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Transatlantic Slave Trade Lesson Plan: Slave Voyages K-W-L Chart

This document outlines a lesson plan about the Transatlantic Slave Trade that uses videos and primary sources to teach students about the topic. It includes showing students two TedEd videos about life aboard a slave ship and the effects of the slave trade. It also has students observe a timelapse of slave voyage data and analyze primary source documents about slavery. The goal is for students to understand the systems of slavery between 1450-1750 and be able to write a thesis statement evaluating how slavery changed during this period.

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Noah Morrison
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93 views1 page

Transatlantic Slave Trade Lesson Plan: Slave Voyages K-W-L Chart

This document outlines a lesson plan about the Transatlantic Slave Trade that uses videos and primary sources to teach students about the topic. It includes showing students two TedEd videos about life aboard a slave ship and the effects of the slave trade. It also has students observe a timelapse of slave voyage data and analyze primary source documents about slavery. The goal is for students to understand the systems of slavery between 1450-1750 and be able to write a thesis statement evaluating how slavery changed during this period.

Uploaded by

Noah Morrison
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Transatlantic Slave Trade Lesson Plan

1. Either provide the students with a Slave Voyages K-W-L Chart on paper or online, or have them make their own
K-W-L Chart on paper (if you do not have printing capability). Have the students fill in the first part - what they
already know about the Transatlantic Slave Trade before you begin showing the video clips and primary sources.

2. Show the TedEd video: “The Atlantic Slave Trade” (5:38)


a. Point out that they should pay attention to the effects of the trade on Africa during this video as well as
the pieces about the Slave Trade itself.

3. Show the TedEd video: “Life Aboard a Slave Ship” (4:14)


a. Have them continue to fill in the chart as the video shows the brutality aboard the ships, as well as a
famous court case that determined the lack of humanity of the slave trade.
b. If you have time, show the video of the virtual reconstruction of a slave ship video at slavevoyages.org -
as it goes into the specific portions of the designs of slave ships. If not, this could be utilized as an
extension.

4. Show the students the Timelapse of the Slave Voyages at slavevoyages.org. (ca. 10 minutes)
a. You are able to speed up the representation if you like. If you play it from beginning to end at the original
speed, it will take 20 minutes. You may wish to go at 2x or 4x speed. You can also start later, in
1560/1580 if you like.
b. Have students make observations out loud as a class as they continue to watch the time lapse. Have them
make explicit observations first, and then begin to work in inferences and conclusions they can draw
about the trade as it continues. What nations are involved? Why does it ramp up eventually? Then why
does it end so abruptly?

5. Use the Transatlantic Slave Trade Documents (Google Slides) for Primary Source Analysis
a. This may need to be introduced another day, or if on a block schedule will be the second half of the class
period.
b. You can provide the students with a document analysis chart for these documents and have them analyze
them individually or in groups, or you could discuss them as a class. You could also have students write a
summary sentence for each document, working on quickly analyzing the documents like they would need
to rapidly analyze them when writing a DBQ.

6. At the end of class or at the end of the two periods that this may take, have students write a thesis statement for
the question at the bottom of the K-W-L Chart: “Evaluate the extent to which systems of slavery changed in the
period ca 1450 - 1750 CE” - you can use this to gage student knowledge and thesis writing ability.

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