Beyond Barbados Part 2: Sweet Success Lesson Plan

Activity #1

Picture Analysis
Students will analyze a diagram drawing of a slave ship depicting how Africans were stowed like cargo. The teacher will use the Five Words – Three Words strategy below for their analysis.
 

Strategy: Five Words – Three Words

What: This activity will assist students with summarizing their thoughts after viewing the picture.

 
How: On an index card (or sheet of paper), students (working on their own) should list five words that come to

mind when they look at the picture. Students then get into pairs, trios or groups of four to share and discuss their words. Finally, each small group selects three words to share and explain to the entire class. The teacher facilitates a conversation about the students’ analysis and the picture.

Activity #2
The teacher does a read-aloud of Olaudah Equiano’s account of the Middle Passage. Students will use their imagination, as they listen, to complete the “5 Senses” to record what they hear, what they see, what they taste, what they touch, and what they smell. The teacher asks if a few students would like to share what they wrote to facilitate discussion.

Activity #3

The teacher will show students Tom Feelings- Middle Passage video clip. Students will continue adding to their 5 Senses chart while watching the video clip. Students will record what they hear, what they see, what they taste, what they touch, and what they smell. The teacher can prompt students to draw from their imagination if they are unable to come up with every example.  The teacher asks if a few students would like to share what they wrote to facilitate discussion.
 
Note* The teacher may also want to check out Tom Feelings' book, The Middle Passage, from the library or purchase their own copy to show and share with the students after the completion of the lesson.

Activity #4

Atlantic Slave Trade Map Simulation with Analysis
The teacher will show a map simulation of the Trans-Atlantic slave trade. The simulation covers a span of 315 years and 20,528 voyages transporting millions of Africans to the Americans, many to Barbados. During the 2:00 minute simulation, the teacher needs to pause the simulation, then click on three dots headed to the Caribbean Islands to learn the following: The name of the ship, the country the ship sailed for, its destination, how many Africans it carried, and any additional information disclosed. The pause should be done two more times and the teacher needs to click on three dots each of the following times to learn more about the voyages. Afterward, the teacher will ask the students to respond to the following questions on the back of the index card (or sheet of paper).  The teacher can ask if a few students would like to share what they wrote to facilitate discussion.
 
 

1. What were two things you learned about the Transatlantic slave trade?
2. What is one question you now have about the Transatlantic slave trade?

Activity #5

The teacher will facilitate a jigsaw activity for the students. There are four articles for the jigsaw activity. The directions are below. The teacher can have groups present for the class.
 
1. Preparation
Divide room into four areas and place copies of each jigsaw article in each section. Each section should have a number tent: 1,2,3,4. Then, place students into four groups, then number students 1,2,3,4. The groups will be the “home groups” of the jigsaw. Students will start the activity in this group and finish the activity in this group. Put students into groups of four.  
 
2. Introduce to Home Groups
Explain the jigsaw strategy and the topic of each article. Tell students that they are going to be responsible for teaching their home group about the article you will be assigned.
3. Break into Expert Groups
Now students will leave their home group to sit with a group of students assigned to the same article, their “expert group.” Ask students to begin reading to themselves, or have them take turns reading aloud. When students are finished reading, the group should discuss their segment and complete their notes section of the jigsaw activity sheet. Everyone in the group should have the same information before they leave to go back to their homegroup.
4. Regroup with "Home Groups"
Students regroup with their home groups. Each student is responsible for teaching their article to their homegroup.  All students are responsible for learning all the material.  Determine how you’d like students to organize and summarize all the information they’ve learned. 
5. Culminating Group Activity
Students must complete all four sections of the Notes Organizer. Upon completion, in your groups, use the notes on your organizer to identify the causes which led to the growth and development of the colony of Charles Towne, the colony of Barbados, and the expansion of the Trans-Atlantic slave trade. Your group can choose one of the following to identify these causes:
A) Create a 6-box comic strip (with caption bubbles) that identifies the factors that led to the growth of Barbados and Charles Towne and explains the role of the slave trade. Add color
 
B) Write a 1-2 page essay that identifies in 5-7 paragraphs the factors that led to the growth of Barbados and Charles Towne and explains the role of the slave trade.

C) Create a poem or rap that identifies the factors that led to the growth of Barbados and Charles Towne and explains the role of the slave trade.

D) Create a 3-page journal log documenting the life of an African captured and enslaved. Identify the factors that led to the growth of Barbados and Charles Towne and explains the role of the slave trade through your journal logs.

E) Create a poster that identifies the factors that led to the growth of Barbados and Charles Towne and explains the role of the slave trade. Include pictures. Add color.

Note* Teacher needs to encourage students to also use the information they learned from Beyond Barbados video Part 2 and the other activities from the lesson with this culminating activity.

Activity #6

Assessment/Evaluation
The teacher will have students complete an Exit Slip at the end of class. The teacher will also have students complete a Student Assessment Guide (SAG) to evaluate their engagement and performance during the lesson and their group’s engagement and performance. The Exit Slip and the SAG will be turned in at the end of class.

Academic Vocabulary:

Transatlantic Slave Trade, Middle Passage, Slavery, Plantation, Resistance, Bondage, Chattel, Cash Crop, Indentured Servant, Race, Immunity, Yellow Fever, Malaria, Oppression, Mercantilism, Social Hierarchy.

Assessment/Evaluation
The teacher will have students complete an Exit Slip at the end of class. The teacher will also have students complete a Student Assessment Guide (SAG) to evaluate their engagement and performance during the lesson and their group’s engagement and performance. The Exit Slip and the SAG will be turned in at the end of class.