- Introduction to Slavery
- Slave Life
- Civil War and Underground Railroad
- Abolition of Slavery
- Webquest as assessment
Lesson Plan 2- Introduction to Slavery
Topic: Slavery in America Date: Day 1
Grade Level: 11th grade Estimated Time for Lesson: 120 minutes
Standards/Benchmarks Being Met: Council Bluffs Public School List of Standards and Benchmarks
Standard 2: Students understand how factors such as group membership, culture, learning, genetics, and physical development interact to influence the identity, behavior and development of individuals and institutions.
c. Interactions Among Learning, Genetics and Physical Development
d. Conflict, Cooperation and Interdependence
Understand how rapid increase in population and industrial growth in urban areas influenced the environment.
Standard 6: All students will study and analyze life and events in United States and Iowa History in terms of enduring concepts, patterns and relationships in order to better understand the present and future.
a. Family and Community Life
c. Exploration and Colonization (1585-1762)
d. Revolution and the New Nation (1754-1820)
e. Expansion and Reform (1801-1861)
f. Civil War and Reconstruction 1850-1877)
Objectives:
Learning Objectives:
Cognitive:
The student will describe what life was like on a slave ship.
The student will identify the geographic history of slavery in the United States
The student will demonstrate an understanding of slave ship conditions.
Psychomotor:
The student will determine what states were slave states and which states were Free states.
The student will listen to a slave narrative about the transportation of slaves to the United States.
The student will recognize the geographical history of slavery in the Thirteen Colonies.
Affective:
The student will recognize that slavery was present in the North as well as the South from much of American history prior to the Civil War.
The student will cooperate with a partner or a small group.
The student will prepare a journal entry base on conditions of the slave ships.
Materials:
Tape
Slave Narratives from: http://www.melfisher.org/exhibitions/henriettamarie/narrative.htm
Colored pencils
Map of the United States
Computer
Projector
Slave Ship Pictures
Journal Entry sheet
Journal entry rubric for all different levels of learning.
(5 min.) Anticipatory Set:
The teacher will review the last unit and bring it up to date with the newest unit.
The teacher will write on the board “it’s okay to own someone’s life”
The teacher will ask student to think about this question and think about what they would say about that statement.
The student will volunteer to give their opinions out loud.
The student will predict what they will be learning about.
The teacher will accept all student answers.
Procedures/Instruction:
(15 min.)Input/Modeling:
Guided Questions A
The teacher will start by asking students guiding questions to establish background knowledge on the subject of slavery. Teacher will accept all students and answers.
- Questions to ask:
- What is slavery?
- Does slavery still exist in the United States?
- When were slaves first brought to the United States?
- Teacher will write the date on the board
- How did slaves get to America?
Students will engage in activity A
Guiding questions B- Teacher will regroup students
- When was slavery abolished?
- Teacher will write the date on the board?
- Teacher will point out that slavery has lasted longer than it hasn’t.
- What portion of the United States was legally allowed to own slaves?
Students will engage in activity B
Monitoring to Check for Understanding
(60 min.) Guided/Monitored Practice:
The teacher will students will examine the Atlantic Slave Trade
The teacher will outline a small square with tape of the floor 4X4 feet. The teacher will ask for volunteers to stand in the box. If no volunteers, the teacher will explain how many slaves would be crammed in the small space and that’s how they came over to America. The teacher will explain why people though slaves were necessary in the expansion of America.
The students will listen to slave narratives while on the slave trade ships.
Boarding a slave ship- Olaudah Equiano
Together the class will listen to Bosum William May’s account of the slave living conditions, Olaudah Equianos account on s slave ship, and Jean Barbot, a French Huguenot and slaver. Located at http://www.melfisher.org/exhibitions/henriettamarie/narrative.htm
The teacher will explain the life on s slave ship- teacher will discuss capturing, transporting, conditions, arrival in America using pictures and text.
The students will regroup and engage in guiding questions B.
Activity B
Students will work in partner or small groups. Students will receive a blank map of the United States. Students will label and color in the states that they believe were free states and slave states.
Teacher will project- Free States/Slave states- www.learner.org/biographyofamerica/prog10/maps/
Students will compare their maps of the United States with the projected.
Teacher will hand the students a correct map of the United States slave states and territories.
