#2635. Africa: The Middle Passage and 19th Cen. America Lesson 1

, level: all
Posted Sat Jul 13 21:59:08 PDT 2002 by sandy andrews (edconandrews@aol.com).
Curricular Options for Creative Teachers, Lauderhill, Florida (Broward)

The following lessons and corresponding activities will concentrate on conditions and problems encountering slave people during their confinement on slave ships during the Middle Passage, their subjection to the Slave Auctions, and their struggle as an enslaved people in America.
Lesson 1 Building a Slave Ship
Objective: To understand through simulation what it was like to cross the Atlantic as a slave aboard a slave ship.
Time: 1 hour
Procedure:
1. The teacher distributes the "Middle Passage Fact Sheet." The class reads it and answers questions like the following:
a. Why were the slaves crowded into the ships?
b. Why did the ships wait so long to sail?
c. Compare 19th century ships to ones we have today.
d. What was transported in the ship the other direction.
2. The class builds a slave ship by following the instructions. (See attached paper.)
Lesson II The Middle Passage
Objective: To role-play slave eople and slave owners during the middle passage. To brainstorm group reflections and write in journals answering specific questions stemming from this activity. (See attached paper.)
Lesson III Life in the South
Objective: To explore the life of the enslaved people in America by learning a song that slave children might have sung, movement for song and hand jive.
To prepare a song and dance.
Procedure:
1. The teacher explains that the slave people had no way of gettng home again and no way to survive without the slave owner's help. The slave owners desperately needed them to help to help grow and harvest cotton for income.
Distribute fact sheet.
2. The students learn the "Hambone" song. The teacher introduces each of hand jive patterns (a through e) and the students try each of them. The students then put the song together with the handjive and sing the song. Life in the South Fact Sheet, Slave Songs Fact Sheet.
Lesso IV Building Slave Quarters
Objectives: To compare the life of a southern slave person in the 19th century with the student's lfe. To build slave quarters.
Procedures:
1. The class is given the "Life and Work Fact Sheet," which they read. Look at the pictures of the clothing the African-Americans wore in this country.
2. Students answer the following:
a. How does clothing you wear compare with what was worn by the 19th century slaves?
b. How does the food you eat compare?
c. How do the number of hours your parents work compare?
d. Compare the kind of punishment you might receive for breaking a rule with that received by a slave.
3. Teacher divided class into small groups. Each group constructs one house.
4. Students complete the house by following instructions.
Lesson V A Slave Auction
Objectives:
1. To illustrate what is meant by discrimination, prejudice and racism and explore the feelings that accompany these things (fear, hatred, suffering).
2. To compare and contrast the discrimination of the 19th century with that prevailing today.
Procedure:
1. Students write the names from their Role Cars on the back of them and pin the cards to their clothing.
2. Each abolitionist writes down his or her feelings about the auction as it progresses.
3. The auctioneer calls the first slave to the front of the room and begins the bidding by calling ot the slave's name and giving 2 facts about the slave's qualifications.
4. The bidding begins. The simulation is oover when all the slave people are sold.
5. After the bidding is over, the class discusses how they felt and wy they felt that way. The abolitionists present the thought and comments that they have written.
6. The teacher asks:
a. Do you think the effects of slavery still exist in America today?
b. Can you think of other groups of people who are discriminated against? Why? How?
c. How did you feel about being discriminated against?
d. What causes prejudice?
e. What can be done to stop it?
7. Students write their reactions to the slave auction in their journals.
I don't have the energy to type in the fact sheets or the other sheets that go along with these lessons. Contact my by e-mail and I will tell you how to obtain the corresponding work sheets that go with these lessons:
edconandrews@aol.com