow any IEP’s and 504
accommodations.
VIII. Assessment:Before you leave: On a piece of paper list three things that were
shipped in the triangular trade system and why were they important to
the trade?
IX. Follow Up:Review for test.
Subject: Social StudiesGrade: 10Time: 58Minutes
I. Title: The Middle Passage
- Section Two: From Capture to Destination
II. Organization: Whole Group
III. Objectives: Students will be able to:
- Explain how Africans were enslaved in Africa.
- Describe the conditions on ships crossing the Middle Passage.
- Generalize what life was like on board a slave ship.
- Analyze the writings of Olaudah Equiano.
- Interpret the role African women had on slave ships.
IV. Standards:Social Studies:8.3.9.B, 8.3.9.C, 8.3.9.D.
V. Materials:
-Text: Hine, D. C., Hine, W. C, & Harrold, S. (2006). African-American
History. New Jersey: Prentice Hall.
- White board.
- Markers/Erasers.
- Computer/PowerPoint.
- Projector/Screen
VI. Procedure:
a. Introduction
- PowerPoint review of previously learned material.
- What were the main reasons for African enslavement?
- Continue PowerPoint presentation on European trade.
b.Developmental Activities
- Vocabulary
1. Factories.
2. Slavers.
3. Middle passage.
4. Brookes.
5. Olaudah Equiano.
6. Indentured servant.
- Begin reading: The Capture of Africans.
- How did Africans come to be enslaved and what happened to them
between capture and departure for the Americas?
- How do you think the Africans felt when they were captured?
The Crossing.
- What route did the slavers ships take to get to the Americas?
The Slavers.
- How many slaves could a British slave ship hold?
- What were the conditions like for the slaves on board the ships?
- Imagine you were on the ship how would you feel if you were a
slave or a slave trader?
- Begin reading: An African’s Story.
- Where was Olaudah Equiano originally from?
- Think about Olaudah’s experiences as a young boy captured by
traders and brought to a slave ship. What new and strange things did he encounter?
- How did he explain these things to himself?
- What kept him from descending into utter despair?
- Why do you think the slaves did not rebel more often on the ships?
- Begin reading: In Their Own Words. The Journal of a Dutch
Slaver.
- How do you think the Dutch slaver felt about his human cargo?
- How were the conditions for the crews on board slave ships?
- What dangers did the slaves and crew on board the St. Jan face?
- What happened to Africans during the voyage across the Atlantic?
Resistance and Revolt at Sea.
- How did crew members treat their human cargo?
- What were some ways the slaves resisted the crew members?
- Why did many slaves jump overboard rather then stay on the ship?
- What could the slaves expect if their revolt failed?
- Begin reading: African Women on Slave Ships.
- Why were female slaves less of a commodity then male slaves?
c. Closure
- From what you have read:
Imagine you were either a slave or a crew member on board a slave ship.
Keep a journal of some of the things that you think you would witness
during your journey across the Atlantic Ocean. Give as much detail as
possible to illustrate you point of view.
VII. Adaptations:I have a student with a vision disability who needs to be seated
at the front of the class and I need to provide that student with
notes in large print. Also follow any IEP’s and 504
accommodations.
VIII. Assessment: From what you have read:
Imagine you were either a slave or a crew member on board a slave
ship. Keep a journal of some of the things that you think you would
witness during your journey across the Atlantic Ocean. Give as much
detail as possible to illustrate you point of view.
IX. Follow Up:Review for unit test.
Subject: Social StudiesGrade: 10Time: 58Minutes
I. Title: The Middle Passage
- Section Three: Landing and Sale in the West Indies
II. Organization: Whole Group
III. Objectives: Students will be able to:
- Describe how the crew on board slave ships prepared their slaves for
sale.
- Explain how a slave was seasoned.
- Discuss how slaves retained elements of their culture and reinforced
these elements through the building of relationships with their fellow
slaves.
- Construct a timeline of the Atlantic slave trade.
IV. Standards: Social Studies:8.3.9.B, 8.3.9.C, 8.3.9.D, 8.1.9.A.
V. Materials:
-Text: Hine, D. C., Hine, W. C, & Harrold, S. (2006). African-American
History. New Jersey: Prentice Hall.
- White board.
- Markers/Erasers.
- Computer/PowerPoint.
- Projector/Screen
VI. Procedure:
a. Introduction
- PowerPoint review of previously learned material.
- How were slaves processed before being transported to the Americas?
- Continue PowerPoint presentation on Life in the West Indies.
b.Developmental Activities
- Vocabulary
1. Planters.
2. Seasoning.
3. Creoles.
4. New Africans.
5. Great gang.
6. Drivers.
- Begin reading: The Selling of Africans.
- What happened to Africans after they crossed the Atlantic?
- How did the slave traders prepare their slaves?
- How did planters inspect the slaves before purchasing them?
- How could a planter know if a slave had been seasoned?
- Begin reading: Seasoned.
- What were the three categories slaves were divided into by planters?
- How many slaves died in the first three years in the West Indies?
- What were the conditions like for slaves in the West Indies?
- Why was seasoning used?
- Begin reading: Masters and Slaves in the Americas.
- How did masters treat their slaves in the Americas?
- Why do you think masters treated their slaves this way?
- What were some ways that slaves held on to their culture from
Africa?
- How did slaves share their culture with one another?
-Begin reading: The End of the Atlantic Slave Trade.
- Why did the Atlantic slave trade end?
c. Closure
- From what you have read in this chapter create a timeline showing all
the important events that happened during the Atlantic slave trade. Fill
in the space in between with minor events that took place during this
time period.
- Wrap up the unit by asking if anyone has questions about the material covered today. If needed, reiterate any information from
questions that are raised.
VII. Adaptations:I have a student with a vision disability who needs to be seated
at the front of the class and I need to provide that student with
notes in large print. Also follow any IEP’s and 504
accommodations.
VIII. Assessment: Each student will produce a journal on the Atlantic slave trade. The
students will pick a tribe inWest Africa that was enslaved. Then
create a journal on their voyage from captivity; processing; their
journey through the middle passage; to their arrival in the West
Indies. Students will also have to illustrate their journey with
drawingsor pictures.
IX. Follow Up:Review for unit test.