Students will engage in guided questions.
How is you map different than the real map?
Why are the slave states south and the Free states north?
What happens when a new state comes about? How do they decide if it’s a free state or a slave state?
(15min.) Independent Practice:
Students will examine the following questions and develop a journal entry over the life of slaves on the slave ship.
The teacher will walk around the room and give additional assistance to those who need it.
Assessment/Evaluation:
Check list
Journal rubric
Technology Integration:
Projector
Computer
Internet
Adaptations for Diverse Learners:
- Students will work in mixed ability groups
- Student will be graded using different rubrics for different levels of learning.
- Students will receive extra guidance provided through their teacher.
Websites Used:
Lesson Plan:
Thirteen Colonies Map:
United States Map:
Slavery in the United States:
13 Colonies Slavery Map:
Recorded Narratives:
Pictures taken from:
Text from:
Conditions of the Slave Ship
Information taken from: http://4thebest4e.tripod.com/id15.html
How the slaves were "packed":
There are two ways for the captains to load their boats with slaves. One system is called loose packing to deliver slaves. Under that system, captains transported fewer slaves than their ships could carry in order to reduce the disease and deaths among them. The other system is the cruellest one and is called tight packing. This system was based on the fact that the more slaves they had, the more profit they could make. They carried as many slaves as their ship could carry, and often more. In the ship's hold, the slaves were chained ankle to wrist, with barely any place to move.
Sanitary/hygiene:
In the worse case, the captains did not provide any kinds of hygiene. In other boats, the captains placed buckets for the slaves' excrements, but there was never one bucket per slave. Slaves who were close to the buckets used it but those who were farther away often tumbled and fell on others while trying to reach it. Severely hindered by the shackles that were tightly secured around their ankles, most slaves preferred to ease themselves where they were rather than to bruise themselves in the process of trying to reach it. Also, some sailors would be ordered to go below deck to wash the slaves briefly. Although the crew avoided the slaves, they often would call a woman on deck to satisfy their desires. When weather conditions were bad, the conditions of the quarters dramatically worsened. The slaves' holding quarters were so hot and humid that the floor of their rooms was covered with layers of filth during most of the voyage.
Death:
Suicide attempts occurred daily and in painfully cruel ways. Slaves tried jumping overboard and even asked others to strangle them. One of the most common ways to avoid further punishment on the journey was to avoid eating. Starvation suicide attempts became so common that a device was introduced to forcefully open the mouths of slaves who refused to eat. Slaves believed that their death would return them to their homeland and to their friends and relatives. To prevent slaves from killing themselves, sailors began chopping the heads off of corpses, implying that when they died, they would return to their homes headless. Even with precautions taken to avoid suicide attempts like drowning and starvation, many healthy and well-fed slaves died from what was known as "fixed melancholy."
Food and water:
Food was a very big problem for the slaves and the captains. The captains often thought that food was too expensive, and tried to buy as little food as they could. Some captains chose to take a sufficient amount of food, believing that healthy slaves would be worth the cost of the food. Many captains simply decided to buy as less food as possible, even if much of their "cargo" died of starvation. The feeding of the slaves was on deck. The slaves were taken out cautiously, with sailors to feed them and many to guard them with loaded guns in order to prevent a slave rebellion. On other boats, the slaves were fed in the hold, by sailors.
- The Dutch fed their slaves three times a day and the food was somewhat decent.
- On French boats the slaves were fed from a stew of oats that were cooked daily and to which sometimes dried turtle meat or dried vegetables were added.
- The English fed the slaves twice a day and gave the slaves’ meals in small fat tubes.
There was a rule about the amount of food to be bought on a slave ship, but many captains ignored this rule. A rule about the water needed on a boat also was imposed later on. After the sailors finished cleaning the quarters and the slaves were given their first meal of the day, the slaves were not allowed to leave the quarters until their second and last meal of the day. As soon as they finished eating, they were sent them bask into their barracks. The tallest men were put amidships, the widest part of the vessel, while the shorter men were placed in the stern. After properly placing them in their quarters, the sailors closed and barred the hatchway. When sailors tried to sleep on the deck, they often heard howling and screams of distress. The noises heard more often, however, were those of quarreling slaves. Water was another problem, but captains were more careful about the amount of water they took. In hot weather, dehydration occurred very often, but most of the year, slaves had sufficient water. Slaves often drank more water than a normal person would, simply because bellow decks, it was very hot and humid.
Disease:
Diseases were very common in boats, they were transmitted easily because of the poor hygiene and the way slaves were packed together. Deaths numbers could very important, as in a Portuguese ship, a hundred out of five hundred slaves died during the night because of an unrecorded disease. The flux, smallpox and scurvy were the most spread diseases on the boats. To prevent both despondency and scurvy, sailors forced the slaves to be more active and participate in what they called a dance. In this ritual, sailors snapped large whips at the naked bodies of the slaves who jumped screamed from the pain. The shackles were left on during the whippings and often tore away at their bruised flesh. The poor conditions, brutal treatment of slaves, and continual suicides resulted in a high mortality during the Middle Passage.
The journey:
During the 17th century, on portuguese ships, it took:
- 35 days from Angola to Pernambuca
- 40 days from Angola to Bahia
- 50 days from Angola to Rio
During the 18th century, the ships were bigger and the journeys took around 30 days. The more days at sea, the more deaths among the cargo, and so the captain tried to cut the Middle Passage voyage as short as possible. An example of a ship that was delayed for weeks due to unreachable trade winds was the Young Hero, led by Dr. Claxton. He stated,
"We were so straightened for provisions that if we had been ten more days at sea, we must either have eaten the slaves that died, or have made the living slaves walk the plank."
No accurate records of men as cannibals were founds concerning the Middle Passage but several accounts were found about slaves killed for various other reasons. In some cases, slaves were poisoned to death because they were unable to keep them on board. Often a slave ship was hurt the most in the last few days of the long journey along the Middle Passage. Sometimes the ship would be taken by a French privateer out of Martinique, or by an unexpected hurricane. On a few ships, the slaves chose suicide as their last option before reaching shore. These horrors, although, were not frequent. Normally, the last few days were a happy time for the slaves and the crew. Sometimes, the slaves were released from the shackles and given bigger meals of provisions were left over. Fattening them for market would help the captain. In extreme occasions, if the ship was conducted by an easygoing captain, there was a costume party on deck with women slaves dancing in the sailors clothing. Afterwards the captain went ashore to arrange the selling of his cargo.
Slave narrative from Olaudah Equiano
Boarding a Slave-Ship
This extract, taken from Chapter Two of the Interesting Narrative, describes the young Equiano’s entry into a slave ship on the coast of Africa.
The first object which saluted my eyes when I arrived on the coast was the sea, and a slave-ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, which I am yet at a loss to describe, nor the then feelings of my mind. When I was carried on board I was immediately handled, and tossed up, to see if I were sound, by some of the crew; and I was now persuaded that I was got into a world of bad spirits, and that they were going to kill me. Their complexions too differing so much from ours, their long hair, and the language they spoke, which was very different from any I had ever heard, united to confirm me in this belief. Indeed, such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked round the ship too, and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate, and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, who I believed were some of those who brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair? They told me I was not; and one of the crew brought me a small portion of spirituous liquor in a wine glass; but, being afraid of him, I would not take it out his hand. One of the blacks therefore took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me abandoned to despair. I now saw myself deprived of all chance of returning to my native country, or even the least glimpse of hope of gaining the shore, which I now considered as friendly: and I even wished for my former slavery in preference to my present situation, which was filled with horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life; so that with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste any thing. I now wished for the last friend, Death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on refusing to eat, one of them held me fast by the hands, and laid me across, I think, the windlass, and tied my feet, while the other flogged me severely. I had never experienced any thing of this kind before; and although, not being used to the water, I naturally feared that element the first time I saw it; yet, nevertheless, could I have got over the nettings, I would have jumped over the side, but I could not; and, besides, the crew used to watch us very closely who were not chained down to the decks, lest we should leap into the water; and I have seen some of these poor African prisoners most severely cut for attempting to do so, and hourly whipped for not eating. This indeed was often the case with myself. In a little time after, amongst the poor chained men, I found some of my own nation, which in a small degree gave ease to my mind. I inquired of these what was to be done with us? they gave me to understand we were to be carried to these white people's country to work for them. I was then a little revived, and thought, if it were no worse than working, my situation was not so desperate: but still I feared I should be put to death, the white people looked and acted, as I thought, in so savage a manner; for I had never seen among any people such instances of brutal cruelty; and this not only shewn towards us blacks, but also to some of the whites themselves. One white man in particular I saw, when we were permitted to be on deck, flogged so unmercifully with a large rope near the foremast, that he died in consequence of it; and they tossed him over the side as they would have done a brute. This made me fear these people the more; and I expected nothing less than to be treated in the same manner.
This is the assessment piece of this lesson.
Slave Narrative Journal Entry
Name_______________________________ Date_____________________
Directions: Examine the questions below and develop a journal entry based on your feelings about slavery.
Imagine you’re a slave aboard the slave ship. You were captured, shackled, taken away for your family and put into these fifthly conditions among a ship. You have no idea where you’re going and what to expect. React to the situation.
Questions to consider while journaling
1. What are the conditions like? (Remember your five sense, taste, touch, smell, hearing, vision)
2. How are you feeling?
3. What’s your plan?
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This is the rubric that I used for grading the journal entry. They are from rubristar.
Letter-Writing : Jounral Entry- Slave Ship Teacher Name: Ms. McKenna
Student Name: ________________________________________
| CATEGORY | 4 | 3 | 2 | 1 |
| Ideas | Ideas were expressed in a clear and organized fashion. It was easy to figure out what was going on in the jounral entry. | Ideas were expressed in a pretty clear manner, but the organization could have been better. | Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the jounral entry was about. | Jounral entry does not exist |
| Neatness | The journal entry is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. | Jounral entry is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. | Journal Entry is sloppy and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. | Jounral entry does not exist |
| Sentences & Paragraphs | Sentences and paragraphs are complete, well-constructed and of varied structure. | All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. | Most sentences are complete and well-constructed. Paragraphing needs some work. | Jounral entry does not exist |
| Capitalization and Punctuation | Writer makes no errors in capitalization and punctuation. | Writer makes 1-2 errors in capitalization and punctuation. | Writer makes 3-4 errors in capitalization and punctuation. | Jounral entry does not exist |
| Content Accuracy | The jounrnal entry contains at least 5 accurate facts about the topic. | The jounrnal entrycontains 3-4 accurate facts about the topic. | The jounrnal entrycontains 1-2 accurate facts about the topic. | Jounral entry does not exist |
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| CATEGORY | 4 | 3 | 2 | 1 |
| Content Accuracy | The Jounral entry contains at least 4 accurate facts about the topic. | The Jounral entry contains 3 accurate facts about the topic. | The Jounral entry contains 2 accurate facts about the topic. | Jounral entry does not exist |
| Capitalization and Punctuation | Writer makes no errors in capitalization and punctuation. | Writer makes 1-2 errors in capitalization and punctuation. | Writer makes 3-4 errors in capitalization and punctuation. | Jounral entry does not exist. |
| Neatness | Jounral entry is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. | Jounral entry is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. | Jounral entry is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. | Jounral entry does not exist |
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Sentences & Paragraphs | Sentences and paragraphs are complete, well-constructed and of varied structure. | All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. | Most sentences are complete and well-constructed. Paragraphing needs some work. | The jounral entry does not exist |
| Grammar & spelling (conventions) | Writer makes no errors in grammar or spelling. | Writer makes 1-2 errors in grammar and/or spelling. | Writer makes 3-4 errors in grammar and/or spelling | The jounral entry does not exist |
| Ideas | Ideas were expressed in a clear and organized fashion. It was easy to figure out what the journal entry was about. | Ideas were expressed in a pretty clear manner, but the organization could have been better. | Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. | The jounral entry does not exist |
| Capitalization and Punctuation | Writer makes no errors in capitalization and punctuation. | Writer makes 1-2 errors in capitalization and punctuation. | Writer makes 3-4 errors in capitalization and punctuation. | The jounral entry does not exist |
| Neatness | journal entry is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. | journal entry is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. | journal entry is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. | The jounral entry does not exist |
| Content Accuracy | The journal entry contains at least 5 accurate facts about the topic. | The ljournal entry contains 3-4 accurate facts about the topic. | The ljournal entry contains 1-2 accurate facts about the topic. | The jounral entry does not exist |
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